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Robyn Yucel – Teaching in Higher Education, 2025
Social realist theorising about curriculum and social justice in higher education has emphasised the importance of providing equity of epistemic access to powerful knowledge. However, there has been little discussion about what constitutes powerful knowledge and how students can use it for social good. In the science disciplines, the traditional…
Descriptors: Undergraduate Students, Social Responsibility, Science Curriculum, Scientific Literacy
Kerstin Schoch; Thomas Ostermann – Creativity Research Journal, 2025
The RizbA scale combines psychometrics and art theory and enables a measurement of pictorial expression. This study explores its factor structure and a potential gap between theory and empirics. A sample of 275 pictorial works by artists and nonprofessionals was rated by 179 art experts. Three CFA path models were specified: models A and B based…
Descriptors: Foreign Countries, Art Criticism, Art Teachers, Art Education
Ostendorf, Annette; Thoma, Michael – Higher Education: The International Journal of Higher Education Research, 2022
Following on from the already wide-ranging academic discussion about fostering critical thinking in students as an important component of a university's educational mission, this paper takes a particular look at didactic principles for fostering this critical thinking. We begin with a reception of Abrami et al.'s (2015) comprehensive meta-study of…
Descriptors: Design, Critical Thinking, Higher Education, Critical Literacy
Wei, Flora Liuying; Enslin, Penny – Educational Philosophy and Theory, 2022
This article considers a postcolonial approach to comparative philosophy of education as comprising four key features: ethnography, translation, hybridity, and critique. This conception of comparative philosophy of education is first located in the postcolonial context that demands sensitivity to the ongoing dangers of orientalism. Each of these…
Descriptors: Educational Philosophy, Postcolonialism, Comparative Analysis, Ethnography
Morales, Socorro – International Journal of Qualitative Studies in Education (QSE), 2022
In this essay, I reflect on and detail some of my experiences navigating the question of what it means for white scholars and white researchers to critically engage their own whiteness within the context of educational research. Considering my current academic role as a faculty member who works primarily with graduate students in educational…
Descriptors: Whites, Criticism, Scholarship, Educational Research
Feldhoff, Tobias; Emmerich, Marcus; Radisch, Falk; Wurster, Sebastian; Bischof, Linda Marie – Education Sciences, 2022
The article aims to outline the proposals for linking school effectiveness research and school improvement that are currently relevant in international discussion and to ask how they deal with the 'technology deficit' at the level of model improvement. We will first show the difference between school improvement and school effectiveness. Then, we…
Descriptors: Models, School Effectiveness, Educational Improvement, Educational Research
Causarano, Antonio – Reading Matrix: An International Online Journal, 2021
This paper explores the importance of students responding to children's books for diversity and disabilities. The main claim of the paper is that we need to explore new ways of engaging children to respond to diversity beyond the traditional model of Reader's Response Theory. Even though Reader's Response Theory is a very important framework to…
Descriptors: Childrens Literature, Disabilities, Reader Response, Criticism
Kabgani, Sajad; Sahragard, Rahman – Discourse: Studies in the Cultural Politics of Education, 2021
In the neoliberal discourse of education, the notion of "truth," as a fantasmatic concept, has a pivotal status. In order to actualise its non-existent yet highly captivating utopia of perfection, progress and prosperity, this discourse needs to present a homogeneous picture of human ontology whose needs and desires can be satisfied as…
Descriptors: Neoliberalism, Ethics, Films, Psychiatry
Archibald, Thomas – American Journal of Evaluation, 2020
Problem definition in program planning and evaluation is rarely problematized. In this article, I discuss why the lack of problem problematization is itself problematic--in other words, why treating problems as self-evident can pose a risk for evaluation practice. Then, to help avoid such risks, I suggest Carol Bacchi's "What's the Problem…
Descriptors: Evaluative Thinking, Criticism, Problems, Program Evaluation
Pamela S. Lottero-Perdue; Heidi L. Masters; Jamie N. Mikeska; Meredith Thompson; Meredith Park Rogers; Dionne Cross Francis – Science Education, 2024
Engaging children in argumentation-focused discussions is essential to helping them collaboratively make sense of scientific phenomena. To support this effort, teachers must listen and be responsive to students' ideas to move the discussion forward with the goal of reaching consensus. Given the complexity of this ambitious science teaching…
Descriptors: Elementary School Teachers, Preservice Teachers, Discussion (Teaching Technique), Persuasive Discourse
Alexandra List; Gala S. Campos Oaxaca – Reading and Writing: An Interdisciplinary Journal, 2024
While learners' evaluations of author trustworthiness have received much attention in prior research, less work has examined how students evaluate information within texts or engage in critique. Specifically, in this exploratory study, we sought to determine how effective higher education students were at engaging in research report critique, a…
Descriptors: Evaluative Thinking, Information Sources, College Students, Research Reports
Steven A. Stolz; Ali Lucas Winterburn; Edward Palmer – Educational Philosophy and Theory, 2024
The recent proliferation of Large Language Models (LLMs) raises questions as to the role of such tools both within an educational learning environment and their epistemic capacity. If, as Alfred North Whitehead remarked, western philosophy indeed 'consists of a series of footnotes to Plato', it would be of doubtless importance to evaluate the…
Descriptors: Artificial Intelligence, Technology Uses in Education, Natural Language Processing, Philosophy
Jaimie M. McMullen; Jennifer L. Walton-Fisette; Sue Sutherland – Quest, 2024
Given that standards-based education has been commonplace since the early 1980's, most practicing education professionals cannot remember a time where standards did not exist. Standards have historically served as a mechanism for accountability and academic achievement. In physical education, while not required in initial educational reforms, the…
Descriptors: Standards, Physical Education, Educational Change, Evidence
Barry J. Hake – European Educational Research Journal, 2024
This paper explores transnational circulation during the early 1970s of lifelong education and recurrent education as 'policy repertoires' addressing redistribution of participation in organised (adult) learning throughout life. Focused on a re-reading of UNESCO's 1972 report on lifelong education, the paper offers a critical analysis of the Faure…
Descriptors: Lifelong Learning, Transformative Learning, Neoliberalism, Educational Principles
Daniel Clark – Learning, Media and Technology, 2024
Whilst technology may have been the 'saviour' of HE from the immediate challenges of the pandemic, the opportunistic dialogue emerging in response is imbued with notions of the pandemic as a catalyst for change. Empowered by the apparent success of technology's deliverance, the door has been opened to unprecedented investment into a pervasive and…
Descriptors: Educational Technology, Higher Education, Consumer Economics, Neoliberalism