教育学最新文献

{"title":"Supports for young males' and females’ interest in swimming and competition","authors":"Hannah R. Kloetzer,&nbsp;K. Ann Renninger","doi":"10.1016/j.learninstruc.2025.102132","DOIUrl":"10.1016/j.learninstruc.2025.102132","url":null,"abstract":"<div><h3>Background</h3><div>Little is known about the range of resources that together enable youth to make connections to and continue to develop their interest in new content such as swimming and/or competition over time, its relation to their learning to compete constructively, and whether needed support is specific to individuals, or to groups, for example, by gender.</div></div><div><h3>Sample</h3><div>A cohort of 22 (8 males, 14 females) Division III collegiate swimmers was studied.</div></div><div><h3>Methods</h3><div>Retrospective interviews and a short online survey were used to explore variables that might be examined in further study: (a) the onset and continuation of swimmers’ interests in swimming and developing capacities to compete, (b) support received, and (c) fluctuation(s) in interest (e.g., burnout).</div></div><div><h3>Results</h3><div>Qualitative analyses were employed. Four distinct groups of youth were identified among participants, pointing to four pathways for interest development that were distinguished by gender, as well as participants’ level of interest in competition. The types of support that were needed by each of the groups varied, as did the focus of their interactions, and the resources on which they drew to engage competition and manage burnout.</div></div><div><h3>Conclusions</h3><div>Initially youth developed an interest in swimming. As participants began to focus on their skill development in relation to the team, their interest in competition developed. Effective supports for each swimmer were aligned with one of four interest pathways distinguished by gender and the focus of their interest in swimming and competition. As their interest developed, participants assumed responsibility for managing their engagement.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"100 ","pages":"Article 102132"},"PeriodicalIF":4.9,"publicationDate":"2025-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144770807","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":"Beyond Race-Based Ideology in HPE DEI Attempts: A Framework and Vocabulary for Sociohistorical Justice.","authors":"Carmen Black, Morgan Brinker, Amber Acquaye, Christopher Fields, Shavonne Temple, Lenique K L Huggins, Abigail Konopasky","doi":"10.1080/10401334.2025.2521473","DOIUrl":"https://doi.org/10.1080/10401334.2025.2521473","url":null,"abstract":"&lt;p&gt;&lt;p&gt;Health professions education (HPE) institutions in the United States (US) are increasingly calling for health justice for 'historically excluded' groups. However, the language and concepts within many HPE equity frameworks offer insufficient attunement to historically-informed, locally-relevant lived expertise of racialized healthcare trauma. These present-bound, race-based, frameworks obscure the distinct and generationally-transmitted healthcare inequities borne by foundationally minoritized populations - the modern-day descendants of Indigenous and/or enslaved people whose land and labor have been continuously stolen throughout a colonized nation's history since its first founding settlements. Unfortunately, prevailing equity frameworks in the US presume that a &lt;i&gt;modern&lt;/i&gt; racially minoritized identity automatically confers US-specific &lt;i&gt;historical&lt;/i&gt; relevance to their multigenerational rights and knowledges, regardless of the sociopolitical context those historic harms and knowledges occurred. In doing so, these equity efforts erase the critical role of sociohistorical identity - &lt;i&gt;'socio'&lt;/i&gt; honors the unique sociopolitical construction of race within a defined geographic region and/or nation, and &lt;i&gt;'historical'&lt;/i&gt; differentiates the temporal aspects of endured harm for contemporary minoritized persons (i.e., ancestry, ethnicity, chronicity of endured harm within a given social context). An epistemological variant of racial essentialism occurs whenever HPE institutions legitimize locally-relevant, history-based knowledge claims about racism for anyone who looks a certain way, regardless of their history. Therefore, to honor the epistemology of subjugated knowledge, HPE institutions must clearly define the 'historical' elements of minoritized peoples' experiences within societies that are historically, racially, ethnically, and nationally diverse. Without historical nuance, justice efforts risk misallocating opportunities, perpetuating injustice, and undermining their own goals. Herein, we introduce the Sociohistorical Justice vocabulary and framework, which gives HPE institutions a nuanced language to disaggregate racialized groups not just by present identity, but by how oppression is carried across lineages and rooted in place and time. Moreover, not all historic harms were enacted along race-based lines, as historic exclusions were executed by location, class, and gender, too. We argue that HPE institutions must critically interrogate whether proclaimed equity efforts for 'historically excluded' populations are tangibly benefiting lineages bearing historically-compounded harm caused by these institutions' own actions. If HPE institutions truly desire to centralize representation of historically excluded clinicians and scholars, justice efforts must invite history-based knowledge claims and offer targeted benefit only to people whose lineages have been directly and continuously deprived by a named historic harm (i.e., people","PeriodicalId":51183,"journal":{"name":"Teaching and Learning in Medicine","volume":" ","pages":"1-15"},"PeriodicalIF":1.8,"publicationDate":"2025-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144785927","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 factors that influence primary school community football physical education coaches’ readiness to engage in a life skills coach development programme","authors":"Darren Nolan","doi":"10.1080/13573322.2025.2538763","DOIUrl":"https://doi.org/10.1080/13573322.2025.2538763","url":null,"abstract":"","PeriodicalId":51203,"journal":{"name":"Sport Education and Society","volume":"287 1","pages":""},"PeriodicalIF":2.9,"publicationDate":"2025-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144778444","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":"Energizing and Empowering Advocacy: A Qualitative Study of US Internal Medicine Trainees and Faculty Perspectives on Physician Advocacy.","authors":"Zoe Tseng, Christine P Beltran, Alla Eldam, Subha Ramani","doi":"10.1080/10401334.2025.2540847","DOIUrl":"https://doi.org/10.1080/10401334.2025.2540847","url":null,"abstract":"<p><p>Clinical educators aiming to develop advocacy training have few established guidelines to follow. We conducted a needs assessment to explore perspectives of physician trainees and faculty to inform advocacy curriculum development and potentially facilitate increased advocacy engagement. We conducted 45-minute focus groups with 33 faculty (<i>n</i> = 16) and trainees (<i>n</i> = 17) from the Division of General Internal Medicine at a large US urban teaching hospital between September 2021 and February 2022. Interviews were audiotaped and transcribed on Zoom and de-identified prior to analysis. We used thematic analysis to identify key themes within a constructivist paradigm. Themes relating to participants' definitions of advocacy and their role as advocates included viewing advocacy as (1) supporting health and wellbeing in its broadest sense and viewing physicians as (2) in a position of power to advocate. Themes relating to perceived facilitators and barriers to advocacy engagement included (3) the lack of political education among physicians and (4) the need for interprofessional collaboration. Finally, themes relating to institutional support for advocacy included (5) the need for exposure to role models and (6) the importance of institutional culture. Physician participants reported that structured advocacy training combined with mentorship from professionals actively engaged in advocacy initiatives and a supportive institutional culture can enhance the perceived value of advocacy and empower engagement in it. Future studies are needed to explore interprofessional perspectives, as advocacy initiatives featuring interprofessional teams and supported by an institutional culture of advocacy are more likely to be successful.</p>","PeriodicalId":51183,"journal":{"name":"Teaching and Learning in Medicine","volume":" ","pages":"1-9"},"PeriodicalIF":1.8,"publicationDate":"2025-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144785937","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":"Do Early Childhood Environment Rating Scale-3 and Pre-K Classroom Assessment Scoring System Scores Need to Reach Thresholds to Predict Children’s School Readiness?","authors":"Jessica F. Harding, Tutrang Nguyen, Nikki Aikens","doi":"10.1080/10409289.2025.2535031","DOIUrl":"https://doi.org/10.1080/10409289.2025.2535031","url":null,"abstract":"","PeriodicalId":11448,"journal":{"name":"Early Education and Development","volume":"31 1","pages":"1-18"},"PeriodicalIF":2.9,"publicationDate":"2025-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144787714","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":"How differences between a sport club’s public portrayal of fan centricity and fans’ perceptions relate to fan engagement","authors":"Siemen Kampen-Schmidt, Joerg Koenigstorfer, Sebastian Uhrich, Johannes Berendt","doi":"10.1080/16184742.2025.2525870","DOIUrl":"https://doi.org/10.1080/16184742.2025.2525870","url":null,"abstract":"","PeriodicalId":47777,"journal":{"name":"European Sport Management Quarterly","volume":"15 1","pages":"1-21"},"PeriodicalIF":3.4,"publicationDate":"2025-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144787726","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":"Constructive dispute: Using dialogic education to reduce the threat of polarisation","authors":"Yifat Ben-David Kolikant ,&nbsp;Rupert Wegerif","doi":"10.1016/j.tsc.2025.101941","DOIUrl":"10.1016/j.tsc.2025.101941","url":null,"abstract":"<div><div>This theoretical paper revisits the ‘three types of talk’ analysis widely used in dialogic education and argues that it needs to be adapted if it is to be useful in combating polarisation. In the current tradition of dialogic education, a type of interaction is encouraged that assumes that participants are open to learning from each other and to reconsidering their positions, often referred to as ‘Exploratory Talk’. 'Disputational Talk,' on the other hand, which is characterised by resistance to learning from different perspectives, has been largely dismissed as educationally unproductive. We argue, using evidence from research, that dialogues between students lacking an initial willingness to learn from others can still offer educational benefits. We termed the new type of talk we propose 'Constructive Dispute'. To support our claim, we provide evidence that a carefully designed pedagogical approach can facilitate students' understanding of different perspectives, even when the participating students are not predisposed to question or revise their fundamental beliefs. This educational process promotes both knowledge acquisition and an attitudinal change. Students shift from outright dismissal of opposing views to recognising them as legitimate contributions to a continuing dialogue. We propose that a 'Constructive Dispute' pedagogy is particularly applicable to contentious subjects where strong identity commitments preclude the effectiveness of established dialogic teaching methods. This paper outlines strategies for implementing 'Constructive Dispute' in the classroom and underscores its importance in cultivating critical engagement with a plurality of viewpoints.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"58 ","pages":"Article 101941"},"PeriodicalIF":4.5,"publicationDate":"2025-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144779859","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":"Increasing access to simulation opportunities for emergent cricothyrotomy using a 3D model and positive pressure.","authors":"Joel Rowe, Graham Clifford, Michael Marchick, Desmond Fitzpatrick, Danielle DiCesare, Christian Zuver, Christine Van Dillen, Ben Arnold","doi":"10.1080/0142159X.2025.2532811","DOIUrl":"https://doi.org/10.1080/0142159X.2025.2532811","url":null,"abstract":"<p><strong>Background: </strong>Inexpensive, accessible models for simulation are essential to prepare providers to perform cricothyrotomy (CT), a rarely performed but critical procedure. We assessed a portable and inexpensive open-sourced 3D printed CT model versus a routine simulation model for training.</p><p><strong>Methods: </strong>Residents and fellows of an academic Emergency Medicine (EM) program were randomized to complete a training session for CT with a conventional mannequin or the novel CT technique. After a two-week washout period, all participants performed a CT on an animal surrogate while EM attendings, blinded to assignment of participant training session, evaluated participants with a standardized checklist of steps of the technique. The data collected assessed the primary endpoint of successful completion of the checklist, as well as time to ventilation.</p><p><strong>Results: </strong>Successful checklist completion was similar between groups, conventional group median success rate (MSR)100% of checklist items, interquartile range (IQR) of 86-100%. The novel training group MSR was 100% (IQR 93-100%), <i>p</i> = 0.42, consistent with noninferiority of the novel technique. For time to ventilation, Group 1 had a median time (MT) of 133 s (IQR 84-165) with Group 2 having a MT of 63 sec (IQR 53-130).</p><p><strong>Conclusion: </strong>Our CT training technique demonstrated non-inferiority to a conventional training mannequin with respect to success rate for learners. Furthermore, the time to ventilation was faster in the group trained with the novel model. Coupled with intrinsic economic and logistical advantages over conventional techniques, this model provides an effective means of reinforcing skill in a rare procedure.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1-4"},"PeriodicalIF":3.3,"publicationDate":"2025-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144784844","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":"Effects of blended active methodology on learning about blood pressure control, students' perception, and test-induced stress and anxiety.","authors":"Fernanda Klein Marcondes, Lais Tono Cardozo, Patricia Oliveira de Lima, Karina Reche Casale, Maria Antonia Ramos de Azevedo","doi":"10.1152/advan.00093.2025","DOIUrl":"https://doi.org/10.1152/advan.00093.2025","url":null,"abstract":"<p><p>This study aimed to analyze the effect of blended active method (BAM) on blood pressure (BP) control learning, pre-test stress and anxiety, and students' perceptions. With approval from the institutional ethics committee, two freshman Dentistry classes were assigned to either a traditional method (TM, n = 50) or BAM (n = 49) group. All students completed the State-Trait Anxiety Inventory (STAI) and provided saliva samples for cortisol and alpha-amylase measurements at baseline and before the exam. The TM group attended two lectures on BP control. In BAM, class 1 involved team discussions of clinical scenarios involving BP alterations. Before class 2, students watched pre-class videos with embedded questions (Edpuzzle) and completed an interactive online lesson (Lt-Kuracloud) with exercises and immediate feedback. In class 2, students took an individual test and, in teams, analyzed which BP control systems were activated in the previous scenarios, explaining the physiological responses involved. In class 3, both groups completed the STAI, saliva collection, and a summative exam on BP control. Test scores were compared using t-tests; anxiety and biomarker stress levels were analyzed with two-way ANOVA. BAM students achieved significantly higher exam scores (8.75 ± 1.17) compared to TM (7.27 ± 1.82). Before the exam, the TM group showed higher alpha-amylase, cortisol, and anxiety levels than BAM. According to student perceptions, BAM strategies effectively supported BP control learning. Overall, BAM improved learning outcomes and helped reduce pre-test stress and anxiety compared to traditional teaching.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144790647","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":"Mental health(ism) education and the neoliberal imaginary","authors":"Darren Powell","doi":"10.1080/13573322.2025.2540067","DOIUrl":"https://doi.org/10.1080/13573322.2025.2540067","url":null,"abstract":"","PeriodicalId":51203,"journal":{"name":"Sport Education and Society","volume":"11 1","pages":"1-14"},"PeriodicalIF":2.9,"publicationDate":"2025-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144787731","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}