Pedagogies最新文献_第10页

Teaching and researching ELLs’ disciplinary literacies: systemic functional linguistics in action in the context of U.S. school reform ELL学科素养的教学与研究——美国学校改革背景下的系统功能语言学

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Pedagogies Pub Date : 2020-10-01 DOI: 10.1080/1554480x.2020.1838203

R. Harman, Shuang Fu

引用次数: 6

Textual resources in the classroom: the challenge of integrating critical approaches 课堂中的文本资源：整合批判性方法的挑战

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Pedagogies Pub Date : 2020-10-01 DOI: 10.1080/1554480x.2019.1706525

Catarina Schmidt, Maria Skoog

{"title":"Textual resources in the classroom: the challenge of integrating critical approaches","authors":"Catarina Schmidt, Maria Skoog","doi":"10.1080/1554480x.2019.1706525","DOIUrl":"https://doi.org/10.1080/1554480x.2019.1706525","url":null,"abstract":"ABSTRACT This paper focuses on teachers’ and students’ use of textual resources offline and online in two Grade 6 classrooms. Using analysis of video recordings, the paper presents the ways in which the textual resources are used, and what critical approaches emerge within the teachers’ and students’ repertoires of teaching and learning. We then investigate what characterizes these repertoires and discuss consequences and possibilities for students’ own learning talk in relation to critical approaches and with regard to diversity and participation. The analysis reveals that it is when students ask authentic questions or respond to their teachers’ or peers’ reflections, that critical approaches appear in relation to content, the surrounding world and themselves. Drawing on the results, we argue that these critical approaches can be deepened in relation to ethical issues, source criticism and redesign, and regardless of whether textual resources are online or offline. Since Swedish national curriculum standards have contributed towards a greater focus on knowledge outcomes, we are concerned that processes of meaning making and criticality might be downplayed. We believe that one of the biggest challenges for future education is how criticality can be linked to teaching and learning in dialogic ways.","PeriodicalId":45770,"journal":{"name":"Pedagogies","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1554480x.2019.1706525","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48022426","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}

引用次数: 2

Re/thinking mathematics for social justice: a transactional approach 重新思考社会正义的数学:一种交易的方法

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Pedagogies Pub Date : 2020-10-01 DOI: 10.1080/1554480x.2019.1706526

Wolff‐Michael Roth, Margaret Walshaw

引用次数: 0

Negotiating a diverse orientation to critical pedagogies: an interview with Suresh Canagarajah 对批判教学法的多元化取向进行谈判:对苏雷什·卡纳加拉贾的采访

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Pedagogies Pub Date : 2020-08-10 DOI: 10.1080/1554480x.2020.1788564

M. Porto

引用次数: 2

The multiliteracies project: preservice and inservice teachers learning by design in diverse content areas 多学科项目：职前和在职教师在不同内容领域的设计学习

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Pedagogies Pub Date : 2020-07-07 DOI: 10.1080/1554480X.2020.1787172

Susan M. Holloway

{"title":"The multiliteracies project: preservice and inservice teachers learning by design in diverse content areas","authors":"Susan M. Holloway","doi":"10.1080/1554480X.2020.1787172","DOIUrl":"https://doi.org/10.1080/1554480X.2020.1787172","url":null,"abstract":"ABSTRACT This study examines the experiences of preservice and inservice teachers who developed web platform posts for The Multiliteracies Project, which in part involved creating a multimodal pedagogical tool embedded in a lesson plan to explore a multiliteracies approach in diverse content areas. This research draws upon theory of Learning by Design to help articulate and evolve a multiliteracies theoretical framework. Using constructivist grounded theory, there were 37 participants over 3 years (2014–2017) who participated via face-to-face interviews, focus groups, and email responses. Document analysis and field notes were also used in the analysis. Three main themes that emerged from the data were: (i) Fostering Creativity through Design; (ii) Enhancing Disciplinary Literacy; (iii) Digital Literacies Broaden Pedagogy. The study found that while participants indicated they felt The Multiliteracies Project was demanding, they benefited from engagement in Learning by Design. From this study, education professors may further consider ways that they themselves might introduce the theory of Learning by Design into their work with preservice and inservice teachers to engage them in multiliteracies. This pilot study has led to the development of a nationally funded study which will expand the web platform and include interviews, in-depth observations, and original film footage of educators in secondary schools and adult community-based contexts.","PeriodicalId":45770,"journal":{"name":"Pedagogies","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2020-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1554480X.2020.1787172","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47181015","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}

引用次数: 7

Teaching content and language in the multilingual classroom: international research on policy, perspectives, preparation and practice 多语言课堂的教学内容和语言:政策、观点、准备和实践方面的国际研究

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Pedagogies Pub Date : 2020-07-02 DOI: 10.1080/1554480x.2020.1811061

Min Deng

引用次数: 7

Learning with environments: Developing an ecological psychology inspired relational pedagogy 与环境学习：发展一种受生态心理学启发的关系教育学

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Pedagogies Pub Date : 2020-06-25 DOI: 10.1080/1554480X.2020.1781639

L. Phillips, Roxanne Finn

{"title":"Learning with environments: Developing an ecological psychology inspired relational pedagogy","authors":"L. Phillips, Roxanne Finn","doi":"10.1080/1554480X.2020.1781639","DOIUrl":"https://doi.org/10.1080/1554480X.2020.1781639","url":null,"abstract":"ABSTRACT A disconnect from environments has largely dominated educational discourse and policy. Attention to place and environment in education has gained momentum recently through several relational theories. Application of these theories in education notes the materiality and relationality of pedagogy, though often without specificity as to what the pedagogy is – how it is enacted and what guides such pedagogy. For pedagogical direction in enlivening learning with environments, this paper looks to the potential of ecological psychology theories of affordances and developing specificity via perception and action with environments. To illustrate such, we offer reflections on the pedagogical gap from a teacher education project that attunes preservice teachers to the potential for learning by engaging with spaces produced for children by artists. We then look closely to the pedagogical practices of an artist working with children in a primary school maker space-oriented program. Inspired by ideas from ecological psychology, we identify four pedagogical principles in practices of responsive learning with environments and suggest these as a possible pedagogical framework for eliciting embodied, emplaced, relational, and integrated learning with environments.","PeriodicalId":45770,"journal":{"name":"Pedagogies","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2020-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1554480X.2020.1781639","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43624555","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}

引用次数: 3

What today’s children read from “happily ever after” Cinderella stories 今天的孩子们从“从此幸福”的灰姑娘故事中读到了什么

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Pedagogies Pub Date : 2020-06-21 DOI: 10.1080/1554480X.2020.1781641

Young Ju Lee

引用次数: 5

When technology goes unnoticed: teacher beliefs and assumptions about technology use in three 9th grade English classrooms 当技术被忽视时:教师对三个九年级英语课堂中技术使用的信念和假设

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Pedagogies Pub Date : 2020-06-21 DOI: 10.1080/1554480X.2020.1781638

Antero Garcia, M. Kelly, Kristina Stamatis

引用次数: 11

A corpus-based approach to comparing English textbook pedagogies: The case of Hong Kong and the People’s Republic of China 基于语料库的英语教材教学方法比较:以香港和中华人民共和国为例

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Pedagogies Pub Date : 2020-05-28 DOI: 10.1080/1554480X.2020.1763799

Hang-Yee Chan

{"title":"A corpus-based approach to comparing English textbook pedagogies: The case of Hong Kong and the People’s Republic of China","authors":"Hang-Yee Chan","doi":"10.1080/1554480X.2020.1763799","DOIUrl":"https://doi.org/10.1080/1554480X.2020.1763799","url":null,"abstract":"ABSTRACT The current study considers the notion that English textbooks produced for different markets are likely to manifest different pedagogical emphases. The study begins the research context by contemplating possible similarities and differences between English textbooks produced in two neighbouring markets, Hong Kong (HK) and the People’s Republic of China (PRC), citing socio-historical and educational reasons to elucidate why there could be a first impression of differences in the two sets of textbooks. A simple consideration of these factors does not aid an understanding of the teaching dispositions of these materials. The present study uses a corpus-based hermeneutic approach to examine collocational patterns in the task instructions of textbooks. Collocations within this section can effectively capture local teaching practices, as it is in these places task purposes are announced and pedagogies are specified. The findings section presents two collocation lists generated from the two textbook corpora. Based on these lists, the researcher interprets the local teaching practices of the textbooks. Key issues to be discussed include the distribution of four skills in the textbooks, different styles of literacy training, the strong lexical-grammatical focus of the PRC textbooks, and the genre-aware approach of the HK textbooks.","PeriodicalId":45770,"journal":{"name":"Pedagogies","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2020-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1554480X.2020.1763799","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48947730","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}

引用次数: 2