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Evaluative brainstorming. From theory to research practice in contexts characterized by resistance to innovation
Journal Title: RIV Rassegna Italiana di Valutazione 
Author/s: Giuliana Parente, Rossana Labalestra 
Year:  2018 Issue: 71-72 Language: Italian 
Pages:  17 Pg. 276-292 FullText PDF:  413 KB
DOI:  10.3280/RIV2018-071014
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The article aims to explore the opportunities offered by evaluative brainstorming to investigate the concepts of quality and innovation in the scholastic context, starting from the research project -Towards the digital school- carried out by the Department of Communication and Social Research of Sapienza University of Rome. After developing a first theorization of the concepts of quality and innovation in the first paragraph, we explain the motivations behind the choice of evaluative brainstorming as a research technique, to then explore the semantic field and the shared definition of quality and of indicators related to innovative digital didactics. The article concludes with a reflection on the use of evaluative brainstorming intended both as a participatory technique capable of activating self-reflective processes in teaching practices, and as a catalyst for a new culture of evaluation that focuses on the continuous learning of teachers and students.
Keywords: Evaluative Brainstorming; School Quality; Innovation; Digital; Self-Reflexivity; Formative.

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Giuliana Parente, Rossana Labalestra, Evaluative brainstorming. From theory to research practice in contexts characterized by resistance to innovation in "RIV Rassegna Italiana di Valutazione" 71-72/2018, pp. 276-292, DOI:10.3280/RIV2018-071014

   

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