An elementary teacher’s narrative identity work at two points in time two decades apart     

Sonja Lutovac  Raimo Kaasila 《Educational Studies in Mathematics》2018,98(3):253-267

The number of studies on how the process of identity work takes place in pre- and in-service teacher training contexts has recently increased. This narrative study contributes to this body of work by examining one elementary teacher’s identity work in the context of teaching mathematics at two points in time—the present, as an experienced teacher, and two decades prior, as a pre-service teacher. As part of our narrative approach, this study introduces a biography-stimulated recall method and exemplifies its use. The findings account for continuity and change in a teacher’s identity over time and broaden understanding of influences on identity in pre- and in-service teaching stages. The central role of crisis in teachers’ identity development, particularly when initiated within teacher education contexts, is highlighted. Methodological considerations in narrative follow-up studies are discussed.  相似文献   

Effects of working memory capacity in processing wh‐extractions: eye‐movement evidence from Chinese–English bilinguals          下载免费PDF全文

Huixia Zhou  Sonja Rossi  Juan Li  Huanhuan Liu  Ran Chen  Baoguo Chen 《Journal of Research in Reading》2017,40(4):420-438

By using the eye‐tracking method, the present study explores whether working memory capacity assessed via the second language (L2) reading span (L2WMC) as well as the operational span task (OSPAN) affects the processing of subject‐extraction and object‐extraction in Chinese–English bilinguals. Results showed that L2WMC has no effects on the grammatical judgement accuracies, the first fixation duration, gaze duration, go‐past times and total fixation duration of the critical regions in wh‐extractions. In contrast, OSPAN influences the first fixation duration and go‐past times of the critical regions in wh‐extractions. Specifically, in region 1, (e.g., Who do you think loved the comedian [region 1] with [region 2] all his heart [subject‐extraction]? versus Who do you think the comedian loved [region 1] with [region 2] all his heart? [object‐extraction]), participants with high OSPAN were much slower than those with low OSPAN in their first fixation duration in reading subject‐extractions, whereas there were no differences between participants with different OSPANs in reading object‐extractions. In region 2, participants with high OSPAN were much faster than those with low OSPAN in their go‐past times of object‐extractions. These results indicated that individual differences in OSPAN rather than in L2WMC more strongly affect processing of wh‐extractions. Thus, OSPAN results to be more suitable to explore the influences of working memory while processing L2 sentences with complex syntax, at least for intermediate proficient bilinguals. Results of the study also provide further support for the Capacity Theory of Comprehension.  相似文献   

The GRoLTS-Checklist: Guidelines for Reporting on Latent Trajectory Studies     

Rens van de Schoot  Marit Sijbrandij  Sonja D. Winter  Sarah Depaoli  Jeroen K. Vermunt 《Structural equation modeling》2017,24(3):451-467

Estimating models within the mixture model framework, like latent growth mixture modeling (LGMM) or latent class growth analysis (LCGA), involves making various decisions throughout the estimation process. This has led to a wide variety in how results of latent trajectory analysis are reported. To overcome this issue, using a 4-round Delphi study, we developed Guidelines for Reporting on Latent Trajectory Studies (GRoLTS). The purpose of GRoLTS is to present criteria that should be included when reporting the results of latent trajectory analysis across research fields. We have gone through a systematic process to identify key components that, according to a panel of experts, are necessary when reporting results for trajectory studies. We applied GRoLTS to 38 papers where LGMM or LCGA was used to study trajectories of posttraumatic stress after a traumatic event.  相似文献   

Future Directions in Research on Mathematics-Related Teacher Identity     

Sonja Lutovac  Raimo Kaasila 《International Journal of Science and Mathematics Education》2018,16(4):759-776

Mathematics education research has placed great emphasis on teacher identity, examining both pre- and in-service teachers, and within these cohorts, specialised mathematics teachers and non-specialists such as elementary teachers. Extensive research has already been done; hence, this paper discusses possible future directions for research on teacher identity in mathematics education. Among other issues, we highlight that general education research on identity has infrequently informed research on mathematics-related teacher identity. This not only limits the transfer of knowledge but also isolates mathematics education from general education research. We suggest that connecting these lines of research and their findings may not only strengthen mathematics education research and mathematics teaching and learning but also contribute to less isolation within the discipline as a whole.  相似文献   

Preschool as an Arena for Developing Teacher Knowledge Concerning Children’s Language Learning     

Sonja Sheridan  Liv Gjems 《Early Childhood Education Journal》2017,45(3):347-357

The most important benefits of international comparisons are the indications that make hidden national characteristics visible and shed new light on the system in each country. From a comparative perspective, this article explores what Swedish and Norwegian preschool teachers emphasise as important to preschool student teachers about preschool as an arena for children’s language learning. The theoretical framework of the study is based on ecological system theories (Bronfenbrenner in The ecology of human development, Harvard University Press, Cambridge, 1979; Bronfenbrenner in Dev Psychology 22(6):723–742, 1986) and socio-cultural theories concerning language learning (Vygotsky in Thought and language, MIT Press, Cambridge, 1986). The data are produced through interviews with 69 Swedish and 35 Norwegian preschool teachers. The analyses focused on what the preschool teachers stated to be the most important elements to work with concerning children’s language learning, how and why they worked like this, and what rationales may have led to their pedagogy. The two countries seem quite alike in terms of the values embedded in early childhood education and political ideas concerning a rich childhood based on play and democratic ideals. By comparing the two countries, the results reveal differences that can lead to a deeper knowledge of cultural concepts that are often taken for granted, such as pedagogical approaches, and how these create different conditions for children’s preschool language learning.  相似文献   

Unofficial hazing in secondary schools: Prevalence,activities, and attitudes     

Sonja Pe jak  Tina Pirc 《Psychology in the schools》2019,56(2):194-205

The aim of our exploratory pilot study was to investigate the unofficial initiation rite of accepting novices in secondary school. We examined the prevalence of unofficial hazing, types and frequency of hazing activities and the attitudes toward hazing of students with different roles in hazing (targets, bystanders, and target‐bystanders) in a sample of 404 first‐year (secondary school) students. We found out that 79% of student‐novices were involved in unofficial hazing (43% of them involuntarily); that activities of subtle hazing prevail (in 72%), but there are activities of harassment and dangerous hazing present in 28%; and that targets and target‐bystanders have more positive feelings and attitudes toward hazing than bystanders do. Implications of the study findings are also discussed.  相似文献   

Reliability of the GAF and CGAS with children exposed to trauma     

Blake K  Cangelosi S  Johnson-Brooks S  Belcher HM 《Child abuse & neglect》2007,31(8):909-915

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How Finnish elementary school teachers meet the needs of their gifted students     

Sonja Laine  Kirsi Tirri 《High Ability Studies》2016,27(2):149-164

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A River Reborn     

Sonja Sonja Carlborg 《Curator: The Museum Journal》2008,51(4):419-422

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Deep Text: Using Text Analytics To Conquer Information Overload,Get Real Value From Social Media,and Add Big(Ger) text to Big Data     

Sonja Streuber 《Public Services Quarterly》2017,13(3):179-181

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