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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
{"title":"A multi-level moderation analysis of teacher immunity, school climate, and teaching quality among English-as-a-foreign-language teachers in China","authors":"Ke Sun ,&nbsp;Anne Li Jiang ,&nbsp;Yinxing Jin","doi":"10.1016/j.tate.2025.105005","DOIUrl":"10.1016/j.tate.2025.105005","url":null,"abstract":"<div><div>This study explored the interplay between teacher immunity, school climate, and student-reported teaching quality. Data were collected from 107 secondary school English-as-a-foreign-language (EFL) teachers and their students (N = 2587) in China. Employing multi-level moderation modelling, the analysis revealed that teacher immunity positively predicted teaching quality. Moreover, school climate moderated this relationship: a supportive school climate amplified the positive impact of teacher immunity on teaching quality, while an unsupportive school climate weakened this effect. These findings underscore the context-sensitive nature of teacher immunity and the crucial role of school climate in shaping teachers' teaching effectiveness.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"159 ","pages":"Article 105005"},"PeriodicalIF":4.0,"publicationDate":"2025-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143628616","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
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
{"title":"Is Tenure Available for Every Clinical Educator?","authors":"Richard Balon","doi":"10.1097/ACM.0000000000006036","DOIUrl":"https://doi.org/10.1097/ACM.0000000000006036","url":null,"abstract":"","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":""},"PeriodicalIF":5.3,"publicationDate":"2025-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143630968","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}
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
{"title":"In Reply to Wood et al.","authors":"David Fernandez, Sophia Gorgens","doi":"10.1097/ACM.0000000000006034","DOIUrl":"https://doi.org/10.1097/ACM.0000000000006034","url":null,"abstract":"","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":""},"PeriodicalIF":5.3,"publicationDate":"2025-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143631038","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}
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 ,&nbsp;Violeta Baikousi ,&nbsp;Emma Eyre ,&nbsp;Michael Duncan ,&nbsp;Matteo Crotti ,&nbsp;Ricardo Martins ,&nbsp;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
{"title":"Anatomical Sciences Education Vol. 18, Issue 3, 2025 Cover Image","authors":"","doi":"10.1002/ase.70022","DOIUrl":"https://doi.org/10.1002/ase.70022","url":null,"abstract":"<p>\u0000 \u0000 <figure>\u0000 <div><picture>\u0000 <source></source></picture><p></p>\u0000 </div>\u0000 </figure>\u0000 </p>","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"18 3","pages":"C1"},"PeriodicalIF":5.2,"publicationDate":"2025-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/ase.70022","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143629819","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}
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
{"title":"A time of change.","authors":"Jennifer Cleland","doi":"10.1080/0142159X.2025.2476801","DOIUrl":"https://doi.org/10.1080/0142159X.2025.2476801","url":null,"abstract":"","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1-2"},"PeriodicalIF":3.3,"publicationDate":"2025-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143625211","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}
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 ,&nbsp;John W. Sipple ,&nbsp;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
Education governance, philanthropy and knowledge brokering: The case of a digital education programme by a private foundation in Portugal
IF 2.8 3区 教育学
International Journal of Educational Development Pub Date : 2025-03-14 DOI: 10.1016/j.ijedudev.2025.103262
Sofia Viseu, Erika Martins, Luís Miguel Carvalho
{"title":"Education governance, philanthropy and knowledge brokering: The case of a digital education programme by a private foundation in Portugal","authors":"Sofia Viseu,&nbsp;Erika Martins,&nbsp;Luís Miguel Carvalho","doi":"10.1016/j.ijedudev.2025.103262","DOIUrl":"10.1016/j.ijedudev.2025.103262","url":null,"abstract":"<div><div>This article focuses how philanthropy leverages knowledge brokering to promote the digitalisation of education and expand its influence on education governance. It presents an empirical study of a digital education programme launched in Portugal in 2020 by a private foundation. Through document analysis and an interview, the findings reveal that knowledge brokering enabled the foundation to bring together actors from different social worlds to conceive, legitimise and deliver the programme in public schools. Furthermore, knowledge brokering created new policy spaces that amplified the foundation’s role in educational governance, positioning Ed-Tech as a new topology for educational delivery.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"114 ","pages":"Article 103262"},"PeriodicalIF":2.8,"publicationDate":"2025-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143619848","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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
Editorial Board and Table of Contents
IF 5.2 2区 教育学
Anatomical Sciences Education Pub Date : 2025-03-14 DOI: 10.1002/ase.2441
{"title":"Editorial Board and Table of Contents","authors":"","doi":"10.1002/ase.2441","DOIUrl":"https://doi.org/10.1002/ase.2441","url":null,"abstract":"","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"18 3","pages":"225-228"},"PeriodicalIF":5.2,"publicationDate":"2025-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/ase.2441","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143629820","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}
引用次数: 0
Homeroom teachers’ professional judgments: Analysis of considerations, justifications, and structure
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-03-14 DOI: 10.1016/j.tate.2025.105004
Ayelet Becher
{"title":"Homeroom teachers’ professional judgments: Analysis of considerations, justifications, and structure","authors":"Ayelet Becher","doi":"10.1016/j.tate.2025.105004","DOIUrl":"10.1016/j.tate.2025.105004","url":null,"abstract":"<div><div>This collective case study examines Israeli homeroom teachers' professional judgment considerations, justifications, and structure. Findings reveal three key considerations shaping judgments: student-centered (needs, welfare, motivation), teacher-centered (professional style, values, and beliefs), and organization-centered (school structure and division of labor). Justifications include technical (designing effective practices), moral (adhering to ethical principles and values), and normative (factoring efficiency and teachers’ beliefs) rationalizations. A branched judgment structure emerged, illustrating how these considerations and justifications interrelate in a situated, multi-optional, and practice-oriented process. The findings challenge the typical technical-moral dichotomy concerning teacher judgment, providing a nuanced and context-dependent understanding of professional judgment in education.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"159 ","pages":"Article 105004"},"PeriodicalIF":4.0,"publicationDate":"2025-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143620186","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
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