教育学最新文献

{"title":"What We Carry.","authors":"Brandon Anderson","doi":"10.1097/ACM.0000000000006288","DOIUrl":"https://doi.org/10.1097/ACM.0000000000006288","url":null,"abstract":"","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":""},"PeriodicalIF":5.2,"publicationDate":"2025-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145071099","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 new approach to understanding crisis communication in sport: a news media analysis of the European super league crisis","authors":"Benjamin Semião Carmo Simpson, Argyro Elisavet Manoli, Michael Skey","doi":"10.1080/16184742.2025.2542354","DOIUrl":"https://doi.org/10.1080/16184742.2025.2542354","url":null,"abstract":"","PeriodicalId":47777,"journal":{"name":"European Sport Management Quarterly","volume":"164 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2025-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145072548","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":"Compliance or Transformation? Competing Logics in ESG Education for Business Executives","authors":"Huayi Jia,&nbsp;Erwen Chen,&nbsp;Xiaozhi Xu,&nbsp;Danchao Xu","doi":"10.1111/ejed.70225","DOIUrl":"https://doi.org/10.1111/ejed.70225","url":null,"abstract":"<div>\u0000 \u0000 <p>As Environmental, Social and Governance (ESG) concerns become central to corporate strategy, business schools are increasingly tasked with equipping executives to navigate this evolving terrain. This study examines the competing educational logics shaping ESG executive education: a compliance logic emphasising regulatory adherence and technical proficiency, and a transformative logic oriented toward ethical reflection, systems thinking and societal change. Using an institutional logics framework, we conduct a qualitative curriculum analysis of 16 ESG-focused executive programs offered by leading business schools across North America, Europe and Asia-Pacific. Our findings reveal that most programs overwhelmingly prioritise compliance, with limited incorporation of critical content, interdisciplinary perspectives or transformative pedagogies. Pedagogical designs tend to favour traditional formats and close corporate alignment, reinforcing existing business paradigms rather than challenging them. We argue that this orientation may constrain the potential of ESG education to drive deeper organisational and societal change. To address this, we propose a co-existence model that integrates both compliance and transformative elements, offering a blueprint for reimagining executive ESG curricula. This paper contributes to scholarship on sustainability education and institutional theory, and offers actionable recommendations for curriculum developers seeking to foster competent and conscious sustainability leadership.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 4","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145062499","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":"Confidence and Humility in Surgical Training.","authors":"Amir Farah","doi":"10.1097/ACM.0000000000006289","DOIUrl":"https://doi.org/10.1097/ACM.0000000000006289","url":null,"abstract":"","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":""},"PeriodicalIF":5.2,"publicationDate":"2025-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145071150","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":"Exploring children’s meaning-making as they interact with digital artworks through play at a museum exhibition","authors":"Louise Paatsch, Celine Chu, Chris Zomer, Sharon Horwood, Maria Nicholas, Jacquelyn Harverson, Martin Thomson, Courtney Mogensen, Marcus Horwood, Christine Evely","doi":"10.1177/14687984251380090","DOIUrl":"https://doi.org/10.1177/14687984251380090","url":null,"abstract":"Many museums have begun to integrate digital technologies as a way of providing opportunities for children to play, explore, and make meaning of artworks. However, little is known about the specific ways children interact with digital artworks in museum spaces. This paper presents findings from a study that explored young children’s interactions with digital artworks at the <jats:italic>Beings by Universal Everything</jats:italic> exhibition, held at ACMI (formerly known as the Australian Centre for the Moving Image) in Melbourne, Victoria. Data was collected from 22 Years one and two children, aged 6–8 years, from a primary school located in regional Victoria. Qualitative data were generated from video recordings of children’s verbal and non-verbal interactions as they engaged with the digital artworks, researcher observations, and focus groups with the children after the exhibition. Transcripts of children's interactions were deductively coded for pretend play abilities and play elements. Three main themes were identified in relation to the contexts in which the children interacted with the artworks: (1) as individuals, (2) with their peers about the artwork, and (3) as characters within the artwork. Findings showed the different play elements and pretend play abilities evident as the children interacted with the selected artworks. The findings highlight the unique ways to observe, document and analyse children’s interactions and meaning making as they participate in museum spaces, and adds insights into the growing body of research around the affordances of digital museum spaces in fostering children’s learning through play, particularly pretend play.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":"9 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2025-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145072768","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":"The Impact of Blinding on the Recruitment of Diverse Pediatric Residents.","authors":"Jennifer C Kesselheim, Rebecca Blankenburg, Debra Boyer, Alan Schwartz, Nicole Washington, Hayley A Gans","doi":"10.1097/ACM.0000000000006268","DOIUrl":"https://doi.org/10.1097/ACM.0000000000006268","url":null,"abstract":"<p><strong>Purpose: </strong>Blinding in pediatric residency recruitment and the influence of implicit biases have not been formally studied. This study examined whether blinding to race and/or gender influences the selection of candidates for pediatric residency interviews and assessed the role of respondent implicit bias.</p><p><strong>Method: </strong>An electronic survey was sent to all U.S. pediatric residency program directors in spring 2023. Nonresponders were sent weekly reminders for 5 weeks (survey remained open for 6 weeks). Respondents rated 5 fictitious applicants, each randomly assigned a gender (male, female, or blinded) and race (Black, White, or blinded), and completed an Implicit Association Test (IAT) to assess unconscious attitudes about race. The survey then asked about current strategies to mitigate unconscious bias in residency recruitment.</p><p><strong>Results: </strong>Responses were received from 85 of 202 programs (42%). All 85 program leaders reported using implicit bias training, with 64 of 83 (77%) using blinding and 74 of 84 (88%) using standardized rubrics to score applications as strategies to mitigate bias. The IAT revealed no statistically significant difference in the proportion of respondents with a positive implicit attitude toward Black versus White people (W = 840, P = .20). Statistically significant main effects were found for applicant race and interaction between applicant race and respondent IAT score, with respondents rating applicants with unknown race lower by a mean (95% CI) of 0.61 (0.07-1.16) points on the 5-point scale than the same applicants presenting as White or Black (t222 = 2.2, P = .03) and respondents rating White or unknown race applicants lower when their implicit attitudes toward Black people were more positive (t207 = -4.0, P < .001 and t208 = -2.9, P = .004, respectively).</p><p><strong>Conclusions: </strong>Blinding applicant race may adversely impact some applicants' interview prospects, suggesting that caution be applied when considering blinding to address implicit bias.</p>","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":""},"PeriodicalIF":5.2,"publicationDate":"2025-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145071093","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 Language of Medicine.","authors":"Aldis H Petriceks","doi":"10.1097/ACM.0000000000006291","DOIUrl":"https://doi.org/10.1097/ACM.0000000000006291","url":null,"abstract":"","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":""},"PeriodicalIF":5.2,"publicationDate":"2025-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145071175","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":"I Never Liked My Middle Name.","authors":"Hayden D Ferguson","doi":"10.1097/ACM.0000000000006285","DOIUrl":"https://doi.org/10.1097/ACM.0000000000006285","url":null,"abstract":"","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":""},"PeriodicalIF":5.2,"publicationDate":"2025-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145071125","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":"Women on the mat: unspoken stories of machismo and harassment in Brazilian Jiu-Jitsu","authors":"Rita Layse Ferreira Brito, Gabriela Conceição de Souza, Bianca Miarka, Jonas Bezerra, Fabrício Boscolo Del Vecchio, Eduardo Macedo Penna, Victor Silveira Coswig","doi":"10.1080/13573322.2025.2556231","DOIUrl":"https://doi.org/10.1080/13573322.2025.2556231","url":null,"abstract":"","PeriodicalId":51203,"journal":{"name":"Sport Education and Society","volume":"70 1","pages":""},"PeriodicalIF":2.9,"publicationDate":"2025-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145072546","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":"Hegemony, antagonism, and struggle: primary school principals’ discourses on physical education","authors":"Cheng Deng, Rod Philpot, Alan Ovens, Ben Dyson, Wayne Smith","doi":"10.1080/17408989.2025.2557887","DOIUrl":"https://doi.org/10.1080/17408989.2025.2557887","url":null,"abstract":"","PeriodicalId":47917,"journal":{"name":"Physical Education and Sport Pedagogy","volume":"42 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145072545","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}