Education Sciences最新文献_第3页

The Effects of Attending High Individual and Collective Teacher Efficacy Schools on Ninth Grade On-Track 就读教师个人和集体效率高的学校对九年级在校生的影响

Education Sciences Pub Date : 2024-05-17 DOI: 10.3390/educsci14050546

Vandeen A. Campbell, M. Antony, Jessica Zulawski, Kristen Foley

{"title":"The Effects of Attending High Individual and Collective Teacher Efficacy Schools on Ninth Grade On-Track","authors":"Vandeen A. Campbell, M. Antony, Jessica Zulawski, Kristen Foley","doi":"10.3390/educsci14050546","DOIUrl":"https://doi.org/10.3390/educsci14050546","url":null,"abstract":"Ninth grade on-track is predictive of high school graduation, more than race, socio-economic status, and prior achievement combined. Although initiatives characterized by an intense focus on the ninth-grade year are being increasingly implemented, research has not fully documented and tested mechanisms linked to improved outcomes. Using survey and transcript-level data and causal mediation analysis, this study tests the effects of students attending high teacher efficacy (self and collective—TSE and CTE) schools on ninth grade on-track in an urban school district in a northeast state in the United States. It further examines the extent to which ambitious instructional practices, defined as culturally relevant and transformative pedagogy, mediate the effects of TSE on ninth grade on-track and how levels of supportive school culture moderate these relationships. The findings indicate that urban ninth-graders attending schools with high TSE and CTE are more likely to be on track at the end of ninth grade. Additionally, the direct effect of students attending a school with high TSE was mediated by the level of ambitious instruction. We discuss implications for teacher education (TE) and professional development.","PeriodicalId":502600,"journal":{"name":"Education Sciences","volume":"5 35","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140963569","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Academic System Influence on Instructional Change: A Conceptual Systems Dynamics Model of Faculty Motivation to Adopt Research-Based Instructional Strategies (RBIS) 学术系统对教学变革的影响：教师采用研究型教学策略（RBIS）动机的概念系统动力学模型

Education Sciences Pub Date : 2024-05-17 DOI: 10.3390/educsci14050544

Juan Manuel Cruz-Bohorquez, Stephanie G. Adams, Flor Angela Bravo

{"title":"The Academic System Influence on Instructional Change: A Conceptual Systems Dynamics Model of Faculty Motivation to Adopt Research-Based Instructional Strategies (RBIS)","authors":"Juan Manuel Cruz-Bohorquez, Stephanie G. Adams, Flor Angela Bravo","doi":"10.3390/educsci14050544","DOIUrl":"https://doi.org/10.3390/educsci14050544","url":null,"abstract":"Many universities have implemented initiatives to drive instructional change, yet their success has often been limited due to a lack of recognition of academia as a complex dynamic system. This paper explores how the interconnected and dynamic nature of academic systems influences faculty motivation to adopt instructional innovations, such as project-based learning (PBL) and small group collaborations (SGCs). We present a Conceptual Systems Dynamics Model (CSDM) that illustrates these interconnections, demonstrating how systemic factors create feedback loops that either reinforce or hinder faculty motivation, as well as other related factors. These loops, represented as Causal Loop Diagrams (CLDs), were derived from literature reviews and qualitative data obtained from interviews and focus groups involving 17 faculty and administrators within an Engineering Department at a research university in South America. The paper identifies thirteen CLDs, comprising seven reinforcing dynamics that positively influence faculty motivation and six balancing dynamics that exert negative pressure. Using empirical evidence and analysis, we describe how the systemic factors influence faculty motivation, and how shifts in motivation reciprocally impact these interconnected factors. By elucidating the complex dynamics at play, this research contributes to a deeper understanding of how to promote sustainable instructional change within academic institutions.","PeriodicalId":502600,"journal":{"name":"Education Sciences","volume":"27 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140965102","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

How Can the University Environment Support Student Quality of Life? A Novel Conceptual Model 大学环境如何提高学生的生活质量？一个新颖的概念模型

Education Sciences Pub Date : 2024-05-17 DOI: 10.3390/educsci14050547

A. Dodd, Georgia Punton, Joanna Mary Averill McLaren, Elizabeth Sillence, Nicola Byrom

{"title":"How Can the University Environment Support Student Quality of Life? A Novel Conceptual Model","authors":"A. Dodd, Georgia Punton, Joanna Mary Averill McLaren, Elizabeth Sillence, Nicola Byrom","doi":"10.3390/educsci14050547","DOIUrl":"https://doi.org/10.3390/educsci14050547","url":null,"abstract":"During emerging adulthood (18–25 years), university students have taken steps towards independent living and learning. However, they are also in a liminal phase before the ‘stable roles’ of adulthood. This developmental context distinguishes them from both adolescents and peers who are not attending university. In order to support student well-being, their unique priorities and concerns need to be taken into consideration. This qualitative study explored what life domains were important to students, and what influenced Quality of Life (QoL) within these, in order to build a novel conceptual model of student QoL. Individual interviews (n = 18) were conducted with undergraduate students (aged 18–25 years). The themes derived via Template Analysis were Supportive and Rewarding University Studies, Personal Growth, Social Support, Concerns about Finances and Financial Independence, Physical Environment, Physical and Mental Well-being, and Maintaining Balance. As well as conceptualising QoL in students, this model has practical value for operationalising student QoL. It is a framework to help universities to understand the needs and priorities of students and provide well-being initiatives in line with these needs.","PeriodicalId":502600,"journal":{"name":"Education Sciences","volume":"1 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140962571","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Housing the Teacher Workforce: A Scoping Review 教师队伍的住房问题：范围审查

Education Sciences Pub Date : 2024-05-16 DOI: 10.3390/educsci14050537

Lauren Medlin, Scott Eacott, Catherine Gilbert, Katrina MacDonald, Christopher J. Pettit

{"title":"Housing the Teacher Workforce: A Scoping Review","authors":"Lauren Medlin, Scott Eacott, Catherine Gilbert, Katrina MacDonald, Christopher J. Pettit","doi":"10.3390/educsci14050537","DOIUrl":"https://doi.org/10.3390/educsci14050537","url":null,"abstract":"Globally, education systems are faced with dual workforce crises: a shortage of teachers and a lack of affordable housing. Attracting and retaining teachers through improved renumeration, working conditions, and quality preparation have been central. However, initiatives to attract and retain teachers mean little if the workforce cannot find appropriate (quality and affordable) housing within commuting distance to their workplaces. The present study undertakes a scoping review of research on the intersection of housing and the school education workforce. Specifically, we examine the volume, variety, and characteristics of evidence through the question of ‘What empirical studies have been published on the relationship between housing and the school education workforce?’ Online databases were used to identify 23 studies published in 2000–2024 from Australia, China, England, Kenya, Malaysia, New Zealand, Tanzania, Uganda, the UK, and the USA. Publications drew on a range of methods and housing was rarely the focal unit of analysis. This study finds that beyond establishing unaffordability through salary and housing costs ratios, and the peripheral inclusion of housing issues in studies, there is insufficient published peer reviewed evidence available to purposefully inform and measure interventions. Greater interdisciplinarity is required in research to highlight the complexity of issues at the intersection of housing (availability, affordability, and distance from workplaces) and workforce distribution. More rigorous data should be collected to support robust reporting on the state of housing for the school education workforce to deliver the type of evidence necessary to develop targeted and tailored interventions to improve outcomes for the workforce and ultimately students.","PeriodicalId":502600,"journal":{"name":"Education Sciences","volume":"17 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140966761","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Policy Instrument Preferences and Optimization Strategies: Based Text Analysis of Provincial-Level Education Digitalization Policy from China 政策工具偏好与优化策略：基于文本的中国省级教育数字化政策分析

Education Sciences Pub Date : 2024-05-16 DOI: 10.3390/educsci14050539

Jing Cao, Chunmei Yu, Yan Wu

{"title":"Policy Instrument Preferences and Optimization Strategies: Based Text Analysis of Provincial-Level Education Digitalization Policy from China","authors":"Jing Cao, Chunmei Yu, Yan Wu","doi":"10.3390/educsci14050539","DOIUrl":"https://doi.org/10.3390/educsci14050539","url":null,"abstract":"In the context of world education digitalization, the Chinese government has formulated China’s education digitalization strategy. The education digitalization policy tools of provincial governments are an important factor affecting the effectiveness of education digitalization policies. In this study, a text quantification and content analysis is conducted on educational digital policy documents released by eight provinces of China during the 14th Five-Year Plan period in China. This is based on a two-dimensional analysis framework of “instruments-value” using instrument types and policy principles, and NVivo software. The research outcomes reveal the following: (1) The distribution of educational digital policy instrument types is uneven, with an excess of supply-side instruments and a noticeable shortage of demand-side instruments. (2) Different policy instruments exhibit varying degrees of preference in implementing policy principles. There is a stronger emphasis on technology application and balanced development, while the emphasis on service principles promoting diverse participation is relatively weaker. (3) The policy instruments that facilitate interaction between policymakers and educational entities require further strengthening. In light of these findings, local governments in China should strengthen the use of demand-side policy instruments to achieve comprehensiveness and sustainability in educational digitalization. Policymakers should pay more attention to the demands of educational entities to shift educational digitalization from being technology driven to being demand driven. Furthermore, policy instrument selection should adhere to the value of serving and supporting individuals and reinforce the concept of multi-participation in their development, ultimately improving the precision and coordination of policies, and achieving a harmonious integration of technological and value aspects of policy instruments.","PeriodicalId":502600,"journal":{"name":"Education Sciences","volume":"29 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140969262","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Promoting Sustainability Together with Parents in Early Childhood Education 在幼儿教育中与家长共同促进可持续发展

Education Sciences Pub Date : 2024-05-16 DOI: 10.3390/educsci14050541

Pilvi Sihvonen, Riikka Lappalainen, Jaana Herranen, Maija Aksela

{"title":"Promoting Sustainability Together with Parents in Early Childhood Education","authors":"Pilvi Sihvonen, Riikka Lappalainen, Jaana Herranen, Maija Aksela","doi":"10.3390/educsci14050541","DOIUrl":"https://doi.org/10.3390/educsci14050541","url":null,"abstract":"This multimethod study investigated an environmental recycling project in a Finnish kindergarten group, tailored for children aged 4 to 6, as part of early childhood environmental education for sustainable development. We aimed to identify the main drivers of sustainable lifestyles in the families of kindergarten children and evaluate the project’s effective practices. We utilized a qualitative approach using interviews with parents and feedback from teachers and employed the Following a Thread approach alongside inductive thematic analysis. The results highlight the crucial role of Finland’s socio-cultural context, including the emphasis on free play in natural settings and the encouragement of exploration under gentle guidance, in fostering sustainable behaviors among children. Additionally, the parents’ strong environmental sensitivity was manifested in their will to engage with their surrounding community to promote sustainability. The results underscore the importance of collaboration between parents and educators in promoting environmental awareness from an early age. The study advocates for policy changes to ensure that children and teachers have access to natural environments during day care, suggesting that integrating free play in nature with hands-on recycling activities can significantly contribute to sustainable education. Moreover, this topic should be further investigated in different living environments.","PeriodicalId":502600,"journal":{"name":"Education Sciences","volume":"31 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140967585","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

On the Use of an Online Polling Platform for Enhancing Student Engagement in an Engineering Module 利用在线投票平台提高学生对工程学模块的参与度

Education Sciences Pub Date : 2024-05-16 DOI: 10.3390/educsci14050536

Abdollah Malekjafarian, M. Gordan

{"title":"On the Use of an Online Polling Platform for Enhancing Student Engagement in an Engineering Module","authors":"Abdollah Malekjafarian, M. Gordan","doi":"10.3390/educsci14050536","DOIUrl":"https://doi.org/10.3390/educsci14050536","url":null,"abstract":"Students’ engagement is a fundamental challenge in large classrooms in higher education. In recent years, innovative technologies such as electronic learning and online polling platforms have made learning more engaging, effective, and interactive. By using these platforms, educators can create more inclusive and enriching learning environments. This paper presents a novel approach in which an online technology is employed to enhance students’ learning experience. In this approach, features of an online polling platform, i.e., Slido, are employed to enhance students’ engagement in an engineering module, i.e., ‘Mechanics of Solids’, which is recognised as a fundamentally challenging module with difficult subjects. This study investigates how the interactive features of such technologies, such as real-time polls, question and answer (Q&A) sessions, and quizzes, can provide a more active and practical learning environment by improving student engagement in the classroom. In total, six online polls were designed: one for ice-breaking, two on the topics of shear forces and bending moment, two on stresses, and one on deflection. Each poll was presented to the students, and they participated in them by scanning a QR code or typing the poll’s code online. The rate of students’ participation in polls is extensively discussed to show the effectiveness of the proposed method. The findings of this study show a significant increase in student participation in classroom activities compared to traditional methods. Student feedback also indicates a positive learning experience with the use of the proposed approach. It is shown that the proposed approach has the potential to transform the way engineering students engage with challenging subjects, leading to enhanced learning outcomes and a more positive learning experience.","PeriodicalId":502600,"journal":{"name":"Education Sciences","volume":"9 14","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140966910","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A Proof-of-Concept of an Integrated VR and AI Application to Develop Classroom Management Competencies in Teachers in Training 虚拟现实与人工智能综合应用概念验证，培养受训教师的课堂管理能力

Education Sciences Pub Date : 2024-05-16 DOI: 10.3390/educsci14050540

Margreet W. Docter, Tamara N.D. de Vries, Huu Dat Nguyen, Hanno van Keulen

引用次数: 0

Teaching Biology Lessons Using Digital Technology: A Contextualized Mixed-Methods Study on Pre-Service Biology Teachers’ Enacted TPACK 使用数字技术教授生物课：关于职前生物教师实施 TPACK 的情境化混合方法研究

Education Sciences Pub Date : 2024-05-16 DOI: 10.3390/educsci14050538

Alexander Aumann, Stefanie Schnebel, Holger Weitzel

{"title":"Teaching Biology Lessons Using Digital Technology: A Contextualized Mixed-Methods Study on Pre-Service Biology Teachers’ Enacted TPACK","authors":"Alexander Aumann, Stefanie Schnebel, Holger Weitzel","doi":"10.3390/educsci14050538","DOIUrl":"https://doi.org/10.3390/educsci14050538","url":null,"abstract":"Pre-service biology teachers must apply Technological Pedagogical and Content Knowledge (TPACK) acquired at university in real classroom situations to utilize the instructional potential of digital technologies for teaching biology. So far, there is little evidence on how pre-service biology teachers translate TPACK into teaching practice. The present study addresses this gap by accompanying 42 pre-service biology teachers in planning, implementing, and reflecting on a biology lesson as part of their internship semester at school. Data were collected via written lesson plans, videotaped lesson observations, and stimulated-recall reflection interviews and evaluated by applying a sequential explanatory mixed-method design. The results indicate that pre-service biology teachers enact their TPACK by focusing on technology with the content of the subject receding into the background. In addition, pre-service biology teachers focus particularly on aspects that serve to structure the lesson, rather than on aspects of student activation. The use of emerging technologies in the classroom seems to lead to insecurity among pre-service biology teachers for various reasons, whereby surface characteristics and structuring lesson aspects are focused. Within the sample, we can distinguish between two types of TPACK enactment: the split-focus type separates between content and technology, whereas the novelty-focus type systematically links content and technology, utilizing the technology as a tool for subject teaching.","PeriodicalId":502600,"journal":{"name":"Education Sciences","volume":"102 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140968327","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Revisiting Male Allies in Mathematics and Physics Throughout History: Role Models for Men in STEM Education 重温历史上数学和物理领域的男性盟友：男性在 STEM 教育中的榜样

Education Sciences Pub Date : 2024-05-16 DOI: 10.3390/educsci14050535

Encina Calvo-Iglesias, Irene Epifanio

{"title":"Revisiting Male Allies in Mathematics and Physics Throughout History: Role Models for Men in STEM Education","authors":"Encina Calvo-Iglesias, Irene Epifanio","doi":"10.3390/educsci14050535","DOIUrl":"https://doi.org/10.3390/educsci14050535","url":null,"abstract":"In the academic world, there are also gender inequalities, which are especially visible in certain masculinized STEM areas, such as physics and mathematics. An essential factor in correcting these inequalities is the involvement of men, who should act as “allies” in the university setting. Likewise, as the literature shows us, we must offer models with gender-incongruent roles to break down stereotypes and promote non-traditional behaviors. However, to date, these actions have been especially directed toward women, who generally do not hold power and therefore have less possibility of promoting change. For the first time, this work compiles, in a single document, important male physicists and mathematicians who acted as allies of women throughout history. These examples can be presented to provide male references in the teaching of physics and mathematics at university (and high school). With this initiative, we intend to contribute to incorporating the gender perspective in university teaching, since, in practice, university professors are unaware of references of alternative masculinities in the academic world. We hope that this article will be the seed to recover hidden male allies in these and other scientific fields. This can help break down stereotypes, and contrary to previous actions, this work is especially directed toward men.","PeriodicalId":502600,"journal":{"name":"Education Sciences","volume":"105 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140968087","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0