教育学最新文献

{"title":"School-Based Surveillance and the Disproportionate Representation of Students Who Are Black and Hispanic in Gifted Programs","authors":"Peyton Perduyn,Abdulrahman Alduhayyim,Susan Sanchez,Jaret Hodges","doi":"10.1177/00169862261478885","DOIUrl":"https://doi.org/10.1177/00169862261478885","url":null,"abstract":"","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"17 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2026-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149172497","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":"Thirty years of scholarship in JDSDE: a systematic mapping review.","authors":"Hessameddin Ghanbar, Mohadeseh Asghari, Niloufar Farshbaf Ekrami","doi":"10.1093/jdsade/enag070","DOIUrl":"https://doi.org/10.1093/jdsade/enag070","url":null,"abstract":"<p><p>This study presents a journal-lifespan systematic mapping review of scholarship published in The Journal of Deaf Studies and Deaf Education (JDSDE) from 1996 to 2025. As a major interdisciplinary venue for research on Deaf individuals, language, literacy, development, and education, JDSDE provides a valuable archive for examining how the field has evolved across three decades. All issues from Volume 1 through Volume 30, Issue 1 were hand-searched, yielding 990 published items. Of these, 810 empirical articles were analyzed for participant characteristics, national and educational contexts, methodological orientations, research designs, and data sources. Publication-level variables, including article type, research focus, authorship, and collaboration patterns, were analyzed across the full corpus. Descriptive statistics and dictionary-assisted thematic mapping were used to identify overall and period-based trends. Findings show that JDSDE has sustained a strong intellectual core around sign language and linguistics, literacy and language arts, and early intervention and family, while also responding to field-level changes, including the rise of hearing technology and implants. Authorship shifted toward multi-authored and cross-institutional collaboration. Empirical articles remained centered on K-12 students, U.S.-based contexts, and quantitative designs, despite modest international, contextual, and methodological diversification.</p>","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2026-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149185240","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":"Preparing PharmD Graduates for AI-Enabled Practice: A Competency Framework to Complement Existing ACPE Standards.","authors":"Douglas R Oyler, Conan MacDougall, Timothy Dy Aungst, Jeff Cain, Alan J Zillich, Kaitlin Alexander","doi":"10.1016/j.ajpe.2026.102106","DOIUrl":"https://doi.org/10.1016/j.ajpe.2026.102106","url":null,"abstract":"<p><strong>Objectives: </strong>To propose a competency framework defining the AI-specific knowledge, skills, and attitudes Doctor of Pharmacy graduates should demonstrate, and to map these competencies to existing accreditation standards.</p><p><strong>Findings: </strong>While professional organizations and educators have developed valuable resources for using AI to teach, and existing ACPE Standards do not yet address AI directly. The proposed framework organizes competencies into three interrelated domains structured as a developmental progression: foundational AI literacy, critical use and appraisal of AI outputs, and responsible integration in practice. The framework extends skills already foundational to pharmacy education rather than introducing a parallel curriculum, maps each domain to existing standards, and provides examples for embedding competencies into current curricula. Continuing professional development sustains competency as technologies evolve.</p><p><strong>Summary: </strong>The proposed framework offers pharmacy programs a starting point for preparing graduates for AI-enabled practice. Because it has not been formally validated, it is intended to anchor the consensus-building, implementation, and assessment work that should follow.</p>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":" ","pages":"102106"},"PeriodicalIF":3.1,"publicationDate":"2026-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149186346","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":"“New Way to Look at Shared Problems”: Team Science in Special Education Research","authors":"Hedda Meadan,Carol A. Miller,Robert Pennington,Sheena Jennings,Alexandra M. Reilly,Zhenying Jiang,Jinjun Xiong","doi":"10.1177/00144029261495301","DOIUrl":"https://doi.org/10.1177/00144029261495301","url":null,"abstract":"","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"82 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2026-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149172498","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":"Disabled doctors are caught in medicine's Catch-22.","authors":"Megan E L Brown, Gill Vance","doi":"10.1111/medu.70339","DOIUrl":"https://doi.org/10.1111/medu.70339","url":null,"abstract":"","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":6.2,"publicationDate":"2026-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149182895","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":"Comparing Graphic Narrative and Text-Based Pharmacology Cases on Pharmacy Students' Cognitive Load, Workload, and Motivation.","authors":"Nicolas Picard, Vincent Roubeau","doi":"10.1016/j.ajpe.2026.102102","DOIUrl":"https://doi.org/10.1016/j.ajpe.2026.102102","url":null,"abstract":"<p><strong>Objective: </strong>To compare graphic narrative and conventional text-based formats for medication-related case-based learning among undergraduate pharmacy students, focusing on perceived cognitive load, workload, and situational motivation.</p><p><strong>Methods: </strong>This single-center exploratory study was conducted during scheduled pharmacology tutorials at the Faculty of Pharmacy, University of Limoges, France. Third- and fourth-year students completed post-session questionnaires after working on medication-related cases presented as either graphic narratives or conventional text-based cases. The main analysis compared students exposed to the graphic narrative format with those exposed to the text-based format. Global cognitive load was assessed using the Paas mental effort scale, workload using five adapted NASA-TLX dimensions, and motivation using a French translation of the Situational Motivation Scale. A secondary paired analysis was conducted among third-year students exposed to both formats.</p><p><strong>Results: </strong>The main analyzed sample included 101 students: 55 in the graphic narrative group and 46 in the text-based group. Graphic narrative cases were associated with lower perceived cognitive load, lower mental demand, lower frustration or stress, and higher intrinsic motivation than text-based cases. Perceived performance did not differ significantly between groups. The paired analysis among 46 third-year students showed a similar pattern, with lower cognitive load and workload on several dimensions and higher intrinsic motivation after graphic narrative cases.</p><p><strong>Conclusion: </strong>Graphic narrative clinical cases may represent a useful complementary format for medication-related learning in pharmacy education. Further studies should determine whether these favorable subjective outcomes translate into improved learning, retention, and clinical reasoning performance.</p>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":" ","pages":"102102"},"PeriodicalIF":3.1,"publicationDate":"2026-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149186399","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":"Health equity is the goal of medical education: Implications for assessment validity.","authors":"Julia Blitz, Anthea Hansen","doi":"10.1111/medu.70340","DOIUrl":"https://doi.org/10.1111/medu.70340","url":null,"abstract":"<p><strong>Introduction: </strong>Prevailing health inequities, viewed as a matter of social justice, have catalysed an intentionality about ensuring that medical graduates can contribute to more equitable health outcomes. Medical education programmes are grappling with what this means for the assessment imperative. Attention has been given to criteria for judging assessment quality, with validity remaining an important criterion. In this paper, we explore the implications of health equity for validity and ask whether plans of assessment that do not provide evidence of students' capacity to act to advance health equity can be considered valid.</p><p><strong>Health equity as a consideration in assessment: </strong>We align with calls for medical education curricula and their assessment plans to fulfil medicine'ssocial contract to respond to societal health needs. We suggest that such a commitment requires us to explicitly address health equity and the inequitable health outcomes experienced by patients and communities. In turn, it challenges us to reflect on what addressing these inequities might mean for the validity and interpretation of the inferences we make from our assessments.</p><p><strong>Reconsidering assessment validity through a health equity lens: </strong>Drawing on scholarship related to assessment validity, health equity and social justice, we identify conceptual and practical challenges associated with foregrounding health equity as a central component of assessment validity. Using a health equity lens, we propose a set of heuristic prompts spanning purpose, constructs, evidence, inferences, learning effects, context, stakeholders, and systems and structures. These prompts are intended to foster critical reflection on how current understandings of assessment validity might be broadened when advancing health equity is recognised as a core goal of medical education.</p><p><strong>Conclusion: </strong>Rather than offering definitive solutions, we seek to provoke dialogue about the consequences for our students and society when we do not embrace considerations of health equity in our programmes of assessment. We contend that if medical education is committed to advancing health equity, assessment of our students cannot be deemed valid unless it provides evidence to support decisions on their ability to act towards health equity.</p>","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":6.2,"publicationDate":"2026-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149182825","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":"The social dimensions of health behavior framework in physical activity: a bibliometric review","authors":"Alexander Lithopoulos,Colin M. Wierts,Michael K. Smith,Ryan E. Rhodes","doi":"10.1080/1750984x.2026.2745794","DOIUrl":"https://doi.org/10.1080/1750984x.2026.2745794","url":null,"abstract":"Based on the newly developed social dimensions of health behavior framework (SDHB; [Rhodes, R. E., &amp; Beauchamp, M. R. (2024). Development of the social dimensions of health behaviour framework. Health Psychology Review, 18(4), 750–766. doi:10.1080/17437199.2024.2339329]), which includes social appraisal and social identification dimensions, we describe the state of research on the various social constructs that may influence physical activity (PA) behavior. We conducted a bibliometric analysis to describe the volume of research conducted on each dimension of the SDHB, detail the countries involved in the research, outline the most prominent authors and documents, and describe the themes regarding the content of published documents, and trends of themes over time. Peer-reviewed, English articles related to each dimension were collected from Web of Science in April-May 2025. High-researched dimensions were: perceived social support, injunctive norms, descriptive norms, appraisal of others, attachment ties, and relational self-perceptions (and to a lesser extent shared cognition). Meta-perceptions, motivation to comply, and socially appraised cognition received little attention. Research originating from the USA, and work based on the theory of planned behavior, social cognitive theory, and self-determination theory dominated. We provide a comprehensive commentary alongside recommendations for future research in the field. It is hoped that our findings encourage future SDHB research that produces a better understanding of PA behavior.","PeriodicalId":47658,"journal":{"name":"International Review of Sport and Exercise Psychology","volume":"53 1","pages":""},"PeriodicalIF":5.5,"publicationDate":"2026-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149172558","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Protectionist politics: A postcolonial analysis of the discourse introducing the UK's medical training prioritisation bill.","authors":"Mo Al-Haddad, Mohammed Ahmed Rashid","doi":"10.1111/medu.70341","DOIUrl":"https://doi.org/10.1111/medu.70341","url":null,"abstract":"<p><strong>Introduction: </strong>Rising nationalist sentiment and backlash against equity, diversity and inclusion are reshaping Western political discourse, increasingly framing international medical graduates (IMGs) as threats despite health systems' reliance on them. In January 2026, the UK Parliament introduced the Medical Training (Prioritisation) Bill, prioritising UK graduates over IMGs-a stark reversal of the UK's previous equity commitments, with implications beyond the UK. Using postcolonial theory, we conducted a Critical Discourse Analysis of media, documents and parliamentary transcripts to examine the discourse that justified the Bill and its connection to historic power dynamics.</p><p><strong>Methods: </strong>Systematic database searches (LexisNexis U, PubMed, Google advanced search and Google Scholar) were used to generate a corpus of documents published between the first and third reading of the Bill in UK Parliament, 13 January 2026 to 27 January 2026. The corpus was analysed using critical discourse analysis informed by the contrapuntal method of Edward W. Said, a prominent postcolonial theorist.</p><p><strong>Results: </strong>Thirty-one documents were identified from government departments, national organisations, medical unions and associations, and the medical and national press. The dominant discourse was that of protection of UKMGs and UK interests from IMGs. It positioned UKMGs as being superior to IMGs. The Bill was presented as urgent without a clear rationale for what was driving this urgency. Finally, a notably minor discourse was that of inversion that advocated for IMGs as worthy of protection.</p><p><strong>Conclusions: </strong>As anti-migration narratives become more widespread globally, the framing of health-care worker migration policy will be increasingly significant to those recruiting and training them. The shift in discourse that introduced new medical training legislation in the UK should alert health professions educators, leaders and policymakers to the potential impact on IMG experiences and to further shifts in the depiction of IMGs at work and in public.</p>","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":6.2,"publicationDate":"2026-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149181802","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":"Assessment of Dental Students' and Recent Graduates' Knowledge of Artificial Intelligence Applications in Dentistry.","authors":"Tuğba Ayvacı, Burcu Kanmaz, Pınar Meriç","doi":"10.1111/eje.70323","DOIUrl":"https://doi.org/10.1111/eje.70323","url":null,"abstract":"<p><strong>Introduction: </strong>Artificial intelligence (AI) is transforming dentistry by enhancing diagnostic accuracy, clinical efficiency and personalized treatment planning. This study evaluates the awareness and perceptions of AI applications among dental students and recent graduates to support AI integration in dental education and practice.</p><p><strong>Materials and methods: </strong>This cross-sectional study included third, fourth and fifth-year students, along with dentists who graduated within the past 5 years. A total of 452 participants completed a 26-item online survey via Google Forms between July 1 and September 1, 2024. The survey comprised demographic data and AI awareness assessment. Data were analysed using SPSS (version 21, IBM, Chicago, USA), with reliability analyses and descriptive statistics conducted. Fisher-Freeman-Halton Exact Test was used for group comparisons (p < 0.05).</p><p><strong>Results: </strong>Participants were evenly distributed by academic year, predominantly female and aged 20-30. No significant differences were found between educational levels and gender. Most participants acknowledged AI's transformative potential but did not view it as an immediate threat. Fourth-year students disagreed with 'I see AI as a partner, not a competitor' (p < 0.05). Similarly, recent graduates strongly opposed concerns regarding AI replacing dentists, while fourth-year students expressed higher agreement (p < 0.05). Most participants supported integrating AI education into undergraduate curricula.</p><p><strong>Conclusion: </strong>This study highlights dental students' and recent graduates' perceptions of AI in dentistry. While AI's potential is widely recognized, its presence in dental curricula remains limited. These findings emphasize the need for comprehensive educational programmes to facilitate AI integration in dental practice.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":2.9,"publicationDate":"2026-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149185781","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}