教育学最新文献_第9页

Appraising Simulation-Based Approaches to Addressing Microaggressions in the Clinical Environment.

IF 5.3 2区教育学

Academic Medicine Pub Date : 2025-03-14 DOI: 10.1097/ACM.0000000000006033

Jennifer Wood, Thom O'Neill, Katie Hughes

引用次数: 0

Knowledge claims.

IF 3 2区教育学

Advances in Health Sciences Education Pub Date : 2025-03-14 DOI: 10.1007/s10459-025-10423-w

Rachel H Ellaway

引用次数: 0

In Reply to Balon. 回复 Balon。

IF 5.3 2区教育学

Academic Medicine Pub Date : 2025-03-14 DOI: 10.1097/ACM.0000000000006037

William T Mallon, Natalya Cox

引用次数: 0

A multi-level moderation analysis of teacher immunity, school climate, and teaching quality among English-as-a-foreign-language teachers in China

IF 4 1区教育学

Teaching and Teacher Education Pub Date : 2025-03-14 DOI: 10.1016/j.tate.2025.105005

Ke Sun , Anne Li Jiang , Yinxing Jin

引用次数: 0

Is Tenure Available for Every Clinical Educator?

IF 5.3 2区教育学

Academic Medicine Pub Date : 2025-03-14 DOI: 10.1097/ACM.0000000000006036

Richard Balon

引用次数: 0

In Reply to Wood et al.

IF 5.3 2区教育学

Academic Medicine Pub Date : 2025-03-14 DOI: 10.1097/ACM.0000000000006034

David Fernandez, Sophia Gorgens

引用次数: 0

A movement and story-telling intervention improves language and fundamental movement skills and is feasible for delivery by teachers in the first year of school

IF 4.7 1区教育学

Learning and Instruction Pub Date : 2025-03-14 DOI: 10.1016/j.learninstruc.2025.102110

Anna J. Cunningham , Violeta Baikousi , Emma Eyre , Michael Duncan , Matteo Crotti , Ricardo Martins , Clare Wood

{"title":"A movement and story-telling intervention improves language and fundamental movement skills and is feasible for delivery by teachers in the first year of school","authors":"Anna J. Cunningham , Violeta Baikousi , Emma Eyre , Michael Duncan , Matteo Crotti , Ricardo Martins , Clare Wood","doi":"10.1016/j.learninstruc.2025.102110","DOIUrl":"10.1016/j.learninstruc.2025.102110","url":null,"abstract":"<div><h3>Background</h3><div>Language development is a critical precursor to written language skills and subsequent access to the curriculum, while basic movement skills are a prerequisite to later engagement with activity and sport. However, there is lack of evidence about effective programmes that address both motor and language skills that are practical and manageable for educators in primary school.</div></div><div><h3>Aims</h3><div>This study tested the effectiveness and implementation feasibility of MAST (Movement and Story-Telling); a 12-week, whole-class combined movement and story-telling approach, when delivered by teachers in the first year of school.</div></div><div><h3>Methods</h3><div>Using a cluster-randomised control design, 214 four-to-five-year-old children were assessed across nine primary schools (5 receiving MAST, 4 control) at pre- and post-test for their language, fundamental movement skills and self-regulation (an ability that underlies both skills). Also, the five teachers implementing MAST were interviewed and observed delivering the programme.</div></div><div><h3>Results</h3><div>There was a significant effect of MAST on language (d = 0.2) and fundamental movement skills (d = 0.65), but not effect on self-regulation. Implementation fidelity was good with four out of five schools consistently delivering all key components of MAST. Thematic analysis of interviews identified barriers to implementation, as well as factors for success.</div></div><div><h3>Conclusions</h3><div>MAST proved feasible for delivery by teachers in primary schools, resulting in significant improvements to language and movement skills. Implications include the need to upskill early years educators and to educate school management on the importance of teaching movement and language skills to young children.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"97 ","pages":"Article 102110"},"PeriodicalIF":4.7,"publicationDate":"2025-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143620841","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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

Anatomical Sciences Education Vol. 18, Issue 3, 2025 Cover Image

IF 5.2 2区教育学

Anatomical Sciences Education Pub Date : 2025-03-14 DOI: 10.1002/ase.70022

引用次数: 0

A time of change.

IF 3.3 2区教育学

Medical Teacher Pub Date : 2025-03-14 DOI: 10.1080/0142159X.2025.2476801

Jennifer Cleland

引用次数: 0

Mixed delivery prekindergarten systems: partnering practices and early care and education capacity over time and place

IF 3.2 1区教育学

Early Childhood Research Quarterly Pub Date : 2025-03-14 DOI: 10.1016/j.ecresq.2025.02.009

Hope G. Casto , John W. Sipple , Lisa A. McCabe

{"title":"Mixed delivery prekindergarten systems: partnering practices and early care and education capacity over time and place","authors":"Hope G. Casto , John W. Sipple , Lisa A. McCabe","doi":"10.1016/j.ecresq.2025.02.009","DOIUrl":"10.1016/j.ecresq.2025.02.009","url":null,"abstract":"<div><div>As states have increased prekindergarten (PreK) opportunities over the last two decades, most have chosen to implement a mixed delivery system in which programming is offered in both school districts and in community-based organizations (CBOs). How the provision of PreK programming has varied across the school- and community-based parts of the mixed delivery systems in different locales and over time is not well understood. Nor is it clear how the suppressed capacity for infant and toddler child care, an unintended consequence of PreK in some areas, might relate to equity of access in mixed delivery programming. New York State, a geographically diverse state where school districts are mandated to subcontract with CBOs for at least 10 % of Universal PreK (UPK) delivery, is an ideal setting to further our understanding of these relationships. Using administrative data for 670 NY school districts (excluding NY City) and about 9000 CBO providers, this study uses a series of logistic and negative binomial regression models to examine patterns of mixed delivery UPK over time (2007-2016), as well as how partnering relates to important equity issues in infant and toddler capacity. While the provision of UPK increases over time for all locales, we find a reduction in the levels of partnering for UPK provision in rural locales. Findings also indicate that degree of UPK partnering (none, some, or all) is not predictive of community capacity for infant and toddler care. These results reinforce the need to understand how schools and communities work together to form more effective cross-sector community partnerships and ensure an ECE sector with access for children and families across varied communities.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"72 ","pages":"Pages 170-181"},"PeriodicalIF":3.2,"publicationDate":"2025-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143619870","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}

引用次数: 0