scholarly journals Evidenze, miti e prassi didattiche: il caso dell’insegnamento della lettura nella scuola italiana

2021 ◽  
Author(s):  
Antonio Calvani ◽  
Paola Damiani ◽  
Luciana Ventriglia
Keyword(s):  
Effective Teaching ◽  
Teaching Practices ◽  
Scientific Research ◽  
Evidence Based ◽  
Reading And Writing ◽  
Teaching Of Reading ◽  
Research On Teaching ◽  
Publishing Houses ◽  
High Motivation ◽  
Experimental Researches

This paper aims to take stock of the acquisitions achieved by evidence-based research on teaching to read, to compare them with the teaching practices, as they emerge from the school textbooks proposed by the publishing houses in Italy. Moving from the importance recently assumed by scientific research on effective teaching and the need to avoid risks and misunderstandings that can be generated for its use in practice, the evidence acquired about the teaching of reading and writing is presented, recalling the need to focus on the grapheme-phoneme correspondence to be acquired by children in a progressive, systematic and explicit way. It is then pointed out that the textbooks in use propose approaches in clear contrast with this finding. The second part focuses on the experimental researches conducted in Italy in recent years, congruent with the framework previously indicated, which achieve better effectiveness and high motivation in all pupils. Particular attention is paid to the national research conducted recently by the Association S.Ap.I.E.

Information Security Management in Financial Organisations: From Policy to Education and Training

2020 ◽  
Vol 7 (10) ◽  
pp. 154-168
Author(s):  
Endeley Margaret Nalova ◽  
Awiye Sharon Serkwem
Keyword(s):  
Learning Disabilities ◽  
Executive Function ◽  
Effective Teaching ◽  
Learning Disability ◽  
Mixed Method ◽  
Mixed Method Research ◽  
Information Security Management ◽  
Reading And Writing ◽  
Teaching Of Reading ◽  
And Training

The study set out to find out the extent to which analysing the cognitive competences of children, specifically executive function and visual perception, leads to the effective teaching of children with learning disability. An exploratory sequential mixed method research design was used and participants were selected purposively. A sample size of 10 pupils with learning disability was used. A diagnostic test and an observation checklist with items corresponding to the needs of the pupils was used to analyse pupils’ cognitive competences while a quasi-experiment was used to find out if teaching based on an analysis of competences was effective. Data were subjected to both descriptive and inferential statistics. Results showed that an analysis of cognitive competences has a significant influence on the effective teaching of reading and writing to children with learning disabilities. Recommendations were made.

Evidence-Based Teaching: Effective Teaching Practices in Primary School Classrooms

2018 ◽  
Author(s):  
Ezequiel Molina ◽  
Adelle Pushparatnam ◽  
Sara Rimm-Kaufman ◽  
Keri Ka-Yee Wong
Keyword(s):  
Primary School ◽  
Effective Teaching ◽  
Teaching Practices ◽  
Evidence Based ◽  
Effective Teaching Practices

scholarly journals Evidence-Based Design in Architectural Education: Designing the First Maggie’s Centre in Israel

2021 ◽  
pp. 193758672110079
Author(s):  
Nirit Putievsky Pilosof ◽  
Yasha Jacob Grobman
Keyword(s):  
Literature Review ◽  
Architectural Design ◽  
Early Stage ◽  
Scientific Research ◽  
Well Being ◽  
Architectural Education ◽  
Local Context ◽  
Evidence Based ◽  
Architecture Education ◽  
The Impact

Objective The study examines the integration of the Evidence-based Design (EBD) approach in healthcare architecture education in the context of an academic design studio. Background Previous research addressed the gap between scientific research and architectural practice and the lack of research on the use of the EBD approach in architectural education. Methods The research examines an undergraduate architectural studio to design a Maggie’s Centre for cancer care in Israel and evaluates the impact of the EBD approach on the design process and design outcomes. The research investigates the impact of the integration of three predesign tasks: (1) literature review of healing architecture research, (2) analysis and comparison of existing Maggie’s Centres, and (3) analysis of the context of the design project. Results The literature review of scientific research supported the conceptual design and development of the projects. The analysis of existing Maggie’s centers, which demonstrated the interpretation of the evidence by different architects, developed the students’ ability to evaluate EBD in practice critically, and the study of the projects’ local context led the students to define the relevance of the evidence to support their vision for the project. Conclusions The research demonstrates the advantages of practicing EBD at an early stage in healthcare architectural education to enhance awareness of the impact of architectural design on the users’ health and well-being and the potential to support creativity and innovative design. More studies in design studios are needed to assess the full impact of integrating EBD in architectural education.

When Seeing Is Believing: Generalizability and Decision Studies for Observational Data in Evaluation and Research on Teaching

2021 ◽  
pp. 109821402093194
Author(s):  
Timothy J. Weston ◽  
Charles N. Hayward ◽  
Sandra L. Laursen
Keyword(s):  
Teaching Practices ◽  
Interrater Reliability ◽  
Teaching And Learning ◽  
Generalizability Theory ◽  
Learning Activities ◽  
Observation Data ◽  
Reliable Measure ◽  
Single Class ◽  
Research On Teaching ◽  
The One

Observations are widely used in research and evaluation to characterize teaching and learning activities. Because conducting observations is typically resource intensive, it is important that inferences from observation data are made confidently. While attention focuses on interrater reliability, the reliability of a single-class measure over the course of a semester receives less attention. We examined the use and limitations of observation for evaluating teaching practices, and how many observations are needed during a typical course to make confident inferences about teaching practices. We conducted two studies based on generalizability theory to calculate reliabilities given class-to-class variation in teaching over a semester. Eleven observations of class periods over the length of a semester were needed to achieve a reliable measure, many more than the one to four class periods typically observed in the literature. Findings suggest practitioners may need to devote more resources than anticipated to achieve reliable measures and comparisons.

Electronic fetal monitoring in the twenty-first century: Language, logic and Lewis Carroll

2020 ◽  
pp. 147775092097180
Author(s):  
Thomas P Sartwelle ◽  
James C Johnston ◽  
Berna Arda ◽  
Mehila Zebenigus
Keyword(s):  
Medical Literature ◽  
Medical Profession ◽  
Scientific Research ◽  
Fetal Monitoring ◽  
First Century ◽  
Lewis Carroll ◽  
Evidence Based ◽  
Electronic Fetal Monitoring ◽  
Complete Failure ◽  
Twenty First Century

The Alice Books, full of illogical thoughts, words, and contradictions, were unrivaled entertainment until the publication of the medical literature promoting electronic fetal monitoring (EFM) for every pregnancy. The modern-day EFM advocates acknowledge EFM’s decades long failure but simultaneously recommend EFM use for lawsuit protection and because the profession has used EFM for every pregnancy for fifty years, therefore, it must be efficacious. These self-indulgent, illogical rationalizations ignore the half century of evidence-based scientific research proving that EFM is a complete failure as well as ignoring the fact that continued EFM use violates the fundamental principles of modern bioethics. This blind advocacy perpetuates four pernicious EFM harms occurring to mothers, babies, and the medical profession itself. This article sets out these four EFM harms with the goal of abolishing the misguided, illogical, contradictory, arguments used by the twenty-first century EFM Lewis Carroll mimics.

scholarly journals Environmental influences and individual characteristics that affect learner-centered teaching practices

2020 ◽  
Author(s):  
Nathan Emery ◽  
Jessica Middlemis Maher ◽  
Diane Ebert-May
Keyword(s):  
Professional Development ◽  
Effective Teaching ◽  
Self Efficacy ◽  
Teaching Practices ◽  
Environmental Influences ◽  
Individual Characteristics ◽  
Faculty Teaching ◽  
Learner Centered ◽  
Educational Environments ◽  
Departmental Climate

AbstractResearch-based teaching practices can improve student learning outcomes in a variety of complex educational environments. The implementation of learner-centered teaching practices in STEM can both benefit or be constrained by different factors related to individual instructors and the teaching environment. However, we know little of how the instructional climate varies across institutions and how this climate affects teaching practices. Our study sought to describe the relative importance of environmental influences and individual characteristics on learner- centered teaching practices across institutions. We also assessed departmental climate for 35 US higher education institutions. We found that self-efficacy in teaching and professional development exert a strong influence on faculty teaching practices. While departmental climate did not emerge as a significant predictor of teaching practices, there was consistently low support for teaching, and institution size was negatively correlated with leadership and evaluation of effective teaching. We also found that professional development may prepare instructors to teach learner-centered courses in different collegial teaching climates. Our results suggest that through cultivating self-efficacy and participating in iterative professional development, instructors can implement effective teaching practices across institutional environments.

scholarly journals THE EVALUATIVE RESEARCH AS A BRIDGE BETWEEN SCIENCE AND PROFESSION

2016 ◽  
Vol 2 (1) ◽  
pp. 117
Author(s):  
Santo Di Nuovo
Keyword(s):  
Social Work ◽  
Applied Research ◽  
Scientific Research ◽  
Statistical Analyses ◽  
Laboratory Research ◽  
Evidence Based ◽  
Important Goal ◽  
Evaluative Research ◽  
Definition Of ◽  
Methodological Considerations

The evaluative research is an important goal of applied research in psychology, and can constitute a link between scientific research and the definition of an evidence-based profession, in many fields of psychology: e.g., educational, social, work, clinical psychology.But to make a good evaluative research some methodological considerations are needed. First of all, the complexity of this field of study overwhelms the traditional methods based on laboratory research, which defines and manages variables, sampling, and statistical analyses in a reductive way.

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