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Side-by-side coaching: Decomposing a practice-embedded teacher learning opportunity Learning, Culture and Social Interaction (IF 1.913) Pub Date : 2024-03-14 Jen Munson, Erin E. Baldinger, Mari Altshuler, Han Sol Lee
Practice-embedded learning opportunities close the gap between professional development and practice. Side-by-side coaching can serve as such a learning opportunity by situating the teacher and coach in co-participation in the teacher's classroom. In this paper, we decompose side-by-side coaching drawing on Rogoff's (1995) constructs of guided participation and appropriation to demonstrate how co-participation
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The many forms and functions of touch in educational settings: Shared attention and appropriate engagement Learning, Culture and Social Interaction (IF 1.913) Pub Date : 2024-03-11 Helen Melander Bowden
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Thematic engagements: Affects and learning in older age Learning, Culture and Social Interaction (IF 1.913) Pub Date : 2024-02-27 Tania Zittoun, Martina Cabra
In this paper, we propose a sociocultural perspective to consider affects in older age. The psychology of learning throughout the whole life course, including in the life of older adults, suggest that affects play an important role. However, developmental psychology has paid little attention to affects in learning and development, and even less to these aspects in older age. We believe that it is important
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Navigating I-positionings in higher education Service Learning as hybrid scenarios: a case study Learning, Culture and Social Interaction (IF 1.913) Pub Date : 2024-02-14 Beatriz Macías-Gómez-Estern, José Luis Lalueza
This paper is part of a larger study on learning processes and identity change in university students participating in Service Learning (SL) programmes, considered as containing practices and values from at least two settings: academic activity and professional intervention. Our SL programmes, carried out in formal schools serving children from Roma and migrant backgrounds, challenge dominant views
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What does the ‘chat’ tell us about participation and engagement in online video conferencing? Learning, Culture and Social Interaction (IF 1.913) Pub Date : 2024-02-10 Elizabeth Stokoe, Jessica Win See Wong, Jessica Pedersen Belisle Hansen, Damian Roland, Tessa Davis
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Mathematics as an aspect of vocational knowing in animal caregiving, from a student perspective Learning, Culture and Social Interaction (IF 1.913) Pub Date : 2024-02-09 Maria Christidis, Annika Hemingstam, Viveca Lindberg
The purpose of this study was to explore whether and how students experience mathematics as an aspect of vocational knowing in the Swedish upper secondary Natural Resource Programme, in the orientation of animal care, and in the vocation. Data for the study comprised teacher's documented planning, student interviews, followed by a validation of the interviews. Data were initially analysed thematically
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The matter of math: Guiding the blind to touch the Pythagorean theorem Learning, Culture and Social Interaction (IF 1.913) Pub Date : 2024-01-13 Brian L. Due
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Bullying within academia: A cultural and structural analysis Learning, Culture and Social Interaction (IF 1.913) Pub Date : 2023-12-18 Todd Migliaccio, Anthony Rivas, Bita Rivas, Rachel Stark
Bullying among academics, while one of the highest rates of workplace bullying, remains to be understudied as a topic, limiting our understanding of it. It is largely addressed as interpersonal conflict, as opposed to an experience that is integrated into the culture of an institution. Utilizing a System's Model perspective, we evaluated how the culture and structure of academic departments influenced
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Community engagement of underrepresented college students: Ultra-orthodox students in Israel as social change agents Learning, Culture and Social Interaction (IF 1.913) Pub Date : 2023-12-14 Zvika Orr, Edith Blit-Cohen, Maya Vardi, Bina Be'eri, Daphna Golan-Agnon
This article aims to contribute to the emerging body of research on community engagement of college students from minority and underserved groups. It examines community engagement programs involving students from the Jewish ultra-Orthodox society in Israel, a minority group that is clearly underrepresented in the higher education system in Israel. Using qualitative methods, this article analyzes how
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Vocational teaching practices for online learning during a state of emergency and its relation to collaboration with colleagues Learning, Culture and Social Interaction (IF 1.913) Pub Date : 2023-12-02 Meidi Sirk
Previous studies focusing on change in vocational education have shown that collaboration shapes the professionality of vocational teachers (VTs) and helps them better adapt to change. The most collaborative VTs also use more learner-centred teaching practices. However, this raises the question of which teaching practices VTs implemented for online learning in the state of emergency and how these related
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Identities in motion – Boundary-crossing learning from an intrapersonal perspective Learning, Culture and Social Interaction (IF 1.913) Pub Date : 2023-11-30 Marina Bergman-Pyykkönen, Ritva Engeström, Synnöve Karvinen-Niinikoski
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
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Working within and against school structures: Exploring elementary teachers' agency for science and engineering instruction Learning, Culture and Social Interaction (IF 1.913) Pub Date : 2023-11-29 Alison K. Mercier
Many elementary classrooms lack science and engineering instruction. This problem is compounded by teachers who feel they lack the autonomy, trust, and agency to include these experiences in their elementary curricula. However, this view of elementary teachers perpetuates prevalent pessimism focusing on what teachers lack and cannot accomplish. This study pushes back against these dominant narratives
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Claiming insufficient knowledge in pairwork and groupwork classroom activities Learning, Culture and Social Interaction (IF 1.913) Pub Date : 2023-11-20 Tamah Sherman, František Tůma
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
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Beyond school-related learning: Parent-child homework talk as a morality building activity Learning, Culture and Social Interaction (IF 1.913) Pub Date : 2023-11-21 Letizia Caronia, Vittoria Colla
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
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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] Learning, Culture and Social Interaction (IF 1.913) Pub Date : 2023-11-20 Lea Eldstål-Ahrens, Malin Nilsen, Niklas Pramling
Abstract not available
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Student-centredness in physics laboratory teaching sessions Learning, Culture and Social Interaction (IF 1.913) Pub Date : 2023-10-24 Sami Lehesvuori, Antti Lehtinen, Raija Hämäläinen, Jussi Maunuksela, Pekka Koskinen
There is a call for more interactive and student-centred pedagogy in higher education. This also concerns physics laboratory work, where student investigations are too often passive repetitions of close-ended tasks with little guidance from teaching assistants. To address this gap, a laboratory course was designed to enhance active student participation and interaction between students and teaching
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Privileged discourses, teacher agency and alternative subjectivities: Analyzing Janus-faced character of English language pedagogy Learning, Culture and Social Interaction (IF 1.913) Pub Date : 2023-10-20 Waqar Ali Shah
The present study examines English language pedagogy as a Janus-faced phenomenon based on interviews with 40 English language teachers in one province of Pakistan. The study draws on Foucault's writings on power relations and agency. The findings suggest that besides disciplinary techniques of surveillance and examination, states of domination maintained through officially sanctioned discourses and
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Perezhivanie: An investigation into drama and emotions as children enter a conceptual Playworld Learning, Culture and Social Interaction (IF 1.913) Pub Date : 2023-10-19 Ade Dwi Utami, Marilyn Fleer, Liang Li
A growing number of studies have investigated play in early childhood education, with some bringing forward the development of emotions in imaginary play situations. Of significance, is the creative pedagogy of play developed by Lindqvist (1995) who drew on a cultural-historical concept of play to bring forward emotions in Playworld. This paper investigates how children experience different perezhivanie
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A critical ethnography on instructor-student interactions in a mathematics teacher education course Learning, Culture and Social Interaction (IF 1.913) Pub Date : 2023-10-06 Musa Sadak
This study aimed to investigate the instructor-student interactions in a secondary level mathematics teacher education course through a critical ethnographic perspective. Participants in the study were 16 pre-service teachers at one of the large midwestern universities in the U.S. The data for the study consists of the transcribed audio recordings collected in four classroom meetings as well as exclusive
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Embracing abuelita epistemologies, “Nací para bailar”: A pathway for creating culturally sustaining lessons for LatinX students Learning, Culture and Social Interaction (IF 1.913) Pub Date : 2023-09-29 Karen L. Kohler, Katherine Espinoza
The study examines how LatinX children can strengthen their identities through authentic school-community collaborative partnerships by building on cultural and familial capital. A critical ethnography (Palmer & Caldas, 2015) was employed to explore the effects of utilizing a community artist to impart ancestral knowledge- abuelita epistemologies to students at a K-5 elementary school. Data were collected
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Teacher-student interactions in emergency remote teaching contexts: Navigating uncharted waters? Learning, Culture and Social Interaction (IF 1.913) Pub Date : 2023-09-29 Filio Constantinou, Matthew Carroll
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
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Coordinated activity and common ground during group problem solving in biology Learning, Culture and Social Interaction (IF 1.913) Pub Date : 2023-09-29 Anna F. DeJarnette, Stephanie M. Rollmann, Dieter F. Vanderelst, John E. Layne
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
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Teaching argumentation with a dialogic stance: A case of an 11th-grade English language arts classroom Learning, Culture and Social Interaction (IF 1.913) Pub Date : 2023-09-29 Min-Young Kim, Eileen Shanahan
In this article, we present a case of teaching argumentation with a dialogic stance to explore how such teaching shapes what counts of argumentation and engages students in a sophisticated and nuanced understanding of argumentation. Adopting a microethnographic approach to discourse analysis, we closely examine the interactions in one argumentation lesson in a high school English class. The findings
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Disciplinary dialogues: Exploring the association between classroom dialogue and learning outcomes within and between subjects in English primary schools Learning, Culture and Social Interaction (IF 1.913) Pub Date : 2023-09-18 Annabel Amodia-Bidakowska, Sara Hennessy, Paul Warwick
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
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The social engineering of civility in a progressive middle school Learning, Culture and Social Interaction (IF 1.913) Pub Date : 2023-09-13 Mark Philip Smith
This paper discusses the efforts of teachers at a progressive U.S. middle school to socially engineer the ontology of a group of 7th and 8th grade girls to become more inclusive in their relationships with their peers. I argue that this effort was authoritative and that the teacher-promoted civility discourse usurped students' genuine dialogic investigation of the realities faced in their relationships
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A cultural-historical exploration of relational ethics in research involving children Learning, Culture and Social Interaction (IF 1.913) Pub Date : 2023-09-07 Gloria Quinones, Niina Rutanen, Yaiza Lucas Revilla
Participatory studies involving children are a growing topic of debate concerning research on early childhood education and care (ECEC). Developments in ethnographic methods and the use of video recordings to collect data have raised new challenges for researchers who study children regarding such issues as formal procedures for informed consent and obtaining children's assent to research encounters
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Learning with the land: How sixth graders restory interactions with the land through field experiences Learning, Culture and Social Interaction (IF 1.913) Pub Date : 2023-09-04 Lili Yan, Devon S. Isaacs, Breanne K. Litts, Melissa Tehee, Stuart Baggaley, Jennifer Jenkins
The recent pandemics and social movements call for the need to pause and rethink our relationship with more-than-human worlds, particularly our activities in relation to the land. In our work as a team of Indigenous and non-Indigenous researchers, educators, and designers, we explored how land-based pedagogy can contribute to a transformative learning experience for sixth graders through disrupting
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Instructional touch: The organisation of a close and closed interaction space for individualised instruction in ‘open classrooms’ Learning, Culture and Social Interaction (IF 1.913) Pub Date : 2023-08-24 Tanya Tyagunova, Georg Breidenstein
The article focuses on the use of touch, in concert with body and talk, as a resource for the organisation of teacher instruction in the context of individualised learning in ‘open classrooms’ in German primary schools. Drawing on video observations of naturally occurring interactions between teachers and students in one such school, we analyse what is specific to teachers' instructional practices
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Your shoes or mine? Examining perspective taking in social interaction Learning, Culture and Social Interaction (IF 1.913) Pub Date : 2023-08-24 Shai Goldfarb Cohen, Amit Zveik Lavi, Ofri Wagner-Lebel, Gideon Dishon
Social Perspective taking (SPT) is the aptitude to consider others' thoughts, feelings, intentions, and motivations in a particular situation. Our goal was to gain a deeper understanding of SPT by focusing on its dynamic and social nature. Qualitatively analyzing small group dialogues in an 8th-grade humanities classroom, we explore the interplay between the level of SPT acts and dialogical moves.
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“This friend was nice”: Young children's negotiation of social relationships in and through interactions with (play) objects Learning, Culture and Social Interaction (IF 1.913) Pub Date : 2023-08-18 Magnus Karlsson, Nicola Nasi
This paper explores children's deployment of objects in negotiating social relationships during peer play. Drawing from video-ethnographic research in a Swedish preschool, this study builds on insights from a cultural-historical perspective on children's learning and development, which is integrated with a multimodal interactional perspective on human social action. Specifically, the article analyzes
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The role of imagination in science education in the early years under the conditions of a Conceptual PlayWorld Learning, Culture and Social Interaction (IF 1.913) Pub Date : 2023-08-17 Marilyn Fleer
Scientists imagine when thinking scientifically, often conceptualised as thought experiments (Albert Einstein), reconciling both the study of the universe and the molecular world (Stephen Hawking) or when engaging with complex ideas, such as in genetics when imagining going down a microscope to study genes (Barbara McClintock). These imaginings are important in science. But does imagination matter
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Exploring emotion regulation in small ensemble contexts; three cases from higher music education Learning, Culture and Social Interaction (IF 1.913) Pub Date : 2023-08-11 Damla Tahirbegi
This article reports on a qualitative study investigating the construct of regulation within the context of small music ensembles in Higher Music Education (HME). A multiple-case study approach is chosen to explore the socio-emotional interactions and students' regulatory processes when confronted with socio-emotional challenges. The study relates group-level video observations of three ensembles (classical
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“We're all like one big family”: How teacher-coaches' after-school PLC's influence STEM Club success Learning, Culture and Social Interaction (IF 1.913) Pub Date : 2023-08-08 Kylie J. Swanson, Margaret R. Blanchard, Kristie S. Gutierrez
Participation in professional learning communities (PLCs) has enhanced teacher planning and curriculum implementation during the regular school day, but PLCs have not been studied in connection with after-school programs. This comparative case study investigated the interactions of Teacher-Coaches during after-school PLCs at two rural middle schools in the southeastern U.S. as they planned for STEM
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Differences and similarities in the development of Professional Learning Communities: A cross-case longitudinal study Learning, Culture and Social Interaction (IF 1.913) Pub Date : 2023-08-06 Fred Huijboom, Pierre van Meeuwen, Ellen Rusman, Marjan Vermeulen
Professional learning communities (PLC) are considered a rich environment for teacher professional development. Through a cross-case longitudinal analysis, using questionnaires, interviews and observations, we explored the effect of school context factors on the development of seven PLCs in Dutch secondary education. The study revealed the importance of a pro-active, stimulating role of the school
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Machine learning – A new kind of cultural tool? A “recontextualisation” perspective on machine learning + interprofessional learning Learning, Culture and Social Interaction (IF 1.913) Pub Date : 2023-07-27 David Guile
The paper argues that (a) Machine Learning (ML) constitutes a cultural tool capable of learning through perceiving patterns in data, (b) the kind of learning ML is capable of nevertheless constitutes a more circumscribed kind of learning compared with how that concept has been interpreted in sociocultural (S-c) theory; and, (c) the development of ML is therefore further extending and distributing the
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Editorial Board Learning, Culture and Social Interaction (IF 1.913) Pub Date : 2023-07-26
Abstract not available
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Supporting children's friendship stability in a culturally diverse school with a dialogic approach: A case study Learning, Culture and Social Interaction (IF 1.913) Pub Date : 2023-07-12
Children's competence to establish and maintain meaningful peer relationships is essential in Early Childhood Education. This capacity, known as friendship stability, has recently attracted researchers' attention due to its implications for high-quality friendships. This is crucial in the early years because stable friendship ties are associated with positive academic results and prosocial behavior
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Students' discourses on interprofessional collaboration in the context of Finnish early childhood education Learning, Culture and Social Interaction (IF 1.913) Pub Date : 2023-07-06 Sanni Kahila, Tiina Kuutti, Johanna Heikka, Nina Sajaniemi
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
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Interpersonal touch in guided walking: Socialization to be pedestrians in Japan Learning, Culture and Social Interaction (IF 1.913) Pub Date : 2023-06-30 Matthew Burdelski
This paper examines forms of interpersonal touch (e.g., control, protect) in guided walking outdoors with children in (sub)urban outdoor settings. Based on data from naturally occurring interaction in two Japanese preschools, the analysis details the organization of walking activities and the ways interpersonal touch and other resources were used by teachers and children in orienting towards safety
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The integration of different approaches to study the interpersonal dynamics of argumentation Learning, Culture and Social Interaction (IF 1.913) Pub Date : 2023-06-30 Antonio Bova, Francesco Arcidiacono
Abstract not available
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Touch in learning interactions with autistic children: Socialising attention and engagement Learning, Culture and Social Interaction (IF 1.913) Pub Date : 2023-06-23 Vivien Heller
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
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“Don't touch”: Negotiating the boundaries of acceptable touching in classrooms Learning, Culture and Social Interaction (IF 1.913) Pub Date : 2023-06-22 Ulla Karvonen, Sara Routarinne, Liisa Tainio
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
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Convergence of control and affection in classroom management: affectionate and disciplining touch and talk Learning, Culture and Social Interaction (IF 1.913) Pub Date : 2023-06-20 Asta Cekaite, Disa Bergnehr
The present study examines mundane social interactions in a Swedish preschool where teachers use affectionate touch for the purposes of classroom management. The data consists of observations of everyday activities, video-recorded at a regular Swedish early childhood educational institution, involving three-to-five-year-old children. Video-recorded data were analysed using Multimodal Conversation Analysis
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How can team teaching succeed? Exploring team building and its critical characteristics in preschool bilingual education Learning, Culture and Social Interaction (IF 1.913) Pub Date : 2023-06-15 Mila Schwartz, Miriam Minkov
The aim of this study was to explore how team is built and how it works as a type of social interaction in preschool bilingual education. More specifically, we asked how teachers of the societally dominant language (Hebrew) and heritage language (Russian) to 3–4-year-olds make decisions about their teamwork and what makes this work successful in the different domains of classroom environment. This
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Video-based mind maps in higher education: A design-based research study of pre-service teachers' co-construction of shared knowledge Learning, Culture and Social Interaction (IF 1.913) Pub Date : 2023-06-08 Charlotte Beal, Magnus Hontvedt
In this design-based study first-year pre-service teachers co-constructed video-based mind maps as part of a pedagogy course. The students produced self-made group videos and uploaded them to a joint platform before working with peers' group videos in a mind map structure. The course topic was learning sciences research, and the goal was to create a shared understanding about the course content before
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The situated nature of dialogic interactions: Children's talk across different tasks Learning, Culture and Social Interaction (IF 1.913) Pub Date : 2023-06-07 Sylvia Rojas-Drummond, Ana Luisa Rubio-Jimenez, Flora Hernández-Carrillo
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
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Teacher self-correction of conceptual error: Fictionalisation and shifting epistemological stance in early childhood education teaching Learning, Culture and Social Interaction (IF 1.913) Pub Date : 2023-05-31 Johanna Frejd, Niklas Pramling
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
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Editorial Board Learning, Culture and Social Interaction (IF 1.913) Pub Date : 2023-05-25
Abstract not available
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In pursuit of a more unified method to measuring classroom dialogue: The dialogue elements to compound constructs approach Learning, Culture and Social Interaction (IF 1.913) Pub Date : 2023-05-11 Edith Bouton, Christa S.C. Asterhan
There is increasing scholarly agreement about the key features of academically productive classroom dialogue. Yet, despite this emerging conceptual consensus, the ways in which it is measured and coded in quantitative research efforts vary significantly. In order to communicate, compare and integrate findings from this rich body of empirical research and to further theory refinement, a more unified
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Considerations to engage a funds of identity approach as a vehicle toward epistemic justice in educational settings Learning, Culture and Social Interaction (IF 1.913) Pub Date : 2023-05-06 Adriana Alvarez, Leah Peña Teeters, William R. Penuel, Moisès Esteban-Guitart
This conceptual article argues that not only are agency and imagination key concepts in the funds of identity work, but that they are a compelling vehicle toward epistemic justice through envisioned futures. We summarize sociocultural perspectives of imagination and agency as emerging processes within a funds of identity approach and make visible the ways these evolved into future visions of epistemic
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Construction and enactment of interdisciplinarity: A grounded theory case study in Liberal Arts and Sciences education Learning, Culture and Social Interaction (IF 1.913) Pub Date : 2023-05-03 Xin Ming, Miles MacLeod, Jan van der Veen
This article explores how interdisciplinarity is constructed and enacted in a Liberal Arts and Sciences (LAS) educational environment, when self-tailored personal academic development is intertwined with collaborative group work involving various disciplinary input. A case study taking a grounded theory approach analyzed how interdisciplinarity emerged from collaborative groupwork dynamics in which
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In quest for a dialogic space: A microethnographic approach to classroom interaction about writing Learning, Culture and Social Interaction (IF 1.913) Pub Date : 2023-04-04 M. Khosronejad, M. Ryan, L. Weber
This article offers insight into dialogic spaces in a professional development program, aiming to improve writing at Australian elementary schools. We apply an ethnomethodological case study through the lens of reflexivity theory to explore dialogic interaction in a year 3 writing lesson. We demonstrate how various contextual conditions are negotiated by teacher and students during the teaching of
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The impact of different scaffolding techniques on IELTS candidates' writing anxiety: From perceptions to facts Learning, Culture and Social Interaction (IF 1.913) Pub Date : 2023-03-28 Hamed Abbasi Mojdehi, Abbas Ali Zarei
Writing anxiety is effective on writing performance. Although anxiety is not always an obstacle, controlling its probable damages can facilitate the learning process. The present study investigated the effects of peer, reciprocal, and distributed scaffolding on English as Foreign Language (EFL) learners' anxiety level. 120 IELTS candidates were randomly selected in an IELTS center in Iran. Prior to
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Fiction talk as a reflective practice: Medical students discussing possible learning outcomes from fiction seminars Learning, Culture and Social Interaction (IF 1.913) Pub Date : 2023-03-20 Anja Rydén Gramner
In medical education, reflection is widely considered to be an important skill for physicians, and thus an important skill for medical students to learn. There is however no consensus on how reflection should be taught, and empirical research on in-situ reflective practices in medical education is fairly uncommon. This paper uses discursive psychology (DP) as theoretical and methodological framework
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Patterns of peer talk in consensus-oriented classrooms: Deliberative argumentation or rush toward consensus? Learning, Culture and Social Interaction (IF 1.913) Pub Date : 2023-03-16 Andreas Reichelt Lind, Emilia Andersson-Bakken, Margareth Sandvik
In this study, we investigate peer talk in consensus-oriented first-grade classrooms. Earlier research has shown that the quality of argumentation improves when students argue to agree, because it steers the students toward patterns of argumentation that support the exploration and elaboration of perspectives that is typical of deliberative argumentation. Using multi-modal argumentation analysis, we
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Special issue editorial: “Videos and teacher learning” Learning, Culture and Social Interaction (IF 1.913) Pub Date : 2023-03-16 Susan M. Bridges, Gaowei Chen, Carol K.K. Chan
Abstract not available
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Editorial Board Learning, Culture and Social Interaction (IF 1.913) Pub Date : 2023-03-12
Abstract not available
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Corrigendum to “Together with my playmates: Preschoolers' peer relationships and interactions in small group settings” [Learn. Cult. Soc. Interact., Volume 30, Part A, September 2021/100531] Learning, Culture and Social Interaction (IF 1.913) Pub Date : 2023-03-01 Y.-L. Wang, A. Kajamies, T.-R. Hurme, T. Palonen
Abstract not available
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Teacher talk that supports student thinking and talking together: Three markers of a dialogic instructional stance Learning, Culture and Social Interaction (IF 1.913) Pub Date : 2023-02-22 Maureen P. Boyd
Dialogic oracy practices - speaking and listening practices associated with jointly taken inquiries, and open, respectful exchanges of ideas - support deeper meaning-making and communication. Teacher talk that serves a dialogic instructional stance cultivates classroom conditions wherein such rich talk is likely to occur. A dialogic instructional stance is instantiated across classroom talk practices