At Risk Student Empowerment and the Development of Critical Thinking Skills in the Brazilian Public Schools.

Autor/in	Leonardos, Ana Cristina
Titel	At Risk Student Empowerment and the Development of Critical Thinking Skills in the Brazilian Public Schools.
Quelle	(1992), (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Critical Thinking; Curriculum Evaluation; Disadvantaged Youth; Economically Disadvantaged; Educational Innovation; Ethnography; Foreign Countries; Grade 4; High Risk Students; Instructional Effectiveness; Intermediate Grades; Outcomes of Education; Public Schools; Skill Development; Thinking Skills; Urban Youth; Brazil + Suchen Sie Ihr Suchwort? Kritisches Denken; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; Benachteiligter Jugendlicher; Instructional innovation; Bildungsinnovation; Ethnografie; Ausland; School year 04; 4. Schuljahr; Schuljahr 04; Problemschüler; Unterrichtserfolg; Mittelstufe; Lernleistung; Schulerfolg; Public school; Öffentliche Schule; Kompetenzentwicklung; Qualifikationsentwicklung; Denkfähigkeit; Urban area; Urban areas; Youth; Stadtregion; Stadt; Jugend; Brasilien
Abstract	This study assessed the impact on student learning outcomes of the Integrated Center of Public Education (ICPE), an innovative program in Rio de Janeiro (Brazil) for at-risk students; and compared school educational programs of the ICPE and a regular public school serving the same low-income community and focusing on critical thinking competence through literacy skills. The curriculum and pedagogical practices of the ICPE school were progressive; those of the regular school were traditional. ICPE subject matter areas were integrated within the curriculum and teacher-student interactions were based on dialogs, discussions, and debates concerning themes presented by teachers. Subjects included 32 ICPE students and 33 regular school students. Literacy abilities were assessed through oral discussions of ideas and interpretations of texts and argumentative compositions. The assessment of student performance was done at the end of the literacy cycle in the fourth grade. Methods used included an ethnographic evaluation in both schools combining participant observation; interviews; documentary analysis; and the administration of three sets of criteria-referenced tests to assess students' critical thinking competence through writing, reading, and oral skills. The results of the testing process, school observation notes, and data from informal interviews with teachers were presented to the classes. Students from the ICPE performed significantly better than did students from the regular school in oral skills. Tests measuring writing and reading skills did not show any significant difference between the two schools. Included are 1 table and 10 references. (JB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC