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Descriptors:
Marine Education; Navigation; Professional Training; Social Environment; Interaction; Training Methods; Computer Simulation; Simulated Environment; Role Playing; Qualitative Research; Computer Assisted Instruction; Cooperative Learning; Instructional Effectiveness; Learning Activities; Learning Processes

Abstract:
Research on simulator training has rarely focused on the way simulated contexts are constructed collaboratively. This study sheds light on how structuring role-play and fostering social interactions may prove fruitful for designing simulator training. The article reports on a qualitative study of nautical students training in a ship simulator. The study examines how a group of students, together with a professional maritime pilot, enacted professional roles and collaboratively constructed a simulated context for learning to navigate. Their activities on the bridge were framed within the maritime profession's hierarchical system of captain and officers, and we examine in detail how these institutionally defined positions become important resources for meaning-making during role-play. The article portrays how two competing activity contexts were constructed, and how the role-play provided opportunities for enacting professional roles and work tasks. However, it also shows that it is challenging to pick up on what is significant to learn and to confront this in debriefing. The article concludes that the students' collaboration and meaning-making is an entity of training that may be more efficiently addressed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Interaction; Conferences (Gatherings); Educational Research; Research Methodology; Educational Technology; Computer Assisted Instruction; Cooperative Learning

Abstract:
The theme of this year's Computer-Supported Collaborative Learning (CSCL) 2013 conference--"To see the world 'and' a grain of sand: Learning across levels of space, time and scale"--targets a provocative challenge for CSCL, namely that the interactions of collaborative learning be understood, supported and analysed at multiple levels. As the conference call puts it, "the attention to the theoretical, methodological and technological issues of addressing research at multiple levels is highly relevant to current research in CSCL, as well as to developing an emerging understanding of the epistemological and methodological issues that will shape the intellectual efforts well into the future." The attempt to bridge across levels of analysis--in CSCL theory, analysis and practice--stands at the forefront of CSCL research today. CSCL research typically investigates processes at the individual, small-group and community units of analysis. However, individual CSCL studies generally each focus on only one of these units. Moreover, there is little data-based analysis of how the three levels are connected, although it is clear that such connections are crucially important to understanding and orchestrating learning in CSCL settings. The introduction to the last issue of the "International Journal of Computer-Supported Collaborative Learning" (Stahl 2012b) proposed that the levels of individual learning, group cognition and community knowledge building may be connected by emergent "interactional resources," which can mediate between the levels. The question of how the local interactional resources that mediate sequential small-group interaction are related to large-scale socio-cultural context as well as to individual learning is an empirical question in each case. There are many ways these connections across levels take place, and it is likely that they often involve mechanisms that are not apparent to participants. This paper explores one way of thinking about how such connections can occur: interactional resources. (Contains 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Middle School Students; Interaction; Problem Solving; Mathematics Instruction; Synchronous Communication; Visual Aids; Computer Mediated Communication; Discussion; Computer Assisted Instruction; Multimedia Instruction; Multimedia Materials; Content Analysis; Discourse Analysis; Cooperative Learning; Instructional Effectiveness; Learning Processes

Abstract:
In this paper we examine how two groups of middle school students arrive at shared understandings of and solutions to mathematical problems. Our data consists of logs of student participation in the Virtual Math Teams (VMT) system as they work on math problems. The project supports interaction both through chat and through a virtual whiteboard. We have examined in detail, the sequential work these students do to constitute and specify "the problem" on which they are working in the ways they produce whiteboard objects and text postings. Solutions emerge as students come to understand the problem on which they are working. This understanding is achieved through gradual respecification of the math problem on which they are working. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Science Instruction; Visual Aids; Energy; Heat; Interaction; Scientific Concepts; Speech; Content Area Writing; Learning Processes; Computer Assisted Instruction; Multimedia Instruction; Multimedia Materials

Abstract:
This paper reports on a study of students' conceptual sensemaking with science diagrams within a computer-based learning environment aimed at supporting collaborative learning. Through the microanalysis of students' interactions in a project about energy and heat transfer, we demonstrate "how" representations become productive social and cognitive resources in the students' conceptual sensemaking. Taking a socio-cultural approach, the study aims to contribute on two levels. First, by providing insight into the interactional processes in which students encounter a particular type of representation: science diagrams. Second, the study aims to demonstrate that an important aspect of students' encounters with science representations concerns making sense of how to respond to institutional norms and social practices embedded within the context of schooling. The findings demonstrate how the science diagrams become productive social and individual resources for the students by slowing down the students' conceptual sensemaking processes and by opening up a space for the interpretation and negotiation of scientific concepts, as well as of the representations themselves. The study also shows the challenges involved when students move from oral to written accounts in their inquiries. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Content Analysis; Early Intervention; Mothers; Infants; Parent Child Relationship; Interaction; Interviews; Parent Attitudes; Program Effectiveness; Mental Disorders; Knowledge Level; Emotional Development; Child Rearing; Foreign Countries; At Risk Persons

Abstract:
Studies focusing on mothers' own reports of their experience with intervention programmes are rare, so very little has been known about their evaluations of the programmes and what they have learned. The aim of the present study was to use interviews to evaluate these aspects of an intervention programme. The interviews were designed to capture the mothers' memories and thoughts about their experiences and to learn about the knowledge they acquired in a short-term intervention programme. Forty-six mothers identified as being at psychosocial risk were interviewed. The interview materials were analysed using qualitative content analysis. Two categories were identified: emotional context, and knowledge. The material assigned to the second category was further divided into three sub-categories. The study results point to the equal importance of actual knowledge and to the emotional dimension. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Achievement; Equal Education; Foreign Countries; Classification; School Community Relationship; Human Resources; Volunteers; Inclusion; Minority Group Students; Ethnicity; Racial Differences; At Risk Students; Interaction; Grouping (Instructional Purposes); Heterogeneous Grouping; Adults; Case Studies; Educational Environment

Abstract:
Despite the limited success of grouping students by attainment in enhancing educational achievement for all, this practice is still widely followed in European schools. Aiming at identifying successful educational actions that promote high academic achievement and social inclusion and cohesion, part of the EU-sponsored Europe-wide INCLUD-ED project analysed different ways of grouping students in classrooms. A classification was developed that distinguishes between three ways according to two dimensions--homogeneity/heterogeneity and use of human resources. This classification differentiates among mixture, streaming, and inclusion. In this paper, an example of inclusive action, Interactive Groups (IGs), is explored in depth. Based on grouping students heterogeneously and including adults from the community in the classroom, IGs address educational inequalities and enhance learning for students participating in them. Empirical data obtained from three case studies in schools in Spain indicate that IGs are one of the most successful inclusive actions implemented in these schools. (Contains 2 tables and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Psychological Patterns; Ethnography; Foreign Countries; Educational Change; Ideology; Religious Cultural Groups; Interaction; Group Dynamics; Role; Social Psychology

Abstract:
Based on an interactionist framework, this article examines how followers of a contemporary Chinese religious movement, Falun Gong, deal with a crisis situation and sustain their conviction in the absence of their charismatic leader. Data were collected during a yearlong ethnography of the Falun Gong in Chicago and Hong Kong. The findings reveal that followers experienced cognitive dissonance as a result of the Chinese authorities' suppression and their leader's disappearance. To cope with the external and internal threats, they engaged in frequent collective actions and discourses. These collective exercises allowed them to act out their shared ideology, reaffirm their ideological mentality, and activate their ideological passion. Through interaction and collective interpretation, followers not only reconstructed meanings out of the confusion, they also romanticized the charisma of their missing leader. This article asserts the critical role of doing ideology in sustaining a movement and integrates an interactionist, social psychological approach into the literature of social movements. (Contains 12 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Team Teaching; Science Teachers; Secondary School Science; Physics; Teacher Leadership; Power Structure; Interprofessional Relationship; Interaction; Semiotics; Faculty Development; Curriculum Development; Group Dynamics

Abstract:
This article interrogates the "soft power" of teacher teamwork by probing the ways in which authority conditions the appropriation of institutional motives through collective meaning making. The study analyzes the interaction of a teacher-leader and a science teacher team across two settings of professional development organized to promote curricular reform in their U.S. secondary school. The premise of the analysis draws on frameworks from cultural-historical theories, sociological perspectives, and social semiotics to view authority as the outcome of relations of power and control. The analysis reveals how the negotiation of legitimacy in interaction functions to open up or close down possibilities for acquiring motives appropriate to subject matter, teaching, and student learning in teachers' professional practice. The article makes a novel contribution to post-Vygotskian theoretical development in its presentation of authority as an attribute of the dialectical relationship of person and society in the production of institutionalized objects. (Contains 2 tables, 4 excerpts, and 5 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Grade Point Average; Genetics; Social Environment; Depression (Psychology); Interaction; Body Weight; Twins; Children; Environmental Influences; Correlation; Birth; Nutrition; Delinquency; Prenatal Influences

Abstract:
Numerous studies report gene-environment interactions, suggesting that specific alleles have different effects on social outcomes depending on environment. In all these studies, however, environmental conditions are potentially endogenous to unmeasured genetic characteristics. That is, it could be that the observed interaction effects actually reflect underlying genetic tendencies that lead individuals into certain environments. What is critical to move this literature forward is random environmental variation that we know is not correlated with innate characteristics of subjects. We exploit a natural experiment that randomizes a particular stressor--birth weight discordance within twin pairs--to address this challenge and ask: Do random differences in early environment (prenatal nutrition) moderate genetic effects on depression, delinquency, or GPA? Using Add Health data, the only consistently significant allele-birth weight interaction we reveal works in the opposite direction of Caspi et al.'s classic finding regarding the interaction of maltreatment with genetic variation in the serotonin transporter promoter. Less robust interactions found for "DRD2" and "MAOA" are consistent with this pattern that reverses prior findings. These results do not necessarily overturn existing research but support our methodological point that gene-environment research must address endogeneity. (Contains 6 tables, 1 figure and 9 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Validity; Intervention; Measures (Individuals); Student Behavior; Undergraduate Students; Generalizability Theory; Rating Scales; Higher Education; Interaction; Evaluation; Reliability; Psychology

Abstract:
The current study served to extend previous research on scaling construction of Direct Behavior Rating (DBR) in order to explore the potential flexibility of DBR to fit various intervention contexts. One hundred ninety-eight undergraduate students viewed the same classroom footage but rated student behavior using one of eight randomly assigned scales (i.e., differed with regard to number of gradients, length of scale, discrete vs. continuous). Descriptively, mean ratings typically fell within the same scale gradient across conditions. Furthermore, results of generalizability analyses revealed negligible variance attributable to the facet of scale type or interaction terms involving this facet. Implications for DBR scale construction within the context of intervention-related decision making are presented and discussed. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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