Education Sciences最新文献_第9页

The Grass Ceiling: Hidden Educational Barriers in Rural England 草地天花板英格兰农村地区隐藏的教育障碍

Education Sciences Pub Date : 2024-02-05 DOI: 10.3390/educsci14020165

Luke Graham

引用次数: 0

Teacher Victimization by Students, Their Parents, and School Staff: Prevalence and Links with Teachers’ Life Satisfaction in a Lithuanian Sample 学生、学生家长和学校工作人员对教师的伤害：立陶宛样本中教师被学生、家长和学校工作人员伤害的普遍性及其与教师生活满意度的联系

Education Sciences Pub Date : 2024-02-05 DOI: 10.3390/educsci14020163

Aistė Diržytė, V. Indrašienė, Violeta Jegeleviciene, O. Merfeldaitė, Romas Prakapas, Asta Railiene, Marina Gušauskienė

{"title":"Teacher Victimization by Students, Their Parents, and School Staff: Prevalence and Links with Teachers’ Life Satisfaction in a Lithuanian Sample","authors":"Aistė Diržytė, V. Indrašienė, Violeta Jegeleviciene, O. Merfeldaitė, Romas Prakapas, Asta Railiene, Marina Gušauskienė","doi":"10.3390/educsci14020163","DOIUrl":"https://doi.org/10.3390/educsci14020163","url":null,"abstract":"The links between different forms of teacher victimization and teachers’ life satisfaction are still under-researched. To highlight teacher victimization by various parties within the school environment and its associations with teachers’ life satisfaction, the Satisfaction with Life Scale, the Multidimensional Teacher Victimization Scale, and some additional measures were applied. The findings based on a Lithuanian sample (n = 1146) revealed that a significant portion of teachers have experienced victimization in various forms: 38.5% of teachers have been bullied by school staff, 33.9% have faced verbal victimization from students’ parents, and victimization by students affected 65.8% of teachers, with verbal and social victimization being the most common. An SEM analysis (χ2 = 355.787; Df = 33; CFI = 0.928; TLI = 0.902; NFI = 0.922; RMSEA = 0.092 [0.084–0.101]; SRMR = 0.0432) revealed that bullying by staff is not only detrimental in its own right but also relates positively to other forms of victimization, including verbal victimization by parents and multidimensional victimization by students, as teacher victimization by students and their parents mediated the relationship between teacher victimization by school staff and teacher life satisfaction. The findings suggest a complex problem within the school environment where different forms of victimization are interconnected and call for urgent attention and action from educational policymakers and school administrators to address and mitigate teacher victimization.","PeriodicalId":502600,"journal":{"name":"Education Sciences","volume":"20 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139804785","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 Quality of Early Childhood Curricula and Distributed Leadership in Lithuanian ECEC Institutions 立陶宛幼儿保育和教育机构的幼儿课程质量和分布式领导力

Education Sciences Pub Date : 2024-02-05 DOI: 10.3390/educsci14020166

Agnė Brandišauskienė, J. Česnavičienė, M. Bredikyte, Regina Sabaliauskiene

{"title":"The Quality of Early Childhood Curricula and Distributed Leadership in Lithuanian ECEC Institutions","authors":"Agnė Brandišauskienė, J. Česnavičienė, M. Bredikyte, Regina Sabaliauskiene","doi":"10.3390/educsci14020166","DOIUrl":"https://doi.org/10.3390/educsci14020166","url":null,"abstract":"The early childhood curriculum is an integral part of the educational process, and many countries are looking at how to ensure its quality. With the decentralization of educational content in Lithuania, each Early Childhood Education and Care (ECEC) institution develops its own curriculum. In this case, the role of the head teacher at school and the leadership style they adopt become very important. Our study aims to investigate the expression of shared leadership in Lithuanian preschool education institutions and how it relates to the curriculum quality. An online survey was conducted in spring–autumn 2023. The sample was randomly selected from a list of kindergartens (N = 549) operating in Lithuania, and 133 kindergartens were selected. Of these, 79 (59.4%) institutions responded and agreed to participate. The research sample comprised 461 early childhood educators. The analysis of the survey data showed that distributed leadership can explain 61.3% of the quality of the curriculum. This means that if there is a higher degree of distributed leadership in the early childhood education community, the quality of the ECEC curriculum will likely be higher. ECEC leaders should pay attention to the individual scales of distributed leadership, collaboration, and cooperation.","PeriodicalId":502600,"journal":{"name":"Education Sciences","volume":"23 S1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139805594","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

Computational Thinking (CT) towards Creative Action: Developing a Project-Based Instructional Taxonomy (PBIT) in AI Education 面向创造性行动的计算思维（CT）：在人工智能教育中开发基于项目的教学分类标准（PBIT）

Education Sciences Pub Date : 2024-01-29 DOI: 10.3390/educsci14020134

Chunfang Zhou, Wei Zhang

引用次数: 0

A Multidimensional Analysis of a High-Stakes English Listening Test: A Corpus-Based Approach 高风险英语听力测试的多维分析：基于语料库的方法

Education Sciences Pub Date : 2024-01-29 DOI: 10.3390/educsci14020137

Xuelian Tao, Vahid Aryadoust

{"title":"A Multidimensional Analysis of a High-Stakes English Listening Test: A Corpus-Based Approach","authors":"Xuelian Tao, Vahid Aryadoust","doi":"10.3390/educsci14020137","DOIUrl":"https://doi.org/10.3390/educsci14020137","url":null,"abstract":"The Gaokao, also known as China’s national college entrance exam, is a high-stakes exam for nearly all Chinese students. English has been one of the three most important subjects for a long time, and listening plays an important role in the Gaokao English test. However, relatively little research has been conducted on local versions of Gaokao’s English listening tests. This study analyzed the linguistic features and corresponding functional dimensions of the three different text types in the Gaokao’s listening test, investigating whether the papers used in three major regions of China were differentiated in terms of the co-occurrence patterns of lexicogrammatical features and dimensions of the transcripts. A corpus consisting of 170 sets of test papers (134,913 words) covering 31 provinces and cities from 2000 to 2022 was analyzed using a multidimensional analysis wherein six exclusive dimensions were extracted. The results showed that there were meaningful differences across short conversations, long conversations, and monologues with regard to the six dimensions’ scores, and regions further had significant differences in three dimensions: Syntactic and Clausal Complexity, Oral versus Literate Discourse, and Procedural Discourse, while Time Period was not associated with any differences. Implications for language teaching and assessment are discussed.","PeriodicalId":502600,"journal":{"name":"Education Sciences","volume":"59 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140487166","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

Assessment Automation of Complex Student Programming Assignments 复杂学生编程作业的评估自动化

Education Sciences Pub Date : 2024-01-01 DOI: 10.3390/educsci14010054

Matija Novak, D. Kermek

{"title":"Assessment Automation of Complex Student Programming Assignments","authors":"Matija Novak, D. Kermek","doi":"10.3390/educsci14010054","DOIUrl":"https://doi.org/10.3390/educsci14010054","url":null,"abstract":"Grading student programming assignments is not an easy task. This task is even more challenging when talking about complex programming assignments at university graduate level. By complex assignments, we mean assignments where students have to program a complete application from scratch. For example, building a complete web application with a client and server side, whereby the application uses multiple threads that gather data from some external service (like the REST service, IoT sensors, etc.), processes these data and store them in some storage (e.g., a database), implements a custom protocol over a socket or something similar, implements their own REST/SOAP/GraphQL service, then sends or receives JMS/MQTT/WebSocket messages, etc. Such assignments give students an inside view of building real Internet applications. On the other hand, assignments like these take a long time to be tested and graded manually, e.g., up to 1 h per student. To speed up the assessment process, there are different automation possibilities that can check for the correctness of some application parts without endangering the grading quality. In this study, different possibilities of automation are described that have been improved over several years. This process takes advantage of unit testing, bash scripting, and other methods. The main goal of this study is to define an assessment process that can be used to grade complex programming assignments, with concrete examples of what and how to automate. This process involves assignment preparation for automation, plagiarism (i.e., better said similarity) detection, performing an automatic check of the correctness of each programming assignment, conducting an analysis of the obtained data, the awarding of points (grading) for each programming assignment, and other such activities. We also discuss what the downsides of automation are and why it is not possible to completely automate the grading process.","PeriodicalId":502600,"journal":{"name":"Education Sciences","volume":"78 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139125067","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

Creating Cohesion and Collaboration in Mathematics Classrooms: Implementing Interdepartmental Professional Learning Communities to Support Students with Disabilities 在数学课堂上创造凝聚力和协作：实施跨部门专业学习社区以支持残疾学生

Education Sciences Pub Date : 2023-12-31 DOI: 10.3390/educsci14010050

Dawn M. Pilotti, Kristin E. Harbour, Bridget T. Miller, Emma K. Larkin

{"title":"Creating Cohesion and Collaboration in Mathematics Classrooms: Implementing Interdepartmental Professional Learning Communities to Support Students with Disabilities","authors":"Dawn M. Pilotti, Kristin E. Harbour, Bridget T. Miller, Emma K. Larkin","doi":"10.3390/educsci14010050","DOIUrl":"https://doi.org/10.3390/educsci14010050","url":null,"abstract":"Professional learning communities (PLCs) support the growth of educators to improve learning outcomes for all students. Guided by social constructivist and social cognitive theories, this longitudinal participatory action research study explored the implementation of an interdepartmental PLC across Hord’s five dimensions of a successful PLC—supportive and shared leadership, shared beliefs values and vision, collective learning and its application, shared personal practice, and supportive conditions. Additionally, this study explored how engaging with an interdepartmental PLC influenced participants’ collective efficacy. During the PLC, the collective expertise of mathematics teachers, administrators, and additional educational specialists (such as occupational therapists and speech and language pathologists) (n = 13) were leveraged to develop strategies for the improvement of mathematical problem solving among elementary and middle school students with disabilities. Our findings indicate statistically significant increases in the five dimensions of the PLC over time, with qualitative evidence supporting the PLC’s effectiveness. However, our findings revealed no significant increase in participants’ overall collective efficacy, a group’s shared belief that together they can achieve a desired result. Implications for practice and research are discussed.","PeriodicalId":502600,"journal":{"name":"Education Sciences","volume":"31 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139131230","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

Artificial Intelligence in Higher Education: An Analysis of Existing Bibliometrics 高等教育中的人工智能：现有文献计量学分析

Education Sciences Pub Date : 2023-12-31 DOI: 10.3390/educsci14010047

Roberto López-Chila, Joe Llerena-Izquierdo, Nicolás Sumba-Nacipucha, Jorge Cueva-Estrada

{"title":"Artificial Intelligence in Higher Education: An Analysis of Existing Bibliometrics","authors":"Roberto López-Chila, Joe Llerena-Izquierdo, Nicolás Sumba-Nacipucha, Jorge Cueva-Estrada","doi":"10.3390/educsci14010047","DOIUrl":"https://doi.org/10.3390/educsci14010047","url":null,"abstract":"Since its origin in the 1950s, artificial intelligence (AI) has evolved from technological to educational applications. AI is emerging as an essential tool in education. Its integration into education promises the personalization and the globalization of learning. Despite its potential, it is crucial to consider its ethical challenges and uses. This bibliometric study sought to understand the current state of AI in higher education in order to provide a basis for future research. A bibliometric analysis was conducted between 2017 and 2023, using the Scopus database. The query was performed on 23 October 2023 and focused on titles, keywords, and abstracts. A total of 870 articles were found, and their metadata were analyzed after removing incorrect data. VOSviewer software was used to visualize the similarities, and the publications were studied by country, authors, and collaborations. A steady growth in AI studies in higher education was found, highlighting areas such as computer science and social sciences. China and the United States led in production and citations. Keywords such as “artificial intelligence”, “chatgpt”, and “machine learning” indicated trends and areas of interest.","PeriodicalId":502600,"journal":{"name":"Education Sciences","volume":" 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139136276","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

Validation of the Italian Version of the Community of Inquiry Survey 验证意大利语版的调查社区

Education Sciences Pub Date : 2023-11-29 DOI: 10.3390/educsci13121200

Salvatore Nizzolino, A. Canals, Marco Temperini

{"title":"Validation of the Italian Version of the Community of Inquiry Survey","authors":"Salvatore Nizzolino, A. Canals, Marco Temperini","doi":"10.3390/educsci13121200","DOIUrl":"https://doi.org/10.3390/educsci13121200","url":null,"abstract":"This work presents the process of validation of the community of inquiry (CoI) survey in its Italian version. For over two decades, the CoI framework has been used to conceptualize online higher-order teaching/learning experiences as processes of inquiry in which participants collaborate in discourse and critical reflection to cocreate knowledge and achieve meaningful learning. The CoI is hinged on the mutual interaction of three dimensions named presences: teaching presence, social presence, and cognitive presence. The official survey to detect the level of presence perceived by learners has been predominantly conducted in English. In recent years, a number of scholars have deemed that its original format suits at least a B2 level of English proficiency, and several translations in other languages have been validated. Accordingly, the validation of the Italian version aims to improve the accuracy of the CoI questionnaire conducted among native Italian learners (n = 234). Analyses show satisfactory outputs in terms of validity and reliability of the 34 Likert-scale items, whilst adaptations to other languages open new perspectives grounded on cultural variables.","PeriodicalId":502600,"journal":{"name":"Education Sciences","volume":"16 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139214326","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

Brain Science and Geographic Thinking: A Review and Research Agenda for K-3 Geography 脑科学与地理思维：K-3 地理回顾与研究议程

Education Sciences Pub Date : 2023-11-29 DOI: 10.3390/educsci13121199

Phil Gersmehl

引用次数: 0