European Journal of Education最新文献_第10页

Teaching mathematics in innovative learning environments—The entangled tensions between the learning environment and pedagogy 创新学习环境中的数学教学--学习环境与教学法之间纠缠不清的紧张关系

IF 2.8 3区教育学

European Journal of Education Pub Date : 2024-04-14 DOI: 10.1111/ejed.12661

Riikka Alakoski, Anu Laine, Markku S. Hannula

{"title":"Teaching mathematics in innovative learning environments—The entangled tensions between the learning environment and pedagogy","authors":"Riikka Alakoski, Anu Laine, Markku S. Hannula","doi":"10.1111/ejed.12661","DOIUrl":"10.1111/ejed.12661","url":null,"abstract":"New school buildings are often designed for flexible innovative learning environments (ILEs) to support learning future skills better than before. However, little is known about the relationship between environment and pedagogy. This article examines the relationship between the environment and pedagogy from the perspective of primary school teachers in the context of teaching mathematics. We interviewed 26 teachers from 10 Finnish ILEs and did a thematic analysis. The relationship between the environment and pedagogy forms a complex network of entangled tensions between teacher's inner space, community's social space and physical space. When the tensions between these spaces were resolved in a positive way, ILEs enabled pedagogy that diversified mathematics education, improved student cohesion and teachers' well-being at work. However, the ILEs' transformation process often appears to be left unfinished, leading to unsuccessful resolution of tensions. Further, our findings highlight the importance of four-dimensional environmental competence in exploiting the affordances enabled by ILE.","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":null,"pages":null},"PeriodicalIF":2.8,"publicationDate":"2024-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ejed.12661","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140564409","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

Quality of education in migration hotspot areas in Ethiopia: Input-process-outcome-context approach 埃塞俄比亚移民热点地区的教育质量：投入-过程-结果-背景方法

IF 2.8 3区教育学

European Journal of Education Pub Date : 2024-04-14 DOI: 10.1111/ejed.12662

Fantahun Admas, Abebaw Minaye, Kassahun Habtamu, Seleshi Zeleke, Abera Tibebu, Mesay Gebremariam Kotecho, Yohannis Adgeh, Habtamu Getnet

{"title":"Quality of education in migration hotspot areas in Ethiopia: Input-process-outcome-context approach","authors":"Fantahun Admas, Abebaw Minaye, Kassahun Habtamu, Seleshi Zeleke, Abera Tibebu, Mesay Gebremariam Kotecho, Yohannis Adgeh, Habtamu Getnet","doi":"10.1111/ejed.12662","DOIUrl":"10.1111/ejed.12662","url":null,"abstract":"While the lack of educational opportunities limits the future of most people in Ethiopia, they pose dire consequences to young people in migration hotspot areas. Using input-process-outcome-context-education quality framework, this study investigated the quality of education in eight migration hotspot areas of Ethiopia and its association with migration. A random sample of 1,187 participants (793 students, 262 teachers and 132 parents) completed a survey. Data were analysed using descriptive and inferential statistics. Results indicated that participants’ overall rating of education quality was low. Over a third of participants perceived that input, process and outcome components of education in migration hotspot areas have a quality problem. Over 80% of the participants believed that poor quality of education could be a cause for migration. More specifically, a significant portion of the participants (37%) reported that there was no pedagogical centre in their respective schools; continuous assessment was practiced rarely (36%); and creativity and discovery among students was almost non-existent (40%). The participants' ratings indicated that the top five factors that contribute to the poor quality of education are low level of teacher competence, poor student motivation, poverty, value attached to education and large class size.","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":null,"pages":null},"PeriodicalIF":2.8,"publicationDate":"2024-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140563990","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}

引用次数: 0

A comprehensive exploration of artificial intelligence competence frameworks for educators: A critical review 全面探讨教育工作者的人工智能能力框架：批判性评论

IF 2.8 3区教育学

European Journal of Education Pub Date : 2024-04-14 DOI: 10.1111/ejed.12663

Tamar Mikeladze, Paulien C. Meijer, Roald P. Verhoeff

{"title":"A comprehensive exploration of artificial intelligence competence frameworks for educators: A critical review","authors":"Tamar Mikeladze, Paulien C. Meijer, Roald P. Verhoeff","doi":"10.1111/ejed.12663","DOIUrl":"10.1111/ejed.12663","url":null,"abstract":"Recent literature underscores the need for teachers to develop AI competencies with a recognition of the current lack of well-defined competence frameworks. This critical review investigates teachers' Artificial Intelligence (AI) competence frameworks (AI CFTs), analysing their strengths, weaknesses and practical applications for researchers, educators and policymakers. It identifies five distinct types of AI CFTs within Competence Construct Claims (Child, S., & Shaw, S. 2023). A conceptual approach to validating competence frameworks. Research Matters: A Cambridge University Press & Assessment publication, 35, 27–40.), each addressing the complexities of AI in its early stages. Notably, frameworks derived from empirical data offer detailed descriptions of competencies, while those based on conceptual models provide broader overviews. Highlighting the need for further empirical research, this review helps identify and understand existing approaches to teacher AI competence development and paves the way for integrating AI CFTs into teacher education, ultimately enhancing educators' preparedness to harness AI in their teaching practices.","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":null,"pages":null},"PeriodicalIF":2.8,"publicationDate":"2024-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ejed.12663","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140563997","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

Perception and usage of English epicene pronouns among L2 teachers in China-focusing on he, he or she and they 中国外语教师对英语表性代词的认识和使用--以 "他"、"他或她 "和 "他们 "为重点

IF 2.8 3区教育学

European Journal of Education Pub Date : 2024-04-09 DOI: 10.1111/ejed.12651

Xiufeng Zhang, Hengwen Yang

引用次数: 0

Health sciences students' perspectives on online teaching and learning: Extending the implications beyond the COVID-19 pandemic 健康科学专业学生对在线教学的看法：超越 COVID-19 大流行的影响

IF 2.8 3区教育学

European Journal of Education Pub Date : 2024-04-08 DOI: 10.1111/ejed.12660

Milena Kovačević, Nevena Ivanović, Ana Protić, Danijela Milenković, Zoran Mandinić, Dragana Puzović, Miloš Bajčetić, Dušan Popadić, Jelena Parojčić, Anđelija Malenović

{"title":"Health sciences students' perspectives on online teaching and learning: Extending the implications beyond the COVID-19 pandemic","authors":"Milena Kovačević, Nevena Ivanović, Ana Protić, Danijela Milenković, Zoran Mandinić, Dragana Puzović, Miloš Bajčetić, Dušan Popadić, Jelena Parojčić, Anđelija Malenović","doi":"10.1111/ejed.12660","DOIUrl":"10.1111/ejed.12660","url":null,"abstract":"Digital transformation in education and relevant calls for action are recognised global priorities aimed to support education and training in the digital age. The experiences from the emergency remote teaching during the COVID-19 pandemic and recent research findings reveal relevant advantages, challenges, as well as different students and teaching staff perspectives which should be carefully considered and integrated into institutional strategies and policies to improve and enrich students’ learning experience. The present study aimed to explore health sciences students' perspectives on online teaching and learning (T&L) in four domains—Satisfaction, Motivation, Interaction and Challenges, and to identify the preferred T&L models or tools. A total of 1,041 responses were collected, including 476 dental medicine (45.7%), 399 pharmacy (38.3%), and 166 medical students (15.9%). Overall Satisfaction was quite high (4.0 ± 1.2; out of 5), followed by satisfactory Interaction (3.4 ± 1.4), whereas Motivation was quite low on average (3.0 ± 1.5). Challenges in online T&L were not markedly expressed (3.0 ± 1.6). The majority of students (46.6%) opted for the blended model as the preferred T&L model. Moodle lessons were perceived as the most useful online T&L tool (45.5% of students), followed by video materials (32.2%). Other T&L tools which require more active student's role, such as short test/quiz, and group or team assignment were declared as less favourable. The findings from the current study may contribute to raising the awareness of academic staff and higher institutions management about the student attitudes and needs related to online T&L and inform institutional planning, decision-making and policy development.","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":null,"pages":null},"PeriodicalIF":2.8,"publicationDate":"2024-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140563987","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}

引用次数: 0

Dyslexia awareness among English language teachers in Türkiye 土耳其英语教师对阅读障碍的认识

IF 2.8 3区教育学

European Journal of Education Pub Date : 2024-04-05 DOI: 10.1111/ejed.12647

Arzu Ekoç Özçelik, Sibel Ergün Elverici

引用次数: 0

Who matters and why? The contributions of different sources of social support to doctoral students' academic engagement 谁重要，为什么重要？不同来源的社会支持对博士生学术参与的贡献

IF 2.8 3区教育学

European Journal of Education Pub Date : 2024-04-02 DOI: 10.1111/ejed.12649

Fei Cao, Huan Li, Xin Chen, Yanwei You, Yan Xue

{"title":"Who matters and why? The contributions of different sources of social support to doctoral students' academic engagement","authors":"Fei Cao, Huan Li, Xin Chen, Yanwei You, Yan Xue","doi":"10.1111/ejed.12649","DOIUrl":"10.1111/ejed.12649","url":null,"abstract":"Social support is a crucial factor in the academic engagement of doctoral students, which is vital to their overall success. While past studies have mostly focused on the support from doctoral supervisors, support from other significant groups, including institutions, peers and families, has been largely neglected, and even no study has investigated their contributions to doctoral students' development. Drawing from the job demands-resources model, this study investigated the contributions of different sources (institutions, supervisors, peers and families) of social support to doctoral students' academic engagement. It further examined the mediating role of grit within these relationships. A sample of 472 doctoral students across various disciplines from 10 universities in mainland China responded to an online survey. Results showed that institutional support and supervisory support positively predicted doctoral students' academic engagement, while peer support and family support did not significantly predict academic engagement. Furthermore, grit was found to mediate the relationship between support from institutions and supervisors and academic engagement. Practical implications for higher education institutions, doctoral supervisors and programs are discussed.","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":null,"pages":null},"PeriodicalIF":2.8,"publicationDate":"2024-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ejed.12649","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140754335","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

Learning strategies and procrastination as a function of need satisfaction and autonomous motivation: A diary study 学习策略和拖延是需求满足和自主动机的函数：日记研究

IF 2.8 3区教育学

European Journal of Education Pub Date : 2024-04-02 DOI: 10.1111/ejed.12645

M. Jamal Bakali Tahiri, And Athanasios Mouratidis

{"title":"Learning strategies and procrastination as a function of need satisfaction and autonomous motivation: A diary study","authors":"M. Jamal Bakali Tahiri, And Athanasios Mouratidis","doi":"10.1111/ejed.12645","DOIUrl":"10.1111/ejed.12645","url":null,"abstract":"Within the framework of Self-Determination Theory (SDT), basic psychological need satisfaction predicts quality of motivation which in turn predicts study efforts. Although studies focusing on interpersonal differences have repeatedly shown this sequence of relations, only a few have examined its stability at the intra-personal level. In this diary study, we recruited 141 university students (M\u0000 age = 20.80, SD = 2.20 years) to investigate the degree of confluence among week-to-week need satisfaction, quality of motivation, learning strategies, and procrastination for four weeks. Multilevel structural equation modelling showed that need satisfaction covaried positively with autonomous motivation. In turn, week-to-week autonomous motivation predicted positively week-to-week critical thinking and effort regulation and negatively procrastination. These relations emerged even after controlling for gender, age, and study hours per week. Further, contextual autonomous motivation predicted higher mean levels of critical thinking and effort regulation and lower ones of procrastination. Interestingly, a cross-level interaction supported the sensitivity hypothesis as the negative relation between need satisfaction and controlled motivation was only true among students who were high in contextual (pre-diary assessed) controlled motivation. These findings highlight the importance of contextual motivation and the need to establish academic environments that consistently satisfy students' psychological needs, thus promoting the quality of motivation and adaptive learning strategies.","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":null,"pages":null},"PeriodicalIF":2.8,"publicationDate":"2024-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140564407","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}

引用次数: 0

The road less travelled: Exploring the reluctance of vocational students towards higher education in Portugal 少有人走的路探索葡萄牙职业院校学生不愿接受高等教育的原因

IF 2.8 3区教育学

European Journal of Education Pub Date : 2024-03-27 DOI: 10.1111/ejed.12648

Orlanda Tavares, Maria João Antunes, Carla Sá, Ana Rita Luz

{"title":"The road less travelled: Exploring the reluctance of vocational students towards higher education in Portugal","authors":"Orlanda Tavares, Maria João Antunes, Carla Sá, Ana Rita Luz","doi":"10.1111/ejed.12648","DOIUrl":"10.1111/ejed.12648","url":null,"abstract":"Despite rising participation rates in Portugal, a gap persists between general and vocational upper secondary students' transition to higher education (HE). This study employs a qualitative methodology, specifically through content analysis of focus group discussions, to explore the factors influencing vocational students' reluctance towards higher education, amidst specific policies designed to aid their transition. Empirical findings suggest that vocational students may exhibit reservations stemming from self-perceived academic deficiencies, impacting their self-confidence in continuing their education at a HE level. Nevertheless, confidence in market-valued practical skills might motivate HE consideration within a vocational domain. Their practical focus also makes HE seem less immediately applicable in the labour market. Many prioritise integration into the workforce for short-run objectives, seeking breaks, experience and financial earnings. Aiming for earning and practicality, many lean towards the labour market over HE, even considering emigrating to achieve financial stability. The study emphasises the need for Portuguese educational policies to align vocational training with HE, supporting diverse student ambitions and holistic career paths.","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":null,"pages":null},"PeriodicalIF":2.8,"publicationDate":"2024-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140375418","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}

引用次数: 0

A bibliometric analysis of the evolving mechanisms of shadow education research 对影子教育研究演变机制的文献计量分析

IF 2.8 3区教育学

European Journal of Education Pub Date : 2024-03-27 DOI: 10.1111/ejed.12646

Li Jun, Wang Weilin

{"title":"A bibliometric analysis of the evolving mechanisms of shadow education research","authors":"Li Jun, Wang Weilin","doi":"10.1111/ejed.12646","DOIUrl":"10.1111/ejed.12646","url":null,"abstract":"Shadow education has burgeoned into a global phenomenon, and over the last 30 years, a substantial body of literature has emerged to explore this trend. Drawing on bibliometric data from 377 articles retrieved from the Web of Science (WOS), this study investigates the evolving landscape of shadow education research. It examines historical publication trends through performance analysis, intellectual sources and evolving themes using co-citation analysis, complemented by co-word analysis. Major authors and collaboration dynamics are discerned through co-authorship analysis, contributing to a comprehensive understanding of collaborative networks. Additionally, the study constructs an evolution path for shadow education research published in journals, employing citation analysis supplemented by social network analysis methods. In conclusion, the study not only illuminates the historical trajectory of shadow education as a concept but also poses pertinent questions and offers recommendations for future research. Our research significantly contributes to the comprehension of how shadow education has evolved from a nascent concept into a global research discourse.","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":null,"pages":null},"PeriodicalIF":2.8,"publicationDate":"2024-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ejed.12646","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140376367","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