教育学最新文献

{"title":"From Play to Creativity: The Mediating Role of Self-regulation in Kindergarteners","authors":"Rafat Ghanamah","doi":"10.1007/s10643-025-01867-1","DOIUrl":"https://doi.org/10.1007/s10643-025-01867-1","url":null,"abstract":"<p>The interplay between playfulness, executive functions, and creativity is paramount for children’s cognitive and emotional development, as these variables significantly impact early learning and problem-solving abilities. The current study investigates the associations between playfulness, executive functions, and creativity among kindergarteners, with a focus on the mediating role of self-regulation. A sample of 124 Arab Israeli children (64 females) aged 5–6 years completed the head-toes-knees-shoulders (HTKS; Ponitz et al. in Developmental Psychology, 45(3):605–619, 2009, https://doi.org/10.1037/a0015365) task, the Hand Movement Test (Kaufman and Kaufman (Kaufman Assessment Battery for Children (KABC, K-ABC), APA PsycTests, 1983, https://doi.org/10.1037/t27677-000), the Beery Visual-Motor Integration [Beery and Beery (The Beery-Buktenica developmental test of visual-motor integration: Administration, scoring, and teaching manual, NCS Pearson, 2004)] test, and the Thinking Creatively in Action and Movement [Torrance (Thinking creatively in action and movement, Scholastic-Testing Service, 1981)] measures while the teachers completed The Children’s Playfulness Scale (Barnett in Play &amp; Culture, 3(4):319–336, 1990). Correlation analyses revealed significant associations between playfulness factors and creativity, indicating that playful behaviors are positively linked to creative expression. Notably, the HTKS task demonstrated a significant mediating effect in the relationship between total playfulness and creativity, as confirmed by Sobel test results (z ≈ 7.49). This highlights the crucial role of self-regulation in facilitating creative thought processes during play. The findings highlighted the importance of promoting playfulness and self-regulation abilities in early childhood education to advance creative development. Implications for educational practices and the need for future research exploring these constructs across diverse populations and settings are discussed. This study contributes to the expanding body of literature connecting executive functions to creativity, especially within the context of play, underscoring the necessity of holistic approaches in early childhood development.</p>","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"27 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2025-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143385103","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":"The Comparison Between Outdoor Play Spaces, Equipment, and Resources in Low Versus High Socioeconomic Johannesburg Early Childhood Development Centres","authors":"Lara Clarkson, Marica Botha, Janine van der Linde","doi":"10.1007/s10643-024-01846-y","DOIUrl":"https://doi.org/10.1007/s10643-024-01846-y","url":null,"abstract":"<p>Play spaces facilitate play as a child’s primary occupation which is essential for learning and early childhood development. In South African early childhood development centres, almost 11% do not have access to outdoor play areas, 20% have no outdoor play equipment, and 50% have no access to educational toys (Early Childhood Development in South Africa. Education Series. IV (No. 92-01-04),100, Available: http://www.statssa.gov.za/publications/92-01-04/92-01-042016.pdf). This research aimed to compare the physical design and resources of outdoor play spaces in low socioeconomic (LSE) versus high socioeconomic (HSE) early childhood development (ECD) centres in Johannesburg. A descriptive comparative research design was used, with a total population sampling method for the distribution of a self-developed questionnaire adapted from play literature. Results were obtained from a total sample size of 82 ECD centres, 28 reported LSE and 54 reported HSE. Quantitative data was analysed using descriptive and inferential statistics. LSE-ECD centres (57% community-based sites) had significantly less funding frequency compared to HSE-ECD centres (83% independent / private schools), with 87% private funding at least annually for outdoor play space upkeep. LSE-ECD centres had limited outdoor play space resource variety and quantity (7% had no outdoor play space, 43% had traditional playground designs, 14% had no fixed playground equipment), compared to HSE-ECD centres with a wide variety and abundance of outdoor play space resources. Chi-square statistics revealed a significantly higher number of fixed and loose manufactured equipment, movement toys, fixed and loose natural resources, and multi-sensory exploration spaces in HSE-ECD centres. Cramer’s V statistics revealed outdoor play space physical design and resource availability have a strong dependence on socioeconomic status.</p>","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"36 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2025-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143375249","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":"Data science in health professions education: promises and challenges.","authors":"J Cleland, L Grierson, M Tolsgaard","doi":"10.1007/s10459-025-10415-w","DOIUrl":"https://doi.org/10.1007/s10459-025-10415-w","url":null,"abstract":"","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":"143384041","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":"Reframing the Most Important Special Education Policy Debate in 50 Years: <i>How</i> Versus <i>Where</i> to Educate Students With Disabilities in America's Schools.","authors":"Douglas Fuchs, Allison F Gilmour, Jeanne Wanzek","doi":"10.1177/00222194251315196","DOIUrl":"https://doi.org/10.1177/00222194251315196","url":null,"abstract":"<p><p>For decades, there have been competing visions of how and where to educate students with disabilities (SWDs) in America's K-12 schools. One conception is that general classrooms can accommodate the learning needs of virtually all children. A second approach calls for multiple placement options. Over the years, the context in which this disagreement has played out has changed as educators have shifted from a reliance on special classes to trust in general classes to enthusiasm for intensive instruction beyond the general class. Such variation in practice has influenced how researchers have explored relations between SWDs' placement and their academic performance. Some of this research has been weak, producing unreliable findings. Some has generated more trustworthy results. All stakeholders would benefit from distinguishing the weaker studies from the stronger ones. Yet, to date, there has been an absence of such effort. In this paper, we provide a concise history of placement-achievement research and then review evidence spanning 50 years, bearing on how and where to educate SWDs. We conclude that the research on <i>where to teach</i> has generally been weak and inconclusive; the research on <i>how to teach</i>, stronger and more certain. Implications for educating SWDs are discussed.</p>","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":" ","pages":"222194251315196"},"PeriodicalIF":2.4,"publicationDate":"2025-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143392316","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":"Legal and ethical considerations around the use of existing illustrations to generate new illustrations in the anatomical sciences.","authors":"Jon Cornwall, Richard White, Patrick Pennefather, Sabine Hildebrandt, Jill Gregory, Heather F Smith, Jason Organ, Claudia Krebs","doi":"10.1002/ase.70002","DOIUrl":"https://doi.org/10.1002/ase.70002","url":null,"abstract":"<p><p>It is likely existing anatomical illustrations are often used as the basis for new illustrative works, given not all illustrators have access to human tissues, bodies, or prosections on which to base their illustrations. Potential issues arise with this practice in the realms of copyright infringement and plagiarism when authors are seeking to publish, a matter becoming more prevalent with the proliferation in publishing platforms and the increased adoption of generative artificial intelligence applications within academia. However, there is little published guidance that might inform authors when using an existing illustration as the basis for new work. This article provides information pertaining to copyright, copyright infringement, fair use and fair dealings, plagiarism, and the overlap of copyright and plagiarism to highlight issues of law and ethics that are relevant to the creation of illustrations. Interestingly, the determination of exactly what constitutes an \"original\" illustration per construction from a secondary source has not been determined in case law for anatomy illustrations. This fact illuminates the absence of a \"bright-line\" test for illustration reproduction and the difficulties in the objective assessment of what constitutes a \"nonoriginal\" illustration. The term \"substantively different\" is useful for determining whether illustrations derived from secondary sources can be deemed original. This article delivers guidance on how to develop illustrations with reference to determining whether copyright has been breached or plagiarism has occurred. It also provides information that will direct decision-making around illustrative content.</p>","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":5.2,"publicationDate":"2025-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143381195","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":"A mixed-methods approach of the effect of physically active learning on time-on-task in the secondary education class: The ACTIVE CLASS study","authors":"María González-Pérez ,&nbsp;David Sánchez-Oliva ,&nbsp;Fátima Martín-Acosta ,&nbsp;Abel Ruiz-Hermosa ,&nbsp;Daniel Camiletti-Moirón ,&nbsp;Alberto Grao-Cruces","doi":"10.1016/j.learninstruc.2025.102091","DOIUrl":"10.1016/j.learninstruc.2025.102091","url":null,"abstract":"<div><h3>Background</h3><div>Physically active learning (PAL) is a methodology focused on counteracting children's and adolescents' inactivity and sedentary behaviour during school. It also improves academic factors like time-on-task (TOT). However, most interventions target primary education, with limited evidence in secondary education.</div></div><div><h3>Aims</h3><div>To examine quantitatively and qualitatively the impact of PAL on TOT in mathematics and the subsequent lesson for secondary education students.</div></div><div><h3>Methods</h3><div>One hundred and fifty-four 7th and 8th grade students and five teachers were included in this randomised controlled study. Students in the experimental group (n = 88) received a weekly PAL lesson in mathematics for 16 weeks. The control group (n = 66) followed traditional teaching methods. TOT was assessed by observing pupils' behaviour prior to and during the intervention in the mathematics lesson and the subsequent lesson. Generalised linear mixed models were used to analyse the effect of the intervention on TOT during the mathematics and subsequent lesson. Furthermore, semi-structured interviews were conducted with mathematics teachers to provide qualitative insights.</div></div><div><h3>Results</h3><div>The PAL intervention led to a significant increase in the TOT percentage (<em>p</em> = 0.019) and a decrease in off-task-noise (<em>p</em> = 0.015). Moreover, the effect on TOT was maintained in the post-PAL lesson, while off-task motor behaviour also decreased (<em>p</em> &lt; 0.001). The teachers' testimonies underlined the increase in attention, improvement in behaviour and increased student participation observed during PAL lessons.</div></div><div><h3>Conclusion</h3><div>Incorporating strategies such as PAL into the secondary education is effective to increase TOT during academic lessons.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"97 ","pages":"Article 102091"},"PeriodicalIF":4.7,"publicationDate":"2025-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143376743","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":"Students Outperform Faculty in Recognizing the Use of Active Learning Methods.","authors":"Giovanna Maria Gimenez Testa, Mariana Bueno de Oliveira Souza, Ângela Tavares Paes, Juliana Magdalon","doi":"10.1152/advan.00132.2024","DOIUrl":"https://doi.org/10.1152/advan.00132.2024","url":null,"abstract":"<p><p>The implementation of active learning methods poses challenges for both instructors and students. Despite institutional support, some educators may encounter difficulties in effectively incorporating this methodology into their teaching practices. We hypothesized that one contributing factor could be the misguided self-perception regarding their class methodology. The objective of this study was to assess whether instructors and students can accurately recognize the application of active learning methods during classes and to identify the characteristics of these classes that influence the satisfaction of both educators and learners. A cross-sectional observational study was conducted during the emergency remote teaching caused by the COVID-19 pandemic. We examined 58 class sessions from a medical school program committed to active learning methodologies using an adapted version of the PORTAAL tool and administered post-class surveys to both instructors and students. Students, but not instructors, were able to accurately recognize the use of active learning methods. Additionally, class satisfaction reported by both instructors and students positively correlated with their self-perceived use of active learning method in the class, regardless of whether the perception was more accurate, as seen in the students' perceptions, or more inaccurate, as observed in instructors' misperceptions.</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":"143384002","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":"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":"Exploring the Challenges Student Pharmacists Confront when Learning to Detect Medication-Related Problems in Electronic Health Records: Implications for Instructional Design.","authors":"Russ H Palmer, Daniel Chastain, Christopher M Bland, Beth B Phillips","doi":"10.1016/j.ajpe.2025.101371","DOIUrl":"https://doi.org/10.1016/j.ajpe.2025.101371","url":null,"abstract":"<p><strong>Objective: </strong>This study aimed to explore the challenges pharmacy students face when learning to detect medication-related problems (MRPs) in electronic health records (EHRs) during simulated patient work-ups and offer implications for instructional design in pharmacy education METHODS: A qualitative research design was employed to analyze responses from 120 third-year pharmacy students enrolled in a required course. The students completed open-ended surveys at the end of the semester, describing the difficulties they encountered while working on patient cases in a simulated EHR. Inductive thematic analysis was used to identify recurring themes related to the students' challenges.</p><p><strong>Results: </strong>The analysis revealed three macro-categories of challenges: (1) Work-up Process, including rushing through tasks and overlooking information; (2) Interpreting Cues, such as failing to understand the relevance of data and information overload; and (3) Perceived Ambiguity, including difficulty defining MRPs and conflicting information in the EHR. A total of ten specific themes were discovered within these macro-categories, providing a comprehensive view of the challenges students confronted.</p><p><strong>Conclusion: </strong>Learners experienced significant challenges in detecting MRPs. These challenges were primarily rooted in managing the work-up process, interpreting clinical cues, and handling ambiguous information. The findings suggest a need for more structured scaffolding, repeated case-based practice focused on key cues, and new strategies for modeling how to address ambiguity in clinical settings. These modifications may enhance students' clinical reasoning and problem-detection abilities, improving their preparedness for real-world pharmacy practice.</p>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":" ","pages":"101371"},"PeriodicalIF":3.8,"publicationDate":"2025-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143411698","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}