This work, born within the research project «Best practices and tools of analysis in schools and community contexts: learning, teaching & inclusion», started on funds from the SPPEFF Department of the University of Palermo, in March 2019 and reached its second phase. The research methodology used – because it was considered adequate to pursue the established aims and thus to provide a complex and articulated vision of the investigated phenomenon – was that of the Mixed Method, with reference to the Explanatory Design: Participant Selection Model by Creswell, Plano Clark, et al. (2003). The «Explanatory Design is a two-phase mixed methods design. The overall purpose of this design is that qualitative data helps explain or build upon initial quantitative results «(Creswell, Plano Clark, et al., 2009, 216). The strengths of this design are its two-phase structure which makes it simple to implement, because the researcher conducts the two methods in separate phases and collects only one type of data at a time. Specifically, here, we report about the administration and adaptation of the qualitative tool, UDL Reflection Questionnaire, developed by the New Zealand Ministry of Education to detect perceptions on the inclusive action of teachers (TKI-CAST, 2018) and responding to the principles constitutive of the UDL Universal Design for Learning), developed in the 1980s in the United States and published, in its final version, in 2011.
Il presente lavoro, nato in seno al progetto di ricerca “Best practices and tools of analysis in schools and community contexts: learning, teaching & inclusion”, avviato su fondi del Dipartimento SPPEFF dell’Università di Palermo, nel marzo 2019 e giunto alla sua seconda fase. La metodologia di ricerca utilizzata – perché ritenuta adeguata a perseguire le finalità fissate e a fornire una visione complessa ed articolata del fenomeno investigato – è stata quella del Mixed Method, con particolare riferimento all’Explanatory Design: Participant Selection Model di Creswell, Plano Clark, et al. (2003). L’«Explanatory Design is a two-phase mixed methods design. The overall purpose of this design is that qualitative data helps explain or build upon initial quantitative results» (Creswell, Plano Clark, et al., 2009, 216). I punti di forza di questo design sono la sua struttura a due fasi che lo rende semplice da implementare, perché il ricercatore conduce i due metodi in fasi separate e raccoglie solo un tipo di dati alla volta. Nello specifico si rende conto, in questa sede, della somministrazione e adeguamento dello strumento qualitativo, UDL Reflection Questionnaire, elaborato dal Ministero dell’Istruzione neozelandese per rilevare le percezioni sull’agire inclusivo degli insegnanti (TKI-CAST, 2018) e rispondente ai principi costitutivi dell’UDL (Universal Design for Learning), messo a punto, a partire dagli anni Ottanta, negli Stati Uniti e pubblicato nella sua versione definitiva nel 2011.
Giuseppa Compagno, Lucia Maniscalco, Santina Sabrina Salemi (2022). Buone pratiche e strumenti di analisi per l’apprendimento, l’insegnamento e l’inclusione. In A. La Marca, A. Manzano (a cura di), Ricerca didattica e formazione insegnanti per lo sviluppo delle Soft Skills (pp. 747-758).
Buone pratiche e strumenti di analisi per l’apprendimento, l’insegnamento e l’inclusione
Giuseppa Compagno
;Lucia Maniscalco
;Santina Sabrina Salemi
2022-11-01
Abstract
This work, born within the research project «Best practices and tools of analysis in schools and community contexts: learning, teaching & inclusion», started on funds from the SPPEFF Department of the University of Palermo, in March 2019 and reached its second phase. The research methodology used – because it was considered adequate to pursue the established aims and thus to provide a complex and articulated vision of the investigated phenomenon – was that of the Mixed Method, with reference to the Explanatory Design: Participant Selection Model by Creswell, Plano Clark, et al. (2003). The «Explanatory Design is a two-phase mixed methods design. The overall purpose of this design is that qualitative data helps explain or build upon initial quantitative results «(Creswell, Plano Clark, et al., 2009, 216). The strengths of this design are its two-phase structure which makes it simple to implement, because the researcher conducts the two methods in separate phases and collects only one type of data at a time. Specifically, here, we report about the administration and adaptation of the qualitative tool, UDL Reflection Questionnaire, developed by the New Zealand Ministry of Education to detect perceptions on the inclusive action of teachers (TKI-CAST, 2018) and responding to the principles constitutive of the UDL Universal Design for Learning), developed in the 1980s in the United States and published, in its final version, in 2011.File | Dimensione | Formato | |
---|---|---|---|
Compagno, Maniscalco, Salemi_2022_.pdf
accesso aperto
Tipologia:
Versione Editoriale
Dimensione
10.11 MB
Formato
Adobe PDF
|
10.11 MB | Adobe PDF | Visualizza/Apri |
I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.