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Journal articles on the topic 'Italian Primary School'

Author: Grafiati

Published: 3 June 2025

Last updated: 31 July 2025

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1

Alderighi, Camilla, Raffaele Rasoini, Giulio Formoso, Maria Grazia Celani, and Sarah E. Rosenbaum. "Feasibility of contextualizing the Informed Health Choices learning resources in Italy: A pilot study in a primary school in Florence." F1000Research 11 (October 12, 2022): 1167. http://dx.doi.org/10.12688/f1000research.123728.1.

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Background The Informed Health Choices (IHC) project team developed learning resources for primary school children to teach critical thinking about treatments claims and health choices and evaluated their effect in a randomized controlled trial of 120 schools in Uganda. Children taught with these resources showed a better ability to think critically about treatments claims and health choices than children not taught with these resources. Teams in multiple countries are contextualising the IHC resources for use in other languages and settings; in this pilot we describe contextualization for use

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2

Scaglia, Evelina. "The Written School Memories of an Italian primary teacher between Fascism and democracy: an original case study." Espacio, Tiempo y Educación 5, no. 1 (2018): 249. http://dx.doi.org/10.14516/ete.148.

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The following paper focuses on the original nature of Individual Written School Memories, shown by some commentaries published by the Italian primary teacher Marco Agosti in the Catholic teachers’ magazine «Supplemento pedagogico a Scuola Italiana Moderna» between 1933 and 1938, during the Fascist regime. They dealt with the main results of his educational experimentations in primary school, according to his idea of education as the full development of each human being. An analysis of Marco Agosti’s interventions reveals how they represented an original interpretation of the critica didattica,

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Djorovic, Danijela, and Natasa Lalic-Vucetic. "Some peculiarities of Italian language instruction at primary school age." Zbornik Instituta za pedagoska istrazivanja 42, no. 1 (2010): 150–64. http://dx.doi.org/10.2298/zipi1001150d.

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Instruction of Italian language at primary school level has not been studied more comprehensively in our expert and scientific literature so far, since Italian has been studied as a compulsory foreign language in Serbian schools since the school year 2001/2002. This paper discusses some peculiarities of learning and teaching a foreign language, with emphasis on the socio-cultural aspect and functional usage of the language as the primary task of instruction. The paper presents the results of one part of a larger empirical research that studies the attitude of primary school students towards le

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Viscera, Angela. "MAECI E INIZIATIVE DI PROMOZIONE LINGUISTICO-CULTURALE: L’INSEGNAMENTO DELL’ITALIANO IN BELGIO." Italiano LinguaDue 15, no. 1 (2023): 130–46. http://dx.doi.org/10.54103/2037-3597/20381.

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In una prospettiva di analisi dei processi linguistici fuori dai confini nazionali, non possiamo non esplorare la situazione migratoria che si è avuta in Belgio a seguito degli accordi bilaterali del 1946 con l’Italia. Particolare interesse desta la questione del mantenimento della lingua d’origine degli immigrati italiani. Il presente contributo illustra, in primo luogo, come lo stato italiano è intervenuto al fine di promuovere e attuare iniziative per l’apprendimento e la diffusione della lingua e della cultura italiana all’estero, giungendo, nel corso degli anni, a stipulare accordi di par

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Maietta, Ornella Wanda, and Maria Teresa Gorgitano. "School meals and pupil satisfaction. Evidence from Italian primary schools." Food Policy 62 (July 2016): 41–55. http://dx.doi.org/10.1016/j.foodpol.2016.04.006.

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Galliani, Luciano. "Image Education in the Italian Primary School." Educational Media International 28, no. 2 (1991): 82–90. http://dx.doi.org/10.1080/0952398910280209.

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7

Belgianni, Carmela. "Educazione corporea e al movimento. Il ruolo educativo del corpo e del movimento nella Scuola Primaria Italiana." Rivista Italiana di Pedagogia dello Sport 2, no. 1 (2017): 19–25. https://doi.org/10.5281/zenodo.1063743.

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Il sistema scolastico italiano potrebbe avvantaggiarsi sul piano formativo di un maggior spazio all’educazione corporea e al movimento. La ricerca pedagogica, infatti, ha ampiamente dimostrato che un corretto sviluppo psicomotorio influisce sensibilmente sull’apprendimento, nella prospettiva di una crescita evolutiva dei soggetti. Il legame tra attività motoria e educazione richiede un’intenzionalità pedagogica basata su alcune specifiche condizioni. In particolare, per declinare l’azione in senso educativo è necessario orientare le specifiche compo

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Bellantonio, Sergio, and Domenico Tafuri. "Tutoring e formazione continua dei docenti. Il progetto "Sport di classe" tra criticità e prospettive." Rivista Italiana di Pedagogia dello Sport 1-2, no. 5-6 (2018): 1–17. https://doi.org/10.5281/zenodo.3357023.

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<strong>Abstract:</strong> Nella scuola primaria italiana non è ancora presente un docente di scienze motorie e sportive tra gli altri docenti curricolari. Per tal motivo, i docenti di ruolo sono aiutati da alcuni <em>tutor sportivi</em> per sviluppare le proprie competenze in ambito motorio e sportivo. L’esperienza di tutoring del progetto CONI-MIUR “Sport di classe” può essere considerata come un valido esempio di formazione continua dei docenti o le criticità emerse dal progetto rappresentano un valido spunto per proporre scenari futuri alternativi a q

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DOZ, Daniel, and Tina STEMBERGER. "MINORITY EDUCATION DURING THE PANDEMIC: THE CASE OF THE SLOVENE MINORITY IN ITALY." Turkish Online Journal of Distance Education 24, no. 1 (2023): 109–28. http://dx.doi.org/10.17718/tojde.970687.

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Much research has been done on the first quarantine period in 2020, however little is known for what it concerns distance learning in Italian schools with Slovene as language of instruction. No extensive research explored teachers’ and students’ perceptions of this distance learning period, nor analyzed their opinion about positive and negative aspects of online learning, especially those related to the teaching material in Slovene language, which should address the Italian program. The present article presents the analysis of online semi-structured interviews that involved 15 high school teac

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La Perna, Rosalia, and Antonio Serradifalco. "ITALIANO E DIALETTO: ESPERIENZE DIDATTICHE PER UN CURRICOLO VERTICALE INTEGRATO IN PROSPETTIVA ECOLINGUISTICA." Italiano LinguaDue 16, no. 2 (2025): 365–75. https://doi.org/10.54103/2037-3597/27850.

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Le Indicazioni nazionali e le politiche di tutela delle minoranze linguistiche e del patrimonio dialettale sollecitano il mondo della scuola a sperimentare percorsi di educazione linguistica plurilingue integrata, italiano - lingue - dialetti, per favorire l’alfabetizzazione culturale e sociale del bambino, lo sviluppo della sua identità attraverso il contatto con l’alterità linguistica e culturale, la partecipazione democratica. Il presente lavoro illustra due esperienze didattiche di educazione linguistica integrata attraverso la valorizzazione dellevarietà dialettali, per un curricolo verti

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Kupisch, Tanja, Massimiliano Canzi, Maria Ferin, Miriam Geiss, Marie Reiber, and Paulina Speck. "How Bilingual Experience Shapes Accents in German-Italian Primary School Children." Heritage Language Journal 21, no. 1 (2024): 1–30. http://dx.doi.org/10.1163/15507076-bja10030.

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Abstract This study investigates the accents of German-Italian school children (6–10 years old) in their two languages. We ask whether accents in the bilingual children’s two languages are related and how foreign accentedness is associated with proficiency in other areas of language (speech rate, vocabulary size) and extralinguistic factors (formal and informal exposure and AoO in the majority language). Data from 87 early bilingual German-Italian children is judged by adult raters in Italy and Germany. Bilinguals are perceived as being more accented than monolinguals, mostly in Italian, the H

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Kavadias, Korey, Riccardo Amorati, and John Hajek. "UNDERSTANDING UNIVERSITY STUDENTS’ EXPERIENCES OF ITALIAN LANGUAGE STUDY AT PRIMARY SCHOOL AND REASONS FOR DISCONTINUATION INTO SECONDARY STUDY IN AUSTRALIA." Italiano LinguaDue 14, no. 1 (2022): 291–307. http://dx.doi.org/10.54103/2037-3597/18179.

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This study explores Australian university students’ experiences of Italian language study in primary school. It aims to understand the reasons why they may not continue with Italian in the transition to secondary education. The findings showed that while students enjoyed Italian language education overall at primary level, they were critical [1]about many aspects associated with their learning experience, particularly their teachers, and their own learning progress, which was hindered by limited contact hours and repetitive and insufficient content covered. However, these factors were not foun

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Santinello, Massimo, Alessio Vieno, and Pier Antonio Battistella. "Primary headache in Italian early adolescents: correlation with stress and school social support." Epidemiologia e Psichiatria Sociale 15, no. 1 (2006): 52–58. http://dx.doi.org/10.1017/s1121189x00002037.

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SUMMARYAims – The aims of the study are to evaluate the prevalence rates for headache among an Italian sample of early-adolescents and the role of possible related factors (school stress and social support). Methods – The survey reported here is part of the larger Health Behaviour in School Aged Children (HBSC) trans-national study, which is co-ordinated by the European Office of the World Health Organization. The data were gathered through self-administered questionnaires filled out by a representative sample of 4, 386 (48.4% males) Italian students (11-, 13- and 15-year old). The main areas

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Fiorentino, Giuliana. "GIOCHI LINGUISTICI PER LA DIDATTICA DELL’ITALIANO." Italiano LinguaDue 14, no. 2 (2023): 220–37. http://dx.doi.org/10.54103/2037-3597/19659.

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La ludolinguistica applicata all’insegnamento della lingua italiana è una pratica abbastanza diffusa nella scuola italiana, in particolare nella primaria e nella scuola dell’infanzia. In questo contributo si propone di utilizzare estesamente tale didattica individuando tipologie di esercizi e loro possibile utilizzo nella scuola secondaria di primo grado. Inoltre ci si propone di confrontare la ludolinguistica usata nella glottodidattica con la ludolinguistica usata nella didattica della L1. L’articolo prende le mosse dalla considerazione del valore fondamentale che assume il gioco nell’appren

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Freina, Laura, Rosa Bottino, and Lucia Ferlino. "Visuospatial Abilities Training with Digital Games in a Primary School." International Journal of Serious Games 5, no. 3 (2020): 23–35. http://dx.doi.org/10.17083/ijsg.v5i3.240.

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The “A me gli occhi” project was organized to support the development and consolidation of visuospatial abilities in students of the last two years of the Italian primary school, with the hypothesis that such a training would have a positive impact on their performance in mathematics. Twenty game based training sessions were set up along the whole school year, involving two experimental classes, while another two classes served as control group. Students’ mathematical abilities were measured at the beginning of the project and at the end using a math test that had been standardized on the Ital

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Loscalzo, Yura. "Psychological Counseling during the COVID-19 Pandemic: Clinical Thoughts and Implications Arisen from an Experience in Italian Schools." International Journal of Environmental Research and Public Health 19, no. 12 (2022): 7255. http://dx.doi.org/10.3390/ijerph19127255.

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During the COVID-19 pandemic, I worked as a psychologist in two schools: a comprehensive school (an institution including three school levels: kindergarten, primary school, and secondary school of first grade) and a Provincial Center for the Education of Adults (CPIA). This paper provides some clinical considerations that arose from this personal experience, focusing on practical implications for school psychological counseling. Among the main points, I noticed that students were eager to disclose information about themselves in a professional space, were not afraid of being ridiculed by class

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17

Carmagnola, Daniela, Gaia Pellegrini, Elena Canciani, et al. "Saliva Molecular Testing for SARS-CoV-2 Surveillance in Two Italian Primary Schools." Children 8, no. 7 (2021): 544. http://dx.doi.org/10.3390/children8070544.

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Background: No evidence has so far proven a significant role of schools in SARS-CoV-2 transmission, while the negative effects of their closure on children and adolescents are well documented. Surveillance, by means of frequent students and staff testing, has been advocated in order to implement school safety. Our aim was to report the results of a school surveillance program for the early detection of SARS-CoV-2 infection in pre- and asymptomatic subjects, by means of molecular salivary testing (MST). Methods: School surveillance in two schools in Milan, Italy, was carried out for six weeks.

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Varcasia, Cecilia, and Emanuela Atz. "Emergent plurilingualism and metalinguistic awareness in primary school." Nordic Journal of Language Teaching and Learning 12, no. 2 (2024): XLVI—LI. https://doi.org/10.46364/njltl.v12i2.1293.

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This paper aims to present some of the results from a project conducted in primary schools within a bilingual area in northern Italy, focusing on enhancing language skills and metalinguistic awareness. The project is inspired by the “Éveil aux langues” approach as represented in the FREPA/CARAP project (Candelier et al., 2012) and the studies conducted by Andorno and Sordella (Andorno & Sordella 2017, 2018). It took place during the 2021-22 school year in three classes at a primary school in the province of Bolzano, Italy. In this multilingual region there are at least two languages of ins

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Mecarelli, Oriano, Paolo Messina, Giuseppe Capovilla, et al. "An educational campaign toward epilepsy among Italian primary school teachers." Epilepsy & Behavior 32 (March 2014): 84–91. http://dx.doi.org/10.1016/j.yebeh.2014.01.009.

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20

Gomez Paloma, Filippo, Filomena Agrillo, and Cristiana D'Anna. "Parent’s perception about motor-sport activity in Italian primary school." Journal of Human Sport and Exercise 8, Proc2 (2013): 165–79. http://dx.doi.org/10.4100/jhse.2012.8.proc2.19.

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21

Cerasuolo, Mariangela, Fiorenza Giganti, Francesca Conte, et al. "Schooltime subjective sleepiness and performance in Italian primary school children." Chronobiology International 33, no. 7 (2016): 883–92. http://dx.doi.org/10.1080/07420528.2016.1178274.

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Vojvoda Gorjan, Vesna. "Metode poučevanja italijanščine kot drugega jezika na dvojezičnem območju slovenske Istre med teorijo in prakso." Studia universitatis hereditati, znanstvena revija za raziskave in teorijo kulturne dediščine 8, no. 2 (2020): 113–24. http://dx.doi.org/10.26493/2350-5443.8(2)113-124.

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Italian-L2 Teaching Methods in the Bilingual Zone of Slovenian Istria The present article presents a diachronic overview of the didactic approaches that have been used in teaching foreign and second languages in the world until present day. The objective is to check their use in the glottodidactics of Italian as a second language in the ethnically mixed area of Slovenian Istria. After having compared them with the curriculum, the author evaluates the most widespread approaches in modern pedagogical practice and, based on concrete examples, examines and gives guidelines for their possible appli

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Brustio, Mulasso, Marasso, et al. "The Daily Mile: 15 Minutes Running Improves the Physical Fitness of Italian Primary School Children." International Journal of Environmental Research and Public Health 16, no. 20 (2019): 3921. http://dx.doi.org/10.3390/ijerph16203921.

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The Daily Mile™ is an innovative school-based intervention that requires children to run or jog outside for 15 min at a self-selected pace during class time. Today, only one study has investigated the efficacy of The Daily Mile on physical fitness, which was conducted with Scottish children. Thus, we aimed to evaluate the feasibility and effectiveness of The Daily Mile in Italian primary schools. A total of 486 children participated in The Daily Mile for 3 months (experimental group), whereas 309 children continued their daily school routine (control group). The 6-min run test, standing long j

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Trotta, Eugenio, Gianluigi Serio, Lucia Monacis, et al. "The effects of the COVID-19 pandemic on Italian primary school children’s learning: A systematic review through a psycho-social lens." PLOS ONE 19, no. 6 (2024): e0303991. http://dx.doi.org/10.1371/journal.pone.0303991.

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The COVID-19 pandemic drastically affected many areas and contexts of today’s society, including school and family. Several studies focused on the worldwide effects of school closures on students’ learning outcomes, context, and well-being. However, the data emerging from these studies are often inconsistent and fragmentary, highlighting the need of a comprehensive analysis of the phenomenon. This need is especially urgent for the countries with the most severe school closure, like Italy. This systematic review aims to collect the opinions of parents, teachers, and students on: other dimension

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Cacciamani, Stefano, Donatella Cesareni, Caterina Fiorilli, and Maria Beatrice Ligorio. "Teachers’ Work Engagement, Burnout, and Interest toward ICT Training: School Level Differences." Education Sciences 12, no. 7 (2022): 493. http://dx.doi.org/10.3390/educsci12070493.

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Teachers’ work engagement is associated with positive outcomes regarding work-related well-being. Conversely, burnout menaces teachers’ work and attitudes toward professional development. As indicated in the literature, burnout can influence teachers’ work engagement. Considering the impact of ICT on school activities, interest toward ICT training can also affect teachers’ work engagement. The present study aims to explore the differences among different school levels concerning work engagement, burnout, and interest toward ICT training. Furthermore, we study the extent to which teachers’ burn

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Agasisti, Tommaso, Samuele Murtinu, and Piergiacomo Sibiano. "The Heterogeneity of the ‘Private School Effect’ in Italian Primary Education." CESifo Economic Studies 62, no. 1 (2015): 126–47. http://dx.doi.org/10.1093/cesifo/ifv008.

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Angelelli, Paola, Alessandra Notarnicola, Anna Judica, Pierluigi Zoccolotti, and Claudio Luzzatti. "Spelling impairments in Italian dyslexic children: Phenomenological changes in primary school." Cortex 46, no. 10 (2010): 1299–311. http://dx.doi.org/10.1016/j.cortex.2010.06.015.

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Bucci, Silvia, Francesca Bevilacqua, Chiara De Marchis, Maria Franca Coletti, Simonetta Gentile, and Anna Maria Dall’Oglio. "Learning Abilities in a Population of Italian Healthy Preterm Children at the End of Primary School." International Journal of Environmental Research and Public Health 17, no. 20 (2020): 7599. http://dx.doi.org/10.3390/ijerph17207599.

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Background: Delays in learning skills have been extensively reported for very preterm children. However, few studies have examined academic achievement profiles in Italian preterm children as a function of their neonatal immaturity. Methods: A cross-sectional study was performed that included 82 healthy Italian children born very and extremely preterm (without major neurosensory outcomes; IQ ≥85). Children were evaluated for academic and neurocognitive performances at the second cycle of primary school. Results: Healthy preterm children showed on average academic and neurocognitive profiles th

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Altavilla, Gaetano, Rosario Ceruso, Giovanni Esposito, Gaetano Raiola, and Francesca D'Elia. "Physical education teaching in Italian primary school: theoretical lines and operational proposals." Pedagogy of Physical Culture and Sports 26, no. 3 (2022): 151–57. http://dx.doi.org/10.15561/26649837.2022.0302.

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Background and Study aim. For the new reform to be applied in the best possible way, it is a priority and useful to promote the development of knowledge on the organization and methods of teaching/learning in physical education in primary school. This study aims to search for a new didactic organizational model for physical education in primary school, starting from the theoretical lines, showing the contrasts of the significant aspects and the uniqueness of heuristic learning, with a consequent theoretical and argumentative elaboration of operational proposals. Material and Methods. For

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MURPHY, VICTORIA A., ERNESTO MACARO, SONIA ALBA, and CLAUDIA CIPOLLA. "The influence of learning a second language in primary school on developing first language literacy skills." Applied Psycholinguistics 36, no. 5 (2014): 1133–53. http://dx.doi.org/10.1017/s0142716414000095.

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ABSTRACTThis study investigated whether learning a second language (L2) has a facilitative effect on first language (L1) literacy and whether there is an advantage to learning an L2 with transparent grapheme–phoneme correspondences. One hundred fifty Year 3 children were randomly assigned into one of three groups: L2 Italian, L2 French, and control. Children were pretested on measures of English (L1) spelling, reading and phonological processing. The L2 groups then received 15 weeks of L2 instruction in Italian or French, respectively. The L2 groups outperformed the control group on posttest m

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Depolo, Marco, and Michela Vignoli. "Accompanying organizational innovation by research: The case for performance evaluation of Italian school principals." Psychologica 62, no. 1 (2019): 131–42. http://dx.doi.org/10.14195/1647-8606_62-1_7.

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In 2015, the Italian parliament approved the law no. 107, named “La Buona Scuola” (“The Good School”), in order to boost the quality of organizational processes in schools. Among these, one of the most innovative was introducing a performance evaluation procedure for the nearly 7000 school principals of Italian public schools, from primary to college.From 2000 on, the legal status of schools principals in the public system have been set to the managerial level. However, no formal performance evaluation had been really performed before. In 2016, the INVALSI (the governmental agency for the eval

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Alfieri, Paolo. "Physical Education for Italian School Children during the Totalitarian Fascist Regime." Historia scholastica 7, no. 1 (2021): 71–84. http://dx.doi.org/10.15240/tul/006/2021-1-004.

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Recent general and educational historiography suggests that, under Mussolini, physical training was viewed as a key instrument for disciplining children’s ideas and values as well as their bodies, and thus for inoculating them with fascist ideology. In this essay, I trace the evolution of the regime’s totalitarian educational project in relation to the teaching of physical education in primary schools, a novel topic and heuristic perspective that has been typically overlooked by historiographers. To this end, I analyse national legislation, school curricula, ministerial circulars, and teachers

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Masillo, Paola, and Sabrina Machetti. "VALUTARE L’ITALIANO L2 NELLA SCUOLA PLURILINGUE. L’INTERPRETAZIONE DEL DATO LINGUISTICO, TRA PERCEZIONI E USI." Italiano LinguaDue 15, no. 2 (2023): 585–95. http://dx.doi.org/10.54103/2037-3597/21974.

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Il contributo illustra uno studio sviluppato a partire da due progetti realizzati in due diversi contesti della scuola primaria: il primo, in cui il plurilinguismo rappresenta un fatto sociale (Provincia Autonoma di Bolzano); il secondo, in cui il plurilinguismo costituisce una caratteristica individuale collegata ad un background migratorio (Scandicci). Lo studio procede dall’analisi qualitativa dei dati raccolti tramite un questionario sociolinguistico - che ha preceduto la somministrazione di un test di lingua italiana - volto a rilevare gli usi linguistici e le percezioni degli informatori

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Loizzo, Annalivia, Valerio Zaccaria, Barbara Caravale, and Carlo Di Brina. "Validation of the Concise Assessment Scale for Children’s Handwriting (BHK) in an Italian Population." Children 10, no. 2 (2023): 223. http://dx.doi.org/10.3390/children10020223.

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Handwriting difficulties represent a common complaint among children and may cause a significant delay in motor skills achievement. The Concise Assessment Scale for Children’s Handwriting (BHK) assesses handwriting skill in clinical and experimental settings, providing a quick evaluation of handwriting quality and speed through a copying text. The aim of the present study was to validate the Italian adaptation of the BHK in a representative primary school population. Overall, 562 children aged 7–11 from 16 public primary schools of Rome were included and asked to copy a text in 5 min using cur

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Stefano, Di Tore, and Sibilio Maurizio. "Educational technology for inclusion: Design of an educational software for individuals with autism spectrum disorders." Research on Education and Media 7, no. 2 (2015): 48–56. http://dx.doi.org/10.1515/rem-2015-0016.

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Abstract The study illustrates the design, prototyping and production stages of an educational software aimed at promoting the development of social skills in autistic pupils attending the Italian primary school. The educational design of the proposed activities within the software was created on the basis of the theory of simplexity, while the design of the forms of interaction of the activities was constructed on the basis of the tasks proposed in the educational programme for autistic individuals by Patricia Howlin. The research project aims to achieve two objectives: creating an educationa

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Firpo, Elena. "Development of CALP through ICT and Lexical Approach in Second Generation Foreign Students." European Journal of Multidisciplinary Studies 5, no. 1 (2017): 112. http://dx.doi.org/10.26417/ejms.v5i1.p112-121.

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The public Italian School is a multicultural school: 51% of foreign students were born in Italy or arrived before starting primary school and their academic performance is lower than average, as verified by the Ministry of Education (MIUR 2015) and confirmed by a research group of Genoa University that assessed pupils’ prior knowledge in an elementary school. Consequently two research questions have been formulated:;1. A second generation foreign student has the same CALP (Cognitive Academic Language Proficiency, Cummins 1979) as an Italian student? 2. Can the development of CALP both in Itali

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Biasutti, Michele. "Teaching beliefs: a comparison between Italian primary and secondary school trainee teachers." Journal of Education for Teaching 38, no. 3 (2012): 231–44. http://dx.doi.org/10.1080/02607476.2012.668777.

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Biemmi, Irene. "The imagery of gender in Italian textbooks. Research into primary school books." Foro de Educación 13, no. 18 (2015): 15–35. http://dx.doi.org/10.14516/fde.2015.013.018.000.

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Calicchia, Sara, Giovanna Cangiano, Silvia Capanna, Mariangela De Rosa, and Bruno Papaleo. "Teaching Life-Saving Manoeuvres in Primary School." BioMed Research International 2016 (2016): 1–6. http://dx.doi.org/10.1155/2016/2647235.

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Introduction. In the event of sudden cardiac arrest (SCA) early intervention provided by a layperson can be life-saving. Teaching first aid in primary school may increase the lifelong ability and motivation of young people to take action in an emergency. Objective. The aim of this article is to report a training experience on BLSD (Basic Life Support and Defibrillation) designed for a group of pupils in an Italian primary school, with assessment of its effectiveness at a distance. Methods. The assessment was carried out using a multiple choice questionnaire on a sample of 130 pupils aged 11-12

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Alfieri, Paolo. "La ginnastica come disciplina della scuola elementare negli anni dell’unificazione italiana. Una proposta di «ri-contestualizzazione» storiografica." Espacio, Tiempo y Educación 4, no. 2 (2017): 187. http://dx.doi.org/10.14516/ete.166.

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The contribution aims to suggest some research paths to begin a study on Gymnastics in the primary school during the years of Italian unification, starting from the analysis of the well-known literature which have dealt with physical activities in that period. Many of these publications – often arising from a non-academic intention and, in any case, characterized by a thematic and methodological eclecticism – are influenced by a historiographical tradition that has studied physical education without a specific attention on the elementary school. Therefore, the essay proposes a «re-contextualiz

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Varcasia, Cecilia, and Emanuela Atz. "TE TO TÉ? COSTRUIRE E CONDIVIDERE L’ESPERIENZA LINGUISTICA." Italiano LinguaDue 16, no. 2 (2025): 376–91. https://doi.org/10.54103/2037-3597/27851.

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Il contributo riflette sull’educazione linguistica nel primo ciclo di istruzione, partendo dai repertori linguistici degli allievi per sviluppare percorsi interdisciplinari con obiettivi comuni. Dall’anno scolastico 2018-2019, queste attività si svolgono in un istituto comprensivo della provincia di Bolzano in un contesto di plurilinguismo endogeno (insegnamento in italiano e tedesco) ed esogeno (lingue degli allievi). I materiali utilizzati mostrano un percorso di organizzazione delle conoscenze tramite riflessioni metalinguistiche spontanee in un contesto plurilingue. Dalla scuola dell’infan

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Cotana, Franco, Francesco Asdrubali, Giulio Arcangeli, et al. "Extra-Auditory Effects from Noise Exposure in Schools: Results of Nine Italian Case Studies." Acoustics 5, no. 1 (2023): 216–41. http://dx.doi.org/10.3390/acoustics5010013.

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Noise exposure may cause auditory and extra-auditory effects. School teachers and students are exposed to high noise levels which have an impact on perceptual-cognitive and neurobehavioral aspects. The latter influence teaching conditions and student school performance. A Protocol was defined and parameters to be investigated were identified for acoustic characterization of unoccupied and occupied school environments, assessment of users by means of questionnaires completed by teachers and students, and vocal effort evaluation. Classrooms, laboratories, auditoriums, gymnasiums, common areas, c

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Botturi, Luca, Daniela Kapler, and Lucio Negrini. "Digitally-supported language exchanges in primary school: The AlpConnectar project." Studies in Second Language Learning and Teaching 8, no. 4 (2018): 795–843. http://dx.doi.org/10.14746/ssllt.2018.8.4.5.

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This article presents the design, implementation and outcomes of AlpConnectar, a Swiss project that exploits technologies for digitally-supported language exchange (LE) in primary schools. Launched in 2013, the project involves three Swiss cantons where different languages are spoken (namely German, French and Italian) and respectively taught as foreign languages since the third grade of primary school. In the first section of the paper the linguistic composition of Switzerland is briefly presented and the current methodologies and approaches in foreign language teaching in the country are int

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Casini, Luca, and Marco Roccetti. "Reopening Italy’s schools in September 2020: a Bayesian estimation of the change in the growth rate of new SARS-CoV-2 cases." BMJ Open 11, no. 7 (2021): e051458. http://dx.doi.org/10.1136/bmjopen-2021-051458.

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ObjectivesCOVID-19’s second wave started a debate on the potential role of schools as a primary factor in the contagion resurgence. Two opposite positions appeared: those convinced that schools played a major role in spreading SARS-CoV-2 infections and those who were not. We studied the growth rate of the total number of SARS-CoV-2 infections in all the Italian regions, before and after the school reopening (September–October 2020), investigating the hypothesis of an association between schools and the resurgence of the virus.MethodsUsing a Bayesian piecewise linear regression to scrutinise th

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Scalvedi, Caterina. "The Missionary at the Gates of “Dawn”: Educational Continuities from Fascist Somalia through the UN Order (1920s–50s)." Northeast African Studies 22, no. 1 (2022): 45–89. http://dx.doi.org/10.14321/nortafristud.22.1.0045.

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Abstract This article explores the history of Italian-language education in Somalia from fascist rule through the early years of the UN Trusteeship (1922–50s). It relies on the rich unpublished documentation produced by Catholic missionaries, who played a crucial role in the organization of schools throughout the period under examination. Under fascist rule (1922–41), the state did not issue any school-focused law, so missionaries remained the primary leaders in the organization of schools, refining social and conceptual engineering strategies intended to transform students, mostly orphans, in

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Canuto, Claudia, and Ilaria Ciavattin. "L’USO DEL TASK SUPPORTED TEACHING AND LEARNING IN DIDATTICA A DISTANZA. LO STUDIO DI UN CASO NEL PROGETTO “ITALIANO L2 A SCUOLA”." Italiano LinguaDue 15, no. 1 (2023): 929–49. http://dx.doi.org/10.54103/2037-3597/20445.

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Il presente contributo nasce dall’esperienza di educazione linguistica con un gruppo di alunni stranieri avvenuta all’interno di un percorso laboratoriale realizzato a distanza e incentrato sul Project-based learning (PBL). Il laboratorio preso in esame è stato condotto nell’anno scolastico 2020/21, all’interno del progetto “Italiano L2 a scuola”, nato dalla collaborazione tra i Servizi Educativi del Comune di Torino e il Dipartimento di Studi Umanistici dell’Università della stessa città. Il progetto si occupa di sostenere l’integrazione linguistica degli studenti Neo Arrivati in Italia (NAI)

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Roseni, Dr Emilda, and Dr Alnida (Shano) Koroshi. "Assessment Practices of Albanian & Italian Teachers in English Classrooms." English Language Teaching and Linguistics Studies 2, no. 2 (2020): p45. http://dx.doi.org/10.22158/eltls.v2n2p45.

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Language assessment policies in Albania and Italy have impact on assessment practices of English teachers. This study describes Albanian and Italian secondary school English teachers’ classroom assessment practices in ELL classes. It was conducted using qualitative method design with 48 secondary school English teachers as respondents, practically 24 from Albania and 24 from Italy who participated in an interview and observation to clarify their practices on classroom assessment. The study found that secondary school English teachers in both countries Albania and Italy used assessment for lear

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Mortari, Luigina, and Barbara Tomba. "The moral dilemmas of Italian principals." New Trends and Issues Proceedings on Humanities and Social Sciences 6, no. 7 (2019): 12–18. http://dx.doi.org/10.18844/prosoc.v6i7.4505.

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The purpose of this study is to investigate the moral dilemmas faced by a principal. A well-functioning school depends on many factors. Among these factors, the competence of the principal plays an important role. Often this competence, defined as leadership, is understood in a technical way because it is often interpreted as the acquisition of legal and management skills. In contrast, a good school requires strong humanistic competence and, in particular, ethical knowledge. The narratives of the principals reveal the sense of the inadequacy of their role: the administrators declared that they

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Izzo, Riccardo, Filippo Gomez Paloma, Diana Serena, and Gaetano Raiola. "Sports perception in young people Survey in the Italian primary school and comparison with the Maltese school." Timisoara Physical Education and Rehabilitation Journal 9, no. 16 (2016): 51–57. http://dx.doi.org/10.1515/tperj-2016-0008.

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Abstract Here below are the results of a comparative study on the perception of the sports practice in primary school by focusing on the possible differences between genders and classes, and assessing the difference of the sociologic aspects and the media. Studying, assessing and analyzing the issues related to physical activities offered to children of school age allows a deeper knowledge of the current psycho-physical condition of the child. It’s also important to know the cultural and social phenomena concerning young people which always represent, for better or for worse, the time they liv

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Spaliviero, Camilla. "Pre-Service Primary Teachers’ Beliefs, Practices, and Needs Regarding the Teaching of a Second Language Through Book Creator." International Journal of Linguistics 14, no. 5 (2022): 34. http://dx.doi.org/10.5296/ijl.v14i5.20140.

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Several studies have investigated the use of Digital Storytelling to foster Second Language Acquisition at primary school level from pre-service teachers’ perspectives. However, research regarding the employ of Book Creator, a digital book-making tool, to enhance students’ language, digital, and intercultural competences according to student teachers’ perceptions is still lacking. This article presents a case study carried out with 35 student teachers who participated in a workshop on teaching Italian as a Second Language through Digital Storytelling during a single cycle degree programme in P

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