China Scholarship Council founded PhDs
Area 1. Inclusive Education
Main research lines
The research program focuses on inclusive education in instructional contexts, from Kindergarden to University. In particular, the study of environmental conditions and contextual factors which represent facilitators or barriers to promote inclusive societies.The program aims to highlight and propose models and tools useful to produce inclusive policies, construct inclusive practices, and create inclusive cultures (Both and Ainscow, 2006; Santi and Ghedin, 2014) as conditions of fruitful and flourishing human development.
The main lines of the program are:
- Inclusive Education in Primary and Secondary Schools: development of tools and technological environments to evaluate and foster inclusive communities (CTI- REPERTOIRE (Commitment Toward Inclusion Repertoire, Santi and Ghedin, 2013)
- Accessibility to Higher Education: the challenge of disability to the Human Capital model of evolution in the Educational Systems.
- Architecture and Learning Spaces as locus of Inclusion: the challenge of ONU principle of “Universal Design”.
for Children: creating "communities of inquiry" in the educational
contexts to foster children and youth agency and participation.
The program is included in the research macro-field:
Teaching methods and Special Education
Coordinator: prof. Marina Santi (Department of Philosophy, Sociology, Pedagogy and Applied Psychology – FISPPA, University of Padova – Italy)
Teaching and Learning in Culturally Diverse Settings, Environmental Education and Sustainability, Science Education, Philosophy for Children and Citizenship Education, Educational Communication and Methodologies, Teaching and Learning T.I.C. (Technologies for Information and Communication), Curriculum Design, Special and Inclusive Education, Teaching Methods and Learning Environments, Teacher Education, Teaching Literacy, Group work methodologies and team working, Human Development in Organizations and Teaching Methodologies, Higher Education.
ERC-CODES: SH4_12, SH1_10, SH3_1, SH3-7, SH5_10, LS7_9.
Area 2. The Evaluation and assessment of didactic at University
Main lines of the research program
In the context of the deep changes encountered by the European and the Italian academic context, through the path of "modernization" and towards the overcoming of the current economic crisis (Eurydice, 2014), the evaluation in Higher Education represents one of the key instruments to use. In the Italian context, the evaluation becomes necessary due to recent regulations on the accreditation of Degree Programs and of Universities released by the Ministry and by the National Agency of Evaluation of the University System and Research (ANVUR). With the implementation of the AVA system (Self-Assessment, Evaluation, Accreditation), Italian universities are in line with the European model developed by ENQA (European Network for Quality Assurance in Higher Education) and accepted by the European countries during the Bergen conference in 2005. It is necessary to develop a culture of quality within each Italian university, covering the introduction of quality assurance, assessment, and self-assessment processes extending, on a permanent basis, these processes in the contexts of training, of didactic, and of educational services.
In this context, the evaluation has as a primary, but not exclusive, object the activity of the teacher. This can be considered mainly in two different ways: the evaluation and the self-evaluation. In the first case the analysis is primarily based on data gathered from students (student-evaluation) or from experienced teachers (peer-evaluation, peer-assessment, peer-rewiew), in the second case we are present to reflection processes realized by the teacher himself on their professional practice (self-evaluation or self-assessment). The two perspectives need to be integrated and, in the logic of a democratization of evaluation processes, extended to other persons who are involved in the teachers’ training.
The system for the evaluation of the didactic, initiated at the University of Padua in the academic year 2009-2010, found an effective structural organization, both at an evaluation and at a self-evaluation level. The system can provide significant data about the quality of teaching and of Degree Programs.
The evaluation procedures and the used instruments allow to:
- Collect students' opinions on didactic activity of the teacher in the totality of courses
- Provide the teachers with feedback during activities in classroom
- Acquire meaningful data concerning the exam and the services that support teaching
- Bring out the self-assessment of the teachers compared with the planning and the execution of teaching.
The data collected by the evaluation system are analyzed by each program
degree, by GAV (Group of Self-Evaluation), by Departments and Schools during
the "Week for the improvement of didactic" that is realized on
specific guidelines provided by the University.
The dissemination of results on the internet develops accountability processes addressed to stakeholders and to community.
Moreover, the results of the evaluation favored the beginning of the PRODID project (Project for Didactics) that aims to improve teaching skills.
At a national level the model of teaching evaluation at University of Padua is an excellence and could be used as a good practice to develop a comparison with other international systems, such as the Chinese one.
The Program is included in the macro-field:
Coordinator: prof. Ettore Felisatti (Department of Philosophy, Sociology, Pedagogy and Applied Psychology – FISPPA, University of Padova – Italy)
Media and Educational Technology, Educational Leadership and Training Systems, Evaluation and Assessment in Educational Systems, Higher Education, Music Education, E-learning
ERC-CODES: SH4_12, SH5_5, SH2_10, SH2_11, SH2_7, SH5_8.