Educazione civica e competenze di cittadinanza: un'indagine su approcci e atteggiamenti degli insegnanti nella scuola secondaria

Con questo lavoro si vuole contribuire al dibattito riapertosi con il ritorno dell’Educazione civica in tutte le scuole italiane, a seguito dell’entrata in vigore della Legge 92/2019, in particolare valorizzando il punto di vista degli insegnanti. La ricerca è impostata secondo il disegno quantitativo dell’indagine correlazionale su ampio campione, preparata da una fase esplorativa durante la quale si sono svolte interviste semistrutturate a dieci docenti. A partire dai risultati di tale esplorazione, si è prodotto un questionario che è stato testato e revisionato nell’a.s. 2020-2021. Successivamente si sono condotte due diverse rilevazioni nell’a.s. 2021-2022: la prima su un campione rappresentativo degli insegnanti di scuola secondaria dell’Emilia-Romagna (main study), e la seconda su un campione non rappresentativo su base nazionale (rilevazione di approfondimento). I risultati dell’indagine fanno emergere un’accoglienza parziale delle innovazioni introdotte con la “nuova” Educazione civica. Le maggiori difficoltà si osservano rispetto alla progettazione collegiale dell’insegnamento, che la normativa vorrebbe affidato in contitolarità a tutto il Consiglio di classe, ma rispetto al quale sembra realizzarsi principalmente una “spartizione” delle ore, a cui fanno fronte attività gestite separatamente dai singoli insegnanti. Approcci e pratiche coerenti con i modelli della didattica per competenze tardano ad affermarsi per questo insegnamento, nonostante si siano osservate prime evidenze favorevoli in tal senso. I risultati sollevano il bisogno di maggiore accompagnamento e supporto dei docenti nell’implementazione collegiale di un curricolo di Educazione civica intenzionalmente orientato allo sviluppo delle competenze di cittadinanza.

Teaching informatics to novices: big ideas and the necessity of optimal guidance

This thesis reports on the two main areas of our research: introductory programming as the traditional way of accessing informatics and cultural teaching informatics through unconventional pathways. The research on introductory programming aims to overcome challenges in traditional programming education, thus increasing participation in informatics. Improving access to informatics enables individuals to pursue more and better professional opportunities and contribute to informatics advancements. We aimed to balance active, student-centered activities and provide optimal support to novices at their level. Inspired by Productive Failure and exploring the concept of notional machine, our work focused on developing Necessity Learning Design, a design to help novices tackle new programming concepts. Using this design, we implemented a learning sequence to introduce arrays and evaluated it in a real high-school context. The subsequent chapters discuss our experiences teaching CS1 in a remote-only scenario during the COVID-19 pandemic and our collaborative effort with primary school teachers to develop a learning module for teaching iteration using a visual programming environment. The research on teaching informatics principles through unconventional pathways, such as cryptography, aims to introduce informatics to a broader audience, particularly younger individuals that are less technical and professional-oriented. It emphasizes the importance of understanding informatics's cultural and scientific aspects to focus on the informatics societal value and its principles for active citizenship. After reflecting on computational thinking and inspired by the big ideas of science and informatics, we describe our hands-on approach to teaching cryptography in high school, which leverages its key scientific elements to emphasize its social aspects. Additionally, we present an activity for teaching public-key cryptography using graphs to explore fundamental concepts and methods in informatics and mathematics and their interdisciplinarity. In broadening the understanding of informatics, these research initiatives also aim to foster motivation and prime for more professional learning of informatics.

Brain Injury Quick Guide: Information and Resources for Teachers and School Staff, July 2013

The Brain Injury Quick Guide was developed as a resource tool for educators and school staff. Functional challenges (including social, physical, communication, and cognitive) are common following brain injury. This booklet serves as a resource outlining common challenges students may face in the classroom as well as strategies for addressing these challenges. Case studies outlining common challenges with possible strategies are provided with suggestions for IEP/504 plan accommodations. Basic brain anatomy and brain injury statistics are also reviewed.

Issue review : salary growth of Iowa teachers and school administrators.

In recent years in both Iowa and nationally, there has been a strong focus on increasing salary levels for teachers. Iowa initiated the Student Achievement and Teacher Quality Program in fiscal year 2002 to improve the quality of K-12 teachers in Iowa schools. The program's funding to improve teacher salaries continues and is now part of the school-aid formula. During the same time period, there has been a growing focus on recruiting and improving the quality of school district superintendents and other school administrators. This issue review looks at the growth of salaries over the past ten years for Iowa's full-time teachers, superintendents and other administrators.

Teachers' conceptions of literacies during and after a school library development project

Abstrakti

Inclusive teaching practice in the Jewish day school: general studies teachers' experiences /

Little research has been done on inclusive education in the context of the Jewish day school general studies classroom. This qualitative case study research examines the inclusive teaching experiences of 2 general studies teachers in their respective grade 4 classrooms in 2 traditionally structured dual curriculum Jewish day schools. Data analysis of qualitative open-ended interviews, classroom observations, postobservation discxissions, and school and formal curriculum documents yielded understandings about the participants' inclusive practice and the challenges of the traditional Jewish day school structure. Eight themes that emerged related to understandings and questions about time limitations, an emphasis on efficiency, the day school structure, inclusion models, the need for increased teacher collaboration, and tension between curriculum-as-plan and curriculum-as-lived. Discussion of the findings suggests the need for further research in inclusion and integrated curriculimi in order to better understand possible restructuring of the traditional Jewish day school fi-om the time efficiency constrained dual curriculiun structure to a more flexible structure conducive of a meaningful and dynamic lived curriculum.

Ethnic minority parents' and teachers' orientation on collaboration between home and school : strategies and contexts

Resumen tomado de la publicaci??n. Resumen tambi??n en ingl??s

All about teaching English : a course for teachers of English : pre-school trough secondary.

Manual para la asignatura de Didáctica de la lengua inglesa I y II que se imparte en la mayoría de facultades de Educación, cuyas unidades se organizan del siguiente modo: objetivos, introducción, contenidos, ejercicios, en algunos casos un glosario y la bibliografía.

Information processing by the school child : implications for teachers and counsellors.'Patrones del procesamiento de la información en la edad escolar : implicaciones para el profesorado y los orientadores'.

Resumen tomado de la publicación

Barreras en el acceso a la dirección escolar : diferencias entre profesoras y directoras de centros de Educación Infantil y Primaria. 'Barriers in the access to school management : differences between teachers and head-teachers from early childhood and elementary education schools'.

Resumen tomado de la publicación. Con el apoyo económico del departamento MIDE de la UNED

Issues that restrain teachers from adapting student-centered instruction in lebanese school

Resumen basado en el de la publicación. Resumen en inglés