Suchergebnisse

Considers the idea of peaceable schools, which, in practice, would create environments where there is less chance of violence & where teachers & administrators would spend less time disciplining students & more time encouraging learning. The pursuit of peaceable schools is informed by peace-making criminology, the public health approach to violence prevention, & a critique of the dominator model of US society. For peaceable schools to exist, the foundation of a peaceable community is needed. Building toward this goal requires community-based support & programming for nonviolent approaches to conflict. A review of one community-based program serves to highlight the necessity to get youths involved in programming designed to serve youths. Overall, the process of creating peaceable schools is shown as long & arduous, yet meaningful & rich in possibilities. 1 Figure, 18 References. Adapted from the source document.

In this paper, we discuss ways collaborative research groups can be used and what students appear to learn about social science reasoning and quantitative literacy from such groups. Data are from field observations, pre- and post-semester surveys in both collaborative and traditional courses, end of the semester student comments, and student work on semester-long group-based projects. The findings illuminate teaching and learning processes, cognitive and personal learning outcomes, and remaining challenges. Students resist having to work in groups, while simultaneously becoming attached to their group and acknowledging its importance. In the end, many students see the importance of both social science reasoning and quantitative skills and demonstrate the ability to articulate key components of both. Challenges that remain include more specific measures of particular skills, potential group conflicts, and active learning within a culture of consumerism and entitlement.