Reconstructing Quantum Field Theory from an Educational Perspective

The research work concerns the analysis of the foundations of Quantum Field Theory carried out from an educational perspective. The whole research has been driven by two questions: • How the concept of object changes when moving from classical to contemporary physics? • How are the concepts of field and interaction shaped and conceptualized within contemporary physics? What makes quantum field and interaction similar to and what makes them different from the classical ones? The whole work has been developed through several studies: 1. A study aimed to analyze the formal and conceptual structures characterizing the description of the continuous systems that remain invariant in the transition from classical to contemporary physics. 2. A study aimed to analyze the changes in the meanings of the concepts of field and interaction in the transition to quantum field theory. 3. A detailed study of the Klein-Gordon equation aimed at analyzing, in a case considered emblematic, some interpretative (conceptual and didactical) problems in the concept of field that the university textbooks do not address explicitly. 4. A study concerning the application of the “Discipline-Culture” Model elaborated by I. Galili to the analysis of the Klein-Gordon equation, in order to reconstruct the meanings of the equation from a cultural perspective. 5. A critical analysis, in the light of the results of the studies mentioned above, of the existing proposals for teaching basic concepts of Quantum Field Theory and particle physics at the secondary school level or in introductory physics university courses.

Educational mismathc in Italian an European labour markets (starting from the UK)

The present doctoral thesis is structured as a collection of three essays. The first essay, “SOC(HE)-Italy: a classification for graduate occupations” presents the conceptual basis, the construction, the validation and the application to the Italian labour force of the occupational classification termed SOC(HE)-Italy. I have developed this classification under the supervision of Kate Purcell during my period as a visiting research student at the Warwick Institute for Emplyment Research. This classification links the constituent tasks and duties of a particular job to the relevant knowledge and skills imparted via Higher Education (HE). It is based onto the SOC(HE)2010, an occupational classification first proposed by Kate Purcell in 2013, but differently constructed. In the second essay “Assessing the incidence and wage effects of overeducation among Italian graduates using a new measure for educational requirements” I utilize this classification to build a valid and reliable measure for job requirements. The lack of an unbiased measure for this dimension constitutes one of the major constraints to achieve a generally accepted measurement of overeducation. Estimations of overeducation incidence and wage effects are run onto AlmaLaurea data from the survey on graduates career paths. I have written this essay and obtained these estimates benefiting of the help and guidance of Giovanni Guidetti and Giulio Pedrini. The third and last essay titled “Overeducation in the Italian labour market: clarifying the concepts and addressing the measurement error problem” addresses a number of theoretical issues concerning the concepts of educational mismatch and overeducation. Using Istat data from RCFL survey I run estimates of the ORU model for the whole Italian labour force. In my knowledge, this is the first time ever such model is estimated on such population. In addition, I adopt the new measure of overeducation based onto the SOC(HE)-Italy classification.

Factors associated with educational aspirations among adolescents: cues to counteract socioeconomic differences?

Our study aims to follow this effort and to explore the association between health, socioeconomic background, school-related factors, social support and adolescents' sense of coherence and educational aspirations among adolescents from different educational tracks and to contribute to the existing body of knowledge on the role of educational aspirations in the social reproduction of health inequalities. We expect that socioeconomic background will contribute to the development of educational aspirations, but this association will be modified by available social and individual resources, which may be particularly favourable for the group of adolescents who are on lower educational tracks, since for them such resources may lead to gaining a higher educational level.

A factor-analytic reinterpretation of the Clark-Trow "educational philosophies"

Each of four principal components analyses (n = 3,944) incorporated student self-ratings (Most accurate to Least accurate) on one of the four Clark-Trow educational philosophies: Vocational, Academic, Collegiate, Nonconformist. The analyses of these 25-variable correlation matrices yielded 2 factors differentially associated with educational philosophy: Sociability versus Independence (replacing Clark-Trow's "Identification with the College") and Liberalism versus Conservatism (replacing Clark-Trow's "Involvement with Ideas"). The Vocational philosophy was associated primarily with Conservatism, the Collegiate with Sociability, and the Nonconformist with Liberalism; the Academic was moderately associated with both Independence and Liberalism.

Higher Educational Impact on Student Objectives: Longitudinal Change in Clark-Trow "Educational Philosophies"

This study explores the impact of higher education on 3,942 arts and sciences students as measured by change in their freshman and senior ratings of four Clark-Trow "educational philosophies": vocational, academic, collegiate, and nonconformist (Clark and Trow, 1966). A repeated measures analysis of variance was applied to each of the four philosophies, controlling for sex, entering year, major, parents' educational background, scholastic aptitude, and academic motivation. As expected from Clark-Trow theory, students showed significant increases in academic and nonconformist philosophies, and decreases in vocational and collegiate philosophies. Relationships between independent variables and freshman-senior change suggested post hoc reinterpretation of the dimensions underlying the Clark-Trow "phenotypes": i. e., from "identification with the college" and "involvement with ideas" to "social interests" and "academic interests" (the latter suggested by Terenzini and Pascarella, 1977).

The Impact of Greek Affiliation on Students’ Educational Objectives: Longitudinal Change in Clark-Trow Educational Philosophies

Change in 4,119 students' freshman to senior ratings of four educational philosophies (vocational, academic, collegiate, and nonconformist) provided four measures of educational impact. Repeated measures analyses of variance compared changes in philosophy as a function of Greek affiliation, controlling for sex, historical era, major, parents' education, scholastic aptitude, and academic motivation. Small but significantly different degrees of change in the collegiate and nonconformist philosophies suggested that Greek affiliation increased social interests and inhibited some forms of intellectual interests. These small differences across all students masked the moderating effect of major. In the nonconformist philosophy, for example, the Greek × major interaction reflected substantial Greek–independent differences among humanities majors, and progressively smaller differences or reversals among social science, physical science, and engineering majors. Possible interpretations of this interaction are offered.

Knuckling Under? School Superintendents and Accountability-Based Educational Reform

The goal of this article is to explore the various ways that superintendents have responded to accountability-based educational reform efforts such as No Child Left Behind, the factors that have influenced their responses, and the implications of these responses for current and future educational leaders. With respect to the first issue, empirical data from a number of nationai studies (T. E. Glass & Franceschini, 2007; Johnson, Arumi, & Ott, 2006; Johnstone, Dilkkers, & Luedeke, 2009; Stecher et al., 2008) make clear that while there have been a variety of responses from superintendents to accountability-based reform efforts, superintendents have mostly played a supportive role. Examining the situation more fully suggests that the driving factors behind superintendent support for accountability-based educational reform are complex and are often deeply embedded within the "DNA" of the role of superintendent. This article examines the structure of this DNA by looking at the factors that influence superintendents' views of accountability-based educational reform from historical, political, and institutional perspectives. This muitifaceted approach provides new insights into the complex relationship that exists between the structure of the role of superintendent and the agency of the individuals who inhabit that role.