教育学最新文献

{"title":"Leisure time under pressure: Exploring the impact of professional and personal demands on female Indonesian lecturers","authors":"Sri Astuty ,&nbsp;Marhawati ,&nbsp;Diah Retno Dwi Hastuti ,&nbsp;Wirawan Setialaksana","doi":"10.1016/j.jhlste.2025.100553","DOIUrl":"10.1016/j.jhlste.2025.100553","url":null,"abstract":"<div><div>This study examines the impact of age, education, performance, caregiving responsibilities, and leisure time among 302 female Indonesian lecturers using PLS-SEM. Results show that age and education increase productivity and income but reduce leisure time, while higher performance lowers both income and leisure time. The presence of a toddler mitigates performance's negative effect on leisure, while education buffers its impact on income. Findings highlight work-life balance challenges, emphasizing the need for flexible workloads and institutional support. Despite its cross-sectional design, this study offers insights into gendered work structures in academia, particularly in emerging markets.</div></div>","PeriodicalId":51666,"journal":{"name":"Journal of Hospitality Leisure Sport & Tourism Education","volume":"36 ","pages":"Article 100553"},"PeriodicalIF":4.8,"publicationDate":"2025-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143888116","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":"Conceptions of Curved Spacetime: Relating Students’ Mental Representations and Understanding of General Relativity","authors":"Maira Giovana de Souza, Agostinho Serrano, David Treagust, Mihye Won","doi":"10.1007/s11165-025-10254-0","DOIUrl":"https://doi.org/10.1007/s11165-025-10254-0","url":null,"abstract":"<p>This study explores the influence of external resources on students’ construction of mental representations of curved spacetime and their understanding of General Relativity (GR). Using the Cognitive Mediation Networks Theory (CMNT) as the theoretical framework, a short extracurricular course with Year-12 students was developed. Through the course, we investigated how interactions with various external resources support the development of mental representations that facilitate reasoning about relativistic phenomena. Using a case study with qualitative analysis, data from pre/post-tests, interviews, gesture analysis, and student artifacts revealed distinct patterns between students with satisfactory and limited understanding of curved spacetime; students expressed their understanding using multiple representations that reflected their mental representations. Students with accurate conceptions exhibited similar imagistic mental representations associated with the rubber-sheet analogy within psychophysical and hypercultural tools, applying them to explain various situations. Conversely, students with limited curved spacetime conceptions attributed spatial phenomena to forces and associated time dilation with being in ‘outer space’. The findings underscore the importance of carefully selecting external resources, considering students’ prior knowledge, and addressing misconceptions in GR instruction.</p>","PeriodicalId":47988,"journal":{"name":"Research in Science Education","volume":"61 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2025-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143889553","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":"Education quality in West and Central Africa: Family background, teachers, and schools","authors":"Kadio Eric Kadio","doi":"10.1016/j.ijedudev.2025.103290","DOIUrl":"10.1016/j.ijedudev.2025.103290","url":null,"abstract":"<div><div>This paper provides empirical evidence on the determinants of learning outcomes in Sub-Saharan Africa, focusing on the effects of student socioeconomic status (SES), teacher characteristics, and school-level factors. Using a multi-level regression framework, we analyze mathematics proficiency with PASEC data from ten countries, a standardized assessment of pupils’ mathematics and reading performance. We document a value-added model with a baseline specification rooted in a hierarchical linear model. Our main findings reveal persistent socioeconomic inequalities. Students from the highest SES quintile significantly outperform their peers, even after accounting for school resources, highlighting entrenched advantages in resource access and parental support. Teacher experience, qualifications, and gender (with female teachers correlating with higher scores) emerge as critical drivers of achievement, though their impact is mediated by school context. Overcrowded classrooms (&gt;36 students) and ineffective teaching methods hinder learning, while private schools and robust infrastructure consistently enhance outcomes. Regional disparities further underscore contextual variability: in West Africa, SES and teacher training reforms yield pronounced benefits, while Central Africa exhibits weaker SES effects and greater spatial inequalities.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"115 ","pages":"Article 103290"},"PeriodicalIF":2.8,"publicationDate":"2025-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143881356","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":"A Critical Perspective on Trauma-Informed Care in Early Childhood Education: Recommendations for Research, Practice, and Policy","authors":"Mia Chudzik, Alysse Loomis, Finau Conklin","doi":"10.1007/s10643-025-01921-y","DOIUrl":"https://doi.org/10.1007/s10643-025-01921-y","url":null,"abstract":"<p>The need for trauma-informed care in early childhood settings is well-established. There are many different approaches to conceptualizing trauma-informed care. In this conceptual article, we begin by providing an overview of trauma and trauma-informed care and offering broad critiques of the trauma-informed movement. Then, we outline recommendations for key components of trauma-informed care in early childhood education settings. We end with future directions for integrating trauma-informed care in preschool systems through research, practice, and policy.</p>","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"42 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2025-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143884268","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":"A Sequencing Effect of Adding Generative Learning Strategies to Immersive Virtual Reality on Middle School Students' Performance, Intrinsic Motivation, and Self-Efficacy","authors":"Carl Boel,&nbsp;Tijs Rotsaert,&nbsp;Martin Valcke,&nbsp;Tammy Schellens","doi":"10.1111/jcal.70045","DOIUrl":"https://doi.org/10.1111/jcal.70045","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>As immersive virtual reality (IVR) is increasingly being used by teachers worldwide, it becomes pressing to investigate how this technology can foster learning processes. Several authors have pointed to this need, as results on the effectiveness of IVR for learning are still inconclusive.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>To address this gap, we first investigated the effect of adding generative learning strategies, that is, teacher-led instruction and class discussion, to an interactive immersive virtual reality learning experience on learning outcomes, in terms of procedural knowledge, self-efficacy, and intrinsic motivation. Next, we tested whether the sequencing of the additional classroom activities significantly affected the outcomes.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>In this value-added study, we adopted a quasi-experiment with three groups in a between-subjects design. The IVR serious game VRkeer, teaching middle school children how to ride a bicycle safely in traffic, was implemented during the study. The IVR-first group started with the IVR experience and received a more conventional lesson, in which the familiar teacher provided instruction on the topic and engaged students in critical thinking via class discussions using authentic traffic situations as case studies. The class-first group followed the reverse sequence, and the IVR-only group served as a control group with two times the IVR experience. 211 middle school students engaged in the experiment and were randomly assigned to one of the three groups, per class in their own classroom, taking ecological validity as a priority. Pre- and posttest scores were compared for procedural knowledge, self-efficacy, and intrinsic motivation (interest/enjoyment and value/usefulness).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>Our results indicate an overall significant increase in all measures, except for intrinsic motivation. Between-groups results show that the class-first group outperformed the other groups in terms of knowledge gains and intrinsic motivation, but not in self-efficacy. Our findings have both theoretical and practical implications, which are discussed alongside study limitations and future research directions.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 3","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143888993","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":"Teacher-child relationship quality and kindergarten outcomes: The moderating role of classroom activity settings","authors":"Elia G. Ramirez,&nbsp;Jessica E. Whittaker,&nbsp;Jamie DeCoster,&nbsp;Robert C. Pianta,&nbsp;Virginia E. Vitiello","doi":"10.1016/j.ecresq.2025.03.004","DOIUrl":"10.1016/j.ecresq.2025.03.004","url":null,"abstract":"<div><div>Grounded in the bioecological model of human development and attachment theory, this study examined whether the proportion of time children spend in activity settings in the kindergarten classroom moderated the relationship between teacher-child relationship quality and children's kindergarten academic and social-emotional outcomes. Participants included kindergarten students (<em>n</em> = 2439) and their teachers (<em>n</em> = 452) in a large and diverse school district in the United States. Using regression models that accounted for the dependence of students in classrooms, we examined the following three research questions: 1) To what extent is quality of children's relationships with their teacher at the beginning of kindergarten associated with growth in children's outcomes (academic, social-emotional, behavioral) over the kindergarten year? 2) To what extent is time spent in different classroom activity settings (i.e., small group, whole group, individual) associated with growth in outcomes? 3) Does time spent in different classroom activity settings moderate the association between teacher-child relationship quality and growth in children's outcomes? We found significant associations between teacher-child relationship quality and kindergarten outcomes as well as between small group setting and mathematics outcomes. We also found that group setting moderated associations between teacher-child relationship quality and some kindergarten outcomes. The findings illustrate the centrality of teacher-child relationship quality in supporting children's outcomes in the early years. Findings also suggest that although there may not be many direct associations between time spent in different settings and outcomes, to fully understand how teacher-child relationships are associated with children's outcomes, it may be important to consider the activity settings in which children spend their time.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"72 ","pages":"Pages 295-306"},"PeriodicalIF":3.2,"publicationDate":"2025-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143883289","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":"American and Chinese parents’ math talk during numeracy and routine activities: Do parental beliefs matter?","authors":"Qianru Tiffany Yang,&nbsp;Iris Jeffries,&nbsp;Ziqin Xie,&nbsp;Jon R. Star,&nbsp;Paul L. Harris,&nbsp;Meredith L. Rowe","doi":"10.1016/j.ecresq.2025.04.002","DOIUrl":"10.1016/j.ecresq.2025.04.002","url":null,"abstract":"<div><div>Parents vary in their math talk during parent-child interactions, and this variation is related to children's early mathematics skills. To understand the sources of individual variability in parental math talk, the present study investigated the associations between parents’ math beliefs and math talk when engaging their children in number book reading and pretend play. Further, this study compared parents in two cultural contexts to establish commonalities and differences. Participants included 50 American (27 girls) and 44 Chinese (23 girls) families of 4-year-old children, with participating parents predominantly being mothers. We assessed parents’ child-specific math expectations and their math attitudes. Parental math talk, including types (e.g., cardinality, arithmetic) and forms (i.e., prompt vs. statement) of math talk, were analyzed. Across activities, Chinese parents consistently engaged in more cardinality statements than American parents. However, aside from these differences in cardinality statements, the results indicated considerable cultural commonalities in parents’ math expectations and attitudes, as well as in the quantity and features of their math talk across both number book reading and pretend play. In both cultures, parents’ math beliefs were associated with the frequency of their arithmetic statements but not with other features of math talk during book reading. Moreover, no significant connections were found between parents’ math beliefs and math talk during pretend play in either culture. Implications for understanding parental math involvement in various cultural and activity contexts are discussed.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"72 ","pages":"Pages 284-294"},"PeriodicalIF":3.2,"publicationDate":"2025-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143883288","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 a Structured Shared Book Reading Intervention on the Vocabulary Knowledge of Preschool-Age Children: An Exploratory Study","authors":"Lisa B. Cipolletti, Amy Murdoch, Jennifer Keelor","doi":"10.1007/s10643-025-01920-z","DOIUrl":"https://doi.org/10.1007/s10643-025-01920-z","url":null,"abstract":"<p>The present study sought to examine the use of a structured, shared book reading intervention on preschool-aged children’s vocabulary knowledge using a multiple-probe across stimuli (book) single-case design. Participants included children from two preschool classrooms of three- and four-year-old children at a childcare center located in the Southeast. Across four storybooks, children in both classrooms (<i>n</i> = 12) received the whole-group component, and a small group of children (<i>n</i> = 5) was selected for the small-group intervention. Children were selected for the small group intervention based on their score on the Preschool Early Literacy Indicators (PELI) Language Index screener and a researcher-created expressive measure of target vocabulary (EVM). Each week, children in the small group received three additional lessons that included explicit vocabulary and listening comprehension instruction, the use of representational gestures, and intentional opportunities for different types of practice. Each week, receptive and expressive vocabulary assessment probes measured whether the taught vocabulary was learned. All small-group participants showed increased vocabulary knowledge across the four storybooks from baseline to intervention. These results suggest preschool children benefit from explicit small-group vocabulary instruction within shared storybook reading.</p>","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"85 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2025-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143884293","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":"Is “faking” emotions always bad? Exploring the relationships between teachers' emotional labor, expressed enthusiasm, and teaching quality","authors":"H. Wang ,&nbsp;I.Y. Wang ,&nbsp;Y. Chen ,&nbsp;I. Burić","doi":"10.1016/j.tate.2025.105042","DOIUrl":"10.1016/j.tate.2025.105042","url":null,"abstract":"<div><div>With a sample of 64 teachers and their 533 students, this research examines how teachers' self-reported emotional labor relates to student-reported teaching quality, with student-reported teacher enthusiasm serving as a mediating factor. Multilevel modeling analysis reveals that, at the student level, higher perceived teacher enthusiasm is associated with greater student-perceived teaching quality. At the class level, teachers' faking emotions is associated with higher class-perceived teacher enthusiasm, which in turn, corresponds with higher class-perceived teaching quality. Our findings shed light on the intricate nature of teachers' emotional labor by uncovering a positive and indirect link between emotional labor and teaching quality.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"161 ","pages":"Article 105042"},"PeriodicalIF":4.0,"publicationDate":"2025-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143882161","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":"Discourses on Employability in Higher Education and Perceptions of the Labour Market Among Undergraduates in France","authors":"Claire Bonnard","doi":"10.1111/ejed.70107","DOIUrl":"https://doi.org/10.1111/ejed.70107","url":null,"abstract":"<p>The massification of higher education in France has raised a number of questions about the transition of students to the labour market, leading to a series of reforms, in particular the vocationalisation of undergraduate courses. This includes reforms aimed at equipping students with professional skills and helping them to enter the labour market. The aim of this article is to analyse how these trends and the underlying discourse of employability influence students' perceptions of the labour market and their use of resources during their academic careers. Using a qualitative survey conducted at a French university, the study shows that undergraduates mainly adopt an individualised view of employability, focusing on the personal qualities needed to succeed in a competitive job market. However, it also underlines that students' perceptions are shaped by their disciplinary background, but also by their social and academic environment, as well as by their first experiences on the labour market.</p>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 2","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ejed.70107","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143889175","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}