Learning Culture and Social Interaction最新文献

Investigating upper-secondary school learners' contributions in co-regulation and socially shared regulation during collaborative learning 调查高中学习者在协作学习过程中对共同调节和社会共享调节的贡献

IF 2 3区教育学

Learning Culture and Social Interaction Pub Date : 2024-11-22 DOI: 10.1016/j.lcsi.2024.100870

Sara Ahola, Jonna Malmberg, Hanna Järvenoja

{"title":"Investigating upper-secondary school learners' contributions in co-regulation and socially shared regulation during collaborative learning","authors":"Sara Ahola, Jonna Malmberg, Hanna Järvenoja","doi":"10.1016/j.lcsi.2024.100870","DOIUrl":"10.1016/j.lcsi.2024.100870","url":null,"abstract":"<div><div>The participation of group members is vital in collaborative learning (CL) to achieve a shared goal. When challenges are inevitably faced during CL, retaking control of the shared learning processes calls for group members' regulatory contributions. Yet, research on how learners contribute to group-level regulation is limited. To understand how regulation manifests in collaborative group contexts, there is a need to understand the role that individual learners' contributions play. Therefore, the current study aims to explore how learners contribute to regulation in an authentic face-to-face CL setting. The study participants comprised 94 seventh graders. The context of the study was a physics course where participants were videotaped during their collaborative work across four 90-min lessons. Thirteen different contributions were identified based on detailed qualitative video analysis. The results from process models show that co-regulation of learning (CoRL) and socially shared regulation of learning (SSRL) episodes commonly initiated in a similar manner and shared the most typical path in terms of the contributions. However, differences emerged, highlighting the central roles of guiding and following in CoRL, and sharedness and co-construction in SSRL. The study sheds light on how learner contributions should be considered while trying to understand regulation among CL groups.</div></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"49 ","pages":"Article 100870"},"PeriodicalIF":2.0,"publicationDate":"2024-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142699915","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A dynamic systems examination of the impact of peers on educator–infant synchrony within joint attention interactions in an early childhood room 在幼儿活动室的共同注意互动中，研究同伴对教育者-婴儿同步性的动态系统影响

IF 2 3区教育学

Learning Culture and Social Interaction Pub Date : 2024-11-14 DOI: 10.1016/j.lcsi.2024.100868

Sarah Jacobson , Sheila Degotardi , Naomi Sweller

{"title":"A dynamic systems examination of the impact of peers on educator–infant synchrony within joint attention interactions in an early childhood room","authors":"Sarah Jacobson , Sheila Degotardi , Naomi Sweller","doi":"10.1016/j.lcsi.2024.100868","DOIUrl":"10.1016/j.lcsi.2024.100868","url":null,"abstract":"<div><div>Joint attention is a crucial component of quality practice in infant–toddler early childhood education. Joint attention defines a social interaction in which infant and caregiver coordinate attention to engage with an object of interest. Mutual responsiveness within coordinated and creative joint action supports language and cognitive development. However, most joint attention research involves mother–infant dyads in laboratory playrooms or home environments with few distractions. Limited research in early childhood centres suggests joint attention is difficult to sustain in group settings. This study used a dynamic systems approach to operationalise educator–infant synchrony within dyadic and group joint attention interactions. Mutual responsiveness was coded as dyadic co-regulation states. Quantitative analysis of educator–infant co-regulation in relation to number of peers present identified symmetrical co-regulation as the preferred state of the system; however, its strength as an attractor diminished as group size increased. State space grid analysis of temporal dynamics within each interaction provided a more nuanced understanding of peers as perturbations. The structure of group activities and how educators divided their attention among infants were also influential factors. Increasing educators' awareness of the micro-dynamics of joint attention can enhance their ability to provide opportunities for collaborative learning experiences.</div></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"49 ","pages":"Article 100868"},"PeriodicalIF":2.0,"publicationDate":"2024-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142660255","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Authority and positionings in elementary mathematics: An interactional ethnographic approach 小学数学中的权威与定位：互动人种学方法

IF 2 3区教育学

Learning Culture and Social Interaction Pub Date : 2024-11-10 DOI: 10.1016/j.lcsi.2024.100866

Daniel Edelen , Sarah B. Bush , Janet Andreasen

引用次数: 0

Peer interactions in 4/6-month-old infants: From motor development to multimodal communication 4/6 个月大婴儿的同伴互动：从运动发展到多模态交流

IF 2 3区教育学

Learning Culture and Social Interaction Pub Date : 2024-11-08 DOI: 10.1016/j.lcsi.2024.100869

Hélène Cochet, Flore Chéné, Michèle Guidetti

引用次数: 0

Egalitarian dialogue and student participation in Learning Communities. The case of the Coquimbo Region, Chile 学习社区中的平等对话和学生参与。智利科金博大区的案例

IF 2 3区教育学

Learning Culture and Social Interaction Pub Date : 2024-11-07 DOI: 10.1016/j.lcsi.2024.100867

Ignacia Palma Salinas

引用次数: 0

Negotiating agency in teacher-children triads of collaborative (re)storytelling: Empirical study and methodological implications 教师与儿童三方合作（再）讲故事中的代理权谈判：经验研究和方法论意义

IF 2 3区教育学

Learning Culture and Social Interaction Pub Date : 2024-09-20 DOI: 10.1016/j.lcsi.2024.100865

Niklas Pramling, Jenny Myrendal, Sofije Shengjergji

{"title":"Negotiating agency in teacher-children triads of collaborative (re)storytelling: Empirical study and methodological implications","authors":"Niklas Pramling, Jenny Myrendal, Sofije Shengjergji","doi":"10.1016/j.lcsi.2024.100865","DOIUrl":"10.1016/j.lcsi.2024.100865","url":null,"abstract":"<div><p>This study addresses the support and responsiveness towards children's agency within early childhood education and care (ECEC) in the context of collaborative storytelling. We analyze activities in which ECEC teachers together with pairs of children (re)tell a story that they know from a book. Like in any social activity, the matter theoretically referred to as ‘agency’ is actualized. In the case of storytelling, this is a matter that could be formulated in terms of ‘authoring’ and ‘what story’ or ‘whose story’ is (to be) told. Adopting a sociocultural/dialogical perspective, we analyze the interaction in these triads, paying particular attention to shifts in the authoring of stories and in manifestations of stancetaking. The empirical data were gathered from two internationally profiled preschools in Sweden, involving 10 children aged 4–5 years who engage in multiple languages. The results clarify the continuous negotiation of agency in the activities. The results are discussed in terms of methodology and the importance of studying agency in a manner that captures it as dynamic, changing and evolving, rather than as reified possession, is emphasized.</p></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"49 ","pages":"Article 100865"},"PeriodicalIF":2.0,"publicationDate":"2024-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2210656124000734/pdfft?md5=df877b32d1e689906358d572d903ccea&pid=1-s2.0-S2210656124000734-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142272515","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Improving the quality of mathematical discussions: The impact of small-group scaffolding 提高数学讨论的质量：小组支架的影响

IF 2 3区教育学

Learning Culture and Social Interaction Pub Date : 2024-09-18 DOI: 10.1016/j.lcsi.2024.100858

Sharon M. Calor, Rijkje Dekker, Jannet P. van Drie, Monique L.L. Volman

{"title":"Improving the quality of mathematical discussions: The impact of small-group scaffolding","authors":"Sharon M. Calor, Rijkje Dekker, Jannet P. van Drie, Monique L.L. Volman","doi":"10.1016/j.lcsi.2024.100858","DOIUrl":"10.1016/j.lcsi.2024.100858","url":null,"abstract":"<div><p>Guiding small groups working on mathematical tasks is challenging for teachers. In this study, we investigated whether using a tool that helps teachers scaffold small student groups during mathematical discussions (the SGS Tool) leads to more and qualitatively better mathematical discussions. The participants were eight teachers and 272 seventh-grade students drawn from two schools. Five teachers used the tool (SGS condition), while three did not (control condition). SGS teachers gave relatively more support than control teachers. SGS teachers also took various steps of the SGS Tool, whereas the control teachers mostly gave content support. Significantly more and qualitatively better mathematical discussions occurred in the SGS condition. We provide a qualitative illustration of two contrasting teacher–small-group interactions (one in the control condition and one in the SGS condition), followed by an analysis of the interaction processes associated with one student group in each class during one lesson.</p></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"49 ","pages":"Article 100858"},"PeriodicalIF":2.0,"publicationDate":"2024-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2210656124000667/pdfft?md5=91d515409c2db2f122a311fb4bb37f85&pid=1-s2.0-S2210656124000667-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142242360","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Voicing infant talk: Infant's agency in Spanish family interactions 婴儿说话的声音：西班牙家庭互动中的婴儿能动性

IF 2 3区教育学

Learning Culture and Social Interaction Pub Date : 2024-09-11 DOI: 10.1016/j.lcsi.2024.100857

Nieves Galera , David Poveda

引用次数: 0

Teacher collaborative inquiry into practice in school-based learning communities: The role of activity type 校本学习社区中的教师合作探究实践：活动类型的作用

IF 2 3区教育学

Learning Culture and Social Interaction Pub Date : 2024-09-10 DOI: 10.1016/j.lcsi.2024.100852

Miriam Babichenko , Adam Lefstein , Christa S.C. Asterhan

{"title":"Teacher collaborative inquiry into practice in school-based learning communities: The role of activity type","authors":"Miriam Babichenko , Adam Lefstein , Christa S.C. Asterhan","doi":"10.1016/j.lcsi.2024.100852","DOIUrl":"10.1016/j.lcsi.2024.100852","url":null,"abstract":"<div><p>This study contributes to growing scholarly interest in teacher-led, school-based learning communities and the characteristics of teacher dialogue and social interaction that support professional learning in these settings. Based on existing conceptual distinctions proposed in the literature, we term this type of teacher dialogue “collaborative inquiry into practice” (CLIP) and propose a systematic and reliable tool to measure it. We then employ a quantitative, comparative research design to study how different teacher team activities (i.e., video-analysis, peer consultations, and pedagogical planning) shape the extent to which teachers engage in CLIP. Fifty-four transcribed teacher meeting excerpts were analyzed with the CLIP coding scheme, assessing different aspects of inquiry-based reasoning, participation, and content. Quantitative comparisons and illustrative examples show that CLIP was lowest during peer consultations, in part because teachers were often not positioned as agents of change in such conversations. Pedagogical planning activities featured more instances of inquiry into each other's ideas. Contrary to common assumptions, collaborative video analysis activities were not characterized by increased attention to student thinking or inquiry orientation. Our findings provide new insights into teacher-led, collaborative learning in on-the-job settings, as well as practical implications for the design of school-based professional learning communities.</p></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"49 ","pages":"Article 100852"},"PeriodicalIF":2.0,"publicationDate":"2024-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142164445","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

“Two against one”: An ethnography of foosball games during school break "二打一"：课余时间桌上足球游戏的民族志研究

IF 2 3区教育学

Learning Culture and Social Interaction Pub Date : 2024-09-10 DOI: 10.1016/j.lcsi.2024.100856

Fernanda Müller , Rafaela Nunes Marques , Maria Letícia Barros Pedroso Nascimento

引用次数: 0