Teaching toddlers the meaning of numbers—connecting modes of mathematical representations in book reading

Educational Studies in Mathematics - In this article, we direct attention to what becomes critical in teaching activities for toddlers (1–3-year-olds) to learn the meaning of numbers. One...     

The Mediating Effect of Knowledge‐Sharing Processes on Organizational Cultural Factors and Knowledge Management Effectiveness

This study explored the extent to which knowledge‐sharing processes mediate organizational cultural factors and knowledge management effectiveness among Korean organizations. The findings show that knowledge‐sharing processes play as mediators in the effect of trust, collaboration, and learning on knowledge management effectiveness. Employees from knowledge management practicing companies in Korea were surveyed. Results from mediation analysis show that knowledge‐sharing processes have both practical and statistical significance to enhance knowledge management effectiveness. Trust and a learning culture are also significant to increase knowledge management effectiveness. We discuss the implications of these findings to facilitate knowledge sharing and make suggestions for future research.     

几种不同的活化能及其应用

本文叙述了几种不同的活化能及它们之间的关系,明确了活化能的物理意义,并由此讨论了活化能的重要应用。     

“Everyone Has to Find Themselves in the Story”: Exploring Minority Group Representation in the Citizenship Curriculum in Northern Ireland and Israel

ABSTRACT

This article explores understandings of minority group representation in citizenship education in Northern Ireland and Israel, from the point of view of students, teachers, and policy makers. It is set against the background of the minority–majority group dichotomy within societies divided along ethnonational lines, and the challenge of delivering a common citizenship curriculum to a diverse group in such a context. Starting with interpretations of international law that state that education should be culturally appropriate and flexible to the needs of a particular community, the article considers several interrelated ideas: proportional representation of the minority in educational governance, students being able to “find themselves in the story” of the curriculum, and the debate over a common versus a differentiated curriculum. Interjurisdiction comparisons allow for exploration of varied understandings of citizenship education as socialization, and of potential responses to the challenge of balancing unity and diversity in a divided or multicultural society.     

Integrating Mathematical Learning During Caregiving Routines: A Study of Toddlers in Swedish Preschools

In recent years the interest in preschool mathematics has increased. However, studies seldom focus on children under the age of three and research is scarce on the early use of mathematics observed in natural settings. This article reports a study of mathematical possibilities during diaper changing in a preschool setting. A diaper change can be a communicative moment when the child can experience mathematics with a professional preschool teacher, but it can also be a moment of mechanical routine with no pedagogical context. The intention of the study presented here was to investigate the mathematical potential preschool teachers described in relation to diaper changing and to examine the ways this potential was put into action. Both similarities and differences emerged regarding the mathematical potential preschool teachers described in relation to diaper changing and the mathematical content that they were observed to communicate. The results show that it is possible to communicate mathematical content in a pedagogical way during diaper changes, making this routine a learning opportunity for children. However, the results also show variations in the observed range and context of such communication, and therefore the potential for mathematical learning during diaper changes seems to differ widely.     

话语标记研究综述

话语标记语是近年来国内外学术界研究的热点问题。文章简要回顾了话语标记研究的形成与发展的历程,并就话语标记的研究现状作了介绍与归纳,同时着重介绍了目前学术界研究的一些热点问题。此外,文章还介绍了话语标记研究这一交叉领域的最近动向。     

Teachers’ collaborative learning – development of teaching in group discussions

Teacher learning and the development of in-service education for teachers are both an active area of research and a broad challenge. In working as teachers, theory and practice are often seen as divided, or problems in teaching and the requirements of development are solved on the basis of experience. This study focuses on collaborative teacher learning as part of an in-service education course that supports teachers in connecting learning theories with practical knowledge and that aims to create new knowledge and practices for teaching. The starting points for the study are the changes of the curriculum and theories of learning. The aim is to analyse developing of teaching in teachers’ collaborative group discussions and how the theoretical knowledge of learning theories is connected with developing teaching practices. The research method of the study was data driven, systematic and qualitative analysis of the content of the discussion. The research data consist of video recorded group discussions of two teacher teams from the in-service education course meeting. The analysis focused on developing talk and further, on finding interconnections between the developing talk and the theories of learning. The analysis shows three different ways how the learning theories emerged in method developing talk. The findings indicate that theoretical knowledge can be used or left unused and imply that creating and changing teaching practices is challenging. However, the findings show that theoretical, research-based knowledge on learning theories can be applied to developing teaching practices in the teachers’ collaborative knowledge creation process. Long-term in-service education based on collaborative knowledge creation and supporting the interconnection of theoretical knowledge of learning and experience knowledge of teaching is a promising way to arrange and develop in-service education.     

Analysing Multimodal Texts in Science—a Social Semiotic Perspective

Research in Science Education - Teaching and learning in science disciplines are dependent on multimodal communication. Earlier research implies that students may be challenged when trying to...     

One Student at a Time: A Reflection of Support for a First-Year GSA Club and its Impact on Perceived Acceptance for LGBTQ Students

Despite gains in the LGBTQ community, many schools still feel cold and unwelcoming for LGBTQ youth. Identity development is important for adolescents, but LGBTQ students often see the ability to freely share their identity limited in public education. Providing a gay–straight alliance (GSA) club within the school has been shown to increase feeling of acceptance and well-being for LGBTQ students. This article looks at the history of GSA in education, the positive and negative outcomes of LGBTQ inclusion and the author's personal reflection of successes and challenges as a sponsor for a GSA club during its inception year.     

Examining socially shared regulation and shared physiological arousal events with multimodal learning analytics

Socially shared regulation contributes to the success of collaborative learning. However, the assessment of socially shared regulation of learning (SSRL) faces several challenges in the effort to increase the understanding of collaborative learning and support outcomes due to the unobservability of the related cognitive and emotional processes. The recent development of trace-based assessment has enabled innovative opportunities to overcome the problem. Despite the potential of a trace-based approach to study SSRL, there remains a paucity of evidence on how trace-based evidence could be captured and utilised to assess and promote SSRL. This study aims to investigate the assessment of electrodermal activities (EDA) data to understand and support SSRL in collaborative learning, hence enhancing learning outcomes. The data collection involves secondary school students (N = 94) working collaboratively in groups through five science lessons. A multimodal data set of EDA and video data were examined to assess the relationship among shared arousals and interactions for SSRL. The results of this study inform the patterns among students' physiological activities and their SSRL interactions to provide trace-based evidence for an adaptive and maladaptive pattern of collaborative learning. Furthermore, our findings provide evidence about how trace-based data could be utilised to predict learning outcomes in collaborative learning.

Practitioner notes

What is already known about this topic

• Socially shared regulation has been recognised as an essential aspect of collaborative learning success.
• It is challenging to make the processes of learning regulation ‘visible’ to better understand and support student learning, especially in dynamic collaborative settings.
• Multimodal learning analytics are showing promise for being a powerful tool to reveal new insights into the temporal and sequential aspects of regulation in collaborative learning.

What this paper adds

• Utilising multimodal big data analytics to reveal the regulatory patterns of shared physiological arousal events (SPAEs) and regulatory activities in collaborative learning.
• Providing evidence of using multimodal data including physiological signals to indicate trigger events in socially shared regulation.
• Examining the differences of regulatory patterns between successful and less successful collaborative learning sessions.
• Demonstrating the potential use of artificial intelligence (AI) techniques to predict collaborative learning success by examining regulatory patterns.

Implications for practice and/or policy

• Our findings offer insights into how students regulate their learning during collaborative learning, which can be used to design adaptive supports that can foster students' learning regulation.
• This study could encourage researchers and practitioners to consider the methodological development incorporating advanced techniques such as AI machine learning for capturing, processing and analysing multimodal data to examine and support learning regulation.