Aloud! Against early school leaving
This volume presents the findings of PRIN Aloud!, an empirical research project carried out in and with schools, designed to investigate the effects of shared read-aloud practices in lower secondary education. Using a mixed-methods design—combining an ecological and quasi-experimental quantitative c...
Պահպանված է:
| Ձևաչափ: | Online |
|---|---|
| Լեզու: | իտալերեն |
| Հրապարակվել է: |
FrancoAngeli
2026
|
| Խորագրեր: | |
| Առցանց հասանելիություն: | ONIX_20260108T094859_9788835185253_7 |
| Ցուցիչներ: |
Չկան պիտակներ, Եղեք առաջինը, ով նշում է այս գրառումը!
|
| _version_ | 1869516233388326912 |
|---|---|
| collection | Directory of Open Access Books |
| description | This volume presents the findings of PRIN Aloud!, an empirical research project carried out in and with schools, designed to investigate the effects of shared read-aloud practices in lower secondary education. Using a mixed-methods design—combining an ecological and quasi-experimental quantitative component—the study involved hundreds of teachers and students across three Italian regions, integrating quantitative and qualitative data while giving voice to the participants themselves. The aim was to determine whether a regular educational practice based on the shared read-aloud method—consisting of 80 classroom sessions in which teachers read works of fiction, followed by open discussion—could influence students’ cognitive, linguistic, and socio-relational abilities, thereby contributing to the prevention of early school leaving. The results reveal a significant and coherent impact: groups that implemented the protocol with high fidelity, improvements were observed in executive and attentional processes, in oral comprehension, and in socio-cognitive functioning, accompanied by positive developments in classroom climate and educational well-being. Aloud! demonstrates that a daily, sustainable, research-informed intervention—embedded within the curriculum, enacted by teachers, supported solely by stories and by substantial training and guidance—can serve as a genuine tool for equity and for democratic innovation in teaching practice. The project also highlighted an indirect effect of sustained use of the method: it succeeded in “shifting” the entire didactic action toward a pedagogy of listening, relationship-building, and shared growth for all students. |
| format | Online |
| id | doab-20.500.12854ir-170885 |
| institution | Directory of Open Access Books |
| language | ita |
| publishDate | 2026 |
| publishDateRange | 2026 |
| publishDateSort | 2026 |
| publisher | FrancoAngeli |
| publisherStr | FrancoAngeli |
| record_format | ojs |
| spelling | doab-20.500.12854ir-1708852026-01-11T06:13:08Z Aloud! Against early school leaving Batini, Federico Corsini, Cristiano prin2022, shared reading aloud, school leaving prevention, middle school, learning opportunities thema EDItEUR::J Society and Social Sciences::JN Education::JNF Educational strategies and policy thema EDItEUR::J Society and Social Sciences::JN Education::JNG Early childhood care and education This volume presents the findings of PRIN Aloud!, an empirical research project carried out in and with schools, designed to investigate the effects of shared read-aloud practices in lower secondary education. Using a mixed-methods design—combining an ecological and quasi-experimental quantitative component—the study involved hundreds of teachers and students across three Italian regions, integrating quantitative and qualitative data while giving voice to the participants themselves. The aim was to determine whether a regular educational practice based on the shared read-aloud method—consisting of 80 classroom sessions in which teachers read works of fiction, followed by open discussion—could influence students’ cognitive, linguistic, and socio-relational abilities, thereby contributing to the prevention of early school leaving. The results reveal a significant and coherent impact: groups that implemented the protocol with high fidelity, improvements were observed in executive and attentional processes, in oral comprehension, and in socio-cognitive functioning, accompanied by positive developments in classroom climate and educational well-being. Aloud! demonstrates that a daily, sustainable, research-informed intervention—embedded within the curriculum, enacted by teachers, supported solely by stories and by substantial training and guidance—can serve as a genuine tool for equity and for democratic innovation in teaching practice. The project also highlighted an indirect effect of sustained use of the method: it succeeded in “shifting” the entire didactic action toward a pedagogy of listening, relationship-building, and shared growth for all students. 2026-01-11T06:13:07Z 2026-01-11T06:13:07Z 2026-01-08T08:53:22Z 2025 book ONIX_20260108T094859_9788835185253_7 https://library.oapen.org/handle/20.500.12657/109673 9788835185253 https://directory.doabooks.org/handle/20.500.12854/170885 ita Storie per le persone e le comunità open access image/jpeg Attribution 4.0 International https://library.oapen.org/bitstream/20.500.12657/109673/1/9788835185253.pdf FrancoAngeli 3b1e4403-b637-4268-a952-2280e4500b8a 9788835185253 192 Milan, Italy open access |
| spellingShingle | prin2022, shared reading aloud, school leaving prevention, middle school, learning opportunities thema EDItEUR::J Society and Social Sciences::JN Education::JNF Educational strategies and policy thema EDItEUR::J Society and Social Sciences::JN Education::JNG Early childhood care and education Aloud! Against early school leaving |
| title | Aloud! Against early school leaving |
| title_full | Aloud! Against early school leaving |
| title_fullStr | Aloud! Against early school leaving |
| title_full_unstemmed | Aloud! Against early school leaving |
| title_short | Aloud! Against early school leaving |
| title_sort | aloud against early school leaving |
| topic | prin2022, shared reading aloud, school leaving prevention, middle school, learning opportunities thema EDItEUR::J Society and Social Sciences::JN Education::JNF Educational strategies and policy thema EDItEUR::J Society and Social Sciences::JN Education::JNG Early childhood care and education |
| topic_facet | prin2022, shared reading aloud, school leaving prevention, middle school, learning opportunities thema EDItEUR::J Society and Social Sciences::JN Education::JNF Educational strategies and policy thema EDItEUR::J Society and Social Sciences::JN Education::JNG Early childhood care and education |
| url | ONIX_20260108T094859_9788835185253_7 |