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The Complex Relationship between Teachers' Instructional Practices and Students' Reading Amount 教师教学实践与学生阅读量之间的复杂关系
IF 4.2 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-08-01 DOI: 10.1002/rrq.561
Mats Tegmark, Monika Vinterek, Tarja Alatalo, Mikael Winberg
The purpose of this study is to develop understanding of the relation between instructional practices and students' reading amount. As part of a larger mixed‐methods study of reading practices across the curriculum in Swedish compulsory school, a selection of 14 classes from Grades 6 and 9 were observed over a total of 59 lessons. The data generated were coded and analyzed using both quantitative and qualitative methods. The results reveal a great variation in teachers' instructional practices which is shown to have both direct and more indirect consequences for students' reading amount. By combining the results from quantitative and qualitative analyses in the light of Self‐Determination Theory, the study shows that most reading is done in classrooms where teachers manage to fulfill students' need for competence, relatedness, and autonomy while maintaining classroom structure and ensuring lesson time for reading. The findings are discussed considering previous research on instructional practices in relation to students' reading motivation and reading amount, adding to our understanding of what makes students read in everyday classrooms. Limitations of the study, directions for further research, and implications for practice are also discussed.
本研究旨在了解教学实践与学生阅读量之间的关系。作为瑞典义务教育学校跨课程阅读实践大型混合方法研究的一部分,本研究选取了六年级和九年级的 14 个班级,观察了总共 59 节课。我们采用定量和定性方法对所生成的数据进行了编码和分析。结果显示,教师的教学方法存在很大差异,这对学生的阅读量产生了直接和间接的影响。根据 "自我决定理论",结合定量和定性分析的结果,研究表明,大多数阅读是在教师设法满足学生对能力、相关性和自主性的需求,同时维持课堂结构和确保阅读课时间的课堂上完成的。在讨论研究结果时,我们考虑到了以往有关学生阅读动机和阅读量的教学实践研究,从而加深了我们对日常课堂中学生阅读的理解。此外,还讨论了研究的局限性、进一步研究的方向以及对实践的影响。
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引用次数: 0
Critical Posthumanist Literacy: Building Theory for Reading, Writing, and Living Ethically with Everyday Artificial Intelligence 批判的后人文主义读写能力:建立与日常人工智能一起阅读、写作和伦理生活的理论
IF 4.2 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-07-27 DOI: 10.1002/rrq.565
Sarah K. Burriss, Kevin Leander
Literacy has become inextricably bound with machine processes, especially in the age of ubiquitous, consequential artificial intelligence (AI). Despite a relatively long history of AI involvement in our everyday reading and writing practices, the public availability of generative AI tools has set off a wave of heated debate—and concern—about AI's role in our lives. We argue that critical literacy theory and tools can serve as a foundation, when combined with posthumanist ideas and some technical knowledge, for understanding, teaching, and participating in our AI‐infused world. In this paper, we outline our theory of critical posthumanist literacy, which draws on posthumanist scholarship to re‐imagine critical literacy with respect to concepts of ontology, agency, ethics and justice, and pedagogy. For each concept, we build on humanist, critical perspectives to show how posthumanist scholarship can help theorize for literacy in the age of AI, especially as AI presents both lingering and new challenges to conceptions of human text production and consumption. Posthumanism provides us with alternative modes of thinking about the nature of “things” (and ourselves); with an understanding of agency as not a human possession but an accomplishment among/within many human and non‐human actors; with an expanded ethics that accounts more deeply for non‐humans; and with pedagogy that embraces ambiguity, movement, and speculation. Using these ideas to expand critical literacy practices, we offer concepts and questions for guiding literacy practice and research, with the understanding that these are no longer separable from complex computational systems.
识字已经与机器过程密不可分,尤其是在无处不在、影响深远的人工智能(AI)时代。尽管人工智能参与我们日常阅读和写作实践的历史相对较长,但人工智能生成工具的公开可用性掀起了一场关于人工智能在我们生活中的作用的激烈讨论和担忧。我们认为,批判性扫盲理论和工具与后人文主义思想和一些技术知识相结合,可以作为理解、教学和参与人工智能世界的基础。在本文中,我们概述了我们的后人文主义批判性扫盲理论,该理论借鉴了后人文主义学术研究,重新构想了本体论、机构、伦理与正义以及教学法等概念方面的批判性扫盲。对于每一个概念,我们都以人文主义的批判性视角为基础,说明后人文主义学术如何帮助人工智能时代的扫盲理论化,特别是当人工智能对人类文本生产和消费的概念提出新旧挑战时。后人文主义为我们提供了关于 "事物"(和我们自己)本质的另一种思考模式;提供了关于机构的一种理解,即机构不是人类的财产,而是许多人类和非人类行动者之间/内部的一种成就;提供了一种扩展的伦理学,更深入地考虑到非人类;提供了一种包容模糊性、运动性和猜测性的教学法。利用这些理念来扩展批判性扫盲实践,我们提出了指导扫盲实践和研究的概念和问题,并认识到这些概念和问题与复杂的计算系统已不可分割。
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引用次数: 0
Hebrew–Russian Bilingual Children's Early Literacy Skills: The Roles of the Home Literacy Environment and Mothers' Writing Support 希伯来语-俄语双语儿童的早期识字能力:家庭识字环境和母亲写作支持的作用
IF 4.2 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-07-24 DOI: 10.1002/rrq.564
Miriam Minkov, Dorit Aram
Today, many children worldwide grow up in bilingual or multilingual families. This study explores early literacy development in Russian–Hebrew bilingual families in Israel. It studies the contribution of the home literacy environment (HLE), the language of communication, and the nature of the maternal writing support in Hebrew and Russian, to children's early literacy skills in the two languages. Participants were 61 Israeli children (4–6 years old) and their mothers. The mothers completed questionnaires about home literacy activities in both languages and were videotaped while supporting their child in writing a list of eight words in Hebrew and Russian. Children's early literacy skills (phonological awareness, letter knowledge, and word recognition) were assessed in both languages. Results showed that mothers adjusted their writing support not only to the child's skills but also to the particular orthography. The HLE and aspects of mothers' writing support predicted their children's early literacy skills, not only within each language but also in cross‐language models. The literacy activities provided at home and the nature of mothers' support seem to link to the children's literacy outcomes. The results stress the importance of parents' explicit efforts to support children's early literacy skills in both heritage and societal languages.
如今,全世界有许多儿童在双语或多语家庭中成长。本研究探讨了以色列俄语和希伯来语双语家庭中儿童早期识字能力的发展。它研究了家庭识字环境(HLE)、交流语言以及母亲用希伯来语和俄语书写支持的性质对儿童早期两种语言识字能力的贡献。研究对象是 61 名以色列儿童(4-6 岁)及其母亲。母亲们填写了有关两种语言家庭识字活动的调查问卷,并在支持孩子用希伯来语和俄语书写一份包含八个单词的列表时进行了录像。用两种语言对儿童的早期识字能力(语音意识、字母知识和认字能力)进行了评估。结果显示,母亲们不仅会根据孩子的技能,还会根据特定的正字法调整她们的书写支持。母亲的书写支持对孩子早期识字能力的影响不仅体现在每种语言中,还体现在跨语言模型中。家中提供的识字活动和母亲支持的性质似乎与儿童的识字成果有关。研究结果强调了父母明确努力支持儿童早期识字能力的重要性,无论是传统语言还是社会语言。
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引用次数: 0
Reading Begets Reading? Disentangling the Dynamic Interplay Between Reading Competence and Reading Exposure with a Special Focus on Gender Differences 阅读带来阅读?厘清阅读能力与阅读接触之间的动态相互作用,特别关注性别差异
IF 4.2 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-07-24 DOI: 10.1002/rrq.566
Felix Bittmann
Do children with better reading competence read more, or do avid readers increase their reading competence? This highly relevant question has been discussed for many years, yet conclusive results are rare. Previous studies suffer from small sample sizes or omitted variable bias, rendering their findings questionable. We provide new insight using large‐scale German panel data (N > 5100). By surveying secondary school students (initial age = 11.1 years, SD = .50 years) in grades 5, 7, and 9, we can trace their reading competence and exposure over time. We estimate random intercept cross‐lagged panel models (RI‐CLPMs) to analyze time‐dependent within‐student changes and dynamic feedback loops. We include relevant control variables to account for potential confounding and conduct robustness checks using a classical CLPM. Our findings show no evidence that reading more results in better reading competence. However, higher reading competence may lead to increased reading exposure. Testing for gender differences reveals that these conclusions hold for both boys and girls and that no interactions with gender are detectable, despite girls tending to read more and having a higher reading competence on average.
是阅读能力强的孩子阅读量更大,还是热衷阅读的孩子阅读能力更强?这个与我们息息相关的问题已经讨论了很多年,但却鲜有定论。以往的研究存在样本量小或遗漏变量偏差等问题,导致研究结果值得商榷。我们利用德国大规模面板数据(5100 人)提供了新的见解。通过对五年级、七年级和九年级的中学生(初始年龄 = 11.1 岁,SD = 0.50 岁)进行调查,我们可以追溯他们的阅读能力和接触阅读的时间。我们估计了随机截距交叉滞后面板模型(RI-CLPMs),以分析随时间变化的学生内部变化和动态反馈回路。我们加入了相关控制变量以考虑潜在的混杂因素,并使用经典的 CLPM 进行稳健性检验。我们的研究结果表明,没有证据表明阅读量越大,阅读能力就越强。然而,阅读能力的提高可能会导致阅读量的增加。对性别差异的测试表明,这些结论对男孩和女孩都适用,而且尽管女孩倾向于阅读更多的文章,平均阅读能力更高,但没有发现与性别的交互作用。
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引用次数: 0
How Anne Frank Became a Writer: Revelations from the “Tales and Events” Notebook 安妮-弗兰克是如何成为作家的?故事与事件》笔记本中的启示
IF 4.2 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-07-18 DOI: 10.1002/rrq.563
David Fleming
When he returned to Amsterdam in spring 1945, Otto Frank discovered that not one but two versions of his daughter's diary had survived the Holocaust: the three notebooks of so‐called version A and the revision of that diary on loose sheets of paper, called version B. Other texts also survived, including a notebook Anne titled “Tales and Events from the Secret Annex,” where she collected more than three dozen short pieces of prose. Best known for its “tales,” the book is, in fact, mostly nonfiction, including numerous sketches of annex life. More self‐contained and literary than her diary entries, they show Anne experimenting as a writer. They also show her writing vigorously in the summer of 1943, a period unrepresented in version A since none of that year's diary notebooks survived. Yet, as Anne later wrote, it was “the second half of 1943” when her life changed: when she began “to think, to write.” My goal here is to better fit the “Tales” notebook into the story of Anne's life and work, a project made easier by the recent publication of Anne Frank: The Collected Works, which includes, for the first time in English, all of the author's writing, in one volume, in separate, continuous texts. To read those texts in the order in which she wrote them is to see Anne Frank not just growing as a writer but becoming a writer. The results are of interest not only to scholars of Anne's life and work but to teachers of young readers and writers, for whom Anne Frank has long been a model, if an imperfectly understood one.
1945 年春,当奥托-弗兰克回到阿姆斯特丹时,他发现女儿的日记在大屠杀中幸存下来的版本不是一个,而是两个:所谓 A 版的三个笔记本和用散页纸修改的 B 版日记。这本书以 "故事 "而闻名,但实际上大部分是非虚构的,包括许多关于附件生活的素描。与她的日记相比,这些素描更自成一体,更具文学性,显示了安妮作为作家的尝试。这些作品还展现了她在 1943 年夏天的写作活力,而 A 版中没有体现这一时期,因为当年的日记笔记本都没有保存下来。然而,正如安妮后来所写,"1943 年下半年 "是她的生活发生改变的时候:她开始 "思考,开始写作"。最近出版的《安妮-弗兰克:作品集》首次以英文形式将作者的所有作品以独立、连续的文本形式收录在一本书中,这使得这项工作变得更加容易。按照安妮-弗兰克写作的顺序阅读这些文字,就能看到她不仅在成长为一名作家,而且正在成为一名作家。这些成果不仅对研究安妮生平和作品的学者有意义,而且对年轻读者和作家的教师也有意义,因为安妮-弗兰克一直是他们的楷模,尽管对她的理解并不完美。
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引用次数: 0
Literary reading as a socially responsive practice: Implications for literature pedagogy at higher education 文学阅读作为一种社会响应实践:对高等教育文学教学法的影响
IF 4.2 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-07-17 DOI: 10.1002/rrq.562
Naomi Nkealah, Maria Prozesky
As university teachers of literature, we tend to accept the rhetoric that students lack the capacity to interpret texts meaningfully, without questioning our own biases about the kinds of meaning we expect them to elicit from texts. Often, these are meanings that have little relevance to students' own social or professional lives. In this article, we report on a research project on literary reading at a South African university in which we set out to find out how our second‐year English literature student teachers were reading or making sense of Shakespearean plays and how in turn their readings inform new thinking about literary reading. We found that our students were interpreting Shakespeare's Macbeth in ways that both explicate social problems in present‐day South Africa and offer possible solutions to remedying these problems. Therefore, our knowledge contribution in this article is the proposition of socially responsive literary reading as a relevant, empowering and viable approach to literary reading that has potential to decolonise literature education in African universities.
作为大学文学教师,我们倾向于接受 "学生缺乏对文本进行有意义解读的能力 "这一说辞,而不去质疑我们自己对期望学生从文本中获得的意义的偏见。通常,这些意义与学生自己的社会或职业生活关系不大。在这篇文章中,我们报告了在南非一所大学开展的一个文学阅读研究项目,在这个项目中,我们试图了解我们的英语文学二年级学生教师是如何阅读莎士比亚戏剧或如何理解莎士比亚戏剧的,以及他们的阅读又是如何为文学阅读提供新思维的。我们发现,我们的学生在解读莎士比亚的《麦克白》时,既阐释了当今南非的社会问题,又提出了解决这些问题的可能方案。因此,我们在这篇文章中的知识贡献是提出了社会回应型文学阅读的主张,作为一种相关的、赋权的和可行的文学阅读方法,它有可能使非洲大学的文学教育非殖民化。
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引用次数: 0
“Nepantla is a Place Just Like the Ocean”: Bilingual Teachers Explore their Identities through Multimodal and Artifactual Testimonio "Nepantla是一个像海洋一样的地方":双语教师通过多模态和人工见证探索自身身份
IF 4.2 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-07-03 DOI: 10.1002/rrq.557
Cristina Sofía Barriot, Grace Cornell Gonzales
Bilingual teachers of Color navigate many in‐between spaces as they forge hybrid teacher identities; Chicana feminist scholars have referred to these crossroads between cultural ideologies, values, and beliefs as spaces of nepantla. In this qualitative case study, we analyzed the work of 31 teachers from two cohorts of multilingual educators who participated in a summer bilingual endorsement course and subsequent bilingual teacher induction meetings. These teachers identified as Latine, Asian/Asian American, Native American, or multiracial, and taught in Spanish, Vietnamese, Mandarin, Japanese, and English‐medium settings. As course instructors and induction facilitators, we engaged participants in a series of multimodal and artifactual testimonio sessions and collected data in the form of multimodal and artifactual testimonios, coursework, interviews, and video recordings of testimonio sessions. Framed by bringing Chicana feminist conceptualizations of testimonio and nepantla into conversation with theories of multimodal and artifactual literacies, we analyzed participants' testimonios and found they used images, voice, video, and artifacts to unearth their histories; to forge resilient identidades nepantleras; and to express connection and solidarity with students that informed their present and future pedagogical practices. This study suggests the potential for researchers and teacher educators to leverage hybrid literacy practices, like multimodal and artifactual testimonio, while creating spaces that facilitate identity exploration and development for multilingual teachers of Color. Significantly, this multilingual teacher identity development allows for articulation of connection and solidarity with multilingual students, which teachers perceive as consequential in shaping their pedagogical and advocacy commitments.
有色人种双语教师在形成混合教师身份的过程中,要在许多中间空间中穿梭;奇卡娜女权主义学者将这些文化意识形态、价值观和信仰之间的十字路口称为 nepantla 空间。在这项定性案例研究中,我们分析了来自两批多语教育工作者中的 31 名教师的工作,他们参加了暑期双语认可课程和随后的双语教师入职会议。这些教师被认定为拉丁裔、亚裔/亚裔美国人、土著美国人或多种族,并在西班牙语、越南语、普通话、日语和英语教学环境中任教。作为课程讲师和入职培训促进者,我们让参与者参与了一系列多模态和人工见证会,并以多模态和人工见证会、课程作业、访谈和见证会录像的形式收集数据。通过将奇卡娜女权主义者关于见证和 nepantla 的概念与多模态和人工制品文学的理论相结合,我们对参与者的见证进行了分析,发现他们利用图像、声音、视频和人工制品来发掘自己的历史;建立有弹性的 nepantleras 身份;并表达与学生的联系和团结,为他们现在和未来的教学实践提供信息。这项研究表明,研究人员和教师教育者有可能利用混合扫盲实践,如多模态和人工见证,同时为多语种有色人种教师创造促进身份探索和发展的空间。值得注意的是,这种多语种教师身份的发展使他们能够与多语种学生建立联系和团结,教师们认为这对塑造他们的教学和宣传承诺至关重要。
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引用次数: 0
Towards Disruptive Maker Literacies Beyond Neurotypical, Gendered Mindsets 超越神经典型、性别思维,迈向颠覆性的创客文学
IF 4.2 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-07-01 DOI: 10.1002/rrq.560
Cheryl A. McLean, Jennifer Rowsell
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引用次数: 0
A Metasynthesis of Family Literacy Scholarship: Countering and Constructing Narratives about BIPOC Families and Communities 家庭扫盲学术的元综合:反驳和建构关于黑人、印地安人和其他有色人种家庭和社区的叙述
IF 4.2 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-06-28 DOI: 10.1002/rrq.558
Tisha Lewis Ellison, Catherine Compton‐Lilly, Rebecca Rogers
In this metasynthesis, we examined 21 highly cited qualitative studies on family literacy scholarship conducted by Black, Indigenous, and People of Color (BIPOC) scholars from 1981 to 2019. This metasynthesis integrates findings to present a counterstory that challenges dominant narratives in family literacy. By amplifying often overlooked or erased narratives, we highlight diverse themes including family literacy as activism, its temporal aspects, barriers, challenges, hybridity, emotionality, bonding, spiritual literacies, and healing practices. These themes enhance racial, linguistic, and cultural awareness in scholars' engagement with families and communities. This metasynthesis broadens the conceptualization of family literacy, encouraging a reevaluation of our understanding of families, literacies, and research representation. Additionally, it underscores the critical importance of acknowledging and authentically representing BIPOC scholars and their participants’ stories.
在本综述中,我们研究了 21 项由黑人、土著和有色人种(BIPOC)学者在 1981 年至 2019 年期间进行的有关家庭扫盲学术研究的高引用率定性研究。本综合报告对研究结果进行了整合,提出了一个反面故事,对家庭扫盲的主流叙事提出了挑战。通过放大经常被忽视或抹杀的叙事,我们突出了不同的主题,包括作为行动主义的家庭扫盲、其时间方面、障碍、挑战、混杂性、情感性、联系、精神扫盲和治疗实践。这些主题增强了学者在参与家庭和社区活动时的种族、语言和文化意识。这一元综合拓宽了家庭素养的概念,鼓励我们重新评估对家庭、素养和研究代表性的理解。此外,它还强调了承认并真实再现黑人、印地安人和其他有色人种学者及其参与者的故事的极端重要性。
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引用次数: 0
A Tale of Two Gophers: Re/Storying for Re/Worlding 两只地鼠的故事为 Re/Worlding 讲述 Re/Storying
IF 4.2 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-05-31 DOI: 10.1002/rrq.551
Kimberly Lenters, Ronna Mosher
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引用次数: 0
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Reading Research Quarterly
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