Thematische Bibliographien / Critical pedagogy

Auswahl der wissenschaftlichen Literatur zum Thema „Critical pedagogy“

Autor: Grafiati
Veröffentlicht am 4. Juni 2021
Zuletzt aktualisiert am 30. Juli 2024

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Zeitschriftenartikel zum Thema "Critical pedagogy"

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Syabarrudin, Agus, Imamudin Imamudin und Marlina Saptariana. „CRITICAL PEDAGOGY IN THE DIGITAL ERA“. JURNAL EDUSCIENCE 10, Nr. 1 (15.04.2023): 159–64. http://dx.doi.org/10.36987/jes.v10i1.3917.

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In the 4.0 industrial revolution, the world of education has taken advantage of developing technology. In this case, pedagogy which is the science of educating, play an important role. Therefore, this study was conducted to find out more about role of pedagogy. This research was conducted through literature review research methods. In fact, in this digital era, there is a gap. Namely that students are more adept at adapting technology compared to educators, this is what makes educators have to study, master, and adapt technology, especially in the teaching and learning process takes place while understanding students in this era. Critical pedagogy will develop and apply critical theoretical concepts in education and cultural studies. Critical pedagogy aims to help students lead meaningful lives by maximizing insight and developing moral sensitivy in applying social conditions in Indonesia and developing their thinking towards open, fair, and free social change. Critical pedagogy has an attempt to reduce the tendency of authoritarian education. Critical pedagogy is also considered to have a profound impact on democratic progress in this country because it can encourage its citizens to think critically, have board insight, make judgements, and take responsibility for their actions. Keyword: Critical pedagogy, Digital Era, Indonesia. AbstrakPada revolusi industri 4.0, dunia pendidikan telah memanfaatkan teknologi yang berkembang. Dalam hal ini, pedagogik yang merupakan ilmu mendidik pasti ikut berperan penting. Oleh karena itu, penelitian ini dilakukan untuk mengetahui lebih lanjut mengenai peran pedagogik. Penelitian ini dilakukan melalui metode penelitian tinjauan pustaka. Nyatanya, pada era digital ini terdapat kesenjangan, yaitu para peserta didik sudah lebih mahir mengadaptasi teknologi dibandingkan dengan para tenaga pendidik, hal inilah yang membuat tenaga pendidik harus lebih mempelajari, menguasai, dan mengadaptasi teknologi khususnya dalam proses belajar mengajar berlangsung sembari memahami para peserta didik di era ini. Pedagogi kritis akan mengembangkan serta menerapkan konsep teori kritis dalam pendidikan dan studi budaya. Pedagogi kritis bertujuan membantu peserta didik menjalankan hidup yang bermakna dengan memaksimalkan wawasan dan mengembangkan kepekaan moral dalam menerapkan keadaan sosial di Indonesia dan akan mengembangkan pemikirannya terhadap perubahan sosial yang terbuka, adil, dan bebas. Pedagogi kritis memiliki upaya untuk mengurangi kecenderungan pendidikan otoriter. Pedagogi kritis juga dianggap sangat berdampak pada kemajuan berdemokrasi di negara ini karena dapat mendorong warga negaranya untuk berpikir kritis, berwawasan luas, membuat penilaian, dan bertanggung jawab atas tindakannya. Kata Kunci: Pedagogik kritis, Era digital, Indonesia
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Kopnina, Helen. „Critical pedagogy“. Studier i Pædagogisk Filosofi 8, Nr. 1 (18.02.2020): 43–68. http://dx.doi.org/10.7146/spf.v8i1.114773.

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While environmentalism is often associated with different non-governmental organizations, agencies, movements, institutions, and grassroots groups, one of the least understood types of environmentalism is so-called radical activism. This article will argue that the label of radicalism or even terrorism attached to some forms of environmental activism precludes learning about the causes of environmental crises. Based on the work of Paulo Freire in critical pedagogy and eco-pedagogy, this article supports the position that learning about social and political framing of “radicalism” as well as the issues that drive this “radical” action help the development of critical thinking and ethical judgment in students. By analyzing student reflection essays on the film If a Tree Falls: A Story of the Earth Liberation Front, this article draws lessons in ecological citizenship and critical thinking.
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McLaren, Peter. „Critical Pedagogy“. Teaching Education 9, Nr. 2 (Januar 1998): 37–38. http://dx.doi.org/10.1080/10476210.1998.10335492.

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Mclaren, Peter. „Critical Pedagogy“. Teaching Education 9, Nr. 1 (Juni 1997): 1. http://dx.doi.org/10.1080/1047621970090101.

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Roy, Alice, Anne DiPardo, Eleanor Kutz, Suzy Q. Groden, Vivian Zamel, Colin Lankshear und Peter L. McLaren. „Critical Literacy, Critical Pedagogy“. College English 56, Nr. 6 (Oktober 1994): 693. http://dx.doi.org/10.2307/378317.

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Waliyadin, Waliyadin, Zaharil Anasy und Desi Nahartini. „EXPLORING TEACHER EDUCATORS’ UNDERSTANDING OF CRITICAL PEDAGOGY AND ITS IMPLEMENTATION IN THE ENGLISH READING CLASS“. IJEE (Indonesian Journal of English Education) 10, Nr. 1 (27.07.2023): 182–206. http://dx.doi.org/10.15408/ijee.v10i1.31894.

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ABSTRACTGrounded in the Freire’s (1971) critical pedagogy premise stating that education should impact social change and reading words should be followed by reading the world, this study explores the experiences of English language teachers who teach English reading classes with the critical pedagogy approach. We employed qualitative research with a case study as the research design to dig into the depth of teachers’ perspectives. The data were garnered through in-depth interviews with four lecturers and analyzed following Braun and Clarke’s (2006) thematic analysis. The present study revealed that teachers’ understanding of critical pedagogy is not explicitly stated by defining or explaining the notion of critical pedagogy. However, some stages and components of critical pedagogy can be identified, showing that to a certain degree the teachers implement critical pedagogy in their reading classes.ABSTRAKBerdasarkan premis pedagogi kritis Freire (1971) yang menyatakan bahwa pendidikan harus berdampak pada perubahan sosial dan membaca kata-kata harus diikuti dengan membaca dunia, penelitian ini mengeksplorasi pengalaman guru bahasa Inggris yang mengajar membaca bahasa Inggris dengan pendekatan pedagogi kritis. Penelitian ini menggunakan pendekatan kualitatif dengan studi kasus sebagai desain penelitian untuk menggali lebih dalam tentang perspektif guru. Data dikumpulkan melalui wawancara mendalam dengan empat dosen dan dianalisis mengikuti analisis tematik Braun dan Clarke (2006). Penelitian ini mengungkapkan bahwa pemahaman guru tentang pedagogi kritis tidak dinyatakan secara eksplisit dengan mendefinisikan atau menjelaskan pengertian pedagogi kritis. Akan tetapi beberapa tahapan dan komponen pedagogi kritis dapat diidentifikasi yang menunjukkan bahwa guru pada taraf tertentu menerapkan pedagogi kritis di kelas membaca.How to Cite: Waliyadin, Anasy, Z., Nahartini, D. (2023). Exploring Teacher Educators’ Understanding of Critical Pedagogy and its Implementation in the English Reading Class. IJEE (Indonesian Journal of English Education), 10(1), 182-206. doi:10.15408/ijee.v10i1.31894
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홍은영. „Is critical pedagogy self-critical?“ Korean Journal of Philosophy of Education 34, Nr. 1 (März 2012): 205–27. http://dx.doi.org/10.15754/jkpe.2012.34.1.010.

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Crocco, Francesco. „Critical Gaming Pedagogy“. Radical Teacher, Nr. 91 (11.09.2011): 26–41. http://dx.doi.org/10.5406/radicalteacher.91.0026.

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Avery, Jon. „Critical Thinking Pedagogy“. Inquiry: Critical Thinking Across the Disciplines 14, Nr. 1 (1994): 49–57. http://dx.doi.org/10.5840/inquiryctnews199414112.

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Deanna L., Fassett, und Warren John T. „Critical Communication Pedagogy“. Southern Communication Journal 72, Nr. 3 (13.08.2007): 304–7. http://dx.doi.org/10.1080/10417940701533732.

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Dissertationen zum Thema "Critical pedagogy"

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Bennington-Dykes, Judy. „Critical invention a rhetorical pedagogy for critical literacy /“. [Pensacola, Fla.] : University of West Florida, 2008. http://purl.fcla.edu/fcla/etd/WFE0000105.

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Hollstein, Matthew S. „Critical pedagogy preservice teachers' perspectives /“. Ohio : Ohio University, 2006. http://www.ohiolink.edu/etd/view.cgi?ohiou1155328467.

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Pagowsky, Nicole, und Kelly McElroy. „Critical Library Pedagogy Handbooks: Introduction“. Association of College and Research Libraries, 2016. http://hdl.handle.net/10150/620823.

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Pagowsky, Nicole, und Kelly McElroy. „Critical Library Pedagogy Handbooks: Acknowledgments“. Association of College and Research Libraries, 2016. http://hdl.handle.net/10150/620824.

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Hollstein, Matthew Scott. „CRITICAL PEDAGOGY: PRESERVICE TEACHERS’ PERSPECTIVES“. Ohio University / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1155328467.

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Connolly, Brid. „Praxis, critical pedagogy and critical adult and community education“. Thesis, Open University, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.505459.

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My motivation for undertaking this research stemmed from the fascination I had in the ways of working with adult learners and the way in which adult and community education was a powertul tool for change. The purpose of this study was to explore this interest in close detail examining how praxis, the cycle of action and reflection, and critical pedagogy in adult and community education might work towards social transformation. Critical pedagogy, the dynamic interaction between 'really useful knowledge', the educators and the learners, in the learning environment, lacked an ingredient that I sought to uncover in the study. What do adult educators do that enables them and the learners to act upon the world? The study found that the practice which aimed to develop critical consciousness comprised a wide variety of methods, 'really useful methods', which engaged learners, motivating them to think critically, to discuss and to question. That was a way to create the environment for acting upon the work.
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Jones, Liz. „Critical pedagogy : an im\possible task?“ Thesis, Manchester Metropolitan University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.267444.

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Georgieff, André Sascha. „Facilitating critical pedagogy: Challenges and rewards“. Thesis, Georgieff, André Sascha (2020) Facilitating critical pedagogy: Challenges and rewards. Masters by Research thesis, Murdoch University, 2020. https://researchrepository.murdoch.edu.au/id/eprint/58963/.

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In this dissertation I explore and report a series of critical teaching dilemmas that occurred in the context of a social justice teacher education unit. Facilitating Critical Pedagogy: Challenges and Rewards is an auto-ethnographic qualitative research project grounded in critical theory. It uses Critical Reflective Practice, in order to advise, provoke and reform significant teaching challenges. Discussing issues surrounding social justice with student teachers can be a rewarding experience. It can however, also create teaching incidents when students become defiant and resistant to change. When this manifests as passive resistance, introducing sociological questions concerning notions of identity, privilege and racism can become difficult. My journal writing, using a Describe, Reflect and Act sequence on significant teaching incidents, examined how I acted towards students. This process helped me ascertain what scope there is for becoming a more effective facilitator of learning under difficult and challenging circumstances. Further research analysis incorporated a fourth ‘Reconstruct’ stage of Critical Reflective Practice within the sequence and this allowed me to further analyse my research data within a research methodology. Critical theorising and journaling is the methodology I used because it motions educators to become better practitioners through reflective practice. The contribution of this study to educational research is such that teachers will recognise that by understanding, reflecting and acting in certain critical situations they have the power to change the awareness of students. They also may learn that to be effective in certain educational settings, teachers will have to develop more trusting relationships with students and engage in deeper dialogues about social justice. The major finding locates critical narrative, action research and critical thinking within reach of practitioners because it joins theory with the practices of good teaching.
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Cosenza, Julie Susan. „A Critical Disability Pedagogy: Legitimizing Dyslexia“. OpenSIUC, 2017. https://opensiuc.lib.siu.edu/dissertations/1347.

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A common understanding is that dyslexia is the inability to spell words, the inability to recall symbols, the inability to recognize sight words, or the inability to decode. Dyslexia is often described in deficiency language—the inability to do something. Deficiency language is a product of special education and continues to dominate common understandings of dyslexia. Additionally, special education views dyslexia as an isolated variable, an object to assess, measure, and rehabilitate, and does not take into consideration systemic factors that may influence learning. In this dissertation, I ask three primary research questions: (1) What are the influential areas of study in the academy that have shaped our contemporary understanding of dyslexia? (2) What is a dyslexic way of knowing and writing? How can we make our classrooms more accessible? And (3) What can we learn about the educational institution from a dyslexic positionality? After reviewing the literature on dyslexia from the areas of special education, disability studies in education, critical communication pedagogy, and crip theory, I identify that dyslexia tends to be object of study, and very few people who identify as dyslexic are writing about dyslexia. The dyslexic scholar is rendered invisible. An undergirding principle of this dissertation is that dyslexia becomes visible only through communication: the miss-reading of a sign, a miss-spelled word, a misunderstood text, mistakes. If we come to know the world through writing and communication, then the “mistakes” that are common to dyslexia are actually another way of knowing the world, a legitimate way of knowing. Through performative writing, I articulate a dyslexic way of knowing, and show how this way of knowing can help us rethink course design and classroom communication. I also offer course design strategies that aim to disrupt ritualized educational practices, subvert scriptocentricism, embrace universal design for learning, and promote personalized education. In the process, I legitimize a dyslexic way of know, and by effect, legitimize dyslexia.
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Arvidsson, Sanna, und Beatrice Bogren. „Critical literacy i de första skolåren : En litteraturstudie om hur ett critical literacy perspektiv i undervisningen kan möjliggöra för utvecklingen av elevers läsförståelse“. Thesis, Högskolan i Jönköping, Högskolan för lärande och kommunikation, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-37042.

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Denna litteraturstudie behandlar hur elevers läsförståelse kan utvecklas genom att arbeta utifrån ett critical literacy-perspektiv i relation till vetenskapliga teorier om lärande. Studien beskriver hur olika metoder och arbetssätt samt lärares förhållningssätt möjliggör elevers utveckling av textarbete med utgångspunkt i den sociokulturella teorin. Syftet är att undersöka forskning som rör elevers läsförståelse samt vilka förmågor eleverna i årskurs F-3 utvecklar genom att arbeta med läsförståelse med utgångspunkt i critical literacy-praktiker. Studiens vetenskapliga material har samlats in via internetbaserade söktjänster och därefter bearbetats, kategoriserats och analyserats. Urvalet består av doktorsavhandlingar och tidskriftsartiklar. Resultatet visar att elever idag många gånger blir undervisade i hur de ska tänka, de är vana vid att få tankar och idéer undervisade och ges inte lika mycket tid till egen reflektion. I dagens samhälle finns det ett behov av att skapa egna tanka och åsikter och tankar  om skeenden i vår omgivning. Det framkommer också att elever kan utveckla förmågor som att skapa en egen åsikt, bli medvetna om den aktuella kontext som diskuteras, samt lära sig hur man tillsammans kan läsa och diskutera problem. Studiens slutsats är: Genom att ha ett critical literacy-perspektiv i undervisning ges eleverna en möjlighet att lära sig analysera, värdera och kritiska granska det stora informationsflöde de kommer möta genom livet.
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Bücher zum Thema "Critical pedagogy"

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Boronski, Tomas. Critical Pedagogy. London: Routledge, 2021. http://dx.doi.org/10.4324/9781315101811.

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Kincheloe, Joe L. Critical pedagogy primer. 2. Aufl. New York: P. Lang, 2008.

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Agnello, Mary Frances, und William Martin Reynolds, Hrsg. Practicing Critical Pedagogy. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-25847-8.

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1974-, Warren John T., Hrsg. Critical communication pedagogy. Thousand Oaks: Sage Publications, 2007.

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Peck, Lisa, und Evi Stamatiou. Critical Acting Pedagogy. London: Routledge, 2024. http://dx.doi.org/10.4324/9781003393672.

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Malott, Curry Stephenson. Critical Pedagogy and Cognition. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-0630-9.

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Dyson, Sue. Critical Pedagogy in Nursing. London: Palgrave Macmillan UK, 2018. http://dx.doi.org/10.1057/978-1-137-56891-5.

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Porfilio, Brad J., und Derek R. Ford, Hrsg. Leaders in Critical Pedagogy. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-166-3.

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Kincheloe, Joe L., Hrsg. Knowledge and Critical Pedagogy. Dordrecht: Springer Netherlands, 2008. http://dx.doi.org/10.1007/978-1-4020-8224-5.

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Carmen, Luke, und Gore Jennifer 1959-, Hrsg. Feminisms and critical pedagogy. New York: Routledge, 1992.

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Buchteile zum Thema "Critical pedagogy"

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Mugford, Gerrard. „Critical pedagogy“. In Exploring the Power of Social Talk in a Foreign Language, 157–86. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781032620305-6.

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Kegan, Diane M. Harnek, und Linda M. Oravecz. „Critical Pedagogy“. In Enhancing Values of Dignity, Democracy, and Diversity in Higher Education, 168–80. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003246732-15.

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Giroux, Henry. „Critical Pedagogy“. In Handbuch Bildungs- und Erziehungssoziologie, 1–16. Wiesbaden: Springer Fachmedien Wiesbaden, 2021. http://dx.doi.org/10.1007/978-3-658-31395-1_19-1.

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Bhattacharjee, Sukalpa. „Critical pedagogy“. In English Teachers' Accounts, 60–76. London: Routledge India, 2021. http://dx.doi.org/10.4324/9781003146209-5.

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Lahiji, Nadir. „Critical pedagogy“. In Architecture or Revolution, 26–44. New York: Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780367853372-3.

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Giroux, Henry. „Critical Pedagogy“. In Bildung und Gesellschaft, 717–32. Wiesbaden: Springer Fachmedien Wiesbaden, 2022. http://dx.doi.org/10.1007/978-3-658-30903-9_19.

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Mehisto, Peeter, und Sarah O'Neill. „Critical pedagogy:“. In A Practical Guide to Teaching Foreign Languages in the Secondary School, 165–78. 3. Aufl. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003281399-15.

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Bradley, Ben. „Pedagogy“. In Encyclopedia of Critical Psychology, 1338–41. New York, NY: Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4614-5583-7_213.

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Phipps, Alison, und Manuela Guilherme. „Introduction“. In Critical Pedagogy, 1–6. Bristol, Blue Ridge Summit: Multilingual Matters, 2004. http://dx.doi.org/10.21832/9781853597541-001.

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Giroux, Henry A. „1. Betraying the Intellectual Tradition: Public Intellectuals and the Crisis of Youth“. In Critical Pedagogy, 7–21. Bristol, Blue Ridge Summit: Multilingual Matters, 2004. http://dx.doi.org/10.21832/9781853597541-002.

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Konferenzberichte zum Thema "Critical pedagogy"

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Ouatu-Lascar, Miruna. „DisCritical Pedagogy: How DisCrit Can Inform Critical Pedagogy“. In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1892479.

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Gitlin, Andrew. „REWRITING CRITICAL PEDAGOGY WITH TECHNOLOGY“. In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.0109.

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D., N. „TEACHING CRITICAL PEDAGOGY TO PROSPECTIVE TEACHERS“. In ANAIS DO II CONGRESSO INTERNACIONAL PAULO FREIRE: O LEGADO GLOBAL. Galoa, 2018. http://dx.doi.org/10.17648/paulofreire-2018-89683.

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de Novais, Janine. „Critical Digital Pedagogy: A Theoretical Sketch“. In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1686306.

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Gray, Colin. „Critical pedagogy and the pluriversal design studio“. In DRS2022: Bilbao. Design Research Society, 2022. http://dx.doi.org/10.21606/drs.2022.238.

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Donaldson, Jonan. „Conceptual Metaphor, Critical Pedagogy, and Educational Research“. In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1433505.

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Riesland, Erin. „A Critical Post-Digital Pedagogy of Place“. In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1692942.

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Choi, Seungeun. „Designing Music Education based on Critical Pedagogy“. In Education 2014. Science & Engineering Research Support soCiety, 2014. http://dx.doi.org/10.14257/astl.2014.71.29.

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Ameri, Amir H. „Critical Historiography and the Design Studio Pedagogy“. In 2019 ACSA Teachers Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.teach.2019.6.

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The cultures that in their divergent multiplicity were once effectively segregated in space and time, find themselves in close proximity, dialogue and potential competition and conflict in both literal and virtual space as a direct consequence of globalization. Coupled as globalization is with the technologies of the information age, it has dramatically and fundamentally transformed our cultural and cross-cultural modes of communication and exchange, and along with it our cultural experience of space and time. These transformations are not formal and aesthetic per se, but more profoundly cultural and ideological. As such, they are measurably changing all cultures involved in unforeseeable directions. These changes, along with a multi-cultural context to architectural practice in a global economy require a shift of emphasis in architectural pedagogy to better prepare the next generation of architects to meet the unique demands of a plurality of cultures in a state of flux and change.
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Balcaen, Philip L., und Robert Campbell. „Embedding Critical Thinking Pedagogy through Learning Object Design“. In 2010 Sixth Advanced International Conference on Telecommunications. IEEE, 2010. http://dx.doi.org/10.1109/aict.2010.92.

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Berichte der Organisationen zum Thema "Critical pedagogy"

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Boghossian, Peter. Socratic pedagogy, critical thinking, moral reasoning and inmate education : an exploratory study. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.5552.

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Hartley, Curtis, und Allyson Kelley. Lessons in Critical Race Theory. Allyson Kelley & Associates PLLC, April 2024. http://dx.doi.org/10.62689/hgzcul.

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Racism and discrimination are the root causes of health disparities in our world. Most schools of public health fail to address these issues. Critical Race Theory (CRT) is a viable framework for exploring how racial bias is reinforced at various levels in our society and how privilege differs based on race. Health promotion pedagogy informed by CRT and social justice can be an opportunity to explore relationships, social cohesion, and promote health equity. This paper describes and explores how an undergraduate/graduate public health instructor and students at the University of North Carolina Greensboro presented materials and speakers that influenced how students perceived racism and discrimination as a public health problem. Students learned about perspective, privilege, and positionality during guest interviews throughout the class. Excerpts of student essays presented in this paper demonstrate how college health courses like this one can transform, change, heal, and connect students with a world that dismantles racism and promotes health equity and justice for all. Teaching public health and social justice requires a different teaching approach and unique content developed in an authentic way from individuals with lived experience of social justice issues. Elevating CRT as a framework and giving voice to the historically minoritized and marginalized must be the goal of transformative pedagogy in health promotion. Now is the time.
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Sandberg, Berit. Effects of Arts-Based Pedagogy on Competence Development in Nursing: A Critical Systematic Review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, April 2024. http://dx.doi.org/10.37766/inplasy2024.4.0071.

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Kelly, Megan. Critical Humanizing Pedagogy with Ed Tech Final Project In-Person Instruction Vs. Virtual Instruction. Ames (Iowa): Iowa State University, August 2022. http://dx.doi.org/10.31274/cc-20240624-453.

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Ruprah, Inder J., Diether Beuermann, Jennelle Thompson und Emma Näslund-Hadley. The Pedagogy of Science and Environment: Experimental Evidence from Peru. Inter-American Development Bank, September 2012. http://dx.doi.org/10.18235/0012203.

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In today's knowledge-based societies, understanding basic scientific concepts and the capacity to structure and solve scientific questions is more critical than ever. Accordingly, in this paper we test an innovative methodology for teaching science and environment in public primary schools where traditional (teacher centred) teaching was replaced with student centred activities using LEGO kits. We document positive and significant improvements of 0.18 standard deviations in standardised test scores. Such positive results are mainly concentrated within boys that were located above the median of baseline academic performance.
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Gambrell, James. A Critical Race Analysis of Travel for Transformation: Pedagogy for the Privileged or Vehicle for Socio-Cultural Transformation? Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.2482.

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Green, Crystal, Frederika Warren und Clara García-Millán. Spotlight: Parental Engagement. HundrED, September 2021. http://dx.doi.org/10.58261/cjij9861.

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Engaging parents and families to help make education more aligned with innovative pedagogy is critical if change efforts to education are to be sustained. Therefore, building trusting relationships and confidence among parents to participate in the education process is essential. This Spotlight project aims to identify and promote impactful and scalable solutions that support the engagement of parents with their child’s education. This project is a collaboration between HundrED, Kidsburgh, the Center for Universal Education (CUE) at Brookings, and IDEO with financial support provided by The Grable Foundation.
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Bakhshaei, Mahsa, Angela Hardy, Aubrey Francisco, Sierra Noakes und Judi Fusco. Fostering Powerful Use of Technology Through Instructional Coaching. Digital Promise, 2018. http://dx.doi.org/10.51388/20.500.12265/48.

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Research findings suggest that instructional technology coaching may be a critical lever in closing the gap in the usage of technology, sometimes referred to as the digital use divide. In the 2017-2018 school year, we provided 50 schools in 20 school districts across five states, with a grant to support an onsite, full-time instructional technology coach (called a DLP coach). Our data shows that after one year of working with their DLP coach, teachers are using technology more frequently and in more powerful ways. DLP teachers report significant increases in using technology for both teaching content and pedagogy—in other words, teachers are using technology to support what they are teaching, as well as how they are teaching it.
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Mathur, Chhavi, Sara Ahmed, Aakriti Parasha, Darab Nagarwalla, Sanskriti Menon, Bhageerath Swaraj, Rifa Meddapil et al. Development of Water Classrooms for Middle School Students. Indian Institute for Human Settlements, 2023. http://dx.doi.org/10.24943/tesf1206.2023.

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Water, recognised by United Nations’ Sustainable Development Goal 6, is essential to sustain all life. It intersects with various aspects of our civilisation, heritage, health, and survival. In this project, we developed pedagogical tools using place-based, multidisciplinary, imaginal, and interactive content for middle school students. The expected outcome of this pedagogy is to equip students with knowledge and core competencies such as critical transdisciplinary analysis, systems thinking, and collaborative decision-making that are essential to reimagine just, resilient, and equitable water futures. We called this curriculum the “Water Classrooms”. The core partners in this work included Living Waters Museum, Centre for Water Research, Science Activity Centre at Indian Institute of Science Education and Research (IISER Pune), and the Centre for Environment Education (Pune).
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Schiefelbein, Ernesto, Paulina Schiefelbein und Laurence Wolff. Primary Education in Latin America: The Unfinished Agenda. Inter-American Development Bank, Mai 2002. http://dx.doi.org/10.18235/0008792.

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This paper asks a deceptively simple question. After over a decade of concern about and investment in primary education, what have been the results and how much further does the region need to go before it has achieved a primary education of quality for all children? The paper creatively reviews available data for four countries (Brazil, Chile, Honduras, and Costa Rica) as well as for the region as a whole. The critical policies and investments identified over ten years ago have only been partially implemented. Their full implementation is still needed. They include building up teacher knowledge, pedagogy, and commitment; increasing enrollment in pre-schooling, especially of at-risk children; providing adequate and appropriate teaching materials; targeting resources to disadvantaged children; articulating clear national learning goals; and improving the technical quality and utilization of testing programs.
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