European Journal of Education最新文献_第5页

‘They'll Know Loads More About Me’. Facilitating Self-Expression Through Digital Storytelling to Support Educational Transitions “他们会更了解我。”通过数字讲故事促进自我表达，支持教育转型

IF 2.8 3区教育学

European Journal of Education Pub Date : 2025-03-23 DOI: 10.1111/ejed.70058

Sophie Brinsmead, Carys Deeley, Jessica Millington, Laura Pardoe, Hanna Kovshoff, Henry Wood-Downie

{"title":"‘They'll Know Loads More About Me’. Facilitating Self-Expression Through Digital Storytelling to Support Educational Transitions","authors":"Sophie Brinsmead, Carys Deeley, Jessica Millington, Laura Pardoe, Hanna Kovshoff, Henry Wood-Downie","doi":"10.1111/ejed.70058","DOIUrl":"https://doi.org/10.1111/ejed.70058","url":null,"abstract":"The views of children with special educational needs and disabilities are frequently left out of educational decision-making processes. In recent years, researchers have sought to employ creative methods to facilitate children's voices in areas of importance. One such area is transitions between educational settings, a significant time that has the potential for positive outcomes. One creative method of exploring children's views of transitions is Digital Stories, a strength-based video methodology. The aim of this research was to explore ways that Digital Stories can be used to facilitate children's voices at a time of transition. Interviews were conducted with three children and two members of staff at a pupil inclusion centre after they had cocreated Digital Stories. The research provided a new contribution to the literature on Digital Stories by exploring children's views of the process. Codebook thematic analysis resulted in four main themes: child as expert, self-expression, positive reflections and looking forward. Overall, children and staff were positive about the process of creating Digital Stories to support transition to new educational settings. Limitations, directions for future research and implications for professionals are discussed.","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 2","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ejed.70058","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143690017","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

Visualised Scale of Attitude Towards Mathematics: A Validity and Reliability Study 数学态度可视化量表的效度与信度研究

IF 2.8 3区教育学

European Journal of Education Pub Date : 2025-03-23 DOI: 10.1111/ejed.70072

Remzi Kılıç, Feyza Aydın Bölükbaş

{"title":"Visualised Scale of Attitude Towards Mathematics: A Validity and Reliability Study","authors":"Remzi Kılıç, Feyza Aydın Bölükbaş","doi":"10.1111/ejed.70072","DOIUrl":"https://doi.org/10.1111/ejed.70072","url":null,"abstract":"This study was conducted to develop an instrument with good psychometric properties to measure primary school students' attitudes towards mathematics. For this purpose, the screening model was utilised in the research. The form was prepared in the form of a five-point Likert scale (Very Unhappy, Unhappy, Neither Happy nor Unhappy, Happy, Very Happy). Visuals were used to determine the students' responses on the developed scale, thus making the measurement process more fun and interesting for students. We administered the scale to two groups of primary school students and applied exploratory factor analysis (EFA) to the data obtained from the first group (n = 576). The results of the EFA revealed that the scale has a one-dimensional structure consisting of 14 items. The scale was then applied to the second group of elementary school students (n = 347) to confirm the single-factor structure through confirmatory factor analysis (CFA). The fit indices calculated during the CFA indicated an excellent model fit of the scale. Finally, Cronbach's alpha, McDonald's omega and item-total correlations were calculated for the reliability analysis of the scale, and the results yielded considerably high values. The analysis results indicate that the developed visual mathematics attitude scale is a highly valid and reliable measurement instrument.","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 2","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ejed.70072","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143690020","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

Investigating the Mediating Role of Job Commitment and Job Satisfaction in the Relationship Between Social Support and Job Motivation Among English Language Teachers 工作承诺和工作满意度在英语教师社会支持与工作动机关系中的中介作用研究

IF 2.8 3区教育学

European Journal of Education Pub Date : 2025-03-23 DOI: 10.1111/ejed.70069

Manqin Wu, Mohammad Mohammadi, Siros Izadpanah

{"title":"Investigating the Mediating Role of Job Commitment and Job Satisfaction in the Relationship Between Social Support and Job Motivation Among English Language Teachers","authors":"Manqin Wu, Mohammad Mohammadi, Siros Izadpanah","doi":"10.1111/ejed.70069","DOIUrl":"https://doi.org/10.1111/ejed.70069","url":null,"abstract":"<div>\u0000 \u0000 The motivation of English language teachers (ELTs) plays a critical role in educational success and the effective teaching of English Language Learners (ELLs). Understanding the factors that influence teacher motivation is therefore essential for educational improvement. This study investigates the complex interplay among social support, job satisfaction, job commitment, and job motivation among ELTs, with a particular focus on elucidating the mediating role of job satisfaction and job commitment. Despite its significance, this nexus has been largely overlooked in existing research, prompting the need for a comprehensive investigation. Data collection took place in 2023, encompassing 327 ELTs, selected by utilising Morgan's table for sample size determination. A quantitative research design, including the social support questionnaire, job motivation questionnaire, job satisfaction questionnaire, and job commitment questionnaire were utilised to measure relevant constructs. Statistical analyses, conducted using SPSS 25 and AMOS 24, aimed to comprehensively evaluate the nuanced relationships between these variables. The findings offer compelling insights into the mediating role of job satisfaction and job commitment in the relationship between social support and job motivation among ELTs. Creating a supportive work environment significantly enhances job satisfaction and job commitment, thereby strengthening job motivation. These findings have significant implications for educational institutions and administrators, providing actionable insights to tailor strategies and interventions aimed at nurturing social support, job satisfaction, and job commitment among ELTs.\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 2","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143690021","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

Predictors of Reading Performance of Fourth-Graders 四年级学生阅读成绩的预测因素

IF 2.8 3区教育学

European Journal of Education Pub Date : 2025-03-23 DOI: 10.1111/ejed.70062

Kıvanç Bozkuş

{"title":"Predictors of Reading Performance of Fourth-Graders","authors":"Kıvanç Bozkuş","doi":"10.1111/ejed.70062","DOIUrl":"https://doi.org/10.1111/ejed.70062","url":null,"abstract":"This study aimed to employ machine learning techniques to uncover the pivotal determinants influencing the reading proficiency of fourth-grade students across 65 regions, as participants in the PIRLS 2021 assessment. The primary objective was to discern and assess key factors at the student, family and school levels that predict high and low reading performance among these students. Utilising a machine learning approach, this research analysed data from 204,176 fourth-grade students encompassing 122 independent variables. The Support Vector Machine (SVM) algorithm was employed to effectively differentiate between students with high and low reading performance based on the identification of 16 crucial contextual factors. The results revealed that the most influential factors predominantly resided at the family level, encompassing socioeconomic variables. These factors pertained to the provision of personalised study environments, facilitated through access to an internet connection, individual study desks, dedicated study rooms, an assortment of books and personal smartphones. At the student level, significant factors included reading motivation, gender and age. Meanwhile, school-level determinants encompassed aspects such as ineffective classroom regulations, absenteeism rates, the presence of libraries and the availability of digital learning resources.","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 2","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ejed.70062","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143689548","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 Impact of Cutting-Edge Research-Based Final Year Engineering Individual Projects on Students' Learning 基于前沿研究的最后一年工程个人项目对学生学习的影响

IF 2.8 3区教育学

European Journal of Education Pub Date : 2025-03-23 DOI: 10.1111/ejed.70071

F. Venturi

{"title":"The Impact of Cutting-Edge Research-Based Final Year Engineering Individual Projects on Students' Learning","authors":"F. Venturi","doi":"10.1111/ejed.70071","DOIUrl":"https://doi.org/10.1111/ejed.70071","url":null,"abstract":"Final year individual projects have always been the culmination of a student's curriculum at university, requiring knowledge and skills gained over the whole course. However, with time, their scope and aim have moved from a more traditional research-oriented one to a more modular structure, where specific skills are demonstrated and assessed. This work contributes to the understanding of the current role of research, cutting-edge research in particular, in final year individual projects in an engineering context: its importance, value and contribution to a student journey. The author collected qualitative and quantitative data through semi-structured interviews with academic project supervisors in an engineering context. Data has been coded and analysed, including by sentiment analysis techniques. Different and often clashing views on the matter have emerged. The role of cutting-edge research is overall seen as positive by supervisors with a slight preference for offering cutting-edge research-based projects, although generally it is seen as not essential. From a supervisor's perspective, students value the cutting-edge research aspect, as it improves the engagement and motivation of both the supervisor and the student, and endows them with some important skills for the workplace. It is finally proposed that cutting-edge research could be explicitly included in the project aims to reach marks at the outstanding level, while offering a wide range of final year projects with different levels of cutting-edge research character to allow to cater for students with different interests, skills and ambitions.","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 2","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ejed.70071","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143690018","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

Researching China's Pre-Service Teachers' Perceptions of AI Education for K-12: An Elicited Metaphor Analysis 中国职前教师对K-12阶段人工智能教育的认知研究：引出隐喻分析

IF 2.8 3区教育学

European Journal of Education Pub Date : 2025-03-23 DOI: 10.1111/ejed.70079

Xing Hu, Wen Gong, Martin Cortazzi

{"title":"Researching China's Pre-Service Teachers' Perceptions of AI Education for K-12: An Elicited Metaphor Analysis","authors":"Xing Hu, Wen Gong, Martin Cortazzi","doi":"10.1111/ejed.70079","DOIUrl":"https://doi.org/10.1111/ejed.70079","url":null,"abstract":"<div>\u0000 \u0000 As Artificial Intelligence (AI) increasingly becomes integral to educational development, understanding how future educators perceive AI Education (AIEd) is crucial for the effective implementation of AI in school curricula to embed AI technologies throughout the age ranges of kindergarten to grade 12 (K-12). The present study employed elicited metaphor analysis (EMA), an innovative qualitative method that elicits participants' conceptualisations through metaphors, to examine the perspectives of pre-service teachers in China towards AIEd in K-12. We analysed a database of 463 metaphors with entailments, obtained via an online questionnaire returned by 265 pre-service teachers in three Normal Universities in China. Seven major conceptual themes were identified: AI is ‘Guidance’, ‘Growth’, ‘Resources’, ‘Discovery’, ‘Opportunity’, ‘Challenge’ and has a ‘Dual Nature’ of exerting both positive and negative influences on education. Sentiment analysis revealed the pre-service teachers' overall attitudes towards AI as positive (62%), negative (12%) and ambiguous or neutral (26%). It was also found that among participants' background factors, attitudinal differences were identified between those who have received AIEd exposure in classrooms and those who have not. These seem indicative of a cohort of future educators' opinions regarding AIEd in China. These findings could inform teacher training or policymaking, highlighting that clear policies are needed to regulate AI use in classrooms, AI education should be progressively integrated into K-12 curricula, and pre-service teachers' existing AI expertise should be acknowledged earlier in their training, as they in the future could be AI mediators for professional colleagues.\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 2","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143689862","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 Prevalence of Neuromyths Among K-12 English Language Teachers 中小学英语教师中神经神话的盛行

IF 2.8 3区教育学

European Journal of Education Pub Date : 2025-03-23 DOI: 10.1111/ejed.70070

Gursen Sisman, Dilara Demirbulak, Ayse Yilmaz Virlan

{"title":"The Prevalence of Neuromyths Among K-12 English Language Teachers","authors":"Gursen Sisman, Dilara Demirbulak, Ayse Yilmaz Virlan","doi":"10.1111/ejed.70070","DOIUrl":"https://doi.org/10.1111/ejed.70070","url":null,"abstract":"This descriptive study aimed to investigate neuromyth prevalence among English language teachers. Data were collected through a digital questionnaire administered to 114 English teachers in Istanbul, Turkey, with the mediation of the Ministry of National Education (MoNE). Most participants were female secondary school teachers working at public schools. The questionnaire measured the acceptance of eight common neuromyths and the correlation between neuromyth acceptance and variables including sex, institution level, institution type, professional experience, age and educational level. The results reveal a positive correlation between general knowledge of brain function and neuroeducation and neuromyth acceptance. The top three neuromyths held by the participants were that visual–auditory–kinaesthetic learning styles affect learning effectiveness, preschoolers benefit from stimulating environments and brain hemispheric dominance explains learning differences among individuals. These findings underscore the need for targeted professional development programmes to address and rectify neuromyths among educators to enhance the quality of instruction in language classrooms.","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 2","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ejed.70070","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143690011","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

Relations Between Situations of Educational Exclusion and Limitations of the Education System, Teaching Needs and Technological Resources: A Structural Equation Modelling Analysis 教育排斥状况与教育体制局限性、教学需求和技术资源的关系：结构方程模型分析

IF 2.8 3区教育学

European Journal of Education Pub Date : 2025-03-23 DOI: 10.1111/ejed.70061

Cecilia Latorre-Cosculluela, María Mairal-Llebot, Marta Liesa-Orús, Pilar Rivera-Torres

{"title":"Relations Between Situations of Educational Exclusion and Limitations of the Education System, Teaching Needs and Technological Resources: A Structural Equation Modelling Analysis","authors":"Cecilia Latorre-Cosculluela, María Mairal-Llebot, Marta Liesa-Orús, Pilar Rivera-Torres","doi":"10.1111/ejed.70061","DOIUrl":"https://doi.org/10.1111/ejed.70061","url":null,"abstract":"<div>\u0000 \u0000 From the sustainability paradigm, schools are currently committed to offering inclusive education for everyone. Nonetheless, certain forms of lack of attention to the diversity of needs in some education systems are observed, which imply situations of exclusion and barriers to providing quality education. It is precisely for this reason that the present research work aims to analyse the relations among schools' limitations to cover the diversity of needs, educational barriers or shortages, lack of technological resources and teaching needs from the family context point of view. To do so, the opinions of 1369 families from Spain were collected, and Structural Equation Modelling was applied for the data analysis. The results show that situations of educational exclusion at schools are perceived by families as having a direct and significant effect on educational barriers and shortages in relation to academic failure, demotivation, and the instability of norms and policies appearing. Likewise, these educational barriers condition both the appearance of teaching needs (linked with training, and to human/material resources) and the scarcity of resources and technological means to attend to diversity. They were analysed as a whole, and the study results evidence a certain lack of awareness of exclusion, little teacher training to put inclusive strategies into practice, and a lack of homogeneity of teaching methods.\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 2","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143690019","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

Applying Knowledge Graph to Interdisciplinary Higher Education 将知识图谱应用于跨学科高等教育

IF 2.8 3区教育学

European Journal of Education Pub Date : 2025-03-17 DOI: 10.1111/ejed.70078

Qian Wang, Shiwang Hou, Sixian Wan, Xin Feng, Hao Feng

引用次数: 0

Enhancing Early Childhood Education Achievement: Integrating Inclusive Teaching Through Playful Learning and Classroom Dynamics as a Catalyst 提高幼儿教育成就：通过有趣的学习和课堂动态作为催化剂整合包容性教学

IF 2.8 3区教育学

European Journal of Education Pub Date : 2025-03-17 DOI: 10.1111/ejed.70077

Amjad Islam Amjad, Sarfraz Aslam, Zahida Aziz Sial, Umaira Tabassum

{"title":"Enhancing Early Childhood Education Achievement: Integrating Inclusive Teaching Through Playful Learning and Classroom Dynamics as a Catalyst","authors":"Amjad Islam Amjad, Sarfraz Aslam, Zahida Aziz Sial, Umaira Tabassum","doi":"10.1111/ejed.70077","DOIUrl":"https://doi.org/10.1111/ejed.70077","url":null,"abstract":"<div>\u0000 \u0000 Developing an inclusive learning environment in early childhood education (ECE) is vital because it prepares children for future success in school and society by recognising and responding to their differences. The objective of the present study was to explore the mediational effect of student engagement (SE) between the relationship of inclusive teaching practices (ITP) and student academic performance (AP) in ECE with the intent to find the moderating effect of play support (PS) and the class environment (CE) for the relationship between ITP and AP. The research design of the current quantitative study was a cross-sectional survey. The participants were 300 ECE teachers who work in public schools of the Kasur and Lahore districts in Punjab, Pakistan. Data were collected using a self-developed questionnaire. Simple linear regression and Process macro were used to test four hypotheses. After analysis, it was revealed that ITP contributes significantly (β = 0.396, t(298) = 7.44, p < 0.001) to the AP of students in ECE. SE partially mediates (B = 0.231, SE = 0.043, p = 0.000) the relationship between ITP and AP. PS [F(3, 296) = 48.239, p < 0.001] has a statistically significant effect, and CE [F(3, 296) = 50.663, p < 0.001] has a marginally significant moderating effect on the relationship between ITP and AP. It is recommended that longitudinal and qualitative studies be conducted to improve generalisability and understand the phenomenon in depth.\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 2","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143638758","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