Littérature scientifique sur le sujet « Schola Fori Traiani »
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Articles de revues sur le sujet "Schola Fori Traiani"
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Emanuel, Federica. « Train academics to design and assess using learning outcomes : new challenges in Higher Education ». Form@re - Open Journal per la formazione in rete 22, no 2 (30 juin 2022) : 78–90. http://dx.doi.org/10.36253/form-13103.
Texte intégralRésumé :
The paper reflects on the topic of learning outcomes in Higher Education. The emphasis on the education process and learning benefits students, faculty, and institution. The theme of learning outcomes in relation to instructional design and assessment becomes the subject of faculty development programs; a three-level training is hypothesized and discussed, starting with the IRIDI training program for faculties at the University of Turin. The first level is the exploration of learning outcomes’ topic, which can start from the syllabus development. The second level refers to the reinforcement of the use of learning outcomes in the didactic and assessment practices. The last level emphasizes the importance of providing faculty with specific training, with a collegial and institutional focus. This training model will be able to support and promote student-centered, inclusive, and quality teaching in Higher Education.
Formare i docenti universitari a progettare e valutare secondo i learning outcomes: nuove sfide in Higher Education.
Il contributo presenta una riflessione sul tema dei learning outcomes nella didattica universitaria. L’attenzione per il processo didattico e l’apprendimento portano benefici per studenti, docenti e istituzione. Il tema dei learning outcomes in relazione alla progettazione didattica e alla valutazione diventa oggetto della formazione dei docenti universitari; viene ipotizzata e discussa una formazione a tre livelli, partendo dalla analisi del programma di formazione IRIDI per i docenti universitari dell’Università di Torino. Il primo livello è quello della esplorazione del tema dei learning outcomes, che può partire dalla redazione della scheda di insegnamento. Il secondo livello si riferisce al consolidamento dell’uso dei learning outcomes nella pratica didattica a valutativa dei docenti universitari. L’ultimo livello sottolinea l’importanza di offrire ai docenti una formazione specifica sul tema, con una attenzione collegiale e istituzionale. Questo modello di formazione potrà sostenere e promuovere una didattica centrata sullo studente, inclusiva e di qualità.
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Aslamiah, Aslamiah, Wahdah Refia Rafianti, Celia Cinantya et Rizky Amelia. « Googling Model based on Interactive Multimedia for Elementary School Students ». International Journal of Social Science And Human Research 05, no 10 (26 octobre 2022) : 4678–87. http://dx.doi.org/10.47191/ijsshr/v5-i10-37.
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This study aims to develop an interactive multimedia-based Googling learning model for elementary school students in Banjarmasin City. The research method used is Research and Development (R&D). The subject of this study was a Grade IV student at SD Surgi Mufti, Banjarmasin. Data collection techniques through questionnaires, observations, and tests. The data analysis technique used is a descriptive analysis using tables and graphs. The feasibility testing results of this interactive multimedia-based googling learning model product are categorized as feasible because the effects of media validation testing, materials, and individual and small group tests show excellent categories. In terms of practicality, the development of this learning model is categorized as very good because the score category of learning implementation results and learning activities of class students has a range between 3.5–4.0. Googling model can train and develop students' ability to think critically, become more active and passionate in learning, and train student cooperation in discussions. The interactive multimedia-based googling model clarifies the presentation of the material, overcomes the limitations of space, time, and sensory power, and can overcome students' passive attitudes.
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Amin, Pajar. « Training on Business Planning Strategy for Millenial Enterprises In Hellomotion High School ». International Journal of Social Science and Human Research 04, no 03 (25 mars 2021). http://dx.doi.org/10.47191/ijsshr/v4-i3-35.
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At present, technology support makes entrepreneurs use resources more efficiently, reaching customers more effectively. Seeing the entrepreneurial abilities of millennials today, researchers want to help the millennial generation realize entrepreneurship by conducting training in making entrepreneurial business proposals. The activities carried out are to generate interest in becoming young entrepreneurs, then encourage students to deepen specific knowledge and skills in the field of technology, and provide knowledge in the field of business proposals. Researchers conducted research-based methods in the form of training to train and direct the millennial generation. Where in its implementation it involves Hellomotion High School students in making detailed business proposals, right on target, efficient and easily digested by investors or capital supply centers. With a business proposal, the millennial generation will be encouraged to solidify their interests with business skills and sensitivity. The results of this training were 95% of the participants were able to make business proposals with measuring tools that were right on target, efficient and easily digested by investors or capital supply centers.
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Biffi, Maríndia, Margarita Silva Diercks, Bárbara Cristina Barreiros et Ananyr Porto Fajardo. « Metodologias Ativas de Aprendizagem : Desafios dos Docentes de Duas Faculdades de Medicina do Rio Grande do Sul, Brasil ». Revista Brasileira de Educação Médica 44, no 4 (2020). http://dx.doi.org/10.1590/1981-5271v44.4-20190346.
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Abstract: Introduction: The 2014 curricular guidelines for medical courses in Brazil aim to train humanist, critic, reflexive and ethic general practitioners, able to work at different levels of health care, primarily based within the National Unified Health System scope. To achieve this goal, higher education institutions must adopt educational technologies such as active learning methodologies, which encourage students to seek and build their own knowledge. This study aims to identify and analyze the challenges faced by Public Health teachers from two medical courses in the state of Rio Grande do Sul, Brazil in the use of Active Learning Methodologies. Method: The study was conducted as a qualitative research with a comparative case study approach, and the subjects comprised teachers of the abovementioned discipline in both universities. The information was collected through a sociodemographic questionnaire, semi-structured interviews, and semi-directed observation. The findings were assessed using thematic analysis and the questionnaire data were tabulated to assess its frequency. Result: The main findings were the understanding, on the part of the teachers, of the relevance of active methodologies in the teaching pedagogical processes, the difficulty of including them due to the lack of preparation, and the understanding of the need for the active teaching methodologies to guide the pedagogical project. Conclusion: It is concluded that the universities should be encouraged to build a continuing education project for the teaching staff in which these methodologies are assumed as the main point in the teaching practice, also contributing to reflect on the established training model, as well as to rethink the organization of the political pedagogical project of medical courses.
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« The Reality of Creativity in Speaking Skills and Logical Thinking Among Students With Autism Spectrum Disorders Within the English Language Curriculum for Basic Stages in the Light of the List of Multiple Intelligences from the Point of View of English Language Teachers Working in Jordanian Private Education Schools ». International Journal of Multidisciplinary Research and Analysis 05, no 06 (29 juin 2022). http://dx.doi.org/10.47191/ijmra/v5-i6-45.
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The current study aimed to identify the reality of creativity in speaking and logical thinking skills among students with autism spectrum disorders within the English language curriculum for basic stages in the light of the list of multiple intelligences from the perspective of English language teachers in Jordanian private education schools. The study sample consisted of (320) male and female teachers, who were selected in a stratified random manner. The descriptive survey method was used in the current study. To achieve the objectives of the study, a questionnaire was developed, and its validity and reliability were confirmed. The results showed that the reality of creativity in speaking and logical thinking skills among students with autism spectrum disorders within the English language curriculum for the basic stages in the light of the list of multiple intelligences from the perspective of English language teachers in Jordanian private education schools came to a medium degree. The results of the research also showed that there were statistically significant differences at the significance level (α≤ 0.05) according to the gender variable in favor of the female category, and the absence of statistically significant differences according to the educational qualification variable, and the absence of statistically significant differences according to the years of experience variable. In light of these results, the study recommended that the special education departments pay attention to the levels of creativity in the skills of logical thinking and speaking within the English language curriculum for students of basic stages, and hold specialized courses and workshops for teachers of basic education stages to train them on ways to develop creativity.
Thèses sur le sujet "Schola Fori Traiani"
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Cooper-Jones, Claire Louise. « An evaluation of The Rochdale Autism Initiative (TRAIn), a training initiative for primary school staff, partially based on the Inclusion and Development Plan resources for autism ». Thesis, University of Manchester, 2013. https://www.research.manchester.ac.uk/portal/en/theses/an-evaluation-of-the-rochdale-autism-initiative-train-a-training-initiative-for-primary-school-staff-partially-based-on-the-inclusion-and-development-plan-resources-for-autism(94f82402-81e2-4399-b779-938791b6692f).html.
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An increasing number of pupils with autistic spectrum condition (ASC) are placed in mainstream schools. Accordingly, there is a need for staff in schools to be trained in how to educate and include this group of children. This was particularly apparent in the Local Authority in which this research took place, as no specialist provision for autism existed. The Service Manager for pupils with SEN in this Local Authority wished to promote the Inclusion and Development Plan (IDP) resources for autism as a tool for training staff in schools in supporting pupils with ASC, and asked the Educational Psychology Service to evaluate the effectiveness of the IDP initiative. Although the EP-researcher role was not initially envisaged to include a mentoring role, it was deemed necessary in order to ensure the engagement with and the sustainability of the training package. The resulting initiative, the IDP resources with the addition of a facilitator-mentor and the opportunity for group discussions, was given the title ‘The Rivertown Autism Initiative’ (TRAIn). The aim of this research was therefore to evaluate the implementation of TRAIn over a one-year period, particularly focussing on the views of those involved, with some more objective measures of impact on knowledge and understanding also included. Data collection involved the use of questionnaires, focus groups, assessments of knowledge and understanding of autism, and self-evaluations of knowledge of autism and adjustment to practice. Participants were 22 teaching assistants and 2 special educational needs co-ordinators. Twenty four participants completed the pre-training assessments and self evaluations, commenced the training initiative and attended a total of 12 monthly support/focus groups over approximately 6 months. The number completing the whole initiative including completing the post-training assessment and self-evaluations was reduced to 14. The assessments and self-evaluations were subjected to non-parametric testing to give a more objective measure of the impact of the training on participants’ knowledge of autism. Thematic analysis was carried out on the qualitative data, using Kolb’s theory of experiential learning as a basis on which to explore and illustrate the experiences of the participants. Results suggested that the training initiative was successful in that significant improvements were shown post-training in terms of the knowledge assessments and self-evaluations. The thematic analysis suggested that Kolb’s theory of experiential learning can be closely linked with Clarke and Hollingsworth’s model of teacher change and the interconnected model of teacher growth, with the addition of a more explicit link between ‘experiences’ of learners, and the ‘outcomes’ in terms of their own continuing professional development. Additionally, the analysis provided a list of suggestions for the planning of future training events, including flexibility around timing, employers allowing dedicated work time for CPD, opportunities for learners to come together, the provision of a mentor, practical and easy to use resources, varied teaching and learning styles, and an ethos of safety and security.
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LOPEZ, GARCIA ANTONIO. « Las estructuras de la Piazza della Madonna di Loreto (Roma) : ¿El Athenaeum de Adriano ? » Doctoral thesis, 2014. http://hdl.handle.net/2158/856101.
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Italiano:
A partire dal 2007, nell’area di Piazza Venezia a Roma, sono stati realizzati alcuni sondaggi archeologici per la costruzione di una stazione per la Linea C della metropolitana. Nel sondaggio S14, quello realizzato nella Piazza della Madonna di Loreto, sono state trovate una serie di strutture appartenenti a diversi periodi storici:dal periodo tardo-repubblicano all’età moderna. Le strutture, appartenenti all’età adrianea, hanno aperto un intenso dibattito tra gli studiosi poiché i tecnici della Soprintendenza Speciale per i Beni Archeologici di Roma hanno proposto l’identificazione di queste strutture con quelle dell’Athenaeum dell’imperatore Adriano, un’istituzione accademica a noi nota grazie alle fonti letterarie. Purtroppo le scarse fonti a nostra disposizione, relative a questa istituzione, non hanno permesso fino ad ora di proporre un’ubicazione per l’Athenaeum di Adriano.
Español:
A partir del 2007, en el área de la Piazza Venezia en Roma, se realizaron una serie de sondeos arqueológicos para la construcción de una estación para la Línea C del metro. En el sondeo S14, realizado en la Piazza della Madonna di Loreto, se han encontrado una serie de estructuras pertenecientes a diversos periodos de la historia: desde el periodo tardo-republicano a la Edad Moderna. Las estructuras pertenecientes a la época adrianea han abierto un intenso debate entre los estudiosos, pues los técnicos de la Soprintendenza Speciale per i Beni Archeologici di Roma han propuesto la identificación de estas estructuras con las del Athenaeum del emperador Adriano, una institución académica conocida gracias a las fuentes literarias. Por desgracia, la ausencia de fuentes a nuestra disposición relativas a esta institución, no han permitido hasta ahora proponer una ubicación para el Athenaeum de Adriano.
English:
Since 2007, in the area of the Piazza Venezia in Rome, a series of archaeological surveys for the construction of a station for Metro Line C were performed. In the survey S14, conducted in the Piazza della Madonna di Loreto, found a number of structures belonging to different periods of history from the late-Republican period to the Modern Age. The structures belonging to the Hadrian era have opened an intense debate among scholars, because technicians from the Soprintendenza Speciale per i Beni Archeologici di Roma have proposed the identification of these structures with the Athenaeum of Emperor Hadrian, an academic institution known through literary sources. Unfortunately, the absence of sources at our disposal concerning this institution have not allowed yet to propose a location for Hadrian's Athenaeum.
Livres sur le sujet "Schola Fori Traiani"
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Tonelli, Maria Cristina, dir. Giovanni Klaus Koenig. Florence : Firenze University Press, 2020. http://dx.doi.org/10.36253/978-88-5518-191-4.
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An architect and academic, Giovanni Klaus Koenig (1924-1989) was a designer of rail means of transport, passionate scholar of trains and trams, critic of contemporary architecture and an industrial design historian. As an intellectual he was committed to solving the problems of Florence, his city. All of this in years in which critical and operational attention to the present was uncommon, the discipline of design was still to be founded, the involvement of an architect with rolling stock companies was out of the ordinary. The text aims to piece together his figure mirrored with his city and the national context, thanks to the contribution of those who had him as an interlocutor and the scholars who worked on the beaten track of his research. The goal is not limited to render the complex of a culturally incisive personality, but to highlight areas still to be explored for current scholars, those "phosphorescent trails" that he left us as a legacy.
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SetkovSerbin, Evgeniy. Building structures. Calculation and design. ru : INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1030129.
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The textbook outlines the basics of designing and calculating the simplest and most widely used load-bearing structures in construction practice. Meets the requirements of the federal state educational standards of secondary vocational education of the latest generation. It is intended for students and teachers of construction colleges and technical schools, as well as other secondary vocational educational institutions that train specialists in construction specialties, primarily in the specialty 08.02.01 "Construction and operation of buildings and structures" with all its specializations of the basic level. It may be of interest to students of higher education, where the discipline "Building structures" is included in the curriculum, but is not a profile. It can be useful for construction technicians engaged in production activities or design work in the field of new construction or reconstruction in the housing and communal complex, especially in small businesses.
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Yacovazzi, Cassandra L. Textbook Popery. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190881009.003.0004.
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By the 1840s, convent narratives gained more middle-class, respectable readers, moving away from descriptions of sex and sadism and focusing instead on convent schools and the education of young women. Popular works such as Protestant Girl in a French Nunnery described "tricks" used by nuns to convert female pupils and lure them into convents. Such literature warned that as neither wives nor mothers, nuns could not train the right kind of women for America. The focus on convent schools converged with the common or public school movement. At the same time, teaching became an acceptable occupation for women, prompting more women to seek opportunities for higher education. This chapter compares the approach to education among nuns and other female teachers alongside the caricatures of convent schools in anti-Catholic print culture. I seek to answer why convent schools faced such heightened animosity even as teaching became feminized.
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Roche, Helen. The Third Reich's Elite Schools. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780198726128.001.0001.
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Drawing on material from eighty archives in six different countries worldwide, as well as eyewitness testimonies from over one hundred former pupils, this book presents the first comprehensive history of the Third Reich’s most prominent elite schools, the National Political Education Institutes (Napolas/NPEA). The Napolas provided an all-encompassing National Socialist ‘total education’, featuring ideological indoctrination, pre-military training, and a packed programme of extracurricular activities, including school trips and exchanges throughout Europe and beyond. Combining all the most seductive elements of reform-pedagogy, youth-movement traditions, and the militaristic ethos of the Prussian cadet schools, the schools took pupils from the age of 10, aiming to train them for leadership roles in all walks of life. Those who successfully passed the gruelling entrance examination, which tested applicants’ physical prowess, courage, and alleged ‘racial purity’ along with their academic abilities, had to learn to live in a highly militarized and enclosed boarding-school community. Through an in-depth depiction of everyday life at the Napolas, as well as systematic analysis of the ways in which different schools within the NPEA system were shaped by their previous traditions, this study sheds light on the qualities which the Nazi regime desired to instil in its future citizens, whilst also contributing to key debates on the political, social, and cultural history of the Third Reich, demonstrating that the history of education and youth can illuminate the broader history of this era in novel ways. Ultimately, the NPEA can be seen as the Nazi dictatorship’s most effective educational experiment.
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Mehta, Jal. The Allure of Order. Oxford University Press, 2013. http://dx.doi.org/10.1093/oso/9780199942060.001.0001.
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Ted Kennedy and George W. Bush agreed on little, but united behind the No Child Left Behind Act (NCLB). Passed in late 2001, it was hailed as a dramatic new departure in school reform. It would make the states set high standards, measure student progress, and hold failing schools accountable. A decade later, NCLB has been repudiated on both sides of the aisle. According to Jal Mehta, we should have seen it coming. Far from new, it was the same approach to school reform that Americans have tried before. In The Allure of Order, Mehta recounts a century of attempts at revitalizing public education, and puts forward a truly new agenda to reach this elusive goal. Not once, not twice, but three separate times-in the Progressive Era, the 1960s and '70s, and NCLB-reformers have hit upon the same idea for remaking schools. Over and over again, outsiders have been fascinated by the promise of scientific management and have attempted to apply principles of rational administration from above. Each of these movements started with high hopes and ambitious promises, but each gradually discovered that schooling is not easy to "order" from afar: policymakers are too far from schools to know what they need; teachers are resistant to top-down mandates; and the practice of good teaching is too complex for simple external standardization. The larger problem, Mehta argues, is that reformers have it backwards: they are trying to do on the back-end, through external accountability, what they should have done on the front-end: build a strong, skilled and expert profession. Our current pattern is to draw less than our most talented people into teaching, equip them with little relevant knowledge, train them minimally, put them in a weak welfare state, and then hold them accountable when they predictably do not achieve what we seek. What we want, Mehta argues, is the opposite approach which characterizes top-performing educational nations: attract strong candidates into teaching, develop relevant and usable knowledge, train teachers extensively in that knowledge, and support these efforts through a strong welfare state. The Allure of Order boldly challenges conventional wisdom with a sweeping, empirically rich account of the last century of education reform, and offers a new path forward for the century to come.
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Kashiwagi, Helena Midori, Maurício Cesar Vitória Fagundes et Luciane Godoy Bonafini. Formação de agentes ambientais mirins : Protocolo de aplicação de atividades de educação ambiental para professores da educação do campo. Brazil Publishing, 2021. http://dx.doi.org/10.31012/978-65-5861-386-2.
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This educational product is part of the author's dissertation carried out in the Postgraduate Program in Professional Master's in National Network for Teaching Environmental Sciences at the Federal University of Paraná. The work entitled Protocol for the application of Environmental Education activities for teachers of Rural Education originated from the activities developed at the Municipal School of Campo in Amparo, a fishing community, located in Paranaguá Bay, in the State of Paraná. The general objective of this investigation was to develop actions of awareness and Environmental Education in the School to be applied in the community. Based on these actions, the purpose was to develop a protocol for rural education teachers to train child environmental agents with the function of being multipliers of local knowledge and citizenship attitudes for their families and community residents. In the moments of interaction between school and community, we tried to work on awareness in environmental education so that in the future local environmental problems can be reduced or eliminated.
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Carter, Sarah Anne. Thinking with Things. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190225032.003.0003.
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This chapter examines what happened when object lessons were implemented in the United States, particularly through the development of the Oswego Normal School in New York. E. A. Sheldon developed a rigorous curriculum based on the work of M. E. M. Jones and Elizabeth Mayo that trained pupil-teachers to give object lesson. The intent was to train students how to think and observe rather than to rely on students’ rote memorization of knowledge. His work transformed Oswego into the center of object teaching in the 1860s. Critiques of the practice at Oswego as well as the details of its classroom implementations help to explain what this practice actually looked like and what it meant for the ways students and teachers understood the material world. It also considers the ways object lessons could be used for instruction in composition and historical writing as well as moral training.
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Silvers, Anita. People with Disabilities. Sous la direction de Hugh LaFollette. Oxford University Press, 2009. http://dx.doi.org/10.1093/oxfordhb/9780199284238.003.0013.
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This article focuses on the disability problem and the rights of the disabled people for a dignified existence. The system of removing people from the community because they are disabled took hold in the USA in the middle of the nineteenth century. Before 1820, disabled people stayed with their families or found places elsewhere in their immediate communities. During the following forty years, however, residential schools meant to train these individuals so that they could be more productive sprang up, supported by charitable donations and government funds. Up until the US Civil War, these institutions focused on improving the skills and therefore the productivity of corporeally or cognitively impaired people, and on giving them access to the Bible and therefore to the word of God, with the goal of returning them to the community to earn their own livings.
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Flanagan, Owen. A Mirror Is for Reflection. Sous la direction de Jake H. Davis. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190499778.001.0001.
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This volume offers a snapshot of the present state of academic investigation into the nature of Buddhist ethics. Over the past decade many scholars have come to think that the project of fitting Buddhist ethical thought into Western philosophical categories may be of limited utility, and the focus of investigation has shifted in a number of new directions. Contributions to these recent investigation from many of the leading figures in the academic study of Buddhist philosophy are collected here alongside exciting new work from a number of early-career scholars. Topics include the nature of Buddhist ethics as a whole as well as the role in Buddhist ethics of karma and rebirth, mindfulness, narrative, intention, personhood, agency, free will, politics, anger, and equanimity, among other areas. The volume offers a rich and accessible introduction to contemporary work on Buddhist thought for students and scholars new to this area of philosophy, as well as chapters taking up more technical philosophical and textual topics. The contributors aim to engage Buddhist traditions in a rigorous, critical, and respectful philosophical dialogue, rather than to document these traditions as historical curiosities. The chapters of this volume stand as contributions to the emerging field of cosmopolitan philosophy, demonstrating by example why considering ethical questions such as how we ought to live, act, and train our minds from a plurality of cultural perspectives is itself an ethical imperative today.
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Wangui, Edna. Adaptation to Current and Future Climate in Pastoral Communities Across Africa. Oxford University Press, 2018. http://dx.doi.org/10.1093/acrefore/9780190228620.013.604.
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Pastoralists around the world are exposed to climate change and increasing climate variability. Various downscaled regional climate models in Africa support community reports of rising temperatures as well as changes in the seasonality of rainfall and drought. In addition to climate, pastoralists have faced a second exposure to unsupportive policy environments. Dating back to the colonial period, a lack of knowledge about pastoralism and a systemic marginalization of pastoral communities influenced the size and nature of government investments in pastoral lands. National governments prioritized farming communities and failed to pay adequate attention to drylands and pastoral communities. The limited government interventions that occurred were often inconsistent with contemporary realities of pastoralism and pastoral communities. These included attempts at sedentarization and modernization, and in other ways changing the priorities and practices of pastoral communities.The survival of pastoral communities in Africa in the context of this double exposure has been a focus for scholars, development practitioners, as well as national governments in recent years. Scholars initially drew attention to pastoralists’ drought-coping strategies, and later examined the multiple ways in which pastoralists manage risk and exploit unpredictability. It has been learned that pastoralists are rational land managers whose experience with variable climate has equipped them with the skills needed for adaptation. Pastoralists follow several identifiable adaptation paths, including diversification and modification of their herds and herding strategies; adoption of livelihood activities that did not previously play a permanent role; and a conscious decision to train the next generation for nonpastoral livelihoods. Ongoing government interventions around climate change still prioritize cropping over herding. Sometimes, such nationally supported adaptation plans can undermine community-based adaptation practices, autonomously evolving within pastoral communities. Successful adaptation hinges on recognition of the value of autonomous adaptation and careful integration of such adaptation with national plans.
Chapitres de livres sur le sujet "Schola Fori Traiani"
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Cannone, Lina. « Educational Robotics in Informal Contexts : An Experience at CoderDojo Pomezia ». Dans Makers at School, Educational Robotics and Innovative Learning Environments, 229–34. Cham : Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77040-2_30.
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AbstractThe project aims to develop technical skills in primary school students. Technical courses are usually not popular among schoolchildren. With the introduction of the National Plan for Digital Education (PNSD) by Italian Education Ministry since 2015, words like coding, robotics and computational thinking are used more frequently in primary school classrooms. CoderDojo is a worldwide movement working to introduce children to robotics and computer science. As CoderDojo Pomezia, we prepared a number of activities to encourage students’ interest in computational thinking and robotics, and to improve their skills. In recent years, we have held several workshops for primary school students. The workshops have involved activities such as programming robotics kits, using robotics with six-year-olds, programming videogames, modelling 3D objects. The activities always have a hands-on approach. Over 100 primary schoolers have participated in the workshops. We have also held workshops to train teachers to introduce these technical skills in their classrooms. This paper presents the work of CoderDojo Pomezia to train children and demonstrate how students have improved their technical and social skills.
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Lisimberti, Paola, et Domenico Aprile. « Roboticsness—Gymnasium Mentis ». Dans Makers at School, Educational Robotics and Innovative Learning Environments, 187–92. Cham : Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77040-2_25.
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AbstractRoboticsness is an innovative teaching/learning approach based on the European Digital Agenda. The Lego robotics classroom is a living lab where students and teachers work together and share the enthusiasm of finding solutions thanks to new technologies. Project work and prototypes are produced, but the main objective is to train new prosumers to anticipate and prepare for the needs of a complex world.
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Scataglini, Sofia, et Daniele Busciantella-Ricci. « Fab the Knowledge ». Dans Makers at School, Educational Robotics and Innovative Learning Environments, 119–24. Cham : Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77040-2_16.
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AbstractThis paper draws a link between what happens in maker spaces and how these processes can be simulated in the mathematical collaborative model (co-model) of the research through collaborative design (co-design) process (RTC). The result is the ability to identify the main variables for simulating the “making” dynamics of the RTC model. This outcome is discussed with an emphasis on the “intangible” role of “making,” alongside the proposed concept of “fab the knowledge.” Speculative thinking is used here to link the innovative and theoretical aspects of design research to their application in and for innovative learning contexts. The RTC co-model can be used to compute, simulate and train a co-design process in intangible spaces, such as fab labs. In these spaces, multiple actors with different skills and backgrounds, who may or may not be experts in design, collaborate on setting a design question and identifying a shared design answer, in a process of RTC. A “network” of neural mechanisms operating and communicating between design experts and non-experts, like a computing system of a biological mechanism, can be used to train and simulate a research answer, thereby “fabricating” knowledge.
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Grendler, Paul F. « The Sphaera in Jesuit Education ». Dans Publishing Sacrobosco’s De sphaera in Early Modern Europe, 369–407. Cham : Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-86600-6_11.
Texte intégralRésumé :
AbstractWhen the Jesuits began to teach mathematics, they adopted the existing European curriculum which included Sacrobosco’s Sphaera.Christoph Clavius, the most influential Jesuit mathematician, published a commentary on the Sphaera in 1570 which was widely used. Its publication also marked a change in publication policy by the Roman Jesuits. As the Jesuits prepared a uniform curriculum for the Society’s schools in the 1580s and 1590s, Clavius offered a comprehensive mathematics curriculum and urged the Society to teach more mathematics and to train more Jesuit mathematicians. But some Jesuit philosophers rejected mathematics as unscientific. The Ratio Studiorum of 1599 included the Sphaera but did not expand Jesuit mathematical education. Jesuits continued to teach the Sphaera and to use Clavius’ commentary until about 1650.
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Dahbi, Mohammed, et Hassane Darhmaoui. « University as State Agent or Social Actor : Al Akhawayn University and Social Responsibility ». Dans Knowledge Studies in Higher Education, 181–93. Cham : Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_12.
Texte intégralRésumé :
AbstractUniversity Social Responsibility (USR) has been addressed in the academic literature and in professional educational meetings only in the last 10–15 years, but it is far from being unanimously accepted as part of a university’s mission. A university is all about serving society anyway; its mission has always been to educate people, to train professionals, and to prepare young men and women for their roles as good citizens of their countries and of the world. So, what other social role is a university to serve that it does not? This issue becomes more acute and compelling when society’s expectations of service from higher education institutions has to do with K-12 school education, as is the situation for the Covid-19 pandemic. The chapter considers the case of Al Akhawayn University (AUI) in Ifrane, Morocco (AUI), a university that has been established by the State as the first public, autonomous, non-governmental institution of higher education in the country. We describe several social roles that the university has taken on in its host region as well as nationally, most notably during the Covid-19 pandemic, and we argue that AUI has been able to do so because of its autonomy and its special legal status. We claim that non-autonomous state universities are not able to use the full potential of their sophisticated faculty and staff to contribute to the development of the country, and we call for the transformation of state universities into autonomous institutions that are able to serve their full Social Actor role and comply with their University Social Responsibility duties.
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Dahbi, Mohammed, et Hassane Darhmaoui. « University as State Agent or Social Actor : Al Akhawayn University and Social Responsibility ». Dans Knowledge Studies in Higher Education, 181–93. Cham : Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_12.
Texte intégralRésumé :
AbstractUniversity Social Responsibility (USR) has been addressed in the academic literature and in professional educational meetings only in the last 10–15 years, but it is far from being unanimously accepted as part of a university’s mission. A university is all about serving society anyway; its mission has always been to educate people, to train professionals, and to prepare young men and women for their roles as good citizens of their countries and of the world. So, what other social role is a university to serve that it does not? This issue becomes more acute and compelling when society’s expectations of service from higher education institutions has to do with K-12 school education, as is the situation for the Covid-19 pandemic. The chapter considers the case of Al Akhawayn University (AUI) in Ifrane, Morocco (AUI), a university that has been established by the State as the first public, autonomous, non-governmental institution of higher education in the country. We describe several social roles that the university has taken on in its host region as well as nationally, most notably during the Covid-19 pandemic, and we argue that AUI has been able to do so because of its autonomy and its special legal status. We claim that non-autonomous state universities are not able to use the full potential of their sophisticated faculty and staff to contribute to the development of the country, and we call for the transformation of state universities into autonomous institutions that are able to serve their full Social Actor role and comply with their University Social Responsibility duties.
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Jennings, R. Lanai, et Sandra S. Stroebel. « Lessons Learned ». Dans Handbook of Research on Interdisciplinary Preparation for Equitable Special Education, 440–67. IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-6438-0.ch022.
Texte intégralRésumé :
This chapter outlines important lessons learned while implementing Marshall University's interdisciplinary personnel development program. Motivated by the intense needs of youth with disabilities in Appalachia and the shortage of qualified personnel to address these needs, the program employed evidence-based models to train school counselors, school psychologists, and special educators. Factors found to be essential include finding evidence-based interventions appropriate for all disciplines, early intense training, while acknowledging differences in entry skills and knowledge of interdisciplinary scholars, exposing scholars to a continuum of tiered school-based supports including working together across disciplines, modeling and attending to self-care of scholars, and acquiring partnerships for sustainability. These factors were important in successfully training the scholars to provide services to children with intensely complex social, emotional, and behavioral needs. Also included are suggestions for improving training based on the authors' reflections and feedback from scholars.
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Altman, Andrew. « The Ineliminable Role of Markets in Schooling ». Dans Debating Education, 167–70. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780199300945.003.0009.
Texte intégralRésumé :
This chapter identifies markets that currently frame the provision of schooling. Schools and school districts compete with one another for teachers in the labor market; people respond to labor market signals in deciding whether or not to train to become teachers; people exercise school choice through the housing market; and, as long as private schools are legal, those who can afford it can exit the public sector into private schools: in the UK, 7 percent of children attend private schools, and in the US about 12 percent do. The chapter argues that no market-free approach to education policy is available.
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Chen, Irene Linlin, et Libi Shen. « Cybercitizens at Schools ». Dans Research Anthology on Combating Cyber-Aggression and Online Negativity, 891–910. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-5594-4.ch049.
Texte intégralRésumé :
In recent decades, cyberethics, cybersecurity, and cybersafety have been the center of interest at schools. This chapter uses a case study approach to describe the issue of cyberethics, cybersafety, and cybersecurity (3Cs) as well as how problems of these three Cs are intermingled to become general cyberethics issues for the society. The chapter also promotes good cybercitizens at schools because it is of great importance for the school districts to take some measures to improve students' knowledge and awareness of cyberethics, cybersafety, and cybersecurity, to enhance the safety and security of school infrastructure, to avoid cyberbullying, to ensure students are good cybercitizens, and to help train teachers to be cyber professionals.
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Koegel, Lynn Kern, Sunny Kim et Robert L. Koegel. « Working with Adolescents with Autism Spectrum Disorder ». Dans School Mental Health Services for Adolescents, sous la direction de Judith R. Harrison, Brandon K. Schultz et Steven W. Evans, 182–203. Oxford University Press, 2017. http://dx.doi.org/10.1093/med-psych/9780199352517.003.0009.
Texte intégralRésumé :
The chapter “Working with Adolescents with Autism Spectrum Disorders,” in School Mental Health Services for Adolescents, provides information and guidance related to identification and referral, evidence-based practices, and service delivery issues and models for adolescents with autism spectrum disorder (ASD). The authors open the chapter with a brief history of autism, beginning with the category of Pervasive Developmental Disorder in the DSM-III in 1980, and culminating with the changes made in criteria for ASD in the DSM-5 in 2013. Next, the authors explore issues related to assessment, including diagnosis of ASD during adolescence and assessing challenges to be targeted in schools. They then describe evidence-based practices that can be implemented to train teachers and paraprofessionals, intervene with ASD, and avoid problems before they occur. Finally, the authors present service delivery issues and models when working with adolescents with ASD in secondary schools.
Actes de conférences sur le sujet "Schola Fori Traiani"
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Sitoiu, Andreea. « Parental Education and the Need to Train Parents in 21st Century ». Dans ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/32.
Texte intégralRésumé :
The challenges of the 21st century impose on today's parent the need to take part in a new type of education, namely, parental education. This type of education takes into account the discipline of the parent, by providing relevant information on: the characteristics of children according to their age, parental typologies with the advantages and disadvantages of each, parenting strategies that ensure streamlining the parent-child relationship, as well as the obstacles encountered in the process of raising and educating the child. The multitude of information stated above, arouses the interest for training parents in the field of parenting, but also the need to implement training programs with a central theme, parental education. Following the application of a focus group interview, which was attended by eight parents whose children are part of primary school, it was found that they are aware of the shortcomings they have, but also of the mistakes they make as parents, concluding that a training program in the field of parental education would be a real guide for parenting. In agreement with the current society, a technological society, it is necessary to design and implement a training program that aims, on the one hand: issues related to parenting, on the other hand, issues related to technological resources, establishing the following objectives: to make some correspondences between the particularities of the children and the parental practices, in the technological era; streamlining the parent-child relationship in the digital age; openness to the use of digital tools; providing the necessary resources for an optimal adaptation of the parent to the digital age.
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Egger, Winfried, Oswald Drogser et Bernd Eichberger. « "Train the Trainer" - Technology Assistance for High Schools ». Dans 2006 12th International Power Electronics and Motion Control Conference. IEEE, 2006. http://dx.doi.org/10.1109/epepemc.2006.283170.
Texte intégral
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Egger, Winfried, Oswald Drogser et Bernd Eichberger. « "Train the Trainer" - Technology Assistance for High Schools ». Dans 2006 12th International Power Electronics and Motion Control Conference. IEEE, 2006. http://dx.doi.org/10.1109/epepemc.2006.4778716.
Texte intégral
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Duz, Alina, et L. Litvinova. « TRAINING PROFESSIONALS AS THE CHALLENGE IN TIMBER ». Dans Modern machines, equipment and IT solutions for industrial complex : theory and practice. FSBE Institution of Higher Education Voronezh State University of Forestry and Technologies named after G.F. Morozov, 2021. http://dx.doi.org/10.34220/mmeitsic2021_409-411.
Texte intégralRésumé :
The article is about Professions and Training in Forestry. First we can read about lack of specialists in timber industry.It is a complex problem and many factors are to be taken into account to solve it. The reasons are discussed, salaries and lack of jobs are the most common ones. Forestry High Schools are the most important parts in the special programs to improve the situation. There are special ways to tackle the problem. They are different and various, for example, creating special training professionals programs in Timber Industry, first; technical support of High Schools, second etc. These measures will help to train the professionals for the newest timber industry in our country.
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Li, Wen, Joshua Kim, Drew Kim, Adam Alster, Marianne Livezey et Tuyen Duddles. « Development of a Multidisciplinary Engineering Research Program for Middle/High School Teachers ». Dans ASME 2018 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/imece2018-86411.
Texte intégralRésumé :
Science, technology, engineering, and mathematics (STEM) education in K-12 schools is critical to inspire young students and prepare them for future college coursework and careers in science and engineering. An effective mechanism for creating and sustaining successful STEM education is to train well-qualified K-12 teachers with a positive attitude and deep knowledge skills in STEM fields. Supported by the National Science Foundation’s Research Experience for Teachers program (NSF RET), the RET Site at Michigan State University (MSU) aims to build a multidisciplinary engineering research program for middle and high school teachers and their students, within a coherent theme of “Smart Sensors and Sensing Systems”. This paper presents an introduction to the MSU’s Site program and highlights the learning outcomes and achievements of the RET participants. The MSU Site has four main components including authentic research experience for teachers during an intensive summer program; curriculum development by integrating engineering design units into teachers’ courses; professional skill development through seminars, facility tours, and field trips; and finally classroom implementation of the developed curricula. Throughout the 6-week summer program, teacher participants were given the opportunity to work closely with graduate students and engineering professors on current research projects in university laboratories. The teachers’ research activities culminated with a final poster report and oral presentation during a symposium at the end of the summer program. Follow-up classroom visits helped to build a strong connection between local middle/high schools and MSU to smooth students’ transitions to college. Since 2016, the Site has graduated 21 middle and high school teachers from the greater Lansing-Detroit area that serve large populations of minority and female students. These RET teachers have produced over 24 sets of curriculum plans and classroom activities, 3 sets of which have been published by an online digital library, TeachEngineering.org (TE), and 8 sets of which have been accepted by TE. Finally, from the findings of the RET Site, the paper discusses best practices and recommendations for incorporating teachers into a university laboratory setting.
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Garegae, Kgomotso. « Training statistics teachers for Botswana senior schools : is it necessary ? » Dans Joint ICMI/IASE Study : Teaching Statistics in School Mathematics. International Association for Statistical Education, 2008. http://dx.doi.org/10.52041/srap.08601.
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The study sought teachers’ views on the need to train statistics teachers in Botswana. A purposive sample comprising 23 senior teachers and 30 ordinary teachers responded to an open-ended questionnaire soliciting their experiences about the teaching of statistics in schools. It was found that all teachers offering statistics had limited qualifications to teach statistics as they have been trained for mathematics teaching. The biggest challenges in statistical instructional practices were difficulties in solving questions and explaining concepts to students. The study findings suggest the necessity to train teachers so as to empower them with statistical pedagogical content knowledge and knowledge for teaching statistics.
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Rodríguez-Echeverría, Jorge, Sidharta Gautama et Daniel Ochoa. « A methodology for train trip identification in mobility campaigns based on smart-phones ». Dans 2017 IEEE First Summer School on Smart Cities (S3C). IEEE, 2017. http://dx.doi.org/10.1109/s3c.2017.8501397.
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Pitic, Alina elena, et Ioana Moisil. « COMPUTERS IN SCHOOL. A CASE STUDY WITH CHILDREN 6 TO 12 YEARS OLD. » Dans eLSE 2012. Editura Universitara, 2012. http://dx.doi.org/10.12753/2066-026x-12-086.
Texte intégralRésumé :
For more than thirty years computers in schools has been a challenging research topic. Starting with Computer Aided Learnig (CAL), Computer Aided Trainig and Instruction (CAT and CAI) and up to present e-Learning, the research main goals were to improve learning and teaching in schools, to adapt teachin and learning to individual needs through personalized software, and last but not least, to provide the necessary learning resources at a lower cost. With the same aims in mind , we have carried out several experiments in order to better understand how educational software has to be designed and developed to better answer teachers and students expectations, to enhanced e-learnin usability. In our paper we are presenting some of the experiments concerning school children 6 to 12 years old. Children were introduced to a virtual environment – a library (the virtual image of the central university library) and their behaviour was observed. Children participating in the study were computer literate. We were interested in identifying key factors that can motivate children to read books from the library. The study started in 2009 with an simple 3D model of the library. Based on our observations and working with the children as design partners, the virtual library application was modified several times in order to obtain better answers to educational aims and a higher degree of satisfaction from the young user. Acknowledgment. A major part of the results presented in this paper were obtained by Alina -Elena Pitic during her work for the PhD thesis “Contributions to the modeling, the design and the development of user interfaces for educational software”.
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Estepa, Antonio. « The training of primary school teachers in stochastics and in stochastic education in Europe ». Dans Joint ICMI/IASE Study : Teaching Statistics in School Mathematics. International Association for Statistical Education, 2008. http://dx.doi.org/10.52041/srap.08406.
Texte intégralRésumé :
In this paper we analyse the available resources, potential difficulties and principles in the training of primary school teachers in stochastics and stochastic education and then present a proposal for a syllabus to train primary school teachers in this field that takes into account the restrictions and aims of the European Higher Education Area.
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Morin, Annie. « A computer project for teaching statistics to technicians and factory workers ». Dans Proceedings of the First Scientific Meeting of the IASE. International Association for Statistical Education, 1993. http://dx.doi.org/10.52041/srap.93313.
Texte intégralRésumé :
Most of the papers dealing with statistical education are concerned either with the training of svtaticians, the training of teachers who teach statistics or the train of university students. Actually, statistical education in a school or university environment is easy if you compare it to what happens when you have to deal with technicians or factory workers. on one hand, some of these workers have a low education level and even when this is not the case, they left the school system several years previously. On the other hand, they left the school system several years previously. On the other hand they are motivated and remain motivated as long as the teaching is not too formal.
Rapports d'organisations sur le sujet "Schola Fori Traiani"
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Stanley, Louise, et Inke Näthke. School of Life Sciences Culture Strategy 2022-2025. University of Dundee, juillet 2022. http://dx.doi.org/10.20933/100001258.
Texte intégralRésumé :
We expect performance at the highest standard for everything we do. This must be supported by an excellent culture where contributions from everyone in our community are valued and recognised: academics with responsibilities in research, learning and teaching, and professional support. For staff and their work to flourish, everyone needs to feel part of a creative, open, equitable, and inclusive environment where we actively help and support each other to succeed and reach our full potential. A positive culture in our school is the foundation for our high performance community. It sustains our ambitious goals to train and educate the future generation of scientists and perform world-leading research with a positive impact on the world. We expect everyone in our community to work to the highest standard of integrity, not only in how we conduct our teaching and research, but also how we work together, treat each other and how we interact with other stakeholders. This document outlines our strategy for culture in the School.
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Connor, Helene, et Leo Buccahan. Leadership Through Peer Mediation. Unitec ePress, juillet 2017. http://dx.doi.org/10.34074/rsrp.metro12017.
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This report presents the findings of preliminary research into the perceptions of overall stakeholder satisfaction of eight Auckland secondary schools of the Leadership through Peer Mediation (LtPM) programme, a core programme of the Foundation for Peace Studies Aotearoa New Zealand (the Peace Foundation). The research was commissioned by the Peace Foundation with funding assistance from the Metro ITP Voucher Scheme, and was conducted in the second half of 2015. A core aim of the LtPM programme is to empower students as ‘ambassadors of social justice’. The programme trains students in the mediation processes and leadership skills needed to assist peers to resolve personal conflicts in a peaceful manner.
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Petrovych, Olha B., Alla P. Vinnichuk, Viktor P. Krupka, Iryna A. Zelenenka et Andrei V. Voznyak. The usage of augmented reality technologies in professional training of future teachers of Ukrainian language and literature. CEUR Workshop Proceedings, juillet 2021. http://dx.doi.org/10.31812/123456789/4635.
Texte intégralRésumé :
The article deals with the peculiarities of creation and practical application of augmented reality (AR) technologies for the organization of students-philologists’ individual and group work in studying the discipline “Methodic of teaching literature”. The relevance of the introduction of AR technologies for the future teachers-philologists’ readiness formation to the professional activity is substantiated. Analysis of the scientific sources suggested that the professional training process requires the modernization of teaching methods, and the usage of information and communication technologies (ICT) in education, in particular AR technologies, allows to make the learning process interesting and exciting. The domestic and foreign experience of AR technologies application into current educational practices is generalized. A step-by-step algorithm for creating the AR in the mobile application Unite and its subsequent content filling for professional training of future teachers of Ukrainian language and literature is described. The visualization of the educational content of the lepbook “Incredible Lesya Ukrainka”, made by students- philologists at the Mykhailo Stelmakh Faculty of Philology and Journalism of Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University during the studying the discipline “Methodic of teaching literature”, is detailed. It is specified that the educational process is based on the creation AR with the visualization of interactive learning materials with animation, instructions, links, video content, illustrations etc. according to the rubrics of the lepbook. It is emphasized that the implementation of AR technologies provides the increasing of motivation for systematic mastering of practical skills, enhances students’ concentration and attention, increases their cognitive experience, promotes the development of their creative abilities, produces the opportunities of using the visualized content for students’ research work, stimulates them to self-expression, motivates them to self-development, trains them to the skillful use of the Internet, modern gadgets and mobile applications, etc. Prospects for studying the possibilities of using AR technologies in lessons of Ukrainian literature at secondary school are determined.