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This paper analyzes the implementation of new intermunicipal structures in Italy to support the development of E-Government in the country's peripheral areas. Our exploratory case study, conducted in the Piedmont Region, shows that intermunicipal collaborations can facilitate the coordination of interdependent subjects, rationalize existing resources (e.g., through the reuse of application software solutions), and prevent the dispersion of federal government funds. Nevertheless, intermunicipal collaborations alone do not seem to have the power needed to ensure that decisions made at the central level will automatically translate into concrete and binding commitments for the municipalities involved. From a methodological standpoint, the article makes use of the analytical frameworks offered by organization science to interpret the effects of collaborative arrangements on E-Government implementation. 相似文献
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Maddalena Boccia Francesca Vecchione Antonella Di Vita Simonetta D'Amico Cecilia Guariglia Laura Piccardi 《Child development》2019,90(2):462-470
Notwithstanding its well-established role on high-demanding spatial navigation tasks during adulthood, the effect of field dependence–independence during the acquisition of spatial navigation skills is almost unknown. This study assessed for the first time the effect of field dependence–independence on topographical learning (TL) across the life span: 195 individuals, including 54 healthy young-adults (age-range = 20–30), 46 teenagers (age-range = 11–14), and 95 children (age-range = 6–9) participated in this study. Field dependence–independence interacted with age in predicting TL. Also during childhood higher field independence was associated with better performances but not later in the life, that is, during adolescence and adulthood. This result suggests that field dependence–independence may have a role in fostering the acquisition of TL. 相似文献
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ABSTRACT: This paper wishes to clarify the definitions of the central terms relating to assessment. It argues that all assessment begins with summative assessment (which is a judgement) and that formative assessment is in fact summative assessment plus feedback which is used by the learner. 相似文献
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Using Assessment for Learning and Learning from Assessment 总被引：1，自引：3，他引：1
Maddalena Taras 《Assessment & Evaluation in Higher Education》2002,27(6):501-510
Innovation in assessment is no longer an option in higher education in Britain if we examine the aims and the claims that are being made. From the Dearing Report to our module guides, we claim to wish to support independent and life-long learning, put the students at the heart of the learning process and to help students take responsibility for their own learning. This cannot be done without including students in mainstream summative assessment and without reconciling the contradictions that currently contribute to impeding the students this access. This article will look briefly at the aims of higher education, provide an overview of current thinking on student learning and formative assessment as a framework for offering one possible practical solution to the problem. This possible solution is Taras's (2001) version of student self-assessment which works within the theoretical framework of Sadler's (1989) theory of formative assessment and of what we know about student learning. 相似文献
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Affuso Gaetana Zannone Anna Esposito Concetta Pannone Maddalena Miranda Maria Concetta De Angelis Grazia Aquilar Serena Dragone Mirella Bacchini Dario 《European Journal of Psychology of Education - EJPE》2023,38(1):1-23
European Journal of Psychology of Education - This study aimed to investigate the contribution of teacher support and parental monitoring to academic performance over three years, testing the... 相似文献
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Valentina Gizzonio Maria Chiara Bazzini Cosima Marsella Pamela Papangelo Giacomo Rizzolatti Maddalena Fabbri-Destro 《Child development》2022,93(1):134-149
Cognitive abilities are essential to children's overall growth; thus, the implementation of early and effective training interventions is a major challenge for developmental psychologists and teachers. This study explores whether an intervention simultaneously operating on fluid reasoning (FR), visuospatial, narrative, and motor abilities could boost these competencies in a group of Italian preschoolers (N = 108, 54 males 54 females, Agemean = 4.04). FR and visuospatial abilities showed training-related increases at the end of the training and 1-year follow-up (moderate effect size). Interestingly, positive correlations with working memory and mathematical abilities were found. Beyond their scientific relevance, the short- and long-term effects provide fundamental indications for designing and implementing educational programs dedicated to preschoolers. 相似文献
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Maddalena Taras 《Journal of Further & Higher Education》2016,40(6):846-863
Many twenty-first century educational discourses focus on including and empowering independent learners. Within the context of five self-assessment models, this article evaluates how these practices relate to the realities of student involvement, empowerment and voice. A proposed new classification of these self-assessment models is presented and theories of power and student voice are utilised to build on the limited existing literature that examines issues of power in self-assessment. The results of the evaluations show that the standard self-assessment model, which has been the default model since the 1930s, is the least empowering for students and also detrimental to producing a dialogic forum with tutors. The other models are far more conducive to permitting a shared understanding of assessment protocols, processes and products and therefore potentially lead to more equitable and transparent assessment communities. The value of this study is that it helps to clarify the possible implications and impacts resulting from the use of each self-assessment model in order to make an informed choice, which will also support the alignment of assessment practices with learning and teaching and curriculum choices. 相似文献
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Artistic patination is a traditional colouring technique for metal sculpture, employed by artists in ancient and modern times for aesthetic purposes. Today, knowledge of the artistic value and the chemistry of this superficial chromatic layer, called ‘artistic patina’, can be successfully acquired through a close collaboration between living artists, foundry artisans, and scientists. Starting from several interviews with the Italian artist Nado Canuti and foundry artisans, specific information was gathered about patination methods and the artist’s attitude towards materials restoration. Afterwards, the patinas most used by Canuti were reproduced to study their nature before any ageing or degradation. Their chromatic values, morphologies, and compositions were studied employing a range of techniques such as colour measurements, scanning electron microscopy with energy dispersive X-ray spectroscopy, and micro-Raman spectroscopy. The collected data revealed the formation of main compounds (cuprite, cassiterite, rouaite, chalcocite, isocubanite, and ferroxyhite) and additional compounds (atacamite and CN-containing compound). The scientific results, as well as the artist’s statements concerning the patinas’ significance, maintenance, and conservation, will contribute towards the future care and preservation of Canuti’s sculptures. 相似文献
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