Journal of Educational, Cultural and Psychological Studies (ECPS Journal)最新文献_第3页

The Effects of Lock-down 2020 on the Behaviour and Mood of Children Aged Three to Six in Italy 禁闭2020对意大利3至6岁儿童行为和情绪的影响

Journal of Educational, Cultural and Psychological Studies (ECPS Journal) Pub Date : 2023-06-14 DOI: 10.7358/ecps-2023-027-sacc

Domiziana Sacchi, A. Pasini, M. Muti, C. Roverselli, Simonetta Spiridigliozzi

{"title":"The Effects of Lock-down 2020 on the Behaviour and Mood of Children Aged Three to Six in Italy","authors":"Domiziana Sacchi, A. Pasini, M. Muti, C. Roverselli, Simonetta Spiridigliozzi","doi":"10.7358/ecps-2023-027-sacc","DOIUrl":"https://doi.org/10.7358/ecps-2023-027-sacc","url":null,"abstract":"The aim of this research was to trace an association between the lock-down caused by the Covid-19 pandemic in Itlay (March-May 2020) and possible short- and long-term behavioral and mood changes in 1,000 children aged three to six years. With the data collected through the administration of two questionnaires, an account of the psychoattitudinal performance of the subjects examined during the aforementioned period was obtained. The results showed that during the lock-down nearly 60% of the sample exhibited negative feelings; 11.2% of the sample also exhibited symptoms attributable to situational depression. With the return to normalcy, the percentage of negative feelings recorded in the sample decreased to 11%; a significant association was also found between the mood state and temperament of the subjects. Behavioral changes such as increased onychophagy and eating changes during lock-down were recorded, which can be associated with stress. It was possible to reveal problems in the long term, such as difficulty in modulating anxiety, controlling aggression, and social adjustment.","PeriodicalId":407986,"journal":{"name":"Journal of Educational, Cultural and Psychological Studies (ECPS Journal)","volume":"66 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133616552","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Identità e lingua di madri moldave emigrate in Italia 移民到意大利的摩尔多瓦母亲的身份和语言

Journal of Educational, Cultural and Psychological Studies (ECPS Journal) Pub Date : 2023-06-14 DOI: 10.7358/ecps-2023-027-nutr

Mariacristina Nutricato, Paola Ferraresi, V. Fantasia, A. Bello

{"title":"Identità e lingua di madri moldave emigrate in Italia","authors":"Mariacristina Nutricato, Paola Ferraresi, V. Fantasia, A. Bello","doi":"10.7358/ecps-2023-027-nutr","DOIUrl":"https://doi.org/10.7358/ecps-2023-027-nutr","url":null,"abstract":"Identity And Language Of Moldovan Mothers Emigrated To Italy. The present study investigates family-related language practices of Moldovan mothers emigrated to Italy, through a semi-structured interview. To date, few studies have considered linguistic choices in relation to educational practices and identity aspects in this population. Ten Moldovan woman have been interviewed. Results from a thematic analysis on the collected interviews has highlighted a complex relationship between identity, language and education: the use of the mother tongue or the «new» language appeared intertwined with the historical and political events of the country of origin, with consequences on the different use of languages in domestic contexts, through specific choices or «code-mixing»; or in extended family contexts. With their children, the language of origin is predominant, although the practices adopted to promote it are often mediated by TV. Overall, the findings confirm the interdependent nature of the cultural, social and identity aspects that influence language practices in migrant families from Moldova; at the same time, the selective use of these practices within different contexts and relationships has consequences for their children’s educational experiences.","PeriodicalId":407986,"journal":{"name":"Journal of Educational, Cultural and Psychological Studies (ECPS Journal)","volume":"72 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129235092","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Analysis of Intercultural Education Policies in Italy and Spain: A Comparative Perspective 意大利和西班牙跨文化教育政策的比较分析

Journal of Educational, Cultural and Psychological Studies (ECPS Journal) Pub Date : 2023-06-14 DOI: 10.7358/ecps-2023-027-sanc

Mario León Sánchez, M. Fiorucci, M. Catarci, José González Monteagudo

{"title":"Analysis of Intercultural Education Policies in Italy and Spain: A Comparative Perspective","authors":"Mario León Sánchez, M. Fiorucci, M. Catarci, José González Monteagudo","doi":"10.7358/ecps-2023-027-sanc","DOIUrl":"https://doi.org/10.7358/ecps-2023-027-sanc","url":null,"abstract":"This article focuses on the evolution of intercultural education in the educational policies of Italy and Spain. The evolution of school regulations and educational practices in both countries presents similar characteristics, including the shift from the paradigm of integration to that of inclusion of students with migrant backgrounds. At the same time, historical and political differences between the two countries have led to the implementation of very different practices, which it is interesting to compare, with a particular interest in those processes of hidden exclusion that are still present in the two educational systems, despite the progress of official regulations. We will present the critical points and strengths of both countries’ systems, identifying, on the one hand, the inclusion factors (development of inclusive practices, development of resources and programmes for foreign students) and, on the other hand, the exclusion practices that persist despite legislation (school segregation and school concentration). In the conclusions, we will suggest possible strategies to contribute to the development of intra-European measures and policies to foster the reception of people with a migrant background in national school systems.","PeriodicalId":407986,"journal":{"name":"Journal of Educational, Cultural and Psychological Studies (ECPS Journal)","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122014466","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Validazione e standardizzazione del questionario «Quin – Quando insegno» “Quin -当我教书的时候”问卷的验证和标准化

Journal of Educational, Cultural and Psychological Studies (ECPS Journal) Pub Date : 2023-06-14 DOI: 10.7358/ecps-2023-027-lubo

P. Lucisano, E. Botta

{"title":"Validazione e standardizzazione del questionario «Quin – Quando insegno»","authors":"P. Lucisano, E. Botta","doi":"10.7358/ecps-2023-027-lubo","DOIUrl":"https://doi.org/10.7358/ecps-2023-027-lubo","url":null,"abstract":"Validation And Standardization Of The Questionnaire «Quin – When I Teach» The professionalism of a teacher is the topic of a wide-ranging debate aimed at overcoming crises of confidence in this category and reaffirming the teacher as a valuable source for students’ growth and cognitive and socio-emotional development. This questionnaire shows the validation and standardization process of a self-perception instrument aimed at teachers and designed to explore some of the main dimensions of teaching that, overcoming the limitations found in the literature, highlights the need to encourage teachers to reflect on themselves in their work. The tool can be used both by individual teachers and by schools as support in their self-evaluation processes. The information that emerges can be shared within the educating community to orient work and teaching practices in a specific school context. In perspective, the tool will be used in combination with others, intended for teachers and students, and accessible via a dedicated digital platform. The system as a whole will allow us to detect experiences, needs and requirements aimed to focus on the good practices implemented and to design targeted improvement actions.","PeriodicalId":407986,"journal":{"name":"Journal of Educational, Cultural and Psychological Studies (ECPS Journal)","volume":"63 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126222898","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Resoconto sul Convegno Nazionale SIRD 2023: «La SIRD tra passato, presente e futuro. Il ruolo della ricerca educativa ai tempi del COVID, della terza guerra mondiale, della globalizzazione e della crisi ecologica» 关于SIRD 2023全国会议的报告:“SIRD是过去、现在和未来之间的桥梁。教育研究在COVID、第三次世界大战、全球化和生态危机期间的作用

Journal of Educational, Cultural and Psychological Studies (ECPS Journal) Pub Date : 2023-06-14 DOI: 10.7358/ecps-2023-027-devc

Conny De Vincenzo

{"title":"Resoconto sul Convegno Nazionale SIRD 2023: «La SIRD tra passato, presente e futuro. Il ruolo della ricerca educativa ai tempi del COVID, della terza guerra mondiale, della globalizzazione e della crisi ecologica»","authors":"Conny De Vincenzo","doi":"10.7358/ecps-2023-027-devc","DOIUrl":"https://doi.org/10.7358/ecps-2023-027-devc","url":null,"abstract":"The National Conference «SIRD between past, present and future. The role of educational research in the times of COVID, world war III, globalization and the ecological crisis» was organized by the Italian Society of Educational Research (SIRD). The conference was organized on the occasion of SIRD’s 30th anniversary and aimed to foster active discussions on the key challenges that educational research has encountered in recent years. The event started with a plenary session that retraced the significant milestones that characterized the founding of SIRD, featuring speeches from past presidents of the society. Following, the conference delved into thematic working groups, which focused on relevant research topics including Teaching Learning Centers, PNRR and guidance, career access and progression, university teaching, research and teacher training, internationalization, 11/D2 coordination, doctoral training, quality of publications, and internationalization of journals. This paper provides a summary of the conference’s primary discussions, highlighting their relevance within the context of contemporary educational research.","PeriodicalId":407986,"journal":{"name":"Journal of Educational, Cultural and Psychological Studies (ECPS Journal)","volume":"109 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124705537","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Paving the Way Ahead: A Systematic Literature Analysis of Inclusive Teaching Practices in Inclusive Classrooms 铺路:全纳课堂中全纳教学实践的系统文献分析

Journal of Educational, Cultural and Psychological Studies (ECPS Journal) Pub Date : 2023-06-14 DOI: 10.7358/ecps-2023-027-sipa

Aarti Singh, Pratima Pallai

{"title":"Paving the Way Ahead: A Systematic Literature Analysis of Inclusive Teaching Practices in Inclusive Classrooms","authors":"Aarti Singh, Pratima Pallai","doi":"10.7358/ecps-2023-027-sipa","DOIUrl":"https://doi.org/10.7358/ecps-2023-027-sipa","url":null,"abstract":"Classroom deliberations in an inclusive environment is challenging yet rewarding. Teaching students with varied needs under the same roof provides the teachers with the opportunity to bring out their best and to help students to attain an optimum level of learning. The purpose set for this paper is to conduct a rigorous review of inclusive teaching-learning practices across countries to understand and present the best ways of conducting an inclusive classroom. To explore the stated objective the researchers opted for an extensive desk review method to review the available related literature in a systematic manner. As a result of conducting a systematic review analysis, certain themes have emerged under which plausible inclusive practices have been presented as a finding of the research. The study presented five categories of best teaching practices that emerged from the review. This paper presented a concise and accumulated version of the best practices and methods adopted by the practitioners in inclusive education across the world. Amalgamated findings present that using ICT, individualised learning and various classroom management techniques, collaboration and curriculum adaptations provide the best ways to promote inclusion.","PeriodicalId":407986,"journal":{"name":"Journal of Educational, Cultural and Psychological Studies (ECPS Journal)","volume":"77 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123957158","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Intermedialità e sinmedialità nella videoarte contemporanea: Robert Cahen e Pierre Boulez 当代视频艺术中的中介和句法:罗伯特·卡亨和皮埃尔·贝雷兹

Journal of Educational, Cultural and Psychological Studies (ECPS Journal) Pub Date : 2023-06-14 DOI: 10.7358/ecps-2023-027-pozr

R. Pozzi

{"title":"Intermedialità e sinmedialità nella videoarte contemporanea: Robert Cahen e Pierre Boulez","authors":"R. Pozzi","doi":"10.7358/ecps-2023-027-pozr","DOIUrl":"https://doi.org/10.7358/ecps-2023-027-pozr","url":null,"abstract":"Intermediality and Sinmediality in Contemporary Video Art: Robert Cahen and Pierre Boulez The French video artist Robert Cahen (Valence, 1945), member of the Groupe de Recherches Musicales (GRM) founded in Paris in 1958 by André Schaeffer, begun to apply to images the experimental techniques of the so-called «musique concrète» in the early Seventies. Since his first video («L’invitation au voyage», 1972) Cahen manipulates images like sounds and explores the dimension of time perception. Inspired by the complex, fluid motions of sounds in space and by the Schaeffer’s theory and practice of the «écoute réduite», he develops a visual style deeply influenced by a musical conception of time. The concept of time is central in both the Cahen’s works devoted to Pierre Boulez’s music and conducting: the film «Boulez-Répons» (1985) and the video installation «Le Maître du temps. Pierre Boulez dirige Mémoriale» (2011). The article presents and analyzes the original audiovisual language and aesthetic meaning of both works according to the concept of «intermediality» and «sinmediality» in contemporary video art.","PeriodicalId":407986,"journal":{"name":"Journal of Educational, Cultural and Psychological Studies (ECPS Journal)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129423330","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

La parola agli studenti! Un’esperienza di Focus Group a scuola sul tema della lettura nell’ambito della politica educativa «Leggere: Forte! Ad alta voce fa crescere l’intelligenza» 学生们发言!“阅读:酷!”提高智力

Journal of Educational, Cultural and Psychological Studies (ECPS Journal) Pub Date : 2023-06-14 DOI: 10.7358/ecps-2023-027-deca

Maria De Carlo, Aurora Castellani, Lia Corrieri, Giulia Mattiacci, F. Batini

{"title":"La parola agli studenti! Un’esperienza di Focus Group a scuola sul tema della lettura nell’ambito della politica educativa «Leggere: Forte! Ad alta voce fa crescere l’intelligenza»","authors":"Maria De Carlo, Aurora Castellani, Lia Corrieri, Giulia Mattiacci, F. Batini","doi":"10.7358/ecps-2023-027-deca","DOIUrl":"https://doi.org/10.7358/ecps-2023-027-deca","url":null,"abstract":"The Floor To The Students! A Focus Group Experience At Schoool On The Subject Of Reading As Part Of The Educational Policy «Leggere: Forte! Ad Alta Voce Fa Crescere L’Intelligenza» This descriptive survey, conducted as part of «Leggere: Forte! Ad alta voce fa crescere l’intelligenza» an educational policy promoted by Region of Tuscany to introduce intensive and systematic reading aloud by teachers in schools of all levels, aims to explore how exposure to reading aloud influences students’ perceptions toward reading itself. 16 Focus Groups were conducted in Primary and Secondary Schools both with adhering (LF) and not-adhering (NLF) classes to the «Leggere: Forte!» policy. Data analysis included a triangular categorization of the transcribed corpus among three independent researchers and an in-epth investigation of emotional-affective evidence, using Mood Meter (Brackett, Caruso, & Stern, 2006; Nathanson et al., 2016) as a reference model. The study showed differences in category occurrences between LF and NLF groups. Emotional mapping analysis, in particular, found a significantly larger expressed emotional repertoire in LF classes. The evidence suggests that exposure to narrative training promotes the acquisition of greater emotional competence, a relevant variable for academic success.","PeriodicalId":407986,"journal":{"name":"Journal of Educational, Cultural and Psychological Studies (ECPS Journal)","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116850449","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Dal voto alla valutazione per l’apprendimento 从成绩到学习评估

Journal of Educational, Cultural and Psychological Studies (ECPS Journal) Pub Date : 2022-12-19 DOI: 10.7358/ecps-2022-026-cogu

C. Corsini, C. Gueli

{"title":"Dal voto alla valutazione per l’apprendimento","authors":"C. Corsini, C. Gueli","doi":"10.7358/ecps-2022-026-cogu","DOIUrl":"https://doi.org/10.7358/ecps-2022-026-cogu","url":null,"abstract":"This paper returns the outcomes of a research-training project, as result of the collaboration between university researchers and teachers and principals of a network of schools in Lazio. Research-training is a way of doing empirical research that, making use of differentiated methodologies aims to develop teaching professionalism through the construction of research paths agreed between universities and schools. The present investigation started from a training need made explicit by schools: the need to develop skills useful for dealing with the transition from grades to judgments. A synthesis of teachers’ diverse views on assessment and perceptions of change is proposed here. The reflection and evidence gathered can help to prefigure the direction to be taken to overcome the risk that the use of feedback or levels may trace a construct that refers to the grade, de-emphasizing or effectively nullifying its value. Feedback and restitution, on the other hand, are tools of a motivating design that aims to provide learners with guidance for understanding and analysing their own learning and support for making effective and conscious choices in organising future learning.","PeriodicalId":407986,"journal":{"name":"Journal of Educational, Cultural and Psychological Studies (ECPS Journal)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131255517","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Validation of «Tell Me How You Read» Reading Strategies Questionnaire for Upper-Secondary School Students 《告诉我你是怎么读的》高中生阅读策略问卷的验证

Journal of Educational, Cultural and Psychological Studies (ECPS Journal) Pub Date : 2022-12-19 DOI: 10.7358/ecps-2022-026-cami

Giusi Castellana, Snezana Mitrovic

{"title":"Validation of «Tell Me How You Read» Reading Strategies Questionnaire for Upper-Secondary School Students","authors":"Giusi Castellana, Snezana Mitrovic","doi":"10.7358/ecps-2022-026-cami","DOIUrl":"https://doi.org/10.7358/ecps-2022-026-cami","url":null,"abstract":"The study presents the factorial validity of the version of the questionnaire on reading strategies, «Tell me how to read», aimed at the students of upper-secondary schools. The dimensions investigated correspond to the 7 strategies already validated in the previous versions (lower secondary and primary school, pilot study; Castellana, 2018, 2020a; Castellana & Lucisano, 2021): Identifying reading purposes; Activating previous knowledge; Making predictions; Identifying the most important information; Using graphic organizers; Controlling, Monitoring and a scale on the perception of difficulty. The questionnaire consisting of 57 items, was administered to a convenience sample of 1527 students, attending upper-secondary school. Results of the factor analysis confirm the seven-dimensional structure while Cronbach’s alpha ranges from .836 to .925, with the total reliability coefficient of .933. Furthermore, data analyses reveal strengths and weaknesses of the readers in terms of the strategies they employ and suggest areas and paths for improvement of their reading skills, stressing once again the importance of tools aimed at measuring the use of metacognitive strategies.","PeriodicalId":407986,"journal":{"name":"Journal of Educational, Cultural and Psychological Studies (ECPS Journal)","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131334565","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0