Suchergebnisse

In recent years, international educational policies and documents have outlined a new profile of teacher competencies, highlighting the need to start from their personal sphere to build the professional dimension in an inclusive direction. In this regard, a construct on which the research has focused attention is that of attitudes as a variable that influences the success of inclusion processes especially in the presence of students with complex disorders such as thoseof the autistic spectrum, assuming that the presence of a deficit in the area of social interaction makes social participation very difficult to achieve. In the wake of these considerations, the present study is aimed at the validation of the Autism Attitude Scale for Teachers (AAST, Olley et alii, 1981) as a means of assessing teachers' attitudes toward students with autism spectrum disorder, outlining its possible utility for future research aimed at analyzing one of the supporting dimensions of the concept of inclusive competence. ; Negli ultimi anni le politiche educative e i documenti in ambito internazionale hanno delineato un nuovo profilo di competenze per i docenti muovendo dal presupposto che occorre partire dalla loro sfera personale per costruire in direzione inclusiva la dimensione professionale.A tal proposito, un costrutto sul quale la ricerca ha posto l'attenzione è quello degli atteggiamenti in quanto variabile che condiziona il successo dei processi di inclusione soprattutto in presenza di alunni con disturbi complessi come quelli dello spettro autistico, nella diffusa considerazione che la presenza di un deficit nell'area della componente sociale rende molto difficile l'auspicata partecipazione sociale. Sulla scia di tali considerazioni, il presente studio è volto alla validazione della Autism Attitude Scale for Teachers (AAST, Olley et alii, 1981) che rileva gli atteggiamenti dei docenti nei confronti degli studenti con disturbo dellospettro autistico, prospettandone una possibile utilità ai fini di indagini orientate a cogliere ...

Nowadays, school failure is considered a priority in the European education policy agenda. While in average Europe dropout rate is 15.3%, in Italy it is 23.5% (OECD, 2010b) and it mostly involves immigrant and lower social class students. In spite of the official efforts, Italian high school system has failed in removing the obstacles to academic success for all students: within vocational courses the dropout rate is 100% higher than in other high schools. That means that certain students are predestined to reach lower school and job positions in the society.In this paper I describe the findings of an empirical research carried out during the school year 2009/2010 in three cities of North, North-West and South of Italy. The research is based on theoretical sampling typical of grounded theory method and involved six different high schools. From the findings emergethree types of students' resistance to dropout. ; Al giorno d'oggi, l'insuccesso scolastico è considerato una priorità nell'agenda europea delle politiche educativa. Sebbene la media europe degli abbandoni sia del 15,3%, in Italia è del 23,5% (OECD, 2010b) e riguarda principalmente studenti immigrati e di ceto sociale basso. A dispetto degli impegni ufficiali, il sistema scolasticosecondario italiano ha fallito nel rimuovere gli ostacoli che si oppongono al successo accademico di ogni studente: nell'ambito degli istituti ad indirizzo professionale, il tasso di abbandoni è del 100% superiore a quello delle altre scuole superiori.Questo dato indica che alcuni studenti sono predestinati ad occupare posizioni sociali inferiori sia in ambito scolastico che lavorativo.In questo paper, descrivo i risultati di una ricerca empirica svolta durante l'anno scolastico 2009/2010 in tre città rispettivamente del Nord, Nord-Ovest e Sud Italia.La ricerca si fonda sul campionamento teorico tipico del metodo della grounded theory e riguarda sei differenti istituti secondari. Dai risultati emergono tre tipi di resistenza all'abbandono da parte degli studenti.

The European Union documents underlines the fact that education plays a vital role in the development of citizens who are aware of their rights and duties and is a force for economic growth.Formal training, the base of knowledge and innovation, has a social responsibility to promote human development and the common good within the context at both national and global levels, therefore, the strength of the European educational systems resides in the provision of education and high quality research.The central figure with in this context is the teacher. The person who is responsible for guaranteeing an adequate success in the teaching-learning process of the students who has a fundamental objective to assure equal opportunities for everyone to have the possibility to study and to succeed in their objective and putting into practice elevated expertise taking into account personal aptitude.In a system of formal training which should be characterized by the inclusion of all individuals, evaluation should be used efficiently, as it is the only tool which can guarantee social equality. ; I documenti dell'Unione Europea ci ricordano che l'istruzione svolge un ruolo fondamentale nello sviluppo di cittadini consapevoli dei propri diritti e doveri e rappresenta una forza per la crescita economica. La formazione formale, fonte di conoscenza ed innovazione, ha una responsabilità sociale nel promuovere lo sviluppo umano ed il bene comune sia all'interno dei contesti nazionalisia a livello mondiale pertanto la forza dei sistemi formativi europei risiede nell'offerta di istruzione e ricerca di alta qualità.Figura cardine all'interno di questi contesti è il docente, principale responsabile per un'adeguata riuscita del processo di insegnamento-apprendimento dei discenti, che ha come compito fondamentale quello di garantire l'uguaglianza di opportunità di accesso allo studio, di riuscita scolastica e di implementare competenze elevate tenendo conto sempre delle attitudini personali.In un sistema formativo che dovrebbe essere ...

Il mio progetto di ricerca vuole mettere in luce il mondo delle web tv e radio universitarie: mondo tanto affascinante quanto sconosciuto. Ogni web tv/radio universitaria è un universo a sé con caratteristiche specifiche e con esigenze particolari da soddisfare ma tutte rappresentano un esempio di passione, dedizione e creatività, di innovazione ed entusiasmante novità. L'ipotesi del mio lavoro di ricerca si basa sul concetto di media universitario inteso come strumento di comunicazione pubblico-istituzionale: partendo da questa supposizione si vuole studiare il fenomeno cercando di individuare delle tipologie di web tv/radio riconducibili al contesto della comunità universitaria. Un primo obiettivo fondamentale della mia ricerca è stato quello di dissipare la nebbia e la confusione che si manifesta intorno a questa tematica, in secondo luogo quello di far conoscere e apprezzare questi 'nuovi media digitali' e il contesto in cui vengono sviluppati, in un terzo momento capire lo scopo e la mission con cui questi nuovi strumenti prendono vita e come queste realtà risultano importanti per la comunicazione universitaria-istituzionale. Infine cercare di delineare le diverse tipologie di web tv/radio che scaturiscono dall'analisi e dalla ricerca è risultato indispensabile per stabilire l'incidenza che esse hanno nel panorama della comunicazione pubblica e la rilevanza che esse possono assumere sul piano teorico della ricerca sociale. I casi di studio trattati sono stati:  Extracampus tv [la web tv dell'Università di Torino];  LUISS tv [la web tv dell'Università LUISS];  Bocconi tv [la web tv dell'Università Bocconi];  Youcampus [la web tv/radio dell'Università di Pavia];  Radio Sapienza [la web radio dell'Università La Sapienza di Roma];  Radio Bocconi [la web dell'Università Bocconi];  Unis@und [la web radio dell'Università di Fisciano - Salerno];  URCa [la web radio dell'Università di Urbino];  UPV TV [la web tv/radio dell'Università Politecnica di Valencia];  UTV [la web tv dell'Università di Strasburgo];  CU TV [la web tv dell'Università di Cambridge]. La metodologia di ricerca utilizzata è stata quella qualitativa e precisamente l'osservazione partecipante, le interviste ai testimoni privilegiati e i Focus Group con gli studenti. In primo luogo, essendo la tematica tanto innovativa si è manifestata, fin da subito, la necessità di entrare a 'far parte' del contesto sociale in cui il fenomeno prendeva vita; per far ciò sono stata accolta in diverse realtà di web tv e radio in cui ho potuto osservare ma anche partecipare alle attività che giorno per giorno venivano programmate. In secondo luogo risultava indispensabile 'farmi un'idea' dal punto di vista ideativo e organizzativo di cosa fosse una web tv e una web radio universitaria, per questo motivo di grande auto sono state le interviste fatte ai responsabili delle web tv e radio sia per capire l'organizzazione che veniva adottata ma anche per comprendere l'idea di fondo che queste strutture comunicative si sono prefissate fin dalla loro nascita. Il terzo passaggio è stato il poter conoscere il punto di vista dei partecipanti che 'creano' giorno dopo giorno il fenomeno su cui intervenire attraverso format e rubriche; la maggior parte di essi sono gli studenti che con dedizione e passione lavorano incessantemente alla produzione e alla realizzazione di nuovi prodotti sempre più innovativi e competitivi. Per far questo ho utilizzato la tecnica del Focus Group in modo da far venir fuori dalle discussioni il clima collaborativo e la spontaneità indispensabile per la perfetta riuscita di un medium universitario. Dopo aver visitato le realtà considerate e aver raccolto dati e testimonianze, il mio obiettivo scientifico è stato quello di estrapolare e delineare delle tipologie di web tv/radio di riferimento che possano fungere da punto di partenza e da incentivo per ulteriori ricerche nell'ambito dei media universitari. ; The aim of this research is to highlight the fascinating and unknown world of web tv and university radio. Each web tv/university radio represents a microcosm with its own special features, quality and needs but all these realities are an example of passion, dedication, creativity, innovation and exciting news. My research is based on the concept of university media as means of public- institutional communication. Starting from this assumption I have studied this phenomenon trying to identify different types of web tv and university radio traceable back to the context of the university community. The first purpose of this work is to dissipate the confusion surrounding this topic in order to know and appreciate these 'new digital media' and the context in which they developed. The second step of this project wants to explain the purpose, the mission and the big importance of these instruments in the university-institutional communication. The last part of my research aims to introduce different types of web tv/university radio risen from the landscape of public communication and to underline the importance that they can take on a theoretical level of social research. The case studied were:  Extracampus TV (web TV, University of Turin);  Luiss TV (web TV Luiss);  Bocconi TV (web TV Bocconi University);  You Campus (web TV / radio, University of Pavia);  Radio wisdom (web radio, La Sapienza University of Rome);  Radio Bocconi (Bocconi University web radio);  Unis @ und (web radio from the University of Salerno-Fisciano);  Urca (web radio from the University of Urbino);  UPV TV (web TV / radio Polytechnic University of Valencia);  UTV ((web TV of the University of Strasbourg);  CU TV (web TV, University of Cambridge). The methodology used included qualitative approach, namely participant observation, interviews with selected witnesses and focus groups with students. Since from the beginning of my work. It was very important for me to become a 'part' of the social context in which the phenomenon took life; for this reason I was greeted in different web tv and university radio where I could observe and share the daily planned activities. That was essential to 'get an idea' of the conceptual and organizational establishment of this mean and first of all to met the vision and the work of all the people that 'makes real', day after day, this phenomenon. Most of them are students working tirelessly with dedication and passion to the production and development of new products more and more innovative and competitive. In order to reach this end I used the technique of focus groups as for to bring out the discussion on cooperative and natural atmosphere, essential to the success of a university medium. After visiting the realities studied and collecting data and evidence, my scientific goal was to outline the different and most important types of web tv/radio university as a starting point and an incentive for further researches in the field of media education. ; Dottorato di ricerca in Sociologia e Ricerca Sociale (XXIV ciclo)

Il successo individuale dipende da molteplici variabili inerenti sia il funzionamento cognitivo che quello emozionale. Tra queste, particolare rilevanza assumono gli stili cognitivi, come esposto nella nota teoria di Sternberg. La ricerca psicologica ha evidenziato che gli stili cognitivi possono essere considerati migliori predittori del successo individuale rispetto a variabili quali l'intelligenza generale o la personalità. Alla luce di ciò, questo studio si è proposto di analizzare le relazioni tra stili cognitivi e reazioni alla frustrazione, secondo il modello di Rosenzweig. La ricerca, condotta su un campione di studenti universitari, ha analizzato le differenze negli stili cognitivi e nelle reazioni alla frustrazione in studenti che frequentano corsi di laurea differenti. I dati raccolti hanno messo in luce interessanti relazioni tra "funzioni di governo mentale" e reattività alle frustrazioni, e mostrato la presenza di molteplici differenze negli studenti frequentanti corsi di studio diversi.Individual success depends on many cognitive and emotional variables. Among them, cognitive styles are of particular relevance. One of the most important theories on cognitive styles was the one elaborated by Sternberg. Researchers have found that cognitive styles can be a better predictor of an individual's success than general intelligence or personality. On the base of this evidence, the present study aimed to investigate the relationship between cognitive styles and reactions to frustration, using the Rozensweig model. The study, conducted on a sample of university students, analysed differences in cognitive styles and reactions to frustration in students attending different academic courses. Results showed interesting relations between "mental government functions" and reactions to frustration, and revealed several differences in students attending different degree courses.

Nowadays education is a global value and a particular challenge for all countries. The European Parliament during the Lisbon European Council (2010) stated that: "The rapid and accelerating pace of change means it is urgent for the Union to act now to harness the full benefits of the opportunities presented. Hence the need for the Union to set a clear strategic goal and agree a challenging programme for building knowledge infrastructures, enhancing innovation and economic reform, and modernising social welfare and education systems." All countries need to be aware of the problems and difficulties that education has especially the ones related to school career outcome in terms of performances, delays and school leaving phenomena that is a touching point for the European Union in the educational field. The European Union defines school-leavers those people aged 18 to 24 who have an educational degree that includes pre-primary, primary, secondary school or higher education, not greater than two years. In Italy school-leavers are students who leave school before the age of sixteen, which marks the end of the compulsory education period. The European Union explains that school-leavers are easily exposed to unemployment, they often need social subsidies for a longer period compared to better educated unemployed subjects and they have a higher risk of social exclusion. This leads to negative consequences both in countries' welfare and health systems. Finally, they are less involved in the "democratic process". The aim of European Parliament is a 10% reduction of the school-leaving rate before 2020 for people aged between 18 and 24. As it emerges from a MIUR statistic, the Italian condition is alarming. Italy is second in the OECD school-leaving rate ranking, with 17.75% of students under 25 failing to complete their higher education career. In my thesis I can't actually study the school-leaving issue as a whole because I don't dispose of sufficient information to follow all the students until the end of their school careers. This is the reason why I have decided to focus on a different aspect: the success or failure of school career meaning the achievement of the high school diploma in time, in case of success, or with a delay in case of failure. My work introduces a statistical study of the school career outcome in secondary and higher education concerning the scholastic population of Pisa Province with the aim of identifying which educational/social/economical variables are the keys to explain the success or failure outcome in the students careers. The statistical study was directed by Pisa Province OSP following the scholastic careers of a cohort of 3185 students who attended secondary and high schools in Pisa Province. The longitudinal data for the students of the cohort were collected over 8 years, since sy 2005/2006, first year of secondary school, until sy 2012/2013, the last year of high school, i.e. the completion of the legal duration of secondary education in Italy.

Il contributo prende in esame le complesse questioni connesse all'esigenza di rendere i sistemi di istruzione superiore europei più inclusivi, uno degli obiettivi prioritari degli indirizzi di politica delineati dal Processo di Bologna. In tale scenario, che pone la sfida di rispondere ai bisogni di una popolazione di studenti ampia e diversificata, si focalizza in particolare l'attenzione sul ruolo dell'università nel promuovere il consolidamento di competenze di base e trasversali necessarie per affrontare il percorso di studio, supportando gli studenti che mostrano lacune e fragilità in fase di accesso. Vengono presentati contesto, obiettivi, impianto e primi esiti di una ricerca empirica incentrata sugli studenti con Obblighi Formativi Aggiuntivi (OFA) avviata durante l'a.a. 2017/2018 con la finalità di contribuire alla riflessione sulle forme di supporto esistenti e su quelle prefigurabili nell'ottica di qualificare le attività didattiche integrative per il recupero e l'assolvimento dell'obbligo. ; The paper examines the complex issues related to the need to make european higher education systems more inclusive, one of the essential aims of the policy guidelines outlined by the Bologna Process. In connection with these issues, which pose the challenge of responding to the needs of a diverse student population, attention is focused on the role of higher education institutions in promoting the key competences required for study success and supporting students showing weaknesses in the admission phase. The context, objectives, design and first results of an empirical research on students entering university with Supplementary Learning Requirements are presented. The main purpose of the study, started during the academic year 2017/2018, is to contribute to reflection on existing measures and on possible directions and intervention strategies with a view to qualifying the supplementary activities.

This handbook is the result of four years of teaching European Union Transport Law to the law students of the University of Roma Tre.The handbook is divided into four modules, reflecting areas where the intervention of EU law has been most significant: air transport, rail transport, port services and passengers' rights.With the evolution of transport regulation in the EU in these last years and thanks to the success of the first edition (over 2000 downloads in 18 months), we have considered it useful to expand the topics presented in this primer. In particular we have added in this second edition a specific module on the painstaking process of opening port services to competition. Furthermore a paragraph has been added on the Single European Sky (SES) programme. The second part of the handbook includes the most relevant judgments and decisions by the EU Courts and Commission which we found particularly useful to illustrate, from a practical point of view, the policies underlying EU transport law and the conflicting interests of the various stakeholders.

Das Schulregister des Kultusministeriums MIUR verzeichnet, dass mehr als jede/r zehnte aller Schüler/innen in Italien keine italienische Staatsbürgerschaft hat, obwohl sie mehrheitlich dort geboren wurden. Zahlreiche Erhebungen weisen für sie im Vergleich zu den italienischen Mitschülern/innen geringere Italienischkenntnisse und weniger schulischen Erfolg auf. Innerhalb dieser explorativen Feldforschung haben Einzelinterviews mit 121 Schülern/innen (5.-8. Klasse) in Turiner Schulen und mit 26 Eltern, sowie die Auswertung von 141 an 27 Italienisch- und Herkunftsprachlehrer/innen verteilten Fragebögen ergeben, dass viele Schüler/innen "zweisprachige Natives" sind, da sie mit Italienisch und einer anderen Sprache aufwachsen. Dieser Polyglottismus, den die Interviewten sehr positiv bewerteten, findet jedoch in der Schulpraxis keine Entsprechung: Gezielte Förderung im Italienischen und der Unterricht der Familiensprache sind meist Wunschdenken. In der Kohorte haben die Schüler/innen mit den besten Italienischkenntnissen einen italophonen Elternteil bzw. kamen im Vorschulalter nach Italien und besuchten dort den Kindergarten. Dagegen sind, wie auch bei den INVALSI-Tests, die in Italien geborenen und die dann die Krippe besuchten, leicht benachteiligt. Was die Familiensprache angeht, verbessert ihr Erlernen die Kompetenzen darin, ohne dem Italienischen zu schaden: Im Gegenteil. Diese Ergebnisse bestätigen die wichtige Rolle der "anderen" Sprache für einen gelungen Spracherwerb. Das MIUR sollte also sein Schulregister mit Sprachdaten ergänzen, um die Curricula im Sinn der EU-Vorgaben umzuschreiben und den sprachlich heterogenen Klassen gezielte Ressourcen und definierte Vorgehensweisen zur Verfügung zu stellen. Mit geringeren Mitteln, im Vergleich zu den jetzigen Kosten für Herunterstufung, Klassenwiederholung und Schulabbruch würde man Schulerfolg, Chancengerechtigkeit und Mehrsprachigkeit fördern, mit positiven Folgen für den Einzelnen sowie für die Volkswirtschaft. ; The Italian Ministry of Education (MIUR) student register records that today in Italy more than one out of ten students is not an Italian citizen, although the majority of them were born there. Several statistical surveys indicate that "foreign" students, when compared to native students, show a poorer performance in Italian and in academic achievement. This exploratory fieldwork carried out in schools in Turin (5th to 8th grade) analyzed data obtained through semi-structured interviews with 121 students and 26 parents as well as 141 questionnaires filled in by 27 teachers of Italian and family language. It showed that many students are "bilingual natives", as they grow up acquiring both Italian and another language; however, despite the fact that the interviewees rate polyglottism positively, schools don't usually offer targeted support in either language. Within the cohort the broadest range of competences in Italian are found first among those with an Italian-speaking parent, then among those who arrived in Italy at pre-school age attending kindergarten there; this latter group shows higher competences than those born in Italy attending nursery there, as also in the INVALSI tests. As far as family language is concerned, data illustrate that its teaching increases its competences without affecting those in Italian: quite the opposite in fact. These results confirm the remarkable role played by the "other" language in successful language education. MIUR is therefore called upon to include also linguistic data in its student register, so as to redefine its curricula according to EU Guidelines, and to identify specific procedures and resources for multilingual classes. This new policy would reduce the current cost of placing students in a lower grade, grade retention and drop-outs, and would promote school success, equal opportunities and multilingualism, with positive consequences both for the individuals and for the national economy. ; L'anagrafe studenti del MIUR registra come oggi in Italia più di uno studente su dieci non è cittadino italiano, pur essendo la maggioranza di loro nata in questo paese. Numerose indagini statistiche mostrano come gli allievi "stranieri" presentino, rispetto a quelli italiani, ridotte competenze in italiano e minore successo scolastico. Questa ricerca esplorativa svolta in alcune scuole di Torino (V elementare-III media) ha analizzato dati ottenuti tramite interviste semi-strutturate a 121 studenti e 26 genitori e 141 questionari compilati da 27 insegnanti di italiano e di lingua di famiglia. Da essa è emerso che molti studenti sono "nativi bilingui", poiché crescono usando l'italiano e un'altra lingua. Questo poliglottismo, valutato dagli intervistati assai positivamente, non si rispecchia però nella prassi scolastica: un supporto mirato in italiano e l'insegnamento della lingua di famiglia sono di regola una chimera. All'interno del campione le più ampie competenze in italiano si trovano fra chi ha un genitore italofono e chi è arrivato in Italia in età prescolare frequentandovi la scuola materna; come constatato anche nei test INVALSI, chi è nato in Italia e vi ha frequentato l'asilo nido è leggermente svantaggiato. Rispetto alla lingua di famiglia risulta che il suo studio porta a migliori competenze in essa, senza nuocere all'italiano: anzi. Emerge quindi il ruolo significativo della lingua "altra" per un'educazione linguistica efficace. L'invito al MIUR è quindi di integrare la propria anagrafe con dati linguistici, così da ridefinire i propri curricula secondo le Linee Guida Comunitarie, individuando procedure e risorse specifiche per le classi multilingui. Con un investimento ridotto, paragonato con il costo attuale dato da retrocessioni, ripetenze e abbandono scolastico, si riuscirebbe a sostenere il successo scolastico, le pari opportunità e il plurilinguismo, con conseguenze positive per i singoli e per l'economia nazionale.

Over the last decades, European education policies have encouraged the Member States to develop training programs to raise the instructional levels of the population and to foster the acquisition of key competences, in order to ensure lifelong learning for all citizens (Europe 2020). However, there is still greater attention to knowledge transfer and a lesser emphasis on metacognitive and affective-motivational dimensions in formal learning contexts. While, theselatest factors are strongly related to the development of strategic skills and the ability to project into the future.This research shows the results found from administering two questionnaires to 500 students from General Didactics Course of Roma Tre University: the «Learning Strategies Questionnaire» (Pellerey & Orio, 1996) and the «Zimbardo Time Perspective Inventory» (Zimbardo & Boyd, 1999; Tr. it. M. Riccucci, 2009). The project is aimed at stimulating University students' reflection and self-assessment on learning strategies and time perspectives and promoting theability to direct themselves in study and work. The results show how academic success is related both to good strategic competences and to the future time perspective. ; Le politiche educative europee invitano, da alcuni decenni, i Paesi membri a sviluppare programmi per innalzare i livelli d'istruzione della popolazione e porre maggiore attenzione sulla formazione delle competenze chiave per garantire a tutti i cittadini un apprendimento permanente (Europa 2020). Tuttavia è ancora frequente verificare nei contesti di apprendimento formale una maggiore, se non esclusiva, attenzione al trasferimento di conoscenze e scarso rilievo alle dimensioni metacognitive e affettivo-motivazionali che sono fortemente connesse allo sviluppo di competenze strategiche e alla capacità di proiettarsi nel futuro.Questo studio presenta gli esiti della somministrazione del «Questionario sulle strategie di apprendimento» (Pellerey & Orio, 1996) e del «Questionario sulla Prospettiva Temporale» ...

Developing a professional profile of the expert teacher is a complex operation that forces us to reflect on the aims and meanings we attribute to the whole teaching and learning process. In the complexity of our reality, teachers are required to have new and specific competences, methodological knowledge and an expertise to invest both in terms of the students' educational success and of their own professional training. The quality of the training systems is played on these two aspects, considering it through the perspective of the improvement rather than the accountability. In Italy, the legislation has tried to outline the figure of the teacher in terms of merit, but we can look for other viewpoints in the international literature on Educational Expertise and above all on Teacher Leadership. Leadership can become a tool to improve teaching processes through the dynamic training of the teacher's identity as a marker of his expertise. ; La stesura di un profilo professionale dell'insegnante esperto è un'operazione complessa che obbliga a riflettere sulle finalità e i significati che attribuiamo all'intero processo di insegnamento e apprendimento. Nella complessità della nostra realtà si richiede agli insegnanti competenze nuove e specifiche, conoscenze metodologiche e una expertise da investire sia ai fini del successo formativo degli alunni, che della propria formazione professionalizzante. Su questi due aspetti si gioca la qualità dei sistemi formativi, se la consideriamo attraverso la prospettiva dell'improvement piuttosto che dell'accountability. In Italia la normativa ha cercato di delineare la figura del docente in termini di merito, ma possiamo cercare altri sguardi nella letteraturainternazionale relativaall'Educational Expertise e soprattutto alla Teacher Leadership. La leadership può diventare un mezzo per migliorare i processi di insegnamento attraverso la formazione dinamica dell'identità del docente come stile marcatore della sua professionalità.

The relationship between university and political and social institutions in Sicily has undergone a deep transformation since the end of the '80s. Before that period, university, as a teaching and research structure, was deeply linked with political institutions dealing with the management and preservation of cultural heritage; these institutions, on the other hand, offered the main chances of employment for graduates in humanities and archaeology. After that period, university and politic have undertaken instead, completely different ways, especially in the field of cultural heritage, due to a different economic context and a wider ideological change. The role of the university as a place of elaboration of ideas and place of discussion has been reconsidered, the role of humanities, and classics, as a fundamental part of elite education has been subject to criticism, and the idea has been widely accepted that higher educational institutions must focus on professional training, and must be evaluated according to the "success" of their students and the degree. A similar change can be detected in the field of material cultural patrimony, now considered mainly an "economic" resource. The shift from the purely ethic or aesthetic evaluation to an "economic" evaluation based on "outputs", "results", "economic sustainability" has brought to deep crisis of identity in the field of upper education and in the role of public administration against private enterprise. If the management of a site or a museum is a purely economic activity, there is no special need for the director to be a specialist in the field, however, if there is no need of specialists, those institutions dealing with the training of those specialists are meant to failure. In the case of Sicily, this process is still more visible, and its effects more devastating, due to the special social, economic, and not least, political situation of the island. Private enterprise is almost lacking, so that the main chances of employment for young graduates in archaeology is public administration. But the framework within which the Regione Siciliana has worked in the last 20 years, has gone the opposite way: through a series of regulations, has the formation of a bureaucratic apparatus been codified where the role of archaeologists has become more and more less important. Moreover, negotiations between politicians and unions has brought to a codification which takes into account current aspirations and needs of currently employed staff and takes into no consideration a long term strategy aiming at the future development. The professional role of the archaeologist, e.g., notwithstanding the attempt of the 2008 regulation, has not been defined, while it is now foreseen by a recently approved national law (so called Legge Madia.) Due to this choice, the perspectives of working possibilities are very few, in both the private sector and realm of public administration, not to mention university: as an effect, a decrease in the number of students enrolling in the courses of archaeology is clear in the last two years, with a consequent evaluation of the same courses and more limited opportunities os fund raising. If this process will continue, the teaching quality will be affected and Sicilian universities will become more and more less appealing in comparison to their relationship with society, and in this special case, of Sicilian society, but also should recapture their role of critical thinking, not limiting themselves to the function of professional trainers. Of the institutions, which should understand the enormous importance of archaeological heritage in Sicily and try to reconnect themselves with university teaching, in order to The relationship between university and political and social institutions in Sicily has undergone a deep transformation since the end of the '80s. Before that period, university, as a teaching and research structure, was deeply linked with political institutions dealing with the management and preservation of cultural heritage; these institutions, on the other hand, offered the main chances of employment for graduates in humanities and archaeology. After that period, university and politic have undertaken instead, completely different ways, especially in the field of cultural heritage, due to a different economic context and a wider ideological change. The role of the university as a place of elaboration of ideas and place of discussion has been reconsidered, the role of humanities, and classics, as a fundamental part of elite education has been subject to criticism, and the idea has been widely accepted that higher educational institutions must focus on professional training, and must be evaluated according to the "success" of their students and the degree. A similar change can be detected in the field of material cultural patrimony, now considered mainly an "economic" resource. The shift from the purely ethic or aesthetic evaluation to an "economic" evaluation based on "outputs", "results", "economic sustainability" has brought to deep crisis of identity in the field of upper education and in the role of public administration against private enterprise. If the management of a site or a museum is a purely economic activity, there is no special need for the director to be a specialist in the field, however, if there is no need of specialists, those institutions dealing with the training of those specialists are meant to failure. In the case of Sicily, this process is still more visible, and its effects more devastating, due to the special social, economic, and not least, political situation of the island. Private enterprise is almost lacking, so that the main chances of employment for young graduates in archaeology is public administration. But the framework within which the Regione Siciliana has worked in the last 20 years, has gone the opposite way: through a series of regulations, has the formation of a bureaucratic apparatus been codified where the role of archaeologists has become more and more less important. Moreover, negotiations between politicians and unions has brought to a codification which takes into account current aspirations and needs of currently employed staff and takes into no consideration a long term strategy aiming at the future development. The professional role of the archaeologist, e.g., notwithstanding the attempt of the 2008 regulation, has not been defined, while it is now foreseen by a recently approved national law (so called Legge Madia.) Due to this choice, the perspectives of working possibilities are very few, in both the private sector and realm of public administration, not to mention university: as an effect, a decrease in the number of students enrolling in the courses of archaeology is clear in the last two years, with a consequent evaluation of the same courses and more limited opportunities os fund raising. If this process will continue, the teaching quality will be affected and Sicilian universities will become more and more less appealing in comparison to their relationship with society, and in this special case, of Sicilian society, but also should recapture their role of critical thinking, not limiting themselves to the function of professional trainers. Of the institutions, which should understand the enormous importance of archaeological heritage in Sicily and try to reconnect themselves with university teaching, in order to create a real sustainable development for the younger generation of archaeologists working in Sicily.

Esta tesis de investigación tiene como objetivo mostrar que la musicalidad favorece, en cada ser humano la formación no sólo de los estudiantes con talento, sino para todos los seres humanos, con especial atención a la edad preadolescente teniendo en cuenta que los cambios sociales y culturales rápidos de la sociedad contemporánea lo que resulta en la pérdida de los dogmas y valores junto con el aporte científico de la pedagogía, que han dado lugar a nuevas fronteras de la investigación de la música. La música como ayuda a la docencia. En esta perspectiva, el objetivo principal, entonces, de esta tesis es colocar la música dentro del área pedagógica, que establece los objetivos, que determinan la evolución, que traerá el espacio de operación y las posibles relaciones interdisciplinarias para llevar a cabo los tiempos de calificación que permiten el crecimiento y desarrollo de la personalidad pre-adolescente con el consiguiente fortalecimiento de su identidad musical, social y cultural. Un aspecto importante a destacar es el mestizaje cultural que requiere un análisis más cercana a la realidad y coloca la educación musical como un paso fundamental para facilitar una sociedad más inclusiva a través del conocimiento del patrimonio musical europeo, por lo que es un poderoso instrumento de conquista de la ciudadanía y unos grupos no europeos clave para entender y Europa se mueven para el estudio y la supervivencia. Sólo recientemente, los analistas se han centrado en el valor social de la educación musical Sufragios la hipótesis que establece que los grandes autores y hacer música en un grupo promueve el desarrollo de la inteligencia, así como un importante equilibrio afectivo y emocional. En la realidad de hoy a menudo conformados a valores normalizados, transmitida por los medios de comunicación que influyen en nuestros jóvenes en sus elecciones, la conquista de su autonomía debe convertirse en objetivo indispensable de la nueva pedagogía musical para la afirmación y la construcción de sí mismo. Autonomía significa el pensamiento crítico, libre de prejuicios o conformaciones; no hace falta decir la llamada a Adorno (1971,1990), a su sueño de un individuo que tiene acceso a la auténtica crítica de la cultura y la formación filosófica "para preservar a ese mundo administrado que tiende a él y la industria cultural que es ahora aplastar el volante de ese mundo "(Cambi de 2005, P.186). El maestro debe tira de la figura de un dispensador de soluciones, convirtiéndose en profesor particular, dejando a los estudiantes para evaluar por sí mismo el proceso de composición ", que es la forma correcta para acostumbrarse a la crítica y al tomar posesión de las herramientas necesarias para fomentar la cultura auténtica "(Dalmonte y Jacoboni, 1978, P.10). No es casualidad que las directrices ministeriales invitan al profesor de música en la búsqueda de alternativas adecuadas para elaborar en los estudiantes un "pensamiento flexible, intuitiva, creativa" (Ministerio de Educación, 2007, p.64). Las conclusiones finales de esta investigación que quieren, por lo tanto, contribuyen a valorar la importancia de la educación musical para el desarrollo de la persona y de su identidad musical, social y cultural: si los seres humanos son capaces de aprender sobre el mundo a través de los sentidos , las emociones y el intelecto, la música es, inevitablemente, una contribución decisiva en este proceso de integración d 'a través de un análisis de algunos puntos epistemológicos de la totalidad de los desafíos educativos relacionados con la disciplina. ; Aim of this work is to demonstrate how the key skills of citizenship, identified by the European Parliament and the Council of Europe, involve not only the fields of the knowledge and competencies, but also of the field of "knowing how to be", since they were designed in the light of the education of the European citizens. Education is crucial to ensure that citizens acquire the key skills needed to flexibly adapt to changes. Thus it is necessary proposing an educational plan useful to the achievement of these skills. In particular, we tried to meet the different needs of learners ensuring equality and free access to those groups who, due to some educational disadvantages caused by various circumstances, need particular support to fulfill their educational potential. This study sought to answer the questions: "Why? To what purpose the basic music education?" That is: "If and how music has contributed to the education of peolple and citizens?" The education of the person and the citizen can only occur retracing the way in which everyone builds its own musical identity thanks to the memory that brings back experiences and feelings. This can be obtained through a historical and autobiographical process through a historical and autobiographical process not only at the individual level but also collective. This hypothesis has been validated by my research work and its success. In fact conducting experimental trial represents the best way to improve the educational proposal. On this line I have done. The workshop on musical poetic narrative techniques of the Sicilian storytellers aimed at promoting the self-affirmation of learners' identity, even through writing. The planned path has addressed the issue of the oral tradition with students, driving the learners towards the research of their own identity as a citizens also by comparison with "others' stories". From the results obtained it can be assumed that the core of the educational purpose, knowledge and expression of the personality of each student as a part of today's society.