Journal of Educational Cultural and Psychological Studies最新文献_第4页

L’affidabilità dei criteri di inclusione nelle meta-analisi in educazione: una rassegna di studi 教育元分析中包含标准的可靠性:研究综述

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

Marta Pellegrini

{"title":"L’affidabilità dei criteri di inclusione nelle meta-analisi in educazione: una rassegna di studi","authors":"Marta Pellegrini","doi":"10.7358/ECPS-2017-016-PELL","DOIUrl":"https://doi.org/10.7358/ECPS-2017-016-PELL","url":null,"abstract":"Reliability of meta-analysis standards in education: an overview of studies. Research syntheses, such as meta-analyses and systematic reviews, are methods for combining results of different primary studies on a certain theme. These methods have been widespread in the early eighties in educational research with the purpose of giving more reliable information to the teaching practice. As primary studies, not all the reviews carried out are reliable to inform practice on programs and strategies that are effective for learning. Although some systematic reviews and meta-analyses have weaknesses, it is possible to identify which procedures and standards are more valid and reliable for carrying out metaanalyses. This article reviews and examines studies that have evaluated methodological factors that affect effect sizes in meta-analyses of educational practices. The studies of this review have showed that the following methodological factors affect effect sizes: publication bias, sample size, study design, outcome measures and intervention duration. The conclusion specifies which inclusion criteria, based on the review results, are more reliable to carry out meta-analyses that have the objective to inform educational practices.","PeriodicalId":41872,"journal":{"name":"Journal of Educational Cultural and Psychological Studies","volume":"13 1","pages":"317-333"},"PeriodicalIF":0.3,"publicationDate":"2017-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73224773","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

Lo studio del clima familiare attraverso il «Disegno della Famiglia a Colori» e il CV-FES: una indagine correlazionale 通过“彩色家庭设计”和cv - edf对家庭气候的研究:一项相关调查

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

Giulia Rizzotto, A. R. Colasanti

{"title":"Lo studio del clima familiare attraverso il «Disegno della Famiglia a Colori» e il CV-FES: una indagine correlazionale","authors":"Giulia Rizzotto, A. R. Colasanti","doi":"10.7358/ECPS-2017-016-RIZZ","DOIUrl":"https://doi.org/10.7358/ECPS-2017-016-RIZZ","url":null,"abstract":"The aim of this work was to investigate the child’s family environment perception whom he belongs. The «Colour Family Drawing Test» (Biasi, Bonaiuto, & Levin, 2014 and 2015) and the structured questionnaire CV-FES (Pino, Simons, & Slawinowski, 1983) were administered, in a class way, to a sample of about 260 children (from 8 to 11) belonged to three primary schools of Rome, to understand the validity and the reliability of potential inconveniences’ indexes. According to the general hypothesis, children who perceive a harmonic and calm family environment by CV-FES scales, use «reassuring and playful» colours and graphic-pictorial language of «comfort»; otherwise children who perceive a stressful and conflicting family environment, use «alarming and serious» tonalities and graphic-pictorial language of «stress» (Biasi et al., 2015). Comparing the results, it emerged that 5 subscales on 10 of CV-FES are linked with graphic-pictorial language of «Colour Family Drawing Test». It was done a factorial analysis to identify underlying psychological concepts. It emerged a bi-factorial structure: the first factor, nominated «dynamic organization», refers to an active familiar organization in which each member can express and act himself; the second one, nominates «high control» refers to a high control which doesn’t allow the members’ expression.","PeriodicalId":41872,"journal":{"name":"Journal of Educational Cultural and Psychological Studies","volume":"163 1","pages":"145-175"},"PeriodicalIF":0.3,"publicationDate":"2017-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80311729","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

Dalla progettazione lineare alla co-progettazione condivisa: l’esperienza in un liceo della provincia di Salerno 从线性设计到共享设计:萨莱诺高中的经验

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Journal of Educational Cultural and Psychological Studies Pub Date : 2017-06-19 DOI: 10.7358/ecps-2017-015-nott

A. M. Notti, A. Petolicchio

{"title":"Dalla progettazione lineare alla co-progettazione condivisa: l’esperienza in un liceo della provincia di Salerno","authors":"A. M. Notti, A. Petolicchio","doi":"10.7358/ecps-2017-015-nott","DOIUrl":"https://doi.org/10.7358/ecps-2017-015-nott","url":null,"abstract":"Learning planning, often considered by teacher as a bureaucratic practice, becomes a declination of goals, objectives, methods listed in «Indicazioni nazionali». The prescriptive guidance main programme and the choices made by the anthology authors of textbooks seem to leave little space to realize a planning that, with respect to subject content, can respond to the needs of students as individuals. In «Indicazioni nazionali» for high schools of 2010, it should be noted that at the end of the course of study the student must understand the intrinsic value of reading as a response to a self interest and that the study of literature must be through direct contact with lyrics. How can we combine students interests and disciplinary knowledge? How can we avoid the risk that the choices are fruit tastes teacher’s anthology set or authors of textbooks, rather than selections made to convey better the message to those particular students? Starting from these considerations the action-research in progress in two fifth classes of the high school «Alfonso Gatto» in Agropoli, moves. Using the approach of Student Voice, individual students were actively involved in the Italian learning planning. Choosing and motivating some keywords that have become the fil rouge that drove the track selection and authors anthology to be explored. This paper focuses on it.","PeriodicalId":41872,"journal":{"name":"Journal of Educational Cultural and Psychological Studies","volume":"15 1","pages":"171-184"},"PeriodicalIF":0.3,"publicationDate":"2017-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84109447","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

«Children go touch»: note sulle pratiche di appropriazione delle tecnologie («touch») dei più piccoli (0-10 anni) e sulla necessità di una didattica digitalmente aumentata “儿童接触”:关于儿童(0-10岁)的技术所有权实践和数字教学需求的说明

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Journal of Educational Cultural and Psychological Studies Pub Date : 2017-06-19 DOI: 10.7358/ECPS-2017-015-FERR

P. Moriggi

引用次数: 1

I colloqui di orientamento per facilitare il successo accademico: una indagine sperimentale 促进学术成功的指导面谈:一项实验性调查

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Journal of Educational Cultural and Psychological Studies Pub Date : 2017-06-19 DOI: 10.7358/ecps-2017-015-bias

V. Biasi, N. Patrizi, C. D. Vincenzo, M. Mosca

{"title":"I colloqui di orientamento per facilitare il successo accademico: una indagine sperimentale","authors":"V. Biasi, N. Patrizi, C. D. Vincenzo, M. Mosca","doi":"10.7358/ecps-2017-015-bias","DOIUrl":"https://doi.org/10.7358/ecps-2017-015-bias","url":null,"abstract":"This article discusses the effectiveness of colloquium for university guidance in facilitating academic success and address the phenomenon of the delay in the studies, which also represents a drop-out risk factor. Before and after the session period of the colloquium for guidance, are administered some questionnaires including the OQ-45 and Lambert Hill (1994; Lo Coco et al., 2008). Participants are divided into an experimental group (80 students completing the guidance session in the first semester), and a control group (52 students placed on the waiting list, who have booked advice for guidance session in the next semester). The characteristics of the participants are described (age, frequented faculty, main areas of discomfort), and data collected show the significant reduction of the symptoms of stress and of the common relational difficulties after the colloquia for university guidance. Data underscore even the efficacy and good stability effects during the follow-up session. Moreover, compared to the control group, students who have done the session path for orientation have showed a significant recovery of the studies. The offer by a university institution of guidance colloquium is one of the many initiatives to facilitate academic success, as well as the setting up of credit recovery courses, the presence of educational support achieved through mentoring and/or online individualized teaching strategies the implementation of paths of re-training orientation.","PeriodicalId":41872,"journal":{"name":"Journal of Educational Cultural and Psychological Studies","volume":"9 1","pages":"215-228"},"PeriodicalIF":0.3,"publicationDate":"2017-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84300667","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: 7

Dalla povertà educativa alla valutazione del successo scolastico: concetti, indicatori e strumenti validati a livello nazionale 从教育贫困到评价学校成功:在国家一级验证的概念、指标和工具

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Journal of Educational Cultural and Psychological Studies Pub Date : 2017-06-19 DOI: 10.7358/ECPS-2017-015-ALIV

F. Alivernini, S. Manganelli, F. Lucidi

引用次数: 9

Convegno PRIN 2013-2016 «Successo formativo, inclusione e coesione sociale: strategie innovative, ICT e modelli valutativi. Risultati della ricerca e nuove prospettive». Resoconto sintetico PRIN 2013-2016“教育成功、包容和社会凝聚力:创新战略、信息通信技术和评估模型”会议。研究成果与新观点。摘要

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Journal of Educational Cultural and Psychological Studies Pub Date : 2017-06-19 DOI: 10.7358/ecps-2017-015-more

G. Moretti

{"title":"Convegno PRIN 2013-2016 «Successo formativo, inclusione e coesione sociale: strategie innovative, ICT e modelli valutativi. Risultati della ricerca e nuove prospettive». Resoconto sintetico","authors":"G. Moretti","doi":"10.7358/ecps-2017-015-more","DOIUrl":"https://doi.org/10.7358/ecps-2017-015-more","url":null,"abstract":"The concluding conference of the national research project PRIN 2013-2016 entitled «Formative Success, Inclusion and Social Cohesion: Innovative Strategies, ICT and Evaluation Models. Research Results and New Perspectives» was be held in Rome, on the 17th and 18th of March 2017 at the Department of Education, University Roma Tre. The congress has represented the milestone of a three-year interdisciplinary research project, attended by seven italian universities: the University Rome Tre (leader of the project) and the University of Turin, Verona, Bologna, Rome Sapienza, Foggia and Palermo. During the conference, the overall and specific outcomes obtained by each work units were presented. The PRIN project has allowed significant evidences of some of the preconditionsthat can allow teachers and schools to employ coherently and effectively innovative teaching strategies, ICT, and to apply evaluation models, in particula the formative evaluation system. The themes of self-assessment and orientation were also addressed in the perspective of promoting educational success, school and social inclusion. A specific attention was given to the problem related to orientation strategies and university-work transition.","PeriodicalId":41872,"journal":{"name":"Journal of Educational Cultural and Psychological Studies","volume":"40 1","pages":"255-266"},"PeriodicalIF":0.3,"publicationDate":"2017-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91296859","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

The Revised Educational Context Perception Questionnaire (ECPQ II): Psychometric Proprieties 修订教育情境知觉问卷(ECPQ II):心理测量特性

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Journal of Educational Cultural and Psychological Studies Pub Date : 2017-06-19 DOI: 10.7358/ECPS-2017-015-DUME

Émiliane Rubat du Mérac

{"title":"The Revised Educational Context Perception Questionnaire (ECPQ II): Psychometric Proprieties","authors":"Émiliane Rubat du Mérac","doi":"10.7358/ECPS-2017-015-DUME","DOIUrl":"https://doi.org/10.7358/ECPS-2017-015-DUME","url":null,"abstract":"The revised Educational Context Perception Questionnaire (ECPQ II) is used to assess six dimensions of the students’ classroom perception: cohesion, didactics, mutual appreciation, psychological insecurity with teachers and classmates and discrimination. Bronfenbrenner’s (1979) ecological theory served as a guide for the definition of the research process and the identification of dimensions to explore. The aim of the present study was to analyze the psychometric properties of the ECPQ II. The 26-item version of the ECPQ II was administered to a sample of 1079 students enrolled in upper-secondary schools (9th and 10th grades) in Rome. An Exploratory Factor Analysis (EFA) was applied and the factor model structure was tested for model ﬁt using Conﬁrmatory Factor Analysis (CFA) and Structural Equation Modeling (SEM) on two samples: the full and half random sample. The six-factor model showed a good fit to the data for both samples and had good reliability and factor score determinacy. The current research confirmed the factor structure of the measure and showed that the ECPQ II has supportive psychometric properties of validity and reliability.","PeriodicalId":41872,"journal":{"name":"Journal of Educational Cultural and Psychological Studies","volume":"37 1","pages":"53-72"},"PeriodicalIF":0.3,"publicationDate":"2017-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82516790","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: 4

Work Values: A Comparative Research between Italian and Spanish Youth 工作价值观:意大利和西班牙青年的比较研究

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Journal of Educational Cultural and Psychological Studies Pub Date : 2017-06-19 DOI: 10.7358/ECPS-2017-015-CAGG

V. Caggiano, Andrea Bellezza, Iker Omar Belsaguy, J. González-Bernal

引用次数: 3

When the Black Sheep Is Not So «Black»: Social Comparison as a Standard for Ingroup Evaluation in Classrooms 当害群之马不那么“黑”:社会比较作为课堂内群体评价的标准

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Journal of Educational Cultural and Psychological Studies Pub Date : 2017-06-19 DOI: 10.7358/ECPS-2017-015-RULL

M. Rullo, S. Livi, G. Pantaleo, R. Viola

引用次数: 2