European Journal of Education最新文献_第5页

Preservice teacher education stakeholders' perceptions of distributed pedagogical leadership in nurturing teacher leadership 职前师范教育相关方对培养教师领导力的分布式教学领导力的看法

IF 2.8 3区教育学

European Journal of Education Pub Date : 2024-07-15 DOI: 10.1111/ejed.12713

Peter Ochieng Okiri, Mária Hercz

{"title":"Preservice teacher education stakeholders' perceptions of distributed pedagogical leadership in nurturing teacher leadership","authors":"Peter Ochieng Okiri, Mária Hercz","doi":"10.1111/ejed.12713","DOIUrl":"https://doi.org/10.1111/ejed.12713","url":null,"abstract":"The need for quality teaching and improved student learning outcomes has been an area of interest in educational leadership studies in various contexts. The emergent distributed pedagogical leadership is based on a hybrid of distributed leadership and pedagogical leadership concepts. This study aimed to explore the participants' perceptions and understanding of the enactment of the concept, its influence on pedagogical improvement and its significance in the nurturing of stakeholders as teacher leaders. The study was conducted at a preservice public teacher training college in Kenya. It employed a mixed‐methods research approach with a convergent parallel design to collect, analyse and triangulate data from 294 participants consisting of a principal, teacher–trainers and teacher–trainees. Random purposive sampling was used in identifying the participants. The findings revealed that although the distribution of pedagogical leadership responsibilities was enacted among stakeholders, it was unevenly shared. Furthermore, understaffing, low teacher–trainee enrolment and teacher–trainer workload challenges inhibited effective implementation. The study recommended that further studies be conducted at multiple teacher–trainee institutions to confirm the findings.","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":null,"pages":null},"PeriodicalIF":2.8,"publicationDate":"2024-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141648039","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 drivers of adult financial literacy: Exploring the role of attitudes towards finance 成人金融知识的驱动因素：探索理财态度的作用

IF 2.4 3区教育学

European Journal of Education Pub Date : 2024-07-10 DOI: 10.1111/ejed.12712

María‐ Jesús Mancebón‐Torrubia, Domingo P. Ximénez‐de‐Embún, Begoña Álvarez‐Farizo

{"title":"The drivers of adult financial literacy: Exploring the role of attitudes towards finance","authors":"María‐ Jesús Mancebón‐Torrubia, Domingo P. Ximénez‐de‐Embún, Begoña Álvarez‐Farizo","doi":"10.1111/ejed.12712","DOIUrl":"https://doi.org/10.1111/ejed.12712","url":null,"abstract":"This study investigates the factors driving the financial literacy of adult population in Spain using a regression count model (specifically the latent class Poisson model). The paper pays special attention to the effect of certain financial attitudes and financial personality traits (such as financial myopia, risk aversion, attitude to financial planning and self‐perception of financial vulnerability) upon financial literacy. The results demonstrate a positive association between the financial skills, the sociodemographic characteristics and the attitudes and personality traits of individuals regarding finances. Furthermore, the analysis permits the conclusion that the effects of the financial attitudes analysed in the study vary among the different population groups, which suggests the need to adapt financial literacy promotional programs to the characteristics of the target group. Findings have implications for financial educators, practitioners and policymakers to help them recognize the proper financial program to be delivered on the basis of the FL levels and the sociodemographic composition of the individuals.","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141587669","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 effect of an evidence‐based practice course on students' lifelong learning skills and problem‐solving skills: An educational intervention study 循证实践课程对学生终身学习能力和解决问题能力的影响：教育干预研究

IF 2.4 3区教育学

European Journal of Education Pub Date : 2024-07-10 DOI: 10.1111/ejed.12703

Huri Seval Gönderen Çakmak, Duygu Ayhan Başer

{"title":"The effect of an evidence‐based practice course on students' lifelong learning skills and problem‐solving skills: An educational intervention study","authors":"Huri Seval Gönderen Çakmak, Duygu Ayhan Başer","doi":"10.1111/ejed.12703","DOIUrl":"https://doi.org/10.1111/ejed.12703","url":null,"abstract":"In this study, the aim was to investigate the effect of an evidence‐based practice course on the lifelong learning skills and problem‐solving skills of health science students. A prospective one‐group pre‐test–post‐test design. The universe of the study consisted of 189 students from Cankiri Karatekin University. Student information form, Jefferson lifelong learning skill scale, Problem‐solving inventory (PSI) were used as data collection instruments. The sample of the study consisted of 156 students who completed the 14‐week course and fully completed the pre‐test and post‐test. For data analysis, IBM Corp. Released 2013. IBM SPSS Statistics for Windows, Version 22.0. Armonk, NY: IBM Corp. package program was used. While 84% of the students said that they had never heard of the term EBP before, 91.7% of those who knew the term said they had heard it in their field courses. The lifelong learning skill scale total score change of the students, the PSI total score change of the students after the 26‐h EBP course were statistically significant. EBP is very important for health science students to increase their problem‐solving success and lifelong learning skills, and it should be integrated into the curriculum.","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141587671","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

Navigating school belonging in Qatari schools: A mixed‐methods study of student perspectives 卡塔尔学校的学校归属导航：对学生观点的混合方法研究

IF 2.4 3区教育学

European Journal of Education Pub Date : 2024-07-10 DOI: 10.1111/ejed.12704

Kelly‐Ann Allen, Shannon McCarthy, Rania Sawalhi, Emily Berger, Fiona May, Lefteris Patlamazoglou, Nicholas Gamble, Christine Grové, Gerald Wurf, Elisa Jones Arango, William Warton, Andrea Reupert

{"title":"Navigating school belonging in Qatari schools: A mixed‐methods study of student perspectives","authors":"Kelly‐Ann Allen, Shannon McCarthy, Rania Sawalhi, Emily Berger, Fiona May, Lefteris Patlamazoglou, Nicholas Gamble, Christine Grové, Gerald Wurf, Elisa Jones Arango, William Warton, Andrea Reupert","doi":"10.1111/ejed.12704","DOIUrl":"https://doi.org/10.1111/ejed.12704","url":null,"abstract":"A sense of school belonging is essential for adolescent development, though there is limited research investigating ways to improve students' sense of school belonging in Qatar. With 116 Qatari secondary school students, the current study explored student perspectives of ways teachers and schools could improve their sense of school belonging. Students responded to a survey including open‐ended questions and a descriptive scale measuring the usefulness of established belonging strategies during remote learning, in‐person, or all the time (both). Encouragement and support from teachers were found to be useful all the time, with school activities during breaks and opportunities to make friends only being useful during school‐based learning. From the examination of open‐ended responses using a hybrid qualitative approach with inductive and deductive coding, two overarching themes each at the teacher‐level and school‐level were found, defined by several subthemes. Belonging practices at the teacher‐level included caring and supportive teachers and teachers treating students as people. Belonging practices at the school‐level included student engagement and a positive and supportive school environment. For Qatari students practices such as prioritising supportive student–teacher relationships, introducing policies which promote a respectful, fair and safe environment, and offering school wide‐extracurricular activities that encourage peer connections are important to develop their sense of school belonging.","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141587670","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

‘We are not babysitters’: Meaningfulness and meaninglessness in homeroom teachers' identity work 我们不是保姆"：班主任身份工作的意义和无意义

IF 2.4 3区教育学

European Journal of Education Pub Date : 2024-07-05 DOI: 10.1111/ejed.12714

Adi Sapir, Ravit Mizrahi‐Shtelman

引用次数: 0

Teachers' perceptions of the barriers to effective teaching in Qatar's government schools 教师对卡塔尔公立学校有效教学障碍的看法

IF 2.4 3区教育学

European Journal of Education Pub Date : 2024-07-05 DOI: 10.1111/ejed.12711

Reem Khalid Abu‐Shawish

引用次数: 0

Promoting inclusive university practices: Fostering diversity and dignity in doctoral supervision 促进包容性大学实践：在博士生指导中促进多样性和尊严

IF 2.4 3区教育学

European Journal of Education Pub Date : 2024-07-05 DOI: 10.1111/ejed.12710

Magdalena Kohout‐Diaz

{"title":"Promoting inclusive university practices: Fostering diversity and dignity in doctoral supervision","authors":"Magdalena Kohout‐Diaz","doi":"10.1111/ejed.12710","DOIUrl":"https://doi.org/10.1111/ejed.12710","url":null,"abstract":"This article delves into doctoral supervision through the lens of inclusive transitions at the university. It aims to describe the complexity of the bond that forms between the supervisee and the supervisor, far from the bureaucratic practice of the academic environment. Based on self‐studies, the study reveals that the dialogue between the supervisee and the supervisor is unique and not reducible to control processes. This guidance, marked by various dilemmas, requires an ethic of openness to diversity, transforming academic practices. Inclusive supervision questions excessively academic (entitled) postures, fighting against discrimination and avoiding narcissistic pitfalls. The article further explores the vulnerability of the doctoral student, the dignity in focus, and new forms of discrimination and stigmatisation at the university. It provides a close look at unique journeys, shedding light on the human experience in the face of doctoral challenges, subtle forms of racism and the recurring theme of racism versus dignity. Drawing on Erving Goffman's work on stigma, this article also explores how these experiences of discrimination and racism can lead to stigmatisation, affecting the doctoral students' sense of self and their interactions within the academic environment. This perspective underscores the importance of fostering diversity and dignity in doctoral supervision, promoting inclusive university practices that respect and acknowledge each doctoral student's journey. It also emphasises the importance of understanding, and respect in the supervisory relationship, and the role these elements play in fostering a supportive academic environment.","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141578016","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

Integration of green techniques into undergraduate‐level chemical design courses for practising the concept of sustainable development and developing green education 在本科化工设计课程中融入绿色技术，践行可持续发展理念，发展绿色教育

IF 2.4 3区教育学

European Journal of Education Pub Date : 2024-07-05 DOI: 10.1111/ejed.12709

Chuan‐Jun Yue, Zhen‐Wei Zhang

{"title":"Integration of green techniques into undergraduate‐level chemical design courses for practising the concept of sustainable development and developing green education","authors":"Chuan‐Jun Yue, Zhen‐Wei Zhang","doi":"10.1111/ejed.12709","DOIUrl":"https://doi.org/10.1111/ejed.12709","url":null,"abstract":"Green engineering is an important direction for engineering education, especially in the field of chemical engineering, where green chemical is a necessary guarantee for achieving sustainable development in the industry. How to practice the principles of green engineering in curriculum education is a problem that needs to be faced in engineering education, due to the currently educated persons are the future practitioners. The aim of this study is to integrate green techniques into an undergraduate‐level chemical design course, demonstrating how green engineering principles can be embedded in the curriculum to practice green engineering education, and thus disseminate the sustainability concept, resulting in a framework for achieving sustainable development. According to the training programme and design procedure, each student receives a product process design project and is guided by a teacher through the data review and discussion and then integrates green technologies in all aspects of the design, and the design result is evaluated. The good results of the students' design show that the undergraduate‐level chemical design course can well integrate green engineering principles and green technologies in the design, enhance the green standard of process design, broaden the students' design vision and mobilize their engineering creativity. It is a good form of green engineering education that the integration of engineering green technologies into an undergraduate‐level chemical design course, as demonstrated by the design results, which achieve effective practice of the sustainability concept and develop green education.","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141573190","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

Mediating roles of burnout and work–life balance in the relationships between COVID‐19 anxiety and life satisfaction among Filipino teachers working remotely 职业倦怠和工作与生活平衡在菲律宾远程工作教师的 COVID-19 焦虑和生活满意度之间关系中的中介作用

IF 2.4 3区教育学

European Journal of Education Pub Date : 2024-07-05 DOI: 10.1111/ejed.12708

Orhan Koçak, Kübra Yavuz, Murat Yıldırım

{"title":"Mediating roles of burnout and work–life balance in the relationships between COVID‐19 anxiety and life satisfaction among Filipino teachers working remotely","authors":"Orhan Koçak, Kübra Yavuz, Murat Yıldırım","doi":"10.1111/ejed.12708","DOIUrl":"https://doi.org/10.1111/ejed.12708","url":null,"abstract":"Amid global constraints imposed by COVID‐19, the education sector witnessed sudden transformations, including school closures and the adoption of distance learning, leading to heightened anxiety among Filipino teachers and impacting their overall well‐being. This study explores the mediating roles of burnout and work–life balance in the associations between COVID‐19 anxiety and life satisfaction among teachers. Data were collected from 532 teachers (73.3% women; meanage = 27.93 ± 1.27 years) engaged in remote work through an online survey using self‐reported questionnaires. Results indicated a significant and adverse influence of COVID‐19 anxiety on life satisfaction. Also, COVID‐19 anxiety showed an effect on both burnout and work–life balance. A significant association between work–life balance and life satisfaction was found, with work–life balance playing a significant mediating role in the relationship between COVID‐19 anxiety and life satisfaction. These results suggest that the anxiety induced by COVID‐19 disrupts the equilibrium between work–life balance and increases burnout, leading to reduced life satisfaction. To mitigate these negative effects on life satisfaction, policymakers and school authorities should devise effective strategies aimed at alleviating teachers' anxiety related to COVID‐19. This approach aims to ultimately diminish burnout, fostering an improvement in work–life balance and life satisfaction for educators.","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141577706","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

Mediating roles of motivational beliefs and vocabulary learning strategies for the relationship between self‐regulation and vocabulary proficiency 动机信念和词汇学习策略对自我调节和词汇水平之间关系的中介作用

IF 2.4 3区教育学

European Journal of Education Pub Date : 2024-06-28 DOI: 10.1111/ejed.12706

Jiajing Li, Chuang Wang

{"title":"Mediating roles of motivational beliefs and vocabulary learning strategies for the relationship between self‐regulation and vocabulary proficiency","authors":"Jiajing Li, Chuang Wang","doi":"10.1111/ejed.12706","DOIUrl":"https://doi.org/10.1111/ejed.12706","url":null,"abstract":"Successful vocabulary acquisition hinges on the harmonious interplay of various factors. Despite some studies that have been conducted to examine the direct effect of self‐regulation on vocabulary learning, few of them tapped into the relationship among self‐regulation, motivational beliefs, vocabulary learning strategies and vocabulary proficiency. This study extended previous research by examining whether motivation, self‐efficacy and learning strategies mediate the relationship between self‐regulation and vocabulary proficiency and investigating whether the relationship varied by gender. Data were extracted from 399 senior secondary school students. Results from structural equation modelling revealed that motivation and self‐efficacy mediated the relationship between self‐regulated learning capacity and vocabulary learning strategies. Vocabulary learning strategies further mediated the relationships between self‐efficacy, motivation and vocabulary proficiency. Meanwhile, the relationship between self‐regulation, motivational beliefs, vocabulary learning strategies and vocabulary proficiency held equivalent across genders. Theoretical and practical implications are discussed.","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141506718","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