Zobrazeno 1 - 10
of 115
pro vyhledávání: '"Tzu-Jung Lin"'
Publikováno v:
International Journal of Educational Research Open, Vol 5, Iss , Pp 100306- (2023)
This study examines teacher scaffolding and equity during collaborative small-group discussions in fifth-grade English language arts classrooms. Equity indicators analyzed include uptake, relational invitations, and conflicts for the floor (CFF). CFF
Externí odkaz:
https://doaj.org/article/dc9368b876e7450ea67ea2a18ad6de81
Autor:
Shantanu Tilak, Michael Glassman, Monica Lu, Ziye Wen, Logan Pelfrey, Irina Kuznetcova, Tzu-Jung Lin, Eric M. Anderman, Adriana Martinez Calvit, Kimiko Ching, Manisha Nagpal
Publikováno v:
Cogent Education, Vol 10, Iss 1 (2023)
AbstractThis qualitative study presents 27 students’ insights about four teachers’ implementation of an immersive Native American history curricular unit designed to equip students with digital skills to critically navigate complex, polarizing so
Externí odkaz:
https://doaj.org/article/144c0efe222242caa9b8b7a69a7bf67f
Publikováno v:
Frontiers in Psychology, Vol 14 (2023)
Given evidence that adolescent students’ motivation to read and write about literature declines with age, we proffer an approach called dialogic literary argumentation (DLA) that asks students to explore literature through argumentation in pursuit
Externí odkaz:
https://doaj.org/article/2022c62e02734dd2a7e9dc336f8b8075
Publikováno v:
Frontiers in Psychology, Vol 11 (2020)
Most children experience some form of grouping in the classroom every day. Understanding how teachers make grouping decisions and their impacts on children’s social development can shed light on effective teacher practices for promoting positive so
Externí odkaz:
https://doaj.org/article/c1b971a12200400d865a8966862e1445
Autor:
Elizabeth Kraatz, Manisha Nagpal, Tzu-Jung Lin, Ming-Yi Hsieh, Seung Yon Ha, Saetbyul Kim, Sangin Shin
Publikováno v:
Frontiers in Psychology, Vol 11 (2020)
This comparative case study features two small groups of students engaging in collaborative dialog about social issues. Based on social constructivist theories, the two groups were compared across three major components of the small groups system: so
Externí odkaz:
https://doaj.org/article/3800249d65d340648ef8e7f2002f5683
Publikováno v:
Frontiers in Psychology, Vol 11 (2020)
Interactions with teachers and peers are critical for children’s social, behavioral, and academic development in the classroom context. However, these two types of interpersonal interactions in the classroom are usually pursued via separate lines o
Externí odkaz:
https://doaj.org/article/1114d554fdc849db9d3b336e8295ba71
Publikováno v:
Frontiers in Psychology, Vol 11 (2020)
Media use could be detrimental to children’s language and literacy skills because it may displace other language-enhancing activities like shared reading and caregiver-child interactions. Furthermore, the extent to which children use media with adu
Externí odkaz:
https://doaj.org/article/9467c679192f4c9eb3b39f21f3afe5d4
Publikováno v:
Frontiers in Psychology, Vol 11 (2020)
Media use is a pervasive aspect of children’s home experiences but is often not considered in studies of the home learning environment. Media use could be detrimental to children’s language and literacy skills because it may displace other litera
Externí odkaz:
https://doaj.org/article/14d0f80a456f4d539b7c7ca313203429
Publikováno v:
Frontiers in Psychology, Vol 11 (2020)
Classroom social networks are influential to young children’s cognitive, social–emotional, and language development, but assessment and analyses of social networks are complex. Findings have been mixed regarding whether different informants (teac
Externí odkaz:
https://doaj.org/article/2dbbfa4123b644af818d916670e70c0e
Autor:
Hugo Gonzalez Villasanti, Laura M Justice, Leidy Johana Chaparro-Moreno, Tzu-Jung Lin, Kelly Purtell
Publikováno v:
PLoS ONE, Vol 15, Iss 11, p e0242511 (2020)
The present study explored whether a tool for automatic detection and recognition of interactions and child-directed speech (CDS) in preschool classrooms could be developed, validated, and applied to non-coded video recordings representing children's
Externí odkaz:
https://doaj.org/article/9c6a40a111c940d090415a492c4165b3