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Copyright of Form@re is the property of Firenze University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Form@re is the property of Firenze University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Form@re is the property of Firenze University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper focuses on the role of education as a tool for social mobility and access to citizenship. In particular, the condition of the University between funding reduction and bureaucratic hypertrophy is examined. Finally, the centrality of knowledge is emphasized as a good in itself, beyond its utilitarian interpretation. [ABSTRACT FROM AUTHOR]

Copyright of Form@re is the property of Firenze University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Rivista Italiana di Educazione Familiare is the property of Firenze University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article aims at presenting an overview of the most interesting issues (from the librarians' point of view) happened during the last exercise of the Evaluation of the quality of research (VQR 2011-2014), to which all Italian universities took part. The analysis starts from the direct experience of the author as part of the consultation and assistance service at the University of Florence, both during the evaluation of the quality of research exercise and in the National scientific qualification (ASN). The paper would be helpful to those librarians who, although not involved by their own institutions, are interested in the themes of academic research evaluation and in their consequences for librarians themselves. In particular, issues like double publication data, international IDs and bibliometric results, and copyright are described. [ABSTRACT FROM AUTHOR]

Copyright of Form@re is the property of Firenze University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Form@re is the property of Firenze University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Rivista Italiana di Educazione Familiare is the property of Firenze University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Education and training systems receive requests for change from many sides to better train the use of higher-level cognitive processes in the younger generations. In particular, critical thinking and creative thinking seem to be those most in demand and, at the same time, those on which there is frequently an unfulfilled expectation. Is tertiary education ready to meet this challenge and if so, what evaluation devices should it have? How could these devices also be placed within the framework of the Dublin Descriptors and Learning Outcomes, foreseen in the study courses? Starting from an analysis of the literature on the different definitions of critical thinking, the contribution focuses on the connections between critical thinking and creative thinking. The study also questions how this thought can be assessed in the academic field and provides, by way of example, the translation of separate rubrics, recently developed. Finally, the paper examines the Italian framework TECO-D Pedagogy, identifying the terms that already imply a reference to forms of critical or creative thinking and warning against the construction of cross-sectional rubrics, on aspects that at least for certain professionals. Valutare il pensiero critico e creativo in ambito universitario Ai sistemi di istruzione e formazione arrivano da più parti istanze di cambiamento affinché nelle giovani generazioni venga rafforzato l’utilizzo dei processi cognitivi di ordine superiore. In particolare, il pensiero critico e il pensiero creativo sembrano essere quelli maggiormente richiesti e, contestualmente, quelli su cui si rileva frequentemente un’aspettativa disattesa. L’istruzione terziaria è pronta per raccogliere tale sfida e se sì di quali dispositivi valutativi dovrebbe disporre? Come si potrebbero inoltre collocare tali dispositivi all’interno della cornice dei Descrittori di Dublino e dei Learning Outcomes, previsti nei corsi di studio? A partire da un’analisi della letteratura sulle diverse definizioni di pensiero critico, il contributo si concentra sulle connessioni tra pensiero critico e pensiero creativo. Lo studio si interroga inoltre su come tali processi possano essere valutati in ambito accademico e fornisce, a titolo esemplificativo, la traduzione di rubriche distinte, messe a punto recentemente. Infine, il paper esamina il framework italiano TECO-D Pedagogia, individuandone i termini che già sottintendono un richiamo a forme di pensiero critico o creativo, evidenziando i possibili limiti della costruzione di rubriche trasversali.

Copyright of Rivista Italiana di Educazione Familiare is the property of Firenze University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The initial training for support teachers is an essential factor in promoting the quality of inclusive processes in schools of different types and levels. The Specialization Course for Support Teacher, established by the D.M. 30.09.2011, is a training course whose effectiveness must be systematically monitored and evaluated in order to progressively increase its quality. In this sense, the paper presents the evaluation system developed and tested in the fourth edition (2018-19) course, highlighting its usefulness for the purpose of redesigning and improving it. Monitorare e valutare la formazione degli insegnanti di sostegno in una prospettiva di miglioramento La formazione iniziale degli insegnanti specializzati per le attività di sostegno didattico agli alunni con disabilità rappresenta un fattore essenziale per promuovere la qualità dei processi inclusivi nelle scuole di differente ordine e grado. I Corsi di Specializzazione per il Sostegno istituiti dal D.M. 30.09.2011 costituiscono dunque un percorso formativo di cui è necessario monitorare e valutare sistematicamente l’efficacia per incrementarne progressivamente la qualità. In questo senso il contributo presenta l’impianto valutativo elaborato e sperimentato nella quarta edizione del corso del 2018-19, evidenziandone l’utilità al fine della riprogettazione e del miglioramento del percorso.

The paper explores the theme of design and evaluation of paths to adulthood for young people leaving the care and protection system. An innovative and relevant theme for educational research, that brings into play different skills, professionals, services and institutions. Starting from the theoretical and political-strategic framework, the methodological plan of the national experimentation promoted by the Ministry of Labor and Social Policies and carried out in collaboration with the Istituto degli Innocenti is presented, which is expressed in a plurality of and evaluation design levels. The challenge is to make a constructive dialogue between scientific research, policies and professional practice in order to develop and to improve intervention models on decisions evidence-based decisions. Progettazione e valutazione di interventi sperimentali per l’accompagnamento all’autonomia dei care leavers Il contributo affronta il tema della progettazione e valutazione di percorsi di accompagnamento all’autonomia per ragazze e ragazzi che, al compimento della maggiore età, lasciano il sistema di protezione e tutela. Un tema innovativo e rilevante per la ricerca educativa che chiama in gioco diverse competenze, professionalità, servizi e istituzioni. Partendo dal quadro teorico e politico-strategico di riferimento, viene presentato l’impianto metodologico della sperimentazione nazionale promossa dal Ministero del lavoro e delle politiche sociali e realizzata in collaborazione con l’Istituto degli Innocenti, che si declina in una pluralità di livelli progettuali e valutativi. La sfida è quella di far dialogare in modo costruttivo la ricerca scientifica, le politiche e la pratica professionale per sviluppare e migliorare i modelli di intervento sulla base di decisioni fondate su basi di conoscenze valide.

Territorial capital (TC) is often defined as a set of tangible and intangible values, of an economic, social and environmental nature, capable of determining the development potential of a territory. In this paper, two fundamental categories of TC factors are identified. The first (generative factors) includes human capital and social capital which together significantly influence individual and collective action. The material and immaterial effects induced by this category of TC take the form of structures, infrastructures, productive and governmental structures, artistic expressions, and the cultural heritage and constitute the second category of TC factors (here defined as sedimented factors). Measuring and assessing these two categories, here applied to the case of provinces in Italy, could allow the formulation of key policy suggestions for economic growth and territorial development. The preliminary results provide useful information about the methodological framework adopted and pose new questions for future research developments.

This paper presents a reflection on the topic of the university professor’s performance. A model (SFERA) is described, it allows to evaluate the professor’s performance; moreover, descriptive data and correlations show the relationship among the model’s dimensions (synchrony, strengths, energy, rhythm and activation) and the perceived teaching self-efficacy and the representations of evaluation. It emerged the importance of training program and the usefulness of helping professors reflect on their performance and on the possible improvements to be taken to support student learning and successful teaching. Results also suggest starting training experiences that permit the university professor to reflect on his/her performance in the classroom and during the exams, helping him/her to identify the appropriate strategies to improve and to face the challenges of one’s role, through transformative learning. La prestazione del docente universitario e i suoi legami con l’autoefficacia didattica e la valutazione Il contributo presenta una riflessione sul tema della prestazione lavorativa del docente universitario. Viene illustrato un modello (SFERA) che permette di valutare la prestazione del docente universitario; inoltre sono presentati alcuni dati descrittivi e correlazioni che mostrano i legami delle dimensioni del modello (Sincronia, punti di Forza, Energia, Ritmo e Attivazione) con le percezioni di autoefficacia didattica e le rappresentazioni della valutazione. Emerge l’importanza di percorsi di formazione sul tema e l’utilità di aiutare i docenti a riflettere sulla propria prestazione e sui possibili miglioramenti da adottare per sostenere l’apprendimento degli studenti e la riuscita didattica. I risultati suggeriscono inoltre di avviare esperienze formative che consentano al docente di riflettere sulla propria prestazione in aula e durante gli esami, aiutandolo a individuare le strategie adeguate per migliorarsi e per far fronte alle sfide del proprio ruolo, attraverso un apprendimento trasformativo.

This paper focuses on the role of education as a tool for social mobility and access to citizenship. In particular, the condition of the University between funding reduction and bureaucratic hypertrophy is examined. Finally, the centrality of knowledge is emphasized as a good in itself, beyond its utilitarian interpretation.

The present paper analyzes some examples of how the evaluation tools have been adapted to the environment of MOOC and lead to some interesting examples with respect to the redefinition of the learning experience and the learning outcomes. The starting point is twofold: 1) the analysis of the evaluation models implemented in MOOCs, grounded on peer review and data analysis supported by specific software and 2) a review of the effectiveness of the different methodologies with respect to the implementation of the evaluation models in the specific context of a MOOC. The results demonstrate two main approaches. On the one hand, “peer evaluation”-based approaches, supported by technological tools, have emerged with the aim to encourage participation and limit in part the negative effects of the automatic procedures applied to the learning context. On the other hand, approaches focused on data analysis, especially those exploiting methodologies of sentiment analysis, do not seem to be a reliable indicator of success of the students in MOOC, although they offer more information about the learning experience in itself. Il rapporto tra metodologie di valutazione e learning outcome nei corsi massivi online (MOOC) Il presente contributo analizza alcuni esempi di adattamento/adattabilità degli strumenti di valutazione nell’ambito dell’ambiente MOOC. I MOOC hanno infatti offerto la base per alcune interessanti sperimentazioni di ridefinizione dell’esperienza di apprendimento e dei risultati di apprendimento negli ultimi anni. Il punto di partenza è l’analisi dei principali modelli di valutazione implementati nei MOOC, in particolare quelli basati sulla peer review e sulla data analysis supportata da software specifici. Si apre da qui la discussione relativa all’efficacia delle metodologie di valutazione in relazione alla implementazione del modello valutativo nel contesto specifico dei MOOC. Emergono nel complesso approcci basati sulla peer evaluation gestiti con strumenti tecnologici in grado di favorire la partecipazione e contenere, in qualche misura, gli effetti negativi delle procedure automatizzate di valutazione. Gli approcci basati invece sulla data analysis, in particolare quelli in grado di sfruttare metodologie di sentiment analysis, non sembrano fornire un indicatore affidabile del successo degli studenti, sebbene forniscano informazioni interessanti rispetto alla learning experience nel suo complesso.

This article aims at presenting an overview of the most interesting issues (from the librarians' point of view) happened during the last exercise of the Evaluation of the quality of research (VQR 2011-2014), to which all Italian universities took part. The analysis starts from the direct experience of the author as part of the consultation and assistance service at the University of Florence, both during the evaluation of the quality of research exercise and in the National scientific qualification (ASN). The paper would be helpful to those librarians who, although not involved by their own institutions, are interested in the themes of academic research evaluation and in their consequences for librarians themselves. In particular, issues like double publication data, international IDs and bibliometric results, and copyright are described.

This paper explores the topic of early school leaving and stresses its importance in the inclusive education. A synthetic review of literature is explained, paying specific attention to evaluation results of interventions realized. The study particularly focuses on the analysis of some exemplifying cases of evaluation about outcomes of programs against early school leaving. Evaluation methods and the main results and evidence are highlighted through a cross-reading. Finally, some emerging research perspectives are proposed. Programmi e azioni di contrasto della dispersione scolastica: casi e metodi di valutazione Il presente contributo affronta il tema della dispersione scolastica, evidenziandone la rilevanza nella prospettiva di una scuola inclusiva. Viene proposta una sintetica rassegna della letteratura, con particolare attenzione alla valutazione dei risultati degli interventi attuati. Lo studio si focalizza, nello specifico, sull’analisi di alcuni casi esemplificativi di valutazione degli esiti di programmi di contrasto alla dispersione scolastica. Si evidenziano, attraverso una lettura trasversale, le metodologie di valutazione adottate ed i principali esiti ed evidenze emerse. Verranno, infine, proposte, alcune prospettive di ricerca emergenti.

This paper focuses on the main tools used in Italy to evaluate the quality of school inclusion, stressing the importance of evaluation for enhances schools’ inclusive processes. The analysis performed compares the different tools, tracing a historical examination, and finally proposing an analysis board of them. Strumenti per valutare l’inclusione: una rassegna italiana Nel presente contributo si presenteranno alcuni dei principali strumenti utilizzati in Italia per valutare la qualità dell’inclusione scolastica al fine di sottolineare l’importanza che assume per la realizzazione della scuola inclusiva. L’analisi compiuta pone a confronto i diversi strumenti, tracciandone una disamina storica, e infine propone una scheda di analisi comparativa degli stessi.