IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2025-01-30 DOI: 10.1007/s10643-025-01859-1

Lena Aumann, Rosa Maria Puca, Hedwig Gasteiger

{"title":"Effects of Early Childhood Teacher Knowledge and Feedback on Children’s Early Mathematical Development in German Kindergartens","authors":"Lena Aumann, Rosa Maria Puca, Hedwig Gasteiger","doi":"10.1007/s10643-025-01859-1","DOIUrl":"https://doi.org/10.1007/s10643-025-01859-1","url":null,"abstract":"Natural everyday situations can offer valuable opportunities for children to develop mathematical ideas. However, as children enter school with widely varying levels of achievement in mathematics, not all children seem to benefit equally from embedded math learning opportunities. To help children take advantage of these opportunities, early childhood (EC) teachers seem to play a significant role in fostering children’s mathematical learning. Previous research suggests that both the teacher’s knowledge and their feedback significantly influence the extent to which children learn. However, most studies on feedback rely on experimental research designs and do not examine naturally occurring feedback in situations involving embedded math learning opportunities. Thus, the influence of EC teachers’ mathematical pedagogical content knowledge (MPCK) and their naturally given feedback on children’s mathematical learning remains underexplored. This paper investigates the effects of naturally given feedback and the MPCK of N = 48 EC teachers on the mathematical development of N = 140 children. Results indicate that process-related feedback positively impacts children’s mathematical development, while other kinds of feedback (e.g., person-related) and teachers’ MPCK do not demonstrate significant effects. These findings highlight the importance of integrating process-related feedback into professional development (PD) programs for EC teachers to enhance their ability to provide effective feedback.","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"22 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2025-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143056181","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

Examining the relationships among preservice physical education teachers’ beliefs, emotions, and professional identity

IF 3.4 2区教育学

European Physical Education Review Pub Date : 2025-01-30 DOI: 10.1177/1356336x241312088

Youngjoon Kim, Kelly L. Simonton, Kevin Mercier, Karen Lux Gaudreault, Kevin Andrew Richards

{"title":"Examining the relationships among preservice physical education teachers’ beliefs, emotions, and professional identity","authors":"Youngjoon Kim, Kelly L. Simonton, Kevin Mercier, Karen Lux Gaudreault, Kevin Andrew Richards","doi":"10.1177/1356336x241312088","DOIUrl":"https://doi.org/10.1177/1356336x241312088","url":null,"abstract":"Teacher identities, shaped within teacher education programs, are linked to professional commitment, career longevity, teaching effectiveness, and student learning. The purpose of this study was to examine the relationships among teacher beliefs, emotions during student teaching, and professional identity in physical education (PE) preservice teachers (PSTs). The PE PSTs ( N = 268), who were in the final weeks of completing their semester-long student teaching in the USA, completed a survey that measured teacher beliefs, emotions, and professional identity. Confirmatory factor analysis and structural equation modeling were used to evaluate the data and hypothesized relationships. The results confirmed that PE PST beliefs were related to positive and negative emotions during student teaching and that both beliefs and emotions were related to teacher identity. The emotions experienced in student teaching support indirect relations between beliefs and identities. The study highlights the importance of teacher education that fosters strong and professional teacher beliefs and provides a meaningful student teaching environment that can generate positive emotions. To ensure the success of PE PSTs, rather than simply their survival, this study advocates for the establishment of supportive and close-knit partnerships between university-based teacher educators, cooperating teachers, and school staff. PE PSTs’ professional identity formation and its influences require more research to establish connections with teacher effectiveness, motivation, and well-being, which are tethered to student learning.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"13 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2025-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143071850","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

Studying the Role of Medicine in Nazism and the Holocaust to Shape Professional Identity Formation.

IF 5.3 2区教育学

Academic Medicine Pub Date : 2025-01-30 DOI: 10.1097/ACM.0000000000005988

Hedy S Wald, Jesse M Ehrenfeld

引用次数: 0

Preservice Teachers’ Conceptualizations of Equity and Equality: Tensions Between Technical and Humanizing Approaches

IF 3.9 1区教育学

Journal of Teacher Education Pub Date : 2025-01-30 DOI: 10.1177/00224871251314883

Michelle Kwok, Eleanor Su-Keene, Ambyr Rios

{"title":"Preservice Teachers’ Conceptualizations of Equity and Equality: Tensions Between Technical and Humanizing Approaches","authors":"Michelle Kwok, Eleanor Su-Keene, Ambyr Rios","doi":"10.1177/00224871251314883","DOIUrl":"https://doi.org/10.1177/00224871251314883","url":null,"abstract":"Traditionally, preservice teachers (PSTs) have been introduced and socialized to a cartoon of three children attempting to watch a baseball game as the prevailing definition of equity. Yet, in our sociopolitical context where Black, Brown, and LGBTQ+ children are continuously marginalized, we critique whether this simple construction of equity is sufficient. Rather, we build upon these understandings by outlining tenets of critical humanism and exploring the degree to which PSTs fluctuate between technical and humanist conceptualizations in their definitions of equal and equitable instruction. In this large-scale qualitative study using data collected between 2022 and 2024, we analyzed 1,528 PST responses about their conceptualizations of equity and equality. We found that PSTs harbor various conceptualizations of equity that are robust around resource-based teaching attributes such as materials, instruction, and accommodations. However, PSTs presented paradoxical understandings of equity related to treatment and opportunities, revealing tensions between technical and humanizing approaches to education.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"27 1","pages":""},"PeriodicalIF":3.9,"publicationDate":"2025-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143071511","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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

Commentary on The Dante Project and The Gates of Hell: The Anatomy of Movement.

IF 5.3 2区教育学

Academic Medicine Pub Date : 2025-01-30 DOI: 10.1097/ACM.0000000000005990

Beatriz Stix-Brunell, Jordan Burgess, James Chang

引用次数: 0

Measuring adaptive expertise and adaptive performance in (becoming) healthcare professionals: a scoping review of measurement instruments.

IF 3 2区教育学

Advances in Health Sciences Education Pub Date : 2025-01-30 DOI: 10.1007/s10459-025-10413-y

Elske Hissink, Els Pelgrim, Loek Nieuwenhuis, Lotte Bus, Wietske Kuijer-Siebelink, Marieke van der Schaaf

{"title":"Measuring adaptive expertise and adaptive performance in (becoming) healthcare professionals: a scoping review of measurement instruments.","authors":"Elske Hissink, Els Pelgrim, Loek Nieuwenhuis, Lotte Bus, Wietske Kuijer-Siebelink, Marieke van der Schaaf","doi":"10.1007/s10459-025-10413-y","DOIUrl":"https://doi.org/10.1007/s10459-025-10413-y","url":null,"abstract":"Professional work in healthcare is increasingly disruptive, requiring professionals to be flexible and adaptable. Research on adaptive expertise and adaptive performance in healthcare has grown, and operationalisation and measurement of these concepts are crucial to meet professionals' evolving needs. This study provides an overview of measurement instruments for adaptive expertise and adaptive performance in (becoming) healthcare professionals, including an evaluation of their operationalisations and the amount of evidence supporting their quality. A scoping review was conducted, including an analysis of operationalisations and the amount of evidence supporting the quality of instruments, based on the criteria outlined in the Standards for Educational and Psychological Testing (2014). Seventeen articles were included, comprising nineteen measurement instruments, three of which were specifically developed for the healthcare domain. The instruments, categorized into six types, varied in the nature and volume of evidence supporting their quality. Analysis of the operationalisations led to a clearer understanding of the concepts, with themes emerging around adaptive expertise and adaptive performance. The study reveals a dominance of self-evaluation and job requirement instruments, while other methods, such as design scenarios, mixed-methods instruments, and collegial verbalization, are underrepresented. Instruments developed specifically for healthcare need further validation and reliability testing. The categorization of subscales into 13 themes provides further clarification of the concepts and suggestions for future research. Instruments to measure adaptive expertise and adaptive performance are limited and vary in conceptualisation, operationalisation and quality. Further research is needed to improve the validity and reliability of healthcare-specific instruments.","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2025-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143069341","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

In Reply to Li.

IF 5.3 2区教育学

Academic Medicine Pub Date : 2025-01-30 DOI: 10.1097/ACM.0000000000005992

William E Schwartzman, Chloe Amsterdam, Christopher R Pierson

引用次数: 0

Stress and Confidence of Undergraduate Dental Students With Different Levels of Clinical Experience in Managing Endodontic Emergencies: A Cross-Sectional Study.

IF 1.7 4区教育学

European Journal of Dental Education Pub Date : 2025-01-30 DOI: 10.1111/eje.13072

Virginie Chuy, Pierre Matyjasik, Raphaël Devillard, Olivia Kérourédan

{"title":"Stress and Confidence of Undergraduate Dental Students With Different Levels of Clinical Experience in Managing Endodontic Emergencies: A Cross-Sectional Study.","authors":"Virginie Chuy, Pierre Matyjasik, Raphaël Devillard, Olivia Kérourédan","doi":"10.1111/eje.13072","DOIUrl":"https://doi.org/10.1111/eje.13072","url":null,"abstract":"Objectives: To describe the stress and confidence of dental students during the management of an endodontic emergency (EE) and investigate the associated factors.Methods: This cross-sectional study included 227 undergraduate dental students undergoing clinical training (i.e., in the fourth, fifth, or sixth year) who responded to questions asking for their overall level of stress during an EE and their level of confidence in their ability to manage 50 steps of EE management related to communication and technical skills, and clinical examination and decision-making.Results: Managing EE was perceived as slightly or fairly stressful by 70% of the fourth- to sixth-year students. The fourth- and fifth-year students felt significantly greater stress (p = 0.026) and lower confidence (p < 0.001) than the sixth-year students, as did women (p < 0.001 for both). No significant difference in stress or confidence levels was observed across the clinical training environments evaluated. Just over half of the students reported being confident about discussing a case with their teacher. The situations in which students felt least confident were patient management, crack detection, lymph node palpation, locoregional or intrapulpal anaesthesia, and intraoral drainage, and those in which students gained the most confidence in the sixth year compared to the lower grades were clinical decision-making.Conclusions: Managing EE was perceived as slightly or fairly stressful for most students, and stress decreased, while confidence increased in the 3 years of clinical training. Although these findings are positive for the existing training program, there is still work to be done to improve students' learning experiences, especially on teacher receptiveness.","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143068793","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

Reimagining the Medical School Accreditation Process in a Rapidly Changing Health Care Environment.

IF 5.3 2区教育学

Academic Medicine Pub Date : 2025-01-30 DOI: 10.1097/ACM.0000000000005989

Charles G Prober, Aarti A Porwal, James O Woolliscroft, Joseph C Kolars

{"title":"Reimagining the Medical School Accreditation Process in a Rapidly Changing Health Care Environment.","authors":"Charles G Prober, Aarti A Porwal, James O Woolliscroft, Joseph C Kolars","doi":"10.1097/ACM.0000000000005989","DOIUrl":"https://doi.org/10.1097/ACM.0000000000005989","url":null,"abstract":"Abstract: Health care is changing rapidly due to advances in biomedical science and technology, as well as an expanding body of medical knowledge. This transformation necessitates a reevaluation of medical education models. The medical school accreditation process, administered through the Liaison Committee on Medical Education (LCME) for MD-granting schools in the United States and Canada, plays a crucial role in maintaining educational standards. However, current LCME accreditation standards sometimes conflict with innovative educational practices, potentially hindering necessary progress. This Commentary considers how the accreditation process could better support medical education as it advances and adapts to the evolving needs of the health care environment. The authors propose strategies to enhance the accreditation process and better serve medical schools: align accreditation with competency-based education, share best practices identified during the accreditation process, encourage innovation, address financial burdens associated with preparing for accreditation, support institutional missions, embrace advances in science and technology, and facilitate rapid curriculum changes. Balancing compliance with innovation would help schools optimize the educational journey for future physicians and advance the shared goals of improved medical education and patient care.","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":""},"PeriodicalIF":5.3,"publicationDate":"2025-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143076336","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

Novel Student-Faculty Partnership for Preclinical Formative Assessments.

IF 5.3 2区教育学

Academic Medicine Pub Date : 2025-01-30 DOI: 10.1097/ACM.0000000000005991

Liqi Li

引用次数: 0

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