Chapter Professional Development Tutoring: Comparing Italian and International Models

The paper presents the first outcomes of a comparative research of the incoming, on-going and outgoing practices of tutorship. The purposeful sample of universities extracted consisted of 18 Italian universities and 18 US universities. A tutorship concept in line with the transversal cross-curricular skills required for undergraduate and graduate students (Green Paper 2016, Dublin descriptors 2004) exceeds the vision of assistential tutorship and student tutoring practices, exercised by teachers and/or offered by services devoted to different types of intervention. The tutorship can be conceived as systemic and organizational action coherent in all phases with professionalising approach, starting from the earliest initiatives between school and university classroom

Una Faccia, Una Razza: Similarities, Differences, and Parallels in Adult Education Policy Development in Greece and Italy

There is little evidence about the origin of the phrase una faccia, una razza (one face, one race). However, its use signifies numerous shared elements in the cultures of Italy and Greece. In both countries, adult education emerged within the critical paradigm whereas vocationalism is currently the leading force of adult education policy development. The purpose of this article is to discuss the paths of adult education policy evolution over the last 40 years in both countries. Acknowledging Europeanization, neoliberalism, and vocationalism as the forces of policy change, the article provides a detailed critical review, a synthesis, and a proposal about future steps in adult education policy. Résumé Il existe peu d’indices sur l’origine de l'expression una faccia, una razza (un visage, une race). Cependant, son utilisation souligne de nombreux éléments communs aux cultures de l'Italie et de la Grèce. Dans ces deux pays, l’éducation des adultes a vu le jour dans le cadre du paradigme critique, alors qu’un souci de formation professionnelle est actuellement la force motrice du développement d’une politique pour l’éducation des adultes. L’objectif de cet article est de discuter la manière dont la politique pour l’éducation des adultes a évolué dans les deux pays au cours des 40 dernières années. Reconnaissant que l’européanisation, le néolibéralisme et un souci de formation professionnelle sont les forces actuelles du changement politique, l’article fournit un examen critique détaillé, une synthèse, et une proposition sur ce que pourraient être les étapes futures d’une politique pour l’éducation des adultes. Keywords / Mots clés :  adult education, policy development, vocationalism, neoliberalism, collaborative interpretive inquiry / éducation des adultes, élaboration de politiques, souci de formation professionnelle, néolibéralisme, enquête interprétative collaborative

Pedagogical Intervention Research for Cultural Integration and Inclusion : Reflections on Mixed and Multiple Methodologies

The present paper aims to offer a new perspective trough which to study the current phenomena of decolonization and crossbreeding. It will be discussed particularly the theoretical perspective of intercultural approach (Hannoun H., 1987) [1], in order to deconstruct the historical approaches to the dynamics of immigration and meeting of different cultures (Neto F., 2002; Montreuil A., 2004) [2]. The traditional approaches were based on the analysis of the processes of “assimilation” or “acculturation” of the minority culture (Bourhis R.Y., 2007, Barry J.W., 1997) [3], but always from the point of view of the ethnocentric vision. The paper wants also to argue how to re-think intercultural pedagogical research epistemologies and methodologies according to the paradigm of complexity and of methodological pluralism, to avoid proposing the cross-cultural comparison “the West vs the Rest”(Baldacci M., 2012) [4]. The research interest is to bring to light the richness and the depth of the meeting and the exchange between participants who come from different ethnic and cultural horizons, and to grasp the social and community impact of the co-constructed knowledge thanks to the research (Mantovani G., 2008) [5]. Moreover, one of the principal guidelines for the scientific research contained in the plane of Horizon 2020, seems to be that of “Inclusive, innovative and Safe Societies” (Horizon 2020, 2013): it needs to keep in mind criteria of usefulness (Armezzani M., 2004) [6] and of usability of the products of intercultural research, also to meet international standards. It will be presented, then, an intervention-research carried out in the working realities where participants coming from other cultures and nations are employed. It is an action-research aimed to assume participants’ points of view, to capture specific learning needs, to give voice to these specific formative instances and, through which and with which, to design possible plans of intervention to answer to these educational needs

How to embed performative Theatre of the Oppressed in Higher Education systems

Peer reviewedPublisher PD

Effects of Chickpea in Substitution of Soybean Meal on Milk Production, Blood Profile and Reproductive Response of Primiparous Buffaloes in Early Lactation

This study aimed to evaluate the effects of the use of chickpea meal in substitution of soybean meal on plasma metabolites, reproductive response, milk yield and composition and milk coagulation traits of primiparous buffaloes in early lactation. Eighteen primiparous buffaloes were blocked by age, body weight and days in milk and equally allotted to two experimental groups from 10 to 100 days of lactation. The experimental diets consisted of the same forage integrated with two different isonitrogenous and isoenergetic concentrates containing either 210 g/kg of soybean meal or 371 g/kg chickpea. The use of chickpea meal had no negative effects on dry matter intake (p = 0.69), body condition score (p = 0.33) and milk yield (p = 0.15). Neither milk composition nor blood metabolites were influenced by dietary treatments (p > 0.05), but an increment of urea concentrations in milk (p 0.05) of the dietary treatment was highlighted on milk coagulation traits as well as buffalo reproductive responses. We concluded that soybean meal can be replaced by chickpea meal in the diet for primiparous dairy buffaloes in the early lactation period without impairing their productive and reproductive performance

Metodologie performative per lo sviluppo professionale dei docenti

The article explores the contribution of the performative methodologies to the professional development of teachers. It articulates the hypothesis that the adoption of performative methodologies, combining learning, action, reflection, and experience, is particularly promising to support group of teachers involved in laboratory paths in validating the sociolin‐guistic distortions (Mezirow, 2003; Taylor, 2002) with which they describe the experience of people with disabilities, and the implicit premises with which they thematize their professional role and acting. Two performative techniques adopted in the professional development of lower and upper secondary school are presented: the autoethnographic case‐study (Motter & Baldwin, 2018; Tisdell, Whalen, & Johnson, 2022) and the Transformative Listening Protocol (Anderson Sathe et al., 2022).L’articolo esplora il contributo delle metodologie performative allo sviluppo professionale degli insegnanti. Si sostiene, nello specifico, l’ipotesi che l’adozione di metodologie performative, coniugando apprendimento, azione, riflessione ed esperienza, sia particolarmente promettente nel sostenere gruppi di insegnanti coinvolti in percorsi laboratoriali nel validare le distorsioni sociolinguistiche (Mezirow, 2003; Taylor, 2002) con cui descrivono le esperienze di persone con disabilità e le premesse implicite con cui tematizzano il loro ruolo e agire professionale.    Sono presentate due tecniche performative adottate nello sviluppo professionale di docenti di scuola secondaria di primo e secondo grado: la tecnica dello studio di caso autoetnografico (Motter & Baldwin, 2018; Tisdell, Whalen, & Johnson, 2022) e il protocollo dell’Ascolto Trasformativo (Anderson Sathe et al., 2022).&nbsp

TRANSFORMATIVE POTENTIAL OF THE THEATER OF THE OPPRESSED

PARTENDO DA UNA SOLIDA E AMPIA REVIEW DELLA LETTERATURA SCIENTIFICA SULL'APPRENDIMENTO TRASFORMATIVO E SUL TEATRO DELL'OPPRESSO, LA PRESENTE TESI DI DOTTORATO ESPLORA L'USO DELLE METODOLOGIE E DELLE TECNICHE DEL TEATRO DELL'OPPRESSO PER PROMUOVERE APPRENDIMENTO TRASFORMATIVO IN PARTECIPANTI ADULTI ALL'INTERNO DI CONTESTI EDUCATIVI ACCADEMICI. VIENE DESCRITTO UNO STUDIO DI RICERCA CON USO DI METODOLOGIE MISTE CONDOTTO SULLE SESSIONI SPERIMENTALI DI TEATRO DELL'OPPRESSO ALL'INTERNO DEI CONTESTI UNIVERSITARI CON DOCENTI E STUDENTI IN FORMAZIONE

Pratiche di progettazione didattica inclusiva e adattiva all’università: verso la costruzione di un repertorio metodologico

L’articolo presenta i risultati del primo segmento qualitativo-esplorativo del progetto di ricerca biennale T.E.S.T. – Technologies for STEAM Teaching (Project Acronym: 2021-1-IT02-KA220-HED-000032085), che ha consentito la costruzione di un repertorio metodologico per l’insegnamento adattivo e accessibile nelle discipline STEAM , in fase di sperimentazione nelle università partner del progetto. Il focus verte sulle strategie di progettazione inclusiva che è promettente adottare per favorire i processi di apprendimento di studenti/esse con DSA e disabilità nei Corsi di laurea STEAM

An eighteen-month follow-up study on the effects of intravitreal dexamethasone implant in diabetic macular edema refractory to anti-VEGF therapy

Abstract AIM: To evaluate the long-term efficacy and safety of dexamethasone implants in subjects affected by diabetic macular edema (DME) resistant to anti-vascular endothelial growth factor (VEGF) therapy. METHODS: Thirty-two DME patients were enrolled. A 700 microgram slow release Intravitreal Dexamethasone Implant (Ozurdex®) was placed in the vitreous cavity. All patients were followed for 18mo. Best-corrected visual acuity (BCVA) measured with Early Treatment Diabetic Retinopathy Study (ETDRS) and central macular thickness (CMT) exams were carried out at baseline (T0) and after 1 (T1), 3 (T3), 4 (T4), 6 (T6), 9 (T9), 12 (T12), 15 (T15), and 18mo (T18) post injection. RESULTS: Repeated measures ANOVA showed an effect of treatment on ETDRS (P<0.0001). Post hoc analyses revealed that ETDRS values were significantly increased at T1, T3, T4, T9, and T15 (P<0.001) as compared to baseline value (T0). At T6, T12, and T18, ETDRS values were still statistically higher than baseline (P<0.001 vs T0). However, at these time points, we observed a trend to return to baseline conditions. ANOVA also showed an effect of treatment (P<0.0001). CMT decreased significantly at T1, T3, T4, T9, and T15 (P<0.001). At T6 (P<0.01), T12 and T18 (P<0.001) CMT was also significantly lower than T0 although a trend to return to the baseline conditions was also observed. CONCLUSION: Our findings demonstrate that Intravitreal Dexamethasone Implant is a good option to improve BCVA and CMT in DME patients resistant to anti-VEGF therapy. Our data also show that the use of drugs administered directly into the vitreous allows achieving appropriate and long-lasting concentration at the site of disease without systemic side effects