20 research outputs found
School bullying as a quality issue in educational institutions
No full textPurpose
School quality relies on the educational institutions’ ability to establish an environment which enhances the pupils’ social and emotional well-being. School bullying negatively affects the school climate; hence, it is likely to trigger side effects on pupils’ behaviors and performances. This is especially true when socially disadvantaged students are concerned, such as those with a migrant background. The purpose of this paper is to provide an overview of school bullying among pupils with a migrant background living in Italy and suggests several insights to address this relevant school quality issue.
Design/methodology/approach
A mixed quantitative research has been designed to investigate the relationship between school bullying, victims’ socio-demographic attributes, school behaviors and school performances. Secondary data were collected from the study on the Integration of Second Generations performed in 2015 by the Italian Institute of Statistics.
Findings
Verbal and relational bullying were prevailing. Physical bullying was also recurring, but it primarily concerned male pupils. Bullied students were more likely to self-report lower school performances; moreover, they showed greater willingness to dropout from school. Victims of school bullying suffered from social exclusion; they were also used to perform working activities beyond mandatory schooling. They expressed lower trust in their teachers as compared with their peers.
Practical implications
School bullying is thought to deteriorate the school climate and, consequently, to impair educational services’ quality. Timely management interventions are needed to address school bullying and to prevent its negative effects.
Originality/value
This study conceives school bullying as a critical quality issue and paves the way for further developments intended to enhance school services’ effectiveness
Bullied and bounced: an investigation of school bullying aftermaths among pupils with migrant background
No full textPurpose. Bullying is one of the most challenging issues faced by schools in Western Countries. Scholars have variously analysed the consequences of bullying, pointing out its deleterious effects on bullied pupils. The aftermaths of bullying are even worse when it is targeted to fragile students, including those with an immigrant background. This paper tries to elicit the negative effects of bullying on school performances of bullied students of immigrant parents, suggesting organizational and management approaches to deal with this issue.
Methodology. Secondary data were collected from the study on the Integration of Second Generations performed in 2015 by the European Fund of Integration and the Italian Ministry of Interior. An ad hoc ordered logistic regression model was arranged and implemented to investigate the relationship between bullying, victims’ socio-demographic characteristics, their school performances and behaviours.
Findings. The study results suggested that bullied students were more likely to have poor self-reported school performances. Moreover, they were at greater risks to show one or more failed years and to dropout from school. Interestingly, students who were affected by bullying suffered from social exclusion and performed one or more working activities, in addition to mandatory schooling. Lastly, yet importantly, bullied students expressed lower trust in their teachers as compared with their peers.
Practical implications. Bullying has relevant drawbacks on the quality of education services. Tailored interventions are needed to prevent and/or address bullying in mandatory schools.
Originality/value. This study investigates the negative consequences of bullying and suggests some interventions which may be effective in preventing its occurrence or constraining the magnitude of its aftermaths
Bullied and bounced: an investigation of school bullying aftermaths among pupils with migrant background
No full textPurpose. Bullying is one of the most challenging issues faced by schools in Western Countries. Scholars have variously analysed the consequences of bullying, pointing out its deleterious effects on bullied pupils. The aftermaths of bullying are even worse when it is targeted to fragile students, including those with an immigrant background. This paper tries to elicit the negative effects of bullying on school performances of bullied students of immigrant parents, suggesting organizational and management approaches to deal with this issue. Methodology. Secondary data were collected from the study on the Integration of Second Generations performed in 2015 by the European Fund of Integration and the Italian Ministry of Interior. An ad hoc ordered logistic regression model was arranged and implemented to investigate the relationship between bullying, victims’ socio-demographic characteristics, their school performances and behaviours. Findings. The study results suggested that bullied students were more likely to have poor self-reported school performances. Moreover, they were at greater risks to show one or more failed years and to dropout from school. Interestingly, students who were affected by bullying suffered from social exclusion and performed one or more working activities, in addition to mandatory schooling. Lastly, yet importantly, bullied students expressed lower trust in their teachers as compared with their peers. Practical implications. Bullying has relevant drawbacks on the quality of education services. Tailored interventions are needed to prevent and/or address bullying in mandatory schools. Originality/value. This study investigates the negative consequences of bullying and suggests some interventions which may be effective in preventing its occurrence or constraining the magnitude of its aftermaths
ICT e didattica: i comportamenti digitali dei docenti della scuola secondaria
Get PDFOver the past thirty years a lot of funds have been invested in order to providethe Italian schools with increased cutting edge technological equipmentand to offer a program for teacher training to develop digital skills.Despite this attention, the ICT integration in the teaching activities seems tostill be in the development phase.This paper outlines the results of empirical research based on a survey sampleof 7.732 teachers at all levels of education attending training course cofundedby the National Operational Program “Skills for development” (ESF)2007-2013. The data are related to the digital behaviors of teachers who express a greater knowledge of their own competences and abilities (perception of the self-efficacy) and at the same time, declaring a wider use of the technologies in their classrooms than may exist. These are not so different when compared to those related to teachers who consider the role of ICT in everyday classroom less relevant. This study provide a means to identify some teacher training needs and could be an opportunity to reflect on the effective use of ICT in teaching and learning.Fin dagli anni ’80 del secolo scorso, si è investito molto per arricchire lascuola italiana con dotazioni tecnologiche all’avanguardia e per formare esensibilizzare i docenti alle tematiche connesse con il digitale. Nonostanteciò, l’integrazione delle ICT nell’attività professionale dei docenti sembraessere un fenomeno ancora in fase di sviluppo. I dati qui proposti mostranoi risultati di una ricerca esplorativa condotta nelle regioni del Sud Italiache hanno beneficiato degli investimenti resi disponibili dai ProgrammiOperativi Nazionali nel periodo 2007-2013 (i docenti coinvolti sono 7.732 diogni ordine e grado scolastico). L’uso di tecnologie è poco frequente eriguarda per lo più attività connesse con la preparazione delle lezioni, noncon lo sviluppo delle competenze digitali negli studenti. I risultati di questolavoro offrono un’occasione di riflessione sulle modalità di utilizzo delleICT da parte dei docenti, con una particolare attenzione agli ostacoli e alleresistenze che ne impediscono o ne rallentano l’adozione nella pratica didatticain classe
Teachers’ training: an empirical study on training needs and digital skills
No full textStarting from the results of an empirical research on digital skills and training needs of Italian teachers involved in the National Operational Programme 2007-2013 “Skills for Development” (ESF), this paper debates the teachers’ expertise in order to identify their training needs. The research is focused on four areas of interest: the perception of self-efficacy as unexpressed need, the obstacles that prevent the well-being using the teaching methodology and digital technology, the behaviour related to the use of technology in classroom and the training need expressed by teachers.
La formazione del personale docente: un’indagine empirica sul fabbisogno formativo e le competenze digitali
A partire da un’indagine sul fabbisogno formativo e le competenze digitali del personale docente coinvolto nel PON 2007-2013 “Competenze per lo sviluppo” (FSE), il presente lavoro intende esplorare l’expertise del personale docente al fine di intercettare il suo fabbisogno formativo. Sono stati individuati quattro ambiti di analisi: la percezione della self-efficacy (bisogno inespresso), gli ostacoli che impediscono di sentirsi “a proprio agio” con metodologie didattiche e tecnologie digitali, il comportamento relativo all’uso delle ICT in classe e il bisogno formativo espresso
LEARNING ANALYTICS: MEASURING STUDENTS’ LEARNING PERFORMANCE WITH A PROBABILITY MODEL FOR DISCRETE CHOICES
No full textASSESSING SOCIAL INCLUSION USING A LONGITUDINAL ANALYSIS: PON 2014/2020 “FOR THE SCHOOL: SKILLS AND ENVIRONMENTS FOR LEARNING”
No full text
THE IMPLICATIONS OF COVID-19 ON INNOVATIVE TEACHING METHODS IN THE DIGITAL ENVIRONMENT: AN ASSESSMENT OF TECHNOLOGICAL POVERTY BY ANALYZING THE INTERVENTIONS FINANCED BY PON 2014/2020
No full textEstablishment of the Genetic/Genomic Competency Centerfor Education
No full textPurpose: Develop a trans-disciplinary repository of genomics education resources using a Web-based learning management system. The repository maps and organizes genetic-genomic information and materials relevant to educators by healthcare discipline-specific competencies and performance indicators.Methods: An interdisciplinary project team was established to guide toolkit repository building and usability testing. The toolkit was built using the X-CREDIT software on the Moodle learning management platform, which includes a mapping matrix and browsing function that captures teaching resources in a searchable database linked to competencies, knowledge areas, performance indicators, learning activities and resources, and outcome assessments. Discipline-specific advisory groups assisted in resource identification, competency mapping, and peer review. The toolkit is multidisciplinary, currently including physician assistants and nurses, and provides a resource crosslink to discipline-specific competencies. All resources have a detailed description, and users may contribute new resources, which are peer reviewed for relevance and accuracy by an editorial board. Alpha and beta testing using online usability surveys that included toolkit exercises helped refine the structure, look, and navigation of the final website.Findings: One hundred thirty faculty– 124 nursing and 6 physician assistant faculty– agreed to participate. Of those, 59 users (45.4% response rate) completed the online usability survey. Nearly all users (94.9%) were able to find a competency that was relevant to their topic, and 85.4% were able to locate the relevant performance indicators. The majority (86.5%) felt the model adequately described the relationships between competencies, performance indicators, learning activities-resources, and assessments, and made conceptual sense. Survey respondents reported font color and size made the information difficult to read, windows were not large enough, and the “shopping cart” concept was confusing; all of these areas have been modified for the final toolkit version.Conclusions: Alpha and beta testing of the toolkit revealed that users can successfully obtain educational materials by searching competencies and performance indicators. The platform is accessible on the Internet at http://www.g-2-c-2.org and can be continually updated as new resources become available.Clinical Relevance: Faculty members need easy access to a wide range of accurate, current resources to facilitate integration of genomics into the curriculum.The definitive version is available at www3.interscience.wiley.comPeer reviewedThis project and research was supported by the Intramural Research Program of the National Institutes of Health, including support from the National Human Genome Research Institute and the National Cancer Institute
