494 research outputs found
Composite indicators for measuring well-being of Italian municipalities
Well-being is a complex phenomenon. Multidimensionality is recognized in literature as its main feature. This phenomenon is in some aspects elusive and difficult to monitor, and the definition is the combination of heterogeneous components, which assume different meanings in different contexts. A universally accepted definition of well-being does not exist (yet): each country (or areas) attributes importance to dimensions that for others may not be as relevant, consistent with their culture and social dynamics. Accurate measurement of well-being is a prerequisite for the implementation of effective welfare policies, which, through targeted actions in the most critical areas, are geared to the progressive improvement of living conditions. Until some time ago, such a plurality of components was poorly valued, believing that the only income dimension could represent in an exhaustive way such a complex reality. For many years, GDP (Gross Domestic Product) has been an indisputable landmark for states all over the world, playing the key role in defining, implementing and evaluating the effects of government action. Recently, the international debate has questioned the supremacy of GDP, and initiatives have been launched which, through the involvement of a growing number of countries, aim to develop alternative ways of measuring well-being that assign the same value to its components, Economic, Social and Environmental.
Since well-being, as mentioned above, is a multidimensional phenomenon then it cannot be measured by a single descriptive indicator and that it should be represented by multiple dimensions. It requires, to be measured, the âcombinationâ of different dimensions, to be considered together as components of the phenomenon (Mazziotta and Pareto, 2013). This combination can be obtained by applying methodologies known as composite indicators (Salzman, 2003; Mazziotta and Pareto, 2011; Diamantopoulos et al., 2008).
In this ever-evolving scenario, the Italian experience is represented by the BES (Equitable and Sustainable Well-Being) project that is now considered globally as the most advanced experience of study and analysis. It consists in a dashboard of 134 individual indicators distributed in 12 domains. In the last three BES reports, published in December 2015, 2016 and 2017 by Istat (Italian Institute of Statistics) (Istat, 2015; Istat, 2016; Istat 2017), composite indicators at regional level and over time were calculated for the 9 outcome domains, creating a unique precedent in the official statistics at international level.
Recently, the debate has become from a scientific to a policy scope: parliamentary and local administrators are affirming the necessity to link the Istat well-being indicators to interventions/actions in the socio-economic field, thus constructing an even stronger connection between official statistics and policy evaluation. In fact, the Italian Parliament has finally approved on 2016 July 28 the reform of the Budget Law, in which it is expected that the BES indicators, selected by an ad hoc Committee, are included in the Document of Economics and Finance (DEF). The new regulations also provide that by February 15th of each year Parliament receives by the Minister of Economy a report on the evolution of the BES indicators. A Committee for equitable and sustainable well-being indicators is established, chaired by the Minister of Economics and composed by the President of Istat, the Governor of the Bank of Italy and two experts coming from universities or research institutions (Mazziotta, 2017).
The project, from national, is becoming local and already several local authorities, although they not have legislative obligations, are studying the well-being indicators of their territory. With these assumptions, it seems necessary to calculate well-being measures for all Italian municipalities so that administrators and citizens can dispose of them to understand and decide better policies. Since the current statistical surveys do not provide socio-economic indicators disaggregated at municipalities level (Census is the only source, every ten years and it does not collect all the information contained in the BES), it is necessary to use administrative sources, hopefully, collected in informative systems.
The thesis wants to present an experimental statistics conducted on all the municipalities of Italy where nine domains of BES are selected (Population, Health, Education, Labour, Economic well-being, Environment, Economy on the territory, Research and Innovation, Infrastructure and Mobility) and the twenty individual indicators are selected so that they can represent the phenomenon at the municipal level. The individual indicators are calculated starting from administrative sources and then composite indicators are computed in order to have a unidimensional measure. The theoretical framework adopted is represented, therefore, by the conceptual and methodological one developed by Istat and CNEL (National Council of Economy and Labour) for the BES project (Istat, 2015). The structure of the domains and the selection of indicators are derived from the national BES. In each of the domains, some individual indicators are selected so that the starting matrix has 7,998 rows (the municipalities) and a variable numbers of columns (the indicators). A Composite indicator for each domain is calculated and then a unique composite indicator that synthesizes all the composite indicators is computed. Different composite indicators are calculated in order to assess the robustness of the methodologies. The results present interesting reflections also in the key of economic planning.
Therefore, the aim of the thesis is to provide socio-economic indicators for measuring well-being at the municipal level. To achieve this goal it is necessary to define a theoretical framework, to build indicators matrix at the municipal level, to calculate composite indicators in order to obtain a simpler reading and interpretation of the data. The four chapters of the paper are designed to answer these research questions.
The thesis is divide in two parts. The first, Theories and Methods, is composed by two chapters: âTheoretical framework: GDP versus well-beingâ in which recent well-being theories are presented with a view to supporting GDP; âComposite indicators: theories and methodsâ in which all the techniques for constructing composite indicators are presented in order to understand how synthesize data and measure multidimensional socio-economic phenomena. The second part, âApplication to administrative dataâ, is composed by two chapters: Administrative data sources in which the data base ARCHIMEDE is described; Well-being of Italian municipalities where a robust composite indicator is applied to the domains and individual indicators in order to have a measure of well-being for all Italian municipalities. The analysis of the results leads to original conclusions in which the application of particular data classification methodologies contributes to the discussion concerning the use of databases from administrative sources for local economic planning based on well-being
Understanding of photosynthesis concepts related to studentsâ age
In Croatian schools, the complex photosynthesis concept is presented several times during primary and secondary school, each time with more detail. The problems in understanding photosynthesis processes are known from many previous studies and our own research ; thus we aimed to investigate how the studentsâ understanding of the basic photosynthesis concepts increases during the schooling period, and is it enhanced by gradual introduction of new contents. The present study was conducted on 269 students from 6 schools and 35 students preparing to be biology teachers. To test the studentsâ conceptual understanding, we implemented a question about the trends of O2 and CO2 gas concentrations during the night, which was expected to lead students to a correct explanation of photosynthesis, including the issues of the plantsâ respiration and the absence of photosynthesis. Students of all age groups gave mainly incomplete explanations. The best result was achieved by the youngest participants in the age of 11, who have relied on the freshly acquired and well trained, but reproductive knowledge. Older studentsâ answers (aged 15, 17 and 22), which include more detail about the light-dependent and light-independent reactions, suggested that they developed misconceptions such as the belief that âoxygen is produced in Calvin cycle during the nightâ and that âCO2 converts to O2â. Student's explanations indicate the consistency of their understanding of the process, which does not change with gradual introduction of new contents as they are older. The observed misunderstanding could be linked to the cumulative introduction of the complex theoretical contents, but excluding research- based learning, as well as to inadequate time dedicated to establishing connections between studentsâ pre-conceptions and novel information. Our research results might be a strong argument supporting the upcoming change in the national curriculum
Teachers\u27 Education and Training Factors and Their Influence on Formative Assessment Processes
This study sought to identify factors in teachers\u27 education and training that may be associated with their capacity to use formative testing to inform instruction and, ultimately, improve their students\u27 achievement. This research involved the identification of teachers\u27 educational and training variables that might influence their abilities to analyze formative testing results, interpret the analyses, and modify instruction so as to improve students\u27 achievement in third grade mathematics. The goal was to identify those factors in (1) teachers\u27 educational histories and (2) teachers\u27 professional development and training histories that contribute to their capacity to use formative testing results to inform instruction. Data were collected from 46 teachers by interview and survey, existing records, and the expert opinions of school district coordinators. Collected data were subjected to principal component analysis (factor analysis) revealing three components as professional training, program design and analysis, and instructional planning. The professional training component represented participation in seven training topics including assessment, testing, evaluation, test results analyses, instructional planning and revision, and data-driven and differentiated instruction. This component appeared to address all aspects of using formative testing results to inform instruction. The design and analysis component included graduate level courses in research design, assessment, testing, and test analysis. The elements of this component appeared to offer the participant a framework and a detailed appreciation of why formative testing can improve achievement. The final component, instructional planning, represented graduate level education in standards, advanced curriculum design, differentiated instruction, and evaluation. The content of these courses appeared to provide insight into the conversion of testing results into meaningful instruction based on those results. These components may provide insight into the topics in teacher graduate education and professional development that contribute to a teacher\u27s capacity to successfully use formative testing results to inform instruction as realized by improved student achievement in mathematics
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Singing while female: A narrative study on gender, identity & experience of female voice in cis, transmasculine & non-binary singers
This study explored the personal narratives of six AFAB (âassigned female at birthâ) singers â three cis and three trans/non-binary performers of varying ages, ethnicities and locales â to understand how their experiences informed their musical, vocal and gender identities and shaped their musical and vocal lives. Using semi-structured interview process, the singers recounted their memories and understanding of significant events in their development, and together, each singer and I explored those recollections through a process of collaborative self-exploration. Emerging themes from those narratives underscored the need for further investigation into the intersection of AFAB voice, singing and gender, as both existing literature and the results of this study suggest a deeper understanding of the issues around gender socialization, normative expectations and voice is necessary to appropriately and effectively prepare singers at all levels of their musical and vocal education.
Study results found that there are many sources of socially-mediated influences which shape AFAB singersâ development of self, their individual and social identities, and their perceptions of their voice â particularly in the context of normative expectations that define gender and gender identities. While all study participants clearly experienced pleasure in musical performance, the narratives revealed a complex web of expectations and influences that contributed significant amounts of anxiety, with both physiological and psychological repercussions, to the performersâ lives. The ways in which the singers both fell victim to and addressed these sources of stress suggest many topics for further exploration and discussion within the professional voice and music education community, including the role of expert influence, the development of personal agency and perceived self-efficacy, as well as the need for individualized, holistic approaches to vocal pedagogy
ASA 2021 Statistics and Information Systems for Policy Evaluation
This book includes 25 peer-reviewed short papers submitted to the Scientific Opening Conference titled âStatistics and Information Systems for Policy Evaluationâ, aimed at promoting new statistical methods and applications for the evaluation of policies and organized by the Association for Applied Statistics (ASA) and the Department of Statistics, Computer Science, Applications DiSIA âG. Parentiâ of the University of Florence, jointly with the partners AICQ (Italian Association for Quality Culture), AICQ-CN (Italian Association for Quality Culture North and Centre of Italy), AISS (Italian Academy for Six Sigma), ASSIRM (Italian Association for Marketing, Social and Opinion Research), Comune di Firenze, the SIS â Italian Statistical Society, Regione Toscana and Valmon â Evaluation & Monitoring
Teacher roles during amusement park visits â insights from observations, interviews and questionnaires
Amusement parks offer rich possibilities for physics learning, through observations and experiments that illustrate important physical principles and often involve the whole body. Amusement parks are also among the most popular school excursions, but very often the learning possibilities are underused. In this work we have studied different teacher roles and discuss how universities, parks or event managers can encourage and support teachers and schools in their efforts to make amusement park visits true learning experiences for their students
Eye quietness and quiet eye in expert and novice golf performance: an electrooculographic analysis
Quiet eye (QE) is the final ocular fixation on the target of an action (e.g., the ball in golf putting). Camerabased eye-tracking studies have consistently found longer QE durations in experts than novices; however, mechanisms underlying QE are not known. To offer a new perspective we examined the feasibility of measuring the QE using electrooculography (EOG) and developed an index to assess ocular activity across time: eye quietness (EQ). Ten expert and ten novice golfers putted 60 balls to a 2.4 m distant hole. Horizontal EOG (2ms resolution) was recorded from two electrodes placed on the outer sides of the eyes. QE duration was measured using a EOG voltage threshold and comprised the sum of the pre-movement and post-movement initiation components. EQ was computed as the standard deviation of the EOG in 0.5 s bins from â4 to +2 s, relative to backswing initiation: lower values indicate less movement of the eyes, hence greater quietness. Finally, we measured club-ball address and swing durations. T-tests showed that total QE did not differ between groups (p = .31); however, experts had marginally shorter pre-movement QE (p = .08) and longer post-movement QE (p < .001) than novices. A group Ă time ANOVA revealed that experts had less EQ before
backswing initiation and greater EQ after backswing initiation (p = .002). QE durations were inversely correlated with EQ from â1.5 to 1 s (rs = â.48 - â.90, ps = .03 - .001). Experts had longer swing durations than novices (p = .01) and, importantly, swing durations correlated positively with post-movement QE (r = .52, p = .02) and negatively with EQ from 0.5 to 1s (r = â.63, p = .003). This study demonstrates the feasibility of measuring ocular activity using EOG and validates EQ as an index of ocular activity. Its findings challenge the dominant perspective on QE and provide new evidence that expert-novice differences in ocular activity may reflect differences in the kinematics of how experts and novices execute skills
Canonical explorations of 'Tel' environments for computer programming
This paper applies a novel technique of canonical gradient analysis, pioneered in ecological sciences, with the aim of exploring student performance and behaviours
(such as communication and collaboration) while undertaking formative and summative tasks in technology enhanced learning (TEL) environments for computer
programming. The research emphasis is, therefore, on revealing complex patterns, trends, tacit communications and technology interactions associated with a particular
type of learning environment, rather than the testing of discrete hypotheses. The study is based on observations of first year programming modules in BSc Computing and
closely related joint-honours with software engineering, web and game development courses. This research extends earlier work, and evaluates the suitability of canonical
approaches for exploring complex dimensional gradients represented by multivariate and technology-enhanced learning environments. The advancements represented here
are: (1) an extended context, beyond the use of the âCeebotâ learning platform, to include learning-achievement following advanced instruction using an industrystandard integrated development environment, or IDE, for engineering software; and (2) longitudinal comparison of consistency of findings across cohort years. Direct findings (from analyses based on code tests, module assessment and questionnaire surveys) reveal overall engagement with and high acceptance of collaborative working and of the TEL environments used, but an inconsistent relationship between deeply learned programming skills and module performance. The paper also discusses research findings in the contexts of established and emerging teaching practices for computer programming, as well as government policies and commercial requirements for improved capacity in computer-science related industries
Assessment and evaluation in higher education
This book compiles relevant research on studentsâ learning processes in Higher Education.
It presents different dimensions and forms of learning, crucial to understand and tackle diversity
and integration regarding more sustainable and inclusive goals.
Major challenges have taken place recently considering assessment within higher
education and its known impact on studentsâ learning processes. The application of different
assessment methods, considering a general public desire to focus on more skills development
and assessment has brought higher education challenges regarding students learning processes
and its assessment that are bringing severe changes towards academia. Higher education
institutions should act as knowledge and research drivers, and the consideration about the
learning processes and assessment methods are key.
Special attention is given to assessment methods and purposes, assessment rubrics and the
assessment of learning outcomes (knowledge and skills). Research on the challenges, strengths,
and opportunities of online and virtual assessment, as well as best practices and
recommendations for assessment and evaluation in higher education, are also explored and
discussed in this book. This book, which consists of 15 articles written by research experts in their
topic of interest, reports the most recent research concerning assessment and evaluation in higher
education. The book includes changes in education and higher education that can lead to a
systematic modification of higher education.
Topic oneâPedagogical innovation
Jung Hee Park, Woo Sok Han, Jinkyung Kim and Hyunjung LeeâStrategies for Flipped
Learning in the Health Professions Education in South Korea and Their Effects: A
Systematic Review; https://doi.org/10.3390/educsci11010009.
William Swart and Ken MacLeodâEvaluating Learning Space Designs for Flipped and
Collaborative Learning: A Transactional Distance Approach; https://doi.org/10.3390/
educsci11060292.
JiĆĂ BeÄica and Roman VavrekâA Qualitative Assessment of the Pedagogical Process at
Czech Public Universities; https://doi.org/10.3390/educsci11080389.
Salleh Amat, Harizah Izyan Samsudin, Abu Yazid Abu Bakar, Mohd Izwan Mahmud and
Mohd Hasrul KamarulzamanâNeeds Analysis of Psychosocial Module Development
Based on Psychoeducation Approach for Public University Students in Malaysia;
https://doi.org/10.3390/educsci11100604.
Humberto Arruda and Ădison Renato SilvaâAssessment and Evaluation in Active
Learning Implementations: Introducing the Engineering Education Active Learning
Maturity Model; https://doi.org/10.3390/educsci11110690.
We begin the book by introducing the reader to a very interesting work in which Park et al.
develops a student-centred approach considering the real advantages in developing students
learning abilities. The effect and strategies of flipped learning in the health professions education
xii
were assessed through a Participantâintervention-comparator-outcome (PICO). Findings
suggests that implementing flipped learning design based on class characteristics and
appropriate post-class activities can enhance studentsâ learning abilities.
The topic continues with the work from Swart et al. where they evaluate Learning Space
Designs for Flipped and Collaborative Learning. A highly revealing study considering the
relevance of the classroomÂŽs design as a relevant mainframe for collaborative work. They
developed a very interesting study where they present that from a student perspective the
investment in high-tech classrooms is not necessarily directly associated with more student
engagement.
Amat and colleagues presents a research which showed a highly positive response from
the students toward the development of a psychosocial module in order to strengthen the
assertiveness, social skills, and psychological well-being.
Assessment and Evaluation in Active Learning Implementations has been widely worked
on engineering Education. Arruda and colleagues present a paper where they propose a
framework that assesses the maturity of Active Learning implementation in a program or a
course. A valuable tool to be implemented and replicated, on diagnosis and practical
improvements in real settings.
Topic TwoâAssessment
Fidel Salas Vicente, Ăngel Vicente Escuder, Miguel Ăngel PĂ©rez Puig and Francisco Segovia
LĂłpezâEffect on Procrastination and Learning of Mistakes in the Design of the Formative
and Summative Assessments: A Case Study; https://doi.org/10.3390/educsci11080428.
Eddy Sutadji, Herawati Susilo, Aji Prasetya Wibawa, Nidal A.M. Jabari and Syaiful Nur
RohmadâAuthentic Assessment Implementation in Natural and Social Science;
https://doi.org/10.3390/educsci11090534
Jurgita LenkauskaitÄ, Remigijus Bubnys, Erika MasiliauskienÄ and Daiva MalinauskienÄâ
Participation in the Assessment Processes in Problem-Based Learning: Experiences of the
Students of Social Sciences in Lithuania; https://doi.org/10.3390/educsci11110678.
Tatiana Baranova, Dmitriy Mokhorov, Aleksandra Kobicheva and Elena Tokarevaâ
Assessment of the Application of Content and Language Integrated Learning in a
Multilingual Classroom; https://doi.org/10.3390/educsci11120808.
Another interesting research is the one presented by Vicent et al. where we are guided
through studentsâ procrastination processes, the formative assessments and the summative
evaluation. This case study presents the unexpected and undesirable effects of both on the
behavior of students and on both grading and learning.
Authentic assessment is another pedagogical approach based on real world impact. Sutadji
and colleagues presented a research paper where they debate epistemological and scientific
constructions to social and natural sciences.
LenkauskaitÄ and colleagues explored the idea of change in the higher educational process
using a problem-based learning strategy. The need we have in education institutions to empower
students is reflected in this study that shows empowerment and enhancement of critical thinking
from students when they assess and are involved in the assessment strategy.
xi
To end this topic Baranova and colleagues present a research based on the introduction of
content and language into classes with a multilingual approach, which will allow students to use
several foreign languages in the process of professional communication. The purpose of the paper
is to evaluate the efficiency of a newly introduced integrated learning model from the perspective
of students and to understand its impact on students.
Topic threeâDigitalization- and peer-support-technology-based
Rana Saeed Al-Maroof, Khadija Alhumaid and Said SalloumâThe Continuous Intention
to Use E-Learning, from Two Different Perspectives; https://doi.org/10.3390/educsci
11010006.
Isabel LĂłpez-TocĂłnâMoodle Quizzes as a Continuous Assessment in Higher Education:
An Exploratory Approach in Physical Chemistry; https://doi.org/10.3390/educsci11090500.
Mehdi Berriri, Sofiane Djema, GaĂ«tan Rey and Christel Dartigues-PallezâMulti-Class
Assessment Based on Random Forests.; https://doi.org/10.3390/educsci11030092.
In Topic 3, the book presents relevant pos pandemic strategies like e-learning methods. The
paper by Al-Maroof et al. show that teachersâ and studentsâ perceived technology self-efficacy,
ease of use and usefulness are the main factors directly affecting the continuous intention to use
technology.
Their relevant findings also bring about intrinsic and extrinsic motivation associated and
developed throughout the process of learning. Considered the key factors that support the use of
technology continuously.
The chapter continues with LĂłpez-TocĂłn and colleagues work on Moodle Quizzes as a
Continuous Assessment. Moodle quizzes were explored in this study, and they acted as a reliable
practice for teaching and learning.
This topic regards crucial aspects that intend to enhance the need for higher education
institutions to support additional student-centred dynamics not based on the teacher and its role
as the main actor in the classroom or even as main facilitator of knowledge. In this chapter it is
explored by the work of Berriri, a novel study that tried to provide relevant information regarding
counseling processes. Additionally, it is explored how teaching staff can propose training courses
adapted to students by anticipating their possible difficulties using new technologies, a machine
learning algorithm called Random Forest, allowing for the classification of the students
depending on their results.
Topic fourâOrganizations and governance
Cristina Checa-Morales, Carmen De-Pablos-Heredero, Angela Lorena Carreño, Sajid
Haider and AntĂłn GarcĂaâOrganizational Differences among Universities in Three
Socioeconomic Contexts: Finland, Spain and Ecuador. Relational Coordination Approach;
https://doi.org/10.3390/educsci11080445.
Hue Thi Truong, Hung Manh Le, Duc Anh Do, Duc Anh Le, Huyen Thi Nguyen and Thanh
Kim NguyenâImpact of Governance Factors over Lecturersâ Scientific Research Output:
An Empirical Evidence; https://doi.org/10.3390/educsci11090553.
xii
CecĂlia Guerra and Nilza CostaâCan Pedagogical Innovations Be Sustainable? One
Evaluation Outlook for Research Developed in Portuguese Higher Education;
https://doi.org/10.3390/educsci11110725.
The book also presents institutional research, conducted in a macro level approach that can
be very helpful to the reader that is interested in more information regarding the assessment of
pedagogical innovation at an institutional level. BeÄica and colleagues present a relevant
qualitative Assessment of the Pedagogical Process at Czech Public Universities. This work
increments the debate towards more quality-based measures considering that the monitoring and
quantification of quality in education is a very demanding and controverse topic.
Checa-Morales and colleagues presented an institutional study that focus on
organizational differences Universities in Three Socioeconomic Contexts: Finland, Spain and
Ecuador. Results show that shared goals with among faculty members and problem-solving
communication among students were key. Organizational practices show relevant differences
among the three universities.
Truong and colleagues analysed governance factors that influence the scientific research
output of lecturers. The results reveal that resources for scientific research have the most impact
on lecturersâ scientific research output, followed by policies for lecturers, support for scientific
research activities, scientific research objectives of HEIs, and finally, leadership.
Pedagogical innovation is key in order to develop society. Guerra and colleagues introduce
a very interesting and critical approach to the topic, conducting research that focused on the
extent to which funded national research-based education projects, developed in public
Portuguese higher education institutions (universities and polytechnic institutes), have
considered the sustainability of research results (e.g., pedagogical innovations), after funding
ends.
We believe there is a need for this book to provide clear and relevant scientific research
which takes into consideration pedagogical innovation, assessment processes and institutional
models. The aim of this book is to provide the reader with key and updated research on the
information necessary to understand students learning and teaching, innovation at assessment,
the need to assess involving the students and also to understand global macro level research,
national level and institutional level. Therefore, we hope to reach policy makers, educators,
researchers, teachers, students and a global community of people that are interested and
concerned with the research agenda, acting in studentâs empowerment, knowledge and updated
skills.info:eu-repo/semantics/publishedVersio
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