The evolution of local production systems: the emergence of the “invisible mind” and the evolutionary pressures towards more visible “minds”

The aim of this paper is to propose an explanation of the changes of dynamic matching between systemic properties of local production systems (LPS) and characteristics of the competitive environment. An evolutionary sequence travelled during the last three decades by Italian LPS is identified and an explanation of long-term dynamics is based on how information flows and knowledge are structured within a local environment. The “traditional” pattern of interlocking behaviours of different agents is defined as cognitive architecture, which evolutionarily emerges as invisible mind. Evolutionary pressures lead new patterns of relationships and interlocking behaviours, which we define as a tendency for more visible “minds” to assert themselves.     

Scaffolding practices that enhance mathematics learning

It is over 25 years since Wood, Bruner and Ross (1976, Journal of Child Psychology and Psychiatry, 17, 89–100) introduced the idea of ‘scaffolding’ to represent the way children’s learning can be supported. Despite problems, this metaphor has enduring attraction in the way it emphasises the intent to support a sound foundation with increasing independence for the learner as understanding becomes more secure. It has resonance with the widely accepted notion in teaching of construction and the constructivist paradigm for learning. The discussion that follows will characterise some teaching approaches that can be identified as scaffolding, revisiting some of the original classifications, and identifying further scaffolding strategies with particular reference to mathematics learning. Examples will be given from studies relating to geometry learning with four to 6 year olds and to arithmetic learning with older pupils.     

小学课堂教学中师生交往阻隔的生成机制及干预策略

师生交往阻隔是影响课堂教学质量的重要因素.本文首先对小学课堂教学中师生交往阻隔的生成机制进行深入剖析,其次寻找出当前小学课堂教学中师生交往阻隔的产生原因,在此基础上提出减少小学课堂教学中师生交往阻隔的干预策略.     

Teacher–Student Interactions in Korean High School Science Classrooms

This paper provides a preliminary picture of teacher–student interaction in Korean senior high schools. In order to do this, the Questionnaire on Teacher Interaction (QTI) was translated into Korean and administered to 439 students (99 science-independent stream students, 195 science-oriented stream students and 145 humanities stream students). Based on the results from this survey, interviews with some students and teachers were also carried out and three science classrooms were also observed. It was found that the teacher–student interactions in Korean senior high school science classrooms reflect the general image of the youth-elder relationship in society as well as the senior high school's unique nature – portraying a scene of directing teachers and obeying students. It was also found that students experience unique interactions in their science classrooms with their particular teachers. It was considered that this difference comes from the overlapping of a teacher's personal characteristics with the nature of a stream (e.g., curriculum, expectation towards the students in that stream). This article reports part of a larger study conducted with Korean senior high school students and teachers. The aim of the main study was to investigate three different aspects of the high school science classroom environments in Korea, namely, the degree of implementation of constructivism, the pattern of teacher–student interactions, and the learning environment in laboratory classes. Based on the realisation that teacher–student interactions have not been systematically dealt with especially at the senior high school level in Korea, this article pays particularly attention to this aspect. The intention was also to provide useful insights for improving the current situation in senior high school science classrooms in Korea.     

可压缩湍流的多尺度方程组

The short-range property of interactions between scales in the compressible turbulent flow was examined. An estimation of the short-range scale scope and some formulae for the short-range eddy stress and heat transfer etc. were given. A concept of resonant-range interactions between extremely contiguous scales was introduced and some formulae for the resonant-range eddy stress and heat transfer etc. were also given. Multi-scale equations for the compressible turbulent flows were presented. The multi-scale equations are approximately closed and do not contain any empirical constants. The compressibility effects on turbulence are determined by the Farve averaged variables and the nonlinear relationships between the Farve- and physical-averaged variables.     

Pentaquarks: Do they exist?

Recently there has been great excitement about the possible existence of pentaquarks. In this article, we will discuss the quark model and multiquark structures as well as the recent experiments carried out to study the existence of pentaquarks.     

Who benefits from dyadic teacher–student interactions in whole-class settings?

To what extent can teacher–student dyadic interactions modify the hierarchy of student performances within a single class? To answer this insufficiently researched question, the authors conducted two parallel studies involving 33 Grade 5 classes in France (759 students) and 15 Grade 5 classes in Luxembourg (243 students). Interactions were observed during whole-class lessons. Posttest scores were analyzed using multilevel models controlling for five level-1 variables and two level-2 variables. The authors did not find any effect of dyadic interactions on relative student performance in mathematics or in language (French or German), in France or in Luxembourg. This result is interpreted in terms of both the public character of dyadic interactions in whole-class settings and the class management functions of these interactions.     

Literacy practices in Mexican immigrant homes

Abstract

Despite a well-established body of literature focusing on school-based Spanish and English bilingualism of Latino children in the United States, the biliteracy development and literacy practices at home have received little attention by the educational research community. Addressing this gap is important because educators can then use the knowledge related to home language and literacy resources to inform the school curricula and better serve the needs of a linguistically and culturally diverse student population. We contribute to this endeavor by exploring two Mexican immigrant families and their language and literacy practices in their home milieu. Findings from this study suggest that family interactions, as well as the more general home context, are crucial factors in supporting children's development of both oral language and literacy in Spanish and English. An important and recurrent observation is the scaffolding that parents use in Spanish as part of their literacy practices. In addition, children act as agents in their own learning of Spanish, and in making connections to their knowledge of English     

Multivariate Relationships of Specific Impression Cues with Teacher Expectations and Dyadic Interactions in Elementary Physical Education Classes

Abstract

The purpose of this study was to determine the multivariate relationships of the impression cues of attractiveness and effort with teacher expectations and dyadic interactions in two elementary age groups of children. Three elementary physical education teachers and 128 children (K-3) served as subjects. The children were classified into two groups, one consisting of kindergarten and first grade children and the other second and third grade children. Physical attractiveness was determined from ratings of black and white photographs of each student. Student effort was determined by the ratings of the teachers according to the amount of expressed effort demonstrated by each student during physical activity instruction. Teachers were also asked to rate their students according to four expectancy variables. A dyadic version of Cheffers' Adaptation to Flanders' Interaction Analysis System was the observational tool used to describe teacher-student behaviors. For the older group only, teachers' expectations for the students' social relations, cooperative behavior and ability to reason significantly related to both impression cues. For the younger group, teachers' expectations for social relations and cooperative behavior were significantly related to teacher praise, direction-giving, criticism, and predictable student responses. For the older group, however, the teachers' expectation for cooperative behavior was significantly related to eight behavioral variables, especially to information giving and student-initiated responses.     

Learning from interpersonal interactions during the practicum: a case study of non-native ESL student teachers

Although research reveals that pre-service student teachers often regard their relationships with their significant others as an important element of their initial teaching practice experience, much remains unknown about the influence of significant others on non-native English as a Second Language (ESL) student teachers’ professional learning process during field experiences. This paper presents the findings of a qualitative study of the professional learning experiences of 17 pre-service non-native ESL student teachers during an eight-week-long practicum. Grounded in a sociocultural view of teacher learning, the study explores how the ESL student teachers developed their understanding of professional learning in the light of their experiences of engaging with their supporting teachers, supervisors, other school staff members as well as peer student teachers during the practicum. Analysis of the data reveals that these people assumed the role of coach either directly or indirectly, having a positive influence on the student teachers’ role as a teacher. Analysis of the data also reveals negative interactions between student teachers and their significant others, which sociocultural theories have so far not taken sufficiently into account. While, findings of this study challenge past assumptions about where knowledge for teaching comes from and how it can be learned; this study also suggests an urgent need to consolidate university–school partnership to foster student teachers’ adaptation to the context of teaching practice and maximise their professional learning opportunities.