N.1 2023 - Scientia | Giugno 2023

Navigazione dei contenuti del fascicolo

Bibliografia

B
  • Bologna Working Group on Qualifications Frameworks, A Framework for Qualifications of the European Higher Education Area, European Commission, 2004.

  • Bonwell Charles C. - Eison James A., Active Learning: Creating Excitement in the Classroom. 1991 ASHE-ERIC Higher Education Reports, ERIC Clearinghouse on Higher Education, The George Washington University, One Dupont Circle, Suite 630, Washington, DC 20036-1183, 1991.

  • Biggs John, Enhancing teaching through constructive alignment, «Higher education», 32 (1996), n.3, p. 347-364, DOI: 10.1007/BF00138871.

C
  • Commission of the European Communities, Council Recommendation on Key Competences for Lifelong Learning, Brussels, 22 Maggio 2018.

  • Colburn Michael., An alternative to categorizing skills as soft or hard, «OD Practitioner», 50 (2018), n. (4), p. 65-66.

  • Cinque Maria, ‘Lost in translation’. Soft skills development in European countries, «Tuning Journal for Higher Education», 3 (2016), n. 2, p. 389-427, DOI: 10.18543/tjhe-3(2)-2016pp389-427.

  • Chi Michelene T., Active constructive interactive: A conceptual framework for differentiating learning activities, «Topics in cognitive science», 1 (2009), n. 1, p. 73-105, DOI: 10.1111/j.1756-8765.2008.01005.x.

D
  • Unità capitalizzabili e crediti formative. Metodologie e strumenti di lavoro, a cura di Gabriella Di Francesco, Milano, Franco Angeli, 1998.

  • Deming David J., The Growing Importance of Social Skills in the Labor Market, «The Quarterly Journal of Economics», 132 (2017), n. 4, p. 1593-1640, DOI: 10.1093/qje/qjx022.

  • Dewey John, Experience and education, «The Educational Forum», 50 (1986), n. 3, p. 241-252, DOI: 10.1080/00131728609335764.

E
  • European Commission. High Level Group on the Modernisation of Higher Education, Report to the European Commission on improving the quality of teaching and learning in Europe’s higher education institutions, Publications Office of the European Union, 2013.

F
  • Falzetti Patrizia, I dati INVALSI come strumento per migliorare e valutare le competenze trasversali, in I dati INVALSI come strumento per migliorare e valutare le competenze trasversali: IV Seminario ‘I dati INVALSI: uno strumento per la ricerca e la didattica’, a cura di Patrizia Falzetti, Milano, Franco Angeli, 2021, p. 7-9.

H
  • Heckman James J. - Kautz Tim, Hard Evidence on Soft Skills, «Labour economics», 19 (2012), n. 4, p. 451-464, DOI: 10.1016/j.labeco.2012.05.014.

  • Heckman James J., Causal Parameters and Policy Analysis in Economics: A Twentieth Century Retrospective, «The Quarterly Journal of Economics», 115 (2000), n. 1, p. 45-97, DOI: 10.1162/003355300554674.

J
  • Jeffrey Bob, Creative Teaching and Learning: Towards a Common Discourse and Practice, «Cambridge Journal of Education», 36 (2006), n. 3, p. 399-414, DOI: 10.1080/03057640600866015.

K
  • Karimi Haleh - Pina Anthony, Strategically Addressing the Soft Skills Gap Among STEM Undergraduates, «Journal of Research in STEM Education», 7 (2021), n. 1, p. 21-46, DOI: 10.51355/jstem.2021.99

  • Kimonen Eija - Nevalainen Raimo, Active Learning in the Process of Educational Change, «Teaching and Teacher Education», 21(2005), n. 6, p. 623-635, DOI: 10.1016/j.tate.2005.05.003.

L
  • Leinonen Sari - Pajarre Eila - Kivimäki Sanna, How to ensure working life skills in higher education-plans in a new higher education community in Tampere, Finland, in EDULEARN19 Proceedings, IATED, p. 3780-3785.

N
  • Nguyen Duyen Q., The Essential Skills and Attributes of an Engineer: A Comparative Study of Academics, Industry Personnel and Engineering Students, «Global Journal of Engineering Education», 2 (1998), n. 1, p. 65-75.

P
  • Palumbo Claudio, L’attenzione alle competenze trasversali: in Italia, nelle imprese, in Europa, «Scienze e Ricerche», 76 (2015), n. 7, p. 76-78.

  • Perreault Heidi, Basic business-business educators can take a leadership role in character education, «Business education forum», 59 (2004), p. 23-25.

  • Petress Ken, What is Meant by ‘Active Learning?’, «Education», 128 (2008), n. 4, p. 566-569.

S
  • Schwab Klaus - Davis Nicholas, Shaping the Future of the Fourth Industrial Revolution. A Guide to Building a Better World, London, Penguin, 2018.

  • Sala Arianna - Punie Yves - Garkov Vladimir - Cabrera Marcelino, LifeComp: The European framework for personal, social and learning to learn key competence, Publications Office of the European Union, Luxembourg, 2020.

V
  • Verrastro Valeria, Introduzione, in Le competenze trasversali. Teorie e ambiti applicativi, a cura di Barbara D'Amario, Valeria Saladino, Myriam Santilli, Valeria Verrastro, «QUALE psicologia», 5(2015), n. 2, p. 7-8.

W
  • World Health Organization, Life skill Education for Children and Adolescents in Schools, Ginevra, 1997.

  • Wächter Bernd, The Bologna Process: Developments and Prospects, «European Journal of Education», 39 (2004), n. 3, p. 265-273, DOI:10.1111/j.1465-3435.2004.00182.x.

  • White et al., 2016 = White Paul J. - Larson Ian - Styles Kim - Yuriev Elizabeth - Evans Darrell R. - Rangachari P., Adopting an Active Learning Approach to Teaching in a Research-Intensive Higher Education Context Transformed Staff Teaching Attitudes and Behaviors, «Higher Education Research & Development», 35 (2016), n. 3, p. 619-633, DOI: 10.1080/07294360.2015.1107887.

  • Wächter Bernd, The Bologna Process: Developments and Prospects, «European Journal of Education», 39 (2004), n. 3, p. 265-273, DOI:10.1111/j.1465-3435.2004.00182.x.