European Journal of Education最新文献_第2页

Inclusive Education: Is Applying Web Content Accessibility Guidelines to Digital Learning Materials Enough? 全纳教育：将网络内容可访问性指南应用于数字学习材料是否足够？

IF 2.8 3区教育学

European Journal of Education Pub Date : 2025-04-22 DOI: 10.1111/ejed.70104

Eliseo Sciarretta

引用次数: 0

Activating Pre-Service Teachers' Classroom Management Noticing Through Video-Annotation With Expert-Model Feedback: A Qualitative Case Study at an International University in Northern Cyprus 通过专家模型反馈的视频注释激活职前教师课堂管理注意：北塞浦路斯一所国际大学的定性案例研究

IF 2.8 3区教育学

European Journal of Education Pub Date : 2025-04-22 DOI: 10.1111/ejed.70099

Iclal Can, Gokce Gokalp

{"title":"Activating Pre-Service Teachers' Classroom Management Noticing Through Video-Annotation With Expert-Model Feedback: A Qualitative Case Study at an International University in Northern Cyprus","authors":"Iclal Can, Gokce Gokalp","doi":"10.1111/ejed.70099","DOIUrl":"https://doi.org/10.1111/ejed.70099","url":null,"abstract":"This qualitative case study explores the effect of video-supported expertise-based training (XBT) on pre-service teachers' classroom management noticing. Nine volunteer senior pre-service teachers were recruited through maximum variation sampling at an internationally recognised university in Northern Cyprus. Data were collected through time-stamped video codings using Vialogues, an online discussion platform with a video annotation feature; think-aloud protocols; and semi-structured interviews conducted with each participant five times. Data were analysed using adapted versions of van Es' noticing framework and Fadde's signal detection paradigm through inductive content analysis. The results indicated that the use of video annotation with expert-model feedback activated pre-service teachers' noticing in classroom management. Pre-service teachers consistently started to notice noteworthy classroom management situations like the experts as a result of the XBT process. The findings suggest video-supported XBT could serve as a supplementary experience to field experience during emergency remote teaching and online learning periods such as the Pandemic.","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 2","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ejed.70099","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143856963","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

Unpacking Beliefs and Engagement in AI-Assisted Chinese Learning: A Latent Profile Analysis of Malaysian Chinese as a Foreign Language Learners 人工智能辅助中文学习的信念与参与：马来西亚华人作为外语学习者的潜在特征分析

IF 2.8 3区教育学

European Journal of Education Pub Date : 2025-04-16 DOI: 10.1111/ejed.70101

Xiuwen Zhai, Wu Chen

引用次数: 0

Latent Profile Patterns of Teachers' Organisational Identity Perception in Educational Settings 教育情境下教师组织认同知觉的潜在轮廓模式

IF 2.8 3区教育学

European Journal of Education Pub Date : 2025-04-14 DOI: 10.1111/ejed.70098

Hasan Tabak, Esra Sözer Boz

{"title":"Latent Profile Patterns of Teachers' Organisational Identity Perception in Educational Settings","authors":"Hasan Tabak, Esra Sözer Boz","doi":"10.1111/ejed.70098","DOIUrl":"https://doi.org/10.1111/ejed.70098","url":null,"abstract":"Organisational identity is crucial in fostering a reliable working environment within educational settings. Therefore, this study focused on examining latent profiles of teachers' organisational identity perceptions. Latent profile analysis was utilised to uncover distinct profiles and their characteristics as assessed by the Teacher Organizational Identity Perception Scale's three dimensions (support, belonging, and communication). The data was collected from 578 in-service teachers working in different grades from preschool to high school. The results identified four distinct teacher profiles: lack of support (n = 59), belonging deficiency (n = 101), engagement (n = 276) and commitment (n = 142). Nearly half of the teachers were in the engagement profile, indicating medium-level organisational identity perception. Covariance analysis revealed that male teachers were significantly more likely to be in the engagement profile rather than the lack of support (OR = 0.59), suggesting that male teachers exhibit higher organisational identity perceptions. This study provides valuable insights into comprehending the nature of teachers' organisational identity perceptions and advocates for future studies to consider these latent profile characteristics in efforts to cultivate a robust school climate.","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 2","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ejed.70098","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143826866","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

Achievement Goals as Mediators in Parental Practices and School Success Relationships 成就目标在父母行为和学校成功关系中的中介作用

IF 2.8 3区教育学

European Journal of Education Pub Date : 2025-04-14 DOI: 10.1111/ejed.70100

Concettina Caparello, Loriana Castellani, Fedela Feldia Loperfido, Pina Filippello, Luana Sorrenti

{"title":"Achievement Goals as Mediators in Parental Practices and School Success Relationships","authors":"Concettina Caparello, Loriana Castellani, Fedela Feldia Loperfido, Pina Filippello, Luana Sorrenti","doi":"10.1111/ejed.70100","DOIUrl":"https://doi.org/10.1111/ejed.70100","url":null,"abstract":"<div>\u0000 \u0000 The literature links parental practices to students' academic achievements, highlighting the roles of both supportive and psychologically controlling parenting. However, few studies have separately examined mothers' and fathers' contributions to students' achievement goals and learned helplessness in university students. This study aimed to explore the mediating role of student achievement goals (mastery goals, performance-approach goals and performance-avoidance goals) in the association with perceived maternal and paternal autonomy support or psychological control and the outcomes of learned helplessness and academic achievement. The study involved 651 Italian university students. Results indicated that maternal and paternal autonomy support/psychological control relate differently to students' achievement goals, which in turn is related with learned helplessness and academic achievement. Specifically, perceived maternal autonomy support was more closely associated with mastery and performance-avoidance goals, leading to reduced learned helplessness and improved academic performance. Conversely, perceived paternal autonomy support showed a distinct pattern, suggesting that fathers and mothers contribute uniquely to shaping their children's academic motivation and outcomes. The findings highlight the importance of considering both maternal and paternal roles in educational research and interventions. They emphasise the differential relationship of parenting practices with students' achievement goals, which subsequently are related to their academic success and susceptibility to learned helplessness.\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 2","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143826867","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

Language Teacher Educator Wellbeing in Online Classes: An Analytic Autoethnography 在线课堂中的语言教师和教育者的幸福感：一个分析的自我民族志

IF 2.8 3区教育学

European Journal of Education Pub Date : 2025-04-14 DOI: 10.1111/ejed.70102

Mehmet Sak

{"title":"Language Teacher Educator Wellbeing in Online Classes: An Analytic Autoethnography","authors":"Mehmet Sak","doi":"10.1111/ejed.70102","DOIUrl":"https://doi.org/10.1111/ejed.70102","url":null,"abstract":"The ability to sustain personal wellbeing is a central part of language teacher educators' emotional expertise, as they need to navigate multiple complexities that put their wellbeing at risk. There is a growing influx of studies that showcase the influencing factors of wellbeing among pre- and in-service language teachers, with language teacher educators receiving scarce attention. In this paper, I use an autoethnographic lens to reflexively explore the trajectories of my wellbeing in online classes as a university-based language teacher educator in Türkiye, alongside examining the challenges and strengths which led to ups and downs in my wellbeing. The analysis of journal entries and self-ratings of wellbeing in a 12-week online course portrays the constantly evolving and multifaceted nature of my wellbeing emerging from the interplay of individual, relational, contextual, and affective dynamics. The results also indicate how the mediation of my emotional dissonance by more experienced peers served as a catalyst that drove my development forward. Overall, my stories suggest that autoethnographic writing has the potential to prompt critical thinking on ways to build resilience and serve as a means for self-discovery through creating a rich space for teacher educators to uncover multiple (invisible) layers, complexities, and dilemmas of their wellbeing.","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 2","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ejed.70102","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143826868","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

Going Beyond Descriptive Writing: Enhancing Pre-Service English Language Teachers' Critical Reflection With Guidance 超越描述性写作：在指导下提高职前英语教师的批判性反思

IF 2.8 3区教育学

European Journal of Education Pub Date : 2025-04-10 DOI: 10.1111/ejed.70095

İzel Yenisoy, Sibel Tatar

引用次数: 0

Learning With Short Bursts: How Effectively Can We Build Competencies in Climate Change-Related Areas Based on Microlearning? 短期学习：基于微学习如何有效地建立气候变化相关领域的能力？

IF 2.8 3区教育学

European Journal of Education Pub Date : 2025-04-10 DOI: 10.1111/ejed.70088

Katharina Frosch, Friederike Lindauer

{"title":"Learning With Short Bursts: How Effectively Can We Build Competencies in Climate Change-Related Areas Based on Microlearning?","authors":"Katharina Frosch, Friederike Lindauer","doi":"10.1111/ejed.70088","DOIUrl":"https://doi.org/10.1111/ejed.70088","url":null,"abstract":"The study examines the effectiveness of microlearning in developing the capacity to address climate change and adapt to environmental challenges. Conducted as an online field experiment with 140 participants, the study focused on the impacts of smartphone use as an illustrative learning domain for education in climate change-related areas. Using a pre–post research design and simultaneous equation models, the study found improvements in knowledge retention, with a median increase of 38%. The results indicated that the brief microlearning units also promoted sustainability action competencies, such as confidence in one's influence and willingness to act sustainably. This suggests that higher-order learning processes were also triggered, although to a much lesser extent. Furthermore, learner satisfaction was identified as a mediating variable for these positive outcomes. The study concludes that short bursts of knowledge delivered through microlearning activities can be used alongside traditional training methods to build the critical skills needed for initiatives such as the EU Green Deal.","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 2","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ejed.70088","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143809826","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

The Use of Digital Comics in Foreign Language Teaching: Experiences of Erasmus Students 数字漫画在外语教学中的应用：伊拉斯谟学生的经验

IF 2.8 3区教育学

European Journal of Education Pub Date : 2025-04-08 DOI: 10.1111/ejed.70090

Eda Tekin, Genç Osman İlhan

{"title":"The Use of Digital Comics in Foreign Language Teaching: Experiences of Erasmus Students","authors":"Eda Tekin, Genç Osman İlhan","doi":"10.1111/ejed.70090","DOIUrl":"https://doi.org/10.1111/ejed.70090","url":null,"abstract":"This study examines the reflections of using Pixton, the digital comics Web 2.0 tool, on the basic language skills of international exchange students under the Erasmus+ program. For this purpose, student-made comic strips were used to teach the basic grammar of the language, which resulted in using the language in their daily lives and supporting their writing skills and vocabulary in this language. The research employed a mixed-methods design to collect both quantitative and qualitative data, ensuring a comprehensive analysis of students' experiences. The participants of the study were 19 Erasmus students, selected through convenience sampling, all of whom were at the Pre-A1 level. As data collection tools, the questionnaire and interview form developed by the researchers were used in the study. The researchers conducted the questionnaire with 19 participants and conducted interviews with 5 students who met specific criteria, including regular attendance, adherence to comic creation guidelines, and assignment completion. Qualitative data were analysed through content analysis, while quantitative data were analysed through descriptive analysis. The mixed-methods design allowed for a better understanding of the relationship between students' perceptions and language acquisition, with both data types complementing each other. As a general result, the participants perceived the process as a positive experience and stated that they associated the words used in daily life and the events they experienced with the comics and embodied the foreign language words with the visuals. On the other hand, the participants perceived the time-consuming nature of creating comic strips and scenarios negatively.","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 2","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ejed.70090","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143793306","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

Anti-Stigma Strategies for Researching and Disseminating Findings: Insights From Qualitative Studies With Marginalised Populations 研究和传播发现的反污名策略：来自边缘化人群定性研究的见解

IF 2.8 3区教育学

European Journal of Education Pub Date : 2025-04-08 DOI: 10.1111/ejed.70096

Magdalena Wojciechowska, Alicja Łaska-Formejster

引用次数: 0