Multimodal meaning-making during play in two Northern Canadian Indigenous kindergarten classrooms     

Shelley Stagg Peterson  Shakina Rajendram  Nazila Eisazadeh 《Early Years: An International Journal of Research and Development》2019,39(4):392-407

Abstract

This research explores young Indigenous children’s multimodal meaning-making to carry out social intentions in dramatic and construction/materials play settings. The participants are two teachers and 21 children from two Northern Canadian Indigenous communities. Underpinned by social semiotic theory, the research involves inductive analyses of six videos of children’s play. Our findings show a richness in Indigenous children’s meaning-making, as they used verbal and non-verbal modes to carry out 26 specific social intentions that we grouped into four broad social intention categories: Getting Along, Expressing Emotion/Interest, Satisfying Own Needs and Directing. The social intention carried out most frequently was showing interest in an activity. Participating children were more likely to use non-verbal modes, particularly in construction/materials play contexts. They also combined verbal and non-verbal modes to achieve their social intentions, but did not use verbal modes exclusively. When children used verbal modes to any great extent, it was primarily in a dramatic play context where the teacher took a role in children’s dramatic play. Our research indicates a need for greater attention by educators, curriculum developers and researchers to multimodal meaning-making in Indigenous children’s play, given the cultural importance of non-verbal communication and participating Indigenous children’s remarkable multimodal meaning-making during play.  相似文献   

Research-teaching nexus: The new answer to the old question     

Victor Krakovich  Dennis Coates  Elena Shakina 《Higher Education Quarterly》2023,77(4):831-852

The study tests 3 research hypotheses on the teaching-research nexus using the administrative data of the HSE University in Russia for 7 years. We confirmed the hypothesis that a lower classroom teaching load is associated with higher research output. Undergraduate courses have a relatively higher negative effect, especially on the probability of producing research output at all. A higher concentration of teaching in some semesters or quarters looks rather ineffective as a way to stimulate higher research productivity. Only a moderate share of English-taught classes (about 20% of the teaching load) is associated with higher research output and only for publications in good international journals. The empirical part of the study is based on zero-inflated Poisson and zero-inflated negative binomial models. This study comes to contribute to the development of literature discussing a mechanism and possible implications in teaching load composition as an essential part of the academic contract.  相似文献