Pedagogies最新文献_第7页

What does students’ recognition of procedural mistakes in the chemistry laboratory tell us? 学生对化学实验室程序错误的认识告诉我们什么？

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Pedagogies Pub Date : 2021-09-08 DOI: 10.1080/1554480X.2021.1975544

Elif Atabek-Yigit, Ahmet B. Senoz

引用次数: 0

Writing within the disciplines: an exploratory study of writing in graduate pathway programs and the shifting role of the English for Academic Purposes curriculum 学科内的写作:研究生衔接课程写作的探索性研究和学术英语课程角色的转变

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Pedagogies Pub Date : 2021-09-06 DOI: 10.1080/1554480X.2021.1975542

Eman Elturki

{"title":"Writing within the disciplines: an exploratory study of writing in graduate pathway programs and the shifting role of the English for Academic Purposes curriculum","authors":"Eman Elturki","doi":"10.1080/1554480X.2021.1975542","DOIUrl":"https://doi.org/10.1080/1554480X.2021.1975542","url":null,"abstract":"ABSTRACT This research explored the nature of writing assignments within disciplinary graduate courses taken by international students while they are in a graduate pathway program. This research also examined how writing tasks in these courses vary across disciplines and looked at how the pathway EAP curriculum supports graduate students’ writing needs. The analysis of 102 syllabi from 89 courses in 12 graduate pathway programs yielded a total of 14 categories of writing assignments. Findings demonstrated that exercises, reports, and course projects/research papers are commonly assigned tasks within physical science pathways such as engineering, whereas critiques and reflections were common in human science pathways such as education. More variations in writing assignments were found in the human science disciplinary group. The analysis of six pathway EAP curricula suggests that graduate pathway students gain vital academic skills that are imperative in academic settings regardless of discipline. However, specialized written tasks that are discipline-specific, in particular to physical sciences, were absent from the EAP curriculum. This study offers implications for the design and revision of pathway EAP.","PeriodicalId":45770,"journal":{"name":"Pedagogies","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45003000","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: 0

Tomorrow and tomorrow: students, shakespeare, and DV in academic assessments 明天和明天:学术评估中的学生、莎士比亚和DV

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Pedagogies Pub Date : 2021-07-27 DOI: 10.1080/1554480X.2021.1944869

David L. Bruce, Sunshine R. Sullivan, Olivia Tetta, Tess Schilke

引用次数: 0

Using repeated reading for reading fluency development in a small Japanese foreign language program 在小型日语外语教学中运用重复阅读促进阅读流利性的培养

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Pedagogies Pub Date : 2021-07-01 DOI: 10.1080/1554480X.2021.1944866

Etsuo Taguchi, Greta J. Gorsuch, Koyuki Mitani

{"title":"Using repeated reading for reading fluency development in a small Japanese foreign language program","authors":"Etsuo Taguchi, Greta J. Gorsuch, Koyuki Mitani","doi":"10.1080/1554480X.2021.1944866","DOIUrl":"https://doi.org/10.1080/1554480X.2021.1944866","url":null,"abstract":"ABSTRACT Audio-assisted Repeated Reading (RR) is a method which scaffolds L2 readers to build fluency. This study focused on 27 U.S. college-level learners of Japanese comprising three ability groups from mid-beginner to low-intermediate. It aimed to explore whether a modest semester-long RR program facilitates learners’ fluency growth, and see how the learners perceive the method itself using a questionnaire. We found beneficial effects of audio-supported RR in terms of reading rate growth while learners maintained good comprehension. The study showed a significant practice effect, in which learners increased their reading rates while re-reading the same passage. Further, learners in one of the three groups read significantly faster with a new, unpracticed passages representing transfer of the practice effect. Additionally, questionnaire responses demonstrated that learners perceived beneficial effects from RR. Finally, we make a proposal on measuring learners’ reading comprehension in fluency intervention programs such as RR. We proposed that measurement of learners’ reading comprehension have two different purposes, pedagogical purposes and research purposes. Thus the reading comprehension measures would have different designs and cut scores.","PeriodicalId":45770,"journal":{"name":"Pedagogies","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1554480X.2021.1944866","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47053295","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: 0

Resistance to the infrastructure that governs local literacy and social practices in an English classroom 抵制在英语课堂上管理当地文化和社会实践的基础设施

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Pedagogies Pub Date : 2021-06-30 DOI: 10.1080/1554480x.2021.1944867

Teresa Sosa, Allison H. Hall, M. Latta

{"title":"Resistance to the infrastructure that governs local literacy and social practices in an English classroom","authors":"Teresa Sosa, Allison H. Hall, M. Latta","doi":"10.1080/1554480x.2021.1944867","DOIUrl":"https://doi.org/10.1080/1554480x.2021.1944867","url":null,"abstract":"ABSTRACT This work looks at how the infrastructure or conventions of practice and social arrangements govern local classroom literacy practices and how marginalized students resist the infrastructure and expose institutional change-making possibilities. Drawing from a longitudinal study, we analyzed five days of lessons that constituted a project in order to attend to aspects of instruction and activity that were indicative of the infrastructure and whether, and if so, how, students used language, body, silence, etc., to disrupt these guiding practices. The questions that guide this work are the following: What does student resistance reveal about the institutional infrastructure in this classroom? How did youth exploit the infrastructure’s fissures and what does it reveal about racial wisdom? Our findings demonstrate how students navigated, negotiated, and addressed the institutional complexities that shaped this assignment and offered limited ways to navigate it. This work offers a broader understanding of what students’ enactment of resistance disrupts and provides a clearer understanding of student racial wisdom.","PeriodicalId":45770,"journal":{"name":"Pedagogies","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1554480x.2021.1944867","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45119216","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: 0

Interpreting inquiry learning in social studies: Singapore secondary school teachers’ understandings of “Issue Investigation”—a preliminary study 解读社会研究中的探究性学习——新加坡中学教师对“问题调查”的理解初探

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Pedagogies Pub Date : 2021-06-28 DOI: 10.1080/1554480X.2021.1944870

Peidong Yang

{"title":"Interpreting inquiry learning in social studies: Singapore secondary school teachers’ understandings of “Issue Investigation”—a preliminary study","authors":"Peidong Yang","doi":"10.1080/1554480X.2021.1944870","DOIUrl":"https://doi.org/10.1080/1554480X.2021.1944870","url":null,"abstract":"ABSTRACT Inquiry-based learning is becoming a widely recognized and used pedagogical approach. However, existing research has largely focused on inquiry learning in science education, neglecting fields such as social studies (SS). In Singapore, inquiry learning in SS received an impetus when a component called “Issue Investigation” (II) was introduced into the compulsory secondary school syllabus of 2016. Given the recency of this introduction, there has been a lacuna of empirical research. Addressing both these research gaps, this paper presents qualitative findings from a preliminary study of Singapore secondary school SS teachers’ perspectives and experiences relating to II. Building on a recognition of teacher agency and of the role teachers play in mediating curriculum and teaching/learning, this paper focuses on how teachers interpret the nature of inquiry learning in SS in the Singapore context. Findings suggest that teachers held broadly two conceptions of II: some saw it as aimed towards working out practical solutions to societal issues in the spirit of participative citizenship; others treated it akin to a social science inquiry process that fostered critical and analytical thinking. In addition, the challenges teachers encountered in implementing and enacting II, and their coping strategies are also briefly discussed.","PeriodicalId":45770,"journal":{"name":"Pedagogies","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1554480X.2021.1944870","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41849385","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: 1

The digital edge: how Black and Latino youth navigate digital inequality 数字边缘：黑人和拉丁裔青年如何应对数字不平等

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Pedagogies Pub Date : 2021-04-03 DOI: 10.1080/1554480X.2021.1914946

Claudia Cañas

引用次数: 0

Exploring the edges of collegiality: a cross-case analysis toward humanizing teachers’ connected learning 探索合作的边缘:教师关联学习人性化的跨案例分析

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Pedagogies Pub Date : 2021-04-03 DOI: 10.1080/1554480X.2021.1919117

Anna Smith, Cherise McBride, Christopher R. Rogers

{"title":"Exploring the edges of collegiality: a cross-case analysis toward humanizing teachers’ connected learning","authors":"Anna Smith, Cherise McBride, Christopher R. Rogers","doi":"10.1080/1554480X.2021.1919117","DOIUrl":"https://doi.org/10.1080/1554480X.2021.1919117","url":null,"abstract":"ABSTRACT This article provides a comparative case study of two connected learning experiences in teacher education that vary in scope, participants, time, and design to consider the questions: 1) What characterizes humanizing engagement across varied experiences of connected learning in teacher education? and 2) What repertoires of practice become shared through discourses of collegiality in educators’ connected learning experiences? Back-tracing from educators’ written reflections to their digitally networked activity in Twitter chats, processual case analysis involved rounds of inductive coding and exploratory data visualization. We identified repertoires of practice across three continua of preservice and inservice educators’ practices–sharing, care, and experimentation–which together characterize a range of more and less humanizing discourses of collegiality. Participants in both cases reflected on experiences across the spectrum of each continua, highlighting the limits of these connected learning designs in fostering humanizing learning experience in teacher education. We provide implications for teacher educators regarding fostering more critical and reflexive humanizing connected learning in teacher education as well as for the design of such experiences.","PeriodicalId":45770,"journal":{"name":"Pedagogies","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1554480X.2021.1919117","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43911386","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

Critical computing literacy: Possibilities in K-12 computer science education 关键计算机素养:K-12计算机科学教育的可能性

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Pedagogies Pub Date : 2021-04-03 DOI: 10.1080/1554480X.2021.1914055

Cassandra Scharber, Lana Peterson, Yu-Hui Chang, Sarah Barksdale, Ramya Sivaraj

引用次数: 2

Critical literacies in a digital age: current and future issues 数字时代的批判性文学：当前和未来的问题

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Pedagogies Pub Date : 2021-04-03 DOI: 10.1080/1554480X.2021.1914059

Earl Aguilera, J. Pandya

{"title":"Critical literacies in a digital age: current and future issues","authors":"Earl Aguilera, J. Pandya","doi":"10.1080/1554480X.2021.1914059","DOIUrl":"https://doi.org/10.1080/1554480X.2021.1914059","url":null,"abstract":"ABSTRACT Resurgent social, political, cultural, and economic tensions, in part facilitated by emerging information and communication technologies, underscore the need to cultivate new forms of critical literacy in our digital age. These critical digital literacy (CDL) practices share a specific focus on navigating, interrogating, critiquing, and shaping textual meaning across digital and face-to-face contexts. In this introductory article, the guest editors overview several examples of pedagogical scholarship concerned with these practices, collectively referred to as CDL. Specifically, the guest editors frame this collection of articles in this issue around the following question: In an educational context increasingly marked by volatility and uncertainty, but also connection and creative potential, in what ways might a focus on CDL inform pedagogical theory and practice? Drawing from a variety of disciplinary perspectives and contexts, this article discusses how educators and researchers are currently addressing the nature and role of CDL in contemporary educational settings within and beyond institutions: in K-12 and higher-education classroom pedagogy, pre- and in-service teacher education, affinity spaces, the role of design and imagination, critical computation, and digital civic participation.","PeriodicalId":45770,"journal":{"name":"Pedagogies","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1554480X.2021.1914059","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43075527","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