Education Sciences最新文献_第4页

South African Teachers’ Insights on Improving the Sensory Classroom Teacher Questionnaire (SCTQ) for Inclusive Education and ADHD Support 南非教师对改进感统教室教师问卷（SCTQ）以促进全纳教育和多动症支持的见解

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Education Sciences Pub Date : 2024-09-09 DOI: 10.3390/educsci14090989

Hannelie Du Preez

{"title":"South African Teachers’ Insights on Improving the Sensory Classroom Teacher Questionnaire (SCTQ) for Inclusive Education and ADHD Support","authors":"Hannelie Du Preez","doi":"10.3390/educsci14090989","DOIUrl":"https://doi.org/10.3390/educsci14090989","url":null,"abstract":"The Sensory Classroom Teacher Questionnaire (SCTQ) is a psycho-educational tool designed to empower teachers in creating sensory-rich, inclusive environments that promote diversity, equity, accessibility, and inclusivity through the application of sensory ergonomics. Unlike other tools that focus on isolated strategies, the SCTQ takes a holistic approach by optimizing the overall classroom environment to meet the sensory and ergonomic needs of learners, particularly those with ADHD and sensory integration/processing challenges. This makes the SCTQ especially vital in diverse and under-resourced quintile schools, where creating sensory-optimized, inclusive environments is essential for fostering equitable learning experiences. By addressing sensory needs through thoughtful classroom design, the SCTQ not only strengthens learners’ cognitive development and socio-emotional well-being but also improves behavior regulation, physical comfort, and overall functioning. This manuscript is part of a larger exploratory mixed-methods study that validated the SCTQ using both qualitative and quantitative approaches. Here, the focus is on the qualitative aspect, utilizing thematic analysis to explore data from 23 focus group interviews with 88 Grade 1, 2, and 3 teachers from various Quintile 1–5 schools in Gauteng, South Africa. Guided by the enactivism paradigm, the study emphasizes the crucial role teachers play in creating and adapting sensory environments. Their insights were key to refining the SCTQ, ensuring it is practical, developmentally appropriate, culturally, linguistically, contextually, and socio-economically relevant. Developed through collaboration among researchers, specialists, and teachers, the SCTQ supports sensory ergonomic practices, raises awareness of ADHD and sensory integration/processing challenges, and supports both learners’ potential and teachers’ well-being, contributing to a more sustainable and positive educational experience.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"20 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142208613","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Exploring the Interplay between Teacher Leadership and Self-Efficacy: A Systematic Literature Review (2013–2024) 探索教师领导力与自我效能之间的相互作用：系统文献综述（2013-2024 年）

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Education Sciences Pub Date : 2024-09-09 DOI: 10.3390/educsci14090990

Xue Luo, Bity Salwana Alias, Nor Hafizah Adnan

{"title":"Exploring the Interplay between Teacher Leadership and Self-Efficacy: A Systematic Literature Review (2013–2024)","authors":"Xue Luo, Bity Salwana Alias, Nor Hafizah Adnan","doi":"10.3390/educsci14090990","DOIUrl":"https://doi.org/10.3390/educsci14090990","url":null,"abstract":"This systematic review rigorously explores the reciprocal relationship between teacher leadership and self-efficacy across a range of educational and cultural settings. Drawing on eleven peer-reviewed studies from 2013 to 2024 and guided by the PRISMA framework, the analysis substantiates a robust, bidirectional link: teacher leadership significantly bolsters self-efficacy, which, in turn, profoundly impacts educational practices and outcomes. The dynamics of this relationship exhibit considerable variation across cultural divides, with collectivist settings predominantly favoring a collaborative approach that enhances collective efficacy and teamwork, whereas individualistic contexts tend to prioritize personal achievement and empowerment. The findings highlight the imperative for culturally tailored professional development programs and affirm the critical influence of teacher self-efficacy in driving educational innovation and reform. Despite the richness of the insights presented, the studies’ limited sample sizes and the specificity of their educational contexts may temper the broader applicability of the conclusions. This review recommends that future research adopt longitudinal and mixed-methods approaches to deepen the understanding of these interactions across diverse cultural landscapes, thereby enriching the theoretical and practical implications for global educational advancement.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"38 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142226548","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Exploring a Synchronous Hybrid Observation Approach for Supporting Student Teachers during School Placements 探索同步混合观察法，以支持实习学校的学生教师

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Education Sciences Pub Date : 2024-09-09 DOI: 10.3390/educsci14090991

Annie Agnew, Matthew Kearney, Seán Ó Grádaigh, Brendan Mac Mahon, Cornelia Connolly

引用次数: 0

University Students’ Attitudes toward Artificial Intelligence: An Exploratory Study of the Cognitive, Emotional, and Behavioural Dimensions of AI Attitudes 大学生对人工智能的态度：人工智能态度的认知、情感和行为维度的探索性研究

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Education Sciences Pub Date : 2024-09-08 DOI: 10.3390/educsci14090988

Argyrios Katsantonis, Ioannis G. Katsantonis

{"title":"University Students’ Attitudes toward Artificial Intelligence: An Exploratory Study of the Cognitive, Emotional, and Behavioural Dimensions of AI Attitudes","authors":"Argyrios Katsantonis, Ioannis G. Katsantonis","doi":"10.3390/educsci14090988","DOIUrl":"https://doi.org/10.3390/educsci14090988","url":null,"abstract":"Artificial intelligence (AI) drives new modes of learning and improves the workflow of instructors. Nevertheless, there are concerns about academic integrity, plagiarism, and the reduction of critical thinking in higher education. Therefore, it is important to record and analyze university social sciences students’ attitudes toward AI, which is a significant predictor of later use of AI technologies. A sample of 190 university students (82.45% female) from a Greek social sciences department was selected. Descriptive statistics revealed that students’ attitudes toward AI were mostly positive. A principal components analysis confirmed a three-component solution of attitudes toward AI, comprising cognitive, behavioral, and emotional dimensions. Comparative analysis of the three components indicated that the emotional dimension was the highest ranked, followed by the cognitive and behavioral dimensions. Pairwise correlation analyses revealed that the strongest correlate of cognitive, behavioral, and emotional components of attitudes toward AI was the future frequency of AI use, followed by general feelings of safety with technology. In conclusion, students display more emotional and cognitive favorable dispositions toward AI. The social background of the students and the prospective future use of AI play a key role in the formulation of attitudes toward AI. University educators need to provide more teaching and learning about AI to improve students’ attitudes toward AI and future AI use.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"318 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142226550","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Beyond the Classroom: Integrating the ORID Model for In-Depth Reflection and Assessment in Service-Learning 课堂之外：整合 ORID 模式，在服务学习中进行深入反思和评估

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Education Sciences Pub Date : 2024-09-07 DOI: 10.3390/educsci14090987

Fatma Kayan Fadlelmula, Saba Mansoor Qadhi

{"title":"Beyond the Classroom: Integrating the ORID Model for In-Depth Reflection and Assessment in Service-Learning","authors":"Fatma Kayan Fadlelmula, Saba Mansoor Qadhi","doi":"10.3390/educsci14090987","DOIUrl":"https://doi.org/10.3390/educsci14090987","url":null,"abstract":"Service-learning is a community-based learning approach that bridges academic knowledge with practical application through purposeful exploration, action, and reflection. In addition to enhancing academic learning in various disciplines, service-learning cultivates students’ self-awareness, personal values, and social responsibility, preparing them with essential skills for life beyond the classroom. However, due to its experiential nature, service-learning presents challenges for effective assessment. This study provides a concrete example of student reflections structured by the Objective, Reflective, Interpretive, and Decisional (ORID) model in practice. Content analysis was implemented by examining undergraduate students’ end-of-semester reflection papers while volunteering during the 2022 FIFA World Cup in Qatar. The results showed that the model provided a guided and structured format for students to reflect on their service-learning, going beyond reporting on factual details to engaging in profound reflections on the emotional, cognitive, and prospective aspects. Moreover, with the solution aspect added to the model, students could express their creativity, articulating on innovative solutions they proposed to overcome challenges and how they turned the challenges into favorable outcomes. Clearly, the model stands as a powerful tool for educators, offering deeper insights into students’ authentic experiences, fostering comprehensive, critical, and insightful reflection, and thereby facilitating the effective assessment of experiential learning.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"18 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142208615","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Academic Integrity Crisis: Exploring Undergraduates’ Learning Motivation and Personality Traits over Five Years 学术诚信危机：探究本科生五年来的学习动机和人格特质

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Education Sciences Pub Date : 2024-09-06 DOI: 10.3390/educsci14090986

Yovav Eshet

{"title":"Academic Integrity Crisis: Exploring Undergraduates’ Learning Motivation and Personality Traits over Five Years","authors":"Yovav Eshet","doi":"10.3390/educsci14090986","DOIUrl":"https://doi.org/10.3390/educsci14090986","url":null,"abstract":"Academic misconduct is ubiquitous, a fortiori during crisis periods. The present research examines undergraduates’ learning motivation, based on Self-Determination Theory and personality traits factors, according to the Big Five Factor Model, affecting academic misconduct across different time spans: Before, during, and after a life-changing event. Using online questionnaires, we measured the level of academic misconduct, learning motivation, and personality traits of 1090 social sciences students during five different time spans pre-COVID-19, during COVID-19 (before and after vaccination), and after COVID-19 (post and long post). The results showed significant differences in students’ self-reported academic misconduct levels among the different periods and similar misconduct levels in pre-COVID-19 and long post-COVID-19. Additionally, the findings exhibited that external motivation significantly increases academic misconduct and that two out of five personality traits (agreeableness and emotional stability) reduce their occurrences. We conclude that higher education preparedness for academic integrity during an emergency is still a desideratum and that ethical concerns should not be abandoned but rather be fully addressed during emergency periods. This could be addressed by instructors allocating tasks during emergency groups involving students with pro-social personalities (agreeableness and emotional stability) and intrinsic motivation to serve as social agents in deterring academic misconduct.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"58 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142208618","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Learning Assessment Process in Higher Education: A Grounded Theory Approach 高等教育中的学习评估过程：基础理论方法

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Education Sciences Pub Date : 2024-09-06 DOI: 10.3390/educsci14090984

Claudia H. Aguayo-Hernández, Alejandro Sánchez Guerrero, Patricia Vázquez-Villegas

{"title":"The Learning Assessment Process in Higher Education: A Grounded Theory Approach","authors":"Claudia H. Aguayo-Hernández, Alejandro Sánchez Guerrero, Patricia Vázquez-Villegas","doi":"10.3390/educsci14090984","DOIUrl":"https://doi.org/10.3390/educsci14090984","url":null,"abstract":"This study aims to understand university professors’ perspectives on the learning assessment process, including its importance during teaching and learning, their conceptualization, and their considerations in their practices. The research used a grounded theory approach to recognize evaluation as a dialogical and intersubjective space. The methodology consisted of an open survey and a semi-structured interview with faculty professors from a university in northern Mexico. The findings highlighted the importance of educational institutions, emphasizing that faculties prioritize evaluating quality based on relevance, alignment with learning objectives, continuity throughout the process, and feedback. These aspects align with recent approaches that consider evaluation as a process that promotes learning, as evidenced by the high saturation rate in the theoretical sampling. Furthermore, the study revealed that the institution’s educational model, curricular design, and evaluation policies significantly influence the faculty members’ perspective. As a result, educational institutions must consider these factors when formulating an evaluation model, thereby making the research directly applicable to the work of educational policymakers and university professors.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"10 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142208616","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Modified Handball in Physical Education: Investigating Opportunities for Inclusion and Relatedness 体育课中的改良手球：探索包容和亲情的机会

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Education Sciences Pub Date : 2024-09-06 DOI: 10.3390/educsci14090985

Luisa Estriga, João Freitas, Guilherme Vieira, Amândio Graça, Paula Batista

{"title":"Modified Handball in Physical Education: Investigating Opportunities for Inclusion and Relatedness","authors":"Luisa Estriga, João Freitas, Guilherme Vieira, Amândio Graça, Paula Batista","doi":"10.3390/educsci14090985","DOIUrl":"https://doi.org/10.3390/educsci14090985","url":null,"abstract":"This paper addresses the challenge of assessing relatedness and functional interdependence through connecting passes within invasion games, which may offer valuable pedagogical insights into gameplay for accessibility and inclusiveness. Hence, the purpose of this paper is twofold. Firstly, it presents preliminary work on the methodology for computing open passing lanes and derived metrics, integrating spatiotemporal data analysis with event data. Secondly, using a within-subject design, it investigates how modified handball games influence game play opportunities. Data were collected during handball matches in a pre-teens Physical Education (PE) class with mixed-skill-level teams. Game actions (e.g., passes, receptions, and shots) were manually recorded through systematic observation of video footage, while players’ positional data were captured with ultra-wideband technology. Findings provide evidence that employing a numerical advantage (one player up) enhances overall opportunities for individual attacking actions (i.e., more passing, catching actions, and goal-scoring opportunities) and relational actions (i.e., more open passing lanes) compared to equal numbers. Conversely, equal numbers with individual marking appeared more challenging, as fewer secure passing lanes were observed, and the ball possessor spent more time with the ball before releasing it. The developed approach holds promise for studying designed games to enhance inclusion and learning opportunities for all.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"7 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142208617","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

“You Didn’t Go by Choice!”: Exposing Institutional Barriers Leading to Latinx STEM Pushout at a Hispanic-Serving Research Institution "你不是自愿的！"：揭露导致拉美裔科学、技术、工程和数学人才在为西班牙裔服务的研究机构中被淘汰的体制障碍

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Education Sciences Pub Date : 2024-09-05 DOI: 10.3390/educsci14090979

Veronica L. Fematt, Mayra Puente, Katherine Arias Garcia, Rebeca Mireles-Rios

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Computational Thinking and Modeling: A Quasi-Experimental Study of Learning Transfer 计算思维与建模：学习迁移的准实验研究

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Education Sciences Pub Date : 2024-09-05 DOI: 10.3390/educsci14090980

Line Have Musaeus, Peter Musaeus

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