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Direct linkZhao, Xu; Haste, Helen; Selman, Robert L.; Luan, Ziyan – Youth & Society, 2017
This article explores how school-aged Chinese youth make meaning of the civic roles of citizens in the context of a society with a powerful one-party government. We examined how 16 focus groups (N = 64) of adolescents from urban and rural schools in Shanghai and Nantong talked about the causes and solutions of social problems facing China. Our…
Descriptors: Citizen Participation, Social Problems, Foreign Countries, Social Responsibility
Horn, Brian R. – Urban Education, 2017
This article explores student empowerment in a restructured urban Title I middle school. The study includes data from eight participants in an action research project that involved a critical inquiry unit in an eighth-grade language arts class that asked students, "How are you empowered and disempowered by school?" Findings reveal that…
Descriptors: Student Attitudes, School Restructuring, Urban Schools, Middle School Students
Veloso, Luísa; Marques, Joana S. – Learning Environments Research, 2017
This article on secondary schools science laboratories in Portugal focuses on how school space functions as a pedagogical and political instrument by contributing to shape the conditions for teaching and learning dynamics. The article places the impact of changes to school layouts within the larger context of a public school renovation programme,…
Descriptors: Foreign Countries, Educational Environment, Secondary School Science, Science Laboratories
Koekoek, Jeroen; Knoppers, Annelies – Physical Education and Sport Pedagogy, 2015
Background: Most research on how children learn when using the Teaching Games for Understanding (TGfU) approach has focused on cognitive dimensions in teaching games models. A social constructivist perspective suggests, however, that learning also takes place during social interactions. Since the process of learning game skills tends to have a…
Descriptors: Role, Team Sports, Friendship, Peer Relationship
Download full textKecskemeti, Maria – Teachers and Curriculum, 2013
Teachers' decisions about pedagogy are informed by a range of educational discourses. These discourses constitute particular kinds of teaching practices and teacher-student relationships in ways that are not immediately obvious. When a particular pedagogy becomes accepted as best practice and it produces desired learning outcomes for the majority…
Descriptors: Caring, Teaching Methods, Criticism, Teacher Student Relationship
