VANNACCI ha RAGIONE? La SCUOLA è uno ZOO

Classi difficili, studenti che disturbano, bullismo, disabilità, neurodivergenze, DSA, ADHD, immigrazione, difficoltà linguistiche, integrazione culturale: i problemi esistono, negarli non serve. Ma separarli, ghettizzarli o tornare a una scuola selettiva e punitiva non funziona. 📌 FONTI ⚪ RAGGRUPPAMENTO / TRACKING / DIFFERENZIAZIONE ► https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/within-class-attainment-grouping ► https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/setting-and-streaming ► https://journals.sagepub.com/doi/abs/10.3102/0034654316675417 ► https://largescaleassessmentsineducation.springeropen.com/articles/10.1186/s40536-020-00094-x ► https://www.nber.org/papers/w11124 ► https://en.wikipedia.org/wiki/Pygmalion_in_the_Classroom ► https://visible-learning.org/hattie-ranking-influences-effect-sizes-learning-achievement/ ► http://nwkpsych.rutgers.edu/~kharber/publications/Jussim.&.Harber.2005.%20Teacher%20Expectations%20and%20Self-Fulfilling%20Prophesies.pdf ► https://journals.sagepub.com/doi/10.3102/00346543066004423 ► https://www.tandfonline.com/doi/abs/10.1080/0969595980050102 ► /https://5593819.fs1.hubspotusercontent-na1.net/hubfs/5593819/Tomasik%20and%20Trudell%202024%20Literature%20Review%20on%20Ability%20Grouping.pdf ► https://journals.sagepub.com/doi/10.3102/00346543060002265?__cf_chl_f_tk=BRoExTdYaQonw3S2s.I0WkEhShJ0Co0P.EBA_VYAcJA-1782809298-1.0.1.1-YPeq62CNgI4nbqnHjTMV6SDf2l4RuI2mTxU2vFeMvCM ⚪ ACCELERAZIONE / PLUSDOTAZIONE ► https://journals.sagepub.com/doi/abs/10.1177/0016986210383155 ► https://www.davidsongifted.org/gifted-blog/a-best-evidence-synthesis-of-research-on-acceleration-options-for-gifted-students/ ► https://pubmed.ncbi.nlm.nih.gov/35937558/ ⚪ COOPERAZIONE / CONTATTO / JIGSAW ► https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/collaborative-learning-approaches ► https://www.jigsaw.org/ ► https://www.researchgate.net/publication/345388982_Does_Jigsaw_teaching_improve_learning_A_meta-analysis_of_recent_findings ► https://eric.ed.gov/?id=EJ1372764 ► https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2023.1216437/full ► https://ideas.wharton.upenn.edu/wp-content/uploads/2018/07/Pettigrew-Tropp.pdf ► https://www.cambridge.org/core/journals/behavioural-public-policy/article/contact-hypothesis-reevaluated/142C913E7FA9E121277B29E994124EC5 ⚪ CONTATTO INTERCULTURALE / BULLISMO ► https://pubmed.ncbi.nlm.nih.gov/37131921/ ► https://pubmed.ncbi.nlm.nih.gov/33715780/ ► https://pubmed.ncbi.nlm.nih.gov/21291449/ ► https://www.sciencedirect.com/science/article/abs/pii/S1359178918300727 ► https://srcd.onlinelibrary.wiley.com/doi/10.1111/j.1467-8624.2010.01564.x ► https://pubmed.ncbi.nlm.nih.gov/16737372/ ► https://www.coe.int/en/web/campaign-free-to-speak-safe-to-learn/-/white-paper-on-intercultural-dialogue-living-together-as-equals-in-dignity-2008- ⚪ IMMIGRAZIONE E APPRENDIMENTO DELLA LINGUA ► https://www.oecd.org/en/publications/pisa-2022-results-volume-i_53f23881-en/full-report/immigrant-background-and-student-performance_f469d45e.html ► https://www.invalsiopen.it/alunni-stranieri-risultati-prove-invalsi-2019/ ► https://serviziostatistico.invalsi.it/wp-content/uploads/2025/07/Rapporto-prove-INVALSI-2025.pdf ► https://www.ismu.org/wp-content/uploads/2024/09/Min-Istruzione_NOTIZIARIO_Alunni-Stranieri_2022-23.pdf ► https://www.ismu.org/scuola-sono-oltre-930mila-gli-studenti-con-cittadinanza-non-italiana-comunicato-stama-11-9-2025/ ⚪ SU CLASSI DI MERITO E DIFFERENZIALI CHE AUMENTANO LA DISCRIMINAZIONE SOCIO-ECONOMICA (I FIGLI DEI RICCHI VENGONO PRIVILEGIATI) ► https://www.annualreviews.org/content/journals/10.1146/annurev.soc.012809.102538 ► https://journals.sagepub.com/doi/abs/10.3102/00028312211061410 ► https://eric.ed.gov/?id=ED274749 ► https://www.pnas.org/doi/10.1073/pnas.1605043113 ► https://docs.iza.org/pp140.pdf ► https://eric.ed.gov/?id=ED469543 ⚪ INEFFICACIA DI SEPARARE GLI STUDENTI IN DIFFICOLTÀ E QUELLI MERITEVOLI ► https://journals.sagepub.com/doi/abs/10.3102/00346543221100850 ► https://www.sciencedirect.com/science/article/abs/pii/S0272775798000442 ► https://www.emerald.com/qea/article/2/1/441/1267673/A-systematic-review-of-the-impact-of-ability ► https://bera-journals.onlinelibrary.wiley.com/doi/abs/10.1080/713651583 ► https://bera-journals.onlinelibrary.wiley.com/doi/abs/10.1002/berj.3595 ► https://eric.ed.gov/?id=EJ1121483 ► https://www.nber.org/papers/w11124 ► https://largescaleassessmentsineducation.springeropen.com/articles/10.1186/s40536-020-00094-x ► https://academic.sun.ac.za/mathed/174/Oakes.pdf ► https://www.ascd.org/el/articles/how-tracking-creates-a-poverty-of-learning ► https://academic.oup.com/esr/article/41/5/722/7925690 ► https://www.brookings.edu/articles/the-resurgence-of-ability-grouping-and-persistence-of-tracking/ #scuola #riforma #politica #vannacci