教育学最新文献

The leaky pipeline: gender ratios in UK brass playing

IF 2 3区教育学

British Journal of Music Education Pub Date : 2024-12-12 DOI: 10.1017/s0265051724000329

Eleanor Guénault, Jane Ginsborg, John Habron-James

引用次数: 0

‘NAOUIEDCT’ and ‘RCSSEOEUR’: harmonising complexity in the South African landscape of music literacy education in secondary schools

IF 2 3区教育学

British Journal of Music Education Pub Date : 2024-12-12 DOI: 10.1017/s0265051724000354

Ronella Jansen van Rensburg, Ronel De Villiers

{"title":"‘NAOUIEDCT’ and ‘RCSSEOEUR’: harmonising complexity in the South African landscape of music literacy education in secondary schools","authors":"Ronella Jansen van Rensburg, Ronel De Villiers","doi":"10.1017/s0265051724000354","DOIUrl":"https://doi.org/10.1017/s0265051724000354","url":null,"abstract":"This article explores the multifaceted landscape of music literacy education in South African secondary schools through an anagrammatic lens. Music literacy education is symbolised by the anagrams ‘NAOUIEDCT’ and ‘RCSSEOEUR’, encapsulating resource-related, cultural and pedagogical complexities. This comparison of music literacy education to anagrams creates an interesting analogy that can shed light on the complexity and challenges inherent in the situation. It aims to unravel these complexities, like solving a multifaceted puzzle. Thus, the result of this qualitative interpretive research project is the transformation of a complex challenge (conundrum) into symbolic puzzles (anagrams), aiming to decipher the intricacies of music literacy education. This methodology offers an approach to foster engagement and collaborative work toward future solutions. Through a comprehensive exploration, this research aims to unravel the layers of challenges inherent in Music Education, offering insights and recommendations for a nuanced and enriched educational experience. The data for this research project were collected through semi-structured interviews and, consequently, a thematic content analysis was carried out, first in a descriptive level of analysis, followed by a conceptual level of analysis. Computer-aided qualitative analysis software, namely ATLAS.tiTM23, played a valuable and significant role in both the literature review and thematic content analysis phases of this study.","PeriodicalId":54192,"journal":{"name":"British Journal of Music Education","volume":"21 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142810095","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Supporting minority cultures during initial engagements with body donors in the dissecting room: A pilot study exploring perspectives of Pasifika medical students around culture and cultural safety.

IF 5.2 2区教育学

Anatomical Sciences Education Pub Date : 2024-12-11 DOI: 10.1002/ase.2541

Jacob Madgwick, Lynley Anderson, Jon Cornwall

{"title":"Supporting minority cultures during initial engagements with body donors in the dissecting room: A pilot study exploring perspectives of Pasifika medical students around culture and cultural safety.","authors":"Jacob Madgwick, Lynley Anderson, Jon Cornwall","doi":"10.1002/ase.2541","DOIUrl":"https://doi.org/10.1002/ase.2541","url":null,"abstract":"The first experience of medical students in the dissecting room (DR) is a challenging event. Few data exist around whether or how culturally appropriate support is required in the DR for students from ethnic minorities. This pilot study explored Pasifika (peoples with heritage from the Pacific Islands) students' first experience of the DR and exposure to body donors to explore cultural perspectives around this event. Participants were second year Pasifika medical students with no prior engagement with body donors. Following a first exposure to body donors, semi-structured face-to-face interviews were conducted. Questioning explored how Pasifika students experienced initial DR engagement in regard to Pasifika culture and cultural safety. Interviews were recorded, transcribed, and analyzed thematically. Eight Pasifika students were interviewed (ages 18-32 years, mean 21.3 years, five females); mean interview duration 24.5 min. Four themes were identified: cultural observations, student behaviors, cultural safety, and cultural comfort. Dominant messages included the cultural challenges presented by this event, conformity of cultural behavior, identification of cultural safety being appropriate, and illumination of potential cultural support strategies. Current mechanisms supporting cultural safety were identified as adequate, which juxtaposed against behavior where students could not act in a culturally authentic manner. Suggestions were made around improving cultural comfort, such as the presence of elders or Christian-focused elements such as prayer. Enhanced cultural support could increase cultural comfort for the initial DR and body donor experience of Pasifika students, which may facilitate increased cultural knowledge and promote cultural diversity within the medical student cohort.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":5.2,"publicationDate":"2024-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142805548","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Laptop computer as instrument in music performance lessons: issues and opportunities

IF 2 3区教育学

British Journal of Music Education Pub Date : 2024-12-11 DOI: 10.1017/s0265051724000317

Kristian Tverli Iversen, David G. Hebert

引用次数: 0

Fostering Knowledge and Awareness about Healthy Nutrition through Science-based Educational Escape Games

IF 2.3 3区教育学

Research in Science Education Pub Date : 2024-12-11 DOI: 10.1007/s11165-024-10221-1

Miri Barak, Tal Yachin

{"title":"Fostering Knowledge and Awareness about Healthy Nutrition through Science-based Educational Escape Games","authors":"Miri Barak, Tal Yachin","doi":"10.1007/s11165-024-10221-1","DOIUrl":"https://doi.org/10.1007/s11165-024-10221-1","url":null,"abstract":"The prevalence of diseases stemming from poor nutrition emphasizes the importance of educating people about healthy eating habits. One approach to achieving this is through educational escape games, which embody the features of a situated learning environment. Utilized the situated learning theory as a theoretical and methodological framework, the goal of our study was to examine the role of science-based educational escape games in facilitating knowledge construction and awareness about healthy nutrition. The study was conducted in the setting of a science teacher preparation program, where 165 preservice science teachers were engaged in an escape game named Zombie Attack about proteins in food and the human body. The study applied the pretest-posttest design, in which quantitative and qualitative data were collected concurrently before and after game participation. The findings showed that the escape game experience had a positive effect on the participants’ knowledge gain associated with topics such as energy of macronutrients, protein percent daily value, and proteins in the body. With regards to awareness about healthy nutrition, the study identified five types: Health, Composition, Environment, Source, and Ethics, with a significant gain in all categories following the escape game experience. Overall, the study advocates the use of escape games as a method for fostering interactive learning of scientific concepts, encouraging collaborative problem-solving, and facilitating self-reflection activities.","PeriodicalId":47988,"journal":{"name":"Research in Science Education","volume":"39 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142804674","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Optimising Assessment Workload And Student Experience; A Quantitative And Qualitative Analysis Of An Undergraduate Subject Restructure.

IF 1.7 4区教育学

Advances in Physiology Education Pub Date : 2024-12-11 DOI: 10.1152/advan.00095.2024

Giselle Larissa Allsopp, Sarah Elizabeth Wooding, Jan Maree West, Anne Isabella Turner

{"title":"Optimising Assessment Workload And Student Experience; A Quantitative And Qualitative Analysis Of An Undergraduate Subject Restructure.","authors":"Giselle Larissa Allsopp, Sarah Elizabeth Wooding, Jan Maree West, Anne Isabella Turner","doi":"10.1152/advan.00095.2024","DOIUrl":"https://doi.org/10.1152/advan.00095.2024","url":null,"abstract":"Optimising the workload of university students is important for their academic performance and student experience. Large perceived workloads are associated with poorer academic performance and lower student satisfaction in university students. In response to student feedback in 2021, we redesigned a second-year undergraduate physiology subject in order to optimise workload and improve student experience. The practical assessments (contributing 50% of the subject grade) were consolidated from five small reports to two more comprehensive reports. The new subject design resulted in a 3.85% reduction in practical assessment marks (p<0.05), although students maintained their academic performance in the end of trimester quiz. Upon reflection, the new practical assessments may have been more challenging for students and more discriminating of academic performance, as they required greater levels of critical thinking and more in-depth discussion of complex physiological concepts. Student satisfaction was reduced following the first iteration of the new subject design, but with additional assessment support for students by academic staff in 2022, the student experience ratings were no longer below expected values. In summary, consolidating the number of practical assessments was predicted to foster deeper learning of physiological concepts. However, to successfully achieve this, support from academic staff appears to be an essential factor to foster a positive student experience.","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142808601","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Young Children’s Composing Processes: Idea Transformations in Verbalizations from Pre-Writing to Post-Writing

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2024-12-10 DOI: 10.1007/s10643-024-01800-y

Rebecca Rohloff, Jackie Ridley, Margaret F. Quinn, Xiao Zhang

{"title":"Young Children’s Composing Processes: Idea Transformations in Verbalizations from Pre-Writing to Post-Writing","authors":"Rebecca Rohloff, Jackie Ridley, Margaret F. Quinn, Xiao Zhang","doi":"10.1007/s10643-024-01800-y","DOIUrl":"https://doi.org/10.1007/s10643-024-01800-y","url":null,"abstract":"Early writing includes both transcription skills (e.g., handwriting and spelling) and composing skills (e.g., the generation, manipulation, and translation of ideas into writing), yet early composing is not as well understood in academic research or by classroom educators. This study seeks to understand 1) how children retained or modified core idea units from pre-writing verbalizations to post-writing verbalizations and 2) how these transformations are related to other composing components, such as connection of ideas. Participants in this study included 133 children at the end of their prekindergarten year. Children completed two composing tasks related to planning a birthday party: an Invitation task and a List task, in which they were asked what they planned to write before writing and then what they had written after writing. Results indicate that most children’s pre- and post-verbalizations were connected in meaning. While children overwhelmingly modified their core ideas on both tasks, more children retained ideas on the List task than the Invitation task. Children most often concurrently added and deleted ideas on both tasks, but did so less often when pre- and post-verbalizations were connected in meaning. Implications for supporting the complete writing process, from planning to review and revision, in classroom practices as well as further directions for research are discussed.","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"12 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2024-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142804673","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Effect of Growing Up WILD™ Training on Early Childhood Professionals’ Beliefs, Attitudes, and Intentions Toward Outdoor Education

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2024-12-10 DOI: 10.1007/s10643-024-01817-3

Morgan Kunde Sekula, Amy Bryan, Kiki Corry, Assem Kassymova, Courtney E. Byrd-Williams

{"title":"The Effect of Growing Up WILD™ Training on Early Childhood Professionals’ Beliefs, Attitudes, and Intentions Toward Outdoor Education","authors":"Morgan Kunde Sekula, Amy Bryan, Kiki Corry, Assem Kassymova, Courtney E. Byrd-Williams","doi":"10.1007/s10643-024-01817-3","DOIUrl":"https://doi.org/10.1007/s10643-024-01817-3","url":null,"abstract":"In this study, we measured attitudes, beliefs, and intentions about implementing outdoor learning experiences among 56 early childhood professionals before and after attending Growing Up WILD™ (GUW) training. Online pre- and post-surveys were distributed to participants measuring a range of attitudes (i.e., comfort and confidence), beliefs, and intentions (i.e., planning). Overall, after attending GUW training, participants reported feeling more confident facilitating conversations with children about nature and science and more comfortable about planning teacher directed activities, allowing children to take risks, and offering free play. They also expressed fewer concerns about potential barriers to going outside such as family concerns, materials, and curriculum. It also demonstrated participants had greater intentions to engage children in outdoor learning experiences (e.g., outdoor field trips and nature walks). Our findings highlight the impact that GUW training, a brief intervention, can have on early childhood professionals’ attitudes, beliefs, and intentions toward implementing outdoor education. We hope that these attitudinal shifts will encourage early childhood professionals to take young children outside so they can enjoy the benefits of outdoor education.","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"213 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2024-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142796880","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Pass/fail grading in preclinical courses and differential attainment between racially/ethnically minoritized groups and non-minoritized groups.

IF 3.3 2区教育学

Medical Teacher Pub Date : 2024-12-10 DOI: 10.1080/0142159X.2024.2436452

David J Cipriano, José Franco, Robert Treat

{"title":"Pass/fail grading in preclinical courses and differential attainment between racially/ethnically minoritized groups and non-minoritized groups.","authors":"David J Cipriano, José Franco, Robert Treat","doi":"10.1080/0142159X.2024.2436452","DOIUrl":"https://doi.org/10.1080/0142159X.2024.2436452","url":null,"abstract":"Many medical schools are transitioning to pass/fail grading from tiered grading systems which have been associated with increased competition, grade inflation, decreased wellness, and grading disparities along racial/ethnic lines. This retrospective cohort study followed two cohorts of students from one medical school for four years. One cohort was the last class to enter the school under a 5-point grading system for preclinical courses and the other was the first cohort to enter school under a pass/fail grading system for preclinical courses. Data was collected on various performance measures for the 501 students who comprised these two cohorts. Given the enduring problem of differential attainment between underrepresented in medicine (URiM) students to non-URiM students, we explored whether a change in grading systems impacted all students similarly. Overall students did as well or better in classroom performance, clerkship subject exams, and licensing exams following the change and the effect was essentially equal for URiM and non-URiM students alike. The most important finding was a decrease in differential attainment between URiM and non-URiM students after the change to pass/fail grading for the great majority of the performance measures studied.","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1-6"},"PeriodicalIF":3.3,"publicationDate":"2024-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142801412","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Using the theory of Threshold Concepts to identify troublesome knowledge in becoming a Master Clinical Teacher.

IF 3.3 2区教育学

Medical Teacher Pub Date : 2024-12-10 DOI: 10.1080/0142159X.2024.2436454

Stephanie Hale, Matei Petrescu, Melissa Carbajal, Moushumi Sur, Audrea Burns, Satid Thammasitboon

{"title":"Using the theory of Threshold Concepts to identify troublesome knowledge in becoming a Master Clinical Teacher.","authors":"Stephanie Hale, Matei Petrescu, Melissa Carbajal, Moushumi Sur, Audrea Burns, Satid Thammasitboon","doi":"10.1080/0142159X.2024.2436454","DOIUrl":"https://doi.org/10.1080/0142159X.2024.2436454","url":null,"abstract":"Purpose: There is a wealth of literature describing the characteristics and proficiencies of clinical teachers, but no description exists of the obstacles that clinical teachers face when aspiring to become a Master Clinical Teacher (MCT). Using Threshold Concepts (TC) theory as an analytical framework can help investigate those potential challenges.Methods: This is a mixed-methods research integrating an exploratory survey and semi-structured interviews. The authors used a systematic approach to develop the survey and administered it to physicians in a large pediatrics department, using the results to inform the interview process. In the interview phase, the authors used purposive sampling of trainees, early-career clinical teachers, and departmentally recognized MCTs. The authors conducted reflexive thematic analysis on the qualitative data using TC as a framework, deriving areas of Troublesome Knowledge (TK) and subsequently conceptualizing TCs.Results: The survey phase yielded 143 responses with 303 narrative comments. The interview phase comprised three focus groups and eleven individual interviews with MCTs. Four themes were identified that conceptualize as TCs with associated areas of TK, including: Embracing continual personal and professional evolution; Cultivating shared vulnerability for authentic engagement and learning; Empowering learners for self-discovery and transformation; and Navigating the complexities of clinical teaching.Conclusions: The identified TCs and associated TKs provide insights into clinical teachers' experience in becoming MCTs. These findings can inform faculty development efforts and the individual career development of clinical teachers and also underscore the dynamic and multi-faceted nature of clinical teaching and the ongoing evolution required to excel in it.","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1-9"},"PeriodicalIF":3.3,"publicationDate":"2024-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142801415","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0