Learning Culture and Social Interaction最新文献_第3页

Culturally responsive teaching, teacher-student relationship and school belongingness: A multi-informant study in ethnically diverse classrooms 文化敏感性教学、师生关系和学校归属感：多元民族课堂的多信息研究

IF 2 3区教育学

Learning Culture and Social Interaction Pub Date : 2024-06-26 DOI: 10.1016/j.lcsi.2024.100839

Francesca Ialuna , Sauro Civitillo , Philipp Jugert

{"title":"Culturally responsive teaching, teacher-student relationship and school belongingness: A multi-informant study in ethnically diverse classrooms","authors":"Francesca Ialuna , Sauro Civitillo , Philipp Jugert","doi":"10.1016/j.lcsi.2024.100839","DOIUrl":"https://doi.org/10.1016/j.lcsi.2024.100839","url":null,"abstract":"<div><p>Culturally responsive teaching (CRT) and close teacher-student relationships can promote students' school belongingness, which might be especially important for immigrant and refugee students. Yet, there is limited quantitative evidence how CRT is related with teacher-student relationship and school belongingness. This multi-informant cross-sectional study examined how teacher-student relationship is linked with students' school belongingness, and to what extent it mediates the association between teachers' CRT self-efficacy and school belongingness. Participants were <em>N</em> = 134 elementary school students (44.78 % immigrant and refugee) and <em>N</em> = 30 teachers. Teacher-reported <em>conflict</em> and student-reported <em>closeness</em> were negatively correlated. Bivariate correlations showed that student-reported <em>closeness</em> was positively and teacher-reported <em>conflict</em> negatively related with school belongingness. However, only student-reported relationship significantly explained variance in school belongingness. Teacher-student relationship did not mediate the association between CRT and school belongingness. Exploratory analyses showed that teacher-reported <em>conflict</em> was negatively linked to school belongingness only among non-immigrant students. Teachers who felt more efficacious in CRT reported more <em>conflict</em> in the relationship with immigrant and refugee students. Findings corroborate the relevance of teacher-student relationship for students' school belongingness. Furthermore, they suggest that teachers should receive trainings in CRT in order to enhance their relationships especially with immigrant and refugee students.</p></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"47 ","pages":"Article 100839"},"PeriodicalIF":2.0,"publicationDate":"2024-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2210656124000473/pdfft?md5=436beab17e94ec31007e875496fb24ba&pid=1-s2.0-S2210656124000473-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141481136","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

Supporting transformative agency in initial teacher education: A Change Laboratory in China 支持初始教师教育中的变革机构：中国的变革实验室

IF 1.9 3区教育学

Learning Culture and Social Interaction Pub Date : 2024-06-17 DOI: 10.1016/j.lcsi.2024.100838

Ge Wei , Annalisa Sannino

引用次数: 0

Transformative agency: An investigation into how one teacher taught ‘invisible’ connected learners remotely online during the COVID-19 pandemic 变革机构：调查一名教师如何在 COVID-19 大流行期间对 "隐形 "联网学习者进行远程在线教学

IF 1.9 3区教育学

Learning Culture and Social Interaction Pub Date : 2024-06-15 DOI: 10.1016/j.lcsi.2024.100835

Henrikke Flittig Aardalen , Toril Aagaard

{"title":"Transformative agency: An investigation into how one teacher taught ‘invisible’ connected learners remotely online during the COVID-19 pandemic","authors":"Henrikke Flittig Aardalen , Toril Aagaard","doi":"10.1016/j.lcsi.2024.100835","DOIUrl":"https://doi.org/10.1016/j.lcsi.2024.100835","url":null,"abstract":"<div><p>Globally, the COVID-19 pandemic forced teachers across all levels of education to adapt to distance learning. The overall purpose of this study is to provide insight into how agency was enacted by a teacher in this situation. Since such knowledge is highly limited, we designed a study where we observed how a lower secondary teacher taught his students (<em>n</em> = 49) remotely online across six synchronous lessons in Norwegian language arts. Based on the observation and an interview, we identify a teacher finding the situation demanding, but who responds by enacting transformative agency dealing with silent and invisible students online. The teacher experiments with various digital and social resources in his efforts to engage and interact with the classes, despite the distance. We identify that the institutional support dealing with changing educational landscapes was limited. In situations where transformative agency is needed, it is crucial that institutions support and acknowledge the complex process of explicating and envisioning new alternatives to traditional school practices.</p></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"47 ","pages":"Article 100835"},"PeriodicalIF":1.9,"publicationDate":"2024-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141324059","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

Affiliation without aligning in teacher-student talk: Participants' ordering of knowledge in going beyond regular curriculum 师生对话中的 "不结盟 "关系：学员在常规课程之外的知识排序

IF 1.9 3区教育学

Learning Culture and Social Interaction Pub Date : 2024-06-14 DOI: 10.1016/j.lcsi.2024.100836

Reema Mani

{"title":"Affiliation without aligning in teacher-student talk: Participants' ordering of knowledge in going beyond regular curriculum","authors":"Reema Mani","doi":"10.1016/j.lcsi.2024.100836","DOIUrl":"https://doi.org/10.1016/j.lcsi.2024.100836","url":null,"abstract":"<div><p>When new material is added to classrooms, there is interest in knowing what changes this brings to the teaching-learning process. In an extra-hours science and mathematics learning project in India, observations were conducted to study how teachers and students interact when they enact the new material that show new ways of problem-solving or new knowledge. Teachers and students may not articulate through regular interviews their perceptions about the new learning experiences but these can be identified in classroom interactions. Alignment and disalignment are constructs in conversation analysis that help identify speakers' intention to cooperate or not support others' utterances. Through analysis of sequences of general moves by the teacher and stances evidenced in the interactions between teacher and students, it is possible to investigate the stances towards new knowledge in the classroom. This paper adds to the understanding of how teachers and students demonstrate subtle and specific differences with given learning material. These findings have implications for designing material as well as teacher education for introducing new material.</p></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"47 ","pages":"Article 100836"},"PeriodicalIF":1.9,"publicationDate":"2024-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141324060","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

An empirical study of the effects of social-emotional competence on Chinese college students' interpersonal relationship circles from a relational theory perspective 关系理论视角下社会情感能力对中国大学生人际关系圈影响的实证研究

IF 1.9 3区教育学

Learning Culture and Social Interaction Pub Date : 2024-05-28 DOI: 10.1016/j.lcsi.2024.100824

Xiaoqiong Li , Erlin He , Xun Zhao

{"title":"An empirical study of the effects of social-emotional competence on Chinese college students' interpersonal relationship circles from a relational theory perspective","authors":"Xiaoqiong Li , Erlin He , Xun Zhao","doi":"10.1016/j.lcsi.2024.100824","DOIUrl":"https://doi.org/10.1016/j.lcsi.2024.100824","url":null,"abstract":"<div><p>Social-emotional competence, as a core competence in the process of social development, holds significant importance for enhancing individual social responsibility, constructing social relations, and improving individual well-being. However, how social- emotional competence affects the interpersonal relationship circle of contemporary college students in the context of Chinese interaction culture remains unexplored. Based upon the Chinese interaction culture, this study aims to explore the impact of social-emotional competence on interpersonal relationship circle, with a focus on the influence of relation capital and interaction culture on interpersonal relationship circle development. The study randomly selected a total of 3847 college students from 10 colleges and universities in Henan Province to participate in a questionnaire survey, with structural equations used for data analysis. The study revealed that: 1. After controlling for factors such as gender and learning stage, social-emotional competence was found to directly predict the development of interpersonal relationship circle, and could positively mediate the relationship between relation capital and interaction culture; 2. It could also serve as a serial mediator in relation capital and interpersonal relationship circle, together with the interaction culture; 3. Male students exhibited significantly higher social-emotional competence at the individual level compared to female students.</p></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"47 ","pages":"Article 100824"},"PeriodicalIF":1.9,"publicationDate":"2024-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2210656124000321/pdfft?md5=064b1b82358e814b30b0aa01faf56fd5&pid=1-s2.0-S2210656124000321-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141241024","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

Hybrid languaging and literacy practices as cross-cultural competence in a Spanish-English Two-Way Immersion Program 西班牙语-英语双向沉浸式课程中作为跨文化能力的混合语言和读写实践

IF 1.9 3区教育学

Learning Culture and Social Interaction Pub Date : 2024-05-27 DOI: 10.1016/j.lcsi.2024.100823

Sofía E. Chaparro

{"title":"Hybrid languaging and literacy practices as cross-cultural competence in a Spanish-English Two-Way Immersion Program","authors":"Sofía E. Chaparro","doi":"10.1016/j.lcsi.2024.100823","DOIUrl":"10.1016/j.lcsi.2024.100823","url":null,"abstract":"<div><p>How do children from different cultural and linguistic backgrounds interact with one another within a bilingual Spanish-medium classroom? That is the question this analysis sought to answer. As part of an ethnographic discourse-analytic study of a new two-way immersion bilingual program within an urban school, I analyze one particular literacy event amongst three young readers from different linguistic and ethno-racial positionings and varying knowledge of Spanish. This literacy event illustrates how students expand their communicative repertoires to include a variety of Englishes and Spanishes as they experiment with different ways of communicating and expressing themselves. In this event, English, Spanish, Spanglish, and African American English were spoken and used by all three participants as they reacted to the text. This analysis illustrates how students show alignment towards each other through their hybrid languaging and literacy practices, and in this way, learn more than simply language from one another, children learn subtle ways of becoming inter-culturally competent through their languaging.</p></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"47 ","pages":"Article 100823"},"PeriodicalIF":1.9,"publicationDate":"2024-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141172416","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

Taking a dialogic stance in interaction with the youngest children – Supporting concept learning and child agency 在与幼儿的互动中采取对话的姿态 - 支持概念学习和儿童能动性

IF 1.9 3区教育学

Learning Culture and Social Interaction Pub Date : 2024-05-22 DOI: 10.1016/j.lcsi.2024.100825

Hege Myklebust, Inga Margrethe Fagerbakke

{"title":"Taking a dialogic stance in interaction with the youngest children – Supporting concept learning and child agency","authors":"Hege Myklebust, Inga Margrethe Fagerbakke","doi":"10.1016/j.lcsi.2024.100825","DOIUrl":"https://doi.org/10.1016/j.lcsi.2024.100825","url":null,"abstract":"<div><p>This article explores a conversation between a student teacher (ST) and a three-year-old child using conversation analysis. Through analysis and interpretation, the article describes and discusses the importance of the adult taking a dialogic stance to support concept learning and child agency, even when the child's verbal participation is initially limited. The research question is: <em>How can adults support the concept learning and agency of young children through dialogue when the verbal contributions of the children are limited</em>? The analysis shows that the ST takes a dialogic stance by sharing the child's interest in the slug while taking facilitative actions, such as questions and invitations to child agency, and minimal responses and repetitions that confirm and enhance child agency. She supports concept learning by providing information and using scientific words in a situation where the child is engaged and interested. The ST and child thus take turns leading the conversation which results in an engaging learning situation, and the analysis shows how the child's agency evolves from a silent interest to a loud expression of knowledge.</p></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"47 ","pages":"Article 100825"},"PeriodicalIF":1.9,"publicationDate":"2024-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2210656124000333/pdfft?md5=53ad5c0863b4d5d60f9e08e39d17d654&pid=1-s2.0-S2210656124000333-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141077946","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

Rising to the concrete: A cultural-historical study of concept development of infants and toddlers in imaginary situations 上升到具体：婴幼儿在想象情境中概念发展的文化历史研究

IF 1.9 3区教育学

Learning Culture and Social Interaction Pub Date : 2024-05-07 DOI: 10.1016/j.lcsi.2024.100820

Marilyn Fleer

{"title":"Rising to the concrete: A cultural-historical study of concept development of infants and toddlers in imaginary situations","authors":"Marilyn Fleer","doi":"10.1016/j.lcsi.2024.100820","DOIUrl":"https://doi.org/10.1016/j.lcsi.2024.100820","url":null,"abstract":"<div><p>This paper presents the results of a cultural-historical study of the genesis and development of concepts by infants and toddlers. Under the conditions of an educational experiment of a Conceptual PlayWorld in a living laboratory of a childcare centre, we investigated the developmental conditions and dramatic imaginary play moments of this cultural age period. We found that a family system was the genesis of the lived experience of a concept from which other concepts are formed/embedded/imagined, and that institutional settings can replicate the historical development of family as an early form of rising to the concrete. We noted how in imaginary play the caring for another kind of family system, supported the conditions for becoming aware of a lived experience of a family. In addition, imaginary play when co-experienced between infants and toddlers and teachers, acted as the initial carrier of word meaning and when educators acted ‘as if’ the infants understood the word meanings in imaginary play, the early development of concepts over time was supported. These findings add empirically to what is known about the development of word meaning and gives theoretical insight into what it means to historically rise to the concrete within the earliest cultural age period.</p></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"46 ","pages":"Article 100820"},"PeriodicalIF":1.9,"publicationDate":"2024-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S221065612400028X/pdfft?md5=fd8d433d227195554780eefaa534aa4b&pid=1-s2.0-S221065612400028X-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140879037","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

From objects to artefacts to props: The role of objects in infant-toddlers' play and imagination in Conceptual PlayWorlds in family settings 从物品到人工制品再到道具：在家庭环境中的概念游戏世界中，物体在婴幼儿游戏和想象中的作用

IF 1.9 3区教育学

Learning Culture and Social Interaction Pub Date : 2024-05-02 DOI: 10.1016/j.lcsi.2024.100822

Suxiang Yu , Marilyn Fleer , Prabhat Rai

{"title":"From objects to artefacts to props: The role of objects in infant-toddlers' play and imagination in Conceptual PlayWorlds in family settings","authors":"Suxiang Yu , Marilyn Fleer , Prabhat Rai","doi":"10.1016/j.lcsi.2024.100822","DOIUrl":"https://doi.org/10.1016/j.lcsi.2024.100822","url":null,"abstract":"<div><p>Imagination is considered a highly desired mental function in the 21st century, yet little is known about the emergence of play and imagination in infancy and toddlerhood. This paper reports an educational experiment of <em>We Are Going on a Bear Hunt</em> Conceptual PlayWorlds (CPW) in family settings to explore this under-researched area. Eighteen families with infant-toddlers (18 children 4 to 24 months old, mean age of 10 months) were recruited, with nine families each in the March 2021 and July 2021 rounds. We gathered around 29 h of digitally recorded data through Zoom sessions, 5.5 h of video data collected by families, and 11.5 h of pre and post CPW interviews with families. The data show that with support from adults, infants and toddlers develop their play and imagination, which is reflected through the evolving object-meaning relations regarding how their play and imagination are mediated by material objects and the corresponding roles of objects in play and imagination. Three types of roles of objects in infant-toddlers' play and imagination are reported. It is argued that the roles of objects in play offer new conceptual tools supporting adults in better understanding and supporting infant-toddlers' development of play and imagination.</p></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"46 ","pages":"Article 100822"},"PeriodicalIF":1.9,"publicationDate":"2024-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2210656124000308/pdfft?md5=78a327d88c346619edb909c9b9b2cc0e&pid=1-s2.0-S2210656124000308-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140823710","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

Playing to learn? Analyzing participants' framing of competition and professional conduct in maritime simulations 玩中学？分析海事模拟中参与者对竞争和职业行为的构想

IF 1.9 3区教育学

Learning Culture and Social Interaction Pub Date : 2024-04-30 DOI: 10.1016/j.lcsi.2024.100821

Mari Starup , Charlott Sellberg , A.Camilla Wiig

{"title":"Playing to learn? Analyzing participants' framing of competition and professional conduct in maritime simulations","authors":"Mari Starup , Charlott Sellberg , A.Camilla Wiig","doi":"10.1016/j.lcsi.2024.100821","DOIUrl":"https://doi.org/10.1016/j.lcsi.2024.100821","url":null,"abstract":"<div><p>This study scrutinizes how a simulated scenario framed as a competition is discussed in a post-simulation debriefing, where students reflect on game-like play in the context of professional education. This study draws on Erwin Goffman's (1974/86) analytical concept of framing. In particular, the analysis focuses on the instructor's and students' authentic conversations during a debriefing session and explores how these conversations open up negotiations of professional and playful learning. The research design is ethnographically informed and based on observations, field notes, and 34 h of video data from a navigation course in which 35 bachelor's students from a Norwegian university participated. Our analytical findings reveal that the activity undergoes continuous negotiation between two framings: professional and competitive. In professional framing, students are held accountable for adhering to professional rules, regulations, and norms of “good seamanship.” In the competition framing, students were competing to win the race. Moreover, as the competition mode intensified, students prioritized winning the race over adhering to the rules and regulations of the profession. Consequently, the findings illustrate how a competition framing within a professional education context has engaged the students, letting them demonstrate their knowledge and skills in a playful manner. Furthermore, the findings emphasize the need for an additional exploration of the opportunities and challenges of competition on professional decision making and ethical conduct in settings where simulation-based learning is utilized for training, particularly in domains that train students in high safety standards.</p></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"46 ","pages":"Article 100821"},"PeriodicalIF":1.9,"publicationDate":"2024-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2210656124000291/pdfft?md5=e58d96336b93bd715a58ba5221615f35&pid=1-s2.0-S2210656124000291-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140816011","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