Alessandra Imperio

Children’s perspectives on achievement and assessment: findings from a qualitative study

Simone Seitz, Petra Auer, Alessandra Imperio

Abstract This article reflects on children’s orientations towards achievement and assessment in primary education. Against the backdrop of shifting policies on assessment in Italy the study investigates how children navigate achievement as a socially embedded institutional practice. Anchored in the sociology of …

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Leistung in einem inklusiven Bildungssystem – Empirische Annäherungen an einen grundlegenden Begriff

Simone Seitz, Petra Auer, Alessandra Imperio

Leistung in einem inklusiven Bildungssystem – Empirische Annäherungen an einen grundlegenden Begriff

Simone Seitz, Petra Auer, Alessandra Imperio

Der vorliegende Beitrag reflektiert die mittels Dokumentarischer Methode rekonstruierten Orientierungen von Kindern zu schulischer Leistung und Leistungsbewertung in Grundschulen in Italien. Die Autorinnen fokussieren dabei insbesondere das implizite Wissen der Kinder um ihre Handlungsmöglichkeiten hinsichtlich von Normalitäts- und Leistungserwartungen und werfen auf …

Leistung in Bildungssystemen: Empirische Annäherungen an einen grundlegenden Begriff im Schnittfeld von Unterrichtsforschung und Kindheitsforschung

Simone Seitz, Petra Auer, Alessandra Imperio

Editors/Supervisors: Thiersch S, Lischka-Schmidt R, Kuhlmann N, Wolf E

Leistung aus der Sicht von Grundschulkindern

Simone Seitz, Petra Auer, Alessandra Imperio

Das italienische Bildungssystem kommt bis Ende des achten Schulbesuchsjahres gänzlich ohne institutionelle Separierung aus, sodass der Grundschule kein mit Deutschland vergleichbarer Zuweisungsauftrag zu differenzierenden Bildungsgängen obliegt. Zugleich ist seit 2020 der Verzicht auf Ziffernzeugnisse in der Grundschule zugunsten von Berichtszeugnissen gesetzlich verankert. …

Didattica e inclusione scolastica – Inklusion im Bildungsbereich 2023

Francesca Berti, Edvina Bešić, Fabio Bocci, Silver Cappello et autres

The eighth edition of the conference ‘Didattica e Inclusione Scolastica - Inclusion in Education’, which was organised under the direction of the Competence Centre for Inclusion in Education at the Free University of Bozen-Bolzano, is dedicated to the topic of networking and …

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“Otherwise, There Would Be No Point in Going to School”: Children’s Views on Assessment

Simone Seitz, Alessandra Imperio, Petra Auer

Assessment is a much-discussed dimension of school life, as it is deeply connected to teacher–student power relations, where teachers’ responsibilities for individual assessment and support coexist. Moreover, children’s views are hardly investigated in the research. Studies reflecting those aspects in inclusive school …

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Positioning of Children in Research on Assessment Practices in Primary School

Alessandra Imperio, Simone Seitz

Annex

Alessandra Imperio, Simone Seitz

Positioning of Children in Research on Assessment Practices in Primary School - Annex

CHANGING THE TEACHING METHODOLOGY: HOW MUCH DOES IT COST?

Alessandra Imperio

"The paper describes selected results of a multifaceted intervention study aimed primarily at nurturing and assessing critical thinking (CT) competence in a sample of primary school children in the North-East of Italy. The core of the study comprises the implementation of a …

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Educare a pensare criticamente nella scuola primaria: risultati preliminari da uno studio empirico = Teaching critical thinking in primary education: preliminary results from an empirical study

Alessandra Imperio

Questo articolo descrive il quadro epistemologico, teorico e metodologico di uno studio empirico sullo sviluppo della capacità di pensiero critico negli studenti delle scuole elementari. Il pensiero critico è stato riconosciuto in tutto il mondo come una competenza chiave per l’esercizio della …

La rilevanza della prospettiva socio-culturale nella discussione sul pensiero critico

Alessandra Imperio, Judith Kleine Staarman, Demis Basso

Il pensiero critico (CT) è considerato un'abilità chiave per il successo nel 21° secolo. Le politiche educative mondiali sostengono la promozione del CT e ricercatori di diverse aree disciplinari sono stati coinvolti in un ampio dibattito sulla sua definizione, senza raggiungere un …

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