Learning Culture and Social Interaction最新文献_第7页

Community engagement of underrepresented college students: Ultra-orthodox students in Israel as social change agents 代表性不足的大学生的社区参与：作为社会变革推动者的以色列极端正统派学生

IF 1.9 3区教育学

Learning Culture and Social Interaction Pub Date : 2023-12-14 DOI: 10.1016/j.lcsi.2023.100782

Zvika Orr , Edith Blit-Cohen , Maya Vardi , Bina Be'eri , Daphna Golan-Agnon

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引用次数: 0

Vocational teaching practices for online learning during a state of emergency and its relation to collaboration with colleagues 紧急状态下在线学习的职业教学实践及其与同事协作的关系

IF 1.9 3区教育学

Learning Culture and Social Interaction Pub Date : 2023-12-02 DOI: 10.1016/j.lcsi.2023.100781

Meidi Sirk

引用次数: 0

Identities in motion – Boundary-crossing learning from an intrapersonal perspective 运动中的身份——从个人视角的跨界学习

IF 1.9 3区教育学

Learning Culture and Social Interaction Pub Date : 2023-11-30 DOI: 10.1016/j.lcsi.2023.100780

Marina Bergman-Pyykkönen , Ritva Engeström , Synnöve Karvinen-Niinikoski

{"title":"Identities in motion – Boundary-crossing learning from an intrapersonal perspective","authors":"Marina Bergman-Pyykkönen , Ritva Engeström , Synnöve Karvinen-Niinikoski","doi":"10.1016/j.lcsi.2023.100780","DOIUrl":"https://doi.org/10.1016/j.lcsi.2023.100780","url":null,"abstract":"<div><p>This paper investigates how learning unfolds in poly-contextual settings. In work-related learning, boundaries between contexts have been viewed as learning resources. From the multilevel approach suggested by Akkerman and Bruining (2016), we focus on the intrapersonal level, on individuals as units of analysis. We propose an intrapersonal methodology and demonstrate it with an empirical study based on individual interviews. We combine cultural-historical activity theory understanding of an individual with Mariann Märtsin's ideas of identity construction and identity as subjective sense through multivoiced negotiations of meaning at the boundaries within the self. Our analysis demonstrates how the interviewees offered examples of identity construction that show how they rendered their being meaningful in the world in all its diversity without losing the unity of the self. Situationally dominant senses opened fields of meaning potentials with mediating semiotic devices at the boundary between the personal and the professional. The analysis points to some generalizability of sensemaking as a generic process that always operates in unique forms. Our findings suggest that exploring subjectivity from the perspective of sensemaking may contribute to research on work-related learning by addressing an object of sense making which is dialogically comprised with hybridity, multiplicity, and complexity.</p></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"44 ","pages":"Article 100780"},"PeriodicalIF":1.9,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S221065612300096X/pdfft?md5=8af9c94bd0af3f32e604f145e3b2ebd4&pid=1-s2.0-S221065612300096X-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138467375","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

Working within and against school structures: Exploring elementary teachers' agency for science and engineering instruction 在学校结构内工作与反对:探索小学教师对科学与工程教学的代理

IF 1.9 3区教育学

Learning Culture and Social Interaction Pub Date : 2023-11-29 DOI: 10.1016/j.lcsi.2023.100777

Alison K. Mercier

引用次数: 0

Beyond school-related learning: Parent-child homework talk as a morality building activity 超越学校学习:亲子家庭作业对话作为一种道德建设活动

IF 1.9 3区教育学

Learning Culture and Social Interaction Pub Date : 2023-11-21 DOI: 10.1016/j.lcsi.2023.100778

Letizia Caronia , Vittoria Colla

{"title":"Beyond school-related learning: Parent-child homework talk as a morality building activity","authors":"Letizia Caronia , Vittoria Colla","doi":"10.1016/j.lcsi.2023.100778","DOIUrl":"https://doi.org/10.1016/j.lcsi.2023.100778","url":null,"abstract":"<div><p>Family interactions constitute an arena for children's moral development: it is indeed through ordinary talk, and shared, task-oriented activities that children are socialized into moral orders and culturally informed ways of thinking and acting. Drawing on a video-based study on the everyday life of 19 middle-class families and adopting a discourse analytic approach, the paper sheds light on the socializing function of a domestic activity: homework. We illustrate that, when it unfolds as a family activity, the issues at stake go far beyond its school-oriented goals: homework provides ‘ethical affordances’ that make relevant moral talk whereby parents introduce children to some unquestioned principles such as homework must be done neatly and it is part of the child's duties. We contend that, by participating in morally loaded homework interactions, children are socialized not only into a school-aligned cultural list concerning what is right and what is wrong about homework, but moreover into a constitutive, taken-for-granted pillar of human sociality: the moral assessability of human conduct, i.e., its being subject to evaluations informed by the ‘right vs. wrong’ category. Implications for teacher training and parent education programs are discussed in the conclusion.</p></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"43 ","pages":"Article 100778"},"PeriodicalIF":1.9,"publicationDate":"2023-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2210656123000946/pdfft?md5=4b8798ce5a109d09e5dfa4f801a63967&pid=1-s2.0-S2210656123000946-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138396017","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

Claiming insufficient knowledge in pairwork and groupwork classroom activities 在小组和小组课堂活动中知识不足

IF 1.9 3区教育学

Learning Culture and Social Interaction Pub Date : 2023-11-20 DOI: 10.1016/j.lcsi.2023.100758

Tamah Sherman , František Tůma

{"title":"Claiming insufficient knowledge in pairwork and groupwork classroom activities","authors":"Tamah Sherman , František Tůma","doi":"10.1016/j.lcsi.2023.100758","DOIUrl":"https://doi.org/10.1016/j.lcsi.2023.100758","url":null,"abstract":"<div><p>This conversation analytic paper explores how students in pair and groupwork tasks produce and respond to claims of insufficient knowledge (CIKs). Based on 7 h of video recordings of peer interaction from 18 English as a Foreign Language (EFL) classes in Czech secondary schools, we analyze how students express and negotiate their epistemic status using CIKs: when producing a CIK, the current speaker assumes a not-knowing status, thus making the imminent speaker change more relevant, as the next speaker then typically reveals his or her epistemic status. We also show that when a CIK is produced dyadic interactions in second position, the first speaker then produces a knowledge display response, or another CIK, resulting in abandoning the question, which differs from sequences that can be found in frontal teaching. The findings also show that CIKs can be used to resume task-related talk and initiate repair sequences focusing on language issues that the task comprises. Thus, CIKs can be viewed as central interactional resources for students to manage the task, i.e., to invite others to contribute, to resume their talk, or to abandon the current question, and to initiate repair sequences focusing on problematic items from the task.</p></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"43 ","pages":"Article 100758"},"PeriodicalIF":1.9,"publicationDate":"2023-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138396016","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

Corrigendum to “Premising and arguing: The variety in 9- to 10-year-old children taking on an equity/equality task in the context of group discussions” [Learning, Culture and Social Interaction 35 (2022) 100648] “前提和争论:9至10岁儿童在小组讨论背景下承担公平/平等任务的多样性”的勘误表[学习，文化与社会互动35 (2022)100648]

IF 1.9 3区教育学

Learning Culture and Social Interaction Pub Date : 2023-11-20 DOI: 10.1016/j.lcsi.2023.100779

Lea Eldstål-Ahrens, Malin Nilsen, Niklas Pramling

引用次数: 0

Indigenous dialogic teaching: Orality in a Tibetan school in China 土著对话教学:中国藏族学校的口语教学

IF 1.9 3区教育学

Learning Culture and Social Interaction Pub Date : 2023-11-16 DOI: 10.1016/j.lcsi.2023.100776

Liqin Tong , Yisu Zhou

{"title":"Indigenous dialogic teaching: Orality in a Tibetan school in China","authors":"Liqin Tong , Yisu Zhou","doi":"10.1016/j.lcsi.2023.100776","DOIUrl":"https://doi.org/10.1016/j.lcsi.2023.100776","url":null,"abstract":"<div><p>This article describes the use of dialogic teaching in a rural Tibetan<span> school in China. Using ethnographic data from a school that serves socially disadvantaged Tibetan youth, we demonstrate that dialogic teaching is a powerful pedagogy even in a resource-deprived learning environment. We describe how oral commentary, interpretive discussions, and debate form the core of effective school practices. Inspired by traditional monastic training, schoolteachers have transformed the century-long indigenous oral practices into a culturally-appropriate form of pedagogy, infusing it into modern academic subjects. This article aims to enrich the growing literature on dialogic teaching by presenting a case outside Anglo-American societies. We examine an indigenous form of dialogic teaching by considering Alexander (2017, 2020)'s framework. Our analysis shows that while the specific pedagogy is developed indigenously, it is compatible with the dialogic philosophy. The findings suggest that the dialogic approach is a general pedagogy rooted in distinctive human societies. However, indigenous development also limits the school practices to a small repertoire.</span></p></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"43 ","pages":"Article 100776"},"PeriodicalIF":1.9,"publicationDate":"2023-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134656559","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

Unpacking EFL teachers' agency enacted in nested ecosystems in developing regions of Southern China 解析南方欠发达地区巢式生态系统中外语教师代理行为

IF 1.9 3区教育学

Learning Culture and Social Interaction Pub Date : 2023-11-09 DOI: 10.1016/j.lcsi.2023.100775

Qi Zhang , Yi Liu , Jian-E Peng

引用次数: 0

Facilitating Participation in Second Language Remote Meetings 促进第二语言远程会议的参与

3区教育学

Learning Culture and Social Interaction Pub Date : 2023-10-26 DOI: 10.7146/si.v6i4.136942

Lari Kotilainen, Tuire Oittinen, Salla Kurhila, Inkeri Lehtimaja

引用次数: 0