Trying to Raise (Low) Math Achievement and to Promote (Rigorous) Policy Evaluation in Italy

Argentin, Gianluca; Pennisi, Aline; Vidoni, Daniele; Abbiati, Giovanni; Caputo, Andrea

doi:10.1177/0193841x14529125

Cited by 12 publications

(9 citation statements)

References 47 publications

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“…A possible explanation is that student-related variables may differ more and more complex interaction according to the individual special education teacher's contest than other variables. Individual and school-level intervention plans are needed to strengthen the capacity of teachers so that individual teachers can cope with their situation (Argentin et al, 2014;Caputo & Rastelli, 2014). Third, our results regarding school-related variables indicated that special education teachers' support from school personnel was another variable that was significantly related to their burnout scale (95% CI = [−0.172, −0.065] for emotional exhaustion; 95% CI = [−0.157, −0.122] for depersonalization; 95% CI = [0.127, 0.217] for personnel accomplishment).…”

Section: Implications For Teacher Education and Trainingmentioning

confidence: 99%

A Meta-Analysis of Special Education Teachers’ Burnout

Park

Shin

2020

SAGE Open

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This meta-analysis verifies associations between three dimensions of special education teachers’ (SET) burnout (emotional exhaustion, depersonalization, and personal accomplishment) and student-, teacher-, and school-related variables. Altogether, 28 peer-reviewed English articles and 13 dissertations (total sample of teachers = 6,623) published between 1983 and December 2018 were analyzed. The degree of correlation effect sizes between special education teachers’ burnout and its related variables was extensive. Results revealed distinct relations by each burnout dimension: emotional exhaustion, depersonalization, and personal accomplishment and student-, teacher-, and school-related variables. Student age (Fisher’s Z = .316) was significantly associated with SET depersonalization. Self-efficacy (Fisher’s Z = −0.390, emotional exhaustion; −0.321, depersonalization; 0.633, personal accomplishment), stress (0.366, emotional exhaustion; 0.340, depersonalization; −0.110 personal accomplishment), and support from school personnel (−0.119, emotional exhaustion; −0.140, depersonalization; 0.172, personal accomplishment) were also significantly related to each burnout dimension. Support programs to relieve SET burnout must consider these variables.

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Section: Implications For Teacher Education and Trainingmentioning

confidence: 99%

A Meta-Analysis of Special Education Teachers’ Burnout

Park

Shin

2020

SAGE Open

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“…Further research could include the observation of other variables related to individual, training‐related and organizational dimensions (Baldwin & Ford, ; Bocciardi et al ., ; Diamantidis & Chatzoglou, ; Holton, ; Kontoghiorghes, ) which may reduce, enhance or interact with training outcomes and potentially also with Q4TE scores. With reference to this, also in response to the different limitations already identified, further studies could benefit from longitudinal designs, which can conceptualize the training and its evaluation as a multifactorial process influenced also by time and by what precedes and follows the classroom sessions (Argentin et al ., ).…”

Section: Limitations and Further Researchmentioning

confidence: 97%

Italian translation of the questionnaire for professional training evaluation

Fregonese

Caputo

Langher

2018

Int J Training Development

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This work illustrates the psychometric properties of the Italian version of the Questionnaire for Professional Training Evaluation, designed and validated by Grohmann and Kauffeld. This 12-item questionnaire provides for the evaluation of different training outcomes, is time-efficient, applicable to several professional contexts and shows sound psychometric properties. In order to test the Italian form, we carried out two studies. In Study 1 (N 5 125), an exploratory factor analysis led to a two-factor solution accounting for short-and longterm training outcomes. In Study 2 (N 5 122), a five-model comparison was performed. Although at first a two-factor solution seemed to emerge, confirmatory factor analysis found the best fit in a six, inter-correlated, first-order factors model (satisfaction, utility, knowledge, application to practice, individual organizational results and global organizational results). Relationships with learning transfer, transfer quantity, type of training, training methodologies and individual variables -gender, age and tenure -are explored. Limitations and research and practical implications are discussed.

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“…CBT techniques may be employed to help teachers change the function and impact of negative thoughts (e.g., paranoia) and feelings (e.g., cognitive restructuring and cognitive reappraisal). Second, the intervention should incorporate components of teachers' professional training and development (58,59) that address skills of career adaptability, conflict-resolution, self-efficacy and social-skills training. The intervention should also address workplace bullying in schools, how to identify it and report it and how to effectively manage bullying in schools and prevent it.…”

Section: Practical Recommendationsmentioning

confidence: 99%

The Positive Relationships Between Paranoia, Perceptions of Workplace Bullying, and Intentions of Workplace Deviance in United Kingdom and French Teachers: Cross-Cultural Aspects

et al. 2020

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Cognitive models of psychopathology were applied to inform the relationships between paranoid cognitions, perceptions of workplace bullying, and intentions of workplace deviance in UK and French teachers. Sixty-six UK teachers and 50 French teachers were asked to fill in an online survey comprised of the Green Paranoia Thought Scales, Negative Acts Questionnaire, Depression, Anxiety and Stress scales, and Workplace Deviance Scale. The variables in this study were conceptualized as cognitions and not as facts because the study used self-report questionnaires of paranoid ideation, workplace bullying, and workplace deviance. Mann-Whitney tests showed that UK teachers report significantly more perceptions of work-related bullying and intentions of workplace deviance than French teachers. However, there was no statistically significant difference between UK and French teachers for the report of paranoid ideation. Mediation analyses showed that paranoia impacted on intentions of workplace deviance but perceptions of workplace bullying and negative affect did not mediate this association in UK and French teachers. Culturally tailored psycho-social interventions should be implemented targeting teachers' paranoid thinking and workplace bullying in order to deter teachers from engaging in workplace deviance and to promote their well-being. FIGURE 1 | Cognitive model depicting the relationships between paranoia, perceptions of workplace bullying, negative affect, and intentions of workplace deviance in UK and French teachers. Lopes et al.

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Trying to Raise (Low) Math Achievement and to Promote (Rigorous) Policy Evaluation in Italy

Abstract: Some effects attributable to the intervention have been detected. Moreover, this project shows that a rigorous approach to evaluation is feasible also in a context lacking attention towards evidence-based policies, such the Italian school system.

Cited by 12 publications

References 47 publications

A Meta-Analysis of Special Education Teachers’ Burnout

A Meta-Analysis of Special Education Teachers’ Burnout

Italian translation of the questionnaire for professional training evaluation

The Positive Relationships Between Paranoia, Perceptions of Workplace Bullying, and Intentions of Workplace Deviance in United Kingdom and French Teachers: Cross-Cultural Aspects

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