首页 > 最新文献

Journal of Research in Childhood Education最新文献

英文 中文
Social Challenges Facing Women as Educators and Mothers 妇女作为教育工作者和母亲面临的社会挑战
IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-07-14 DOI: 10.1080/02568543.2022.2086949
Iris Galili
ABSTRACT This article addresses the interplay between motherhood and working as a professional educator. It focuses on female educators’ relationships in the public sphere and private sphere, and how these two spheres inform and impact one another. The research aims to establish the degree and extent to which societal dictates affect women’s identities in each of these roles (mother and educator), and how these women, in turn, affect society and challenge traditional perceptions in the private (home) and public spheres. The study employed qualitative methodology; semi-structured interviews were conducted with 22 female early childhood educators. The findings reveal the interviewees’ desire to take part in the broader public sphere and apply their professional skills beyond the confines of the workplace, for example, by counseling parents on issues that have only an indirect connection with the educational framework. The educators need to establish their professional status, which at times conflicts with their role as mothers; at the same time, they utilize their mothering skills with young pupils and disadvantaged mothers in ways that may go beyond the boundaries of their professional role.
摘要本文论述了母亲身份和从事专业教育之间的相互作用。它关注女性教育工作者在公共领域和私人领域的关系,以及这两个领域如何相互影响。这项研究旨在确定社会要求在多大程度上影响女性在每一个角色(母亲和教育者)中的身份,以及这些女性如何反过来影响社会,并挑战私人(家庭)和公共领域的传统观念。该研究采用了定性方法;对22名女性幼儿教育工作者进行了半结构化访谈。调查结果表明,受访者希望参与更广泛的公共领域,并在工作场所之外应用他们的专业技能,例如,就与教育框架只有间接联系的问题向家长提供咨询。教育工作者需要确立自己的职业地位,这有时与他们作为母亲的角色相冲突;同时,他们利用自己的育儿技能帮助年幼的学生和处境不利的母亲,这种方式可能超出了他们职业角色的界限。
{"title":"Social Challenges Facing Women as Educators and Mothers","authors":"Iris Galili","doi":"10.1080/02568543.2022.2086949","DOIUrl":"https://doi.org/10.1080/02568543.2022.2086949","url":null,"abstract":"ABSTRACT This article addresses the interplay between motherhood and working as a professional educator. It focuses on female educators’ relationships in the public sphere and private sphere, and how these two spheres inform and impact one another. The research aims to establish the degree and extent to which societal dictates affect women’s identities in each of these roles (mother and educator), and how these women, in turn, affect society and challenge traditional perceptions in the private (home) and public spheres. The study employed qualitative methodology; semi-structured interviews were conducted with 22 female early childhood educators. The findings reveal the interviewees’ desire to take part in the broader public sphere and apply their professional skills beyond the confines of the workplace, for example, by counseling parents on issues that have only an indirect connection with the educational framework. The educators need to establish their professional status, which at times conflicts with their role as mothers; at the same time, they utilize their mothering skills with young pupils and disadvantaged mothers in ways that may go beyond the boundaries of their professional role.","PeriodicalId":46739,"journal":{"name":"Journal of Research in Childhood Education","volume":"37 1","pages":"100 - 114"},"PeriodicalIF":1.5,"publicationDate":"2022-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45598313","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Toward a Holistic Pedagogical Approach in K-6 Education: Evidence From a Multiple-Case Study in Spain 走向K-6教育的整体教育方法——来自西班牙多个案例研究的证据
IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-05-27 DOI: 10.1080/02568543.2022.2065390
Xanthippi Tsortanidou, T. Daradoumis, E. Barberá
ABSTRACT This article examines how a multidimensional, skill-driven curricular framework plays out in diverse primary school settings toward a holistic K-6 curriculum framework. Particularly, it explored how unplugged tasks involve imaginative pedagogies, computational thinking skills, new media literacy skills, and social-emotional skills across three different primary schools by fulfilling two learning conditions, without coding/programming and without using digital devices. Within-case and cross-case analyses were conducted by following the qualitative multiple-case study research design. The evidence stems from lesson analysis, observation field notes, and interview transcripts with 152 participants. We collected 94 lessons from the three schools and we analyzed the data by using a predefined coding scheme grounded upon four frameworks. We conclude that the detected teaching practices uncover promising trajectories by demonstrating a great potential to consider the proposed framework as an effective and age-appropriate pedagogical approach applicable to low-technology and coding-free learning environments. The study highlights the need of teacher professional development, especially on computational thinking in reference to cognitive/intellectual, emotional/affective, social, creative/imaginative, and material dimensions for conscious computational thinking practice implementation. Given the paucity of research on unplugged and, especially, non-programming/coding methods at primary education level, this study can open up prominent issues for further examination and validation.
摘要本文探讨了多元、技能驱动的课程框架如何在不同的小学环境中发挥作用,从而形成一个整体的K-6课程框架。特别是,它探索了三所不同小学在不使用编码/编程和数字设备的情况下,通过满足两种学习条件,不插电的任务如何涉及想象力教学法、计算思维技能、新媒体素养和社交情感技能。采用定性多案例研究设计进行了案例内和跨案例分析。证据来源于课程分析、实地观察笔记和152名参与者的访谈记录。我们从三所学校收集了94节课,并使用基于四个框架的预定义编码方案对数据进行了分析。我们得出的结论是,通过展示将所提出的框架视为适用于低技术和无编码学习环境的有效且适合年龄的教学方法的巨大潜力,检测到的教学实践揭示了有希望的轨迹。该研究强调了教师专业发展的必要性,特别是在计算思维方面,涉及认知/智力、情感/情感、社会、创造性/想象力和物质维度,以实现有意识的计算思维实践。鉴于在初等教育水平上对非编程/编码方法的研究很少,尤其是非编程/编程方法的研究,这项研究可能会为进一步的检查和验证带来突出问题。
{"title":"Toward a Holistic Pedagogical Approach in K-6 Education: Evidence From a Multiple-Case Study in Spain","authors":"Xanthippi Tsortanidou, T. Daradoumis, E. Barberá","doi":"10.1080/02568543.2022.2065390","DOIUrl":"https://doi.org/10.1080/02568543.2022.2065390","url":null,"abstract":"ABSTRACT This article examines how a multidimensional, skill-driven curricular framework plays out in diverse primary school settings toward a holistic K-6 curriculum framework. Particularly, it explored how unplugged tasks involve imaginative pedagogies, computational thinking skills, new media literacy skills, and social-emotional skills across three different primary schools by fulfilling two learning conditions, without coding/programming and without using digital devices. Within-case and cross-case analyses were conducted by following the qualitative multiple-case study research design. The evidence stems from lesson analysis, observation field notes, and interview transcripts with 152 participants. We collected 94 lessons from the three schools and we analyzed the data by using a predefined coding scheme grounded upon four frameworks. We conclude that the detected teaching practices uncover promising trajectories by demonstrating a great potential to consider the proposed framework as an effective and age-appropriate pedagogical approach applicable to low-technology and coding-free learning environments. The study highlights the need of teacher professional development, especially on computational thinking in reference to cognitive/intellectual, emotional/affective, social, creative/imaginative, and material dimensions for conscious computational thinking practice implementation. Given the paucity of research on unplugged and, especially, non-programming/coding methods at primary education level, this study can open up prominent issues for further examination and validation.","PeriodicalId":46739,"journal":{"name":"Journal of Research in Childhood Education","volume":"37 1","pages":"77 - 99"},"PeriodicalIF":1.5,"publicationDate":"2022-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46244412","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
A Qualitative Study of Kindergarten Teachers’ Perceptions About the Influences of Professional Learning on Their Implementation of Guided Play 幼儿园教师专业学习对引导游戏实施影响认知的质性研究
IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-05-24 DOI: 10.1080/02568543.2022.2064013
Amy Schmidtke
ABSTRACT Despite numerous research findings that support play’s positive impact on children’s learning, pressure to pass high-stakes tests later in the elementary years has prompted a decrease in the amount of time for kindergarten play. While play proponents work to prioritize play in kindergarten, there is a dilemma. How can educators respond to the academic demands placed on today’s kindergartners without compromising essential play practices? There is limited research on how to build kindergarten teachers’ capacity to organize and facilitate play in ways that are both developmentally appropriate and effective at accelerating academic outcomes. This investigation reports findings from interviews with seven kindergarten teachers recommended for a play leadership cohort by administrators because of their instructional and leadership skills. Participants engaged in a two-year series of connected professional learning experiences influencing them to expand time and enhance quality of play in their classrooms. Findings from this study extend existing knowledge outlining four dimensions of effective professional learning: cognitive engagement, emotional engagement, social engagement with students, and social engagement with colleagues. This study sheds light on how these dimensions of professional learning are effective in developing kindergarten teachers’ capacity for implementing guided play practices. Implications and recommendations for future research are included.
尽管许多研究结果支持游戏对儿童学习的积极影响,但在小学后期通过高风险考试的压力导致了幼儿园游戏时间的减少。虽然玩耍的支持者们努力将幼儿园的玩耍放在首位,但他们却陷入了两难境地。教育工作者如何在不影响基本的游戏练习的情况下,对今天幼儿园孩子的学业要求做出回应?关于如何培养幼儿园教师组织和促进游戏的能力的研究有限,这种能力既适合发展,又能有效地促进学业成果。本调查报告了对7名幼儿园教师的访谈结果,这些教师因其教学和领导能力而被管理者推荐为游戏领导队列。参与者参与了为期两年的一系列相互关联的专业学习经验,影响了他们在课堂上的时间和游戏质量。本研究的发现扩展了现有知识,概述了有效专业学习的四个方面:认知参与、情感参与、与学生的社会参与以及与同事的社会参与。本研究揭示了这些专业学习的维度如何有效地发展幼儿园教师实施指导性游戏实践的能力。对未来研究的启示和建议。
{"title":"A Qualitative Study of Kindergarten Teachers’ Perceptions About the Influences of Professional Learning on Their Implementation of Guided Play","authors":"Amy Schmidtke","doi":"10.1080/02568543.2022.2064013","DOIUrl":"https://doi.org/10.1080/02568543.2022.2064013","url":null,"abstract":"ABSTRACT Despite numerous research findings that support play’s positive impact on children’s learning, pressure to pass high-stakes tests later in the elementary years has prompted a decrease in the amount of time for kindergarten play. While play proponents work to prioritize play in kindergarten, there is a dilemma. How can educators respond to the academic demands placed on today’s kindergartners without compromising essential play practices? There is limited research on how to build kindergarten teachers’ capacity to organize and facilitate play in ways that are both developmentally appropriate and effective at accelerating academic outcomes. This investigation reports findings from interviews with seven kindergarten teachers recommended for a play leadership cohort by administrators because of their instructional and leadership skills. Participants engaged in a two-year series of connected professional learning experiences influencing them to expand time and enhance quality of play in their classrooms. Findings from this study extend existing knowledge outlining four dimensions of effective professional learning: cognitive engagement, emotional engagement, social engagement with students, and social engagement with colleagues. This study sheds light on how these dimensions of professional learning are effective in developing kindergarten teachers’ capacity for implementing guided play practices. Implications and recommendations for future research are included.","PeriodicalId":46739,"journal":{"name":"Journal of Research in Childhood Education","volume":"37 1","pages":"49 - 76"},"PeriodicalIF":1.5,"publicationDate":"2022-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46965350","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Back-to-Back Teaching: A Practice-Based Approach for Preparing Early Childhood Teacher Candidates 背靠背教学:准备幼儿教师候选人的实践为基础的方法
IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-04-22 DOI: 10.1080/02568543.2022.2053005
L. Lucero, Wenjie Wang, Mary L. Fahrenbruck, Lynette Bagwell, Blanca Araujo
ABSTRACT In response to the need for explicitly linking field-based experiences with theoretical knowledge of pedagogy to effectively prepare teacher candidates, teacher educators are increasingly rethinking the opportunities they provide in their teacher education programs. In this action research article, we describe our efforts as teacher educators to connect pedagogical theories and strategies with practical experiences through a back-to-back integrated teaching approach. We explore how this experience provided early childhood teacher candidates with opportunities to engage with culturally appropriate practices in an authentic classroom setting. During this experience, teacher candidates were responsible for planning, teaching, and assessing children over a series of consecutive days. Using community of practice theory rooted in sociocultural perspectives, we provide a discussion of the themes that emerged as 13 early childhood teacher candidates navigated the organizational structures of this assignment. We focus on lessons we learned as well as teacher candidates’ strengths that developed because of this assignment. The findings reveal the importance of providing teacher candidates with opportunities to learn how to build relationships with their students, preparing them to become culturally and linguistically responsive teachers, and providing opportunities for teacher candidates to learn about various assessments. Finally, we share the assignment protocol, reflection questions, and outcomes.
摘要为了明确地将基于领域的经验与教育学理论知识联系起来,有效地为教师候选人做好准备,教师教育工作者越来越多地重新思考他们在教师教育计划中提供的机会。在这篇行动研究文章中,我们描述了我们作为教师教育工作者通过背靠背的综合教学方法将教学理论和策略与实践经验联系起来的努力。我们探讨了这段经历如何为幼儿教师候选人提供机会,让他们在真实的课堂环境中参与文化上合适的实践。在这段经历中,教师候选人负责连续几天对孩子进行规划、教学和评估。利用植根于社会文化视角的实践社区理论,我们对13名幼儿教师候选人在本作业的组织结构中所出现的主题进行了讨论。我们专注于我们所学到的经验教训,以及因这项作业而发展起来的教师候选人的优势。研究结果揭示了为教师候选人提供学习如何与学生建立关系的机会的重要性,为他们成为对文化和语言有反应的教师做好准备,并为教师候选人学习各种评估提供机会。最后,我们分享分配协议、反思问题和结果。
{"title":"Back-to-Back Teaching: A Practice-Based Approach for Preparing Early Childhood Teacher Candidates","authors":"L. Lucero, Wenjie Wang, Mary L. Fahrenbruck, Lynette Bagwell, Blanca Araujo","doi":"10.1080/02568543.2022.2053005","DOIUrl":"https://doi.org/10.1080/02568543.2022.2053005","url":null,"abstract":"ABSTRACT In response to the need for explicitly linking field-based experiences with theoretical knowledge of pedagogy to effectively prepare teacher candidates, teacher educators are increasingly rethinking the opportunities they provide in their teacher education programs. In this action research article, we describe our efforts as teacher educators to connect pedagogical theories and strategies with practical experiences through a back-to-back integrated teaching approach. We explore how this experience provided early childhood teacher candidates with opportunities to engage with culturally appropriate practices in an authentic classroom setting. During this experience, teacher candidates were responsible for planning, teaching, and assessing children over a series of consecutive days. Using community of practice theory rooted in sociocultural perspectives, we provide a discussion of the themes that emerged as 13 early childhood teacher candidates navigated the organizational structures of this assignment. We focus on lessons we learned as well as teacher candidates’ strengths that developed because of this assignment. The findings reveal the importance of providing teacher candidates with opportunities to learn how to build relationships with their students, preparing them to become culturally and linguistically responsive teachers, and providing opportunities for teacher candidates to learn about various assessments. Finally, we share the assignment protocol, reflection questions, and outcomes.","PeriodicalId":46739,"journal":{"name":"Journal of Research in Childhood Education","volume":"37 1","pages":"20 - 38"},"PeriodicalIF":1.5,"publicationDate":"2022-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43867944","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Child-Centered Multimethod Design: An Approach to Social Representations in Childhood Education 以儿童为中心的多方法设计:儿童教育中的社会表征方法
IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-04-07 DOI: 10.1080/02568543.2022.2048754
Carolina Robledo Castro, Leonor Córdoba Andrade, Liliana Margarita Del Basto Sabogal
ABSTRACT For decades, research has made children be known mostly through adults’ observations, powers, and narratives. However, during the last years, the recognition of children as social subjects with their own rights has led to the advent of child-centered research approaches that intend to grant relevance and validity to their voices. Some of those initiatives are the Mosaic approach, the creative-participative techniques, and the arts-based approach. This article offers a multimethod research proposal based on the draw-and-tell conversation technique and the principles of Mosaic approach, both applied to tackle children’s social representations toward childhood education. This is part of a research project aiming to explore the representations of childhood and education within different educational actors. This article presents the designed instruments, the protocol, and the results obtained from the application of the methodological proposal. It is concluded that this multimethod design is a valuable tool to carry out future studies on young children within the frame of recognition of children’s rights, as well as children’s agency and participation capacities in the social construction of reality.
摘要几十年来,研究使儿童主要通过成年人的观察、力量和叙述而为人所知。然而,在过去的几年里,人们承认儿童是拥有自己权利的社会主体,这导致了以儿童为中心的研究方法的出现,这些方法旨在赋予他们的声音相关性和有效性。其中一些举措是马赛克方法、创造性参与技术和基于艺术的方法。本文提出了一个基于绘画和讲述对话技术和Mosaic方法原理的多方法研究建议,这两种方法都适用于解决儿童对儿童教育的社会表征问题。这是一个研究项目的一部分,旨在探索不同教育参与者对童年和教育的表现。本文介绍了设计的工具、方案以及应用方法建议所获得的结果。结论是,这种多方法设计是一种有价值的工具,可以在承认儿童权利以及儿童在现实社会建设中的代理和参与能力的框架内,对未来的幼儿进行研究。
{"title":"Child-Centered Multimethod Design: An Approach to Social Representations in Childhood Education","authors":"Carolina Robledo Castro, Leonor Córdoba Andrade, Liliana Margarita Del Basto Sabogal","doi":"10.1080/02568543.2022.2048754","DOIUrl":"https://doi.org/10.1080/02568543.2022.2048754","url":null,"abstract":"ABSTRACT For decades, research has made children be known mostly through adults’ observations, powers, and narratives. However, during the last years, the recognition of children as social subjects with their own rights has led to the advent of child-centered research approaches that intend to grant relevance and validity to their voices. Some of those initiatives are the Mosaic approach, the creative-participative techniques, and the arts-based approach. This article offers a multimethod research proposal based on the draw-and-tell conversation technique and the principles of Mosaic approach, both applied to tackle children’s social representations toward childhood education. This is part of a research project aiming to explore the representations of childhood and education within different educational actors. This article presents the designed instruments, the protocol, and the results obtained from the application of the methodological proposal. It is concluded that this multimethod design is a valuable tool to carry out future studies on young children within the frame of recognition of children’s rights, as well as children’s agency and participation capacities in the social construction of reality.","PeriodicalId":46739,"journal":{"name":"Journal of Research in Childhood Education","volume":"37 1","pages":"1 - 19"},"PeriodicalIF":1.5,"publicationDate":"2022-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45088129","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Elementary Students’ Performance and Perceptions of Robot Coding and Debugging: Embodied Approach in Practice 小学生机器人编码与调试的表现与认知:实践中的具身方法
IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-03-14 DOI: 10.1080/02568543.2022.2045399
Woonhee Sung, Junghyun Ahn, John B. Black
ABSTRACT Using robotics and programming, this study investigated the effects of different levels of embodied instruction on the problem-solving, debugging, programming proficiency, self-determination, and self-efficacy of students in ethnically diverse elementary classrooms. The first small-scale, quasi-experimental study involved 37 second-graders, who were randomly assigned to an embody or a non-embody group. Results showed that embodied planning activities benefited these young learners’ LEGO Robotics problem-solving and self-determination skills. Based on these findings, a second study implemented different types of embodied activities (full-embody, low-embody, and control condition) in a debugging problem-solving activity for 51 kindergarten and 1st-grade students, also from ethnically diverse populations. The findings from this study suggested that the embodied learning activities promoted students’ problem-solving skills in robotics and the use of debugging strategies in coding applications. However, different effects were found for groups by condition and the outcome variable. Based on these mixed results, the authors propose activities applicable in real-world elementary classrooms to introduce practical robotics and programming activities.
摘要:本研究利用机器人技术和编程技术,研究了不同水平的具身教学对不同种族小学课堂学生解决问题、调试问题、编程熟练程度、自我决定和自我效能感的影响。第一个小规模的准实验研究涉及37名二年级学生,他们被随机分配到具体化组和非具体化组。结果表明,具身计划活动有利于这些年轻学习者的乐高机器人问题解决能力和自我决定能力。在此基础上,第二项研究对51名来自不同种族的幼儿园和一年级学生实施了不同类型的具身活动(全具身、低具身和控制条件)。本研究结果显示,具身学习活动提升了学生在机器人学中解决问题的能力,以及在编码应用中调试策略的使用。然而,在不同的条件和结果变量组中发现不同的效果。基于这些混杂的结果,作者提出了适用于现实世界小学课堂的活动,以介绍实用的机器人和编程活动。
{"title":"Elementary Students’ Performance and Perceptions of Robot Coding and Debugging: Embodied Approach in Practice","authors":"Woonhee Sung, Junghyun Ahn, John B. Black","doi":"10.1080/02568543.2022.2045399","DOIUrl":"https://doi.org/10.1080/02568543.2022.2045399","url":null,"abstract":"ABSTRACT Using robotics and programming, this study investigated the effects of different levels of embodied instruction on the problem-solving, debugging, programming proficiency, self-determination, and self-efficacy of students in ethnically diverse elementary classrooms. The first small-scale, quasi-experimental study involved 37 second-graders, who were randomly assigned to an embody or a non-embody group. Results showed that embodied planning activities benefited these young learners’ LEGO Robotics problem-solving and self-determination skills. Based on these findings, a second study implemented different types of embodied activities (full-embody, low-embody, and control condition) in a debugging problem-solving activity for 51 kindergarten and 1st-grade students, also from ethnically diverse populations. The findings from this study suggested that the embodied learning activities promoted students’ problem-solving skills in robotics and the use of debugging strategies in coding applications. However, different effects were found for groups by condition and the outcome variable. Based on these mixed results, the authors propose activities applicable in real-world elementary classrooms to introduce practical robotics and programming activities.","PeriodicalId":46739,"journal":{"name":"Journal of Research in Childhood Education","volume":"36 1","pages":"681 - 696"},"PeriodicalIF":1.5,"publicationDate":"2022-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48339437","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
Assessing Children’s Drawings in Response to COVID-19 评估儿童绘画对新冠肺炎的反应
IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-03-14 DOI: 10.1080/02568543.2022.2042431
Taraneh Matloob, Rebecca Leigh
ABSTRACT The unprecedented onset and extensive spread of COVID‐19 has affected the lives of citizens around the globe. Children, in particular, have been thrust into modified and new learning environments. Although the global lockdown has confined so many, it also has connected people from different but shared experiences. One program that supported such connections is the International Youth Library’s (IYL) effort to invite children to visually respond to this challenging time in their themed call titled: “I-solation. Kids, paint yourself.” Young children from around the world, representing 42 countries, responded to this call with over 800 submissions. The purpose of this article is to share our exploration of how children used art elements and principles of design in their self-portraiture drawings to express their ideas and feelings during the COVID-19 pandemic. This exploration offers relevant curricular implications for teachers seeking to expand their literacy practices by inviting children to visually respond to how they are dealing with global and natural disasters, including difficult situations in their daily lives, that affect one’s sense of self, the home, and community.
摘要2019冠状病毒病的空前爆发和广泛传播影响了全球公民的生活。尤其是儿童,他们被迫进入经过改造的新的学习环境。尽管全球封锁限制了这么多人,但它也将来自不同但共享经历的人联系在一起。支持这种联系的一个项目是国际青年图书馆(IYL)的努力,邀请孩子们在题为“我的慰藉。孩子们,画自己”的主题电话中,以视觉方式回应这一充满挑战的时刻。来自世界各地、代表42个国家的幼儿响应了这一呼吁,提交了800多份作品。本文的目的是分享我们对新冠肺炎大流行期间儿童如何在他们的自画像绘画中使用艺术元素和设计原则来表达他们的想法和感受的探索。这一探索为寻求扩大识字实践的教师提供了相关的课程启示,邀请孩子们对他们如何应对影响自我、家庭和社区意识的全球和自然灾害,包括日常生活中的困难情况做出视觉反应。
{"title":"Assessing Children’s Drawings in Response to COVID-19","authors":"Taraneh Matloob, Rebecca Leigh","doi":"10.1080/02568543.2022.2042431","DOIUrl":"https://doi.org/10.1080/02568543.2022.2042431","url":null,"abstract":"ABSTRACT The unprecedented onset and extensive spread of COVID‐19 has affected the lives of citizens around the globe. Children, in particular, have been thrust into modified and new learning environments. Although the global lockdown has confined so many, it also has connected people from different but shared experiences. One program that supported such connections is the International Youth Library’s (IYL) effort to invite children to visually respond to this challenging time in their themed call titled: “I-solation. Kids, paint yourself.” Young children from around the world, representing 42 countries, responded to this call with over 800 submissions. The purpose of this article is to share our exploration of how children used art elements and principles of design in their self-portraiture drawings to express their ideas and feelings during the COVID-19 pandemic. This exploration offers relevant curricular implications for teachers seeking to expand their literacy practices by inviting children to visually respond to how they are dealing with global and natural disasters, including difficult situations in their daily lives, that affect one’s sense of self, the home, and community.","PeriodicalId":46739,"journal":{"name":"Journal of Research in Childhood Education","volume":"36 1","pages":"697 - 714"},"PeriodicalIF":1.5,"publicationDate":"2022-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46768606","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
“You Can Hold Two Things to Be True at the Same Time”: Duality in ECE Teachers’ Emotional Experiences during COVID-19 “你可以同时相信两件事”:新冠肺炎期间欧洲经委会教师情感体验的双重性
IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-03-14 DOI: 10.1080/02568543.2022.2044415
Cassie Sorrells, Samara Madrid Akpovo
ABSTRACT This study represents a qualitative exploration of the emotional experiences of early care and education (ECE) teachers during the COVID-19 pandemic. Research questions consisted of the following: 1) What were the emotional experiences of ECE teachers during COVID-19? 2) How do ECE teachers understand, contextualize, and/or negotiate these emotional experiences? Data were drawn from in-depth individual interviews and one focus group discussion with five white female ECE teachers from the Rocky Mountain region of the United States. Researchers engaged in thematic analysis of the data to develop the themes of duality in teachers’ emotional experiences during the pandemic, including connection/disconnection during school closures, yearning/dread in anticipation of school reopening, joy/fear in the return to in-person learning, and acceptance/resistance to their classroom practices in the “new normal” of teaching during COVID-19. These findings were interpreted through a dialectical theory of emotion to explore the inherent duality and complexity of ECE teachers’ lived emotional experiences during COVID-19. This work adds to the emerging research on the effect of COVID-19 on the field of early care and education. Further, it builds theoretical understandings surrounding the complex nature of early childhood teachers’ emotional experiences by offering an in-depth qualitative portrait of emotional duality.
本研究对新冠肺炎大流行期间早期护理和教育(ECE)教师的情绪体验进行了定性探索。研究问题包括:1)新冠肺炎期间ECE教师的情绪体验是什么?2) ECE教师如何理解、情境化和/或处理这些情绪体验?数据来自深入的个人访谈和与来自美国落基山区的五名白人欧洲经委会女教师的焦点小组讨论。研究人员对数据进行了专题分析,以形成疫情期间教师情感体验的二元性主题,包括学校关闭时的连接/断开,期待学校重新开放时的向往/恐惧,回归面对面学习时的喜悦/恐惧,以及在新常态下教学对课堂实践的接受/抵制。运用情感辩证理论对这些发现进行解读,探讨新冠肺炎期间ECE教师生活情感体验的内在双重性和复杂性。这项工作补充了关于COVID-19对早期护理和教育领域影响的新兴研究。此外,它通过提供情感二元性的深入定性描述,围绕幼儿教师情感体验的复杂性建立了理论理解。
{"title":"“You Can Hold Two Things to Be True at the Same Time”: Duality in ECE Teachers’ Emotional Experiences during COVID-19","authors":"Cassie Sorrells, Samara Madrid Akpovo","doi":"10.1080/02568543.2022.2044415","DOIUrl":"https://doi.org/10.1080/02568543.2022.2044415","url":null,"abstract":"ABSTRACT This study represents a qualitative exploration of the emotional experiences of early care and education (ECE) teachers during the COVID-19 pandemic. Research questions consisted of the following: 1) What were the emotional experiences of ECE teachers during COVID-19? 2) How do ECE teachers understand, contextualize, and/or negotiate these emotional experiences? Data were drawn from in-depth individual interviews and one focus group discussion with five white female ECE teachers from the Rocky Mountain region of the United States. Researchers engaged in thematic analysis of the data to develop the themes of duality in teachers’ emotional experiences during the pandemic, including connection/disconnection during school closures, yearning/dread in anticipation of school reopening, joy/fear in the return to in-person learning, and acceptance/resistance to their classroom practices in the “new normal” of teaching during COVID-19. These findings were interpreted through a dialectical theory of emotion to explore the inherent duality and complexity of ECE teachers’ lived emotional experiences during COVID-19. This work adds to the emerging research on the effect of COVID-19 on the field of early care and education. Further, it builds theoretical understandings surrounding the complex nature of early childhood teachers’ emotional experiences by offering an in-depth qualitative portrait of emotional duality.","PeriodicalId":46739,"journal":{"name":"Journal of Research in Childhood Education","volume":"36 1","pages":"663 - 680"},"PeriodicalIF":1.5,"publicationDate":"2022-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46274585","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 3
Interactive Digital Book Reading in Families with Refugee Backgrounds 难民家庭的交互式数字阅读
IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-03-14 DOI: 10.1080/02568543.2022.2028944
Aijuan Cun
ABSTRACT Abundant research has explored interactive book reading and children’s literacy learning, but little is known about interactive digital book reading among families with refugee backgrounds. Drawing upon theoretical perspectives on social semiotics multimodality, this study investigates what happens when parents and children with a refugee background read digital children’s books multimodally. Data sources include ethnographic interviews, video recordings of family conversations, artifacts, and descriptive field notes based on observations. The findings present three common themes: selecting books, meaning making through semiotic resources, and discussing and learning in two languages. Implications include the importance of valuing digital multimodal and dual-language children’s books and acknowledging multiple interactions among parents, siblings, and young children of families with refugee backgrounds.
摘要大量研究探讨了互动式图书阅读和儿童识字学习,但对难民背景家庭的互动式数字图书阅读知之甚少。本研究从社会符号学多模态的理论视角,调查了难民背景的父母和儿童多模态阅读数字儿童书籍时会发生什么。数据来源包括民族志访谈、家庭对话的视频记录、人工制品和基于观察的描述性实地笔记。研究结果提出了三个共同的主题:选择书籍,通过符号学资源进行意义创造,以及用两种语言进行讨论和学习。其影响包括重视数字多模式和双语儿童书籍的重要性,以及承认难民背景家庭的父母、兄弟姐妹和幼儿之间的多重互动。
{"title":"Interactive Digital Book Reading in Families with Refugee Backgrounds","authors":"Aijuan Cun","doi":"10.1080/02568543.2022.2028944","DOIUrl":"https://doi.org/10.1080/02568543.2022.2028944","url":null,"abstract":"ABSTRACT Abundant research has explored interactive book reading and children’s literacy learning, but little is known about interactive digital book reading among families with refugee backgrounds. Drawing upon theoretical perspectives on social semiotics multimodality, this study investigates what happens when parents and children with a refugee background read digital children’s books multimodally. Data sources include ethnographic interviews, video recordings of family conversations, artifacts, and descriptive field notes based on observations. The findings present three common themes: selecting books, meaning making through semiotic resources, and discussing and learning in two languages. Implications include the importance of valuing digital multimodal and dual-language children’s books and acknowledging multiple interactions among parents, siblings, and young children of families with refugee backgrounds.","PeriodicalId":46739,"journal":{"name":"Journal of Research in Childhood Education","volume":"36 1","pages":"648 - 662"},"PeriodicalIF":1.5,"publicationDate":"2022-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42813680","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
Characteristics of Teacher-Nominated Shy Students in Norwegian Elementary Schools 挪威小学教师提名害羞学生的特征
IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-03-14 DOI: 10.1080/02568543.2022.2027582
L. H. Mjelve, Geir Nyborg, Anne‐Lise Arnesen, Gunnar Bjørnebekk, W. Crozier, R. Coplan
ABSTRACT The present study explored variations in the characteristics of teacher-nominated shy students. Participants were N = 329 teachers from 303 elementary schools across Norway. Teachers were first asked to select a current (or previously taught) student who was considered “shy,” and then rated different aspects of this child’s school adjustment. Among the results, teacher-nominated shy students were found to be a heterogeneous group, varying substantively across several domains of functioning at school. Teachers’ descriptions of shy students functioning did not vary significantly as a function of school characteristics (class/school size), teacher characteristics (gender/age/experience), or student grade. However, overall, teachers rated shy male students as evidencing more adjustment difficulties than shy female students. Results are discussed in terms of implications for educational practice.
摘要本研究探讨了由老师推荐的害羞学生的特征变化。参与者是挪威303所小学的329名教师。老师们首先被要求选择一个被认为“害羞”的现任(或以前教过的)学生,然后对这个孩子的学校适应的不同方面进行评分。在结果中,老师提名的害羞学生被发现是一个异质性的群体,在学校的几个功能领域有很大的不同。教师对害羞学生功能的描述不因学校特征(班级/学校规模)、教师特征(性别/年龄/经验)或学生年级而有显著差异。然而,总的来说,老师认为害羞的男学生比害羞的女学生有更多的适应困难。研究结果对教育实践的启示进行了讨论。
{"title":"Characteristics of Teacher-Nominated Shy Students in Norwegian Elementary Schools","authors":"L. H. Mjelve, Geir Nyborg, Anne‐Lise Arnesen, Gunnar Bjørnebekk, W. Crozier, R. Coplan","doi":"10.1080/02568543.2022.2027582","DOIUrl":"https://doi.org/10.1080/02568543.2022.2027582","url":null,"abstract":"ABSTRACT The present study explored variations in the characteristics of teacher-nominated shy students. Participants were N = 329 teachers from 303 elementary schools across Norway. Teachers were first asked to select a current (or previously taught) student who was considered “shy,” and then rated different aspects of this child’s school adjustment. Among the results, teacher-nominated shy students were found to be a heterogeneous group, varying substantively across several domains of functioning at school. Teachers’ descriptions of shy students functioning did not vary significantly as a function of school characteristics (class/school size), teacher characteristics (gender/age/experience), or student grade. However, overall, teachers rated shy male students as evidencing more adjustment difficulties than shy female students. Results are discussed in terms of implications for educational practice.","PeriodicalId":46739,"journal":{"name":"Journal of Research in Childhood Education","volume":"37 1","pages":"263 - 274"},"PeriodicalIF":1.5,"publicationDate":"2022-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59224301","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
期刊
Journal of Research in Childhood Education
全部 Acc. Chem. Res. ACS Applied Bio Materials ACS Appl. Electron. Mater. ACS Appl. Energy Mater. ACS Appl. Mater. Interfaces ACS Appl. Nano Mater. ACS Appl. Polym. Mater. ACS BIOMATER-SCI ENG ACS Catal. ACS Cent. Sci. ACS Chem. Biol. ACS Chemical Health & Safety ACS Chem. Neurosci. ACS Comb. Sci. ACS Earth Space Chem. ACS Energy Lett. ACS Infect. Dis. ACS Macro Lett. ACS Mater. Lett. ACS Med. Chem. Lett. ACS Nano ACS Omega ACS Photonics ACS Sens. ACS Sustainable Chem. Eng. ACS Synth. Biol. Anal. Chem. BIOCHEMISTRY-US Bioconjugate Chem. BIOMACROMOLECULES Chem. Res. Toxicol. Chem. Rev. Chem. Mater. CRYST GROWTH DES ENERG FUEL Environ. Sci. Technol. Environ. Sci. Technol. Lett. Eur. J. Inorg. Chem. IND ENG CHEM RES Inorg. Chem. J. Agric. Food. Chem. J. Chem. Eng. Data J. Chem. Educ. J. Chem. Inf. Model. J. Chem. Theory Comput. J. Med. Chem. J. Nat. Prod. J PROTEOME RES J. Am. Chem. Soc. LANGMUIR MACROMOLECULES Mol. Pharmaceutics Nano Lett. Org. Lett. ORG PROCESS RES DEV ORGANOMETALLICS J. Org. Chem. J. Phys. Chem. J. Phys. Chem. A J. Phys. Chem. B J. Phys. Chem. C J. Phys. Chem. Lett. Analyst Anal. Methods Biomater. Sci. Catal. Sci. Technol. Chem. Commun. Chem. Soc. Rev. CHEM EDUC RES PRACT CRYSTENGCOMM Dalton Trans. Energy Environ. Sci. ENVIRON SCI-NANO ENVIRON SCI-PROC IMP ENVIRON SCI-WAT RES Faraday Discuss. Food Funct. Green Chem. Inorg. Chem. Front. Integr. Biol. J. Anal. At. Spectrom. J. Mater. Chem. A J. Mater. Chem. B J. Mater. Chem. C Lab Chip Mater. Chem. Front. Mater. Horiz. MEDCHEMCOMM Metallomics Mol. Biosyst. Mol. Syst. Des. Eng. Nanoscale Nanoscale Horiz. Nat. Prod. Rep. New J. Chem. Org. Biomol. Chem. Org. Chem. Front. PHOTOCH PHOTOBIO SCI PCCP Polym. Chem.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
×
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
现在去查看 取消
×
提示
确定
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 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 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1