Benvenuti nell'Anagrafe della Ricerca d'Ateneo
La valutazione delle attività di ricerca che si svolgono nelle università ha assunto un'importanza rilevante sia per l'intero sistema universitario sia all'interno di ogni singolo ateneo. Roma Tre si è quindi dotata di idonei strumenti informativi in grado di supportare al meglio le azioni di monitoraggio e di valutazione delle attività di ricerca svolte nei propri dipartimentied ha realizzato una Anagrafe della Ricerca di Ateneo.
EnglishLearning to learn is a core competence, identified by the EU, for future citizens of Europe. However there is little consensus on what learning to learn is, and how it should be ‘taught’ and assessed. This study explores the findings from three related projects, in China, Italy, Spain and England which used the Effective Lifelong Learning Inventory to explore the learning power of students in primary classrooms. The study shows that learning to learn is culture specific and that extensive efforts should be put into the professional learning and practices of teachers if learning to learn is to become a key outcome of education and training across Europe.
STRINGHER CRISTINA, DEAKIN CRICK RUTH, LIU YE, REN KAI, & ARMSTRONG RICK (2007). Learning Dispositions: a comparative study.
| Titolo: | Learning Dispositions: a comparative study | |
| Autori: | ||
| Data di pubblicazione: | 2007 | |
| Citazione: | STRINGHER CRISTINA, DEAKIN CRICK RUTH, LIU YE, REN KAI, & ARMSTRONG RICK (2007). Learning Dispositions: a comparative study. | |
| Abstract: | Learning to learn is a core competence, identified by the EU, for future citizens of Europe. However there is little consensus on what learning to learn is, and how it should be ‘taught’ and assessed. This study explores the findings from three related projects, in China, Italy, Spain and England which used the Effective Lifelong Learning Inventory to explore the learning power of students in primary classrooms. The study shows that learning to learn is culture specific and that extensive efforts should be put into the professional learning and practices of teachers if learning to learn is to become a key outcome of education and training across Europe. | |
| Handle: | http://hdl.handle.net/11590/271149 | |
| Appare nelle tipologie: | 4.1 Contributo in Atti di convegno |
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