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Publisher: Elsevier   (Total: 3177 journals)

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Showing 1 - 200 of 3177 Journals sorted alphabetically
A Practical Logic of Cognitive Systems     Full-text available via subscription   (Followers: 9)
AASRI Procedia     Open Access   (Followers: 14)
Academic Pediatrics     Hybrid Journal   (Followers: 30, SJR: 1.402, h-index: 51)
Academic Radiology     Hybrid Journal   (Followers: 22, SJR: 1.008, h-index: 75)
Accident Analysis & Prevention     Partially Free   (Followers: 87, SJR: 1.109, h-index: 94)
Accounting Forum     Hybrid Journal   (Followers: 25, SJR: 0.612, h-index: 27)
Accounting, Organizations and Society     Hybrid Journal   (Followers: 35, SJR: 2.515, h-index: 90)
Achievements in the Life Sciences     Open Access   (Followers: 5)
Acta Anaesthesiologica Taiwanica     Open Access   (Followers: 6, SJR: 0.338, h-index: 19)
Acta Astronautica     Hybrid Journal   (Followers: 386, SJR: 0.726, h-index: 43)
Acta Automatica Sinica     Full-text available via subscription   (Followers: 2)
Acta Biomaterialia     Hybrid Journal   (Followers: 27, SJR: 2.02, h-index: 104)
Acta Colombiana de Cuidado Intensivo     Full-text available via subscription   (Followers: 2)
Acta de Investigación Psicológica     Open Access   (Followers: 3)
Acta Ecologica Sinica     Open Access   (Followers: 8, SJR: 0.172, h-index: 29)
Acta Haematologica Polonica     Free   (Followers: 1, SJR: 0.123, h-index: 8)
Acta Histochemica     Hybrid Journal   (Followers: 3, SJR: 0.604, h-index: 38)
Acta Materialia     Hybrid Journal   (Followers: 243, SJR: 3.683, h-index: 202)
Acta Mathematica Scientia     Full-text available via subscription   (Followers: 5, SJR: 0.615, h-index: 21)
Acta Mechanica Solida Sinica     Full-text available via subscription   (Followers: 9, SJR: 0.442, h-index: 21)
Acta Oecologica     Hybrid Journal   (Followers: 10, SJR: 0.915, h-index: 53)
Acta Otorrinolaringologica (English Edition)     Full-text available via subscription  
Acta Otorrinolaringológica Española     Full-text available via subscription   (Followers: 2, SJR: 0.311, h-index: 16)
Acta Pharmaceutica Sinica B     Open Access   (Followers: 1)
Acta Poética     Open Access   (Followers: 4)
Acta Psychologica     Hybrid Journal   (Followers: 25, SJR: 1.365, h-index: 73)
Acta Sociológica     Open Access  
Acta Tropica     Hybrid Journal   (Followers: 6, SJR: 1.059, h-index: 77)
Acta Urológica Portuguesa     Open Access  
Actas Dermo-Sifiliograficas     Full-text available via subscription   (Followers: 3)
Actas Dermo-Sifiliográficas (English Edition)     Full-text available via subscription   (Followers: 2)
Actas Urológicas Españolas     Full-text available via subscription   (Followers: 3, SJR: 0.383, h-index: 19)
Actas Urológicas Españolas (English Edition)     Full-text available via subscription   (Followers: 1)
Actualites Pharmaceutiques     Full-text available via subscription   (Followers: 6, SJR: 0.141, h-index: 3)
Actualites Pharmaceutiques Hospitalieres     Full-text available via subscription   (Followers: 3, SJR: 0.112, h-index: 2)
Acupuncture and Related Therapies     Hybrid Journal   (Followers: 6)
Acute Pain     Full-text available via subscription   (Followers: 14)
Ad Hoc Networks     Hybrid Journal   (Followers: 11, SJR: 0.967, h-index: 57)
Addictive Behaviors     Hybrid Journal   (Followers: 15, SJR: 1.514, h-index: 92)
Addictive Behaviors Reports     Open Access   (Followers: 7)
Additive Manufacturing     Hybrid Journal   (Followers: 9, SJR: 1.039, h-index: 5)
Additives for Polymers     Full-text available via subscription   (Followers: 22)
Advanced Cement Based Materials     Full-text available via subscription   (Followers: 3)
Advanced Drug Delivery Reviews     Hybrid Journal   (Followers: 135, SJR: 5.2, h-index: 222)
Advanced Engineering Informatics     Hybrid Journal   (Followers: 11, SJR: 1.265, h-index: 53)
Advanced Powder Technology     Hybrid Journal   (Followers: 16, SJR: 0.739, h-index: 33)
Advances in Accounting     Hybrid Journal   (Followers: 8, SJR: 0.299, h-index: 15)
Advances in Agronomy     Full-text available via subscription   (Followers: 12, SJR: 2.071, h-index: 82)
Advances in Anesthesia     Full-text available via subscription   (Followers: 27, SJR: 0.169, h-index: 4)
Advances in Antiviral Drug Design     Full-text available via subscription   (Followers: 2)
Advances in Applied Mathematics     Full-text available via subscription   (Followers: 10, SJR: 1.054, h-index: 35)
Advances in Applied Mechanics     Full-text available via subscription   (Followers: 10, SJR: 0.801, h-index: 26)
Advances in Applied Microbiology     Full-text available via subscription   (Followers: 22, SJR: 1.286, h-index: 49)
Advances In Atomic, Molecular, and Optical Physics     Full-text available via subscription   (Followers: 14, SJR: 3.31, h-index: 42)
Advances in Biological Regulation     Hybrid Journal   (Followers: 4, SJR: 2.277, h-index: 43)
Advances in Botanical Research     Full-text available via subscription   (Followers: 2, SJR: 0.619, h-index: 48)
Advances in Cancer Research     Full-text available via subscription   (Followers: 29, SJR: 2.215, h-index: 78)
Advances in Carbohydrate Chemistry and Biochemistry     Full-text available via subscription   (Followers: 7, SJR: 0.9, h-index: 30)
Advances in Catalysis     Full-text available via subscription   (Followers: 5, SJR: 2.139, h-index: 42)
Advances in Cell Aging and Gerontology     Full-text available via subscription   (Followers: 3)
Advances in Cellular and Molecular Biology of Membranes and Organelles     Full-text available via subscription   (Followers: 12)
Advances in Chemical Engineering     Full-text available via subscription   (Followers: 27, SJR: 0.183, h-index: 23)
Advances in Child Development and Behavior     Full-text available via subscription   (Followers: 10, SJR: 0.665, h-index: 29)
Advances in Chronic Kidney Disease     Full-text available via subscription   (Followers: 10, SJR: 1.268, h-index: 45)
Advances in Clinical Chemistry     Full-text available via subscription   (Followers: 28, SJR: 0.938, h-index: 33)
Advances in Colloid and Interface Science     Full-text available via subscription   (Followers: 19, SJR: 2.314, h-index: 130)
Advances in Computers     Full-text available via subscription   (Followers: 14, SJR: 0.223, h-index: 22)
Advances in Dermatology     Full-text available via subscription   (Followers: 14)
Advances in Developmental Biology     Full-text available via subscription   (Followers: 11)
Advances in Digestive Medicine     Open Access   (Followers: 8)
Advances in DNA Sequence-Specific Agents     Full-text available via subscription   (Followers: 5)
Advances in Drug Research     Full-text available via subscription   (Followers: 21)
Advances in Ecological Research     Full-text available via subscription   (Followers: 42, SJR: 3.25, h-index: 43)
Advances in Engineering Software     Hybrid Journal   (Followers: 27, SJR: 0.486, h-index: 10)
Advances in Experimental Biology     Full-text available via subscription   (Followers: 7)
Advances in Experimental Social Psychology     Full-text available via subscription   (Followers: 43, SJR: 5.465, h-index: 64)
Advances in Exploration Geophysics     Full-text available via subscription   (Followers: 1)
Advances in Fluorine Science     Full-text available via subscription   (Followers: 7)
Advances in Food and Nutrition Research     Full-text available via subscription   (Followers: 53, SJR: 0.674, h-index: 38)
Advances in Fuel Cells     Full-text available via subscription   (Followers: 15)
Advances in Genetics     Full-text available via subscription   (Followers: 15, SJR: 2.558, h-index: 54)
Advances in Genome Biology     Full-text available via subscription   (Followers: 8)
Advances in Geophysics     Full-text available via subscription   (Followers: 6, SJR: 2.325, h-index: 20)
Advances in Heat Transfer     Full-text available via subscription   (Followers: 21, SJR: 0.906, h-index: 24)
Advances in Heterocyclic Chemistry     Full-text available via subscription   (Followers: 9, SJR: 0.497, h-index: 31)
Advances in Human Factors/Ergonomics     Full-text available via subscription   (Followers: 22)
Advances in Imaging and Electron Physics     Full-text available via subscription   (Followers: 2, SJR: 0.396, h-index: 27)
Advances in Immunology     Full-text available via subscription   (Followers: 36, SJR: 4.152, h-index: 85)
Advances in Inorganic Chemistry     Full-text available via subscription   (Followers: 8, SJR: 1.132, h-index: 42)
Advances in Insect Physiology     Full-text available via subscription   (Followers: 2, SJR: 1.274, h-index: 27)
Advances in Integrative Medicine     Hybrid Journal   (Followers: 6)
Advances in Intl. Accounting     Full-text available via subscription   (Followers: 3)
Advances in Life Course Research     Hybrid Journal   (Followers: 8, SJR: 0.764, h-index: 15)
Advances in Lipobiology     Full-text available via subscription   (Followers: 1)
Advances in Magnetic and Optical Resonance     Full-text available via subscription   (Followers: 9)
Advances in Marine Biology     Full-text available via subscription   (Followers: 15, SJR: 1.645, h-index: 45)
Advances in Mathematics     Full-text available via subscription   (Followers: 11, SJR: 3.261, h-index: 65)
Advances in Medical Sciences     Hybrid Journal   (Followers: 6, SJR: 0.489, h-index: 25)
Advances in Medicinal Chemistry     Full-text available via subscription   (Followers: 5)
Advances in Microbial Physiology     Full-text available via subscription   (Followers: 4, SJR: 1.44, h-index: 51)
Advances in Molecular and Cell Biology     Full-text available via subscription   (Followers: 21)
Advances in Molecular and Cellular Endocrinology     Full-text available via subscription   (Followers: 8)
Advances in Molecular Toxicology     Full-text available via subscription   (Followers: 7, SJR: 0.324, h-index: 8)
Advances in Nanoporous Materials     Full-text available via subscription   (Followers: 3)
Advances in Oncobiology     Full-text available via subscription   (Followers: 1)
Advances in Organ Biology     Full-text available via subscription   (Followers: 1)
Advances in Organometallic Chemistry     Full-text available via subscription   (Followers: 15, SJR: 2.885, h-index: 45)
Advances in Parallel Computing     Full-text available via subscription   (Followers: 6, SJR: 0.148, h-index: 11)
Advances in Parasitology     Full-text available via subscription   (Followers: 5, SJR: 2.37, h-index: 73)
Advances in Pediatrics     Full-text available via subscription   (Followers: 24, SJR: 0.4, h-index: 28)
Advances in Pharmaceutical Sciences     Full-text available via subscription   (Followers: 10)
Advances in Pharmacology     Full-text available via subscription   (Followers: 15, SJR: 1.718, h-index: 58)
Advances in Physical Organic Chemistry     Full-text available via subscription   (Followers: 8, SJR: 0.384, h-index: 26)
Advances in Phytomedicine     Full-text available via subscription  
Advances in Planar Lipid Bilayers and Liposomes     Full-text available via subscription   (Followers: 3, SJR: 0.248, h-index: 11)
Advances in Plant Biochemistry and Molecular Biology     Full-text available via subscription   (Followers: 7)
Advances in Plant Pathology     Full-text available via subscription   (Followers: 5)
Advances in Porous Media     Full-text available via subscription   (Followers: 5)
Advances in Protein Chemistry     Full-text available via subscription   (Followers: 17)
Advances in Protein Chemistry and Structural Biology     Full-text available via subscription   (Followers: 18, SJR: 1.5, h-index: 62)
Advances in Psychology     Full-text available via subscription   (Followers: 59)
Advances in Quantum Chemistry     Full-text available via subscription   (Followers: 6, SJR: 0.478, h-index: 32)
Advances in Radiation Oncology     Open Access  
Advances in Small Animal Medicine and Surgery     Hybrid Journal   (Followers: 3, SJR: 0.1, h-index: 2)
Advances in Space Biology and Medicine     Full-text available via subscription   (Followers: 5)
Advances in Space Research     Full-text available via subscription   (Followers: 384, SJR: 0.606, h-index: 65)
Advances in Structural Biology     Full-text available via subscription   (Followers: 5)
Advances in Surgery     Full-text available via subscription   (Followers: 9, SJR: 0.823, h-index: 27)
Advances in the Study of Behavior     Full-text available via subscription   (Followers: 29, SJR: 1.321, h-index: 56)
Advances in Veterinary Medicine     Full-text available via subscription   (Followers: 17)
Advances in Veterinary Science and Comparative Medicine     Full-text available via subscription   (Followers: 13)
Advances in Virus Research     Full-text available via subscription   (Followers: 5, SJR: 1.878, h-index: 68)
Advances in Water Resources     Hybrid Journal   (Followers: 46, SJR: 2.408, h-index: 94)
Aeolian Research     Hybrid Journal   (Followers: 6, SJR: 0.973, h-index: 22)
Aerospace Science and Technology     Hybrid Journal   (Followers: 336, SJR: 0.816, h-index: 49)
AEU - Intl. J. of Electronics and Communications     Hybrid Journal   (Followers: 8, SJR: 0.318, h-index: 36)
African J. of Emergency Medicine     Open Access   (Followers: 6, SJR: 0.344, h-index: 6)
Ageing Research Reviews     Hybrid Journal   (Followers: 10, SJR: 3.289, h-index: 78)
Aggression and Violent Behavior     Hybrid Journal   (Followers: 436, SJR: 1.385, h-index: 72)
Agri Gene     Hybrid Journal  
Agricultural and Forest Meteorology     Hybrid Journal   (Followers: 15, SJR: 2.18, h-index: 116)
Agricultural Systems     Hybrid Journal   (Followers: 31, SJR: 1.275, h-index: 74)
Agricultural Water Management     Hybrid Journal   (Followers: 43, SJR: 1.546, h-index: 79)
Agriculture and Agricultural Science Procedia     Open Access   (Followers: 1)
Agriculture and Natural Resources     Open Access   (Followers: 2)
Agriculture, Ecosystems & Environment     Hybrid Journal   (Followers: 56, SJR: 1.879, h-index: 120)
Ain Shams Engineering J.     Open Access   (Followers: 5, SJR: 0.434, h-index: 14)
Air Medical J.     Hybrid Journal   (Followers: 6, SJR: 0.234, h-index: 18)
AKCE Intl. J. of Graphs and Combinatorics     Open Access   (SJR: 0.285, h-index: 3)
Alcohol     Hybrid Journal   (Followers: 11, SJR: 0.922, h-index: 66)
Alcoholism and Drug Addiction     Open Access   (Followers: 9)
Alergologia Polska : Polish J. of Allergology     Full-text available via subscription   (Followers: 1)
Alexandria Engineering J.     Open Access   (Followers: 1, SJR: 0.436, h-index: 12)
Alexandria J. of Medicine     Open Access   (Followers: 1)
Algal Research     Partially Free   (Followers: 9, SJR: 2.05, h-index: 20)
Alkaloids: Chemical and Biological Perspectives     Full-text available via subscription   (Followers: 2)
Allergologia et Immunopathologia     Full-text available via subscription   (Followers: 1, SJR: 0.46, h-index: 29)
Allergology Intl.     Open Access   (Followers: 5, SJR: 0.776, h-index: 35)
Alpha Omegan     Full-text available via subscription   (SJR: 0.121, h-index: 9)
ALTER - European J. of Disability Research / Revue Européenne de Recherche sur le Handicap     Full-text available via subscription   (Followers: 9, SJR: 0.158, h-index: 9)
Alzheimer's & Dementia     Hybrid Journal   (Followers: 48, SJR: 4.289, h-index: 64)
Alzheimer's & Dementia: Diagnosis, Assessment & Disease Monitoring     Open Access   (Followers: 4)
Alzheimer's & Dementia: Translational Research & Clinical Interventions     Open Access   (Followers: 4)
Ambulatory Pediatrics     Hybrid Journal   (Followers: 6)
American Heart J.     Hybrid Journal   (Followers: 50, SJR: 3.157, h-index: 153)
American J. of Cardiology     Hybrid Journal   (Followers: 51, SJR: 2.063, h-index: 186)
American J. of Emergency Medicine     Hybrid Journal   (Followers: 44, SJR: 0.574, h-index: 65)
American J. of Geriatric Pharmacotherapy     Full-text available via subscription   (Followers: 10, SJR: 1.091, h-index: 45)
American J. of Geriatric Psychiatry     Hybrid Journal   (Followers: 14, SJR: 1.653, h-index: 93)
American J. of Human Genetics     Hybrid Journal   (Followers: 31, SJR: 8.769, h-index: 256)
American J. of Infection Control     Hybrid Journal   (Followers: 26, SJR: 1.259, h-index: 81)
American J. of Kidney Diseases     Hybrid Journal   (Followers: 34, SJR: 2.313, h-index: 172)
American J. of Medicine     Hybrid Journal   (Followers: 42, SJR: 2.023, h-index: 189)
American J. of Medicine Supplements     Full-text available via subscription   (Followers: 3)
American J. of Obstetrics and Gynecology     Hybrid Journal   (Followers: 197, SJR: 2.255, h-index: 171)
American J. of Ophthalmology     Hybrid Journal   (Followers: 62, SJR: 2.803, h-index: 148)
American J. of Ophthalmology Case Reports     Open Access   (Followers: 6)
American J. of Orthodontics and Dentofacial Orthopedics     Full-text available via subscription   (Followers: 6, SJR: 1.249, h-index: 88)
American J. of Otolaryngology     Hybrid Journal   (Followers: 25, SJR: 0.59, h-index: 45)
American J. of Pathology     Hybrid Journal   (Followers: 27, SJR: 2.653, h-index: 228)
American J. of Preventive Medicine     Hybrid Journal   (Followers: 27, SJR: 2.764, h-index: 154)
American J. of Surgery     Hybrid Journal   (Followers: 37, SJR: 1.286, h-index: 125)
American J. of the Medical Sciences     Hybrid Journal   (Followers: 12, SJR: 0.653, h-index: 70)
Ampersand : An Intl. J. of General and Applied Linguistics     Open Access   (Followers: 6)
Anaerobe     Hybrid Journal   (Followers: 4, SJR: 1.066, h-index: 51)
Anaesthesia & Intensive Care Medicine     Full-text available via subscription   (Followers: 62, SJR: 0.124, h-index: 9)
Anaesthesia Critical Care & Pain Medicine     Full-text available via subscription   (Followers: 14)
Anales de Cirugia Vascular     Full-text available via subscription  
Anales de Pediatría     Full-text available via subscription   (Followers: 3, SJR: 0.209, h-index: 27)
Anales de Pediatría (English Edition)     Full-text available via subscription  
Anales de Pediatría Continuada     Full-text available via subscription   (SJR: 0.104, h-index: 3)
Analytic Methods in Accident Research     Hybrid Journal   (Followers: 4, SJR: 2.577, h-index: 7)
Analytica Chimica Acta     Hybrid Journal   (Followers: 39, SJR: 1.548, h-index: 152)
Analytical Biochemistry     Hybrid Journal   (Followers: 170, SJR: 0.725, h-index: 154)
Analytical Chemistry Research     Open Access   (Followers: 10, SJR: 0.18, h-index: 2)
Analytical Spectroscopy Library     Full-text available via subscription   (Followers: 11)
Anesthésie & Réanimation     Full-text available via subscription   (Followers: 1)
Anesthesiology Clinics     Full-text available via subscription   (Followers: 22, SJR: 0.421, h-index: 40)
Angiología     Full-text available via subscription   (SJR: 0.124, h-index: 9)
Angiologia e Cirurgia Vascular     Open Access   (Followers: 1)

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Journal Cover Learning, Culture and Social Interaction
  [3 followers]  Follow
    
   Hybrid Journal Hybrid journal (It can contain Open Access articles)
   ISSN (Print) 2210-6561
   Published by Elsevier Homepage  [3177 journals]
  • Research and activist projects of resistance: The ethical-political
           foundations for a transformative ethico-onto-epistemology
    • Authors: Anna Stetsenko
      Abstract: Publication date: Available online 25 April 2018
      Source:Learning, Culture and Social Interaction
      Author(s): Anna Stetsenko
      The core argument in this paper is that all research schools and theoretical frameworks carry with them – and, importantly, also within them, as their inherent dimensions – particular ethical orientations (systems of values and ethical endpoints) tailored to and derivative from socio-political and ultimately, practical projects in which research uniquely gains its concreteness and meaning. These projects can be differentiated along the axis either of supporting (explicitly or implicitly) the status quo by taking it for granted and not challenging its reigning assumptions or, alternatively, aiming at transcending it through resistance and social transformation. These systems of values and orientations, or a sociopolitical ethos, indelibly color all other elements and dimensions of inquiries such as their ontologies and epistemologies, forming a unified ethico-onto-epistemology. Cultural-historical theory, under certain expansions and upgrades, is a paradigmatic case for advancing this position, with Hedegaard's works seen as sharing Vygotsky's broadly defined sociopolitical ethos which sheds light on her approach's significance and promise. To establish the centrality of ethico-onto-epistemology, a revision of the constitutional framework that could enable it, away from assumptions of passivity, accommodation, and adaptation, is required. A Transformative Activist Stance paves the way to understand knowledge production as always embedded within activist pursuits of broad social projects beyond the narrow confines of academia while embracing transformative agency grounded in political imagination and commitment to resistance and radical social transformation.

      PubDate: 2018-04-25T07:46:13Z
      DOI: 10.1016/j.lcsi.2018.04.002
       
  • Zombies and ethical theories: Exploring transformational play as a
           framework for teaching with videogames
    • Authors: Filipa de Sousa; Ingvill Rasmussen; Palmyre Pierroux
      Abstract: Publication date: Available online 24 April 2018
      Source:Learning, Culture and Social Interaction
      Author(s): Filipa de Sousa, Ingvill Rasmussen, Palmyre Pierroux
      Videogames are included among the wide array of digital resources available to teachers to foster student engagement and teach domain-specific content. In this study, we analyze how two teachers in two countries used the commercial videogame The Walking Dead™ to teach ethical theories in upper secondary citizenship education. In both cases, students collaborated in playing the videogame, and teachers led whole-class and small-group discussions to relate the game narrative to the curriculum. However, the analysis identified two different instructional designs and dialogic approaches to integrating the videogame with other educational resources. Extending the concept of transformational play, the analysis showed how the respective teaching approaches supported student learning and engagement by facilitating different types of positioning work.

      PubDate: 2018-04-25T07:46:13Z
      DOI: 10.1016/j.lcsi.2018.04.011
       
  • John Dewey, subject purposes and schools of tomorrow: A centennial
           reappraisal of the educational contribution of physical education
    • Authors: Malcolm Thorburn
      Abstract: Publication date: Available online 22 April 2018
      Source:Learning, Culture and Social Interaction
      Author(s): Malcolm Thorburn
      This historically-themed critical paper reappraises selective progressive education writings by John Dewey in relation to two questions: firstly, how was physical education organised and taught in the Gary Schools, a programme Dewey widely praised in Schools of Tomorrow and secondly, how might the educational aspirations of Dewey benefit current subject purposes in physical education. This exercise highlights points of disconnection between the ideas of Dewey and areas of practice in the Gary Schools and the modest engagement Dewey’s theorizing has had in informing the educational contribution of physical education over the last century. Both points are problematic in pursuing progressive education agendas and the latter point highlights the continuing need for a more convincing educational account of physical education to be advanced. The paper concludes by arguing for a Deweyan and Merleau-Pontian informed account of physical education which is primed by embodied learning and social and moral development.

      PubDate: 2018-04-25T07:46:13Z
      DOI: 10.1016/j.lcsi.2018.04.001
       
  • How robots challenge institutional practices
    • Authors: Cathrine Hasse
      Abstract: Publication date: Available online 19 April 2018
      Source:Learning, Culture and Social Interaction
      Author(s): Cathrine Hasse
      In a globalized world, tools are not what they used to be. Artefacts are material and ideal, but they are often used by people other than those who made them, creating a culture-culture split. The person who creates an artefact perceives it in one way; whereas the people who use it learn how to perceive it in relation their own activity settings and local institutional practices. In this article, I draw on a recent study of the introduction of a robot helper into the activity setting of a Danish rehabilitation centre to examine this split and to identify the processes by which material artefacts may or may not become embedded within cultures. The study traced how the staff at the centre made efforts to find uses for the robot, but ultimately recognised that they needed to reject it, as the demands made by the technology prevented their pursuing what they saw as the primary purposes of the centre. The analyses of the processes in play during attempts at accommodating and then rejecting the robot were informed by Hedegaard's seminal framing of the relationships between activity settings with their histories and motives and the institutional practices within which they are located. The study ultimately concluded that overarching motives of the everyday work of the staff determined whether they included the material artefact, the robot, in their activities as meaningful, or excluded it as meaningless.

      PubDate: 2018-04-25T07:46:13Z
      DOI: 10.1016/j.lcsi.2018.04.003
       
  • Children's perspectives and institutional practices as keys in a wholeness
           approach to children's social situations of development
    • Authors: Mariane Hedegaard
      Abstract: Publication date: Available online 19 April 2018
      Source:Learning, Culture and Social Interaction
      Author(s): Mariane Hedegaard
      This article addresses a dilemma in relation to researching children's thinking and concept formation as an intentional process of competence acquisition and at the same time seeing children as persons in their life contexts, where the researcher also is a participant. Davydov's concept of theoretical knowledge and thinking helped me to tackle this dilemma as a dialectical process of moving from the general to the particular and back again by analysing children's concrete social situations starting from the societal conditions, then examining institutional objectives, and children's motive orientations in activity settings - in order to gain an understanding of children's social situations in their everyday activities. In this article I illustrate the problems of getting knowledge of children's conceptual and motivation development, by drawing on several of my research projects to illustrate, through my own biographic development, the dilemmas that psychology has to overcome in studying children's activities in their different social situations. The discussion particularly relates to the potential demands of the situation and children's motive orientations in these situations.

      PubDate: 2018-04-25T07:46:13Z
      DOI: 10.1016/j.lcsi.2018.04.008
       
  • Agency, common knowledge and motive orientation: Working with insights
           from Hedegaard in research on provision for vulnerable children and young
           people
    • Authors: Anne Edwards
      Abstract: Publication date: Available online 17 April 2018
      Source:Learning, Culture and Social Interaction
      Author(s): Anne Edwards
      The starting point for the discussion in this article is Hedegaard's extension of the work of Leont'ev on the recursive interplay of person and society. Hedegaard locates the salient aspects of the social conditions in the dialectic of mind and society in institutional practices, with recurrent demands that participants find they need to orient towards. This insight places a strong focus on the challenges of entering new practices or moving between practices. Edwards' concept of common knowledge is introduced as a resource that can mediate such transitions. Links between the idea of common knowledge, comprising the motives of actors in different practices, and Hedegaard's work on institutional demands and personal motive orientation are drawn. The explanation is given through the discussion of key ideas in two research studies: an examination of new forms of inter-professional working in schools in Chile; and a UK study of young people with autistic spectrum conditions who are making the transition into the workplace. Attention is also paid to Hedegaard's methodological contributions to the field, in particular, her focus on following the action of key informants in order to gauge their motive orientation and the how they orient themselves to the recurrent demands of the practices they are entering.

      PubDate: 2018-04-25T07:46:13Z
      DOI: 10.1016/j.lcsi.2018.04.004
       
  • Peer organized study groups: Successful learning interactions in Mexican
           undergraduate physics
    • Authors: Antonia Candela
      Abstract: Publication date: Available online 17 April 2018
      Source:Learning, Culture and Social Interaction
      Author(s): Antonia Candela


      PubDate: 2018-04-25T07:46:13Z
      DOI: 10.1016/j.lcsi.2018.03.007
       
  • Art on the move: The role of joint attention in visitors' encounters with
           artworks
    • Authors: Dimitra Christidou
      Abstract: Publication date: Available online 13 April 2018
      Source:Learning, Culture and Social Interaction
      Author(s): Dimitra Christidou
      Most visitors arrive at museums and navigate their way through the galleries as part of a group, a constellation requiring them to oscillate their attention between their companions and the curated exhibition. This paper focuses on two examples of videotaped data collected at an art museum in the UK to explore the ways in which visitors achieve joint attention with their companions in front of a painting. The analysis draws on interaction analysis and foregrounds the ways in which pairs of visitors achieve joint attention, especially when there is distance between them and they are not attending the same artwork. The findings contribute to a better understanding of attention as a resource for meaning making in the museum and complement the line of research exploring how visitors negotiate and make meaning in and through social interaction.

      PubDate: 2018-04-25T07:46:13Z
      DOI: 10.1016/j.lcsi.2018.03.008
       
  • A qualitative case study of Instructional Support practices in Chinese
           preschool classrooms
    • Authors: Yi Yang; Bi Ying Hu; Shulin Yu; Sherron Killingsworth Roberts; Sylvia S.L. Ieong
      Abstract: Publication date: Available online 11 April 2018
      Source:Learning, Culture and Social Interaction
      Author(s): Yi Yang, Bi Ying Hu, Shulin Yu, Sherron Killingsworth Roberts, Sylvia S.L. Ieong


      PubDate: 2018-04-25T07:46:13Z
      DOI: 10.1016/j.lcsi.2018.03.003
       
  • Student-teacher conferencing in Swedish upper secondary school: Dimensions
           of dominance and relations between perspectives in institutional discourse
           
    • Authors: Robert Ohlsson
      Abstract: Publication date: Available online 7 April 2018
      Source:Learning, Culture and Social Interaction
      Author(s): Robert Ohlsson
      Student-teacher conferences are mandatory in Swedish upper secondary school. Steering documents prescribe that these conversations should be characterised by equality between the interlocutors and “dialogue” is presented as an ideal for these interactions. This is a challenging task since this institutional discourse actualises the formal roles of student and teacher, and the interlocutors' relationship is inherently asymmetrical. This paper presents findings from an empirical study of audiotaped student-teacher conferences. By drawing on the concepts of perspectivisation and dominance the findings highlight ways that perspectives are related to each other in the conferences. The results show that the teachers' interactional role in the conversations was characterised by interactional dominance, while forms that had been filled out in preparation were used as tools that mediated student-teacher interaction and dominated the conferences semantically. Results pertaining to dominance and perspectivisation are further presented in terms of: perspective elicitation in the conversations; validation of the student perspective; playing down of asymmetry; and the ways that verticality between perspectives is established. It is concluded that when using guidelines involving self-assessment in a routine way as an agenda, the conferences acquires an educational and formative character rather than the open exploratory character prescribed in policy documents.

      PubDate: 2018-04-25T07:46:13Z
      DOI: 10.1016/j.lcsi.2018.03.010
       
  • “Food for thought”: Blogging about food as dialogical strategy for
           self-disclosure and otherness
    • Authors: Maria Beatrice Ligorio; Giovanna Barzanò
      Abstract: Publication date: Available online 7 April 2018
      Source:Learning, Culture and Social Interaction
      Author(s): Maria Beatrice Ligorio, Giovanna Barzanò


      PubDate: 2018-04-25T07:46:13Z
      DOI: 10.1016/j.lcsi.2018.03.009
       
  • Just plain peers across social networks: Peer-feedback networks nested in
           personal and academic networks in higher education
    • Authors: Filitsa Dingyloudi; Jan-Willem Strijbos
      Abstract: Publication date: Available online 6 April 2018
      Source:Learning, Culture and Social Interaction
      Author(s): Filitsa Dingyloudi, Jan-Willem Strijbos
      Peer feedback (PF) is often referred to as a socially mediated learning process. Nevertheless, the surrounding social networks, within which PF interactions are nested, are often neglected. This study examines PF, personal, and academic networks in higher education to identify any peer centrality pattern. Additionally, the PF content is examined to identify any content-related pattern across PF networks. Participants were 47 master students in a German university. A subsample of 32 students, who voluntarily participated in two learning communities, so called Communities of Learning Practice (CoLP), was further examined in terms of PF networks and content of provided PF. Data were collected from social network questionnaires (cohort level) and video recordings of community events (CoLP level). Data analysis involved (a) contextual SNA of questionnaire data to identify participants' centrality in personal and academic networks, (b) SNA of video data to identify CoLP members' centrality in PF networks, and (c) content analysis of video data to identify the content of PF provision. Findings indicate a heterogeneous centrality pattern across networks and a homogeneous content-related pattern in the provided PF across CoLPs. This study aims to contribute to the reconceptualization of PF as a web of socially nested and multiplex learning interactions.

      PubDate: 2018-04-25T07:46:13Z
      DOI: 10.1016/j.lcsi.2018.02.002
       
  • Scaffolding primary teachers in designing and enacting language-oriented
           science lessons: Is handing over to independence a fata morgana'
    • Authors: Jantien Smit; Martine Gijsel; Anna Hotze; Arthur Bakker
      Abstract: Publication date: Available online 5 April 2018
      Source:Learning, Culture and Social Interaction
      Author(s): Jantien Smit, Martine Gijsel, Anna Hotze, Arthur Bakker
      The purpose of the design-based research reported here is to show – as a proof of principle – how the idea of scaffolding can be used to support primary teachers in a professional development programme (PDP) to design and enact language-oriented science lessons. The PDP consisted of six sessions of 2.5 h each in which twelve primary school teachers took part over a period of six months. It centralised the language support that pupils need to reason during science lessons. In line with the idea of scaffolding, the structure of the PDP targeted teachers' gradual independence in designing lessons. The first research question is how scaffolding was enacted during the PDP. The analysis of video recordings, field notes, researcher and teacher logs, and teacher design assignments focused on the enactment of three scaffolding characteristics: diagnosis, responsiveness and handover to independence. The second research question concerns what teachers learned from the participation in the PDP that followed a scaffolding approach. The data analysis illustrates that these teachers had learned much in terms of designing and enacting language-oriented science lessons. In terms of diagnosis and responsiveness, our PDP approach was successful, but we problematise the ideal of scaffolding approaches focused on handover to independence.

      PubDate: 2018-04-25T07:46:13Z
      DOI: 10.1016/j.lcsi.2018.03.006
       
  • Children's explorations of the concept of spinning in preschool: Science
           learning in mediated activity
    • Authors: Robin Samuelsson
      Abstract: Publication date: Available online 26 March 2018
      Source:Learning, Culture and Social Interaction
      Author(s): Robin Samuelsson
      This paper examines how children explore the concept of spinning during a preschool project. It takes a cultural-historical approach, and analyzes how artifacts can be used in development of abstract concepts. In line with the pedagogical goals teachers employ these in learning activities during the project in line with their pedagogical goals. Children encounter the activities with different linguistic and perceptual means; there is, however, across the project a shift towards learning activities that promote verbal explanations. The interrelation of verbal and perceptual means, suggest ways in how children dynamically develop abstract concepts out of perceptual knowledge in activities with appropriate artifacts and teacher scaffolding.

      PubDate: 2018-04-25T07:46:13Z
      DOI: 10.1016/j.lcsi.2018.01.002
       
  • Do children express curiosity at school' Exploring children's
           experiences of curiosity inside and outside the school context
    • Authors: Tim Post; Juliette H. Walma van der Molen
      Abstract: Publication date: Available online 26 March 2018
      Source:Learning, Culture and Social Interaction
      Author(s): Tim Post, Juliette H. Walma van der Molen


      PubDate: 2018-04-25T07:46:13Z
      DOI: 10.1016/j.lcsi.2018.03.005
       
  • Designing and implementing a test for measuring cultural dimensions in
           primary school
    • Authors: Damián Gelerstein; Miguel Nussbaum; Ximena López; Ana Cortés; Cristóbal Castillo; Pablo Chiuminatto; Francisca Ovalle
      Abstract: Publication date: Available online 22 March 2018
      Source:Learning, Culture and Social Interaction
      Author(s): Damián Gelerstein, Miguel Nussbaum, Ximena López, Ana Cortés, Cristóbal Castillo, Pablo Chiuminatto, Francisca Ovalle
      Cognition and culture are deeply intertwined as there are important cross-cultural differences in the cognitive development of individuals. Although there are a large number of studies on the subject of culture, these are qualitative in nature and not focused on school contexts. Our aim is to develop a quantitative instrument for primary education that determines the cultural texture within an individual institution, as well as among different kinds of schools. For this purpose, Hofstede's original instrument was adapted, taking into consideration the characteristics and practices of primary school students. A factor analysis and complementary qualitative analysis of the factors obtained from 783 surveys (administered to third and fourth graders) led to the creation of five dimensions, which contrasted with Hofstede's theoretical dimensions. These dimensions include Value of School Achievement, Value of Institutional Structure, Resistance to change, Normative versus Affective and Value of Equality in the Production of Knowledge. Furthermore, this new set of dimensions was a more accurate representation of the school context and the values held by primary school students. Significant differences were found in three of the dimensions when analyzing the cultural differences of the sample and taking into account the students' socioeconomic background. These findings are important as they reveal the presence of subcultures within a given society, which are determined by belonging to a certain socioeconomic class. Measuring cultural values among primary school students contributes to the creation of educational models, the design of educational institutions and the development of public policy since new structures cannot succeed without adequate cultural support.

      PubDate: 2018-04-25T07:46:13Z
      DOI: 10.1016/j.lcsi.2018.03.004
       
  • Emotional and playful stance taking in joint play between adults and very
           young children
    • Authors: Annukka Pursi; Lasse Lipponen; Nina Kristiina Sajaniemi
      Abstract: Publication date: Available online 21 March 2018
      Source:Learning, Culture and Social Interaction
      Author(s): Annukka Pursi, Lasse Lipponen, Nina Kristiina Sajaniemi
      The purpose of this single case study was to investigate emotional and playful stance taking in adults and very young children as they engage in joint make-believe play activity in a natural Finnish group-care setting. Drawing on the sequential approach of conversation analysis (CA), the study represents an effort to understand play in an early childhood education (ECE) setting from both children's and adults' perspectives at the same time. The results suggest that the interplay of emotional and playful stance taking in make-believe play produces emotional transitions in interaction. These transitions can be understood as interactional accomplishments that offer children and adults the possibility to align and affiliate themselves with their own and each other's emotional experiences and to explore personal reflections of the emotionally heightened real-life trajectories in a shared make-believe play frame. Based on these findings, it is argued that creating and maintaining emotionally heightened joint play with very young children requires adults' emotional involvement and delicately calibrated participation through leading, following and leading by following. Further empirical study is needed to investigate sequences in which playful and emotional stance taking stand in a non-aligning and non-affiliating relationship. Such research could reveal problem-remedy sequences more evidently and provide important further development of ECE theory and practice for children under the age of three.

      PubDate: 2018-04-25T07:46:13Z
      DOI: 10.1016/j.lcsi.2018.03.002
       
  • Does a good argument make a good answer' Argumentative reconstruction
           of children's justifications in a second order false belief task
    • Authors: Elisabetta Lombardi; Sara Greco; Davide Massaro; Rebecca Schär; Federico Manzi; Antonio Iannaccone; Anne-Nelly Perret-Clermont; Antonella Marchetti
      Abstract: Publication date: Available online 19 March 2018
      Source:Learning, Culture and Social Interaction
      Author(s): Elisabetta Lombardi, Sara Greco, Davide Massaro, Rebecca Schär, Federico Manzi, Antonio Iannaccone, Anne-Nelly Perret-Clermont, Antonella Marchetti
      This paper proposes a novel approach to interpret the results of a classical second-order false belief task (the ice cream man task) administered to children in order to investigate their Theory of Mind. We adopted a dialogical perspective to study the adult-child discussion in this research setting. In particular, we see the adult-child conversation as an argumentative discussion in which children are asked to justify their answers to the questions asked by the researcher. We analysed the specificities of the research setting as an argumentative activity type; we reconstructed and analysed the children's answers on the basis of two models taken from Argumentation theory (the pragma-dialectical model and the Argumentum Model of Topics). Our findings show that some of the children's partially “incorrect” answers depend on the pragmatics of the conversation, the relation between explicit and implicit content, and a misunderstanding of the discussion issue. Other “incorrect” answers are actually based on correct inferences but they do not meet the researchers' expectations, because the children do not share the same material premises as the researchers. These findings invite further research on children's reasoning and on the characteristics of argumentation within a research task.

      PubDate: 2018-04-25T07:46:13Z
      DOI: 10.1016/j.lcsi.2018.02.001
       
  • The Three Domains for Dialogue: A framework for analysing dialogic
           approaches to teaching and learning
    • Authors: Elisa Calcagni; Leonardo Lago
      Abstract: Publication date: Available online 9 March 2018
      Source:Learning, Culture and Social Interaction
      Author(s): Elisa Calcagni, Leonardo Lago
      This theoretical article focuses on the dialogic teaching literature in an effort to build an integrative framework. We deem this necessary amidst an expanding field that still lacks a common vocabulary and means for integrating and comparing available approaches. In the framework, three domains that are key in dialogic teaching are outlined: Teaching-learning, Instruments and Assumptions. These general domains comprise eleven more specific components that reflect key elements considered to play a role in underpinning, supporting and enacting dialogic teaching. We take the framework's components to analyse and compare Thinking Together and Accountable Talk, two well-developed approaches with extensive publications. We highlight the underlying aspects and key features of each approach, such as participant arrangement, talk tools and classroom norms. Finally, we speculate prospective uses of our framework in the field.

      PubDate: 2018-04-25T07:46:13Z
      DOI: 10.1016/j.lcsi.2018.03.001
       
  • ADHD in the Interactional Context of Children's Cultures. A sociocultural
           critique of the individualizing gaze of the diagnosis
    • Authors: Thyge Tegtmejer
      Abstract: Publication date: Available online 3 February 2018
      Source:Learning, Culture and Social Interaction
      Author(s): Thyge Tegtmejer
      This sociocultural study investigates whether aspects of the disruptive classroom behaviour of attention-deficit/hyperactivity disorder (ADHD)-diagnosed students can be viewed as a way of participating in students' communities in class. Over two years, the interplay among students in two ADHD-inclusive mainstream Danish classrooms was studied. Classroom observational research, diagnostic tools and school-based interventions usually frame the behaviour of ADHD-diagnosed students as individual, impulsive behaviour. However, by scrutinizing the interaction among peers in classrooms where this study was conducted, it became evident that they often create disturbances on purpose, and this seems to be an important way of creating fun and amusement, as well as marking oneself as part of the students' community. When scrutinizing diagnosed students' orientations towards other students during classroom disturbances, it can be seen that some of their behaviour is woven into these interactional patterns and is primarily directed towards peers as communication and identity work. This could have important consequences for didactics, as well as research on ADHD-inclusive classrooms. Problematic conceptions of agency associated with the diagnosis are discussed.

      PubDate: 2018-02-26T21:53:50Z
      DOI: 10.1016/j.lcsi.2018.01.001
       
  • Connecting to the outside: Cultural resources teachers use when
           contextualizing instruction
    • Authors: Kenneth Silseth; Ola Erstad
      Abstract: Publication date: Available online 3 February 2018
      Source:Learning, Culture and Social Interaction
      Author(s): Kenneth Silseth, Ola Erstad
      The aim of this article is to examine what resources teachers mobilize when contextualizing instruction. In this instructional method, teachers use students' everyday experiences as tools for teaching subject matter at school. Research has documented that contextualizing instruction can support classroom learning. However, we do not know very much about what types of resources teachers view as relevant in this kind of instructional work. In this article, we analyze video data of student-teacher interactions in 43 lessons, which were collected when following four lower secondary teachers over one academic year. The analysis is based on a sociocultural perspective of learning and teaching in which the focus of analysis is on what kind of everyday experiences teachers orient to when supporting students' participation. The findings show that the resources teachers orient to can be grouped into five categories: (1) teachers orienting to characteristics of the local community, (2) teachers orienting to examples from everyday practices, (3) teachers orienting to personal issues, (4) teachers orienting to concrete objects, and (5) teachers orienting to knowledge from travelling abroad. These categories show variation and multiplicity of resources that teachers use when contextualizing instruction, and the implications of this multiplicity are discussed in the article.

      PubDate: 2018-02-26T21:53:50Z
      DOI: 10.1016/j.lcsi.2017.12.002
       
  • Māori children's everyday learning over the summer holidays
    • Authors: Sarika Rona; Margaret Forster; John O'Neill
      Abstract: Publication date: Available online 4 January 2018
      Source:Learning, Culture and Social Interaction
      Author(s): Sarika Rona, Margaret Forster, John O'Neill
      Children spend most of their lives learning from everyday experiences; they learn about their culture, how to live and be part of their family and community. This paper reports on a pilot study of everyday learning over the summer holidays to determine how and what selected Māori children learn in their everyday environment. This qualitative study used autodriving and photo elicitation over a 12week period to facilitate conversations with three Māori children about everyday learning. The findings emphasised the importance of everyday learning for the children's skill and knowledge development and development of self-understanding and belonging in relation to family and culture. Indeed, social interactions with family in multiple social and cultural contexts were critical for assisting children to make sense of and find their place in the world. This result has important implications for the formal/informal education debate and we argue is a foundation that needs to be developed further in the classroom to facilitate Māori academic achievement in formal educational settings.

      PubDate: 2018-02-26T21:53:50Z
      DOI: 10.1016/j.lcsi.2017.12.004
       
  • Uncovering the pedagogical potential of texts: Curriculum materials in
           classroom interaction in first language and literature education
    • Authors: Ulla Karvonen; Liisa Tainio; Sara Routarinne
      Abstract: Publication date: Available online 4 January 2018
      Source:Learning, Culture and Social Interaction
      Author(s): Ulla Karvonen, Liisa Tainio, Sara Routarinne
      Most teachers in many Western countries make use curriculum materials such as textbooks, workbooks and related teacher's guides in their teaching. In this study, 29 First language and literature lessons are analysed to discover different ways in which texts that are part of curriculum materials are used in the curriculum. The findings indicate that the identification of the pedagogical potential of the texts demands a profound understanding of the subject matter. Moreover, the realization of this potential always involves creativity and improvisation. Thus, we suggest that preparedness to read curriculum materials analytically and critically is a core component of teachers' expertise.

      PubDate: 2018-02-26T21:53:50Z
      DOI: 10.1016/j.lcsi.2017.12.003
       
  • The developing knowledge and identity of an Asian-American teacher: The
           influence of a China study abroad experience
    • Authors: Cheryl J. Craig; Yali Zou; Gayle Curtis
      Abstract: Publication date: Available online 14 December 2017
      Source:Learning, Culture and Social Interaction
      Author(s): Cheryl J. Craig, Yali Zou, Gayle Curtis
      This narrative inquiry examines the way learning, culture and context shape the knowledge, identity and social interactions of teacher, Shi Tan. Through using broadening, burrowing, storying-restorying and fictionalization, the work chronicles how Shi, a child of Chinese immigrants, forms her ‘stories to live by’ over time. Early tensions surface between her parents' traditional lifestyle and what she came to know in the American context. Weekends in Chinatown, Chinese Saturday School, and summers in Asia reinforced the plotlines Shi's parents carried with them from their homeland. Concurrently, Shi's American public school and university experiences instilled in her different modes of knowing and being. A pivotal change occurred when Shi participated in a China Study Abroad trip alongside mostly White educators. While visiting Chinese schools and universities and interacting with Chinese locals, Shi's understanding of herself deepened. She questioned why the trip became a liminal space where she storied and restoried her knowledge and identity differently. The significance of this research lies in its narrative rendering of identity; its unearthing of social complexities lived in cross-cultural communities; it's lifelike characterization of how minority teachers/students navigate familial, social and cultural situations; and its advancement of knowledge that increases learning.

      PubDate: 2017-12-27T05:05:45Z
      DOI: 10.1016/j.lcsi.2017.09.002
       
  • Constituting play connection with very young children: Adults' active
           participation in play
    • Authors: Annukka Pursi; Lasse Lipponen
      Abstract: Publication date: Available online 9 December 2017
      Source:Learning, Culture and Social Interaction
      Author(s): Annukka Pursi, Lasse Lipponen
      A large body of educational research has focused on play as one of children's own activities, however, considerably less attention has been paid to structures and practices associated with joint play between adults and children. This article contributes to this line of research by analyzing adults' participation in joint play with very young children. The data consist of 10 rich make-believe play cases taken from 150h of videotaped, naturally occurring interactions in a group care setting. The results show that the ability of adults to build sustained co-participation in play with very young children demands delicately timed observations, initiatives and responses with attuned and coordinated use of gesture, gaze and talk. In all, this study provides one way to study and understand better what adults are doing in practice while they are actively co-participating in play. Pedagogical implications for early childhood education are discussed.

      PubDate: 2017-12-27T05:05:45Z
      DOI: 10.1016/j.lcsi.2017.12.001
       
  • A discursive approach to the analysis of epistemic cognition
    • Authors: Simon Knight; Karen Littleton
      Abstract: Publication date: Available online 6 December 2017
      Source:Learning, Culture and Social Interaction
      Author(s): Simon Knight, Karen Littleton
      A core concern in learning is coming to understand the ways in which claims of knowledge are made. The epistemic cognition literature typically characterises this learning in terms of how learners cognitively conceptualise the source and nature of knowledge. Recent work has offered alternative accounts of epistemic cognition that recognise the discursive nature of the construct. These accounts are derived from analysis of the ways that learners talk about knowledge in tasks such as evaluating scientific claims from sources of varying qualities. In this paper we draw on this recent work to advance a novel approach to the analysis of discourse data in epistemic contexts. This approach is exemplified through its application to an existing dataset, demonstrating both the application of the approach and the particular kinds of discourse that learners engaged in. This discursive approach has the potential for broad application in the learning sciences' treatment of epistemic cognition.

      PubDate: 2017-12-27T05:05:45Z
      DOI: 10.1016/j.lcsi.2017.11.003
       
  • The relationship between conceptions of learning and academic outcomes in
           middle school students according to gender differences
    • Authors: Giuliana Pinto; Lucia Bigozzi; Giulia Vettori; Claudio Vezzani
      Abstract: Publication date: Available online 29 November 2017
      Source:Learning, Culture and Social Interaction
      Author(s): Giuliana Pinto, Lucia Bigozzi, Giulia Vettori, Claudio Vezzani
      This study was aimed at inquiring the relationships between conceptions of learning and academic outcomes in middle school students, also considering gender differences. Students' conceptions of learning were investigated in 136 participants by means of a self-report questionnaire and their academic outcomes were collected. General Linear Models were used to analyze the relationships among the variables. Conceptions of learning predicted the academic outcomes, even considering gender differences. Conceptions of learning as a ‘co-constructive and cultural process’ and as a ‘personal challenge, self-efficacy and personal growth’ were positively related to academic outcomes. Instead, a conception of learning as ‘reduction of a deficit through individual effort’ was a negative predictor. Furthermore, females showed a higher predictive association between a conception of learning as a ‘co-constructive and cultural process’ and academic outcomes, compared with this predictive association shown in males.

      PubDate: 2017-12-27T05:05:45Z
      DOI: 10.1016/j.lcsi.2017.11.001
       
  • Social learning through rural communities of practice: Empirical evidence
           from farming households in the Vietnamese Mekong Delta
    • Authors: Thong Anh Tran; Helen James; Jamie Pittock
      Abstract: Publication date: Available online 28 November 2017
      Source:Learning, Culture and Social Interaction
      Author(s): Thong Anh Tran, Helen James, Jamie Pittock
      The social-ecological systems of the Vietnamese Mekong Delta (VMD) are under stress driven by accelerating impacts of climate change, upstream hydropower development, and local flood management policies. These combined complexities have prompted the rural societies to make significant efforts to adapt to changing conditions. While local adaptation represents diverse patterns of communication and interactions across the social sectors, far less attention has been given to how these learning processes occur in the rural communities of practice. This paper attempts to delineate the learning dynamics in which farming households are key practitioners. The mixed methods approach that guides data collection includes focus group discussions, in-depth interviews with key informants and household surveys. The analysis suggests that social learning plays a significant role in facilitating the adoption and dissemination of experiential and experimental knowledge across geographical boundaries. This study highlights important aspects of households' social learning system characterized by informal networks with various forms of bonding and bridging relationships. These learning patterns suggest that informal communication is a dominant learning approach in the rural delta. This study contributes to advancing the theoretical and empirical knowledge of social learning and its policy implications for rural development in the VMD.

      PubDate: 2017-12-27T05:05:45Z
      DOI: 10.1016/j.lcsi.2017.11.002
       
  • Researching reinterpretations of educational activity in dialogic
           interactions during a fieldtrip
    • Authors: Antti Rajala; Sanne F. Akkerman
      Abstract: Publication date: Available online 27 November 2017
      Source:Learning, Culture and Social Interaction
      Author(s): Antti Rajala, Sanne F. Akkerman
      In this paper, we have conducted a detailed analysis of video-records of a class fieldtrip to an outdoor environmental education center to examine how the activity and its material context were interpreted, negotiated and sometimes contested in dialogic interactions between the students, teacher and two environmental educators. The findings shed light into the varied ways in which the different interpretations during the fieldtrip produced the forest and its surroundings as the material context of the activity. The findings also show how hybrid forms of activity were produced when the different interpretations collided and merged in the dialogic interactions among the actors. The study challenges existing ways of conceptualizing and researching school fieldtrips which to date have often disregarded the negotiation of diverse interpretations that participants make of the ongoing activity and its contexts. More generally, the study opens new ground for dialogical research approaches on learning and education by showing how an explicit focus on disjunctures between different interpretations of activity can shed light into the dynamics of the moment-to-moment production of emergent material contexts of activity.

      PubDate: 2017-12-27T05:05:45Z
      DOI: 10.1016/j.lcsi.2017.10.006
       
  • Dynamics between self and culture in school: A dialogical and
           developmental perspective
    • Authors: Sandra Ferraz de Castillo Dourado Freire; Angela Uchoa Branco
      Abstract: Publication date: Available online 8 November 2017
      Source:Learning, Culture and Social Interaction
      Author(s): Sandra Ferraz de Castillo Dourado Freire, Angela Uchoa Branco
      Considering self-development a fundamental aspect of education, the study builds on a semiotic-cultural constructivist approach and the Dialogical Self Theory to make sense of the relationship between self-other-culture. The analysis of the educational trajectory of Ken demonstrated how dialogical relations supported the changes he experienced as a learner. The methodological design consisted of observations, focus group sessions and interviews during one year. The analysis of the various communicative interactions used the concept of positioning to address the relational basis of self-dynamics, the interface of human communication and self, and the interdependence of the semiotic affective system of the self and the community. Results of Ken's case suggested a significant change from an initial disruptive self-qualification as a student to the emergence of a confident voice about himself as an intelligent and capable learner. Analyses suggest teaching practices have the potential to mobilize meaning negotiations and active participation, positioning and counter-positioning, generating possibilities of integration of knowledge systems and self-development oriented to the future. The study claims that the dynamics between self and culture which leads to ontogenetic development are engendered by semiotic-affective social interactions; and that the quality of such interactions is the product of a long history of social mediation of self-meaning processes.

      PubDate: 2017-11-10T06:36:45Z
      DOI: 10.1016/j.lcsi.2017.10.004
       
  • The role of critical incidents in the dialogical construction of teacher
           identity. Analysis of a professional transition case
    • Authors: Carles Monereo
      Abstract: Publication date: Available online 26 October 2017
      Source:Learning, Culture and Social Interaction
      Author(s): Carles Monereo


      PubDate: 2017-10-27T05:29:31Z
      DOI: 10.1016/j.lcsi.2017.10.002
       
  • Deconflating the ZPD and instructional scaffolding: Retranslating and
           reconceiving the zone of proximal development as the zone of next
           development
    • Authors: Peter Smagorinsky
      Abstract: Publication date: Available online 23 October 2017
      Source:Learning, Culture and Social Interaction
      Author(s): Peter Smagorinsky
      This article provides a reconception of what is known as Vygotsky's “zone of proximal development,” particularly its improper conflation with the notion of “instructional scaffolding.” The article introduces the essay's purpose and motivation; reviews and critiques Vygotsky's description of the ZPD and explains how it has come to be misinterpreted; summarizes Wood, Bruner, and Ross's introduction of the scaffolding metaphor; and provides a different, more accurate translation of the ZPD as the zone of next development, based on the documentary film The Butterflies of Zagorsk. Through this analysis, the author contends that the conflation of scaffolding with the ZPD has produced a trivialization of Vygotsky's greater body of work, reducing it to a briefly-mentioned pedagogical idea and resulting in the neglect of his more important project of generating a comprehensive cultural-historical-social theory of mediated human development.

      PubDate: 2017-10-27T05:29:31Z
      DOI: 10.1016/j.lcsi.2017.10.009
       
  • Children's experiencing of their transition from preschool to first grade:
           A visual narrative study
    • Authors: Saara Salmi; Kristiina Kumpulainen
      Abstract: Publication date: Available online 19 October 2017
      Source:Learning, Culture and Social Interaction
      Author(s): Saara Salmi, Kristiina Kumpulainen
      Despite vast research on school transitions, less attention has been paid to understanding children's own sense-making of their transition from preschool to first grade. Drawing on sociocultural and dialogic approaches, this study addresses this gap by investigating children's experiencing (perezhivanie) of their school transitioning nested in the interaction between their motives and perceived demands. The data are derived from an ethnographic research project with 19 first-graders aged six to seven years old attending a Finnish primary school. The children were invited to draw their transition experiences and narrate their drawings to their peers and the researchers. The visual narrations were videotaped, transcribed, and analysed. The findings highlight the children's dialogic sense-making processes of their educational transitioning. The study reveals that the children's motives were related to opportunities to engage in physical activities, play, make relationships, and make sense of their changing positions and identities in relation to transitioning to primary school. The results also illuminate how the children actively created subversive spaces for pushing the demands of school rules and routines to fulfil their subjective motives. Altogether, the study demonstrates the potential of visual narrative methods in contributing to a nuanced understanding of children's sense-making of their school transitioning, including the dialogic processes of what it entails to become a ‘primary school child’.

      PubDate: 2017-10-19T12:17:08Z
      DOI: 10.1016/j.lcsi.2017.10.007
       
  • Idea-dying in critical ontological pedagogical dialogue
    • Authors: Ana Marjanovic-Shane; Sohyun Meacham; Hye Jung Choi; Samanta Lopez; Eugene Matusov
      Abstract: Publication date: Available online 18 October 2017
      Source:Learning, Culture and Social Interaction
      Author(s): Ana Marjanovic-Shane, Sohyun Meacham, Hye Jung Choi, Samanta Lopez, Eugene Matusov
      In our approach to dialogic pedagogy, the teacher aims to engage students in critical examination, development, and transcendence of their own ideas, values, desires, goals, emotions, perceptions, worldviews, and perspectives, support them in ‘internally persuasive discourse’ (Bakhtin, 1991; Matusov & von Duyke, 2010), in which ‘truth becomes dialogically tested and forever testable’ (Morson, 2004, p. 319). One of the problems for many dialogic pedagogy oriented teachers is that such critical dialogues are not guaranteed to always happen for each important idea. Although the suppression of ideas and repressive silence in traditional monologic classrooms are amply documented, idea-dying has not been sufficiently studied nor understood in educational approaches based on dialogue and promotion of student's voices. In this paper, we investigate the dialogic circumstances, relationships, and dynamics of testing ideas in dialogic education; circumstances under which students' voices are not heard, not willing to be expressed, and/or are suppressed, and thus die leading to oppressive, productive, or ambivalent silences. We describe and analyze three cases in our own classrooms with critical dialogic pedagogical orientation, in which dialogues nevertheless collapsed and ideas died.

      PubDate: 2017-10-19T12:17:08Z
      DOI: 10.1016/j.lcsi.2017.10.001
       
  • Exploring the ontological dimension of dialogic education through an
           evaluation of the impact of Internet mediated dialogue across cultural
           difference
    • Authors: Rupert Wegerif; Jonathan Doney; Andrew Richards; Nasser Mansour; Shirley Larkin; Ian Jamison
      Abstract: Publication date: Available online 18 October 2017
      Source:Learning, Culture and Social Interaction
      Author(s): Rupert Wegerif, Jonathan Doney, Andrew Richards, Nasser Mansour, Shirley Larkin, Ian Jamison
      It has been claimed that dialogic education implies a direction of change upon an ontological dimension from monologic closed identities in the direction of more dialogic identifications characterised by greater openness to the other and greater identification with the process of dialogue. This paper recapitulates that theory and then provides an empirical illustration of what it looks like in practice. In order to do this a methodology for researching the impact of dialogic education is outlined and applied to the evaluation of the impact of a programme designed to promote greater dialogic open-mindedness: the Tony Blair Institute for Global Change's Generation Global Project (GG) supports schools in over twenty different countries to engage in dialogue with each other through videos and blogs. The methodology put forward argues that the understanding sought by educational research is dialogic in that it emerges from the dialogue between inside and outside perspectives. The findings offer some clear evidence of a shift in identifications resulting from dialogue through the analysis of changes in online language use supported by interview evidence. This study suggests that a pedagogical intervention can produce identity change in the direction of becoming more dialogic and shows that it is possible to evaluate this change.

      PubDate: 2017-10-19T12:17:08Z
      DOI: 10.1016/j.lcsi.2017.10.003
       
  • Becoming professional through dialogical learning: How language activity
           shapes and (re-) organizes the dialogical self's voicings and positions
    • Authors: Marie-Cécile Bertau; Andrea Tures
      Abstract: Publication date: Available online 18 October 2017
      Source:Learning, Culture and Social Interaction
      Author(s): Marie-Cécile Bertau, Andrea Tures
      Combining cultural-historical and dialogical theoretical approaches, we understand language and the self as dialogically related dynamic phenomena. Learning is a dialogic activity shaped by language activity. The specific forms of language that learning activity takes are at the core of our research, leading to a form sensitive concept of professional development. It addresses societal contexts and others as formative and highlights voicings as concrete forms experienced by learning subjects, traceable in the dialogues on the subject's activity. The case study presents the learning activities of early childhood education (ECE) students and teachers within university level training. Video stimulated reflection and interviews were taken as qualitative research strategies to investigate the positioning processes within the dialogical self of students reflecting on their pedagogical practices. With the “Teacher Interaction and Language Rating Scale” (Girolametto et al., 2000) we measured the interaction quality of the language activities in the classroom. The results illustrate the powerful dynamics of the dialogical learning activity: the kind of voicings emerging within the process of acquiring a ‘professional self’ and their effects on the self-transformative learning process. The ambivalence within learners' self is demonstrated, pointing to a genetic relationship between self-reflective and social positionings within the ECE community.

      PubDate: 2017-10-19T12:17:08Z
      DOI: 10.1016/j.lcsi.2017.10.005
       
  • Positionality in researching the dialogic self: A commentary on the
           possibilities for dialogic theory and pedagogy
    • Authors: Peter D. Renshaw
      Abstract: Publication date: Available online 16 October 2017
      Source:Learning, Culture and Social Interaction
      Author(s): Peter D. Renshaw


      PubDate: 2017-10-19T12:17:08Z
      DOI: 10.1016/j.lcsi.2017.10.008
       
  • Communicative interactions in foreign language education: Contact anxiety,
           appraisal and distance
    • Authors: Damian J. Rivers; Andrew S. Ross
      Abstract: Publication date: Available online 14 October 2017
      Source:Learning, Culture and Social Interaction
      Author(s): Damian J. Rivers, Andrew S. Ross
      Framed against a backdrop of complex intergroup dynamics and the legacies created for foreign language education, the current article tests three hypotheses which explore the efficacy of direct contact encounters between Japanese university students and ‘idealized’ native-speaker English teachers. As antecedents to positive language learning outcomes, attention is given to student self-reported measures of pre-contact and post-contact anxiety, student appraisals of teacher desirability, and perceptions of distance between student and teacher. Drawn from 132 individual contact encounters experienced by 22 students, the data indicates that significant differences between pre-contact and post-contact measures were only observable in relation to students' self-reported feelings of anxiety. Moreover, while more localized assessments were found to be significant in relation to teacher appraisals and perceptions of distance, these were limited to either pre-contact or post-contact measures. The outcomes are discussed in relation to the teaching of English as Foreign Language (EFL), the role of social interaction between student and teacher, and the significance of culture.

      PubDate: 2017-10-19T12:17:08Z
      DOI: 10.1016/j.lcsi.2017.09.001
       
  • Everyday watching and learning in an Indigenous Australian community
    • Authors: Catherine Massola; Inge Kral
      Abstract: Publication date: Available online 10 October 2017
      Source:Learning, Culture and Social Interaction
      Author(s): Catherine Massola, Inge Kral
      In Indigenous communities around the globe, the time and space needed for the learning of language, ways of being, cultural practices and beliefs, and local history have been limited by changes brought on by formal education, modernity and globalisation. However dynamic these factors and processes may be, introduced Western institutional practices, values and expectations have nonetheless eroded the learning that occurs in the everyday environment, and schooling has reduced the time spent acquiring culturally-specific knowledge systems, languages and worldviews. Research has demonstrated that shared cultural practices and beliefs are vital for identity strengthening in Indigenous Australia. However, studies of the process of this learning and teaching remain few. Examined here are three learning events embedded in the everyday social context of a remote Aboriginal community in Australia. Based on an anthropological and art historical research project that investigated the creative, social and cultural world of an Aboriginal community, this paper focuses on community-based learning events in the quotidian environment. Revealed here are the immediate needs and desires of community members and the manner in which local-specific values, practices and knowledge are transmitted intergenerationally. We argue that these events are a key factor in identity strengthening, cultural continuity and cultural renewal.

      PubDate: 2017-10-13T06:58:38Z
      DOI: 10.1016/j.lcsi.2017.06.003
       
  • Striking a balance: Socio-emotional processes during argumentation in
           collaborative learning interaction
    • Authors: Jaana Isohätälä; Piia Näykki; Sanna Järvelä; Michael J. Baker
      Abstract: Publication date: Available online 2 October 2017
      Source:Learning, Culture and Social Interaction
      Author(s): Jaana Isohätälä, Piia Näykki, Sanna Järvelä, Michael J. Baker


      PubDate: 2017-10-06T10:06:14Z
      DOI: 10.1016/j.lcsi.2017.09.003
       
  • Parents' views and experiences of the informal and formal home numeracy
           environment
    • Authors: Abbie Cahoon; Tony Cassidy; Victoria Simms
      Abstract: Publication date: Available online 18 August 2017
      Source:Learning, Culture and Social Interaction
      Author(s): Abbie Cahoon, Tony Cassidy, Victoria Simms
      At school entry, it is evident that children vary in their literacy and numeracy skills, suggesting that the home environment in which children live and grow may influence a child's learning and development. Semi-structured interviews with parents (N=8), of children aged between 37months and 59months (M=47.5months), were used to investigate child interactions and specific parental views and experiences in relation to mathematical practices at home. Thematic analysis was used to explore behaviour relevant to the home numeracy environment. Six recurrent themes from the interview responses were identified: numeracy environment structure, frequency of number-related experiences, levels of number knowledge, technology attitudes, parent-child interactions and social interaction. The diversity of the themes developed in this study illustrate how the home numeracy environment could be influenced by parents' views and experiences of numeracy-related activities, reported behaviours of their child and children's interactions with others.

      PubDate: 2017-09-04T15:26:37Z
      DOI: 10.1016/j.lcsi.2017.08.002
       
  • Integration work as a situated communicative practice: Assuming,
           establishing and modifying cultural differences
    • Authors: Linnea
      Abstract: Publication date: Available online 29 July 2017
      Source:Learning, Culture and Social Interaction
      Author(s): Linnea Åberg, Åsa Mäkitalo


      PubDate: 2017-08-04T13:51:14Z
       
  • Sharing repertoires in a teacher professional Facebook group
    • Authors: Annika Lantz-Andersson; Louise Peterson; Thomas Hillman; Mona Lundin; Annika Bergviken Rensfeldt
      Abstract: Publication date: Available online 14 July 2017
      Source:Learning, Culture and Social Interaction
      Author(s): Annika Lantz-Andersson, Louise Peterson, Thomas Hillman, Mona Lundin, Annika Bergviken Rensfeldt


      PubDate: 2017-07-19T01:59:33Z
      DOI: 10.1016/j.lcsi.2017.07.001
       
  • Conversation-analytic data session as a pedagogical institution
    • Authors: Melisa Stevanovic; Elina Weiste
      Abstract: Publication date: Available online 3 July 2017
      Source:Learning, Culture and Social Interaction
      Author(s): Melisa Stevanovic, Elina Weiste
      We draw on interaction-oriented focus group research and conversation analysis to study the conversation-analytic data session as a pedagogical institution. Drawing on focus group interviews among conversation-analytic experts and novices, we considered (1) the degree of sharedness of different normative orientations among the conversation analysts regarding the data session and (2) possible differences in how novice and expert conversation analysts orient, perceive and evaluate data-session normativity. We found both the experts and novices to engage in a delicate act of balancing between two normative ideals—that everyone should contribute to the joint analysis and that everyone who contributes to the joint analysis should be constructive. The experts displayed a strong consensus that all data-session participants' contributions should be treated equally—given that all of them are competent language users. The novices, then again, emphasized the different levels of experience between the data-session participants and sought for recognition of their own lower competence in relation to that of the experts. It thus seems that the collaborative, democratic practices, which are seen as empowering by the experts, invoke anxiety in the novices. Making this tension visible can enable the development of conversation-analytic data sessions from the pedagogical perspective.

      PubDate: 2017-07-19T01:59:33Z
      DOI: 10.1016/j.lcsi.2017.06.001
       
  • Dialogic feedback and potentialities for student learning
    • Authors: Anna Steen-Utheim; Anne Line Wittek
      Abstract: Publication date: Available online 30 June 2017
      Source:Learning, Culture and Social Interaction
      Author(s): Anna Steen-Utheim, Anne Line Wittek
      Dialogic approaches to feedback have been highlighted as important in re-conceptualizing the notion of feedback in higher education. However, this kind of claims has rarely been explored conceptually, and we know little about how dialogic feedback takes place when learners engage in feedback practices. The object of this study is two-fold; first we derive four dialogic dimensions from dialogic theory, and second we use these dimensions as an analytical framework to investigate feedback dialogues between a teacher and his students. For the purpose of in-depth investigation of the learning potential in dialogic feedback, we use interaction analysis. Based on the four theoretical dimensions merged with findings from our empirical case, we suggest an analytical model for the purpose of conceptualizing the distinctive features of dialogic feedback. The model holds four potentialities for student learning from dialogic feedback, which are; (a) emotional and relational support, (b) maintenance of the feedback dialogue, (c) opportunities for students to express themselves, and (d) the other's contribution to individual growth. We propose this model as an analytical tool for researchers in further investigation of learning potential in dialogic feedback in higher education contexts.

      PubDate: 2017-07-03T21:10:57Z
      DOI: 10.1016/j.lcsi.2017.06.002
       
  • Re-conceptualizing executive functions as social activity in children's
           playworlds
    • Authors: Marilyn Fleer; Nikolai Veresov; Sue Walker
      Abstract: Publication date: Available online 2 May 2017
      Source:Learning, Culture and Social Interaction
      Author(s): Marilyn Fleer, Nikolai Veresov, Sue Walker
      This paper presents the outcomes of a study into how some early childhood teachers conceptualized the process of creating the conditions for the development of higher forms of cultural activity, often referred to in the general literature as Executive Functions (EF). EF are usually defined as those interrelated processes or functions that manage and control thoughts and behaviors. The underpinning experimental studies feature interventions that early childhood teachers are asked to implement, which we argue is problematic. The research reported in this paper takes a different approach. First, EF is theorized as a cultural activity, where the environment acts as the source of development of specifically human characteristics. Second, the teachers used playworlds to frame EF activities. Conceptualizing EF activities through play, rather than focusing on functions in the brain, oriented the teachers to creating dramatic events and social practices for supporting higher mental functioning as part of everyday preschool activities. We argue that a conception of EF as a social practice is a more pedagogically productive way of creating the conditions to support children's development because it speaks directly to teachers' practice.

      PubDate: 2017-05-28T22:36:42Z
      DOI: 10.1016/j.lcsi.2017.04.003
       
 
 
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