1,720,983 research outputs found
Insegnanti alle prese con programmi educativi evidence-based: l’esperienza italiana del Promoting Alternative Thinking Strategies (PATHS®)
No full textThe paper introduces the first attempt at implementing, within the public primary school system,
an evidence-based social-emotional learning program called Promoting Alternative Thinking Strategies
(PATHS®). The program’s central implementation elements are described, and they are ascribable
to a three year long European research that has seen the involvement of 5 different
countries: Italy, Switzerland, Croatia, Slovenia. Particularly, the paper describes the stages of teacher
training, monitoring of program implementation, experimentation and assessment which
have seen the involvement of Italian schools, with a specific focus on the effects of social-emotional
learning on inclusive process. The findings, though showing overall positive trends, highlight the
need for further investigating some aspects ascribable to the contextual adjustment of an evidence-
based program and the use of adequate assessment tools
Boosting emotional intelligence in the post-Covid. Flexible approaches in teaching social and emotional skills
Get PDFBoosting emotional intelligence in the post-Covid. Flexible approaches in teaching social and emotional skills
No full textThe Covid pandemic has opened new challenges for education, especially for the social
and emotional wellbeing of children and adolescents who had to face unprecedented and
upsetting changes in their daily lives. The paper explores the possibilities offered by the
social-emotional intelligence framework in helping children and youths develop the good
emotional literacy needed for facing such a challenging time and growing as wholesome
adults. This is done through an in-depth analysis of the concept of replication and
generalization and by proposing a perspective working model for embedding social and
emotional learning in daily teaching and learning activities
Una proposta inclusiva tra gli approcci alla gifted education: The Schoolwide Enrichment Model
No full textIl contributo presenta una rassegna nazionale e internazionale sui principali modelli teorici e di intervento riferiti alla gifted education. Gli autori
promuovono una riflessione sulle potenzialità educative offerte da alcuni modelli d’intervento rivolti a soggetti plusdotati, che possono estendersi a
tutte le diversità presenti all’interno di un contesto scolastico. In particolare, sono descritte le peculiarità del modello The Schoolwide Enrichment
Model (SEM), offrendo spazi di riflessione su quanto replicabile e adattabile al contesto scolastico inclusivo italiano, anche attraverso una ricerca
evidence-based
La ricerca sull’inclusione in Italia
No full textSono trascorsi più di dieci anni dalle prime pubblicazione che, in tempi forse ancora poco maturi, cominciavano ad interrogarsi sul rapporto tra un nuovo approccio alla ricerca chiamato “Evidence Based Education” e la didattica speciale” (Morganti, 2012), su dialoghi possibili tra “Evidence Based Education e pedagogia speciale” (Cottini & Morganti, 2013). L’Evidence Based Education (EBE) è un orientamento che ha cominciato a farsi strada sul finire degli anni Novanta del Secolo scorso (Hargreaves, 1996) ponendo l’accento sulla necessità di garantire, da una parte, maggior rigore alla ricerca in campo educativo, dall’altra, generare, grazie alla ricerca stessa, rilevanza e impatto sempre maggiori sulle pratiche professionali di tutti gli insegnanti. Il capitolo presenta uno sguardo attuale sullo stato dell'arte della ricerca sull'inclusione in Italia, con un taglio evidence - based, mettendo in luce gli approcci principali, le peculiarità e criticità dei metodi di sintesi nell’educazione speciale e proponendo una riflessione finale sulle zone ancora inesplorate nella ricerca sull’inclusione
Formazione dei futuri docenti secondo il DigCompEdu. Analisi di un'esperienza
No full textIl saggio presenta un'esperienza di formazione dei futuri docenti alla competenza digitale secondo il modello DidCompEd
For an inclusive education: the innovative challenge of technologies for social emotional learning
No full textThe paper presents a collection of national, European and international evidence intended to identify the efficacy of social and emotional learning, of educational technologies, with a focus, in both cases, on inclusive processes. The paper, that is the outcome of the joint work of the authors, investigates the added, potential value given by technology to social and emotional learning, through different tiers of actions and the main features of ed-tech that can support such a use.
Per un’educazione inclusiva: la sfida innovativa delle tecnologie per l’educazione socio-emotiva
Il contributo presenta una raccolta di evidenze nazionali, europee ed internazionali, volte a individuare l’efficacia, dell’educazione socio-emotiva, delle tecnologie per la didattica, con un’attenzione, in entrambi i casi, ai processi inclusivi. Frutto del lavoro congiunto degli autori, il contributo indaga il valore aggiunto che la tecnologia può offrire all’educazione socio-emotiva, su differenti piani di azione e le principali caratteristiche ed-tech che possono supportarne tale utilizzo
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
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