教育学最新文献

{"title":"Convergences and divergences of elite men’s cricket players attending boys-only and private schools: an investigation of 1000 cricketers over a 30-year period","authors":"Habib Noorbhai","doi":"10.1080/13573322.2025.2531379","DOIUrl":"https://doi.org/10.1080/13573322.2025.2531379","url":null,"abstract":"","PeriodicalId":51203,"journal":{"name":"Sport Education and Society","volume":"7 1","pages":""},"PeriodicalIF":2.9,"publicationDate":"2025-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144629587","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":"Personalised Language Learning Through Technology: Examining How Digital Literacy Shapes Proficiency and Communication Strategiess","authors":"Ziyun Zhang,&nbsp;Ruixi Yang","doi":"10.1111/jcal.70069","DOIUrl":"https://doi.org/10.1111/jcal.70069","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Key Findings</h3>\u0000 \u0000 <p>This study identifies a strong positive relationship between digital literacy and language proficiency, highlighting how technological competence enhances motivation, engagement and PL, leading to improved language learning outcomes.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose</h3>\u0000 \u0000 <p>This research explores the connection between digital literacy and language proficiency, emphasising the impact of digital literacy on language acquisition and communication approaches. It seeks to evaluate how digital tools contribute to shaping learning behaviours within technology-integrated educational settings.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A quantitative research approach was adopted, incorporating a structured questionnaire to gather data from a sample of 420 college students. The collected data were then analysed using SPSS software to explore the connection between digital literacy and language proficiency.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The results indicate a strong and statistically significant positive relationship (β = 0.841, <i>p</i> &lt; 0.001) between digital literacy and language proficiency. Students with higher digital literacy demonstrated greater engagement, motivation and better adaptation to PL tools. Additionally, digital literacy was found to enhance both formal and informal communication strategies, contributing to overall language proficiency.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>This study highlights the significance of technology in language learning, particularly its capacity to facilitate adaptive and personalised educational experiences. The incorporation of digital tools enables both educators and learners to refine language acquisition strategies, ultimately enhancing proficiency and communication skills.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 4","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144615066","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":"How Does Theory of Mind (ToM) Affect Chinese Reading of Children With Dyslexia? The Moderation Effect of Picture Book Reading","authors":"Hung-Ju Tsai,&nbsp;Li-Chih Wang","doi":"10.1002/dys.70009","DOIUrl":"https://doi.org/10.1002/dys.70009","url":null,"abstract":"<div>\u0000 \u0000 <p>This study investigated Theory of Mind (ToM) in Chinese children with and without dyslexia and examined the moderating effect of early picture book reading experience on the relationship between ToM and reading comprehension. Grounded in the Landscape Model of Reading, we compared ToM between groups and explored how early literacy experiences influence reading comprehension. In total, 86 Chinese children, including 44 with dyslexia and 42 typically developing, were recruited for this study. Results revealed that typically developing children outperformed those with dyslexia in ToM tasks (<i>η</i>^<i>2</i>_<i>p</i> = 0.86). Early picture book reading experience significantly moderated the relationship between ToM and reading comprehension for children with dyslexia (<i>β</i> = 0.03, <i>p</i> &lt; 0.05), but not for typically developing children. Notably, the moderating effect of picture book reading was significant only for children with dyslexia who had richer early literacy experiences. On the contrary, this moderation effect was not observed in typically developing children. The study contributes to our understanding of the universal and language-specific factors influencing reading development and suggests targeted interventions for children with dyslexia in Chinese-speaking populations.</p>\u0000 </div>","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":"31 3","pages":""},"PeriodicalIF":1.9,"publicationDate":"2025-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144615412","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":"Teacher Perceptions of Gamification's Influence on Student Engagement and Learning in Nigerian Primary Schools","authors":"Ngeri Anita Ikpat","doi":"10.1111/ejed.70179","DOIUrl":"https://doi.org/10.1111/ejed.70179","url":null,"abstract":"<div>\u0000 \u0000 <p>This study investigated teachers' perceptions on the impact of gamification on student engagement and learning outcomes in Nigerian primary schools, aiming to bridge the gap between traditional teaching methods and contemporary learner needs. A mixed-methods approach was utilised, involving quantitative and qualitative data collection through an online survey distributed to 82 primary school teachers. The results revealed that most of the respondents incorporated gamification techniques weekly, with badges and points being the most frequently used elements. Gamification was most commonly applied in Maths, followed by English, Science and other subjects. Teachers perceived significant positive impacts on academic achievement, student participation and knowledge retention, though challenges such as lack of technological resources, curriculum alignment, scepticism from stakeholders, and insufficient teacher training were highlighted. Thematic analysis of qualitative data identified themes related to enhancing problem-solving abilities, catering to diverse learning styles and fostering healthy competition. Despite challenges, the study found unanimous support for gamification, with teachers willing to undergo further professional development. The findings suggest that gamification holds promise for transforming educational environments in Nigerian primary schools by promoting active engagement, motivation, and improved academic performance, although addressing technological and training barriers remains crucial.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 3","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144606627","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":"Compatibility of eugenol anesthesia with classroom physiology experiments on nerve and muscle of frogs.","authors":"Katherine Ilah Rees, Jason M Blank, Skye Taylor Foucrier, Lauren Grace Hinrichs, Ryan Singh-Nabi Sekhon","doi":"10.1152/advan.00094.2025","DOIUrl":"https://doi.org/10.1152/advan.00094.2025","url":null,"abstract":"<p><p>Frogs serve as valuable model organisms for studying physiological responses of nerve, skeletal muscle, and the heart in undergraduate biology labs. Induced hypothermia prior to pithing is the traditional method of euthanasia, but some veterinary guidelines discourage this practice and recommend chemical anesthesia instead. However, the most commonly used anesthetic, MS-222, may negatively interfere with physiology experiments. We sought an alternative anesthetic and tested the hypothesis that eugenol anesthesia is compatible with classroom nerve and muscle experiments on frogs. Bullfrogs were euthanized after eugenol anesthesia or chilling. Additional groups of frogs were soaked in eugenol for extended durations of 30, 60, or 90 minutes beyond reflex loss. The sciatic nerve was stimulated while gastrocnemius force was measured using an isometric force transducer. The threshold voltage eliciting a muscle contraction and the peak isometric twitch force were recorded at 15-minute intervals for 2 hours. Eugenol reliably induced loss of reflexes in approximately 20 to 35 minutes. While eugenol increased the threshold voltage required for a muscle contraction and decreased force production, neuromuscular preparations maintained the ability to respond adequately to electrical stimulation, supporting eugenol's viability as an alternative anesthetic for classroom experiments. To further characterize the anesthetic's effects, isolated sciatic nerves were soaked in eugenol solutions and evaluated for compound action potential amplitude and action potential threshold voltage. Eugenol reduced maximum compound action potential amplitude and increased the action potential threshold voltage, with inhibitory effects dependent on the duration of exposure and reversible upon soaking in Ringer's solution.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144621102","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":"AI versus human-generated MCQs: The need for psychometric analysis.","authors":"Himel Mondal, Anupkumar D Dhanvijay","doi":"10.1080/0142159X.2025.2532776","DOIUrl":"https://doi.org/10.1080/0142159X.2025.2532776","url":null,"abstract":"","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1"},"PeriodicalIF":3.3,"publicationDate":"2025-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144619060","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":"Preparing assessment literate teachers: A cross-national trend analysis","authors":"Serafina Pastore ,&nbsp;Davide Azzolini ,&nbsp;Sonia Marzadro ,&nbsp;Francesco Ottaviani","doi":"10.1016/j.stueduc.2025.101485","DOIUrl":"10.1016/j.stueduc.2025.101485","url":null,"abstract":"<div><div>Preparing teachers for assessment (i.e., assessment literacy) represents a contested issue, both at the educational policy and practice levels. Entering this debate, we explored patterns of initial teacher education (ITE), continuous professional development (CPD), assessment practices, and teachers’ learning needs in the assessment domain. Using data from the IEA-PIRLS teacher questionnaire (2011–2021) and the OECD-TALIS (2008–2018), a cross-national trend analysis was performed. Variability across countries and over time was found in both ITE and CPD. Furthermore, a mismatch emerged between perceived professional needs in the assessment domain and ITE and CPD paths. Teachers’ use of assessment strategies also varies, with homework being the most common practice among primary teachers - often in summative forms - while formative feedback and self-assessment are more frequent in lower secondary schools. Highlighting limitations in current large-scale survey instruments, this study calls for better alignment between teacher preparation and current models of assessment literacy.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"86 ","pages":"Article 101485"},"PeriodicalIF":2.6,"publicationDate":"2025-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144604498","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":"A systematic review of the mindful sport performance enhancement program","authors":"Thomas O. Minkler, Ekaterina Oparina, Jason Kostrna","doi":"10.1080/1750984x.2025.2521774","DOIUrl":"https://doi.org/10.1080/1750984x.2025.2521774","url":null,"abstract":"","PeriodicalId":47658,"journal":{"name":"International Review of Sport and Exercise Psychology","volume":"23 1","pages":""},"PeriodicalIF":5.5,"publicationDate":"2025-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144612967","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":"Old habits die hard? How to challenge students and professors to rethink the teaching and learning processes in biophysics using escape room-based games.","authors":"Thaís Busatto Crestani, Mariana Tamborindeguy, Fernanda Bordignon Nunes, Maria Beatriz Fonte Kohek, Gisele Branchini","doi":"10.1152/advan.00260.2023","DOIUrl":"https://doi.org/10.1152/advan.00260.2023","url":null,"abstract":"<p><p>One primary challenge in basic health program courses like biophysics is engaging students who struggle to connect initial concepts with future professional practice, leading to a lack of commitment to learning biophysics. Many classes also fail to develop skills and abilities essential for healthcare professionals, such as teamwork, communication, critical thinking, conflict resolution, and delegation. Educational games can be used to encourage students' commitment to knowledge construction and test their mental models to foster an active learning environment. An educational game based on the worldwide popular \"Escape Room\" model was developed, wherein teams collaborate to uncover clues, solve puzzles, and accomplish tasks within a set timeframe to achieve a specific goal - escape the room by discovering a password related to biophysics themes. To work on biophysics topics, such as acid-base balance, bioelectrogenesis, fluid compartments (composition and osmolarity), fluid dynamics, and membrane transport, the scenario was designed with elements relevant to daily professional practice, such as laboratory equipment, reagent flasks, stethoscopes, and saline solutions. Students participated in groups, answering class-related questions and solving puzzles and riddles to \"escape\" the room. The assessment of student performance involved observing their discussions and knowledge construction during the activity. At the activity's conclusion, students completed a satisfaction survey, providing feedback to refine future editions. The utilization of the \"Escape Room\" format provided an immersive and enjoyable learning experience, enhancing student motivation and participation. Thus, we demonstrate that old habits of teaching and learning, as expository classes, are not so hard to break.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144621103","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":"General pedagogical knowledge among pre-service vocational teachers: Measurement and development during teacher education","authors":"Stephan Abele ,&nbsp;Diana Vogel-Blaschka ,&nbsp;Andreas Leon ,&nbsp;Marlen Beck ,&nbsp;Bärbel Fürstenau","doi":"10.1016/j.tate.2025.105155","DOIUrl":"10.1016/j.tate.2025.105155","url":null,"abstract":"<div><div>The relevance of general pedagogical knowledge (GPK) for vocational teachers is internationally recognised but has not yet been systematically investigated. In this study, the GPK of pre-service vocational teachers is analysed using an established GPK test. Structural equation modelling was used to analyse the test's psychometric quality and GPK development using a cohort-sequential design (N = 374). The results indicate that the test measures GPK one-dimensionally and that there is substantial GPK development among pre-service teachers (<em>d</em> = .68–1.63). Our study suggests that previous studies may have been biased (e.g., because they assumed the test measures GPK multidimensionally).</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"165 ","pages":"Article 105155"},"PeriodicalIF":4.0,"publicationDate":"2025-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144605543","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}