教育学最新文献

{"title":"Every Executive Leader Should Have a Strategic Thought Partner and Advisor.","authors":"David Fuentes, David Houglum, Jennifer McEwen, Jeremy A Hughes","doi":"10.1016/j.ajpe.2025.101468","DOIUrl":"https://doi.org/10.1016/j.ajpe.2025.101468","url":null,"abstract":"<p><p>Leaders seek to innovate, take calculated risks, and ensure effective collaboration as they face formidable organizational challenges, including talent stewardship, succession planning, prioritizing strategically, and thinking globally. While these are often attributed to the job requirements for an executive leader, like a dean of pharmacy, a strategic thought partner (STP) can help the executive dedicate focused time to transformative endeavors. Often characterized as \"second in command\", or the \"eyes and ears\" of the executive leader, a STP can support the executive to cultivate team dynamics, amplify the executive's productivity, promote succession planning, and enhance organizational effectiveness. STPs are attuned to their executive in ways that advance the goals of the organization and simultaneously maintain awareness of their role in supporting the final decision-maker. The role of the STP has actively been integrated into political arenas, business operations, and organizations across industries, sometimes known as a chief of staff or chief strategy officer. STPs often integrate industry acumen, leadership styles, relational approaches to engaging colleagues, coaching, and a consultant mindset in service of the leader's vision and the organization's superordinate goals and mission. Further, STPs can disagree respectfully with supervisors in private meetings, or in agreed upon structures, helping to reframe their supervisor's thinking to arrive at new options and access greater creativity. Herein, we discuss the benefits of a STP, the five core essential attributes essential for effective STPs, and considerations when cultivating and formalizing such roles.</p>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":" ","pages":"101468"},"PeriodicalIF":3.8,"publicationDate":"2025-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144638749","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}

{"title":"Domestic Students' Engagement in Internationalisation at Home: Devoloping Intercultural, Ethical, Personal, Social, Critical and Creative Thinking Capabilities in Australian Secondary Schools","authors":"Manaia Chou-Lee,&nbsp;Ly Thi Tran","doi":"10.1111/ejed.70171","DOIUrl":"https://doi.org/10.1111/ejed.70171","url":null,"abstract":"<p>This article explores domestic students' engagement in internationalisation, based on data collected from individual and focus group interviews as part of a longitudinal study across four secondary schools in Victoria, Australia. While the four capabilities, intercultural, ethical, personal and social, and critical and creative thinking, are integral to internationalising teaching and learning practices, little research has explored this connection in the context of domestic students' engagement with internationalisation in the school sector. This article addresses this critical gap in the literature. Using intersectionality as a theoretical framework to interpret domestic students' perspectives, this article focuses on the criterion of intercultural capability as delineated in the Victorian Foundation to Year 10 (F-10) curriculum and identifies areas of overlap with the other capabilities (ethical, personal and social, critical and creative) present in the Australian national curriculum. Recognising the interrelatedness of capabilities is essential, as key skills often emerge at their intersections. These skills include the ability to recognise, accept, and negotiate differences and form better connections while interacting interculturally. The study found that although students engage in extensive discussions about worldwide issues, their critical thinking and literacy skills remain under-developed. Additionally, barriers created by various structural and disciplinary power relationships in schools add to divisions between domestic and international students, preventing them from interacting in more meaningful ways. Based on the findings, the article discusses implications for fostering these interrelated capabilities and supporting innovative internationalisation in teaching and learning practices in secondary schools.</p>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 3","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ejed.70171","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144598537","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Differentiated instruction in Turkish classrooms: Practices, teacher experiences and barriers","authors":"Hatice Şener Daşçıoğlu ,&nbsp;Nilay T. Bümen","doi":"10.1016/j.stueduc.2025.101491","DOIUrl":"10.1016/j.stueduc.2025.101491","url":null,"abstract":"<div><div>Despite the growing body of research on differentiated instruction (DI), the experiences of teachers outside of Anglo-European contexts remain underexplored. This study, based on the DI-Quest model, examines Turkish teachers’ self-reported DI-Quest data, its links with demographic characteristics, and barriers to DI practices. Using a mixed methods sequential explanatory design, quantitative data from 472 teachers (470 valid forms) and interviews with 12 teachers in Izmir were analysed. Findings reveal that private school teachers implement DI more frequently, facing fewer barriers due to better support systems, including smaller classes, adequate infrastructure, professional development, diverse resources, supportive management, and parent collaboration. Interestingly, DI practices decline among more experienced teachers. Qualitative insights identify significant obstacles, such as intensive curricula, exam pressure, overcrowded classrooms, time constraints, inadequate resources, administrative challenges, and resistance from colleagues. The study underscores the multifaceted challenges within and beyond schools, emphasizing the need for systemic support. Contextual factors affecting DI in Türkiye are highlighted, urging targeted interventions.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"86 ","pages":"Article 101491"},"PeriodicalIF":2.6,"publicationDate":"2025-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144596501","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":"Understanding Imitated Misbehaviours of Children as Hindrance to Positive Classroom Experiences: An Exploration of Primary School Teachers' Conceptions","authors":"Jogy George,&nbsp;N. R. Suresh Babu","doi":"10.1111/ejed.70175","DOIUrl":"https://doi.org/10.1111/ejed.70175","url":null,"abstract":"<div>\u0000 \u0000 <p>Imitated misbehaviours as a prevalent form of interaction between children often disrupt their classroom experiences. Teachers, being the authority figure in the classroom, are expected to manage imitated misbehaviours and create a classroom climate that can positively influence the children. In line with this, this study analyses the conceptions of teachers regarding the causes of imitated misbehaviours, the impact of imitated misbehaviours on classroom experience, and the strategies used to minimise it. The study used an exploratory qualitative design. The data were collected from in-depth interviews of 20 primary school teachers. From the thematic analysis of the data, three themes emerged: recreated realities, classroom disconnection and adaptable classroom structure. The findings of the study show that from teachers' experiences, children who show imitated misbehaviours are often unaware of their actual consequences. The study also found that teachers mostly equip reactive strategies rather than proactive strategies to deal with imitated misbehaviours. The results of the study are very significant as they stress the essentiality of appropriate representation among teachers to deal with inappropriate behaviours of children and provide a classroom climate that can enrich their experiences.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 3","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144598535","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":"AI's ability to interpret unlabeled anatomy images and supplement educational research as an AI rater.","authors":"Lord J Hyeamang, Tejas C Sekhar, Emily Rush, Amy C Beresheim, Colleen M Cheverko, William S Brooks, Abbey C M Breckling, M Nazmul Karim, Christopher Ferrigno, Adam B Wilson","doi":"10.1002/ase.70074","DOIUrl":"https://doi.org/10.1002/ase.70074","url":null,"abstract":"<p><p>Evidence suggests custom chatbots are superior to commercial generative artificial intelligence (GenAI) systems for text-based anatomy content inquiries. This study evaluates ChatGPT-4o's and Claude 3.5 Sonnet's capabilities to interpret unlabeled anatomical images. Secondarily, ChatGPT o1-preview was evaluated as an AI rater to grade AI-generated outputs using a rubric and was compared against human raters. Anatomical images (five musculoskeletal, five thoracic) representing diverse image-based media (e.g., illustrations, photographs, MRI) were annotated with identification markers (e.g., arrows, circles) and uploaded to each GenAI system for interpretation. Forty-five prompts (i.e., 15 first-order, 15 second-order, and 15 third-order questions) with associated images were submitted to both GenAI systems across two timepoints. Responses were graded by anatomy experts for factual accuracy and superfluity (the presence of excessive wording) on a three-point Likert scale. ChatGPT o1-preview was tested for agreement against human anatomy experts to determine its usefulness as an AI rater. Statistical analyses included inter-rater agreement, hierarchical linear modeling, and test-retest reliability. ChatGPT-4o's factual accuracy score across 45 outputs was 68.0% compared to Claude 3.5 Sonnet's score of 61.5% (p = 0.319). As an AI rater, ChatGPT o1-preview showed moderate to substantial agreement with human raters (Cohen's kappa = 0.545-0.755) for evaluating factual accuracy according to a rubric of textbook answers. Further improvements and evaluations are needed before commercial GenAI systems can be used as credible student resources in anatomy education. Similarly, ChatGPT o1-preview demonstrates promise as an AI assistant for educational research, though further investigation is warranted.</p>","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":5.2,"publicationDate":"2025-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144615590","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 Am Invisible, Nevertheless: A Narrative of Two Black College Music Faculty","authors":"Quinton D. Parker","doi":"10.1177/00224294251350286","DOIUrl":"https://doi.org/10.1177/00224294251350286","url":null,"abstract":"Through this narrative inquiry, I examined the experiences of two Black music faculty members teaching in predominantly White institutions (PWIs). Using in-depth interviews and a composite narrative approach to protect participant anonymity, I explored how these faculty members navigated the unique challenges of music academia. My analysis yielded three interconnected themes: (a) the paradox of hypervisibility and invisibility, (b) identity negotiation in music academia, and (c) cultural taxation in music-specific contexts. The participants described challenges specific to music academia, where physical presence played a central role in performance and pedagogy—complexities that extended beyond what researchers had documented in broader studies of Black faculty experiences. Through Clandinin’s three commonplaces of narrative inquiry (temporality, sociality, and place), I analyzed how participants negotiated their visibility, maintained cultural authenticity, and managed additional unrecognized labor while teaching and performing in predominantly White spaces. This study contributed to existing scholarship on faculty of Color by documenting discipline-specific challenges at the intersection of racial identity, musical tradition, and performance. Based on these findings, I recommended reforms to evaluation criteria, support structures, and curriculum requirements to better serve Black music faculty in PWIs.","PeriodicalId":47469,"journal":{"name":"Journal of Research in Music Education","volume":"7 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144603420","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":"An Equation-Based Approach to Estimating Enzymatic Activity From Experimental Data.","authors":"Daniel Ojeda-Del Sol, Anthony Aguiar-Medina, Isel Pascual-Alonso","doi":"10.1002/bmb.70004","DOIUrl":"https://doi.org/10.1002/bmb.70004","url":null,"abstract":"<p><p>The study and analysis of enzymatic reactions are essential for characterizing various biological systems. As part of these procedures, it is important to understand how to quantify the biological activity of these proteins in terms of enzymatic activity. This work proposes a general equation for determining enzymatic activity based on experimental data, along with the theoretical elements that support it. A model exercise is included, and the methodology for calculating both enzymatic activity and specific enzymatic activity is outlined in detail, step by step. This procedure is specifically designed for undergraduate students in the biological sciences who are interested in enzyme kinetics.</p>","PeriodicalId":8830,"journal":{"name":"Biochemistry and Molecular Biology Education","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144607185","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":"Knowledge, Attitude and Practice in Anxiety, Pain and Medical Emergency Management: A National Survey on 232 Italian Dental Students.","authors":"Niccolò Giuseppe Armogida, Luigi Esposito, Gianrico Spagnuolo, Mariangela Cernera, Carlo Rengo, Luca Signorini, Antonino Fiorino","doi":"10.1111/eje.70012","DOIUrl":"https://doi.org/10.1111/eje.70012","url":null,"abstract":"<p><strong>Background: </strong>Anxiety, pain and medical emergencies are crucial concepts in the dental field. Dental students need training, but little is known of their competence on these topics.</p><p><strong>Aim: </strong>The aim of this study was to assess the current state of Italian dental students' preparation for, attitudes to, and perceptions of medical emergency, anxiety and pain management.</p><p><strong>Materials and methods: </strong>A cross-sectional study was conducted on Italian dental students with the collaboration of the Italian Association of Dentistry Students. Students were sent a questionnaire, the contents of which were as follows: Part I (demographic information); Part II (22 questions: 12 on Knowledge, 8 on Attitude and 2 on Practice, relating to three domains: treatment of anxiety, pain and medical emergencies). The Knowledge section consisted of 12 multiple-choice questions, each with five answer options, only one of which was correct; a score of 1 was assigned for each correct answer and 0 for incorrect answers, resulting in a total score ranging from 0 to 12. The Attitude section included 8 questions, each with five possible answers scored from 0 to 4, for a total score range of 0 to 32. The Practice section comprised 2 questions with three response options, evaluated with scores from 0 to 1, yielding a total possible score between 0 and 2.</p><p><strong>Results: </strong>From the 38 participating universities, a total of 232 eligible questionnaires were received with an average of 6.11 questionnaires per university site. Knowledge section: The mean score was 3.51 ± 1.79 points without geographical differences. For the anxiety domain, the mean total score was 0.54 ± 0.66 points. A geographical difference (p-value: 0.049) was observed between the North (0.41 ± 0.59) and the South of Italy (0.65 ± 0.67). For the pain domain, the mean result was 1.31 ± 0.98 points. For the medical emergency domain, the mean result was 1.65 ± 1.01 points. No geographical differences were found in the pain and emergency domains. Attitude section: The mean total score was 17.45 ± 3.68 without geographical differences. Practice section: 53.45% of students stated that they had never taken courses in anxiety management. Regarding emergencies, 25.43% had never attended BLS courses. No geographical differences were found.</p><p><strong>Conclusion: </strong>There is a clear need to improve the effectiveness of university training to guarantee the skills to identify/prevent medical complications related to anxiety and pain in clinical practice.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144612383","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":"Digital Media Use and Availability Can Mitigate The Digital Divide: Meta-Analytic Insights From PISA 2022","authors":"Tamara Kastorff, Maren Müller, Samuel Greiff","doi":"10.1016/j.compedu.2025.105409","DOIUrl":"https://doi.org/10.1016/j.compedu.2025.105409","url":null,"abstract":"The digital divide, commonly described as the relationship between socioeconomic status (SES) and digital competence, has garnered significant attention in educational research, particularly since the onset of the COVID-19 pandemic. However, despite ongoing efforts to promote digitalization across countries and schools, there has been limited research into the extent to which school-level or country-level factors can moderate the relationship between socioeconomic status (SES) and digital competence—an association commonly referred to in the literature as the second-level digital divide. This study addressed these gaps by examining the association between SES and digital competence using data from the Programme for International Student Assessment (PISA) 2022, encompassing 52 countries (<ce:italic>N</ce:italic> = 393607) and employing an integrative meta-analytical approach. We found positive associations between SES and two measures of digital competencies; self-efficacies, and practices related to online information (<ce:italic>β</ce:italic><ce:inf loc=\"post\">summary effect</ce:inf> = 0.15, 95% CI [0.14, 0.16]. <ce:italic>β</ce:italic><ce:inf loc=\"post\">summary effect</ce:inf> = 0.11, 95% CI [0.10, 0.12]). Furthermore, moderator analyses showed that the adequate availability and high-quality use of digital media, such as inquiry-based learning methods, can mitigate the positive relationship between SES and digital competence, an effect that holds promise for reducing digital inequalities. This study contributes to the existing body of research by providing a more nuanced understanding country-level factors that may mitigate the digital divide. Furthermore, it highlights potential approaches for targeted interventions aimed at addressing SES-related disparities that perpetuate digital inequalities.","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"36 1","pages":""},"PeriodicalIF":12.0,"publicationDate":"2025-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144613368","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}