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Outputs (98)

Interplay between group awareness and internal scripts: How information about knowledge and controversies triggers the activation of problem-solving script components (2022)
Presentation / Conference Contribution
Schnaubert, L., Lichte, A., & Vogel, F. (2022). Interplay between group awareness and internal scripts: How information about knowledge and controversies triggers the activation of problem-solving script components. In A. Weinberger, W. Chen, D. Hernández-Leo, & B. Chen (Eds.), 15th International Conference on Computer - Supported Collaborative Learning (CSCL) 2022 - CSCL Proceeding (399-402)

Collaboration scripts and group awareness are two prominent factors for beneficial learning processes in CSCL. However, research mostly focuses on each factor independently. To inquire their mutual interaction, we investigate how different types of g... Read More about Interplay between group awareness and internal scripts: How information about knowledge and controversies triggers the activation of problem-solving script components.

English schooling and little e and big E exclusion: what’s equity got to do with it? (2022)
Journal Article
Mills, M., & Thomson, P. (2022). English schooling and little e and big E exclusion: what’s equity got to do with it?. Emotional and Behavioural Difficulties, 27(3), 185-198. https://doi.org/10.1080/13632752.2022.2092273

It seems uncontentious that policy development should be informed by evidence, and that researchers should be engaged to assess available evidence. In this paper, we tell the story of a Rapid Evidence Assessment (REA) about school exclusion, a task i... Read More about English schooling and little e and big E exclusion: what’s equity got to do with it?.

Effects of Uncertainty Markers on Metacognitive Group Awareness and Regulation (2022)
Presentation / Conference Contribution
Radtke, A., & Schnaubert, L. (2022). Effects of Uncertainty Markers on Metacognitive Group Awareness and Regulation. In C. Chinn, E. Tan, C. Chan, & Y. Kali (Eds.), Proceedings of the 16th International Conference on the Learning Sciences - ICLS 2022 (274-281)

Social platforms provide a vast amount of resources for sharing, discussing, and searching for information. Thereby, learners need to monitor their understanding to metacognitively regulate their learning. Awareness of peers' metacognitions can affec... Read More about Effects of Uncertainty Markers on Metacognitive Group Awareness and Regulation.

The confluence of authenticity and mindfulness: Principal component analysis of the Authenticity Scale and the Five-Facet Mindfulness Questionnaire (2022)
Journal Article
Toper, A., Sellman, E., & Joseph, S. (2024). The confluence of authenticity and mindfulness: Principal component analysis of the Authenticity Scale and the Five-Facet Mindfulness Questionnaire. Humanistic Psychologist, 52(1), 54-69. https://doi.org/10.1037/hum0000304

The concepts of authenticity and mindfulness have recently attracted much empirical research. Although these concepts appear to represent different phenomena and are regarded as independent research foci with their own theoretical heritage and resear... Read More about The confluence of authenticity and mindfulness: Principal component analysis of the Authenticity Scale and the Five-Facet Mindfulness Questionnaire.

Language Narratives and Shifting Multilingual Pedagogies: English teaching from the South (2022)
Book
Mendelowitz, B., Ferreira, A., & Dixon, K. (2023). Language Narratives and Shifting Multilingual Pedagogies: English teaching from the South. Bloomsbury Publishing

This book challenges monoglossic ideologies, traditional language pedagogies and dominant forms of knowledge construction by foregrounding multilingual and multicultural students' language narratives, repertoires, and identities. The research is base... Read More about Language Narratives and Shifting Multilingual Pedagogies: English teaching from the South.

Reframing race and widening access into higher education (2022)
Journal Article
Madriaga, M. (2023). Reframing race and widening access into higher education. Higher Education, 86(6), 1455-1470. https://doi.org/10.1007/s10734-022-00981-y

This paper draws attention to empirical work on widening access to understand the silence on race matters in English higher education. This work repurposes a critical race theoretical framework that offers a glimpse of how the issue of unequal acces... Read More about Reframing race and widening access into higher education.

Designing lesson study for individual and collective learning: networking theoretical perspectives (2022)
Journal Article
Wake, G. (2023). Designing lesson study for individual and collective learning: networking theoretical perspectives. International Journal for Lesson and Learning Studies, 12(1), 7-20. https://doi.org/10.1108/IJLLS-08-2022-0111

This article aims to explore, by drawing on, and coordinating and combining Cultural Historical Activity Theory and Community of Practice theoretical perspectives, what we might learn about how to design for Lesson Study that best supports both colle... Read More about Designing lesson study for individual and collective learning: networking theoretical perspectives.

Play and learn: Children's agency through the COVID‐19 pandemic in Mozambique (2022)
Journal Article
Di Napoli Pastore, M., & Salvi, F. (2023). Play and learn: Children's agency through the COVID‐19 pandemic in Mozambique. Children & Society, 37(1), 270-287. https://doi.org/10.1111/chso.12669

Social distancing, one of the measures adopted in the context of the COVID-19 pandemic, profoundly impacted on the lives of children. The consequences were, however, not homogenous. By focusing on the daily practices of 41 Mozambican children aged 3–... Read More about Play and learn: Children's agency through the COVID‐19 pandemic in Mozambique.