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Teacher vulnerability as a pedagogical tool: A comparative case study in two literacy classrooms 作为教学工具的教师脆弱性:两个扫盲课堂的比较案例研究
IF 0.9 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-05-22 DOI: 10.1002/jaal.1355
Yi Lai, Mark B. Pacheco, Jared McKee

Viewing teacher vulnerability as a pedagogical tool, this comparative case study examined two secondary literacy teachers' use of vulnerability in relation to various instructional goals. Through the analysis of eight video-recorded lessons, we found that teachers demonstrated vulnerability through multiple ways within their literacy instruction through modeling ways of connecting personal experiences to texts, and establishing classroom norms that welcome difficult emotions and experiences. However, we also found that teacher vulnerability can sometimes lead to uncertainty, and even constrain student participation. We argue that teacher vulnerability helps establish a humanizing pedagogy, and offer possible strategies for teachers who are vulnerable within literacy instruction. We conclude with a discussion of different levels of appropriating vulnerability as a pedagogical tool.

本比较案例研究将教师的脆弱性视为一种教学工具,考察了两位中学扫盲教师在实现各种教学目标时对脆弱性的运用。通过对八节录像课的分析,我们发现教师在扫盲教学中通过多种方式展示了自己的脆弱,如示范将个人经历与文本联系起来的方法,以及建立欢迎困难情绪和经历的课堂规范。然而,我们也发现,教师的脆弱有时会导致不确定性,甚至限制学生的参与。我们认为,教师的脆弱性有助于建立一种人性化的教学法,并为在扫盲教学中处于弱势地位的教师提供了可能的策略。最后,我们讨论了将弱势作为教学工具的不同层次。
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引用次数: 0
Shame and love in a city high school: Understanding Chinese rural students' narratives of critical world making 城市中学里的羞耻与爱:了解中国农村学生的批判性世界构建叙事
IF 0.9 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-05-15 DOI: 10.1002/jaal.1354
Xuanya Zhou, Angela M. Kohnen

In this Narrative Inquiry, we share the stories of three Chinese rural students who grew up in a southeastern county in China before moving to the county seat for high school. By inviting our participants to read their own life, we aimed to understand how Chinese rural students make sense of their experience in an exam-centered school system that seemed to offer them opportunities of upward social mobility but at the same time perpetuated the mindset of rural deficiency. Data analysis shows that the visceral feelings of shame and love played an important role in our participants' critical consciousness about school, allowing them to work within and against school norms to transform a strictly stratified school space. We argue that marginalized youth's storytelling can become a practice of critical literacy, enabling them to construct critical meaning makings in embodied ways.

在本叙事调查报告中,我们分享了三名中国农村学生的故事,他们在中国东南部的一个县城长大,后来到县城读高中。通过邀请参与者阅读他们自己的生活,我们旨在了解中国农村学生如何理解他们在以考试为中心的学校系统中的经历,这种系统似乎为他们提供了向上的社会流动机会,但同时也延续了农村缺陷的思维模式。数据分析显示,羞耻和爱的直观感受在参与者对学校的批判意识中发挥了重要作用,使他们能够在学校规范之内或违背学校规范,改变严格分层的学校空间。我们认为,边缘化青年讲故事可以成为一种批判性素养的实践,使他们能够以体现的方式构建批判性的意义建构。
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引用次数: 0
“Gender is like an ocean”: Exploring the intersections of queer literacy research and teaching through filmmaking "性别就像海洋通过电影制作探索同性恋扫盲研究与教学的交叉点
IF 0.9 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-05-05 DOI: 10.1002/jaal.1350
Rob Simon, Pamela Baer, Ty Walkland

In this article, we revisit the co-creation of a 45-min film, Gender is Like an Ocean, produced with middle school students in response to Kirstin Cronn-Mills's young adult novel Beautiful Music for Ugly Children. The making of this film brought together collaborative inquiry and arts creation. Drawing on the work of critical literacy educators as well as scholars in queer and trans studies, we trace students' participation in the process of co-creating this film through three critical moments, which map their inquiries into gender identity and representation and our own attempts to learn alongside them.

在这篇文章中,我们重温了与中学生共同创作的 45 分钟电影《性别就像海洋》,这部电影是针对 Kirstin Cronn-Mills 的青少年小说《给丑陋孩子的美丽音乐》而制作的。这部电影的制作融合了合作探究和艺术创作。我们借鉴了批判性扫盲教育工作者以及同性恋和变性研究学者的研究成果,通过三个关键时刻来追溯学生参与共同创作这部电影的过程,这三个关键时刻映射了他们对性别认同和性别表征的探究,以及我们与他们共同学习的尝试。
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引用次数: 0
Adolescents' use of digital media during the pandemic: Implications for literacy 大流行病期间青少年对数字媒体的使用:对扫盲的影响
IF 0.9 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-05-05 DOI: 10.1002/jaal.1353
Fei Victor Lim, Chin Ee Loh, Taina Teravainen

The COVID-19 pandemic and the subsequent lockdown measures in many countries have increased young people's engagement with digital media. The digital divide goes beyond just having devices and includes differences in how well young people can use digital technology. In this paper, we shift our attention beyond screen time to the nature of the adolescents' digital media use. Our study looks at two adolescents from different backgrounds to understand how their digital media experiences differ in viewing, play, and reading. We add to the literature on the influence SES has on the ways in which adolescents are using digital media during the COVID-19 pandemic in Singapore. Our study was conducted during the pandemic and participants were selected using convenience stratified sampling and the snowballing method. Our findings show that the adolescents' digital viewing was motivated by the need to be a part of an affinity group and that while the viewing was passive, it served a social function to develop a sense of connectedness with peers. We also found that adolescents from high socioeconomic backgrounds tended to engage in more digital reading compared to their peers from low socioeconomic backgrounds. In addition, while the adolescents' digital play was shaped by their socioeconomic realities, they were able to make the most from their circumstances and demonstrated both creativity and savviness. By demonstrating the disparities in digital media experiences between two adolescents from contrastive socioeconomic backgrounds, we shed light on the implications of the digital divide, where both equitable access to digital resources and the development of digital literacies necessary to navigate the digital landscape is currently lacking. We argue for the importance for researchers and policymakers to move beyond acknowledging long-standing concerns and take actionable steps to address these issues.

COVID-19 大流行以及许多国家随后采取的封锁措施增加了年轻人与数字媒体的接触。数字鸿沟不仅仅是拥有设备的问题,还包括青少年使用数字技术的能力差异。在本文中,我们将注意力从屏幕时间转移到青少年使用数字媒体的性质上。我们的研究着眼于两个不同背景的青少年,以了解他们在观看、玩耍和阅读方面的数字媒体体验有何不同。我们的研究为有关新加坡 COVID-19 流行期间社会经济地位对青少年使用数字媒体方式的影响的文献增添了新的内容。我们的研究是在大流行期间进行的,参与者是通过方便的分层抽样和滚雪球法选出的。我们的研究结果表明,青少年观看数字媒体的动机是想成为亲近群体的一员,虽然观看是被动的,但却起到了与同龄人建立联系的社会功能。我们还发现,与社会经济背景较低的青少年相比,社会经济背景较高的青少年往往进行更多的数字阅读。此外,虽然青少年的数字游戏受到其社会经济现实的影响,但他们能够充分利用自己的环境,并表现出创造力和智慧。通过展示两个社会经济背景截然不同的青少年在数字媒体体验方面的差异,我们揭示了数字鸿沟的影响,即目前缺乏公平获取数字资源的机会,也缺乏发展驾驭数字景观所需的数字素养。我们认为,研究人员和政策制定者不仅要承认长期存在的问题,还要采取可行的措施来解决这些问题。
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引用次数: 0
Thank You to Reviewers 感谢审稿人
IF 0.9 4区 教育学 Q2 Social Sciences Pub Date : 2024-04-24 DOI: 10.1002/jaal.1352
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引用次数: 0
Reading alphabetic and nonalphabetic writing systems: A case study of bilingual teachers' reading processes through eye movement miscue analysis 阅读字母和非字母书写系统:通过眼动误差分析对双语教师阅读过程的个案研究
IF 0.9 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-04-24 DOI: 10.1002/jaal.1351
Yang Wang, Ismahan Arslan-Ari, Ling Hao, Kyungjin Hwang

This case study investigates the reading processes of two bilingual teachers who speak English as a second language and use different first languages—Mandarin Chinese and Korean. The two participants read researcher-selected digital texts in English and in their respective first language, retold the texts, and answered comprehension questions about the texts. Their reading aloud and eye movements were recorded for miscue and eye movement analysis. Using Eye Movement Miscue Analysis, the findings showcase the distinctive characteristics of their first-language and second-language reading processes. The cross-linguistic comparison between bilingual reading processes further shows the bilingual participants' similarities and differences in terms of the use of language systems, eye movements, language variations, and image use. This study supports the understanding of non-Roman alphabetical language speakers' reading process, adds to our understanding of the bilingual reading process, and provides teaching and research implications for bilingual teachers and educators.

本案例研究调查了两位双语教师的阅读过程,他们将英语作为第二语言,并使用不同的母语--汉语和韩语。两位参与者分别用英语和各自的母语阅读了研究者选择的数字文本,复述了文本,并回答了有关文本的理解问题。他们的朗读和眼动都被记录下来,以便进行误读和眼动分析。通过眼动误导分析,研究结果展示了他们第一语言和第二语言阅读过程的不同特点。双语阅读过程的跨语言比较进一步显示了双语参与者在语言系统使用、眼动、语言变化和图像使用方面的异同。本研究有助于理解非罗马字母语言使用者的阅读过程,加深我们对双语阅读过程的理解,并为双语教师和教育工作者提供教学和研究启示。
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引用次数: 0
Utility value of improving writing skills for adult basic education students 提高成人基础教育学生写作能力的实用价值
IF 0.9 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-04-19 DOI: 10.1002/jaal.1349
Jennifer Martinez, Daphne Greenberg, Cynthia Puranik, Jason Lawrence Braasch, Zoi A. Traga Philippakos, Charles A. MacArthur, Christine Miller

Motivational research identifies utility value, or the importance of a learning task to future goals, as central to motivation to learn. This study analyzed survey data (N = 86) collected from adult literacy learners to examine their utility value of writing improvement in grammar and spelling skills, word processing skills, and planning, drafting, and revising skills. Findings revealed that participants had a high utility value of improving writing in all three skill areas and possessed a variety of underlying motivations, including obtaining further education, seeking future employment, and personal reasons. Participants' age, educational attainment, and reading levels showed relationships with utility value of improving grammar and spelling skills, and age showed an additional relationship to utility value of improving word processing skills. This work extends research on motivation in this population and supports the application of expectancy-value theory to both adult motivation and writing motivation.

动机研究认为,效用价值或学习任务对未来目标的重要性是学习动机的核心。本研究分析了从成人扫盲学习者那里收集到的调查数据(N = 86),以考察他们在语法和拼写技能、文字处理技能以及计划、起草和修改技能方面提高写作水平的效用价值。研究结果表明,参与者对提高所有三个技能领域的写作水平都有很高的效用价值,并具有各种潜在动机,包括继续深造、寻求未来就业和个人原因。参与者的年龄、受教育程度和阅读水平与提高语法和拼写技能的效用价值有一定关系,而年龄与提高文字处理技能的效用价值也有一定关系。这项研究扩展了对这一人群动机的研究,并支持将期望值理论应用于成人动机和写作动机。
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引用次数: 0
Identifying and interpreting gendered violence: Visual literacy in an audience reception study of Issa López' Casi Divas 识别和解读性别暴力:伊萨-洛佩斯的《Casi Divas》观众接受研究中的视觉扫盲
IF 0.9 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-04-10 DOI: 10.1002/jaal.1347
Dayna Jean DeFeo, Rebeca Maseda García, Zeynep Kılıç

We present an audience reception study of participant reactions to gender-based violence in Issa López' 2008 film, Casi Divas, chosen for its nuanced depiction of women grappling with several violences. Over three focus groups with 15 adult participants, we used Galtung's conflict theory to explore what participants identified as violence, and how victims should respond to violence in various forms. We find that participants have a narrow definition of violence, seeing it as an individualized act and therefore neglecting to consider its cultural or structural foundations. The participants' responses to violence largely reflected neoliberal values of personal empowerment and choice, resilience, and “leaning in.” We recommend critical visual literacy as a tool in the educational context to identify and address violence, to fight inequity, and to establish emancipatory discourses.

伊萨-洛佩斯(Issa López)于 2008 年拍摄了一部名为《Casi Divas》的电影,因其细致入微地描绘了女性在多种暴力面前的挣扎而被选中。在 15 位成年参与者参加的三个焦点小组中,我们使用了加尔通(Galtung)的冲突理论来探讨参与者对暴力的定义,以及受害者应如何应对各种形式的暴力。我们发现,参与者对暴力的定义比较狭隘,认为暴力是一种个人化的行为,因此忽略了暴力的文化或结构基础。参与者对暴力的反应在很大程度上反映了新自由主义的价值观,即个人赋权和选择、复原力和 "靠拢"。我们建议将批判性视觉素养作为教育背景下的一种工具,以识别和解决暴力问题,消除不平等,建立解放性话语。
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引用次数: 0
Rethinking and redrawing teaching and learning: Latinx preservice teachers documenting their pedagogies of the home through comic strips 反思和重绘教学:拉丁裔职前教师通过连环画记录他们的家庭教学法
IF 0.9 4区 教育学 Q2 Social Sciences Pub Date : 2024-04-06 DOI: 10.1002/jaal.1348
Mónica González Ybarra, Elenia Marroquin

The purpose of this study is to understand how Latinx preservice teachers (LPSTs) engage their multimodal and multilingual literacies to create comic strips about the knowledge and pedagogies found within their homes located within with U.S.-Mexico borderlands. Drawing on pedagogies of the home and Chicanx/Latinx multimodality, the findings illustrate how the LPSTs used comic creation to document teaching and learning practices of biculturalism, cultural preservation, spirituality, remedios, and the importance of education. This study has implications for developing teacher education pedagogies that are reflective of the linguistic and cultural diversity of LPSTs.

本研究的目的是了解拉美裔职前教师(Latinx preservice teachers,LPSTs)如何运用他们的多模态和多语言文学创作能力,创作有关其位于美墨边境地区的家庭中的知识和教学法的连环画。研究结果借鉴了家庭教学法和墨西哥裔/拉丁裔多模态教学法,说明了墨西哥裔和拉丁裔教师如何利用漫画创作来记录双文化主义、文化保护、精神信仰、补救措施和教育重要性等方面的教学实践。这项研究对开发反映 LPSTs 语言和文化多样性的师范教育教学法具有重要意义。
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引用次数: 0
We are the water: Connected joy into classrooms 我们是水将欢乐融入课堂
IF 0.9 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-03-25 DOI: 10.1002/jaal.1344
Diana Liu
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引用次数: 0
期刊
Journal of Adolescent & Adult Literacy
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