Alberto Crescentini | Scuola universitaria professionale della Svizzera italiana (original) (raw)

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n the last ten years the Ticinians educational system made several changes (e.g. CDPE, 2007 and D... more n the last ten years the Ticinians educational system made several changes (e.g. CDPE, 2007 and DECS, 2015), making teachers and stakeholders reflects upon educational practices. In the Swiss context Ticino is seen, since 1970ies, as an interesting example of inclusion. The Swiss education system provides that the decision-making responsibility is entrusted to different actors according to the school level. The Switzerland doesn't have a central authority that decides on the education, but the 26 cantonal education's ministers form a group that looks for agreed solutions. Since 2012 three school classes (one of preprimary school, one of primary school and one of secondary school) has taken part in a project of inclusion of students with special needs. The aim of the project was to test the feasibility of inclusion in the Ticino's compulsory schools and it start from the evolution of Swiss laws. In Swiss is previewed the existence of class for child with special needs; most of them are physically separated from the ordinary school classes. School inclusion is not an absolute novelty; suffice it to say that back in 1969 some parts of Canada ensured the right to education for all (AuCoin & Vienneau, 2015). To make the project work, several different structures had to work together: special education services, municipal school office, secondary school office, municipality, schools and other services that work with child with special needs. The inclusive classes are characterized for the presence of students with special needs that take part at all, or at least most of them, the activity of an ordinary class. In the same class during all the school time is previewed the presence of a teacher of special school. The main learning points of the project lay in some organizational lessons that will the object of our paper: attention that has be given in the starting phases of the experience (for instance different needs from different professional cultures that must be taken in account); in a teaching group all the teachers need to be included and so for the authorities and parents; the social world inside and outside the school must be taken in account. To collect information a qualitative-quantitative design has been used. All the people involved have been contacted (teachers, organizational stakeholders, parents and students). Most of them have been interviewed, but in some cases, we preferred to use questionnaire. References AuCoin, A. e Vienneau, R. (2015). L’inclusion scolaire et la denormalisation. Propostion d’un nouveau paradigme. In Rousseau, N. (Ed.). La pedagogie de l’inclusion scolaire (pp. 65-87). Quebec: Le Delta. CDPE (2007). Accordo intercantonale sulla collaborazione nel settore della pedagogia speciale del 25 ottobre 2007. Disponibile in: https://edudoc.ch/static/web/arbeiten/sonderpaed/konkordat_i.pdf. DECS (2015). Piano di studio della scuola dell’obbligo ticinese. DECS: Bellinzona.

Professional Development in Education, 2021

In this article, we analyse teacher professional development in five European countries (Italy, G... more In this article, we analyse teacher professional development in five European countries (Italy, Germany, France, England and Finland), comparing their approaches to teacher professional learning an...

Our main aim was to test some psychometric properties of the Achievement Emotions Adjective List ... more Our main aim was to test some psychometric properties of the Achievement Emotions Adjective List (AEAL, Raccanello & Brondino, 2017) with students at-tending the first year of Lyceum in the Swiss context and to investigate gender issues

Taste and eating habits are changing and they can become unsustainable for our planet. Bearing in... more Taste and eating habits are changing and they can become unsustainable for our planet. Bearing in mind this challenge, our research question is: What are the trends about the typical regional food now, and what will it be in the future in a rich area of Europe? In literature the practices of food consumption have been included into a different field of study: Transmission of family traditions, expression of social class membership, and qualification of social hierarchy. Knowing that usually habits and taste about food remain stable after adolescence and during the entire life course, we want to explore the field of taste, habits of consumption and attitudes to buy typical regional food of young people that live in Lombardy. The goal of this contribution is to identify young consumption attitudes in Lombardy (the richest and most industrial region of Italy) with respect to the usage of typical food. This work has been conducted in collaboration with "Dipartimento dei Servizi all...

La costruzione e l'utilizzo dei risultati delle prove standardizzate in ambito educativo sono... more La costruzione e l'utilizzo dei risultati delle prove standardizzate in ambito educativo sono temi fortemente controversi. L'Italia e il Ticino hanno fatto negli ultimi anni scelte in parte differenti e in parte simili. Il presente intervento sara quindi condotto a due voci (Ticino e Italia) per mettere in luce alcune di queste somiglianze e differenze nella realizzazione delle prove. Il contributo mettera in luce i principali aspetti della realizzazione delle prove standardizzate e le modalita di restituzione dei risultati ai diversi attori dei sistemi educativi, un ulteriore aspetto che sara preso in considerazione e relativo all'uso delle prove standardizzate e dei risultati prodotti da parte degli insegnanti nella loro pratica didattica e nella formazione iniziale e in servizio.

Le prove standardizzate sono una delle tipologie di valutazione esistenti in ambito educativo. Qu... more Le prove standardizzate sono una delle tipologie di valutazione esistenti in ambito educativo. Queste valutazioni possono essere caratterizzate secondo molti criteri. Uno di quelli piu comuni e legato agli obiettivi che perseguono (gli obiettivi potrebbero essere, ad esempio, orientativo o certificativo), un altro e connesso al livello di sistema nel quale si posizionano: PISA si trova a un livello internazionale, le verifiche delle competenze fondamentali nazionale, le prove standardizzate per la scuola elementare nel Canton Ticino cantonale e la valutazione del docente a livello di singola classe. Nel presente articolo faremo riferimento prevalentemente alle prove standardizzate per le scuole elementari, che sono state scelte in Canton Ticino come strumento per raccogliere informazioni riguardo il sistema educativo e quello individuale.

The aim of this article is to explain the importance of mass media in the study of values and soc... more The aim of this article is to explain the importance of mass media in the study of values and social representations; mass media can be investigated by using instruments of analysis such as quantitative content analysis. We have summarized the main contributions coming from literature about the concept of value and the mass media as driver of the process of making sense: mass media contribute to build-up values and social representation. We have presented a study in which the methodology and the results explain how mass media contribute to build-up and maintain shared values. To this aim we have pointed-out some social representations related to the phenomenon of abandoning children, and the values associated to them in mass-media communications.

n the last ten years the Ticinians educational system made several changes (e.g. CDPE, 2007 and D... more n the last ten years the Ticinians educational system made several changes (e.g. CDPE, 2007 and DECS, 2015), making teachers and stakeholders reflects upon educational practices. In the Swiss context Ticino is seen, since 1970ies, as an interesting example of inclusion. The Swiss education system provides that the decision-making responsibility is entrusted to different actors according to the school level. The Switzerland doesn't have a central authority that decides on the education, but the 26 cantonal education's ministers form a group that looks for agreed solutions. Since 2012 three school classes (one of preprimary school, one of primary school and one of secondary school) has taken part in a project of inclusion of students with special needs. The aim of the project was to test the feasibility of inclusion in the Ticino's compulsory schools and it start from the evolution of Swiss laws. In Swiss is previewed the existence of class for child with special needs; most of them are physically separated from the ordinary school classes. School inclusion is not an absolute novelty; suffice it to say that back in 1969 some parts of Canada ensured the right to education for all (AuCoin & Vienneau, 2015). To make the project work, several different structures had to work together: special education services, municipal school office, secondary school office, municipality, schools and other services that work with child with special needs. The inclusive classes are characterized for the presence of students with special needs that take part at all, or at least most of them, the activity of an ordinary class. In the same class during all the school time is previewed the presence of a teacher of special school. The main learning points of the project lay in some organizational lessons that will the object of our paper: attention that has be given in the starting phases of the experience (for instance different needs from different professional cultures that must be taken in account); in a teaching group all the teachers need to be included and so for the authorities and parents; the social world inside and outside the school must be taken in account. To collect information a qualitative-quantitative design has been used. All the people involved have been contacted (teachers, organizational stakeholders, parents and students). Most of them have been interviewed, but in some cases, we preferred to use questionnaire. References AuCoin, A. e Vienneau, R. (2015). L’inclusion scolaire et la denormalisation. Propostion d’un nouveau paradigme. In Rousseau, N. (Ed.). La pedagogie de l’inclusion scolaire (pp. 65-87). Quebec: Le Delta. CDPE (2007). Accordo intercantonale sulla collaborazione nel settore della pedagogia speciale del 25 ottobre 2007. Disponibile in: https://edudoc.ch/static/web/arbeiten/sonderpaed/konkordat_i.pdf. DECS (2015). Piano di studio della scuola dell’obbligo ticinese. DECS: Bellinzona.

Professional Development in Education, 2021

In this article, we analyse teacher professional development in five European countries (Italy, G... more In this article, we analyse teacher professional development in five European countries (Italy, Germany, France, England and Finland), comparing their approaches to teacher professional learning an...

Our main aim was to test some psychometric properties of the Achievement Emotions Adjective List ... more Our main aim was to test some psychometric properties of the Achievement Emotions Adjective List (AEAL, Raccanello & Brondino, 2017) with students at-tending the first year of Lyceum in the Swiss context and to investigate gender issues

Taste and eating habits are changing and they can become unsustainable for our planet. Bearing in... more Taste and eating habits are changing and they can become unsustainable for our planet. Bearing in mind this challenge, our research question is: What are the trends about the typical regional food now, and what will it be in the future in a rich area of Europe? In literature the practices of food consumption have been included into a different field of study: Transmission of family traditions, expression of social class membership, and qualification of social hierarchy. Knowing that usually habits and taste about food remain stable after adolescence and during the entire life course, we want to explore the field of taste, habits of consumption and attitudes to buy typical regional food of young people that live in Lombardy. The goal of this contribution is to identify young consumption attitudes in Lombardy (the richest and most industrial region of Italy) with respect to the usage of typical food. This work has been conducted in collaboration with "Dipartimento dei Servizi all...

La costruzione e l'utilizzo dei risultati delle prove standardizzate in ambito educativo sono... more La costruzione e l'utilizzo dei risultati delle prove standardizzate in ambito educativo sono temi fortemente controversi. L'Italia e il Ticino hanno fatto negli ultimi anni scelte in parte differenti e in parte simili. Il presente intervento sara quindi condotto a due voci (Ticino e Italia) per mettere in luce alcune di queste somiglianze e differenze nella realizzazione delle prove. Il contributo mettera in luce i principali aspetti della realizzazione delle prove standardizzate e le modalita di restituzione dei risultati ai diversi attori dei sistemi educativi, un ulteriore aspetto che sara preso in considerazione e relativo all'uso delle prove standardizzate e dei risultati prodotti da parte degli insegnanti nella loro pratica didattica e nella formazione iniziale e in servizio.

Le prove standardizzate sono una delle tipologie di valutazione esistenti in ambito educativo. Qu... more Le prove standardizzate sono una delle tipologie di valutazione esistenti in ambito educativo. Queste valutazioni possono essere caratterizzate secondo molti criteri. Uno di quelli piu comuni e legato agli obiettivi che perseguono (gli obiettivi potrebbero essere, ad esempio, orientativo o certificativo), un altro e connesso al livello di sistema nel quale si posizionano: PISA si trova a un livello internazionale, le verifiche delle competenze fondamentali nazionale, le prove standardizzate per la scuola elementare nel Canton Ticino cantonale e la valutazione del docente a livello di singola classe. Nel presente articolo faremo riferimento prevalentemente alle prove standardizzate per le scuole elementari, che sono state scelte in Canton Ticino come strumento per raccogliere informazioni riguardo il sistema educativo e quello individuale.

The aim of this article is to explain the importance of mass media in the study of values and soc... more The aim of this article is to explain the importance of mass media in the study of values and social representations; mass media can be investigated by using instruments of analysis such as quantitative content analysis. We have summarized the main contributions coming from literature about the concept of value and the mass media as driver of the process of making sense: mass media contribute to build-up values and social representation. We have presented a study in which the methodology and the results explain how mass media contribute to build-up and maintain shared values. To this aim we have pointed-out some social representations related to the phenomenon of abandoning children, and the values associated to them in mass-media communications.

The purpose of this paper is to compare results from five surveys conducted in Canton Ticino, Swi... more The purpose of this paper is to compare results from five surveys conducted in Canton Ticino, Switzerland, which show the role of socioeconomic origin on educational achievements from the very beginning of scholarization. A pseudo-longitudinal approach was used: different groups with similar characteristics at the same time in a different stage of education, from primary school to post-secondary education, were observed. The empirical data show that the members of higher social classes are facilitated to start and finish the career that is considered to be of greater social value. School results of pupils from Ticino do not move far away from the average, compared to the results of the international standardized assessments programs. Those belonging to the more privileged social groups have better results and tend to enroll more into academic education, rather than into the vocational one. The public education system, being influenced by the Northern European model, offers a great variety of learning opportunities at a tertiary level to those who come from a vocational education career. The longitudinal research shows how these ones are better integrated in the contemporary economic environment than their colleagues.