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Karen K Dion - One of the best experts on this subject based on the ideXlab platform.
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stereotyping physical attractiveness a Sociocultural Perspective
Journal of Cross-Cultural Psychology, 1990Co-Authors: Karen K DionAbstract:Why does stereotyping based on physical attractiveness occur? We proposed a Sociocultural hypothesis that physical attractiveness is less likely to be a salient evaluative cue in cultural contexts where collectivism, rather than individualism, is the basis for the dominant system of values. In collectivist cultures, the group rather than the individual is stressed, suggesting that social judgments, such as first impressions of others, are more likely to be based on group-related attributes (e.g., family, position in a social network), rather than personal or individuating elements, such as physical attractiveness. From this Perspective, we predicted that individuals of Chinese ethnicity, who were mostly from Asian Pacific Rim countries and cities and were attending university in Canada, would be less prone to physical attractiveness stereotyping if they reported high involvement in Toronto's Chinese community, rather than low involvement. We suggested that high Chinese community involvement would reinforc...
Jill Robbins - One of the best experts on this subject based on the ideXlab platform.
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‘Brown Paper Packages’? A Sociocultural Perspective on Young Children's Ideas in Science
Research in Science Education, 2005Co-Authors: Jill RobbinsAbstract:How do we see young children's thinking in science? Is it, as much previous research has led us to believe, that their ideas can be neatly boxed like “brown paper packages tied up with strings” – as the song from The Sound of Music goes? Or are their ideas like “wild geese that fly with the moon on their wings” ( Sound of Music ): fluid, complex, rich. . .? Drawing on the author's research into young children's ideas about natural phenomena such as the rain and clouds, and on Rogoff's three foci of analysis (personal, interpersonal and contextual), this paper illustrates how a consideration of Sociocultural theory can be useful in framing research with young children, and allow us to see beyond the boxes. Emphasis is placed on recognising that children's thinking in science is embedded within particular Sociocultural contexts, is guided by others and integrated with their use of certain mental and physical cultural tools. Thus, the article aims to present an alternative method for the generation of data on young children's thinking. Specific analysis of this data will, it is intended, be presented in a subsequent article.
Karen E Johnson - One of the best experts on this subject based on the ideXlab platform.
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mindful l2 teacher education a Sociocultural Perspective on cultivating teachers professional development
2016Co-Authors: Karen E Johnson, Paula R GolombekAbstract:Contents Preface Acknowledgments Notes on transcriptions I. Laying the Foundation for Mindful L2 Teacher Education Chapter 1: A Sociocultural Perspective on L2 Teacher Education Chapter 2: Mediation in L2 Teacher Professional Development II. Vygotsky and Vygotskian-Inspired Theoretical Concepts that Inform Responsive Mediation Chapter 3: Obuchenie, Perezhivanie, and Growth Points Chapter 4: Interthinking, the Intermental Developmental Zone, and Sociocultural Discourse Analysis III. Exploring Responsive Mediation in L2 Teacher Development Chapter 5: Re-conceptualizing Engineering Student Participation Chapter 6: Reconciling One's Teaching Personae Chapter 7: Developing Pedagogical Content Knowledge Chapter 8: Re-imagining Teacher Identity-in-Activity Chapter 9: Conceptualizing Teaching In/Through Reflecting on Teaching IV. Mindful L2 Teacher Education Chapter 10: Responsive Mediation: The Nexus of Mindful L2 Teacher Education Index
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research on second language teacher education a Sociocultural Perspective on professional development
2011Co-Authors: Karen E Johnson, Paula R GolombekAbstract:1. A Sociocultural Perspective on Teacher Professional Development Karen E. Johnson, Pennsylvania State University, US and Paula Golombek, University of Florida, US Part I: Promoting Cultural Diversity and Legitimating Teacher Identities 2. Becoming a Culturally Responsive Teacher Elizabeth Smolcic, Pennsylvania State University, US 3. I'm Not Alone": Empowering Non-Native English Speaking Teachers Davi Schirmer Reis, Duquesne University, US 4. Working Toward Social Inclusion Through Concept Development in L2 Teacher Education William Dunn, University of Alberta, Canada Part II: Concept Development in L2 Teacher Education 5. `Seeing' L2 Teacher Learning: The Power of Context on Conceptualizing Teaching Sharon Childs, Pennsylvania State University, US 6. Embracing Literacy-based Teaching Heather Willis Allen, University of Miami, US 7. Synthesizing the Academic and the Everyday Gretchen Nauman, Yanshan University, China Part III: Strategic Mediation in L2 Teacher Education 8. Dynamic Assessment in Teacher Education Paula Golombek, University of Florida, US 9. Moodle as a Mediational Space Tatsuhiro Yoshida, Hyoga University, Japan 10. The Reverse Move: Enriching Informal Knowledge in the Pedagogical Grammar Class Deryn P. Verity, Osaka Jogakuin College, Japan 11. Strategic Mediation in Learning to Teach Karen E. Johnson and Ekaterina Arshavskaya, Pennsylvania State University, US Part IV: Teacher Learning in Inquiry-Based Professional Development 12. Teacher Learning through Critical Friends Groups Priya Poehner, Lockhaven University, US 13. Teacher Learning through Lesson Study Thomas Tasker, Department of State, Kiev Part V: Navigating Educational Policies and Curricular Mandates 14. Ten Years of CLT Curricular Reform Efforts in South Korea Eun-Ju Kim, Hanyang Women's University, Korea 15. Learning to Teach under Curricular Reform Kyungja Ahn, Seoul National University, Korea
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second language teacher education a Sociocultural Perspective
2009Co-Authors: Karen E JohnsonAbstract:Contents Preface Chapter 1: Defining a Sociocultural Perspective Changing Points of View Teachers as Learners of Teaching Language as Social Practice Teaching as Dialogic Mediation Macro-Structures and the L2 Teaching Profession Inquiry-Based Approaches to Professional Development Future Challenges for L2 Teacher Education Chapter 2: Shifting Epistemologies in Teacher Education Overcoming a Positivistic Epistemological Perspective Shifting towards an Interpretative Epistemological Perspective Emerging Research on Teacher Cognition Reconceptualizing the Knowledge-base of L2 Teacher Education A Sociocultural Perspective on L2 Teacher Education Chapter 3: Teachers as Learners of Teaching Understanding Teacher Learning from a Sociocultural Perspective "Seeing" Teaching Learning Teacher-Authored Accounts of Professional Development Mediational Means in the Zone of Proximal Development Disciplinary Knowledge and Concept Development Transformation of Activity: Teacher Learning - Student Learning Chapter 4: Language as Social Practice Defining Knowledge About Language Language as Social Practice Embracing Language as Social Practice in L2 Teacher Education Developing Teachers' Awareness of Language as Social Practice Analyzing E-mail Messages Analyzing Classroom Transcripts Building Curriculum from Contexts of Use Chapter 5: Teaching as Dialogic Mediation Teaching, Learning, and Development The Development of Conceptual Thinking Reconceptualizing the Concepts of Methodology, Language', and Teaching Reconceptualizing Reading Comprehension Instruction Scaffolded Learning and Assisting Performance Teachers' Questioning Patterns Maximizing Classroom Interaction Chapter 6: Macro-Structures and the Second Language Teaching Profession Activity Theory: An Overview Educational Reforms Policies English Language Educational Reform Policies in South Korea Contradictions and Interventions Redesigning a School Community: The Case of a Finnish Middle School Implementing Educational Reform Policies: The Teaching Practicum in South Korea The Power of High-Stakes Language Testing Constructing a Student: The Case of Joon Constructing a Student: The Case of Noelle Chapter 7: Inquiry-based Approaches to Professional Development The Narrative Nature of Teachers' Accounts The School Context and Culture in which Teachers' Accounts Emerge Linkages between Teachers' Accounts and Professional Discourses The Zone of Proximal Development as a Mediational Space Models of Inquiry-Based Professional Development Critical Friends Groups Peer Coaching Lesson Study Groups Cooperative Development Teacher Study Groups Chapter 8: Future Challenges for Second Language Teacher Education 'Located' Second Language Teacher Education Linking Teacher Learning and Student Learning Intellectual Tools of Inquiry vs. The Politics of Accountability Subject Index Author Index
Nick Pratt - One of the best experts on this subject based on the ideXlab platform.
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How young people respond to learning spaces outside school: A Sociocultural Perspective
Learning Environments Research, 2011Co-Authors: Alan Peacock, Nick PrattAbstract:This article focuses on educational enterprises outside the formal sector, such as museums, botanical gardens and interactive science centres. International research is drawn on to illuminate how design, culture, educational strategies and settings combine to affect the way in which young people respond to experiences on offer, leading to analysis of the impact of such settings in promoting learning, and the likely implications for those who staff such venues. Aikenhead’s concept of the educator as ‘culture broker’ is developed to suggest ways in which learning might be best supported. It envisages a shift from ‘delivery’ strategies targeted at large groups towards approaches which focus on what learners choose to know about using dialogue between children and ‘known and trusted people’. Analysis of observed responses in various settings is undertaken from a Sociocultural Perspective using the notion of communities of practice. Implications for the roles of education managers and their staff in further research are developed.
Minh Hue Nguyen - One of the best experts on this subject based on the ideXlab platform.
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A Sociocultural Perspective on Second Language Teacher Learning
English Language Teacher Education, 2019Co-Authors: Minh Hue NguyenAbstract:This chapter argues that a Sociocultural Perspective is a powerful theoretical framework to support research on preservice teacher learning in the English language teaching professional experience. The chapter first critically engages with the relevant principles of Sociocultural theory and then discusses the implications that a Sociocultural theoretical framework has for the research on English language teacher cognition. Discussion emphasises that Sociocultural theory highlights the importance of social interactions and historicity in learning and development and the need to consider personal and contextual issues in a comprehensive, systematic manner. The chapter ends with the methodological specifics of the research in this book in the light of a Sociocultural theoretical framework.
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Responding to the need for re-conceptualizing second language teacher education: The Potential of a Sociocultural Perspective
International Education Studies, 2016Co-Authors: Minh Hue NguyenAbstract:This paper aims to engage with and respond to recent calls in the literature for a unifying theoretical framework to understand second language teacher education (SLTE). It critically reviews the major conceptualizations of SLTE in relation to the key conceptualizations of second language (L2) teaching. The review identifies shortcomings in traditional Perspectives on L2 teaching and SLTE and the need to re-conceptualize SLTE as a field. A recent re-conceptualization of SLTE is seen through the shift towards a social constructivist Perspective, a redefinition of the knowledge base, research that responds to the epistemological shift, and a Sociocultural Perspective on SLTE. The existing literature shows that although there is now a growing body of research that looks into the various dimensions of SLTE, few studies have gained a comprehensive and systematic view of the complexities of SLTE. The paper argues that a Sociocultural Perspective, especially a combination of Vygotsky’s genetic method and Engestrom’s proposal of the third generation of activity theory, has become a powerful way of understanding L2 teacher learning, which corresponds to the need for a re-conceptualization of SLTE. This paper calls for more research using a Sociocultural framework to enrich its knowledge base.
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the potential for vygotskian Sociocultural Perspective in researching researcher development
Asian Social Science, 2012Co-Authors: Minh Hue NguyenAbstract:This paper builds on the recently emerged scholarship of researcher development and considers a potential conceptual framework to inform methodology in research on researcher development. Specifically, I begin by examining the knowledge base of researcher development and discussing a recently proposed agenda for research in the field. I then argue that there is a particular need for a conceptual framework to underpin research on researcher development and consider the potential of a framework that draws upon Vygotskian Sociocultural and activity theory. At the end of the paper, I present analysis of qualitative data from existing researcher development literature to illustrate how this framework can be applied empirically.
