Promoting resiliency, peer mediation and citizenship in schools: The outcomes of a three-fold research intervention

Lithoxoidou, Angeliki; Seira, Evangelia; Vrantsi, Agapi; Dimitriadou, Catherine

doi:10.17275/per.21.32.8.2

Cited by 4 publications

(1 citation statement)

References 33 publications

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“…Students in early stages of their education (infant and primary) should be able to assess whether a behavior is right or wrong, and determine whether any action could have been performed in a more correct way (Noula, 2018). In more advanced educational stages (secondary school), critical pedagogy includes the development of critical thinking not only about attitudes, but also about social realities and the own and others' work (Heckler et al, 2013;Lithoxoidou et al, 2021). Finally, in the field of higher education, the implementation of this type of pedagogy is extremely useful, as it prepares students to excel in their future professional work through self-and peer-assessments (Echeandía et al, 2024), promoting a successful peer-to-peer work environment (Lithoxoidou et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

Teaching self-criticism and peer-critique skills to engineering students through a temporal survey-based program

Revilla-Cuesta,

Hurtado-Alonso,

Fontaneda

et al. 2024

Front. Educ.

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IntroductionEngineering students should develop critical-thinking skills and insist on appropriate performance levels both from themselves and from their colleagues during their training. In doing so, they will adopt critical attitudes toward their own and others’ work. This will help them to successfully perform their future professional work with the highest standards.MethodsIn this research, peer- and self-assessments of in-class presentations through a survey-based program were used to analyze the development of critical-thinking skills among engineering students. The program included two key features: firstly, formative assessments were repeatedly conducted over time; secondly, teachers’ ratings were provided to students as comparative benchmarks. This approach encouraged students to reflect on their ratings over time using the reference of the teacher.ResultsFrom a general perspective, the analysis of survey responses showed that students assigned lower ratings in assessments conducted at a later stage, despite receiving higher ratings from their teachers over time. Therefore, students became more demanding throughout the experience in spite of the increased quality of their work according to the teachers’ assessments. Moreover, students tended to closely attune their evaluations to their teachers’ ratings. Comparing peer- and self-assessments, it was noted that students were more demanding toward the work of their peers in the long term, and especially their ability to explain concepts, than they were toward their own work. Nevertheless, high temporary increases were observed in students’ own self-assessments of presentation-file quality. Finally, students did not conduct overall assessments with the same level of demand as their teachers at any time during the experience.DiscussionThe results demonstrate that this program and similar initiatives are useful to help engineering students to develop critical-thinking skills and to broaden their expectations with respect to their own and their colleagues’ work. However, other relevant aspects could be evaluated in lengthier programs, such as whether the students’ levels of critical thinking and expectations are maintained when the comparative reference of a teacher’s assessment is unavailable.

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Section: Introductionmentioning

confidence: 99%

Teaching self-criticism and peer-critique skills to engineering students through a temporal survey-based program

Revilla-Cuesta,

Hurtado-Alonso,

Fontaneda

et al. 2024

Front. Educ.

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Is it Possible to Identify Basic Citizenship Values and Skills at a Universal Level? A Framework Attempt

GÖKÇINAR,

DERE

2024

Participatory Educational Research

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This research aims to create a framework that includes basic citizenship skills and values. The framework focuses on citizenship values and skills directly or implicitly addressed in the literature on citizenship education. The research sample comprises 183 international studies, including books, book chapters, articles, reports, and proceedings. In terms of reflecting the sample, this figure is quite significant. Based on our study, we defined responsibility, respect, equality, helpfulness, justice, ethics, sensitivity, dedication, honesty, and freedom as basic citizenship values. Basic citizenship skills involve participation, literacy, communication, problem-solving, critical thinking, decision-making, cooperation, awareness, empathy, and questioning. There are several other values and skills beyond those listed. In this study, we have attempted to standardize the basic citizenship values and skills that we believe are significant in many nations. To establish a benchmark, we included the ten most mentioned values and skills in the literature to ensure representativeness. We also utilizes expert evaluations to improve the reliability and validity of the study. Various researchers can verify this framework because the values and skills were derived from the analyzed studies on reliability and validity. As a result, we expect this study to provide an up-to-date perspective on the values and skills that all citizens should possess.

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Focus group on conflict management in the classroom in Secondary Education in Costa Rica: mixed methods approach

Bonilla R.,

Armadans,

Anguera

2024

Front. Psychol.

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IntroductionThe educational system in Costa Rica, as regulated by Law #7727, which governs Alternative Conflict Resolution and Promotion of Social Peace must consider the interplay of various factors influencing classroom conflicts and the management strategies employed by teachers. Consequently, it becomes imperative to identify the most effective conflict resolution practices applicable within this context. To achieve this, a thorough procedure based on mixed methods was employed to analyze and interpret both classroom conflict behaviors and teachers’ strategic responses.MethodThis study employed an indirect observational methodology, from a mixed methods approach. Data was collected through a focus group comprised of teachers. Following the connect framework, the procedure was conducted in three phases: QUAL-QUAN-QUAL. Two analytical techniques were implemented. A lag sequential analysis was used to explore potential behavioral patterns. The results of this analysis informed a polar coordinate analysis, which generated a visual representation of the relationships between codes.Results and discussionA focus group addressed four questions, yielding satisfactory data quality control results (kappa values: 0.80, 0.77, 0.76, 0.82). In polar coordinate analysis, the 37 observational instrument categories were designated as focal behaviors. Each of the 37 analyses treated all categories as conditioned behaviors. The analysis identified 342 activation/inhibition relationships between focal and conditioned behaviors. Of these, 195 were statistically highly significant, distributed across quadrants: Quadrant I (106), Quadrant II (36), Quadrant III (16), Quadrant IV (36). Significant gaps in understanding of conflict were identified, along with disparities in the resources and competencies necessary for successful conflict resolution among the observed educators. Specifically, teachers frequently employed techniques informed by intuition rather than deliberate strategy learned in their training. Consequently, the study advocates for enhancing teachers’ cognitive and emotional competencies to optimize conflict management within the classroom and bolster their adaptive coping mechanisms.

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Promoting resiliency, peer mediation and citizenship in schools: The outcomes of a three-fold research intervention

Cited by 4 publications

References 33 publications

Teaching self-criticism and peer-critique skills to engineering students through a temporal survey-based program

Teaching self-criticism and peer-critique skills to engineering students through a temporal survey-based program

Is it Possible to Identify Basic Citizenship Values and Skills at a Universal Level? A Framework Attempt

Focus group on conflict management in the classroom in Secondary Education in Costa Rica: mixed methods approach

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