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31.
This study investigates how 6- to 7-year-old children in a bilingual preschool together with their teachers take on the challenge of translating the lyrics to a children’s song from Finnish to English. With an interest in how translation activities can engage children in communication and metacommunication, and facilitate the development of linguistic and metalinguistic awareness, how a decisive matter of translation – that of taking an utterance literally and/or metaphorically – is negotiated among participants is more specifically scrutinized. The study takes a sociocultural theoretical perspective on learning and communication. The study shows how this kind of activity allows teachers to scaffold children engaging in talk about linguistic and metalinguistic matters, pivotal to their language development and comprehension of this kind of text. 相似文献
32.
Renfei Chen Jinzhi Ran Weigang Hu Longwei Dong Mingfei Ji Xin Jia Jingli Lu Haiyang Gong Muhammad Aqeel Shuran Yao Lizhe An Jin-Sheng He Karl J Niklas Jianming Deng 《国家科学评论(英文版)》2021,8(10)
The extent to which key factors at the global scale influence plant biomass allocation patterns remains unclear. Here, we provide a theory about how biotic and abiotic factors influence plant biomass allocation and evaluate its predictions using a large global database for forested communities. Our analyses confirm theoretical predictions that temperature, precipitation, and plant height and density jointly regulate the quotient of leaf biomass and total biomass, and that they have a much weaker effect on shoot (leaf plus stem) biomass fractions at a global scale. Moreover, biotic factors have larger effects than abiotic factors. Climatic variables act equally on shoot and root growth, and differences in plant body size and age, as well as community species composition, which vary with climate in ways that drown out the variations in biomass fractions. The theory and data presented here provide mechanistic explanations of why climate has little effect on biomass fractions. 相似文献
33.
Research on Education for Sustainable Development (ESD) implementation tends to focus primarily on student and teacher outcomes, and there have been few studies on leadership practices at the school organisation level that provide information on how quality in education contributes to ESD implementation. To address this issue, we conducted an empirical mixed methods study of existing practices in 10 highly ESD-active upper secondary schools in Sweden. The schools’ principals, who were responsible for implementing ESD, were interviewed to obtain information on the quality criteria they used to guide their work. Twenty-six criteria were identified and grouped into four main principal quality criteria on the basis of statistical analysis: Collaborative interaction and school development; Student centred education; Cooperation with local society; and Proactive leadership and continuity. This categorization both supports existing research on ESD quality criteria and highlights new criteria that are important but were previously unrecognized. Trends in the identified quality criteria are discussed and related to prior research in order to identify potentially fruitful school leadership and management for implementing ESD at the school organisational level. 相似文献
34.
Ohne Zusammenfassung 相似文献
35.
Niklas Forsberg 《Educational Philosophy and Theory》2019,51(5):498-507
AbstractHow is one to navigate between a thinking grounded in the individual and a claim for communality? In Emerson, this kind of difficulty comes into view in familiar sentences such as Speak your latent conviction, and it shall be the universal sense.’ How does the relationship between the personal and the universal look and function? In this paper, it is argued that Emerson may bring us clarity regarding the difficulties we are facing when it comes to questions about how we are to frame human personality, morality, and knowledge in the field of tension created by distinctions such as private/public, original/conventional, and particular/universal. A crucial thought in this line of reasoning is that that the critical philosophy Emerson pursues is also self-critical. The idea that true critique is self-criticism is then used as a tool to make clear that there’s no fundamental gap to be bridged here. The self-critical dimension makes clear the ways in which coming to share a world—learning from one’s teachers for example—is a matter of earning (shared) words. Therefore, Emersonian self-cultivation does not stand apart from the cultivation of something shared, but should be seen as a form of path towards a shared world. 相似文献
36.
Niklas Pramling 《European Journal of Psychology of Education - EJPE》2006,21(4):453-466
This article is about the contributions children make in clinical interviews. This issue is studied by re-analysing a selection of the empirical excerpts used by Piaget in his seminal book The Child’s Conception of the World. The focus is on how children use language non-literally, and especially on how they use meta-communicative markers (‘as if’, ‘like’, etc.) when communicating with the interviewer. Considered in relation to Piaget’s own analysis, this alternative view has important consequences for how one understands the children’s answers, and, as a consequence, strikingly different pictures of the children’s abilities and competences emerge. In Piaget’s analysis, the children are understood as revealing their ‘conceptions’ and as making claims about reality, for instance, that a watch like a human being ‘knows’ something, or that thoughts are actually ‘in front of you’ as some kind of physical entities when you think. In the alternative interpretation, suggested in this article, the children’s answers can be read as attempts to communicate and to make themselves understood in a relevant manner. One of the means they use for achieving shared understandings is through meta-communicative markers. Read in this way, the children appear communicatively competent. 相似文献
37.
This study applies a model of school organisation developed by one of the authors to investigate school improvement processes leading to a whole school approach in Education for Sustainable Development (ESD) literature. The model is operationalized to a survey instrument and distributed to Swedish upper secondary teachers. The instrument provides empirical indications of teachers’ perceptions of their schools in terms of four major dimensions of an ESD whole school approach, the importance assigned to a holistic vision, routines and structures, professional knowledge creation, and practical pedagogical work. The aims of the study are to compare the teachers’ perception of their school organisation. We compare perceptions of teachers working in schools actively implementing ESD and teachers in comparable reference schools. Comparisons are also made between teachers from schools applying different strategies and quality approaches in implementing ESD. The results indicate that, relative to teachers in ordinary schools, those in ESD schools perceive their school organisations to have higher quality and coherence, with greater potential to support teaching and pedagogical work in practice. However, there is substantial variation in perceptions of teachers from different ESD schools. The model’s robustness is validated by coherence of earlier results in the same schools. 相似文献
38.
ABSTRACTStudies of inquiry- and context-based science education (IC-BaSE) have shown that teachers find these approaches problematic. In this study, 12 primary school teachers’ reflections on challenges related to IC-BaSE are explored. The aim of the study was to investigate which challenges primary teachers experience when working with IC-BaSE and how these may be solved. Group discussions and individual portfolios were used for data collection. Content analysis showed that the challenges teachers experienced were mainly practical relating to: how to find contexts, lack of time, handling big classes, students working at different paces, handling materials, and the teachers' need of control. The teachers also presented their own ideas of solutions to the challenges. 相似文献
39.
ABSTRACTThis special issue of the Journal of Cultural Economy focuses on the digitalization of consumption and its social, cultural, ethical, political, and gendered implications. It thus answers the call for more research on how digital devices spread from the purely personal domain to multiple sociocultural domains. Through their use, new cultural practices have emerged between consumers and these devices, and devices and markets, that lead to change, in terms of consumer demand, consumption norms, and issues of ethics, culture, and power. Closely examining the role that devices play in consumption behavior enables us to address the supposed manipulative power of hi-tech companies, infrastructures, and systems at the global level, and the view ordinary market actors hold of digital appliances as empowering tools at the local level. The papers in this volume bridge ‘actor network theory' and ‘consumer culture theory' from the perspective of market ‘agencements.’ Ruckenstein-Granroth and Beauvisage-Mellet, and Arriagada-Concha focus on the device-mediated relationship between large digital market infrastructures and consumer behavior; Petersson McIntyre and Licoppe unveil the societal and cultural underpinnings of digitalized markets. Last but not least, Sörum and Soujtis address the political dimensions and implications of our new digital consumer equipment and society. 相似文献
40.
Niklas Pramling 《Early Childhood Education Journal》2010,38(1):57-64
This article reports an empirical study of an important but under-studied feature of learning practices with young children:
the use of metaphors and other kinds of figurative language. The data consist of video-recordings of children (3–5 years old)
and their teacher engaged in thematic work about soil. The analysis revealed that the teacher and the children use a rich
repertoire of communicative tools of a figurative kind to carry out a number of important functions, such as describing, explaining,
and visualising phenomena. Some important questions to pursue in future studies of young children’s learning are proposed. 相似文献