Critical Consciousness and Schooling: The Impact of the Community as a Classroom Program on Academic Indicators
Autor: | Henry Louis Taylor, Austin M. Mitchell, D. Gavin Luter |
---|---|
Jazyk: | angličtina |
Rok vydání: | 2017 |
Předmět: |
Critical consciousness
enrichment Public Administration poverty Paulo Freire Teaching method Physical Therapy Sports Therapy and Rehabilitation Standardized test Student engagement community schools critical consciousness education neighborhoods black African American John Dewey Critical pedagogy Education Developmental and Educational Psychology Computer Science (miscellaneous) Mathematics education ComputingMilieux_COMPUTERSANDEDUCATION 0501 psychology and cognitive sciences business.industry 05 social sciences Attendance 050301 education Computer Science Applications Critical thinking Consciousness raising lcsh:L business Psychology 0503 education lcsh:Education 050104 developmental & child psychology |
Zdroj: | Education Sciences; Volume 7; Issue 1; Pages: 25 Education Sciences, Vol 7, Iss 1, p 25 (2017) |
ISSN: | 2227-7102 |
DOI: | 10.3390/educsci7010025 |
Popis: | The present study investigates the extent to which a program guided by the principles of critical pedagogy, which seeks to develop critical consciousness, is associated with the improved academic performance of students attending a low-performance middle-school in Buffalo, New York. The students were enrolled in an in-school academic support program called the Community as Classroom, which used critical project-based learning to show students how to improve neighborhood conditions. The study found that the Community as Classroom program bolstered student engagement as reflected in improved attendance, on-time-arrival at school, and reduced suspensions. Although class grades did not improve, standardized scores, particularly in Math and Science, dramatically improved for these students from the lowest scoring categories. We suspect that given increased student engagement and dramatically improved standardized test scores, teacher bias might be the cause of no improvements in class grades. We conclude that critical pedagogy, which leads to increased critical consciousness, is a tool that can lead to improved academic performance of students. Such a pedagogy, we argue, should be more widely used in public schools, with a particular emphasis on their deployment in Community Schools. |
Databáze: | OpenAIRE |
Externí odkaz: |