共查询到20条相似文献，搜索用时 15 毫秒
1.
David E. Low 《Children‘s Literature in Education》2012,43(4):368-385
In recent years, reading scholars have increasingly attended to children’s responses to picturebook page breaks, reasoning that the inferences young readers make during the turning of the page are central to understanding how children construct continuous narratives in semiotically rich texts. In this paper I argue that comics (including comic books and graphic novels) offer similar gap-filling affordances as picturebooks, but for older children and adolescent readers. A major site of meaning-making in comics is the “gutter” between panels. This is where much of the magic occurs for readers while transacting with the medium. Since the comics medium is popular with many students and has received increased attention from teachers, researchers, and curriculum developers during the multimodal and multiliterate turns of the past decades, I argue that it is vital for educators not only to use comics in their classrooms, but to focus explicitly on gutters in order to exercise the medium’s full potential. Pulling from numerous sources, I provide several pedagogical activities that emphasize gutters as rich sites of constructing meaning. 相似文献
2.
This paper explores how participants in a Swedish secondary school do gender talk with comics. Swedish schools are tasked with working with gender, but this can be a challenge for many teachers, and finding materials to work with gender aspects can be difficult. Meanwhile, literary research on comics has shown them to be a potential tool for problematising gender, but little educational research has investigated the gender discussions that comics can promote. Therefore, using conversation-analytical methodology, we have documented situated classroom talk through video observations, focusing on the social construction of gender. Five excerpts are shown, where different aspects of gender talk are displayed and discussed. Results indicate that although students deconstruct and criticise gendered binaries in characteristics and behaviour from comics' imagery, this critique remains superficial, revolving around the hypersexualised body imagery of the muscular superhero the Phantom or the outdated femininity of the girly Daisy Duck. Although comics present an opportunity for discussions of norm critique in the classroom, we suggest that more social-realistic comics, wherein gender roles are more subtle and nuanced, be used for furthering the research on this topic and allowing students more width when it comes to deconstructing gender binaries. 相似文献
3.
Benjamin Gleason 《Learning, Media and Technology》2018,43(2):165-180
This research investigates how three high school students in the USA developed new literacies practices through their participation in teenage Twitter. Data was collected from two sources, including archival data from participants’ Twitter over a two-year span, and semi-structured interviews. Results found that teenagers developed a number of practices that facilitated orientation to cultural conventions of teenage Twitter, helped them mobilize followers for participatory events, and led to reflective awareness of how to tell stories on Twitter. This study suggests that teenagers used the affordances of Twitter in order to craft multimodal narratives that are co-constructed, participatory, nonlinear, and emergent. Thinking in hashtags, for participants, is a kind of action that serves to develop affinities of relation (to friends, to pop culture, and to new knowledge) through mediatized ‘vital life stuff.’ 相似文献
4.
Tin Lam Toh Lu Pien Cheng Siew Yin Ho Heng Jiang Kam Ming Lim 《Asia Pacific Journal of Education》2017,37(4):437-452
AbstractThis paper discusses the use of comics in teaching mathematics in the secondary mathematics classroom. We explicate how the use of comics in teaching mathematics can prepare students for the twenty-first century competencies. We developed an alternative teaching package using comics for two lower secondary mathematics topics. This alternative teaching package consists of (1) several sets of comic strips expounding all related mathematical concepts in a lively way; (2) tiered practice questions for learning reinforcement; and (3) a set of proposed lesson outlines with suggestions on how to use the comics for mathematics teaching. We also report how one of the teachers in our study used this teaching package in her mathematics lessons. Her lessons were video-recorded and 11 students were interviewed to help us understand how the mathematics comics lessons were enacted and the students’ perception of comics as instruction. We identified instances in which the teacher tweaked the provided resource to further enhance student learning and incorporated elements of the twenty-first century competencies during her lessons. Through selected student interviews, we also identified instances in which students commented on their gain from the new approach from the perspective of the twenty-first century competencies. 相似文献
5.
Jeff Adams 《The International Journal of Art & Design Education》2000,19(3):304-312
This paper continues the argument for comics, especially graphic novels and manga (Japanese comics), to be taken seriously as a valid art form and as a source for work at all levels of art education. [1] Specific case studies demonstrate how these ambitions might be realised in practice in the form of classroom comic / graphic novel based projects in primary and secondary schools. Three have been singled out for consideration and each deals with issues affecting comics in education, such as the question of ‘derivative’ work, assessment and interpreting pre-existing texts. The capability of comic-based projects to successfully accommodate wider social issues like gender construction also come under scrutiny. The resulting works are analysed in the context of the prevailing education culture and highlight the difficulties of applying established assessment criteria to projects of this type. 相似文献
6.
Alberto Bellocchi 《科学教学研究杂志》2019,56(3):322-347
High demand for suitably qualified, high-quality science teachers is undermined by elevated teacher burnout/attrition rates within the early years of teaching. Effective emotion management can alleviate feelings of burnout and is also linked theoretically to sustaining positive social bonds. Scant attention has been directed at the importance of emotion management and social bonds in science education research. This study presents a methodology for studying emotion management and social bonds, delivering novel outcomes that elucidate how these two phenomena are interrelated. Video recordings of classroom interactions and reflective accounts in an early-career science teacher's ninth grade class were analyzed through a combination of ethnomethodology and interpretive techniques. Situated actions that constitute emotion management at the classroom level impacted the status of bonds between the teacher and one of his students, ultimately leading to a breakdown in their relationship. Results of the study detail how social actions of numerous students and the teacher led to the co-construction of emotion management and how this impacted social bonds. Theoretical and practical insights about the co-constructed nature of emotion management and social bonds present novel perspectives that can help to avoid pathologizing the actions of individual students and teachers for sustaining positive social bonds. Implications for science teaching and teacher education are offered. Study outcomes extend previous perspectives on emotion management in science education, which treat emotion management as an individual cognitive phenomenon. 相似文献
7.
8.
实践共同体理论的三要素对课堂建设的理论意义 总被引：1，自引：0，他引：1
在课堂中,学生学习的过程实际是课堂这个实践共同体中所有成员知识构建和意义协商的过程,学校、教师和学生需要清楚的知道如何相互介入到对方的活动中,清楚地理解共同的事业,以及充分分享共享的技艺库,缺少三要素中的任何一项都将导致学生课堂学习的失败。 相似文献
9.
Maria do Carmo Galiazzi Diana Paula Salomão de Freitas Cleiva Aguiar de Lima Cláudia da Silva Cousin Moacir Langoni de Souza Rodrigo Launikas Cupelli 《Environmental Education Research》2018,24(10):1501-1513
AbstractThis article introduces the core concepts that emerged from five environmental education action research studies conducted by a group called Learning Communities in Environmental Education, Science and Mathematics (CEAMECIM) from the Universidade Federal do Rio Grande (FURG) in the south of Brazil. The studies focus on teacher education processes in learning communities involving teachers, researchers and environmental educators, and the critical writing and reading texts of classroom recordings to problematise participants’ teaching practices. CEAMECIM used action research cycles to examine narratives of educational action, narratives from teachers concerning their development as environmental educators, and narratives of their development of a sense of belonging, with a particular focus on critiquing social models that are based on hierarchies and individuality. From this analysis, we propose a new perspective on being and learning how to become a learning community, crystallised by the belief that ‘we are more when we are together’. 相似文献
10.
Malin Ideland 《Science & Education》2018,27(7-8):783-803
This article aims to analyze how science is discursively attached to certain parts of the world and certain “kinds of people,” i.e., how scientific knowledge is culturally connected to the West and to whiteness. In focus is how the power technology of coloniality organizes scientific content in textbooks as well as how science students are met in the classroom. The empirical data consist of Swedish science textbooks. The analysis is guided by three questions: (1) if and how the colonial history of science is described in Swedish textbooks; (2) how history of science is described; (3) how the global South is represented. The analysis focuses on both what is said and what is unsaid, recurrent narratives, and cultural silences. To discuss how coloniality is organizing the idea of science eduation in terms of the science learner, previous studies are considered. The concepts of power/knowledge, epistemic violence, and coloniality are used to analyze how notions of scientific rationality and modernity are deeply entangled with a colonial way of seeing the world. The analysis shows that the colonial legacy of science and technology is not present in the textbooks. More evident is the talk about science as development. I claim that discourses on scientific development block out stories problematizing the violence done in the name of science. Furthermore, drawing on earlier classroom studies, I examine how the power of coloniality organize how students of color are met and taught, e.g., they are seen as in need of moral fostering rather than as scientific literate persons. 相似文献
11.
Inclusion of deaf children in regular classrooms is often described as unsuccessful. The present article shows how communicative and metacommunicative strategies used in teacher(s)-deaf students(s) interactions may facilitate inclusion. A fourth-grade classroom was investigated where a coteaching approach--a master teacher working with a teacher trained in Brazilian Sign Language (BSL)--was used. The class, 7 deaf and 19 hearing students, was selected because of the teacher dyad's effectiveness with these students. The teachers' interactive styles and strategies are highlighted, along with communicative and metacommunicative processes that occurred between them and the deaf students. The authors show that meanings are co-constructed not only through words or BSL but through nonverbal actions. Relational metacommunicative strategies make integration more effective and learning easier and more pleasant; therefore, dialogue with deaf children entails more than the mere use of words, either vocally or with signs. 相似文献
12.
This paper is about re-representing the lifeworlds experienced by different participants in the 'same' physics classrooms; dissatisfied with the monolithic accounts that dominate the educational literature, we offer here an attempt to w/ri(gh)te classroom research. This paper, therefore, has a dual purpose: We exemplify how authors might want to represent different perspectives on the 'same' classroom and we build on this example to argue for w/ri(gh)ting research by drawing on literary forms that differ from traditional master narratives. W/ri(gh)ting requires reading in new ways; by skipping text, readers risk missing out on the reflexivity of our argument. 相似文献
13.
ABSTRACT This article explores an apparent contradiction in LGBTTIQA+ students' narratives around how safe they feel on campus. While declaring they feel ‘safe’ and supported by other students and staff, participants’ narratives contain a myriad of examples indicating they feel ‘unsafe’. These incidents emerge during photo-elicitation interviews where participants discuss photos they have taken of being LGBTTIQA+ on campus. This talk reveals episodes of name-calling, fear of coming out, lack of gender-neutral toilets and inclusive practices for pursuing discrimination. Instead of dismissing the discrepancy between these examples of discrimination and participants’ declaration that they feel ‘safe’ as illusionary, we seek to understand what this might reveal about the nuances of queerphobia’s operation on campus. We argue that participants’ state of feeling simultaneously ‘safe and unsafe’ is reflective of inconsistencies in their institutional treatment. While the university they attend actively supports LGBTTIQA+ students with a ‘Zero tolerance for discrimination’ policy, this campaign is not underpinned by structures and processes that are truly inclusive. The way participants feel represents an embodied materialisation of discrepancies in this institutional approach. The study reveals the complex way queerphobia operates, enabling institutional actions to be responsive, and yet, still discriminatory. 相似文献
14.
Tom Parkinson 《Teaching in Higher Education》2017,22(2):143-157
Since its beginnings in the late 1970s, punk culture has been associated with counter-mainstream ideology and anti-institutional antagonism. In particular, formal education has been criticised in punk for sustaining oppressive social and conceptual orders and associated behavioural norms. Drawing on literature and interviews, this paper focuses on the experiences of higher education teachers who self-identify as punks, and considers how they negotiate and reconcile their subcultural and academic identities in their academic practice. The findings reveal that participants’ affiliations with punk subculture give rise to counter-cultural pedagogies in which both the ethics and aesthetics of punk are applied in classroom contexts. Furthermore, the participants draw upon subcultural ethical and epistemological narratives to formulate and rationalise their responses to the state of contemporary UK higher education. 相似文献
15.
In this article, we describe the peer-response workshop we conducted in an ethnically and linguistically diverse secondary school classroom in an urban center in the southwest. We show how the three main parts of the workshop combine to help students cultivate writing relationships in which they see writing as social and co-constructed, rather than as a solitary act performed for the teacher. 相似文献
16.
通过对186篇师范生实习叙事分析发现,师范生在教育实习期间体验最深刻、情感最震撼、内心最矛盾的事在于实习期间的首次教学、课堂纪律管理、组织学校文化活动、处理人际关系、问题学生教育等方面的问题。聆听实习叙事中学生的声音,使我们理解实习教师的专业发展困境,从而对教师教育课程的适合性、课程实施的效果等进行主动的批判和分析,提出对改进职前教师教育课程与教学的几点建议。 相似文献
17.
Observational narrative knowledging in early professional development of student teachers of English
This paper presents a narrative inquiry approach to understanding the early professional development (PD) of student teachers of English at a state university in Turkey. With the twofold functioning of narrative as a tool for both research and PD, we probe into how student teachers’ early PD trajectories are shaped through observational narrative knowledging. Data consisted of group discussions, semi-structured interviews, metaphor elicitations, and informal conversations that accompanied the main data collection tool, i.e., narrative frames collected during the practicum. The triangulated data were subjected to a multi-tiered collaborative content analysis. The findings showed that narrative-embedded observations helped student teachers organize and attach meaning to their early field experiences, and thus build on their self-awareness, critical thinking, and reflectivity for future classroom practices. We also reported how the participants reflected retrospectively, in the course of, and the posteriori of writing the classroom observational narratives. Through narrative knowledging, we offer a more nuanced approach to aiding student teachers’ early PD.
相似文献18.
Child trafficking is one of the worst forms of child maltreatment and is often difficult to recognize when it happens intra-country. This paper presents the narratives of children on their experiences as victims of trafficking in fishing communities along the Volta Lake in the Volta region of Ghana. The narratives were co-constructed with the children through child-friendly participatory approaches which involved drawings, writing, and in-depth interviews. The stories reflect the magnitude of maltreatment trafficked children suffer, which ranges from physical to psychological and emotional. The authors recommend commitment by the government to the implementation of the Human Trafficking Act to deter child traffickers. Further studies on the living conditions of rescued children and the need to implement strategies to prevent re-trafficking are suggested. 相似文献
19.
Sylvia Pantaleo 《Education 3-13》2019,47(4):437-449
A classroom-based study with eight- and nine-year-old students included the participants having many opportunities to engage with multimodal print and digital texts, and various technological tools. The data presented in this article focus on one of the specific purposes of the research: to investigate students’ opinions of the affordances of designing print and digital graphic narratives. The content analysis of the students’ reflections about working with a software programme to compose a multimodal ensemble in the medium of comics revealed evidence of critical thinking as they analysed and critiqued the possibilities and constraints for meaning-making. The conclusion features a consideration of the importance of students and teachers developing metalevel knowledge about and a critical stance toward the meaning-making affordances of all texts and compositional tools and devices. 相似文献
20.
Anne K. van Bysterveldt Marleen F. Westerveld 《International Journal of Disability, Development & Education》2017,64(3):249-269
Personal narrative ability is crucial for social–emotional well-being and classroom participation. This study investigated the ability of 10 school-age participants with Down syndrome to share past personal experiences with their teacher aides in their school environment. To participate, children were required to speak in short sentences and be largely intelligible to unfamiliar listeners. Personal narratives were elicited using photo prompts, comprising a set of the child’s own photographs and a standard set of photographs and accompanying verbal prompts, utilising a clinical language sampling protocol. Personal narratives were analysed on quality, syntactic complexity, verbal fluency and intelligibility. Examiner behaviour was evaluated for measures of syntactic complexity, mean turn length in utterances and number of utterances. Results indicated significant difficulties in producing quality personal narratives in both photo conditions. Examiner behaviour was negatively correlated to the participants’ spoken language performance. Clinical implications are highlighted. 相似文献