Development Of Higher Psychological Processes Research Articles

How does taking a praxis-based decolonising approach to primary history education impact pupils’ perceptions of Romans and Roman Britain?

ABSTRACT This study presents findings from an action research project that I completed in my own year 3 classroom. Using the frameworks of praxis (Freire, P. 1970. Pedagogy of the Oppressed. London: Penguin Books.) and sociocultural theory (Vygotsky, L. S. 1978. Mind in Society The Development of Higher Psychological Processes. Edited by M. Cole et al. Translated by M. Cole. Cambridge, MA: Harvard University Press.), I studied the relationship between praxis-based, decolonised history teaching and year 3 students’ perceptions of Romans and Roman Britain. Student-participants’ work and classroom observations were used as data collection methods. An inductive approach to thematic analysis produced 5 themes, namely: Knowledge of locations across the Roman Empire, People’s physical actions, Characteristics of people that lived in Roman Britain, Migration in the Roman Empire and Students’ disciplinary knowledge.

Exploring EFL Learners' Metaphorical Conceptions of Language Learning: A Multimodal Analysis.

Owing to the limitations of linguistic modes to portray aptly L2 learners' metaphors of language learning experience, growing attention has been paid to taking advantage of other modes like visual ones to ameliorate this concern. Hence, the present study sought to explore images and metaphors Iranian EFL learners may have in mind about the essence of English language as a foreign learning. To this end, Iranian EFL learners' verbal and non-verbal forms of metaphorical depiction were examined. One intact class, including intermediate male and female learners (n = 11) at a non-profit language institute was selected randomly. The data were collected through both verbal (a single-item questionnaire) and non-verbal (drawings) tools. The learners' drawings and written descriptions were examined so as to both tap into their mental representations of what 'English learning' means to them and get closer insights into the learners' belief system. The study's conceptual framework was mainly built on Oxford et al.'s (System 26:3-50, 1998) perspectives on education and Vygotsky's (Mind in society: the development of higher psychological processes, Harvard University Press, 1978) Socio-cultural theory (SCT) of learning. The multimodal analysis of the metaphors evidenced that the learners' verbal and visual metaphorical representations shared the common perspectives towards English learning. Additionally, the extracted metaphorical concepts disclosed the learners' positive attitudes, enthusiasm, and desire for English learning. Results unveiled that most of the visual and verbal metaphorical depictions portray language learning as a joyful, dynamic and discovery individual process. The study ends with presenting some implications and offering some avenues for further research.

Academic Communities of Engagement: an expansive lens for examining support structures in blended and online learning

In this article we share the Academic Communities of Engagement (ACE) framework, which describes a student’s ability to engage affectively, behaviorally, and cognitively in an online or blended course independently and with support. Based on Vygotsky’s (Mind in society: the development of higher psychological processes, Harvard University Press, Cambridge, 1978) zone of proximal development, the framework examines how a student’s ability to engage in online or blended courses increases with support from two types of communities. The course community is organized and facilitated by those associated with the course or program. The personal community is comprised of actors not officially associated with the course who have typically formed relationships with the student before the course or program began and may extend well beyond its boundaries. Actors within each community have varying skills and abilities to support student engagement, and a student is most likely to reach the necessary engagement for academic success with active support from both. The framework identifies the community actors most likely to provide specific support elements, aligning them to the different types of student engagement. The article outlines implications for practice and research, concluding with illustrative examples.

Incorporating immediate feedback in formative learning checks using H5P

Feedback is regularly used in summative assessment to “...reduce the gap between what is now and what should or could be” (Hattie & Timperley, 2007). However, its use in online learning tools, such as H5P, is somewhat limited to responses such as ‘correct’ and ‘incorrect’ which does not inform the learner of how they could improve (Boud and Molloy, 2013).
 
 This demonstration presents a framework for designing scaffolded tasks in H5P (http://h5p.org) which provide opportunities for educators to include feedback to guide the learner towards the expected outcome. The case study uses the H5P object ‘Drag and Drop’ object and with the ‘tip’ feature, creates a way for the learner to self-assess and direct their learning, fostering recall and knowledge production. Prompt types include ‘recall reminders’ and ‘eliciting reasoning behind the answer to identify knowledge gaps’ (Walsh and Sattes, 2005). It is suggested that by doing so, the learner is guided towards identifying the correct response and eventually narrowing their knowledge gap (Vygotsky, 1978). 
 
 In this demonstration, two such H5P activities will be presented and participants will be guided through the stages of Learning Design and pedagogical rationale used in the task creation.
 
 This presentation will test the ability of the H5P tool to encompass pedagogical practices such as feedback into its environment. It is expected that future enhancements to the application account for this consideration.
 
 References
 
 Boud, D. and Molloy, E. (2013). Feedback in Higher and Professional Education, London: Routledge, 1-10.
 
 Hattie, J., & Timperley, H. (2007). The Power of Feedback. Review of Educational Research, 77(1), 81–112. 
 (https://journals.sagepub.com/doi/abs/10.3102/003465430298487)
 
 Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. (Edited by M. Cole, J. Scribner, V. John-Steiner, & E. Souberman). Cambridge, MA: Harvard University Press.
 
 Walsh, J. A., & Sattes, B. D. (2005). Quality questioning: Research-based practices to engage every learner. Thousand Oaks, CA: Corwin.

Promoting science education in early childhood: a research in a nursery school

ABSTRACTEuropean and international research shows how the child has an attitude, in relation to the knowledge of the natural world, characterized by curiosity and free exploration. My research refers to the theoretical contribution of Dewey ([1933. How We Think: A Restatement of the Relationship of Reflective Thinking to the Educational Process. Boston: Houghton Mifflin]; [1938. Logic, the Theory of Inquiry. New York: Hennry Holt and Company]), Vygotsky ([1930. Mind in Society: The Development of Higher Psychological Processes. Harvard University Press]; [1934. Thought and Language. London: MIT Press]), Wood, Bruner, Ross ([1976. “The Role of Tutoring in Problem Solving.” Journal of Child Psychology and Psychiatry 17: 89–100]), psychoanalysis regarding the psychic processes at the base of curiosity and to the experience of Susan Isaacs ([1930. The Intellectual Growth of Young Children. London: Routledge and Kegan Paul]; [1933. The Social Development of Young Children: A Study of Beginnings. London: Routledge and Kegan Paul]) at the Malting House. The approach of ‘promoting from within’ as a useful reference for designing and setting up adult intervention aimed at promoting the development of a scientific attitude. The main objective of the research is to highlight the conditions (space, material, adult approach) which best promote a scientific attitude in children. I collected the data through videotapes, observation protocols and I elaborated two analysis grids: one related to the epistemic conduct of the children and the other concerning the strategies and functions of the adult.A first analysis of audio and video recordings highlighted the different ways in which the child approaches the materials, explores and gets to knows them and the effects of different adult intervention approaches on children's scientific attitude. In particular, the analysis highlighted some interesting aspects suggesting that an adult approach based on participatory intervention strategies (promoting from within and ending conversation) allows the development of a scientific attitude in terms of the acquisition of critical thinking.

“This is not familiar to most people”: navigating peer reviewers’ comments and knowledge construction practices by PhD students in supervision interactions

AbstractThis paper focuses on the under-researched genre of PhD supervision meetings (but see Vehviläinen, Sanna. 2009a. Problems in the research problem: Critical feedback and resistance in academic supervision.Scandinavian Journal of Educational Research53[2]. 185–201; Vehviläinen, Sanna. 2009b. Student-initiated advice in academic supervision.Research on Language and Social Interaction42[2]. 163–190; Björkman, Beyza. 2015. PhD supervisor–PhD student interactions in an English-medium Higher Education [HE] setting: Expressing disagreement.European Journal of Applied Linguistics3[2]. 205–229; Björkman, Beyza. 2016. PhD adviser and student interactions as a spoken academic genre. In K. Hyland & P. Shaw [eds.],The Routledge handbook of English for Academic Purposes, 348–361. Oxon: Routledge; Björkman, Beyza. 2017. PhD supervision meetings in an English as a Lingua Franca [ELF] setting: Linguistic competence and content knowledge as neutralizers of institutional and academic power.Journal of English as a Lingua Franca6[1]. 111–139) and investigates knowledge construction episodes in PhD students’ discussions with their supervisors on their co-authored papers. In these meetings, all supervisors and students use English as their lingua franca (ELF). Such supervision meetings are made up of “social negotiation” and “collaborative sense-making,” providing a good base for learning to take place (Vygotsky, L. S. 1978.Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press), which in the present context is the “enculturation” of the PhD student into the research community (Manathunga, Catherine. 2014.Intercultural postgraduate supervision: Reimagining time, place and knowledge. New York: Routledge). It is precisely these negotiation and collaborative sense-making practices that the present paper focuses on, in order to investigate knowledge construction practices. While there is an abundance of research in disciplinary knowledge construction and academic literacy practices from cognitive and behavioral sciences, knowledge about novice scholars’ knowledge construction practices is scant in applied linguistics (but see Li, Yongyan. 2006. Negotiating knowledge contribution to multiple discourse communities: A doctoral student of computer science writing for publication.Journal of Second Language Writing15[3]. 159–178). Even less is known about how PhD students may negotiate knowledge construction and engage in meaning-making practices in interaction with their supervisors. The material comprises 11 hours of naturally occurring speech by three supervisors and their students where they discuss the reviewers’ comments they have received from the journal. The predominant method employed here is applied conversation analysis (CA) (Richards, Keith & Paul Seedhouse [eds.]. 2005.Applying conversation analysis. Basingstoke: Palgrave Macmillan), which includes both local patterns of interaction as well as “the tensions between [these] local practices and any ‘larger structures’ in which these are embedded, such as conventional membership categories, institutional rules, instructions, accounting obligations, etc.” (Have, Paul ten. 2007.Doing conversation analysis. London: Sage 199). The analyses here aim to show how the PhD supervisors and students discuss the reviewers’ comments with reference to (i) their own disciplinary community of climate science, and (ii) the domestic discourse community of the target journals (see also Li, Yongyan. 2006. Negotiating knowledge contribution to multiple discourse communities: A doctoral student of computer science writing for publication.Journal of Second Language Writing15[3]. 159–178). The preliminary findings of the analyses show a tendency by the PhD students to focus more heavily on the domestic discourse community of the target journals, especially when justifying their methodological choices. The PhD supervisors, on the other hand, base their meaning-making on the conventions of the disciplinary community of climate science, pointing out broader disciplinary community practices. These findings, highlighting a need to focus on novice scholars’ meaning-making efforts, can be used to inform PhD supervision in general.

EXPLORING STUDENTS’ RESPONSE TO PEER FEEDBACK STRATEGY IN EFL WRITING CLASS

Alwasilah, A. Chedar, &Alwasilah, Senny, S. 2013. PokoknyaMenulis. Bandung: PT KiblatBukuUtama. Berčíková, Pavlina. 2007. Teacher’s Role in Pair Work. A Thesis: Faculty of EducationDepartment of English Language and Literature. Brno:Masaryk University. Bijami, M., Kashef, S.H., &Nejad, Maryam, S. 2013. 'Peer Feedback in Learning English Writing: Advantages and Disadvantages. Journal of Studies in Education, 2013, Vol. 3, No. 4. 91-97. Malaysia: Macrothink Institute. Biri H. 2014. Contribution of Peer Assessment Method to Teacher Education. Unpublished Master's Thesis. Karadeniz Technical University Institute of Educational Sciences, Trabzon. Brown, H. Douglas. 2002. Teaching by Principles: An Interactive to Language Pedagogy (2nd ed.). London: Longman. Byrne, Donn. 1989. Techniques for Classroom Communication. UK: Longman. Creswell, John, W. 2013. Educational Research: Planning, Conducting and Evaluating Quantitative and Qualitative Research. Fourth Edition. Boston: Pearson Education Inc. Griffiths, B. Teacher Positioning in the Classroom. 2005. Teaching English. British Council. Hadfield, J. 1992. Classroom Dynamics. Oxford University Press. Hyland, Ken, & Hyland, Fiona. 2006. Language Teaching: Feedback on Second Language Students' Writing. United Kingdom: Cambridge University Press. Language Teaching 2006, Volume 39, No.2. P. 83-1901 (Available on http://hdl.handle.net/10722/57356) Keppell M, and Carless D. 2006. Learning-Oriented Assessment: A Technology-Based Case Study. Assessment Education, 13 (2): 179-191. Kurihara, Noriko. 2017. 'Peer Review in an EFL Classroom: Impact on the Improvement of Student Writing Abilities'.T he Asian Journal of Applied Linguistics. Vol. 4 No. 1, 2017, 58-72. Musa, F., Mansor, A. Z., Mufti, N., Aida, N. A., & Dato's Kasim, F. 2012. Negotiation Skills: Teachers' Feedback as Input Strategy. Procedia- social and Behavioural Sciences , 59 , 221-226. Nelson, G. & Carson, J. 1995. Social Dimensions of Second-Language Writing Instruction: Peer Response Groups as Cultural Context. In D. Rubin (Ed.), Composing social identity in Written Communication (pp. 89-109). Hillsdale, NJ: Lawrence Erlbaum. Nicole, D., & Macfarlane-Dick, D. 2006. Formative Assessment and Self-Regulated Learning: A Model and Seven Principles of Good Feedback Practice. Studies in Higher Education , 31 (2), 199-218. Noor, Mochammad. 2016. ‘Improving the Ability in Writing Narrative Text of Junior High School Students through Peer Feedback’. Indonesian Journal of English Language Teaching and Applied Linguistics. Vol 1, No 1, 11-21. Orsmond, P., Maw, S. J., Park. R. J., Gomez, S., & Crook, C. A. 2013. Moving Feedback Forward: Theory to Practice. Assessment & Evaluation in Higher Education , 38(2), 240-252. Özdemir, Serpil. 2016. The Opinions of Prospective Teachers on Peer Assessment. Educational Research and Reviews . Vol. 11 (20), pp. 1859-1870, 2016. Saito, H., & Fujita, T. 2004. Language Teaching Research .Characteristics and User Acceptance of Peer Rating in EFL Classrooms.Vol 8 (1), pp. 31–54. Seow, Anthony. 2002. The Writing Process and Process Writing. Richard, Jack, C. &Renandya, A. Willy.In Methodology in Language Teaching: An Anthology of Current Practice . Cambridge: Cambridge University Press. Siregar, M. Ibrahim, &Murni, Sri, Minda. 2013. 'The Application of Peer Feedback Strategy to Improve Student's Writing Achievement in Narrative Text'. LINGUISTICA Journal of Linguistics of FBS UNIMED. Vol. 2, No. 1, 2013. Vygotsky, L. 1978. Mind in Society: The Development of Higher Psychological Processes . Cambridge, MA: Harvard UniversityPress. Watcyn-Jones, Peter & Howard-Williams, Deirdre. 2002. Pair Work 1 (Elementary-Pre-Intermediate). UK: Penguin English Books. Zariski, A. 1996. Students Peer Assessment in Tertiary Education: Promise, Perils and Practice. In Teaching and Learning Within and Across Disciplines: Proceedings of the 5 th Annual Teaching Learning Forum, ed. J. Abbott and L. Willcoxson. Perth: Murdoch University.

Integration Mobile Technology into English Lessons: A case study at VNU-ULIS and VNU-UED

The purpose of this study is to investigate the mobile tools (based on Web 2.0 platform) for language activities in English lessons for non-linguistics students as well for linguistics specialized group of the two universities. While the first group is only introduced of English basic lessons with many language barriers, the second group of English linguistics students is attending to study linguistic phenomena. The study involved 21 newly enrolled Master degree students in Teaching Learning Methodology program (VNU-UED) participating in an introduction program of the English for educational purposes, and 25 linguistics specialized 4-th year students from VNU-ULIS.
 The participants were allowed to use their own devices (smartphone, Ipad, Tablet, Laptop) during English lessons, as well as introduced mobile applications based on Web 2.0 platform for all their activities in and after the class (speaking, writing, reading, listening, translating and homework doing). The participants were interviewed about their effectiveness of using mobile phones as well as recorded in a number of activities inside and outside the classroom to compare their language evolvement, perception and development. In addition, surveys, recording, logging of weekly mobile activities and observations were performed.
 
 The study results indicate that focusing English linguistic training with a mobile technology is useful and fun for both groups in term of developing language skills, as well as technology competencies which can lead to improved integration. Using a BYOD/BYOTs both inside and outside the classroom the participants expressed their need, interest and self-confidence in having more mobile apps for English learning despite of having linguistics background or not.
 Keywords
 Mobile technology, devices and apps, English learning, Technology acceptance
 References
 [1] Garrison, D. R. (2016). Thinking collaboratively: learning in a community of inquiry. New York: Routledge
 [2]. Johnson, L., Adams Becker, S., Cummins, M., Estrada, V., Freeman, A., & Hall, C. (2016). NMC horizon report: 2016 Higher Education Edition. Austin, TX: The New Media Consortium.
 [3]. Vygotsky, L S (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: ­Harvard University Press.
 [4]. Hymes, D (1974). Foundations in Sociolinguistics. An Eth-nographic Approach. Philadelphia: University of Pennsylvania Press, pp. 78–79.
 [5]. Wertsch, J V (1998). Mind As Action. Oxford: Oxford University Press.
 [6]. Halliday, M A K (2007). Differences between Spoken and Written Language: Some Implications for Literacy Teaching. In Webster, J., (eds.,), Language and Educa-tion. Vol 9 i Collected Works of Halliday, M.A.K., (pp. 63–80). Continuum, London.
 [7]. Davis, F. D., and V. Venkatesh. (1996). A critical assessment of potential measurement biases in the technology acceptance model: Three experiments Internet. J. Human-Comput. Stud.45, 19-45
 [8]. Vladimir L. Uskov, Jeffrey P. Bakken, Robert J. Howlett, Lakhmi C. Jain (2018). Smart Universities: Concepts, Systems, and Technologies. Springer International Publishing

EFL TEACHERS' CPD EXPERIENCES: PERSPECTIVES FROM OMAN.

EFL TEACHERS' CPD EXPERIENCES: PERSPECTIVES FROM OMAN.

Symbolic play promotes non‐verbal communicative exchange in infant–caregiver dyads

Symbolic play has long been considered a fertile context for communicative development (Bruner, 1983, Child's talk: Learning to use language, Oxford University Press, Oxford; Vygotsky, 1962, Thought and language, MIT Press, Cambridge, MA; Vygotsky, 1978, Mind in society: The development of higher psychological processes. Harvard University Press, Cambridge, MA). In the current study, we examined caregiver-infant interaction during symbolic play and compared it to interaction in a comparable but non-symbolic context (i.e., 'functional' play). Fifty-four (N=54) caregivers and their 18-month-old infants were observed engaging in 20min of play (symbolic, functional). Play interactions were coded and compared across play conditions for joint attention (JA) and gesture use. Compared with functional play, symbolic play was characterized by greater frequency and duration of JA and greater gesture use, particularly the use of iconic gestures with an object in hand. The results suggest that symbolic play provides a rich context for the exchange and negotiation of meaning, and thus may contribute to the development of important skills underlying communicative development. Statement of contribution Current knowledge Symbolic play has long been linked to communicative development. We do not know the extent to which the social context of symbolic play fosters communicative skills. Present study We test whether key communicative acts (joint attention, gesture) are more common in infant-caregiver dyads during symbolic versus functional play. Joint attention was established more often and sustained for longer periods in symbolic play than in functional play. Infants and caregivers produced more in-hand representational gestures in symbolic compared to functional play.

Aproximação Hermenêutica a Vygotsky: entre a arqueologia e o possível

Resumo: Este ensaio trata de dois movimentos constitutivos em Lev Vygotsky apreendidos por uma incursão em duas de suas obras: O Desenvolvimento dos Processos Psicológicos Superiores (2000) e Pensamento e Linguagem (1991). Tais movimentos podem ser ditos como arqueologia em movimento e abertura do possível. Pelo primeiro, acompanhamos um retorno na direção da ontogênese e da filogênese do processo dialético de desenvolvimento e de aprendizado; pelo segundo, apreendemos o significado da inscrição da educação sobretudo na Zona de Desenvolvimento Proximal, com as consequências metodológicas e práticas que isso implica. A metodologia que utilizamos é a pesquisa bibliográfica conduzida sob inspiração da Hermenêutica Crítica de Paul Ricoeur.

Contorting identities: figuring literacy and identity in adolescent worlds

This paper explores connections and disconnects between identity and literacy for a group of adolescents in a second level classroom setting. We build on Mead and Vygotsky’s conceptualisations of identity formation as an intricate emergent happening constantly formed/reformed by people, in their interactions with others [Mead, G. H. 1999. Play, School, Society. Edited by M. J. Deegan. Oxford: Peter Lang; Vygotsky, L. 1978. Mind in Society: The Development of Higher Psychological Processes. Cambridge, UK: Harvard University Press]. This paper will set to explore the impact of this on adolescent literacy practice, student choice and agency [Lewis, C., P. Ensico, and E. M. Moje. 2007. “Reframing Sociocultural Research on Literacy: Identity, Agency, and Power.” The Electronic Journal of English as a Second Language 12 (3): 1–205]. The concept of figured worlds plays a fundamental role in our theorisation of adolescent literacy and identity. Literacy and identity remain interwoven in very complex ways for adolescents as they attempt to make sense and meaning from in and out of school experiences [Burnett, C., J. Davies, G. Merchant, and J. Rowsell. 2014. New Literacies Around the Globe: Policy and Pedagogy. New York, NY: Routledge; Davies, J. 2013. “(I’m)Material Girls Living in (in)Material Worlds: Identity Curation Through Time and Space.” Presentation at UKLA Conference, Liverpool]. A combination of quantitative and qualitative research was used in carrying out this exploration with a thematic approach to data analysis. The findings of the exploration identify that there is a disconnect between identity in and out of school. We then see the struggle students have in coming to terms with their various figured worlds, and varying identities in given scenarios. There is an emphasis on the dated nature of some prescribed texts for study on the English course and the need for a review of these to bridge the scholastic and social divide evident from the findings. This paper explores the literacy and identity experiences of one group of adolescents alongside their opinions about the English literacy curriculum.

Early Childhood Creativity: Challenging Educators in Their Role to Intentionally Develop Creative Thinking in Children

Creativity is a topic of wide global interest, often discussed in fields such as education, psychology and business (Runco, Divergent thinking and creative potential, Hampton Press, New York, 2013; Yoruk and Runco, Journal for Neurocognitive Research 56:1–16, 2014). However, the relationship of pedagogical practices in early childhood education and care (ECEC) as it applies to the development of creative thought processes of young children is a relatively new area for investigation. This paper presents recent research that examines the role of the educator as an intentional teacher within Australian early learning environments and investigates the relationship of this role to children’s developing creativity. Theoretically informed by Vygotsky’s sociocultural constructivist approach (Vygotsky, Mind in society: The development of higher psychological processes, Harvard University Press, Cambridge, MA, 1930, 1978) and neo-Vygotskian theories on creativity (John-Steiner and Moran, Educational Psychologist 31:191–206, 2012), this paper explores some of the beliefs and understandings of educators on creativity. Furthermore, this paper exposes some of the misconceptions of educators about children’s creative thinking as they engage in play-based learning activities. The evidence from this Australian study suggests that the role of the educator is pivotal in assisting children in the early development of creative thinking thus challenging their role as educators.

Observing complex systems thinking in the zone of proximal development

Our paper builds on the construct of the zone of proximal development (ZPD) (Vygotsky in Mind in society: the development of higher psychological processes, Harvard University Press, Cambridge, 1978) to analyze the relationship between students’ answers and the help they receive as they construct them. We report on a secondary analysis of classroom and interview data that was collected with 1st and 2nd grade students completing a short scaffolded inquiry project designed to help them learn about how honeybees collect nectar. We explore how the progression of questions reveal students’ understanding of complex systems by examining how students’ progression through the questions tended to become more sophisticated as we increased support. We further compare two complex-systems perspectives, Component-Mechanism-Phenomena and agent-based approaches, to see how each would categorize students’ explanations. Findings demonstrate the value of the ZPD as an analytic framework in exploring students’ systems understanding in terms of the nature of questions (e.g., sequencing, type of question) and multiple conceptual models (e.g., component-mechanisms-phenomenon, single agent or aggregate behaviors), and how this might impact students’ groupings according to their ability and subsequent instructional support.

Deficiência múltipla: formação de professores e processos de ensino-aprendizagem

O artigo discute diferentes dimensões do processo educacional de alunos com deficiência múltipla matriculados no atendimento educacional especializado - AEE - oferecido numa classe multifuncional em uma escola localizada na Baixada Fluminense, estado do Rio de Janeiro, no período letivo de 2013. Participaram da investigação quatro alunos com deficiência múltipla não oralizados e duas professoras do AEE. Metodologicamente, empregaram-se os referenciais da pesquisa-ação; na coleta de dados, a observação participante e entrevistas semiestruturadas; como base teórica, a matriz histórico-cultural de Vigotski. Os resultados evidenciaram, entre outros pontos, a importância da pesquisa-ação na formação continuada dos professores participantes. Igualmente, ilustraram as possibilidades de construção dos processos psicológicos superiores nos alunos com essa deficiência com base em intervenções pedagógicas sistemáticas com uso de recursos da comunicação alternativa e das tecnologias assistivas.

User Perspectives of Reference Management Software in a Context-Based Learning Situation

Scientific writing is an important aspect of the student's education. Writing requires the student to give reference sources in a proper manner in accordance with a certain style. Experience has found that the process to deal with different styles requires time. Critical thinking is a fundamental requirement in scientific work and as such requires no detailed knowledge about different styles structure. Today's technology makes it possible to facilitate scientific writing using reference management software. The current reference management tools available are license-based and others are available free through the Internet. In recent years, social media, such as Facebook, Blogs and Wikipedia have received increasing attention. The discussion, in educational settings, has touched on the pros and cons, but also on the potential opportunities using social media in educational settings. Social media creates opportunities for communication, which in turn affects learning. This learning can be described as collaborative. Illeris (2007) points out that such learning refers to activities where a group of people strive to learn and develop something together. Thus, it is the technical possibilities that facilitate communication and learning. From an educational point of view Vygotsky appears to be central in terms of pedagogy and technology. His theoretical argument is based on a sociocultural perspective where people learn from each other and are believed to be active in its social context using technology as a helpful instrument. Individual knowledge thus grows between individuals (Vygotsky, 1978). The teacher's role, based on Vygotsky's sociocultural perspective, is to encourage good learning environments, and thus use existing technology in the educational setting. With this background, the purpose of this study was to examine two different reference management software tools, Zotero (a social media free downloaded from Internet) and EndNote (license based), and how these can help to encourage positive learning environments that are connected to the new generation of students. A pedagogical implementation was conducted in spring 2010 for all students (semester 1) in occupational therapist and physical therapist programs. The methods used were interviews as well as a questionnaire. The material was analyzed according to content analysis. The result showed three categories: Usability, Accessibility and Learning Situation. These illustrated the students' perception of how easy, convenient and time saving it is to use reference management software tools. Accessibility describes the technical requirements associated with the tool and learning situation is described by the increased communication through networking and the students feel that they're willing to use the tool in different contexts in the future. Based on the results, we noted that students are positive about the use of reference management software tool. From the results we can conclude that it is crucial to select a reference management software tool which fulfills the requirement of availability. This study shows that neither EndNote nor Zotero meet the requirements regarding the availability of an optimal learning situation. As an educator it is most important to take into consideration, when using technical devices, that the student feels competent when using devices. This is advantageous for the student by offering them a sense of security and continuity in the learning process. ReferencesIlleris, K. (2007). Lärande [Learning] (2. ed.). Lund: Studentlittertur.Vygotskij, L. S., & Clole, M. (1978). Mind in society; the development of higher psychological processes. Cambridge: Harvard U.P.

Predicting early spelling: the contribution of children’s early literacy, private speech during spelling, behavioral regulation, and parental spelling support

The present study aimed to extend understanding of preschoolers’ early spelling using the Vygotskian (Mind in society: the development of higher psychological processes, Cambridge, Harvard University Press, 1978) paradigm of child development. We assessed the contribution of maternal spelling support in predicting children’s word spelling level beyond the contribution of three internal child measures: early literacy (phonological awareness and letter naming), private speech while spelling (self-directed talk), and behavioral regulation. Children’s private speech during spelling—their tool to regulate thinking—has not yet been studied in the early literacy context. Fifty Israeli preschoolers (M = 68.66 months) of middle-high SES were videotaped while spelling words with their mothers and while spelling these words independently. Children’s phonological awareness, letter naming, and behavioral regulation were assessed individually. Results showed that children’s internal measures (early literacy, private speech while spelling, and behavioral regulation) predicted children’s early spelling (63 % of the variance), and the external measure of maternal spelling support added uniquely (12 %), together explaining 75 % of the variance in children’s spelling level. Findings suggested that mothers adjust their spelling support to meet young children’s existing literacy skills but also coach children to strive toward higher spelling performance. Furthermore, the study illuminates the role of a new measure in the context of children’s early literacy—private speech during spelling.

Issue Editors' Notes: Youth Success and Adaptation in Times of Globalization and Economic Change

New Directions for Youth DevelopmentVolume 2012, Issue 135 p. 1-10 Issue Editors' NotesFree Access Issue Editors' Notes: Youth Success and Adaptation in Times of Globalization and Economic Change Xinyin Chen, Xinyin Chen University of PennsylvaniaSearch for more papers by this authorVerona Christmas-Best, Verona Christmas-Best University of Jena, GermanySearch for more papers by this authorPeter F. Titzmann, Peter F. Titzmann University of Zürich, SwitzerlandSearch for more papers by this authorKarina Weichold, Karina Weichold University of Jena, GermanySearch for more papers by this author Xinyin Chen, Xinyin Chen University of PennsylvaniaSearch for more papers by this authorVerona Christmas-Best, Verona Christmas-Best University of Jena, GermanySearch for more papers by this authorPeter F. Titzmann, Peter F. Titzmann University of Zürich, SwitzerlandSearch for more papers by this authorKarina Weichold, Karina Weichold University of Jena, GermanySearch for more papers by this author First published: 24 October 2012 https://doi.org/10.1002/yd.20022Citations: 2AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat REFERENCES 1 Eccles, J. S., & Roeser, R. W. (2009). Schools, academic motivation, and stage-environment fit. In R. M. Lerner & L. Steinber (Eds.), Handbook of adolescent psychology ( 3rd ed., pp. 404– 434). Hoboken, NJ: Wiley. 2 Eccles & Roeser. (2009). 3 Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press. 4 Luria, A. R. (1976). Cognitive development: Its cultural and social foundations. Cambridge, MA: Harvard University Press. 5 Rogoff, B. (2003). The cultural nature of human development. New York, NY: Oxford University Press; Saxe, G. B., & Esmonde, I. (2004). Making change in Oksapmin tradestores: A study of shifting practices of quantification under conditions of rapid shift towards a cash economy. South Pacific Journal of Psychology, 15, 2– 19; Scribner, S., & Cole, M. (1981). The psychology of literacy. Cambridge, MA: Harvard University Press. 6 Greenfield, P. M., Maynard, A. E., & Childs, C. P. (2003). Historical change, cultural learning, and cognitive representation in Zinacantec Maya children. Cognitive Development, 18, 455– 487. 7 Kagitcibasi, C., & Ataca, B. (2005). Value of children and family change: A three-decade portrait from Turkey. Applied Psychology: An International Review, 54, 317– 337. 8 Elder, G. H., Jr., & Shanahan, M. J. (2006). The life course and human development. In R. M. Lerner (Ed.), Handbook of child psychology: Vol. 1. Theoretical models of human development (pp. 665– 715). Hoboken, NJ: Wiley. 9 Elder, G. H., Jr. (1974). Children of the Great Depression: Social change of life experience. Chicago, IL: University of Chicago Press. 10 Silbereisen, R. K., Pinquart, M., & Tomasik, M. J. (2010). Demands of social change and psychosocial adjustment: Results from the Jena study. In R. K. Silbereisen & X. Chen (Eds.), Social change and human development: Concept and results (pp. 125– 147). Thousand Oaks, CA: Sage. 11 Chen, X., & French, D. (2008). Children's social competence in cultural context. Annual Review of Psychology, 59, 591– 616; Garcia Coll, C., Crnic, K., Lamberty, G., Wasik, B. H., Jenkins, R., Garcia, H. V., & McAdoo, H. P. (1996). An integrative model for the study of development competencies in minority children. Child Development, 67, 1891–1914; Kagitcibasi, C. (2012). Socio-cultural change and integrative syntheses in human development: Autonomous-related self and social-cognitive competence. Child Development Perspectives, 6, 5–11; Tamis-LeMonda, C. S., Way, N., Hughes, D., Yoshikawa, H., Kalman, R. K., & Niwa, E. (2008). Parents' goals for children: The dynamic co-existence of collectivism and individualism in cultures and individuals. Social Development, 17, 183–209. 12 Kagitcibasi. (2012). 13 Chen, X., Wang, L., & Liu, J. (in press). The value development of adolescents in the changing Chinese society. In G. Trommsdorff & X. Chen (Eds.), Values, religion, and culture in adolescent development. New York, NY: Cambridge University Press. 14 Kagitcibasi. (2012). 15 Chen et al. (in press). 16 Corsaro, W. A., & Nelson, E. (2003). Children's collective activities and peer culture in early literacy in American and Italian preschools. Sociology of Education, 76, 209– 227. 17 Chen, X., Cen, G., Li, D., & He, Y. (2005). Social functioning and adjustment in Chinese children: The imprint of historical time. Child Development, 76, 182– 195. 18 Elder & Shanahan. (2006); Vygotsky. (1978). 19 Silbereisen et al. (2010). Citing Literature Volume2012, Issue135Special Issue: Youth Success and Adaptation in Times of Globalization and Economic ChangeAutumn (Fall) 2012Pages 1-10 ReferencesRelatedInformation

Vygotsky and the Theories of Emotions: in search of a possible dialogue

The purpose of this article is to articulate Vygotsky's theoretical conceptualizations on Historical-Cultural Psychology with studies on emotions. The text emphasizes Vygotsky's theories on the development of higher psychological processes and mediation of signs in its constitution. We propose a way of understanding emotions based on the historical-cultural approach, starting from a plausible analogy with Vygotsky's ideas on thinking and language. Finally, the construction of such idea on the development of emotions is confronted with research and theories in the field of neuroscience and evolutionary psychology. It was done in order to establish an integrated view of the phenomenon and argue that Vygotsky's theory may continue to generate new knowledge in various fields, such as emotions.

Non-native English-speaking teachers (NNESTs) and professional legitimacy: a sociocultural theoretical perspective on identity transformation

How do non-native English-speaking teachers (NNESTs) establish their legitimacy as credible, qualified instructors in the contexts where they teach vis-à-vis the native speaker (NS) myth (Phillipson, Linguistic imperialism, Oxford University Press, 1992)? Using Vygotskian Sociocultural Theory (Vygotsky and Cole, Mind in society: the development of higher psychological processes, Harvard University Press, 1978; Wertsch, Vygotsky and the social formation of mind, Harvard University Press, 1985), this paper traces the development of an ESL writing teacher's professional identity and explores how his beliefs and attitudes in regards to the NS myth are connected with his professional identity and instructional practices. Based primarily on classroom observations, interviews, and a dialogic journal between the researcher and the teacher, I argue that the process of challenging the NS myth and negotiating a professional identity as a legitimate, qualified, and confident ESL teacher, though complex, is largely understudied. In order to address this gap in the literature, this study shows how the participant, the teacher of a graduate-level writing course, went from being a “blind believer” in the native speaker myth to challenging it, to attempting to empower his own students as expert speakers and users of the language. Nonetheless, his beliefs and attitudes toward the NS myth remained ambivalent and contradictory. Based on the analysis presented, I offer some implications for second language teacher education.