Learning Culture and Social Interaction最新文献

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 Clubs, asking: 1) How did the Pre-Club meetings develop the T-Coaches' community of practice (CoP) and what were their perceptions of their usefulness? and 2) What did STEM Club observations and T-Coaches indicate about the success of the clubs? The CoP social learning framework was used to assess PLC quality based on audio transcripts of Pre-Club PLC meetings and individual interview data. The Dimensions of Success (DoS) observation tool and interview data were used to understand club success. Pre-Club meetings were found to be essential for the development of the CoP (repertoire, mutuality, and enterprise). Absences at Teacher Professional Development changed the nature of the CoP and undermined STEM Club success, based on DoS ratings. Pre-Club meetings were vital to allow T-Coaches the time to plan for the clubs, develop relationships, and increase STEM club success. Conclusions and future research directions will be shared.

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. A growing number of studies have explored children's and researchers' relationships, as well as the ethical aspects of research encounters. We contribute to this discussion by adopting a cultural-historical (wholeness) approach to research that involves children, partnering as researchers with a child participant. By using a cultural-historical approach, we analyzed a critical incident that involved a child's assent and dissent process through dynamic motive orientations. We focused on the importance of considering dynamic motive orientation as researchers navigate new ethical challenges. Our findings reveal that adopting a wholeness approach requires researchers to serve as activity partners, reflecting on and recalibrating their own motives and centering child participants in the research process.

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 the dominant ways of knowing and relating to the land. Specifically, our work is guided by the research question: how do learners express relationship with the land in the restorying of their river trip experience? We share data from thirty-nine sixth-grader participants who completed a restorying project about their cross-cultural river trip and reflected on these experiences through interviews. Our findings present three cases that illustrate how sixth graders demonstrate different forms of interacting and relating with the land. We discuss insights regarding students' land-based experiences as well as restorying as a practice to restore relationships with the land-based pedagogical approach.

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 via interviews, students' critical reflections, and drawings revealed how culturally relevant and sustaining pedagogies contributed to students' understanding of the many levels of culture in relation to their own identity. Through the use of cultural sensitivity, cafecitos and convivos were incorporated as data collection sites. The findings further emphasize the importance of drawing upon subaltern knowledge, such as local community members, to challenge the traditional K-12 curriculum for LatinX students.

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 demonstrate that the teacher's enacted dialogic stance facilitates the construction of argumentation components as organically related and foregrounds argument as inherently connected to and among arguers. This study holds the potential to expand the landscape of the field of argumentation education.

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 examining how it manifested itself during the COVID-19 school closures. The investigation focused specifically on the aspect of the pedagogical process that was probably most saliently affected by the sudden shift from in-person to remote teaching, namely, teacher-student communication. It identified some of the emergency communication practices observed during ERT and, using Grice's Cooperative Principle, explored their effectiveness and possible implications for student learning. More importantly, it illuminated the distinctive nature of communication in ERT settings, exposing the “communication norm vacuum” in which teachers and students had to operate when teaching moved online. As argued in the paper, the novelty of the communication context and teachers' and students' inability to draw upon well-established communication routines to navigate it, compromised communication and may be responsible for some of the learning loss observed during school closures.

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 various colors they viewed together. Because the color-filtering goggles gave each student different information related to the task, sharing knowledge was necessary for successful color recognition. Our analysis was guided by the questions, how did students establish mutual knowledge through their talk? And, what types of knowledge were shared through these processes? We found that students were more inclined to explain—including providing warrants for their claims—when they used discussion moves such as asking each other questions, reacting to each other's statements, and incorporating multiple perspectives. Practical interventions designed to teach students to work productively in groups should attend to expectations around the content of students' talk in addition to the range of talk moves that students can use to contribute to a discussion.

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 of English, mathematics and science lessons involving children aged 10–11 in primary schools in England. The Cambridge Dialogue Analysis Scheme (Vrikki, Wheatley, Howe, Hennessy, & Mercer, 2019) was used to investigate the frequency of key dialogue features in 72 lessons. Statistical analysis identified that reasoned dialogue is more frequent in mathematics and both English and mathematics have a proclivity towards more elaborated dialogue (clarifying/building on ideas) in comparison to science. Furthermore, relationships between student attainment and subject dialogues were examined in 63 lessons through multi-level modelling, revealing that elaboration of own and others' ideas (in conjunction with reference to the wider context) in English was associated with student attainment in reading and spelling, punctuation and grammar. No other significant associations between subject dialogues and student attainment emerged. The findings have highlighted that teacher professional development on dialogue should be sensitive to the disciplinary context.

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 with each other. In response to these social engineering efforts, I discuss the need for ontological, eventful dialogue as characterised by Bakhtin's (1999) notion of internally persuasive discourse to sensitively and meaningfully address interpersonal conflict and social exclusion.

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 and interpersonal concerns. It shows how teachers deploy their hands, arms, and entire bodies as a “shield” in controlling children's actions, displaying affect, and protecting them from harm. It also shows how children orient to interpersonal touch with peers in ways that can align with or vary from teachers' concerns. The concluding section considers what is being socialized through interpersonal touch in guided walking.