Learning Culture and Social Interaction最新文献

This article describes the use of Hedegaard's framework to analyse the seamless mobile learning practices of working adults in the UK by focusing on affordances and demands experienced in activity settings embedded within institutions. An exploration of publicly accessible blogs, reports, and anonymised usage data from e-learning accessed via mobile devices was used to formulate an understanding of institutional practices and values. Following this, a survey involving 50 participants was conducted, complemented by semi-structured interviews with 24 learners and additional institutional stakeholders. These various sources of data were examined holistically, to understand the ways in which conflicts and contradictions at varying levels and between the different institutions traversed by individuals, shaped their learning practices. The findings indicated that seamless mobile learning may be influenced by a variety of conflicts and contradictions, (including between individuals and institutions, between distinct institutions and within institutions), as well by the immediate physical and social affordances of learning settings. They also pointed to a distinction between conflicts related to what was learned and those related to how learning occurred. Hedegaard's framework provided a valuable lens for investigating the complexities of work-related learning taking place across multiple settings and her concepts of setting and institution are useful conceptual tools for future research into the self-directed seamless mobile learning of adults. The adoption of the framework facilitated the development of novel frameworks for the design of seamless mobile learning.

Culturally responsive teaching (CRT) and close teacher-student relationships can promote students' school belongingness, which might be especially important for immigrant and refugee students. Yet, there is limited quantitative evidence how CRT is related with teacher-student relationship and school belongingness. This multi-informant cross-sectional study examined how teacher-student relationship is linked with students' school belongingness, and to what extent it mediates the association between teachers' CRT self-efficacy and school belongingness. Participants were N = 134 elementary school students (44.78 % immigrant and refugee) and N = 30 teachers. Teacher-reported conflict and student-reported closeness were negatively correlated. Bivariate correlations showed that student-reported closeness was positively and teacher-reported conflict negatively related with school belongingness. However, only student-reported relationship significantly explained variance in school belongingness. Teacher-student relationship did not mediate the association between CRT and school belongingness. Exploratory analyses showed that teacher-reported conflict was negatively linked to school belongingness only among non-immigrant students. Teachers who felt more efficacious in CRT reported more conflict in the relationship with immigrant and refugee students. Findings corroborate the relevance of teacher-student relationship for students' school belongingness. Furthermore, they suggest that teachers should receive trainings in CRT in order to enhance their relationships especially with immigrant and refugee students.

Studies of teacher agency need analytical frameworks with processual and collective perspectives in support of the transformation of educational institutions and practitioners. The framework of transformative agency by double stimulation (TADS) from cultural-historical activity theory is used as a lens to inquire how a Change Laboratory in initial teacher education in China supported teacher agency. Our analysis traces the occurrence of the TADS phases during six online Change Laboratory sessions and the distribution of these phases among 13 participants and two researchers, moving toward a major transformation of the institutional strategies for mentoring school placement. Our findings verify the usability of the TADS model for capturing transformative teacher agency as a stepwise process. The analysis shows the nonlinear character of the TADS process, requiring adaptation to context-specific contingencies. The distribution of TADS phases among the participants and researchers reveals the collective and relational nature of teacher agency in transformation efforts.

Globally, the COVID-19 pandemic forced teachers across all levels of education to adapt to distance learning. The overall purpose of this study is to provide insight into how agency was enacted by a teacher in this situation. Since such knowledge is highly limited, we designed a study where we observed how a lower secondary teacher taught his students (n = 49) remotely online across six synchronous lessons in Norwegian language arts. Based on the observation and an interview, we identify a teacher finding the situation demanding, but who responds by enacting transformative agency dealing with silent and invisible students online. The teacher experiments with various digital and social resources in his efforts to engage and interact with the classes, despite the distance. We identify that the institutional support dealing with changing educational landscapes was limited. In situations where transformative agency is needed, it is crucial that institutions support and acknowledge the complex process of explicating and envisioning new alternatives to traditional school practices.

When new material is added to classrooms, there is interest in knowing what changes this brings to the teaching-learning process. In an extra-hours science and mathematics learning project in India, observations were conducted to study how teachers and students interact when they enact the new material that show new ways of problem-solving or new knowledge. Teachers and students may not articulate through regular interviews their perceptions about the new learning experiences but these can be identified in classroom interactions. Alignment and disalignment are constructs in conversation analysis that help identify speakers' intention to cooperate or not support others' utterances. Through analysis of sequences of general moves by the teacher and stances evidenced in the interactions between teacher and students, it is possible to investigate the stances towards new knowledge in the classroom. This paper adds to the understanding of how teachers and students demonstrate subtle and specific differences with given learning material. These findings have implications for designing material as well as teacher education for introducing new material.

Social-emotional competence, as a core competence in the process of social development, holds significant importance for enhancing individual social responsibility, constructing social relations, and improving individual well-being. However, how social- emotional competence affects the interpersonal relationship circle of contemporary college students in the context of Chinese interaction culture remains unexplored. Based upon the Chinese interaction culture, this study aims to explore the impact of social-emotional competence on interpersonal relationship circle, with a focus on the influence of relation capital and interaction culture on interpersonal relationship circle development. The study randomly selected a total of 3847 college students from 10 colleges and universities in Henan Province to participate in a questionnaire survey, with structural equations used for data analysis. The study revealed that: 1. After controlling for factors such as gender and learning stage, social-emotional competence was found to directly predict the development of interpersonal relationship circle, and could positively mediate the relationship between relation capital and interaction culture; 2. It could also serve as a serial mediator in relation capital and interpersonal relationship circle, together with the interaction culture; 3. Male students exhibited significantly higher social-emotional competence at the individual level compared to female students.

How do children from different cultural and linguistic backgrounds interact with one another within a bilingual Spanish-medium classroom? That is the question this analysis sought to answer. As part of an ethnographic discourse-analytic study of a new two-way immersion bilingual program within an urban school, I analyze one particular literacy event amongst three young readers from different linguistic and ethno-racial positionings and varying knowledge of Spanish. This literacy event illustrates how students expand their communicative repertoires to include a variety of Englishes and Spanishes as they experiment with different ways of communicating and expressing themselves. In this event, English, Spanish, Spanglish, and African American English were spoken and used by all three participants as they reacted to the text. This analysis illustrates how students show alignment towards each other through their hybrid languaging and literacy practices, and in this way, learn more than simply language from one another, children learn subtle ways of becoming inter-culturally competent through their languaging.

This article explores a conversation between a student teacher (ST) and a three-year-old child using conversation analysis. Through analysis and interpretation, the article describes and discusses the importance of the adult taking a dialogic stance to support concept learning and child agency, even when the child's verbal participation is initially limited. The research question is: How can adults support the concept learning and agency of young children through dialogue when the verbal contributions of the children are limited? The analysis shows that the ST takes a dialogic stance by sharing the child's interest in the slug while taking facilitative actions, such as questions and invitations to child agency, and minimal responses and repetitions that confirm and enhance child agency. She supports concept learning by providing information and using scientific words in a situation where the child is engaged and interested. The ST and child thus take turns leading the conversation which results in an engaging learning situation, and the analysis shows how the child's agency evolves from a silent interest to a loud expression of knowledge.

This paper presents the results of a cultural-historical study of the genesis and development of concepts by infants and toddlers. Under the conditions of an educational experiment of a Conceptual PlayWorld in a living laboratory of a childcare centre, we investigated the developmental conditions and dramatic imaginary play moments of this cultural age period. We found that a family system was the genesis of the lived experience of a concept from which other concepts are formed/embedded/imagined, and that institutional settings can replicate the historical development of family as an early form of rising to the concrete. We noted how in imaginary play the caring for another kind of family system, supported the conditions for becoming aware of a lived experience of a family. In addition, imaginary play when co-experienced between infants and toddlers and teachers, acted as the initial carrier of word meaning and when educators acted ‘as if’ the infants understood the word meanings in imaginary play, the early development of concepts over time was supported. These findings add empirically to what is known about the development of word meaning and gives theoretical insight into what it means to historically rise to the concrete within the earliest cultural age period.

Imagination is considered a highly desired mental function in the 21st century, yet little is known about the emergence of play and imagination in infancy and toddlerhood. This paper reports an educational experiment of We Are Going on a Bear Hunt Conceptual PlayWorlds (CPW) in family settings to explore this under-researched area. Eighteen families with infant-toddlers (18 children 4 to 24 months old, mean age of 10 months) were recruited, with nine families each in the March 2021 and July 2021 rounds. We gathered around 29 h of digitally recorded data through Zoom sessions, 5.5 h of video data collected by families, and 11.5 h of pre and post CPW interviews with families. The data show that with support from adults, infants and toddlers develop their play and imagination, which is reflected through the evolving object-meaning relations regarding how their play and imagination are mediated by material objects and the corresponding roles of objects in play and imagination. Three types of roles of objects in infant-toddlers' play and imagination are reported. It is argued that the roles of objects in play offer new conceptual tools supporting adults in better understanding and supporting infant-toddlers' development of play and imagination.