教育学最新文献

{"title":"Using interleaved practice to foster spelling acquisition","authors":"Marina Klimovich,&nbsp;Tobias Richter","doi":"10.1016/j.learninstruc.2025.102146","DOIUrl":"10.1016/j.learninstruc.2025.102146","url":null,"abstract":"<div><h3>Background</h3><div>Interleaving exemplars from different categories tends to improve category learning compared to blocking the same exemplars. However, the effectiveness of interleaving is uncertain when verbal materials are employed for learning. Moreover, research on interleaving in real educational settings and in the context of spelling instruction is scarce.</div></div><div><h3>Aims</h3><div>We report the results of a preregistered classroom experiment (<span><span>https://aspredicted.org/BZH_BTC</span><svg><path></path></svg></span>) that examined the benefits of interleaving for learning spelling rules.</div></div><div><h3>Sample</h3><div>The study involved 108 German third graders.</div></div><div><h3>Method</h3><div>Children received two training sessions in which they practiced words associated with specific spelling rules (i.e., capitalization, single and multiple consonants, or words with “i” and “ie”), with one session following a blocked and the other an interleaved format. Learning outcomes were measured shortly after the training and after 8 weeks to gauge effects of interleaving on lasting learning.</div></div><div><h3>Results</h3><div>Children showed fewer spelling errors when they practiced exemplars in an interleaved than a blocked sequence for words trained in the sessions. This interleaving benefit persisted after an 8-week follow-up for the trained and new words for children with average to high prior knowledge of word spellings. Children made more spelling errors during the interleaved compared to the blocked practice phase, perceived interleaved practice as more difficult, and rated their learning process as less successful compared to blocked practice, supporting the assumption that interleaved practice is a desirable difficulty.</div></div><div><h3>Conclusions</h3><div>Interleaved practice is a promising approach to boost the acquisition of spelling rules, particularly among children with better prior knowledge.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"98 ","pages":"Article 102146"},"PeriodicalIF":4.7,"publicationDate":"2025-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143895907","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":"Exploring the presence of culturally sustaining and active learning teaching practices in college classrooms","authors":"Nancy Gans,&nbsp;Margaret W. Logan,&nbsp;Patricia A. Alexander","doi":"10.1016/j.tate.2025.105055","DOIUrl":"10.1016/j.tate.2025.105055","url":null,"abstract":"<div><div>This pilot study explored the overlap of culturally sustaining pedagogical practices and practices that promote active learning in the classroom. In this study, seven undergraduate instructors were observed and placed into profiles according to their teaching behaviors as observed on a novel observational measure. Their profiles were mapped onto student responses about classroom climate. Results of this mixed-methods study indicated a direct relation between instructors who manifested the overlapping pedagogical behaviors aligned with culturally sustaining and active learning, and students’ perceptions of the classroom climate. Future use of the novel measures and implications for teaching are discussed.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"162 ","pages":"Article 105055"},"PeriodicalIF":4.0,"publicationDate":"2025-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143896160","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":"Exploratory Assessment of GPT-4′s Effectiveness in Generating Valid Exam Items in Pharmacy Education","authors":"Benjamin Shultz,&nbsp;Robert J. DiDomenico,&nbsp;Kristen Goliak,&nbsp;Jeffrey Mucksavage","doi":"10.1016/j.ajpe.2025.101405","DOIUrl":"10.1016/j.ajpe.2025.101405","url":null,"abstract":"<div><h3>Objective</h3><div>To evaluate the effectiveness of GPT-4 in generating valid multiple-choice exam items for assessing therapeutic knowledge in pharmacy education.</div></div><div><h3>Methods</h3><div>A custom GPT application was developed to create 60 case-based items from a pharmacotherapy textbook. Nine subject matter experts reviewed items for content validity, difficulty, and quality. Valid items were compiled into a 38-question exam administered to 46 fourth-year pharmacy students. Classical test theory and Rasch analysis were used to assess psychometric properties.</div></div><div><h3>Results</h3><div>Of 60 generated items, 38 met content validity requirements, with only 6 accepted without revisions. The exam demonstrated moderate reliability and correlated well with a prior cumulative therapeutics exam. Classical item analysis revealed that most items had acceptable point biserial correlations, though fewer than half fell within the recommended difficulty range. Rasch analysis indicated potential multidimensionality and suboptimal targeting of item difficulty to student ability.</div></div><div><h3>Conclusion</h3><div>GPT-4 offers a preliminary step toward generating exam content in pharmacy education but has clear limitations that require further investigation and validation. Substantial human oversight and psychometric evaluation are necessary to ensure clinical realism and appropriate difficulty. Future research with larger samples is needed to further validate the effectiveness of artificial intelligence in item generation for high-stakes assessments in pharmacy education.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 5","pages":"Article 101405"},"PeriodicalIF":3.8,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143890599","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":"National citizenship as an impediment to global citizenship? The ‘glocal’ approach to global citizenship education in Taiwan and the necessary preconditions","authors":"Cheng-Yu Hung","doi":"10.1016/j.ijedudev.2025.103289","DOIUrl":"10.1016/j.ijedudev.2025.103289","url":null,"abstract":"<div><div>The debates about whether national citizenship (NC) and global citizenship (GC) are either mutually contradictory or can be compatible, has been a long-running topic in the scholarship of philosophy. This article uses Taiwan as an example with its complex nationhood to demonstrate how their citizenship curriculum developers have approached this issue and incorporated global citizenship education (GCE) in the latest curriculum. This case study discovers that three preconditions are essential to GC development: (a) the discovery of self-identity, (b) openness to diverse values and (c) social transformation within liberal and democratic constructs. Also, from the qualitative data collected, it can be seen that GC can act as a ‘prism’ reflecting the significance of NC and NC in turn is a ‘reference point’ for students to reflect upon global issues from a local viewpoint. In line with the emerging ‘glocal pedagogies’ and their dialectical nature, GC is not only compatible with NC but also reinforces national awareness. This Taiwanese case hopes to inspire countries facing a similar crisis of nationhood or with self-governing areas pursuing independence to reconsider GC as one of the citizenship curriculum development options.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"115 ","pages":"Article 103289"},"PeriodicalIF":2.8,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143895627","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":"The value of tiered mentorship for teacher candidates committed to working in under-resourced schools and communities","authors":"Tiffany R. Rowland,&nbsp;Katherine K. Delaney,&nbsp;Ruslan Slutsky,&nbsp;Victoria M. Pope,&nbsp;Karen Krepps,&nbsp;Cassidy Boyden","doi":"10.1016/j.tate.2025.105061","DOIUrl":"10.1016/j.tate.2025.105061","url":null,"abstract":"<div><div>Sustaining a committed teacher workforce for under-resourced schools has been a longstanding challenge in the United States. This joint methodology case/ethnographic study explores the impact of tiered mentorship in preparing 24 teacher candidates to work in under-resourced schools. Data consisted of transcripts from 65 individual interviews and 26 monthly meetings. Following thematic analysis, findings revealed that tiered mentorship fosters knowledge sharing, encourages reflection, and provides multi-level support, which enhances skill development for teaching in under-resourced schools. Results of this study suggest that tiered mentorship is a valuable approach for teacher education programs aiming to prepare teacher candidates for under-resourced schools.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"161 ","pages":"Article 105061"},"PeriodicalIF":4.0,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143890752","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":"Impact of Competency-Based Skills Assessments on Student Performance, Stress, and Preparedness in an Advanced Pharmacy Practice Experience (APPE) Readiness Course","authors":"Sarah Leupold,&nbsp;Kristy Jackson,&nbsp;Junan Li,&nbsp;David E. Matthews","doi":"10.1016/j.ajpe.2025.101401","DOIUrl":"10.1016/j.ajpe.2025.101401","url":null,"abstract":"<div><h3>Objective</h3><div>To determine the impact of competency-based sessions within a Doctor of Pharmacy curriculum by comparing student performance and perception of stress and preparedness during an Objective Structured Clinical Examination (OSCE).</div></div><div><h3>Methods</h3><div>In the spring of 2023, an educational intervention was implemented for third professional year students at the Ohio State University College of Pharmacy. Students had the opportunity to demonstrate competency through 4 skills-based preliminary sessions prior to a final OSCE within an Advanced Pharmacy Practice Experience readiness course. The difference in the average number of stations with satisfactory performance on the final OSCE was compared between cohorts before and after the intervention. For the postintervention cohort, student perceptions of stress and preparedness were assessed through course survey data.</div></div><div><h3>Results</h3><div>The study analyzed the results of 127 students in the preintervention cohort and 118 students in the postintervention cohort. Following the educational intervention, there was a nonstatistically significant decrease in the average number of final OSCE stations with satisfactory performance (mean [SD] 3.31 [0.78] vs 3.12 [0.94]). Three of the 4 stations showed similar or improved performance between cohorts, while 1 showed a decrease in performance. Most respondents reported an increase in perceived preparedness (<em>n</em> = 77, 93.9%) and a decrease in stress (<em>n</em> = 66, 80.5%).</div></div><div><h3>Conclusion</h3><div>Despite a nonsignificant decrease in the average number of final OSCE stations with satisfactory performance, students in the postintervention cohort performed similarly on 3 of the 4 stations and felt less stressed and more prepared.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 5","pages":"Article 101401"},"PeriodicalIF":3.8,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143796434","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":"Examining young children’s transitions from drawing into early writing","authors":"Kelly Campbell,&nbsp;Anne E. Cunningham","doi":"10.1016/j.ecresq.2025.04.007","DOIUrl":"10.1016/j.ecresq.2025.04.007","url":null,"abstract":"<div><div>Examining young children’s progressions in drawing, from scribble lines to graphic representations of people, places, and objects—to their writing of alphabetic symbols—may open windows into knowledge of early cognitive, language, and motor development. In the present mixed-method investigation, we first review prior literature on such transitions, which includes discussion of the stages or sequences of mark-making, drawing, and early writing. We then discuss existing measures of human figure drawings, name writing, early writing, oral language (mean length of utterance of the child’s descriptions of each drawing/writing sample), and content themes. Next, for five children aged 3-5 years attending a university-affiliated preschool, we examine repeated sets of drawings and early writings, ranging from 23 to 73 samples per child, from archival materials. Each case study includes both (a) narrative descriptions of each child’s progressions and (b) analyses of scores on the included measures. With the overall aim of preparing for a larger study that includes regular and more data-intensive samples subject to blinded scoring, we provide comparisons within each child and across children—featuring linear trends and high intra-individual variability– regarding development of graphic symbol systems (i.e., drawing and early writing) during the foundational preschool years.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"72 ","pages":"Pages 317-327"},"PeriodicalIF":3.2,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143891720","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":"Peer feedback modelling needs in online higher education an exploratory study","authors":"Maartje Henderikx,&nbsp;Emmy Vrieling-Teunter,&nbsp;Francois Molin,&nbsp;Rob Nadolski","doi":"10.1016/j.stueduc.2025.101464","DOIUrl":"10.1016/j.stueduc.2025.101464","url":null,"abstract":"<div><div>Peer feedback (PFB) is considered a reliable and beneficial method for supporting learning and interaction. However, PFB is a complex skill that needs explicit instruction through modelling. To leverage the positive effects, a theoretical and pedagogy-driven application of PFB - namely scaffolded PFB modelling - was integrated into an online higher education academic writing course. To address needs-driven modifications of PFB within this course, students were surveyed after course completion to provide insights into their additional supporting needs about PFB. In total, 173 students answered reflective questions and six students were interviewed. Their responses were analyzed using Atlas.ti. Analyses showed that the need for PFB modelling was especially shown in the phases of observation and emulation. Students indicated the need for examples, additional (step-by-step) instructional materials, and the opportunity for guided practice and additional teacher feedback. In addition, students also provided suggestions to improve the PFB process; most of these suggestions were related to the online aspect of the course and its negative influence on interaction possibilities, which impeded communication and the development of trust and relationships among students. These results demonstrate that a pedagogy-driven application of PFB in an online higher education course requires a needs-driven, context-dependent redesign of PFB assignment(s), especially in the observation- and emulation modelling phases with extra attention to interaction.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"86 ","pages":"Article 101464"},"PeriodicalIF":2.6,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143891887","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":"Dialogical truncation between law, economics, and organizations in Brazilian higher education institutions","authors":"Ricardo Wagner Righi de Toledo ,&nbsp;Patrícia Bernardes ,&nbsp;Maria Inês Martins ,&nbsp;Matheus Pereira Libório","doi":"10.1016/j.ijedudev.2025.103293","DOIUrl":"10.1016/j.ijedudev.2025.103293","url":null,"abstract":"<div><div>This research is based on the new institutional economics and the dialogue between law, economics, and organizations. The central hypothesis is that there is limited dialogue between these areas in Brazil, and the study's objective is to measure its dialogical truncation degree. The research's relevance is justified by flaws in public policy and management in the country, which increase transaction costs and waste scarce resources, harming social well-being. The research analyzes the presence of disciplines related to law and economics in seventy higher education institutions (40 undergraduate courses and 20 postgraduate courses) through content analysis of teaching plans, syllabuses, and other pedagogical documents from 912 disciplines of these courses. The results show that only 4.44 % of courses address the law and economics, indicating that the dialogical truncation between law, economics, and organizations is a source of failures in public policy and management in the country. In addition to the Brazilian case, the research offers a framework that allows for measuring the dialogical truncation degree between law, economics, and administration and indicates to what extent these disciplines are connected and inserted in higher education courses in other countries. Applying this framework enables a deeper analysis of the relationship between transaction costs, institutions' efficiency, and economic performance with the dialogical truncation degree between law, economics, and administration courses in any country.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"115 ","pages":"Article 103293"},"PeriodicalIF":2.8,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143891066","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":"Effects of Feedback Providers' Positive Emotional Tone and Gender on Learning From a Multimedia Lesson","authors":"Yun Zhang,&nbsp;Fangzheng Zhao,&nbsp;Richard E. Mayer","doi":"10.1111/jcal.70052","DOIUrl":"https://doi.org/10.1111/jcal.70052","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background and Objective</h3>\u0000 \u0000 <p>The positivity principle states that students learn better from instructors who display positive rather than negative or neutral emotions in multimedia lessons (Lawson et al. 2021a). This study extends this work by exploring the role of affective and social cues displayed by feedback providers, such as their emotional tone and gender, on multimedia learning.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>In this between-subject study, 160 college students received a five-section video lesson on human vision, with two practice questions inserted after each section. After each question, students received explanatory feedback videos presented by either a male or female feedback provider who displayed either positive or neutral emotion through gesture and voice.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Students who received feedback from providers with a positive emotional tone rated the provider higher on perceived positive emotion, supportiveness and competence, as well as on their own feelings of positivity. However, the emotional tone of the feedback provider did not impact posttest scores. Additionally, female feedback providers were perceived to be more negative, less supportive and less competent than male feedback providers, but the gender of feedback providers had no effect on posttest scores.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>This study expands the positivity principle (Horovitz and Mayer 2021) and the cognitive-affective model of e-learning (Lawson et al. 2021a) by showing that positive emotional cues from feedback providers enhance learning, similar to the impact of the instructor's emotional cues in presenting the main lesson. These findings highlight the broader role of positivity in creating engaging and supportive multimedia learning environments across contexts.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 3","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.70052","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143897114","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}