1,720,974 research outputs found
L’adeguatezza della formazione ricevuta dai lavoratori del settore informatico: analisi in base alle competenze finali
No full textThe labour market is been deeply transformed by technological and productive evolution, with logical implications on the whole educational framework. Nowadays, the educational sources are required to be strictly related to skills and competences that the labour world demands, as well as adapted to the market needs. This survey arise from the wish to verify if nowadays the educational system fulfils the “professional needs” expressed by companies, namely how much the skills provided by the secondary and university education help to meet the work demand from enterprises. Great attention is paid to ICT sector: indeed, our survey observes the employees who work in ICT enterprises in the province of Bari. The highlighted re-sults will be useful to encourage a greater synergy between education system and in-formation from enterprises
L'impatto delle variabili didattiche e organizzative sull'Effetto-Scuola INVALSI: le risultanze pugliesi
Full text linkThe attempt to standardize the factors underlying effective teaching is central to teaching research in re-cent decades. In particular, the pedagogical debate highlighted the impact of the teaching quality on the outcomes of students. We describe the partial results of the work carried out by the research group of the Bari unit in the national research project “Formative educational evaluation for school improvement”, in collaboration with INVALSI, are described. The project aimed to investigate, through a multifactorial ap-proach, differences between institutions with School- Effect (elaborated by Invalsi starting from the stu-dents' results) positive and negative. In terms of teaching practices – the specific object of focus of the following contribution – the analysis was oriented by the desire to understand the explicit and implicit variables of micro-context (related to the three constructs of design, teaching and evaluation) at the basis of the teaching quality. Through a questionnaire were explored beliefs, attitudes towards teaching and declarations of practices implemented by teachers. 443 Apulian teachers working in 18 secondary schools took part in the study. The results showed some differences between teachers belonging to schools with positive versus negative levels of school effect. Schools with high ES show to be more “selective” than schools with low ES; in schools with low ES – where there are more difficulties and heterogeneity of context – teachers feel, in addition to a greater confidence in the transformative potential of teaching, also a greater need for inclusive practices...Il tentativo di standardizzare i fattori alla base di un insegnamento efficace è centrale nella ricerca didattica degli ultimi decenni, che ha evidenziato l’impatto della qualità dell’insegnamento sugli esiti degli studenti. Si descrivono le risultanze parziali del lavoro svolto dal gruppo di ricerca dell’unità barese nel progetto di ricerca nazionale “Formative educational evaluation per il miglioramento scolastico”, in collaborazione con INVALSI. Il progetto ha inteso indagare, attraverso un approccio multifattoriale, differenze tra istituti con Effetto-Scuola (elaborato da Invalsi a partire dai risultati degli studenti) positivo e negativo. Sul versante delle pratiche didattiche – oggetto specifico del seguente contributo – l’analisi è stata orientata dalla volontà di comprendere le variabili esplicite e implicite di micro-contesto (legate ai tre costrutti di progettazione, didattica e valutazione) alla base della qualità di insegnamento. Attraverso un questionario sono state esplorate convinzioni, atteggiamenti verso la didattica e dichiarazioni di pratiche messe in atto dagli insegnanti. Hanno preso parte allo studio 443 insegnanti pugliesi in servizio presso 18 scuole secondarie di I grado. I risultati hanno evidenziato alcune differenze tra insegnanti appartenenti a istituti con livelli positivi versus negativi di effetto-scuola. Le scuole con ES alto mostrano di essere più “selettive” a differenza delle scuole con ES basso; nelle scuole ad ES basso – ove sussistono maggiore difficoltà ed eterogeneità di contesto – gli insegnanti avvertono, oltre ad una maggiore fiducia nelle potenzialità trasformative della didattica, anche un maggiore bisogno di pratiche inclusive. I risultati – utili per individuare azioni di miglioramento scolastico – vengono discussi ...
 
La worker satisfaction nelle aziende informatiche: risultati di un’indagine in ambito locale
No full textLa qualità di alcuni servizi informativi della I Facoltà di Economia di Bari valutata tramite analisi di Rasch
No full textCompetenze e "worker satisfaction" nel settore informatico: primi risultati di una indagine in ambito locale
No full textIndagine statistica sulla worker satisfaction nelle aziende informatiche dell’area barese
No full textBy a point of view, jobs with a high professional content can give items that presumably support the worker satisfaction (no repetitive tasks, possibility of job autonomy etc.). By other side, because of constant renewal of knowledge and skills, they could lead to situations of stress and psychological disease. This can happen especially in sectors such as technologically advanced tertiary: in this area, in fact, workers are required to have significant cognitive abilities and an ongoing intellec-tual commitment, and often they are forced to produce large amounts of information in a short timeframe and to face new and unexpected situations. The purpose of this paper is precisely to investigate the satisfaction of some employees who work in ICT enterprises which are located in the area of Bari. Specifically, we try to assess the way in which some technical and professional (as well as transversal) skills interact with worker satisfaction; especially in this field, it is right the concept that “a satis-fied and motivated worker is more efficient and more responsive to business needs”
Competenze fornite dal sistema formativo e bisogni di professionalità nel settore dell’informatica: un’indagine pilota
No full textTeacher appraisal system and professional learning. Insights from Italian school principals’ and teachers’ views on multiple sources of data and indicators
Full text linkThis paper explores school principals’ and teachers’ views of the Italian teachers’ appraisal system and related indicators. In particular, the research aimed at examining the opinions of school principals and teachers regarding the domains to be considered for teacher appraisal purposes. An investigation involving 37 school principals and 868 in service teachers, from three Italian regions, is presented. The data was collected through a questionnaire and statistically analysed. Findings suggest operationalising new data sources – specifically students and parent, - is beneficial to evaluate teacher quality as a construct in data-based professional learning communities. They show different positioning: teachers seem to be really inclined to be evaluated, especially by students and parents, while school principals still seem very cautious in entrusting the teachers’ appraisal to an external point of view. This paper adds to the existing research showing the perspective of a new teachers’ appraisal, inspired by multi-faceted models based on multiple points of view (students, parents, not only principals) and not reduced to simplistic solutions of an accounting type. Furthermore, the study answers the call for research into teachers’ appraisal as part of the professional learning actions and in view of more integrated professional leadership
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