Learning Culture and Social Interaction最新文献_第8页

Interaction in post-simulation debriefing 模拟后汇报中的互动

IF 2 3区教育学

Learning Culture and Social Interaction Pub Date : 2024-10-01 Epub Date: 2024-09-04 DOI: 10.1016/j.lcsi.2024.100855

Gustav Lymer , Björn Sjöblom

{"title":"Interaction in post-simulation debriefing","authors":"Gustav Lymer , Björn Sjöblom","doi":"10.1016/j.lcsi.2024.100855","DOIUrl":"10.1016/j.lcsi.2024.100855","url":null,"abstract":"<div><p>In this article we review studies of interaction in post-simulation debriefing. The focus is on research that takes an interest in the sequential unfolding of debriefing conversations, using recordings of naturally occurring interaction as data. While a growing number of studies have examined learning outcomes in debriefing using quantitative methodologies, relatively little is known about the details of debriefing interaction. We take our point of departure in prior meta-analyses of post-simulation debriefing, and discuss this research in relation to the burgeoning field of research that employs a video-ethnographic perspective, broadly informed by conversation analysis and ethnomethodology. We identify two prominent themes in the existing interaction analytic research: facilitator guidance, and the use of performance review media. In both these areas, we discuss how studies of interaction contribute to new conceptualizations of debriefing through a complementary perspective on simulation-based learning. We also identify a set of promising areas of future research into the interactional accomplishment of post-simulation debriefing: self-led debriefing; debriefing structure; the disciplinary shaping of debriefing interaction; and the sensitive nature of feedback.</p></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"48 ","pages":"Article 100855"},"PeriodicalIF":2.0,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2210656124000631/pdfft?md5=4cc35b1364079827b28b505220bc16fc&pid=1-s2.0-S2210656124000631-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142136313","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

Studying children's motives in mathematical problem-solving during transition from kindergarten to school: A Conceptual PlayWorld approach 研究从幼儿园到学校过渡期间儿童解决数学问题的动机：概念游戏世界方法

IF 2 3区教育学

Learning Culture and Social Interaction Pub Date : 2024-10-01 Epub Date: 2024-08-12 DOI: 10.1016/j.lcsi.2024.100850

Hong Chen, Leigh Disney, Liang Li

{"title":"Studying children's motives in mathematical problem-solving during transition from kindergarten to school: A Conceptual PlayWorld approach","authors":"Hong Chen, Leigh Disney, Liang Li","doi":"10.1016/j.lcsi.2024.100850","DOIUrl":"10.1016/j.lcsi.2024.100850","url":null,"abstract":"<div><p>Developing children's mathematical problem-solving is important to promote children's deep understanding of mathematical concepts and future academic success. Acknowledging that play-based approaches can support mathematical learning, limited research explores how imaginative play creates conditions for children's mathematical problem-solving in the kindergarten period during the transition to school. To support children's mathematical problem-solving in this period, this study drew upon the cultural-historical concept of play and motives and adapted Li and Disney's (2021) Conceptual PlayWorld in mathematics (CPW) by conducting an educational experiment. This research investigated how <em>CPW</em> created motivating conditions in supporting children's learning motive in mathematical problem-solving in the kindergarten period during the transition to school. Video observations of teacher-child interactions during the CPW on the mathematical concepts of informal measurement of area and partial units were analysed. This study followed the focus child William's intentions and motives, revealing that CPW created motivating conditions for a dialectical transformation between play motives and mathematical learning motives. We argued that the collective and emotionally charged CPW encouraged children's continuous exploration of the dramatised mathematics problem, thus developing mathematical learning motives. The development of mathematical learning motive also contributed to play motive to engage with the play narrative. This study enriched the empirical evidence of the <em>CPW</em> approach, supporting kindergarten children's mathematical problem-solving in the kindergarten period during the transition to school.</p></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"48 ","pages":"Article 100850"},"PeriodicalIF":2.0,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2210656124000588/pdfft?md5=53df8f8fb049c6e10b5f19508e4e7a0a&pid=1-s2.0-S2210656124000588-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141954173","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

Infants and toddlers in imaginary play situations: The genesis and conditions that support the development of imagination 婴幼儿在想象的游戏情境中：支持想象力发展的起源和条件

IF 2 3区教育学

Learning Culture and Social Interaction Pub Date : 2024-10-01 Epub Date: 2024-08-15 DOI: 10.1016/j.lcsi.2024.100851

Marilyn Fleer

{"title":"Infants and toddlers in imaginary play situations: The genesis and conditions that support the development of imagination","authors":"Marilyn Fleer","doi":"10.1016/j.lcsi.2024.100851","DOIUrl":"10.1016/j.lcsi.2024.100851","url":null,"abstract":"<div><p>In line with contemporary views that problematise a stage-based approach to play, the study reported in this paper investigated the early forms of imaginary play of infants and toddlers. Results from two cohorts are presented in support of the genesis (11 infants; 1.1–2.0y; mean 1.6) and development of imagination as a psychological function (19 toddlers; 2.5–3.3ys; mean 2.9). Under the same conditions of an intervention of a Conceptual PlayWorld, the results show infants in imaginary situations gesturing imaginative intent, and the under three-year-olds engaged in more developed forms of imaginative play actions. Invited into imaginary play scenarios by educators, a dramatic tension between the infants' reality and their <em>playing of reality</em> was resolved through imitation, while the toddlers resolved emotional tensions in the drama of the imaginary play through emotional imagining (images). We concluded that there was a unique relationship between image formation, emotional imagining and the development of the psychological function of imagination. We argue that when imaginary play is made available to infants and toddlers that early forms of imagining are evident and suggest educators have a key role in creating conditions to support the development of imagination in group settings.</p></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"48 ","pages":"Article 100851"},"PeriodicalIF":2.0,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S221065612400059X/pdfft?md5=086601bef158a8aacf67b7e607c7ccfd&pid=1-s2.0-S221065612400059X-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141991397","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

“The schools try, but…”: A holistic perspective on the social adaptation of Ukrainian refugee students in Czech schools "学校努力了，但是......"：从整体角度看捷克学校中乌克兰难民学生的社会适应问题

IF 2 3区教育学

Learning Culture and Social Interaction Pub Date : 2024-10-01 Epub Date: 2024-08-20 DOI: 10.1016/j.lcsi.2024.100854

Petr Hlado , Kateřina Lojdová , Jana Obrovská , Klára Šeďová , Tomáš Lintner , Martin Fico , Oksana Stupak

{"title":"“The schools try, but…”: A holistic perspective on the social adaptation of Ukrainian refugee students in Czech schools","authors":"Petr Hlado , Kateřina Lojdová , Jana Obrovská , Klára Šeďová , Tomáš Lintner , Martin Fico , Oksana Stupak","doi":"10.1016/j.lcsi.2024.100854","DOIUrl":"10.1016/j.lcsi.2024.100854","url":null,"abstract":"<div><p>After the Russian invasion of Ukraine, the Czech Republic faced an unprecedented influx of Ukrainian refugees. This study aims to examine the social adaptation of Ukrainian students in Czech schools from a holistic perspective, incorporating the viewpoints of refugee students and their parents, headteachers, and teachers. Semi-structured interviews were conducted with these actors from the six lower secondary schools that enrolled the largest influx of Ukrainian refugee students through the 2022/2023 academic year. The analysis included 58 interviews that were analyzed using grounded theory techniques. Following Berry's model of acculturation, the findings revealed tension between integration and separation among Ukrainian refugee students. Their social adaptation process was shaped by perceptions of the importance of ethnicity, the methods of acquiring the host country language and to what levels, and the approaches to interactions with Czech classmates. These elements combined to form three types of social adaptation: openness to friendship, utilitarian friendships, and (self-)isolation. Additionally, three teacher approaches (intervening, doubtful, and inattentive non-intervening) and their potential consequences for social adaptation were identified. Practical implications are discussed.</p></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"48 ","pages":"Article 100854"},"PeriodicalIF":2.0,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S221065612400062X/pdfft?md5=61a463a2a622a98ec4de9a995f187fad&pid=1-s2.0-S221065612400062X-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142013013","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

Parent pedagogical positioning to create conditions for preschooler STEM learning using a Conceptual PlayWorld approach 利用 "概念游戏世界 "方法，为学龄前儿童 STEM 学习创造条件的家长教学定位

IF 2 3区教育学

Learning Culture and Social Interaction Pub Date : 2024-10-01 Epub Date: 2024-08-20 DOI: 10.1016/j.lcsi.2024.100853

Sonya Nedovic, Marilyn Fleer, Prabhat Rai

{"title":"Parent pedagogical positioning to create conditions for preschooler STEM learning using a Conceptual PlayWorld approach","authors":"Sonya Nedovic, Marilyn Fleer, Prabhat Rai","doi":"10.1016/j.lcsi.2024.100853","DOIUrl":"10.1016/j.lcsi.2024.100853","url":null,"abstract":"<div><p>STEM education has become a national priority, critical to the future of the workforce and the building of competitive economies across the globe. The literature suggests that early engagement with basic STEM concepts supports mastery of STEM subjects in later school years and in the professions. This has generated a need to better understand the ways children learn STEM concepts in family settings where it is understood that much of children's conceptual development takes place. This paper seeks to examine how parents can pedagogically position themselves to create motivating conditions for STEM learning. Various cultural-historical researchers have theorised that imagination is useful in the development of children's thinking. This paper reports on how an evidence informed model for STEM learning, which uses collective imagination to support conceptual development, when introduced as an intervention into family practice, provided opportunities for a parent to begin positioning themselves with pedagogical impact. Participating families engaged in six Conceptual PlayWorld sessions via zoom with children aged 4 years and 6 months. Through analysis of playful family interactions, the findings show four pedagogical positions or ‘interactional themes’ initiated by the parent (‘above’/’primordial we’, ‘equal’, ‘independent’ and ‘below’) each of which created different possibilities for collective imagination and conceptual thinking.</p></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"48 ","pages":"Article 100853"},"PeriodicalIF":2.0,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2210656124000618/pdfft?md5=a8c8252b232e5c081152f139a3a9cb40&pid=1-s2.0-S2210656124000618-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142013014","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

Developing reciprocity between one-year-old children with visual impairment and additional disabilities and their mothers: The effects of bodily-tactile early intervention 发展一岁视力障碍和附加残疾儿童与母亲之间的互惠关系：身体触觉早期干预的效果

IF 2 3区教育学

Learning Culture and Social Interaction Pub Date : 2024-10-01 Epub Date: 2024-08-28 DOI: 10.1016/j.lcsi.2024.100849

Sini Peltokorpi , Saara Salo , Paul Hart , Anne Nafstad , Anu Kajamies , Minna Laakso

{"title":"Developing reciprocity between one-year-old children with visual impairment and additional disabilities and their mothers: The effects of bodily-tactile early intervention","authors":"Sini Peltokorpi , Saara Salo , Paul Hart , Anne Nafstad , Anu Kajamies , Minna Laakso","doi":"10.1016/j.lcsi.2024.100849","DOIUrl":"10.1016/j.lcsi.2024.100849","url":null,"abstract":"<div><p>Reciprocal interactions between parents and their children with visual impairment (VI) and additional disabilities (AD) may be compromised due to the children's disabilities. Children with VIAD may not be able to access their parents' nonverbal expressions, such as gazes or facial gestures. Moreover, the children's expressions can be difficult for their parents to read. The bodily-tactile modality can be used in interactions to compensate for a child's lack of vision. This multiple-case study investigated the effects of a bodily-tactile early intervention on interactional reciprocity in three sighted mothers and their one-year-old children with VIAD. The data consisted of eight hours of video recordings from four baseline, eight intervention, and three follow-up sessions. Baseline and intervention recordings were made weekly. The follow-up recordings were made one week, five weeks, and nine weeks after the last intervention session. The video data were analyzed using the principles of multimodal conversation analysis. The sequential analysis showed that interactive reciprocity between the mothers and their children increased during the intervention. The mothers began to use more of the bodily-tactile modality in early social play routines. Moreover, they started to treat their children's movements as meaningful turns in interaction and to give more time and space for their children to take their turns. The results suggest that the bodily actions of children with VIAD can become resources for their participation through their mothers' actions.</p></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"48 ","pages":"Article 100849"},"PeriodicalIF":2.0,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2210656124000576/pdfft?md5=5309cb014f1aff8c4f5553c1c5b5144e&pid=1-s2.0-S2210656124000576-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142089664","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

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 : 2024-08-01 Epub 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":"2024-08-01","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

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 : 2024-08-01 Epub 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":"2024-08-01","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

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 : 2024-08-01 Epub 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":"2024-08-01","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

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 : 2024-08-01 Epub 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":"2024-08-01","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