Thematische Bibliographien / The sociocultural theory

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Auswahl der wissenschaftlichen Literatur zum Thema „The sociocultural theory“

Autor: Grafiati

Veröffentlicht am 29. Juni 2021

Zuletzt aktualisiert am 12. Februar 2022

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Zeitschriftenartikel zum Thema "The sociocultural theory"

Torres-Velásquez, Diane. „Sociocultural Theory“. Remedial and Special Education 21, Nr. 2 (März 2000): 66–69. http://dx.doi.org/10.1177/074193250002100201.

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Kozulin, Alex. „Sociocultural Contexts ofCognitive Theory“. Human Development 42, Nr. 2 (1999): 78–82. http://dx.doi.org/10.1159/000022612.

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Newman, Stephen. „Vygotsky, Wittgenstein, and sociocultural theory“. Journal for the Theory of Social Behaviour 48, Nr. 3 (20.06.2018): 350–68. http://dx.doi.org/10.1111/jtsb.12174.

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Ameri, Maryam. „Criticism of the Sociocultural Theory“. Budapest International Research and Critics Institute (BIRCI-Journal): Humanities and Social Sciences 3, Nr. 3 (29.07.2020): 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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Mees. „Sociocultural Theory and the leub Inscriptions“. Journal of English and Germanic Philology 110, Nr. 4 (2011): 474. http://dx.doi.org/10.5406/jenglgermphil.110.4.0474.

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Lantolf, James P., und Aneta Pavlenko. „Sociocultural Theory and Second Language Acquisition“. Annual Review of Applied Linguistics 15 (März 1995): 108–24. http://dx.doi.org/10.1017/s0267190500002646.

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Although the sociocultural theory (henceforth SCT) of mental activity, rooted in the work of L. S. Vygotsky and his colleagues, has certainly come to the fore in developmental and educational research (cf. Forman, et al. 1993, Lave and Wenger 1991, Moll 1990, Newman, et al. 1989), it is still very much the “new kid on the block” as far as SLA research is concerned. Recently, however, SCT has begun to enjoy increased attention among L2 researchers, as is amply attested in the bibliography of this paper. This research has focused on three general areas: activity theory and the relevance of motives and goals for L2 learning; the role of private speech in L2 learning; and learning in the zone of proximal development. These areas serve as the organizing basis for the survey that follows. The overview begins, however, with a brief, but necessary, overview of the theory itself.

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Lantolf, James P., und Tracy G. Beckett. „Sociocultural theory and second language acquisition“. Language Teaching 42, Nr. 4 (Oktober 2009): 459–75. http://dx.doi.org/10.1017/s0261444809990048.

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Second language acquisition (SLA) research informed by sociocultural theory (henceforth, SCT) began in earnest with the publication of Frawley & Lantolf's (1985) article on L2 (second language) discourse (described in the timeline proper). Since then, well over 300 journal articles, book chapters and doctoral dissertations have appeared in the research literature. Although the term ‘sociocultural’ is often applied to a wide array of approaches to research that seeks to understand what it means to be a human being, in the present timeline, we restrict its interpretation to refer to the specific theory of psychological development proposed by Vygotsky (1986). Other approaches that have appropriated the term, such as those emanating from the writings of Bakhtin (1981), while compatible in many respects with Vygotskian theory, have a different focus and are not strictly speaking psychological or psycholinguistic theories. To be sure, Vygotsky rarely used the term ‘sociocultural’, preferring instead ‘cultural psychology’ or ‘cultural-historical psychology’ to refer to his theory. Wertsch (1985) is generally credited with having coined the term ‘sociocultural’ as a way of capturing the notion that human mental functioning results from participation in, and appropriation of, the forms of cultural mediation integrated into social activities.

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Sundin, Olof, und Jenny Johannisson. „Pragmatism, neo‐pragmatism and sociocultural theory“. Journal of Documentation 61, Nr. 1 (Februar 2005): 23–43. http://dx.doi.org/10.1108/00220410510577998.

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Bidell, Thomas R. „The Transformative Turn in Sociocultural Theory“. Human Development 60, Nr. 1 (2017): 55–59. http://dx.doi.org/10.1159/000475235.

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van Compernolle, Rémi A., und Lawrence Williams. „Sociocultural theory and second language pedagogy“. Language Teaching Research 17, Nr. 3 (12.06.2013): 277–81. http://dx.doi.org/10.1177/1362168813482933.

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Dissertationen zum Thema "The sociocultural theory"

Lovell, Jennifer Lynn. „Parents' Experiences with Sociocultural Messages: Qualitative Theory Informing Prevention of Childhood Weight-Related Problems“. OpenSIUC, 2012. https://opensiuc.lib.siu.edu/dissertations/636.

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The U.S. toxic food environment has impacted the increased rates of childhood obesity and disordered eating patterns (Battle & Brownell, 1996), and prevention efforts are beginning to take an ecological approach to addressing these weight-based problems. Researchers have begun to discuss the importance of starting prevention efforts during infancy and early childhood (Flynn et al., 2006; Olstad & McCargar, 2008). Caregivers and parents have the most impact on child eating and activity levels during early development, but there is scarce research on ways to engage parents in programming. The present study used a qualitative design to investigate parents' experiences receiving, making meaning of, and applying sociocultural messages about children's health and nutrition. Individual interviews were conducted with parents from 16 very low-income Early Head Start families. Interview transcripts, field notes, documentary evidence, and follow-up participant checks were used during grounded theory analysis of the data (Corbin & Strauss, 2008). A theoretical model of parental movement toward action was developed that included (a) the culture and context influencing parents, (b) parents' sources of social and cultural messages, (c) parental attitude and engagement, (d) parental motivation for action, (e) intervening conditions impacting motivation and application, and (f) parent action taken on the individual and social levels. The categories and subcategories of the model are illustrated by narrative data. Implications for research, parent engagement, and prevention programming for weight-related problems in young children are discussed.

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Pietsch, James Roderick. „Collaborative learning in mathematics“. University of Sydney, 2005. http://hdl.handle.net/2123/1088.

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Doctor of Philosophy (PhD)
This study looked at the implementation of a collaborative learning model at two schools in Sydney designed to realise the principles recommended by reform documents such as the Principles and Standards for School Mathematics (NCTM, 2000) and policy documents including Numeracy, A Priority for All (DETYA, 2000). A total of 158 year seven and year eight students ranging in age from 12 to 15 years old from two schools participated in the study. In all, seven classroom teachers participated in the study each completing two topics using the collaborative learning model. Four research questions were the focus of the current study. Three research questions were drawn from eight principles identified in the literature regarding what constitutes effective mathematics learning. These questions related to the nature of collaboration evident in each classroom, the level of motivation and self-regulation displayed by students in the different types of classrooms and the relationship between learning mathematics within the collaborative learning model and real-world mathematics. A final research question examined the degree to which the concerns of teachers relating to preparing students for examinations are met within the collaborative learning model. Several different data collection strategies were adopted to develop a picture of the different forms of activity evident in each classroom and the changes that took place in each classroom during and after the implementation of the collaborative learning model. These included classroom observations, interviews with student and teacher participants, questionnaires and obtaining test results. Both exploratory and confirmatory factor analysis were used to reduce the data collected. Factor scores and test results were compared using t-tests, ANOVAs and Mann Whitney nonparametric tests. Data collected from interviews and classroom observations were analysed using a grounded approach beginning with the open coding of phenomena. Leont’ev’s theoretical approach to activity systems (1972; 1978) was then used to describe the changing nature of classroom activity with the introduction of the collaborative learning model. Within the collaborative classrooms there were a greater number of mathematical voices participating in classroom discussions, a breaking down of traditional roles held by teachers and students, and dominant patterns of collaboration evident in each classroom reflecting pre-existing cultural ways of doing. Furthermore, there was some quantitative evidence suggesting that student levels of critical thinking, self-regulation and help seeking increased and students were also observed regulating their own learning as well as the learning of others. Classroom practice was also embedded in the cultural practice of preparing topic tests, enabling students to use mathematics within the context of a work group producing a shared outcome. Finally, there was quantitative evidence that students in some of the collaborative classes did not perform as well as students in traditional classrooms on topic tests. Comments from students and teachers, however, suggested that for some students the collaborative learning model enabled them to learn more effectively, although other students were frustrated by the greater freedom and lack of direction. Future research could investigate the effectiveness of strategies to overcome this frustration and the relationship between different types of collaboration and developing mathematical understanding.

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Cochrane, Krysta Leeanne. „An articulation of Indigenous and sociocultural approaches : theory, methodology, and application to Indigenous school engagement“. Thesis, University of British Columbia, 2009. http://hdl.handle.net/2429/10177.

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This thesis is a philosophical inquiry that advances an articulation of Indigenous theories of learning and methodology with Vygotsky's sociocultural theory and methodology. An Indigenized sociocultural approach may provide a culturally appropriate theoretical and methodological framework that enables researchers to overcome the prevailing ideological assumptions in the conduct of research with Indigenous communities, including eurocentrism, objectivism, and psychological individualism. More specifically, by Indigenizing a sociocultural approach, and approaching research with this new framework, researchers may be better equipped to conduct research with communities and educators in ways that lead to the production of culturally sensitive recommendations for communities, schools, and classrooms to help engage Indigenous youths. Research that is culturally appropriate is urgently needed given the significantly higher early school leaving rates of Indigenous students compared to non-Indigenous students, due in part to historical, social, and cultural factors. The Indigenized sociocultural approach generated through this philosophical inquiry is applied to Indigenous early school leaving and disengagement in order to highlight how such an approach may contribute to the literature. In addition, recommendations based on the extant literature that explore the possibility of increasing school engagement with Indigenous youths are used as guidelines for future empirical research. Finally, limitations of the theory, methodology, and the thesis itself are discussed.

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Félix, Sandoval Claudia Margarita. „Leadership and entrepreneurship from a sociocultural perspective: an international study“. Doctoral thesis, Universitat Autònoma de Barcelona, 2017. http://hdl.handle.net/10803/405256.

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El liderazgo y el emprendimiento son reconocidos cada vez más por desempeñar un papel esencial en el desarrollo social y económico. En consecuencia, académicos, gestores de políticas públicas, directivos y emprendedores, han mostrado un interés particular en la comprensión de este fenómeno. La investigación en torno al liderazgo y el emprendimiento ha abarcado factores como la personalidad, los atributos, conocimientos, habilidades y comportamientos. Dichos elementos son básicamente determinados por el entorno sociocultural. A pesar de que se ha avanzado en la identificación de estos factores, menor atención se ha mostrado en el análisis y la integración de estudios empíricos destinados a incrementar la capacidad y el desarrollo del liderazgo y el emprendimiento en el ámbito mundial. El objetivo de esta investigación es analizar la relación entre el liderazgo y el emprendimiento desde una perspectiva sociocultural. Así, los objetivos específicos son: 1) explorar el contenido y evolución de la investigación sobre los factores socioculturales (instituciones informales) que influyen en el liderazgo y el emprendimiento; 2) analizar las instituciones informales que influyen en el liderazgo emprendedor; 3) estudiar las instituciones informales que afectan el liderazgo (considerando tanto el contexto internacional como el contexto de países en desarrollo); y 4) analizar las dimensiones del liderazgo que influyen en el emprendimiento. Este estudio se basa en dos marcos teóricos. La teoría económica institucional (North, 1990) se utilizará para sustentar el estudio sobre emprendimiento y la teoría de la organización social y económica (Weber, 1947), para el estudio del liderazgo. Los principales hallazgos de la investigación revelan que las instituciones informales, tales como las creencias, los valores y actitudes de una sociedad (independencia, toma de riesgos, religión, tolerancia, creatividad, poder, responsabilidad, resiliencia, red social y capital social) determinan el comportamiento de los miembros de la sociedad y en consecuencia, la decisión de convertirse en líderes. Además, la presente investigación señala que el liderazgo tiene un fuerte efecto sobre el emprendimiento, especialmente el liderazgo carismático y transformacional. La metodología desarrollada es cuantitativa y se basa fundamentalmente en datos internacionales obtenidos de la encuesta mundial sobre valores (World Values Survey), el proyecto GLOBE (Global Leadership and Organizational Behavior Effectiveness) y el proyecto GEM (Global Entrepreneurship Monitor), así como información a nivel nacional del Instituto Nacional de Estadística y Geografía (INEGI) en México. Otras fuentes como el Fondo Monetario Internacional (FMI), el Banco Mundial (BM) y los indicadores de gobernabilidad en el mundo (The Worldwide Governance Indicators) complementan las fuentes de información. Asimismo, esta tesis combina varias técnicas estadísticas: análisis de correspondencias, análisis factorial, modelos de regresión y análisis de datos de panel. Por último, el presente estudio sugiere tanto implicaciones académicas como prácticas. Por un lado, la investigación posiciona la economía institucional como un marco conceptual adecuado para integrar el análisis de los factores socioculturales que contribuyen a la promoción del liderazgo y del emprendimiento. Por otro lado, desde el punto de vista práctico, este estudio puede ayudar a los responsables educativos a generar programas de capacitación que promuevan y desarrollen liderazgo y emprendimiento para la creación de una mejor sociedad. Asimismo, los resultados podrían ser útiles para desarrollar una política gubernamental destinada a cimentar iniciativas emprendedoras. En definitiva, la investigación sobre liderazgo y emprendimiento tiene el potencial para descubrir nuevas formas que mejoren la práctica empresarial, la educación y las políticas públicas en el siglo XXI.
It is increasingly recognized that leadership and entrepreneurship play an essential role in economic and social development. Consequently, researchers, educators, policy makers, and practitioners have shown particular interest in understanding these phenomena. Leadership and entrepreneurship research has encompassed factors such as personality, traits, knowledge, skills, and behaviors. These elements are shaped by the sociocultural environment. While both disciplines leadership and entrepreneurship, have shown progress in identifying these factors, there has been far less focus on proposing their joint analysis and on integrating empirical research to increase the capacity and performance of leaders and entrepreneurs all over the world. The main objective of this investigation is to analyze the relationship between leadership and entrepreneurial activity from a sociocultural perspective. Thus, the specific objectives are: 1) to explore the content and evolution of the research on the sociocultural factors (informal institutions) that influence entrepreneurship and leadership; 2) to analyze the informal institutions that influence entrepreneurial leadership; 3) to study the informal institutions that affect leadership behavior (considering the international context and also focusing on developing countries); and 4) to analyze the leadership dimensions that influence entrepreneurship. This research is grounded in two theoretical frameworks. Institutional economics (North, 1990) will be used as the theoretical framework for the study of entrepreneurship. The theory of social and economic organization (Weber, 1947) will be introduced as the theoretical framework for the study of leadership. The main findings of the research reveal that the informal institutions, such as the beliefs, values, and attitudes of a society (independence, risk taking, religion, tolerance, creativity, power, responsibility, resilience, networking, and social capital) determine the behavior of that society’s members, thereby affecting the decision to become a leader. It also shows that leadership has a strong effect on entrepreneurship, especially charismatic/transformational leadership behaviors. The methodology used is quantitative and is fundamentally based on international data from the World Values Survey (WVS), Global Leadership and Organizational Behavior Effectiveness (GLOBE), and Global Entrepreneurship Monitor (GEM), along with national data from the National Institute of Statistic and Geography (INEGI), Mexico. This data is complemented by other data sources of information such as the International Monetary Fund (IMF), the World Bank, and The Worldwide Governance Indicators (WGI) project. This thesis combines several research techniques: correspondence analysis, factor analysis, regression models, and data panel analysis. Finally, this investigation suggests a series of implications at the academic level, as it positions institutional economics as an appropriate conceptual framework for integrating the analysis of the sociocultural factors that contribute to the promotion of leadership and entrepreneurship. From the practical perspective, this study may help managers and educators to generate training programs that promote and develop leadership and entrepreneurship that contribute to a better society. Equally, the results could be helpful to government policy that is meant to support entrepreneurial initiatives. Research on leadership and entrepreneurship has the potential to reveal many new ways to improve business practice, education, and public policy in the twenty-first century.

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Jackson, Isaac Llewellyn. „Science literacy in theory and practice : a sociocultural analysis of teacher cognition in a multicultural setting“. Thesis, Massachusetts Institute of Technology, 1992. http://hdl.handle.net/1721.1/67410.

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Tarifa, Marcelo Resquetti. „Gestão cooperativa, ambiente institucional e sociocultural: o caso Brasil-Paraguai“. Universidade Estadual do Oeste do Parana, 2014. http://tede.unioeste.br:8080/tede/handle/tede/2170.

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Made available in DSpace on 2017-07-10T18:33:18Z (GMT). No. of bitstreams: 1 Marcelo Resquetti Tarifa.pdf: 3148820 bytes, checksum: a4775ccf812deec93ff93895b9b2075a (MD5) Previous issue date: 2014-12-15
The purpose of this thesis was to analyze the influence of institutional and socio-cultural environment in the cooperative management of the C.VALE Agroindustrial Cooperative, compared to the most representative units located in Parana, Brazil, and the ones located in Paraguay. Therefore, the following research problem was established: the institutional and socio-cultural environments influence the cooperative management of C.VALE, in comparison to the Paraná and Paraguay units? As possible solutions to the problem, two hypotheses were related: H1 The cooperative units located in Paraná, Brazil, have a heterogeneous management influenced by the formal and informal rules, an internal culture focused on grouping and practices that attend the generation of social capital in the environment where they operate; H2 The cooperative units located in Paraguay have a homogeneous management influenced only by the formal rules, an internal culture focused on the hierarchy of the entity itself, and practices that attend to the social capital generation in the environment that they operate. In relation to the methodology of this study, it was classified, regarding its objectives, as exploratory and explanatory; in relation to its procedures, as bibliographic and as a case study; and to its problem approach, as qualitative. Each analyzed environment has been theoretically based to make the comparison between the cooperative units situated in Paraná and the others, in Paraguay. The analyses of the institutional environment were based on the New Institutional Economics, with emphasis on the Douglass North's theory (1990) about the institutions and occurred with in loco interviews in each cooperative unit that was covered by the sample. The analyzes of the cultural environment were based on the characterization of the organizational culture of each cooperative unit, according to the Competing Value Model, developed by Cameron and Quinn (1998), that typifies it in group culture, innovative, market and hierarchical, applied to the same managers, through online electronic questionnaire . The analyses of the social environment were based on the theoretical concept of social capital and the respective characteristics identified in the units by adapting the model proposed by the World Bank study group (BM), prepared by Grootaert et al. (2003), through the content analyses of the interviews. As a result to the established problem it was concluded that, even C.VALE being a single cooperative, there are influences of the institutional and the socio-cultural environment in the process of management of the cooperative units in Paraná and Paraguay. However, in relation to the established hypotheses, both were rejected. In the former, the identified characteristics clearly distinguish the Brazilian units, and, in the second one, it´s not possible to affirm that the management of the Paraguayan units are homogeneous in consideration of the proximity of features with the ones situated in Paraná. Finally, according to the grouping proposal of the coperative units based on the collected data and in the use of the NVIVO® software of qualitative analyzes, four specific clusters were identified: Cluster 1 - Campina da Lagoa and Forest Units; Cluster 2 - Campo Mourão and Guarapuava Units; Cluster 3 - Maripá, São Jorge do Ivaí, Central Administration and Palotina Units; Cluster 4 - Mamborê, São João do Ivaí, Paraguay and Terra Roxa Units. The four groups generated through qualitative analysis by data approach corroborated whith the respective analyzes developed for each environment explored in the research, with emphasis on the cross-borderism of some features present in Brazilian and Paraguayan units.
O objetivo desta tese foi analisar as influências do ambiente institucional e sociocultural na gestão cooperativista da C. VALE Cooperativa Agroindustrial comparativamente às unidades brasileiras paranaenses mais representativas e as unidades sediadas no Paraguai. Para tanto, o seguinte problema de pesquisa foi estabelecido: os ambientes institucionais e socioculturais influenciam a gestão cooperativa da C. VALE comparativamente às unidades paranaenses e paraguaias? Como possíveis respostas ao problema foram relacionadas duas hipóteses: H1 - As unidades cooperativas inseridas no Estado do Paraná, Brasil, possuem uma gestão heterogênea influenciada pelas regras formais e informais, bem como uma cultura interna voltada para o agrupamento e práticas que atendam à geração de capital social no ambiente em que estão inseridas; H2 - As unidades cooperativas inseridas no Paraguai possuem uma gestão homogênea influenciada apenas pelas regras formais, bem como uma cultura interna voltada para a hierarquia da própria entidade e práticas que atendam à geração de capital social no ambiente no qual estão inseridas. Como metodologia, o estudo foi classificado quanto aos objetivos como exploratório e explicativo; quanto aos procedimentos como bibliográfico e estudo de caso e, quanto à abordagem do problema, como qualitativo. Cada ambiente analisado foi embasado teoricamente para fins de comparação entre as unidades cooperativas paranaenses e paraguaias. As análises do ambiente institucional tomaram como base a Nova Economia Institucional com ênfase na teoria de Douglass North (1990) sobre as instituições e ocorreram com entrevistas in loco a cada unidade cooperativa contemplada pela amostra. As análises do ambiente cultural pautaram-se na caracterização da cultura organizacional de cada unidade cooperativa, conforme o Competing Value Model desenvolvido por Cameron e Quinn (1998). Tal categorização tipifica em cultura grupal, inovativa, mercado e hierárquica aplicada aos mesmos gestores por meio de questionário eletrônico online. As análises do ambiente social se embasaram no conceito teórico de capital social e as respectivas características identificadas nas unidades, por meio da adaptação do modelo proposto pelo grupo de estudos do Banco Mundial (BM), elaborado por Grootaert et al. (2003), por meio das análises de conteúdo e das entrevistas realizadas. Como resultado à problemática estabelecida, concluiu-se que, mesmo a C. VALE sendo uma única cooperativa, há influências do ambiente institucional e sociocultural no processo de gestão nas unidades cooperativas paranaenses e paraguaias. Porém, quanto às hipóteses estabelecidas, ambas foram rejeitadas, sendo que, na primeira, as características identificadas diferenciam notoriamente as unidades brasileiras e, na segunda, não se pode afirmar que a gestão das unidades paraguaias é homogênea, tendo em vista a proximidade de características com as paranaenses. Por fim, conforme a proposta de agrupamento das unidades cooperativas com base nos dados coletados e utilização do software NVIVO® de análises qualitativas, foram identificados quatro clusters específicos: Agrupamento 1 Unidades Campina da Lagoa e Floresta; Agrupamento 2 Unidades Campo Mourão e Guarapuava; Agrupamento 3 Unidades Maripá, São Jorge do Ivaí, Administração Central e Palotina; Agrupamento 4 Unidades Mamborê, São João do Ivaí, Paraguai e Terra Roxa. Os quatro agrupamentos gerados, via análise qualitativa por aproximação de dados, corroboraram as respectivas análises desenvolvidas para cada ambiente explorado na pesquisa, com ênfase no transfronteirismo de algumas características presentes em unidades brasileiras e paraguaias.

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Hallam, Teresa Alberte. „Sociocultural Influences on Computer Anxiety Among Preservice Teachers: An Exploratory Study“. University of Akron / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=akron1207847227.

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Stroder, Miriam Elizabeth. „PRECURSORS OF TEACHERS’ SENSE OF EFFICACY TO ADDRESS THE LITERACY LEARNING OF DIVERSE STUDENTS“. OpenSIUC, 2017. https://opensiuc.lib.siu.edu/dissertations/1392.

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The purpose of this qualitative case study was to explore through the lens of culturally responsive instruction (CRI) the development of teachers’ sense of efficacy, as defined by Bandura (1995), to address the literacy learning of diverse first, second, or third grade (i.e., primary grade level) students. In this process, I purposively selected the location and the participants because answering my research questions required that I conduct the investigation within learning settings where culturally and linguistically diverse students in the primary grade levels (i.e., first, second, or third grade) receive literacy instruction. My time in the field and my comprehensive focus on the participants and their teaching practices allowed me to gather rich descriptive data concerning the participants’ perspectives, experiences, and teaching practices through multiple traditional case study data collection means. Four overarching themes emerged from within, between, and across case analysis as significant in the development of teachers’ sense of efficacy to address the literacy learning of their pluralistic student populations in a culturally responsive manner. The themes include: (1) Perspectives shaping literacy instruction provision, (2) Understanding what constitutes CRI, (3) The impact of establishing a collaborative teaching community on the development of teachers’ sense of efficacy, and (4) Foundations of culturally responsive teachers’ sense of efficacy. I base my recommendations for the development of inservice teachers’ sense of efficacy to address the literacy learning of their students using CRI and my recommendations for future research on my study findings.

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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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Harvey, Jane. „A Sociocultural-Theory-Based Study of the Impact of Mediation During Post-Observation Conferences on Language Teacher Learning“. Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3727.

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The post-observation conference offers a potentially fecund context for promoting language teacher learning, but very little research has been conducted into how this actually happens. Taking Vygotskian sociocultural theory as its theoretical framework, this study examined the mediational discourse of a series of post-observation conferences between a mentor and two practicing English language teachers to investigate the nature of the discourse and the relationship between the mediational discourse and the language teachers` learning. Features of mediational discourse identified a priori (such as intersubjectivity, graduated and contingent help, and externalization of reasoning) were present in the data, but were found to be inadequate to lead to insights into the relationship between the language of the mediation and the development of the teachers` ability to think conceptually about language teaching. What emerged from closer analysis of the language was how the mentor`s discourse prompted the teachers to think conceptually about language teaching and modeled conceptual thinking by encapsulating the lived experience of the classroom through different types of verbal, and therefore conceptual, abstraction. Constructed dialogue was also found to be a salient feature of the discourse, and to have a cognitive function within the mediation. In terms of the relationship of the dialogue to the language teachers` learning, a micro-level analysis of single post-observation conferences revealed the dynamic flow of the mediation and instances of uptake of conceptual thinking by the teachers. A more macro-level analysis which followed mediation on a single topic for each teacher found evidence for the development of conceptual thinking in one teacher`s data but less so in the second teacher`s, and reasons for this are suggested. The results of the study also constitute a revealing account of the nature of the mediational discourse, suggesting a possible cognitive function for the different types of conceptualizations in the discourse, which has the potential to increase understanding of how verbal mediation interacts with learning, and to inform how post-observation conferences are conducted with a view to maximizing the development of conceptual thinking. The taxonomy of conceptualization identified within the mediation discourse points towards an understanding of how the idealization of lived experience and subsequent re-concretization reflect the role that language plays in the development of conceptual thinking.

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Bücher zum Thema "The sociocultural theory"

Sociocultural theory and L2 instructional pragmatics. Bristol, UK: Multilingual Matters, 2014.

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Rabīʻ, Muḥammad. A theory of sustainable sociocultural and economic development. New York, NY: Palgrave Macmillan, 2015.

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Rabie, Mohamed. A Theory of Sustainable Sociocultural and Economic Development. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1007/978-1-137-57952-2.

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Dialogic inquiry: Towards a sociocultural practice and theory of education. New York: Cambridge University Press, 1999.

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Lantolf, James P., Matthew E. Poehner und Merrill Swain, Hrsg. The Routledge Handbook of Sociocultural Theory and Second Language Development. New York : Routledge, 2018. | Series: Routledge handbooks in applied linguistics: Routledge, 2018. http://dx.doi.org/10.4324/9781315624747.

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Penny, Kinnear, und Steinman Linda, Hrsg. Sociocultural theory in second language education: An introduction through narratives. Bristol: Multilingual Matters, 2011.

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Yoon, Bogum, und Hoe Kyeung Kim. Teachers' roles in second language learning: Classroom applications of sociocultural theory. Charlotte, N.C: Information Age Pub., 2012.

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Darwinian sociocultural evolution: Solutions to dilemmas in cultural and social theory. Cambridge, UK: Cambridge University Press, 2010.

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Kelly, Gregory J., und Judith L. Green, Hrsg. Theory and Methods for Sociocultural Research in Science and Engineering Education. New York, NY : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9781351139922.

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Os descobrimentos e a ordem do saber: Uma análise sociocultural. Lisboa: Gradiva, 1987.

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Buchteile zum Thema "The sociocultural theory"

Fish, Jefferson M. „Sociocultural Theory and Therapy“. In The Concept of Race and Psychotherapy, 79–90. New York, NY: Springer New York, 2010. http://dx.doi.org/10.1007/978-1-4419-7576-8_6.

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Smith, Margaret. „Sociocultural Model“. In A Comprehensive Guide to Addiction Theory and Counseling Techniques, 114–25. Title: A comprehensive guide to addiction theory and counseling techniques / Alan A. Cavaiola, Margaret Smith. Description: New York, NY : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429286933-6.

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Priest, Jacob B. „The Sociocultural System“. In The Science of Family Systems Theory, 48–61. New York, NY : Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9780367854591-5.

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Lantolf, James P., Matthew E. Poehner und Steven L. Thorne. „Sociocultural Theory and L2 Development“. In Theories in Second Language Acquisition, 223–47. Third edition. | New York, NY: Routledge, 2020. | Series: Second language acquisition research: Routledge, 2020. http://dx.doi.org/10.4324/9780429503986-10.

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Sawyer, R. Keith. „Unresolved Tensions in Sociocultural Theory“. In Introduction to Vygotsky, 147–65. 3rd edition. | Abingdon, Oxon ; New York, NY : Routledge, [2017]Identifiers: LCCN 2016048948| ISBN 9781138125216 (hardback : alk. paper) | ISBN 9781138125223 (pbk. : alk. paper) | ISBN 9781315647654 (ebook): Routledge, 2017. http://dx.doi.org/10.4324/9781315647654-6.

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Li, Li. „Sociocultural Theory and Teacher Cognition“. In Language Teacher Cognition, 19–50. London: Palgrave Macmillan UK, 2019. http://dx.doi.org/10.1057/978-1-137-51134-8_2.

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Teemant, Annela. „Sociocultural Theory as Everyday Practice“. In The Routledge Handbook of Sociocultural Theory and Second Language Development, 529–50. New York : Routledge, 2018. | Series: Routledge handbooks in applied linguistics: Routledge, 2018. http://dx.doi.org/10.4324/9781315624747-33.

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Rabie, Mohamed. „Stages of Sociocultural Transformation“. In A Theory of Sustainable Sociocultural and Economic Development, 161–83. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1007/978-1-137-57952-2_12.

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Cowie, Bronwen, und Margaret Carr. „Narrative Assessment: A Sociocultural View“. In Encyclopedia of Educational Philosophy and Theory, 1–5. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-287-532-7_396-1.

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Cowie, Bronwen, und Margaret Carr. „Narrative Assessment: A Sociocultural View“. In Encyclopedia of Educational Philosophy and Theory, 1497–502. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-287-588-4_396.

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Konferenzberichte zum Thema "The sociocultural theory"

Karachay, Vitalina, Dmitry Prokudin, Olga Kononova und Daria Pilyasova. „Sociocultural information urban space in smart city context“. In ICEGOV 2020: 13th International Conference on Theory and Practice of Electronic Governance. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3428502.3428588.

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Zhang, Lei. „Vocational College English Teaching Inspiration from Sociocultural Theory and Interaction Hypothesis“. In International Conference on Education, Language, Art and Intercultural Communication (ICELAIC-14). Paris, France: Atlantis Press, 2014. http://dx.doi.org/10.2991/icelaic-14.2014.43.

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„EVOLUTION OF PERSONALITY IN THE INFORMATION SOCIETY AS AN ELEMENT SOCIOCULTURAL DYNAMIC“. In Advanced Studies in Science: Theory and Practice. Global Partnership on Development of Scientific Cooperation LLC, 2015. http://dx.doi.org/10.17809/14(2015)-02.

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Villa, Elsa Q., Alberto Esquinca, Erika L. Mein, Peter Golding und Sarah Hug. „An engineering student leadership development model for 21st century engineering: Using sociocultural theory to inform practice“. In 2015 IEEE Frontiers in Education Conference (FIE). IEEE, 2015. http://dx.doi.org/10.1109/fie.2015.7344034.

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Montoni, Mariano Angel, und Ana Regina Cavalcanti da Rocha. „Aplicação de Grounded Theory para Investigar Iniciativas de Implementação de Melhorias em Processos de Software“. In Simpósio Brasileiro de Qualidade de Software. Sociedade Brasileira de Computação - SBC, 2010. http://dx.doi.org/10.5753/sbqs.2010.15428.

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Estudos recentes apresentam relatos das dificuldades que as organizações enfrentam para implementar melhorias em processos de software com base em modelos e padrões de processos, principalmente relacionadas à incapacidade de superar barreiras críticas como falta de motivação e apoio da alta gerência. O entendimento adequado do contexto sociocultural no qual são conduzidas melhorias em processos de software pode facilitar o desenvolvimento de estratégias de implementação de melhorias em processos mais eficientes para superar tais dificuldades. O objetivo deste trabalho é apresentar um estudo baseado em Grounded Theory conduzido para investigar iniciativas de implementação de melhorias em processos de software na perspectiva de consultores de organizações de consultoria. O produto principal deste estudo é uma teoria construída com o propósito de explicar o fenômeno associado ao sucesso de iniciativas de implementação de melhorias em processos de software.

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Dalla Costa, Wanda. „Contextualized Metrics + Narrating Binaries: Defining Place and Processing Indigenous North America“. In 2016 ACSA International Conference. ACSA Press, 2016. http://dx.doi.org/10.35483/acsa.intl.2016.40.

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This paper introduces four cultural catalysts in Indigenous architecture: language, place, kinship and transformation. Inspired by the interrelationship of physical, sociocultural and spiritual factors- the measurable and immeasurable – we investigate a number of concepts related to Indigenous thinking and ways of knowing. We contrast these notions with non-Indigenous writers including Pallasmaa, Ricoeurand Doshi, in the hopes of initiating a dialogue, and assisting the two-way knowledge transfer, between architecture and Indigenous theory.

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Zabrodina, Irina K., und Maria O. Abdrashitova. „Pedagogical conditions of the development of sociocultural skills of students training for theory and practice of translation by means of modern Internet-technologies“. In 2014 2nd International Conference on Advances in Social Science, Humanities, and Management. Paris, France: Atlantis Press, 2014. http://dx.doi.org/10.2991/asshm-14.2014.28.

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Martsinkovskaya, Tatiana. „NEW TRENDS IN PERSONALITY PSYCHOLOGY: SOCIAL AND VIRTUAL ASPECT“. In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact108.

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"Psychology is currently facing global challenges that with necessity lead to the emergence of fundamentally new trends and patterns in the theory and practice of personality psychology. From the point of view of theory, there is a constant rethinking of changes in the structure and content of identity - personal, sociocultural, ethnic. In practice, there are no less significant processes associated with approaches and methods in diagnostics and counseling. These changes are associated with the expansion of the virtual space of identification and self-realization. In the last year, the changes associated with quarantine for COVID 19 have become of great importance. The frustration of real space, which often connects with a narrowing of the time perspective, leads not only to an increase in the role of virtual space, but also to intensification of the role of network identity and the development of various forms of Internet communication, counseling and leisure activities. It appears that new trends will become more significant and constant in the future. Therefore, it is imperative to discuss the new forms of narrative and virtual identity, the directions for further change and their positive and negative impact on the identification and well-being of both young and old people."

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Santamarina-Campos, Virginia, María-Ángeles Carabal-Montagud, Maria-Victoria Esgueva-Lopez und José-Manuel Taroncher-Ballestero. „Evaluation of discovery learning in the field of cultural heritage“. In INNODOCT 2019. Valencia: Universitat Politècnica de València, 2019. http://dx.doi.org/10.4995/inn2019.2019.10025.

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The theory of constructivist learning, also known as discovery learning is a learning methodology in which the student instead of receiving the content passively, discovers the concepts and their relationships and rearranges them to adapt them to their cognitive scheme . This method transforms students into protagonists of the learning process, who develop research skills through an inductive method. Therefore, it is configured as an ideal tool to situate students in a sociocultural dimension, favoring the understanding of the appearance and socio-historical construction of the concept of cultural heritage taking into account the transformations of late modernity and the new current situation defined as globalization This work aims to assess the degree of acceptance and satisfaction of students, in relation to the process of implementation of learning by discovery, through anonymous surveys in which the different strategies and tools used in this methodology are analyzed, with the aim of improving and optimize the design of the programming.

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Hadzantonis, Michael. „Eden’s East: An ethnography of LG language communities in Seoul, South Korea“. In GLOCAL Conference on Asian Linguistic Anthropology 2020. The GLOCAL Unit, SOAS University of London, 2020. http://dx.doi.org/10.47298/cala2020.8-4.

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Motivated by social inclusion, lesbian and gay communities have long attempted to negotiate languages and connected discourses. Social ascriptions act to oppress these communities, thus grounding Cameron’s (1985) Feminism and Linguistic theory. This practice of language negotiation significantly intensifies in regions where religious piety (Hinduism, Christianity, Buddhism, Islam) interacts with rigid social structure (Confucianism, Interdependency), mediating social and cultural positioning. Consequently, members of LG communities build linguistic affordances, thus (re)positioning selves so to negotiate ascribed identities and marginalizations. Paradoxically, these communities model discourses and dynamics of larger sociocultural networks, so as to contest marginalizations, thus repositioning self and other. Through a comparative framework, the current study employs ethnography, as well as conversation and discourse analyses, of LG communities, to explore ways in which these communities in Seoul (Seoul) develop and employ adroit language practices to struggle within social spaces, and to contest positivist ascriptions.

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Berichte der Organisationen zum Thema "The sociocultural theory"

Matteson, Alicia A. Roles of Reported Sexual Objectification Experiences and Internalization of Sociocultural Standards of Beauty in Eating Disorder Symptomatology: A Test and Extension of Objectification Theory. Fort Belvoir, VA: Defense Technical Information Center, Juli 2004. http://dx.doi.org/10.21236/ada425350.

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Macdonald, Keir. The Impact of Business Environment Reforms on Poverty, Gender and Inclusion. Institute of Development Studies (IDS), Januar 2021. http://dx.doi.org/10.19088/k4d.2021.006.

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This rapid review synthesises the literature from academic, policy, and knowledge institution sources on how business environment reforms in middle-income countries impacts on poverty, gender and inclusion. Although, there is limited evidence on the direct impact of business environment reforms on poverty, gender, and inclusion, this review illustrates that there is evidence of indirect effects of such reforms. Business environment reform (BER) targets inadequate business regulations and institutions, in order to remove constraints to business investment and expansion, enabling growth and job creation, as well as new opportunities for international business to contribute to and benefit from this growth. However, there is a lack of detailed knowledge of the impact of BER on gender and inclusion (G&I) outcomes, in terms of the potential to remove institutional barriers which exclude formerly marginalised groups from business opportunities, in ways that promote equal access to resources, opportunities, benefits, and services. The literature shows how the business environment affects women in business, and how women’s experiences of a given business environment can be different from those of men. This is the result of disparities in how they are treated under the law, but also based on structural and sociocultural factors which influence how men and women behave in a given business environment and the barriers they face.

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Saha, Amrita, Jodie Thorpe, Keir Macdonald und Kelbesa Megersa. Linking Business Environment Reform with Gender and Inclusion: A Study of Business Licensing Reform in Indonesia. Institute of Development Studies (IDS), Januar 2021. http://dx.doi.org/10.19088/k4d.2021.001.

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Business environment reform (BER) targets inadequate business regulations. It is intended to remove constraints to business investment, enabling growth and job creation, and create opportunities for international business to contribute to and benefit from this growth. However, there is a lack of detailed knowledge of the impact of BER on gender and inclusion (G&I). While a review of existing literature suggests that in general, there is no direct link between BER and G&I, indirect links are likely through the influence of BER on firm performance. Outcomes will be influenced by the differential ways in which women-led firms experience the business environment when compared to their male counterparts, with disparities based on how they are treated under the law, as well as structural and sociocultural factors. The fact that in many countries, female-led firms are fewer and smaller than those of their male counterparts, and may operate in different sectors, also affects these dynamics. This research offers new insights through an in-depth analysis of the impact of the Pelayanan Terpadu Satu Pintu (PTSP) or one-stop shop business licensing reform in 2009 on firm performance in Indonesia, and how these impacts vary based on the gender of firm leadership. The results find that on average, firms benefited from improved business performance (sales), as a direct or indirect effect of this reform, as well as an increase in the number of medium and large-scale firms. Outside Jakarta (Bali, Banten, Lampung), women-led firms experienced a small but significant benefit relative to male-led firms, related to both sales and the number of medium and large-scale firms they run. In Jakarta, women-led firms continued to lag behind men and there were no significant effects on employment, and this held across province and gender. These findings are based on an analysis of the PTSP reform using data from the World Bank Enterprise Survey (WBES), a survey of small, medium and large firms (i.e. with more than four employees) which took place in Indonesia between 2009 and 2015.

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