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This paper aims at verifying the measurement capacity of a tool for teaching assessment at the University of Padova (Italy). The study is part of a project for improving academic educational innovations and the quality of academic teaching: an evaluative research approach thus allows reflection on useful teaching practices to share problems and find common solutions. This paper focuses on the contents and characteristics of statistical validity and reliability of the tool used, in an online survey to measure students' opinions of teaching (first-cycle, second-cycle, and single-cycle degree courses). [ABSTRACT FROM AUTHOR]

This contribution explores the historical and educational context in Italy after the Second World War, focusing on the pedagogical and educational innovation of the Movimento di Cooperazione Educativa (Educational Cooperation Movement, MCE), founded to promote the techniques of Freinet, and in particular Bruno Ciari, teacher, politician and driving force behind national school renewal in Italy. Using printed sources and archives from the period, the paper looks at the social and pedagogical experiment developed by Bruno Ciari between 1966 and 1970 and promoted in the city of Bologna through «Pedagogic Februaries»; these involved a series of events, conferences and training initiatives, organised with the cooperation of key universities, targeting teachers and families in order to develop an innovative, shared school culture. From the egodocuments of a preschool teacher who worked with Bruno Ciari in the city of Bologna, we enter the heart of the renewal of teaching practices, highlighting the tormented process of change in the teaching profession, in favour of a school that would be a true alternative to the traditional model and open to the democratic demands of all society. [ABSTRACT FROM AUTHOR]

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This paper presents a case example related to a project promoted by INDIRE, the Italian Institute for Documentation, Innovation and Educational Research, in cooperation with a network of international experts in EFL and immersive teaching. The Institute created a virtual world, called "EdMondo", which is addressed only to education, involving teachers and students from all over Italy. The virtual approach in combination with gamification can represent an effective way to enhance the teaching/learning of a foreign language and the delivery of subject content through a foreign language as in CLIL (Content and Language Integrated Learning) methodology. INDIRE started to experiment the potential of virtual worlds for language teaching and learning in 2012. This paper illustrates a training initiative in which a group of teachers, in cooperation with INDIRE researchers, were engaged in training paths aimed at improving their methodological competences related to the use of immersive game-based technologies for EFL or CLIL lessons. The main focus of the paper is the description of the project and its main outcomes, with particular attention to the teachers' reactions and to their challenges to build, design and script games for English or CLIL lessons in a virtual world. Some insights about the background on immersive and game-based learning are also provided. [ABSTRACT FROM AUTHOR]

Research on the use of interactive screens in early childhood is quite recent and often produces divergent results. The article presents the experience of the Municipality of Florence and the University of Florence aimed at designing and experimenting the perspective of Media Education in early childhood with the involvement of the municipal nursery schools and preschools. [ABSTRACT FROM AUTHOR]

The aim of the article is to investigate the profile of comparative education in Italy, highlighting those elements that have characterised its development in relation to the cultural and political features of the country. This approach inevitably involves the comparison of Italy's specific particularities to those of other countries in the north and the south of Europe, in order to understand whether there are certain features that may place Italian comparative education within the wider framework of the Mediterranean area. What is involved in making a comparative analysis of the profile of a discipline and, more particularly, of comparative education in Italy, concentrating principally on the geopolitical context of its development? What is it that typifies the feature or features that make Italian comparative education quintessentially Italian? What are the main sources of comparative education in Italy, and what are the disciplines with which it continues to interact today? The article argues that in the wider framework of Western comparative education, Italy's voice, rooted in a plural tradition and open to new developments, is an original and important contribution for thinking critically this field of study. [ABSTRACT FROM AUTHOR]

In recent years, the Italian Academic sector has been characterized by a phase of strong changes that have had a material impact on how to work with all of the parties involved in the administration and management of universities. In particular, the analysis conducted on the Italian university system has raised many questions, so much so as to generate a series of corrective action merged into a larger project of reforming the University system. It has changed the way of "making university", The need has emerged to review certain aspects of this institution with the objective of improving the product, towards greater competition with foreign interlocutors, much more careful cultural heritage and innovation in the country. In this context, this work represents the main objective analysis of the changes that have affected the Italian university landscape, with special reference to the organizational impact related to the introduction of Accrual Accounting in these Institutions. In order to achieve this goal, we have followed a logical path aimed at highlighting the motivation behind such a move and, at the same time, highlighting the strengths and weaknesses of certain operational issues. [ABSTRACT FROM AUTHOR]