Starting learning again, starting teaching again: Which strategies for educational interventions with "difficult" students?

Journal title RICERCHE DI PSICOLOGIA
Author/s Anna Maria Ajello
Publishing Year 2019 Issue 2019/1 Language Italian
Pages 15 P. 103-117 File size 176 KB
DOI 10.3280/RIP2019-001007
DOI is like a bar code for intellectual property: to have more infomation click here

Below, you can see the article first page

If you want to buy this article in PDF format, you can do it, following the instructions to buy download credits

Article preview

FrancoAngeli is member of Publishers International Linking Association, Inc (PILA), a not-for-profit association which run the CrossRef service enabling links to and from online scholarly content.

"To educate a child it is necessary an entire village": this well-known African proverb emphasizes that educating regards different people and many functions. This is even more true when it comes to investigating the characteristics of school failures that can never be attributed to a single factor. In this paper, I intend to address them with reference to the different constructs that contribute to deepen some aspects of the phenomenon of school dispersion and of what happens to the "missing" students. In reality, these elements concern the school system as a whole, the specific scholastic community and its individual participants. In this perspective, therefore, I will refer to the motivation, to the dimension of authenti-city in the educational relationship, to the relationships with the families, to the relationships with other operators, to the evaluation and to the more general edu-cational relationship conceived as a complex construction.

Keywords: School dispersion, educational relationship, motivation to learn, educational agreement.

  1. Ajello, A.M. (2009). Fronteggiare la dispersione: prevenzione e intervento. In C. Bertazzoni (Ed.), La scuola della seconda occasione. Riprendere a educare (pp. 137-160). Gardolo, Trento: Erickson.
  2. Bendinelli, A., & Martini, A. (2018). Un esercizio di calcolo del valore aggiunto delle scuole italiane sulla base dei risultati della prova INVALSI di Matematica 2017 del grado 8. XI Conferenza ESPAnet Italia 2018 “Oltre la continuità - Le sfide del welfare in un mondo globale”, Firenze.
  3. Bertazzoni, C. (Ed.) (2009). La scuola della seconda occasione. Riprendere a educare. Gardolo, Trento: Erickson.
  4. Brighenti, E. (Ed.) (2009). La scuola della seconda occasione. Riprendere a imparare. Gardolo, Trento: Erickson.
  5. Cattaneo, C. (2018). Naufraghi senza volto. Dare un nome alle vittime del Mediterraneo. Milano: Raffaello Cortina Editore.
  6. CEI (Eds.) (2010). La sfida educativa. Bari: Laterza.
  7. Gadotti, M., & Garniga, A. (2018). Azioni di sviluppo per un’idea di scuola inclusiva. In F. Lorandi & M. Arici (Eds), Ciascuno cresce solo se sognato (pp. 53-68). Trento: Editore Provincia Autonoma di Trento- IPRASE.
  9. Girelli, C., Bevilacqua, A., & Arici. M. (2018). Le ragioni di un Working Paper. In F. Lorandi & M. Arici (Eds.), Ciascuno cresce solo se sognato (pp. 9-12). Trento: Editore Provincia Autonoma di Trento- IPRASE.
  10. Hautamaki, J., & Kupiainen, S. (2014). Learning to learn in Finland. Theory and policy, research and practice. In R. Deakin Crick, C. Stringher & K. Ren (Eds.), Learning to learn. International perspective from theory and practice (pp. 170-195). Abingdon OX: Routledge.
  11. Lorandi, F., & Arici, M. (Eds.) (2018). Ciascuno cresce solo se sognato. Trento: Editore Provincia Autonoma di Trento- IPRASE.
  12. Pennac, D. (2008). Diario di Scuola. Milano: Feltrinelli.
  13. Scheerens, J. (2015). Educational Effectiveness and Ineffectiveness: A Critical Review of the Knowledge Base. Dordrecht: Springher.
  14. Te Riele, K. (2006). Youth “at risk”: further marginalizing the marginalized? Journal of Education Policy, 21, 129-146.
  15. Te Riele, K. (2007). Educational alternatives for marginalised youth. Australian Educational Researcher, 34, 53-68.
  16. Te Riele, K. (Ed) (2009). Making Schools Different: Alternative Approaches to Educating Young People. London: SAGE.
  17. Te Riele, K. (2015). Education policy ‘at risk’. In H. Proctor, P. Brownlee & P. Freebody (Eds.), Controversies in Education. Orthodoxy and Heresy in Policy and Practice (pp. 149-156). Dordrecht: Springer.
  18. Te Riele, K., & Gorur, R. (Eds) (2015). Interrogating conceptions of “vulnerable youth” in theory, policy and practice. Rotterdam: Sense Publishers.

Anna Maria Ajello, Riprendere a imparare, riprendere a insegnare: quali strategie per interventi educativi con studenti «difficili» in "RICERCHE DI PSICOLOGIA " 1/2019, pp 103-117, DOI: 10.3280/RIP2019-001007