Education and Training Science

CONTENT OF THE TEACHING (PROGRAMS) The course deals with the main theories of reference for the research methodology and educational experimentation in an educational context, with particular attention to issues of social pedagogy. The integrated course consists of two 6CFU modules. Module "Social Pedagogy and Research" proposes to study some levels of dispersion of the academic, educational and university system, to detect the characteristics of the study path that affect the frequency and the possible dispersion and abandonment of the studies (10 hours) . Specific insights: 1. (14 hours) dispersion in studies as an object of analysis and intervention for social pedagogy, focusing on: a) educational phenomena contextualizing and locating them in specific cultural, economic, socio-political realities; b) a reading from different angles through intervention projects; c) those "sources" that are indispensable for an investigation into the phenomena of dispersion (such as cultural anthropology, social psychology, sociology and sociology of education, political science, etc.); 2. (24 hours) document some of the different researches, interventions and experiences conducted to counter the dispersion in upper secondary school, in the training system and in the reformed university system. Module "Styles and methods of research in education" develops as a guide to the analysis and design of the different styles and methods of educational research such as naturalistic and ethnographic research, case study, action research, survey, research for experiment, the measurement research (20 hours). A research-type design scheme is presented analytically, illustrating and discussing the distinct phases of: a) epistemological ideation and orientation; b) methodological style; c) selection of recipients and data analysis; d) presentation and communication of results (28 hours). The course then offers insights and examples of the different methods and styles using the moodle platform, to carry out independent and group analysis and reflection activities.

The prerequisites necessary at the beginning of the course, foreseen for the second year of the course, concern the study of the main dimensions of the general pedagogy and the didactic methodologies that the first-year exams have introduced. In particular, it is essential to have a good ability to understand and analyze texts / essays and a good level of motivation to learn, as well as willingness to work in groups.

Mandatory text •BENVENUTO, G. (a cura di), La scuola diseguale, Anicia, Roma, 2011 In addition to the core text, the course includes the study of 1 text chosen from those listed below or to be agreed upon. •BENVENUTO, G., SPOSETTI, P. (a cura di), Contrastare la dispersione scolastica, Anicia, Roma, 2005 • CIRACI, A.M., E-Learning ed equità, Anicia, Roma, 2008 • BERNARDINI ALBINO, Un anno a Pietralata, Ilisso, Nuoro, 2004 • BRIGHENTI ELENA (A CURA DI), Ricomincio da me, l'identità delle scuole di seconda occasione in Italia, Iprase Trentino, Trento, 2006 • GUIDO BENVENUTO, Dispersione scolastica e universitaria, in «Economia & Lavoro», 1 (2007) XLI, 77-94 • BAGNI, G., CONSERVA, R, Insegnare a chi non vuole imparar,, Edizioni Gruppo Abele, Torino, 2005 • BALLARINO, G., CHECCHI, D., Sistema scolastico e disuguaglianza sociale, Il Mulino, Bologna, 2006 • BOTTANI, N., BENADUSI, L, Uguaglianza e equità nella scuola, Erickson, Trento, 2006 • BRIGHENTI, E. (a cura di), Ricomincio da me. L'identità delle scuole di seconda occasione in Italia, IPRASE TRENTINO, Trento, 2006 • BRIGHENTI, E. (a cura di), Le scuole di seconda occasione (vol.1), Erickson, Trento, 2009 • BERTAZZONI, C. (a cura di), Le scuole di seconda opportunità (vol. 2), Erickson, Trento, 2009 • CAVALLI, A., FACCHINI, C., Cruciali. Indagine IARD su giovani e famiglie di fronte alle scelte alla fine della scuola secondaria, Il Mulino,, Bologna, 2001 • DEMETRIO, D., FAVARO, G., Didattica interculturale. Nuovi sguardi, competenze, percorsi, Franco Angeli, Milano, 2004 • FIORUCCI, M., La mediazione culturale. Strategie per l'incontro, Armando, Roma, 2000 • FIORUCCI, M. (a cura di), Una scuola per tutti, Franco Angeli, Milano, 2008 • PASSOW ET AL, L'educazione degli svantaggiati, Franco Angeli, Milano, 1978 • POLLO, M., Manuale di Pedagogia Sociale, Franco Angeli, Milano, 2004 • PROVINCIA DI ROMA, Progetto di ricerca-studio della dispersione formativa: sintesi dei risultati, Nuova Cultura, Roma, 2007

The teaching provides a combination of educational models. Alongside the lectures, which will be used in the first part of the individual modules and aimed at presentation, explanation and reflection on general concepts and mprimarystudies in the literature, the use of the Moodle platform is envisaged to promote in-depth analysis, analysis and reflection. and discussion on educational materials. A modality of blended learning will therefore allow to support lessons in dialogue with on-line exercises (prepared forums), group work, presentations of papers and / or researches, using multimedia supports. The different teaching methods indicated, considering the "integrated" nature of the course, contribute to the achievement of the training objectives: • frontal lessons general objectives [a) c)] specific objectives [Knowledge and understanding, Autonomy of judgment] • dialogues general objectives [a) b)] specific objectives [Knowledge and understanding, Autonomy of judgment, Communication skills] • Moodle (forum, tasks) general objectives [c) and)] specific objectives [Ability to apply knowledge and understanding, Learning skills, Communication skills] • Multimedia (research / study presentation) tutorials general objectives [b) d) e) f)] specific objectives [Ability to apply knowledge and understanding, Communication skills]

The attendance mode of teaching is mandatory. Those who can not attend the course must agree with the teacher that an independent study should be integrated into studying the main exam texts.

The exam mode is mixed and differentiated according to the frequency. For attending students, at least 70% of the 48 hours per module: a) during the course, the use of the Moodle platform will allow the collect documents, writing, participation in forums and , tasks to proceed to a formative evaluation mode (in itinere) that will be considered in the final evaluation porfolio (attribution of 1-2 votes in thirty for those who have carried out and participated profitably all the activities offered online) b) at the end of the individual modules (half-yearly) there will be an exemption in writing, proposing in the case of: - module 1 (Social Pedagogy and Research) a writing of 4 short essays on 10 proposed tracks. Time available 1 and a half hours, on a single protocol sheet. The evaluation will be considered in the final evaluation porfolio (attribution of max 1-2 votes out of thirty) - module 2 (Styles and methods of research in education) 10 short-answer questions on the main theoretical dimensions and styles of research in the educational field, with reference to the study of the basic text. c) integrated oral, 18-30 scale to discuss the main elements of the course and show connection skills and critical judgment. Maximum two questions for individual texts under consideration. For non-attending students: in place of the possible evaluation methods for attending students the final evaluation will consider: a) essay writing on a book of your choice (from list for Social Pedagogy) and link to basic text of Social Pedagogy b) study of integrative text of research methodology (see list of texts for integration) c) integrated oral, 18-30 scale to discuss the main elements of the course and show connection skills and critical judgment. Maximum two questions for individual texts under consideration.