Educational Studies-AESA最新文献_第4页

Neuroimaging the effects of smartphone (over-)use on brain function and structure-a review on the current state of MRI-based findings and a roadmap for future research. 智能手机（过度）使用对大脑功能和结构影响的神经影像学研究--基于核磁共振成像的研究成果现状综述及未来研究路线图》（Neuroimaging the effects of smartphone (over-) use on brain function and structure-a review on the current state of MRI-based findings and a roadmap for future research）。

Educational Studies-AESA Pub Date : 2023-02-01 eCollection Date: 2023-01-01 DOI: 10.1093/psyrad/kkad001

Christian Montag, Benjamin Becker

引用次数: 0

Classroom Communities, Pandemic Portals: Rethinking Solidarity Through Pedagogy and Practice 课堂社区，流行病门户:通过教学和实践重新思考团结

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Educational Studies-AESA Pub Date : 2023-02-01 DOI: 10.1080/00131946.2023.2169692

Jinan El Sabbagh, Corinne Schwarz

{"title":"Classroom Communities, Pandemic Portals: Rethinking Solidarity Through Pedagogy and Practice","authors":"Jinan El Sabbagh, Corinne Schwarz","doi":"10.1080/00131946.2023.2169692","DOIUrl":"https://doi.org/10.1080/00131946.2023.2169692","url":null,"abstract":"Abstract The P-16 classroom, already a space of potential conflicts and contradictions, gained new levels of complexity with the overlapping crises of 2020 onward: the COVID-19 pandemic; police brutality and corresponding “summer of abolition;” book and mask bans; and anti-critical race theory and anti-social emotional learning legislation. In this paper, we respond to these crises with collaboration through the concept of interdependency. Using disability and transformative justice organizer Mia Mingus’s definition of interdependency, we argue that an interdependent classroom can be a way out of narratives of atomized disconnection. Interdependency sees an individual’s survival as inherently connected to a larger community, emphasizing solidarity over the illusion of independence. Inspired by duoethnographic methods, we share our own reflections as students and teachers in classrooms where connection may or may not have been present. We find that, though we cannot go back to “normal,” we can go forward into new classroom context where white supremacist ideologies do not shape students’ and teachers’ shared learning experiences. Instead, interdependence can serve as a form of creative resistance to the more implicit forms of harm embedded in educational experiences, opening up platforms to counter marginalization and speak against what has been traditionally silenced.","PeriodicalId":46285,"journal":{"name":"Educational Studies-AESA","volume":"59 1","pages":"221 - 235"},"PeriodicalIF":0.9,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46208820","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

Carnival and the Fake School: Transgressing the Vertical Imaginary of Education with and for Young Children 狂欢与假学校:对幼儿教育纵向想象的越界

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Educational Studies-AESA Pub Date : 2023-01-27 DOI: 10.1080/00131946.2023.2169694

Erin Dyke

引用次数: 1

Federal Care Policy Possibilities in the 117th Congress: Toward Expansive Kinship and Collectivized Carework 第117届国会联邦护理政策的可能性:走向扩大亲属关系和集体化护理

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Educational Studies-AESA Pub Date : 2023-01-25 DOI: 10.1080/00131946.2023.2169693

Briana M. Bivens

引用次数: 1

“The Soft Bigotry of Low Expectations”: Perceptions of Teacher Expectations Among Black Families in a Suburban School “低期望的软偏见”:郊区学校黑人家庭对教师期望的看法

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Educational Studies-AESA Pub Date : 2023-01-24 DOI: 10.1080/00131946.2023.2165924

Larissa Malone, Vilma Seeberg, Xiaoqi Yu

{"title":"“The Soft Bigotry of Low Expectations”: Perceptions of Teacher Expectations Among Black Families in a Suburban School","authors":"Larissa Malone, Vilma Seeberg, Xiaoqi Yu","doi":"10.1080/00131946.2023.2165924","DOIUrl":"https://doi.org/10.1080/00131946.2023.2165924","url":null,"abstract":"Abstract Building upon literature that has shown that Black students hold definitive beliefs about their teachers’ expectations and knowing these notions have impact on Black student achievement, we explore the experiences within a school district where diversity and inclusion efforts have been ongoing. The participants of this study were high-achieving students and their parents, a nuance that provides depth to understanding Black families’ perceptions of teacher expectations. Critical Race Theory (CRT) served as the theoretical framework and the tenets of permanence of racism, interest convergence, critique of liberalism, and whiteness as property, were employed as categorical themes to centralize the focus on how the families made meaning of their educational experiences through a CRT lens. Findings revealed that the participants were subject to unjust, low expectations that created and maintained a racial hierarchy and an anti-Black ideation on the part of teachers and school authorities. Implications include the need for teachers to raise their awareness of how their actions are interpreted, their role in creating a culture of mistrust, and the need to counter individual level and institutional racialized structures.","PeriodicalId":46285,"journal":{"name":"Educational Studies-AESA","volume":"59 1","pages":"247 - 263"},"PeriodicalIF":0.9,"publicationDate":"2023-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49019941","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

Exploring Middle School Teachers’ Understanding of English Immersion and Their Instructional Practices in Xi’an, China 西安市中学教师对沉浸式英语的理解与教学实践

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Educational Studies-AESA Pub Date : 2023-01-20 DOI: 10.1080/00131946.2023.2165925

Tamirat Gibon Ginja, Xiaoduan Chen

{"title":"Exploring Middle School Teachers’ Understanding of English Immersion and Their Instructional Practices in Xi’an, China","authors":"Tamirat Gibon Ginja, Xiaoduan Chen","doi":"10.1080/00131946.2023.2165925","DOIUrl":"https://doi.org/10.1080/00131946.2023.2165925","url":null,"abstract":"Abstract Although there is an increasing number of middle schools establishing English immersion programs, teachers are not well-understood immersion and its application, as educators would hope them to do. Inadequate attention is paid to how teachers teach, how in-service training influences their understanding, and their practice of teaching. There is a pressing need to address these issues. This study is a mixed research design aimed at exploring selected in-service teachers’ understanding of English immersion, and their experiences. Data were obtained through a questionnaire, in-depth individual interviews, classroom observation, and post-observation discussion. The findings indicate there was confusion about content teaching vs. English teaching, and sometimes a failure to understand why teaching content in English was necessitated. The novice teachers have more irregularities between their understanding and practices. Factors, such as insufficiencies of in-service training, lacking time for planning and exposure to English practising activities; and absence of a policy framework and inadequate support, were identified as the cause for less success of the English immersion program. Implications are discussed, and suggestions for future studies are provided.","PeriodicalId":46285,"journal":{"name":"Educational Studies-AESA","volume":"59 1","pages":"264 - 279"},"PeriodicalIF":0.9,"publicationDate":"2023-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44151073","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

You Are Your Own Best Teacher! Sparking the Curiosity, Imagination and Intellect of Tweens. 你是你自己最好的老师!激发青少年的好奇心、想象力和智力。

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Educational Studies-AESA Pub Date : 2023-01-02 DOI: 10.1080/00131946.2023.2165079

Andrea Bennett-Kinne, Brian D. Schultz

引用次数: 0

Logic of Home: Resistance and Logic in Post-Truth Times 家的逻辑:后真相时代的抵抗与逻辑

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Educational Studies-AESA Pub Date : 2023-01-02 DOI: 10.1080/00131946.2022.2079089

Becky M. Atkinson, Bradley Toland

引用次数: 0

Enacting Critical Cosmopolitanism in Suburban Preservice Teacher Education through Crafting a Pedagogical Third-Space of Ethics 营造教育学的第三道德空间构建批判世界主义的城郊师范教育

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Educational Studies-AESA Pub Date : 2023-01-02 DOI: 10.1080/00131946.2022.2153683

Lina Sun

{"title":"Enacting Critical Cosmopolitanism in Suburban Preservice Teacher Education through Crafting a Pedagogical Third-Space of Ethics","authors":"Lina Sun","doi":"10.1080/00131946.2022.2153683","DOIUrl":"https://doi.org/10.1080/00131946.2022.2153683","url":null,"abstract":"Abstract This paper explores critical cosmopolitan literacies as a framework to engage teacher preparation program candidates in re-conceptualizing about their work as active thinkers, ethical decision makers, and agentive global actors. The purpose of the study is to elucidate how preservice teachers, in a secondary literacy teacher education program, respond to ethics-oriented education in addressing complex and controversial sociopolitical issues, such as the dialectics of freedom, human rights, and growing racism in the neoliberal globalized context. The third space theory of ethics is used to interpret participant student teachers’ intellectual epistemology based on their engagement with literary and nonliterary works, as well as multicultural media products. Data consist of observations, discussions, focus-group interviews, reflective journals, and course evaluations. This study contributes to our understanding of how critical cosmopolitan literacies is situated in the intercultural dialogue pertaining to ethical and equitable decision-making as a promising professional enterprise in the preparation of literacy educators as global advocates for equity and social justice.","PeriodicalId":46285,"journal":{"name":"Educational Studies-AESA","volume":"59 1","pages":"48 - 73"},"PeriodicalIF":0.9,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44991070","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

Urban Youth Culture Under the One-Child Policy in China: A Multiperspectival Cultural Studies of Internet Subcultures 独生子女政策下的中国城市青年文化:网络亚文化的多视角文化研究

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Educational Studies-AESA Pub Date : 2022-12-19 DOI: 10.1080/00131946.2022.2153685

Jing Sun

{"title":"Urban Youth Culture Under the One-Child Policy in China: A Multiperspectival Cultural Studies of Internet Subcultures","authors":"Jing Sun","doi":"10.1080/00131946.2022.2153685","DOIUrl":"https://doi.org/10.1080/00131946.2022.2153685","url":null,"abstract":"Abstract In my inquiry, I explore Chinese urban youth culture under the one-child policy through analyses of two Chinese Internet subcultural artifacts—A Bloody Case of a Steamed Bun and Du Fu Is Busy. Using Douglas Kellner’s multiperspectival cultural studies (i.e., cultural studies, critical theory, and critical media literacy) as the theoretical framework, and diagnostic critique and semiotics as the analytical method, I examine three general themes—resistance, power relations, and consumerism. The power of multiperspectival cultural studies, an interdisciplinary inquiry, lies in its potentials to explore Chinese urban youth culture under the one-child policy from multiple perspectives; explore historical backgrounds and complexity of cultural artifacts to understand contradictions and trajectories of Chinese urban youth culture; recognize alternative medias as a space for urban Chinese youth to express frustrations and dissatisfactions, to challenge social injustices, and to create dreams and hopes for their futures; recognize that the intertexuality among cultural artifacts and subcultures creates possibilities for Chinese urban youth to invent more alternative media cultures that empower them to challenge dominations, perform their identities, and release their imagination for the future; invite Chinese youth to be the change agents for the era but not to be imprisoned by the era; and overcome misunderstanding, misrepresentation, or underrepresentation of Chinese urban youth cultural texts to promote linguistic and cultural diversity in a multicultural, multilingual, and multiracial world.","PeriodicalId":46285,"journal":{"name":"Educational Studies-AESA","volume":"4 6","pages":"74 - 92"},"PeriodicalIF":0.9,"publicationDate":"2022-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41261098","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