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Relevant bibliographies by topics / Sociocultural perspectives on learning

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Academic literature on the topic 'Sociocultural perspectives on learning'

Author: Grafiati

Published: 4 June 2021

Last updated: 7 February 2022

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Journal articles on the topic "Sociocultural perspectives on learning"

1

Zhang, Lawrence Jun. "Learning in school–university partnership: sociocultural perspectives." Pedagogies: An International Journal 8, no. 3 (July 2013): 295–98. http://dx.doi.org/10.1080/1554480x.2013.796615.

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Lattuca, Lisa R. "Learning Interdisciplinarity: Sociocultural Perspectives on Academic Work." Journal of Higher Education 73, no. 6 (2002): 711–39. http://dx.doi.org/10.1353/jhe.2002.0054.

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Field, Kit. "Learning in school–university partnership: sociocultural perspectives." Professional Development in Education 35, no. 2 (June 2009): 307–8. http://dx.doi.org/10.1080/19415250902732817.

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He, Agnes Weiyun. "The Heart of Heritage: Sociocultural Dimensions of Heritage Language Learning." Annual Review of Applied Linguistics 30 (March 2010): 66–82. http://dx.doi.org/10.1017/s0267190510000073.

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The very notion of heritage language (HL) is a sociocultural one insofar as it is defined in terms of a group of people who speak it. Heritage languages also have a sociocultural function, both as a means of communication and as a way of identifying and transforming sociocultural groups. This article surveys two broad approaches to research on the sociocultural dimensions of HL learning. While both of these approaches acknowledge the close connection and mutual dependency between HL learning processes and sociocultural processes, they differ in that one of them takes a correlational perspective, and the other a social constructivist perspective. This article reviews a selective body of work conducted from each of the two perspectives and concludes with a discussion of the implications of the sociocultural complexity associated with HL learning for research and practice.

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Nasir, Na’ilah Suad, and Victoria M. Hand. "Exploring Sociocultural Perspectives on Race, Culture, and Learning." Review of Educational Research 76, no. 4 (December 2006): 449–75. http://dx.doi.org/10.3102/00346543076004449.

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Barnas, Martina M., and Snezhana Zheltoukhova. "Reflections on the SWSEEL Russian program from a sociocultural perspective: Challenges and benefits." International Journal of Literacy, Culture, and Language Education 3 (April 1, 2014): 112–26. http://dx.doi.org/10.14434/ijlcle.v3i0.26911.

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The SWSEEL intensive language summer training program held annually at the Bloomington campus of Indiana University is one of the oldest and most popular intensive Russian language programs in the US. In this paper we reflect on our respective combined experience as a Russian course learner and a Russian course instructor to identify benefits and potential challenges from the perspective of sociocultural learning theories as developed in the field of Learning Sciences. We show the sociocultural lens is well suited for describing learning in the SWSEEL environment, and the Russian SWSEEL course is designed and taught in agreement with perspectives of learning in sociocultural learning theories. Ultimately, sociocultural instructional strategies strengthen the SWSEEL model and validate the application of sociocultural learning design in the context of intensive language programs.

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Gold, Jason D. "Cognitive and Sociocultural Perspectives: Approaches and Implications for Learning, Teaching and Assessment." European Journal of Social & Behavioural Sciences 30, no. 3 (August 31, 2021): 217–35. http://dx.doi.org/10.15405/ejsbs.301.

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The primary role of educators is to best serve and support students’ learning. To this end, the epistemological beliefs they hold are immensely influential, governing (both explicitly and implicitly) educators’ assumptions about how students learn, which determines the curriculum design and instructional methods utilized to support that learning. Over the years, two prominent and influential epistemological theories have developed – the cognitive perspective, which focuses on learners’ mental processes, and the sociocultural perspective, which focuses on learners’ participation in social practices within a particular context – with each providing their own unique contributions to the field of education. Using the example of the learning goal of students’ mastery of English for passing the TOEFL, the purpose of this paper is to explore how these two perspectives view knowing and learning, and the implications of this for motivating engagement and assessing learning. By drawing on and utilizing a synthesis of the cognitive and sociocultural perspectives, educators can align their learning outcomes with the most pedagogically-appropriate approach possible, to best support overall student learning and academic success.

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Gajek, Elżbieta. "Meskill, Carla. (ed.) (2013) Online Teaching and Learning: Sociocultural Perspectives." CALICO Journal 32, no. 1 (December 5, 2014): 195–98. http://dx.doi.org/10.1558/calico.v32i1.25658.

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Kendal, Jeremy R. "Cultural Niche Construction and Human Learning Environments: Investigating Sociocultural Perspectives." Biological Theory 6, no. 3 (September 2011): 241–50. http://dx.doi.org/10.1007/s13752-012-0038-2.

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Ameri, Maryam. "Criticism of the Sociocultural Theory." Budapest International Research and Critics Institute (BIRCI-Journal): Humanities and Social Sciences 3, no. 3 (July 29, 2020): 1530–40. http://dx.doi.org/10.33258/birci.v3i3.1082.

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Sociocultural theory is an emerging theory in psychology that looks at the important contributions that society makes to individual development. This theory stresses the interaction between developing people and the culture in which they live. Sociocultural theory also suggests that human learning is largely a social process. Psychology is one of the newest sciences. Over the years, social scientists have developed theories or perspectives based off of their observations, research, and the perspectives of other scientists. Although there is some overlap, each of the major perspectives of psychology is unique. As a result, they each have strengths and weaknesses and explain psychology in a different way. SLA research in the tradition of sociocultural theory examines the dynamic relationship between interaction and acquisition, exploring how language, cognition, and culture are acquired through collaborative interaction. This paper presents an analysis of The Strengths and Weaknesses of the Sociocultural Theory and to present a general overview of Sociocultural Theory (SCT), and its relation to human cognitive development.

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Dissertations / Theses on the topic "Sociocultural perspectives on learning"

1

Bubalo, Ruth Ann. "Sociocultural Aspects of Learning English as a Third Language: Perspectives of Female Minority Students." Bowling Green State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1404333853.

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Bellocchi, Alberto. "Learning in the third space : a sociocultural perspective on learning with analogies." Queensland University of Technology, 2009. http://eprints.qut.edu.au/30136/.

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Research on analogies in science education has focussed on student interpretation of teacher and textbook analogies, psychological aspects of learning with analogies and structured approaches for teaching with analogies. Few studies have investigated how analogies might be pivotal in students’ growing participation in chemical discourse. To study analogies in this way requires a sociocultural perspective on learning that focuses on ways in which language, signs, symbols and practices mediate participation in chemical discourse. This study reports research findings from a teacher-research study of two analogy-writing activities in a chemistry class. The study began with a theoretical model, Third Space, which informed analyses and interpretation of data. Third Space was operationalized into two sub-constructs called Dialogical Interactions and Hybrid Discourses. The aims of this study were to investigate sociocultural aspects of learning chemistry with analogies in order to identify classroom activities where students generate Dialogical Interactions and Hybrid Discourses, and to refine the operationalization of Third Space. These aims were addressed through three research questions. The research questions were studied through an instrumental case study design. The study was conducted in my Year 11 chemistry class at City State High School for the duration of one Semester. Data were generated through a range of data collection methods and analysed through discourse analysis using the Dialogical Interactions and Hybrid Discourse sub-constructs as coding categories. Results indicated that student interactions differed between analogical activities and mathematical problem-solving activities. Specifically, students drew on discourses other than school chemical discourse to construct analogies and their growing participation in chemical discourse was tracked using the Third Space model as an interpretive lens. Results of this study led to modification of the theoretical model adopted at the beginning of the study to a new model called Merged Discourse. Merged Discourse represents the mutual relationship that formed during analogical activities between the Analog Discourse and the Target Discourse. This model can be used for interpreting and analysing classroom discourse centred on analogical activities from sociocultural perspectives. That is, it can be used to code classroom discourse to reveal students’ growing participation with chemical (or scientific) discourse consistent with sociocultural perspectives on learning.

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au, megan leclus@curtin edu, and Megan Adele Le Clus. "Affordances and constraints on informal learning in the workplace: A sociocultural perspective." Murdoch University, 2008. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20090201.195209.

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In the last few decades, the workplace has been increasingly recognised as a legitimate environment for learning new skills and knowledge, which in turn enables workers to participate more effectively in ever-changing work environments. Within the workplace there is the potential for continuous learning to occur not only through formal learning initiatives that are associated with training, but also through informal learning opportunities that are embedded within everyday work activities. Somewhat surprisingly however, there have been relatively limited empirical investigations into the actual processes of informal learning in the workplace. This may in part be due to the particular methodological challenges of examining forms of learning that are not structured or organised but incidental to daily work activities. There remains, therefore, a clear need to better understand how learning occurs informally in the workplace, and most importantly, to gain insight into workers own accounts of informal learning experiences. This thesis addresses this issue by examining workers personal experiences of informal learning, and how these contributed to better participation in their regular workplace activities. Four bodies of literature were reviewed as directly relevant to this research, adult learning, organisational learning, informal learning, and a sociocultural perspective on learning. Together, they provide complementary perspectives on the development of learning in the workplace. A conceptual framework, grounded in the sociocultural perspective, was developed to address the issue of how informal learning leads to better participation in the workplace, and reciprocally, how better participation leads to continuous informal learning. Consistent with the sociocultural perspective, the workplace was conceptualised as a complex social system in which co-workers, who constitute that social system, are assumed to co-regulate each others learning opportunities. Social interactions, therefore, are considered as creating a context in which informal learning is afforded or constrained. Understanding what role workplace culture and socialisation play in affording or constraining informal learning opportunities is therefore crucial. This is because the relationships between co-workers is assumed to influence how both new and established co-workers participate in and experience the socialisation process and how they see their respective roles. The framework developed for the study generated two main research questions: How do co-workers learn informally in the workplace? and How does the workplace, as a social system, afford or constrain informal learning in the workplace? The methodology chosen for this empirical study was consistent with key concepts from the sociocultural perspective, namely that individuals and their social context must be studied concurrently as learning is assumed to be part of a social practice where activities are structured by social, cultural and situational factors. Accordingly, qualitative research methods were employed to gain knowledge and understanding of informal learning in the workplace from the perspective of co-workers. Co-workers reflections on their informal learning experiences and participation in the workplace are presented in narrative form and their accounts interpreted from the sociocultural theoretical perspective. The narrative format provides a useful way of presenting data in a way that immerses the reader in the phenomenon, with enough concrete details that the reader can identify with the subjective experiences of informal learning of each participant. The study highlighted how the nature of some relationships between new and established co-workers afforded opportunities for informal learning, while other relationships constrained such opportunities. These afforded or constrained opportunities were by nature spontaneous, planned, intentional or unintentional. The study also revealed that personal and organisational factors co-contributed to creating these social affordances or constraints. Common across groups was the importance given to the quality of relationships between co-workers. The way new and established co-workers participated and interacted in the workplace was found to represent important sociocultural processes that impacted on the effectiveness of informal learning. Overall, this study draws attention to the complexity of participation and interaction in the workplace. A major implication is that opportunities for informal learning are, potentially afforded or constrained by the social context. The study also highlighted conceptual and methodological issues in identifying and interpreting how co-workers learn informally in the workplace. Future research should establish how opportunities for effective informal learning might be fostered further through the design of more enabling workplace practices. The significance of perceived and expected roles between new and established co-workers also deserves further empirical attention, at the level of everyday informal practices but also at the level of organisational processes and structures that provide the broader context.

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Le, Clus Megan. "Affordances and constraints on informal learning in the workplace: a sociocultural perspective." Le Clus, Megan (2008) Affordances and constraints on informal learning in the workplace: a sociocultural perspective. PhD thesis, Murdoch University, 2008. http://researchrepository.murdoch.edu.au/485/.

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In the last few decades, the workplace has been increasingly recognised as a legitimate environment for learning new skills and knowledge, which in turn enables workers to participate more effectively in ever-changing work environments. Within the workplace there is the potential for continuous learning to occur not only through formal learning initiatives that are associated with training, but also through informal learning opportunities that are embedded within everyday work activities. Somewhat surprisingly however, there have been relatively limited empirical investigations into the actual processes of informal learning in the workplace. This may in part be due to the particular methodological challenges of examining forms of learning that are not structured or organised but incidental to daily work activities. There remains, therefore, a clear need to better understand how learning occurs informally in the workplace, and most importantly, to gain insight into workers' own accounts of informal learning experiences. This thesis addresses this issue by examining workers' personal experiences of informal learning, and how these contributed to better participation in their regular workplace activities. Four bodies of literature were reviewed as directly relevant to this research, adult learning, organisational learning, informal learning, and a sociocultural perspective on learning. Together, they provide complementary perspectives on the development of learning in the workplace. A conceptual framework, grounded in the sociocultural perspective, was developed to address the issue of how informal learning leads to better participation in the workplace, and reciprocally, how better participation leads to continuous informal learning. Consistent with the sociocultural perspective, the workplace was conceptualised as a complex social system in which co-workers, who constitute that social system, are assumed to co-regulate each other's learning opportunities. Social interactions, therefore, are considered as creating a context in which informal learning is afforded or constrained. Understanding what role workplace culture and socialisation play in affording or constraining informal learning opportunities is therefore crucial. This is because the relationships between co-workers is assumed to influence how both new and established co-workers participate in and experience the socialisation process and how they see their respective roles. The framework developed for the study generated two main research questions: How do co-workers learn informally in the workplace? and How does the workplace, as a social system, afford or constrain informal learning in the workplace? The methodology chosen for this empirical study was consistent with key concepts from the sociocultural perspective, namely that individuals and their social context must be studied concurrently as learning is assumed to be part of a social practice where activities are structured by social, cultural and situational factors. Accordingly, qualitative research methods were employed to gain knowledge and understanding of informal learning in the workplace from the perspective of co-workers. Co-worker's reflections on their informal learning experiences and participation in the workplace are presented in narrative form and their accounts interpreted from the sociocultural theoretical perspective. The narrative format provides a useful way of presenting data in a way that immerses the reader in the phenomenon, with enough concrete details that the reader can identify with the subjective experiences of informal learning of each participant. The study highlighted how the nature of some relationships between new and established co-workers afforded opportunities for informal learning, while other relationships constrained such opportunities. These afforded or constrained opportunities were by nature spontaneous, planned, intentional or unintentional. The study also revealed that personal and organisational factors co-contributed to creating these social affordances or constraints. Common across groups was the importance given to the quality of relationships between co-workers. The way new and established co-workers participated and interacted in the workplace was found to represent important sociocultural processes that impacted on the effectiveness of informal learning. Overall, this study draws attention to the complexity of participation and interaction in the workplace. A major implication is that opportunities for informal learning are, potentially afforded or constrained by the social context. The study also highlighted conceptual and methodological issues in identifying and interpreting how co-workers learn informally in the workplace. Future research should establish how opportunities for effective informal learning might be fostered further through the design of more enabling workplace practices. The significance of perceived and expected roles between new and established co-workers also deserves further empirical attention, at the level of everyday informal practices but also at the level of organisational processes and structures that provide the broader context.

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5

Kurihara, Noriko. "The Significance of Collaborative Learning in Foreign Language Education: A Sociocultural Perspective." Kyoto University, 2019. http://hdl.handle.net/2433/242721.

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Kyoto University (京都大学)
0048
新制・課程博士
博士(人間・環境学)
甲第21844号
人博第873号
新制||人||209(附属図書館)
2018||人博||873(吉田南総合図書館)
京都大学大学院人間・環境学研究科共生人間学専攻
(主査)准教授金丸敏幸, 教授谷口一美, 准教授高橋幸, 教授田地野彰
学位規則第4条第1項該当

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Engoron-March, Sandra Lyn. "Sociocultural adjustment and academic achievement of Mexican males with learning disabilities in U.S. middle schools: Parent and student perspectives." Diss., The University of Arizona, 2000. http://hdl.handle.net/10150/289210.

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This comparative ethnographic study examined factors hypothesized to be relevant to the success or failure to graduate from high school. Student participants were male Mexicans with learning disabilities (LD), enrolled in U.S. middle schools, who were nominated by two of their teachers as either "Likely to Graduate from High School," (LGHS) or "Unlikely to Graduate from High School," (UGHS). The theoretical perspective was that students' life circumstances are all intricately related and academic outcomes are mediated by the overall evaluation students have of their contextual events (Alva & Padilla, 1989). The objectives for the in-depth interviews with students and their parents, were developed from an ecological perspective of human development (Bronfenbrenner, 1977). Through interviews and archival reviews, an understanding was sought of the personal, social, and familial resources these students access to survive and eventually academically succeed. Among the findings were that students nominated as LGHS and their parents were comparatively more receptive to the exigencies of U.S. culture than their counterparts, the UGHS students and their parents. This greater receptivity contributed to the LGHS' greater progress in overcoming initial language limitations and effectively utilizing available resources. Also, parents of the LGHS group of students had attained a substantially higher average level of education than the parents of the UGHS students. The perceptions of the parents of the LGHS students had of themselves in terms of capacity to assist their children in their learning, differed markedly from the self-perceptions of the parents of the UGHS students who believed they were unable to support their children's learning-related experiences. Whereas LGHS students displayed social competence, problem-solving skills, autonomy, and orientation towards goals, UGHS students were commonly off-task, impulsive, and unable to self-regulate behaviors. Their maladaptive behaviors also negatively affected their acquisition of academic knowledge and development of skills. Among the recommendations are the implementation of intervention programs to enculturate parents into the social and literacy practices of the classroom and the school, and the promotion of cooperative linkages between school and families. Parents are the precursors of improvement in special education programs for minority students.

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Jansson, Magnus. ""Jag lärde mig väl det vanliga!" : Fem elevers erfarande av skrivande som aktivitet för lärande." Licentiate thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-72264.

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This study is about students’ work with writing as an activity for learning in year 4, 5 and 6 in compulsory school. The methodology used is inspired by phenomenography and the overall frame of analysis is sociocultural. The purpose of the study is to describe what five students experience they learn when writing and on the basis of that problematize students’ work with writing in school. The study includes five students, three boys and two girls, as well as five different writing assignments. The five writing assignments are of different character; argumentative, reflective, structured, narrative and communicative, and they aim to include several of the functions writing can have in school. The main material of the study consists of 25 interviews, five with each student, which have been conducted as closely as possible to the students’ work with the five different writing assignments. The study shows that students experience they learn differently depending on what type of writing assignment they are working with. In order for the students to perceive that they are learning a subject matter, which they are writing about, it seems the writing assignments need to be designed in a way that challenges the students’ thinking. Challenges of the type reflect, take a stand, motivate and compare seem to be effective for this purpose, even though they do not always seem to be sufficient for all students. Several students express uncertainty. They say that they learned something in general terms instead of giving clear examples, they ponder a long time, answer that ""you" can learn", that they perhaps learned something or they don’t know. The students seem to be unfamiliar with reflection around writing and learning and appear to need support, not only in their learning, but also to conceive that they learn something when they write. Teachers can not take for granted that students experience that they learn when they are writing or that students know why they are writing in school. It appears that conscious and structured work with writing, and with the students’ experience of writing, is needed.

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Masterman, Elizabeth Frances. "Representation, mediation, conversation : integrating sociocultural and cognitive perspectives in the design of a learning technology artefact for reasoning about historical causation." Thesis, University of Birmingham, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.404126.

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Hofmann, R. J. "Ownership in learning : a sociocultural perspective on pupil engagement, collaboration and agency in the classroom." Thesis, University of Cambridge, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.604142.

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The idea of personal involvement and significance in learning, frequently referred to as ‘ownership of learning’, is often taken for granted as something positive and unproblematic that individual learners can ‘have’. Building on a post-Vygotskian perspective, this study asks how we can understand ownership in a way that grounds it in socially embedded notions of learning and agency and in concrete classroom practice. The first part focuses on identifying and examining discourses of ownership in the literature and their theoretical underpinnings and pedagogical implications. It highlights the problematic nature of the dominant individualist notions of ownership focusing on autonomy, choice and self-expression. Alternative notions emphasising in-depth understandings; legitimation of pupils’ own perspectives; lived knowledge; connectedness to collective activities and risk taking are explored. The second part examines the multiple manifestations of learner ownership in practice in a classroom of 10 year olds engaging in a narrative approach to learning. The empirical data consists of repeated, in-depth pupil interviews grounded in participant observations of the learning activity. Pupils’ experiences of learning, collaboration, engagement and agency are studied as discursive ways of making sense of and giving meaning to the learning activity in which pupils participate. Finally, pupils’ perspectives (elicited in the second part) are used as ‘research critics’ of the theoretical discourses of ownership and agency. The detailed analysis shows that, while pupils talk a lot about choice and opportunities for expression, the sense of ‘ownership’ constructed in their experience is not solely about individual autonomy, personalised adaptation or personal voice. Rather pupils seek connectedness and interdependence. The study illustrates the social conditions which can enable classroom learning to become personally significant to children. The analysis brings out the need, and suggests ways in which, to build into classroom learning activity not only opportunities for individual distinction but opportunities for pupils to draw on each other’s thinking and other cultural resource.

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Lima, Fernando Silvério de. "Signs of Change in Adolescents Beliefs about learning English in Public School: a Sociocultural Perspective." Universidade Federal de Viçosa, 2012. http://locus.ufv.br/handle/123456789/4851.

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Made available in DSpace on 2015-03-26T13:44:27Z (GMT). No. of bitstreams: 1 texto completo.pdf: 4233628 bytes, checksum: e04345ad9cb7a3b2102015cfcd67c228 (MD5) Previous issue date: 2012-03-16
Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
Esta pesquisa teve por objetivo a investigação das crenças de alunos adolescentes de uma escola pública sobre a impossibilidade de aprendizagem da língua inglesa nesse contexto. O estudo de natureza interventiva foi realizado em uma turma de 32 alunos adolescentes com idade entre 13 e 15 anos em uma escola pública do estado de Minas Gerais (Brasil). O referencial teórico foi baseado em estudos da teoria sociocultural (Gallimore & Tharp, 1996; Johnson, 2006; John-Steiner & Mahn, 1996; Kinginger, 2002; Kozulin, 2003, 2004; Kozulin et al, 2003; Lantolf, 1994, 2007; Lantolf & Appel, 1994; Lantolf & Thorne, 2006; Moll, 1996; van der Veer & Valsiner, 1993, 1994, Vygotsky, 1978, 1986), crenças e mudança de crenças (Alanen, 2003; Barcelos, 2000, 2001, 2003, 2006; Barcelos & Kalaja, 2011; Basso, 2006; Conley et al, 2004; Johnson, 1999; Negueruela-Azarola, 2011; Pajares, 1992; Pintrich, Marx & Boyle, 1993; Richards & Lockhart, 1996; Richards, 1998; Tanaka & Ellis, 2003; Taylor, 2009; Tobin et al, 1994; Vieira-Abrahão, 2006; Wilkins & Ma, 2003; Yang & Kim, 2011), assim como características da adolescência (Arnett, 1999, 2006; Bandura, 2006; Basso, 2008; Buchanan, 1990, 1992; Macowski, 1993; Schunk & Meece, 2006; Pajares, 2006; Tiba, 1985; Vygotsky, 1994a, 1994b, 1998a, 1998b, 1998c). Para a metodologia, foram utilizados dois questionários semi-estruturados, uma narrativa da professora, feedback cards dos alunos, gravações de aulas em áudio, notas de campo e um grupo focal. Os resultados apontaram uma descrença dos alunos por cinco razões: indisciplina dos colegas, poucas aulas, material insuficiente, excesso de alunos por turma e a falta de um conhecimento básico na língua inglesa. Após a intervenção com o grupo, com a implementação de diferentes atividades para envolver os alunos na aprendizagem em sala de aula, suas crenças foram comparadas em termos de mudança. Os sinais de mudança nas crenças dos alunos sobre aprender inglês na escola pública foram observados como resultado de experiências positivas de aprendizagem na intervenção. Embora alguns fatores contextuais ainda influenciaram o grupo, o estudo mostrou que a mudança de crenças, apesar de difícil, é um processo que envolve prontidão, tempo e novas experiências de aprendizagem, que neste caso, foram oferecidas nas novas atividades propostas e as contínuas interpretações positivas dos alunos sobre elas.
This study aimed at investigating the beliefs of adolescent learners in a public school about the impossibility of learning English in that context. This was an intervention study carried out with 32 adolescent language learners aged between 13 and 15 years old in a public school in the state of Minas Gerais (Brazil). The theoretical framework was based on studies from sociocultural theory (Gallimore & Tharp, 1996; Johnson, 2006; John-Steiner & Mahn, 1996; Kinginger, 2002; Kozulin, 2003, 2004; Kozulin et al, 2003; Lantolf, 1994, 2007; Lantolf & Appel, 1994; Lantolf & Thorne, 2006; Moll, 1996; van der Veer & Valsiner, 1993, 1994, Vygotsky, 1978, 1986) on belief and belief change (Alanen, 2003; Barcelos, 2000, 2001, 2003, 2006; Barcelos & Kalaja, 2011; Basso, 2006; Conley et al, 2004; Johnson, 1999; Negueruela-Azarola, 2011; Pajares, 1992; Pintrich, Marx & Boyle, 1993; Richards & Lockhart, 1996; Richards, 1998; Tanaka & Ellis, 2003; Taylor, 2009; Tobin et al, 1994; Wilkins & Ma, 2003; Yang & Kim, 2011) as well as adolescence and its characteristics (Arnett, 1999, 2006; Bandura, 2006; Basso, 2008; Buchanan et al, 1990, 1992; Macowski, 1993; Schunk & Meece, 2006; Pajares, 2006; Tiba, 1985; Vygotsky, 1994a, 1994b, 1998a, 1998b, 1998c). The methodology comprised two semi-structured questionnaires, a teacher narrative, students feedback cards, audio-recorded classes, field notes and a focus group. The results suggested that students did not believe in learning English in public schools for five reasons: students disruptive talk and behavior, too few classes, insufficient materials, crowded classroom and lack of a basic knowledge in the English language. After an intervention with the group, with the implementation of different activities to engage students in classroom learning, their beliefs were compared in terms of change. Signs of change were observed in students beliefs about learning English in public school as a result of positive learning experiences in the intervention. Though contextual factors still had influence upon them, the study revealed that belief change, despite difficult, is a process that involves readiness, time and new learning experiences, which in this case, were provided in the new activities proposed and students ongoing positive interpretations of them.

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Books on the topic "Sociocultural perspectives on learning"

1

Online teaching and learning: Sociocultural perspectives. London, England: Bloomsbury Academic, An imprint of Bloomsbury Publishing Plc, 2013.

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Gwyn, Edwards, Lopez-Real Francis J, and Kwan Tammy, eds. Learning in school-university partnership: Sociocultural perspectives. New York, NY: Routledge, 2008.

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Barker, Lewis M. Learning and behavior: Biological, psychological, and sociocultural perspectives. 2nd ed. Upper Saddle River, N.J: Prentice Hall, 1997.

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Barker, Lewis M. Learning and behavior: Biological, psychological, and sociocultural perspectives. 3rd ed. Upper Saddle River, N.J: Prentice Hall, 2001.

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Säljö, Roger. Learning and discourse: A sociocultural perspective. [U.K.]: British Psychological Society, 1997.

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Lier, Leo Van. The ecology and semiotics of language learning: A sociocultural perspective. Boston: Kluwer Academic, 2004.

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Group work in the English language curriculum: Sociocultural and ecological perspectives on second language classroom learning. Houndmills, Basingstoke, Hampshire: Palgrave Macmillan, 2014.

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Women in Taiwan: Sociocultural perspectives. Indianapolis: University of Indianapolis Press, 2009.

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Reis, Giuliano, Michael Mueller, Rachel Gisewhite, Luiz Siveres, and Renato Brito, eds. Sociocultural Perspectives on Youth Ethical Consumerism. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-65608-3.

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Suzanne, Gaskins, ed. Play and development: Evolutionary, sociocultural, and functional perspectives. Mahwah, N.J: Lawrence Erlbaüm, 2007.

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Book chapters on the topic "Sociocultural perspectives on learning"

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Danish, Joshua A., and Melissa Gresalfi. "Cognitive and Sociocultural Perspectives on Learning." In International Handbook of the Learning Sciences, 34–43. New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315617572-4.

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Sutherland, Rosamund, Berner Lindström, and Lief Lahn. "Sociocultural Perspectives on~Technology-Enhanced Learning and Knowing." In Technology-Enhanced Learning, 39–53. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-1-4020-9827-7_3.

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Glăveanu, Vlad Petre, Ingunn Johanne Ness, Barbara Wasson, and Todd Lubart. "Sociocultural Perspectives on Creativity, Learning, and Technology." In Creativity Under Duress in Education?, 63–82. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-90272-2_4.

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Harris, Pauline, Cynthia Brock, Elspeth McInnes, Bec Neill, Alexandra Diamond, Jenni Carter, Ufemia Camaitoga, Meresiana Krishna, and Eleni Giannakis. "Conceptualising Language, Literacy and Learning as Sociocultural Practices." In International Perspectives on Early Childhood Education and Development, 77–97. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-6587-8_4.

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Kearney, Matthew, Kevin Burden, and Sandy Schuck. "Evaluating Education Apps from a Sociocultural Perspective." In Theorising and Implementing Mobile Learning, 129–51. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-8277-6_10.

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Booth, Dawn Karen. "Learning: A Social Perspective." In The Sociocultural Activity of High Stakes Standardised Language Testing, 73–102. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-70446-3_5.

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McCarty, Steve, Takeshi Sato, and Hiroyuki Obari. "Mobile Language Learning Pedagogy: A Sociocultural Perspective." In Implementing Mobile Language Learning Technologies in Japan, 19–32. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-2451-1_2.

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Miller, Jennifer. "Chapter 5. Social Languages and Schooling: The Uptake of Sociocultural Perspectives in School." In Language Learning and Teacher Education, edited by Margaret R. Hawkins, 113–46. Bristol, Blue Ridge Summit: Multilingual Matters, 2004. http://dx.doi.org/10.21832/9781853597657-008.

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Nguyen, Minh Hue. "A Sociocultural Perspective on Second Language Teacher Learning." In English Language Teacher Education, 43–65. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-9761-5_3.

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Almazova, Nadezhda, Anna Rubtsova, Yuri Eremin, Nora Kats, and Irina Baeva. "Tandem Language Learning as a Tool for International Students Sociocultural Adaptation." In Integrating Engineering Education and Humanities for Global Intercultural Perspectives, 174–87. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-47415-7_19.

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Conference papers on the topic "Sociocultural perspectives on learning"

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Wang, Zhaopu. "A Sociocultural Perspective on the Role of L1 in L2 Learning." In the 2017 International Conference. New York, New York, USA: ACM Press, 2017. http://dx.doi.org/10.1145/3160908.3160925.

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Ferrero, Federico, and Adriana Gewerc Barujel. "Algorithmic Driven Decision-Making Systems in Education: Analyzing Bias from the Sociocultural Perspective." In 2019 XIV Latin American Conference on Learning Technologies (LACLO). IEEE, 2019. http://dx.doi.org/10.1109/laclo49268.2019.00038.

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Chávez, Jorge, and Claudia Jaramillo. "Analysis of a teacher training process through the study of educational interaction." In HEAd'16 - International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2520.

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The purpose of the study is to describe and analyse the configuration of joint activity in a teacher’s training process from a teaching and learning sociocultural perspective. From this theoretical perspective, formal learning is conceived as a mediated social construction process of meanings around learning content, and teaching as a process of planned, systematic and sustained support for that construction process. Taking this into consideration, an assessment course was video recorded to analyse the interaction between teachers and students undertaking this course. The findings describe how mechanisms of educational influence emerge in the form of assessment situations, specifically as instances of correction and feedback of the assessment results. The findings make it possible to visualise the way in which these training processes of university teachers are structured and the need to expand the research to the analysis of the interaction. This raises the need to consider the teaching of assessment as a complex process that acknowledges different situations that could be favouring self-regulation, beyond teaching a set of criteria, techniques and strategies to assess learning.

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Thayer, Alexander. "Analyzing sociocultural perspectives on violence in digital games." In the 2007 conference. New York, New York, USA: ACM Press, 2007. http://dx.doi.org/10.1145/1328202.1328207.

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Bogicevic, K., and O. Yeremenko. "BAYANNO-ACCORDION RITUALISM AS A SOCIOCULTURAL PHENOMENON." In V International Youth Conference "Perspectives of Science and Education". Prague: Premier Publishing s.r.o., 2019. http://dx.doi.org/10.29013/v-conf-usa-6-10-14.

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Haroon, Harshita Aini, Noor Asliza Abdul Rahim, Noriha Basir, and Zaliza Zubir. "Addressing defeat in a political speech: An analysis from discourse and sociocultural perspectives." In PROCEEDINGS OF GREEN DESIGN AND MANUFACTURE 2020. AIP Publishing, 2021. http://dx.doi.org/10.1063/5.0044670.

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Weber, Alan S. "Sociocultural dimensions of e-learning in emerging nations." In 2014 International Conference on Advances in ICT for Emerging Regions (ICTer). IEEE, 2014. http://dx.doi.org/10.1109/icter.2014.7083912.

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Nadtochiy, Yulia. "Sociocultural Factors Influencing the Quality of Distance Learning." In 1st International Conference on Education: Current Issues and Digital Technologies (ICECIDT 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210527.003.

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Eliseev, Andrey, and Marina Ryabova. "FANFICTION ROLE IN THE FORMATION OF SOCIOCULTURAL IDENTITY." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.1266.

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R. Vogel, Douglas, Robert Davison, Ronnie H. Shroff, and Sajda Qureshi. "Sociocultural Learning in Globally Distributed Teams: An Exploratory Study." In 2001 Informing Science Conference. Informing Science Institute, 2001. http://dx.doi.org/10.28945/2425.

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Characteristics of the new millennium suggest that we give students the experience of working in multi-cultural distributed teams to prepare them for present and future organizational demands. In general, students respond positively to this type of learning activity. However, we know little in terms of what they are really learning, how to improve the environment in which that learning takes place and how to assess the improvements, if any. In this paper we use tenets of the sociocultural learning model to explore aspects of learning in culturally differentiated teams distributed on two continents, using groupware for project support. We conclude that learning is taking place in a number of ways that makes relevant use of multi-cultural distributed teams and that our measurement instrument provides an initial basis for comparison across classes and technologies to assess whether we are improving the learning environment.

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Reports on the topic "Sociocultural perspectives on learning"

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Chen, Runying. Teaching Merchandising Math: Aligning Four Perspectives on Learning Environments. Ames: Iowa State University, Digital Repository, 2013. http://dx.doi.org/10.31274/itaa_proceedings-180814-753.

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Draper, Daniel. Guiding the Work of Professional Learning Communities: Perspectives for School Leaders. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1822.

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Lovejoy, Alan S. Student Anesthetist Learning Curve Perspectives on Sciatic Nerve Localization Proficiency - A Pilot Study. Fort Belvoir, VA: Defense Technical Information Center, September 2000. http://dx.doi.org/10.21236/ad1012324.

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Voegele, Janelle. Understanding the Role of Social, Teaching and Cognitive Presence in Hybrid Courses: Student Perspectives on Learning and Pedagogical Implications. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.760.

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Means, Barbara, Vanessa Peters, Julie Neisler, Korah Wiley, and Rebecca Griffiths. Lessons From Remote Learning During COVID-19. Digital Promise, March 2021. http://dx.doi.org/10.51388/20.500.12265/116.

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The abrupt transition to remote instruction in response to COVID-19 posed significant challenges for both students and instructors. This report provides data on the prevalence of the different kinds of challenges college students faced during the shift to remote instruction and the nature of spring 2020 courses from the perspectives of both students and instructors. These descriptions are complemented by survey data on the prevalence of online instructional practices that are generally recommended in the online learning literature and analyses of the relationship of these practices to student satisfaction with their course. This report describes findings from two research activities conducted concurrently: a survey of a nationally representative sample of over 1,000 undergraduates who were taking online courses that included in-person meetings when they began and had to switch to entirely remote instruction; and qualitative descriptions of 29 courses offered by 10 institutions, based on interviews and focus groups with students and instructors.

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Dell'Olio, Franca, and Kristen Anguiano. Vision as an Impetus for Success: Perspectives of Site Principals. Loyola Marymount University, 2009. http://dx.doi.org/10.15365/ceel.policy.2.

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Findings from the first two years of a 3-year evaluation of the PROMISE Model pilot are presented in this policy brief that seeks to understand the extent to which school principals know, understand, and act upon research-based principles for English Language Learners (ELL) and their intersection with the California Professional Standards for Educational Leadership related to promoting ELL success. Surveys and focus groups were used to gather data from school principals at fifteen schools throughout Southern California including early childhood, elementary, middle, and high schools. School principals identified several areas where PROMISE serves as a beacon of hope in promoting and validating critical conversations around a collective vision for success for all learners including ELL, bilingual/biliterate, and monolingual students. Educational and policy recommendations are provided for the following areas: 1) recruitment and selection of personnel and professional development; 2) accountability, communication and support; and 3) university-based educational leadership programs. This policy brief concludes with a call for school principals to facilitate the development, implementation, and stewardship of a vision for learning that highlights success for English Learners and shared by the school and district community.

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Lavadenz, Magaly, and Gisela O’Brien. District Administrators' Perspectives on the Impact of The Local Control Funding Formula on English Learners. Loyola Marymount University, 2017. http://dx.doi.org/10.15365/ceel.policy.6.

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Two years into implementation, this policy brief examines how California’s Local Control Funding Formula (LCFF) and its accompanying Local Control Accountability Plan (LCAP) meet the needs of English Learners (ELs). Researchers seek to understand district administrator perspectives on the impact of LCFF for ELs through interviews and focus groups with administrators that represent districts from Northern, Central, and Southern California. Findings reveal that although the LCAP serves as a mechanism to increase personnel and PD efforts to address EL needs, it is still largely viewed as a compliance document that requires alignment with other strategic documents and is sensitive to changes in leadership. The following policy recommendations are made as a result of these findings: 1) re-design the LCAP to support districts in specifying EL learning goals, services, assessments and expected outcomes; 2) differentiate support for district administrators; and 3) invest (long-term) in district-level and site-level professional development with a focus on EL success.

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Olsen, Laurie, Kathryn Lindholm-Leary, Magaly Lavadenz, Elvira Armas, and Franca Dell'Olio. Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative: A Three-Year Pilot Study Research Monograph. PROMISE INITIATIVE, February 2010. http://dx.doi.org/10.15365/ceel.seal2010.

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The Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative Research Monograph is comprised of four sub-studies that took place between 2006 and 2009 to examine the effectiveness of the PROMISE Initiative across six implementing counties. Beginning in 2002, the superintendents of the six Southern California County Offices of Education collaborated to examine the pattern of the alarmingly low academic performance of English learners (EL) across Los Angeles, Orange, San Bernardino, San Diego, Riverside, and Ventura. Together, these six counties serve over one million EL students, more than 66% of the total EL population in the state of California, and close to 20% of the EL population in the nation. Data were compiled for the six counties, research on effective programs for ELs was shared, and a common vision for the success of ELs began to emerge. Out of this effort, the PROMISE Initiative was created to uphold a critical vision that ensured that ELs achieved and sustained high levels of proficiency, high levels of academic achievement, sociocultural and multicultural competency, preparation for successful transition to higher education, successful preparation as a 21st century global citizen, and high levels of motivation, confidence, and self-assurance. This report is organized into six chapters: an introductory chapter, four chapters of related studies, and a summary chapter. The four studies were framed around four areas of inquiry: 1) What is the PROMISE model? 2) What does classroom implementation of the PROMISE model look like? 3) What leadership skills do principals at PROMISE schools need to lead transformative education for ELs? 4) What impact did PROMISE have on student learning and participation? Key findings indicate that the PROMISE Initiative: • resulted in positive change for ELs at all levels including achievement gains and narrowing of the gap between ELs and non-ELs • increased use of research-based classroom practices • refined and strengthened plans for ELs at the district-level, and • demonstrated potential to enable infrastructure, partnerships, and communities of practice within and across the six school districts involved. The final chapter of the report provides implications for school reform for improving EL outcomes including bolstering EL expertise in school reform efforts, implementing sustained and in-depth professional development, monitoring and supporting long-term reform efforts, and establishing partnerships and networks to develop, research and disseminate efforts.

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Olsen, Laurie, Kathryn Lindholm-Leary, Magaly Lavadenz, Elvira Armas, and Franca Dell'Olio. Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative: A Three-Year Pilot Study Research Monograph. PROMISE INITIATIVE, February 2010. http://dx.doi.org/10.15365/ceel.promise2010.

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The Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative Research Monograph is comprised of four sub-studies that took place between 2006 and 2009 to examine the effectiveness of the PROMISE Initiative across six implementing counties. Beginning in 2002, the superintendents of the six Southern California County Offices of Education collaborated to examine the pattern of the alarmingly low academic performance of English learners (EL) across Los Angeles, Orange, San Bernardino, San Diego, Riverside, and Ventura. Together, these six counties serve over one million EL students, more than 66% of the total EL population in the state of California, and close to 20% of the EL population in the nation. Data were compiled for the six counties, research on effective programs for ELs was shared, and a common vision for the success of ELs began to emerge. Out of this effort, the PROMISE Initiative was created to uphold a critical vision that ensured that ELs achieved and sustained high levels of proficiency, high levels of academic achievement, sociocultural and multicultural competency, preparation for successful transition to higher education, successful preparation as a 21st century global citizen, and high levels of motivation, confidence, and self-assurance. This report is organized into six chapters: an introductory chapter, four chapters of related studies, and a summary chapter. The four studies were framed around four areas of inquiry: 1) What is the PROMISE model? 2) What does classroom implementation of the PROMISE model look like? 3) What leadership skills do principals at PROMISE schools need to lead transformative education for ELs? 4) What impact did PROMISE have on student learning and participation? Key findings indicate that the PROMISE Initiative: • resulted in positive change for ELs at all levels including achievement gains and narrowing of the gap between ELs and non-ELs • increased use of research-based classroom practices • refined and strengthened plans for ELs at the district-level, and • demonstrated potential to enable infrastructure, partnerships, and communities of practice within and across the six school districts involved. The final chapter of the report provides implications for school reform for improving EL outcomes including bolstering EL expertise in school reform efforts, implementing sustained and in-depth professional development, monitoring and supporting long-term reform efforts, and establishing partnerships and networks to develop, research and disseminate efforts.

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Bolstad, Rachel. Opportunities for education in a changing climate: Themes from key informant interviews. New Zealand Council for Educational Research, October 2020. http://dx.doi.org/10.18296/rep.0006.

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How can education in Aotearoa New Zealand respond to climate change? This report, part of our wider education and climate change project, outlines findings from 17 in-depth interviews with individuals with a range of viewpoints about climate change and the role of education. Five priority perspectives are covered: youth (aged 16–25); educators; Māori; Pacific New Zealanders; and people with an academic, education system, or policy perspective. Key findings are: Education offers an important opportunity for diverse children and young people to engage in positive, solutions-focused climate learning and action. Interviewees shared local examples of effective climate change educational practice, but said it was often down to individual teachers, students, and schools choosing to make it a focus. Most interviewees said that climate change needs to be a more visible priority across the education system. The perspectives and examples shared suggest there is scope for growth and development in the way that schools and the wider education system in Aotearoa New Zealand respond to climate change. Interviewees’ experiences suggest that localised innovation and change is possible, particularly when young people and communities are informed about the causes and consequences of climate change, and are engaged with what they can do to make a difference. However, effective responses to climate change are affected by wider systems, societal and political structures, norms, and mindsets. Interviewee recommendations for schools, kura, and other learning settings include: Supporting diverse children and young people to develop their ideas and visions for a sustainable future, and to identify actions they can take to realise that future. Involving children and young people in collective and local approaches, and community-wide responses to climate change. Scaffolding learners to ensure that they were building key knowledge, as well as developing ethical thinking, systems thinking, and critical thinking. Focusing on new career opportunities and pathways in an economic transition to a low-carbon, changed climate future. Getting children and young people engaged and excited about what they can do, rather than disengaged, depressed, or feeling like they have no control of their future.

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