{"title":"教师合作小组的学习与我们和他们的建构","authors":"Mallika Scott, Nicole Louie","doi":"10.1080/10508406.2024.2370003","DOIUrl":null,"url":null,"abstract":"Many studies have pointed to the importance of trust and inclusiveness in teachers’ collaborative groups. Here, we investigate how teachers negotiate dividing lines between “us” and “them” in momen...","PeriodicalId":48043,"journal":{"name":"Journal of the Learning Sciences","volume":null,"pages":null},"PeriodicalIF":3.0000,"publicationDate":"2024-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Learning and constructions of us and them in teachers’ collaborative groups\",\"authors\":\"Mallika Scott, Nicole Louie\",\"doi\":\"10.1080/10508406.2024.2370003\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Many studies have pointed to the importance of trust and inclusiveness in teachers’ collaborative groups. Here, we investigate how teachers negotiate dividing lines between “us” and “them” in momen...\",\"PeriodicalId\":48043,\"journal\":{\"name\":\"Journal of the Learning Sciences\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":3.0000,\"publicationDate\":\"2024-08-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of the Learning Sciences\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1080/10508406.2024.2370003\",\"RegionNum\":1,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of the Learning Sciences","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/10508406.2024.2370003","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Learning and constructions of us and them in teachers’ collaborative groups
Many studies have pointed to the importance of trust and inclusiveness in teachers’ collaborative groups. Here, we investigate how teachers negotiate dividing lines between “us” and “them” in momen...
期刊介绍：
Journal of the Learning Sciences (JLS) is one of the two official journals of the International Society of the Learning Sciences ( www.isls.org). JLS provides a multidisciplinary forum for research on education and learning that informs theories of how people learn and the design of learning environments. It publishes research that elucidates processes of learning, and the ways in which technologies, instructional practices, and learning environments can be designed to support learning in different contexts. JLS articles draw on theoretical frameworks from such diverse fields as cognitive science, sociocultural theory, educational psychology, computer science, and anthropology. Submissions are not limited to any particular research method, but must be based on rigorous analyses that present new insights into how people learn and/or how learning can be supported and enhanced. Successful submissions should position their argument within extant literature in the learning sciences. They should reflect the core practices and foci that have defined the learning sciences as a field: privileging design in methodology and pedagogy; emphasizing interdisciplinarity and methodological innovation; grounding research in real-world contexts; answering questions about learning process and mechanism, alongside outcomes; pursuing technological and pedagogical innovation; and maintaining a strong connection between research and practice.
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