To Freire or not to Freire: Educational freedom and the populist right-wing ‘Escola sem Partido’ movement in Brazil     

Jorge Knijnik 《British Educational Research Journal》2021,47(2):355-371

This article addresses key topics of academic freedom and critical pedagogy during a time of right-wing populist politics. The rise of the far-right politician Jair Bolsonaro to Brazil’s presidency in 2019 was accompanied by a vow to eradicate any vestige of the ideas of Brazilian educator Paulo Freire from the country’s schools. Bolsonaro’s campaign was supported by ultra-conservative groups that have as their core mission a traditional Christian and anti-Communist educational agenda. At the forefront of these groups is the influential and conspicuous ‘Escola sem Partido’ (ESP) movement that has forcefully campaigned against Freire’s critical pedagogy across the country and promoted physical and online abuse of teachers since 2014. This article asks how Freire’s philosophies can be an ally in the struggle for democratic education in the current political climate in Brazil. It employs a method of dialogical narrative to bring Freire’s theories and critical methodology to life and test their potency against the ESP educational philosophies. It initially employs Freire’s core ideas to examine the ESP policies and parliamentary bills. In the second part, it analyses documents and online content produced by civil society resistance to ESP pressures. The findings show the vitality of Freire’s pedagogical philosophy to empower oppressed communities in their demands for quality education. The narrative concludes by demonstrating the vital role of the critical consciousness process and of Freire’s pedagogy of freedom to support ongoing struggles by teachers and communities to block ESP attempts to abolish critical thinking in Brazilian public education.  相似文献   

A Systematic Approach to Designing,Implementing, and Evaluating Learner-Generated Digital Media (LGDM) Assignments and Its Effect on Self-regulation in Tertiary Science Education     

Reyna  Jorge  Hanham  Jose  Vlachopoulos  Panos  Meier  Peter 《Research in Science Education》2021,51(6):1501-1527

Research in Science Education - This study explored the self-regulation strategies and learning experiences of undergraduate science students completing Learner-Generated Digital Media (LGDM)...  相似文献   

Multiple audience rating form strategies for student evaluation of college teaching   总被引：1，自引：0，他引：1  

Ken Peterson  G. Manny Gunne  Paul Miller  Orlando Rivera 《Research in higher education》1984,20(3):309-321

Michael Scriven has suggested that student rating forms, for the purpose of evaluating college teaching, be designed for multiple audiences (instructor, administrator, student), and with a single global item for summative functions (determination of merit, retention, or promotion). This study reviewed approaches to rating form construction, e.g., factor analytic strategies of Marsh, and recommended the multiple audience design of Scriven. An empirical test of the representativeness of the single global item was reported from an analysis of 1,378 forms collected in a university department of education. The global item correlated most satisfactorily with other items, a computed total of items, items that represented underlying factors, and various triplets of items selected to represent all possible combinations of items. It was concluded that a multiple audience rating form showed distinct advantages in design and that the single global item most fairly and highly represented the overall teaching performance, as judged by students, for decisions about retention, promotion, and merit made by administrators.  相似文献   

Skills‐Based Training and Counseling Self‐Efficacy     

Steve Urbani  Michael Robert Smith  Cleborne D. Maddux  Marlowe H. Smaby  Edil Torres‐Rivera  Judith Crews 《Counselor Education & Supervision》2002,42(2):92-106

The authors studied the effectiveness of the skilled counselor training model (SCTM). Counseling students who completed the SCTM demonstrated greater gains in skills acquisition and counseling self‐efficacy than counseling students who did not receive the training. At pretest, the counseling students in both groups, doing self‐appraisals, rated their performance of counseling skills significantly higher than trained raters assessed the students' performance of counseling skills. At posttest, members of the control group continued to overestimate their skills levels when compared with the ratings given by the trained raters, whereas, in comparison, students who received SCTM training underestimated their performance.  相似文献   

Reflections on urban science teacher-student self-efficacy dynamics     

Sumi Hagiwara  Maria S. Rivera Maulucci  S. Lizette Ramos 《Cultural Studies of Science Education》2011,6(4):999-1018

This forum article consists of commentaries—authored by Sumi Hagiwara, Maria S. Rivera Maulucci and Lizette Ramos—on the feature article by Virginia Jennings Bolshakova, Carla C. Johnson, and Charlene M. Czerniak. We reflect on a series of questions that take retrospective, introspective, and prospective views of self-efficacy in science education. We review selected studies that explore some of the historical developments and methodological approaches in the literature and examine a teacher-student self-efficacy system model that shows the ways in which teachers’ and students’ self-efficacy judgments are based upon multiple individual and shared components, such as identity and social interaction within the classroom and school. We close with a call for the design of measures of teacher-student self-efficacy systems, so that we can begin to tailor professional development experiences to the goals and motivations of individual and collective groups of teachers and students in ways that accommodate the unique cultural features of their classrooms and foster student self-efficacy.  相似文献   

Language experience narratives and the role of autobiographical reasoning in becoming an urban science teacher     

Maria S. Rivera Maulucci 《Cultural Studies of Science Education》2011,6(2):413-434

One of the central challenges globalization and immigration present to education is how to construct school language policies, procedures, and curricula to support academic success of immigrant youth. This case-study compares and contrasts language experience narratives along Elena’s developmental trajectory of becoming an urban science teacher. Elena reflects upon her early language experiences and her more recent experiences as a preservice science teacher in elementary dual language classrooms. The findings from Elena’s early schooling experiences provide an analysis of the linkages between Elena’s developing English proficiency, her Spanish proficiency, and her autobiographical reasoning. Elena’s experiences as a preservice teacher in two elementary dual language classrooms indicates ways in which those experiences helped to reframe her views about the intersections between language learning and science learning. I propose the language experience narrative, as a subset of the life story, as a way to understand how preservice teachers reconstruct past language experiences, connect to the present, and anticipate future language practices.  相似文献   

The Turn the Tables Technique (T(3)): A Program Activity to Provide Group Facilitators Insight into Teen Sexual Behaviors and Beliefs     

JH Sclafane  ML Merves  A Rivera  L Long  K Wilson  LJ Bauman 《American journal of sexuality education》2012,7(1):78-88

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Teaching science to transgress: Portraits of feminist praxis     

Sara Tolbert  Salina Gray  Marelis Rivera  Alexa Schindel 《科学教学研究杂志》2022,59(1):127-165

Drawing from intersectional feminist scholarship, we communicate how Salina and Marelis, both women of color, teach science for social justice in the face of significant institutional challenges. Theorizing from their experiences and practices, we articulate a feminist praxis for school science, which includes (1) building community and collectivist orientations, (2) cultivating joy from/within the margins, (3) naming and dismantling inequities, and (4) repositioning students—practices that have profound implications for improving the school science experiences of underrepresented students in science, including girls of color and other marginalized students. Finally, we highlight the ways in which women of color negotiate, repurpose, and transform institutional and disciplinary barriers to reimagine the world(s) of school science.  相似文献   

Detection of Invalid Test Scores: The Usefulness of Simple Nonparametric Statistics     

Jorge N. Tendeiro  Rob R. Meijer 《Journal of Educational Measurement》2014,51(3):239-259

In recent guidelines for fair educational testing it is advised to check the validity of individual test scores through the use of person‐fit statistics. For practitioners it is unclear on the basis of the existing literature which statistic to use. An overview of relatively simple existing nonparametric approaches to identify atypical response patterns is provided. A simulation study was conducted to compare the different approaches and on the basis of the literature review and the simulation study guidelines for the use of person‐fit approaches are given.  相似文献   

Using playing cards to differentiate probability interpretations     

Jorge López Puga 《Teaching Statistics》2014,36(3):76-78

The aprioristic (classical, naïve and symmetric) and frequentist interpretations of probability are commonly known. Bayesian or subjective interpretation of probability is receiving increasing attention. This paper describes an activity to help students differentiate between the three types of probability interpretations.  相似文献