scholarly journals Teacher–Child Interaction in a Goal-Oriented Preschool Context: A Micro-Analytical Study

2021 ◽  
Vol 11 (11) ◽  
pp. 692
Author(s):  
Katarina Nilfyr ◽  
Jonas Aspelin ◽  
Annika Lantz-Andersson
Keyword(s):  
Careful Analysis ◽  
Social Adaptation ◽  
Academic Learning ◽  
Informal System ◽  
Sociological Approach ◽  
Social Sanctions ◽  
Learning Instruction ◽  
Research Questions ◽  
Oriented Activity ◽  
Caring Teacher

The international trend of positioning the preschool as a pre-academic learning environment is challenging for preschool teachers, as it necessitates a balance between emotionally supportive interaction and goal-oriented learning instruction. However, previous research suggests that the complexities of such interactions need to be further studied. This article contributes by presenting a very detailed exploration of how social adaptation is pursued in a goal-oriented documentation activity. The study used a micro-sociological approach, characterized by the careful analysis of verbal and nonverbal interactions. Two research questions were raised: (1) How is social adaptation pursued in verbal and nonverbal interactions in preschool teacher–child relationships during a goal-oriented activity? and (2) How can social adaptation in the preschool context be understood in terms of a “deference-emotion system”? Interactions between a teacher and child in two video-recorded episodes were transcribed and sequentially analyzed thoroughly. The findings suggest that the interactions were regulated through an informal system of social sanctions, in which nonverbal signs of deference played a key role. The interaction was shown to be embedded in an institutional context that advocates goal-oriented instruction, thus highlighting the challenge of preschool teaching in attempting to promote goal-oriented processes while simultaneously maintaining respectful, caring teacher–child relationships.

Metacognition in Higher Education

2017 ◽  
pp. 1-21
Author(s):  
Elena Railean
Keyword(s):  
Higher Education ◽  
Learning Strategies ◽  
Theory And Practice ◽  
Future Research ◽  
Academic Learning ◽  
Third Way ◽  
Future Research Directions ◽  
Holistic Integration ◽  
Research Questions ◽  
Open Content

Globalization forces Higher Education to adopt metacognition towards successful learning strategies for teacher training, students' learning and content(s) development. Researchers and practitioners use metacognition to study principles of educational system(s), learning environment(s), open content(s), and all possible processes (e.g. metacognitive, psycho-motoric, didactic, assessment etc.). Existing efforts can be divided into three categories: 1) separate strategy and tactics; 2) a holistic integration of strategy in existing successful practices, and 3) frontier research in university pedagogy. This chapter explores the third way. Within the context of the interest in metacognition and successful learning strategies in higher education, the chapter critically explores the 21st century theory and practice of the academic learning and synthesis responses to the following research questions: What is the correlation between theory and practice in Higher Education? What models are required? The conclusion is provided and future research directions are emphasized.

Social Adaptation of Children in a Mixed Age Group in Montessori Preschool Educational Institution

2018 ◽  
Vol 9 (3) ◽  
pp. 40-51
Author(s):  
Santa Dreimane
Keyword(s):  
Educational Institution ◽  
Social Adaptation ◽  
Age Group ◽  
Research Questions ◽  
Mixed Age

The article explores the opportunities of children's social adaptation in a mixed age group in one Montessori preschool educational institution in Riga, Latvia. To find answers to the set research questions, the researcher carried out the observation of eight children, interviewed two teachers working in the preschool and surveyed the parents whose children were observed. The findings indicated several problems concerning social adaptation in the mixed age group at the Montessori preschool.

scholarly journals Savages Have No Crime!

2021 ◽  
Vol 5 (1) ◽  
pp. 135-162
Author(s):  
Isak Niehaus
Keyword(s):  
New York ◽  
Social Order ◽  
Indigenous Australians ◽  
Colonial Rule ◽  
Columbia University ◽  
Andaman Islands ◽  
Sociological Approach ◽  
Critical Awareness ◽  
Social Sanctions ◽  
Effective Manner

During 1931, Alfred Radcliffe-Brown gave a popular talk at Columbia University in New York. He maintained that, unlike in the West, savage societies – a term commonly used at the time – had no criminal class and had succeeded in enforcing conformity to social norms. In this article, I suggest that, despite its defects, the talk highlights central themes in Radcliffe-Brown’s thinking about conformity, social sanctions and the law. Drawing on archival sources and on published material, I show how during fieldwork he observed the brutalities of colonial rule in the Andaman Islands, Western Australia and South Africa. I suggest that a critical awareness of how colonial law served as an ally of conquest forms an important sub-text in Radcliffe-Brown’s writing on the effective manner in which Andaman Islanders maintained social order, Indigenous Australians settled disputes and African courts operated. His comparative, sociological approach, which was implicitly critical of Western societies, was a vital influence in the emergence of law as a topic of anthropological enquiry.

Kindergarten Teachers’ Instructional Priorities Misalignment and Job Satisfaction: A Mixed Methods Analysis

2018 ◽  
Vol 120 (12) ◽  
pp. 1-38
Author(s):  
Larissa M. Gaias ◽  
Manuela Jimenez ◽  
Tashia Abry ◽  
Kristen L. Granger ◽  
Michelle Taylor
Keyword(s):  
Job Satisfaction ◽  
Data Collection ◽  
Common Core ◽  
Phase 1 ◽  
Well Being ◽  
Teaching Profession ◽  
Kindergarten Teachers ◽  
Academic Learning ◽  
Sequential Data ◽  
Research Questions

Background Instructional priority misalignment—the difference between how much time teachers would ideally spend on certain subjects/skills compared with how much time teachers actually spend on certain subjects/skills—is a novel measure addressing aspects of teacher autonomy that could have implications for job satisfaction. This misalignment may be particularly salient for kindergarten teachers, who have experienced recent shifts in instructional priorities as standards-based academic learning has been increasingly integrated into the classrooms of our youngest students. Thus, misalignment in teachers’ instructional priorities regarding Common Core academic topics (math, English) and socio-emotional learning skills may be especially important for kindergarten teachers’ job satisfaction. Research Questions (a) To what extent do teachers experience misalignment between their ideal and actualized instructional priorities in Common Core and socio-emotional domains? (b) Is misalignment in Common Core and socio-emotional domains related to teacher job satisfaction? (c) Which perceptions of the teaching profession contribute to job satisfaction for kindergarten teachers who report high misalignment but high job satisfaction? (d) How do their responses compare with the responses of teachers who report high misalignment but low job satisfaction? Setting and Participants A total of 911 kindergarten teachers (99% female, 83% Caucasian) from the state of Arizona participated in the study. At the time of data collection, Arizona had adapted the Common Core standards for math and literacy but had not implemented socio-emotional standards for kindergarten. Research Design Participants completed a survey in which they reported on their ideal and actual instructional priorities, their job satisfaction, and why they felt satisfied or unsatisfied with the profession. Data Collection and Analysis We used mixed methodology with concurrent data collection but sequential data analysis to answer our research questions. Findings/Results In the quantitative phase (Phase 1), we found that teachers experienced significant misalignment between their ideal and actual instructional priorities regarding socio-emotional development priorities, but not regarding Common Core academics. Additionally, a logistic regression demonstrated that for both domains of instruction, misalignment negatively predicted job satisfaction. Qualitatively, highly misaligned teachers who reported higher job satisfaction levels more often described psychological well-being, positive student characteristics, and the ability to tend to the needs of their family and friends as reasons for their job satisfaction than highly misaligned teachers with lower job satisfaction. Conclusions The present study has implications for teacher training, recruitment, and professional development aimed at supporting job satisfaction in kindergarten teachers.

scholarly journals A Socio-psychological Structure of Intergenerational Relationships of students

2019 ◽  
Vol 10 (2) ◽  
pp. 114-126 ◽  
Author(s):  
A.V. Miklyaeva ◽  
M.I. Postnikova
Keyword(s):  
Intergenerational Relationships ◽  
Intergenerational Relations ◽  
Social Contacts ◽  
Saint Petersburg ◽  
Sociological Approach ◽  
Psychological Structure ◽  
Generational Identity ◽  
Research Questions ◽  
Post War ◽  
Regions Of Russia

The article presents the study aimed at reserching the socio-psychological structure of intergenerational relations among students living in different regions of Russia. The study involved 102 students living in Saint-Petersburg and Arkhangelsk, aged 17—24 years. The theoretical and methodological basis of the study was a sociological approach to generation, as well as the socio-psychological interpretation of the generation as a large social group. The results are structured according to three research questions: 1) what is the influence of heterogeneity of sociocultural conditions on the formation of the intergenerational relations? 2) how are the characteristics of generational identification and the intergenerational relations interrelated? 3) how does the experience of real interaction with representatives of different generations mediate the intergenerational relations? The results of the study show that the identification with the post-soviet generation dominates among the respondents (regardless of place of residence), the structure of social contacts is also universal (more than 50% of the post-soviet generation, 17—20% of the transitional and soviet generation, about 5% of the post-war generation). Regression analysis shows that a large number of intragenerational relationships is a predictor of blurred generational identity, which, in turn, mediates the intergenerational relationships, primarily with representatives of “own” generation.

scholarly journals Corpus-based Dialectometry: Aggregate Morphosyntactic Variability in British English Dialects

2008 ◽  
Vol 2 (1-2) ◽  
pp. 279-296 ◽  
Author(s):  
Benedikt Szmrecsanyi
Keyword(s):  
Great Britain ◽  
Careful Analysis ◽  
British English ◽  
Morphosyntactic Variation ◽  
Research Questions ◽  
Corpus Data ◽  
Frequency Vectors ◽  
Dialect Geography

The research reported in this paper departs from most previous work in dialectometry in several ways. Empirically, it draws on frequency vectors derived from naturalistic corpus data and not on discrete atlas classifications. Linguistically, it is concerned with morphosyntactic (as opposed to lexical or pronunciational) variability. Methodologically, it marries the careful analysis of dialect phenomena in authentic, naturalistic texts to aggregational-dialectometrical techniques. Two research questions guide the investigation: First, on methodological grounds, is corpus-based dialectometry viable at all? Second, to what extent is morphosyntactic variation in non-standard British dialects patterned geographically? By way of validation, findings will be matched against previous work on the dialect geography of Great Britain.

Democracy and Feudalistic between Daisy Miller and Mrs. Costello through Sociological Approach as reflected in Daisy Miller (1879)

2019 ◽  
Vol 3 (2) ◽  
pp. 60-71
Author(s):  
Edi Ardian
Keyword(s):  
Qualitative Research ◽  
Henry James ◽  
Social Life ◽  
Skin Color ◽  
The Novel ◽  
Ruling Class ◽  
Sociological Approach ◽  
Ethnic Language ◽  
The Social ◽  
Research Questions

There are several kinds of literary works. They are a poem, novel, fiction, drama,etc. Daisy Miller is one of the famous and popular novels. This novel is written inthe spring of London. The Author is Henry James. The writer analyzed this novel bythe sociological approach. This research applies qualitative research which thedata are taken from the analysis document and material from books and internetresearch. Data analysis concerns the interpretative technique that focuses onexamining data. The main source of this research is the novel Daisy Miller thisresearch is going to answer the research questions what is the characteristic ofdemocracy and Feudalistic is as reflected in Daisy miller novel? And what are thephenomena between democracy and Feudalistic in Daisy Miller novel? From theanalysis the author concluded that Daisy Miller is a representative of Americanwoman as same as democracy in the American Custom, She is going abroad toSwitzerland which is peaceful country inhabited by all kinds of people of differentrace, ethnic, language, skin color, religion, profession, from all over the world.The Henry James as the author showed Daisy Miller as a vulgar and as free asthe representation of American culture that has correlated with the social life. On theother hand, the author describes Mrs. Costello as a Feudalistic of Europeanculture. Mrs. Costello is a representation as European social-life that alwaysdistinguishes between high and low status and it is one of the character of Feudalism.The feudalistic was that the power of the ruling class or Aristocracy rested on theircontrol of the farmable lands, leading to a class based upon the exploitation of thepeasants who farm these lands.

Analysis of Dark-Field Images of Disordered Materials

1972 ◽  
Vol 30 ◽  
pp. 560-561
Author(s):  
J. M. Cowley
Keyword(s):  
Amorphous Materials ◽  
Careful Analysis ◽  
Dark Field ◽  
Minimum Diameter ◽  
Statistical Fluctuations ◽  
Bright Spots ◽  
Sufficient Detail ◽  
Random Arrangement ◽  
Diffraction Patterns ◽  
Imaging Conditions

Recently a number of authors have reported detail in dark-field images obtained from diffuse-scattering regions of electron diffraction patterns. Bright spots in images from short-range order diffuse peaks of disordered binary alloys have been interpreted as evidence for the existence of microdomains of ordered lattice or of segragated clusters of one component. Spotty contrast in dark field images of near-amorphous materials has been interpreted as evidence for the existense of microcrystals. Without a careful analysis of the imaging conditions such conclusions may be invalid. Usually the conditions of the experiment have not been specified in sufficient detail to allow evaluation of the conclusions.Elementary considerations show that even for a completely random arrangement of atoms the statistical fluctuations of density will give a spotty contrast with spots of minimum diameter determined by the dark field aperture size and other factors influencing the minimum resolvable distance under darkfield imaging conditions, including fluctuations and drift over long exposure times (resolution usually 10Å or more).

The Collaborative Network Approach: a model for advancing patient-centric research for Castleman disease and other rare diseases

2019 ◽  
Vol 3 (1) ◽  
pp. 97-105
Author(s):  
Mary Zuccato ◽  
Dustin Shilling ◽  
David C. Fajgenbaum
Keyword(s):  
Rare Diseases ◽  
Treatment Options ◽  
Castleman Disease ◽  
High Impact ◽  
Collaborative Network ◽  
Network Approach ◽  
Grant Applications ◽  
Research Questions ◽  
Novel Strategy ◽  
Patient Centric

Abstract There are ∼7000 rare diseases affecting 30 000 000 individuals in the U.S.A. 95% of these rare diseases do not have a single Food and Drug Administration-approved therapy. Relatively, limited progress has been made to develop new or repurpose existing therapies for these disorders, in part because traditional funding models are not as effective when applied to rare diseases. Due to the suboptimal research infrastructure and treatment options for Castleman disease, the Castleman Disease Collaborative Network (CDCN), founded in 2012, spearheaded a novel strategy for advancing biomedical research, the ‘Collaborative Network Approach’. At its heart, the Collaborative Network Approach leverages and integrates the entire community of stakeholders — patients, physicians and researchers — to identify and prioritize high-impact research questions. It then recruits the most qualified researchers to conduct these studies. In parallel, patients are empowered to fight back by supporting research through fundraising and providing their biospecimens and clinical data. This approach democratizes research, allowing the entire community to identify the most clinically relevant and pressing questions; any idea can be translated into a study rather than limiting research to the ideas proposed by researchers in grant applications. Preliminary results from the CDCN and other organizations that have followed its Collaborative Network Approach suggest that this model is generalizable across rare diseases.

Factors Influencing Cognate Performance for Young Multilingual Children's Vocabulary: A Research Synthesis

2020 ◽  
Vol 29 (4) ◽  
pp. 2170-2188
Author(s):  
Lindsey R. Squires ◽  
Sara J. Ohlfest ◽  
Kristen E. Santoro ◽  
Jennifer L. Roberts
Keyword(s):  
Test Validity ◽  
Reaction Times ◽  
Bilingual Children ◽  
Second Grade ◽  
High Quality Research ◽  
Word Level ◽  
Research Questions ◽  
Word Characteristics ◽  
Study Inclusion ◽  
Task Level

Purpose The purpose of this systematic review was to determine evidence of a cognate effect for young multilingual children (ages 3;0–8;11 [years;months], preschool to second grade) in terms of task-level and child-level factors that may influence cognate performance. Cognates are pairs of vocabulary words that share meaning with similar phonology and/or orthography in more than one language, such as rose – rosa (English–Spanish) or carrot – carotte (English–French). Despite the cognate advantage noted with older bilingual children and bilingual adults, there has been no systematic examination of the cognate research in young multilingual children. Method We conducted searches of multiple electronic databases and hand-searched article bibliographies for studies that examined young multilingual children's performance with cognates based on study inclusion criteria aligned to the research questions. Results The review yielded 16 articles. The majority of the studies (12/16, 75%) demonstrated a positive cognate effect for young multilingual children (measured in higher accuracy, faster reaction times, and doublet translation equivalents on cognates as compared to noncognates). However, not all bilingual children demonstrated a cognate effect. Both task-level factors (cognate definition, type of cognate task, word characteristics) and child-level factors (level of bilingualism, age) appear to influence young bilingual children's performance on cognates. Conclusions Contrary to early 1990s research, current researchers suggest that even young multilingual children may demonstrate sensitivity to cognate vocabulary words. Given the limits in study quality, more high-quality research is needed, particularly to address test validity in cognate assessments, to develop appropriate cognate definitions for children, and to refine word-level features. Only one study included a brief instruction prior to assessment, warranting cognate treatment studies as an area of future need. Supplemental Material https://doi.org/10.23641/asha.12753179

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