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

Teacher-student interactions in emergency remote teaching contexts: Navigating uncharted waters? 紧急远程教学环境中的师生互动：在未知的水域中航行？

IF 1.9 3区教育学

Learning Culture and Social Interaction Pub Date : 2023-09-29 DOI: 10.1016/j.lcsi.2023.100769

Filio Constantinou, Matthew Carroll

{"title":"Teacher-student interactions in emergency remote teaching contexts: Navigating uncharted waters?","authors":"Filio Constantinou, Matthew Carroll","doi":"10.1016/j.lcsi.2023.100769","DOIUrl":"https://doi.org/10.1016/j.lcsi.2023.100769","url":null,"abstract":"<div><p>Although employed in various emergency contexts globally (e.g., wildfires, earthquakes, hurricanes, snow days, epidemics, military conflict), emergency remote teaching (ERT) continues to be an under-researched mode, or type, of instruction. Through a mixed-methods design, involving a teacher questionnaire and follow-up interviews, this study sought to develop a more in-depth understanding of ERT by examining how it manifested itself during the COVID-19 school closures. The investigation focused specifically on the aspect of the pedagogical process that was probably most saliently affected by the sudden shift from in-person to remote teaching, namely, teacher-student communication. It identified some of the emergency communication practices observed during ERT and, using Grice's Cooperative Principle, explored their effectiveness and possible implications for student learning. More importantly, it illuminated the distinctive nature of communication in ERT settings, exposing the “communication norm vacuum” in which teachers and students had to operate when teaching moved online. As argued in the paper, the novelty of the communication context and teachers' and students' inability to draw upon well-established communication routines to navigate it, compromised communication and may be responsible for some of the learning loss observed during school closures.</p></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"43 ","pages":"Article 100769"},"PeriodicalIF":1.9,"publicationDate":"2023-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50197558","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

Coordinated activity and common ground during group problem solving in biology 生物学群体问题解决过程中的协调活动与共同点

IF 1.9 3区教育学

Learning Culture and Social Interaction Pub Date : 2023-09-29 DOI: 10.1016/j.lcsi.2023.100767

Anna F. DeJarnette , Stephanie M. Rollmann , Dieter F. Vanderelst , John E. Layne

{"title":"Coordinated activity and common ground during group problem solving in biology","authors":"Anna F. DeJarnette , Stephanie M. Rollmann , Dieter F. Vanderelst , John E. Layne","doi":"10.1016/j.lcsi.2023.100767","DOIUrl":"https://doi.org/10.1016/j.lcsi.2023.100767","url":null,"abstract":"<div><p>For groupwork to support learning it requires that students establish mutual knowledge, which is information that becomes shared among all group members. In this study, we analyzed the verbal interactions of two groups of high school students working on a color vision activity. Students within a group each wore different color-filtering goggles, and compared their individual perceptions to identify various colors they viewed together. Because the color-filtering goggles gave each student different information related to the task, sharing knowledge was necessary for successful color recognition. Our analysis was guided by the questions, <em>how did students establish mutual knowledge through their talk</em>? And, <em>what types of knowledge were shared through these processes</em>? We found that students were more inclined to explain—including providing warrants for their claims—when they used discussion moves such as asking each other questions, reacting to each other's statements, and incorporating multiple perspectives. Practical interventions designed to teach students to work productively in groups should attend to expectations around the content of students' talk in addition to the range of talk moves that students can use to contribute to a discussion.</p></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"43 ","pages":"Article 100767"},"PeriodicalIF":1.9,"publicationDate":"2023-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50197556","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

Disciplinary dialogues: Exploring the association between classroom dialogue and learning outcomes within and between subjects in English primary schools 学科对话：探究英语小学学科内部和学科之间的课堂对话与学习结果之间的关系

IF 1.9 3区教育学

Learning Culture and Social Interaction Pub Date : 2023-09-18 DOI: 10.1016/j.lcsi.2023.100742

Annabel Amodia-Bidakowska, Sara Hennessy, Paul Warwick

{"title":"Disciplinary dialogues: Exploring the association between classroom dialogue and learning outcomes within and between subjects in English primary schools","authors":"Annabel Amodia-Bidakowska, Sara Hennessy, Paul Warwick","doi":"10.1016/j.lcsi.2023.100742","DOIUrl":"https://doi.org/10.1016/j.lcsi.2023.100742","url":null,"abstract":"<div><p>There is a large literature on the types of classroom dialogue that are theorised to be productive for learning; however, there is very little evidence for whether these forms of dialogue are more common, applicable or impactful in certain subjects. This mixed-methods study explored how dialogue unfolds in different curriculum contexts. Classroom dialogue was examined through naturalistic observations of English, mathematics and science lessons involving children aged 10–11 in primary schools in England. The Cambridge Dialogue Analysis Scheme (Vrikki, Wheatley, Howe, Hennessy, & Mercer, 2019) was used to investigate the frequency of key dialogue features in 72 lessons. Statistical analysis identified that reasoned dialogue is more frequent in mathematics and both English and mathematics have a proclivity towards more elaborated dialogue (clarifying/building on ideas) in comparison to science. Furthermore, relationships between student attainment and subject dialogues were examined in 63 lessons through multi-level modelling, revealing that elaboration of own and others' ideas (in conjunction with reference to the wider context) in English was associated with student attainment in reading and spelling, punctuation and grammar. No other significant associations between subject dialogues and student attainment emerged. The findings have highlighted that teacher professional development on dialogue should be sensitive to the disciplinary context.</p></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"43 ","pages":"Article 100742"},"PeriodicalIF":1.9,"publicationDate":"2023-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50197559","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 social engineering of civility in a progressive middle school 进步中学的文明社会工程

IF 1.9 3区教育学

Learning Culture and Social Interaction Pub Date : 2023-09-13 DOI: 10.1016/j.lcsi.2023.100757

Mark Philip Smith

引用次数: 0

The situated nature of dialogic interactions: Children's talk across different tasks 对话互动的情境性：儿童在不同任务中的对话

IF 1.9 3区教育学

Learning Culture and Social Interaction Pub Date : 2023-08-01 DOI: 10.1016/j.lcsi.2023.100728

Sylvia Rojas-Drummond, Ana Luisa Rubio-Jimenez, Flora Hernández-Carrillo

{"title":"The situated nature of dialogic interactions: Children's talk across different tasks","authors":"Sylvia Rojas-Drummond, Ana Luisa Rubio-Jimenez, Flora Hernández-Carrillo","doi":"10.1016/j.lcsi.2023.100728","DOIUrl":"10.1016/j.lcsi.2023.100728","url":null,"abstract":"<div><p>This paper analysed the situated nature of dialogic interactions by comparing primary-school children's communicative patterns when solving two divergent literacy tasks versus a convergent logical-reasoning task. Peer interactions were analysed using a compact version of the CAM-UNAM Scheme for Educational Dialogue Analysis (SEDA), which qualifies dialogic interactions. Compact-SEDA allowed systematic, fine-grained analyses of children's conversations when addressing each task. We related children's communicative patterns to dialogic interaction styles previously identified as productive for learning, namely ‘co-constructive’ and ‘exploratory’. Results showed that children subtly adapted their discussions to the knowledge domain and nature of the task. For the divergent tasks, children created meaning jointly by elaborating, chaining, and gradually transforming their own and each other's ideas, negotiating perspectives and seeking agreements. This pattern reflects a ‘co-constructive’ interaction style. In contrast, for the convergent task, children reasoned together, positioned themselves in the dialogue by agreeing or disagreeing with each other's ideas, and supported their positions by making their reasoning explicit through arguments and counter-arguments. This pattern reflects an ‘exploratory’ interaction style. Results confirm and expand findings from previous studies on peer communication patterns associated with the nature of the task, using more comprehensive, refined and objective analytical tools than previously employed.</p></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"41 ","pages":"Article 100728"},"PeriodicalIF":1.9,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48446101","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

Interpersonal touch in guided walking: Socialization to be pedestrians in Japan 导行中的人际接触:日本的步行者社会化

IF 1.9 3区教育学

Learning Culture and Social Interaction Pub Date : 2023-08-01 DOI: 10.1016/j.lcsi.2023.100732

Matthew Burdelski

引用次数: 0

“Don't touch”: Negotiating the boundaries of acceptable touching in classrooms “不要触摸”：协商课堂上可接受触摸的界限

IF 1.9 3区教育学

Learning Culture and Social Interaction Pub Date : 2023-08-01 DOI: 10.1016/j.lcsi.2023.100730

Ulla Karvonen , Sara Routarinne , Liisa Tainio

{"title":"“Don't touch”: Negotiating the boundaries of acceptable touching in classrooms","authors":"Ulla Karvonen , Sara Routarinne , Liisa Tainio","doi":"10.1016/j.lcsi.2023.100730","DOIUrl":"https://doi.org/10.1016/j.lcsi.2023.100730","url":null,"abstract":"<div><p>In peer interactions within educational settings, students touch each other to display affection, to build a sense of togetherness and to manage each other's participation. On the other hand, embodied acts between students can also be physically forceful, embarrassing, or feel uncomfortable. While certain touch types such as caressing, stroking and tapping are typically associated with displays of affection, all touches are situated, and participants locally negotiate their meanings, functions, and appropriateness. In this article, we examine how boundaries of acceptable touch and rights to touch others are locally negotiated in the classrooms. We analyze three episodes in which the touch-recipient or a bystanding teacher rejected an affectionate student-to-student touch, and the rejection included a verbal description that portrayed the touch as a violation, thus assigning a moral meaning to the tactile act. The data for the study consists of video-recorded classroom interaction, and multimodal conversation analysis is used as the method for analyzing the data. Our analysis shows that in these episodes, two kinds of moral orders were invoked: a more universal one that demands respect for a person's bodily integrity and an institutional one that demands students to maintain an orderly classroom by refraining from disturbing the other's engagement in pedagogical activities.</p></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"41 ","pages":"Article 100730"},"PeriodicalIF":1.9,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50197489","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

Touch in learning interactions with autistic children: Socialising attention and engagement 接触与自闭症儿童的学习互动:社会化注意力和参与

IF 1.9 3区教育学

Learning Culture and Social Interaction Pub Date : 2023-08-01 DOI: 10.1016/j.lcsi.2023.100731

Vivien Heller

{"title":"Touch in learning interactions with autistic children: Socialising attention and engagement","authors":"Vivien Heller","doi":"10.1016/j.lcsi.2023.100731","DOIUrl":"10.1016/j.lcsi.2023.100731","url":null,"abstract":"<div><p>Learning is fundamentally based on the participants' mutual attention, and this attention is accomplished through bodily alignment and observable displays of engagement. Various forms of disengagement are common in educational settings, especially in inclusive classrooms. Drawing on multimodal interaction analysis, the present study explores the role of interpersonal touch as a crucial component of adults' multimodal attempts to re-involve a boy with Asperger's syndrome in instructional activities, focusing on situations associated with frustration and distress. Based on video recordings of instructional activities, the analytical focus is on (i) how the autistic child, through verbal and bodily means, signals the state of his engagement, (ii) how adults use touch together with other resources to re-involve the child, and (iii) how the child responds to touch. By showing how touch is adapted to the child's haptic preferences and used to (re)establish readiness to engage in instructional activities after moments of distress, the study outlines some of the embodied practices relevant to socialising students with ASD into morally accountable ways of participating in everyday learning situations. By observing the child's responses to touch, the study documents not only autistic children's active role in socialisation, but also their competence in accounting for their behaviour.</p></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"41 ","pages":"Article 100731"},"PeriodicalIF":1.9,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43152453","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

Teacher self-correction of conceptual error: Fictionalisation and shifting epistemological stance in early childhood education teaching 教师概念错误的自我纠正：幼儿教育教学中的虚构与认识论立场的转变

IF 1.9 3区教育学

Learning Culture and Social Interaction Pub Date : 2023-08-01 DOI: 10.1016/j.lcsi.2023.100719

Johanna Frejd , Niklas Pramling

{"title":"Teacher self-correction of conceptual error: Fictionalisation and shifting epistemological stance in early childhood education teaching","authors":"Johanna Frejd , Niklas Pramling","doi":"10.1016/j.lcsi.2023.100719","DOIUrl":"10.1016/j.lcsi.2023.100719","url":null,"abstract":"<div><p>Teachers making errors in explanation that require subsequent self-correction is presumably common in education. However, it may be difficult to capture in research. In this study, teacher self-correction in the context of early childhood science education within a fictive frame was captured on video when documenting science activities over a prolonged time. How the teachers address the error they discover in their teaching and work in correcting it in subsequent activities are analyzed. The error identified and addressed concerns the distinction between a tornado and a dust devil (dust vortex). The empirical data consist of video recordings of teachers-children interaction in Swedish preschool. The participating children are 4 to 5 years old. The findings clarify how the teachers in addressing and correcting the conceptual error uses different semiotic means, with a particular emphasis on the coordination of gesturing and verbal explication when contrasting and explaining the different phenomena. The analysis also clarifies how the fictive character employed leads to a shift in epistemic status of the teachers to becoming co-learners with the children. How addressing and amending errors in explanation may function in deepening meaning making rather than working detrimental to it is discussed.</p></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"41 ","pages":"Article 100719"},"PeriodicalIF":1.9,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47964292","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

Students' discourses on interprofessional collaboration in the context of Finnish early childhood education 芬兰幼儿教育背景下的学生跨专业合作话语

IF 1.9 3区教育学

Learning Culture and Social Interaction Pub Date : 2023-08-01 DOI: 10.1016/j.lcsi.2023.100736

Sanni Kahila, Tiina Kuutti, Johanna Heikka, Nina Sajaniemi

{"title":"Students' discourses on interprofessional collaboration in the context of Finnish early childhood education","authors":"Sanni Kahila, Tiina Kuutti, Johanna Heikka, Nina Sajaniemi","doi":"10.1016/j.lcsi.2023.100736","DOIUrl":"10.1016/j.lcsi.2023.100736","url":null,"abstract":"<div><p>Around the world, the professionalism of early childhood education (ECE) has been under reform. In Finland, the administrative changes of recent years have raised the need to clarify and strengthen interprofessional collaboration among ECE professionals. This study examined ECE students' discourses of interprofessional collaboration in ECE teams and ECE professionals' differentiated expertise and competence. The data were collected by conducting focus group interviews (n = 17) for ECE teacher students (n = 20) and social pedagogue students (n = 9) as well as childcare students (n = 12). As a result, six discourses of interprofessional collaboration were identified: interprofessional collaboration as a prerequisite, secondary asset, unclear, causing inequality, impossibility, as well as a need for improvement. The discourses of expertise and competence, in turn, considered education-specific areas, differentiated pedagogical expertise and competence, and theory versus practice. The results reflect how ECE students create their understanding about their future profession surrounded by contradictory discourses. The study provides perspectives that can be utilised by working life and education programmes to support ECE professionals' professional development and improve the interprofessional collaboration in ECE teams.</p></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"41 ","pages":"Article 100736"},"PeriodicalIF":1.9,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49646418","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