ABSTRACTThis study describes multilingual students’ authentic use of their first and second languages in a translanguagingscience classroom, from a sociocultural perspective. The study is ethnographic, and has followed some lessons each month in a translanguaging science classroom at a primary school for three years. The observed lessons were documented by four video cameras and four audio recorders, while field notes and different types of students’ texts and other teaching materials were also collected. In order investigate how language operates, and to realise the meaning semantically, we analysed the students’ use of both first and second language to tie paradigmatic relations, and how they move in linguistic loops between languages and discourses. The results illustrate the ways in which a translanguaging science classroom constitutes a resource in joint negotiations of the scientific content and its related language for multilingual students, and benefits the students’ ability to relate and contextualise the science content to prior experience. The creation of translanguaging science classrooms, in which students’ experiences and diverse cultural and linguistic resources interweave with school science, and in which multilingual students are enabled and encouraged to use all available language resources, has important implications for science education. 相似文献
Within the area of interpretative case studies, there appears to be a vast amount of literature about theoretical interpretations as the main analytical strategy. In light of this theoretically based strategy in case studies, this article presents an extended perspective based on Charles Sanders Peirce’s concepts of abduction, deduction and induction. I intend to show some of the integral relationships between these concepts which can be relevant for interpretative case studies exemplified by classroom research. The connections between these concepts and interpretative field research result in two interpretative strategies, illuminated by syllogisms, and named abduction–deduction–induction (A–D–I) and deduction–induction–abduction (D–I–A). These strategies will be discussed. 相似文献
This article examines policy making processes in the area of teacher education (TE) in Finland and Norway. Particular attention is given to the roles different actors play in these processes and the potential effects of their involvement on the TE programs in the two countries. Contemporary policy processes are analyzed through a set of interviews with profiled and experienced policy makers in the area in question. The analyses show that TE policy processes in Norway rely heavily on political actors and changes in political conditions, while Finnish TE policy processes rely more on academic expertise in the development of TE policies. 相似文献
A school health promotion project was carried out in an elementary school in Sweden where active participation, gender equality, and empowerment were leading principles. The objective of the study was to understand challenges and to identify social processes of importance for such a project. Focus group interviews were conducted with 6 single-sex groups (7–12 year olds) in grade 1–2, grade 3–4, and grade 5–6 on 2 occasions. The analysis used a grounded theory approach. The analysis identified the core category “normalization processes of violence and harassment.” It is argued that school health promotion initiatives need to be aware of normalization processes of violence and, which may be counter-productive to the increase of empowerment and participation among all pupils. 相似文献
The purpose of this study was to investigate the possible academic and classroom climate effects of the universal school program Zippy's Friends, the primary objective of which is to strengthen children's ability to cope with stress. The sample consisted of 1483 children (aged 7–8 years) from 91 second-grade classes in 35 schools. The schools were matched and randomly assigned to intervention and control conditions. Classroom social climate and academic skills were assessed by the teachers and the children using an adapted version of the German scale SIKS (Social Integration, Classroom Climate and Self-concept of School Readiness). Using a multilevel approach, regression analysis of teacher reports indicated that the program had a positive effect on the social climate in the classroom, reduced bullying and improved academic skills. Analysis of children's reports found no significant overall effects. The results were not influenced by students' sex or socioeconomic status. 相似文献
The overriding aim of this article is to make a contribution to the discussion on individual development plans (IDPs) in Sweden as an expression of a regulated childhood and institutional practice. Individual development plans are seen as a phenomenon linked to the emergence of an auditing society. In sum, children are studied as subjects in relation to content, form and assessment in the individual development plans. The IDP material was collected in October 2006 in three urban municipalities and one rural municipality in southern Sweden. The three urban municipalities comprised municipal areas that were ethnically relatively homogenous and heterogenous, respectively. The data consist of 82 randomly chosen plans for children in preschool and preschool classes, and the method is based on textual analysis. An overall picture of a multicontextual regulation of childhood and institutional practice gradually emerges. The analysis can be summarized in distinctive principal tracks, or normalities, marked by equivalence with variation 相似文献
Background: Pleasure is often a key feature of school physical education (PE) and, indeed, a lot of students find pleasure in and through PE while others do not. However, pleasure is rarely considered to be of educational value in the subject [Pringle, R. (2010). “Finding Pleasure in Physical Education: A Critical Examination of the Educative Value of Positive Movement Affects.” Quest 62: 119–134]. Further, since pleasure is linked to power [Foucault, M. (1980). Power/Knowledge: Selected Interviews and Other Writings, 1972–1977. New York: Pantheon; Gerdin, G., and R. Pringle. (2015). “The Politics of Pleasure: An Ethnographic Examination Exploring the Dominance of the Multi-Activity Sport-Based Physical Education Model.” Sport, Education and Society. doi:10.1080/13573322.2015.1019448] it is in fact not entirely straightforward to legitimise the educational value of PE in relation to pleasure.
Purpose: In this paper, we explore how a group of boys derive pleasures from their involvement in PE, but also how these power-induced pleasures are integral to gender normalisation processes. The findings presented are particularly discussed in terms of inclusive/exclusive pedagogical practices related to gender, bodies and pleasures.
Research setting and participants: The research setting was a single-sex, boys’ secondary school in Auckland, New Zealand. Participants in this study were 60 Year 10 (age 14–15) students from two PE classes.
Data collection and analysis: Using a visual ethnographic approach [Pink, S. (2007). Doing Visual Ethnography. London: Sage] involving observations and video recordings of boys participating in PE, the boys’ representations and interpretations of the visual data were explored during both focus groups and individual interviews. The data were analysed using (a visually oriented) discourse analysis [Foucault, M. (1998). “Foucault.” In Michel Foucault. Aesthetics, Method and Epistemology, edited by J. D. Faubion, 459–463. New York: The New Press; Rose, G. (2007). Visual Methodologies: An Introduction to the Interpretation of Visual Materials. London: Sage].
Findings: By elucidating the discursive practices of PE in this setting and employing (Butler, J. (1993). Bodies that Matter: On the Discursive Limits of ‘Sex’. New York: Routledge] concept of ‘materialisation’, we suggest that boy’s bodies materialise as productive and pleasurable or displeasurable bodies through submitting/subjecting to certain bodily regimes, developing embodied mastery when it comes to certain sports, and displaying bodies in particular ways. The analysis indicate that the discursive practices of PE contribute to boys’ bodies materialising as pleasurable or displeasurable and the (re)production of gender in the subject as shaped by discourse and the productive effect of power.
Discussion and conclusions: In line with [Gard, M. (2008). “When a Boy’s Gotta Dance: New Masculinities, Old Pleasures.” Sport, Education and Society 13 (2): 181–193], we conclude that the focus on certain discursively constructed bodily practices at the same time continues to restrict the production of a diversity of bodily movement pleasures. Hence, traditional gender patterns are reproduced through a selection of particular sports/physical activities that all the students are expected to participate in. We propose that the ongoing constitution of privileged forms of masculinity, masculine bodies and masculine pleasures as related to fitness, health and sport and (certain) boys’ subsequent exercise of power in PE needs further critical examination. 相似文献
In a sample of 104 Norwegian ninth-grade students, we examined whether perceived reading efficacy and reading task value uniquely predicted the comprehension of a social studies text after variance associated with gender, achievement in the domain, topic knowledge, deeper strategies, and surface strategies had been removed through forced-order hierarchical multiple regression analysis. Results showed that even after removing variance from these variables, the motivation constructs accounted for additional variance. However, only reading task value was a statistically significant positive predictor of reading comprehension, whereas the relationship between reading efficacy and reading comprehension did not reach statistical significance. Thus, reading task value seems particularly important because it can override the contributions of other important constructs. In terms of education, the findings suggest that an emphasis on cognitive constructs such as prior knowledge and strategic text-processing should not make us overlook the specific importance of promoting motivation for reading comprehension. 相似文献
This study problematizes what is meant when one talks about classroom activities concerning environmental and sustainability issues as being authentic or not. It reports excerpts from three classroom discussions which start from questions formulated by the students themselves concerning issues related to sustainable development. It examines how the different questions give rise to altered kinds of participation and shows that the students’ involvement shifted between either a distanced factual level of communication, or a personal level of communication. The result indicated that the nature of authenticity in a discourse differs depending on which question initiates it. If the initiating questions allow the students to distance themselves from the subject matter, then one type of authenticity is created. If, on the other hand, the questions give the students an opportunity to establish value-relations, or to dare to take a personal standpoint, as political subjects, to the issues at hand then the personal authenticity becomes another. 相似文献
