Teaching as Social Influence: Empowering Teachers to Become Agents of Social Change

Butera, Fabrizio; Batruch, Anatolia; Autin, Frédérique; Mugny, Gabriel; Quiamzade, Alain; Pulfrey, Caroline

doi:10.1111/sipr.12072

Cited by 30 publications

(22 citation statements)

References 125 publications

(162 reference statements)

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“…So that children who are given help shows happiness because of the care of their friends. This is in contrary with the research result stated by (Butera et al, 2021;Ferreira et al, 2020) Social competence owned by people is depends on the teacher about what is taught and how to teach it. Sense of caring and gratitude can indeed be stimulated from the initial mathematics learning activities.…”

Section: Chart 1 Display Datacontrasting

confidence: 83%

Project Based Learning (PBL) Based Lesson Study for Learning Community (LSLC) in kindergarten

Sumarni

Putri

Andika

2021

J. Obs. J. Pendidik. Anak Usia Dini

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There is a gap in the learning approach applied by the teacher in stimulating early childhood math skills. This study aims to describe the Lesson Study for Learning Community (LSLC) application based on Project Based Learning (PBL) in the implementation of learning to stimulate children's mathematical abilities. The method used is descriptive qualitative in group B children in IT Fathul Ilmi Kindergarten Palembang. The result is that PBL-based LSLC has learning stages; plan, do, see, and redesign mathematics learning projects. These stages facilitate children to optimally master early mathematical abilities and develop interaction, communication, and cooperation, as well as the development of caring characters and empathy for friends in completing math projects together. The application of PBL-based LSLC makes learning in Fathul Ilmi Kindergarten active and interactive, so the PBL-based LSLC is recommended to teachers and stakeholders in early childhood mathematics learning.

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Section: Chart 1 Display Datacontrasting

confidence: 83%

Project Based Learning (PBL) Based Lesson Study for Learning Community (LSLC) in kindergarten

Sumarni

Putri

Andika

2021

J. Obs. J. Pendidik. Anak Usia Dini

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“…Differences in access to high‐quality schools (Allen, Mian, & Sims, 2016; Burgess, Greaves, & Vignoles, 2020), adequate housing (Equality Trust, 2016; Krivo & Kaufman, 2004; Ofsted, 2013), private tuition (Jerrim, 2017), and healthy nutrition (Ofsted, 2013; Wilder Research, 2014)—to name just a few factors—all contribute substantially to attainment gaps and other educational inequalities. Furthermore, institutional biases that discriminate against certain groups of students also contribute to inequalities in educational outcomes, most notably through biases that manifest in academic tracking allocations, academic assessment and disciplinary practices, and expectations about the behavior and academic performance of different groups (Butera, Batruch, Autin, Mugny, & Quiamzade, 2021). We explore these biases later in this paper.…”

Section: Psychological Barriers Contribute To Educational Inequalitiesmentioning

confidence: 99%

Tackling Educational Inequalities with Social Psychology: Identities, Contexts, and Interventions

Easterbrook

Hadden

2020

Social Issues Policy Review

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Some groups of students-typically those who have suffered because of historical inequality in society-disproportionately experience psychological barriers to educational success. These psychological barriers-feelings of threat to their social identity and the sense that their identity is incompatible with educational success-make substantial contributions to inequalities in educational outcomes between groups, even beyond economic, historical, and structural inequalities. A range of wise psychological interventions can help remove these barriers by targeting students' subjective interpretation of their local educational context. In this review, we outline the Identities in Context model of educational inequalities, which proposes that interactions between students' social identities and features of the local educational context-expectations about a group's academic performance, a group's representation in positions associated with academic success, and a group's orientation towards education-can trigger social identity threat and identity incompatibility in ways that vary considerably across contexts. We present an implementation process, based on the Identities in Context model, that academic researchers, policymakers, and practitioners can follow to help them choose and tailor wise interventions that are effective in reducing educational inequalities in their local context. Throughout the review, we make policy recommendations regarding how educational practices can be altered to help remove psychological barriers for underperforming groups of students and so reduce educational inequalities. Some groups of students-such as some ethnic minorities or those from lower class backgrounds-on average achieve much lower academic grades and

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“…Nevertheless, cooperative learning does not automatically lead to improved learning. The educational system, notwithstanding its formative mission, is fundamentally competitive [23,24], especially in the neo-liberal ideology in which most Western societies and educational institutions are embedded [25,26], and it is possible that this competitive atmosphere interferes with the effects of cooperative learning [27,28]. Indeed, a line of research carried out with university students has shown that focus on social comparison with a partner during cooperative learning may lead to a dual effect of partner's competence [29].…”

Section: Introductionmentioning

confidence: 99%

Dual Effects of Partner’s Competence: Resource Interdependence in Cooperative Learning at Elementary School

et al. 2021

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A partner’s competence should logically favor cooperative learning. However, research in cooperative learning has shown that a partner’s competence may or may not activate a threatening social comparison and yields dual effects: It is beneficial when students work on complementary information while it is detrimental when students work on identical information. Two studies conducted at elementary school (study 1 with 24 fourth graders working on encyclopedic texts, and study 2 with 28 fifth graders working on argumentative texts) replicated that interaction: Information distribution (complementary vs. identical information) moderated the relationship between partner’s competence and pupils’ learning outcomes. The relation between partner’s competence and students’ performances was positive when working on complementary information, but negative when working on identical information. A third study confirmed that working on identical information led to a competitive social comparison whereas complementary information reinforced the pupils’ cooperation perception. Contributions to cooperative learning research are discussed in terms of the competitive comparisons that may arise during cooperative learning at elementary school.

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Teaching as Social Influence: Empowering Teachers to Become Agents of Social Change

Cited by 30 publications

References 125 publications

Project Based Learning (PBL) Based Lesson Study for Learning Community (LSLC) in kindergarten

Project Based Learning (PBL) Based Lesson Study for Learning Community (LSLC) in kindergarten

Tackling Educational Inequalities with Social Psychology: Identities, Contexts, and Interventions

Dual Effects of Partner’s Competence: Resource Interdependence in Cooperative Learning at Elementary School

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