IF 1.9 3区教育学

Dyslexia Pub Date : 2025-03-18 DOI: 10.1002/dys.70004

Catherine Manning, Beverley Jennings, Keren MacLennan, Raveen Rayat, Keith Spiller, Holly Joseph

{"title":"What Are the Research Priorities for the Dyslexia Community in the United Kingdom and How Do They Align With Previous Research Funding?","authors":"Catherine Manning, Beverley Jennings, Keren MacLennan, Raveen Rayat, Keith Spiller, Holly Joseph","doi":"10.1002/dys.70004","DOIUrl":"https://doi.org/10.1002/dys.70004","url":null,"abstract":"<p>Targeting research towards areas that matter to dyslexic people and their families is essential for improving dyslexic people's lives. However, we do not know what the dyslexia community's research priorities are and whether they align with current research funding. We categorised previous funding for dyslexia research in the United Kingdom and considered how this aligns with community research priorities, using multiple methods and a participatory approach. We identified that the vast majority (78%) of funding has been spent on research into biology, brain and cognition. Through seven focus groups (<i>n</i> = 37), dyslexic adults and/or family members/carers of dyslexic children expressed that this balance needs redressing, and we identified four important areas for future research, informed by lived experiences. Finally, 436 members of the dyslexia community ranked the importance of research topics in a survey. The top five priorities related to <i>training teachers and professionals</i>, <i>educational supports and interventions</i>, <i>mental health and self-esteem</i>, <i>making services and spaces more inclusive</i> and <i>cognition</i>. Research into genes and risk factors was less prioritised. These results provide a point of reference for researchers and funders to align future research funding with the dyslexia community's priorities so that it can be of translational benefit.</p>","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":"31 2","pages":""},"PeriodicalIF":1.9,"publicationDate":"2025-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/dys.70004","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143638718","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}

引用次数: 0

Teaching physician advocacy: A collaborative learning approach.

IF 4.9 1区教育学

Medical Education Pub Date : 2025-03-18 DOI: 10.1111/medu.15662

Ellen Hutchinson, Caitlin Bowers, Vanessa Maier, Kelli Qua

引用次数: 0

AI Literacy in Teacher Education: Empowering Educators Through Critical Co-Discovery

IF 3.9 1区教育学

Journal of Teacher Education Pub Date : 2025-03-18 DOI: 10.1177/00224871251325083

Melis Dilek, Evrim Baran, Ezequiel Aleman

引用次数: 0

Gamifying anatomy outreach: An underexplored opportunity.

IF 5.2 2区教育学

Anatomical Sciences Education Pub Date : 2025-03-18 DOI: 10.1002/ase.70019

Mikaela L Stiver, Aamna Naveed, John Chilton, Siobhan M Moyes

{"title":"Gamifying anatomy outreach: An underexplored opportunity.","authors":"Mikaela L Stiver, Aamna Naveed, John Chilton, Siobhan M Moyes","doi":"10.1002/ase.70019","DOIUrl":"https://doi.org/10.1002/ase.70019","url":null,"abstract":"<p><p>This article explores the underutilized potential of incorporating gamified approaches into anatomy outreach initiatives. While gamification and game-based learning approaches have been widely adopted in formal educational settings, there is a surprising lack of research on their application for community-based public engagement with anatomy. We emphasize the importance of involving community partners from the outset to co-design gamified outreach activities. A collaborative approach tailors the final products to the needs, preferences, and resources of the target audiences. By actively involving end users, co-design fosters a sense of ownership, relevance, and long-term sustainability for the educational resources. This article also presents a practical guide for evidence-based implementation of gamified anatomy outreach, drawing on key learning theories. We discuss strategies for supporting participant motivation and fostering an optimal \"flow\" state, as well as principles of cognitive load theory and social learning. We also apply each of these theoretical frameworks to illustrative examples, demonstrating how gamified learning can enhance the accessibility, engagement, and retention of complex anatomical concepts. We conclude by presenting practical distinctions between implementing gamified approaches in academic versus community settings, highlighting considerations around technology, resources, and audience diversity. By bridging the gap between gamified learning research and public engagement principles, this article aims to provide practical guidance for anatomy educators, outreach coordinators, and game designers seeking to create more accessible, equitable, and impactful experiences for their communities.</p>","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":5.2,"publicationDate":"2025-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143655594","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

The role of internationalization of medical education via international exchange programs in professional identity formation.

IF 3.3 2区教育学

Medical Teacher Pub Date : 2025-03-18 DOI: 10.1080/0142159X.2025.2478873

Jason Luong, Jessica Hui, Geoffroy Noel, Anette Wu

引用次数: 0

Exploring the Relationship Between Self-Determination and Academic Outcomes

IF 2.4 3区教育学

Remedial and Special Education Pub Date : 2025-03-18 DOI: 10.1177/07419325251322908

Karrie A. Shogren, Tyler A. Hicks, Hsiang Y. Chien, Abdulaziz H. Alsaeed, Stefania Petcu, Aaron M. Beuoy, Helena R. Ferreira

{"title":"Exploring the Relationship Between Self-Determination and Academic Outcomes","authors":"Karrie A. Shogren, Tyler A. Hicks, Hsiang Y. Chien, Abdulaziz H. Alsaeed, Stefania Petcu, Aaron M. Beuoy, Helena R. Ferreira","doi":"10.1177/07419325251322908","DOIUrl":"https://doi.org/10.1177/07419325251322908","url":null,"abstract":"Delivering instruction that promotes student’s self-determination has received attention in special education supports and services, and there is a growing focus on the role of self-determination in enhancing outcomes for all students learning in inclusive, general education classrooms. Given this growing focus, there is a need to further understand the associations between self-determination and academic outcomes for students with and without disabilities to inform decision-making about delivering self-determination instruction in comprehensive, integrated systems of support. In this study, we conducted secondary data analysis to explore if self-determination predicts variance in academic outcome indicators in secondary students with and without disabilities across two datasets. Almost 1,500 students were represented. Findings suggest a significant positive correlation between self-determination, attendance, and mathematics achievement and a negative correlation between self-determination and office disciplinary referrals. We discuss educational implications, limitations, and directions for future research.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"33 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2025-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143653937","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

Students of the backyard: An ethnographic analysis of a ghetto school

IF 2.8 3区教育学

International Journal of Educational Development Pub Date : 2025-03-18 DOI: 10.1016/j.ijedudev.2025.103260

Selma Aydinoğlu Ünal , Birgül Ulutaş

{"title":"Students of the backyard: An ethnographic analysis of a ghetto school","authors":"Selma Aydinoğlu Ünal , Birgül Ulutaş","doi":"10.1016/j.ijedudev.2025.103260","DOIUrl":"10.1016/j.ijedudev.2025.103260","url":null,"abstract":"<div><div>The study aimed to contribute to the literature on education and spatial segregation in Türkiye, focuses on the similarities, parallels, and/or contrasts between the space in which a child lives and the cultural codes imparted to them at a poor public school located in a \"ghetto\" neighbourhood. Following a qualitative paradigm with an ethnographic approach, data were collected through participant observation at the ghetto school referred to as Backyard Elementary School. Data were gathered through unstructured interviews with the neighbourhood head, school administrators, and teachers, as well as semi-structured interviews and observations with seven teachers and six parents. The data were analysed using descriptive analysis. Findings of the study revealed that students' economic and cultural capital have negative reflections on their school life. While parents express aspirations for their children to achieve professional success, teachers view these ambitions as unattainable within the current educational framework. The families also perceived their children, whose academic performance declines yearly, as failures. Despite their dissatisfaction with their children's school experiences, parents advocated for 12 years of compulsory education, whereas teachers opposed compulsory education, advocating for vocational redirection at an earlier age. Teachers, viewing their own school as marginalized despite its central location, refer to other institutions as \"central schools\" and do not send their own children to the school where they work.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"114 ","pages":"Article 103260"},"PeriodicalIF":2.8,"publicationDate":"2025-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143654733","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

Effects of Diagnostic Labels for Students With Learning Problems on Teachers’ Stereotypes and Performance Expectations 学习有问题学生的诊断标签对教师的成见和成绩预期的影响

IF 3 2区教育学

Journal of Learning Disabilities Pub Date : 2025-03-17 DOI: 10.1177/00222194251315187

Linda Kashikar, Timo Lüke, Michael Grosche

{"title":"Effects of Diagnostic Labels for Students With Learning Problems on Teachers’ Stereotypes and Performance Expectations","authors":"Linda Kashikar, Timo Lüke, Michael Grosche","doi":"10.1177/00222194251315187","DOIUrl":"https://doi.org/10.1177/00222194251315187","url":null,"abstract":"Labeling students with learning problems may change teachers’ evaluations of them. Our study examined whether the “Special Learning Needs” (SLN) and “Learning Disability” (LD) labels influenced teachers’ beliefs that the diagnosis was correct and activated a low-competence stereotype. We examined whether this stereotype lowered teachers’ performance expectations and teaching intentions. N = 413 general and special education teachers were randomly assigned to the control (no label) or one of the experimental groups (SLN/LD label). All teachers read the description of a fictitious student with learning problems. Only in the experimental groups was the student labeled with an LD or SLN. Results showed that both labels increased teachers’ acceptance of the diagnosis as accurate. However, the labels did not change teachers’ stereotypes of the fictitious student. The LD label lowered some of teachers’ long-term performance expectations, resulting in more track recommendations to a special school. Unexpectedly, the SLN label increased the intention to foster the student’s academic performance. Some performance expectations of special education teachers were lower than those of general education teachers, which did not manifest in different teaching intentions. The findings are discussed in the context of the Dilemma of Difference.","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":"6 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2025-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143635666","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

Educators' Perspectives of Working Conditions in Inclusive Elementary Schools.

IF 2.4 2区教育学

Journal of Learning Disabilities Pub Date : 2025-03-17 DOI: 10.1177/00222194251325857

David DeMatthews, Elizabeth Bettini, Bonnie Billingsley, Emily M Burns

引用次数: 0

Embedding planetary health education into clinical medicine.

IF 4.9 1区教育学

Medical Education Pub Date : 2025-03-17 DOI: 10.1111/medu.15670

Nabha Shetty, Tajdeep Brar, Sanjana Sudershan, Kerolos Youssef

引用次数: 0

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