教育学最新文献

{"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":"Latino Immigrant Children’s Acculturative Stress in Music Classes: A Structural Equation Model","authors":"Giulia Ripani","doi":"10.1177/00224294251333170","DOIUrl":"https://doi.org/10.1177/00224294251333170","url":null,"abstract":"Research shows that the process of acculturation (adjustment to a new environment) determines psychological outcomes, such as acculturative stress. This relationship is affected by mediator variables, including social support and self-perceptions. Using structural equation modeling, this study explored how support in and through music and music self-perceptions affected the relationship between acculturation and acculturative stress in music classes. Data were collected among Latino immigrant students ( <jats:italic>N</jats:italic> = 501) ages 6 to 11 from two Title I elementary schools in a large city in the southeastern United States. Findings showed that higher levels of acculturative stress in music classes were linked to lower levels of American acculturation and higher levels of Latino acculturation. In addition, the indirect effect of American acculturation through U.S. music support and music self-perceptions was linked to higher levels of acculturative stress, whereas the indirect effect of Latino acculturation through Latino music support was linked to lower levels of stress. It could be hypothesized that U.S. music support may increase academic expectations, contributing to higher levels of acculturative stress. Conversely, Latino music support could help immigrant children connect with their ethnic musical heritage with lower academic pressure.","PeriodicalId":47469,"journal":{"name":"Journal of Research in Music Education","volume":"111 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143898207","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 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}

{"title":"Item Discrimination, Difficulty, and Response Time for 4-Option Multiple Choice Questions Versus 3-Option Multiple Choice Questions","authors":"Min Jiang,&nbsp;Jacqueline E. McLaughlin","doi":"10.1016/j.ajpe.2025.101408","DOIUrl":"10.1016/j.ajpe.2025.101408","url":null,"abstract":"<div><h3>Objective</h3><div>The purpose of this study was to examine differences in item difficulty, discrimination, and response time for multiple-choice exam items with 3 answer options compared with items with 4 answer options.</div></div><div><h3>Methods</h3><div>Twenty items were administered on the Biostatistics final exam as a 4-option item from 2017 to 2020 and as a 3-option item from 2021 to 2024. The 3-option items were created by removing the least chosen distractors. Mean item difficulty, discrimination, and response time for each item were collected from aggregate exam performance data provided by Examsoft. Paired <em>t</em> tests were used to compare exam performance metrics between 4-option items and 3-option items.</div></div><div><h3>Results</h3><div>Item difficulty did not differ between 4-option items (89.75 ± 8.45%) and 3-option items (86.45 ± 15.98%, <em>p</em> =.08). However, item discrimination improved from 0.23 ± 0.11 for 4-option items to 0.29 ± 0.09 for 3-option items (<em>p</em> =.03), whereas response time per multiple choice question (MCQ) decreased from 42.50 ± 14.70 s for 4-option items to 38.10 ± 17.78 s for 3-option items (<em>p</em> =.02).</div></div><div><h3>Conclusion</h3><div>Three-option MCQs may offer advantages over 4-option MCQs in pharmacy education by reducing time spent per exam item and enhancing item discrimination without impacting item difficulty. Educators and scholars in pharmacy should further explore strategies for optimizing assessment efficiency and effectiveness without comprising psychometric quality.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 5","pages":"Article 101408"},"PeriodicalIF":3.8,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143903709","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":"Understanding how Turkish principals know to manage: An epistemological perspective of principals’ “Know How”","authors":"Nihan Demirkasımoğlu ,&nbsp;Anil Kadir Eranil ,&nbsp;Gökhan Arastaman","doi":"10.1016/j.ijedudev.2025.103286","DOIUrl":"10.1016/j.ijedudev.2025.103286","url":null,"abstract":"<div><div>This study explores how school principals in Türkiye access and utilize different types of knowledge in their administrative processes, with a focus on the interplay between these types. It also aims to understand the factors that facilitate or hinder principals’ knowledge acquisition and to investigate whether knowledge use varies significantly by gender, education level, and seniority. The study employs a convergent mixed-methods design, integrating quantitative and qualitative data collected from school principals across 12 provinces in Türkiye. The quantitative data measured principals' reliance on various knowledge sources, while the qualitative data provided deeper insights into the challenges they face in accessing and utilizing knowledge. Data collection included surveys and in-depth interviews with school principals. Quantitative findings reveal that principals predominantly rely on explicit knowledge sources, such as management training and education legislation, while experiential and intuitive knowledge are less utilized. Qualitative data, however, underscores the importance of tacit knowledge, with principals frequently turning to peer-to-peer learning and personal experience. Barriers to knowledge access include heavy workloads, rapidly changing legislation, and limited professional development opportunities, which hinder principals’ ability to stay updated. The findings suggest that school principals would benefit from more holistic professional development programs that balance formal training with opportunities for experiential learning and peer collaboration. Addressing structural barriers, such as workload and inadequate access to timely legislative updates, would improve principals' capacity to integrate both explicit and tacit knowledge into their leadership practice.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"115 ","pages":"Article 103286"},"PeriodicalIF":2.8,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143891065","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}