教育学最新文献

{"title":"Cross-Disciplinary Collaboration Supporting Children with Special Educational Needs in Early Childhood Education: A Scoping Review","authors":"Yihan Sun, Helen Skouteris, Andrea Tamblyn, Emily Berger, Claire Blewitt","doi":"10.1007/s10643-024-01836-0","DOIUrl":"https://doi.org/10.1007/s10643-024-01836-0","url":null,"abstract":"<p>The need for cross-disciplinary collaboration to meet the diverse needs of young children in Early Childhood Education and Care [ECEC] is evident. When multi-disciplinary professionals work together collaboratively, children with special educational needs are more likely to receive child-centred, holistic, and integrated support. This scoping review systematically (1) identified the research evidence available on cross-disciplinary collaboration initiatives that include inclusive ECEC settings as one collaborating party; (2) compared and clarified key terminologies and definitions around collaboration; (3) categorised the enablers and barriers reported towards cross-disciplinary collaboration within ECEC; and (4) explored the preliminary outcomes of cross-disciplinary collaboration. A total of 20 articles were included. Findings contribute to the emerging field of cross-disciplinary collaboration in ECEC, offering valuable insights for future research and implementation efforts aimed at optimising outcomes for young children.</p>","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"53 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2024-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142869899","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":"Big data analysis: examination of the relationship between candidates' sociodemographic characteristics and performance in the UK's Membership of the Royal College of Physicians Part 1 examination.","authors":"Peter W Johnston, Rute Vieira, Isobel M Cameron, Ben Kumwenda, Kim A Walker, Jennifer A Cleland","doi":"10.1007/s10459-024-10406-3","DOIUrl":"https://doi.org/10.1007/s10459-024-10406-3","url":null,"abstract":"<p><p>Big datasets and data analytics enable granular analyses examining group differences in performance. Our focus is on differential attainment (DA) in postgraduate College (Board) examinations. We asked: Are candidates' sociodemographic characteristics associated with performance on the UK's Membership of the Royal College of Physicians (MRCP) Part 1 after adjusting for medical school performance (MSP) and type of medical programme? This was a retrospective longitudinal cohort study of 6040 medical graduates with linked sociodemographic data in the UK Medical Education Database qualifying from a UK medical school (2012-2014) and sitting MRCP Part 1 before October 2019. Chi-squared tests established univariable associations with MRCP performance (pass/fail first sitting MRCP Part 1). Multivariable mixed-effects logistic regression identified independent explanatory factors of success, adjusted for medical school. The odds (95% CI) of passing MRCP Part 1 exams on first sitting were greater for men (OR = 1.61, CI 1.42-1.81, p < 0.001) and those on a graduate entry programme (OR = 1.44, 1.05-1.99, p < 0.001). The odds of passing were lower as age increases (OR = 0.87, 0.85-0.90, p < 0.001), for minority ethnic (OR = 0.61, CI 0.53-0.7, p < 0.001), and gateway to medicine (OR = 0.49, CI 0.27-0.90, p = 0.02) candidates. After adjusting for MSP, odds were greater for passing in men (OR = 1.62, CI 1.24-2.11, p < 0.001) and candidates with higher MSP (OR = 4.12, CI 3.40-4.96, p < 0.001). Our findings illustrate how performance on MRCP part 1 is associated with group-level social and educational factors. This DA may be due to aspects of the assessment itself, and/or the persistent nature of social and educational disadvantage.</p>","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142866138","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":"Translanguaging in content area classes.","authors":"Scott Cohen, Jessica Scott, Leala Holcomb","doi":"10.1093/jdsade/enae031","DOIUrl":"https://doi.org/10.1093/jdsade/enae031","url":null,"abstract":"","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":"30 1","pages":"148-149"},"PeriodicalIF":1.7,"publicationDate":"2024-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142872928","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 comparative study of how teachers communicate in deaf education classrooms.","authors":"Leala Holcomb, Hannah Dostal, Kimberly Wolbers","doi":"10.1093/jdsade/enae043","DOIUrl":"10.1093/jdsade/enae043","url":null,"abstract":"<p><p>This study investigates the communication practices of four teachers in 3rd to 6th grade classrooms with 9 deaf students with limited language proficiency and in stages of emergent writing development. Analyzing language modalities, utterance types, and class interactivity, we found that teachers using American sign language used student-centered approaches, generating a greater number of directives and responsive utterances. They persevered in increasing students' engagement and were successful in clarifying misunderstandings. Teachers using spoken English used teacher-centered approaches, making general comments directed at the whole class, which consequently reduced student participation and responsiveness. They also largely avoided repairing communication breakdowns with emergent writers, focusing instead on those with greater auditory and speaking abilities. These patterns reveal disparities in classroom communication that can affect student learning. Our findings highlight the need for teacher preparation programs to equip teachers with skill sets to employ accessible and effective communication during instruction, especially with deaf students who are still developing foundational language and writing skills.</p>","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":" ","pages":"80-93"},"PeriodicalIF":1.7,"publicationDate":"2024-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142510431","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":"Pedagogies of discomfort and disruption: A meta-narrative review of emotions and equity-related pedagogy.","authors":"Javeed Sukhera, Tess Atkinson, Shawn Hendrikx, Erin Kennedy, Michael Panza, Susan Rodger, Chris Watling","doi":"10.1111/medu.15603","DOIUrl":"https://doi.org/10.1111/medu.15603","url":null,"abstract":"<p><strong>Introduction: </strong>Discussions about equity in professional education can evoke a range of complex emotions. Approaches to emotionally challenging pedagogies may vary across professions. Comparative explorations of these approaches may yield fresh insights that could enhance our teaching and learning strategies within health professions education. Therefore, the authors sought to explore how the professional contexts of medicine, nursing and teacher education approach the role of emotions in equity-related pedagogy.</p><p><strong>Methods: </strong>A meta-narrative approach was utilised to synthesise existing research on the relationship between emotions and equity-related pedagogy in three different professions. Six databases were searched using key terms yielding 3102 titles. After screening, 58 articles were selected for extraction. Through coding and analysis, the authors sought to gain a deeper understanding of why emotions are relevant to equity-related pedagogy in each profession, and how each profession grapples with emotional dissonance.</p><p><strong>Results: </strong>There were both contrasting and complimentary meta-narratives about emotions and equity-related learning in medicine, nursing and teacher education. All three professions viewed emotions as relevant and essential for equity-related learning. Medicine and nursing sought to make emotions accessible and explicit, while foregrounding the need for learners to build skills to understand and address emotions such as critical reflection and dialogue. Meta-narratives in teacher education were similar to medicine and nursing; however, teacher education further emphasised the role of emotions in fostering community, trust and empathy.</p><p><strong>Discussion: </strong>Existing meta-narratives regarding emotions and equity-related pedagogy in health professions suggest that medicine and nursing have acknowledged the intrinsic role that emotions play in equity-related learning yet lag behind teacher education in considering the role of emotions as a socio-cultural connector and mediator.</p>","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":4.9,"publicationDate":"2024-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142872495","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":"Program and Institutional Coordinator Well-Being: Results From a National Survey.","authors":"Stuart Slavin, Nicholas Yaghmour, Aurea Baez-Martinez, Cormac O'Donovan, Mukta Panda, Pamela Carpenter, Coranita Burt, Kandice Kaylor McLeod","doi":"10.1097/ACM.0000000000005955","DOIUrl":"https://doi.org/10.1097/ACM.0000000000005955","url":null,"abstract":"<p><strong>Purpose: </strong>This study explores the mental health and well-being, overall job satisfaction, likelihood to leave position, and perceptions of job satisfiers and stressors and dissatisfiers in a national sample of program and institutional coordinators in graduate medical education (GME).</p><p><strong>Method: </strong>Between August and September 2022, 11,887 program and institutional coordinators and managers with email addresses listed in the Accreditation Council for Graduate Medical Education database were emailed a survey link. The survey queried mental health using the Patient Health Questionnaire 8 depression scale, Generalized Anxiety Disorder 7, and a 2-item burnout scale derived from the Maslach Burnout Inventory; overall satisfaction with work; likelihood to leave work; and drivers of satisfaction and dissatisfaction.</p><p><strong>Results: </strong>A total of 6,372 coordinators and managers responded to the survey, with 1,367 (23.9%) reporting moderate to severe depression symptoms on the Patient Health Questionnaire 8 and 1,767 (30.4%) reporting moderate to severe anxiety symptoms on the Generalized Anxiety Disorder 7. A total of 2,069 respondents (36.3%) reported feeling burned out at least once per week, 1,288 (20.4%) reported being dissatisfied or very dissatisfied with work, and 1,510 (27.9%) reported being likely or very likely to leave their job in the next year. Positive interactions with administrative staff, residents, fellows, faculty, and program leadership were the highest ranked drivers of job satisfaction. Tracking down residents, fellows, and faculty to complete required tasks, low pay, overall workload, level of detail to manage, time pressure, lack of appreciation by faculty, and sense of entitlement of residents were leading job dissatisfaction drivers.</p><p><strong>Conclusions: </strong>Coordinators are vitally important members of the GME community who play critical roles in supporting the GME enterprise. This study aims to raise awareness of the challenges and struggles faced by coordinators to lead to improvements in their job satisfaction, mental health, and well-being.</p>","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":""},"PeriodicalIF":5.3,"publicationDate":"2024-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142869748","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":"Celebrating 30 Years of the Journal of Deaf Studies and Deaf Education.","authors":"Hannah M Dostal","doi":"10.1093/jdsade/enae055","DOIUrl":"10.1093/jdsade/enae055","url":null,"abstract":"","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":" ","pages":"1"},"PeriodicalIF":1.7,"publicationDate":"2024-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142717505","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":"Applied deaf aesthetics toward transforming deaf higher education.","authors":"Joanne Weber, Denyse Hayward, Michael Skyer, Sarah Snively","doi":"10.1093/jdsade/enae050","DOIUrl":"10.1093/jdsade/enae050","url":null,"abstract":"<p><p>Deaf aesthetics is a theoretical framework we actualized to enhance interactions in deaf education, particularly via multimodal pedagogy and curricular experiences. Prior research illustrates that deaf aesthetics are desired by deaf teachers and students who are deaf; however, most instructional-delivery formats lack these supports. The present mixed-methodology, multi-method case study is an empirical evaluation of how deaf aesthetics contributed to the process of redesigning a course, including major revisions to instructional slide decks (e.g., PowerPoint, Google Slides, Prezi). The research question we examined is: How can instructional designers and university educators effectively design and use deaf aesthetics and multimodal curricula and pedagogies to prompt and sustain educational interactions with deaf or deafblind learners and teachers?</p>","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":" ","pages":"108-125"},"PeriodicalIF":1.7,"publicationDate":"2024-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142676995","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 Self-Assessment Strategy for Writing and Publishing a Quantitative Research Article","authors":"Marisa Macy","doi":"10.1007/s10643-024-01829-z","DOIUrl":"https://doi.org/10.1007/s10643-024-01829-z","url":null,"abstract":"<p>Publishing scholarly papers can be difficult and authors may not get their work published due to technical flaws with their writing (e.g., literature review, methodology, results, or discussion). This article provides a self-assessment strategy for writing a quantitative research article. It outlines ten technical aspects of a quantitative research manuscript and provides a checklist for writing and reviewing a journal article. The final section shares recommendations for supporting the writing process. This article is meant to be used by authors, reviewers, and graduate students for creating scholarly writing that gets published in an academic journal.</p>","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"64 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2024-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142869897","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 Modified Delphi Process to Achieve Consensus on Social/Administrative Science Topics in Pharmacy Curricula.","authors":"Nicole M Sifontis, Sharon E Connor, Jane Ai-Chen Ho, Susan Morley, Catherine E O'Brien, Katherine Rotzenberg, Ranjani Varadarajan, Jordan R Covvey","doi":"10.1016/j.ajpe.2024.101349","DOIUrl":"https://doi.org/10.1016/j.ajpe.2024.101349","url":null,"abstract":"<p><strong>Objective: </strong>To identify a consensus among pharmacy educators regarding relevant social/administrative science (SAS) topic areas and their priorities within pharmacy curricula.</p><p><strong>Methods: </strong>A modified Delphi process was conducted with members of selected American Association of Colleges of Pharmacy (AACP) affinity groups as the expert panel. Eighty-three potential topic areas across 12 domains were gathered via an informal literature review. Four rounds of electronic surveys were conducted in June 2023, September 2023, January 2024, and March 2024. Questionnaires queried the importance and tiered priority ranking of topics using methodology adapted from the American College of Clinical Pharmacy (ACCP) Pharmacotherapy Didactic Curriculum Toolkit.</p><p><strong>Results: </strong>A total of 147, 140, 139, and 111 respondents participated in each of the four rounds, respectively. Approximately two-thirds of respondents were women, with just over half working at public institutions, and had a median of 12-15 years of experience in academia. The final list of SAS topics after four rounds included 76 topics across 11 domains, with 35 topics (46%) placed in tier 1, 28 topics (37%) in tier 2, and 13 (17%) in tier 3.</p><p><strong>Conclusion: </strong>A tiered prioritization of SAS topics results can assist institutions in curricular mapping and preparation of graduates for pharmacy practice of today and the future.</p>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":" ","pages":"101349"},"PeriodicalIF":3.8,"publicationDate":"2024-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142878662","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}