A long-term experiment to investigate the relationships between high school students’ perceptions of mobile learning and peer interaction and higher-order thinking tendencies

In this study, a one-year program was conducted to investigate the relationships between students’ perceptions of mobile learning and their tendencies of peer interaction and higher-order thinking in issue-based mobile learning activities. To achieve the research objective, a survey consisting of eight scales, namely, usability, continuity, adaptive content, collaboration, communication, problem-solving, critical thinking and creativity, was developed. A total of 658 students from 38 high schools in Taiwan filled in the questionnaire after experiencing issue-based mobile learning activities. From the exploratory and confirmatory factor analyses, it was found that the questionnaire had high reliability and validity. The structural equation model further revealed that the provision of adaptive content in the mobile learning had positive impacts on the students’ tendency to interact with peers (i.e., collaboration and communication), which further affected their tendency to engage in higher-order thinking (i.e., problem-solving, critical thinking, and creativity). The findings of this study provide a good reference for researchers and school teachers who intend to promote mobile learning in school settings.     

Nature/nurture and intelligence in current introductory educational psychology textbooks

Self-regulated learners understand, value, and engage academic learning in ways that are fundamentally different than their peers who have difficulty in school. We discuss how students become aware of themselves as learners and the kinds of theories that students construct about schooling. Children's ideas about success and failure, their awareness and attribution, and their metacognition and motivation, develop concurrently as they progress through formal education. We focus on developmental changes in students' theories about learning and how they are influenced by variables in school such as task difficulty, helping behavior, and standards of success. Instructional conditions that promote children's self-regulated learning are also discussed. We believe that self-regulated learning is a desirable educational outcome that can be fostered by teachers who minimize academic competition, explain appropriate strategies, provide assistance during problem solving, and promote an atmosphere of collaboration in classrooms.     

A Case Study of An Inclusive Early Childhood Setting

Research findings: This ethnographic case study examines one inclusive early childhood setting during the four week Extended School Year (ESY) session. It focuses on the participation of children with special needs, including their interactions with peers, caregivers, and the environment. Non-participant observations were conducted within the inclusive setting in which the children's behaviors and interactions were looked at and analyzed. An interview with the Early Childhood Special Education (ECSE) teacher was also conducted and analyzed. Results indicated that children with special needs regularly modeled and imitated behaviors, words, and skills of their typically developing peers, as well as those of their more advanced peers with special needs, and the teachers; individualized interventions were regularly conducted by the ECSE teacher within the general activities of the inclusive setting; and collaboration took place between the ECSE and regular early childhood teachers through joint planning of the activities and schedule, as well as providing general support to one another. Practice: Implications for effective inclusive practices are drawn. Rather than simply placing children with special needs in a class full of typically developing children, and stopping there, several elements must be provided: (a) opportunities must be available for free choice and peer interactions; (b) appropriate interventions must be conducted within the natural environment; and (c) collaboration must take place between the Early Childhood Educators and Early Childhood Special Educators.     

The Relationship Between Security of Attachment and the Development of a Personal Premise System of Relationships and Expectations for Peer Interaction

Block (1984) postulated that children develop a personal premise system concerning the nature of relationships from the kind of responsiveness, balance, and control they experience when interacting with the caregiver and the caregiver's degree of accessibility during caregiver-child interactions. Block's theory was used in this review to discuss how children's personal premise systems or models of relationships develop through the process of attachment to the caregiver, and how, as children establish more extensive social relationships, this premise system becomes a more generalized model of self and others which shapes all interactions with others including peer relationships during early and middle childhood. The review also suggests continuity in the organization of behavior, for just as the nature of the early personal premise system is shaped by caregiver responsiveness, control, consistency, and availability, so the quality of ties youngsters form with their peers seems also to be shaped by the tone of children's responsiveness to peers, the degree and kind of control youngsters exert in peer interactions, the consistency of behaviors with peers, and children's emotional and physical availability to peers.     

Supporting productive collaboration in a computer-supported instructional activity: peer-feedback on critical incidents in health care education

One important feature of vocational education is to provide students with solid conceptual knowledge along with substantial practical experience, acquired in school and workplace contexts, respectively. However, the research provided evidence that students do not spontaneously articulate the knowledge acquired in different contexts, and that specific instructional activities have to be designed and introduced. The present study deals with this type of activity conducted in a vocational school for health and social care assistants, which involved the use of collaborative writing about workplace critical incidents. The goal was to identify the patterns of interactions, and specifically the type of peer-feedback that engage students in productive collaboration. Qualitative analyses show that the writing productions could be categorized in four collaboration patterns differing in the level in which students would elaborate on their peers’ experience and profit from the peers’ suggestions in order to improve their understanding. On this basis, we propose a series of recommendations for implementing effective and instructionally relevant collaborative writing activities in vocational education.     

Chasing joint work: administrators’ efforts to structure teacher collaboration

ABSTRACT

Although the benefits of teacher collaboration have been touted, school administrators often struggle to foster productive collaboration at their sites. This study takes a deep dive into teachers’ interactions to understand how administrators’ efforts to engineer collaboration play out in teachers’ relationships. Analysis of qualitative interview and observation data with a social network lens provides a nuanced understanding of teachers’ formal and informal interactions at two schools. Findings make clear why leaders are unlikely to build effective collaborative cultures without noticing and building off of the relationships teachers have built within their existing contexts. Overly regulated meetings impacted both formal and informal relationships between teachers, and productive collaboration during formal meeting time could not be sustained in teachers’ informal networks when other structural obstacles intervened. Few teachers were able to overcome either of these constraints to engage in meaningful collaboration, although the efforts of some provide insight for promoting collaborative cultures. This study provides insights for how leaders might notice and capitalise on existing relationships as well as on sometimes unintended structures to support teachers’ join work.     

幼儿探究行为与教师态度之关系的实验研究

探索性行为是了解幼儿好奇心的重要指标。本研究结果证明,教师的情感支持、材料支持以及策略性支持直接影响幼儿探索性行为的展开与活动效率。     

Peer status and behaviors of maltreated children and their classmates in the early years of school

OBJECTIVE: The aims of the present study were to investigate (1) whether young children with a known history of maltreatment by caregivers have more problematic peer relationships and classroom behaviors than other children, and (2) if children's behaviors with peers mediated associations between maltreatment and children's problem peer relations. METHOD: Participants included 400 young children (ages 4-8, M age=6.6), and 24 teachers in 22 schools. Six percent of children had a known history of maltreatment. Multiple methods (ratings and nominations) and reporters (children and teachers) were utilized to obtain information on peer relationships. Teachers reported children's physical/verbal aggression, and withdrawn and prosocial behaviors. RESULTS: Young children were able to nominate and rate whom they liked versus disliked in their classes, and their reports were modestly correlated with teacher reports. Regardless of the reporter, maltreated children were significantly more disliked, physically/verbally aggressive, withdrawn, and less prosocial, compared with their classmates. Among all children, physical/verbal aggression, withdrawal, and prosocial behavior were associated independently with some aspect of peer status. Maltreatment had indirect associations with peer likeability and peer rejection via maltreated children's relatively higher levels of physical/verbal aggression and, in some cases, withdrawal and relatively lower prosocial behavior. Maltreatment had an indirect association with teacher-reported peer acceptance via children's withdrawal. CONCLUSIONS: Findings indirectly associate early family experiences with problems in peer relationships, especially lower peer likeability and more rejection, via children's behaviors with peers. The finding that linkages exist even in the very earliest years of school highlights the need for very early home- or school-based efforts focused on improving behavior and relationships of maltreated children and others children with similar profiles.     

Action learning and the creative industries: the efficacy of an action learning set in building collaboration between a university and creative industries

In the UK, the creative sector has been identified as a key strand in the economic recovery strategy. Composed of mostly micro and small enterprises often grouping together for particular commissions and projects, there is a tendency to operate primarily through a series of networks made up of peers. This paper presents the outcomes of a ‘peer-to-peer business programme’, or action learning set, involving 10 participants from the creative sector over a period of 6 months. The programme was based on a ‘Six-Squared’ model where participants would address their own needs alongside participating in, and developing further understanding of, action learning sets in order to establish sets with others. Assessment of outcomes indicated that the programme allowed participants to develop new skills with peers, network and strengthen relationships and collaborate in a university programme. The paper concludes by suggesting that, within the context of a growing and vibrant creative industries sector and increasing pressures on universities to engage with the business community, it is essential to develop flexible, peer-led and innovative models of collaboration.     

A Case Study of An Inclusive Early Childhood Setting

Research findings: This ethnographic case study examines one inclusive early childhood setting during the four week Extended School Year (ESY) session. It focuses on the participation of children with special needs, including their interactions with peers, caregivers, and the environment. Non-participant observations were conducted within the inclusive setting in which the children's behaviors and interactions were looked at and analyzed. An interview with the Early Childhood Special Education (ECSE) teacher was also conducted and analyzed. Results indicated that children with special needs regularly modeled and imitated behaviors, words, and skills of their typically developing peers, as well as those of their more advanced peers with special needs, and the teachers; individualized interventions were regularly conducted by the ECSE teacher within the general activities of the inclusive setting; and collaboration took place between the ECSE and regular early childhood teachers through joint planning of the activities and schedule, as well as providing general support to one another. Practice: Implications for effective inclusive practices are drawn. Rather than simply placing children with special needs in a class full of typically developing children, and stopping there, several elements must be provided: (a) opportunities must be available for free choice and peer interactions; (b) appropriate interventions must be conducted within the natural environment; and (c) collaboration must take place between the Early Childhood Educators and Early Childhood Special Educators.     

Low Income African American Mothers' Parenting Stress and Instructional Strategies to Promote Peer Relationships in Preschool Children

This study investigated mothers' stress as a predictor of her instructional strategies for promoting peer relationships in preschool children. Forty-two low income African American mothers responded to structured interviews on the teaching strategies they frequently used to facilitate peer interactions of their two to three- and-a-half-year-old children. Mothers' stress was measured by The Parenting Stress Index-Short Form. Using regression analysis, three stress predictors of mothers' strategies to promote peer relationships were examined: parental distress, difficult child, and parent-child dysfunctional interactions. The three predictors of stress had a differential impact on mothers' instructional strategies. As stress increased: (a) when teaching their own children, mothers more frequently used strategies that reduced antisocial behaviors and less frequently used the strategies that promoted pro-social behaviors towards peers; (b) when teaching their children's peers, mothers less frequently used strategies that would directly benefit these children. Educational implications of these findings for stressed parents, professionals who work with stressed parents, as well as those professionals who teach parent educators are examined.     

Teachers' framing of argumentation goals: Working together to develop individual versus communal understanding

For students to meaningfully engage in science practices, substantive changes need to occur to deeply entrenched instructional approaches, particularly those related to classroom discourse. Because teachers are critical in establishing how students are permitted to interact in the classroom, it is imperative to examine their role in fostering learning environments in which students carry out science practices. This study explores how teachers describe, or frame, expectations for classroom discussions pertaining to the science practice of argumentation. Specifically, we use the theoretical lens of a participation framework to examine how teachers emphasize particular actions and goals for their students' argumentation. Multiple-case study methodology was used to explore the relationship between two middle school teachers' framing for argumentation, and their students' engagement in an argumentation discussion. Findings revealed that, through talk moves and physical actions, both teachers emphasized the importance of students driving the argumentation and interacting with peers, resulting in students engaging in various types of dialogic interactions. However, variation in the two teachers' language highlighted different purposes for students to do so. One teacher explained that through these interactions, students could learn from peers, which could result in each individual student revising their original argument. The other teacher articulated that by working with peers and sharing ideas, classroom members would develop a communal understanding. These distinct goals aligned with different patterns in students' argumentation discussion, particularly in relation to students building on each other's ideas, which occurred more frequently in the classroom focused on communal understanding. The findings suggest the need to continue supporting teachers in developing and using rich instructional strategies to help students with dialogic interactions related to argumentation. This work also sheds light on the importance of how teachers frame the goals for student engagement in this science practice.     

Children''s Perceptions of Self and of Relationships with Others as a Function of Sociometric Status

We studied the relations among children's reports about their own competence, objective measures of their competence, and their views of important relationships with others as a function of sociometric status. 515 third- and fourth-grade children responded to questions about aspects of their personal competence and about their relationships with mothers, fathers, teachers, and best friends. Rejected children reported the least supportive relationships overall with their fathers of any status group; this was especially true of rejected-aggressive children. Neglected children reported the lowest perceived social competence with peers. The subjective reports of rejected but not neglected children overestimated their social competence as rated by peers. Relative to teacher reports, rejected-aggressive children also overestimated their behavioral competence. While highlighting heterogeneity among low-accepted groups, these results add to knowledge about the subjective experiences of children who are unpopular with peers.     

Emotion Regulation, Parenting and Display of Social Reticence in Preschoolers

The study of social reticence in early childhood has focused primarily on those dispositional, intra-individual factors that might account for its demonstration among peers. Little is known, however, about the relations between social reticence and its association with the quality of parenting behaviors. Indeed, the independent and interactive “contributions” of dispositional and parenting factors to children's demonstration of socially reticent behavior have not received adequate attention. In this study, 188 preschool children and their mothers were observed during unstructured Free-play and a structured Lego-building teaching task. Additionally, the children were observed in quartets of same-sex, same-age unfamiliar peers. Results indicated that children's shy, socially reticent behavior was predicted by the extent to which mothers were over-solicitous during Free-play. In addition, preschooler's expressions of reticent behavior were predicted by the interactions between emotion dysregulation and the lack of maternal guidance and control during a teaching task. Emotionally dysregulated children whose mothers provided little control in this putatively stressful teaching task were more likely to be shy and reticent. This relation was non-significant for dysregulated children with mothers who provided high levels of guidance. The results suggest that early childhood educators offer reticent/shy children opportunities to explore their impersonal and social milieus and to warmly encourage such exploratory activities. Without such encouragement and opportunity building, reticent preschoolers may suffer from not having experienced sufficient exploration-to-play sequences thereby stifling the problem-solving competencies derived from such experiences.     

Teachers’ Perceptions of Teacher–Child Relationships: Links With Children’s Observed Interactions

Research Findings: The present study examined associations between children’s classroom interactions and teachers’ perceptions of teacher–child relationships during 1 year of preschool. Teachers (n = 223) reported their perceptions of closeness and conflict in their teacher–child relationships in the fall and spring. Children’s (n = 895) positive classroom interactions with teachers, peers, and learning activities and their negative interactions were observed midyear. Children’s positive interactions with teachers and learning activities predicted teachers’ perceptions of more closeness in the spring when we accounted for fall closeness. Children’s negative interactions predicted teachers’ perceptions of more relational conflict in the spring when we accounted for fall conflict. Children’s positive peer interactions did not predict spring closeness or conflict. Implications regarding teachers’ perceptions of teacher–child relationships and children’s independently observed classroom interactions are discussed. Practice or Policy: Findings provide empirical evidence for an aspect of Pianta, Hamre, and Stuhlman’s (2003) conceptual model of teacher–child relationships. Results indicate that children’s classroom interactions may be a factor related to how teachers report on their relationships with children across 1 year of preschool. Findings point to links between a range of children’s positive and negative interactions during typical instruction and teachers’ relationship perceptions.     

Social participation of children and adolescents with cochlear implants: a qualitative analysis of parent, teacher, and child interviews

Psychosocial factors, including socioemotional well-being, peer relationships, and social inclusion with hearing and deaf peers, are increasingly becoming a focus of research investigating children with cochlear implants. The study reported here extends the largely quantitative findings of previous research through a qualitative analysis of interviews with parents, teachers, and pediatric cochlear implant users themselves in three eastern states of Australia. We interviewed 24 parents, 15 teachers, and 11 children and adolescents. The findings displayed commonalities across the three groups of participants, indicating positive experiences around the children's psychosocial development with their cochlear implants, but also ongoing difficulties communicating in groups of people and problems related to social skills. Some children had little contact with other deaf children (with or without cochlear implants) despite parents and teachers perceiving such contact beneficial. Children attending schools where there were other deaf children valued friendships with both deaf and hearing peers. Adolescence was a particularly difficult time for some as they struggled with feelings of self-consciousness about their deafness and external cochlear implant equipment and worries around friendships, dating, and their future place in the world. Recommendations for practice and further research are made.     

Reading Rocks: Creating a Space for Preservice Teachers to Become Responsive Teachers

Set in a yearlong, school-based tutoring program, designed as a community of practice, we use qualitative methodology to examine how 14 preservice teachers learned to become responsive teachers. We focus on one question: In what ways does participating in a yearlong, supervised tutoring program mediate preservice teachers' learning about responsive teaching? The preservice teachers described the ways they came to learn about their buddies and build caring relationships with them. They reported the importance of collaboration with their tutoring buddies, peers, families, and classroom teachers, and that through the yearlong tutoring experience, the preservice teachers gained confidence as teachers and a sense of efficacy as caring educators. This study is important because it uncovers how school-based tutoring programs, modeled as a community of practice, can provide opportunities for preservice teachers to grow professionally to become responsive educators.