Academic literature on the topic 'Co-progettazione con gli alunni'
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Journal articles on the topic "Co-progettazione con gli alunni"
Giovanna Genco. "La redazione del piano di comunicazione quale leva per la creazione dell’identità e lo sviluppo del senso di appartenenza." IUL Research 3, no. 5 (June 19, 2022): 208–29. http://dx.doi.org/10.57568/iulres.v3i5.256.
Full textGaldieri, Michela, and Emanuela Zappala. "Strumenti e approcci per la valutazione delle capacità comunicative di alunni con Disturbo dello Spettro Aut." EDUCATION SCIENCES AND SOCIETY, no. 2 (December 2021): 189–204. http://dx.doi.org/10.3280/ess2-2021oa12483.
Full textCepollaro, Gianluca, and Luca Mori. "Apprendere paesaggi e paesaggi dell’apprendimento: dall’utopia alla sperimentazione." Contesti. Città, territori, progetti 1, no. 1 (October 27, 2022): 18–35. http://dx.doi.org/10.36253/contest-13440.
Full textGaldieri, Michela, and Diana Carmela Di Gennaro. "Rethinking the didactic-educational space: suggestions for promoting school inclusion." Form@re - Open Journal per la formazione in rete 22, no. 1 (April 30, 2022): 308–21. http://dx.doi.org/10.36253/form-12609.
Full textBiasin, Chiara. "La costruzione di partnership scuola-università per facilitare la transizione degli studenti." EDUCATIONAL REFLECTIVE PRACTICES, no. 2 (July 2021): 63–78. http://dx.doi.org/10.3280/erp2-2021oa12116.
Full textArnetoli, Maria Vittoria, Irene L'Abate, and Matteo Mazzoni. "Costruire nuovi immaginari per gli spazi aperti della scuola come strumento di educazione alla sostenibilità ambientale." Contesti. Città, territori, progetti 1, no. 1 (October 27, 2022): 50–69. http://dx.doi.org/10.36253/contest-13586.
Full textBraga, Caterina. "Participation and co-creative planning for urban sustainability. The Clic-Plan project educational case." Form@re - Open Journal per la formazione in rete 21, no. 2 (July 31, 2021): 151–59. http://dx.doi.org/10.36253/form-11326.
Full textPorcarelli, Cristiana. "Prime riflessioni su modalità, percorsi e nuovi spazi di cooperazione per garantire l’apprendimento permanente di giovani e adulti." Contesti. Città, territori, progetti 1, no. 1 (October 27, 2022): 88–99. http://dx.doi.org/10.36253/contest-13455.
Full textGiuliani, Arianna. "Qualify formative processes by promoting inclusive practices: the case of B. Pascal High school." Form@re - Open Journal per la formazione in rete 22, no. 1 (April 30, 2022): 393–407. http://dx.doi.org/10.36253/form-12566.
Full textCappuccio, Giuseppa, and Giuseppa Compagno. "Valutazione e feedback: la competenza docimologica come competenza comunicativa. Una ricerca con i docenti della scuola secondaria." EDUCATION SCIENCES AND SOCIETY, no. 2 (December 2021): 461–77. http://dx.doi.org/10.3280/ess2-2021oa12427.
Full textDissertations / Theses on the topic "Co-progettazione con gli alunni"
Cicchinelli, Giulia. "Interpretare per i minorenni: osservazioni su un'esperienza con alunni della scuola secondaria di primo grado." Master's thesis, Alma Mater Studiorum - Università di Bologna, 2018. http://amslaurea.unibo.it/15516/.
Full textMarchesini, Francesca. "Interpretare per i minorenni: osservazioni su un'esperienza con alunni della scuola primaria e secondaria di secondo grado." Master's thesis, Alma Mater Studiorum - Università di Bologna, 2018. http://amslaurea.unibo.it/15517/.
Full textTURATI, MARIA. "GIOVANI CON DISABILITA' INTELLETTIVA E CO-PROGETTAZIONE DEI PERCORSI DI AIUTO. UNA RICERCA PARTECIPATIVA." Doctoral thesis, Università Cattolica del Sacro Cuore, 2022. http://hdl.handle.net/10280/135271.
Full textThe research explores the issue of the involvement of people with intellectual disabilities in planning social interventions for themselves. The research focuses on the participation experience of young people with intellectual disabilities (from 18 to 35 years) and on the social workers’ role: 42 young people with ID and 15 social workers participated in the focus groups conducted. The research was conducted by adopting the participatory approach: from the definition of the research questions to the return of the results, the research process was shared with three people with intellectual disabilities. The research reveals an in-depth and specific knowledge on the link between participation and self-determination in this field of social work. The data collection also highlighted the difficulties faced by young people with disabilities and social workers in the implementation of helping processes. Research results offer a contribution to the reflection on the methodological challenges proposed by the application of people with disabilities’ right to participate to social workers working in this field. The discussion of the results in the light of the literature on the subject allows to outline a change of approach to social work with people with intellectual disabilities, more focused on their intents and aspirations.
Lago, Danúsia Cardoso. "Atendimento Educacional Especializado para alunos com deficiência intelectual baseado no coensino em dois municípios." Universidade Federal de São Carlos, 2014. https://repositorio.ufscar.br/handle/ufscar/2931.
Full textFinanciadora de Estudos e Projetos
The Co-teaching/Collaborative Teaching has been considered by many researchers as one of the modalities to support school inclusion service, having effective strategies for children with special needs of Special Education students - PAEE in public schools. This is one of the collaboration models in which teachers of special and regular education work in an egalitarian relationship searching for strategies to encourage enrollment of PAEE students within the regular school classroom. In this perspective, the present study aimed to develop, implement and evaluate a Specialized Educational Service Program - AEE based on Co-teaching, for students with intellectual disabilities in the regular classroom context at four public schools of two cities. The study was conducted in four public schools of two cities: São Carlos - São Paulo in 2011 and Vitória da Conquista - Bahia in 2012. In this study, altogether participated the researcher, as a special education teacher; four teachers of regular classrooms and five students with intellectual disability ID. The instruments used were: a questionnaire for mapping school networks and school units; identification questionnaire and Semistructured interview script for participating teachers; Anamnese Sheet, Four Words and one Sentence Test, educational evaluations and activities for students with ID; Observation script and Field diaries with the researcher records and Rating Scale for Outer Observers - EAOE. Student data were individually analyzed qualitatively and quantitatively, considering the process analysis; teachers interviews were subjected to content analysis. The results indicated the importance of Co-teaching for participating teachers, particularly in the expansion of knowledge about ways of acting in the regular classroom with ID students; expansion of professional knowledge about managing the classroom for the special education teacher and, in the ID students there was progress in the social aspect - changes in behavior and in academic development - willingness to participate in educational activities, which supports this strategy as another model that may increase the participation of ID students in the regular school context, and provide continuing education for professionals involved. However, the support service based on Co-teaching needs to be implemented in other school systems to evaluate the generalizability of its effectiveness, so that it can influence public education policy that supports other models of AEE that can be realized in other areas, besides Multifunction Features Room - MFR.
O Coensino/Ensino Colaborativo vem sendo apontado por vários pesquisadores como uma das modalidades de serviço de apoio à inclusão escolar, configurando-se como uma das estratégias eficazes na escolarização dos alunos público-alvo da Educação Especial PAEE nas escolas comuns. Trata-se de um dos modelos de colaboração em que professores da educação especial e comum trabalham numa relação igualitária na busca de estratégias que possam favorecer a escolarização dos alunos PAEE dentro da sala de aula da escola comum. Nesta perspectiva, a presente pesquisa teve por objetivo elaborar, implementar e avaliar um Programa de Atendimento Educacional Especializado - AEE com base no Coensino, para alunos com deficiência intelectual no contexto da sala de aula comum em quatro escolas públicas municipais de dois municípios brasileiros. Trata-se de uma pesquisa participativa com abordagem mista. O estudo foi desenvolvido em quatro escolas públicas de duas redes de ensino municipal: São Carlos- São Paulo no ano de 2011 e Vitória da Conquista Bahia no ano de 2012. Ao todo participaram deste estudo a pesquisadora, como professora de educação especial; quatro professoras da sala de aula comum e cinco alunos com deficiência intelectual- DI. Os instrumentos utilizados foram: questionário de mapeamento escolar para as redes e unidades escolares; questionário de identificação e Roteiro de entrevista semi-estruturada para os professores participantes; Ficha de Anamnese para os pais ou responsáveis pelos alunos com DI; Prova das Quatro Palavras e uma Frase, avaliações e atividades pedagógicas para os alunos com DI; Roteiro de observação e Diários de campo com registros da pesquisadora e Escala de Avaliação para Observadores Externos EAOE. Os dados dos alunos foram analisados individualmente de maneira qualitativa e quantitativa levando em consideração a análise do processo; as entrevistas com as professoras foram submetidas à análise do conteúdo. Os resultados analisados apontaram a importância do Coensino para os professores participantes, especificamente na ampliação do conhecimento sobre as formas de atuar na sala de aula comum com alunos com DI; ampliação do conhecimento profissional sobre manejo de sala de aula para a professora de educação especial e, em relação aos alunos com DI verificou-se avanços no aspecto social mudanças no comportamento e, no desenvolvimento acadêmico disposição para participar das atividades de ensino, o que respalda essa estratégia como mais um modelo que poderá ampliar a participação dos alunos com DI no contexto da escola comum, além de prover formação continuada aos profissionais envolvidos. Contudo, o serviço de apoio baseado no Coensino necessita ser implementado em outras redes de ensino para avaliar a generalização de sua eficácia, para que assim possa influenciar uma política pública de educação que respalde outros modelos de AEE que poderão ser realizados em outros espaços, além da Sala de Recursos Multifuncionais SRM.
PANTINI, SARA. "Analysis and modelling of leachate and gas generation at landfill sites focused on mechanically-biologically treated waste." Doctoral thesis, Università degli Studi di Roma "Tor Vergata", 2013. http://hdl.handle.net/2108/203393.
Full textPERIA, LIANA. "Apprendere con l'iPad. Una ricerca sulle applicazioni didattiche del tablet nella scuola primaria." Doctoral thesis, 2015. http://hdl.handle.net/2158/982200.
Full textMa, Sou-heng, and 馬壽宏. "A study on high temperature wear resistance properties of Ni-based and Co-based alloying deposite on 6061 Alumin alloy by CO2 laser." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/57495378949707641643.
Full text國立高雄第一科技大學
機械與自動化工程所
91
Aluminum alloys have been considered to be one of the most versatile useful materials because of their interesting mechanical properties, such as high strength-weightratio, high electrical conductivity, good thermal conductivity, easy to shape, and relatively inexpensive. However, the low hardness, low melting point of such alloys result in poor friction properties and heat resistance. The Co2 laser alloying is one of the efficient method to improve the surface wear resistant.This paper is using CO2 laser alloying Ni-based and Co-based powder on the surface of 6061 Al-Mg-Si alloy and than to discuss the wear resistance property on high temperature. In this study we also will discusses the variation of composition, hardness,and the microstructure throughout the alloying layers after heat treatment. As Experimental result;we can find alloying layer can be divided into four layers, such as surface layer, subsurface layer, middle layer, and interface layer. The main reason to cause the variation of the alloying layer is due to different cooling rate and density. The Ni-based of the surface layer has the Al3Ni oriented microstructure due to rapid fast cooling rate, the subsurface layer has bigger Al3Ni2 dendritic microstructure, and the middle layer has Al-Ni-Cr amorphous microstructure. The Co-based of the surface layer has the Al9Co2 microstructure, the subsurface layer is Al13Co4 microstructure, and the middle layer is strip-like Al5Co2 microstructure. About the hardness test, the surface layer and the interface layer of Ni-based and Co-based after the laser alloying are influenced by effect of substrate.So the hardness is not increasing obviously. The middle layer is belonging to amorphous structure, and its hardness is 20 times than substrate. The life of the Ni-based and Co-based laser alloying treatment is 3 times as the based material after the wear resistance test under the 250 ℃. After the heat treatment, the α-Al of the alloying surface layer appears the nodulizing precipitation, the hardness is twice than original one. It can also improve the hardness gradient of the Ni-based alloying layers, and decrease the stress concentration. But the wear resistance property does not increase obviously since decreasing of the hardness in the middle layer. The Co-based alloying has better heat-resistance property.After heat treatment, the hardness of surface layer alloying increases. And the milled layer alloying is hard to solution precipitating Al9Co2 microstructure, it can keep the original hardness(Hv501038). So the Co-based heat-treatment sample alloying has the best wear resistance during high temperature (200℃) of this research.
Books on the topic "Co-progettazione con gli alunni"
Bleakney, Julia, Jessie Moore, and Paula Rosinski. Writing Beyond the University. Elon University Center for Engaged Learning, 2022. http://dx.doi.org/10.36284/celelon.oa5.
Full textClaudino, Sérgio, Xosé M. Souto, Mª Angeles Rodriguez Domenech, João Bazzoli, Raimundo Lenilde, Claudionei Lucimar Gengnagel, Luís Mendes, and Adilson Tadeu Basquerote Silva. Geografia, Educação e Cidadania. Centro de Estudos Geográficos, 2019. http://dx.doi.org/10.33787/ceg20190004.
Full textBook chapters on the topic "Co-progettazione con gli alunni"
CHRISTIAN DE OLIVEIRA PAMPLIN, RENATA, ERNESTO DE OLIVEIRA CANEDO JÚNIOR, BRUNA GABRIELLE DE FREITAS FRANCISCO, and MATHEUS SOUZA DE PAULA. "IMPACTO DA PANDEMIA NAS ATIVIDADES DO SUBPROJETO PEDAGOGIA DO PIBID – UEMG/POÇOS DE CALDAS." In Formação de Professores. Editora Realize, 2023. http://dx.doi.org/10.46943/viii.conedu.2022.gt01.028.
Full textVázquez Román, Victoria. "Desarrollo de un Ciclo de mejora en el Aula en la asignatura de Histología Humana del Grado en Podología." In Ciclos de mejora en el aula. Año 2021 Experiencias de innovación docente de la Universidad de Sevilla, 1393–408. 2021st ed. EDITORIAL UNIVERSIDAD DE SEVILLA, 2022. http://dx.doi.org/10.12795/9788447222865.079.
Full textGarcía Arroyo, Cristina. "Una experiencia de innovación docente para la corrupción pública." In Ciclos de mejora en el aula. Año 2021 Experiencias de innovación docente de la Universidad de Sevilla, 779–94. 2021st ed. EDITORIAL UNIVERSIDAD DE SEVILLA, 2022. http://dx.doi.org/10.12795/9788447222865.043.
Full textConference papers on the topic "Co-progettazione con gli alunni"
LIMA, C., W. PEDERZOLI, P. SILVA, I. MARTINS, and G. NASCIMENTO. "PROFICIÊNCIA EM DESENVOLVIMENTO SUSTENTÁVEL: ESTABELECENDO RELAÇÕES ENTRE PERCEPÇÕES DE ALUNOS E COORDENADORES DE CURSOS DE ENGENHARIA QUÍMICA DE MINAS GERAIS." In XXII Congresso Brasileiro de Engenharia Química. São Paulo: Editora Blucher, 2018. http://dx.doi.org/10.5151/cobeq2018-co.197.
Full textRodrigues Freitas, Daniele, and Barbara Rodrigues Demetrio. "CONFECÇÃO DE ESTRUTURAS CRISTALINAS: Construção do conhecimento e material acessível a alunos com deficiência visual, na disciplina de Ciência dos Materiais do IFMA - Pedreiras." In 2nd (ICAIC) International Conference for Academia and Industry Co-operation & 2nd (IMMSEM) International Meeting in Materials Science and Engineering of Maranhão. São Luís, Maranhão: Even3, 2021. http://dx.doi.org/10.29327/2ndicaic2ndimmsem2020.424347.
Full textGrau Gimeno, Paula L., Ignacio Martín Jiménez, and Domingo Vayá López. "Evaluación del aprendizaje por proyectos, co-evaluación , autoevaluación y evaluación con portfolio en el contexto académico actual. Exposición de una experiencia de éxito." In In-Red 2016 - Congreso de Innovación Educativa y Docencia en Red de la Universitat Politècnica de València. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/inred2016.2016.4378.
Full textGonçalves, Vitor. "Criatividade, inovação e processo de co-criação." In INNODOCT 2021. Valencia: Editorial Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/inn2021.2021.13630.
Full textHurley, Julie, Nico Raddatz, and Debra Satterfield. "Bridging the Gap Between Industry and Education: Engaging Design Professionals in the Education of Student Designers." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002537.
Full textStafford, Fernanda do Nascimento, Isadora Burmeister Dickie, and Bianca Goulart De Oliveira Maia. "CROWDSOURCING COMO ESTRATÉGIA DE EDUCAÇÃO AMBIENTAL VOLTADA A ESTUDANTES DO ENSINO MÉDIO." In I Congresso Nacional On-line de Conservação e Educação Ambiental. Revista Multidisciplinar de Educação e Meio Ambiente, 2021. http://dx.doi.org/10.51189/rema/1703.
Full textFourie, Elna, and Rebekah Harman. "Intervenciones pedagógicas intencionales para reforzar la empatía, como parte del aprendizaje basado en proyectos en Design Factory New Zealand." In LINK 2021. Tuwhera Open Access, 2021. http://dx.doi.org/10.24135/link2021.v2i1.156.g278.
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