教育学最新文献

{"title":"Assessing science teachers’ adaptive expertise in teaching disciplinary literacy using the AEDLi Framework","authors":"Poh Ling Linda Tay ,&nbsp;Lay Hoon Seah ,&nbsp;Terence Titus Chia","doi":"10.1016/j.tate.2025.104999","DOIUrl":"10.1016/j.tate.2025.104999","url":null,"abstract":"<div><div>This paper presents the development and use of a novel classroom observation framework for assessing science teachers' disciplinary literacy instruction from the adaptive expertise perspective. Driven by the need to integrate literacy and content instruction, the framework was developed using video and transcript data from lessons taught by 14 primary and secondary science teachers in Singapore. Teachers’ actions in agenda setting, activity design and discursive support were evaluated using these dimensions of adaptive expertise: flexibility, alignment, explicitness, strategic use and adequacy. Several observations and implications on teacher professional development and research were obtained from the use of the framework.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"159 ","pages":"Article 104999"},"PeriodicalIF":4.0,"publicationDate":"2025-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143611647","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}

{"title":"April in this issue","authors":"","doi":"10.1111/medu.15630","DOIUrl":"https://doi.org/10.1111/medu.15630","url":null,"abstract":"&lt;p&gt;This sociomaterial study on ‘fixing disconnects’ interviewed Canadian Competency-Based Medical Education implementation leads about their agency and constraints in the process of curriculum making. While curriculum design, education contexts and technologies were actors in disconnecting assessment from learning, some training programmes managed to adapt through creative workarounds for responsive teaching, tailored learning and meaningful entrustment. As such, this study offers insights and principles for making competency-based learning work for all learners and contexts.&lt;/p&gt;&lt;p&gt;\u0000 &lt;span&gt;Ott, MC&lt;/span&gt;, &lt;span&gt;Dengler, L&lt;/span&gt;, &lt;span&gt;Hibbert, K&lt;/span&gt;, &lt;span&gt;Ott, M&lt;/span&gt;. &lt;span&gt;Fixing disconnects: exploring the emergence of principled adaptations in a competency-based curriculum&lt;/span&gt;. &lt;i&gt;Med Educ.&lt;/i&gt; &lt;span&gt;2025&lt;/span&gt;; &lt;span&gt;59&lt;/span&gt;(&lt;span&gt;4&lt;/span&gt;): &lt;span&gt;428&lt;/span&gt;–&lt;span&gt;438&lt;/span&gt;. doi:10.1111/medu.15475.&lt;/p&gt;&lt;p&gt;As medical students enter clinical practice, they often face emotionally charged end-of-life decisions that challenge their moral compass and professional identity. This study delves into the experiences of Brazilian medical students as they navigate these complex situations, revealing the profound impact of connecting with patients during end-of-life care. Key findings suggest that choosing to connect with patients rather than retreating to clinical detachment can transform students' professional identities and reinforce their commitment to compassionate care. This research underscores the need for medical educators to support students through these transformative experiences, promoting emotional resilience and patient-centred care.&lt;/p&gt;&lt;p&gt;\u0000 &lt;span&gt;Ribeiro, DL&lt;/span&gt;, &lt;span&gt;Sacardo, D&lt;/span&gt;, &lt;span&gt;Drzazga, G&lt;/span&gt;, &lt;span&gt;Carvalho Filho, M&lt;/span&gt;. &lt;span&gt;Connect or detach: a transformative experience for medical students in end-of-life care&lt;/span&gt;. &lt;i&gt;Med Educ.&lt;/i&gt; &lt;span&gt;2025&lt;/span&gt;; &lt;span&gt;59&lt;/span&gt;(&lt;span&gt;4&lt;/span&gt;): &lt;span&gt;395&lt;/span&gt;–&lt;span&gt;408&lt;/span&gt;. doi:10.1111/medu.15545.&lt;/p&gt;&lt;p&gt;Using transformative theory as a framework, this research explores conceptual differences in the professionalism lapses of different health professional trainees and faculty to determine what helps or hinders transformation around these lapses. The context bound nature of professionalism lapses contributed to challenges in recognising or acknowledging lapses, especially when implicit, inconsistent or part of a hidden curriculum around expected social and/or communication norms. Also highlighted was the effect of power differentials on the response to professionalism lapses. To navigate these waters, clear communication of professional standards (including clinical context), space for dialogue and mindfulness of power dynamics are warranted.&lt;/p&gt;&lt;p&gt;\u0000 &lt;span&gt;Sibbald, M&lt;/span&gt;, &lt;span&gt;Sheth, U&lt;/span&gt;, &lt;span&gt;Last, N&lt;/span&gt;, &lt;span&gt;Keuhl, A&lt;/span&gt;, &lt;span&gt;McPherson, I&lt;/span&gt;, &lt;span&gt;Wojkowski, S&lt;/span&gt;, &lt;span&gt;Bakke","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":"59 4","pages":"353"},"PeriodicalIF":4.9,"publicationDate":"2025-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/medu.15630","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143612560","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}

{"title":"Empirical Assessment of Well-Being: The Stanford Model of Occupational Wellbeing.","authors":"Bryan D Bohman, Maryam S Makowski, Hanhan Wang, Nikitha K Menon, Tait D Shanafelt, Mickey T Trockel","doi":"10.1097/ACM.0000000000006025","DOIUrl":"https://doi.org/10.1097/ACM.0000000000006025","url":null,"abstract":"<p><strong>Purpose: </strong>The Stanford Model of Occupational Wellbeing (Stanford Model) hypothesizes that occupational well-being is driven by 3 reciprocally related domains: workplace efficiency, culture of wellness, and individual factors. The current analysis assesses the key elements of this model with cross-sectional empirical data.</p><p><strong>Method: </strong>In fall 2020 and spring 2022, well-being surveys were distributed to all Stanford School of Medicine clinical faculty working at 50% or more of full-time equivalent. A total of 1,909 clinical faculty were invited to complete the 2020 survey and 2,251 to complete the 2022 survey. The survey assessed burnout and professional fulfillment, along with 9 hypothesized determinants, as occupational well-being outcome indicators. Exploratory factor analysis was used to determine whether these determinants grouped well into the 3 domains described by the model. Domain scores were created based on factor analysis groupings of the scores for the determinants in each domain.</p><p><strong>Results: </strong>Of 1,909 clinical faculty invited to complete the 2020 survey, 1,479 (78%) participated. Of the 2,251 clinical faculty invited in 2022, 1,552 (69%) participated. The associations of the 3 domain scores with burnout and professional fulfillment were moderate for workplace efficiency (r = 0.42-0.49; P < .001) and large for culture of wellness (r = 0.51-0.63; P < .001) and individual factors (r = 0.52-0.72; P < .001). Domain scores accounted for 45% and 50% of the variance in professional fulfillment and 56% and 59% of variance in burnout in 2020 and 2022 data, respectively.</p><p><strong>Conclusions: </strong>These results provide empirical evidence to support a widely adopted conceptual model of occupational well-being, including categorization of the hypothesized determinants of well-being into 3 domains, correlations among the domains, and association of the domain scores with burnout and professional fulfillment. Further research is needed to test causal relationships hypothesized by the model.</p>","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":""},"PeriodicalIF":5.3,"publicationDate":"2025-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143631036","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":"Integration of emerging technologies in tourism and hospitality curriculum: An international perspective","authors":"Miraç Yücel Başer ,&nbsp;Metin Kozak ,&nbsp;Tuba Büyükbeşe","doi":"10.1016/j.jhlste.2025.100546","DOIUrl":"10.1016/j.jhlste.2025.100546","url":null,"abstract":"<div><div>This paper investigates the status of emerging technologies, how they can be integrated into the curriculum, the skills students can acquire through these technologies, and the employment opportunities they create in the tourism and hospitality industry. In the study, a content analysis was conducted on the curriculum of 65 undergraduate tourism and hospitality management programs, followed by an analysis of data from 28 academics to explore the role of emerging technologies in the curriculum. We have observed six core topics. Technology courses had the lowest proportion. We further observe four categories of skills that emerging technologies may provide students, highlighting their potential to shape future career opportunities. Building on these findings, the current study contributes to the literature by linking these skill sets — digital and technological, theoretical, operational, and managerial — to emerging job roles such as virtual reality tour designers, competent tourism developers, and AI-driven marketing specialists. Furthermore, the study identifies the domains where emerging technologies have the most relevance and outlines which purpose they may be included in the tourism and hospitality curriculum as a course. Thus, it forwards previous studies emphasizing the importance of emerging technologies. The study also suggests the implications for the literature, practice, and public policies.</div></div>","PeriodicalId":51666,"journal":{"name":"Journal of Hospitality Leisure Sport & Tourism Education","volume":"36 ","pages":"Article 100546"},"PeriodicalIF":4.8,"publicationDate":"2025-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143619389","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Instructional alignment in Nigeria using the Surveys of Enacted Curriculum","authors":"Adedeji Adeniran ,&nbsp;Sixtus C. Onyekwere ,&nbsp;Anthony Okon ,&nbsp;Julius Atuhurra ,&nbsp;Rastee Chaudhry ,&nbsp;Michelle Kaffenberger","doi":"10.1016/j.ijedudev.2025.103256","DOIUrl":"10.1016/j.ijedudev.2025.103256","url":null,"abstract":"<div><div>This study examines quantitative evidence on education system coherence in Nigeria. Available pieces of evidence indicate that alignment of instructional components, such as curriculum standards, assessments, and teachers’ instruction, is important for primary-level education. This study employed the Surveys of Enacted Curriculum (SEC) methodology to investigate alignment of instructional components in Nigeria's primary education system, covering two states, ‘Oyo and Jigawa’. The two states were carefully chosen to account for both geographical differences and student achievement levels in Nigeria. Oyo represents a high performing area in the south in terms of student achievements while Jigawa represents a low performing area in the North. We adopted the SEC common language to analyse curriculum standards, national exams, and classroom instructional content for mathematics and English language across all six primary-level grades (1−6) for the two states. We found that key foundational mathematics and English language skills are covered by all three components, with notable omission of some critical topic areas on the end-of-cycle English language exams. All three components give high emphasis to the low cognitive demand processes of ‘memorize’ ‘perform’, and ‘demonstrate’, and give low emphasis to the more demanding cognitive processes of <em>‘analyse</em>’ and <em>‘apply</em> ’. Both the curriculum standards and classroom instruction depict a slow pace of content progression across grades, manifested through broad but shallow content coverage. We observed high alignment between the curriculum standards and classroom instruction, implying a potentially well-functioning education system. However, we found low student performance on the exams for both subjects, thereby contradicting this hypothesis. These findings suggest the Nigerian primary education system may be operating in a low-achieving equilibrium in which the system is aligned for low levels of cognitive demand and student mastery.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"114 ","pages":"Article 103256"},"PeriodicalIF":2.8,"publicationDate":"2025-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143619847","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":"To disrupt the traditional compartmentalized learning of nutrition functions, a proposition for an integrative teaching at undergraduate level.","authors":"Rémi Cadet","doi":"10.1152/advan.00231.2024","DOIUrl":"https://doi.org/10.1152/advan.00231.2024","url":null,"abstract":"<p><p>Rather than an anatomy-centered study of the nutrition functions of the body (circulation, respiration, food digestion and intestinal absorption of nutrients) - as found in undergraduate physiology textbooks - a more integrative, mechanistic approach to teaching human physiology at undergraduate level in science faculties is presented. Starting from the cell's needs for nutrients and oxygen, this proposal highlights the way in which each organ or apparatus ensures cell function. Then the fundamental physiological concepts of structure-function relationships and matter gradients can be constructed by considering the physicochemical mechanisms involved. The diversity of devices found in circulatory, ventilatory and digestive systems is then examined through the prism of the mechanisms used to maintain gradients in nutrient concentration or gas partial pressure through exchange surfaces. Finally, the systems controlling nutrition functions are studied in fluctuating physiological contexts, such as during physical exercise or fasting. The presented pedagogical approach emphasizes the integration of functions on an organism-wide scale, and focuses teaching on basic mechanisms rather than on the description of structures, while ensuring the transferability of physiological concepts. This pedagogical approach seems particularly relevant for the training of undergraduate students intending to teach biology at secondary education.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143626772","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":"Experimental Effects of “Opportunity Gap” and “Achievement Gap” Frames","authors":"David M. Quinn","doi":"10.1177/00380407251321372","DOIUrl":"https://doi.org/10.1177/00380407251321372","url":null,"abstract":"Racial equity in education is often framed around “closing the achievement gap,” but many scholars argue this frame perpetuates deficit mindsets. The “opportunity gap” (OG) frame has been offered as an alternative to focus attention on structural injustices. In a preregistered survey experiment, I estimate the effects of framing racial equity in education around “achievement gaps” (AGs) versus OGs. I find U.S. adult respondents on MTurk gave higher priority to “closing the racial opportunity gap” versus “closing the racial achievement gap” (effect size = 0.11 SD). When randomly assigned to read an OG frame before being asked to explain the Black/White “achievement gap,” respondents were less likely to endorse cultural or individual-level explanations compared with respondents only shown AG statistics (effect size = –0.10 SD). I find no evidence the OG frame affected respondents’ racial stereotypes or policy preferences.","PeriodicalId":51398,"journal":{"name":"Sociology of Education","volume":"32 1","pages":""},"PeriodicalIF":3.9,"publicationDate":"2025-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143618539","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":"Does reputation matter? The impact of China’s double world-class policy on the attraction of high-quality students","authors":"Tian-Tian Zhu ,&nbsp;Hui Zeng","doi":"10.1016/j.ijedudev.2025.103259","DOIUrl":"10.1016/j.ijedudev.2025.103259","url":null,"abstract":"<div><div>Based on the undergraduate entrance examination data from 2014 to 2021 in China, this study develops a difference-in-differences model and finds that developing world-class universities and disciplines (i.e., the double world-class, the DWC policy) leads to an increase of 4.48 and 5.51 points in the average entrance examination scores of undergraduates for the universities and disciplines included in the DWC policy. The DWC policy has improved the student quality of the world-class universities and disciplines mainly by raising their reputation. Moreover, the impact of the DWC policy on the world-class disciplines varies. Specifically, the DWC policy significantly improves student quality in science, agriculture, and medicine, but it has no significant effect on student quality in engineering; and the improvement in the scores for science is much higher than that for agriculture and medicine. Third, compared to the popular disciplines traditionally favored by students, the DWC policy has a more significant impact on improving the entrance examination scores for unpopular disciplines.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"114 ","pages":"Article 103259"},"PeriodicalIF":2.8,"publicationDate":"2025-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143619841","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":"Learning to work and working to learn: a phenomenographic perspective on the transition from student to doctor.","authors":"Yvonne Carlsson, Filip Olow, Stefan Bergman, Anna Nilsdotter, Matilda Liljedahl","doi":"10.1007/s10459-025-10424-9","DOIUrl":"https://doi.org/10.1007/s10459-025-10424-9","url":null,"abstract":"<p><p>The transition from being a medical student to working as a doctor is a pivotal phase, often marked by challenges in balancing learning with the demands of clinical practice. Despite extensive research on the struggles faced by junior doctors, there remains a gap in understanding how other key stakeholders perceive this transition and how it can be viewed as more than just a struggle. In this phenomenographic study, we used the Swedish medical internship as a proxy for the transition and explored internship programme directors' (PDs) perceptions of the medical internship from a developmental point of view. A phenomenographic approach was chosen to capture the variation in how PDs conceptualise the meaning of the internship, offering a more nuanced understanding of the transition and its implications for educational practice. Interviews with twelve PDs gave rise to three perceptions: the internship as an education, as working as a doctor, and as a space for learning through work. These views highlighted the transition not merely as a preparatory phase but as a dynamic process in which learning and clinical work were intertwined. Our findings suggest that instead of focusing solely on better preparing students for work, empowering junior doctors to learn through work-supported by structured guidance-can turn this challenging period into an opportunity for professional and personal growth. This study offers a novel contribution by shedding light on the role of PDs in shaping the transition to clinical work and emphasising the need to view it as a learning-centred, reflective experience.</p>","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2025-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143626649","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":"Students’ perceptions of teaching styles use and motivation to participate in PE: A multigroup analysis of the mediating role of basic psychological needs","authors":"Luis Calmeiro, Tiago Paupério, Jamie McCabe, Pedro Teques","doi":"10.1177/1356336x241309756","DOIUrl":"https://doi.org/10.1177/1356336x241309756","url":null,"abstract":"The teaching styles physical education (PE) teachers employ may promote or undermine pupils’ motivation. While reproductive styles are thought to rely on the repetition of patterns of movement teachers provide, productive styles aim for students to generate their own solutions to problems. Therefore, productive styles may promote students' basic psychological needs (BPNs), which tend to be associated with the quality of students’ motivation. This mediation model was tested using structural equation models. Group invariance between Portuguese and Scottish subsamples was tested with a multigroup confirmatory factor analysis. A total of 548 secondary school PE pupils from Portugal ( <jats:italic>n</jats:italic> = 353; 47.3% females) and Scotland ( <jats:italic>n</jats:italic> = 195; 31.3% females) completed online measures of pupils’ perceptions of teaching styles, motivation and BPNs. The data indicated that the most frequently used styles were from the reproductive cluster. Portuguese students perceived significantly greater use of reproductive styles than Scottish students. The model had an adequate fit to the data for both subsamples. Productive styles were positively associated with BPNs and BPNs were positively associated with autonomous motivation. Productive styles had a direct and indirect effect, through BPNs, on autonomous motivation. Reproductive styles also had a direct positive effect on autonomous motivation in the Portuguese sample and neither a direct nor indirect effect on controlled motivation in both samples. BPNs were positively associated with controlled motivation in the Scottish sample but negatively associated in the Portuguese sample. None of the teaching clusters were directly associated with autonomous motivation in the Scottish sample. Associations of teaching styles with motivation vary according to cultural and situational factors.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"68 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2025-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143618546","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}