在一个包容的课堂中,从在场、归属到参与的转变:一项眼球追踪研究

IF 0.7 Q3 EDUCATION & EDUCATIONAL RESEARCH
T. Teo, Ching Yee Pua
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引用次数: 0

摘要

摘要尽管许多关于特殊教育需求(SEN)的研究都讨论了教育环境中的包容性努力,但还需要更近距离的研究来研究如何支持有特殊教育需求的学生实现这一目标。这项研究讨论了从眼动仪和课堂视频中收集的近端数据,显示了有特殊教育需要的学生如何在包容性课堂中的存在、归属和参与状态之间转换。通过对包容性科学课堂的眼动追踪案例研究,重点关注科学教师如何支持有阅读障碍的学生学习科学,我们揭示了教师如何通过这种变革性体验支持学生。我们对转换进行了表征,并研究了这些转换是如何发生的,发现这些转换是非单向的,并且可能由于教师眼睛凝视的变化而过早地被截断。有些学生在上课时可能不会进入参与状态。教学实践促进了这些转变。讨论了包容性课堂对教师的影响以及包容性课堂中的研究。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Transitions from presence, belonging to engaged participation in an inclusive classroom: an eye-tracking study
ABSTRACT While many studies about special education needs (SEN) have discussed inclusive efforts in educational settings, more proximal research examining ways to support students with SEN in-process to achieve is needed. This study discussed proximal data, collected from eye trackers and lesson videos, showing how students with SEN transit between the state of presence, belonging, and engaged participation in an inclusive classroom. Using an eye tracking case study of an inclusive science classroom, with a focus on how science teachers support students with dyslexia to learn science, we unpacked how the teacher supported students through such a transformative experience. We characterised the transitions and examined how these transitions happen and found that the transitions were non-unidirectional and could be prematurely truncated due to a change in the teacher’s eye gaze. Some students might not move to the state of engaged participation during a lesson. These transitions were facilitated by the teaching practices. Implications for teachers of inclusive classrooms and research in inclusive classrooms were discussed.
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来源期刊
Pedagogies
Pedagogies EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.10
自引率
0.00%
发文量
25
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