Technology transfer in schools: from research to innovation     

Rosa Maria Bottino  Paola Forcheri  & Maria Teresa Molfino 《British journal of educational technology : journal of the Council for Educational Technology》1998,29(2):163-172

Technology transfer should be a central objective of research into educational information technology, as it is generally acknowledged that the quality of this process is a critical factor in effectively bringing about innovation. The central focus of this paper is on this problem. In particular, we discuss the peculiarity of information technology transfer in schools as opposed to the transfer of technology in companies; we indicate some central problems of this transfer and discuss a typology of approaches to the transfer of educational information technology from research to school.  相似文献   

Correction to: A Critical Review of Students’ and Teachers’ Understandings of Nature of Science     

Cofré  Hernán  Núñez  Paola  Santibáñez  David  Pavez  José M.  Valencia  Martina  Vergara  Claudia 《Science & Education》2020,29(1):221-232

Science & Education - The original article unfortunately contains incorrect presentation of Tables 1, 3, 4, 5 and 6.  相似文献   

Internationalisation and standardisation of European Environmental Assessment. Relevance to India     

Paola Gazzola  Urmila Jha‐Thakur 《Environmental Education Research》2009,15(6):625-641

This paper discusses the rationale underlying ‘PENTA’, an EU funded Erasmus Mundus project. In doing so, it explores the challenges of internationalising and standardising European environmental assessment (EA) practice and education to a third country audience, looking at India as a case study. It is argued that the EU EA Directives are influencing the development of EA systems internationally, leading to a standardisation of the way in which EA is practiced. The so‐called Bologna process is especially playing a crucial role in leading to the standardisation of European higher education and the EU's marketing initiatives are generating effects of internationalisation. Within this context, it is argued that an internationalised and standardised approach to EA education could improve the effectiveness of EA practice in both the developing and developed nations, and ultimately help address the environmental challenges that the world is facing today. However, harmonisation and standardisation challenges must be taken into account at an international and national level, as an internationalised EA curriculum such as that proposed by PENTA must nevertheless be relevant to different policy planning and cultural contexts.  相似文献   

Do Italian dyslexic children use the lexical reading route efficiently? An orthographic judgment task     

Chiara Valeria Marinelli  Paola Angelelli  Alessandra Notarnicola  Claudio Luzzatti 《Reading and writing》2009,22(3):333-351

The study uses an orthographic judgment task to evaluate the efficiency of the lexical reading route in Italian dyslexic children. It has been suggested that Italian dyslexic children rely prevalently on the sub-word-level routine for reading. However, it is not easy to test the lexical reading route in Italian directly because of the lack of critical items (irregular words), so visual lexical decision tasks and the comprehension/detection of pseudo-homophones are often used. While the former may also be solved on the basis of visual familiarity or phonological re-codification, the latter also involves conceptual and syntactic skills. Eleven dyslexic children participated in the study, performing an orthographic judgment task on stimuli with two phonologically plausible spellings, of which only one was orthographically correct. Their performance was compared with those of 11 proficient readers. The dyslexic children showed selective impairment in detecting phonologically plausible errors, but their performance was normal when required to judge errors inserted in words with regular orthography, i.e., devoid of orthographic ambiguity, and for which a sub-word-level reading procedure is sufficient to guarantee a good performance. Overall, data are coherent with a diagnosis of surface dyslexia, with most children showing defective orthographic lexical processing.

Paola AngelelliEmail:

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Look back at text or rely on memory? Efficacy of reading comprehension strategies in good and poor oral comprehenders     

Valentina Tobia  Paola Bonifacci 《Journal of Research in Reading》2020,43(4):536-555

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Reading under the skin: physiological activation during reading in children with dyslexia and typical readers     

Valentina Tobia  Paola Bonifacci  Cristina Ottaviani  Thomas Borsato  Gian Marco Marzocchi 《Annals of dyslexia》2016,66(2):171-186

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Approaches and strategies for understanding the career development needs of migrants and refugees: the potential of a systems-based narrative approach     

Magnano  Paola  Zarbo  Rita  Zammitti  Andrea  Sgaramella  Teresa Maria 《International Journal for Educational and Vocational Guidance》2022,22(2):385-405

International Journal for Educational and Vocational Guidance - Addressing immigrants’ social and work inclusion is a priority at a time of increasing migration to Italy and Europe. Career...  相似文献   

Management and further training     

Paola Forcheri 《British journal of educational technology : journal of the Council for Educational Technology》2004,35(4):507-508

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The Internationalization of Higher Education: Implications for Australia and its Education `Clients'   总被引：2，自引：0，他引：2  

Turpin  Tim  Iredale  Robyn  Crinnion  Paola 《Minerva》2002,40(4):327-340

Institutions of higher education are today under increasing pressure tointernationalize their courses and programmes. The overall impact ofthis process is far from clear. This essay compares and contrastspatterns of Australian higher education offered to students fromdeveloping countries, with services delivered to Australian-bornstudents. We suggest that the process of globalization is contributingto uneven economic and educational development, and may weaken theover-stretched educational systems of poorer countries.  相似文献   

Frequency of examinations and student achievement in a randomized experiment     

Maria De Paola  Vincenzo Scoppa 《Economics of Education Review》2011,30(6):1416-1429

We carry out a randomized experiment involving undergraduate students enrolled at an Italian University attending two introductory economics classes to evaluate the impact on achievement of examination frequency and interim feedback provision. Students in the treated group were allowed to undertake an intermediate exam and were informed about the results obtained, while students in the control group could only take the final exam. The results show that students undertaking the intermediate exam perform better both in terms of the probability of passing the exams and of grades obtained. High ability students appear to benefit more from the treatment. The experiment design allows us to disentangle “workload division or commitment” effects from “feedback provision” effects. We find that the estimated treatment impact is due exclusively to the first effect, while the feedback provision has no positive effect on performance. Finally, the better performance of treated students in targeted examinations seems not to be obtained at the expenses of results earned in other examinations.  相似文献