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Anicia 2016 Euro 26,00
S. Nirchi - S. Capogna
Tra educazione e società nell'era delle ICT. Luci e ombre del processo di innovazione digitale in ambito educativo
isbn13 : 9788867092727

comunicazione Valutazione Certificazione Qualità Blog Q-Times Six DMAIC Sigma social network


Prof. A. Cocozza, Univ. Roma Tre

Encounter and Dialogical Learning. A Relational Pedagogy Path
di Rosati Agnese 2016-07-30
People build themselves in their life, in relationships, in inputs and in requests they get.
Everyone’s life is marked by encounters, stories and experiences shared through emotions and languages, signs and phenomena that require sensitivity and communicative and relational skills to be got. These skills are the basis of dialogic intelligence (Rossi, 2005, 2015; Gómez, Alonso 2014) that enables people to read words, feelings and non-verbal languages.  
Narration, dialogue spaces, listening exercises and reflexive silence build the different phases  of an active critical methodology through that people explore personal worlds (inner and others’ worlds) and collective landscapes. Actions and thoughts make sense in these contexts of life, otherness paths (a topic debated by relational pedagogy), that engage the single person and the whole community, are taking shape to involve the School and the civil society.  

Identity, interculture and survival. Rereading Charles Taylor’s socio historical paths of continuity and break with tradition, in light of Europe’s dark night
di Rita Minello 2016-07-30
Charles Taylor’s intercultural theories, characterized by socio historical paths of continuity and break with tradition, by acknowledgement of identity and interculture, as well as by needs of differentiation, survival of identity meaning and cultural transposition, have largely inspired the educational model of intercultural inclusion of Canada. In a historical moment marked by the extremist dynamics of “terror against terror”, which must be  followed by efficient educational actions, it is useful to come to terms with Taylor’s theories, which determine a partial correction to the pathways of the most spread educational models of intercultural integration and pedagogy, especially with regard to the topics of identity and value restructuring, both individual and collective, in response to the emergent disaggregating forces of contemporary civilization.

The Early school leavers. What is that, you can take action
di Savina Cellamare 2016-07-30
High levels of school dropouts that occur in different countries focus on the pressing need to implement educational and training programs that helps to reach the reducing dropout rate goal, within the limit set by the European Commission's plans for 2020.
Virtual lab for Knowledge Building on Evaluation
di Morena Sabella -Giorgio Asquini 2016-07-30
The assurance of quality of teaching and teacher training are complex issues and strategic objectives that the European Union supports. This focus reflects the need to ensure appropriate initial and in progress professional development education, although the training model is a major diversity of educational policies between countries. So there is a need to propose a framework of knowledges and skills shared between national policies. Therefore, in accordance with European guidelines, the Italian Ministry of Education (MIUR) has described the objectives of the initial teacher education and it has enabled the courses of Tirocinio Formativo Attivo (TFA).
This paper analyzes the complex issue of the initial teacher education, enrolled in the second cycle of pedagogical courses TFA in 2014-15 (Sapienza, University of Rome), with special attention to the use of digital tools such as support for construction of an evaluation knowledge. The goal is to deepen evaluation problems reported by TFA students with different tertiary education, to adapt the initial teacher training to the needs of the individual, using a traditional training approach (classroom lessons) and activities of online platforms (PRO.VA and Moodle). So the data of participation in virtual laboratory for the construction of tests and discussion on the issues of the evaluation are presented and discussed.



Rapporti, riflessioni, presentazioni
Studi e contributi di ricerca
Advisory Board
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Call for Paper July 2015

Direttore Responsabile:
Stefania Nirchi

Ospite Scientifico :
Prof. A. Cocozza, Univ. Roma Tre
Prof. Eufrasio Pérez Navio - Universidad de Jaen - Spagna
Prof. A. Cocozza, Univ. Roma Tre
Prof. Carlo Felice Casula - Univ. Roma Tre
Prof.ssa S. Cellamare - INVALSI
Prof.ssa Rita Minello - Univ. Niccolò Cusano
Prof.ssa Agnese Rosati - Univ. di Perugia
Prof.ssa Angela Piu - Università della Valle d'Aosta
Prof. A. Cocozza Univ. Roma Tre
Prof.ssa Stefania Capogna - Univ. Roma Tre
Prof.ssa S. Cellamare - INVALSI
Prof. Andrea Gentile- Univ Marconi
Prof. Mario Pireddu - Univ. Roma Tre
Prof. R. Melchiori - Università Telematica “Niccolò Cusano”
Prof. Fernando Lezcano Barbero- Universidad de Burgos - España
Prof. Agustin Escolano Benito-Universidad de Vallladolid,España
Prof. C. Piu, Università della Calabria
Giancarlo Cerini
Benedetta Cosmi
Prof.ssa A.L. Fazzari Univ. “Tor Vergata” Roma.
Prof.ssa T. Serra - Univ. La Sapienza di Roma
Prof.ssa A. Poggiani Univ. La Sapienza di Roma
Prof. G. Domenici - Univ. Roma Tre
Prof.ssa M. L. Boninelli - Univ.di Venezia
Prof. F. Bocci - Univ. Roma Tre
Prof. D. Falcone - Università di Cassino

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