Q327428 (Q327428): Difference between revisions
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(Created claim: summary (P836): SCHOOL DEPRIVATION IS A COMPLEX PHENOMENON WHICH MANIFESTS ITSELF AT SCHOOL, BUT IS DRIVEN BY PERSONAL AND SOCIAL VARIABLES, INCLUDING THE PSYCHOLOGICAL AND CARATINAL SOCIAL AND SOCIAL VARIABLES FROM WHICH THEY COME FROM. MULTIPLE AND MULTIPLE CHALLENGES EXPOSE THE STUDENT TO THE RISK OF FAILURE RESULTING IN SCHOOL DISAFFECTION. EDUCATIONAL PROBLEMS ARE OF A DIFFERENT TYPE AND OF DIFFERENT GRAVITY, OFTEN AS A RESULT OF THE CONTEXT IN WHICH THE B...) |
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SCHOOL DEPRIVATION IS A COMPLEX PHENOMENON WHICH MANIFESTS ITSELF AT SCHOOL, BUT IS DRIVEN BY PERSONAL AND SOCIAL VARIABLES, INCLUDING THE PSYCHOLOGICAL AND CARATINAL SOCIAL AND SOCIAL VARIABLES FROM WHICH THEY COME FROM. MULTIPLE AND MULTIPLE CHALLENGES EXPOSE THE STUDENT TO THE RISK OF FAILURE RESULTING IN SCHOOL DISAFFECTION. EDUCATIONAL PROBLEMS ARE OF A DIFFERENT TYPE AND OF DIFFERENT GRAVITY, OFTEN AS A RESULT OF THE CONTEXT IN WHICH THE BOY IS IN THE SOCIO-CULTURAL ENVIRONMENT OF THE FAMILY ENVIRONMENT, THE LEARNING ENVIRONMENT OF THE SCHOOL RELATIONSHIP BETWEEN EQUALS AND WITH ADULTS. SCHOOLS AND TEACHERS HAVE AN IMPACT IN PART BOTH ON THE SOCIO-CULTURAL ENVIRONMENT AND ON THE FAMILY ENVIRONMENT, BUT ARE CERTAINLY CRUCIAL FOR THE QUALITY OF THE REPORT ON SKILLS LEARNING AND ON BEST PRACTICES. THE BENEFICIARIES OF THE PROJECT ARE STUDENTS SUFFERING SITUATIONS OF COMMUNICATIVE AND RELATIONAL DISTRESS, WITH A REDUCED OR NO SAFE COUNTRY OF ORIGIN. (English) | |||
| Property / summary: SCHOOL DEPRIVATION IS A COMPLEX PHENOMENON WHICH MANIFESTS ITSELF AT SCHOOL, BUT IS DRIVEN BY PERSONAL AND SOCIAL VARIABLES, INCLUDING THE PSYCHOLOGICAL AND CARATINAL SOCIAL AND SOCIAL VARIABLES FROM WHICH THEY COME FROM. MULTIPLE AND MULTIPLE CHALLENGES EXPOSE THE STUDENT TO THE RISK OF FAILURE RESULTING IN SCHOOL DISAFFECTION. EDUCATIONAL PROBLEMS ARE OF A DIFFERENT TYPE AND OF DIFFERENT GRAVITY, OFTEN AS A RESULT OF THE CONTEXT IN WHICH THE BOY IS IN THE SOCIO-CULTURAL ENVIRONMENT OF THE FAMILY ENVIRONMENT, THE LEARNING ENVIRONMENT OF THE SCHOOL RELATIONSHIP BETWEEN EQUALS AND WITH ADULTS. SCHOOLS AND TEACHERS HAVE AN IMPACT IN PART BOTH ON THE SOCIO-CULTURAL ENVIRONMENT AND ON THE FAMILY ENVIRONMENT, BUT ARE CERTAINLY CRUCIAL FOR THE QUALITY OF THE REPORT ON SKILLS LEARNING AND ON BEST PRACTICES. THE BENEFICIARIES OF THE PROJECT ARE STUDENTS SUFFERING SITUATIONS OF COMMUNICATIVE AND RELATIONAL DISTRESS, WITH A REDUCED OR NO SAFE COUNTRY OF ORIGIN. (English) / rank | |||
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Revision as of 12:46, 3 March 2020
Project in Italy financed by DG Regio
| Language | Label | Description | Also known as |
|---|---|---|---|
| English | No label defined |
Project in Italy financed by DG Regio |
Statements
58,296.0 Euro
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58,296.0 Euro
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100.0 percent
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30 August 2017
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4 July 2018
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22 August 2018
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DEL VERGANTE - INVORIO
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45°45'25.09"N, 8°29'17.99"E
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IL DISAGIO SCOLASTICO UN FENOMENO COMPLESSO CHE SI MANIFESTA A SCUOLA MA CHE DETERMINATO DA VARIABILI PERSONALI E SOCIALI PSICOLOGICHE E CARATTERIALI CONNESSE ANCHE AL CONTESTO FAMILIARECULTURALE DI PROVENIENZA. VARIE E MOLTEPLICI SONO LE SITUAZIONI PROBLEMATICHE CHE ESPONGONO LO STUDENTE AL RISCHIO DI INSUCCESSO CON LA CONSEGUENTE DISAFFEZIONE ALLA SCUOLA. I PROBLEMI SCOLASTICI SONO DI TIPO DIVERSO E DI DIVERSA GRAVIT SPESSO SONO LA CONSEGUENZA DEL CONTESTO IN CUI IL RAGAZZO VIENE A TROVARSI LAMBIENTE SOCIOCULTURALE IL CLIMA FAMILIARE IL CONTESTO DI APPRENDIMENTO LA QUALIT DELLA RELAZIONE SCOLASTICA TRA PARI E CON GLI ADULTI. LA SCUOLA E I DOCENTI INFLUISCONO IN PARTE SIA SULLAMBIENTE SOCIOCULTURALE CHE SUL CLIMA FAMILIARE MA SONO SICURAMENTE DETERMINANTI PER LA QUALIT DELLA RELAZIONE DEGLI APPRENDIMENTI DELLE COMPETENZE E SULLINSTAURARSI DI BUONE PRATICHE. BENEFICIARI DEL PROGETTO SONO STUDENTI CHE SOFFRONO SITUAZIONI DI DISAGIO COMUNICATIVO E RELAZIONALE E CON RIDOTTE O NULLE POS (Italian)
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SCHOOL DEPRIVATION IS A COMPLEX PHENOMENON WHICH MANIFESTS ITSELF AT SCHOOL, BUT IS DRIVEN BY PERSONAL AND SOCIAL VARIABLES, INCLUDING THE PSYCHOLOGICAL AND CARATINAL SOCIAL AND SOCIAL VARIABLES FROM WHICH THEY COME FROM. MULTIPLE AND MULTIPLE CHALLENGES EXPOSE THE STUDENT TO THE RISK OF FAILURE RESULTING IN SCHOOL DISAFFECTION. EDUCATIONAL PROBLEMS ARE OF A DIFFERENT TYPE AND OF DIFFERENT GRAVITY, OFTEN AS A RESULT OF THE CONTEXT IN WHICH THE BOY IS IN THE SOCIO-CULTURAL ENVIRONMENT OF THE FAMILY ENVIRONMENT, THE LEARNING ENVIRONMENT OF THE SCHOOL RELATIONSHIP BETWEEN EQUALS AND WITH ADULTS. SCHOOLS AND TEACHERS HAVE AN IMPACT IN PART BOTH ON THE SOCIO-CULTURAL ENVIRONMENT AND ON THE FAMILY ENVIRONMENT, BUT ARE CERTAINLY CRUCIAL FOR THE QUALITY OF THE REPORT ON SKILLS LEARNING AND ON BEST PRACTICES. THE BENEFICIARIES OF THE PROJECT ARE STUDENTS SUFFERING SITUATIONS OF COMMUNICATIVE AND RELATIONAL DISTRESS, WITH A REDUCED OR NO SAFE COUNTRY OF ORIGIN. (English)
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Identifiers
J44C16000050007
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