Viewing classroom discipline as negotiable social interaction: A communities of practice perspective

Classroom discipline is a major concern of American teachers and why many leave teaching. A conventional view of learning is so deeply interrelated with schooling in the American culture it also drives the view of discipline, especially in urban contexts where students are disproportionately failed and excluded by the mainstream educational system. The purpose of this paper is to propose a critical social practice view of learning as defined by legitimate peripheral participation (LPP), providing a communities of practice framework to guide future research that sets out to transform conventional views of learning, particularly within the context of classroom discipline.     

Cognitive regulations in ICT-supported flipped classroom interactions: An activity theory perspective

In recent years, most studies on flipped classrooms or flipped learning have focused on learners’ motivation, academic achievement and teachers’ and students’ perceptions of the flipped classroom. Little research has involved interactions in the flipped classroom. This study aims to show that in-class collaborative learning in the flipped classroom can not only be conceived as a collective activity consisting of discrete actions, but also as a systematic activity. From the activity-theoretical perspective, contradictions were found between components of an activity such as subject, tools, rules, community, division of labor, object and outcome. This study conducted a pre-experiment, selecting one lesson of the seventh-grade Information Technology Course as the learning content, conducted in a flipped classroom. Three triads with different compositions were specifically observed by recording their interactions. More second-level contradictions existed between subject and tools, and division of labor within the low-level triad than within the other two triads, and more first-level contradictions also occurred within the low-level triad than within the other two triads. Most second-level contradictions within the high-level triad were resolved by self-regulation of cognition. Instead, most second-level contradictions within the mixed-level triad were overcome by co-regulation or shared regulation of cognition. This study sheds light on how to effectively design and implement flipped learning, and provides a new approach for analyzing interactions in the classroom.     

Pair work:an effective form of classroom activity

<正>Nowadays different kinds of activities play a great role in English language teaching(ELT)classroom.Pair work is a considerable form of activity that makes a contribution to personal second language acquisition.It is undeniable that there are many benefits of organizing pair work during the process of language teaching.For example,it increase the amount of     

Reflections on social justice, race, ethnicity and identity from an ethical perspective

In these reflections, I identify complexities in few constructs that are often used in educational research, although not often critically, namely, social justice, race, ethnicity and identity. This paper suggests a non-ontological and non-epistemological approach to ethics as developed by Emmanuel Levinas as a normative means to deal with some of the complexities. In dealing with the construct of social justice, an ethical approach calls for productive research tools to not only understand exclusion but also to change situations of injustice to marginalised groups. Further, both constructs race and ethnicity can be used to identify groups of people based on their history, culture and/or lifestyles. As social constructions they have different historical origins and are open to alternative connotations, uses and abuses. An ethical perspective is useful to manage the dilemma of essentialism that group identification may lead into. Finally, the debate around the usefulness of the construct of identity raises some ethical questions about the role of research and the lived experience of its subjects. An ethical stance demands that constructs of analysis in social inquiry should not only demonstrate their utility for knowledge generation but also should demonstrate a responsibility for the construction and reconstruction of lifeworld in which academic endeavours are conducted.     

高职英语课堂互动的教学探索

高职院校的教学目标是培养应用型人才,而这样的目标需要在互动的过程中才能实现。本文探讨了课堂互动的概念、特征以及一些可行的策略,旨在提高学生学习的主观能动性和英语表达能力。     

从教与学的良性循环探讨大学英语课堂教学互动

在以学生为主体的课堂上,教与学是一种互动的形式。在英语教学中,教师应当善于且有效地实施互动模式,加强师生间交流,促进教与学的良性循环。     

Opening classroom interaction: the importance of feedback

Efforts to encourage ‘interactive practice’ in the National Literacy (NLS) and Numeracy (NNS) Strategies in the UK, have led to an emphasis on teacher questions. Recent research into classroom interactions, however, indicate that the pattern of interaction remains largely unchanged since the introduction of these strategies in terms of the type and amount of questions teachers are asking, and the opportunities for extended pupil participation. This article uses evidence gathered from a large‐scale research project examining classroom interactions during literacy and numeracy lessons, and the researchers' critical reflections upon this process, to examine conceptions of interactive pedagogy. It is argued that in order to ‘open’ classroom interaction, emphasis should be less on the questions teachers ask, and more on the manner with which teachers react to pupils' responses to questions. Episodes of classroom interaction from video recorded literacy and numeracy lessons taken as part of the study are used to support this argument. They present evidence of teacher behaviours in reaction to pupils' responses which succeed in facilitating a more interactive learning environment. The implication that such behaviour will contribute towards a model of effective interactive practice is also discussed.     

课堂交往的表现形式及其实现

课堂交往是指作为自由主体的师生在平等和谐的环境中相互之间所达成的对话、理解和沟通,从而达到每个人发展的过程。师生之间的对话,生生之间的沟通,以及在对话和沟通中师生对课程教材文化的理解、筛选、培植都体现了课堂交往形式的多样性。因此,课堂交往的有效实现也必然建构在这种多样性的路向上。     

Book Review: Transforming mathematics education: from embodied experiences to an ethical commitment. Luis Radford (2021) The theory of objectification: a Vygotskian perspective on knowing and becoming in mathematics teaching and learning

Educational Studies in Mathematics -     

Orchestrating debate: a multimodal analysis of classroom interaction

This paper examines the ways in which the interpretation of a literary text is constructed through social interaction in a multi‐ethnic urban secondary school English classroom. The focus is on the literacy experiences of Year 10 students (age 14 to 15 years). We take a multimodal approach to understanding social interaction around texts and show that higher‐order literacy skills are realised and constructed through the configuration of talk and writing with a range of other representational and communicational modes, such as gesture, gaze, movement, and posture. We suggest that despite the exhaustive regulation of literacy and school English, some English teachers, while still curriculum and examination focused, have found strategies that give them space to make connections between texts and the experiences of their particular student intake. They do so in ways that link to wider social and moral issues, drawing on their own and their students' life experiences, to make cultural connections with the texts studied. The paper shows how a multimodal analysis of social interaction facilitates and extends understanding of the teaching that is taking place.     

'Teaching an inclusive classroom can be rather tedious': an international perspective, Israel, 1998–2000

Inclusion of students with disabilities into regular classrooms has been practised on a voluntary basis in Israel for the past 30–40 years. Special education legislation passed in 1988 included as one of its touchstones the mandate to mainstream students with disabilities into regular classrooms to the maximum extent possible. The 'Plan for Inclusion' began in 1996 and since 2000 it has been implemented in schools all over Israel.     

The holistic learning educational ecosystem: A classroom 4.0 perspective

The emergence of Industry 4.0 has inspired education to undergo a transformation and change its delivery lens. To adapt to the expectation of Industry 4.0, Education 4.0 has built a new interface for each stakeholder. The roles of these stakeholders have been remodelled, which in turn profoundly influences the way a new‐age learner learns. The seamless union of the vision of Industry 4.0 and Education 4.0 demands the establishment of a dais where each stakeholder will play out their assigned roles. The current study proposes a conceptual model of the holistic learning educational ecosystem. The study performs an extensive literature review of the current industry and educational set‐ups to evaluate the status quo. The analysis directs towards a new concept of Classroom 4.0, which will act as a bridge between Industry 4.0 and Education 4.0—hence devising a conceptual model of the holistic learning educational ecosystem. It will help create a borderless education environment which will be a reflection of the vision of Industry 4.0 and Education 4.0. Focusing on learning, development, self‐awareness and emotional stability, the paper suggests a way forward for the new generation. Current research will act as a bridge between global path‐breaking education research and implementation of in‐class teaching methods in higher education.     

Perpetuating gender stereotypes in the classroom: a teacher perspective

This paper discusses findings from a study funded by the Equality Commission for Northern Ireland (NI) to explore the promotion of gender equity in the classroom and the extent to which initial teacher training and in-service courses address gender issues. Data from a questionnaire survey of 344 teachers and the qualitative dimensions of the study suggest that teachers are generally aware of gender stereotypes in the classroom and that, despite their lack of training in gender issues, where appropriate, most attempt to challenge this type of behaviour. Concern was expressed with the role of teachers in unconsciously perpetuating stereotypes and the extent to which equality issues are directed more towards girls than boys.     

浅议英语教学中课堂互动的必要性

近年来,随着我国英语教学改革的进一步深入,以学生为中心的教学观念正落实在教师的教学行为中,新理念下的课堂互动就反映了这种变化。课堂互动为二语学习者提供了类似于母语的学习环境,增加了学习者的可理解输入,有利于二语学习。     

The ethical perspective of British and American preservice teachers

As society increasingly expects schools to teach about moral issues and stress character development, educators are faced with a series of new challenges. One of these challenges is how to assist perspective teachers in understanding their own ethical orientation, and helping them realize how that orientation affects their teaching. This short report presents the results of a study which compares and assesses the ethical orientation of British and American preservice teachers. The study addresses a number of ethical positions which are denned in the paper. Forsyth's Ethical Position Questionnaire was employed to develop the data. The report closes with conclusions and suggestions based on the findings described.     

Religious education as a research discipline: an activity theoretical perspective

This article raises the question of how to conceive of religious education as a research discipline. The theory of activity systems is used in an analysis of the relationship between theory and practice, the systems of research and the systems of school. The author argues for a dialectical relationship between research and school practice, where understandings of school practice may enable theoretical expansion and where the language used in the field of research may give renewed understanding to the field of practice.     

Building commitment: an examination of learning climate congruence and the affective commitment of academics in an Australian university

The purpose of this study is to explore the relationship between learning climate congruence and the affective commitment of university academics. The strategy of inquiry for this research is quantitative, involving a non-experimental design for the survey research. A non-probability sample of 900 academics from a large Australian university was selected, with a response rate of 30.33%. The major conclusion drawn from this study was that the congruence between current and preferred learning climate was related to the affective commitment of university academics. More specifically, academics’ level of affective commitment was enhanced in a learning climate where they were encouraged to take risks, had plenty of time to learn new tasks and were encouraged to openly express their ideas and opinions. This study is important in a practical sense for academic managers and universities to build relationships and develop better connections with their academics.     

Levels of interaction and proximity: Content analysis of video-based classroom cases

This study employed content analysis techniques to examine video-based cases of two websites that exemplify learner-centered pedagogies for pre-service teachers to carry out in their teaching practices. The study focused on interaction types and physical proximity levels between students and teachers observed in the videos. The findings regarding interaction demonstrated that video cases were more focused on teacher-centered interactions than learner-centered interactions. In terms of proximity, the analysis revealed that reciprocal interaction between students and teacher was most likely to happen if their physical distance from each other was the greatest. Findings and directions for future research are discussed in terms of the content of online video-based classroom cases.