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1.
Based on two years of ethnographic engagement in a school-based digital design studio in a high school on the West Side of Chicago, Illinois, this paper conceptualizes the development and maintenance of an ethos of care in teaching and learning through sustaining affective resonance. Adopting musical metaphors as a vocabulary for affective movements, we operationalize practical and practiced methods for sustaining (actively extending) affective (care-giving and care-taking intensities) resonance (shared meaning making and cultural production). Sharing examples across years, we show the specific ways that mentors and students in the digital design studio built and nurtured care-full practices. The purpose of the paper is to explicate the development and enactment of mentoring practices that we observed in the design studio and then to consider how these practices might be shared, spread, and adapted across contexts of teaching and learning.  相似文献   

2.
The process of reflective writing can play a central role in making meaning as learners process new information and connect it to prior knowledge. An examination of the written discourse can therefore be revealing of learners’ cognitive understanding and affective (beliefs, feelings, motivation to learn) responses to concepts. Despite reflective writing being an important learning tool, the role of this genre in upper-division college biology courses has not been well studied. This paper examines how nineteen physiological ecology students wrote about their understanding of natural selection and adaptations in ten reflective essays and describes how a model of student meaning making was developed. Qualitative essay analysis (through a triangulation of data: class observations; essays; and transcribed interviews) revealed that students could be classified into four categories of writers: subjective (personal, affective connections); objective (conceptual, cognitive connections); authentic (both affective and cognitive connections); and superficial (no supportive connections or claims). In-depth case studies illustrating these four categories are presented. Implications for college science instruction are discussed.  相似文献   

3.
This study contributes to research that characterises the affective learning that is evoked and taken on by students in response to their perceptions of their contextual learning environments. Interview-discussions were held with lecturers of both introductory and higher-level physics courses (n = 3) concerning how they formulated their patterns of teaching in terms of a particular conceptual framing that they considered to best optimize making learning possible. Subsequently their students (n = 212) were asked with written questions, and some select follow-up interview-discussions, to describe what they expected from ‘a good physics lecturer’. The relationships between these two things—the lecturer’s crafting of practice and the students’ expectations of quality teaching—were investigated. Results show that students’ expectations tend to match their lecturers’ practice, indicating that students are strongly influenced by a contextually based appreciation of ‘good’ teaching.  相似文献   

4.
Abstract

In this article, we argue that the interest being taken by governments in establishing innovative learning environments (ILEs) in schools relies on a conception of space as a largely neutral arena. In consequence, relations of space and power inherent in the infrastructural shift to ILEs tend to drop from view. Adopting an assemblage approach to investigating learning environments, and exploring ILEs as they are playing out in Australian schools, we strive to surface what drops from view. Taking ILEs to be sociomaterial assemblages, we work with empirical material and trace how they assemble and reassemble. The account is less concerned with what works in ILEs; rather, its focus is on their ‘workings’ as assemblages of relations and most particularly, affective relations. Thus, we explore two affective encounters involving school leaders, teachers and students showing the ways in which they position and are positioned within ILEs. The argument is made that the assemblage approach which is non-deterministic and relational affords new ways of understanding what ILEs are and how they work and who they work for. And, that attending to affective practice brings into view the micropolitics through which infrastructural shifts and infrastructural policy-making are made.  相似文献   

5.
Australian curricula name “sustainability” as a key priority area with implications for preparing pre-service teachers. In the research that generated this paper, we asked: How can framing teaching through space and place inform pre-service teachers’ pedagogical thinking and practice? In new third year Bachelor of Education (primary) subject Understanding Space and Place, Australian teacher education students shared online responses to focus questions and readings framing education through place, designed and taught a unit of study “beyond the classroom” to children in their professional placements and reflected on changes in their theoretical, philosophical, and curriculum goals. Data from these forum posts were analysed through Somerville’s three “enabling place pedagogy” categories of embodiment, storylines, and cultural contact zones. Many students came to re-imagine their teaching roles and understand how a place pedagogy framework can operate to expand the possibilities of teaching and learning sustainability through creative and embodied place-making experiences in local places.  相似文献   

6.
This paper proposes that an effective way to teach critical thinking would be through a criminal justice ethics class that prioritizes learning in the affective domain to prevent persistence of a polarizing perspective. The premise is twofold: first, that us versus them dichotomies hinder higher order thinking and moral decision-making; and, secondly, that it is much more difficult to overcome dichotomous thinking exclusively through cognitive domain teaching because the tendency is for students to sift through new information and focus only on facts which support preexisting positions and, also, because students may anticipate an intellectual attack on their opinions and become defensive or resistant. For those reasons, the suggestion is to use carefully selected, empathy-evoking films as a stealthier, softer introduction to controversial issues.  相似文献   

7.
This paper examines an event in a US secondary classroom where a Muslim student was disciplined for reading lesbian erotica in class. While many students read and exchanged erotica in the school, this student in particular was targeted for a disciplinary hearing. I explore this as an affective event, a moment of sensation and excess, to think about how the taken-for-granted dramas of the classroom might be manifestations of larger scale events and geopolitical forces. Here post-9/11 practices of surveilling and managing Muslim bodies and ambivalent affects around Muslim women coalesced to escalate an ‘event.’ As mainstream media increasingly report incidents of Islamophobia in schools, educational research needs pay heed to the experiences and voices of Muslim students. Here a student’s outspokenness, agency, and animated affect were positioned as insubordinate and deemed threatening to the sanctity of the school. Incivility and dissent, rather than insubordinate, are important affects to make space for in secondary schools, particularly for students of color. This paper also explores several concepts in relation to qualitative research including data as affect, affective pedagogies, and glitch methodologies.  相似文献   

8.
Over the last years there has been a growing use of 3D virtual environments for educational purposes. Many studies advocate the integration of these environments in the daily teaching practice of various subjects. This requires innovative design in order create the appropriate affective/ pedagogical conditions as well as the development and use of well-structured activities in order to achieve effective collaborative learning. This paper presents an exploratory study in which collaborative learning strategies and cognitive apprenticeship models act as the pedagogical framework to facilitate learning and collaboration. The context is the teaching of mathematics in primary education via a 3D virtual environment. Specifically, we focus on evaluating students’ engagement (behavioral, affective and cognitive) in the collaborative learning process as they learn fractional concepts in a meaningful way. The findings show that a 3D virtual environment can support collaborative learning in primary school through its ability to enhance students’ engagement (behavioral, affective and cognitive) in the collaborative learning process.  相似文献   

9.
Through a self-study methodology, six doctoral students and a professor examine how our semester long doctoral level class became a transformative space for all participants. We investigate how each individual was able to participate in the construction of a powerful and meaningful learning community, which led to a re-visioning of ourselves as women and teacher educators. Feminist pedagogy and positioning theory provide a guiding framework for both the class and our own reflective research. Our findings include, but are not limited to, showing how negotiating the curriculum led to a doctoral class becoming a safe space and how this negotiation led to transferring democratic practices to our teaching and the tensions associated with that. This work contributes to the field of teacher education as it focuses on the importance of fostering classroom and school cultures where knowledge production is facilitated through democratized practices. Our study highlights the value of creating a learning community where all members, both students and teacher, share power, privilege, and voice. It is in these types of positive educational environments that true meaning making and change can occur.  相似文献   

10.
This article argues, from a critical realist perspective, that it would be beneficial to extend thinking on how personal and social education could become more central to students’ learning. We explore how constructive-informed arrangements which emphasize cognitive skills and affective qualities could be realized through experiential approaches to learning. Our theorizing is informed by neo-Aristotelian thinking on the importance of identifying mutually acceptable value commitments which can cultivate practical wisdom as well as generally benefit society. Thereafter, we outline how the recent writings of Tiberius could inform thinking on how, epistemologically and ethically, a first person perspective on learning and personal growth could connect with normative decision making on how to make good life choices. We conclude by briefly highlighting the methodological potential of using outdoor learning environments to help students make informed and wise judgements which show evidence of discernment, deliberation and effective decision making.  相似文献   

11.
The paper argues that what is left behind in the current era of accountability is the educational content. The authors present shedding the content as the great challenge of teaching and learning in today’s schools. They turn to the tradition of Bildung and outline the theoretical background for the content-focused approach to (research on) teaching and learning. Their approach is based on analyses of authentic (real-life) teaching and learning situations. The paper highlights how didactic case studies can be used to generalize the findings across individual cases. Within the multiple case studies, 44 didactic case studies were reanalysed to identify didactic formalisms, i.e. problems in the semantic and logical structure of educational content, which corrupt the quality of instruction. Two specific types of didactic formalism are described in detail; stolen cognition and concealed cognition. Stolen cognition prevents cognitive activation of students when the teacher over-reduces the space allowed for the students’ cognitive work with the content, concealed cognition are instances of purposeless cognitive activation of students due to their being disconnected from the content.  相似文献   

12.
Abstract

This paper considers the ‘knowledge economy’ as it is used in education rhetoric to establish social and educational consent for significant changes both to the spatial organisation of classrooms and their affective economies. We draw on ethnographic data from a study of ‘non-traditional classroom spaces’, where the spatial organisation of schooling emerged as a potential fulcrum through which the imaginary of the conventional primary classroom was being reconceptualised. Traditionally configured classroom spaces and the learning that takes place within them were being challenged and replaced by notions of twenty-first century learning in ‘agile’ learning environments. In the context of this reform agenda, these open-plan spaces were seen as offering new prospects for participation in a globally connected and competitive economic world that requires students to continuously adapt, innovate and respond creatively to a range of different problems. We consider how these everyday moments function as conceptual encounters between affective, embodied experiences and educational reform discourses that rationalise the implementation of non-traditional classroom spaces in ways that have very little to do with children and their futures. This cultural approach takes a step aside from numerous, and necessary, critiques of recent educational policies per se, in order to consider what might be learned from the uncanny spectres of child bodies that haunt them. The paper draws attention to examples of children’s affect in non-traditional classrooms and what that may tell us about current educational reform when sacrifice forms part of the missing account of educational reorganisation for the knowledge economy.  相似文献   

13.
Background: Policymakers’ use of high-stakes exams to improve students’ academic achievement affects teachers and their tenure in the field at all levels of schooling. Novice teachers now being inducted into the field have been educated almost exclusively in these high-stakes learning environments. Yet, how their familiarity with these contexts combined with their experiences in their own classrooms affect novices’ induction into the field of teaching has not been fully examined. Aim: This article presents findings from an investigation into the experiences of two first-year teachers who were educated and trained to be teachers in the same high-stakes education system in which they taught. It examines how these first-year teachers viewed policymakers’ reforms affecting their teaching and tenure in the field. Methods: This qualitative case study centers on the experiences of two first-year teachers working in the same high-stakes standards-based accountability teaching context in which they were educated – the case. This study provides insight into the issue of how novices’ familiarity with high-stakes reform combined with their experiences in their own classrooms impacts their conceptions of their teaching and their tenure in the field. Outcomes: The findings from this case study reveal how policymakers’ high-stakes reforms impacted the development of these novice teachers in significant ways. Not only did they have to learn how to teach as they taught, but they also had to ensure they were teaching all of their students to pass the high-stakes exams. Their varied experiences also demonstrate how these high-stakes exams can ‘test’ beginning teachers out of the classroom. Conclusions: These findings demonstrate that first-year teachers’ familiarity with policymakers’ high-stakes reforms is not enough to prepare them for the expectation that they immediately improve students’ academic achievement on high-stakes exams. Such findings not only challenge what it means to be a educator in these contexts, but they also shed light on how larger political and economic forces impact the teaching and tenure of novices. To support new teachers, teacher educators and mentors should rethink the education and induction processes while helping novices understand as well as prepare for the role context plays in their teaching and development as professionals.  相似文献   

14.
Academic stress is a commonly reported affective state by high school students that can be accompanied by unwanted and unhelpful short- and long-term implications including a low sense of school belonging. Understanding how academic stress may be alleviated or managed by students is an essential consideration for all schools concerned with student well-being. This study aimed to examine the relationship between academic stress and sense of school belonging, as well as the mediation effect of academic hardiness. Four hundred and five high school students from six schools in Tehran (Iran) were recruited in the study. Data analyses with Structural Equation Modeling revealed that a sense of belonging to school (β = −.38, p < .01) and academic hardiness (β = −.40, p < .01) were significant predictors of academic stress. Bootstrapping analysis showed that academic hardiness acted as a mediator between a sense of belonging to school and academic stress. The findings elucidate the underlying mechanism in how low school belonging may lead to academic stress in high school students. Creating a culture of school belonging and teaching and supporting skills related to academic hardiness should be key considerations for all schools seeking to reduce academic stress experienced by their students.  相似文献   

15.
This article explores how reflective practice may be facilitated among pre-service teachers preparing to teach in culturally diverse classrooms. The significance of the mentor teacher’s ability to reveal her/himself as a reflective practitioner in order to promote student reflection is well documented. The article specifically addresses one teacher educator’s approach to offering mentor support with a focus on reflective practices related to cultural diversity. She explores how her ethnographic doctoral study on the classroom participation of adult South Sudanese students in different Australian learning environments has informed her own practice as a teacher, and ways in which her teaching philosophy and values were influenced by the sustained reflection needed to complete the study. By making explicit an aspect of her reflective practice, she aims to add to the growing body of literature on how to engage pre-service teachers meaningfully in reflection on their own classroom practice, especially in relation to teaching to diversity.  相似文献   

16.
Previous research suggests that in classes that take an integrated approach to science, technology, engineering, and math (STEM) education, students tend to engage in fulfilling goals of their engineering design challenges, but only inconsistently engage with the related math and science content. The present research examines these inconsistences by focusing on student engagement, or effort, towards math and science concepts while working on an engineering challenge, through the lens of expectancy-value theory. Specifically, we examine how students’ perceptions of the value of math and science and expectancy for success with the math and science relate to the efforts they put towards using math and science while working on engineering challenges. Our results suggest that subjective task value significantly predicts efforts towards both math and science, whereas neither expectancy, nor the interaction between expectancy and value predicted effort. We argue that integrated learning environments need to help students understand how the domains of math, science, and engineering support their work in fulfilling the engineering project design goals. In other words, we argue that we, as educators, must help students to recognise the value of each of the domains addressed within STEM integrated learning environments. This paper discusses strategies for accomplishing this goal.  相似文献   

17.

Prior research has indicated that decisions made by students about their learning are influenced by perceptions of various factors related to the task and classroom context. This influence seems to be mediated by the extent to which the learner perceives personal challenge in what is done. This concept of personal challenge comprises both cognitive (demand) and affective (motivation) components. In the current paper, response trends of almost 4000 secondary science students to a questionnaire structured according to factors associated with challenge are considered by school, year level and gender. These trends indicate that challenge in science diminishes as students move from Years 7 to 10, due to increasingly negative perceptions of many of these factors. Results also indicate however that, through purposeful change in teaching perspectives and practices, teachers can establish and sustain students’ sense of challenge in classroom learning.  相似文献   

18.
传统的中学英语教学往往只重视学生的智育,忽视了学生的情感因素（affective factors）。本文在对中学英语教学中的情感因素进行分析的基础上,提出一种结合网络技术、寓教于乐的中学英语教学方法,并在教学实践中进行了应用。  相似文献   

19.
Celebrating hands-on making and technological inventiveness, the Maker Movement promotes the popularity of new makerspaces: learning environments filled with diverse materials for youth’s creative projects. Described as “constructionist learning environments,” makerspaces can be challenging to design because materials require substantial budgetary investments. Because the practical demands of space and cost often dominate decisions concerning a new makerspace, less attention is paid to how the choice of materials inadvertently limits who uses the space, how learning happens, or how materials in a space will interact and intra-act over time. Building on theories of constructionism and relational materialism to analyze and theorize learning in makerspaces, we take a case-based approach to illustrate the co-development of 3D printing materials, youth and educational programs at an out-of-school makerspace. In the process, we demonstrate the need to rethink the role of materials in human development and educational design. We introduce the concept of materials-to-develop-with to explain how objects can be internalized and drive the development of spaces, people and learning opportunities.  相似文献   

20.
ABSTRACT

Finnish nature schools are environmental education organisations offering outdoor programmes for classes in natural environments. They are intended to contribute to the aims of the national curriculum in various subjects. This qualitative study examines how students describe their learning in a nature school context and how they describe differences between learning in nature and learning in the classroom. After a nature school day, 30 10–11-year-old pupils participated in focus groups interviews. The data were analysed through inductive content analysis. Nature school learning was described as cognitive, affective, social and as providing practical skills learning, although some pupils claimed that they had not learned anything. The differences between the learning environments were described as differences in learning activities, concreteness, external conditions, learning topics, perceived ability to concentrate and differences in motivation. We stress the importance of reflection on learning in order to raise pupils’ awareness of their outdoor learning.  相似文献   

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