教育学最新文献_第8页

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":"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.","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

School staff members’ professional agency in Finland, Scotland and Sweden – A comparative study

IF 4 1区教育学

Teaching and Teacher Education Pub Date : 2025-03-17 DOI: 10.1016/j.tate.2025.104998

Päivi Hökkä , Eija Räikkönen , Katja Vähäsantanen , Marc Sarazin , Anna Lund , Natasa Pantić

引用次数: 0

Practice it to ace it: Students writing practice questions for tests.

IF 1.7 4区教育学

Advances in Physiology Education Pub Date : 2025-03-17 DOI: 10.1152/advan.00172.2024

Yoojin Choi, Lekelia D Jenkins, Gregory J Crowther

{"title":"Practice it to ace it: Students writing practice questions for tests.","authors":"Yoojin Choi, Lekelia D Jenkins, Gregory J Crowther","doi":"10.1152/advan.00172.2024","DOIUrl":"https://doi.org/10.1152/advan.00172.2024","url":null,"abstract":"Asking students to write practice questions for tests is an active learning strategy utilized to facilitate understanding and application of course material. The use of student-generated questions has been studied in medical education and other academic fields but not in undergraduate Anatomy and Physiology (A&P) education. Mixed results from existing literature hint at three possibly important components of effective assignments for students writing test questions: assignment structure, instructor/expert feedback, and alignment with summative assessment. Accordingly, this study investigated the impact of each of these components on students' learning or perceptions of learning. Our methods included (A) a reanalysis of papers on medical student question-writing, (B) a survey of 22 A&P instructors who have tried this method, and (C) detailed studies of efforts at two institutions to implement structured discussion-board assignments in which undergraduate A&P students write and share practice questions. Collectively, these approaches revealed positive correlations between each of the three components and students' learning or perception thereof. In light of these data - especially our students' satisfaction with our implementation of discussion-board assignments - we suggest that structured question-writing and question-sharing activities with instructor feedback and clear connections to summative assessment can increase student engagement and learning.","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143651869","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

Twelve tips for using phenomenology as a qualitative research approach in health professions education.

IF 3.3 2区教育学

Medical Teacher Pub Date : 2025-03-16 DOI: 10.1080/0142159X.2025.2478871

Mohsen Tavakol, John Sandars

引用次数: 0

The importance of science communication and public engagement to professional associations.

IF 5.2 2区教育学

Anatomical Sciences Education Pub Date : 2025-03-16 DOI: 10.1002/ase.70017

Martine Dunnwald, Valerie B DeLeon, Anne M Burrows

{"title":"The importance of science communication and public engagement to professional associations.","authors":"Martine Dunnwald, Valerie B DeLeon, Anne M Burrows","doi":"10.1002/ase.70017","DOIUrl":"https://doi.org/10.1002/ase.70017","url":null,"abstract":"Scientific associations exist to serve their members and advance their science. They also provide a platform for scientists to communicate their science and engage with the public, such as hosting free resources on their web pages and organizing outreach activities with local communities. Historically, scientific associations were often internally focused. Despite the common stereotype of exclusive clubs of gentleman naturalists, there are numerous examples since the 17th century of scientific associations encouraging public engagement. This became increasingly common, and throughout the last several decades, scientific associations like the American Association for Anatomy (AAA) have been working to make changes in how science, scientists, and the public work together to produce the best scientific outcomes. This viewpoint defines different levels of relationships between the scientist and the public and how they affect outcomes related to the public's trust in science and scientists. It then provides a historical perspective on how associations have contributed to the communication of science. Lastly, it discusses the role of associations in science communication and public engagement and whether it is important for associations and why. It concludes with examples of the strategic programs of AAA that demonstrate how scientific associations can support public engagement, resulting in benefits to the public, scientists, and the anatomical sciences.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":5.2,"publicationDate":"2025-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143639372","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

Second Language Teachers' Knowledge and Beliefs About Dyslexia: Turkish Context

IF 1.9 3区教育学

Dyslexia Pub Date : 2025-03-16 DOI: 10.1002/dys.70005

H. Gülru Yüksel, Emrah Özcan

{"title":"Second Language Teachers' Knowledge and Beliefs About Dyslexia: Turkish Context","authors":"H. Gülru Yüksel, Emrah Özcan","doi":"10.1002/dys.70005","DOIUrl":"https://doi.org/10.1002/dys.70005","url":null,"abstract":"Dyslexia is one of the most common language-based learning disabilities. Teaching a second language (L2) to dyslexic students is still a contested issue among educators. Teachers' knowledge and beliefs about dyslexia play an important role in the successful inclusion of these students in L2 classrooms. The current study investigated the knowledge and beliefs of Turkish second language teachers (SLTs) about dyslexia. Data were collected from 150 participants using the Knowledge and Beliefs About Developmental Dyslexia Scale (KBDDS). The findings revealed that Turkish SLTs possess a moderate level of knowledge about dyslexia, with notable strengths in understanding the need for individualised instruction and rejecting common myths, such as the belief that dyslexia is linked to laziness or low intelligence. However, several misconceptions persist, including the belief that dyslexia primarily results from visual processing issues. Female teachers and those with less than 11 years of teaching experience demonstrated significantly higher levels of knowledge. The study highlights the need for targeted professional development that builds on teachers' existing strengths while addressing areas of misunderstanding. Further research is recommended to explore the impact of teacher knowledge on dyslexic students' learning outcomes in L2 classrooms.","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":"31 2","pages":""},"PeriodicalIF":1.9,"publicationDate":"2025-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/dys.70005","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143632669","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

Both Me and My Daughter Would Cry Sometimes: Parents’ and Children’s Experiences with Home Education During the Early and Later COVID-19 Pandemic

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2025-03-16 DOI: 10.1007/s10643-025-01887-x

Esther Yu, Samantha Burns, Calpanaa Jegatheeswaran, Michal Perlman

{"title":"Both Me and My Daughter Would Cry Sometimes: Parents’ and Children’s Experiences with Home Education During the Early and Later COVID-19 Pandemic","authors":"Esther Yu, Samantha Burns, Calpanaa Jegatheeswaran, Michal Perlman","doi":"10.1007/s10643-025-01887-x","DOIUrl":"https://doi.org/10.1007/s10643-025-01887-x","url":null,"abstract":"The COVID-19 pandemic led to unprecedented disruptions to children’s education across the globe, including abrupt transitions from in-person learning to learning from home. The current study investigates patterns of change in the educational challenges that 453 children and 454 parents experienced at home during the early (2020–2021) and later stages (2021–2022) of the pandemic. The study took place in Toronto, Canada and our sample was diverse and reflected a low-income status. Thematic analyses revealed variation in the educational challenges experienced by children and parents in early and later COVID-19 pandemic. Latent class analyses identified two subgroups of children (79% Consistently Struggling, 21% with Delayed Challenges) and two subgroups of parents (81% Consistently Struggling, 19% with Delayed Challenges) based on their educational challenges across stages of the pandemic. Families with relatively higher socio-economic status (SES) in our sample showed higher levels of mental health symptoms and consistently struggled throughout the pandemic, while families with lower SES initially showed less mental health symptoms but experienced delayed increases in challenges as the pandemic progressed. These subgroups of change in educational challenges across stages of the pandemic were also significantly associated with parental mental health (i.e., depression, anxiety, and stress) and child temperament (anger and fear). These findings highlight the need to investigate the longitudinal impacts of COVID-19 on the wellbeing of young children and their families, and offers valuable knowledge for future preparedness in the face of any global crises. Recommendations for future research and intervention are discussed.","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"24 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2025-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143635748","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