4 resultados para NOVA Doctoral School

em AMS Tesi di Dottorato - Alm@DL - Università di Bologna


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This study investigates an activity that takes place at the intersection between family and school and plays a key role in the building of the family-school partnership largely promoted by education policies: parent-assisted homework. Even though this topic is not new in pedagogical research, what is innovative about this study is the focus on naturally occurring parent-child conversations during homework. Adopting a phenomenological approach to the study of educational events and relying on conversation analysis, the present study analyzes 62 video-recorded sessions of parent-assisted homework collected in 19 Italian families with children aged 6-10 years old (i.e., attending primary school). The analysis of parent-child interactions reveals that parent-assisted homework is not only a site for formal learning but also and primarily a morally dense educational arena. Through the ‘small talks’ that accompany the completion of homework exercises, parents and children evoke and co-construct moral ideologies concerning topics as diverse as learning, school rules and standards, ‘good, involved parenting’, the family-school partnership, children’s autonomy, virtue, time management, and the organization of knowledge and authority in interaction. By taking part in everyday homework interactions, children are educated to culture-specific ethical systems and socialized into morally competent members of their communities, while parents implement the family-school partnership and comply with the model of “involved parent” proposed by pedagogical research and policies. Providing empirical evidence for the moral and educational relevance of ordinary family talk, this study contributes to pedagogical research on family life and promotes parents’ reflexivity about their mundane interactive activities.

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Acculturation processes and intergroup relations lie at the heart of developing more inclusive social attitudes. Notably, these endeavors are embedded in primary socialization contexts of adolescents, as indicated by developmental and socio-psychological theoretical models reviewed in Chapter 1. Hence, this dissertation investigated how adolescents' acculturation processes and intergroup contact are embedded in family, peer, and school contexts. Accordingly, Chapter 2 indicated the combined effects of the perceived parents' acculturation orientations and classmates' acculturation preferences on adolescents' own acculturation orientations in Italy and Turkey. Chapter 3 showed that adolescents could be classified into one of four latent growth trajectory classes (i.e., ethnic-oriented, national-oriented, dual, and marginalized identities), which could be predicted by social identification with family and classmates. Chapter 4 highlighted that adolescents' cross-ethnic friendships mediated the positive associations of parents' cross-ethnic friendships with adolescents' psychological and social adjustment beyond the positive relationships between parents' and adolescents' friendships. Multiple studies conducted in Chapter 5 confirmed that a newly developed questionnaire (i.e., ICIS-Short Version) is a reliable tool to measure positive and negative contact among ethnic minority and majority adolescents. Chapter 6 revealed that teachers' equal treatment increased positive and decreased negative contact among ethnic minority and majority adolescents. Moreover, Chapter 7 indicated that adolescents’ positive and negative contact in the school context were related over time to higher corresponding positive and negative contact in out-of-school contexts and vice versa, while their positive contact in the school context was linked over time to lower levels of negative contact in the out-of-school contexts. Eventually, Chapter 8 strived to summarize and discuss these findings in light of social inclusivity. Overall, this dissertation tapped into the paramount importance of family, peer, and school contexts to provide a unique resource for adolescents to cope with acculturative challenges that go beyond the normative developmental tasks of adolescence.

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In recent years we have witnessed important changes: the Second Quantum Revolution is in the spotlight of many countries, and it is creating a new generation of technologies. To unlock the potential of the Second Quantum Revolution, several countries have launched strategic plans and research programs that finance and set the pace of research and development of these new technologies (like the Quantum Flagship, the National Quantum Initiative Act and so on). The increasing pace of technological changes is also challenging science education and institutional systems, requiring them to help to prepare new generations of experts. This work is placed within physics education research and contributes to the challenge by developing an approach and a course about the Second Quantum Revolution. The aims are to promote quantum literacy and, in particular, to value from a cultural and educational perspective the Second Revolution. The dissertation is articulated in two parts. In the first, we unpack the Second Quantum Revolution from a cultural perspective and shed light on the main revolutionary aspects that are elevated to the rank of principles implemented in the design of a course for secondary school students, prospective and in-service teachers. The design process and the educational reconstruction of the activities are presented as well as the results of a pilot study conducted to investigate the impact of the approach on students' understanding and to gather feedback to refine and improve the instructional materials. The second part consists of the exploration of the Second Quantum Revolution as a context to introduce some basic concepts of quantum physics. We present the results of an implementation with secondary school students to investigate if and to what extent external representations could play any role to promote students’ understanding and acceptance of quantum physics as a personal reliable description of the world.

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The integration of digital technology in school is a complex phenomenon that affects both teaching and peer relationships. Accordingly, the main aim of this dissertation was to investigate the implementation of distance education among Italian teachers during the COVID-19 pandemic and analyze peer relationships concerning cyberbullying and bullying. While the theoretical section provided an overview of the phenomena, four empirical studies were presented. The first one tested a moderated moderation model among 178 secondary teachers on the interactions among perceived usefulness, perceived ease of use of technology and online teaching self-efficacy. Findings showed that each variable significantly predicted the intention to use technology. In addition, a moderation effect of online teaching self-efficacy on perceived usefulness was found. The second study analyzed the differences in factors promoting the integration of digital technology among 357 teachers of different levels and subjects and their positive and negative experiences with distance education. Results revealed several differences in the function of the grade and subjects taught. Moreover, four main themes emerged from the content analysis. The third study investigated the dyadic perception of bullying and cyberbullying among 50 students using the eye-tracker. Findings showed that, despite differences among different kinds of bullying and cyberbullying, the victim and bully were the most observed roles. Finally, the last study tested two multiple mediation models among 563 students on the association between bullying, cyberbullying, and well-being, considering three different variables related to the school context (peer network, teacher support and school connectedness). The results highlighted the importance of peer networks and school connectedness in mediating the association between victimization, cybervictimzation and well-being. Taken together, the findings provided a rich overview of digital technology integration in schools, highlighting positive and negative aspects and its implications for future research and school policies.