Journal of Educational Cultural and Psychological Studies最新文献_第2页

Educational Needs of Spanish Youths at Risk of Social Exclusion: Future Challenges before School Failure 面临社会排斥风险的西班牙青少年的教育需求:学业失败前的未来挑战

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Journal of Educational Cultural and Psychological Studies Pub Date : 2019-12-04 DOI: 10.7358/ecps-2019-020-fern

Ana Fernández-García, Fátima Poza-Vilches, J. Llamas

{"title":"Educational Needs of Spanish Youths at Risk of Social Exclusion: Future Challenges before School Failure","authors":"Ana Fernández-García, Fátima Poza-Vilches, J. Llamas","doi":"10.7358/ecps-2019-020-fern","DOIUrl":"https://doi.org/10.7358/ecps-2019-020-fern","url":null,"abstract":"This paper addresses the strengths, needs and future challenges posed by the current training and education of youths at risk of social exclusion, focusing on those youths who are at risk of dropping out of school and have problems accessing the labour market. Its objectives are: to characterize, from a professional perspective, the education and training needs of young people who find themselves in situations of exclusion; identify strengths in current education and training activities available to young people, and; establish a resource bank for possible future challenges raised by professionals in this field to improve >the current situation. For this, we conducted an exploratory pilot research study that involved 34 experienced professional experts that was focused on describing the current situation in Spain in the field of education and training of youths at risk of droppingout of school or exclusion. This study concludes that the creation and consolidation of coordinated networks between the public administration, the private sector and social entities is a challenge that must be addressed within this field. Likewise, developing sustainable and inclusive training activities for young people involves creating more flexible, individualized and personalized training itineraries that address not only basic training but also transversal competences.","PeriodicalId":41872,"journal":{"name":"Journal of Educational Cultural and Psychological Studies","volume":"325 1","pages":"59-82"},"PeriodicalIF":0.3,"publicationDate":"2019-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76125358","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: 3

Attenzione ed esperienza estetica nella comunicazione didattica Indagini empirico-sperimentali condotte sul campo: principali risultati 实地考察:主要结果

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Journal of Educational Cultural and Psychological Studies Pub Date : 2019-12-04 DOI: 10.7358/ecps-2019-020-bias

V. Biasi, G. Moretti, A. Morini, N. Patrizi

{"title":"Attenzione ed esperienza estetica nella comunicazione didattica Indagini empirico-sperimentali condotte sul campo: principali risultati","authors":"V. Biasi, G. Moretti, A. Morini, N. Patrizi","doi":"10.7358/ecps-2019-020-bias","DOIUrl":"https://doi.org/10.7358/ecps-2019-020-bias","url":null,"abstract":"The general objective of this experimentation concerns the study of the effect of the didactic intervention oriented towards the artistic experience, on the levels of attention and positive emotional involvement (aesthetic emotion) of the students belonging to the classes where the teachers thus formed work; this in comparison with parallel classes in which such innovative teaching is not yet applied and which therefore act as control classes. A platform has been developed for the teacher training, which has allowed the use of artistic materials (artistic videos and virtual museum visits of visual works) as integration and support of curricular contents. Moreover, illustrated books, art books, illustrated and interactive e-books, dedicated apps have been introduced in the school context. The volunteer teachers are involved in the 2019/2020 school year, in 4 primary school classes and 4 secondary school classes. Naturally, the respective control classes were also set up where regular didactic activity was carried out without specific training of the respective teachers, who will always be able to access in the following school year. This aesthetic enrichment of the teaching message has significantly favored the attentional processes and the positive emotional involvement of the learners, functional to learning.","PeriodicalId":41872,"journal":{"name":"Journal of Educational Cultural and Psychological Studies","volume":"136 1","pages":"157-174"},"PeriodicalIF":0.3,"publicationDate":"2019-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76450558","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

Family vs School: Where the Conflict Ends A Study of Families on the Court against School in Lombardia 家庭与学校:冲突在哪里结束——伦巴第法院对学校的家庭诉讼研究

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Journal of Educational Cultural and Psychological Studies Pub Date : 2019-12-04 DOI: 10.7358/ecps-2019-020-beca

Michela Bettinelli, Roberta Cardarello

{"title":"Family vs School: Where the Conflict Ends A Study of Families on the Court against School in Lombardia","authors":"Michela Bettinelli, Roberta Cardarello","doi":"10.7358/ecps-2019-020-beca","DOIUrl":"https://doi.org/10.7358/ecps-2019-020-beca","url":null,"abstract":"Conflict between the school and the family has become a topic of high importance but rarely investigated. This study deals with this conflict in the Italian context, examining the legal processes in the region of Lombardia, thus the litigation between the family and the school which ended at the Administrative Court (TAR) between 2010 and 2018. This study is an exploratory preliminary research which intends to investigate the quantity of cases of litigation between the families and school and categorize the cases according to motivation for the legal action and type of the school. Although we assumed that most cases are connected to children with special needs, analysis showed that families with children without any kind of diagnosis are referring to the court more often than the families of children with special needs. There were more students from secondary schools than students from primary school and, interestingly, students of lyceums seem to be the most represented group in the litigation. The results are discussed, and new lines of research are depicted in order to recognize when and why the conflicts start and how it can be prevented.","PeriodicalId":41872,"journal":{"name":"Journal of Educational Cultural and Psychological Studies","volume":"26 1","pages":"139-156"},"PeriodicalIF":0.3,"publicationDate":"2019-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87283048","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

Self-efficacy and Anxiety in Learning English as a Foreign Language: Singing in Class Helps Speaking Performance 自我效能感与焦虑在英语作为外语学习中的作用:课堂唱歌有助于口语表现

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Journal of Educational Cultural and Psychological Studies Pub Date : 2019-12-04 DOI: 10.7358/ecps-2019-020-passi

Y. Passiatore, S. Pirchio, Clorinda Oliva, Angelo Panno, G. Carrus

{"title":"Self-efficacy and Anxiety in Learning English as a Foreign Language: Singing in Class Helps Speaking Performance","authors":"Y. Passiatore, S. Pirchio, Clorinda Oliva, Angelo Panno, G. Carrus","doi":"10.7358/ecps-2019-020-passi","DOIUrl":"https://doi.org/10.7358/ecps-2019-020-passi","url":null,"abstract":"Learning is a process that involves both cognitive and affective components and that requires appropriate educational strategies. The present study investigates the links between self-efficacy and anxiety in second language learning, and the effectiveness of the singing songs teaching strategy upon students’ speaking performance. In particular, we tested whether singing songs in class during English lessons affects the relationship between self-efficacy, anxiety and performance in a group of Italian high school students learning English as a second language (N = 132; age ranging 16-19 years). The data were collected through a production task in which the vocabulary extension, the number of words, and the fluency of speech were coded and calculated as a general indicator of students’ linguistic competence. In addition, students were asked about their use of singing as an educational activity during English lessons. Results of bootstrapping analyses confirmed our prediction that foreign language self-efficacy is correlated to performance, through the mediation of anxiety. Our results also showed that the use of a singing songs strategy moderates the association of low self-efficacy to anxiety and performance, thus suggesting its plausibility as a positive pedagogical tool in second language learning activities. The theoretical and practical implications are discussed.","PeriodicalId":41872,"journal":{"name":"Journal of Educational Cultural and Psychological Studies","volume":"11 1","pages":"121-138"},"PeriodicalIF":0.3,"publicationDate":"2019-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90355735","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: 16

Le competenze valutative: un’indagine empirica su prassi e opinioni degli insegnanti del primo ciclo di istruzione della Regione Lazio 评估能力:对拉齐奥地区第一阶段教师的实践和意见的实证调查

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Journal of Educational Cultural and Psychological Studies Pub Date : 2019-12-04 DOI: 10.7358/ecps-2019-020-cira

A. Ciraci

引用次数: 0

Effect of Intervention in Teaching Listening and Speaking Skills on Children with Intellectual Disabilities 干预对智障儿童听说技能教学的影响

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Journal of Educational Cultural and Psychological Studies Pub Date : 2019-12-04 DOI: 10.7358/ecps-2019-020-kawa

Ritu Kalgotra, Jaspal Singh Warwal

引用次数: 3

Educational Expectations of Migrant Students in Italy: Second-class Destiny or Integration’s Opportunity? 意大利移民学生的教育期望:二等命运还是融合机遇?

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Journal of Educational Cultural and Psychological Studies Pub Date : 2019-12-04 DOI: 10.7358/ecps-2019-020-ricc

Veronica Riccardi, P. Giannantoni, G. Rose

{"title":"Educational Expectations of Migrant Students in Italy: Second-class Destiny or Integration’s Opportunity?","authors":"Veronica Riccardi, P. Giannantoni, G. Rose","doi":"10.7358/ecps-2019-020-ricc","DOIUrl":"https://doi.org/10.7358/ecps-2019-020-ricc","url":null,"abstract":"School choices are a complex and important step that characterizes the path of any student. This moment of transition is particularly crucial for foreign students, for whom it represents also a measure of their integration. The aim of this work is to verify if the Italian intercultural model is ensuring equal opportunities for immigrant students and if foreign students are able to progress through the educational system on par with other Italian peers. Our purpose, more specifically, is to verify if foreign students have the same aspiration for the future than the Italian ones, investigating the role and the weight of some important background factors such as gender, socio-economic status and learning abilities. We used census data coming from INVALSI (Italian National Institute for the Evaluation of Educational System) of grade 10 in the academic year 2016/2017. The key variable of this study relies on the question about educational expectation («What is the highest degree you expect to obtain?»), analyzed according with student’s origin (native/migrant), keeping into account also the age of arrival in Italy for students born abroad.","PeriodicalId":41872,"journal":{"name":"Journal of Educational Cultural and Psychological Studies","volume":"1 1","pages":"83-102"},"PeriodicalIF":0.3,"publicationDate":"2019-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79828329","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

Novecento e postmodernità nella critica musicale di Fedele d’Amico. Riflessioni sul metodo storiografico di un corso universitario 在忠实的达米科的音乐评论中，1900年和后现代主义。对大学课程历史方法的思考

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Journal of Educational Cultural and Psychological Studies Pub Date : 2019-12-04 DOI: 10.7358/ecps-2019-020-pozz

R. Pozzi

{"title":"Novecento e postmodernità nella critica musicale di Fedele d’Amico. Riflessioni sul metodo storiografico di un corso universitario","authors":"R. Pozzi","doi":"10.7358/ecps-2019-020-pozz","DOIUrl":"https://doi.org/10.7358/ecps-2019-020-pozz","url":null,"abstract":"The article examines a university course held in 1978 by the music critic Fedele d’Amico (Rome, 1912 - Rome, 1990) at the Faculty of Letters of the University of Rome La Sapienza. The course offers a reading of the twentieth century, through the analysis of the main movements and composers of the first half of the century, highlighting the historiographical method and the teacher’s critical positions. The historiographical method of Fedele d’Amico attempts to identify the dominant character of the twentieth century through a comparison with nineteenth-century music. This character resides, according to d’Amico, in the general tendency of 20th century composers to be «anti-nineteenth century», to mark the discontinuity with respect to the previous century. In the more radical experiences of modernity represented above all by expressionism, dodecaphony and the serial avant-garde of the Darmstadt mouvement, d’Amico underlines the destruction of the linguistic character of music which, according to him, is the foundation of understanding in musical listening. The author, emphasizing the reductionism of some of d’Amico’s statements, avoids a generic charge of conservatism by relating them to the crisis of modernism and to the spread, in the criticism of the arts during the seventies, of a new postmodern image of the twentieth century.","PeriodicalId":41872,"journal":{"name":"Journal of Educational Cultural and Psychological Studies","volume":"39 1","pages":"245-259"},"PeriodicalIF":0.3,"publicationDate":"2019-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78416303","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

A Brief Scale on Attitude Toward Learning of Scientific Subjects (ATLoSS) for Middle School Students 中学生科学学科学习态度简要量表

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Journal of Educational Cultural and Psychological Studies Pub Date : 2017-11-29 DOI: 10.7358/ECPS-2017-016-CAPU

Andrea Caputo

引用次数: 4

Studenti svantaggiati e fattori di promozione della resilienza 弱势学生和促进弹性的因素

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Journal of Educational Cultural and Psychological Studies Pub Date : 2017-11-29 DOI: 10.7358/ECPS-2017-016-ALIV

F. Alivernini, S. Manganelli, F. Lucidi, Ines Di Leo, Elisa Cavicchiolo

{"title":"Studenti svantaggiati e fattori di promozione della resilienza","authors":"F. Alivernini, S. Manganelli, F. Lucidi, Ines Di Leo, Elisa Cavicchiolo","doi":"10.7358/ECPS-2017-016-ALIV","DOIUrl":"https://doi.org/10.7358/ECPS-2017-016-ALIV","url":null,"abstract":"Many studies showed the impact that the socio-economic context and students’ characteristics, such as gender and migratory background, have on mathematical performance. This situation poses a problem of equity of the educational system: some groups of young people are in fact disadvantaged for reasons independent of their commitment to the study. The aim of this paper is to evaluate the presence of factors on which teachers can intervene, allowing disadvantaged students to achieve excellence. The contribution aims to identify associated factors not only to compensate for the disadvantage associated with student background conditions, but to a real reversal of predictions in terms of skills acquired. The results show the impact that geographic membership, the socio-economic-cultural background of schools and families and gender, in their interaction, exert in defining situations of major disadvantage for students. At the same time, there is evidence for the protective role played by some teaching strategies, student self-beliefs, and other factors related to specific background situations.","PeriodicalId":41872,"journal":{"name":"Journal of Educational Cultural and Psychological Studies","volume":"17 1","pages":"35-56"},"PeriodicalIF":0.3,"publicationDate":"2017-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83570780","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: 2