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Multimodality in Children's Socially Situated Learning in Haiti: A Video-Based Ethnographic Analysis
Peer reviewed
Direct linkHoffman, Diane M. – International Journal of Qualitative Studies in Education (QSE), 2023
Using perspectives drawn from recent work in the anthropology of learning as socially situated practice, alongside attention to multimodality as a lens for exploring learning, this article analyzes patterns of meaning-making among children engaged in small group learning during an after-school Creole literacy program in Haiti. Ethnographic…
Descriptors: Foreign Countries, Cooperative Learning, After School Programs, Creoles
Kovanen, Bruce; Turnipseed, Nicole; Mericle, Megan; Roozen, Kevin – Across the Disciplines, 2022
Scholarship animating both WAC/WID (Allan, 2013; Gere, et al., 2018; Hendrickson, 2016; Kells, 2007; Reid, et al., 2016) and STEM (Roth, 2003; Roth & Jornet, 2013; Tsui, 2007) has increasingly called for pedagogical attention to learners' lived, embodied experiences of knowing, writing, and becoming in and across disciplinary worlds. As one…
Descriptors: STEM Education, Physics, Organic Chemistry, Intermode Differences
Schmier, Stephanie Anne – Contemporary Issues in Technology and Teacher Education (CITE Journal), 2022
This article explores the possibilities of incorporating collaborative digital storytelling into preservice teacher education to support teachers in learning about their students' rich perspectives on teaching and learning. Data were gathered in an elementary literacy methods course at a public university in the northeastern United States to…
Descriptors: Story Telling, Preservice Teachers, Preservice Teacher Education, Literacy
