The Halpern Critical Thinking Assessment and real-world outcomes: Cross-national applications

The Halpern Critical Thinking Assessment (HCTA) is a reliable measure of critical thinking that has been validated with numerous qualitatively different samples and measures of academic success (Halpern, 2010a). This paper presents several cross-national applications of the assessment, and recent work to expand the validation of the HCTA with real-world outcomes of critical thinking (e.g., contracting a sexual transmitted infection because you did not wear a condom). The real-world outcomes (RWO) inventory measures behavior in a wide range of domains, such as education, health, finance, and interpersonal relationships. Study 1 examined whether scores on the HCTA predicted real-world outcomes in three qualitatively different samples in the United States. Study 2 used the HCTA to assess the effectiveness of an online critical thinking course, and whether the HCTA predicted real-world outcomes in Ireland. Study 3 describes preliminary research involving the translation quality of the RWO (into Spanish and Portuguese) and explored differences in behaviors in the two countries. Overall, the HCTA is a useful tool for assessing critical thinking and predicts real-world outcomes of critical thinking. Cross-national implications and applications are discussed.     

Psychometric properties and optimizing of the Bracken School Readiness Assessment

Educational Assessment, Evaluation and Accountability - The Bracken School Readiness Assessment (BSRA) has been used in large studies such as the Millennium Cohort Study (MCS). Important...     

Differential effect of university entrance score on first-year students’ academic performance in Portugal

The main goal of this study is to show that the association between university entrance score and first-year students’ academic performance varies randomly across courses after controlling for students’ sociodemographic, schooling trajectory and motivational variables. The sample consists of 2697 first-year students who were enrolled in 54 courses at a Portuguese public university in 2015/16. Multilevel modelling of academic performance suggests that 34% of variability in grade point average is due to differences among courses and that 80% of such variability is explained by the field of study, whether the university is the student’s first choice, and the student’s gender, age and parents’ level of education. In addition, the results corroborate that the university entrance score is the strongest predictor of first-year academic performance.     

Becoming a teacher: student teachers’ experiences and perceptions about teaching practice

In an attempt to build a more comprehensive and holistic understanding of the complexity, dynamics and idiosyncrasies involved in becoming a teacher, this study focussed on the experiences of 295 student teachers. Their feelings, cognitions and perceptions regarding teaching practice were analysed using the short version of the Inventory of Experiences and Perceptions of the Teaching Practice. Results emphasise some of the difficulties experienced during this period (e.g., stress, sense of weariness and ‘vulnerability’), as well the positive perceptions of these student teachers regarding their growing knowledge and skilfulness, as well as their sense of efficacy, flexibility and spontaneity in their performance and interactions. Their perception of their accomplishments in achieving reasonable levels of acceptance and recognition within the school community and their positive evaluation of the guidance and support provided by their supervisors are also emphasised. Differences were found – in terms of gender and graduate course background – in the way these student teachers experienced some aspects of teaching practice.     

Non-anthropocentric Reasoning in Children: Its incidence when they are confronted with ecological dilemmas

This study used an individual structured interview to (1) verify the incidence of non-anthropocentric reasoning in 123 children attending the 3rd and 4th years in three primary schools in the Lisbon area (Portugal), when they are confronted with ecological dilemmas and (2) establish those places they frequented which permit animal contact. The results show a greater incidence of non-anthropocentric reasoning than that obtained in other international studies. This may be related to the focus of the questions asked, which invited children to imagine themselves as another animal or to present situations where human interaction is unfair. This incidence was found independently of gender, school origin and whether or not pets were owned, even with the more biologically complex animals. School year was the only variable proven to make a difference in conceptually more demanding questions. We also verified that the children's general past experience of nature is essentially aligned to ‘controlled environments depending on ongoing human management’, confirming a decline in direct contact with ‘natural and semi-natural environments’. However, this type of experience does not seem to exert a negative influence on their non-anthropocentric reasoning.     

Cognitive processes and math performance: a study with children at third grade of basic education

The present study aims to examine the relationship between cognitive factors and mathematical achievement in primary education. Participants were 103 Portuguese third grade students, aged 8 and 9. All participants completed a battery for working memory (WMTB-C), a test of general intelligence (Raven's Progressive Color Matrices), a selective attention test (d2), and mathematical exercises (arithmetic story problems and measurement skills). Data suggested significant correlations between math performance, executive, visuospatial sketchpad and g factor. Our findings suggest the importance of the cognitive factors in two mathematical domains considered. In consonance with the research in this area, we conclude that working memory (WM) assumes an important role in different math curricular achievements.     

Science indicators and science patterns in Europe

In this communication we perform an analysis of European science, investigating the way countries are joined in clusters according to their similarity. An extremely clear pattern arises, suggesting that geographical and cultural factors strongly influence the scientific fabric of these countries. Although it is seen that one of the major factors behind Science in Europe is, apparently, geographical proximity, bilateral cooperation between countries cannot fully account for the respective similarity. Long-term policies, planning and investment are also visible in the results.     

Science Teacher Education in Brazil: 1950–2000

This paper analyzes the most significant events occurring in Brazil’s educational, social and political areas over the last half century, viewed against a background of relevant worldwide events. The hypothesis presented here is that the relations between the country’s educational policies, the demands of the various segments of academia, and the public school system have always been strained. This strain has contributed positively to the evolution of academic knowledge and production, to the design of more modern curricular projects by institutional authorities, and to the initial recognition of the specific construction of school knowledge by the school system itself. However, the interaction of these major institutions lacks a crucial element—one that would lead to an effective change in the education of science teachers and produce a positive impact on Brazil’s schools—namely, the wholehearted participation of science teachers themselves. With this analysis, we intend to contribute by offering some perspectives and proposals for science teacher education in Brazil.