European Journal of Education最新文献_第9页

Hack it with EDUCHIC! Educational hackathons and interdisciplinary challenges—Definitions, principles, and pedagogical guidelines 与 EDUCHIC 一起破解！教育黑客马拉松和跨学科挑战--定义、原则和教学指南

IF 2.8 3区教育学

European Journal of Education Pub Date : 2024-04-17 DOI: 10.1111/ejed.12658

Loïs Vanhée, Karin Danielsson, Lena Enqvist, Kalle Grill, Melania Borit

{"title":"Hack it with EDUCHIC! Educational hackathons and interdisciplinary challenges—Definitions, principles, and pedagogical guidelines","authors":"Loïs Vanhée, Karin Danielsson, Lena Enqvist, Kalle Grill, Melania Borit","doi":"10.1111/ejed.12658","DOIUrl":"10.1111/ejed.12658","url":null,"abstract":"Whereas hackathons are widespread within and outside academia and have been argued to be a valid pedagogical method for teaching interdisciplinarity, no detailed frameworks or methods are available for conceptualizing and organizing educational hackathons, i.e., hackathons dedicated to best achieving pedagogic objectives. This paper is dedicated to introducing EDUCational Hackathons for learning how to solve Interdisciplinary Challenges (EDUCHIC) through: (1) defining the fundamental principles for framing an activity as an EDUCHIC, integrating principles from pedagogical methods, hackathon organization, and interdisciplinarity processes; (2) describing general properties that EDUCHIC possess as a consequence of the interaction of the fundamental principles; (3) developing operational guidelines for streamlining the practical organization of EDUCHIC, including an exhaustive end-to-end process covering all the steps for organizing EDUCHIC and practical frames for carrying the key decisions to be made in this process; and (4) a demonstration of these guidelines through illustrating their application for organizing a concrete EDUCHIC.","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":null,"pages":null},"PeriodicalIF":2.8,"publicationDate":"2024-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ejed.12658","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140627230","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 process of adaptation to higher education studies and its relation to academic dropout 高等教育学习的适应过程及其与辍学的关系

IF 2.8 3区教育学

European Journal of Education Pub Date : 2024-04-16 DOI: 10.1111/ejed.12650

Yaritza Garcés-Delgado, Mª. Inmaculada Fernández-Esteban, Pedro R. Álvarez-Pérez, Sara Conde-Vélez

{"title":"The process of adaptation to higher education studies and its relation to academic dropout","authors":"Yaritza Garcés-Delgado, Mª. Inmaculada Fernández-Esteban, Pedro R. Álvarez-Pérez, Sara Conde-Vélez","doi":"10.1111/ejed.12650","DOIUrl":"10.1111/ejed.12650","url":null,"abstract":"The academic dropout of higher education students represents one of the most significant challenges that university institutions have to face today. This research analysed the university academic trajectory of students who dropped out of university for good. The aim of this paper is to examine in depth the factors that influence the idea of the construction of academic dropout and its relationship with the difficulties of adaptation to the university training system. A qualitative study was carried out in which the interview technique was applied to n = 34 dropout students belonging to three Spanish autonomous communities. The results made it possible to identify and examine students' difficulties in adapting to university studies in greater depth. The interviews revealed contextual and emotional details that contributed to dropout, such as personal and professional challenges and a lack of emotional support. The findings lead to the need to approach the issue from a holistic viewpoint in order to address the different reasons behind university dropouts. This broad view of the academic trajectories of university students who drop out is a benchmark for strategies to improve student retention and success in higher education.","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":null,"pages":null},"PeriodicalIF":2.8,"publicationDate":"2024-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ejed.12650","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140564074","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

School middle leaders' transformational leadership and organizational resilience: The moderating role of academic emphasis 学校中层领导的变革型领导力与组织复原力：学术重点的调节作用

IF 2.8 3区教育学

European Journal of Education Pub Date : 2024-04-14 DOI: 10.1111/ejed.12657

Ayala Zadok, Pascale Benoliel, Chen Schechter

{"title":"School middle leaders' transformational leadership and organizational resilience: The moderating role of academic emphasis","authors":"Ayala Zadok, Pascale Benoliel, Chen Schechter","doi":"10.1111/ejed.12657","DOIUrl":"10.1111/ejed.12657","url":null,"abstract":"This study examines how teachers' perceptions of academic emphasis moderate the relationship between their middle leaders' transformational leadership and organizational resilience subdimensions (principal organizational resilience and faculty organizational resilience). Academic emphasis in schools prioritizes academic excellence in teaching and is crucial in evaluating school effectiveness. The study used a two-source survey design with self-report data from 609 participants in 103 secondary schools in Israel. The results indicate that academic emphasis moderates the relationship between transformational leadership's sub-dimensions (idealized influence, inspirational motivation, individualized consideration and intellectual stimulation) and principal organizational resilience but not faculty organizational resilience. The findings suggest that middle leaders can create a positive academic emphasis to optimize their transformational leadership's effects on organizational resilience. Theoretical and practical implications are discussed.","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.12657","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140564116","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

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