One adult educator's first-person reflection reports that facilitated class discussions left her feeling empowered as an individual contributor¶

Claim · All claims
Evidence · 1 study · theoretical r2 · q1
Currency · newest study 2012 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? The author reports that facilitated class discussions allowing views to be spoken and addressed left her feeling empowered as an individual contributor, shifting her view of knowledge away from authoritarian instruction. → Ellis 2012

Evidence¶

Ellis 2012¶

Ellis, M. L. (2012). Using the Pragmatic Progressive Philosophy in Adult Education. https://eric.ed.gov/?id=ED536865

q1 · i? · theoretical · r2

First-person case reflection from the author's adult education classroom experience; the article reports no measures, only that the process "has been effective" in producing a feeling of empowerment and that learner input should feel heard and relevant.

"Facilitators engage learners in class discussions that allow views to be spoken and addressed. The outcome of the discussions may not be clear but the process has been effective in ways that have left me with a feeling of empowerment"

Studies bearing on this claim¶

Does facilitated discussion of learners' own views and of social issues build their sense of voice, critical reflection and readiness to act? This table gathers the studies behind this claim and the 6 narrower claims that bear on it: 4 distinct studies (1 theoretical, 1 design, 1 qualitative, 1 associational), q1–q3, 1 of 4 with an effect size coded. One row per study, codes as each entry records them; no effect is averaged and no verdict is drawn. Built by scripts/synthesize_claim.py from eval/synthesis/; a row that looks wrong is fixed on the claim it comes from.

Discussion¶

Learner Variables¶

• Civic Mindedness — outcome: instruction changes it

Related Claims¶

• Blended teaching shifted the teacher's self-identity from facilitator to co-facilitator and co-designer with students — related
• Narrative and storying genres in educational inquiry risk disempowering the very people they claim to empower — reports the opposite
• Female principals empowered others through shared ownership, committee involvement, and staff development — related
• Anonymous real-time sharing of student responses mitigates evaluation apprehension while preserving individual accountability (authors' account) — related
• A 2007 report on an online peer-assisted learning community asserts, citing no studies, that peer coaching has proved a highly effective form of teacher professional development in the UK, US and other countries since the 1980s — related
• Collectively mourning extinct or near-extinct more-than-human entities facilitates recognition of the more-than-human as co-participants in shared reality — related
• Former students reported positive changes in self-perception and self-confidence after participating in prison higher education — related
• Immigration discussion frequency shows no significant association with critical reflection or sociopolitical efficacy — related
• Discussing immigration more frequently than fellow GSA members predicts increased perceived peer validation by year's end — related
• Participants enact agency through others by empowering across participant categories: educational staff empower students, while societal partners and students empower each other — related