教育学最新文献

{"title":"Assessment of an activity that promotes community building, inclusion, and perseverance in introductory college biology courses.","authors":"Julie M Bocetti, Valentina Alvarez, Donald E Elmore, Adam G W Matthews","doi":"10.1002/bmb.21885","DOIUrl":"https://doi.org/10.1002/bmb.21885","url":null,"abstract":"<p><p>Community, inclusion, and perseverance are essential for student success in STEM. To promote these values, we developed two discussion-based activities for implementation in introductory college STEM courses. Both activities incorporate watching videos that portray scientists telling the stories of their career trajectory, in-class discussions, and individual reflection. The first activity addresses community building and inclusion in the classroom, while the second activity focuses on perseverance and student definitions of success. These activities were fully implemented into sections of introductory biology during the 2020-2021 academic year. We assessed how effectively these activities addressed their learning goals through analysis of student written responses and a survey given before and after activities. Overall, the activities were successful helping students achieve learning goals related to community, inclusion and perseverance.</p>","PeriodicalId":8830,"journal":{"name":"Biochemistry and Molecular Biology Education","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143381601","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":"Stratification in Countries with Flatter (Institutional) Hierarchies? Insights from Administrative Data in Canada","authors":"David Zarifa, Yujiro Sano, Roger Pizarro Milian","doi":"10.1177/00380407241311551","DOIUrl":"https://doi.org/10.1177/00380407241311551","url":null,"abstract":"Researchers have repeatedly found that within modern higher education systems, students from wealthier backgrounds tend to be concentrated in the most advantageous sectors. Dubbed “effectively maintained inequality,” this process allows these groups to maintain a competitive advantage in the labor market by virtue of acquiring more elite credentials. But what happens in nations with flatter university hierarchies, where there is relatively modest vertical differentiation in the brand strength of domestic universities? Through this study, we provide the first national-level analysis of the relationship between parental income and access to more selective, better resourced, and higher ranking Canadian universities. We also assess the extent to which there is an earnings premium associated with attending these more elite institutions. Our results suggest there are few differences in the types of universities attended by Canadians from different economic strata. Moreover, any earnings premium associated with attending a more elite Canadian university disappears once we account for basic demographic and field of study controls. We theorize that Canadian universities’ flatter institutional hierarchy drives wealthy families to seek advantages through enrollment in elite majors (e.g., business, engineering) and other tactics that take place outside the higher education system.","PeriodicalId":51398,"journal":{"name":"Sociology of Education","volume":"111 1","pages":""},"PeriodicalIF":3.9,"publicationDate":"2025-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143375312","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":"It takes a village: an ethnographic study on how undergraduate medical students use each other to learn clinical reasoning in the workplace.","authors":"Larissa I A Ruczynski, Marjolein H J van de Pol, Shiba Hashmi, Erwin J H Vos, Cornelia R M G Fluit, Bas J J W Schouwenberg","doi":"10.1007/s10459-024-10404-5","DOIUrl":"https://doi.org/10.1007/s10459-024-10404-5","url":null,"abstract":"<p><p>When students learn with-and from-other students, it is called peer-assisted learning (PAL). How undergraduate medical students use their peers for their clinical-reasoning learning process remains unclear, although literature suggests that it is a promising learning strategy at this stage. This research therefore explores the question: 'How is PAL manifested in the clinical learning environment of undergraduate medical students with regard to developing clinical-reasoning skills?'. A constructivist paradigm with a sociocultural theoretical framework was adopted for this research, using PAL and workplace learning as theoretical background. Focused ethnography and a combination of template and open coding was used to gather and analyze qualitative data. Twenty semi-structured interviews were conducted with nine students, four residents, and seven clinical supervisors. A total number of 31.5 h were used for five clinical observations. Following categories were used to describe the data: (1) the role of PAL in the clinical-reasoning learning practice, in which PAL-theory was placed alongside clinical practice, (2) the role of different actors during PAL and (3) the PAL environment, in which contextual factors have been scrutinized. Students deploy various categories of PAL to advance their clinical-reasoning skills, although they were largely unaware of these processes, and facilitation of PAL is not consistently provided. Three topics of discussion are identified that need to be acknowledged: (1) the design of a PAL environment that is conducive to collaborative learning, (2) the shifting roles of peers when they enter clinical practice, and (3) the individualistic tendencies of students that can hamper PAL. Future research could focus on stimulating and facilitating PAL among the next generation of students and integrating PAL into the clinical practice workflow.</p>","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2025-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143384043","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 (de)motivating interaction styles of healthcare professionals in training: a profile approach.","authors":"Laura Hesters, Sofie Compernolle, Marieke De Craemer, Veerle Duprez, Ann Van Hecke, Katrien De Cocker","doi":"10.1007/s10459-025-10414-x","DOIUrl":"https://doi.org/10.1007/s10459-025-10414-x","url":null,"abstract":"<p><p>Self-management is important for people coping with chronic diseases. The self-determination theory (SDT) emphasizes the role of healthcare professionals' (HCPs) (de)motivating interaction styles in either supporting or thwarting patients' self-management behavior. Since developing (de)motivating interaction styles starts during education, this study aimed to identify profiles among HCPs in training based on their (de)motivating interaction styles and to assess how these profiles differ in sample characteristics, SDT-beliefs, and self-efficacy in self-management support. Cross-sectional data were collected using self-reported questionnaires among nurses (n = 125) and physiotherapists (n = 257) in training (total participants: n = 382). Cluster analyses were performed to identify the profiles followed by chi-square tests and MANCOVA-tests to assess profile differences. Five profiles were identified, labelled as: motivating (16%), active (22%), undifferentiated (29%), demotivating (17%) and inactive (17%). The motivating profile contained fewer men (10%), while the demotivating profile had a higher proportion of men (52%) compared to the whole sample distribution (28%). Fewer nursing students were categorized to the active profile (20%) compared to the overall sample distribution (33%). Higher SDT-beliefs and self-efficacy in self-management support were noted in the motivating and active profiles as opposed to the demotivating and inactive profiles. These results contribute to a better understanding of healthcare students' interaction styles during patient self-management support. In education of HCPs, a focus on improving SDT-beliefs and self-efficacy in self-management support, may help HCPs to improve their interaction profile towards people with chronic diseases.</p>","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2025-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143384045","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":"Specificity, Co-Occurrence, and Growth: Math and Reading Skill Development in Children With Learning Disabilities","authors":"Katherine Helene Connors, Emily L. Guertin, Melissa Nichol, Joan M. Bosson-Heenan, Jeffrey R. Gruen, Jan C. Frijters","doi":"10.1177/00222194241312189","DOIUrl":"https://doi.org/10.1177/00222194241312189","url":null,"abstract":"Learning disabilities are challenging to characterize because they evolve throughout development, frequently co-occur, and have varying domain specificity. Addressing these challenges, we analyzed longitudinal patterns of growth, co-occurrence, and specificity manifesting in the math and reading skills of children with and without learning disabilities. With a sample of 498 Grade 1 children followed for 5 years, we used linear mixed-effects models to explore group-level differences among children with math disability (MD), reading disability (RD), co-occurring disability, and no disability. Findings revealed: Math and reading trajectories of children with learning disabilities parallel those of children without disabilities. Skill growth slows over time, regardless of skill level, suggesting disability-related impairments will not resolve without intervention. Impairment levels and growth trajectories of children with co-occurring disabilities match the within-domain patterns of children with isolated disabilities, supporting a longitudinally maintained additive model of co-occurrence. MD and RD show varying specificity. MD impairments are domain-specific and become more pronounced over time. RD impairments impact both domains early, become more domain-specific over time, but maintain curriculum-contingent math deficits. Findings suggest early math intervention should balance linguistic and conceptual support, as the source of a child’s math difficulties may not be clear until well into elementary school.","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":"6 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2025-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143375306","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":"Leveraging Computer-Based Simulations and Immersive Software Technologies for Enhanced Student Learning in Laboratory Medicine.","authors":"Maurizio Costabile, Connie Caruso, Chris Della Vedova, Sheree Bailey, Layla Mahdi","doi":"10.1152/advan.00128.2024","DOIUrl":"https://doi.org/10.1152/advan.00128.2024","url":null,"abstract":"<p><p>Science, Technology, Engineering, and Mathematics (STEM) students are typically taught content delivered didactically and closely aligned with the laboratory demonstration of concepts, which facilitates the development of experimental skills. Due to the volume of content delivered across multiple courses, student cognitive abilities can be affected, leading to lower student performance. In physiology and related biological sciences, educators have turned to delivering content using virtual teaching technologies, including virtual and augmented reality, simulations, and other immersive platforms. At the University of South Australia, Articulate Storyline, Unity-based simulations, and immersive software platforms have been implemented across the entire Laboratory Medicine program to assist students in learning lecture and laboratory content. The impact of these individual interventions is outlined in this manuscript. In addition, the final year 2024 cohort is the first group who have used simulations throughout their degree. Evidence of the benefits and impact of the scaffolded implementation of simulations and immersive software was obtained through a Likert-style questionnaire. The deployment of simulations and immersive software across the degree has significantly enhanced student learning, and engagement with the content effectively bridging the gap between understanding lecture and laboratory content of students in the Laboratory Medicine program. We suggest that a similar approach could readily be embedded within individual courses as well as across science programs to provide the same benefits to student learning.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143384000","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 Examination of Implementation Fidelity Within the Context of a Tier 2 Mathematics Intervention.","authors":"Cayla Lussier, Ben Clarke, Derek Kosty, Geovanna Rodriguez, Kathleen Scalise, Christian Doabler, Jessica Turtura","doi":"10.1177/00222194251315191","DOIUrl":"https://doi.org/10.1177/00222194251315191","url":null,"abstract":"<p><p>Evidenced-based mathematics interventions are critical for supporting students with mathematics difficulties. In research and practice, collecting implementation fidelity is important for ensuring that all the core components of the intervention are implemented as designed. Historically, implementation fidelity has been defined as multifaceted, including examinations of adherence, instructional quality, and student engagement, though mathematics intervention studies rarely report on fidelity components outside of adherence. The current study examined the relationships between these different components of fidelity and whether they are associated with student mathematics outcomes and intervention group size within the context of a first-grade mathematics intervention. Findings revealed relationships between components of fidelity with student's initial mathematics skill; however, no relationship was observed between fidelity components and student mathematics growth. Findings for group size were mixed. Limitations, implications for research and practice, and future directions are discussed.</p>","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":" ","pages":"222194251315191"},"PeriodicalIF":2.4,"publicationDate":"2025-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143383824","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":"Ecological Analysis of Technology Use Among Children in Collaborative Design Contexts","authors":"Dhvani Toprani,&nbsp;Marcela Borge","doi":"10.1111/jcal.13119","DOIUrl":"https://doi.org/10.1111/jcal.13119","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>In this paper, we extend findings from previous iterations of a design-based project called ThinkerSpaces design studios that promotes human-centred design among children. ThinkerSpaces design studios is a play-based afterschool club that follows principles of embedded design by prioritising learner agency, exploration and ongoing reflection for the purpose of improvement.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>In this study, we wanted to examine the difference in collaborative interactions across different technological conditions and the learning outcomes these conditions provided. Thus, we created three comparative technology conditions, that is, physical, screen and mixed technologies, each of which represented a collaborative learning environment dominated by a particular kind of technology. We ran three different sections of the club to vary these technology conditions and control when we introduced them. We use a mixed-methods approach to analyse the data and capture distinct aspects of the learning ecology to understand the following questions: (RQ1) How do collaborative interactions differ as young learners engage with different technologies; and (RQ2) What does productive and unproductive talk looked like across conditions and what learning opportunities do they provide. Our population included 36 third to seventh grade learners enrolled across three club section. Learners were placed into four triads in each section for a period of 14–18 weeks.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>We found that physical technologies produced the most productive talk, followed by the mixed technology condition. Screen-based technologies produced the most unproductive talk. However, when we further investigated unproductive talk, we discovered that unproductive talk supported different forms of agency and creativity that facilitated learners' ability to develop digital fluency. Students also learned how to regulate collaborative activity around technology. We use these findings to propose changes in technology integration approaches in teaching and learning.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Contribution</h3>\u0000 \u0000 <p>We end the paper by proposing a collective technology integration framework that helps facilitators design learning environments that promote learner agency in the process of technology integration.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 2","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143362885","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":"Home Literacy and Mathematics in Bulgaria, Israel, Spain, and the U.S.: How Do Preschool Parents Socialize Academic Readiness?","authors":"Michele L. Stites, Susan Sonnenschein, Dorit Aram, Galia Meoded Karabanov, Carmen López-Escribano, Katerina Shtereva, Besjanë Krasniqi, Hatice Gursoy","doi":"10.1007/s10643-025-01861-7","DOIUrl":"https://doi.org/10.1007/s10643-025-01861-7","url":null,"abstract":"<p>Previous research shows that preschool parents in the United States (U.S.) prioritize literacy over mathematics, despite the importance of both subjects for their child’s future academic success. However, less is known about how parents in other countries socialize the literacy and mathematics skills of young children. This paper examines the beliefs of preschool parents from Bulgaria (<i>N</i> = 103), Israel (<i>N</i> = 167), Spain (<i>N</i> = 138), and the U.S. (<i>N</i> = 183). These countries were selected due to differences in location, economics, religions, languages, and alphabet. Specifically, we examine the importance parents place on home literacy and mathematics, the time spent in the home on those activities, and parents’ confidence in supporting their child’s learning in both domains. We also examined the type of support and resources parents in each country would value receiving from their child’s teacher. The results indicated the importance of expanding research from just U.S. participants. Parents from all four countries valued home literacy and mathematics but viewed literacy as significantly more important. While parents from all four countries viewed literacy as more important, differences between countries were noted when it came to the time spent on different subjects, with Spain and the U.S. spending more time on literacy and Bulgaria and Israel spending more time on mathematics. Parents from the U.S. indicated significantly higher levels of confidence in supporting literacy than parents in the other three countries; however, no differences were noted in confidence for supporting mathematics. The types of resources that parents would like to receive also varied by country.</p>","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"143 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2025-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143371646","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":"Knowledge (Co-)Construction Among Artificial Intelligence, Novice Teachers, and Experienced Teachers in an Online Professional Learning Community","authors":"Fangzhou Jin,&nbsp;Xiangmei Peng,&nbsp;Lanfang Sun,&nbsp;Zicong Song,&nbsp;Keyi Zhou,&nbsp;Chin-Hsi Lin","doi":"10.1111/jcal.70004","DOIUrl":"https://doi.org/10.1111/jcal.70004","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>There are various challenges to teachers' use of generative artificial intelligence (GenAI) for professional learning. Although GenAI is expected to play a transformative role in teachers' learning, its impact on them remains subtle.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>Guided by community of practice, this paper examines the integration of GenAI into an online professional learning community (OPLC) to facilitate knowledge co-construction among GenAI, novice teachers and experienced teachers.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We used a mixed-methods approach that included topic modelling and sentiment analysis on the quantitative side and content analysis for the qualitative data.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>We identified the top three latent themes in the OPLC's discourse—(1) generating instructional material, (2) assessment, and (3) pedagogy—and six distinct teacher-GenAI interaction profiles. For novice teachers, these included ‘engaged AI explorers’, ‘selective satisfiers’ and ‘silent strategists’; and among experienced teachers, we discerned ‘careful critics’, ‘reflective realists’ and ‘cautious contemplators’. Novice teachers exhibited technological adaptivity, while experienced ones engaged reflectively with content and focused more on students, and GenAI proved effective at providing instructional materials.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The findings demonstrate how GenAI can contribute to knowledge co-construction, as a facilitator of rather than a replacement for human interaction.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 2","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.70004","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143362884","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}