1,723,688 research outputs found
Scale Renzulli. Scale per l'identificazione delle caratteristiche comportamentali degli studenti plusdotati (Clarissa Sorrentino e Stefania Pinnelli curr.
No full textIl volume presenta le Scale Renzulli per identificare studenti plusdotati o gifted, descrive il modello Renzulli ed è completo del Protocollo con il materiale sia per la rilevazione e la valutazione degli studenti, sia per lo svolgimento del training preparatorio.
Libro + Allegati + Piattaforma Digitale
Test a colpo d’occhio – Scale Renzulli in 4 passi
Prefazione
Alcune riflessioni importanti sullo sviluppo di un programma di identificazione degli studenti plusdotati (Joseph S. Renzulli)
Presentazione dell’edizione italiana
L’identificazione della plusdotazione nella scuola italiana (Clarissa Sorrentino e Stefania Pinnelli)
CAP. 1 Struttura del materiale e caratteristiche generali dell’edizione italiana (Clarissa Sorrentino e Stefania Pinnelli)
CAP. 2 Utilizzo e interpretazione dei punteggi delle Scale (Joseph S. Renzulli et al.)
CAP. 3 Un sistema pratico per l’identificazione di studenti plusdotati e di talento (Joseph S. Renzulli et al.)
Approfondimento 1 - Edizione italiana dello strumento e proprietà psicometriche
Approfondimento 2 - Simulazione di un percorso di formazione
Approfondimento 3 - L’intervento didattico: alcune strategie
Bibliografia
Appendice
Piano Didattico Personalizzato per alunni ad alto potenziale e plusdotati
Calcolo delle norme locali e scoring digitale su TEO – Test Erickson Onlin
PRESENTAZIONE DELL’EDIZIONE ITALIANA L’IDENTIFICAZIONE DELLA PLUSDOTAZIONE NELLA SCUOLA ITALIANA
No full textLe Scale per l’identificazione delle caratteristiche comportamenta- li degli studenti plusdotati sono comunemente chiamate Scale di Renzulli o Scale di Renzulli-Hartman.
Giunte alla terza edizione, le Scale Renzulli (Scales for Rating the Behaviorial Characteristics of Superior Students; Renzulli et al., 2013) sono lo strumento più usato per identificare alunni e stu- denti plusdotati, o gifted. Supportate da oltre quarant’anni di ri- cerca, le Scale Renzulli sono utilizzate in programmi specifici per la valorizzazione dei talenti in tutti gli Stati Uniti. Questo strumen- to standardizzato viene completato dagli insegnanti e fornisce un metodo efficace per identificare i bambini con un potenziale ta- lento
Application and reliability of calcic amphibole thermobarometry as inferred from calc-alkaline products of active geothermal areas in the Andes
No full textIgneous thermobarometry may contribute to locate the upper-crust heat source/s representing one of the main
factors required to establish the potential of high enthalpy geothermal areas through models of the heat flux. To
test this possibility,we applied amphibole thermobarometry to some of the youngest lavas and pyroclastics (andesite to rhyolite) of Apacheta and La Torta (Chile) and Chachimbiro (Ecuador) areas representing medium to
high enthalpy geothermal systems located in two different crustal contexts along the Andean active continental
margins of SouthAmerica. Weused the robust application of Ridolfi and Renzulli (2012) allowing to estimate the
intrinsic physico-chemical parameters with reasonably low uncertainties (T ± 24 °C, P ± 12%, fO2 ± 0.4 log
units) and the composition of the melt in equilibrium with Mg-rich calcic amphibole in a wide range of conditions,
up to 1130 °C and 2.2 GPa. In addition, analyses of the intra-crystalline compositional and textural variations
allowed us to propose a method to distinguish between chemically homogeneous and heterogeneous
amphiboles, avoiding some incorrect applications of the Ridolfi and Renzulli (2012)'s equations and thus unreliable results. Thermobarometric constraints indicate a polybaric crystallization of magmas below the Chilean geothermal areas of Apacheta and La Torta. In the last 150 ka, the feeding systems of these areas mainly consisted of shallow silicic magma chambers at depths of 4–8 km (740–840 °C), giving rise to dacite domes (tortas). Amphiboles in the rhyolite lava flows, erupted earlier (Pliocene-Pleistocene) during the activity of the nearby Apacheta- Aguilucho Volcanic Complex, show a similar T-depth range (780–810 °C, 4–6 km). At deeper levels (10–20 km), the depths estimated using amphiboles fromthe magmatic enclaves (in the dacite domes) and fromthe andesite lavas are approximately aligned along the upper morphologic margins of the well geophysically
constrained Altiplano-Puna Magma Body (APMB; a partially melted zone in the upper crust where the Swaves
velocities are b2.9 km/s), with estimated temperatures of 850–1010 °C. Heat source contributions for the investigated Chilean geothermal areas should therefore be represented by both the shallower magma bodies
and the huge APMB. The Holocene products of the Ecuadorian Chachimbiro geothermal area indicate amphibole crystallization from 7 to 17 km depth at temperature conditions in the range of 800–910 °C. The occurrence of two separated regions of magma storage at approximately 230 ±30 MPa and 380 ±60 MPa is discussed. They should be taken into account as heat sources for this Ecuadorian geothermal area
PENERAPAN REMEDIAL DAN ENRICHMENT MODEL RENZULLI
No full textPembelajaran sejarah mengkaji nilai-nilai yang terkandung dalam peristiwa masa lampau, agar peserta didik dapat mengambil makna yang terkandung dalam berbagai peristiwa sejarah. Namun peserta didik saat pembelajaran cenderung kurang aktif dan tidak dapat mengekspresikan ide atau gagasannya secara maksimal disebabkan metode yang dipilih pendidik kurang variatif. Untuk mengatasi permasalahan tersebut dapat dilakukan dengan mengubah metode pembelajaran yang digunakan oleh pendidik dengan remedial dan Enrichment Model Renzulli merupakan pembelajaran berbasis pengayaan yang memberi kesempatan kepada peserta didik untuk belajar sesuai bakat dan minatnya tanpa mengabaikan tujuan pembelajaran. Penerapan remedial dan Enrichment Model Renzulli dapat meningkatkan keaktifan dan hasil belajar peserta didik. Tujuan dari penelitian ini adalah menganalisis peningkatan keaktifan dan hasil belajar peserta didik SMK Negeri 1 jember semester genap tahun ajaran 2014/2015. Subjek penelitian ini adalah peserta didik kelas X AK 3 dengan jumlah peserta didik sebanyak 37 peserta didik. Indikator yang akan diteliti dalam penelitian ini adalah keaktifan dan hasil belajar peserta didik. Keaktifan belajar peserta didik secara klasikal pada siklus 1 memperoleh 68,08%, pada siklus 2 meningkat 6,21% menjadi 72,29%, dan pada siklus 3 meningkat 6,35 menjadi 78,64%. Hasil belajar aspek kognitif pada siklus 1 memperoleh persentase ketuntasan klasikal sebesar 81,08%%. Pada siklus 2 meningkat 5,4% menjadi 86,48%. Pada siklus 3 meningkat 2,6% menjadi 89,18%. Berdasarkan penjelasan di atas dapat disimpulkan bahwa penerapan remedial dan Enrichment Model Renzulli dapat meningkatkan keaktifan dan hasil belajar sejarah pada peserta didik kelas X AK 3 SMK Negeri 1 Jember
MANUALE DI DIAGNOSTICA PER IMMAGINI PER IL CORSO DI LAUREA IN MEDICINA E CHIRURGIA. DIAGNOSTICA PER IMMAGINI DEL FEGATO, DELLA MILZA, DEL PERITONEO E MESENTERE. 2°edizione CAPITOLO 8 - 10 - 13
No full text1) DIAGNOSTICA PER IMMAGINI DEL FEGATO di R. Golfieri, M. Renzulli, A. Cappelli (Capitolo 8 pag.157-218): Nello studio della patologia epatica hanno un ruolo essenziale l'ecografia (US) completata da eco-color Doppler (ECD) e da mdc (ecocontrastografia), la TC, la RM e la colangio-RM. La scintigrafia e l'angiografia hanno un ruolo in settori ben definiti. 2) DIAGNOSTICA PER IMMAGINI DELLA MILZA di R. Golfieri, A. Cappelli (Capitolo 10 pag. 245-270): II compito principale delle metodiche di imaging è quello di: determinare il volume splenico, individuare eventuali lesioni focali, fornire una definizione nosografia delle splenomegalie, associate o meno a ipersplenismo e riconoscere la rottura della milza secondo i gradi di gravità 3) DIAGNOSTICA PER IMMAGINI DEL PERITONEO E MESENTERE di R. Golfieri, V. Orsini, B. Corcioni (Capitolo 13 pag. 319-2342
The effects of using Renzulli Learning on student achievement and student motivation
No full textRenzulli Learning is an online educational learning system designed to create a profile of students\u27 interests, learning styles, and expression styles and match them with a vast array of enrichment resources, outlets for creative productivity, and high-end learning activities and projects designed to enhance students\u27 engagement and learning. Only one previous research study has been conducted to investigate the effects of the use of Renzulli Learning on student achievement. ^ This study further investigated the effectiveness of enrichment teaching delivered through this online program. This mixed methods study quantitatively examined the effect of using Renzulli Learning on student achievement in the areas of reading comprehension, science, and social studies, as measured by the subtests of the Iowa Tests of Basic Skills. Additionally, differences in teachers\u27 perceptions of students\u27 motivation as measured by the Scales for Rating the Behavioral Characteristics of Superior Students-Revised Motivation scale were quantitatively examined. Classes of students in grades 3–6 from 4 schools were randomly assigned to use Renzulli Learning for a period of 16 weeks. A total of 23 classes (11 treatment and 12 control) with 168 students in the treatment and 186 students in the control were included in the study. Students in the treatment group were compared to students in control classrooms who had not yet had access to Renzulli Learning. Qualitative observations were also conducted as a fidelity measure and to determine how teachers implemented Renzulli Learning. ^ A repeated measures analysis of variance was used to explore differences between treatment and control conditions. A qualitative examination of the integration of technology from the perspective of teachers, students, and purpose and use of Renzulli Learning indicated that despite students\u27 enthusiasm, access to computers and the pressure to prepare for state assessments prevented teachers from fully integrating technology into their current practices. After 16 weeks, students who had access to Renzulli Learning exhibited significantly higher growth in social studies achievement (p = .023) than students in the control group. No differences between groups were found in reading comprehension, science, or teachers\u27 perception of students\u27 motivation. Also, a lack of training in enrichment teaching precluded many teachers from extending students\u27 learning. Greater use of Renzulli Learning resulted from those teachers who utilized it as a tool to support their instruction, particularly in the areas of social studies. Observations of the treatment classes revealed that students had great diversity in the activities that they chose, and it was not uncommon for nearly every student to be working on a different activity.
Penerapan Model Renzulli Untuk Meningkatkan Hasil Belajar Matematika Pada Siswa SMP PAB 2 Helvetia T.P 20172018
No full textPenelitian ini bertujuan untuk mengetahui penggunaan model Renzulli untuk
meningkatkan hasil belajar siswa pada bidang studi matematika dengan pokok
bahasan Bangun Datar Segiempat di Kelas VII-6 SMP PAB 2 Helvetia. Adapun
rumusan masalah dalam penelitian ini adalah: Bagaimana hasil belajar matematika
pada siswa kelas VII-6 SMP PAB 2 Helvetia Tahun Pelajaran 2017/2018 dengan
penerapan model Renzulli. Penelitian ini merupakan penelitian tindakan kelas.
penelitian tindakan kelas adalah penelitian yang dilakukan di kelas dengan tujuan
memperbaiki atau meningkatkan mutu praktek pembelajaran di kelas. Subjek dalam
penelitian ini adalah siswa kelas VII-6 SMP PAB 2 Helvetia yang berjumlah 38
orang siswa. Sedangkan yang menjadi objek dalam penelitian ini adalah model
Renzulli untuk meningkatkan hasil belajar siswa. Data penelitian ini berupa nilai tes
hasil belajar siswa dengan menggunakan model Renzulli pada mata pelajaran
matematika dengan pokok bahasan Segiempat. Nilai sesudah tindakan diambil
dengan memberi soal setelah diterapkan model Renzulli. Setelah data diperoleh dan
dianalis maka dapat diketahui hasil belajar matematika siswa dengan pokok bahasan
Segiempat pada siswa kalas VII-6 SMP PAB 2 Helvetia, sebelum dan sesudah
tindakan adalah sebagai berikut: (1) Nilai ulangan siklus I sesudah tindakan dengan
rata-rata 68,81 dan ketuntasan klasikal 60,53%. (3) Nilai ulangan siklus II sesudah
tindakan dengan rata-rata 90,78 dan ketuntasan klasikal 89,47%. Dengan demikian,
dari hasil tindakan diatas dapat diketahui bahwa hasil belajar siswa setelah
diterapkannya model Renzulli meningkat pada setiap siklus
Al-in-amphibole barometry of calcalkaline magma: assessment of active subvolcanic systems.
No full textCa-amphiboles (hornblende-hastingsite-pargasite solution) have been historically tested by many authors in order to discern their physic-chemical stability and the evolution of calcalkaline magmas at subduction-related systems. In general these amphiboles show direct proportional stability curves in P-T diagrams and, at high-T, their crystallization involves high fO2 and H2O contents of the melt.
Several mechanisms such as Edenite-reaction, Tschermak-reaction and Fe3+ = [6]Al exchange are inferred to drive the Al content of amphibole by the variation of T, P and fO2, respectively. Althought the degree of these exchanges have not been experimentally verified, the influence of T and fO2 on the Al-in-amphibole is considered to be negligible compared with pressure. In this framework, several Al-barometers were calibrated for subalkaline low-T granitoids (T < 800°C) and seem to fit well (±1 kbar) in the range of 2-12 kbar (i.e. Johnson & Rutherford, 1989; Thomas & Ernst, 1990). By contrast, these barometers tested with amphiboles synthesized at higher T, from calcalkaline basaltic andesite-rhyolite rocks (Johnson & Rutherford, 1989; Martel et al., 1999; Scaillet & Evans, 1999; Pichavant et al., 2002; Klimm et al., 2003; Rutherford & Devine, 2003) demonstrate to be inaccurate with errors up to ±2.1 kbar (±7.5 km of granitic-equivalent crust).
Using the above published data on Ca-amphiboles mainly synthesized by “crystallization methods” from calcalkaline rocks, we calibrated two new barometers suitable for basaltic andesite-andesite (BAAB) and dacite-rhyolite (DRB) series. BAAB is a 2nd order polynomial equation, i.e. P = 1.3701Al2 - 1.8457Al + 1.6116 (R2 = 0.95), valuable at high-T (825-1000°C) and fO2 (ΔNNO between +0.4 and +2.2) accounting for a maximum error of ±0.61 kbar (~2.2 km). The DRB calibrated at lower T (700-834°C) and between -0.2 and +2.0 ΔNNO, works even better (±0.49 kbar, ~1.8 km) and is characterized by a relation which accounts for the tetrahedral aluminium only (P = 3.3629[4]Al3 - 7.0947[4]Al2 + 3.8369[4]Al + 1.9063; R2 = 0.98). This is probably due to the removal of the fO2 dependence (i.e. Fe3+ = [6]Al) which should play an important role in the high-viscosity (dacite-rhyolite) magmas.
The BAAB applied to the amphiboles within the November 2002 calcalkaline products (early andesite pumice falls and late basaltic andesite-andesite lavas) of El Reventador volcano (Ecuador) allowed to constrain the magma chamber location between 8 km (pumice phenocrysts) and 11 km (lava poikilitic crystals). The poikilitic crystal depth fit well with the 10-11 km deep hypocenter earthquake swarm occurred ~1 month before the eruption, which should represent the mafic intrusion event at the bottom of the magma chamber (Ridolfi et al., submitted).
The same calculation on amphibole phenocrysts (i.e. Mg-hastingsite; Menna, 2000) within high-K calcalkaline andesites of the Petrazza pyroclastics (85-60 ka; Paleostromboli I, Italy) emphasizes crystallization depths of 12-14 km. This calculation fairly agree with the data on the early fluid inclusions within quartzite xenoliths of the Strombolicchio (200 ka) and Paleostromboli II (60 ka) extrusives, which suggest significant magma rest at depths of ~11 km (Vaggelli et al., 2003).
The Al-in-amphibole is strongly dependent on both P and composition of the magma and it is worth to note the use of inappropriate amphibole barometers could lead to blunders in locating magma chambers up to 9.5 kbar as shown by the pressure difference between BAAB and DRB calculations on the Stromboli amphiboles
REFERENCES
Johnson, M.C., Rutherford, M.J., 1989: Geology 17, 837-841.
Klimm, K., Holtz, F., Johannes, W., King, P. L., 2003: Precam. Res. 124, 327-341.
Martel, C., Pichavant, M., Holtz F., Scaillet, B., Bourdier, J.L., Traineau, H., 1999: J. Geoph. Res. 104, 29453-29470.
Menna, M., 2000: Unpublished Degree Thesis, Univ. Urbino, IT, pp. 109.
Pichavant, M., Martel, C., Bourdier, J. L., Scaillet, B., 2002: J. Geoph. Res. 107, B5, 2093, 10.1029/2001JB000315.
Ridolfi, F., Puerini, M., Renzulli, A., Menna, M., Toulkeridis, T.: J. Volc. Geoth. Res., submitted.
Rutherford, M.J., Devine, J.D., 2003: J. Petrol. 44, 1433-1454.
Scaillet, B., Evans, B.W., 1999. J. Petrol. 40, 381-411.
Thomas, W.M., Ernst W.G. 1990: Geochem. Soc., Spec. Publ. 2, 59-63.
Vaggelli, G., Francalanci, L., Ruggeri, G., Testi, S. 2003: Bull. Volcanol. 65, 385-404
The Effects of the Use of Renzulli Learning on Student Achievement in Reading Comprehension, Reading Fluency, Social Studies, and Science
Full text linkRenzulli Learning is an on-line educational profile and educational learning system designed to match student interests, learning styles, and expression styles with a vast array of educational activities and resources designed to enrich and engage studentsâ?? learning process. In this experimental study, quantitative procedures were used to investigate the use of Renzulli Learning on oral reading fluency, reading comprehension, science achievement, social studies achievement of 383 elementary and middle schools students. The research took place in two schools, an urban middle school in Georgia where half of all students are considered to be at risk due to poverty or other factors, and a suburban elementary school in southern California. Students in grades 3 5 (n = 185) and grades 6 8 (n = 198) were randomly assigned to use Renzulli Learning for 2-3 hours each week for a 16-week period. Students in the treatment groups were compared to students who did not have the opportunity to use Renzulli Learning in control classes in the same schools. A two-way repeated-measures ANOVA was used to explore differences between treatment and control students. After 16 weeks, students who participated in Renzulli Learning demonstrated significantly higher growth in reading comprehension (p < .001), significantly higher growth in oral reading fluency (p = .016), and significantly higher growth in social studies achievement (p = .013) than those students who did not participate in Renzulli Learning
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