IF 3.4 2区教育学

European Physical Education Review Pub Date : 2025-03-17 DOI: 10.1177/1356336x251326481

Matthew J Green, Mark F Mierzwinski

{"title":"A figurational analysis of secondary physical education gendered changing room procedures and practices in England","authors":"Matthew J Green, Mark F Mierzwinski","doi":"10.1177/1356336x251326481","DOIUrl":"https://doi.org/10.1177/1356336x251326481","url":null,"abstract":"This article provides ethnographic insights from one state-funded secondary school in the north of England detailing gendered differences within changing room procedures and practices when changing attire for physical education (PE). Attained through participant observations, focus groups with pupils and individual interviews with PE teachers, the school's changing rooms were found to encompass multiple spaces, which served dual intended and unintended functions and social consequences. Applying the concepts of figuration ( Elias, 1978 ), [gendered] civilised bodies ( Elias, 2012 ), habitus ( Elias, 1978 ) and emotions ( Elias, 2001 ) as theoretical prisms revealed how PE teacher-informed procedures and expectations were gendered. Furthermore, with age, boys’ and girls’ diverging changing room behaviours and emotional navigations became increasingly gendered. This article demonstrates how changing rooms not only serve practical functions, but also evoke social and emotional processes which impact peer-group dynamics and pupils’ experiences of PE. Given this, participatory action research could be undertaken aimed at creating more equitable, inclusive and effective localised changing room policies, procedures and practices. This study could also be expanded into investigating policies, practices and experiences within other similar spaces, such as toilets and swimming pools.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"70 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2025-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143640739","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

Expanding Literacy: Caregiver Experiences With Literacy Engagement for Their Children With Intellectual and Developmental Disabilities

IF 2.8 3区教育学

Exceptional Children Pub Date : 2025-03-17 DOI: 10.1177/00144029251317014

Carly A. Roberts, Alison Wilhelm, Bailey Allred, Roxanne F. Hudson

{"title":"Expanding Literacy: Caregiver Experiences With Literacy Engagement for Their Children With Intellectual and Developmental Disabilities","authors":"Carly A. Roberts, Alison Wilhelm, Bailey Allred, Roxanne F. Hudson","doi":"10.1177/00144029251317014","DOIUrl":"https://doi.org/10.1177/00144029251317014","url":null,"abstract":"Historically, research exploring the literacy experiences of learners with intellectual and developmental disabilities (IDD) has prioritized systematic, multicomponent instruction that emphasizes the development of traditional reading and writing skills. However, this approach may inadvertently facilitate literacy gatekeeping and limit opportunities for literacy learning that focuses on meaning making for students who do not demonstrate specific, conventional reading, writing, and communication skills. To explore conceptions of literacy beyond these traditional frameworks, in this interpretivist, qualitative study, we leveraged a multiliteracies framework and the concept of presumption of competence to interview 24 parents of elementary children with IDD to learn about their child’s literacy engagement, definitions of literacy, and family literacy practices. Our findings highlight how caregivers had traditional framings of literacy when describing their definition of literacy but went on to describe more expansive representations of literacy in their home literacy experiences. These activities went beyond traditional framings of literacy activities for learners with IDD and included: (a) communication and connection, (b) environmental access, (c) embracing music and the arts, and (d) culture and community. Implications for research and practice to improve literacy learning for students with IDD are discussed.","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"183 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143640751","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

Portrayals of disabilities in Children’s fiction: A literature review of anglophone, francophone and hispanophone studies 儿童小说中的残疾形象：英语、法语和西班牙语研究文献综述

IF 1.6 4区教育学

Journal of Early Childhood Literacy Pub Date : 2025-03-17 DOI: 10.1177/14687984251326244

Vincent Pineau, Lise Lemoine, Nathalie Marec-Breton

引用次数: 0

Enhancing Early Childhood Education Achievement: Integrating Inclusive Teaching Through Playful Learning and Classroom Dynamics as a Catalyst

IF 2.8 3区教育学

European Journal of Education Pub Date : 2025-03-17 DOI: 10.1111/ejed.70077

Amjad Islam Amjad, Sarfraz Aslam, Zahida Aziz Sial, Umaira Tabassum

{"title":"Enhancing Early Childhood Education Achievement: Integrating Inclusive Teaching Through Playful Learning and Classroom Dynamics as a Catalyst","authors":"Amjad Islam Amjad, Sarfraz Aslam, Zahida Aziz Sial, Umaira Tabassum","doi":"10.1111/ejed.70077","DOIUrl":"https://doi.org/10.1111/ejed.70077","url":null,"abstract":"<div>\u0000 \u0000 <p>Developing an inclusive learning environment in early childhood education (ECE) is vital because it prepares children for future success in school and society by recognising and responding to their differences. The objective of the present study was to explore the mediational effect of student engagement (SE) between the relationship of inclusive teaching practices (ITP) and student academic performance (AP) in ECE with the intent to find the moderating effect of play support (PS) and the class environment (CE) for the relationship between ITP and AP. The research design of the current quantitative study was a cross-sectional survey. The participants were 300 ECE teachers who work in public schools of the Kasur and Lahore districts in Punjab, Pakistan. Data were collected using a self-developed questionnaire. Simple linear regression and Process macro were used to test four hypotheses. After analysis, it was revealed that ITP contributes significantly (<i>β</i> = 0.396, <i>t</i>(298) = 7.44, <i>p</i> < 0.001) to the AP of students in ECE. SE partially mediates (<i>B</i> = 0.231, SE = 0.043, <i>p</i> = 0.000) the relationship between ITP and AP. PS [<i>F</i>(3, 296) = 48.239, <i>p</i> < 0.001] has a statistically significant effect, and CE [<i>F</i>(3, 296) = 50.663, <i>p</i> < 0.001] has a marginally significant moderating effect on the relationship between ITP and AP. It is recommended that longitudinal and qualitative studies be conducted to improve generalisability and understand the phenomenon in depth.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 2","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143638758","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

Authentic assessment and digital literacy in sport marketing

IF 4.8 2区教育学

Journal of Hospitality Leisure Sport & Tourism Education Pub Date : 2025-03-17 DOI: 10.1016/j.jhlste.2025.100549

Carleigh Yeomans , Paul Bowell , Adam Karg , Ryan Jopp

{"title":"Authentic assessment and digital literacy in sport marketing","authors":"Carleigh Yeomans , Paul Bowell , Adam Karg , Ryan Jopp","doi":"10.1016/j.jhlste.2025.100549","DOIUrl":"10.1016/j.jhlste.2025.100549","url":null,"abstract":"<div><div>Focusing on a single sport marketing unit, this research examines how authentic assessment with a digital deliverable influenced students' confidence, application and communication of sport marketing theories in real-world contexts. Data were collected through a mixed methods case study approach. Students responded to a short quantitative survey and qualitatively reflected on their impressions, concerns and learning outcomes. Findings revealed statistically significant improvements in students' digital literacy, particularly in their use of digital content creation tools, with self-reported confidence levels increasing markedly. Despite initial technological trepidations, students reported that hands-on teaching and learning interventions, such as the creation of digital storyboards, facilitated their learning and success with the assessment. Furthermore, students reported the relevance of the skills in preparing them for future careers. The study contributes to literature on authentic assessment within the broader sport marketing discipline; highlighting the challenges and opportunities associated with integrating digital tools into educational practice.</div></div>","PeriodicalId":51666,"journal":{"name":"Journal of Hospitality Leisure Sport & Tourism Education","volume":"36 ","pages":"Article 100549"},"PeriodicalIF":4.8,"publicationDate":"2025-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143637522","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}

引用次数: 0

Dual-phase standardised patient training: Merging content expertise with acting skills.

IF 4.9 1区教育学

Medical Education Pub Date : 2025-03-17 DOI: 10.1111/medu.15647

Siaw Cheok Liew, Tham Thi Phi

引用次数: 0

Applying Knowledge Graph to Interdisciplinary Higher Education 将知识图谱应用于跨学科高等教育

IF 2.8 3区教育学

European Journal of Education Pub Date : 2025-03-17 DOI: 10.1111/ejed.70078

Qian Wang, Shiwang Hou, Sixian Wan, Xin Feng, Hao Feng

引用次数: 0

Disparate impact of the COVID-19 pandemic on deaf college students.

IF 1.7 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2025-03-17 DOI: 10.1093/jdsade/enaf014

Carrie Lou Bloom, Jeffrey Levi Palmer

引用次数: 0

Anti-Stigma Potentials of Mobile Methods 移动方法的反污名化潜力

IF 2.8 3区教育学

European Journal of Education Pub Date : 2025-03-17 DOI: 10.1111/ejed.70075

Mariusz Kwiatkowski

引用次数: 0

Multiple Enrollments: Clustering Dropout and Graduation Constellations in Business Administration Bachelor's Programme

IF 2.8 3区教育学

European Journal of Education Pub Date : 2025-03-17 DOI: 10.1111/ejed.12890

Alexander Karl Ferdinand Loder

{"title":"Multiple Enrollments: Clustering Dropout and Graduation Constellations in Business Administration Bachelor's Programme","authors":"Alexander Karl Ferdinand Loder","doi":"10.1111/ejed.12890","DOIUrl":"https://doi.org/10.1111/ejed.12890","url":null,"abstract":"<p>University students of Business Administration and related fields have high dropout rates, with previous research identifying student profiles of dropouts in business studies. Evidence is lacking for other university systems. Austria (Europe) allows for multiple enrollments and students with multiple enrollments accomplish more workload even after dropping out, compared to single enrollments. This study aimed to cluster Business Administration students per outcome constellation (graduation, dropout) on the dimensions workload and study duration. The sample consisted of 6151 students between the academic years of 2010/11 and 2022/23. Cluster analyses suggest that having multiple enrollments is related to higher workload and longer study duration. The clusters also indicate that benefits can be a second chance to graduate after dropping out from another programme. Transferability of passed exams is an important support mechanism. Future studies are needed to assess the performance of Business Administration students in the labor market dependent on their enrollments.</p>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 2","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ejed.12890","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143638759","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

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