Working toward Expert Status

2012 ◽  
pp. 259-272 ◽  
Author(s):  
Tamara Girardi
Keyword(s):  
High School ◽  
Classroom Environment ◽  
Classroom Instruction ◽  
Collective Intelligence ◽  
Theoretical Framework ◽  
Related Question ◽  
Net Generation ◽  
Expert Status ◽  
Share Information ◽  
Do So

Twitter represents a virtual, global classroom of collective intelligence and an epistemological shift in which the “experts” in the exchange are not necessarily the traditional teachers. The experts on Twitter are those who share information of value and do so often, a definition that could and should include students engaging the medium for academic purposes. As an academic tool, Twitter offers students the opportunity to engage in a wider discourse than the classroom environment and to gain confidence in their knowledge and potential “expert” status. Furthermore, the nature of Twitter closely aligns with Tapscott’s (2009) identified norms for the Net Generation, which includes current high school and college-aged students. The eight norms—freedom, customization, scrutiny, integrity, collaboration, entertainment, speed, and innovation—provide an appropriate theoretical framework for a curriculum-related question such as: What is the value of implementing Twitter into classroom instruction?

scholarly journals TED SIG: Creating basic motivational conditions in the JHS classroom: self esteem, sense of place and purpose

2013 ◽  
Vol 37 (5) ◽  
pp. 25
Author(s):  
Guy Smith
Keyword(s):  
High School ◽  
Junior High School ◽  
Sense Of Place ◽  
Classroom Environment ◽  
Class Group ◽  
Self Regulation ◽  
Self Esteem ◽  
Learning Groups ◽  
Do So

Why are some teachers able to construct unified and calm learning groups while other equally dedicated ones struggle to do so? In the context of the EFL Japanese Junior High School, this article looks at a case study of one successful teacher and her facility in rapidly creating unified learner groups. Her strategies create individuals who display strong situational self-regulation skills in willingly accepting class group needs, thus creating a classroom environment which offers all participants a fair, productive, and supportive foundation for learning progress. なぜある教師が落ち着きのあるクラスを構成出来る一方で、他の教師はそこで苦しむ事になるのか？本稿では、まとまりのあるクラスを作る、ある中学校教諭のストラテジーを紹介する。そこでは、クラスが求めるニーズ、すなわち公平で生産的かつ効果的に学べる環境、を自ずと受け入れる自己抑制力のある個を生み出している。

scholarly journals Sobre dificuldades de ingressantes no ensino médio na compreensão de números racionais

ForScience ◽  
2021 ◽  
Vol 9 (1) ◽  
pp. e00878
Author(s):  
Alexia Bezerra de Carvalho ◽  
Rita de Cássia da Costa Guimarães ◽  
William Vieira ◽  
Emanoel Fabiano Menezes Pereira ◽  
Roberto Seidi Imafuku
Keyword(s):  
High School ◽  
Error Analysis ◽  
Rational Numbers ◽  
Theoretical Framework ◽  
Do So

Apresenta-se, neste artigo, uma análise da resolução de uma questão sobre números racionais, exposta por estudantes ingressantes no Ensino Médio. O objetivo foi identificar as principais dificuldades e erros apresentados pelos participantes sobre o conceito e operações de números racionais. Para isso, realizou-se uma análise de erros das resoluções apresentadas pelos participantes. A interação de aspectos algorítmicos, intuitivos e formais é o referencial teórico adotado nas análises. Verificou-se que os estudantes não possuem clareza sobre o conceito de número racional e apresentam, em decorrência, dificuldades no uso dos procedimentos algorítmicos necessários para a resolução da questão proposta. Palavras-chave: Números racionais. Análise de erros. Dificuldades. Interpretação.   Difficulties of high school entrants in understanding rational numbers Abstract This paper presents an analysis of the resolution of a question about rational numbers, posed by students entering high school. The goal was to identify the main difficulties and errors presented by the participants about the concept and operations of rational numbers. To do so, an error analysis of the resolutions presented by the participants was performed. The interaction of algorithmic, intuitive and formal aspects is the theoretical framework adopted in the analysis. It was found that students do not have clarity about the concept of rational numbers and present, as a result, difficulties in the use of algorithmic procedures necessary to solve the proposed question. Keywords: Rational numbers. Error analysis. Difficulties. Interpretation.

scholarly journals Mandevillian Virtues

2021 ◽  
Author(s):  
Mandi Astola
Keyword(s):  
Recent Literature ◽  
Collective Intelligence ◽  
Cognitive Task ◽  
Virtue Theory ◽  
Collective Good ◽  
Distinctive Features ◽  
The Core ◽  
Cognitive Traits ◽  
Collaborative Activities ◽  
Do So

AbstractStudies in collective intelligence have shown that suboptimal cognitive traits of individuals can lead a group to succeed in a collective cognitive task, in recent literature this is called mandevillian intelligence. Analogically, as Mandeville has suggested, the moral vices of individuals can sometimes also lead to collective good. I suggest that this mandevillian morality can happen in many ways in collaborative activities. Mandevillian morality presents a challenge for normative virtue theories in ethics. The core of the problem is that mandevillian morality implies that individual vice is, in some cases, valuable. However, normative virtue theories generally see vice as disvaluable. A consequence of this is that virtue theories struggle to account for the good that can emerge in a collective. I argue that normative virtue theories can in fact accommodate for mandevillian emergent good. I put forward three distinctive features that allow a virtue theory to do so: a distinction between individual and group virtues, a distinction between motivational and teleological virtues, and an acknowledgement of the normativity of “vicious” roles in groups.

scholarly journals Fortellinger om 1814: Forestillingen om det eksepsjonelle norske demokrati

2018 ◽  
Vol 2 (1) ◽  
pp. 72-86 ◽  
Author(s):  
Mari Kristine Jore
Keyword(s):  
High School ◽  
Social Science ◽  
Junior High School ◽  
Theoretical Framework ◽  
Popular Sovereignty ◽  
National Narratives ◽  
Science Project ◽  
School Project ◽  
Classroom Conversations ◽  
Immigration Regulation

The focus of this article is an educational encounter during a social science project at a junior high school in Norway. The topic of the school project was the Norwegian Constitution of 1814. In this Constitution, many of the ideas of the French and American revolutions had been adopted, e.g. popular sovereignty and the separation of power. Nevertheless, the Constitution also reflected intolerant ideas, especially with regards to the so-called Jews-paragraph, whereby Protestantism was proclaimed, and Jews were excluded from the Norwegian state. In the educational encounter analyzed in this article, I argue that the notion of an exceptional Norwegian democracy affects the narrative constructed about the Norwegian Constitution. This notion serves to exclude the Jews-paragraph from the narrative. The postcolonial concept of Nordic exceptionalism constitutes an important theoretical framework for the analyses of the educational encounter. In the contemporary Norwegian society, immigration regulation by laws again has relevance. This article, therefore, discusses the critical classroom conversations thematizing the Jews-paragraph could have led to, by pointing at different historical and present-day topics of relevance. The discussion implicates the importance of recognizing the role and impact state-led control, violations and exclusion of minorities have in Norwegian history. Not recognizing these aspects of history can lead to the production and reproduction of idealized and exceptional national narratives.

THE INFLUENCE OF MORAL DISENGAGEMENT ON CLASSROOM ENVIRONMENT IN A JUNIOR HIGH SCHOOLEMENT ON CLASSROOM ENVIRONMENT IN A JUNIOR HIGH SCHOOL

2021 ◽  
pp. 208-216
Author(s):  
Yufiarti ◽  
Thia Rusbita
Keyword(s):  
High School ◽  
Regression Analysis ◽  
Data Analysis ◽  
Junior High School ◽  
Classroom Environment ◽  
Moral Disengagement ◽  
Junior High ◽  
Research Subject ◽  
Analysis Method ◽  
Negative Behaviour

Moral disengagement is a tendency to justify negative behaviour that is morally acceptable and minimizes the influence of others. It is supported by Bandura et al (2000) and Santrock (2003) who said that the teenagers have a tendency to not show their consistent behaviour in different moral situations. This research aimed to find out the influence of moral disengagement on classroom environment in junior high school. The research instruments used were a modified form of Moral Disengagement Instrument (MDI) and What is Happening in This Class? (WIHIC) Questionnaire. The research subject included 171 students of junior high school. The data analysis method used in testing hypothesis was regression analysis. Analysis of the data showed that there was a significant influence of moral disengagement on classroom environment in junior high school. The classroom environment was found to be influenced by moral disengagement .

scholarly journals The epistemology of democracy: The epistemic virtues of democracy

2020 ◽  
Vol 31 (1) ◽  
pp. 56-70
Author(s):  
Snjezana Prijic-Samarzija
Keyword(s):  
Decision Making ◽  
Social System ◽  
Epistemic Justification ◽  
Collective Intelligence ◽  
Theoretical Framework ◽  
The Political ◽  
Epistemic Values ◽  
Epistemic Virtues ◽  
Political Justification

The new and vibrant field of the epistemology of democracy, or the inquiry about the epistemic justification of democracy as a social system of procedures, institutions, and practices, as a cross-disciplinary endeavour, necessarily encounters both epistemologists and political philosophers. Despite possible complaints that this kind of discussion is either insufficiently epistemological or insufficiently political, my approach explicitly aims to harmonize the political and epistemic justification of democracy. In this article, I tackle some fundamental issues concerning the nature of the epistemic justification of democracy and the best theoretical framework for harmonizing political and epistemic values. I also inquire whether the proposed division of epistemic labour and the inclusion of experts can indeed improve the epistemic quality of decision-making without jeopardizing political justification. More specifically, I argue in favour of three theses. First, not only democratic procedures but also the outcomes of democracy, as a social system, need to be epistemically virtuous. Second, democracy?s epistemic virtues are more than just a tool for achieving political goals. Third, an appropriate division of epistemic labour has to overcome the limitations of both individual and collective intelligence.

scholarly journals Badania diagnostyczne w glottodydaktyce – zalety i trudności

Neofilolog ◽  
1970 ◽  
pp. 183-194
Author(s):  
Krystyna Mihułka
Keyword(s):  
High School ◽  
Foreign Language ◽  
University Students ◽  
Intercultural Competence ◽  
Theoretical Framework ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Diagnostic Studies ◽  
Diagnostic Research

The purpose of the following article is to discuss the theoretical framework of diagnostic research used in glottodidactics as well as to analyze some selected diagnostic studies conducted by Polish and German researchers in the last decade into the development of high school and university students’ and foreign language teachers’ intercultural competence. In the last part of this article attention is paid to the presentation and discussion of the most frequent problems which researchers encounter while planning and carrying out diagnostic studies.

scholarly journals Conjuring up the correspondence of high-school students’ self-determination and classroom climate with reading achievement

2020 ◽  
Vol 3 (3) ◽  
pp. 198
Author(s):  
Shahrbanoo Joulide ◽  
Akram Faravani ◽  
Ali Akbar Boori
Keyword(s):  
High School ◽  
High School Students ◽  
Reading Achievement ◽  
Classroom Environment ◽  
Financial Management ◽  
Classroom Climate ◽  
Reading Ability ◽  
Self Determination ◽  
Achievement Scores ◽  
School Students

A prevalent goal of education in schools is reading comprehension enhancement. Therefore, a critical issue in   educational psychology is investigating the factors contributing to increase the reading achievement including both classroom climate and self-determination. This study explored the relationships of Iranian High School students’ self-determination and classroom climate with their reading achievement.  150 Iranian (male and female) students from Sama and Fazele high schools in Mashhad were selected through convenience sampling. The instruments were IOWA self-determination, Classroom Climate Questionnaires, and a validated researcher-made test. It was a type of quantitative and correlational research. Results revealed a significant and positive relationship between self-determination and reading ability. They also showed that among the six subscales of the self-determination, financial management had a significant relationship with the reading achievement scores of students. However, the emotional independence of peers had a negative correlation with the reading achievement scores of students. The results showed that teachers’ skill in orienting tasks can enhance reading achievement score and make the classroom climate more motivating. This study has potentially helpful implications for English language teachers, English institutes, and students. Teachers can enhance student’s self-determination by providing a friendly classroom environment and indirectly boost the students’ reading score. 

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