Studia Paedagogica最新文献

{"title":"“I’m Telling!”: Exploring Sources of Peer Authority During a K-2 Collaborative Mathematics Activity","authors":"Jennifer M. Langer-Osuna, Rosa D. Chavez, Faith Kwon, James Malamut, Emma C. Gargroetzi, K. Lange, Jesse Ramirez","doi":"10.5817/sp2021-2-5","DOIUrl":"https://doi.org/10.5817/sp2021-2-5","url":null,"abstract":"This article draws from a study on the construction of authority relations among K-2 students across 20 videos of collaborative mathematics partnerships, from three classrooms in one elementary school. Drawing on positioning theory, we explore how authority relations between children affected collaborative dynamics. In particular, we trace how children drew on both adult and peer sources of authority and the effects on peer interactions during collaboration. Through three vignettes, we show how students’ deployment of adult authority through the perceived threat of getting in trouble can overpower peer resistance and shut down possibilities for shared work. We also show how peer resistance was productively sustained when the threat of getting in trouble was less directly connected to the teacher, and instead students positioned themselves and one another with intellectual authority.","PeriodicalId":37607,"journal":{"name":"Studia Paedagogica","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44642348","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring the Role of Positive Leadership for Mobilizing Innovative Practices: A Social Network Approach","authors":"Stephen MacGregor, Christopher R. Brown, J. Flood","doi":"10.5817/sp2021-2-2","DOIUrl":"https://doi.org/10.5817/sp2021-2-2","url":null,"abstract":"The importance of positive leadership for school and district improvement is receiving increased attention (e.g., Cherkowski, 2018; Seashore Louis & Murphy, 2018). In particular, it is suggested that positive leadership, when implemented effectively, can influence behavioural outcomes (e.g., collaboration among school staff), attitudinal outcomes (e.g., job satisfaction), leader-related outcomes (e.g., trust for leadership), performance outcomes (e.g., collective efficacy) as well as a wide variety moderating and mediating variables for these outcomes (Murphy & Seashore Louis, 2018; Eva, Robin, Sendjaya, van Dierendonck, & Liden, 2019). At the same time, there is little evidence about the role of positive leadership in relation to the mobilization of innovative teaching and learning practices, particularly practices that advance well-being and positive mental health for students and teachers. The mobilisation of such practices is of increasing importance in education systems that are ‘self-improving’: i.e. which rely on teachers and schools understand what effective practice comprises and then sharing this practice widely (Brown, 2020). Correspondingly, this paper reports on a study which examined the associations between perceptions of positive school leadership, their behaviours as regards to innovative practices, and their connections to others within a multi-school network. The overarching research question guiding our work is, “How do perceptions of positive leadership alongside information about their school roles and social connections influence the potential for mobilizing innovative practices?” \u0000We begin the paper by outlining several principles of positive leadership that are important for understanding the development of social capital in support of well-being and positive mental health. Following this we next introduce the notion of networks in education and how networks represent opportunities for channeling embedded social capital towards achieving school improvement targets, particularly in relation to mobilizing effective practices. We then posit several hypotheses about the mobilization of innovative teaching and learning practices related to well-being within the framework of positive leadership and education networks.","PeriodicalId":37607,"journal":{"name":"Studia Paedagogica","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43878964","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Problematika měření socio-emočních schopností u dětí: srovnatelnost faktorové struktury posuzovací škály mezi otci, matkami a pedagogy","authors":"David Macek, Michal Jabůrek, Edita Chvojková, Šárka Portešová","doi":"10.5817/SP2021-1-3","DOIUrl":"https://doi.org/10.5817/SP2021-1-3","url":null,"abstract":"","PeriodicalId":37607,"journal":{"name":"Studia Paedagogica","volume":"26 1","pages":"69"},"PeriodicalIF":0.0,"publicationDate":"2021-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43074361","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Tři vlny: vývoj teorií účasti dospělých ve vzdělávání (1960 až 2019)","authors":"Jan Kalenda","doi":"10.5817/SP2021-1-4","DOIUrl":"https://doi.org/10.5817/SP2021-1-4","url":null,"abstract":"The study deals with the transformation of theories explaining the participation of adults in education. Its main goal is to map and critically evaluate the development of the existing theoretical concepts from the 1960s to the present as an evolution and mutual critical interaction of three consecutive waves of theories. Each wave is connected with a different generation of researchers, as well as with a different dominant theoretical and methodological approach and a specific socio-cultural context in which it was formed. The first wave (1960 to 1989) is represented by theories focused on micro-educational determinants of adult participation in lifelong learning (LLL). The second wave(1990 to 2009) is represented by approaches focused primarily Studia paedagogica vol. 26, n. 1, 2021 www.studiapaedagogica.cz https://doi.org/10.5817/SP2021-1-4","PeriodicalId":37607,"journal":{"name":"Studia Paedagogica","volume":"26 1","pages":"91-124"},"PeriodicalIF":0.0,"publicationDate":"2021-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47936427","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Jak poznáme kvalitní kombinované studium? Pilíře kvality v hodnocení zralými studenty","authors":"Karla Brücknerová","doi":"10.5817/SP2021-1-5","DOIUrl":"https://doi.org/10.5817/SP2021-1-5","url":null,"abstract":"The article aims to determine criteria that mature part-time students studying for education (teaching and non-teaching) degrees use to evaluate the quality of their higher education studies. Twenty-eight narrative interviews describing mature students’ educational paths are analyzed (initial coding, analysis of evaluative statements, and contextualizing statements in narratives). The four pillars of quality perceived by mature students are identified. The first pillar, the attitude toward students, is indicated by interaction style and by Studia paedagogica vol. 26, n. 1, 2021 www.studiapaedagogica.cz https://doi.org/10.5817/SP2021-1-5","PeriodicalId":37607,"journal":{"name":"Studia Paedagogica","volume":"26 1","pages":"125"},"PeriodicalIF":0.0,"publicationDate":"2021-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48842522","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Mature vs Young Working Students: Similarities, Differences, and Drivers of Graduation and Dropout","authors":"Pedro Carreira, A. Lopes","doi":"10.5817/SP2020-4-4","DOIUrl":"https://doi.org/10.5817/SP2020-4-4","url":null,"abstract":"The high dropout rate among working students in higher education in Portugal, including both those who are older and at a mature stage in their professional careers and those who are young and recent workers, is one of the main concerns of educational policy. Identifying the drivers of the academic pathway for these students is essential to promote successful education and increase labour productivity and business competitiveness. Using an extensive longitudinal database of personal, course, and employment variables of 1,561 working students from a Portuguese higher education institution, we perform a duration analysis to determine and compare the factors that drive the dropout and graduation risks of mature and young working students in higher education. The results show that, in general, young working students are more positively influenced by financial aid, their motivation for the course, and the desire to find a new qualified professional career, while mature working students depend more on social and academic integration. The accumulation of knowledge/skills in the 'out of class' experience seems to contribute positively to academic performance.","PeriodicalId":37607,"journal":{"name":"Studia Paedagogica","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46252952","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Ready to Study? Academic Readiness of Traditional and Non-Traditional Students in Germany","authors":"Nicole Tieben","doi":"10.5817/SP2020-4-1","DOIUrl":"https://doi.org/10.5817/SP2020-4-1","url":null,"abstract":"Pathways to German higher education have diversified considerably during recent decades and approximately one quarter of all first year students enter higher education with a qualification for the skilled labour market. This contribution seeks to identify different types of pathways to higher education and examine the differences among these groups regarding five dimensions of self-reported academic readiness. For our analyses, we used data on Starting Cohort 5 of the National Educational Panel Study. Our results suggest that for most of the indicators of academic readiness, students who entered via non-traditional pathways reported lower levels of academic readiness than traditional students did. In particular, students without a formal higher-education entrance certificate reported lower levels of academic readiness than any other group did. These patterns remained largely stable after controlling for socio-demographic characteristics and institutional destination.","PeriodicalId":37607,"journal":{"name":"Studia Paedagogica","volume":"25 1","pages":"11-34"},"PeriodicalIF":0.0,"publicationDate":"2021-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46944472","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Educational Trajectories of Non-Traditional Students: Stories Behind Numbers","authors":"Karla Brücknerová, Katarína Rozvadská, Dana Knotová, Libor Juhaňák, M. Rabušicová, P. Novotný","doi":"10.5817/SP2020-4-5","DOIUrl":"https://doi.org/10.5817/SP2020-4-5","url":null,"abstract":"This article aims to identify, measure, and deeply understand the educational trajectories of non-traditional students (students over the age of 26 who are enrolled following a break in their formal educational trajectory) studying for education degrees in the Czech Republic. To fulfill the aims, we adapted previously identified types of educational trajectories that are traveled by non-traditional students to the circumstances of the Czech higher education system. We measured the distribution of three types (deferrers, returners, and recurrent learners) in a sample of 713 non-traditional students. We found that the types were nearly evenly distributed, with a slight prevalence of deferrers. For a deeper understanding of these types, we analyzed 30 narrative interviews. Qualitative data revealed each group's specific features, including their attitudes toward higher education studies, their academic enculturation, and their academic skills. We suggest that the returner type should be split into two categories for more specific quantitative analysis. On the basis of our research, we offer tailored recommendations for supporting particular groups of non-traditional students.","PeriodicalId":37607,"journal":{"name":"Studia Paedagogica","volume":"25 1","pages":"93-114"},"PeriodicalIF":0.0,"publicationDate":"2021-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48548163","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Struggles in Becoming Employable: Non-Traditional Student Narratives of the Transition from Higher Education to Working Life in Sweden","authors":"A. Bron, Camilla Thunborg","doi":"10.5817/SP2020-4-8","DOIUrl":"https://doi.org/10.5817/SP2020-4-8","url":null,"abstract":"The notion of employability has been dominating the higher education policies and strategies of the European Union and other western countries for two decades. From an employability perspective, individuals are responsible for acquiring the skills to find and move between jobs, market themselves, and effectively express their social, personal, and cultural capital. This article focuses on non-traditional students’ perspectives of their transition from higher education to working life, especially on the pathways they have taken and the struggles they have experienced in becoming employable. A biographical learning perspective is used to analyse biographical interviews with five female students who were 25 years of age or older, with a non-Swedish background, studying full time. In the students’ stories, four transition pathways from higher education to working life were identified: a linear, a parallel, a further education, and a changing career pathway. The five non-traditional students struggled with becoming employable and seemed to be anxious about not being good enough at Swedish; being an outsider as a student; being overqualified; and facing discrimination in the labour market. These employability struggles mainly arise due to the assumption that all graduates are young, Swedish, without children or disabilities, and competing only with their employability within an equal labour market. Thus, the notion of employability still gives little attention to non-traditional students and has negative consequences for them.","PeriodicalId":37607,"journal":{"name":"Studia Paedagogica","volume":"25 1","pages":"161"},"PeriodicalIF":0.0,"publicationDate":"2021-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46358804","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Role of Language Competence in Building Peer Relationships in Early Childhood: A Social Network Perspective","authors":"Femke van der Wilt, D. Froehlich, Chiel van der Veen","doi":"10.5817/sp2021-2-1","DOIUrl":"https://doi.org/10.5817/sp2021-2-1","url":null,"abstract":"Engaging in positive relationships with peers is highly important for children’s learning and development. In the present study, social network analyses were used to investigate how children’s language competence affects their peer relationships in the context of early childhood classrooms. A total of 13 classrooms (N = 248 children) participated. Children’s language competence was measured using tests for oral communicative competence and receptive vocabulary knowledge. Furthermore, a sociometric method was used to obtain network data. Outcomes of social network analyses showed that children are more likely to form relationships with children with high and similar levels of receptive vocabulary knowledge. In addition, weak support was found for the hypothesis that children form relationships with children with high levels of oral communicative","PeriodicalId":37607,"journal":{"name":"Studia Paedagogica","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71355815","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}