Frontiers in Education最新文献

{"title":"Developing a self-determination motivation scale for English learners with Chinese background","authors":"Juiching Chiang","doi":"10.3389/feduc.2024.1412746","DOIUrl":"https://doi.org/10.3389/feduc.2024.1412746","url":null,"abstract":"“Interest” is one of the most important factors that trigger English learning behavior, and self-determination theory believes that “interest” and “value” are important factors associated with target behavior. Therefore, the purpose of this study is to construct and establish a “Self-Determination Motivation Scale of English Learners” based on the core concept of self-determination theory, which encompasses the three innate needs. There were 169 participants, all university students from various majors with Chinese backgrounds, who were taking English classes at a university. The research tool is extracted from the Learning Climate Questionnaire (LCQ) (six questions on autonomy), perceived competence for learning (PCS) (four questions on competence), and basic psychological needs (BPN) in general (eight questions on relatedness) and developed an 18-item questionnaire. The data were obtained from the existing three different self-determination questionnaires and analyzed using confirmatory factor analysis (CFA). The results show that after CFA, 15 items of the scale, which were extracted from the existing three different self-made questionnaires, were maintained, and the removed three items are all reverse items. The reliability of the developed 15-item scale is 0.95. The conclusion is that the developed 15-item scale is more suitable for university English learners with a Chinese background, although the existing three different self-determination questionnaires are still valid and reliable. Three suggestions for future research include adding expert validity for item review, adjusting the number of reverse items, and having more participants to master the scale. The implications, limitations, and future research plans are presented in this paper.","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141643657","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}

{"title":"Teacher instructional practices: untangling their complex relations with self-efficacy, job satisfaction, stress, and cooperation among mathematics teachers","authors":"Y. F. Zakariya, N. Adegoke","doi":"10.3389/feduc.2024.1367076","DOIUrl":"https://doi.org/10.3389/feduc.2024.1367076","url":null,"abstract":"Teacher instructional practices play crucial roles not only in shaping the happenings in the classrooms but also in facilitating students’ understanding and success rates in mathematics. However, previous studies on teachers’ factors that bolster or undermine instructional practices often consider the influence of these factors on instructional practices in isolation.On the contrary, we took an inclusive approach in the present study to quantify and disentangle the complex relationship between self-efficacy, job satisfaction, stress, cooperation, and instructional practices with a focus on mathematics teachers.We used structural equation modelling to analyze the generated data from 1,304 Norwegian secondary school mathematics teachers.The results showed that teacher self-efficacy contributes the most to teacher instructional practices through direct and mediating effects. It mediates the effects of stress and cooperation on teachers’ practices. The contribution of teacher cooperation to instructional practices supersedes teacher stress while the effect of job satisfaction is not substantial. Also, instructional practices that include frequent use of techniques of cognitive activation, clarity of instruction, and classroom management are more prevalent among female than male mathematics teachers in Norway.By implications, these findings revealed that teacher self-efficacy and teacher cooperation are prime factors which interventions could bring about the desired improvement in classroom practices among mathematics teachers.","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141642966","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}

{"title":"A streamlined and adaptive approach for accrediting a French education system program by ABET-EAC","authors":"A. Barkaoui, Radouane Ouldasine, S. Bettaibi, Brigitte Jamart-Gregoire, Ahmed Ezbakhe","doi":"10.3389/feduc.2024.1405653","DOIUrl":"https://doi.org/10.3389/feduc.2024.1405653","url":null,"abstract":"In recent times, there has been a notable increase in the demand for accreditations, driven by their essential role in recognizing diplomas, elevating the quality of higher education, facilitating student mobility, enabling the pursuit of multiple degrees, and influencing university rankings. This surge in demand reflects the evolving landscape of higher education in a world that is becoming progressively interconnected and competitive.This paper presents a comprehensive methodology for accrediting study programs in French higher education institutions worldwide that are seeking the Accreditation Board for Engineering and Technology (ABET) accreditation. ABET accreditation is a globally recognized organism of quality for education programs in engineering, computer science, and related fields. The methodology proposed in this paper focuses on aligning ABET’s requirements and standards with the specific context of the French Education System (FES). It provides clear guidelines and practical steps for higher education institutions to effectively navigate the accreditation process. The methodology covers the verification of existing study programs, identification of areas for improvement, implementation of corrective actions, and continuous progress monitoring. It emphasizes the importance of continuous improvement and aligning programs with the Program Educational Objectives (POEs). Concrete examples and best practices are shared to illustrate successful implementation of the methodology developed based on the example of the engineering college programs at our university.The results obtained in this case study demonstrate the applicability and effectiveness of this approach within a specific educational context. The approach presented in this contribution can serve as a model for other countries seeking to adapt ABET accreditation requirements to their own higher education systems, further promoting diversity and openness. This reinforces the credibility of the methodology and paves the way for its use in other institutions and programs that operate within similar systems.","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141640894","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}

{"title":"Comparing the visual affordances of discrete time Markov chains and epistemic network analysis for analysing discourse connections","authors":"Daniela Vasco, Kate Thompson, Sakinah S. J. Alhadad, M. Z. Juri","doi":"10.3389/feduc.2024.1401996","DOIUrl":"https://doi.org/10.3389/feduc.2024.1401996","url":null,"abstract":"Researchers in the learning sciences have been considering methods of analysing and representing group-level temporal data, particularly discourse analysis, in Computed Supported Collaborative Learning for many years.This paper compares two methods used to analyse and represent connections in discourse, Discrete Time Markov Chains and Epistemic Network Analysis. We illustrate both methods by comparing group-level discourse using the same coded dataset of 15 high school students who engaged in group work. The groups were based on the tools they used namely the computer, iPad, or Interactive Whiteboard group. The aim here is not to advocate for a particular method but to investigate each method’s affordances.The results indicate that both methods are relevant in evaluating the code connection within each group. In both cases, the techniques have supported the analysis of cognitive connections by representing frequent co-occurrences of concepts in a given segment of discourse.As the affordances of both methods vary, practitioners may consider both to gain insight into what each technique can allow them to conclude about the group dynamics and collaborative learning processes to close the loop for learners.","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141640506","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}

{"title":"Analysis of the contribution of critical thinking and psychological well-being to academic performance","authors":"Miguel H. Guamanga, C. Saiz, Silvia F. Rivas, Leandro S. Almeida","doi":"10.3389/feduc.2024.1423441","DOIUrl":"https://doi.org/10.3389/feduc.2024.1423441","url":null,"abstract":"This study examines the influence of critical thinking and psychological well-being on the academic performance of first-year college students. It emphasizes the importance of a model of psychological well-being focused on self-acceptance, environmental mastery and purpose in life, along with a critical thinking approach oriented to problem solving and decision making. A total of 128 first-year psychology students from a Spanish public university participated, assessed by means of Ryff’s psychological well-being scale (PWBS) and the PENCRISAL critical thinking test, complemented with grades obtained in a critical thinking course. The results show positive correlations between psychological well-being, critical thinking and academic performance, with a stronger relationship between critical thinking and academic performance. However, psychological well-being also plays a significant role in academic performance. The findings highlight the need for holistic pedagogical approaches that combine cognitive skills and personal development to enhance first-year students’ learning.","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141641705","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}

{"title":"SAGA: results of a second trial testing a mentalizing-based reading intervention on children and staff in early childhood education","authors":"Tanja Linnavalli, Silja Martikainen, Filippa Belfrage, M. Kalland","doi":"10.3389/feduc.2024.1284474","DOIUrl":"https://doi.org/10.3389/feduc.2024.1284474","url":null,"abstract":"Social–emotional development is a key factor in child well-being and development, and studying how it can be supported in early childhood is crucial. This study acted as a second trial testing the efficacy of a shared story book reading intervention combined with mentalizing discussions (SAGA), on children’s (N = 196) social–emotional development. In contrast to the first trial, the current trial utilized a group comprised of mostly multilingual children, attending daycare in a minority language. In addition, we investigated the effect of the intervention on the mentalizing capacity of the staff. The staff of the early childhood education and care (ECEC) centers were trained to lead discussions about story characters’ mental states with children three times a week. The staff’s mentalization ability was measured by the self-reported Mentalization Scale (MentS). Children’s social–emotional development was evaluated via the teacher-reported Strengths and Difficulties Questionnaire SDQ, and verbal fluency via a subtest from the NEPSY II neuropsychological test battery. After 12 weeks, the children in the SAGA group showed improvement in prosocial behavior, whereas no change was observed in the control group. Furthermore, within the SAGA group, the children showing initially lower scores for prosocial behavior displayed larger improvement compared to their peers with higher scores at baseline. No such intervention-based improvement emerged in verbal fluency. Unlike in the first trial, the intervention did not have an impact on children’s internalizing or externalizing problems. The results suggest that story reading sessions combined with mentalizing discussions about emotions, thoughts, and intentions of the story characters may support children’s social–emotional development within the realm of prosocial behavior, although the possibility to decrease children’s internalizing and externalizing problems with these sessions remains unclear based on the two trials. In addition, training the ECEC staff in mentalization theory and guiding them toward mind-related dialogs improved staff motivation to mentalize, as well as their child-related mentalization capacity.","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141642325","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}

{"title":"Identifying factors influencing program selection in health sciences by underrepresented minority students—a scoping review","authors":"Sami Al Sufi Mohammed, M. Roduta Roberts","doi":"10.3389/feduc.2024.1369230","DOIUrl":"https://doi.org/10.3389/feduc.2024.1369230","url":null,"abstract":"There is a critical need to diversify health professionals to better serve the growing minority population in North America. Unfortunately, minority groups remain underrepresented in health professions. Despite recruitment efforts by government and academic institutions, fewer underrepresented minority (URM) students choose careers in healthcare. Identifying the key factors influencing URM students’ decisions to pursue health sciences programs could enhance diversity in these programs through targeted admissions strategies, ultimately leading to a more diverse future healthcare workforce. This scoping review was conducted in accordance with the Joanna Briggs Institute methodology for scoping reviews. Five electronic databases and gray literature were searched to identify North American papers published between 1942 and 2022. Identified studies focused on URM students’ perceptions of facilitators and barriers to matriculate into a health science degree. Twenty-one articles were analyzed. Following content analysis, the facilitators and barriers identified comprised personal, socio-cultural, institutional, and financial. The most frequent facilitators reported were scholarships, family support, and the presence of role models. Common barriers included high tuition fees, pre-admission criteria, lack of awareness about the health profession, availability of financial aid, and the admission process. The findings of this review will facilitate the development and implementation of customized, comprehensive strategies to recruit more URM students to health science programs in the future, thereby improving efforts toward creating a diverse healthcare workforce.","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141643167","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}

{"title":"The impact of primary schools’ inclusiveness on the inclusion of students with autism spectrum disorder","authors":"Mateja Šilc, Miran Lavrič, Majda Schmidt","doi":"10.3389/feduc.2024.1423206","DOIUrl":"https://doi.org/10.3389/feduc.2024.1423206","url":null,"abstract":"The inclusion of students with autism spectrum disorder (ASD) is a complex issue for schools. This study investigates the impact of the inclusivity of Slovenian primary schools on the inclusion of their students with ASD. We postulated that each pedagogical dimension of inclusion (i.e., academic, social, and emotional inclusion) of students with ASD would demonstrate a positive correlation with each dimension of inclusiveness of primary schools (i.e., inclusive culture, policy, and practice). Forty regular Slovenian elementary schools participated in the research. The Perceptions of Inclusion Questionnaire was completed by 200 respondents (40 students with ASD, 40 parents, 120 teachers), and the Index for inclusion by 240 respondents (40 parents, 200 school professionals). The analysis revealed one significant correlation, a weak positive correlation between inclusive practice and academic inclusion. Multiple regression analyses also identified one conditionally substantial pair. When we excluded the inclusive culture and policy and only considered the control of demographic variables, the results showed that the increase in inclusive practices corresponds to the increase in academic inclusion. The absence of correlations between the dimensions of school inclusivity and the pedagogical dimensions of including students with ASD can be attributed to the lack of systemic solutions for accommodating a diverse student population and the failure to conduct a thorough analysis of the inclusion and implementation of whole-school approaches. However, the Slovenian adaptation of the Index for Inclusion, a promising tool, offers hope in addressing these challenges.","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141640619","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}

{"title":"Disparities in prevalence of screening/monitoring in children with intellectual and developmental disabilities: culturally sensitive provider can mitigate effects","authors":"Purnima S. Mudnal, Emmeline Chuang, Jack Needleman, Kashia A. Rosenau, Alice A. Kuo","doi":"10.3389/feduc.2024.1224720","DOIUrl":"https://doi.org/10.3389/feduc.2024.1224720","url":null,"abstract":"About one in six children in the US, about 17% of the population, have one or more intellectual or developmental disabilities. Increases in disability due to neurodevelopmental or mental health conditions have increased by 21% in the last decade. Early intervention based on developmental screening and provider-initiated monitoring can significantly improve long-term health and cognitive outcomes. This paper assesses whether differences in receipt of developmental screening or monitoring are associated with access to a high-quality primary care medical home and having a provider who shows sensitivity to a family’s customs and values among neurotypical children and children with intellectual and developmental disabilities (IDD).We used cross-sectional data from the National Survey of Children’s Health (NSCH) from 2017 to 2019. The NSCH is a nationally representative, parent-completed annual survey of children under 18. Children between 9 months and 5 years with IDD (n = 2,385) and neurotypical children (n = 20,200) were included in the analysis.Uptake of developmental screening/monitoring in neurotypical children and children with IDD conditions was associated with belonging to minority race/ethnic backgrounds, specifically Black, Asian, and AIAN/NHPI, and single-parent households with lower incomes, being publicly insured or uninsured and not having access to a high-quality medical home. Weighted regression models showed that the odds of neurotypical children receiving developmental monitoring/screening were 53% higher when their healthcare provider always or usually demonstrated cultural sensitivity to the family’s values and customs (OR 1.53, 95% CI, 1.08–2.18, p < 0.05). For children with IDD, the odds of receipt of monitoring/screening increased by 2.1 times when the provider always/usually demonstrated an understanding of the family’s cultural norms (95% CI, 0.99–4.43, p = 0.053). Being female was significantly associated with a lack of screening/surveillance (OR 0.73, 95% CI, 0.58–0.91, p < 0.05).With the rising prevalence of children with IDD conditions, early identification of developmental delays and subsequent access to interventions are crucial steps in supporting children and children with IDD to receive preventive care, services, and reduce disparities in accessing quality care. Implementing culturally sensitive approaches can be a low-cost and effective intervention in improving rates of provider-initiated monitoring and parent-completed screening.","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141649190","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}

{"title":"Editorial: Advancing research on teachers' professional vision: implementing novel technologies, methods and theories","authors":"C. Kosel, Ann-Sophie Grub, Christian Hartmann, Tina Seidel","doi":"10.3389/feduc.2024.1454622","DOIUrl":"https://doi.org/10.3389/feduc.2024.1454622","url":null,"abstract":"","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141645262","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}