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Full-Text Articles in Education
Systems Thinking In A Second Grade Curriculum: Students Engaged To Address A Statewide Drought, Margaret Sauceda Curwen, Amy Ardell, Laurie Macgillivray, Rachel Lambert
Systems Thinking In A Second Grade Curriculum: Students Engaged To Address A Statewide Drought, Margaret Sauceda Curwen, Amy Ardell, Laurie Macgillivray, Rachel Lambert
Education Faculty Articles and Research
Faced with issues, such as drought and climate change, educators around the world acknowledge the need for developing students’ ability to solve problems within and across contexts. A systems thinking pedagogy, which recognizes interdependence and interconnected relationships among concrete elements and abstract concepts (Meadows, 2008; Senge et al., 2012), has potential to transform the classroom into a space of observing, theorizing, discovering, and analyzing, thus linking academic learning to the real world. In a qualitative case study in one school located in a major metropolitan area in California, USA teachers and their 7- and 8-year-old students used systems thinking in …
Assessment As Critical Programmatic Reflection, Vicki Reitenauer, Rowanna L. Carpenter
Assessment As Critical Programmatic Reflection, Vicki Reitenauer, Rowanna L. Carpenter
Women, Gender, and Sexuality Studies Faculty Publications and Presentations
This article argues that general education assessment is an opportunity for engaging faculty and the general education program as a whole in critical reflection on the practices and pedagogies that affect the entire undergraduate body. Through intentional assessment practices tied to learning outcomes, pedagogical expectations, and faculty and student classroom experience, an assessment program can meet accreditation expectations while serving as a rich location for critical reflection and continuous improvement. To illustrate, this article takes the reader through a year in the life of University Studies' assessment at Portland State University. It provides details about the individual elements of our …
Special Issue Of Tej: What Is To Be Done With Curriculum And Educational Foundations’ Critical Knowledges? New Qualitative Research On Conscientizing Preservice And In-Service Teachers, James C. Jupp, Ann Mogush Mason, Theodorea Regina Berry, Amanda Morales
Special Issue Of Tej: What Is To Be Done With Curriculum And Educational Foundations’ Critical Knowledges? New Qualitative Research On Conscientizing Preservice And In-Service Teachers, James C. Jupp, Ann Mogush Mason, Theodorea Regina Berry, Amanda Morales
Department of Teaching, Learning, and Teacher Education: Faculty Publications
In this essay, we provide a brief introductory statement to the special issue of Teaching Education titled What is To Be Done with Curriculum and Educational Foundations’ Critical Knowledges? New Qualitative Research on Conscientizing Preservice and In-Service Teachers. In our introductory statement, we describe the specific aim and broad purposes of the special issue and characterize its contents. Our specific aim with the special issue is to advance the conscientization of preservice and in-service teachers via critical pedagogies and race-based epistemologies. Our broad purposes are to (a) resist the ascendant, whitened, and Eurocentric fascism via our collective pedagogical …
What Is To Be Done With Curriculum And Educational Foundations' Critical Knowledges? Toward Critical And Decolonizing Education Sciences, James C. Jupp, Theodorea Regina Berry, Amanda Morales, Ann Mogush Mason
What Is To Be Done With Curriculum And Educational Foundations' Critical Knowledges? Toward Critical And Decolonizing Education Sciences, James C. Jupp, Theodorea Regina Berry, Amanda Morales, Ann Mogush Mason
Department of Teaching, Learning, and Teacher Education: Faculty Publications
As editors of the special issue in Teaching Education titled What Is To Be Done with Curriculum and Educational Foundations’ Critical Knowledges? New Qualitative Research on Conscientizing Preservice and In-Service Teachers, our purpose with this conceptual essay is twofold. First, we historicize and characterize the critical knowledges deployed in this special issue as a broad array of criticalities. Second, we provide a reading of these criticalities that together we tentatively call critical and decolonizing education sciences. In our discussion and conclusion, we focus on the dual challenges of developing work in critical and decolonizing education sciences: (a) …