Education Sciences最新文献_第7页

Where Are the Costs? Using an Economic Analysis of Educational Interventions Approach to Improve the Evaluation of a Regional School Improvement Programme 成本在哪里？使用教育干预措施经济分析方法改进地区学校改进计划的评估

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Education Sciences Pub Date : 2024-08-29 DOI: 10.3390/educsci14090957

Emma Tiesteel, Richard C. Watkins, Carys Stringer, Adina Grigorie, Fatema Sultana, J. Carl Hughes

{"title":"Where Are the Costs? Using an Economic Analysis of Educational Interventions Approach to Improve the Evaluation of a Regional School Improvement Programme","authors":"Emma Tiesteel, Richard C. Watkins, Carys Stringer, Adina Grigorie, Fatema Sultana, J. Carl Hughes","doi":"10.3390/educsci14090957","DOIUrl":"https://doi.org/10.3390/educsci14090957","url":null,"abstract":"Education systems are moving to a more evidence-informed paradigm to improve outcomes for learners. To help this journey to evidence, robust qualitative and quantitative research can help decisionmakers identify more promising approaches that provide value for money. In the context of the utilisation of scarce resources, an important source of evidence commonly used in health and social care research is an understanding of the economic impact of intervention choices. However, there are currently very few examples where these methodologies have been used to improve the evaluation of education interventions. In this paper we describe the novel use of an economic analysis of educational interventions (EAEI) approach to understand both the impact and the cost of activities in the evaluation of a formative assessment implementation project (FAIP) designed to improve teachers’ understanding and use of formative assessment strategies. In addition to utilizing a mixed method quasi-experimental design to explore the impact on learner wellbeing, health utility and attainment, we describe the use of cost-consequence analysis (CCA) to help decisionmakers understand the outcomes in the context of the resource costs that are a crucial element of robust evaluations. We also discuss the challenges of evaluating large-scale, universal educational interventions, including consideration of the economic tools needed to improve the quality and robustness of these evaluations. Finally, we discuss the importance of triangulating economic findings alongside other quantitative and qualitative information to help decisionmakers identify more promising approaches based on a wider range of useful information. We conclude with recommendations for more routinely including economic costs in education research, including the need for further work to improve the utility of economic methods.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"4 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142208692","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

Innovation Off the Bat: Bridging the ChatGPT Gap in Digital Competence among English as a Foreign Language Teachers 创新一触即发：弥合英语作为外语的教师在数字能力方面的 ChatGPT 差距

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Education Sciences Pub Date : 2024-08-28 DOI: 10.3390/educsci14090946

Gulsara Urazbayeva, Raisa Kussainova, Aikumis Aibergen, Assel Kaliyeva, Gulnur Kantayeva

{"title":"Innovation Off the Bat: Bridging the ChatGPT Gap in Digital Competence among English as a Foreign Language Teachers","authors":"Gulsara Urazbayeva, Raisa Kussainova, Aikumis Aibergen, Assel Kaliyeva, Gulnur Kantayeva","doi":"10.3390/educsci14090946","DOIUrl":"https://doi.org/10.3390/educsci14090946","url":null,"abstract":"This research explores the guided experimental implementation of ChatGPT as a tool for developing teachers’ skills in teaching English. The intervention involved 24 in-service English as a Foreign Language (EFL) teachers who engaged in crafting activities and assessments using researcher-designed prompts. Utilizing a mixed-methods approach, the researchers assessed the participants’ ChatGPT integration proficiency through a custom-designed assessment tool aligned with the technological pedagogical content knowledge framework. The eight-week intervention introduced educators to various applications of ChatGPT in EFL teaching, including lesson planning. A quantitative analysis revealed statistically significant improvements in the teachers’ ChatGPT integration proficiency across all measured dimensions. The qualitative findings highlight the perceived benefits, challenges, and future prospects of ChatGPT in EFL education. While the practical significance of the improvement was modest, the results suggest that the guided integration of generative chatbots can bolster teachers’ ability to leverage this technology appropriately. This study contributes to the limited body of empirical research on integrating large language models into teaching and offers insights into the practical applications and challenges of using ChatGPT in EFL contexts.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"12 7 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142208664","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}

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Changing Levels of Bloom’s Taxonomy in Learning Objectives and Exam Questions in First-Semester Introductory Chemistry before and during Adoption of Guided Inquiry 在采用引导式探究之前和期间，布卢姆分类法在化学入门第一学期学习目标和试题中的等级变化

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Education Sciences Pub Date : 2024-08-28 DOI: 10.3390/educsci14090943

Eileen M. Kowalski, Carolann Koleci, Kenneth J. McDonald

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Centering Equity within Principal Preparation and Development: An Integrative Review of the Literature 以校长培养和发展中的公平为中心：文献综述

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Education Sciences Pub Date : 2024-08-28 DOI: 10.3390/educsci14090944

Meagan S. Richard, Shelby Cosner

{"title":"Centering Equity within Principal Preparation and Development: An Integrative Review of the Literature","authors":"Meagan S. Richard, Shelby Cosner","doi":"10.3390/educsci14090944","DOIUrl":"https://doi.org/10.3390/educsci14090944","url":null,"abstract":"Throughout the globe, there is growing attention being paid to issues of equity and efforts to produce more equitable student learning outcomes in schools, and much of the scholarship internationally has begun to center school leaders as key drivers of more equitable conditions. Indeed, in the United States, persistent inequities in education have highlighted the need for K-12 principals who can effectively support diverse students. Effective leader preparation and development, particularly with a focus on equity, is crucial, as it equips school leaders with the knowledge and skills to create inclusive and equitable learning environments. U.S.-based research highlights that high-quality, equity-centered preparation programs can significantly impact student outcomes, emphasizing the importance of integrating equity-focused training in leadership development. However, we know less about the design of high-quality preparation programs oriented around equity, and scholars have noted that current programs are often ill-equipped to prepare equity-centered leaders. Therefore, this study provides an integrative review of the U.S.-based equity-centered principal preparation literature to extract learnings from several types of publications, including descriptive and empirical studies, literature reviews, and conceptual essays. This study provides insights into four key elements of equity-centered principal preparation and development: program vision, curriculum, pedagogy, and assessment. This review consolidates insights from the existing literature into a single, accessible article, offering valuable learnings for program faculty, others who prepare school principals, and researchers focused on equity-centered preparation. Additionally, while centered on the U.S. context, this review is likely to be of value to leadership preparation and development programs in other national contexts, particularly those that have more recently begun to form.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"7 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142208663","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}

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Comparing Real and Imitative Practice with No Practice during Observational Learning of Hand Motor Skills from Animations 在通过动画观察学习手部运动技能的过程中，比较真实练习、模仿练习和不练习的效果

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Education Sciences Pub Date : 2024-08-28 DOI: 10.3390/educsci14090949

Maliha Naushad Mian, Hannah Beder, Nadine Marcus, Paul Ayres

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Is Inclusive Education a Good “Fit” for ALL? Perceptions of Parents and Educators of ECD Learners with Complex Communication Needs 全纳教育是否 "适合 "所有人？有复杂沟通需求的幼儿发展学习者的家长和教育工作者的看法

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Education Sciences Pub Date : 2024-08-28 DOI: 10.3390/educsci14090952

Khetsiwe Phumelele Masuku, Kagiso Marumolo

{"title":"Is Inclusive Education a Good “Fit” for ALL? Perceptions of Parents and Educators of ECD Learners with Complex Communication Needs","authors":"Khetsiwe Phumelele Masuku, Kagiso Marumolo","doi":"10.3390/educsci14090952","DOIUrl":"https://doi.org/10.3390/educsci14090952","url":null,"abstract":"Providing children with complex communication needs (CCNs) with the right accommodations in a supportive schooling environment from the early childhood development (ECD) stage can significantly improve their developmental and educational outcomes. Inclusive education has been proposed as a possible framework that can promote positive educational outcomes; however, in South Africa, there has not been enough attention paid to inclusive education in ECD especially focusing on children with CCNs. The study therefore explored the perceptions of parents of children with CCNs and early childhood development teachers on inclusive education. Semi-structured interviews and a focus group were conducted with 8 ECD teachers and 8 parents of children with CCNs, who were purposively selected. Data were imported into NVivo 1.5 software and analysed using an inductive thematic analysis approach. Findings from the study revealed the following themes: i. Perceived benefits of inclusive education; ii. Preference for special needs education; iii. Shortcomings of special needs education in addressing the needs of learners with CCNs; iv. Factors informing school placement; v. Communication as a barrier to learning, teaching and socializing; vi. The need for disability conscientization. Although both parents and teachers of learners with CCNs acknowledge the value of inclusive education in facilitating access to education, they have a mistrust of inclusive education because of fear of stigma, discrimination, exclusion, bullying and exclusionary teaching practices. While they preferred special education, they acknowledged the gaps in teacher’s knowledge on communication disorders, training of teachers, teaching aids and assistive devices. Educating a child with a disability is expensive because of other additional costs, especially transportation.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"17 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142208689","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}

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Examining the Effects of Peer-Led Team Learning as a Support for Community College Transfer Students’ STEM Achievement 研究同伴引导的团队学习对社区学院转学生在科学、技术和工程学方面取得成就的支持效果

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Education Sciences Pub Date : 2024-08-28 DOI: 10.3390/educsci14090945

Audrey Meador, Pamela Lockwood, Vinitha Subburaj, Anitha Subburaj

{"title":"Examining the Effects of Peer-Led Team Learning as a Support for Community College Transfer Students’ STEM Achievement","authors":"Audrey Meador, Pamela Lockwood, Vinitha Subburaj, Anitha Subburaj","doi":"10.3390/educsci14090945","DOIUrl":"https://doi.org/10.3390/educsci14090945","url":null,"abstract":"Peer-led Team Learning (PLTL) is a model of instruction and learning that has been used to address low success rates in various science, technology, engineering, and mathematics (STEM) courses and other fields in higher education. (1) While research conveying the efficacy of this model of instruction remains mixed, this project sought to add to the body of knowledge communicating the benefits of PLTL for STEM achievement. This study examined the experiences of STEM community college transfer students’ engagement in PLTL within their major course of study when a suite of supports was provided. (2) Specifically, study participants were enrolled in degree programs at a four-year rural, regional university in the engineering, computer science, and mathematics (ECSM) fields and were provided social, financial, and academic assistance. Qualitative analysis of the data revealed that with a PLTL component, community college transfer students were more likely to participate, engage, and perform better in coursework given the additional supports. (3) Study participants indicated the community of learners created through PLTL was a primary motivator for continued engagement and progress towards ECSM degree attainment. (4) Implications for practice extend to engagement and retention efforts of STEM students from the community college population","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"58 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142208667","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}

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STEM Rocks Research Collective: Building and Sustaining a Collaborative, Equity-Focused Scholarly Community STEM Rocks 研究集体：建立和维持一个注重公平的协作性学术社区

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Education Sciences Pub Date : 2024-08-28 DOI: 10.3390/educsci14090947

Kristin L. Cook, Jessica Ivy, Cat Maiorca, Octavia Tripp, Megan Burton, Christa Jackson, Sarah B. Bush, Margaret Mohr-Schroeder, Dan Edelen, Craig Schroeder, Thomas Roberts

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Pre-Service Teachers’ Perceptions of Their Digital Competencies and Ways to Acquire Those through Their Studies and Self-Organized Learning 职前教师对自身数字化能力的看法以及通过学习和自主学习获得这些能力的途径

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Education Sciences Pub Date : 2024-08-28 DOI: 10.3390/educsci14090951

Katrin Göltl, Roland Ambros, Dominik Dolezal, Renate Motschnig

{"title":"Pre-Service Teachers’ Perceptions of Their Digital Competencies and Ways to Acquire Those through Their Studies and Self-Organized Learning","authors":"Katrin Göltl, Roland Ambros, Dominik Dolezal, Renate Motschnig","doi":"10.3390/educsci14090951","DOIUrl":"https://doi.org/10.3390/educsci14090951","url":null,"abstract":"Rapid digitalization and the fast rise of generative AI tools pose fresh challenges to educational institutions, teachers, and students. Teachers of all subjects are expected to pass on key digital competencies along with subject-related knowledge to facilitate students’ employability and navigation in a society characterized by the impact of digital technology in all areas of life. However, several studies have shown that there is still a lack of integration of digital competencies in teacher training programs. Hence, to add to these previous studies, this paper aims to find and explore strategies and measures to equip secondary-level pre-service teachers with digital competencies and support them in professionally promoting their students’ digital skills. This happens by investigating what advanced pre-service teachers at a large European university miss and suggest changing to become more confident in promoting digital competencies at secondary school levels (K5–K12). In this context, the authors deepened a previously conducted university-wide survey among advanced secondary-level pre-service teachers through two focus groups to sharpen insights into challenges and good practices from the perspective of pre-service teachers. A thematic analysis of these focus groups confirmed the presumption that most pre-service teachers are keen on actively acquiring relevant digital competencies and gave insights into how they wish to have digital skills integrated into their studies. Additionally, it became evident that even though pre-service teachers can acquire several digital skills through self-study, they longed for collaboration and guidance to reach a professional level for “teaching” them to their students.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"8 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142208672","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 Emotional Vulnerability and Sense of Agency in the Digital Realm: A Three-Year Case Study of an EFL Teacher in South Korea 探索数字领域中的情感脆弱性和代理意识：韩国一名英语教师的三年案例研究

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Education Sciences Pub Date : 2024-08-28 DOI: 10.3390/educsci14090950

Jinsil Jang

{"title":"Exploring Emotional Vulnerability and Sense of Agency in the Digital Realm: A Three-Year Case Study of an EFL Teacher in South Korea","authors":"Jinsil Jang","doi":"10.3390/educsci14090950","DOIUrl":"https://doi.org/10.3390/educsci14090950","url":null,"abstract":"This study presents the findings from a longitudinal case study on a Korean English teacher’s experience of emotional vulnerability and professional development in online teaching. Grounded in an ecological perspective on teacher agency and emotional vulnerability, the study investigates how and why the teacher exercised agency in navigating her emotional challenges and adapting to the virtual teaching environment. Data were collected from various sources, including interviews, observations, field notes, and artifacts, for three years. The findings showed that the intricate connection between the teacher’s multiple and dynamic emotions, beliefs, and concurrent working environments significantly influences her engagement in digital teaching practices. Furthermore, the teacher’s emotional vulnerability in virtual teaching facilitated her engagement in reflective and action-oriented practices, leading to a more proactive approach to exploring and implementing alternative teaching methods online. The findings highlight the interplay between emotions, agency, and identity development, emphasizing the importance of experiencing, understanding, negotiating, and expressing emotions to discover potential alternative teaching resources and methods in ever-changing teaching environments. This study provides insights into how teachers can leverage their emotions and exercise teacher agency to enhance their professional growth and adaptability in digital learning environments.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"46 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142208671","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