Social Construction of Computer Experience in a First-Grade Classroom: Social Processes and Mediating Artifacts

Based on a Vygotskian perspective, as well as a broader socio-cultural perspective, we propose a transactional model of social processes and artifacts to investigate young children's social construction of their computer experience. An ethnographic study was conducted in a first-grade classroom at a public school located in a Midwest town. A grounded-theory approach was used to analyze video, field notes, interviews, and artifacts. The results indicate that young children constantly negotiate between their own individual and collective goals in the classroom and the affordances of the environment, as they create their own definition of computer use while simultaneously conforming to the rules set by the teacher. The artifacts students use—the computer, a timer, and waiting lists—both enable and challenge children's social negotiation. In this negotiation process, children socially construct not only their computer experience, but also their early school experience on a whole. The transactional model provides a useful theoretical framework to study children's social practice as well as practical suggestions for teachers to optimize students' collaborative interaction.     

First-Grade Classroom Behavior: Its Short- and Long-Term Consequences for School Performance

Effects of children's classroom behavior on school performance over a 4-year period are examined for a large, representative panel of beginning first graders. Scales developed from homeroom teachers' ratings of children in the spring of their first, second, and fourth years of school are used to predict spring marks in reading and math and spring scores on verbal and quantitative subtests from the CAT battery. The teachers' ratings cluster in three domains: Interest-Participation (I-P), Cooperation-Compliance (C-C), and Attention Span–Restlessness (A-R). The I-P and A-R ratings, but not C-C ratings, affect test score gains in first grade and marks in all 3 years. Behavior ratings from Year I also affect Year 2 and Year 4 performance, with indications that effects are understated over single-year periods. The importance of assessing classroom behavior in a longitudinal framework that allows for lagged and cumulative effects is discussed.     

Classroom-Based Social Skills Training: Impact on Peer Acceptance of First-Grade Students

Abstract

The effectiveness of regular classroom-based social skills training that was co-facilitated by the classroom teacher and a school psychologist was examined in this study. Results indicated significant gains in peer acceptance on the Work With peer rating scale and practical, but marginal, gains on the Play With peer rating scale. Our primary intentions were to (a) boost the likelihood of social skills training taking place in the regular classroom with the teacher as the provider and (b) facilitate collaboration between regular education teachers and related school personnel.     

课堂体验:故事与反思

以教育叙事的风格,叙述笔者在课堂体验改革实践中的三则故事,通过故事进行教育反思,提出课堂体验应遵循真实性、过程性和差异性原则。     

多媒体英语教学评估体系构建探究

在深入分析《大学英语课程教学要求》对教学评估要求的基础上,论述了多媒体英语教学评估的意义,并通过试验展示了多媒体英语教学评估的过程及评估指标体系构建的原则,在这一过程和原则的指导下,最终确立了多媒体英语教学评估指标因素并构建了其评估体系     

Social Loafing in a Co-operative Classroom Task

Social loafing refers to the tendency for individuals to reduce their own personal input when performing as part of group. This phenomenon may be problematic if it exists in educational contexts, given a current emphasis on group collaborative classroom activities. The present study investigated whether social loafing existed in a collaborative educational task, employing groups of three and eight participants. The results indicated that individuals working within the smaller groups were more productive than those working in larger groups, consistent with the social loafing hypothesis. Future research should determine whether the detrimental effects on students' collaborative performance attributable to social loafing are justifiable in terms of gains accrued in other (e.g. interpersonal) domains.     

关于中小学电脑教室建设的环境问题

根据安徽省中小学三年多媒体教室建设情况，论述了中小学计算机教室建设中有关问题。     

Circle Time: Improving Social Interaction in a Year 6 Classroom

To what degree can an approach involving the use of circle time improve the quality of relationships within a class? The writers report on a piece of research they undertook involving a Year 6 class which sought to answer this question. The research was initiated because of a concern about the poor quality of relationships within the class. The writers worked together on seven weekly circle‐time sessions of 45 minutes each. There was a clear focus on relationships and the discussion of feelings. Evaluative questionnaires were given at the outset and on completion of the programme. The results were generally encouraging, in particular in terms of more positive and less negative feelings about others in the class. The authors conclude by suggesting that the reactive nature of their programme lessened its effect and emphasise the need for and value of a more proactive approach.     

不良社会思潮与高校思政课"学术性课堂"之构建

当前,各种不良社会思潮甚嚣尘上,不仅对大学生造成了许多负面影响,也对高校思想政治理论课教学提出了严峻挑战.高校思想政治理论课亟待增加学术含量,构建"学术性课堂",以引导大学生从知识与学理、理论与现实层面认清不良社会思潮的本质,揭示其社会危害性,自觉抵制其负面影响."学术性课堂"的构建需要从师资培养及制度落实等方面不断完善,以提高思想政治理论课的实效性.     

学习型课堂:理解与建构

学习型课堂不仅是一种课堂形态,也是一种课堂理念、课堂结构与学习机制,它是课堂发展到一个较高水平阶段的标志。基于学习型组织的多维理性,实现学习型课堂三个维度的合理与均衡建构,就要将课堂目标资源凝聚成课堂愿景,重建学习共同体,促进学生从单维学习者角色向学研一体的双维角色的转变。     

Beyond Diversity and Inclusion: Creating a Social Justice Agenda in the Classroom

ABSTRACT

A social justice classroom agenda relies on the ability of educators to create a space free from microaggressions that can be strengthened through an approach of cultural humility. Utilizing Bonnycastle’s social justice continuum, this article explores how to create a classroom grounded in social equality and guided by social work values to foster participation from students across all social identities.     

Parents' Perceived Discrimination and Adolescent Adjustment in Chinese American Families: Mediating Family Processes

Parental discriminatory experiences can have significant implications for adolescent adjustment. This study examined family processes linking parental perceived discrimination to adolescent depressive symptoms and delinquent behaviors by using the family stress model and incorporating family systems theory. Participants were 444 Chinese American adolescents (M_age.wave1 = 13.03) and their parents residing in Northern California. Testing of actor–partner interdependent models showed a significant indirect effect from earlier paternal (but not maternal) perceived discrimination to later adolescent adjustment through paternal depressive symptoms and maternal hostility toward adolescents. The results highlight the importance of including both parents and examining actor and partner effects to provide a more comprehensive understanding of how maternal and paternal perceived discrimination differentially and indirectly relate to adolescent adjustment.     

Knowledge Construction and Collective Practice: At the Intersection of Learning,Talk, and Social Configurations in a Computer-Mediated Mathematics Classroom

In this study I investigated how students' mathematical activities, and thereby their mathematical understandings, change as a function of their participation in different social configurations. I examined how the interplay between 2 social configurations-local investigations at a computer simulation and whole-class discussions-contributes to how 7th-grade students learn probabilistic reasoning. I used 2 case studies to investigate (a) how different forms of participation are linked to different social configurations, and (b) how specific discourse practices and ways of reasoning propagate across the classroom and are adopted by individual students. The analyses suggest that classroom mathematical practices are developed, in part, for the social or communicative purpose of settling disputes and not purely for their rational or cognitive value to individuals. Results also provide insight into how to design and orchestrate classroom practice, particularly computer-mediated inquiry, to foster individual learning that is situated within a classroom community oriented toward the construction of a shared understanding of probability.     

六环节复习模式,构建历史与社会生态课堂

主要以历史与社会复习课为例,讲了六环节复习模式的具体步骤。     

机房和多媒体教室管理系统的虚拟化建设

针对实验室管理和维护的复杂性和困难性,以虚拟化技术为支撑对机房和多媒体教室的管理进行了全面和深度的建设,提出一个综合服务系统。其设计既考虑到了管理部门和维护人员的需求,还全面考虑了机房和多媒体教室的使用者的各种需求。所实现的系统能对这些需求提供完善的支持和高效的综合服务。从而很好地解决当前高校机房和多媒体教室管理、维护和使用中存在的种种问题。     

童年创伤走向复原：社会支持的中介作用

童年创伤走向复原需要疗愈。社会支持作为创伤疗愈的重要影响因素,发挥着强有力的中介作用。正确认知、合理利用、修复社会支持的中介作用,可有效促进童年创伤个体从创伤走向复原。