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ATEE Spring Conference 2020-2021
This book collects some of the works presented at ATEE Florence Spring Conference 2020-2021. The Conference, originally planned for May 2020, was forcefully postponed due to the dramatic insurgence of the pandemic. Despite the difficulties in this period, the Organising Committee decided anyway to keep it, although online and more than one year later, not to disperse the huge work of authors, mainly teachers, who had to face one of the hardest challenges in the last decades, in a historic period where the promotion of social justice and equal opportunities – through digital technologies and beyond – is a key factor for democratic citizenship in our societies. The Organising Committee, the University of Florence, and ATEE wish to warmly thank all the authors for their commitment and understanding, which ensured the success of the Conference. We hope this book could be, not only a witness of these pandemic times, but a hopeful sign for an equal and inclusive education in all countries.
Social Justice, Media and Technology in Teacher Education
This book constitutes the refereed proceedings of the 27th ATEE Spring Conference on Social Justice, Media and Technology, ATEE 2021, held in Florence, Italy, during October 28–30, 2021. The 19 full papers included in this book were carefully reviewed and selected from 49 submissions. They were organized in topical sections as follows: teaching critical media/digital literacy in multicultural societies; decommodifying teacher (digital) education; and digital technology and equity for inclusive teaching.
God and the Atlantic
Since the eighteenth-century Enlightenment, the United States and Western Europe's paths to modernity have diverged sharply with respect to religion. In short, Americans have maintained much friendlier ties with traditional forms of religion than their European counterparts. What explains this transatlantic religious divide? Accessing the topic though nineteenth and early twentieth-century European commentary on the United States, Thomas Albert Howard argues that an 'Atlantic gap' in religious matters has deep and complex historical roots, and enduringly informs some strands of European disapprobation of the United States. While exploring in the first chapters 'Old World' disquiet toward the...
Medieval Councils, Decretals and Collections of Canon Law
First published in 1980, but then out of print for several years, this collection, together with The History of Ideas and Doctrines of Canon Law in the Middle Ages, presents a series of fundamental articles by the acknowledged master of medieval canon law studies. For this second edition they have been provided with extensive sections of new notes and references and the detailed indexes have been wholly revised and expanded. The volumes therefore now constitute essential works of reference for all those interested in the study of the medieval Church and its law. Ces deux collections, tout d’abord publiées en 1980, mais actuellement hors impression depuis plusieurs années, présentent une série de textes fondamentaux du mâitre incontesté de l’étude du droit canon médiéval. Pour cette seconde édition, elles ont été enrichies de sections importantes de nouvelles notes et références et les index détaillés ont été entiérement révisés et approfondis. De ce fait, ces ouvrages constituent aujourd’hui des travaux essentiels de référence pour tous ceux intéressés par l’étude de l’Eglise médiévale et de son droit.
Journal of Educational, Cultural and Psychological Studies (ECPS Journal) - 10 - December 2014: Special Issues on Digital Didactics
SOMMARIO: Tecnologie digitali, successo formativo e qualificazione della didattica - Una mappa per l’e-learning - Studi e Contributi di Ricerca - Il maharaja, l’elefante e la qualità dell’(e)Learning - Tecnologie per apprendere: quale il ruolo dell’Evidence Based Education? - Le tecnologie digitali per la progettazione didattica - La Classe di Bayes: note metodologiche, epistemologiche ed operative per una reale digitalizzazione della didattica nella scuola italiana - MOOCs e interazioni collaborative: l’esperienza in «Sapienza» - Digital Didactics and Science Centres: An Innovative Proposal - Formazione e-learning degli insegnanti e pensiero creativo - La videoeducazione per la formazione degli insegnanti: sviluppi e prospettive nel Web 2.0 - Ambienti digitali per lo sviluppo delle competenze trasversali nella didattica universitaria - Valutazione della competenza digitale: che cosa fare per la scuola primaria - I Social Media vanno all’università? Un'indagine sulle pratiche didattiche degli accademici italiani - Lo sviluppo delle abilità inferenziali di lettura nella scuola dell’infanzia con l’utilizzo della LIM: le premesse di una ricerca […]
Journal of Educational, Cultural and Psychological Studies (ECPS Journal) No 10 (2014)
The Journal of Educational, Cultural and Psychological Studies aims to be an inclusive central repository for high quality research reports, reviews, theoretical and empirical articles. The Journal serves as an interdisciplinary forum for theoretical and empirical studies of pedagogical, psychological, historical and sociological issues. As well as research reports, the Journal publishes theoretical and review articles. Research reports are quantitative or qualitative depending upon the methods employed by the researcher. All articles are addressed to a research audience, to teachers and trainers working in schools and in vocational training, and to scholars in allied disciplines in all the human sciences.
La gara matematica di Firenze. Trent'anni di temi e soluzioni
La Gara Matematica di Firenze compie trenta anni. La competizione si rivolge a studenti della scuola secondaria superiore. Ai partecipanti sono proposti quattro esercizi per risolvere i quali sono più importanti capacità logiche e di ragionamento matematico piuttosto che conoscenze tecniche. Questo volume raccoglie i temi assegnati nelle edizioni fin qui svolte risolti e commentati. I quesiti assegnati, tutti di tipo dimostrativo, rendono questo volume interessante per docenti e studenti che intendano avvicinarsi alle competizioni matematiche.
Public History of Education. A Brief Introduction
Is historical knowledge important for education? How can we build a shared historical knowledge with schools, communities, and education professionals? The book responds to these questions by suggesting the public history approach, as applied in education and, more generally, to all professions that are based on human relations. The public history of education refers directly to North American experiences, but at the same time it is part of a process of European cultural acceptance and re-elaboration that has one of its main points of reference in the Italian Public History Association. The objective is not to make history for the general public, but to make public history with all those interested, in a collaborative and participative context, in the quest for meaningful knowledge, directly related to the current and challenging needs of our society.
