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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
School reform: effective school leadership
di Roberto Melchiori , pubblicato il 2015-01-20
To ensure an equal and a quality education has become one of the key objectives of the European Commission’s strategic framework for cooperation in education and training (ET 2020). In this policy context, is important examines fundamental aspects of school and working conditions. Educators have long known intuitively that school leadership make a difference. School leadership is now an education policy priority around the world. Increased school autonomy and a greater focus on schooling and school results have made it essential to reconsider the role of school leaders (OCSE 2008). Effective education leadership makes a difference in improving learning. There is much room for improvement to professionalise school leadership, to support current school leaders and to make school leadership an attractive career for future candidates. This article examines some available evidence results and offers educators, policymakers and all researchers interested in promoting successful schools, some reflections to these vitally important questions. Also, is presented a framework for effective leadership; this can be used as a tool to analyze the practices of school leaders.
The historical development of the Didactic Transposition concept in curricular project of disciplinary knowledges.
di Stefania Nirchi , pubblicato il 2014-10-20
The Didactic Transposition transform disciplinary contents to define the curricula of the corresponding disciplines "of school", through a process with a sequence of almost linear knowledges logically and epistemologically organized in the written text of the programs and textbooks. In this paper, after analyzing the concept from the point of view of the Chevellard’s studies conducted about it, the author who first coined the term, we focus on the developments that the didactic transposition had in Italy in recent years.
L’io e l’ombra
di Andrea Gentile , pubblicato il 2014-10-20
«Everyone – observes Herder – is a universe in which unknown inner strengths sleep in the shadow like kings never born». In our subjectivity there are great potentialities that we can not express during our life: these potentialities remains in the «dark side» of our shadow. According to Carl Gustav Jung, «everyone carries a shadow, and the less it is embodied in the individual's conscious life, the blacker and denser it is». The shadow is composed of the dark and unknown aspects of our personality: it describes the part of the psyche that an individual would rather not acknowledge. As Dostoevskij, Jung defines the shadow the «underground of our soul». It contains the denied parts of the self: since the self contains these aspects, they surface in one way or another. Bringing shadow material into consciousness drains its dark power, and can even recover valuable resources from it. The greatest power comes from having accepted our shadow parts and integrated them as components of our self. The person we choose to be, automatically creates a dark double: the person we choose not to be. Robert Louis Stevenson’s story of  Dr. Jeckyl and Mr. Hyde is the symbolic story of a man and his shadow. Everyone has his own shadow. The shadow refers to everything that has been repressed and embodies all of life that has not been allowed expression . It is the hidden side of the human psyche: our psychic twin that follows us like a mirror image. Although many people use the word «shadow» to refer only to the darker parts of our nature, it contains also the golden selves that we find it too risky to see or to allow ourselves to manifest during our life.
Dinamiche educative dei nuovi media: il rapporto educazione società in un contesto di apprendimento informale
di Roberto Orazi , pubblicato il 2014-10-20
The paper explores the topics of new media and their influence towards new forms of socialization that generate new knowledge and new learning ability. The new media have changed the relations between human beings in all areas of society, and this is because they are able, thanks to new forms of communication, to standardize different lifestyles and facilitate informal learning methods.
Identità personale e vita quotidiana, identità digitale e vita digitale: la Persona verso una nuova consapevolezza
di M.Gioia Pierotti , pubblicato il 2014-10-20
Today the use of technology is characteristic element of our lives, thanks to this our potential is significantly increased in every daily activity. With the use of Internet, for example, we have the ability to locate information in countless times much shorter. The advantages offered by the technology are certainly many, but in this optical, must not be lost sight of the value that assumes the person, such as creator of the human culture itself, which must be able to make use of the technology, through a correct use so that it may be for the same person as a source of enrichment and discovery, thus dispelling the dangers that the world of technology itself may present.
Ripensare il rapporto tra scuola e famiglia. Spunti di riflessione
di Savina Cellamare , pubblicato il 2014-07-09
Cooperation between family and school is an important factor in promoting students success in learning and person's overall formation. Due to this, it is necessary to promote reflection on the reasons often hinder the establishment of a constructive dialogue between these two educational agencies.
Risultati di apprendimento e prestazioni: la stima delle competenze attese
di Roberto Melchiori , pubblicato il 2014-07-09
The concepts of learning outcomes and outcome-based education are relevant for qualification and quality system development. These notions have features in common with the instructional objective movement, very popular in the 1960s, but recently the focus of the scientific debate on education process has shifted, at least to some extent, from learning achievement considered as a product to expected learning conceived as outcome. The outcome-based evaluation procedure is a systematic approach for identifying learning outcome criteria and for comparing results with expected outcome learning. In this perspective one of the dimensions of competence evaluation is student achievement assessment, that is aimed to determine if expected learning outcomes were attained as intended. The main purpose of the proposed model is to use Anderson and Krathwohl 2000’s Taxonomy as guidance in the assessment test design. Based on this redefined Bloom’s taxonomy the proposed approach provides a process of identifying, classifying, and clearly communicating specific outcome indicators, that are subsequently used to evaluate learning outcomes.
Immaginare il cambiamento. Competenze narrative per la formazione e l’orientamento.
di Maria Chiara De Angelis , pubblicato il 2014-07-09
The re-appropriation of meta-reflexive and narrative skills is a strategic imperative in order to be able to deal with awareness with the challenge of post-modernity , by getting used to rethink-ing one´s existential trajectories in the light of the past experiences and of the opportunities of the present,  to reasonably build  one´s future. Our scientific reflection wants to focus attention on the practice of autobiographical narrative, as an indispensable resource for change, in particular in adulthood, where it is more necessary than ever to re-read and enhance one's  significant emotional learning and professional experiences.

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Rapporti, riflessioni, presentazioni
Studi e contributi di ricerca
Advisory Board
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Open Access
Invia il tuo articolo
Author Guidelines
Ethical Guidelines
Peer Reviewing
Indexing and Abstracting
Call for Paper 2018

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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