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Author: Gaziano Frasca
Publisher: Boston Group
ISBN: 9788898142330
Category : Education
Languages : it
Pages : 242
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Book Description
È da diversi anni che prendo nota del comportamento dei docenti e di quello che solitamente essi mi rispondono quando pongo loro delle domande. A lungo ho osservato la loro condotta, sia da un punto di vista esterno, in quanto genitore di ragazzi che hanno ormai terminato il loro percorso di studi, sia in quanto docente di una scuola di formazione professionale. Oggi continuo a fare ricerche su quali siano i modi migliori di discorrere con i colleghi e su come ci si debba comportare con gli studenti, sempre nel rispetto delle indicazioni fornite dalle principali teorie pedagogiche. Tuttavia, mi sono spesso trovato in disaccordo con i sistemi educativi e formativi adottati dagli istituti scolastici, poiché a mio avviso, malgrado la loro buona volontà, essi non hanno basi di formazione professionale abbastanza solide. Ogni responsabile d'aula e di coordinamento dovrebbe invece tenersi continuamente aggiornato per migliorare il proprio operato. Con questo libro intendo sottolineare che le scienze dell'educazione e della formazione hanno come principale scopo far acquisire ai docenti le conoscenze fondamentali e le basilari competenze metodologiche inerenti l'educazione, la pedagogia e la didattica, affinate da conoscenze di base opportunamente articolate inerenti gli ambiti filosofico, psicologico, sociologico, antropologico, andragogico, e dirette a una comprensione generale delle questioni educative, analizzate sia dal punto di vista teorico che da quello metodologico e operativo.
Author: Gaziano Frasca
Publisher: Boston Group
ISBN: 9788898142330
Category : Education
Languages : it
Pages : 242
Get Book Here
Book Description
È da diversi anni che prendo nota del comportamento dei docenti e di quello che solitamente essi mi rispondono quando pongo loro delle domande. A lungo ho osservato la loro condotta, sia da un punto di vista esterno, in quanto genitore di ragazzi che hanno ormai terminato il loro percorso di studi, sia in quanto docente di una scuola di formazione professionale. Oggi continuo a fare ricerche su quali siano i modi migliori di discorrere con i colleghi e su come ci si debba comportare con gli studenti, sempre nel rispetto delle indicazioni fornite dalle principali teorie pedagogiche. Tuttavia, mi sono spesso trovato in disaccordo con i sistemi educativi e formativi adottati dagli istituti scolastici, poiché a mio avviso, malgrado la loro buona volontà, essi non hanno basi di formazione professionale abbastanza solide. Ogni responsabile d'aula e di coordinamento dovrebbe invece tenersi continuamente aggiornato per migliorare il proprio operato. Con questo libro intendo sottolineare che le scienze dell'educazione e della formazione hanno come principale scopo far acquisire ai docenti le conoscenze fondamentali e le basilari competenze metodologiche inerenti l'educazione, la pedagogia e la didattica, affinate da conoscenze di base opportunamente articolate inerenti gli ambiti filosofico, psicologico, sociologico, antropologico, andragogico, e dirette a una comprensione generale delle questioni educative, analizzate sia dal punto di vista teorico che da quello metodologico e operativo.
Author: James J. Heckman
Publisher: University of Chicago Press
ISBN: 022610012X
Category : Business & Economics
Languages : en
Pages : 469
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Book Description
Achievement tests play an important role in modern societies. They are used to evaluate schools, to assign students to tracks within schools, and to identify weaknesses in student knowledge. The GED is an achievement test used to grant the status of high school graduate to anyone who passes it. GED recipients currently account for 12 percent of all high school credentials issued each year in the United States. But do achievement tests predict success in life? The Myth of Achievement Tests shows that achievement tests like the GED fail to measure important life skills. James J. Heckman, John Eric Humphries, Tim Kautz, and a group of scholars offer an in-depth exploration of how the GED came to be used throughout the United States and why our reliance on it is dangerous. Drawing on decades of research, the authors show that, while GED recipients score as well on achievement tests as high school graduates who do not enroll in college, high school graduates vastly outperform GED recipients in terms of their earnings, employment opportunities, educational attainment, and health. The authors show that the differences in success between GED recipients and high school graduates are driven by character skills. Achievement tests like the GED do not adequately capture character skills like conscientiousness, perseverance, sociability, and curiosity. These skills are important in predicting a variety of life outcomes. They can be measured, and they can be taught. Using the GED as a case study, the authors explore what achievement tests miss and show the dangers of an educational system based on them. They call for a return to an emphasis on character in our schools, our systems of accountability, and our national dialogue. Contributors Eric Grodsky, University of Wisconsin–Madison Andrew Halpern-Manners, Indiana University Bloomington Paul A. LaFontaine, Federal Communications Commission Janice H. Laurence, Temple University Lois M. Quinn, University of Wisconsin–Milwaukee Pedro L. Rodríguez, Institute of Advanced Studies in Administration John Robert Warren, University of Minnesota, Twin Cities
Author: Paul J. Hartung
Publisher: APA Handbooks in Psychology
ISBN: 9781433817533
Category : Business & Economics
Languages : en
Pages : 0
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Book Description
In practice, psychologists, counselors, student affairs personnel, and various other professionals apply career interventions such as individual and group counseling, assessment interpretations, curricula, workbooks, computer-assisted guidance, and workshops to foster individual career growth and development. The APA Handbook of Career Intervention presents information about the historical, contemporary, theoretical, demographic, assessment-based, and professional foundations of career intervention (Volume 1), as well as specific career intervention models, methods, and materials within each of these career services and applied to easing career transitions (Volume 2). In whole or in part, the handbook aims to be useful to researchers, practitioners, educators, consultants, policymakers, and students alike across a full array of professions, including psychology, counseling, education, and business and industry.
Author: Malcolm Shepherd Knowles
Publisher: [Wilton, Conn.] : Association Press ; Chicago : Follett Publishing Company
ISBN:
Category : Education
Languages : en
Pages : 408
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Book Description
Abstract: This book provides a comprehensive, practical guide to the theory and practice of adult education. The text is intended for students of adult education, teachers, trainers, administrators, program planners, and activity leaders. Topics include: the emerging role and technology of adult education; lifelong learning; organizing and administering programs of adult education; assessing needs and interests; evaluating programs; and, helping adults learn.
Author: Francesca Torlone
Publisher: Firenze University Press
ISBN: 8866559237
Category : Education
Languages : en
Pages : 134
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Book Description
Prison education should be a top priority issue in most societies. Prison conditions must not infringe human rights and dignity and must offer meaningful treatment programmes in order to support inmates in their rehabilitation and reintegration in society. The use of ICTs within a penitentiary context plays a crucial role in that. The present Volume looks at the learning potential in prisons and reports on innovative (e-)learning pathways for basic skills education as designed and tested in Cyprus, Greece, Italy and Romania. Research investigated on what counts as ‘educational’ in such a complex context and how to combine relevant pieces in a ‘learning mosaic’ (the broad range of any learning opportunity across it). This Volume argues that such an approach may be adopted in a wider European perspective within the frame of dynamic security.
Author: Lois M. Davis
Publisher: Rand Corporation
ISBN: 0833081322
Category : Education
Languages : en
Pages : 110
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Book Description
After conducting a comprehensive literature search, the authors undertook a meta-analysis to examine the association between correctional education and reductions in recidivism, improvements in employment after release from prison, and other outcomes. The study finds that receiving correctional education while incarcerated reduces inmates' risk of recidivating and may improve their odds of obtaining employment after release from prison.
Author: Organisation for Economic Co-operation and Development
Publisher: Organization for Economic Co-Operation & Development
ISBN: 9789264277861
Category : Vocational qualifications
Languages : en
Pages : 0
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Book Description
This report describes the construction of the database of skill needs indicators, i.e. the OECD Skills for Jobs Database, and presents initial results and analysis. It identifies the existing knowledge gaps concerning skills imbalances, providing the rationale for the development of the new skill needs and mismatch indicators. Moreover, it explains the methodology used to measure skills shortage, surplus and mismatch, and provides key results and insights from the data.
Author: James F. Kavanagh
Publisher:
ISBN:
Category : Psychology
Languages : en
Pages : 600
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Book Description
Author: Vanna Boffo
Publisher:
ISBN: 9788864536729
Category :
Languages : en
Pages : 0
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Book Description
The book is the final report of the researches, discussions, conversations around and about the Project PRIN Employability & Competences which took place on March 9th--11th, 2017 within an International Conference at the University of Florence. It was the final event of the project PRIN2012LATR9N which aims were: «to design innovative programs for higher education, to promote personalized and learner-centered teaching and learning, to build on job competencies, to value talents to create new work opportunities, to support young adults during their employment emergency, as a response to socio economic crisis and as a citizenship action». The research activities concerned the main phases of the students' academic life: career guidance upon entry, personalized teaching, career calling, professional vocation, profession building activities such as internships and work related experiences, and lastly job placement.
Author: Deborah E. McDowell
Publisher: University of Virginia Press
ISBN: 0813935210
Category : Social Science
Languages : en
Pages : 412
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Book Description
The Punitive Turn explores the historical, political, economic, and sociocultural roots of mass incarceration, as well as its collateral costs and consequences. Giving significant attention to the exacting toll that incarceration takes on inmates, their families, their communities, and society at large, the volume’s contributors investigate the causes of the unbridled expansion of incarceration in the United States. Experts from multiple scholarly disciplines offer fresh research on race and inequality in the criminal justice system and the effects of mass incarceration on minority groups' economic situation and political inclusion. In addition, practitioners and activists from the Sentencing Project, the Virginia Organizing Project, and the Restorative Community Foundation, among others, discuss race and imprisonment from the perspective of those working directly in the field. Employing a multidisciplinary approach, the essays included in the volume provide an unprecedented range of perspectives on the growth and racial dimensions of incarceration in the United States and generate critical questions not simply about the penal system but also about the inner workings, failings, and future of American democracy. Contributors: Ethan Blue (University of Western Australia) * Mary Ellen Curtin (American University) * Harold Folley (Virginia Organizing Project) * Eddie Harris (Children Youth and Family Services) * Anna R. Haskins (University of Wisconsin–Madison) * Cheryl D. Hicks (University of North Carolina at Charlotte) * Charles E. Lewis Jr. (Congressional Research Institute for Social Work and Policy) * Marc Mauer (The Sentencing Project) * Anoop Mirpuri (Portland State University) * Christopher Muller (Harvard University) * Marlon B. Ross (University of Virginia) * Jim Shea (Community Organizer) * Jonathan Simon (University of California–Berkeley) * Heather Ann Thompson (Temple University) * Debbie Walker (The Female Perspective) * Christopher Wildeman (Yale University) * Interviews by Jared Brown (University of Virginia) & Tshepo Morongwa Chéry (University of Texas–Austin)
