Educational Studies最新文献

{"title":"Emotions and perception of effort in motor games oriented to formative basketball","authors":"Juan Manuel García-Ceberino, Sebastián Fierro-Suero, Víctor Hugo Duque-Ramos, Pedro Sáenz-López","doi":"10.1080/03055698.2023.2262070","DOIUrl":"https://doi.org/10.1080/03055698.2023.2262070","url":null,"abstract":"ABSTRACTThis study investigated the emotions and perception of effort triggered by various basketball-oriented games: psychomotor game with and without competition, and opposition game with competition. Gender' effect on games with competition was analysed. Sixty-five players (13.52 ± 1.43 years old) from formative teams in Spain participated. The non-parametric tests of Friedman’s, Kruskal-Wallis H, and Robust ANOVA were performed to find statistical differences. There were differences in love between the psychomotor game without competition and the opposition game with competition, with the former having greater intensity. There were differences in the perception of effort, beining greater in the opposition game with competition. A loss triggered greater anger and negative dimension than a win or tie. In the opposition game with competition, a win triggered greater happiness, joy and positive dimension than a loss.Gender had an effect on negative emotions in opposition games with competition, against girls. Players should be trained in emotional regulation.KEYWORDS: Emotional perceptiondominions of motor actiongenderRPEtraining session AcknowledgementsThe author Juan M. García-Ceberino was supported by a grant from the Universities Ministry of Spain and the European Union (NextGenerationUE) “Ayuda del Programa de Recualificación del Sistema Universitario Español, Modalidad de ayudas Margarita Salas para la formación de jóvenes doctores” (MS-01).Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThe work was supported by the Grant from the Universities Ministry of Spain and the European Union (NextGenerationUE) “Ayuda del Programa de Recualificación del Sistema Universitario Español, Modalidad de ayudas Margarita Salas para la formación de jóvenes doctores” [MS-01].Notes on contributorsJuan Manuel García-CeberinoJuan Manuel García-Ceberino is a researcher of the GOERD Research Group (Spain). He graduated in Primary Education with mention in Physical Education from the University of Extremadura in 2014, and he received his PhD from the University of Extremadura in 2020 in Physical Activity and Sport. His current research interests are focused on the study of pedagogical models and teaching/training in Physical Education and Sports.Sebastián Fierro-SueroSebastián Fierro-Suero is a teacher Department of Integrated Didactics in the Faculty of Education Sciences at University of Huelva (Spain). He has Graduate with highest honours in Physical Activity and Sport Science. His current interest in research is in the study of motivation and emotions in Physical Education and Sports. He belongs to the EMOTION Research Group.Víctor Hugo Duque-RamosVíctor Hugo Duque-Ramos is a teacher affiliated with the Colombian teaching profession. His doctoral thesis, titled ”Basketball and Emotions: In the School and Sports Context,” was defended in 2023 at the University of Huelva (Spain). He is a researcher","PeriodicalId":47443,"journal":{"name":"Educational Studies","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135425095","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":"Effects of collaboration on teachers’ job satisfaction and self-efficacy: personal and structural characteristics as moderators","authors":"Jaehong Jang, Hawon Yoo, Pey-Yan Liou","doi":"10.1080/03055698.2023.2256924","DOIUrl":"https://doi.org/10.1080/03055698.2023.2256924","url":null,"abstract":"","PeriodicalId":47443,"journal":{"name":"Educational Studies","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134960885","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":"Problematizing the Measurement of Gender Identity in K-12 Education Survey Research: A Systematic Review","authors":"Mario I. Suárez","doi":"10.1080/00131946.2023.2248636","DOIUrl":"https://doi.org/10.1080/00131946.2023.2248636","url":null,"abstract":"AbstractThe increase in youth’s self-identification as trans in the United States and Canada has created new urgency in schools to meet the needs of these students, yet education survey researchers have yet to find ways to assess their educational outcomes based on sex and gender. In this critical systematic review, I provide an overview of surveys from 2009–2019 that have been utilized to assess the sex and gender identity of trans youth. Findings suggest a range of measurement approaches and types of research interests, as well as important aspects that were absent from the surveys. Recommendations for those who currently or plan to engage with survey research that includes gender identity are included. Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 Methodological note: Google Scholar and Google were the starting point for this search, as both of these databases produced results that were peer-reviewed and non peer-reviewed.2 Demographers and research leaders familiar with measurement of gender and sexuality with youth and adults were emailed and consulted with, as a way to identify any potential surveys not located in the original search, as well as to obtain specific wording used. For example, GLSEN does not publish their survey publicly in their report even though it is widely used and known as a large-scale survey in education research. After an email from Joseph Kosciw, he graciously responded with the wording of the items used in the 2019 NCSS survey.3 The 2020–21 CHKS survey, in asking about gender, provided the following responses: male, female, nonbinary, something else.Additional informationFundingThis work was supported by Spencer Foundation [202000013].","PeriodicalId":47443,"journal":{"name":"Educational Studies","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135770080","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":"Impact of the Fulbright teaching excellence and achievement program on participating U.S. secondary schools","authors":"Ally Zhou, Carla Huck, Michael E. Houdyshell","doi":"10.1080/03055698.2023.2256919","DOIUrl":"https://doi.org/10.1080/03055698.2023.2256919","url":null,"abstract":"The Fulbright Teaching Excellence and Achievement Program (Fulbright TEA) provides six weeks of professional development for international secondary teachers. They observe and co-teach classes with a partner teacher at a U.S. secondary school as part of the program. One important goal of this program is to build cross-cultural competence in U.S. school communities, which is often overlooked given that the Fulbright literature has primarily focused on U.S. teachers travelling abroad or faculty in higher education. To address this gap, we interviewed eight partner teachers and administrators to explore their perceived impact of Fulbright TEA on U.S. teachers, students, and school communities. The findings demonstrate that the participating teachers enhanced their teaching repertoire and cross-cultural competence and both they and their students regained appreciation of abundant resources in the U.S. The study indicates the cost effectiveness of Fulbright TEA in developing/enhancing cross-cultural competence of U.S. school communities.","PeriodicalId":47443,"journal":{"name":"Educational Studies","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135149730","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":"Examining the relationship between multiple facets of professional development and teacher job satisfaction in the United States","authors":"Hana Kang, Madeline Mavrogordato","doi":"10.1080/03055698.2023.2256921","DOIUrl":"https://doi.org/10.1080/03055698.2023.2256921","url":null,"abstract":"Using data from the 2018 U.S. Teaching and Learning International Survey (TALIS), this study examined the relationship between five aspects of professional development (PD) – teacher participation in different formats, content, duration, quality, and barriers to participation – and teacher job satisfaction. Our multilevel model results indicate that quality of PD consistently has a significant relationship with an increase in teacher job satisfaction and barriers to participation in PD persistently have a negative relationship to teacher job satisfaction. Our findings suggest that teachers value opportunities to engage in PD and that providing PD activities that include characteristics leading to positive qualities is crucial to enhance teacher job satisfaction through PD.","PeriodicalId":47443,"journal":{"name":"Educational Studies","volume":"63 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135734746","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":"Missing the Mark: Assessing Dispositions and the Reification of Whiteness in Teacher Preparation","authors":"Regina J. Giraldo-García, Eva Zygmunt, Kristin N. Cipollone, Sheron Fraser-Burgess, Michael Takafor Ndemanu, John Ambrosio","doi":"10.1080/00131946.2023.2248637","DOIUrl":"https://doi.org/10.1080/00131946.2023.2248637","url":null,"abstract":"In order to explore whether the WatermarkTM Educator Disposition Assessment (EDA) is an equitable assessment for all teacher candidates regardless of race, this study used a Quantitative Critical Race Theory (QuantCrit) methodological design to analyze a pilot implementation of the assessment representing 650 discreet disposition assessments undertaken in 24 designated courses in five distinct programs of educator preparation at a midsized Midwestern university. Chi-square analysis and descriptive statistics from fall 2019–spring 2020 archival data indicate a statistically significant association between the variable race and the average scores assigned to students in multiple EDA assessments, with marked disadvantages for Black teacher candidates. Through this analysis and a careful and critical review of language embedded in each rubric row, the authors argue that the WatermarkTM EDA advances and reifies a set of normative practices that align with dominant White, middle-class cultural values under the guise of objectivity.","PeriodicalId":47443,"journal":{"name":"Educational Studies","volume":"98 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135050337","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":"Racial/ethnic and Gender Inequalities in Third Grade Children's Self-perceived STEM Competencies.","authors":"Danielle Xiaodan Morales, Sara Elizabeth Grineski, Timothy William Collins","doi":"10.1080/03055698.2020.1871324","DOIUrl":"10.1080/03055698.2020.1871324","url":null,"abstract":"<p><p>Studies have sought to understand the underrepresentation of women and racial/ethnic minority groups in STEM, but less attention has been paid to primary school students. Using data from a nationally-representative sample, this study identified factors influencing US third-grade children's self-perceived competencies in math and science, while controlling for their actual abilities. Results indicate that girls had degraded self-perceptions of their math competencies compared to boys, but similar self-rated science competencies. Black students exhibited buoyed self-perceived math competencies, while Hispanic and indigenous students underestimated their science competencies. Students who reported being satisfied with parental attention, friends, and neighborhood had higher self-perceived competencies in both math and science.</p>","PeriodicalId":47443,"journal":{"name":"Educational Studies","volume":"49 2","pages":"402-417"},"PeriodicalIF":1.7,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/03055698.2020.1871324","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9192236","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Preservice computer science teachers’ beliefs, motivational orientations, and teaching practices","authors":"Büşra Kartal, Uğur Başarmak","doi":"10.1080/03055698.2022.2069461","DOIUrl":"https://doi.org/10.1080/03055698.2022.2069461","url":null,"abstract":"<p><b>ABSTRACT</b></p><p>This multiple case study sought to examine preservice computer science teachers’ beliefs, motivational orientations, and teaching practices, as currently, they remain to be adequately researched. Eight participants were selected via maximum variation sampling for this study of trainee teachers during their first practicums in Turkey. Trainee teachers were observed in the natural setting of a computer science classroom during their teaching try-outs. Interviews were conducted with them on either side of their pre-planned lessons. Results show that teacher efficacy, self-efficacy related to using and integrating technology, and classroom management influenced participants’ teaching practices. Further research is necessary to examine the consistencies and contradictions between preservice CS teachers’ beliefs and practices and how these change during field experience and exemplify good practice for the benefit of CS education.</p>","PeriodicalId":47443,"journal":{"name":"Educational Studies","volume":"16 39","pages":""},"PeriodicalIF":1.7,"publicationDate":"2022-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138495772","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":"Application of artificial intelligence APP in quality evaluation of primary school science education","authors":"Xufeng Huang","doi":"10.1080/03055698.2022.2066462","DOIUrl":"https://doi.org/10.1080/03055698.2022.2066462","url":null,"abstract":"<p><b>ABSTRACT</b></p><p>Two scientific and systematic evaluation index systems are constructed for primary education APP and Science, Technology, Engineering, and Mathematics (STEM) courses. These systems are revised and confirmed through two rounds of Delphi method. The Delphi method determines an educational application (APP) evaluation index system containing four first-level indicators and thirty-three second-level indicators and a primary school STEM curriculum evaluation index system containing five first-level indicators and nineteen second-level indicators. Finally, analytic hierarchy process is used to determine the weight of all indicators to rank the weights. In the evaluation index system of educational APP, the weight of teaching design is 0. 2900, ranking the first; the weight of interactive experience is 0.1801, ranking the last. In the STEM curriculum evaluation index system, the weight of innovation practice is 0.3472, which is the maximum; the weight of independent management is 0.0879, which is the minimum. It is of great significance to promote the deepening of primary school STEM curriculum learning evaluation, improve the effectiveness of STEM curriculum teaching, and promote the healthy development of primary school education APP.</p>","PeriodicalId":47443,"journal":{"name":"Educational Studies","volume":"44 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2022-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138517103","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":"Trauma-Informed Yoga: Investigating an Intervention for Mitigating Adverse Childhood Experiences in Rural Contexts.","authors":"Lauren Davis,&nbsp;Alexandra Aylward,&nbsp;Rebecca Buchanan","doi":"10.1080/00131946.2022.2102495","DOIUrl":"https://doi.org/10.1080/00131946.2022.2102495","url":null,"abstract":"<p><p>In a state ravaged by suicide and a mental health crisis, this study sought to mitigate impacts of adverse childhood experiences (ACEs) and depressive and anxiety symptomology in high school students in a rural Montana community. Through a seven-week, twice weekly intervention of trauma-informed yoga, participants experienced statistically significant reductions in anxiety (GAD-7) and increases in Strengths and Difficulties (SDQ-11) overall scores and some subscales; noteworthy improvements were also present in depressive symptomatology (PHQ-A), salivary cortisol levels, and sleep duration. Importantly, participant qualitative feedback indicated significant benefits in focus, relaxation, and overall well-being. Further research is needed to imply generalizability and should include a larger, more diverse sample as well as utilization of control groups and an examination of academic and behavioral impacts at the school level.</p>","PeriodicalId":47443,"journal":{"name":"Educational Studies","volume":"58 4","pages":"530-559"},"PeriodicalIF":1.7,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ftp.ncbi.nlm.nih.gov/pub/pmc/oa_pdf/5f/a5/nihms-1832855.PMC9844967.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9114845","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}