Ocean Classroom

Este artigo descreve uma oficina de projeto do curso noturno de Arquitetura e Urbanismo da EAUFMG, em que se experimenta uma pedagogia baseada na noção de pesquisa na sala de aula. Trata-se de estimular nos estudantes uma mentalidade investigativa a partir da mobilização de diversas ferramentas de projetação e, ao mesmo tempo, combater a atual tendência de reprodução acrítica do modelo de ensino definido pelas diretrizes curriculares, acirrada pela crescente mercantilização do ensino de arquitetura.

One evaluation measure available through the Positive Behavioral Interventions and Supports framework is the Effective Behavior Support Self-Assessment Survey (SAS). Evaluations of the SAS have supported its factor structure. However, the SAS is designed to be completed by school personnel who are nested within other levels of analysis (e.g., schools, grade level, district). There have been no studies examining the SAS from a multilevel perspective. The current study addressed this gap by evaluating the SAS using data from 1,726 respondents across 36 public schools in 3 school districts. Another purpose of this study was to evaluate whether the SAS can be shortened yet remain psychometrically sound to encourage completion of the survey by busy school staff members. Intraclass correlation coefficients indicated substantial dependence in item responses. Factor correlations were substantial across all models tested. Compared with a 2nd-order, hierarchical model and the basic 4-factor model based on the original hypothesized structure of the SAS, the best combination of fit and parsimony was obtained from a reduced set of 24 of the original 46 items organized within a multilevel bifactor structure (e.g., comparative fit index = .979, root-mean-square error of approximation = .019), suggesting that the SAS may be shortened. The bifactor model partitioned item variances to a general implementation fidelity factor and to 1 of the 4 hypothesized factors. These results suggest that the SAS items aim to describe dimensions for measuring implementation status that may be as relevant at the school level as they are at the individual level. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

En este trabajo partimos de la concepción educativa como espacio abierto, donde el conocimiento se establece de forma reticular a través de una idea pluralista de los modos de ser y aprender. Por ello, hablaremos de la razón inclusiva como razón propia de las investigaciones en este campo, atendiendo a esta inclusión desde una triple perspectiva: incluyendo, en primer término, al ser humano, finito, histórico; teniendo en cuenta lo razonable y no sólo lo racional; e incluyendo la facultad imaginativa del ser humano, el ingenio, como muestra de pluralismo. De ahí que escojamos la investigación cualitativa, por tomar las preguntas y sus posibles abordajes de modo abierto. La investigación cualitativa, con un análisis más profundo de la realidad, apuesta por una visión hermenéutica frente a la visión epistemológica, donde el aprendizaje se dirige hacia el Conocimiento con mayúsculas y los particulares (eidéticos y cognoscitivos) no se toman en cuenta. Así, la visión hermenéutica, comprensiva, que aporta la investigación cualitativa, aborda las inteligencias en sus múltiples expresiones, recogiendo testimonio de todas las voces y no elaborando una media aritmética de la totalidad de la clase. En este contexto, nos centraremos en la metodología activa vinculada al proyecto de Filosofía para Niños, ofreciendo distintas herramientas, como la técnica del por qué, definida en el programa de pensamiento lateral de Edward de Bono, o la Flipped Classroom.

A middle school teacher proposed that since students these days are more at ease with technology due to the excessive use of technology gadgets in their lives, why not make the best use of technology by way of electronic whiteboards to engage students? This brought about some changes in this inner city school which had failed the state Annual Yearly Progress (AYP) report more than once. However, was the sudden surge in student motivation the result of the novelty effect or the Hawthorn effect? And might that surge in student motivation soon fade away?

In An Agenda for Action the NCTM has made recommendations for the mathematics classroom. One recommendation is that “problem solving be the focus of school mathematics in the 1980s.” Another is that “mathematics programs take full advantage of the power of calculators at all grade levels.”