罗马尼亚罗姆青年的情境学习成功学习传记

IF 2.4 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Nicolae Nistor, Dorin Stanciu, Cornelia Vanea, Virginia Maria Sasu, Maria Dragotâ
{"title":"罗马尼亚罗姆青年的情境学习成功学习传记","authors":"Nicolae Nistor, Dorin Stanciu, Cornelia Vanea, Virginia Maria Sasu, Maria Dragotâ","doi":"10.2304/eerj.2014.13.3.311","DOIUrl":null,"url":null,"abstract":"European Roma are often associated with social problems and conflicts due to poverty and low formal education. Nevertheless, Roma communities traditionally develop expertise in ethnically specific domains, probably by alternative, informal ways, such as situated learning in communities of practice. Although predictable, empirical evidence of Romani situated learning practice and its socio-cognitive effects is scarce. This qualitative study with quantitative components outlines knowledge domains, social contexts, and the initiation and evolution of situated learning, along with their occurring frequencies, in eighteen biographies of young Romanian Roma students, from which four cases are presented in detail. The study suggests that situated learning is omnipresent in successful Roma learning biographies, and has positive, cognitive and social effects, such as expertise and social skills, which may prevent social exclusion and stigma. The conclusions are relevant for educational research, and for educators and policy makers involved in social work with Roma ethnics.","PeriodicalId":47336,"journal":{"name":"European Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":2.4000,"publicationDate":"2024-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Situated Learning in Young Romanian Roma Successful Learning Biographies\",\"authors\":\"Nicolae Nistor, Dorin Stanciu, Cornelia Vanea, Virginia Maria Sasu, Maria Dragotâ\",\"doi\":\"10.2304/eerj.2014.13.3.311\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"European Roma are often associated with social problems and conflicts due to poverty and low formal education. Nevertheless, Roma communities traditionally develop expertise in ethnically specific domains, probably by alternative, informal ways, such as situated learning in communities of practice. Although predictable, empirical evidence of Romani situated learning practice and its socio-cognitive effects is scarce. This qualitative study with quantitative components outlines knowledge domains, social contexts, and the initiation and evolution of situated learning, along with their occurring frequencies, in eighteen biographies of young Romanian Roma students, from which four cases are presented in detail. The study suggests that situated learning is omnipresent in successful Roma learning biographies, and has positive, cognitive and social effects, such as expertise and social skills, which may prevent social exclusion and stigma. The conclusions are relevant for educational research, and for educators and policy makers involved in social work with Roma ethnics.\",\"PeriodicalId\":47336,\"journal\":{\"name\":\"European Educational Research Journal\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":2.4000,\"publicationDate\":\"2024-09-17\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"European Educational Research Journal\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.2304/eerj.2014.13.3.311\",\"RegionNum\":2,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"European Educational Research Journal","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.2304/eerj.2014.13.3.311","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0

摘要

由于贫困和正规教育程度低,欧洲的罗姆人往往与社会问题和冲突联系在一起。然而,罗姆人社区传统上可能通过其他非正式的方式,如在实践社区中的情景学习,发展民族特定领域的专门知识。尽管可以预测,但有关罗姆人情景学习实践及其社会认知效果的经验证据却很少。本定性研究包含定量内容,概述了 18 个罗马尼亚罗姆族青年学生传记中的知识领域、社会背景、情景学习的启动和演变,以及其发生频率,并详细介绍了其中四个案例。研究表明,情境学习在成功的罗姆人学习传记中无处不在,并具有积极的认知和社会效应,如专业知识和社交技能,可防止社会排斥和羞辱。研究结论对教育研究、教育工作者和参与罗姆族社会工作的政策制定者具有现实意义。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Situated Learning in Young Romanian Roma Successful Learning Biographies
European Roma are often associated with social problems and conflicts due to poverty and low formal education. Nevertheless, Roma communities traditionally develop expertise in ethnically specific domains, probably by alternative, informal ways, such as situated learning in communities of practice. Although predictable, empirical evidence of Romani situated learning practice and its socio-cognitive effects is scarce. This qualitative study with quantitative components outlines knowledge domains, social contexts, and the initiation and evolution of situated learning, along with their occurring frequencies, in eighteen biographies of young Romanian Roma students, from which four cases are presented in detail. The study suggests that situated learning is omnipresent in successful Roma learning biographies, and has positive, cognitive and social effects, such as expertise and social skills, which may prevent social exclusion and stigma. The conclusions are relevant for educational research, and for educators and policy makers involved in social work with Roma ethnics.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
European Educational Research Journal
European Educational Research Journal EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.30
自引率
10.50%
发文量
33
期刊介绍: The European Educational Research Journal (EERJ) is a scientific journal interested in the changing landscape of education research across Europe. Education research increasingly crosses the borders of the national through its subjects of study, scholarly collaborations and references. The EERJ publishes education research papers and special issues which include a reflection on how the European context and other related global or regional dynamics shape their educational research topics. The European Educational Research Journal publishes double-blind peer-reviewed papers in special issues and as individual articles. The EERJ reviews submitted papers on the basis of the quality of their argument, the contemporary nature of their work, and the level of ''speaking'' to the European audience. Policy-makers, administrators and practitioners with an interest in European issues are now invited to subscribe. The EERJ publishes peer reviewed articles, essay reviews and research reports (forms of research intelligence across Europe)
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信