Translating student evaluation of teaching: how discourse and cultural environments pressure rationalizing procedures.
Pineda, P., & Seidenschnur, T. (2021). Translating student evaluation of teaching: how discourse and cultural environments pressure rationalizing procedures. Studies in Higher Education (online first).
Abstract
Based on our interviews with professors and administrators at 18 universities in three countries, we discuss how SET diffused in all the studied universities and how SET was translated and edited differently according to different sets of statements. SET diffused from the US, where it was initiated by students in the 1950s and later adopted by universities in the 1970s. German and Colombian universities only imported SET later, in the 2000s, and in the German public sector it is still not mandatory for all courses. SET gains legitimacy through different discourses, for instance, the discourse on the empowerment and rights of students. SET also connects to the discourse on increasing rationality that extends to the metrification of teaching.
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The Debate on student evaluations of teaching: global convergence confronts higher education traditions.
Pineda, P., & Steinhardt, I. (2020). The Debate on student evaluations of teaching: global convergence confronts higher education traditions. Teaching in Higher Education (online first). https://doi.org/10.1080/13562517.2020.1863351
Abstract
We found that: (1) Attention to SET originated in the US in the 1970s, spreading to German-speaking countries in the mid-1990s and continuing in China and Latin America in the early 2000s. (2) SET is commonly viewed as a control tool deserving methodological improvement, while bias is debated in the US. We also found local trajectories: (3) Whereas in the US and Latin America SET is primarily seen as a management tool, German-speaking and Chinese authors reflect more on improving teaching. Chinese scholars consider SET a valid instrument for state control associated with artificial intelligence. Also, (4) SET is commonly used in medical education in the US and the German-speaking region and in physical education in China.
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Prevenir el alcoholismo desde los colegios: Componentes y evidencia de programas de prevención/School-based prevention of alcoholism: Components and evidence of effective programs.
Pineda, P., Celis, J., & Rangel, L. (2020).
Prevenir el alcoholismo desde los colegios: Componentes y evidencia de programas de prevención/School-based prevention of alcoholism: Components and evidence of effective programs.
Revista Latinoamericana de Estudios Educativos, 16(1), 138-162. https://doi.org/10.17151/rlee.2020.16.1.7
Abstract
Policy instruments such as the National Policy for Reducing Substance Use (Ministerio de Protección Social, 2007) and the National Law on School Coexistence (CRC, 2013) follow a preventive approach to address the problem of alcoholism. However, neither national public bodies nor schools often have access to information on prevention programs based on scientific evidence. In this article, the international literature on alcohol abuse prevention programs in the school setting is reviewed. It was found that the most robust programs are characterized by (1) differentiating between abuse and use, (2) addressing the problem of addiction to different psychoactive substances, (3) relating alcohol to overall social-emotional problems.
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Loose Coupling in Curriculum Reforms: Rural Teachers' Perceptions of Peace Education in Post-Conflict Colombia.
Pineda, P., & Meier, M. (2020).
Loose Coupling in Curriculum Reforms: Rural Teachers' Perceptions of Peace Education in Post-Conflict Colombia.
Peace and Conflict Studies, 47 (1), Article 3.
Abstract
Previous research has shown how peace education (PE) mutates according to socio-political and curricular/didactic traditions, but we still need to know how PE disseminates at the school level. We surveyed teachers from 12 rural schools of the violent Amazon region of Colombia where a national Law made PE mandatory in schools and universities. Teachers working on schools affected by the armed conflict have high expectations about PE. Teachers also have opposing views about the history of PE. We could not find a systematic pattern of responses about the pedagogical principles or theoretical sources of inspiration of PE. We discuss the differences between present PE reforms and the previous tradition related to classical Education.
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Emerging decolonized scientific collaboration: The Max Planck Institute and the Leibniz Association in Latin America.
Pineda, P., Gregorutti, G., & Streitwieser, B. (2019).
Emerging decolonized scientific collaboration: The Max Planck Institute and the Leibniz Association in Latin America.
Journal of Studies in International Education, 24(1) (online first). https://doi.org/10.1177/1028315319888891
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The worldwide spread of peace education: discursive patterns in academic publications.
Pineda, P., Celis, J. E., & Rangel, L. (2019).
The worldwide spread of peace education: discursive patterns in academic publications.
Globalisation, Societies and Education, 17(5), 638-657. http://dx.doi.org/10.1080/14767724.2019.1665988
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Changing analytical levels and methods of research on leadership of university presidents.
Badillo, R., Krücken, G., & Pineda, P. (2019).
Changing analytical levels and methods of research on leadership of university presidents.
Studies in Higher Education. https://doi.org/10.1080/03075079.2019.1647417
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On Interculturality and decoloniality: Sabedores and government protection of indigenous knowledge in Bacatá Schools.
Pineda, P., & Celis, J. E. (2019).
On Interculturality and decoloniality: Sabedores and government protection of indigenous knowledge in Bacatá Schools.
Compare, 49. http://dx.doi.org/10.1080/03057925.2019.1585758
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The maelstrom of online programs in Colombian teacher education. (114).
Pineda, P., & Celis, J. E. (2018).
The maelstrom of online programs in Colombian teacher education. (114).
Education Policy Analysis Archives 26(114), online first. http://dx.doi.org/10.14507/epaa.26.3873
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Research partnerships over neocolonialism: Max Planck Society’s policy in Latin America.
Pineda, P., & Streitwieser, B. (2018).
Research partnerships over neocolonialism: Max Planck Society’s policy in Latin America.
In G. Gregorutti & N. Svenson (Hrsg.), Innovative North-South University Research Partnerships in Latin America (S. 259-278). New York: Palgrave Macmillan. https://doi.org/10.1007/978-3-319-75364-5
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Technical education in Colombia between massification and legitimacy: A neo-Institutional perspective.
Pineda, P., & Celis, J. E. (2018).
Technical education in Colombia between massification and legitimacy: A neo-Institutional perspective.
In R. Raby & E. Valeau (Hrsg.), International Handbook on Comparative Studies on Community Colleges and Global Counterparts (S. 331-351). Berlin: Springer. https://doi.org/10.1007/978-3-319-50911-2_34
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Towards the entrepreneurial university? Market-based reforms and institutional isomorphism in Colombia.
Pineda, P., & Celis, J. E. (2017).
Towards the entrepreneurial university? Market-based reforms and institutional isomorphism in Colombia.
Education Policy Analysis Archives, 25(71), 1-30. http://dx.doi.org/10.14507/epaa.25.2837
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El Aprendizaje y la Evaluación en la Universidad [Learning and Evaluation at the University].
Pineda, P. (2016).
El Aprendizaje y la Evaluación en la Universidad [Learning and Evaluation at the University].
Bogotá: Pontificia Universidad Javeriana.
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University research in Chile and Colombia: assessing the impact of science and higher education policy.
Pineda, P. (2016).
University research in Chile and Colombia: assessing the impact of science and higher education policy.
In J. Delgado & G. Gregorutti (Hrsg.), Private Universities in Latin America: Research and Innovation in the Knowledge Economy (S. 79-106). New York: Palgrave Macmillan. https://doi.org/10.1057/9781137479389_5
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The Research Entrepreneurial University in Latin America: Global and Local Models in Chile and Colombia 1950-2015.
Pineda, P. (2015).
The Research Entrepreneurial University in Latin America: Global and Local Models in Chile and Colombia 1950-2015.
New York: Palgrave Macmillan.
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