Journal Cover
Journal of Educational, Cultural and Psychological Studies
Journal Prestige (SJR): 0.271
Number of Followers: 1  

  This is an Open Access Journal Open Access journal
ISSN (Print) 2037-7932 - ISSN (Online) 2037-7924
Published by LED Edizioni Universitarie Homepage  [5 journals]
  • Insidie e illusioni della «meritocrazia perfetta» / Pitfalls and
           Illusions of a «Perfect Meritocracy»

    • Authors: Gaetano Domenici
      Pages: 11 - 20
      PubDate: 2022-12-19
      DOI: 10.7358/ecps-2022-026-edit
  • Development of Habits of Mind Instruments in the Context of Basic Physics
           Practicum: EFA and Rasch Model

    • Authors: Mujib Ubaidillah, Putut Marwoto, Wiyanto Wiyanto, Ani Rusilowati, Bambang Subali, Budi Naini Mindyarto, Wiwi Isnarni
      Pages: 23 - 49
      Abstract: Assessing the habits of mind among prospective teachers is an essential part of learning. Therefore, this research aims to develop the habits of mind instrument in the context of basic physics practicum. It was conducted using the research and development method which has three stages namely (1) planning the test, (2) implementing the test, and (3) determining the validity and reliability. The sample consisted of 105 biology teacher candidates taking basic physics courses. The habits of mind instrument developed was in the form of a questionnaire consisting of 52 items and is related to basic physics practicum. Furthermore, exploratory factor analysis and the Rasch model approach were used in developing the instrument. Based on expert judgment using Fleiss Kappa, the content validity was 0.700 and was classified in the good category. The developed instrument was considered reliable based on Cronbach’s alpha value of 0.970. The exploratory factor analysis reduced the dimensions of the instrument to 11 factors. The analysis of the Rasch model met the element of unidimensionality. There is no bias on the instrument based on gender and place of residence. However, efforts are needed to overcome the lack of creative thinking habits among prospective biology teachers.
      PubDate: 2022-12-19
      DOI: 10.7358/ecps-2022-026-ubai
  • About the Efficacy of Virtual and Remote Laboratories in STEM Education in
           Secondary School: A Second-Order Systematic Review

    • Authors: Daniela Fadda, Carole Salis, Giuliano Vivanet
      Pages: 51 - 72
      Abstract: Online laboratories brought new opportunities for instruction. In this work, a secondorder systematic review about the efficacy of virtual and remote labs on learning in high school STEM education is presented. Nine systematic review and a meta-analysis were included. A descriptive summary (qualitative and quantitative) of their findings is provided. On average, online laboratories support learning to an extent comparable to that observed in real labs; their effect is even more positive when they are integrated into more traditional teaching practice (e.g., as pre-lab practice sessions before the hands-on experiments) and when they are supported by adequate teacher feedback. Content knowledge is the learning outcome most often assessed; while practical and inquiry skills related to scientific reasoning are investigated less frequently. The results are promising for instructional design and for the future research, despite the data variability and some methodological limitations of individual studies (lack of relevant quantitative data, such as effect sizes and moderator analysis). Further experimental research is required to estimate the effect of online labs on different learning outcomes and to better understand the moderating role of some variables related to interventions and students.
      PubDate: 2022-12-19
      DOI: 10.7358/ecps-2022-026-fadd
  • Construction and Validation of Emotional Intelligence Scale for Secondary
           School Teachers

    • Authors: Antara Dey, Nil Ratan Roy
      Pages: 73 - 96
      Abstract: In this study, we developed and validated a new instrument: an emotional intelligence scale for teachers. This paper focused on the psychometric properties of the emotional intelligence scale for school teachers dealing with adolescent students. The study also validated the tool over 608 secondary school teachers in India. This scale was evaluated using exploratory factor analysis (EFA), confirmatory factor analysis (CFA), Cronbach’s alpha, and item-total correlation. Results showed good fit (χ2/df =1085.66, CFI = 0.956, GFI = 0.876, TLI = 0.951, PCFI = 0.860, PNFI = 0.843, RMSEA = 0.06 and SRMR = 0.056) for the five components (Self-Perception, Self-Regulation, Self-Drive, Empathy, Social Motive) of the measurement model. However, 80.18% of the total variance was explained by the factors Reliability (Cronbach alpha = 0.95) and construct validity means convert and discriminant validity was established for a teacher’s innovative emotional intelligence scale. Finally, the robust findings indicated that the instrument could be used in further studies in different research areas.
      PubDate: 2022-12-19
      DOI: 10.7358/ecps-2022-026-dero
  • Il percorso di formazione iniziale dell’insegnante di sostegno:
           un’indagine esplorativa sui candidati al corso di specializzazione
           presso l’Università Roma Tre

    • Authors: Cinzia Angelini, Massimo Margottini, Teresa Savoia
      Pages: 97 - 117
      Abstract:  This contribution offers an overview of the regulatory path that led to the establishment of the special needs teacher, and on the development, over time, of the training process. The training of the special needs teacher, once entrusted to schools or centres identified by the Ministry of Education, in the Nineties was definitively assigned to universities. This study illustrates the main characteristics of the candidates who applied for the specialization course for middle and secondary school at the University of Roma Tre in the academic year 2021/2022; and the results they achieved in pre-selective, written and oral tests. The educational, professional and identity information collected so far on would-be special needs teachers in secondary school shows a heterogeneous group in terms of age, education, previous experiences. This exploratory research represents the first phase of a broader longitudinal study, which will aim to highlight the characteristics of would-be special needs teachers in historical series, from the launch of the specialization course to today.
      PubDate: 2022-12-19
      DOI: 10.7358/ecps-2022-026-ange
  • Valutazione dei livelli individuali di resilienza negli studenti della
           scuola secondaria di primo grado: adattamento e validazione del
           Questionario di Valutazione dell’Atteggiamento Resiliente (QVAR)

    • Authors: Valeria Biasi, Giusi Castellana, Conny De Vincenzo
      Pages: 119 - 141
      Abstract: Resilience and socio-emotional skills play a central role in promoting individual’s general and academic well-being and supporting a positive adaptation to the context. The school can play a strategic role in the evaluation of these aspects. The Questionnaire for the Assessment of Resilient Attitude at school (QVAR), derived from the Devereux Student Strengths Assessment, was developed for the assessment of resilience and socioemotional skills in lower secondary school students. The questionnaire recalls the perspective of strength-based assessment, focusing on the individuals’ resources. The purpose of this contribution is to offer an overview of the theoretical framework on the relevance of resilience and socio-emotional skills and to present the procedure for constructing, adapting and validating the QVAR. The sample of schools that participated in the validation of the QVAR belongs entirely to the three-year period of lower secondary school and is distributed throughout the country. The classes participating in the survey were 88 for a total of 1401 students, consisting of 698 female students and 703 students. The statistical analyzes conducted confirm the good psychometric properties of the Resilient Attitude Assessment Questionnaire (QVAR): this will allow the application to plan and monitor interventions to improve the student’s coping skills.
      PubDate: 2022-12-19
      DOI: 10.7358/ecps-2022-026-bias
  • La ricerca didattica può diventare rilevante per la pratica' Se
           sì, in che modo'

    • Authors: Antonio Calvani
      Pages: 143 - 162
      Abstract: To improve school learning through effective and sustainable approaches has always been the main aspiration of educational research. However, history shows how this goal remained mostly unattainable. This work first recalls the models of educational research that in recent decades have prevailed in order to improve teaching practices (Action Research and Design-Research) showing the criticalities of these orientations in relation to the objective indicated above. Are other ways possible' A different road is envisaged that makes use of a more systematic use of the resources offered by evidence-based orientation, either in terms of didactic frameworks, programs or theoretical frameworks that have already proven effective (Evidence-Based Improvement Design – EBID). This requires a uniform and explicitly defined experimental program to be applied on a large scale, but also makes use of contributions that come from practical wisdom in the phases of the preparation and contextualization and of the improvement after experimentation. Two cases applied in Italy inspired by this orientation and their results are recalled.
      PubDate: 2022-12-19
      DOI: 10.7358/ecps-2022-026-calv
  • Dal voto alla valutazione per l’apprendimento

    • Authors: Cristiano Corsini, Carla Gueli
      Pages: 163 - 178
      Abstract: This paper returns the outcomes of a research-training project, as result of the collaboration between university researchers and teachers and principals of a network of schools in Lazio. Research-training is a way of doing empirical research that, making use of differentiated methodologies aims to develop teaching professionalism through the construction of research paths agreed between universities and schools. The present investigation started from a training need made explicit by schools: the need to develop skills useful for dealing with the transition from grades to judgments. A synthesis of teachers’ diverse views on assessment and perceptions of change is proposed here. The reflection and evidence gathered can help to prefigure the direction to be taken to overcome the risk that the use of feedback or levels may trace a construct that refers to the grade, de-emphasizing or effectively nullifying its value. Feedback and restitution, on the other hand, are tools of a motivating design that aims to provide learners with guidance for understanding and analysing their own learning and support for making effective and conscious choices in organising future learning.
      PubDate: 2022-12-19
      DOI: 10.7358/ecps-2022-026-cogu
  • Explicit and Implicit Biases in Students’ Skin Colours Aesthetic

    • Authors: Giovanni Perillo, Stefano Mastandrea
      Pages: 179 - 196
      Abstract: Several tools have been employed to detect the emergence and development of racial stereotypes and prejudices among little children and adolescents. In our study, we confront some of these tools, and present the results of the Skin Colours Test. In its specificity, the Skin Colours Test proposes a change in the object of investigation (appreciation of the homogeneity or heterogeneity of colours) and aims to detect explicit and implicit stereotypes and prejudices of boys and girls regarding aesthetic choices (even neutral choices) concerning skin colours. Sample: one group of 129 (64 F) students (M = 12.31), almost all of Italian descent, and another group of 129 (62 F) students (M = 12.36), less than 30% of different descents. Method: three pictures, each made up of 16 skin colours, were shown and students were asked to vote on their aesthetic preference between homogeneity or heterogeneity of skin colours and to give reasons for these choices. Main results: the motivations for some choices that preferred skin colour heterogeneity (neutral choice) over homogeneity, brought out stereotypes and biases. In addition, we consider the contextual specificities that the Skin Colours Test detects as crucial in order to detect specific educational needs and structure targeted educational interventions.
      PubDate: 2022-12-19
      DOI: 10.7358/ecps-2022-026-pema
  • Educational Robotics for Special Needs Students: Teachers’ Perspectives
           on Pre-service Training

    • Authors: Francesco Agrusti, Gianmarco Bonavolontà
      Pages: 199 - 217
      Abstract: Since the introduction of LOGO by Seymour Papert in 1980 and the constructivist theories, after the teaching machines of Skinner, technology, robots and robotics activities have been viewed as effective educational tools. Multiple studies have demonstrated that robotics is a valuable device for special education students too. The present study is part of a particularly novel and challenging trend of research that intends to fill a knowledge gap regarding the perspectives and concerns of learning support teachers on educational robotics. Particularly by questioning teachers who have not received training in the use of educational robotics. In this exploratory study, 125 Italian pre-service learning support teachers were surveyed at the end or during their course specialization to determine their awareness and comprehension of educational robotics usage with students with special needs. The survey reveals that support teachers are not adequately trained to use educational robotics and that they are generally unfamiliar with it and they rarely employ it.
      PubDate: 2022-12-19
      DOI: 10.7358/ecps-2022-026-agbo
  • Validation of «Tell Me How You Read» Reading Strategies Questionnaire
           for Upper-Secondary School Students

    • Authors: Giusi Castellana, Snezana Mitrovic
      Pages: 219 - 232
      Abstract: The study presents the factorial validity of the version of the questionnaire on reading strategies, «Tell me how to read», aimed at the students of upper-secondary schools. The dimensions investigated correspond to the 7 strategies already validated in the previous versions (lower secondary and primary school, pilot study; Castellana, 2018, 2020a; Castellana & Lucisano, 2021): Identifying reading purposes; Activating previous knowledge; Making predictions; Identifying the most important information; Using graphic organizers; Controlling, Monitoring and a scale on the perception of difficulty. The questionnaire consisting of 57 items, was administered to a convenience sample of 1527 students, attending upper-secondary school. Results of the factor analysis confirm the seven-dimensional structure while Cronbach’s alpha ranges from .836 to .925, with the total reliability coefficient of .933. Furthermore, data analyses reveal strengths and weaknesses of the readers in terms of the strategies they employ and suggest areas and paths for improvement of their reading skills, stressing once again the importance of tools
      aimed at measuring the use of metacognitive strategies.
      PubDate: 2022-12-19
      DOI: 10.7358/ecps-2022-026-cami
  • Valutare il cambiamento di competenze e atteggiamento professionale a
           seguito del corso di formazione iniziale per insegnanti di sostegno

    • Authors: Gaetano Domenici, Valeria Biasi, Federica Wolf, Conny De Vincenzo
      Pages: 233 - 248
      Abstract: Attitudes and expectations are key factors to consider in teacher training in general and specialist support teachers in particular. The research conducted at the Unicamillus University of Rome, of which some of the procedural results achieved are presented here, highlights the importance of the role that the levels of perceived self-efficacy play in promoting the learning of trainee teachers. This contribution illustrates, in particular, the procedure and the results of a survey conducted on the participants of a specialization course for support with the aim of detecting the attitudes and expectations of teachers  before and after the training experience. In this regard, at the beginning and at the end of the course, teachers were given online questionnaires prepared ad hoc for the collection of socio-demographic information and their opinions on the training course; on both occasions, the teachers responded to the Teacher Self-Effectiveness Scale to assess the impact of the training received. The contribution that specific teaching and organizational methods – such as lessons, workshops, internships – have made in ensuring the qualification of the training course was also analyzed. The results showed a significant increase in the perception of self-efficacy at the end of the training, in particular in self-efficacy in involving students, in self-efficacy in teaching strategies and in self-efficacy in classroom management. Furthermore, the teachers were satisfied with the training received and considered the activities proposed during the course to be useful. Investigations of this type can contribute to a better characterization of training courses for support.
      PubDate: 2022-12-19
      DOI: 10.7358/ecps-2022-026-dome
  • Motor Creativity and Self-Efficacy in Young Gymnasts: Expertise

    • Authors: Roberta De Pero, Luca Mallia, Martina Capitani, Patrizia Scibinetti
      Pages: 249 - 265
      Abstract: The expression of original and functional motor actions (e.g. motor creativity) has been associated to various self-concept constructs such as self-efficacy (Richard et al., 2018). The aim of the present study was to investigate how motor creativity and self-efficacy could change according to gymnastics practice years. Thirty-five young gymnasts (N = 17 élite; N = 18 recreational) participated in the study. Gymnasts performed the motor creativity tests (Bertsch, 1983) and they were administered the self-efficacy in physical activities inventory (Morano et al., 2019). Analyses of variance showed significant differences in all creativity dimensions (i.e. fluency, flexibility and originality) with flexibility showing the lowest differences between groups. Furthermore, élite gymnasts showed higher values both in bench than in floor and hoop creativity tasks, than recreational group. Significant differences between groups emerged in self-efficacy levels too, with élite gymnasts showing higher values than recreational gymnasts. Finally, creativity and selfefficacy resulted more related in élite gymnasts than in recreational ones. Motor creativity interventions could help both élite and recreational gymnasts to perform a greater variety and adaptability of movement solutions to achieve a task goal also in advancing technical expertise.
      PubDate: 2022-12-19
      DOI: 10.7358/ecps-2022-026-depe
  • La ricerca empirico-sperimentale educativa e la professionalità del
           docente per migliorare la scuola inclusiva

    • Authors: Giuseppe Spadafora
      Pages: 269 - 278
      Abstract: The paradigm of the inclusive school is becoming, especially in the European educational research, a fundamental point of reference. In this paper the author analyzes the different didactic models of teacher’s professionalism in the Italian school since the riforma Gentile of 1923 until the contemporary debate concerning the school of the autonomy. In particular, he highlights the importance of the scientific meaning of the teacher’s professionalism which derives from the paradigm of the sciences of education established by John Dewey’s book «The sources of a science of education» of 1929. In the contemporary research it is fundamental, in the school of autonomy, to analyze a teacher’s professionalism based on the last results of educational experimental empirical research. In this perspective the teacher, but also the headmaster, must develop his/her educational action between the governance and didactics in the school of autonomy not only as «an investigator», as Dewey’s theory proposed, but as an expert of a transdisciplinary competence based on the contents of the subject matter, didactics, governance, and some aspects of educational experimental empirical research to improve new possibilities of an inclusive school.
      PubDate: 2022-12-19
      DOI: 10.7358/ecps-2022-026-spad
  • Notiziari / News

    • Authors: AA. VV.
      Pages: 279 - 280
      PubDate: 2022-12-19
School of Mathematical and Computer Sciences
Heriot-Watt University
Edinburgh, EH14 4AS, UK
Tel: +00 44 (0)131 4513762

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