Raadiyah Nazeem
Dados Biográficos
| ID | 4420743 |
|---|---|
| NOME | Raadiyah Nazeem |
| PRENOMES | Raadiyah |
| SOBRENOME | Nazeem |
| ASSINATURA | NAZEEM R |
| AFILIAÇÕES | University of Toronto |
| VERIFICADO | Não |
| TOTAL DE OBRAS | 3 |
| TOTAL DE CITAÇÕES | 0 |
| TOTAL COMO AUTOR | 3 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2022 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2024 |
| ÍNDICE H | 0 |
Metadiscourse, knowledge advancement, and emotions in primary school students’ knowledge building
Kindergarten teachers’ facilitation of social and emotional learning in classroom play contexts
Play occupies a critical role in the kindergarten classroom, and the expansion of formal play-based learning programmes have brought connections between play and learning to the forefront. With respect to social and emotional learning (SEL), child-directed play has been viewed as critical, while teacher direction has been framed as a potential disruption to this learning. However, teachers facilitate different types of play in kindergarten with v…
Discourse Moves and Emotion in Knowledge Building Discourse and Metadiscourse
This paper explores the possibility that knowledge building metadiscourse-discourse about knowledge building-can produce a positive feedback loop, with positive emotional state and knowledge advancement serving to increase each other. Grades 2 and 3 students’ utterances over several months were analyzed as a unit of study, starting with identification of each discourse move and corresponding emotion, defined as a state. These states were then ana…
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Discourse Moves and Emotion in Knowledge Building Discourse and Metadiscourse
This paper explores the possibility that knowledge building metadiscourse-discourse about knowledge building-can produce a positive feedback loop, with positive emotional state and knowledge advancement serving to increase each other. Grades 2 and 3 students’ utterances over several months were analyzed as a unit of study, starting with identification of each discourse move and corresponding emotion, defined as a state. These states were then ana…
Kindergarten teachers’ facilitation of social and emotional learning in classroom play contexts
Play occupies a critical role in the kindergarten classroom, and the expansion of formal play-based learning programmes have brought connections between play and learning to the forefront. With respect to social and emotional learning (SEL), child-directed play has been viewed as critical, while teacher direction has been framed as a potential disruption to this learning. However, teachers facilitate different types of play in kindergarten with v…
Metadiscourse, knowledge advancement, and emotions in primary school students’ knowledge building
Psychology (3 obras) · Discourse analysis (2 obras) · Education and Critical Thinking Development (2 obras) · Educational Strategies and Epistemologies (2 obras) · Innovative Teaching and Learning Methods (2 obras) · Linguistics (2 obras) · Metadiscourse (2 obras) · Pedagogy (2 obras) · Agency (philosophy) (1 obras) · Child Development and Digital Technology (1 obras)