Abstract

With the research carried out between September 2014 and June 2015, the implications of resilience in academic success were investigated from a quantitative and qualitative point of view. With 42 teachers and 226 alumni of the fifth classes of primary school in Alcamo and Palermo, inclusive didactic practices were realized. Starting from Kumpfer's theory, teaching activities have been structured that favor the development of resilience. At first, the RPQ test of Laudadio, Perez and Mazzocchetti and the MESI test by Moè, Pazzaglia and Friso for the evaluation of the resilience and professional motivation of the teachers were given; in a second moment teachers were trained to provide them with elements useful for understanding the construct of resilience as a precondition for inclusion; in a third moment the interventions with the pupils were carried out. This is a pilot research for a subsequent investigation extended to a larger sample.
Lingua originaleItalian
Titolo della pubblicazione ospiteSuccesso formativo, inclusione e coesione sociale: strategie innovative. Vol. I: Strategie didattiche integrate per il successo scolastico e l'inclusione
Pagine166-173
Numero di pagine8
Stato di pubblicazionePublished - 2017

Serie di pubblicazioni

NomeRICERCHE EDUCATIVE E FORMAZIONE ON–LINE

Cita questo