Queste tendenze erano già evidenti
10 anni fa (Rapporto 2011).
Allo stesso tempo suggeriscono proposte per aiutare la scuola media a diventare un percorso di orientamento al futuro, con contenuti e didattica aggiornati. E i docenti protagonisti.
Seguici in questo percorso!Abbiamo preparato un kit per ogni esigenza. Dai dati alle info prêt-à-porter.
Elaborazioni Fondazione Agnelli su dati TIMSS (Trends in International Mathematics and Science Study)
Elaborazioni Fondazione Agnelli su dati SNV - INVALSI
Elaborazioni Fondazione Agnelli su dati HBSC (Health Behaviour in School-aged Children)
Elaborazioni di Fondazione Agnelli su dati Arianna. Fondazione Agnelli Programma Education - Working Paper 51 Bernardi, Martino and Bratti, Massimiliano and De Simone, Gianfranco, I Wish I Knew... - Misperceived Ability, School Track Counseling Services and Performances in Upper Secondary Education.
Elaborazioni di Fondazione Agnelli su dati Ministero Istruzione
Elaborazioni Fondazione Agnelli su dati Ministero Istruzione
Elaborazioni Fondazione Agnelli su dati Ministero Istruzione
OCSE - Education at a Glance 2020
Osservazioni in classe. Quali pratiche didattiche nelle scuole italiane
Elaborazioni di Fondazione Agnelli su dati Arianna. Fondazione Agnelli Programma Education - Working Paper 51 Bernardi, Martino and Bratti, Massimiliano and De Simone, Gianfranco, I Wish I Knew... - Misperceived Ability, School Track Counseling Services and Performances in Upper Secondary Education.
Elaborazioni Fondazione Agnelli su dati Ministero Istruzione
Elaborazioni Fondazione Agnelli su dati Ministero Istruzione
Elaborazioni Fondazione Agnelli su dati Ministero Istruzione
Teaching and Learning International Survey 2018
Teaching and Learning International Survey 2018
Elaborazioni Argentin su dati Almalaurea.
Argentin G., (2018), Gli insegnanti nella scuola italiana, Il Mulino, Bologna.
Teaching and Learning International Survey 2018
Una parte importante delle attività pomeridiane dovrebbe focalizzarsi sul raggiungimento di obiettivi non cognitivi che le discipline contribuiscono a sviluppare (capacità di cooperare con un gruppo, concentrazione, autodisciplina, rispetto delle regole, apprendimento e utilizzo di linguaggi e codici di comunicazione diversi rispetto alla parola).
Armstrong, T. (2016). The Power of the Adolescent Brain: Strategies for Teaching Middle and High School Students. - Association for Supervision & Curriculum Development -. link
Bernardi, M., Bratti, M., & De Simone, G. (2014). 'I Wish I Knew ...' - Misperceived Ability, School Track Counseling Services and Performances in Upper Secondary Education. link
Buss, R. R., Lindsey, L., Foulger, T. S., Wetzel, K., & Pasquel, S. (2017). Assessing a Technology Infusion Approach in a Teacher Preparation Program. International Journal of Technology in Teaching and Learning, 13(1), 33-44.
Carlana, M. (2019). Implicit stereotypes: Evidence from teachers' gender bias. The Quarterly Journal of Economics, 134(3), 1163-1224.
Ching, Y.-H., Yang, D., Wang, S., Baek, Y., Swanson, S., & Chittoori, B. (2019). Elementary School Student Development of STEM Attitudes and Perceived Learning in a STEM Integrated Robotics Curriculum. TechTrends: Linking Research and Practice to Improve Learning, 63(5), 590-601. link
Contini, D., Tommaso, M. L. D., & Mendolia, S. (2017). The gender gap in mathematics achievement: Evidence from Italian data. Economics of Education Review, 58, 32-42. link
da Conceição Rego, M., Vieira, C., & Vieira, I. (2019). Educational Choices, Family Background, and Social Mobility: Education and Social Mobility. In Global Campaigning Initiatives for Socio-Economic Development (pagg. 128-146). IGI Global.
Drawing The Future published - Education and Employers. (s.d.). Recuperato 22 novembre 2018, da link
Halpern, D. F., Benbow, C. P., Geary, D. C., Gur, R. C., Hyde, J. S., & Gernsbacher, M. A. (2007). The Science of Sex Differences in Science and Mathematics. Psychological science in the public interest : a journal of the American Psychological Society, 8(1), 1-51. link
Harwell, M., Moreno, M., Phillips, A., Guzey, S. S., Moore, T. J., & Roehrig, G. H. (2015). A Study of STEM Assessments in Engineering, Science, and Mathematics for Elementary and Middle School Students. School Science and Mathematics, 115(2), 66-74. link
Heckman, J. J. (2013). Giving Kids a Fair Chance. Mit Press; JSTOR. link
Jensen, F. (s.d.). The Teenage Brain -. HarperCollins Publishers: World-Leading Book Publisher. Recuperato 10 febbraio 2020, da link
Mirucka, B., & Kisielewska, M. (2019). The Importance of Physical Activity in the Normative Development of Mental Body Representations during Adolescence.: Implications for Teacher Education. In M. Kowalczuk-Walêdziak, A. Korzeniecka-Bondar, W. Danilewicz, & G. Lauwers (A c. Di), Rethinking Teacher Education for the 21st Century (1a ed., pagg. 223-238). Verlag Barbara Budrich; JSTOR. link
Mullis, I. V. S., Progress in International Reading Literacy Study, & International Association for the Evaluation of Educational Achievement. (2006). PIRLS 2006 assessment framework and specifications: Progress in International Reading Literacy Study. TIMSS & PIRLS.
Niederle, M., & Vesterlund, L. (2010). Explaining the Gender Gap in Math Test Scores: The Role of Competition. Journal of Economic Perspectives, 24(2), 129-144. link
Piton, C., & Rycx, F. (2021). A Broken Social Elevator? Employment Outcomes of First-and Second-generation Immigrants in Belgium. De Economist, 1-47.
Stoet, G., & Geary, D. C. (2012). Can stereotype threat explain the gender gap in mathematics performance and achievement? Review of General Psychology, 16(1), 93-102. link
Stoet, G., & Geary, D. C. (2018). The Gender-Equality Paradox in Science, Technology, Engineering, and Mathematics Education. Psychological Science, 29(4), 581-593. link
Szorc, K., & Kunat, B. (2019). The Importance of Emotional Intelligence in the Creative Activity of Students. In M. Kowalczuk-Walêdziak, A. Korzeniecka-Bondar, W. Danilewicz, & G. Lauwers (A c. Di), Rethinking Teacher Education for the 21st Century (1a ed., pagg. 368-380). Verlag Barbara Budrich; JSTOR. link
Tessaro, F. (2014). Compiti autentici o prove di realtà? FORMAZIONE & INSEGNAMENTO. Rivista internazionale di Scienze dell'educazione e della formazione, 12(3), 77-88.
Zhou, N., Pereira, N. L., Tarun, T. G., Alperovich, J., Booth, J., Chandrasegaran, S., Tew, J. D., Kulkarni, D. M., & Ramani, K. (2017). The Influence of Toy Design Activities on Middle School Students' Understanding of the Engineering Design Processes. Journal of Science Education and Technology, 26(5), 481-493. link
Andreas, S. (2018). Strong Performers and Successful Reformers in Education World Class How to Build a 21st-Century School System: How to Build a 21st-Century School System. OECD Publishing.
Argentin G. (2018). Gli insegnanti nella scuola italiana. Ricerche e prospettive di intervento. Il Mulino. Bologna
Barbieri, G., Rossetti, C., & Sestito, P. (2017). Teacher Motivation and Student Learning. Politica economica, XXXIII(1), 59-72. link
Bier, A. (s.d.). 1 La motivazione dell'insegnante: Teorie di riferimento. 14.
Can, S., Dogru, S., & Bayir, G. (2017). Determination of Pre-Service Classroom Teachers' Technological Pedagogical Content Knowledge. Journal of Education and Training Studies, 5(2), 160-166.
Co-operation, O. for E., & Development (OECD). (2020). Education at a glance 2020: OECD indicators. OECD.
Darling-Hammond, L., Burns, D., Campbell, C., Goodwin, A. L., Hammerness, K., Low, E.-L., McIntyre, A., Sato, M., & Zeichner, K. (2017). Empowered educators: How high-performing systems shape teaching quality around the world. John Wiley & Sons.
Dolton, P. (2013). The status of teachers. CentrePiece - The Magazine for Economic Performance. link
Fiorin, I. (2014). Ricerca pedagogica e formazione degli insegnanti. FORMAZIONE & INSEGNAMENTO. Rivista internazionale di Scienze dell'educazione e della formazione, 10(1), 73-84-84.
Golsteyn, B., Vermeulen, S., & de Wolf, I. (2016). Teacher Literacy and Numeracy Skills: International Evidence from PIAAC and All. link
Han, J., & Yin, H. (2016). Teacher motivation: Definition, research development and implications for teachers. Cogent Education, 3(1). link
Hanushek, E. A., Schwerdt, G., Wiederhold, S., & Woessmann, L. (2013). Returns to Skills around the World: Evidence from PIAAC. National Bureau of Economic Research Working Paper Series. link
Ingersoll, R. (2014). Seven Trends: The Transformation of the Teaching Force. Updated April 2014. CPRE Report. #RR-80. Consortium for Policy Research in Education. link
Kafyulilo, A. C. (2010). TPACK for Pre-Service Science and Mathematics Teachers. link
Keller, M. M., Neumann, K., & Fischer, H. E. (2017). The impact of physics teachers' pedagogical content knowledge and motivation on students' achievement and interest: PHYSICS TEACHERS' KNOWLEDGE AND MOTIVATION. Journal of Research in Science Teaching, 54(5), 586-614. link
Keller, M., Neumann, K., & Fischer, H. E. (2013). Teacher enthusiasm and student learning. International guide to student achievement, 247-250.
Kulgemeyer, C., & Riese, J. (2018). From professional knowledge to professional performance: The impact of CK and PCK on teaching quality in explaining situations. Journal of Research in Science Teaching, 55(10), 1393-1418.
Miço, H. (2019). The Teaching Profession in Albania and the Continuous Need for Improvement through Teacher Training Reforms. In M. Kowalczuk-Walêdziak, A. Korzeniecka-Bondar, W. Danilewicz, & G. Lauwers (A c. Di), Rethinking Teacher Education for the 21st Century (1a ed., pagg. 150-167). Verlag Barbara Budrich; JSTOR. link
New insights on teaching and learning: Contributions from TALIS 2018 (Teaching in Focus N. 27; Teaching in Focus, Vol. 27). (2019). link
OECD. (2013). The Survey of Adult Skills: Reader's Companion. OECD. link
OECD. (2018) PISA. Effective Teacher Policies Insights from PISA. link
OECD. (2019). TALIS 2018 Results (Volume I): Teachers and School Leaders as Lifelong Learners. OECD. link
OECD. (2020). TALIS 2018 Results (Volume II): Teachers and School Leaders as Valued Professionals. OECD. link
OECD (2020a). Teaching and Learning International Survey (TALIS) 2018 analysis plan (OECD Education Working Papers N. 220; Education Working Papers, Vol. 220). link
OECD (2020) World Class—How to Build a 21st-Century School System link
OECD. (2021). The Assessment Frameworks for Cycle 2 of the Programme for the International Assessment of Adult Competencies. OECD. link
Olson, S. (2017). Increasing the Roles and Significance of Teachers in Policymaking for K-12 Engineering Education: Proceedings of a Convocation. National Academies Press.
Pomerance, L. (2016). Learning about Learning: What Every New Teacher Needs to Know. National Council on Teacher Quality. link
Sabitzer, B., Demarle-Meusel, H., & Painer, C. (2019). A COOL Lab for Teacher Education. In M. Kowalczuk-Walêdziak, A. Korzeniecka-Bondar, W. Danilewicz, & G. Lauwers (A c. Di), Rethinking Teacher Education for the 21st Century (1a ed., pagg. 319-328). Verlag Barbara Budrich; JSTOR. link
Schleicher, A. (2017). Strong performers and successful reformers in education. Comunicação conduzida na Conferência PISA: Avaliação, resultados, desafios. Fundação Francisco Manuel dos Santos, Lisboa.
Vieluf, S., Kaplan, D., Klieme, E., & Bayer, S. (2012a). Teaching Practices and Pedagogical Innovations: Evidence from TALIS. OECD. link
Viseu, J. de J. (2016). Teacher Motivation, Work Satisfaction, and Positive Psychological Capital: A Literature Review. Electronic Journal of Research in Educational Psychology, 14(2), 439-461.
XETHALI, A. (2021, marzo 3). Teachers in Europe Careers, Development and Well-being [Text]. Eurydice - European Commission. link
Boss, S. (2015). Real-World Projects: How do I design relevant and engaging learning experiences?(ASCD Arias). ASCD.
Bowe, J., & Gore, J. (2017). Reassembling teacher professional development: The case for quality teaching rounds. Teachers and teaching, 23(3), 352-366.
Brady, C., Eames, C. L., & Lesh, D. (2015). Connecting real-world and in-school problem-solving experiences. Quadrante, 24(2), 5-38.
Castellana, G. (2018). Quale formazione degli insegnanti per la promozione della qualità dell'insegnamento e l'efficacia degli apprendimenti degli studenti. FORMAZIONE & INSEGNAMENTO. Rivista internazionale di Scienze dell'educazione e della formazione, 15(3), 29-44-44.
Ganesh, T. G., & Fulton, I. A. (2011). Design-based research: A framework for designing novel teaching and learning experiences in middle school engineering education. 2011 Frontiers in Education Conference (FIE), T2F-1.
Ganser, T. (2000). An ambitious vision of professional development for teachers. NASSP bulletin, 84(618), 6-12.
Gore, J. (2018). Making a difference through Quality Teaching Rounds: Evidence from a sustained program of research.
Gore, J., Harris, J., & Miller, D. (2020). Professional development that improves student outcomes.
Gore, J., Ware, M., White, S.-L., Collins, L.-A., Bowen, L., & Hansen, C. (2019). Building the capacity of teachers for supporting 21st-century learning.
Hudson, P., Lewis, K., & Hudson, S. (2011). Preservice teachers' real-world experiences for teaching art. Australian Art Education, 34(1), 79.
Kokotsaki, D., Menzies, V., & Wiggins, A. (2016). Project-based learning: A review of the literature. Improving schools, 19(3), 267-277.
Luke, A., & McArdle, F. (2009). A model for research-based state professional development policy. Asia-Pacific Journal of Teacher Education, 37(3), 231-251.
Meiers, M., & Ingvarson, L. (2005). Investigating the links between teacher professional development and student learning outcomes. Department of Education, Science and Training.
Rogers-Haverback, H., & Mee, M. (2015). Reading and teaching in an urban middle school: Preservice teachers' self-efficacy beliefs and field-based experiences. Middle Grades Research Journal, 10(1), 17.
Swennen, A., & Bates, T. (2010). The professional development of teacher educators. Taylor & Francis.
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Vangrieken, K., Meredith, C., Packer, T., & Kyndt, E. (2017). Teacher communities as a context for professional development: A systematic review. Teaching and teacher education, 61, 47-59.
Si ringraziano Gerard Ferrer-Esteban (Universitat Autònoma de Barcelona) e Stefano Molina (Unione Industriale di Torino), già colleghi ricercatori in Fondazione Agnelli. Si ringraziano inoltre Gianluca Argentin (Università di Milano Bicocca), Gianna Barbieri (Ministero dell'Istruzione), Alberto Borraccino (Università di Torino, HBSC), Patrizia Falzetti e Roberto Ricci (Invalsi).