La polarización en el aula de educación primaria: análisis del diálogo democrático sobre temas controvertidos polarizantes

Change among the Gatekeepers: Men, Masculinities, and Gender Equality in the Global Arena

This study aims to identify and describe the relationship between the Problem-Based Learning learning model and students' critical thinking skills at SMA Negeri 4 Palangka Raya. The formulation of the research problem is whether there is a relationship between the problem-based learning model and critical thinking skills about gender equality in class X students at SMAN 4 Palangka Raya; how big is the relationship between problem-based learning models and critical thinking skills about gender equality in students of SMAN 4 Palangka Raya; and what is the perception of students of SMAN 4 Palangka Raya on the effectiveness of the problem-based learning model in improving critical thinking skills about gender equality.
 The research approach uses a quantitative approach to this type of correlational research. Respondents to this study were 18 class X class Catholic students at SMAN 4 Palangka Raya, conducted from 9 to 23 June 2023. Data was collected through a questionnaire divided into two parts in form, namely problem-based learning and critical thinking skills about gender equality, with very good (4), good (3), pretty good (2), and not good (1) alternative answers. Data analysis techniques use Product Moment correlation in data collection to determine the relationship between two interval symptoms, such as values.
 The results of calculations on the research hypothesis that rxy (0.605) > table (0.497) from a significant level of 5% conclude that there is a relationship between the Problem-Based Learning model and critical thinking skills about gender equality in class X students at SMA Negeri 4 Palangka Raya. This result shows that the Problem-Based Learning learning model is one factor that influences and plays a role in improving students' critical thinking skills about gender equality. So, it can be expected that this research will be useful for school principals and Catholic Religious Education teachers so that they continue to support and be able to use learning models that can create a comfortable and creative classroom atmosphere.

This study investigates the pedagogical potential of combining artificial intelligence (AI) tools with drama-based strategies in digital learning environments within primary education, focusing on the development of students' critical thinking skills. To this end, twelve original teaching scenarios were designed and implemented in a sixth-grade classroom, blending the use of AI-powered online applications with experiential drama techniques. These digital tools, accessed through computers and portable devices available in the classroom, supported learners in generating content, exploring multiple perspectives, and engaging in reflective dialogue. The intervention employed a mixed-methods research design and was conducted with a convenience sample of 46 11-year-old students attending an urban public primary school. Data were collected through pre- and post-intervention questionnaires, classroom observations, and focus group interviews. Quantitative results indicated a measurable improvement in students’ ability to analyse, evaluate, and justify ideas, while qualitative data provided evidence of increased engagement, collaborative interaction, and deeper metacognitive awareness. The findings suggest that the purposeful integration of AI into classroom practice, when combined with creative and participatory learning methodologies such as drama, can contribute meaningfully to the cultivation of critical and reflective thinking in young learners. Moreover, this interdisciplinary approach was found to support inclusive participation by offering varied entry points for student expression and understanding. The study highlights the relevance of reimagining digital or mobile-supported pedagogy through the lens of artistic and dialogic learning, particularly in educational contexts that aim to equip students with essential 21st century skills. It also opens pathways for further research into how AI enhanced environments can foster equity, creativity, and cognitive engagement in primary classrooms.

USING HIGH-FIDELITY MEDICAL SIMULATION TO ASSESS CRITICAL THINKING IN MEDICAL STUDENTS by Lynda Daniel-Underwood Chair: Robson Marinho ABSTRACT OF GRADUATE STUDENT RESEARCH DissertationOF GRADUATE STUDENT RESEARCH Dissertation Andrews University School of Education Title: USING HIGH-FIDELITY MEDICAL SIMULATION TO ASSESS CRITICAL THINKING IN MEDICAL STUDENTS Name of researcher: Lynda Daniel-Underwood Name and degree of faculty chair: Robson Marinho, Ph.D. Date completed: February 2016 Problem Graduating competent physicians is an imperative societal need. The development of critical thinking skills during medical school is important to meet this societal need and for the care of ill patients. Research shows this skill is key in decreasing medical errors, which in turn decreases cost. (Norman and Eva, 2010) Missing from the literature is a method to assess critical thinking in the setting of caring for the critically ill patient. This instrumental case study tests medical simulation as a method of assessing critical thinking, which incorporates all six competency domains, by looking at the assessment environment, summative patient experience, and participant’s reflection on the case and environment. Method A qualitative instrumental case study design was used to evaluate twelve senior medical students’ critical thinking skills in the setting of identified competency domains. A single simulation patient encounter was administered to each student and data collected from the videotape of the encounter, their written documentation, and oral presentation of the case, mimicking the real-life scenario. The participants were also asked five questions regarding this case. These data were analyzed and presented in narrative format. Results The analysis revealed six major themes: assessment environment, coalescence of knowledge and skills, decision-making and deep thinking/reasoning, integrative experience, lack of depth in thought process, and safe environment. This research identified gaps in the students’ knowledge, skill, and behaviors of competency domains as they apply to critical thinking. Despite all students successfully completing medical school, errors were made in their individual care of the simulated patient. Four cases ended in “death” of the patient. The documentation of their patient encounter also lacked sufficient detail to allow other medical professionals to understand the issues during the case. The students’ opinion of the patient encounter was positive. Several students noted they had not had similar encounters as the sole provider of patient care. The experience gave them the opportunity to apply what they had learned and reflect on their

This research is motivated by the findings of problems in economics learning including: in economics learning students are passive; lack of critical thinking activity and creativity; teacher-centered learning (teacher centered); The learning model used by teachers tends to be monotonous. This research aims to determine the implementation of the model problem based learning to develop students' critical thinking skills in economics learning. The research method is a case study with a qualitative approach, data is collected through interviews, observation and documentation of the implementation of learning to develop critical thinking skills. The results of the research show that planning economic learning using models problem based learning to develop highly structured and systematic critical thinking skills. Implementation of economic learning with models problem based learning Overall, it has succeeded in creating a learning environment that supports the development of students' critical and analytical thinking skills. Assessment of economic learning with models problem based learning has been designed and implemented well, so that students' critical thinking, problem solving and collaboration skills develop optimally. Supporting factors for learning economics with models problem based learning really supports the development of students' critical thinking skills. Factors inhibiting economic learning with models problem based learning developing critical thinking skills is a very serious challenge. Efforts to overcome barriers to economic learning with models problem based learning can develop students' critical thinking skills effectively.

Critical thinking skill is one of the highest levels of cognitive abilities. This competence is needed to support students in thinking and resolving problems in daily life. Initial identification requires students' critical thinking ability to be a guide in designing a model or strategy of learning. The purpose of this study is to know and describe students' critical thinking ability to solve mathematical problems in the circular matter, with a qualitative approach. The data-gathering technique uses a critical thinking skill test for as many as three problems with a circle matter. Further interviews are conducted to strengthen students' critical thinking abilities. Research instruments are praised on 34 students living in the viii class 61 Jakarta. The selection of the subject of research is based on the results of researchers' observations on the issues in the field that were discussed with the teacher of the subject. The results of the student's work are studied by pointing to critical thinking ability indicators that researchers have established - interpretation, analysis, evaluation, and inference. Research shows that students' critical mathematical thinking ability is at low criteria, where an interpretation attainment indicator is 38.24%; Analysis of 49.02%; evaluation of 47.3%; And inference at 26.47%.

Purpose: Charter schools are unique public schools in part because this type of school can close if it fails to meet objectives set forth by the chartering body that approved it. Thus far, however, little research has been conducted into the causes of charter school closures. In this article, we examine charter school accountability. Research Design: We consider four types of accountability to guide our event history analysis of environmental influences that affect charter school closures in North Carolina. In addition, we present two case studies of schools that closed in North Carolina to better illustrate the differing micro-level processes that can lead to the closure of a school. Findings: We find evidence that market, bureaucratic, and financial accountability processes influence the likelihood that a school will close. The initiation of closure procedures, however, is more complex than our quantitative model alone suggests and our two case studies illustrate the key role that financial accountability plays in charter school closures in North Carolina.

Charter schools can divide opinion, and one can find both positive and negative arguments for them. For example, they can be characterised as an opportunity to create a more bespoke school experience or a step in the gradual degradation of public education. Charter schools challenge us to consider what type of schools we want. In the following chapter, I will explore the arguments for and against charter schools. The chapter also presents a case study of a charter school that the author was involved in establishing in the US. Can charter schools play an important role in reimagining the educational experience of children and teachers by providing a multicultural and multilingual teaching environment? The chapter provides reflections on the potential and limits of charter schools.

<p>This interpretive, exploratory qualitative study examines the similarities and differences between charter school leadership and traditional public school leadership. Previous research has examined the differences in school leadership in traditional public schools from large-scale, quantitative data (Cravens, Goldring,& Penaloza, 2012; Goff, Mavrogordato, & Goldring, 2012). Though research exists on specific facets of charter schools such as student achievement, there is little research on the needs of charter school leaders and how well-prepared they are for their unique roles (Huerta, 2009; Hughes & Silva, 2013). The purpose of this study is to contribute to the body of knowledge on school leadership by developing an emic description of the relationship between charter school leadership and traditional public school leadership through a qualitative interpretivist study approach.</p><p>School leaders in Minnesota who have been heads of school in both independent charter schools and traditional public schools were surveyed, and four were selected for in-depth follow-up interviews. The guiding research questions are: (1) What are the differences between traditional public school leadership and charter school leadership according to school leaders in Minnesota who have been leaders of both types of schools; (2) How do school leaders in Minnesota who have been leaders of both charter schools and traditional public schools experience instructional leadership in the different school organizations; and (3) How do school leadership preparation programs help prepare educators for leadership in charter schools?</p><p>Findings from this study indicate that differences in school leadership in traditional public schools and independent charter schools may exist due to organizational structure, including the expanded scope of school leadership in charter schools. However, some of the differences may be because of school size, as leaders with experience in both types of schools indicated that leading a charter school is similar to leading a small, rural, traditional public school. The findings also examine the structures created to support charter school leadership, and the need for professional community and support. Implications for school leader professional development and school leadership preparation programs are discussed.</p>

This study investigates the implementation of Self-Regulated Learning (SRL) in a sixth-grade classroom at a public primary school in Singaraja. Employing a qualitative case study approach, data were collected through classroom observations and semi-structured interviews with teachers and students. The findings reveal that SRL strategies, including goal setting, self-monitoring, and self-reflection, empower students to become active participants in their education. Teachers played a vital role in fostering these practices through scaffolding and guidance, while group activities promoted collaboration and critical thinking. Independent material selection was observed to enhance engagement, critical thinking, and digital literacy, aligning with modern educational frameworks like Indonesia’s Merdeka Belajar initiative. However, challenges such as varying levels of student readiness, limited research skills, and insufficient familiarity with digital tools were noted, highlighting the need for structured teacher support. The study emphasizes the importance of balancing independence and guidance to maximize SRL’s benefits, preparing students for lifelong learning and adaptability in dynamic educational contexts.

Teaching critical literacy (CL) as an explicit intended learning outcome is essential for operating in a global and interconnected world. Considering the limited research on in-service teachers’ development and enactment of critical literacy practices, particularly in second language education, this study explores a professional-development (PD) intervention aimed at promoting critical literacy practices as a pedagogical approach. A qualitative instrumental case study research approach was used, taking place in the reading classes of two high school English language teachers in a Lebanese private school. A two-stage PD intervention that focused on strategies to teach critical literacy was created. Two teachers first engaged in a two-day workshop and then in follow-up coaching and multiple implementation reflections. The data gathering methods used to determine the efficacy of the intervention included field notes from the professional-development process, pre- and post-intervention teacher interviews, and classroom observations. The findings, resulting from an iterative inductive thematic analysis approach, show how the PD intervention built on and expanded the teachers’ repertoires of critical pedagogical practices in the reading classroom. The PD intervention further developed the teachers’ competency in promoting learners’ active participation in critical and dialogic discussions, thus enhancing students’ critical thinking and stance. The findings from this study confirm the tenets promoted in the literature that systematic, on-going, context-based PD can build teachers’ pedagogical resources and importantly, equip them to be able to promote critical literacy. This study concludes that practical measures for building teachers’ capacity for nurturing critical literacy through an on-going and context-based PD initiative not only works, but is necessary.

This research aims to describe the critical thinking abilities of SMA Negeri 5 Model Palu students, especially in Linear program material. This research is descriptive research with a qualitative approach. The subjects in the research were students with high, medium and low mathematics abilities obtained from the results of report cards who were then given a critical thinking ability test. The research was conducted by interviewing students' test results and conducting time triangulation. The results obtained show that students with high ability fulfill all the indicators of interpretation, analysis, evaluation and inference, while students with medium ability only do not meet one indicator, namely inference, and students with low ability only master two indicators of critical thinking, interpretation and analysis abilities. In conclusion, with the differences in students' critical thinking abilities, teachers should pay attention to the differences in students' abilities to think critically in learning, in this case linear programming. Keywords: Critical Thinking Ability, Linear Program Material

The K-12 classroom applications of mindfulness as developed by Ellen Langer are discussed in a case study of a first-year charter school. Langerian Mindfulness, which is the act of drawing distinctions and noticing novelty, is deeply related to well-being and creativity, yet its impact has yet to be tested at the primary or secondary school level. The objective of the article is to display how Langerian Mindfulness strategies could increase 21st century skills and Social-Emotional Learning in primary classrooms. The New School San Francisco, an inquiry-based, socioeconomically and racially integrated charter school, serves as a model for mindful teaching and learning strategies. It is concluded that when mindful strategies are implemented, students have significant opportunities to exercise the 21st century skills of creativity, collaboration, communication and critical thinking. Langerian Mindfulness is also considered as a tool for increasing Social-Emotional Learning in integrated classrooms. It is recommended that mindful interventions be further investigated in the primary and secondary school context.

Charter schools have garnered strong support over the past decade, however, opponents question this choice option on many grounds, including their effectiveness, accountability, equity, and sustainability. This paper addresses these concerns by synthesizing what we know from the literature on charter schools, exposing areas where evidence is lacking, conflicting or ambiguous, and assessing the overall maturation of charter school reform. To help answer the question of sustainability, we draw in part on findings from our in-progress, long-term case study of a conversion charter school. This ethnographic data reveals the existence of serious challenges for researchers and policymakers, but also provides useful guidance for the future direction of the charter school movement.

Introduction: "Patient safety" needs to be addressed and discussed in a serious and responsible manner, where it is indispensable to equip future professionals to prevent adverse events and develop a culture of patient safety. Thus, there is a need to assess patient safety in undergraduate nursing, in the context of classroom teaching and curriculum internships. Objective: This study proposes to analyze students’ perception of patient safety at a university in Northeastern Brazil. Methodology: This is a unique instrumental exploratory case study using a qualitative approach. Participants were 12 students selected by intentional sampling. Data collection occurred via an online focus group. Data were processed in NVivo software, version 12.0 for qualitative research. Results: The data illustrated the students’ perception of patient safety in three categories: classroom teaching; curriculum internships; and attributes for the management of future nurses. Although the university does not offer a specific patient safety discipline, the issue is addressed from the start of the course, by all teachers in a satisfactory manner. Final comments: The case study found that training health professionals based on patient safety measures is one of the largest investments that universities can make, sharpening critical thinking in order to improve care and reduce hospital costs, and above all, preserve life.