Ricerche di Pedagogia e Didattica. Journal of Theories and Research in Education https://rpd.unibo.it/ <strong>Ricerche di Pedagogia e Didattica (RPD) – ISSN 1970-2221</strong> is an online open access international scientific journal dedicated to study and research on education. It uses a double-blind peer review process and publishes articles in Italian and English. The Journal takes an interdisciplinary and pluri-methodological approach. It offers a place of dialogue for researchers and professionals coming from diverse theoretical and empirical backgrounds, involved in the study of educational phenomena. Dipartimento di Scienze Dell’Educazione «Giovanni Maria Bertin» - Università di Bologna en-US Ricerche di Pedagogia e Didattica. Journal of Theories and Research in Education 1970-2221 <p>Copyrights and publishing rights of all the texts on this journal belong to the respective authors without restrictions.</p><p><a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" rel="license"><img style="border-width: 0;" src="https://i.creativecommons.org/l/by-nc-nd/3.0/88x31.png" alt="Creative Commons License" /></a></p><p><br />This journal is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" rel="license">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a> (<a href="http://creativecommons.org/licenses/by-nc-nd/3.0/legalcode">full legal code</a>). <br /> See also our <a href="/about/editorialPolicies#openAccessPolicy">Open Access Policy</a>.</p> From the analysis of support teachers training needs to the creation of effective training courses. Reflections from an exploratory survey https://rpd.unibo.it/article/view/11592 <p>The paper presents a reflection on the training needs of teachers who attend the specialization course for support activities. As adults in training, these teachers need to acquire theoretical and practical competences through teaching methods that cannot be compared to those generally used with university students. Starting from the data extrapolated from research conducted in the University of Genoa (a.y. 2013/2014) and in the University of Macerata (a.y. 2016/2017) the paper provides an overview of emerging needs and teaching methods that can be used in university training practices aimed at professional adults.</p> Valentina Pennazio Franco Bochicchio Copyright (c) 2021 Valentina Pennazio, Franco Bochicchio https://creativecommons.org/licenses/by-nc-nd/3.0 2021-06-28 2021-06-28 16 1 1 20 10.6092/issn.1970-2221/11592 Teachers’ perceptions of the role of technologies for inclusion. Results from a special needs teacher training course https://rpd.unibo.it/article/view/11585 <p><span style="font-size: small;"><span style="font-size: 11pt;">The study focuses on the Information and Communication Technology course run within the “Special Needs Teacher Training Specialization Course” developed by the University of Macerata (Italy) in the academic year 2018-2019. Specifically, the case, framed in a qualitative approach, aims at analysing how special needs trainee teachers (henceforth referred to as trainee teachers) approach the <br />use of technology with inclusive perspectives and what factors can <br />influence their decision making process in using technology. The case highlights what connections can be drawn between the design and development of the Information and Communication Technology course <br />and the trainee teachers' perceptions in direction of the UDL principles.</span></span></p> Laura Fedeli Copyright (c) 2021 Laura Fedeli https://creativecommons.org/licenses/by-nc-nd/3.0 2021-06-28 2021-06-28 16 1 21 36 10.6092/issn.1970-2221/11585 Teachers' perception of functional and problematic aspects of home schooling for children with medical needs https://rpd.unibo.it/article/view/11843 <p>Many students with medical needs are benefitting from the home-schooling service. However, such service has seldom been investigated. The present qualitative study investigated the characteristics of home-schooling service in a sample of 43 teachers who provided such service during the 2018/2019 school year. The most salient problematic aspects refer to the relationship with illness, the complexity of several organizational and logistical tasks and work dispersion. Information and communication technologies are mentioned in an ambivalent way; a good relationship with the class of belonging of the child and the teacher’s capability to fully take care of all the educational and developmental needs of the student are mentioned as an effective way to proper home-teaching practice. Home-schooling for students with health care needs requires a particular organization and specific teacher training and in-service supervision. Some of these solutions are also discussed in relation to the international literature in the field.</p> Michele Capurso Fabia Dell’Antonia Giovanna Berizzi Gianluca Manfredi Copyright (c) 2021 Michele Capurso, Fabia Dell’Antonia, Giovanna Berizzi, Gianluca Manfredi https://creativecommons.org/licenses/by-nc-nd/3.0 2021-06-28 2021-06-28 16 1 37 57 10.6092/issn.1970-2221/11843 Teachers and YouTube: The use of video as an educational resource https://rpd.unibo.it/article/view/11584 <p class="Abstract"><span lang="EN-GB">The appearance of YouTube in 2005 transformed the possibilities of using video as an educational resource. Our research aims to understand the use of videos in today's education from the teachers' point of view and to determine the factors that influence its implementation in the classroom. Through a survey study of 1,150 teachers, we delve into the following items: number of videos they use, selection criteria, types of content of the videos, agent that proposes them, most used platforms and level of satisfaction in their implementation, relating them to the variables of sex, age, educational stage and type of educational centre. The results show how teachers are currently using the video resource in their lessons. We also conclude that the variables of educational stage and type of educational centre are significant in the implementation of videos in education. Our research offers reliable data to adapt teacher-training plans to educational reality.</span></p> Daniel Pattier Copyright (c) 2021 Daniel Pattier https://creativecommons.org/licenses/by-nc-nd/3.0 2021-06-28 2021-06-28 16 1 59 77 10.6092/issn.1970-2221/11584 Reading and linguistic comprehension: A systematic review https://rpd.unibo.it/article/view/11509 <p>Reading is a fundamental activity for the development of linguistic comprehension. To the aim of investigating the relationship between reading practice and comprehension, a systematic review of the literature was conducted, taking into account empirical research studies. The totality of the studies found positive effects on comprehension. The results also revealed that this area of study is mostly focused on the primary school age group. Indeed, it is nearly always related to other aspects of language development but also to the promotion of a positive attitude towards reading, motivation, socialization, emotional skills and understanding of reality. Little heed seems to be paid to the optimal way of reading. The results suggest the need for a greater reflection on this practice and a more precise identification of how to implement reading aloud in order to identify concrete actions to support reading, both in scholastic and extra-scholastic contexts.</p> Federico Batini Irene Brizioli Andrea Mancini Mirko Susta Irene Dora Maria Scierri Copyright (c) 2021 Federico Batini, Irene Brizioli, Andrea Mancini, Mirko Susta, Irene Dora Maria Scierri https://creativecommons.org/licenses/by-nc-nd/3.0 2021-06-28 2021-06-28 16 1 79 86 10.6092/issn.1970-2221/11509 Localities in critical literacy practice: A critical review of the frameworks https://rpd.unibo.it/article/view/11471 <p>A large number of frameworks and models have been created to help translate the highly philosophical theory of critical literacy into practice. How these frameworks have been translated into classroom practice is an area much unexplored. The present study critically reviewed the frameworks of critical literacy applied in the classroom practices of language arts and language education within the last twenty years. Adapting the classification put forward by Luke and Woods (2009), the review divides the frameworks into critical pedagogy, textual, and practical approaches. In practice, these frameworks defy rigid divisions between critical and textual approaches because text still plays an important role in both approaches. The more recent frameworks are increasingly embracing more key tenets of critical literacy, but the tenet of localities still has no place in these frameworks. Nonetheless, a small number of classroom practices have carefully included localities in the design and enactment of critical literacy.</p> Nita Novianti Angela Thomas Vinh To Copyright (c) 2021 Nita Novianti, Angela Thomas, Vinh To https://creativecommons.org/licenses/by-nc-nd/3.0 2021-06-28 2021-06-28 16 1 87 96 10.6092/issn.1970-2221/11471 Therapeutic filmmaking and Autistic Spectrum Dysorder. A case study https://rpd.unibo.it/article/view/10704 <p>Therapeutic filmmaking is a tool useful in the educational and therapeutic sphere to increase and develop social and relational skills among children and adolescents with autism spectrum disorder (ASD). Recent researches show the effectiveness of audiovisual tools and of arts therapies in managing dysfunctional behaviors in this category of people, especially when peers are involved. The case discussed in this article is part of an experimental project which aims to promote the support of minors with ASD through audiovisual tools. We will illustrate the use of therapeutic filmmaking in a couple of ASD adolescents and their main behavioral changes in order to promote new types of intervention not only based on changing dysfunctional behaviors but also on the identity development and on the strengths of the minor with ASD, through creativity and peers' relationships</p> Valeria Saladino Anna Chiara Sabatino Caterina Maria Sola Copyright (c) 2021 Valeria Saladino, Anna Chiara Sabatino, Caterina Maria Sola https://creativecommons.org/licenses/by-nc-nd/3.0 2021-06-28 2021-06-28 16 1 97 103 10.6092/issn.1970-2221/10704 Theatre-education and curriculum. An open debate https://rpd.unibo.it/article/view/11875 <p>What is the place of theatre-education within the curriculum? How is the relationship between teacher and theatre educator? These two theme refer to two specific positions, and, ultimately, to two theoretical positions: “one that recognizes theatre as an instrument of knowledge in a broad sense, and the other for which theatre would be essentially an aesthetic, creative, psychomotor experience and above all affective” (Guerra &amp; Militello, 2011, p. 42). The observatory represented by the theatrical-performance themed projects carried out between 2018 and 2019 with the three-year plan of the arts (Legislative Decree 60/2017) can provide some indications to try to outline the contours of these two issues at the centre of the debate in the field of theatre-education. The data show the difficulty of inserting theatre-education into the curriculum, but also an impact on the daily way of doing school in the direction of strengthening laboratory teaching.</p> Claudia Chellini Copyright (c) 2021 Claudia Chellini https://creativecommons.org/licenses/by-nc-nd/3.0 2021-06-28 2021-06-28 16 1 105 121 10.6092/issn.1970-2221/11875 School moral atmosphere as a set of norms. An exploratory research on theoretical conceptions and intervention programs https://rpd.unibo.it/article/view/11557 <p>The article offers a literature survey of international psychological and pedagogical research on the theme of the school moral atmosphere in the middle and high school. After having described the research object and methodology, the essay analysis school moral atmosphere considering it as a set of norms. The article aims at verifying the hypothesis that considers the regulatory dimension as the prevailing element in theoretical conceptions and intervention programs.</p> Elisa Zobbi Copyright (c) 2021 Elisa Zobbi https://creativecommons.org/licenses/by-nc-nd/3.0 2021-06-28 2021-06-28 16 1 123 135 10.6092/issn.1970-2221/11557 And ready, steady, go! The nursery isi told! The laboratory of professional development of the educators of the nurseries PAC of City Council of Naples https://rpd.unibo.it/article/view/11384 <p>The contribution proposes the training model and the results of a research course - training in the use of digital story telling made, under commission of the Cooperative Gesco, with the educators of the Pac nurseries of Naples. Using a narrative and autobiographical methodology and starting from the analysis of the demand and training needs of educators, detected through the administration of two semi- structured questionnaires, the intervention provided for the implementation of a professional development path for coordinators and educators of PAC nursery. On the basis of the training needs identified, a workshop course has been proposed to stimulate narrative and critical reflection on educational practices and professional experience. The sharing of the digital stories of the nurseries has represented the occasion for a good exchange of practices, from which a generative comparison has been derived that has allowed to intercept those educational processes that can escape the observational practice.</p> Marianna Capo Copyright (c) 2021 Marianna Capo https://creativecommons.org/licenses/by-nc-nd/3.0 2021-06-28 2021-06-28 16 1 137 170 10.6092/issn.1970-2221/11384 Growing up as German-speaking children in the context of fascist Italianization measures during the interwar period https://rpd.unibo.it/article/view/12307 <p>This paper studies what it was like to grow up in the German-speaking South Tyrol between 1922 and 1939, a time period that was significantly characterized by Italian Fascism. More specifically, one key focus was the analysis of how childhood models, ideals and concepts were recontextualized by the stakeholders of all relevant socialization authorities as well as state and Fascist institutions. A second focus was on the actions of the children themselves in dealing with the contrasting expectations and confrontations directed at them. The paper delivers an analysis of individually remembered and experienced aspects of childhood on the basis of the sources available.</p> Annemarie Augschöll Blasbichler Copyright (c) 2021 Annemarie Augschöll Blasbichler https://creativecommons.org/licenses/by-nc-nd/3.0 2021-06-28 2021-06-28 16 1 171 189 10.6092/issn.1970-2221/12307 Turin 1893-1906. Early experiments for the creation of libraries for children https://rpd.unibo.it/article/view/11839 <p>The early twentieth century initiatives promoted by Clara Cavalieri Archivolti in Ferrara (later transferred to Bologna) and by the Consortium of Popular Libraries in Milan are well known as part of the birth of the first libraries intended for young audiences. Indeed about ten years earlier, a systematic project was promoted by the City of Turin that experiments the opening of five "circulating municipal school libraries". They differed from the multiple realities of popular libraries and were routed towards a concept of collection designed specifically for children and young people, open to home loan. Also different from school libraries, the Turin experiments were started in 1898 and continued with mixed success until 1906 when they intersect with the reality of the Provincial Consortium for Free Libraries in Elementary Schools. The article traces this early Turin experience, illustrating its specificities and placing it in the contemporary context.</p> <p>&nbsp;</p> Francesca Davida Pizzigoni Copyright (c) 2021 Francesca Davida Pizzigoni https://creativecommons.org/licenses/by-nc-nd/3.0 2021-06-28 2021-06-28 16 1 191 204 10.6092/issn.1970-2221/11839 Restlessness and disenchantment at school: Un anno di scuola by Giani Stuparich, from book to movie https://rpd.unibo.it/article/view/12500 <p>Recent historiographical perspectives dedicated to collective school memory have opened new research avenues in the way the cultural industry depicted the school, teachers, and students. This contribution follows such direction and intends to tackle the process of stratified transformations that interwove around Giani Stuparich’s narrative <em>Un anno di scuola</em>, (1929). This literary work resulted from a dialogue between the individual memory of the writer and the collective memory of youth during the first decade of 1900. Shared and individual memories within the cultural context of a Mitteleuropean and irredentist Trieste leave their traces in the literary work, and at the same time expand through time in the numerous editions of the text, as well as in the movie by Franco Giraldi released in 1977. The description of the school, teachers, and students is transformed into a space for imagination, where writing and <em>re-</em>writing influence each other, thus modifying the knowledge of the past. As a result, the past moves from one generation to the next in a dynamic flow, open to new interpretations. </p> Sabrina Fava Copyright (c) 2021 Sabrina Fava https://creativecommons.org/licenses/by-nc-nd/3.0 2021-06-28 2021-06-28 16 1 205 215 10.6092/issn.1970-2221/12500 Educate to the future. Irony in complexity times https://rpd.unibo.it/article/view/11737 <p>The paper re-evaluates, in the light of the socio-economic, cultural, political and health transformations of recent months, the importance of an education that teaches how to deal with change, through the adoption of new paradigms of thought capable of reading and understanding complexity. This is an essential challenge that can only be met by restoring centrality to education. It is necessary to start again from the idea of a new project of man and citizen that is able to open up to the future and unexpected, therefore to relate to what he does not know, starting from the questioning of himself. Irony in this sense represents an important pedagogical and formative category to inhabit <em>postmodernism</em>, which requires the subject to have a global and complex vision of the problems in order to reach new horizons of awareness.</p> Chiara Carletti Copyright (c) 2021 Chiara Carletti https://creativecommons.org/licenses/by-nc-nd/3.0 2021-06-28 2021-06-28 16 1 217 227 10.6092/issn.1970-2221/11737 The Logical Intelligence Enhancement Program (LIEP) for the improvement of cognitive abilities. Premilinary findings https://rpd.unibo.it/article/view/11604 <p>The Logical Intelligence Enhancement Program (LIEP) is a program specifically addressed to students aging from 6 to 12. It consists of a series of exercises of different types (verbal inferences, understanding of graphs and tables, series of digits, etc.) and increasing difficulty, properly devised to activate and train the abilities of logical reasoning. Hopefully, such an enhancement should result in an improvement of academic achievements, especially in low proficiency learner students. Here we report on a study carried out on a large cohort of fifth-grade students. The results demonstrate the effectiveness of LIEP in improving students’ cognitive abilities and abstract reasoning.</p> Marta Pellegrini Valeria Di Martino Lucia Donata Nepi Andrea Peru Copyright (c) 2021 Marta Pellegrini, Valeria Di Martino, Lucia Donata Nepi, Andrea Peru https://creativecommons.org/licenses/by-nc-nd/3.0 2021-06-28 2021-06-28 16 1 229 240 10.6092/issn.1970-2221/11604 Multiple discrimination and the risk of cultural impoverishment. Considerations regarding the pedagogical challenges of the complex society https://rpd.unibo.it/article/view/12644 <p>This paper presents an overview of some of the major themes addressed by the Multidisciplinary Course on Human Rights Education coordinated by the author for the Department of Education, Languages, Interculture, Literature, and Psychology - FORLILPSI) of the University of Florence in collaboration with the Italian Committee for UNICEF. The main thrust of the course and therefore of these notes was and is valorisation of children’s rights education as a resource for combating the various types of discrimination that underlie processes of exclusion and social marginalization and that increase risks of educational poverty and cultural deprivation. More in detail, we analyze that set of cultural practices, behaviours, and beliefs that generate sexist and racial prejudices and lead to systematic violation of the rights of social groups, which thus suffer processes of inferiorisation.</p> Irene Biemmi Emiliano Macinai Copyright (c) 2021 Irene Biemmi, Emiliano Macinai https://creativecommons.org/licenses/by-nc-nd/3.0 2021-06-29 2021-06-29 16 1 241 252 10.6092/issn.1970-2221/12644 Book Review of: Rossella Raimondo, La pedagogia sociale di Alessandrina Ravizza fra Otto e Novecento. Con il testo integrale di I miei ladruncoli e altre pagine di vita vera, Roma, Carocci, 2020 https://rpd.unibo.it/article/view/12437 Mauro Desideri Copyright (c) 2021 Mauro Desideri https://creativecommons.org/licenses/by-nc-nd/3.0 2021-06-28 2021-06-28 16 1 253 256 10.6092/issn.1970-2221/12437 Book review of: Emanuele Pappalardo, Composizione, analisi musicale e tecnologia nella scuola primaria. I bambini compongono, raccontano, analizzano, riflettono, Pisa, ETS, 2019 https://rpd.unibo.it/article/view/12650 Pasquale Troìa Copyright (c) 2021 Pasquale Troìa https://creativecommons.org/licenses/by-nc-nd/3.0 2021-06-28 2021-06-28 16 1 257 260 10.6092/issn.1970-2221/12650