Revitalising Empirical Research in Education with Citizen Science: From (Solving) Misinterpretations to (Embracing) Opportunities

Empirical research in education needs to be revitalised. However, there are some misunderstandings to solve: I) experts must refrain from expropriating the teachers from any possibility of voicing about scientific research that matters; II) considering scientific evidence as incontrovertible fact is erroneous; III) believing that the only research worth being conducted at school is that that delivers certainty and political/ethical impartiality is the last misconception. A couple of obstacles to counter these misunderstandings subsists: I) the teacher training, which does not equip teachers to comprehend and conduct scientific research; II) the practices of accountability of scientific production in academic institutions pushing researchers to publish low-quality/interest studies. In this context, Citizen Science (involvement of non-researchers in interactions with researchers as equals) can be a promising resolving direction

Dare senso al disagio nella scuola dell\u2019infanzia: la prospettiva delle insegnanti in una ricerca partecipata

Il disagio scolastico nella scuola dell\u2019infanzia non \ue8 solamente definito dai comportamenti dei bambini ma vive anche dei significati che le insegnanti ne danno. Il contributo di questo articolo \ue8 quello di ricostruire le semantiche intorno al disagio scolastico a partire da come gli insegnanti di scuola dell\u2019infanzia danno senso a questo fenomeno. L\u2019impianto di ricerca complessivo \ue8 quello della ricerca partecipata e ha previsto un impegno pluriennale sul campo. Secondo l\u2019analisi, il disagio scolastico pu\uf2 essere compreso in ordine a due direttrici di significato: il disagio come corpo estraneo alla scuola, il disagio scolastico come luogo di prova per l\u2019efficacia professionale

Come ripensare la Grounded Theory in chiave visuale?

Il materiale è scaricabile gratuitamente, previa iscrizione, al sito dell'editore Il Mulino, Pandora Campus

Genomic Evidence for an African Expansion of Anatomically Modern Humans by a Southern Route

There is general agreement among scientists about a recent (less than 200,000 yrs ago) African origin of anatomically modern humans, whereas there is still uncertainty about whether, and to what extent, they admixed with archaic populations, which thus may have contributed to the modern populations’ gene pools. Data on cranial morphology have been interpreted as suggesting that, before the main expansion from Africa through the Near East, anatomically modern humans may also have taken a Southern route from the Horn of Africa through the Arabian peninsula to India, Melanesia and Australia, about 100,000 yrs ago. This view was recently supported by archaeological findings demonstrating human presence in Eastern Arabia 90,000 yrs ago. In this study we analyzed genetic variation at 111,197 nuclear SNPs in nine populations (Kurumba, Chenchu, Kamsali, Madiga, Mala, Irula, Dalit, Chinese, Japanese), chosen because their genealogical relationships are expected to differ under the alternative models of expansion (single vs. multiple dispersals). We calculated correlations between genomic distances, and geographic distances estimated under the alternative assumptions of a single dispersal, or multiple dispersals, and found a significantly stronger association for the multiple dispersal model. If confirmed, this result would cast doubts on the possibility that some non-African populations (i.e., those whose ancestors expanded through the Southern route) may have had any contacts with Neandertals

Health professionals learning qualitative research in their workplace: a focused ethnography

Background The interest for qualitative research methodology has expanded beyond theoretical academic research on medical education, gathering interest from all healthcare professionals. Qualitative research has potentials in exploring the social, emotional, psychological aspects of care and in broadening professionals\u2019 scientific competencies. Nonetheless, qualitative research has still not been embraced within formal and academic curricula for future professionals, preventing newer generations from appreciating the value of its epistemological and methodological aspects and from using it in the development and implementation of clinical research. The purpose of this study was to comprehend the attitudes of health professionals learning and conducting qualitative studies within a practical training program developed in their workplace. Methods The present work consisted of a focused ethnography, including 14 professionals during their one-year attendance training on qualitative research methodology. Strategies used for collecting data included participant observations, field notes, semi-structured interviews, and a focus group. All the data were analyzed consistently with ethnographic indications. Results Analyses allowed us to evidence the educational, motivational, group-related and organizational factors influencing the attitudes and skill acquisition of healthcare professionals learning and conducting qualitative research within a practical training program developed in their workplace. Prior educational background was perceived as a sort of barrier. Nonetheless, the training boosted a change in attitude both in terms of appreciation of the research approach and trainees\u2019 emotional involvement with research participants. Doing a qualitative study in a multidisciplinary team raised in-group dynamics that hindered bringing the studies to conclusion. Trainees repeatedly lamented the difficulty in managing time to devote to research-related activities and questioned the feasibility of adopting this methodology for conducting research in their workplace. Conclusions Continual education training on the methodological aspects and practical implications of qualitative research may foster a renewed attitude towards one\u2019s professional education, while making inter-professional relationship issues emerge. Nonetheless, broadening the perspectives of professionals on their clinical practice by means of learning qualitative methodology may have an evident quality improvement return. Strategies for future qualitative research methodology hands-on training addressed to health professionals in continuing education are proposed

Come ripensare la \u201cGrounded Theory\u201d in chiave visuale?

Se la polisemicit\ue0 delle immagini e la loro capacit\ue0 di condensare, rendere manifeste, documentare dimensioni diversamente non rilevabili o descrivibili [Mattioli, 1986; 1991] sono qualit\ue0 ampiamente riconosciute delle immagini, queste \u2013 per essere impiegate utilmente in un processo di ricerca \u2013 devono essere trattate secondo un approccio scientifico che sia non solo in grado di sistematizzare i dati visuali a disposizione (realizzati o reperiti dal ricercatore o prodotti dai partecipanti alla ricerca) ma anche di dare rigore alla loro raccolta e analisi. Proprio con questo obiettivo, ci\uf2 che proponiamo in questo contributo \ue8 ripensare la Grounded Theory (GT nel testo) in una sua possibile declinazione visual

Opening the horizons of clinical reasoning to qualitative research

Clinical Reasoning (CR) is an important aspect of health professional education and effective prac-tice. It is a complex series of factors and cognitive functions, involving higher-level thinking to define prob-lems, examine the evidence and then making decisions and choices to improve the patient\u2019s physiological and psycho-social state.CR consists of 3 interconnected and interdependent sub-processes: clinical experience and clinical context and Evidence-Based Practice. This essay focuses on the opportunities that Qualitative Research offers during the CR process when the doctor finds the evidence to address a patient\u2019s health problem. Clini-cians are often faced with questions that randomized clinical trials or systematic reviews of efficacy studies can-not answer. For this reason, we considered it necessary to offer an expanded view of the process of interpretation of the scientific literature used in daily clinical practice through the complex process of Clinical Reasoning, through the use of studies conducted with qualitative methods, which are able to respond to a different range of clinical questions, and to support studies based on the effectiveness of treatments

\u201cI go into crisis when \u2026\u201d: ethics of care and moral dilemmas in palliative care

Background: Recognising and knowing how to manage ethical issues and moral dilemmas can be considered an ethical skill. In this study, ethics of care is used as a theoretical framework and as a regulatory criterion in the relationship among healthcare professionals, patients with palliative care needs and family members. This study is a part of a larger project aimed at developing and implementing a training programme on \u201cethical communication\u201d addressed to professionals caring for patients with palliative care needs. The aim of this study was comprehending whether and how the ethics of care informs the way healthcare professionals make sense of and handle ethical issues in palliative care. Methods: Qualitative study employing a theoretically driven thematic analysis performed on semi-structured interviews. The research was conducted in a clinical cancer centre in northern Italy. Eligible participants were physicians and nurses from eleven hospital wards who assisted patients with chronic advanced disease daily and had previously attended a 4-h training on palliative care held by the hospital Palliative Care Unit. Results: The researchers identified five themes: morality is providing global care; morality is knowing how to have a relationship with patients; morality is recognizing moral principles; moral dimension and communication; and moral dilemmas are individual conflicts. Conclusions: Ethics of care seems to emerge as a theoretical framework that includes the belief systems of healthcare professionals, especially those assisting patients with palliative care needs; moreover, it allows the values of both the patients and professionals to come to light through the relationship of care. Ethics of care is also appropriate as a framework for ethical training

A Scoping Review on Teacher Agency for Inclusive Education: Mapping Existing Evidence and Conceptual Frameworks

In recent years, inclusive education research in Italy and internationally has reflected upon teacher agency and its implications for students’ full inclusion. Since teacher agency for inclusive education is an emerging theoretical construct, interpreted in different ways in the literature, it is first necessary to aggregate existing studies, appraising both theoretical conceptualizations and available evidence. To this objective, we conducted a systematic scoping review of recent international literature on the topic. Eight theoretical frameworks emerged from the literature. Also, barriers to teacher agency were mapped. Among those, the absence of structural resources, the dominant ableist culture, the perceived inadequacy in the relationship with the students with disability, the special education teacher unpreparedness on specific learning contents, the marginalization of the special education teacher, the absence of shared planning, and the lack of school administration support. On the other hand, teachers proved they are capable of change towards more inclusive practices thanks to resilience, teamwork, and beliefs on students’ abilities

Palliative care training addressed to hospital healthcare professionals by palliative care specialists: a mixed-method evaluation

Despite the great advances in the concept of palliative care (PC) and its benefits, its application seems to be delayed, leaving unfulfilled the many needs of patients and family members. One way to overcome this difficulty could be to develop a new training programme by palliative care specialists to improve PC primary skills in healthcare professionals. The aim of this study was to evaluate the training's impact on trainees within a hospital setting using Kirkpatrick's and Moore's models