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Carlos Trejos

Evidence of Place-based education in Costa Rican High Schools - Preliminary Results from Validation Phase -. Carlos Trejos. Online Survey with Demographics. Mixed Methods. Informal Interviews. Data Collection

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Carlos Trejos

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  1. Evidence of Place-based education in Costa Rican High Schools- Preliminary Results from Validation Phase - Carlos Trejos

  2. Online Survey with Demographics Mixed Methods Informal Interviews • Data Collection • Results are from the validation phase. 13/25 online surveys answered. 3 Informal Interviews conducted • Online surveys were conducted by email notification and presented in survey monkey • Informal interviews were applied in person (2) and through the phone (1) • Validation subjects were various colleagues who are educators in US. • Same tools exist in Spanish and will be the official ones for the research. They are being validated currently by Costa Rican educators, but I haven’t retrieved any yet.

  3. Demographics in Online Survey Most of the subjects were: • Between 30 -39 years old • 54 % women • With some graduate school education or more • Between 0 - 5 years of teaching experience • Most of them feel very familiar with the places they have taught • Other questions didn’t currently apply to them, such as teacher category, what class do they teach, or where they teach.

  4. Survey Core: Answers provided information on the five Dimensions of Place by Gruenewald (2003)

  5. Interview Questions • What is your concept of “place”? • Why do you think the concept of “place” is relevant in a classroom setting? • How do you incorporate the concept of “place” in the classroom setting? • What activities can teachers and the schools organize to allow students to become more involved to their “place”? • How can students connect with and improve their natural surroundings? • What are some of the larger community benefits of place-based education? Results: • Answers are easy to understand but hard to respond concisely • 3 respondents understand the notion of place and its general importance, but don’t really know how to implement it • Answers were long and could have been more precise

  6. Conclusions and Implications Conclusions • - Subjects in this validation phase don’t have a defined position of PBE according to the five dimensions of place (Gruenewald, 2003) • - 3/5 questions didn’t harness a particular type of response, because respondents chose ‘Other’ Implications • Subjects in the validation might need a better idea of how PBE is defined and how to implement • Demographics might influence the type of response. • Both tools show that subjects have a notion of PBE and it might be transferred to the classroom. However, the five dimensions of place criteria might not be the best theoretical approach for the study.

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