Analisi di pratiche didattiche ‘al maschile’ e ‘al femminile’ nel primo ciclo dell’istruzione

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Abstract

The intention was to verify the hypothesis that school failure in the first cycle of education decreases when teachers carry out a more careful teaching to the typical way of learning and relating of male and female pupils. The results of the analysis of 44 teaching practices are here presented; teachers explicitly stated that these practices intended to respond to the different needs of male and female pupils, by following the principles of personalized teaching. The recurring guidelines in teaching practices, narrated by the Sicilian teachers involved in the research, are here presented; some guidelines for a teaching approach careful to gender differences are offered, as it emerged from the analysis of the collected teaching practices.
Lingua originaleItalian
Titolo della pubblicazione ospiteMASCHI E FEMMINE A SCUOLA. PROFILI ANTROPOLOGICI E PERSONALIZZAZIONE DIDATTICA
Pagine106-120
Numero di pagine15
Stato di pubblicazionePublished - 2017

Serie di pubblicazioni

NomeRicerche Pedagogia e Scienze dell'educazione

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