Managing disruptive student conduct: Negative emotions and accountability in reproach-response sequences

Evaldsson, Ann‐Carita; Melander, Helen

doi:10.1016/j.linged.2016.05.001

Cited by 36 publications

(25 citation statements)

References 19 publications

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“…In addition to positive details mentioned about discursive writing skills, we want first to indicate students' positive evaluation of the teachers' role in development of the practices and, secondly, the use of certain teaching-learning strategies. Coinciding with Brooks (2016), Evaldsson and Melander (2016), Galichkina (2016), Lee and Lyster (2016) and Valieva (2016), students rated the teachers' guidance very highly, also their commitment and the resources they made available. As for instructional strategies, most highly rated was the debate-and-discussion technique used to share results of practices and working groups.…”

Section: Analysis and Interpretation Of Resultsmentioning

confidence: 99%

First Steps toward Becoming a Teacher: The Experience with the Degree in Primary Education in English

Álvarez¹,

Olmos²

2017

ELR

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During an academic year took place the experience of observing learning strategies through the development of discursive skills for academic writing with two core subjects in the Degree in Primary Education in English (DPEE). A total of N=219 students' rubrics were analyzed. The methodology was based on two instances: The text-based and documentary data analysis resulted from two factors: (a) implementation of academic writing tasks that regulated the level of student guidance: semi-guided and autonomous in textual, discursive genres: argumentation, critical reflection, and (b) a rubric for students' self-assessment. Results showed that the sample group lacked meta-cognition and had continuous deficiency in oral expression, consequently their progress fell somewhat short of expectations. However, the study resulted in facilitation of pupils' discursive oral production in the first and second years for transfer of knowledge to subsequent academic years and in potential changes to the rubric. Keywords The Context of ResearchThis study aimed (1) to improve students' discursive writing skills during their first and second years in the Degree in Primary Education in English (DPEE) at the Faculty of Educational Sciences of the Autonomous University of Barcelona (In accordance with the 2014 ARMIF call, deployment of the Guideway strategy); (2) to demonstrate how such improvement can enhance students' learning of subject matter. Achievement of these two aims depended on students' receiving sufficient guidance and support on two levels: a) First level-Discursive writing skills: For 3 months in 2014 (October-December), discursive writing skills were implemented through two tasks, the first semi-guided, aiming to consolidate criteria that students were working toward acquiring. The second, an individual and autonomous task, aimed at assessing the extent to which students applied the previously consolidated criteria. This is how the pedagogical tool's application phase is identified. Recent studies, focused on the development of writing in university foreign language courses (Byrnes, 2012; Knoch et al., 2015; Puebla, 2015; Yasuda, 2011), have contributed the data considered by this study; in other words, these studies show that when students received guidance in their academic writing, they used the newly learned terminology in their composition tasks. Another question worth exploring is the extent to which students sustained this application and transfer over time.According to Castelló (2009), discursive writing skill involves considering the following points: a) knowing and regulating text composition activities and processes; b) incorporating reasoning processes involved in writing (defining the purpose, activating relevant information, selecting an appropriate genre and type of text); c) planning, researching, selecting, understanding, and synthesizing information from various sources; d) organizing and articulating ideas; e) reviewing and controlling the text being written and, f) considering students' emotion...

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Section: Analysis and Interpretation Of Resultsmentioning

confidence: 99%

First Steps toward Becoming a Teacher: The Experience with the Degree in Primary Education in English

Álvarez¹,

Olmos²

2017

ELR

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“…They found, for example, that the children rejected the stereotypical identities of disability ascribed to them by others, and even used resistance in strategic ways to challenge this. In another study, Evaldsson and Melander (2016) demonstrate how a male student with an ADHD diagnosis exerted a considerable degree of agency in the classroom by resisting teacher authority and the categorical conduct ascribed to him (see also Evaldsson 2014). The student's non-compliant responses were strategically shaped as aggravated oppositional affective stances that accentuated his unwillingness to submit to the teacher's instructions and the disorderly emotional behaviours ascribed to him.…”

Section: Disability Identities Student Agency and Classroom Particimentioning

confidence: 97%

“…To date, much of the work on identity in special needs settings has demonstrated the process through which individuals are treated as representatives of disability identities, informed by biomedical standards ascribed to them by others (see Hjörne and Säljö 2012;Hjörne and Evaldsson 2016;Graham 2007;Slee 1998;Visser and Jehan 2009, 127). Few studies have focused on the agency displayed by students in special educational needs practices in response to being recognised as disabled (see Davies and Watson 2001;Evaldsson and Melander 2016;Renshaw, Choo, and Emerald 2014). In this study, we take into account the agency displayed by an individual by tracing the emergent identity formations for a female student with a long-term history of school failures.…”

Section: Introductionmentioning

confidence: 99%

Tracing unique trajectories of participation for a ‘girl with ADHD’: from ‘unwilling student’ to ‘agentive learner’

Evaldsson

Svahn

2019

Emotional and Behavioural Difficulties

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The overall aim of this study is to explore how individual children with long-term school difficulties follow unique 'trajectories of participation' in special educational needs settings, sometimes in unexpected ways, and how this contributes to alternative forms of identification and processes of learning. The data draws on long-term video-ethnographic work, tracing trajectories of participation during the course of a school year for an individual girl with an ADHD diagnosis who is a newcomer to a special support school in Sweden. We use a multi-layered theoretical and methodological framework to learning, identities and participation as situated practices to explore how the focal girl, through her everyday participation in classroom contexts structured to amplify the student's capabilities, gradually moves from an 'unwilling student' to an 'agentive learner'. Through a multimodal interactional analysis, we demonstrate how the focal girl's actions and the teacher's scaffolding responses are interactionally organised, and the emotional and relational dimensions in the creation of participation frameworks for learning. It is argued that the student's agency and emerging emotional engagement in school-based learning are intimately linked to the pursuit of building long-term learning relationships based on mutual trust.

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“…Disruptive school peers and student outcomes. Economics of Education Review 11Evaldsson, A. C., & Melander, H. (2017). Managing disruptive student conduct: Negative emotions and accountability in reproach-response sequences.…”

mentioning

confidence: 99%

“…Data tentang komptensi siswa Indonesia menurut penelitian trend international mathematic and science studies (TIMSS) masih memprihatinkan 17. Kemampuan high order thinking skill (HOTS) rata-rata pelajar Indonesia masih dalam kategori rendah 18. Upaya peningkatan hasil pembelajaran sebagai indikator keberhasilan pendidikan harus menjadi ukuran keberhasilan pembangunan sumber daya bangsa.…”

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Peran Evaluasi Pendidikan Pada Era Disrupsi

Subasman¹

2019

Preprint

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Memasuki abad 21 dunia menghadapai perubahan drastis yang didorong oleh perubahan masyarakat industri ke masyarakat industri teknologi dan informasi.Perubahan yang drastis tersebur ditandai dengan keadaan yang serba tidak pasti dan perubahan yang sangat cepat 1 . Untuk memaknai keadaan yang serba tidak pasti dan perubahan yang sangat cepat seorang ahli ekonomi dan industri mengenalkan istilah disrupsi. Disrupsi adalah istilah untuk keadaan yang sebenarnya terjadi sebagai akibat dari perubahan keadaan industri berawal dari perkembangan teknologi informasi yang telah berubah secara cepat. Dukungan teknologi informasi mempunyai dampak yang sangat besar terhadap perkembangan industri. 2 Adanya ketidakpastian dan perubahan yang sangat cepat memunculkan perubahan-perubahan sikap pada individu , kelompok masyarakat, organisasi maupun pada dunia industri. 3 Cara mensikapi keadaan yang serba cepat berubah adalah melakukan adaptasi (penyesuaian) keadaan. Pada dunia industri penyesuaian umumnya dilakukan dengan beralihnya tenaga manusia yang digantikan dengan mesin, promosi menggunakan teknologi dan memanfaatkan pelayanan menggunakan teknologi informasi. Banyaknya peran manusia yang digantikan oleh mesih mengakibatkan terjadinya pengangguran. Perubahan tersebut sebagai respon industri yang seakan dituntut untuk memberikan pelayanan yang serba cepat dari pengguna barang maupun jasa industri.Adaptasi dunia industri menengah "tanpa arah" terhadap perubahan yang sangat cepat juga mendapatkan kritikan bahwa prilaku tersebut hanya menjadikan industri-industri di kelas menengah kebawah hanya akan menjadi "pengekor" dari

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Managing disruptive student conduct: Negative emotions and accountability in reproach-response sequences

Cited by 36 publications

References 19 publications

First Steps toward Becoming a Teacher: The Experience with the Degree in Primary Education in English

First Steps toward Becoming a Teacher: The Experience with the Degree in Primary Education in English

Tracing unique trajectories of participation for a ‘girl with ADHD’: from ‘unwilling student’ to ‘agentive learner’

Peran Evaluasi Pendidikan Pada Era Disrupsi

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