Academic literature on the topic 'School, Work, Alternating education, Projectuality'

Many paraeducators have no formal education beyond high school and are provided with minimal training once on the job. Furthermore, as more schools turn to inclusionary practices, the impetus for highly qualified paraeducators becomes more important. However, little research has examined efficient ways to train paraeducators who work in inclusive classrooms. Through an adapted alternating treatments design (AATD), the general and comparative effects of two prominent training approaches were assessed: didactic instruction and performance feedback. Analysis of these approaches on paraeducators’ use of positive behavior support strategies in inclusive settings revealed that with an equal amount of training time for each approach, performance feedback consistently produced stronger immediate and maintained effects than didactic instruction.

The education of teachers in Canada typically consists of a sequence of non-integrated and partially alternating phases: pre-service university-based course work, pre-service school-based practica, job-imbedded induction, professional development sessions. This article proposes an integrative approach to the education of teachers that links these different phases: Collaborative Professional Development Centres. The article draws on teacher education scholarship and research to articulate a number of assumptions about learning to teach and the purpose of teacher education, and then argues (a) that the traditional non-integrated approach to the education of teachers is incompatible with these assumptions, and (b) that these assumptions provide an excellent framework for the idea of Collaborative Professional Development Centres.

The article describes the purpose of organizing an elective physics course for students of the 10th grade of Secondary School. At the same time, it is determined that the need for specialized training begins with high school. After all, the issue of admission of graduates to higher education institutions, the correct choice of the future profession, the presence of interest in this profession is relevant. In this study, special attention was paid to specialties in the field of Electrical Engineering. On the basis of this, the school organized an elective course in the technical direction, which became the basis for calling it «applied electrodynamics». At the same time, the hours, deadlines, and goals of the elective course are determined and presented in the article. Based on the organized methodology, one sample of laboratory work is presented. In the presented sitting laboratory work, the tasks of determining the dependence of a person's electrical resistance on the frequency of the applied voltage and assessing the risk of electric shock are presented. Students get acquainted with the dependence of the total resistance of the human body and the current flowing through it on the frequency of the applied voltage. In the course of this work, students of the school study the two-phase touch of a person to an alternating current network, the touch of a person to one phase of a three-phase network with a grounded neutral and the currents passing through the human body when a person contacts one phase of a three-phase network with an isolated neutral.

Background/Context Many teacher education programs are trying to build partnerships with local schools to create ongoing opportunities for their candidates to observe and practice in authentic settings. Prior research on university–school partnerships, however, has found that the structure and design of these partnerships have a huge impact on whether they turn out to be mutually beneficial, meaningful, and sustainable. One of the most commonly cited challenges is the lack of regular communication, respect, and trust between university professors and PK–12 classroom teachers and administrators. Purpose/Objective/Research Question This article focuses on Blocks, an initiative in the teacher education program at New Mexico State University (NMSU). Candidates spend their entire day at a single elementary school site, alternating between coursework and clinical practice. Research Design We conducted qualitative interviews and focus groups with teacher education professors, teacher candidates, and classroom teachers and administrators in the Blocks program to understand the core components and strategies that buoyed its success, as well as the major challenges and opportunities inherent in such a transformative model. Findings Given that NMSU is a Hispanic-serving institution that already prioritized university–school–community relationships, we were also interested in how the Blocks model might be replicated in teacher preparation programs at predominantly White institutions. Key findings include that (1) Blocks is a nonhierarchical model based on mutual respect and full collaboration, wherein professors and classroom teachers are both viewed as having equally valuable knowledge about teaching and learning, and both parties share ownership of the success of the program; (2) candidates’ coursework and clinical practice are not simply held at the same site, but are strategically sequenced and integrated to raise real-time questions of practice and provide candidates with a more cohesive and authentic preparation for becoming teachers of record; and (3) candidates do more than “observe” or “student teach”; they are given meaningful, progressive, and scaffolded opportunities to be involved in lesson planning, coteaching, student assessment, parent conferences, and extracurricular activities, all of which help them develop stronger teacher dispositions and identities. Conclusions/Recommendations Key recommendations for teacher education include the importance of intentionality and mutual respect when designing and forging university– school partnerships, including ensuring that all participants have a clearly defined role and a valued voice in the process; that clear communication and opportunities for self-reflection are strategically built into the collaborative process; and that faculty are rewarded for work that takes place in community settings.

This work sought to investigate how the teaching of Sciences in Rural Education was constituted within the scope of the Escola Família Agrícola (EFA) project, through the instruments of the Pedagogy of Alternation. The EFA is located in the municipality of São Lourenço do Piauí and operates on an alternating basis, students spend 15 days at school and 15 days in the community where they live, a routine that is inspired by the guiding principles of the Pedagogy of Alternation. As for the methodology, a qualitative-quantitative approach was developed, also counting on the documentary and ethnographic method. Materials were consulted, including official documents that contribute to the understanding of the functioning of the EFA. In the field data collection, a version was used as a basic instrument for the Scientific Literacy Test (TACB), applied to students. For the monitors, in addition to the TACB, a semi-structured form was used to outline their profile. The results revealed that, of the 38 students in the 3rd year of the Integrated High School Technical Course in Agriculture and Animal Science, only 11 (28,9%) could be considered scientifically literate, while 27 (71,1%) didn´t reach the minimum number of hits in the three axes. The research carried out in this work indicated that the students´ results were unsatisfactory in relation to the Simplified Basic Scientific Literacy (TACB-S), which implies the quality of science teaching in this EFA.

IntroductionAccording to modern scholars (N. Maslova, B. Astafiev), one of the important reasons for the global planetary crisis, including modern educational system in particular, is violation of the conformity of nature principles in the process of perception and cognition of the world, which is conditioned by the advantages of the development of logical and rational thinking and insufficient development of figurative, spiritual-intuitive thinking in the contemporary school of all levels.The modern system of education at all levels (school, higher education, postgraduate studies, and doctorate) is aimed primarily at the development of mechanisms of the left hemisphere that are rational, logical thinking, and analytical perception of reality.Such a one-way orientation leads to inhibition of right-sided processes, does not contribute to the development of creativity, disclosure and activation of the spiritual and intuitive capabilities of the individual, as well as to alienation of individual from the World, loss of personal sense of integrity, unity with the World; that is, to the disharmony of individual with his/her own nature and environment.Personal development of an individual in modern conditions takes the form of "Homo technicus" ("technical person"), "Homo informaticus" (“informational and technogenic person”), "Нomо соnsumens" (“person who consumes”), "Reified man" ("material surplus person"), "Nomo Festivus" ("person who has fun") (Butenko, 2017). As a result, a person with a technocratic, rational thinking, pragmatic and consumer attitude towards the world is brought up, and as a consequence, harmony in the "man-man", "man-nature", "man-society", "man-universe" systems, and correspondingly, the equilibrium in the integrated information-energy system interaction "Man – Society – Earth –Universe" are violated.Approach In contemporary education of all levels, high ontological and existential goals are not set, and not enough attention is paid to the spiritual and mental health of the individual, in particular to problems of spiritual self-knowledge, self-development, self-regulation and self-realization, thus leading to the formation of consumer psychology, dominance of pragmatic values, loss of spirituality, upbringing of a human – destroyer, a soulless person, but not a creator.One of the ways out from the planetary global crisis in the area of a contemporary education in particular, is the noosphereization of education, the imperative task of which is formation of the noospheric individual, actualization of his/her spiritual and intuitive potential, training of the noosphere integral harmonious bioadequate environmentally healthy mindset, which is based on a conscious total ownership of logical (left cerebral hemisphere) and creative, spiritual-intuitive (right cerebral hemisphere) thinking that, due to correspondence with both huamn nature and the laws of the cosmoplanetary world, will provide the individual with possibilities to adequately and fully (at the information and energy levels) perceive and recognize the surrounding world, and to interact with it on a spiritual basis.Results and Discussion The problem of intuition always remains relevant throughout the history of mankind. Among the scholars of the late XX century - beginning of the XXI century the problem of intuition and harmonization of the activity of the left and right hemispheres of the brain has been studied by such researchers as G. Kurmyshev, N. Maslova, Osho Bhagwan Sri Rajneesh, I. Smokvina and others. Modern psychophysiological science explains the nature of intuitive thinking and cognition: the human mind combines the ability to integrate and develop both intellectual and intuitive knowledge that modern scientists associate with the activity of the left and right cerebral hemispheres. According to psychological science, the two hemispheres of the brain cognize and reflect the surrounding world differently and, thereafter transform information in their own ways. The left hemisphere "sees" objects as discrete, separated; it is responsible for logic and intellect, verbal thinking, application of sign information (reading, counting, language), and is characterized by the ability for logical, rational, mathematical, and scientific thinking. The right hemisphere binds objects into a single whole; it is responsible for emotions, creative thinking, intuition (unconscious processes). Thanks to the right hemisphere, a holistic image of the world is formed, and the left hemisphere gradually collects the model of the world from separate, but carefully studied details. "Left- hemisphered" thinking is associated with the ability for consistent, step-by-step cognition, which has respectively analytical rather than synthetic character. "Right- hemisphered" thinking is linked to the ability for integral, voluminous and complete cognition, space spatial immediate perception of the world in all of its information-energy interrelations and interactions.Logic and intuition, rational and intuitive paths – are different aspects of the unified process of cognition, and if the intellect can be regarded as the earthly beginning in humans, then intuition – is a spiritual primary source, a phenomenon of nonlinear, unearthly thinking, the logic of the Higher Being, the logic of the Almighty. As was very wittily pointed out by Osho Bhagwan Shree Rajneesh, logic – the way our mind cognizes our reality, intuition – is how the spirit passes through the experience of reality (Maslova, 2006). Therefore, logic and intuition are two mutually conditioned mechanisms of scientific cognition that supplement and do not exist in isolation from one another. If the function of intuition in this interaction lies in creative discoveries, inventions, awareness of the true essence of things and phenomena, then the task of the scientific method, acting as an assistant of intuition, is to endeavor to comprehend new ideas, explain them from the point of view of earth science at the logical level, and "adapt" to our reality.Given this, rational and intuitive paths must complement, enrich and explain each other, interact in sync, in synthesis.Intuition is an organic component of the spiritual and psychic nature of the individual. Therefore, the problem of the development of intuition and harmonization of the discourse-logical and spiritual-intuitive components of thinking is extremely important at all levels of contemporary education. This is especially true for student youth, since students are the future spiritual and creative potential of the country, and therefore it is extremely important to reveal and develop their spiritual and intuitive abilities, to harmonize their mental-spiritual sphere, which promotes spiritual self-healing of both the individual and the environment, and harmonization of relations in the world. In the context of the modern information and energy paradigm, intuition is considered as a special mental state of a highly spiritual person, in which he/she deliberately initiates informational and energetic contact with any object of the Universe, in the physical or subtle world, "connects" to its information field, "reads out", "decrypts" and analyzes necessary information. This information-energy interaction is perceived by the individual as the process of connection, merging with the object being studied, which enables instant cognition of its true essence (Smokvina, 2013). As the analysis of the literature on the research problem testifies, if the activity mechanisms of the left hemisphere of the brain are relatively studied in modern science, the problems of the individual’s intuitive updating potential and harmonization of the activity of logical and intuitive cognitive processes are being investigated.According to many scholars, the ability for intuition is inborn in every human; however, unfortunately, in most people it is in a latent state. And only due to intense conscious work of the individual regarding their own spiritual self–cognition and self–perfection, one can discover and develop personal spiritual and intuitive abilities.According to the results of our theoretical study the general conditions contributing to the disclosure and development of intuition are as follows: (Tyurina, 2017) • Ability to cope with one’s own passions, emotions, feelings, thoughts, and achievement of the state of internal silence, voicelessness;• Formed self-motivation for spiritual self–cognition and self–perfection;• Achievement by the individual of the corresponding spiritual level: the higher the spirituality of the human, the more clearly his/her ability is expressed to obtain a higher spiritual knowledge: information and energy interaction, contact with higher levels of psychic reality;• Conscious desire, willingness of the individual to use intuitive cognition that helps overcome information-power resistance, the barrier that exists between a subject and an object, helps create harmony, assonance, interaction with the object being studied;• Intuitive human confidence: deep inner belief in personal intuitive capabilities and ability for intuitive cognition and self-cognition;• Humanistic orientation of the individual and his/her internal psychological properties such as: altruism, active love for all living beings on the Earth, empathy, ability to express compassion, care, and self-consecration, conscious desire to live in harmony with oneself and the world;• Nonjudgmental practice, which consists of the ability of a person to abandon assessments, classifications, analysis, which creates favorable conditions for immersion into the information space around us, makes it possible to connect to the information-energy field (biofield) of the object being studied;• Sense of inner unity with the world, awareness of oneself as a part of mankind, of the Earth, of the Universe, and a feeling of deep responsibility for the world and for ourselves in the world;• Striving for personal self-realization for the benefit of the cosmoplanetary world.In our opinion, the ways of actualization of intuition and harmonization of the activity of logical and intuitive components of the process of cognition should be attributed to the following (Tyurina, 2018):• Concentration, concentration of human consciousness of the subject being studied, deep and thorough knowledge of it.Psychological mood, deep concentration, focus of human consciousness on the subject of research lead to intuitive penetration into its essence, comprehension of the subject of study as if "from within." An intuitive act of cognition is the result of a huge concentration of all human efforts on a particular problem, deep and thorough knowledge of it, mobilization of all its potencies. In particular, for almost 20 years, D. Mandeleev worked continuously on the systematization of chemical elements, and only after that he "saw" his periodic system of elements in his dream. At academician M. Shchetynin school students spend 21 days (6 lessons daily) studying only one academic discipline for the purpose of deep penetration into its essence - information-energy merger, connection with the subject being studied, into a single whole, that is, achieving an intuitive level of comprehension.• Spiritual practices (prayer, meditation).Prayer and meditation are effective ways of spiritualizing a person, awakening and activating his/her intuitive potential. Through prayer, meditation a person learns to adjust to nature and Cosmos, eternity and infinity, the World Harmony, reaches consonance with the World, and permeates its inner essential depth with the heart.It is believed that it is prayer that promotes the spiritual purification of both the human soul and the surrounding world. During a heart-warming prayer a human comes to enlightenment and spiritual enlightenment, intuitive enlightenment.In the process of prayer, meditation, the right and left hemispheres of the brain begin to work synchronously, which makes the brain function in resonance with the Field of Consciousness or the Field of Information - Noosphere.• Spiritual processing of the corresponding religious, spiritual and philosophical sources, fine arts, classical music, information-energy interaction which raises the spiritual level of an individual, awakens his/her intuitive abilities.Spiritual literature is an important way of discovering and developing intuition and harmonizing the activity of intuitive and logical components of thinking, since information and energy interaction with spiritual literature contributes to individual’s spiritual growth, disclosure and development of intuition, and harmonization of personal intuitional and intellectual sphere.It should be noted that various forms of art, in particular, visual and musical, play a special role in the process of disclosure and development, intuition, harmonization of the logical and figurative, spiritual and intuitive perception of reality.The spiritual potential of art is, first of all, that in itself, creating spiritual values, spiritualizes a person, and interprets personality as a phenomenon of a global planetary-cosmic nature. True art has an ecumenical, cosmic dimension. The best masterpieces of world art transfer the idea of unity of humans with the world, their harmonious interaction.The creativity of great artists contributes to the disclosure and development of the personality's spirituality, the heart's perception of the world, the cultivation of the Cosmic Worldview, and directs the person to high ideals.Musical art is one of the most important means of revealing and developing intuition, harmonizing its spiritual and intuitive basis.The results of research by modern scholars show that classical, spiritual music activates the spiritual-intuitive sphere, harmonizes the person, gives a sense of joy and rest, and helps to restore spiritual and mental balance.It has been scientifically proven that classical musical compositions based on the perfection of harmony and rhythm, especially the works of J. Bach, L. Beethoven, J. Brahms, A. Vivaldi, G. Handel, F. List, F. Mendelssohn, A. Mozart, S. Rakhmaninov, O. Scriabin, P. Tchaikovsky, F. Chopin, F. Schubert, R. Schumann and others have a positive effect on the individual on the spiritual, mental and physiological levels, since classical music relates mainly to the natural rhythms of the human body. This music causes not only positive emotions, but also represents a powerful energy force that inspires humans and the world: makes a person more perfect and the world more beautiful.Consequently, fine arts, classical music, contribute to the disclosure and development of the spiritual and intuitive potential of the individual, to harmonization of his/her intuitive-intellectual sphere; they help the person to grow spiritually and be filled with high spiritual energy, accordingly, to change, and improve the natural and social environment.- Bioadequate REAL-methodology of noosphere education (N. Maslova), in which stages of relaxation (accumulation of information, work of the right creative hemisphere in a state of rest), alternating with stages of activity (training of the left hemisphere: logic, analysis, synthesis of information) are presented. As a result, the work of the left and right cerebral hemispheres is synchronized, which promotes harmonization of consciousness, carries a beneficial influence on the spiritual, mental, social and physical health of the student's personality.The fundamental characteristics of the bioadequate method of noospheric education are:1. Health preserving - does not violate the nature of perception, processing and preservation of information.2. Corrective - restores the natural genetic sequence of work with the information and health of the student and the teacher.3. Developing - improves the body's reserves.4. Harmonizing - integrates all systems of the body and personality (Vernadsky, 2002).According to studies of the neuropathologist I. Smokvinova, PhD, bioadequate methods of noosphere education, taking into account the physiological and informational and energy resources of the individual, contribute to the harmonization of the work of the left and right cerebral hemispheres, awaken higher feelings, recharge with life energy, teach the ability to direct vitality to the realization of one’s own higher potential, which also has a beneficial effect on the spiritual, mental and physical health of the individual. Moreover, due to the application of a bioadequate technique, psychological and physiological stress is eliminated, and a positive emotional mood is created that heals the body and the student's psychics (Osho, 2000). According to N. Maslova, holistic thinking contributes to the acquisition of basic energy, biologically adequate to livelihoods programs (Kurmyshev, 2013).Many independent groups of scientists (teachers, psychologists, physicians, biologists) have proved that noosphere education, harmonizing the left and right hemispheres thinking, has a healing effect on the body of both the student and the teacher, contributes to the development of natural creativity.Practical valueResults of our study can be used in lectures and practical classes with students in medical psychology, psychology of creativity, social, general, pedagogical psychology, pedagogy (sections of didactics, spiritual and moral education), sociology, philosophy, etc.ConclusionsThus, the actualization of the spiritual and intuitive potential of the individual and the harmonization of the activity of the left and right cerebral hemispheres stimulates the disclosure of spiritual and creative abilities of the individual, fills the individual with spiritual energy, and the person becomes a source of spiritualization of himself/herself and the world, thus contributing to the spiritual and psychological improvement of society, humanity, and civilization in general, since at the information-energy level, "Man - Society - Earth - Universe" this is the only cosmoplanetary organism, all parts of which are mutually interconnected, interact and stipulate with one another. We consider that it is important in the future to develop appropriate special disciplines for all the sections of modern school and keep working in the direction of developing and incorporating into the content of the curricula, relevant pedagogical technologies aimed at the disclosure and development of the intuitive-mental sphere of the individual

This article aims to dialogue about Alternation Formation and its confrontation with Non-School Education. The methodology adopted for this work was bibliographic and documentary research, based on the literature review of authors who deal with the theory of non-school education and alternation pedagogy. The Article points out that the popular education movement signals new possibilities for formation, expanding the territories of education, since the school is only one of them. The Alternation Pedagogy practiced in the Family Agricultural Schools also presents concepts of the school beyond the school. The formative processes developed in formation by alternation in these schools break with hegemonic ideological logics that limit educational territoriality to the formal school environment by bringing different actors, educational times and territories into interaction. When proposing new methodologies for the development of pedagogical praxis through the interaction between school and community, Alternation Pedagogy recognizes the plurality of educational processes developed in different times-spaces. The formation processes that involve families and partners, as well as the educational processes with the alternating ones, go beyond the school territory, expand to other territories, the community, social movements, trade unions, Non-Governmental Organizations, among others. In this movement, the school is tensioned to re-elaborate its representations about its place of knowledge production and assumes the other places with its educational dimensions, expanding the vision and the concept of school beyond itself.

Black learners, like all other learners, bring their cultural values into the classroom, how they express themselves, and how they problem-solve. In addition, their life experiences influence their social and emotional behaviors. This study examined the effects of a multicomponent intervention approach—including a culturally adapted social and emotional learning curriculum, check-in/check-out, and self-monitoring—on the externalizing behaviors of Black male learners in an urban elementary school. A multiple-baseline-across-classes, single-case, experimental design evaluated the effects of the intervention package. Results from the study show a consistent decrease in externalizing problem behaviors, increases in social and emotional competencies, and high levels of social validity for the intervention package based on the input of relevant stakeholders. An embedded alternating-treatment, single-case design explored the relative impact of self-monitoring. The authors also include a discussion of the limitations of this work and the implications for future research.

Abstract Aim A UK teaching hospital expanded their established education fellow programme to the General Surgery department to assist with departmental teaching of third-year medical students from the affiliated medical school on clinical placement. Teaching on ward rounds, bedside teaching and clinical tutorials were three areas identified as requiring improvement based on previous student feedback. Observation of Upper and Lower Gastrointestinal (GI) malignancy multi-disciplinary meetings (MDMs) via Microsoft Teams was also introduced as a new teaching initiative. Method Four post-foundation training education fellows were allocated on alternating weeks to supervise third-year medical students on upper and lower GI ward rounds and during GI MDM observation, conduct bedside teaching and facilitate blended-learning clinical tutorials in accordance with the 2020 GMC Medical Licensing Assessment curriculum. A mixed-methods survey was sent to students after surgical placement and the results compared to student feedback from previous years. Results 31 out of 52 students (60%) on placement responded. 100% rated the fellow-led clinical tutorials as “excellent”. 87% of respondents rated the upper and lower GI ward rounds as either “excellent” (52%) or “good” (35%). All respondents rated the implementation of education fellows as either “very helpful” (94%) or “helpful” (6%) for their learning. Most students rated the MDM observation initiative as “good” (36%) or “average” (36%). Conclusions Implementation of education fellows on third-year medical student placements in General Surgery facilitates self-reported student learning and is associated with a drastically improved student learning experience. More work is required to develop GI MDM-based teaching to improve student learning experiences from MDMs.

Nella letteratura pedagogica contemporanea, il lavoro rappresenta una delle dimensioni maggiormente attraversate dai venti impetuosi del cambiamento: la discontinuità, la frammentazione, l ibridazione, si configurano quali nuovi condizionamenti sociali e culturali che coinvolgono la stessa natura umana e il suo potenziale conoscitivo, influenzando in positivo o in negativo, il modo di pensare una pedagogia del lavoro tesa a progettare il futuro del soggetto-persona contemporaneo. In questo senso, appare chiara l esigenza pedagogica di aprire la scuola alla vita concreta, di fare del lavoro manuale uno strumento per lo sviluppo integrale e integrato della persona. Pertanto, prende forma la nuova frontiera dell alternanza formativa volta ad accompagnare il giovane studente nel percorso di ricerca vocazionale e professionale.

La crisi economica che nel 2008 investì i mercati americani e che, a distanza di poco tempo, colpì anche quelli europei, ha portato con sé conseguenze profonde che hanno modificato in via definitiva gli equilibri interni di alcuni Stati. A distanza di otto anni, alcuni di essi hanno superato tale momento di crisi. Altri ne pagano ancora le conseguenze. Uno degli indici rivelatori del superamento di tale stato di crisi è quello relativo alla disoccupazione giovanile. In Europa, le discrepanze tra gli Stati in merito a questo parametro sono notevoli e profonde. Se infatti Paesi come la Germania possono vantare uno degli indici di disoccupazione giovanili più bassi del continente, altri Stati come l'Italia presentano dati allarmanti. I giovani italiani dopo aver conseguito un titolo un studio faticano a trovare un'occupazione. Se la crisi economica ha peggiorato una situazione già debole del mercato del lavoro italiano, l'elevato tasso di disoccupazione giovanile è da ricercarsi anche in un mancato raccordo tra mondo della Scuola e mondo delle Aziende. La Germania, già negli anni '70 del secolo scorso, aveva intuito come tale mismatch tra i due mondi avrebbe potuto creare serie difficoltà e per tale motivo aveva approntato un modello d'istruzione che, in tempi recenti, ha riscosso grande attenzione in quegli Stati che, come l'Italia, faticano a dare una risposta ai problemi della disoccupazione giovanile: il modello duale tedesco. Il presente studio ha quindi l'obiettivo di indagare se è possibile introdurre un modello duale, ispirato a quello tedesco, all'interno del modello di istruzione italiano. A tal fine, nella prima parte, viene presentata la letteratura inerente il modello duale tedesco nonché quella relativa agli strumenti messi a disposizione del Legislatore italiano, ovvero l'Alternanza Scuola Lavoro e l'apprendistato, per poter applicare un simile modello anche in Italia. Nella seconda parte viene analizzata l'Alternanza Scuola Lavoro, nella sua evoluzione sia normativa che pedagogica, evidenziando i passaggi che hanno portato alla sua attuale definizione all'interno della L. 107/2015. Nella terza parte viene analizzato lo strumento normativo dell'apprendistato, mettendo a confronto le sue peculiarità ed il suo utilizzo il Germania ed in Italia. La quarta parte è dedicata all'analisi di caso del Progetto DESI, acronimo che sta per Dual Education System Italy, primo esperimento in Italia di applicazione del modello duale tedesco, all'interno di Ducati Motor Holding.
The economic crisis that hit in 2008 the American Market and, shortly afterwards, also the European ones, has brought profound consequences, definitively changing the internal stability of some Countries. Eight years later, some of them have overcome the economic crisis. Others, nevertheless, are still paying its consequences. One of the most valuable indicators that reveals the overcoming this critical state is related to Youth Unemployment. In Europe, the discrepancies among the Member States about this parameter are significant and deep. In fact, if countries like Germany can boast one of the lowest youth unemployment rates in the continent, other states such as Italy provides alarming figures. Young Italians, after earning a title of study, still struggle to find a job. If the economic crisis has worsened the already fragile situation of the Italian labor market, the high rate of youth unemployment is also to be found in a lack of coordination between the world of Education and the world of Companies. Germany, in the 70s of the last century, realized that the above mentioned mismatch between the two worlds could create serious problems to the economy and, for this reason, prepared an education model that, in recent times, has received much attention in those State which, like Italy, are struggling to respond to the problems of youth unemployment: the German dual model. Therefore, the present study aims to investigate whether it is possible to introduce a dual model, inspired by the German one, in the Italian system of education. To this end, in the first part it presents the literature on the German dual model and the definition relating to the tools made available to the Italian Legislator, or the school-work alternating training and apprenticeship, in order to apply a similar model in Italy. In the second part is analyzed the school-work alternating training, in its evolution both legislation pedagogical, highlighting the steps that led to its current definition within the Law n. 107/2015. The third part analyzed the legal instrument of apprenticeship, comparing its characteristics and its use in Germany and in Italy. The fourth part is devoted to the analysis of the case of DESI Project, which stands for Dual Education System Italy, the first experiment in Italy for the implementation of German dual model in Ducati Motor Holding.

Aaron McDuffie Moore (1863–1923) was born in rural Columbus County in eastern North Carolina at the close of the Civil War. Defying the odds stacked against an African American of this era, he pursued an education, alternating between work on the family farm and attending school. Moore originally dreamed of becoming an educator and attended notable teacher training schools in the state. But later, while at Shaw University, he followed another passion and entered Leonard Medical School. Dr. Moore graduated with honors in 1888 and became the first practicing African American physician in the city of Durham, North Carolina. He went on to establish the Durham Drug Company and the Durham Colored Library; spearhead and run Lincoln Hospital, the city's first secular, freestanding African American hospital; cofound North Carolina Mutual Life Insurance Company; help launch Rosenwald schools for African American children statewide; and foster the development of Durham's Hayti community. Dr. Moore was one-third of the mighty "Triumvirate" alongside John Merrick and C. C. Spaulding, credited with establishing Durham as the capital of the African American middle class in the late nineteenth and early twentieth centuries and founding Durham's famed Black Wall Street. His legacy can still be seen on the city streets and country backroads today, and an examination of his life provides key insights into the history of Durham, the state, and the nation during Reconstruction and the beginning of the Jim Crow Era.

The paper introduces the concept of Flipped Learning and the results of implementing the Flipped Classroom strategy in the collaborative process of teaching-learning-assessment of mathematics and other school subjects, between a group of teachers from our high school and their students. In recent years, Flipped Classroom strategy has been increasingly used in schools, colleges and universities in many countries. The concept of Flipped Learning - reverse learning and its practical implementation are the result of the experimental efforts and creative innovations of many educational theorists and practitioners who sought to identify the strategic teaching approaches which shift the focus of classroom activities from the teacher towards the student, as efficiently as possible. The novelty of Flipped Classroom strategy - reverse classroom is that the basic content of a curricular topic/key concept, which has to be taught and learnt, is structured by the teacher as a digital teaching scenario which contains explanatory online videos. The students can go over the content designed by the teacher in the privacy of their own home, at their own pace, whenever they feel it is necessary, until they fully reach its understanding. The strategy minimizes the time allocated to instruction and maximizes the time required by teacher-students interaction, in order to reach the proper level of understanding of the content and carry out a variety of practical activities aimed at assisting the students in acquiring and effectively using it, thus ensuring their progress and performance. The concept of "reversal" refers to the fact that the teaching process takes place at "home" and not in the traditional classroom. The "homework" consists of students taking charge of their own learning through creative efforts and the traditional home assignments, whose purpose is to implement and reinforce the content, are done in the classroom through collaborative work. The focus of this paper is on the practical use of the methodology promoted by the Flipped Classroom strategy in teaching mathematics, in symbiosis with the opportunities of Moodle platform and the formative benefits of GeoGebra software, complemented by those of the Wiris plugin. The development of on-demand learning content, one of the challenges of the Flipped Classroom strategy, supplement the arguments provided in the paper, in order to encourage teachers to integrate ICT resources in their teaching. The last section of the paper presents the benefits this new strategy has to offer to the way students learn and put into practice the new knowledge by consistently making use of the Flipped Classroom strategy or by alternating it with other traditional strategies. This teaching experiment proves the fact that: developing a teaching scenario for mathematics in an e-learning environment, personalized and enriched by various Web resources, depending on the characteristics and needs of the students, leads to a high level of student motivation and interest for individual study and academic progress and development of better learning outcomes.