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1.
Carol K. K. Chan 《Metacognition and Learning》2012,7(1):63-73
This discussion paper for this special issue examines co-regulation of learning in computer-supported collaborative learning
(CSCL) environments extending research on self-regulated learning in computerbased environments. The discussion employs a
socio-cognitive perspective focusing on social and collective views of learning to examine how students co-regulate and collaborate
in computer-supported inquiry. Following the review of the articles, theoretical, methodological and instructional implications
are discussed: Future research directions include examining the theoretical nature of collective regulation and social metacognition
in building models of co-regulated learning; expanding methodological approaches using trace data and multiple measures for
convergence and construct validity; and conducting instructional experiments to test and to foster the development of co-regulated
learning in computer-supported collaborative inquiry. 相似文献
2.
This introductory article establishes the foundation for a special issue of the American Annals of the Deaf on teacher action research. The authors first introduce the definition of the teacher-as-researcher model, formally known as teacher action research. Four elements of teacher action research are discussed in detail: cyclical, systematic, reflective, and collaborative. Next, the history of teacher action research is discussed. Subsequently, the multi-paradigmatic and multimethodological nature of teacher action research is proposed. Finally, as a means of guiding readers, the scope of the special issue is described. The introduction concludes with the suggestion that in-service and preservice teachers integrate theory into practice and engage in systematic inquiry into their own practice to develop the mindset necessary to cope with the pedagogical challenges they face on a daily basis. 相似文献
3.
Arianna Lazzari 《Early Years: An International Journal of Research and Development》2012,32(3):252-265
This paper explores the issue of early childhood professionalism from a socio-cultural perspective. In particular the article is concerned with how pre-school teachers conceptualise their professionalism by making sense of the work they carry out on an everyday basis in early childhood institutions. In analysing teachers’ perceptions special attention has been paid to the socio-political and historical conditions that have contributed to shaping them. Drawing on a recent empirical study conducted within Bologna province (Italy), contemporary issues in early childhood professionalism are analysed and insights for a possible re-conceptualisation are offered through a critical interpretation of teachers’ perspectives. The findings discussed in the article highlight how a complex conceptualisation of professionalism, building upon continuous learning in relational contexts, is currently challenged by recent neo-liberal influences. In facing these challenges a crucial role will be played by teachers’ collaborative practices in the workplace that, if reclaimed as a space for collective decision-making, could potentially become an arena for rethinking teachers’ professional development in dialogue with local communities. 相似文献
4.
Cognitive Load Theory: New Conceptualizations,Specifications, and Integrated Research Perspectives 总被引：2，自引：0，他引：2
Over the last few years, cognitive load theory has progressed and advanced rapidly. The articles in this special issue, which
document those advances, are based on contributions to the 3rd International Cognitive Load Theory Conference (2009), Heerlen,
The Netherlands. The articles of this special issue on cognitive load theory discuss new conceptualizations of the different
categories of cognitive load, an integrated research perspective of process-oriented and cognitive load approaches to collaborative
learning, an integrated research perspective of cognitive and social–cognitive approaches to example-based learning, and a
specification of the theory focusing on the acquisition of generalized knowledge structures as a means to facilitate flexible
problem-solving skills. This article provides a short introduction to the theory, discusses some of its recent advances, and
provides an overview of the contributions to this issue. 相似文献
5.
The goal of this special issue is to examine how certain modes of classroom dialogue might contribute to students' learning outcomes. The articles in this special issue share the idea of classroom talk as a problem-oriented dialogue. In other words, an interactional configuration based on exchanges among students and teachers that go beyond the predominantly monologic approaches of classroom talk. In each of the contributions to this special issue, different types of learning outcomes were studied as a result of specific ways of orchestrating classroom dialogue. All in all, the studies in this special issue yield a picture of the field as a productive research area: they provide evidence for the plausibility of the assumption that dialogic orchestrations of classroom talk may produce various desired learning and developmental outcomes in students, depending on what outcomes we want to articulate, and how they are assessed. Although the studies in this special issue yield promising results for future improvements of classroom practice more (preferably longitudinal) research is required. 相似文献
6.
Marjory Ebbeck Yvonne Yoke Yin Chan Hoi Yin Bonnie Yim 《Early Childhood Education Journal》2011,39(5):355-364
Upgrading the status of early childhood teaching and improving job satisfaction are areas of concern to practitioners, policy
makers and other stakeholders in the early childhood field. Ways to upgrade practicing teachers, including their involvement
in research, is an on-going challenge. This paper reports on a research in Singapore where a sample of practicing teachers
was asked about their views on practitioner research. The interviews focused on the possible challenges faced by practitioners
in implementing practitioner inquiry research. In addition, the participants discussed changes that can be made to support
practitioner inquiry research in early childhood settings in Singapore. 相似文献
7.
Linda J. Harrison Myra Dunn Kennece Coombe 《Journal of Early Childhood Teacher Education》2013,34(3):217-229
Increasingly, researchers, teacher educators and governmental agencies underline the need for early childhood professionals to be able to conduct and use relevant research in their practice. In contrast, early childhood teachers tend to draw exclusively on practical advice rather than research evidence to evaluate and develop their teaching. To address these contradictions in expectations, recently developed preservice early childhood teacher education programs have included a core research subject that aims to foster an appreciation of the value of research and its contributions to professional practice. This study examines the effectiveness of teaching and learning approaches designed to make research relevant to undergraduates at an Australian regional university by tracking students' changing views about research during a one-semester teaching period. The findings of this study show that relevant learning experiences, such as designing and conducting a simple research project, modeling research, collaborative inquiry, focused reading, and organizing a research conference, significantly changed student perceptions of the relevance of research to their teaching and their future role as early childhood professionals. 相似文献
8.
Transition requires a multidimensional, interdisciplinary approach for its re-conceptualisation to bring to the fore systemic and power related concerns affecting marginalised and vulnerable groups. This concluding article examines the special issue articles through a range of perspectives. These include examining transitions through a hermeneutics of suspicion, as a mask to displace focus away from other issues of system blockages and failures, building on Bronfenbrenner’s ecological systems theory and Bourdieu’s symbolic violence and cultural capital. A distinctive focus on spatial systems as concentric relational spaces contrasted with fragmented, hierarchical diametric spatial systems is applied to transitions. This goes beyond conventional spatial assumptions of transition as a “bridge”. Temporal assumptions underpinning transitions are explored to challenge one directional approaches, while key issues of marginalised students’ and parents’ voices are highlighted. Intersectionality theory is invoked to examine the interplay between issues of social class, ethnicity, gender in the special issue articles. Building on the special issue articles’ qualitative and quantitative research findings, key policy conclusions for transitions are identified. These include the need to promote relational spaces, increase system capacity, develop flexible nonlinear pathways, address structural segregation issues, and recognise that formal equality principles are insufficient for a culturally responsive approach to transitions. These policy conclusions regarding transitions are relevant for the multiple educational domains explored, ranging from early childhood, primary, postprimary, through to access to university and the labour market. They go beyond typical transition policy responses of induction days, information transfer, staff and interinstitutional communication, and curricular bridging approaches. 相似文献
9.
Teresa Cerratto-Pargman Sanna M. Järvelä Marcelo Milrad 《The Internet and Higher Education》2012,15(4):227-230
The latest developments of information and communication technologies (ICT) and its large penetration in different sectors of our society pose new challenges and demands in the field of education. This special issue entitled “Designing Nordic technology-enhanced learning (TEL)”, presents and discusses how researchers in the Nordic countries are currently framing and thinking about issues that are related to pedagogical design of learning spaces, digital literacies, educational professional development, design of tools engaging students in collaborative inquiry learning as well as design-oriented multimodal understandings of learning.The objective pursued with the special issue has been to reflect upon current problems that educational institutions, practitioners and TEL researchers are facing in the Nordic countries as regards the acknowledgment of young people's ICT practices within formal education. Such analytical work has led us to identify and elaborate on what we believe constitute forthcoming research challenges for learning and education in the Nordic countries. 相似文献
10.
11.
Abstract The purpose of this article is to highlight key findings from a study of 24 early childhood preservice teachers as they moved away from a reliance on traditional interpretations of child‐centered curricula toward one of collaborative inquiry. Participants enrolled in a 15 week undergraduate teaching methods course were assigned to teaching teams to implement collaborative projects with the same group of 3–5‐year‐old children. The study utilized both quantitative and qualitative measures to assess conceptual level, changes in reflectivity, and inquiry‐oriented teaching. Results suggest that the emergence of collaborative inquiry among preservice teachers is a dynamic and diverse process not readily assessed by static measures or discreet skills. Collaborative projects did provide a context for creating communities of learners within which time, space and opportunity to practice, reflect and use language and other tools contributed to young teachers’ development of inquiry. 相似文献
12.
This special issue draws from several disciplines, including early childhood care and education, social and family policy, and economics to examine global trends affecting children and their families in rapidly changing environments. Authors' and guest editors' experiences and data drawn from ten countries help frame issues of importance to early childhood researchers, educators, policy-makers, and advocates. As the end of the century approaches, such cross-national perspectives on issues affecting the lives of children and families become increasingly relevant to our field. The introduction provides several contextual and theoretical frameworks through which to make connections between the articles in this special issue. 相似文献
13.
It is suggested that articles in an American Annals of the Deaf special issue on teacher action research constitute a 2-tiered metastudy: The first article serves as a literature review of the teacher-as-researcher notion; 5 subsequent articles form the data set for a higher-order teacher-as-researcher inquiry. It is maintained that the preservice teachers' work met the definition of teacher-as-researcher in that they systematically investigated their own teaching/learning practices through a reflective lens, with the twin purposes of modifying their own practices and contributing to the theoretical in situ knowledge base of learning and teaching in general. It is also argued that this body of work is consistent with the stance on inquiry advocated by Columbia University's Teachers College and its Program in the Education of the Deaf and Hard of Hearing, and that teacher research reflected Dewey's notions of pragmatism, functionalism, constructivism, communication, and social advocacy. 相似文献
14.
Introduction to the Special Issue: Developing a Relationship Perspective in Early Childhood Research
James Elicker 《Early education and development》1997,8(1):5-10
An interpersonal relationship perspective is gaining influence in early childhood practice and research. The research presented in this special issue, “Relationships in Early Childhood Programs”, focuses on adult-child, child-child, and adult-adult relationships as they develop in the context of early childhood programs. The authors address issues of importance to both practitioners and researchers: types and dimensions of early childhood program relationships; measurement of relationships; relationship processes that are central to program goals; and the importance of interpersonal relationships as a focus for practice, theory, and research. 相似文献
15.
Karen A. Hawkins 《Educational Action Research》2013,21(4):464-478
This article highlights the complexity of participatory action research (PAR) in that the study outlined was carried out with and by, as opposed to on, participants. The project was contextualised in two prior-to-school settings in Australia, with the early childhood professionals and, to some extent, the preschoolers involved in this PAR project seen as co-researchers. This article explores the author’s journey to PAR, which she considered a socially just mode of inquiry. However, it is not without its complexities and challenges. This article makes transparent these complexities and explores issues of ‘power’, identity and influence in collaborative research. Questions often reflected upon by researchers are re-visited in this article: What theoretical underpinnings align with the investigation? Why undertake such a demanding research design as PAR? What does this research design involve? Where does the university researcher fit? How does a PAR team ‘work’ when there are so many different personalities involved? What are the challenges that are faced by participatory action researchers and how might these be overcome? While these challenges are not new to PAR researchers, the solutions and discussion put forward in this article may generate further reflection and debate. 相似文献
16.
17.
David Coghlan 《Higher Education》2007,54(2):293-306
The aim of this article is to contribute to understanding of the issue raised when executives do action research in their
own organizations for doctorates. There are a number of significant challenges for those executives considering action research
in their own organization, which are explored under the headings of, preunderstanding, role duality and organizational politics.
The article reflects on the executive action research doctorate in terms of the engagement of the individual manager–researcher
in first person inquiry, the collaborative activities with others in second person inquiry and the third person contribution
of actionable knowledge to the practitioner and academic communities. 相似文献
18.
AbstractIn Australia, over 900,000 children attend some type of early childhood education and care service. Many of these children have learning difficulties and early childhood teachers play a significant role in identifying children’s needs and working with other professionals to instigate and/or implement appropriate interventions. When educators and allied health professionals work collaboratively in interprofessional ways, they are in a better position to support children and their families. Drawing on findings from a sustained body of research, this short paper shares our reflections on some of the benefits and challenges of two different approaches to working in interprofessionally in Australian early childhood education settings, and provides some suggestions for supporting this work. 相似文献
19.
ABSTRACTAs the world becomes more interconnected, educators have opportunities to collaborate across cultures. Using the theory of educational cosmopolitanism and the pedagogy of collaborative inquiry, this collective case study explores how Chinese and American teachers perceive the assets and challenges of conducting collaborative inquiry with their students across cultures, and how they collaboratively planned in order to conduct these inquiries. Results demonstrated both assets (i.e. promotion of global citizenship and interpersonal skills) and challenges (i.e. digital access and the need for sustainable external support). Additionally, results on how the teachers collaborated revealed the four dimensions of educational cosmopolitanism (i.e. hospitality, reflexivity, intercultural dialogue, and transactions of perspectives) were in play, although to varying degrees. The research sheds light on how educational cosmopolitanism holds promise as a potential theoretical lens for conducting collaborative inquiry with culturally and geographically diverse teachers and students. 相似文献
20.
Beatrice S. Fennimore 《Journal of Early Childhood Teacher Education》2013,34(2):172-174
Preparing students in the early childhood field to work with children both with and without disabilities and to collaborate with different professionals is an important endeavor for colleges and universities. The purpose of this paper is to articulate a unique model of program collaboration between early childhood special education and early childhood regular education that demonstrates a cohesive preservice teacher education program across two departments within one university. This unique 10-year history of interdisciplinary collaboration and team teaching provides insights into many of the benefits and challenges of this type of program. This paper presents an historical overview of the development of this collaborative program and describes the logistics of operating an interdisciplinary program at the administrative level. Information collected from faculty and students illustrates the benefits and challenges of team teaching. Finally, strategies for developing a successful program are discussed. 相似文献