教育学最新文献

{"title":"Response to: \"Aspiration to admission: Widening access to medical education: AMEE Guide No. 181\".","authors":"Jemma Scattergood, Lucy Westwood","doi":"10.1080/0142159X.2025.2511048","DOIUrl":"https://doi.org/10.1080/0142159X.2025.2511048","url":null,"abstract":"","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1"},"PeriodicalIF":3.3,"publicationDate":"2025-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144199608","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}

{"title":"The relationship between role and social identities and physical activity participation: a systematic review and meta-analysis","authors":"Caitlin Liddelow, Mark Stevens, Tegan Cruwys, Meredith M. Schertzinger","doi":"10.1080/1750984x.2025.2509218","DOIUrl":"https://doi.org/10.1080/1750984x.2025.2509218","url":null,"abstract":"","PeriodicalId":47658,"journal":{"name":"International Review of Sport and Exercise Psychology","volume":"16 1","pages":""},"PeriodicalIF":5.5,"publicationDate":"2025-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144193975","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Catholic Schooling and Self-Discipline: Outcomes for Early Elementary Students","authors":"Michael Gottfried, Jacob Kirksey, S. Colby Woods, Angela Crevar","doi":"10.1080/10409289.2025.2502899","DOIUrl":"https://doi.org/10.1080/10409289.2025.2502899","url":null,"abstract":"","PeriodicalId":11448,"journal":{"name":"Early Education and Development","volume":"173 2 1","pages":""},"PeriodicalIF":2.9,"publicationDate":"2025-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144193934","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}

{"title":"Walking the walk: Deepening critical consciousness through experiential place-based teacher education","authors":"Jacob Hackett ,&nbsp;Rhina M. Fernandes-Williams ,&nbsp;Ayinde Summers ,&nbsp;Saniha Kabani ,&nbsp;Robert C. Hendrick ,&nbsp;Thomas Albright","doi":"10.1016/j.tate.2025.105105","DOIUrl":"10.1016/j.tate.2025.105105","url":null,"abstract":"<div><div>Our empirical study analyzes the 3-year design and impact of a dynamic community-based teacher preparation residency institute on pre-service teacher development. Using concurrent mixed methods, including: reflections, post-institute focus groups, pre- and post-survey results (Critical Consciousness Scale), and follow-up classroom instructional observations reveal important effects. Results reveal a significant deepening in teachers’ overall critical consciousness and a substantial desire to apply student-centered socio-politically informed pedagogies in their instructional lessons. Implications include how teacher education could integrate the latest advances in learning, critical theories of analysis and design, local movement organizers, and sustained authentic engagement with community-based teacher educators.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"164 ","pages":"Article 105105"},"PeriodicalIF":4.0,"publicationDate":"2025-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144195666","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}

{"title":"Developing career intention of Gen Z hospitality students: The roles and matters of experiential learning, problem-solving skills, positive thinking skills and adaptability skills","authors":"Tanakrit Yordudom ,&nbsp;Sunthorn Boonkaew ,&nbsp;Narinthon Imjai ,&nbsp;Shayesteh Moghadas ,&nbsp;Bussalin Khuadthong ,&nbsp;Somnuk Aujirapongpan","doi":"10.1016/j.jhlste.2025.100560","DOIUrl":"10.1016/j.jhlste.2025.100560","url":null,"abstract":"<div><div>This study aims to investigate the factors influencing career intentions among Gen Z students in the hospitality industry, focusing on the roles of Experiential Learning, Problem-Solving Skills, Positive Thinking Skills, and Adaptability Skills. The target population consists of 409 Thai hospitality students who have undergone internship experiences and belong to the Gen Z cohort. A convenience sampling method was employed to collect data using a structured questionnaire that was validated for content validity and reliability. Data analysis was conducted using Partial Least Squares Structural Equation Modeling (PLS-SEM). The findings revealed that experiential learning had a direct positive effect on problem-solving skills, positive thinking skills, and adaptability skills. Furthermore, these three skills significantly influenced career intentions, with positive thinking skills and adaptability skills serving as key mediating variables in the relationship between experiential learning and career intentions. These insights offer valuable implications for curriculum development and the design of learning activities that enhance integrated competencies among hospitality students, as well as for formulating strategies to develop future-ready human capital aligned with the dynamic and complex nature of the hospitality industry.</div></div>","PeriodicalId":51666,"journal":{"name":"Journal of Hospitality Leisure Sport & Tourism Education","volume":"37 ","pages":"Article 100560"},"PeriodicalIF":4.8,"publicationDate":"2025-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144189424","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}

{"title":"Qualitative assessment of the views of academic honesty among freshmen in a physiology-based program.","authors":"Emily J Ryan, Lori Sherlock, Edward Ryan, Miriam Leary","doi":"10.1152/advan.00109.2023","DOIUrl":"10.1152/advan.00109.2023","url":null,"abstract":"<p><p>Academic dishonesty is becoming more common among university students in science, technology, engineering, and mathematics (STEM)-based programs. This is concerning because these students hold positions of responsibility in their professional careers. The purpose of this qualitative study was to examine if a student's academic standing and/or first-generation (First-Gen) status would affect their views of academic integrity and dishonesty within their academic coursework. Freshmen completed reflections at the start and end of their first semester of college. Qualitative responses from their reflections were reviewed and organized into common themes. Students were grouped based on university matriculation criteria [high-school grade-point average (GPA), Standards Admissions Test (SAT), and the American College Test (ACT) scores and parental higher education status]. The primary findings of the study demonstrated that the students responded similarly to their views of academic honesty, but some themes were more prevalent across the groups (First-Gen, Honors, and Pre-Math). This study identified several areas to help STEM students in a physiology-based program gain a better understanding of academic integrity and dishonesty.<b>NEW & NOTEWORTHY</b> A qualitative investigation of the views of academic honesty among freshmen in a physiology-based program.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"291-296"},"PeriodicalIF":1.7,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143191293","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}

{"title":"RAIN: a multistate research alliance to facilitate collaboration, increase student opportunities, and share core facility resources.","authors":"Brian Bothner, Shelley L Lusetti, Robert S Seville, Josh E Baker, Brian Barnes, Peter R Hoffmann, Carolyn J Hovde","doi":"10.1152/advan.00217.2024","DOIUrl":"10.1152/advan.00217.2024","url":null,"abstract":"<p><p>Since 2001, the National Institutes of Health (NIH) have funded the Institutional Development Award (IDeA) Network of Biomedical Research Excellence (INBRE) to expand biomedical research capacity among states in which NIH funding was historically low. The Western IDeA Region comprises seven states: Alaska, Hawaii, Idaho, Montana, New Mexico, Nevada, and Wyoming. Beginning in 2017, these states developed an interstate \"supernetwork\": the Regional Alliance of INBRE Networks (RAIN). RAIN's four initiatives are: <i>1</i>) holding regular INBRE program director/principal investigator (PD/PI) communication and strategy sessions; <i>2</i>) sharing research Core Facilities and programs; <i>3</i>) developing interstate undergraduate student research exchanges; and <i>4</i>) promoting interstate research collaborations. The seven INBRE PD/PIs meet monthly, usually virtually, to share administrative best practices, help each other problem-solve, and support one another's competitive renewals. Sharing IDeA-built Core Facilities and programs offers unique and/or faster services for researchers, without states needing to duplicate core capabilities. This substantially reduced costs. In 2019, ID-, MT-, and NM-INBREs estimated that sharing their existing Core Facilities and services saved $27.6 million over the course of one 5-yr funding cycle. Each undergraduate summer research program is open to other RAIN state students, with 29 student participants thus far. Faculty interdisciplinary research is promoted by a Collaboration Studio and special funding. To date, RAIN support has led to 18 scientific presentations, 12 peer-reviewed publications, and generated $1,400,000 in new NIH grants. RAIN is a model for other programs to share best practices, enhance interdisciplinary collaborations, limit redundant infrastructure, and share research/mentoring expertise.<b>NEW & NOTEWORTHY</b> The IDeA Network of Biomedical Research Excellence (INBRE) programs in all seven Western region states formed an alliance to compensate for an essentially static National Institutes of Health (NIH) budget but a growing dynamic mission. Biomedical research capacity has grown and our collaboration model benefits grant renewal, access to research Core Facilities, student preparation for the workforce, and faculty interdisciplinary solutions for complex medical problems.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"374-385"},"PeriodicalIF":1.7,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143416157","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}

{"title":"Discovering physiology: a high school student's journey into STEM: perspective and advice.","authors":"Krish Taneja, Steven Didik, Alexander Staruschenko","doi":"10.1152/advan.00008.2025","DOIUrl":"10.1152/advan.00008.2025","url":null,"abstract":"<p><p>Pursuing a career in science, technology, engineering, and mathematics (STEM) can be an exciting yet intimidating journey for high school students. This perspective provides a unique firsthand insight from a high school student working in a medical research laboratory and pursuing a STEM career. It explores the current high school STEM landscape, briefly covering coursework, university summer internships, and science fairs while discussing the importance of early STEM engagement and the opportunities and challenges students face. Additionally, this work highlights how fostering STEM interest at the high school level can enhance critical thinking and problem-solving skills essential for careers in fields such as engineering and artificial intelligence. Extracurricular opportunities, including the American Physiological Society Physiology Understanding (PhUn) Week and research internships, are also briefly covered. Furthermore, insights from a high school student, a Ph.D. student, and a principal investigator provide advice on gaining research experience. Finally, this <i>Perspectives</i> article discusses potential career pathways and opportunities that stem from early STEM engagement.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"482-485"},"PeriodicalIF":1.7,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143671640","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}

{"title":"Meeting report: an interdisciplinary approach to addressing anxiety in undergraduate active learning biology courses.","authors":"Katelyn M Cooper, Sara E Brownell, Elisabeth E Schussler, Virginia R Downing, Logan E Gin, Kelly K McDonald, Randolph M Nesse, Carly A Busch, Benjamin J England, LaToya Grigler, Samantha A Maas, Marco Molinaro, Nicole L Nieset, Amy L Pate, Jed Rasmussen, Jessica L Schleider, Amina Y Simmons, Shawn L Spurgeon, Cynthia M Stonnington, Michael Trobiano","doi":"10.1152/advan.00147.2024","DOIUrl":"10.1152/advan.00147.2024","url":null,"abstract":"","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"405-415"},"PeriodicalIF":1.7,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143494470","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}

{"title":"Response to: \"Reconsidering the Approach to Personal and Professional Development in Medical Education\".","authors":"Chris Skinner, Kelly Valentin, Lorna Davin, Tim Leahy, Linda Berlach","doi":"10.1080/0142159X.2024.2441055","DOIUrl":"10.1080/0142159X.2024.2441055","url":null,"abstract":"","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1055-1056"},"PeriodicalIF":3.3,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142872498","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}