Sara E D Wilme
Biographic Data
| ID | 4627878 |
|---|---|
| NAME | Sara E D Wilme |
| GIVEN NAMES | Sara E D |
| FAMILY NAME | Wilme |
| SIGNATURE | WILME S E D |
| AFFILIATIONS | University of Luxembourg |
| ORCID | 0000-0003-1039-4376 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 2 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Young children's translanguaging as emergent in and through open‐ended science pedagogies
Equity‐focused calls for elementary education reform recognize the importance of student and teacher translanguaging, yet nuances of how this process unfolds in early childhood science is an underexplored area. This study examines young plurilingual children's participation in science investigations, with a view toward understanding how open‐ended pedagogical structures supported their communication and engagement as related to science learning. …
Agentic student science engagement
Open-ended pedagogical structures create spaces for student agency. • Spaces for children's agency support learning through mimesis. • Children's mimesis is a source of creativity, allowing for learning from others. • Agency allows for repetition and imagination to come together. This manuscript presents a study exploring students' agentic engagement in science in an early-childhood classroom with a goal of examining how open-ended pedagogical st…
Underscoring the value of video analysis in multilingual and multicultural classroom contexts
This article presents multiple episodes drawing from three distinct research projects conducted in multilingual classrooms in Luxembourg, to underscore the value of video analysis in culturally and linguistically diverse classroom contexts. We show how video analysis that valorizes the non-verbal in interaction has the ability to reveal communicative resources often masked by analysis rooted in the verbal. From the examples presented, that span t…
Examining children's agency within participatory structures in primary science investigations
Young children's translanguaging as emergent in and through open‐ended science pedagogies
Equity‐focused calls for elementary education reform recognize the importance of student and teacher translanguaging, yet nuances of how this process unfolds in early childhood science is an underexplored area. This study examines young plurilingual children's participation in science investigations, with a view toward understanding how open‐ended pedagogical structures supported their communication and engagement as related to science learning. …
Examining children's agency within participatory structures in primary science investigations
Underscoring the value of video analysis in multilingual and multicultural classroom contexts
This article presents multiple episodes drawing from three distinct research projects conducted in multilingual classrooms in Luxembourg, to underscore the value of video analysis in culturally and linguistically diverse classroom contexts. We show how video analysis that valorizes the non-verbal in interaction has the ability to reveal communicative resources often masked by analysis rooted in the verbal. From the examples presented, that span t…
Agentic student science engagement
Open-ended pedagogical structures create spaces for student agency. • Spaces for children's agency support learning through mimesis. • Children's mimesis is a source of creativity, allowing for learning from others. • Agency allows for repetition and imagination to come together. This manuscript presents a study exploring students' agentic engagement in science in an early-childhood classroom with a goal of examining how open-ended pedagogical st…
Young children's translanguaging as emergent in and through open‐ended science pedagogies
Equity‐focused calls for elementary education reform recognize the importance of student and teacher translanguaging, yet nuances of how this process unfolds in early childhood science is an underexplored area. This study examines young plurilingual children's participation in science investigations, with a view toward understanding how open‐ended pedagogical structures supported their communication and engagement as related to science learning. …
Pedagogy (4 works) · Psychology (4 works) · Mathematics education (3 works) · Innovative Education and Learning Practices (2 works) · Innovative Teaching and Learning Methods (2 works) · Multilingual Education and Policy (2 works) · Second Language Learning and Teaching (2 works) · Sociology (2 works) · Argument (complex analysis (1 work) · Astronomy (1 work)