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This book reviews the training and practice of teachers from several perspectives. The scientific quality and pedagogical richness of the contributions within make this book indispensable for training and enriching teaching professionalism and is useful for teachers in service as well. The interdisciplinarity that increasingly characterizes the educational and training environment clearly emerges, offering the reader a more articulated and less monotheistic vision. This vision, which at first might be more difficult to interpret and less functional to the educational impact of the text, instead offers the opportunity to build a new interpretative key of the complex educational-didactic and educational-professional phenomenon. Trying to govern a phenomenon rich in variables is a fundamental error; to operate with awareness and conscience, the best way is to go through the complexity of the phenomena and reading this book is, in our opinion, the best cultural weapon.
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A Practical Guide to Needs Assessment examines the role of needs assessment in framing people-related problems and performance improvement opportunities. Co-published with ASTD, the third edition of this book features the latest research findings in the field and updated information on technology-enhanced needs assessments. It addresses knowledge and skills assessment, job and task analysis, competency-based needs assessment, strategic needs assessment, and techniques for managing needs assessments. HR professionals, practitioners, and students will find this comprehensive guide essenti
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Job analysis. --- Employees --- Training needs. --- Training of.
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This paper examines the determinants of GED acquisition. high school graduation and postsecondary training and schooling choices. Economic factors determining dropping out are considered. The determinants of high school certification by exam are fundamentally different from the determinants of ordinary high school graduation. GED graduates are more likely to take vocational and technical training while ordinary graduates are more likely to attend academic programs. GED recipients are much less likely to complete the post-secondary programs they begin. The GED exam does not measure the ability or motivation that predicts successful completion of post-secondary schooling and training programs. Participation in post-secondary nonacademic training is positively related to family resources. Thus both academic and non-academic training operate to reinforce initial family earnings inequalities.
Consumption (Economics) --- Vocational education. --- Training needs.
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Occupational training --- Training needs --- Formation professionnelle --- Analyse des besoins
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Manpower planning --- Training needs --- United States. --- Personnel management.
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Data are precious resources and as such an asset of the community. Collected, ordered, studied data become a tool that allows us to open debates and make most useful decisions. The INVALSI Statistical Service followed up, on this premise, with the organization of the IV Seminar “INVALSI data: a tool for teaching and scientific research”. The Institute’s databases, in fact, allow researchers and teachers to investigate in depth the theme of education in schools from different points of view and the event allows them to participate in a lively confrontation on the subject. The authors of the contributions collected in this volume investigate in depth the characteristics of students, schools and society. As a Statistical Service we hope that the reading of the volume confirms what has been written on the importance of data and their use, which will allow an ever-growing audience to enrich their knowledge on the subject of education and be a means of giving life to always new ideas for further reflection.
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