Regulation and socio-emotional interactions in a positive and a negative group climate     

Aishah Bakhtiar  Elizabeth A. Webster  Allyson F. Hadwin 《Metacognition and Learning》2018,13(1):57-90

Collaboration in an online environment can be a socially and emotionally demanding task. It requires group members to engage in a great deal of regulation, where favourable emotions need to be sustained for the group’s productive functioning. The purpose of this cross-case analysis was to examine the interplay of two groups’ regulatory processes, regulatory modes, and socio-emotional interactions that contribute to or are influenced by emotions and socio-emotional climate perceived in the group. Specifically, this study compared a group of 4 students unanimously reporting a positive climate to a group of 4 students unanimously reporting a negative climate after completing a 90-min online text-based collaborative assignment. By drawing on two data channels (i.e., observed regulatory actions and socio-emotional interactions during collaboration and self-reported data about emotional beliefs and perceptions), four contrasting group features emerged: (a) incoming conditions served as a foundation for creating a positive collaborative experience, (b) regulation of emotions during initial planning, (c) negative emotions served as a constraint for shared adaptation in the face of a challenge, and (d) encouragement and motivational statements served as effective strategies for creating a positive climate. Implications for researching and supporting emotion regulation in collaborative learning are discussed.  相似文献   

Encouraging Identification with the Larger Campaign Narrative: Grassroots Organizing Texts in Barack Obama’s 2008 Presidential Campaign     

Elizabeth A. Petre 《Communication quarterly》2018,66(3):283-307

Barack Obama’s 2008 presidential campaign motivated thousands of people to train, organize, and recruit volunteers to get involved at the grassroots level. In this essay, I study a set of training manuals used during the 2008 Obama campaign and explore how four key rhetorical devices encouraged volunteers to identify strongly with the campaign. Using Kenneth Burke’s theory of identification, I analyze how (a) “Respect. Empower. Include.,” (b) the Story of Self, (c) volunteer recruitment and retention, and (d) the Obama “O” symbol fostered a sense of mission and commitment to the larger campaign narrative.  相似文献   

The responsibilisation of teachers: a neoliberal solution to the problem of inclusion     

Elizabeth J. Done  Mike Murphy 《Discourse: Studies in the Cultural Politics of Education》2018,39(1):142-155

This paper critically examines competing demands placed on teachers, with reference to recent inclusion policy in England and Australia. The authors draw on Michael Foucault’s analysis of power, neoliberalism(s) and biopolitics to explore the ways in which teachers are ‘responsibilised’ into negotiating and fulfilling demands related to both state-imposed accountability practices and social justice agendas. The economic context and associated ‘politics of austerity’ are taken into account in a critical exploration of how the (biopolitical) management of inclusion in the neoliberal present coincides with diminishing funding for social and educational expertise, with ever-increasing responsibilities being placed on teachers to fill this void. The responsibilisation of teachers in recent legislation and statutory guidance discursively constructs the teacher as a professional who takes responsibility for student and school performance, pastoral care, inclusion and social change. Responsibilisation relies on ‘dividing practices’, obliging some teachers to assess the conformity of colleagues to inclusion policy.  相似文献   

Young children’s impressionable use of teleology: the influence of question wording and questioned topic on teleological explanations for natural phenomena     

Jonathan Grant Halls  Shaaron Elizabeth Ainsworth  Mary Collette Oliver 《International Journal of Science Education》2018,40(7):808-826

There is a significant body of research on children’s preconceptions concerning scientific concepts and the impact this has upon their science education. One active issue concerns the extent to which young children’s explanations for the existence of natural kinds rely on a teleological rationale: for example, rain is for watering the grass, or tigers’ stripes are for camouflage. It has been argued that this teleological tendency hampers children’s ability to learn about causality in the natural world. This paper investigates two factors (question wording and topic) which it is argued have led to a misestimation of children’s teleological tendencies within the area natural phenomena: i.e. those that are time-constrained, natural events or process such as snow, clouds or night. Sixty-six (5–8 years old) children took part in a repeated-measures experiment, answering both open and leading questions across 10 topics of natural phenomena. The findings indicate that children’s teleological reasoning may have been overestimated as open-question forms significantly reduced their tendency to answer teleologically. Moreover, the concept of teleology is more nuanced than often suggested. Consequently, young children may be more able to learn about causal explanations for the existence of natural phenomena than the literature implies.  相似文献   

More than experiential learning or volunteering: a case study of community service learning within the Australian context     

Elizabeth Anne Parker  Natasha Myers  Helen Christine Higgins  Thorun Oddsson  Meegan Price  Trish Gould 《高等教育研究与发展》2009,28(6):585-596

Community service learning is the integration of experiential learning and community service into coursework such that community needs are met and students gain both professional skills and a sense of civic responsibility. A critical component is student reflection. This paper provides an example of the application of community service learning within an undergraduate health unit at the Queensland University of Technology. Based on survey data from 36 program participants, it demonstrates the impact of CSL on student outcomes. Results show that students benefited by developing autonomy through real world experiences, through increased self‐assurance and achievement of personal growth, through gaining new insights into the operations of community service organisations and through moving towards becoming responsible citizens. Students expect their CSL experience to have long‐lasting impact on their lives, with two‐thirds of participants noting that they would like to continue volunteering as part of their future development.  相似文献   

Speciation through entrepreneurial spin-off: The Acorn-ARM story     

Elizabeth Garnsey  Gianni Lorenzoni 《Research Policy》2008,37(2):210-224

Can the concept of speciation explain evidence on how technologies branch and advance? Can evidence on innovation through spin-off usefully inform the concept of speciation? These questions are addressed through a case study of detailed processes enabling the shift of technology to new domains of application. An innovative IT firm developed its own semiconductor technology to remedy supplier deficiencies but it required a joint venture with a completely new business model to adapt and move the technology into new market domains. We propose the concept of techno-organizational speciation to delineate this phenomenon. Competing perspectives on speciation (compatibility, niche and lineage approaches) are found to illuminate the evidence, while complementarities between these conceptual dimensions are revealed by the case. Causal processes uncovered include the following: (1) Techno-organizational speciation through spin-off may be needed to launch a dominant technical standard, compatible with multiple applications. (2) This can be achieved through niche creation from which develops a new business ecosystem. (3) Inherited knowledge together with organizationally based learning foster the branching and renewal of technological lineages.  相似文献   

Concept mapping: How should it be introduced, and is there evidence for long term benefit?     

Elizabeth Santhanam  Carolyn Leach  Chris Dawson 《Higher Education》1998,35(3):317-328

A naturalistic study, with two cycles of intervention, was carried out to investigate the effects of two methods of introducing concept mapping to students taking introductory subjects in genetics in an Australian university. Some of these students' views relating to concept mapping were also investigated in the years following its introduction. The results of this study suggest that the method of introduction can influence students' perception of concept mapping, and its potential benefit. Although most students taking introductory subjects had taken part in the project, and many had realised the benefits of concept mapping, retrospective views of students indicated that almost none had adopted it as a regular part of study strategies. This outcome raises several questions in regard to introducing learning tools to students and, in particular, the reasons for doing so.  相似文献   

Prevention and Intervention Programming: Lessons from an After-School Program     

Beck  Elizabeth L. 《The Urban Review》1999,31(1):107-124

Given that thoughtfully developed formal after-school programs can make a difference in the academic performance of schoolchildren, and that some public schools are implementing their own on-site after-school curricula, this study sought to identify programmatic features that appear to be associated with successful after-school programming. Qualitative methods were used and the study site was the Manchester Youth Development Center, which has a twenty-five-year record of effective service. The six elements found as salient were that both structure and autonomous space are provided; academic achievement is supported; the program is culturally consistent (in the present case, African-American cultural patterns are evidenced); there is a core of committed authoritative adults; the leadership is child-centered; and the environment is safe.  相似文献   

Does Child Likeability Mediate the Link Between Academic Competence and Depressive Symptoms in Early Elementary School?     

Keith C. Herman  Caroline G. Hodgson  Colleen L. Eddy  Daniel R. Cohen  Wendy M. Reinke  Lori Burrell  Elizabeth C. Mcfarlane  Anne K. Duggan 《Child development》2020,91(2):e331-e344

The present study investigated the role of teacher-rated likeability as a mediator of the relation between low academic competence and depressive symptoms in elementary-aged children. Analyses focused on a sample of children at risk for child maltreatment living in Hawaii (n = 380). Structural equation modeling supported the hypothesized negative relations between academic competence in first grade and depressive symptoms in third grade controlling for correlated constructs (e.g., baseline social avoidance, parenting stress, externalizing problems, and internalizing symptoms). Teacher-rated likeability in second grade negatively mediated the effect of academic competence on depressive symptoms. Implications for understanding the role of early academic skill deficits and social judgments on risk for depressive symptoms as well as recommendations for interventions and prevention strategies are discussed.  相似文献   

“I just do what the boys tell me”: Exploring small group student interactions in an integrated STEM unit     

Jeanna R. Wieselmann  Emily A. Dare  Elizabeth A. Ring-Whalen  Gillian H. Roehrig 《科学教学研究杂志》2020,57(1):112-144

Gender equity issues remain a challenge in science, technology, engineering, and mathematics (STEM) fields, where women are highly underrepresented. As integrated STEM instruction becomes increasingly popular in elementary and middle school classrooms, it is important to consider whether the small group activities that are commonplace in STEM instruction support the equitable participation of young girls. This study builds on the existing body of literature to better understand how gender is related to student participation in small group STEM activities and whether students participate differently in science and engineering activities. A single embedded case study was used to explore the experiences of four students aged 10–11 years as they participated in small group work within an integrated STEM unit in their fifth-grade classroom. Two girls and two boys worked together throughout the unit to explore science content related to electromagnetism and apply their content knowledge to an engineering design challenge. Video and audio of students' small group interactions were analyzed using an observation protocol to code their participation in each 3-min segment of STEM activity. Student- and case-level analyses were used to identify patterns of interaction based on gender and type of activity (science vs. engineering). Findings suggest that boys and girls participate in small group STEM activities in different ways, adopting distinct roles within their group. In addition, students displayed divergent patterns of interaction in science- and engineering-focused lessons, suggesting that students need additional practice and support in navigating between science and engineering in integrated STEM units.  相似文献