教育学最新文献_第7页

The globalization of neuroscience education. 神经科学教育的全球化。

IF 4.7 2区教育学

Anatomical Sciences Education Pub Date : 2025-10-16 DOI: 10.1002/ase.70143

Ralph F Józefowicz

引用次数: 0

Research on teacher well-being: a systematic review 教师幸福感研究：系统回顾

IF 3.9 1区教育学

Teaching and Teacher Education Pub Date : 2025-10-16 DOI: 10.1016/j.tate.2025.105264

Matías Gámez-Genovart, Miquel F. Oliver-Trobat, Maria Rosa Rosselló-Ramon

引用次数: 0

Medical students' examinations during the pandemic: Performance and perceptions of anatomy teaching and learning before, during, and after COVID-19 lockdowns. 大流行期间医学生的考试：封锁前、封锁中、封锁后解剖教学的表现与认知

IF 4.7 2区教育学

Anatomical Sciences Education Pub Date : 2025-10-16 DOI: 10.1002/ase.70136

Michał Ciucias, Katarzyna Polak-Boroń, Marcelina Łopińska, Jerzy Stanisław Gielecki, Anna Żurada

{"title":"Medical students' examinations during the pandemic: Performance and perceptions of anatomy teaching and learning before, during, and after COVID-19 lockdowns.","authors":"Michał Ciucias, Katarzyna Polak-Boroń, Marcelina Łopińska, Jerzy Stanisław Gielecki, Anna Żurada","doi":"10.1002/ase.70136","DOIUrl":"https://doi.org/10.1002/ase.70136","url":null,"abstract":"<p><p>Numerous methods of distance learning were introduced during the COVID-19 pandemic that critically impacted the medical education landscape. This study assessed the anatomy learning performance of first-year medical students in both theoretical and practical examinations before, during, and after COVID-19 lockdowns and surveyed their perceptions and experiences of online anatomy courses. Participants comprised 725 first-year medical students, with 435 from the Polish Division (PD) and 290 from the English Division (ED), and were initially organized into four cohorts according to the anatomy course completion year: 2019, 2020, 2021, and 2022. Looking into educators' and students' teaching and learning experiences during the pandemic, a major performance reduction was observed among students learning online, which lasted throughout the academic year following the resumption of in-person classes. The practical aspects of online examinations using digital images showed the most pronounced reduction in performance, whereas the change in theoretical examination scores was less marked. The shift to online learning exposed underlying curriculum shortcomings that persisted even after the return to in-person classes, highlighting the need for comprehensive curricular revisions to sustain improvements in anatomy education. This study contributes to the ongoing discussion on constantly improving the efficacy and quality of teaching and learning anatomy in the ever-changing medical education landscape.</p>","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":4.7,"publicationDate":"2025-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145306378","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}

引用次数: 0

Why Some Mindreaders Don’t Share: The Conditional Role of Moral Motivation in Preschool Prosociality 为什么有些读心者不分享：道德动机在学前亲社会中的条件作用

IF 2.9 3区教育学

Early Education and Development Pub Date : 2025-10-16 DOI: 10.1080/10409289.2025.2573077

Zhanxing Li, Yubai Niu, Junhua Dang

引用次数: 0

Examining Differential Intervention Effects: Do Individualized Student Intervention Effects Vary by Student Abilities and Characteristics? 检验差异干预效果：个性化学生干预效果是否因学生能力和特征而异？

IF 2.8 3区教育学

Exceptional Children Pub Date : 2025-10-16 DOI: 10.1177/00144029251378405

Wilhelmina van Dijk, Christopher Schatschneider, Stephanie Al Otaiba, Holly B. Lane, Sara A. Hart

{"title":"Examining Differential Intervention Effects: Do Individualized Student Intervention Effects Vary by Student Abilities and Characteristics?","authors":"Wilhelmina van Dijk, Christopher Schatschneider, Stephanie Al Otaiba, Holly B. Lane, Sara A. Hart","doi":"10.1177/00144029251378405","DOIUrl":"https://doi.org/10.1177/00144029251378405","url":null,"abstract":"The Individualized Student Instruction (ISI) intervention was designed to help teachers increase their use of differentiated core reading instruction, to optimize student growth by providing appropriate amounts of code- and meaning-focused instruction. Based on the results from original studies on ISI, it is still unclear if differentiated instruction can mitigate the influence of individual differences, and if this is similar for all students. Using integrative data analytic techniques, we combined data from six randomized control trials on the ISI intervention conducted in kindergarten and first grade and obtained a dataset with a total sample of 3,144 students in Grades K and 1. We then fit conditional multilevel quantile regression models to examine differential effects on word reading and vocabulary outcomes and the moderating effect of pre-intervention skills. The model coefficients did not indicate a treatment effect of the ISI intervention on either vocabulary or word reading skills. We discuss these results in the light of the importance of data sharing and registered reports to uncover what works for which students under which conditions.","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"97 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145310745","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}

引用次数: 0

From Training to Reality: System-Level Barriers and Behavioral Gaps in Prehospital Cardiopulmonary Resuscitation Among Emergency Medical Technicians in Taiwan. 从培训到现实：台湾急诊医疗技术人员院前心肺复苏的制度障碍与行为差距。

IF 1.7 4区教育学

Journal of Continuing Education in the Health Professions Pub Date : 2025-10-16 DOI: 10.1097/CEH.0000000000000625

Wei-Hsiang Huang

{"title":"From Training to Reality: System-Level Barriers and Behavioral Gaps in Prehospital Cardiopulmonary Resuscitation Among Emergency Medical Technicians in Taiwan.","authors":"Wei-Hsiang Huang","doi":"10.1097/CEH.0000000000000625","DOIUrl":"https://doi.org/10.1097/CEH.0000000000000625","url":null,"abstract":"<p><strong>Introduction: </strong>Despite regular cardiopulmonary resuscitation (CPR) training, emergency medical technicians (EMTs) often struggle to transfer learned skills into real-world performance. This study explores how system-level and contextual factors affect learning transfer in Taiwan, using the Systems Engineering Initiative for Patient Safety and Kirkpatrick frameworks.</p><p><strong>Methods: </strong>We employed a mixed-methods design involving 123 EMTs. Data sources included quality cardiopulmonary resuscitation simulation scores, 125 video-recorded out-of-hospital cardiac arrest events, and EMTs' open-ended reflections. Quantitative analyses examined associations between CPR performance and training or demographic variables. Qualitative data were analyzed thematically, guided by Systems Engineering Initiative for Patient Safety domains and Kirkpatrick levels 2 to 3.</p><p><strong>Results: </strong>Automated external defibrillator voice prompts were significantly associated with improved compression rates (P = .03 in regression analysis), whereas no demographic factor predicted compression depth or recoil, and the regression model explained only a small fraction of performance variance (adjusted R2 = 0.04). Video data revealed frequent field errors such as equipment misplacement, delayed automated external defibrillator use, and poor team coordination. Reflections highlighted environmental barriers and lack of structured debriefing.</p><p><strong>Discussion: </strong>Findings suggest that real-world CPR performance is more influenced by systemic and contextual obstacles than by individual competencies. Enhancing psychological realism, team-based simulations, and debriefing practices may improve learning transfer from training to field performance. The integration of simulation, field video, and EMT reflections underscores that training-performance gaps must be addressed through system-level reforms rather than isolated technical retraining.</p>","PeriodicalId":50218,"journal":{"name":"Journal of Continuing Education in the Health Professions","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145294263","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}

引用次数: 0

Before the first class: Engaging students early in curriculum design to support program reform. 第一堂课前：尽早让学生参与课程设计，以支持课程改革。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2025-10-16 DOI: 10.1080/0142159X.2025.2572994

Naomi Steenhof, Heather Abela, Sheena Ye, Andrew Vuong, Leanne Perry, Jamie Kellar, Jennifer Lake, Certina Ho, Natalie Crown

引用次数: 0

Cross-National Comparison of Mathematical Modelling Attitudes Among Educators 教育工作者数学建模态度的跨国比较

IF 3.6 3区教育学

European Journal of Education Pub Date : 2025-10-16 DOI: 10.1111/ejed.70288

Yousef Wardat, Riyan Hidayat, Shashidhar Belbase, Ahmad A. Al-Shraifin, Nada Ibrahim Alribdi

{"title":"Cross-National Comparison of Mathematical Modelling Attitudes Among Educators","authors":"Yousef Wardat, Riyan Hidayat, Shashidhar Belbase, Ahmad A. Al-Shraifin, Nada Ibrahim Alribdi","doi":"10.1111/ejed.70288","DOIUrl":"https://doi.org/10.1111/ejed.70288","url":null,"abstract":"<div>\u0000 \u0000 <p>The concept of mathematical modelling is an integral part of modern school mathematics curricula. Therefore, this study aimed to compare the mathematical modelling attitude between Malaysian and United Arab Emirates (UAE) teachers. We conducted a cross-sectional survey study with 413 Malaysian and UAE mathematics teachers as the sample for the study. We computed descriptive statistics (e.g., mean and standard deviation) and Pearson correlation using SPSS Statistics 23 for the relevant variables to test for the assumption of factor analysis. Moreover, we used inferential statistics (e.g., factor analysis and independent samples <i>t</i>-tests) using the Analysis of Moment Structures (AMOS) program to answer research questions. Findings indicate that motivation and interest partially mediate the relationships between constructivism, understanding and relevance to real-life applications. At the same time, results from the independent t-test showed that there was a statistically significant difference between Malaysian and UAE teachers in the level of mathematical modelling attitude. However, there were no significant differences in mathematical modelling attitudes by gender (male vs. female) and school location (urban vs. rural). These findings shed light on potential obstacles to the application of mathematical modelling and point to ways to get beyond them.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 4","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145317420","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}

引用次数: 0

Comparing cognitive load during video versus traditional classroom instruction based on heart rate variability measures 基于心率变异性测量比较视频和传统课堂教学中的认知负荷

IF 10.5 1区教育学

Computers & Education Pub Date : 2025-10-16 DOI: 10.1016/j.compedu.2025.105487

Enqi Fan , Matt Bower , Jens Siemon

{"title":"Comparing cognitive load during video versus traditional classroom instruction based on heart rate variability measures","authors":"Enqi Fan , Matt Bower , Jens Siemon","doi":"10.1016/j.compedu.2025.105487","DOIUrl":"10.1016/j.compedu.2025.105487","url":null,"abstract":"<div><div>This pilot study used heart rate variability (HRV) as an indicator of cognitive load to examine student engagement in the learning process. We investigated the dynamics of students' (N = 45, paired sample) cognitive load in classes with and without video tutorials and compared differences in cognitive load between development phases of lessons where students are acquiring new knowledge. The results of the study show that the average cognitive load of students is higher when using video tutorials than in classrooms without them. From the students' behavior, we can see that when using video tutorials, students frequently adjust their viewing strategies or take notes. In classrooms without videos, students are more easily distracted. This means that students mobilized more cognitive resources for effective learning while using video tutorials. In general, our results suggest that the use of video tutorials in the development phase of classroom can increase student effectiveness in learning new knowledge. This study provides new insights into the application of video tutorials as a form of computer-assisted instruction, highlighting the potential benefits of using dynamic cognitive load monitoring in real classroom environments.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"241 ","pages":"Article 105487"},"PeriodicalIF":10.5,"publicationDate":"2025-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145315149","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}

引用次数: 0

Enacting democratisation of health and physical education teacher education: examining two teacher educators’ experiences 实现卫生体育教师教育民主化：两位教师教育工作者的经验考察

IF 2.9 2区教育学

Sport Education and Society Pub Date : 2025-10-16 DOI: 10.1080/13573322.2025.2568033

Cassandra Iannucci, Luiza Lana Gonçalves, Tim Fletcher, Laura Alfrey

引用次数: 0