教育学最新文献

{"title":"Teacher-Child Contact and Pre-Kindergartener’s Academic and Social-Emotional Skills Following COVID-19 Disruptions","authors":"Kristen L. Bub, Stacey Neuharth-Pritchett, Erica Smolinski, Sofia Hirt","doi":"10.1007/s10643-025-01919-6","DOIUrl":"https://doi.org/10.1007/s10643-025-01919-6","url":null,"abstract":"<p>Following a significant natural event (e.g., SARS-CoV-2, Hurricane Katrina), some young children adapted effectively while others face academic and social-emotional challenges (Goenjian et al., American Journal of Psychiatry 162(12) (2005)); (Joo &amp; Lee, Child Indicators Research, 15 (2022)); (Stark et al., Psychological Trauma: Theory Research Practice and Policy, 12(S1) 2020); children from groups that are historically and institutionally marginalized are at greater risk of experiencing negative outcomes than their majority peers. This descriptive study addressed three primary questions: (1) Did the effects of COVID-19 disruptions on pre-kindergartener’s academic, social, and behavioral skills differ by racial/ethnic status?; (2) Were student-teacher contact and learning supports/barriers associated with young children’s academic, social, and behavioral skills during COVID-19 disruptions? Did these associations differ by racial/ethnic status?; and (3) Was there evidence of academic, social, and/or behavioral “recovery” among study participants during their kindergarten year? Data were collected from 108 pre-kindergarten children’s teachers via online surveys. Teachers reported no contact with 11% and frequent contact with 37.4% of students after in-person classroom instruction ceased. Common types of contact were in-person video-chats and pre-recorded lessons. Children from groups that are historically and institutionally marginalized more frequently had no contact with their teachers and fewer in-person video-chats and pre-recorded lessons. Teachers also reported access to learning materials, technology, and parent engagement/support was lower for children from historically and institutionally marginalized groups. A second wave of data collection revealed children had significant improvements in language and social skills from pre-kindergarten to elementary and small declines in behavior problems. Findings offer evidence that children from groups that are historically and institutionally marginalized received fewer learning supports immediately following COVID-19 disruptions but that primary-school teachers made a concerted effort to engage all children in positive learning experiences and frequent contact, serving as a protective factor against the potential negative impact that COVID-19 disruptions had on children’s learning and development.</p>","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"118 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2025-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143903125","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":"Special education teacher candidates’ beliefs, perceived knowledge, and perceptions while delivering math interventions in a structured field experience","authors":"Hannah Carter ,&nbsp;Gena Nelson ,&nbsp;Jordyn Kotowski ,&nbsp;Jadelyn Thompson Abbott ,&nbsp;HsingJung Chen","doi":"10.1016/j.tate.2025.105043","DOIUrl":"10.1016/j.tate.2025.105043","url":null,"abstract":"<div><div>Little is known about special education teacher candidates' experiences with fieldwork. The purpose of this study was to examine candidates' experiences implementing a math intervention during a course at a northwestern U.S. university. We used case study design informed by the pedagogical content knowledge framework. We collected self-evaluations, surveys, and reflections to explore candidates’ perceived knowledge, beliefs, and perceptions. The fieldwork led to candidates developing more enjoyment and confidence in teaching math, and they experienced the value of behavior and time management and differentiated, explicit, and systematic instruction. Implications for teacher educators and school districts are discussed.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"162 ","pages":"Article 105043"},"PeriodicalIF":4.0,"publicationDate":"2025-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143900248","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":"Enhancing Academic Engagement and Needs Satisfaction Through AI: A Mixed-Methods Study in Chinese EFL Tertiary Education Context","authors":"Shijie Li,&nbsp;Jie Lin","doi":"10.1111/ejed.70110","DOIUrl":"https://doi.org/10.1111/ejed.70110","url":null,"abstract":"<div>\u0000 \u0000 <p>The rapid growth of artificial intelligence (AI) has transformed the educational field by providing efficient assistance for personalised learning. Despite the promising opportunities AI has presented, the impact of AI tools on students' learning outcomes in language learning settings has yet to be further explored, as well as their potential to enhance academic engagement in this specific domain. Therefore, based on the framework of Self-Determination Theory (SDT), this research aims to examine the role of behavioural, cognitive, and emotional engagement in improving students' needs satisfaction specifically among 300 Chinese tertiary learners in the AI-enhanced Chinese EFL context. A mixed-methods approach was used to collect data from Chinese EFL college students, combining self-report surveys and semi-structured interviews. Results from the quantitative data showed that AI perception and academic engagement significantly impact needs satisfaction in AI-enhanced EFL learning. Also, the qualitative findings suggested that while academic engagement and needs satisfaction are critical facilitators for adopting AI-assisted EFL learning, perceived difficulties and unmet needs are significant barriers to long-term usage. Moreover, this study contributes to SDT by highlighting the critical role of academic engagement in enhancing needs satisfaction and offering practical strategies for educators to improve AI application adoption and effectiveness in Chinese educational contexts.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 2","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143902823","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 more I learn, the more I know nothing”: A longitudinal registered report of doctoral students’ uncertainty in learning","authors":"Hayley K. Jach ,&nbsp;Rodica Ioana Damian ,&nbsp;Kou Murayama","doi":"10.1016/j.learninstruc.2025.102138","DOIUrl":"10.1016/j.learninstruc.2025.102138","url":null,"abstract":"<div><h3>Background</h3><div>In the early years of schooling, learning tends to resolve information gaps and decrease ambiguity, and within this structure, high performing students learn to thrive and maximise performance. This changes irrevocably in doctoral education. The prototypical doctoral student is striving to investigate a research gap for which there is currently no answer in the entire body of literature, requiring a leap into the unknown with no guarantee of understanding. Prior learning expertise cannot necessarily be trusted, and this vastly heightened uncertainty may impact students' interest in their studies, plans for a research-focused career, and doctoral completion intentions over time. To date, however, no prior study has investigated how <em>perceptions of uncertainty in learning</em> may longitudinally relate to these factors, nor how individual differences such as one's openness to experience might provide a buffer against any negative effects.</div></div><div><h3>Method</h3><div>This Stage 1 registered report presents plans for a 10-month longitudinal assessment of 400 doctoral students. At monthly intervals, students will report their instances of uncertainty in learning, completion intentions, outcome expectations, interest, productivity, and wellbeing. Results will be analysed with dynamic structural equation models, predicting key outcomes from perceptions of uncertainty in learning at the previous time point, with personality traits openness to experience and neuroticism as potential moderators.</div></div><div><h3>Results and discussion</h3><div>will be presented in the Stage 2 Registered Report.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"98 ","pages":"Article 102138"},"PeriodicalIF":4.7,"publicationDate":"2025-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143900140","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":"Authentic emotional displays and teacher well-being in early childhood education: The mediating role of affect states","authors":"Songuk Choi,&nbsp;Sungwon Choi","doi":"10.1016/j.tate.2025.105044","DOIUrl":"10.1016/j.tate.2025.105044","url":null,"abstract":"<div><div>This study examined how authentic emotional displays affect emotional exhaustion among early childhood teachers. Using daily diary data from 110 teachers over two weeks, we employed multilevel path analysis to test whether positive and negative affect mediated this relationship. The results showed that authentic displays increased positive affect and decreased negative affect, which, in turn, reduced emotional exhaustion. These findings suggest that fostering emotional authenticity in teaching may protect against burnout and support educators’ well-being, with potential benefits to the quality of early childhood education.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"162 ","pages":"Article 105044"},"PeriodicalIF":4.0,"publicationDate":"2025-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143896159","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":"Instructional videos and deeper processing: Insights and applications","authors":"Kevin Ackermans ,&nbsp;Björn B. de Koning ,&nbsp;Halszka Jarodzka","doi":"10.1016/j.learninstruc.2025.102137","DOIUrl":"10.1016/j.learninstruc.2025.102137","url":null,"abstract":"<div><div>Instructional videos have become a vital part of modern education, offering an engaging way for students to learn. They are widely used ranging from traditional courses to massive open online courses. This growing reliance has prompted researchers to explore the benefits of instructional videos for learning, leading to design guidelines for optimally designing instructional videos to foster learning outcomes. This special issue shifts the focus from theoretical design principles to practical applications of learning with instructional video, addressing a gap in current research. The six papers in this special issue examine two key aspects of instructional video learning: (1) the presence and characteristics of presented teachers, and (2) the role of supportive prompts and engagement strategies when the teacher is absent. Together, the contributions in this special issue offer new insights into video-based learning, impacting both educational practice and research.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"98 ","pages":"Article 102137"},"PeriodicalIF":4.7,"publicationDate":"2025-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143900141","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":"Teachers' perspectives on the structure of reading intervention classes in secondary schools: A meta-synthesis of qualitative research","authors":"Katherine K. Frankel ,&nbsp;Maneka Deanna Brooks ,&nbsp;Julie E. Learned","doi":"10.1016/j.tate.2025.105029","DOIUrl":"10.1016/j.tate.2025.105029","url":null,"abstract":"<div><div>It is important to understand how teachers enact and experience literacy instruction across educational contexts. This qualitative meta-synthesis of 33 articles published between 2000 and 2022 reports on the perspectives of middle and high school educators who teach reading intervention classes. Findings indicate that the interconnected infrastructure of curriculum, professional development, and leadership impacts educators' experiences, and that educators typically have limited voice in the structural decisions made beyond the classroom that impact them. Findings highlight the need to examine how systems and structures interact with sociocultural factors to impact educators' experiences in their classrooms with implications for theory, research, policy, and practice.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"162 ","pages":"Article 105029"},"PeriodicalIF":4.0,"publicationDate":"2025-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143896158","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":"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":"The Power of Motivation: How Preschoolers’ Learning Behaviors Moderate the Effects of Maternal Media Literacy on South Korean Preschoolers’ Digital Literacy","authors":"Young Kyung Moon","doi":"10.1007/s10643-025-01926-7","DOIUrl":"https://doi.org/10.1007/s10643-025-01926-7","url":null,"abstract":"<p>This study examined whether preschoolers’ learning behaviors moderate the process through which maternal media literacy influences their digital literacy via mother–child verbal interaction. A total of 514 South Korean mothers of 5-year-old children participated in the study by completing a structured questionnaire. Data were analyzed using the PROCESS macro (Models 4 and 15), which tested both mediation and moderated mediation effects. Maternal media literacy was found to be positively associated with children’s digital literacy both directly and indirectly through verbal interaction. More importantly, among the three learning behavior dimensions, competence motivation significantly moderated the effect of mother–child verbal interaction on children’s digital literacy. Specifically, children with higher competence motivation benefited more from mother–child verbal interaction, whereas those with lower motivation did not show significant gains. Attention/Persistence significantly moderated the effect of maternal media literacy on children's digital literacy. Specifically, children with low and middle attention/persistence benefited more from maternal media literacy. These findings suggest that the effectiveness of maternal media literacy on children’s digital development depends not only on verbal engagement but also on the child’s individual characteristics. Implications are discussed for developing family-centered digital literacy interventions that consider both parental practices and children’s learning dispositions.</p>","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"9 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2025-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143901558","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":"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}