Using social knowledge while interacting at the classroom sand center: Facework and cohesion strategies

2018 ◽  
Vol 16 (4) ◽  
pp. 421-435 ◽  
Author(s):  
Shelley Stagg Peterson ◽  
Alison Altidor-Brooks
Keyword(s):  
Emotional Responses ◽  
Primary Teachers ◽  
Self Esteem ◽  
Social Knowledge ◽  
Language And Literacy ◽  
Specific Language ◽  
Video Recordings ◽  
Language Strategies ◽  
Play Group ◽  
Support Students

The goal of this study is to inform teachers’ practice by identifying specific language strategies that young children use in their play and suggesting ways that teachers can build on our findings to support students’ language and literacy. Deductive analyses of video-recordings of 5-year old children playing at the sand center revealed that children used cohesive strategies, such as repetitions and conjunctions, to tie together the ideas from one speaker to the next, in order to maintain the flow of the play. Children also used facework strategies, such as complimenting peers, softening regulatory language with words such as “just,” and showing interest in others’ activities. These strategies helped children to build relationships with peers and enhance their positive self-esteem as members of the play group. Children used language primarily for imaginative purposes, in addition to communicating information, regulating others’ behavior, and expressing their individuality and emotional responses to activities at the sand center. Primary teachers may find these results useful for guiding assessment of children’s knowledge of and flexibility in using linguistic and semiotic resources to achieve social purposes and to create cohesive narratives in informal interactions.

Letters to the Editor

PEDIATRICS ◽  
1966 ◽  
Vol 37 (3) ◽  
pp. 533-534
Author(s):  
CLARENCE H. WEBB
Keyword(s):  
Emotional Responses ◽  
Self Esteem ◽  
Domestic Animals ◽  
Allergic Reactions ◽  
Letters To The Editor ◽  
Previous Communication

Dr. Horowitz' letter and the previous communication from Dr. Hugh Carithers Padiatrics 37:386, 1966) are welcome because of the added facets which they introduce to the fascinating topic of the interaction between children and their pets, as well as other domestic animals. My brief commentary was concerned largely with the prehistoric and historic association of man and his animal domestics, with a few remarks concerning shared infections; whole volumes could additionally be written about allergic reactions, emotional responses, the value of pets in training children in areas of responsibility and self-esteem, fears, myths, and legends.

scholarly journals Att utveckla elevers förmåga att formulera undersökningsbara frågor i naturvetenskap: Mangling av en didaktisk modell

2021 ◽  
Vol 9 (1) ◽  
Author(s):  
Sara Planting-Bergloo ◽  
Maria Andrée ◽  
Josefin Reimark ◽  
Emma Henriksson ◽  
Sebastian Björnhammer ◽  
...  
Keyword(s):  
Science Education ◽  
Secondary School ◽  
School Science ◽  
Upper Secondary School ◽  
Scientific Investigations ◽  
Video Recordings ◽  
Upper Secondary ◽  
Epistemological Analysis ◽  
Support Students ◽  
Ultimate Purpose

En viktig målsättning för naturvetenskaplig undervisning är att utveckla förmågan att formulera undersökningsbara frågor. Syftet med den här studien är att undersöka hur undervisning som utformats med hjälp av metoden Question Formulation Technique (QFT) kan stödja utveckling av elevers förmåga att formulera naturvetenskapligt undersökningsbara frågor.  QFT är en modell för att utveckla elevers förmåga att formulera och värdera sina egna frågor i allmänhet. I studien prövas QFT i en svensk skolkontext och inom ramen för naturvetenskaplig undervisning. Studien genomfördes som en interventionsstudie i gymnasieskolan och inom ramen för kursen Gymnasiearbete. I kursen ska eleverna genomföra en egen naturvetenskaplig undersökning. QFT användes för att utforma undervisning som del av introduktionen till kursen. Data består av videoinspelningar av elevsamtal från undervisning som har analyserats utifrån ett pragmatiskt ramverk med organiserande syften och praktisk epistemologisk analys. Resultaten visar vilka närliggande syften som etableras i elevernas samtal om undersökningsbara frågor i undervisningen: (A) att producera så många frågor som möjligt, (B) att bedöma vilka frågor som är mest relevanta, (C) att kategorisera frågor, (D) att hitta och specificera ett undersökningsobjekt och (E) att planera för att genomföra en undersökning. Slutsatsen är att QFT kan fungera som stöd för lärares planering av undervisning om naturvetenskapligt undersökningsbara frågor under förutsättning att läraren aktivt stödjer eleverna i att uppmärksamma centrala kvaliteter avseende undersökningsbarhet och genom att binda samman närliggande syften med det övergripande syftet.  In English An important goal for science education is to develop students’ ability to formulate questions of inquiry. The aim of this study is to investigate if science teaching designed from the method “Question Formulation Technique” (QFT) can support the development of this ability. QFT is a model for developing students' ability to phrase and evaluate questions in general which has been developed in a US context. In this study QFT is used in a Swedish context and within upper secondary school science education. The study is an intervention study where QFT was used as part of the introduction to Diploma work in the final year of upper secondary school. During the diploma work students are expected to conduct their own scientific investigations. The data consists of video recordings of student conversations while working with the formulation of questions for inquiry as part of a research lesson designed using QFT. Data was analyzed using a pragmatic approach of combining practical epistemological analysis (PEA) and organising purposes. The results show that five proximate purposes were established in the student conversations while the students engaged in formulating and refining questions of inquiry based on the QFT model. The five proximate purposes were: (A) to produce as many questions as possible, (B) to assess which questions are most relevant, (C) to categorize questions, (D) to find and specify the object of inquiry and (E) plan to conduct an inquiry. In conclusion, QFT can support the planning of teaching in relation to the ultimate purpose regarding how to formulate and refine questions of inquiry provided that the teacher actively participates to support students in connecting the established proximate purposes with the ultimate purpose. Fulltext in Swedish.

scholarly journals “I Feel Like a Guinea Pig”: Emotional Responses to the Online Pivot

2021 ◽  
pp. 303-311
Author(s):  
Elaine Beirne ◽  
Mairéad Nic ◽  
Mark Brown
Keyword(s):  
Public Health ◽  
Online Learning ◽  
Thematic Analysis ◽  
Positive Emotions ◽  
Emotional Responses ◽  
First Year ◽  
Emotional Experiences ◽  
First Year Students ◽  
Institutional Strategies ◽  
Support Students

This paper reports on the emotional experiences of first year students as they prepared to start their higher education online because of Covid-19 public health precautions. Emotion research holds important insights for the development of pedagogical and institutional strategies to support students adapt to the increased focus on online learning both now and into the future. Students’ responses to a survey embedded at the beginning of an online learning preparatory MOOC were analysed to identify (a) the anticipatory emotions they were experiencing towards online learning, and (b) what they perceived to be the sources of those emotions. Findings revealed that anxiety was the prevailing emotion, although positive emotions, such as excitement and hope, were also reported. A thematic analysis identified seven over-arching sources of those emotions as described by the students. This paper concludes by briefly discussing the implications for educators.

scholarly journals Motivating and supporting young people to study mathematics: A London perspective

2014 ◽  
Author(s):  
Tamjid Mujtaba ◽  
Michael J. Reiss ◽  
Ann Hodgson
Keyword(s):  
Young People ◽  
Emotional Responses ◽  
Economic Life ◽  
Self Concept ◽  
Teacher Factors ◽  
Material Gain ◽  
Mathematics Motivation ◽  
And Mathematics ◽  
Survey Responses ◽  
Support Students

This paper explores which classroom and teacher factors are associated with post-16 mathematics aspirations, mathematics intrinsic motivation, and mathematics self-concept. Few studies explore all three outcomes among the same set of students or make linkages across the factors that are important to these outcomes. The analysis is based on the survey responses of 761 Year 8 (age 13) and 715 Year 10 (age 15) students from 17 London schools as learners of mathematics. The analysis indicates that teaching for engagement is important for intrinsic mathematics motivation but not for future mathematics aspirations. In addition, students' emotional responses to mathematics lessons are important for their mathematics self-concept but not for future mathematics aspirations. Advice-pressure to continue with mathematics post-16, extrinsic material gain motivation, and mathematics self-concept underpin mathematics aspirations (even after controlling for the support students received from their families in mathematics attainment). The gender difference within mathematics self-concept among these young Londoners was higher than that found across England, although there were substantially fewer gender differences in relation to questions that explored students' perceptions of their mathematics lessons and teachers. The article concludes with some suggestions for both national and London policymakers because the study of mathematics is seen as of considerable importance to both young people and the economic life of the capital.

Students With Incarcerated Parents

2012 ◽  
pp. 105-118
Author(s):  
Jennifer K. Buxton-McClendon
Keyword(s):  
Behavioral Problems ◽  
Social Behaviors ◽  
Self Esteem ◽  
Emotional And Behavioral Problems ◽  
Acting Out ◽  
Incarcerated Parents ◽  
School Based ◽  
Increased Risk ◽  
American Children ◽  
Support Students

Approximately 8.3 million American children have parents under correctional supervision (including parole or probation). Parental criminality often leads to an increase in emotional and behavioral problems among youth including emotional withdrawal, low self-esteem, failure at school, acting out or anti-social behaviors, delinquency, and an increased risk of intergenerational incarceration4. This chapter will provide teachers and school-based professionals with strategies to help support students with incarcerated parents and build resilience and optimism for a successful future. It will also provide strategies that teachers can utilize to help reach out to the remaining non-incarcerated caregivers.

Language-based communication strategies that support person-centered communication with persons with dementia

2015 ◽  
Vol 27 (10) ◽  
pp. 1707-1718 ◽  
Author(s):  
Marie Y. Savundranayagam ◽  
Kelsey Moore-Nielsen
Keyword(s):  
Similar Pattern ◽  
Communication Strategies ◽  
Effective Communication ◽  
Routine Care ◽  
Specific Language ◽  
Support Person ◽  
Language Strategies

ABSTRACTBackground:There are many recommended language-based strategies for effective communication with persons with dementia. What is unknown is whether effective language-based strategies are also person centered. Accordingly, the objective of this study was to examine whether language-based strategies for effective communication with persons with dementia overlapped with the following indicators of person-centered communication: recognition, negotiation, facilitation, and validation.Methods:Conversations (N = 46) between staff-resident dyads were audio-recorded during routine care tasks over 12 weeks. Staff utterances were coded twice, using language-based and person-centered categories. There were 21 language-based categories and 4 person-centered categories.Results:There were 5,800 utterances transcribed: 2,409 without indicators, 1,699 coded as language or person centered, and 1,692 overlapping utterances. For recognition, 26% of utterances were greetings, 21% were affirmations, 13% were questions (yes/no and open-ended), and 15% involved rephrasing. Questions (yes/no, choice, and open-ended) comprised 74% of utterances that were coded as negotiation. A similar pattern was observed for utterances coded as facilitation where 51% of utterances coded as facilitation were yes/no questions, open-ended questions, and choice questions. However, 21% of facilitative utterances were affirmations and 13% involved rephrasing. Finally, 89% of utterances coded as validation were affirmations.Conclusions:The findings identify specific language-based strategies that support person-centered communication. However, between 1 and 4, out of a possible 21 language-based strategies, overlapped with at least 10% of utterances coded as each person-centered indicator. This finding suggests that staff need training to use more diverse language strategies that support personhood of residents with dementia.

The Relationship Between the Motivation to Commit Infidelity and Negative Affect and Self-Esteem: How Cheating in Romance Might Signal Positive Well-Being in Adolescents

2020 ◽  
pp. 003329412097394
Author(s):  
Ana M. Beltrán-Morillas ◽  
María Alonso-Ferres ◽  
Marta Garrido-Macías ◽  
Laura Villanueva-Moya ◽  
M. Dolores Sánchez-Hernández ◽  
...  
Keyword(s):  
Negative Affect ◽  
Romantic Relationships ◽  
Personal Growth ◽  
Emotional Responses ◽  
Well Being ◽  
Self Esteem ◽  
Correlational Study ◽  
Psychological Well Being ◽  
The Relationship

Infidelity occurs in adult romantic relationships quite often; however, little is known about this relational phenomenon in the adolescent stage, despite its being a surprisingly common behavior. Through a correlational study, we set out to examine how the various documented motivations to engage in an act of infidelity are associated with negative emotional responses, self-esteem, and psychological well-being. In a sample of Spanish adolescents ( N = 346 [ Mage = 15.71, SD = 1.27; range from 13 to 19]), results showed that committing an act of infidelity due to sexual or emotional dissatisfaction (vs. neglect and anger) is related to higher levels of psychological well-being by undermining negative affect, thereby increasing the levels of self-esteem. The discussion of the findings emphasizes that infidelity could favor adolescents’ personal growth, because of the need to explore new sensations and feelings that arise during this period.

scholarly journals A Look at the Processes of Developing Math Activities: Pre-service Primary Teachers

2021 ◽  
Vol 4 (3) ◽  
Author(s):  
Alper Yorulmaz ◽  
◽  
Sıtkı Çekirdekci ◽  
Keyword(s):  
Development Process ◽  
Primary Teachers ◽  
Case Study Design ◽  
Primary School Mathematics ◽  
Attitude Towards Mathematics ◽  
Data Content ◽  
Math Activity ◽  
The Individual ◽  
Support Students

Activities, which are defined as activities that support students’ mathematical learning and increase their levels of mathematic learning, enable the individual to be active by mentally and physically engaging in an action, to establish a cause-effect relationship, and to satisfy his/her curiosity. In this respect, activities have an important effect on the attitude towards mathematics. For this reason, it was aimed to examine the math activity preparation processes of pre-school primary teachers in the current study. To this end, the study was designed in accordance with the case study design, one of the qualitative research methods. In the analysis of the collected data, content analysis was employed. As a result of the study, it was found that the pre-service teachers prepared the activities themselves, they used books and the internet during the development process, and they prepared the activities for the introduction and ending sections of the lesson. In addition, it was observed that while preparing the activity, they considered its suitability for the level of the students and for the purpose of the lesson, they did not take into account individual differences while preparing the activities, and they made use of daily life examples in the activities. The pre-service teachers stated that they had difficulties in preparing activities suitable for the level of the students and stated that they did not consider themselves adequate in preparing activities. Therefore, more emphasis should be placed on improving the skills of developing activities suitable for primary school mathematics lessons in teacher training faculties.

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