Learning Culture and Social Interaction最新文献_第4页

They can play, but…: Investigating teachers' use of exclusionary discipline practices as anti-Black misandric restrictions of Black boyhood play in early childhood classrooms 他们可以玩，但是.....：调查教师在幼儿课堂上使用排斥性纪律措施作为对黑人男孩游戏的反黑人歧视性限制的情况

IF 2 3区教育学

Learning Culture and Social Interaction Pub Date : 2024-07-15 DOI: 10.1016/j.lcsi.2024.100840

Nathaniel Bryan , Michelle DeJohnette , Prince Johnson

{"title":"They can play, but…: Investigating teachers' use of exclusionary discipline practices as anti-Black misandric restrictions of Black boyhood play in early childhood classrooms","authors":"Nathaniel Bryan , Michelle DeJohnette , Prince Johnson","doi":"10.1016/j.lcsi.2024.100840","DOIUrl":"10.1016/j.lcsi.2024.100840","url":null,"abstract":"<div><p>Childhood play is foundational to early childhood education, yet teachers criminalize Black boyhood play in and beyond early childhood classrooms. It is noted in the extant research literature that early childhood teachers' stereotypes and biases of Black boys inform how they view their play styles and behaviors. These stereotypes and biases often lead to exclusionary discipline practices, namely Black boys' removal from play opportunities in early childhood classrooms. Given that childhood play is beneficial to young children's academic and social development, teachers' use of exclusionary discipline practices during play can exacerbate opportunity gaps between Black boys and their White counterparts. It can disrupt Black boys' opportunities for play and recreation in early childhood classrooms. However, scholars have understudied teachers' use of exclusionary discipline practices during Black boyhood play. Drawing on Black Critical Theory, anti-Black spatial imaginary, Black Male Studies, and employing a multi-case study design, we aim to explore teachers' use of disciplinary practices during Black boyhood play. The following research question guides this study: What exclusionary discipline practices do early childhood teachers use to restrict Black boyhood play? Findings suggest that teachers use what we term the three antiblack misandric restrictions of boyhood play, which include (a) restriction of time, (b) restriction of space, and (c) restriction of interactions.</p></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"47 ","pages":"Article 100840"},"PeriodicalIF":2.0,"publicationDate":"2024-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141623996","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

Presence, absence, and spatial relations: An Interactional Ethnography of physical-virtual field-based learning through a sociomaterial lens 存在、缺失和空间关系：从社会物质视角看基于物理-虚拟实地学习的互动民族志

IF 2 3区教育学

Learning Culture and Social Interaction Pub Date : 2024-07-08 DOI: 10.1016/j.lcsi.2024.100834

Sergio C.T. Lo , Susan M. Bridges , Monaliza M. Chian , Valerie W.Y. Yip , Jessica S.C. Leung , Gary K.W. Wong , Christelle Not , Gray A. Williams , Kennedy K.H. Chan , Bayden D. Russell , A. Lin Goodwin

{"title":"Presence, absence, and spatial relations: An Interactional Ethnography of physical-virtual field-based learning through a sociomaterial lens","authors":"Sergio C.T. Lo , Susan M. Bridges , Monaliza M. Chian , Valerie W.Y. Yip , Jessica S.C. Leung , Gary K.W. Wong , Christelle Not , Gray A. Williams , Kennedy K.H. Chan , Bayden D. Russell , A. Lin Goodwin","doi":"10.1016/j.lcsi.2024.100834","DOIUrl":"https://doi.org/10.1016/j.lcsi.2024.100834","url":null,"abstract":"<div><p>Field-based learning has been central to ecology education in supporting scientific inquiry and connecting learners with nature. However, pandemic-era campus closures have renewed debates regarding the role of virtual and immersive experiences. This Interactional Ethnography (IE) of a university-secondary school initiative in Hong Kong employs a sociomaterial lens to trace field-based learning interactions within and across physical and virtual spaces. Metaphors from social topology guided analysis of an ethnographic archive of classroom and field-based video records, learning artifacts, and interviews. Our analysis surfaces how and in what ways organisms act as agents in providing an essential anchor and recurring motif within and across interactions, contexts and settings in the enacted field-based design. While their ‘absence’ in the classroom and virtual environment constructs a sense of authenticity through the flickering metaphor of fire space, the material and semiotic resources in the field enable fluidity, opening possibilities for multiple, often serendipitous forms of relations, presences and dialogues that support diverse forms of knowledge and learning. By positioning field-based learning as varying sociomaterial assemblages centering on natural materials, we reconsider physical-virtual binaries and propose their designs as entangled human and non-human spatial relations that recognize and elevate the agency of natural materials.</p></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"47 ","pages":"Article 100834"},"PeriodicalIF":2.0,"publicationDate":"2024-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141596900","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

The influence of instructor support levels on collaborative knowledge construction 教师支持水平对协作式知识构建的影响

IF 2 3区教育学

Learning Culture and Social Interaction Pub Date : 2024-07-05 DOI: 10.1016/j.lcsi.2024.100841

Fan Ouyang, Weiqi Xu, Linjia Liu, Runqing Cai, Jiaxin Liu

{"title":"The influence of instructor support levels on collaborative knowledge construction","authors":"Fan Ouyang, Weiqi Xu, Linjia Liu, Runqing Cai, Jiaxin Liu","doi":"10.1016/j.lcsi.2024.100841","DOIUrl":"https://doi.org/10.1016/j.lcsi.2024.100841","url":null,"abstract":"<div><p>Collaborative knowledge construction (CKC) requires students to work together in groups to solve shared problems and instructors need to provide supports for student groups. Since previous research shows the complicated and varied effects of different instructional factors on student groups' CKC, it is necessary to examine the effects of different instructor support levels (i.e., the depth of instructor scaffolding) on collaboration. This research collected process-oriented verbal communication data from an instructor and three student groups in the authentic, face-to-face discussion contexts and used multiple learning analytics methods to examine the effects of three instructor support levels (i.e., high, medium, and low) on student groups' CKC processes. Results revealed different CKC characteristics under three instructor support levels, namely the individual-oriented perspective sharing under the high-level instructor support, questioning-oriented perspective processing under the medium-level instructor support, and the group-oriented perspective elaboration under the low-level instructor support. Based on the results, pedagogical implications were proposed to guide future instructional design and practice of CKC in higher education.</p></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"47 ","pages":"Article 100841"},"PeriodicalIF":2.0,"publicationDate":"2024-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141540783","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

“What parts of the plants do we eat, is this STEM?” – A study of Chinese kindergarten teachers' STEM professional development "我们吃植物的哪些部分，这是STEM吗？"- 中国幼儿园教师 STEM 专业发展研究

IF 2 3区教育学

Learning Culture and Social Interaction Pub Date : 2024-07-04 DOI: 10.1016/j.lcsi.2024.100842

Yuejiu Wang , Liang Li , Marilyn Fleer , Yuwen Ma

{"title":"“What parts of the plants do we eat, is this STEM?” – A study of Chinese kindergarten teachers' STEM professional development","authors":"Yuejiu Wang , Liang Li , Marilyn Fleer , Yuwen Ma","doi":"10.1016/j.lcsi.2024.100842","DOIUrl":"https://doi.org/10.1016/j.lcsi.2024.100842","url":null,"abstract":"<div><p>The emerging value of STEM in society puts demands on Chinese kindergarten teachers to involve STEM teaching in play-based settings. As reported in the literature, societal expectations regarding kindergarten STEM education pose challenges for teachers, who often do not feel adequately prepared in STEM knowledge. This lack of preparation may indicate a lack of confidence and competence in STEM teaching among teachers. To study Chinese kindergarten teachers' confidence and competence in STEM teaching, we conducted an educational experiment where researchers and teachers collaborated on this problem. Our study identified that teachers experienced two micro-crises in STEM teaching. The first was “what to teach” and the second was “how to teach”. The findings highlighted that the primary challenges faced by the focused teachers were because a lack of STEM teaching experience, rather than lack of STEM knowledge as argued in the literature. The educational experiment created a social situation that supports teachers' STEM teaching experience in play. Through the educational experiment, STEM teaching becomes personally meaningful for teachers, which contributes to promoting their confidence and competence in STEM education.</p></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"47 ","pages":"Article 100842"},"PeriodicalIF":2.0,"publicationDate":"2024-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141540784","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

Navigating context and conflict – Investigating seamless mobile learning through the lens of Hedegaard's framework 驾驭情境与冲突--从赫德加德框架的视角研究无缝移动学习

IF 2 3区教育学

Learning Culture and Social Interaction Pub Date : 2024-07-01 DOI: 10.1016/j.lcsi.2024.100837

Imogen Casebourne

{"title":"Navigating context and conflict – Investigating seamless mobile learning through the lens of Hedegaard's framework","authors":"Imogen Casebourne","doi":"10.1016/j.lcsi.2024.100837","DOIUrl":"https://doi.org/10.1016/j.lcsi.2024.100837","url":null,"abstract":"<div><p>This article describes the use of Hedegaard's framework to analyse the seamless mobile learning practices of working adults in the UK by focusing on affordances and demands experienced in <em>activity settings</em> embedded within <em>institutions</em>. An exploration of publicly accessible blogs, reports, and anonymised usage data from e-learning accessed via mobile devices was used to formulate an understanding of institutional practices and values. Following this, a survey involving 50 participants was conducted, complemented by semi-structured interviews with 24 learners and additional institutional stakeholders. These various sources of data were examined holistically, to understand the ways in which conflicts and contradictions at varying levels and between the different institutions traversed by individuals, shaped their learning practices. The findings indicated that seamless mobile learning may be influenced by a variety of conflicts and contradictions, (including between individuals and institutions, between distinct institutions and within institutions), as well by the immediate physical and social affordances of learning settings. They also pointed to a distinction between conflicts related to what was learned and those related to how learning occurred. Hedegaard's framework provided a valuable lens for investigating the complexities of work-related learning taking place across multiple settings and her concepts of <em>setting</em> and <em>institution</em> are useful conceptual tools for future research into the self-directed seamless mobile learning of adults. The adoption of the framework facilitated the development of novel frameworks for the design of seamless mobile learning.</p></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"47 ","pages":"Article 100837"},"PeriodicalIF":2.0,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S221065612400045X/pdfft?md5=98370f8a1f48df6b4019b5bc78801f45&pid=1-s2.0-S221065612400045X-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141481137","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

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