Learning Culture and Social Interaction最新文献_第6页

Side-by-side coaching: Decomposing a practice-embedded teacher learning opportunity 并肩辅导：分解嵌入实践的教师学习机会

IF 1.9 3区教育学

Learning Culture and Social Interaction Pub Date : 2024-03-14 DOI: 10.1016/j.lcsi.2024.100807

Jen Munson , Erin E. Baldinger , Mari Altshuler , Han Sol Lee

引用次数: 0

The many forms and functions of touch in educational settings: Shared attention and appropriate engagement 教育环境中触摸的多种形式和功能：共同关注和适当参与

IF 1.9 3区教育学

Learning Culture and Social Interaction Pub Date : 2024-03-11 DOI: 10.1016/j.lcsi.2024.100808

Helen Melander Bowden

引用次数: 0

Investigating educational dialogue: Variations of dialogue amount and quality among different subjects between early primary and secondary school classrooms 调查教育对话：小学低年级和中学课堂不同学科之间对话数量和质量的差异

IF 1.9 3区教育学

Learning Culture and Social Interaction Pub Date : 2024-03-08 DOI: 10.1016/j.lcsi.2024.100799

Heli Muhonen , Eija Pakarinen , Helena Rasku-Puttonen , Anna-Maija Poikkeus , Martti Siekkinen , Marja-Kristiina Lerkkanen

{"title":"Investigating educational dialogue: Variations of dialogue amount and quality among different subjects between early primary and secondary school classrooms","authors":"Heli Muhonen , Eija Pakarinen , Helena Rasku-Puttonen , Anna-Maija Poikkeus , Martti Siekkinen , Marja-Kristiina Lerkkanen","doi":"10.1016/j.lcsi.2024.100799","DOIUrl":"https://doi.org/10.1016/j.lcsi.2024.100799","url":null,"abstract":"<div><p>To support student learning throughout their school journey, it is important to investigate the authentic state of educational dialogue both in early primary and secondary school to map the potential variations concerning dialogue. The present study examined educational dialogue in early primary school and secondary school in literacy, mathematics and science lessons. Video-recorded classroom lessons (<em>n</em> = 115 in both grades) of Grade 2 primary school teachers (<em>n</em> = 50) and Grade 9 subject teachers (<em>n</em> = 36) were analysed in terms of the amount, duration, and quality of episodes of educational dialogue. Educational dialogues were found to be typically longer in Grade 9 than in Grade 2. In terms of the quality of educational dialogue, teacher-initiated dialogue of moderate quality occurred more in Grade 9 classrooms, whereas teacher-initiated dialogue of high quality was observed more in Grade 2 classrooms. In Grade 2, both the amount and quality of dialogue varied across subjects, whereas in Grade 9, variation concerning specific subjects was scant. The findings contribute to prior research by suggesting differences in several aspects of educational dialogue between early primary and secondary school. These variations should be considered when supporting students' learning and participation through educational dialogue in different developmental phases and in different subjects.</p></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"45 ","pages":"Article 100799"},"PeriodicalIF":1.9,"publicationDate":"2024-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2210656124000072/pdfft?md5=cfc152d5ff38f16ee663a333f35c524c&pid=1-s2.0-S2210656124000072-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140188116","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

Thematic engagements: Affects and learning in older age 专题参与：老年人的情感与学习

IF 1.9 3区教育学

Learning Culture and Social Interaction Pub Date : 2024-02-27 DOI: 10.1016/j.lcsi.2024.100806

Tania Zittoun, Martina Cabra

{"title":"Thematic engagements: Affects and learning in older age","authors":"Tania Zittoun, Martina Cabra","doi":"10.1016/j.lcsi.2024.100806","DOIUrl":"https://doi.org/10.1016/j.lcsi.2024.100806","url":null,"abstract":"<div><p>In this paper, we propose a sociocultural perspective to consider affects in older age. The psychology of learning throughout the whole life course, including in the life of older adults, suggest that affects play an important role. However, developmental psychology has paid little attention to affects in learning and development, and even less to these aspects in older age. We believe that it is important to examine affects in older age because of their centrality in the lifecourse; but how to account for them? We propose the notion of <em>thematic engagement</em> to highlight the role of affects in older persons' learning and development, and to designate transversal and pluri-thematic interests across activities and domains of knowledge, which enable us to show that some topics, domains or interests become more important than others for a given person across time. We base our claims on a longitudinal study of older people engaging in different activities at home, in their neighbourhood, as well as in a daycare centre for older people, and provide three dialogical exemplars. We finally highlight some theoretical and empirical implications of our proposition.</p></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"45 ","pages":"Article 100806"},"PeriodicalIF":1.9,"publicationDate":"2024-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S221065612400014X/pdfft?md5=b2a631ba7a7a3222792850efb75d1e05&pid=1-s2.0-S221065612400014X-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139985141","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

Navigating I-positionings in higher education Service Learning as hybrid scenarios: a case study 引导高等教育中的 I 定位作为混合情景的服务学习：案例研究

IF 1.9 3区教育学

Learning Culture and Social Interaction Pub Date : 2024-02-14 DOI: 10.1016/j.lcsi.2024.100805

Beatriz Macías-Gómez-Estern , José Luis Lalueza

{"title":"Navigating I-positionings in higher education Service Learning as hybrid scenarios: a case study","authors":"Beatriz Macías-Gómez-Estern , José Luis Lalueza","doi":"10.1016/j.lcsi.2024.100805","DOIUrl":"https://doi.org/10.1016/j.lcsi.2024.100805","url":null,"abstract":"<div><p>This paper is part of a larger study on learning processes and identity change in university students participating in Service Learning (SL) programmes, considered as <em>hybrid activities</em> containing practices and values from at least two settings: academic activity and professional intervention. Our SL programmes, carried out in formal schools serving children from Roma and migrant backgrounds, challenge dominant views on educational and psychological processes, offering a critical view of learning and development, where traditionally unrepresented “others”, along with their cultural knowledge, bring their own voices to the arena. Our aim is to show the transformations taking place within this SL by analysing the dialogicality contained in the field notes written by a participating psychology student, Nina (pseudonym), as an illustration of the complex dynamics of learning and identity change we encounter. By analysing Nina's reflections while acting in this SL project, we attempt to delve into these processes of transformation from the perspective of an agentive participant. In her case, we tried to unfold the complex way in which different cultural traditions entered into dialogue in her <em>I-positions</em> as she emotionally connected and engaged with the surrounding motives, finding her own way through cultural crossroads through affect and practice.</p></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"45 ","pages":"Article 100805"},"PeriodicalIF":1.9,"publicationDate":"2024-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139732699","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 does the ‘chat’ tell us about participation and engagement in online video conferencing? 聊天 "对我们参与在线视频会议有何启示？

IF 1.9 3区教育学

Learning Culture and Social Interaction Pub Date : 2024-02-10 DOI: 10.1016/j.lcsi.2024.100803

Elizabeth Stokoe , Jessica Win See Wong , Jessica Pedersen Belisle Hansen , Damian Roland , Tessa Davis

{"title":"What does the ‘chat’ tell us about participation and engagement in online video conferencing?","authors":"Elizabeth Stokoe , Jessica Win See Wong , Jessica Pedersen Belisle Hansen , Damian Roland , Tessa Davis","doi":"10.1016/j.lcsi.2024.100803","DOIUrl":"https://doi.org/10.1016/j.lcsi.2024.100803","url":null,"abstract":"<div><p>Although much is known about the experiential nature of online conferencing, we know less about actual participation and engagement. This paper investigates delegate interactions in the “parallel chat” function of a video platform during an online medical education conference. We collected 813 unique messages, posted while speakers presented on a digital stage. We used descriptive statistics to summarize message/chat content in terms of participant categories and topic. 23 % of delegates posted in the chat. However, to go beyond these dimensions, we used conversation analytic methods to identify the actions accomplished in messages and their interconnectedness. We developed a coding scheme to report this analysis across the complete dataset. We found that messages mostly comprised positive assessments (“Wonderful talk!”) and appreciations (“Thank you!”). ‘Second’ messages were more common than initiations or ‘first’ messages, indicating extensive engagement between participants. Few messages received no response. Delegates also formulated what speakers said to develop ‘learning moments’ in the chat. Overall, we argue that a richer and more precise understanding of participation and engagement in video conferencing can be achieved by analysing actual participation and its content, rather than relying only on post-hoc reports and surveys. Data are in British English.</p></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"45 ","pages":"Article 100803"},"PeriodicalIF":1.9,"publicationDate":"2024-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2210656124000114/pdfft?md5=08c153fd60cfcfba992eb87da5670acb&pid=1-s2.0-S2210656124000114-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139718400","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

Mathematics as an aspect of vocational knowing in animal caregiving, from a student perspective 从学生角度看数学作为动物护理职业认知的一个方面

IF 1.9 3区教育学

Learning Culture and Social Interaction Pub Date : 2024-02-09 DOI: 10.1016/j.lcsi.2024.100804

Maria Christidis , Annika Hemingstam , Viveca Lindberg

{"title":"Mathematics as an aspect of vocational knowing in animal caregiving, from a student perspective","authors":"Maria Christidis , Annika Hemingstam , Viveca Lindberg","doi":"10.1016/j.lcsi.2024.100804","DOIUrl":"https://doi.org/10.1016/j.lcsi.2024.100804","url":null,"abstract":"<div><p>The purpose of this study was to explore whether and how students experience mathematics as an aspect of vocational knowing in the Swedish upper secondary Natural Resource Programme, in the orientation of animal care, and in the vocation. Data for the study comprised teacher's documented planning, student interviews, followed by a validation of the interviews. Data were initially analysed thematically. Thereafter, the themes were analysed with theoretical concepts from the theory of practice architectures (sayings, doings, and relatings), and interpreted in terms of characteristic arrangements (cultural-discursive, material-economic, and social-political). Themes identified in the student interviews were: 1) Vocational knowing in animal caregiving 2) Mathematics as vocational knowing 3) Mathematics as part of vocational language, and 4) Mathematics as a foundation subject. Sayings were also related to doings, because of the accessibility and character of data. It was evident that students recognized mathematics as an aspect of vocational knowing, but there was also a tension between this mathematics and for the school/as a foundation subject. Relatings represented the recurrent contexts of school, animal facilities, workplace learning but also laws and regulations for contemporary animal care. Further analysis was made to historical traces of previous education within the area and to political decisions.</p></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"45 ","pages":"Article 100804"},"PeriodicalIF":1.9,"publicationDate":"2024-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2210656124000126/pdfft?md5=c88e0426614e92bdaac9849d45acffac&pid=1-s2.0-S2210656124000126-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139714346","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

Of boundaries and borders: A micro-interactional examination of consensus and knowledge-construction in a research-practice partnership 界限与边界：研究与实践伙伴关系中共识与知识建构的微观互动研究

IF 1.9 3区教育学

Learning Culture and Social Interaction Pub Date : 2024-01-28 DOI: 10.1016/j.lcsi.2024.100802

Blanca Gamez-Djokic

{"title":"Of boundaries and borders: A micro-interactional examination of consensus and knowledge-construction in a research-practice partnership","authors":"Blanca Gamez-Djokic","doi":"10.1016/j.lcsi.2024.100802","DOIUrl":"https://doi.org/10.1016/j.lcsi.2024.100802","url":null,"abstract":"<div><p>This paper extends the boundary-crossing framework in research-practice partnership (RPP) scholarship to engage with Border and Critical Race scholarship to complicate how learning and knowledge are interactionally forged in RPPs. I highlight how boundary-crossing entails more than navigating cultural, professional and organizational differences and is shaped by the complex borderlands<span> from which RPP actors make meaning. I suggest that a border-crossing framework allows researchers and practitioners to begin with the premise that “collective knowledge” is always-already fractured and that the possibility of consensus in RPPs is always-already a tenuous construction. I draw on data from a two-year ethnographic case study of an RPP to ask the following question: How does onto-epistemological difference impact RPP actors' boundary-crossing interactions and encounters? Using critical discourse and conversation analysis, I examine participants' talk-in-interaction in a focus group discussion to better understand how learning occurs and knowledge is constructed between RPP actors – three teachers and a university researcher, in this case. Ultimately, I show that the group's norms of interaction compelled participants to corral each other's talk towards agreement, constructing the impression of shared meaning-making and consensus even in its absence.</span></p></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"45 ","pages":"Article 100802"},"PeriodicalIF":1.9,"publicationDate":"2024-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139654150","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 matter of math: Guiding the blind to touch the Pythagorean theorem 数学问题引导盲人触摸勾股定理

IF 1.9 3区教育学

Learning Culture and Social Interaction Pub Date : 2024-01-13 DOI: 10.1016/j.lcsi.2023.100792

Brian L. Due

{"title":"The matter of math: Guiding the blind to touch the Pythagorean theorem","authors":"Brian L. Due","doi":"10.1016/j.lcsi.2023.100792","DOIUrl":"https://doi.org/10.1016/j.lcsi.2023.100792","url":null,"abstract":"<div><p>Science teaching relies heavily on visual illustrations and visually organized assignments as methods of teaching and proving concepts like the Pythagorean theorem. As Visually Impaired Persons (VIPs) cannot see, they derive no benefit from the use of such illustrations alone. Often, material objects are used to help VIPs understand mathematical concepts by means of tactile and haptic perception. In this paper, I will show the practices employed in the pursuit of transforming a visually available material object into something of specific scientific relevance for tactile and haptic exploration. This article thus emphasizes the matter – in the original sense of materiality – of math. Based on video-recorded data, this paper provides an in-depth interactional analysis of a single case in which a VIP engages in a mathematics learning situation with an assistant. This research is based on and contributes to ethnomethodology and conversation analysis by critically examining how objects are used to teach VIPs in math classes. The research has implications for a broadened understanding of how learning mathematics is not just a matter of logics, verbal descriptions or the visual analysis of charts and diagrams, but can also inherently involve the tangible materiality of mathematical representations.</p></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"45 ","pages":"Article 100792"},"PeriodicalIF":1.9,"publicationDate":"2024-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2210656123001083/pdfft?md5=c8d3804e7599673dddac04fb1c22c8a6&pid=1-s2.0-S2210656123001083-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139434582","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

Bullying within academia: A cultural and structural analysis 学术界的欺凌：文化和结构分析

IF 1.9 3区教育学

Learning Culture and Social Interaction Pub Date : 2023-12-18 DOI: 10.1016/j.lcsi.2023.100783

Todd Migliaccio , Anthony Rivas , Bita Rivas , Rachel Stark

引用次数: 0