Transition to school: The role of kindergarten children's behavior regulation     

Antje von Suchodoletz  Gisela Trommsdorff  Tobias Heikamp  Frank Wieber  Peter M. Gollwitzer   《Learning and individual differences》2009,19(4):561-566

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Social conversation and effective discussion in online group learning     

Fei-Ching Chen  Thomas C. Wang 《Educational technology research and development : ETR & D》2009,57(5):587-612

This paper studies the social talk of high school students in online discussion forums. On-task talk has generally been assessed as valuable discussion because it contributes directly to productive learning. Off-task conversation, on the other hand, is often regarded as useless and a waste of time. Should this social talk indeed be regarded as an off-task activity? Is social talk such as greeting, excusing, comforting and sharing personal feelings irrelevant to learning? This study analyzes threads and argues that social talk is interwoven with on-task talk. It is interesting to note that a substantial quantity of off-task messages served the latent function of guiding group discussion toward making progress in solving collaborative problems in a subtle and indirect manner. The power of “soft talk” embedded in off-task social conversation is explored and fully discussed.  相似文献   

What is shared? A framework for understanding shared innovation within communities     

Richard E. West 《Educational technology research and development : ETR & D》2009,57(3):315-332

The twenty-first century economy often requires the innovative production of conceptual and physical artifacts. These innovations frequently are developed collaboratively within communities of workers. Previous theories about the nature of work and learning within communities have emphasized shared meaning or shared practice, but now shared innovation is required. In this paper, I describe the development of a model for conceptualizing and studying shared innovation within communities. This model was created from merging elements of social learning and creativity/innovation theories. I explain that at an intersection of these two domains is a unique kind of social structure, called a Community of Innovation, or COI. I conclude by describing the characteristics of a COI and its implications for design and research.

Richard E. WestEmail:

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Cognitive and social help giving in online teaching: an exploratory study     

Joan L. Whipp  R. A. Lorentz 《Educational technology research and development : ETR & D》2009,57(2):169-192

While literature suggests that college students may be less reluctant to seek help in online rather than traditional courses, little is known about how online instructors give help in ways that lead to increased student help seeking and academic success. In this study, we used theories and research on learning assistance and scaffolding, teacher immediacy, social presence, and academic help seeking to explore through a cross-case study design how three online instructors differed in their use of cognitive and social supports and how those differences related to student perceptions of support, help seeking, and performance. Primary data sources included all course postings by the instructors, interviews with the instructors, observational field notes on course discussions, student interviews, and final student grades. Archived course documents and student discussion postings were secondary data sources. Data analysis revealed that while all instructors provided cognitive and social support, they varied in their level of questioning, use of direct instruction, support for task structuring, and attention to group dynamics. This variation in teaching presence related to differences across the courses in student perceptions of support, student help seeking in course discussions, and final course grades. Implications for online teaching and suggestions for further research are offered.

Joan L. WhippEmail:

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Learning to talk: community support and views of parents from socially disadvantaged families     

Janet Lees  Joy Stackhouse  Gordon Grant 《Journal of Research in Special Educational Needs》2009,9(2):91-99

Part of a multimethod ethnographic study that aimed to explore the knowledge of local parents concerning children learning to talk is described. The study was carried out with parents from several different ethnic and language groups in a socially disadvantaged part of Sheffield, a large city in the northeast of England.
In the phase of the study reported here, parents (either English, Urdu/Punjabi and Arabic speakers) took part in interviews, as well as contributing to the validation of the project. This study found that parents from diverse cultural and linguistic backgrounds living in this socially disadvantaged area, believed learning to talk to be very important and that family, community, including faith community, and professionals, have roles in promoting learning to talk. They indicated that local community groups, including faith communities, could play a positive role in supporting and developing their knowledge.
This paper will be of interest to those seeking innovative ways to support parents in socially excluded communities, particularly parents of children learning to talk, and so contribute to better outcomes for children, families and communities. It also contributes to our understanding of the development of parental knowledge about learning to talk in socially disadvantaged communities.  相似文献   

Sustainability, crossdisciplinarity and higher education --From an agronomic point of view   总被引：1，自引：0，他引：1  

Alex Koutsouris 《美中教育评论》2009,6(3):13-27

Nowadays, there is a growing conviction （at least in rhetoric） that sustainability is an idea whose time has come with education being a critical component in the transition towards a sustainable future. In the field of higher agricultural education, systemic approaches have, among others, triggered a lively dialogue. Topics include the challenge of sustainable agricultural development, the understanding of agriculture as the interface between people and their environment, integrated curricula （i.e. multi- inter- and trans-disciplinary approaches）, etc. Such powerful debates have （sometimes radical） consequences for the whole curriculum design, i.e. the nature of goals, content （knowledge）, and processes （learning methodologies）. However, the still dominant scientific paradigm of reductionism, the strong traditions of disciplines and the prevailing approach to agricultural development impede changes towards a new educational paradigm in higher education. Nonetheless, such a new paradigm should be supported if universities are to keep pace in a changing world.  相似文献   

20世纪50年代以来对外汉语精读教材用字情况调查——以五套对外汉语精读教材为例   总被引：2，自引：0，他引：2  

王衍军 《暨南大学华文学院学报》2009,(2):51-59

文章统计分析了20世纪50年代以来的五套典型教材中的用字情况,指出现有精读教材存在字种数过多、超纲字过多、重现率过低、汉字编排不尽合理等问题,提出新时期教材应以<汉语水平词汇与汉字等级大纲>为依据,限定字种数,合理编排、提高重现率,提高留学生汉字学习质量.  相似文献   

舆论监督与社会共识     

孙旭培  胡素青 《湖南大众传媒职业技术学院学报》2009,9(3):5-8

舆论监督与社会共识之间存在着互动关系。媒体的舆论监督会促成社会共识的达成,有时还会促成新的秩序的形成,中断舆论监督则会阻碍社会共识的达成。这些道理早就在先哲们的著述中有所反映。．  相似文献   

凯尔纳与英国文化研究的政治经济学重构     

唐郭丽 《南阳师范学院学报》2009,8(1)

早期的英国文化研究强调政治经济学视角的重要性,但从20世纪80年代中期开始,生产与政治经济学的维度却在整个英国文化研究领域里渐渐消退.近年来,越来越多的学者开始号召重建文化研究与政治经济学的桥梁,而美国文化研究学者道格拉斯-凯尔纳可谓这项重建事业的中坚人物.凯尔纳在当今时代呼吁并重构了文化研究的政治经济学视角,提倡一种"多视角的文化研究"方法.  相似文献   

知识分子社会角色研究的范式变迁考察     

袁同成 《华中科技大学学报(社会科学版)》2009,23(4):99-103,115

知识分子社会角色研究中先后出现的三种主要研究范式,即:单一角色的知识分子研究、角色集的知识分子研究和场域观的知识分子研究.通过分析各自的关键特征和差异可见:由于范式流变中各范式间缺乏足够的对话和融合,知识分子社会角色研究尚未形成一个完整的理论体系,因之导致理论与实践中的混乱,故知识分子社会角色研究的范式还需进一步的整合.  相似文献