Frontiers in Education最新文献_第8页

Influences of cultural capital and internationalization on global competence in higher education: a systematic literature review 文化资本和国际化对高等教育全球能力的影响：系统文献综述

IF 2.3

Frontiers in Education Pub Date : 2024-05-23 DOI: 10.3389/feduc.2024.1397642

Yiying Teng, Meghan E. Cosier

引用次数: 0

Closing the loop by expanding the scope: using learning analytics within a pragmatic adaptive engagement with complex learning environments 通过扩大范围实现闭环：在务实的适应性参与复杂学习环境的过程中使用学习分析方法

IF 2.3

Frontiers in Education Pub Date : 2024-05-22 DOI: 10.3389/feduc.2024.1379520

Lesley Johnson, Deborah Devis, Cameron Bacholer, Simon N. Leonard

{"title":"Closing the loop by expanding the scope: using learning analytics within a pragmatic adaptive engagement with complex learning environments","authors":"Lesley Johnson, Deborah Devis, Cameron Bacholer, Simon N. Leonard","doi":"10.3389/feduc.2024.1379520","DOIUrl":"https://doi.org/10.3389/feduc.2024.1379520","url":null,"abstract":"“Closing the loop” in Learning Analytics (LA) requires an ongoing design and research effort to ensure that the technological innovation emerging from LA addresses the actual, pragmatic problems of educators in everyday learning environments. An approach to doing so explored in this paper is to design LA as a part of the human systems of activity within an educational environment, as opposed to conceptualising LA as a stand-alone system offering judgement. In short, this paper offers a case-study of how LA can generate data representations that can provide the basis for expansive and deliberative decision-making within the learning community. The case-study provided makes use of Social Network Analysis (SNA) to monitor the changing patterns of decision making around teaching and learning in a very large Australian college over several years as that college embarked on an organised program of practitioner research. Examples of how the various SNA metrics can be translated into matters of pragmatic concern to the college, its leaders, teachers and students, are provided and discussed.","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2024-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141112745","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

Women in higher education: leadership, coordination, and bibliography 高等教育中的女性：领导、协调和书目

IF 2.3

Frontiers in Education Pub Date : 2024-05-22 DOI: 10.3389/feduc.2024.1368431

Jone Hurtado-Reina, Paulina Meza, Erlantz Velasco

引用次数: 0

Advancing trauma informed practices in schools using the Consolidated Framework for Implementation Research 利用 "实施研究综合框架 "推进学校的创伤知情做法

IF 2.3

Frontiers in Education Pub Date : 2024-05-22 DOI: 10.3389/feduc.2024.1346933

Alice C. Mullin, Jill D. Sharkey, Miya Barnett

{"title":"Advancing trauma informed practices in schools using the Consolidated Framework for Implementation Research","authors":"Alice C. Mullin, Jill D. Sharkey, Miya Barnett","doi":"10.3389/feduc.2024.1346933","DOIUrl":"https://doi.org/10.3389/feduc.2024.1346933","url":null,"abstract":"As the world becomes more aware of the prevalence and consequences of trauma for young people, the education sector is increasingly responsible for supporting students emotionally and academically. School-based mental health supports for students who have experienced trauma are crucial, as schools are often the only access point for intervention for many children and families. Given that over two-thirds of children in the U.S. will experience a traumatic event by age 16, it is imperative to better understand the mechanisms of implementing mental health support in schools. Despite the increasing need for trauma-informed practices in schools (TIPS), schools often struggle to provide them due to a myriad of barriers. More research is needed to understand how to implement and sustain TIPS. Researchers have begun exploring these questions, but there is still a shortage of research about how to best implement TIPS. We argue that the Consolidated Framework for Implementation Research (CFIR) is useful for organizing and advancing the implementation of TIPS. By consolidating findings from existing scholarship on TIPS, we identify themes and future directions within the CFIR framework. Based on our review, we also provide practical suggestions for schools seeking to implement TIPS.","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2024-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141108687","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

Analyzing trends in online learning in higher education in the BRICS countries through bibliometric data 通过文献计量数据分析金砖国家高等教育在线学习的趋势

IF 2.3

Frontiers in Education Pub Date : 2024-05-22 DOI: 10.3389/feduc.2024.1409013

A. Masalimova, N. A. Orekhovskaya, Vladimir A. Pivovarov, Yana V. Borovikova, G. P. Zhirkova, V. Chauzova

{"title":"Analyzing trends in online learning in higher education in the BRICS countries through bibliometric data","authors":"A. Masalimova, N. A. Orekhovskaya, Vladimir A. Pivovarov, Yana V. Borovikova, G. P. Zhirkova, V. Chauzova","doi":"10.3389/feduc.2024.1409013","DOIUrl":"https://doi.org/10.3389/feduc.2024.1409013","url":null,"abstract":"This paper aims to provide a holistic overview of research trends examining online learning in higher education in BRICS countries, an acronym for an association of five major emerging economies: Brazil, Russia, India, China, and South Africa, after COVID-19 using bibliometric analysis. Researchers utilized VOSviewer’s software to analyze the data using a bibliometric approach. 971 publications from the SCOPUS database were found appropriate for this research based on the inclusion and exclusion criteria. The results of the number of documents showed that there has been an increase in the amount of research on online learning in higher education in the BRICS countries. Also, the results showed that researchers from China and South Africa had the highest publications on online learning. However, researchers in Russia had very few publications. In addition, the co-authorship relationships among the BRICS countries revealed specific relationships of scholars with their colleagues from other countries. The results revealed that scholars from Indian and South African researchers had close collaborations, and Russian researchers did not have any collaborations with other countries. Finally, the results revealed two lines of research trends. The first line of research has focused on e-learning, online learning, students, and teaching. The second line of COVID-19 has focused on the pandemic, learning, online education, and students. Based on the results, recommendations are made for further research and higher education.","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2024-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141112024","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

Student perception of sustainability in industry: a case study in an undergraduate petroleum processing course 学生对工业可持续发展的看法：石油加工本科课程案例研究

IF 2.3

Frontiers in Education Pub Date : 2024-05-22 DOI: 10.3389/feduc.2024.1396377

Sourojeet Chakraborty, Sadafnaz Kashi Kalhori, Yris Gonzalez, Jorge Mendoza, Daniela Galatro

引用次数: 0

The more, the better? A multivariate longitudinal study on L2 motivation and anxiety in EFL oral presentations 越多越好？关于 EFL 口头报告中 L2 动机和焦虑的多元纵向研究

IF 2.3

Frontiers in Education Pub Date : 2024-05-22 DOI: 10.3389/feduc.2024.1394922

Hao Wu

{"title":"The more, the better? A multivariate longitudinal study on L2 motivation and anxiety in EFL oral presentations","authors":"Hao Wu","doi":"10.3389/feduc.2024.1394922","DOIUrl":"https://doi.org/10.3389/feduc.2024.1394922","url":null,"abstract":"For decades, oral presentations have become a common method of assessment in language learning classrooms. Nonetheless, anxiety is a persistent negative feeling pervasive in EFL learners. Although applied linguistic research suggests that there is a relationship between motivation and anxiety, the nature and direction of this relationship remain inconsistent.To tackle this concern, this mixed-methods longitudinal study aimed to investigate the growth trajectories of Chinese EFL learners’ L2 motivation and anxiety in oral presentations. The participants were 171 second-year undergraduate medical students who attended an English for Academic Purposes (EAP) course. They delivered four oral presentations and reported their L2 motivation and anxiety levels in questionnaire surveys.(1) As the number of EFL learners giving oral presentations increased, the L2 motivation levels increased, and the anxiety levels decreased. (2) Those who were initially more anxious about giving oral presentations had higher decrease rates during the four oral presentations. (3) There was co-development but inverse relationships between ideal L2 self and anxiety and between ought-to L2 self and anxiety, although a complete parallel process model was not established.These findings suggest that students’ perceptions of L2 motivation interact with anxiety levels over time but in a sophisticated fashion. Finally, pedagogical implications for EFL oral presentation instruction are provided.","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2024-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141109527","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

Unveiling the black box: exploring teachers’ approaches to ethnic victimization incidents at school 揭开黑匣子：探索教师处理校园种族伤害事件的方法

IF 2.3

Frontiers in Education Pub Date : 2024-05-21 DOI: 10.3389/feduc.2024.1347816

S. Bayram Özdemir, M. Özdemir

{"title":"Unveiling the black box: exploring teachers’ approaches to ethnic victimization incidents at school","authors":"S. Bayram Özdemir, M. Özdemir","doi":"10.3389/feduc.2024.1347816","DOIUrl":"https://doi.org/10.3389/feduc.2024.1347816","url":null,"abstract":"Schools are crucial socialization contexts where civic norms and values such as appreciating diverse perspectives and embracing differences can be systematically transmitted to the next generations. This process, in turn, can foster the development of more inclusive societies. However, increasing polarized political climate poses a risk for the formation of harmonious interactions between youth of different ethnic origins in schools. Teachers are considered as crucial resources in addressing negative student interactions and helping victims in overcoming the consequences of their negative experiences. Nevertheless, our understanding of how teachers respond to ethnic victimization incidents is limited, along with the factors influencing their responses. To address this gap in knowledge, we examined the relative contributions of teachers’ general efficacy (i.e., managing disruptive behaviors in class) and diversity-related efficacy (i.e., addressing challenges of diversity) on their responses to ethnic victimization incidents. The sample consisted of head teachers of 8th grade students (N = 72; 56% females). The results showed that teachers adopt a diverse range of strategies to address incidents of ethnic victimization, with a primary focus on prioritizing the comfort of the victim as the foremost action. Further, we found that teachers’ efficacy in handling disruptive behaviors in class, as opposed to their efficacy in addressing diversity-related issues, explained their responses to victimization incidents. Specifically, teachers with a high sense of efficacy for classroom management were more likely to contact parents of both victims and perpetrators and to provide comfort to the victim. These findings highlight the necessity of supporting teachers to enhance their efficacy in classroom management, and in turn to address potential challenges in diverse school settings more effectively.","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2024-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141115350","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

Large scale implementation of effective early literacy instruction 大规模实施有效的早期识字教学

IF 2.3

Frontiers in Education Pub Date : 2024-05-21 DOI: 10.3389/feduc.2024.1354182

Gail Gillon, Brigid C McNeill, Amy Scott, Megan E. Gath, A. Macfarlane, T. Taleni

{"title":"Large scale implementation of effective early literacy instruction","authors":"Gail Gillon, Brigid C McNeill, Amy Scott, Megan E. Gath, A. Macfarlane, T. Taleni","doi":"10.3389/feduc.2024.1354182","DOIUrl":"https://doi.org/10.3389/feduc.2024.1354182","url":null,"abstract":"Large-scale implementation of Multi-Tiered Systems of Support (MTSS) to enhance children's early literacy success is critically important to address global literacy challenges. This paper describes one such initiative, the Better Start Literacy Approach (BSLA), which was specifically designed for large-scale implementation in New Zealand.Between February 2020 and May 2023 over 3,000 teachers in 819 schools across New Zealand implemented BSLA, with baseline data available for 29,795 5-year-old children. Teachers implemented novel online assessments to monitor children's early literacy growth.In comparison to an internal control group, accelerated progress in children's phonic, and phoneme awareness skills was evident after 10 weeks of BSLA Tier 1 (universal) teaching. After 30 weeks, there were significant gains in word reading, spelling, listening comprehension and oral narrative abilities; growth did not differ based on gender, ethnicity, or socioeconomic status. Children with greater learning needs who received BSLA Tier 2 (small group targeted teaching) caught up to their peers in word reading and spelling skills.With appropriate resourcing, planning and engagement with communities, successful large-scale implementation of evidenced-based early literacy approaches is possible within a relatively short time. Culturally responsive implementation within MTSS frameworks holds much promise for raising literacy achievement for all children.","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2024-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141114020","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 cycle of violence: effects of violence experience, behavior, and attitudes on adolescents’ peer rejection networks 暴力循环：暴力经历、行为和态度对青少年同伴排斥网络的影响

IF 2.3

Frontiers in Education Pub Date : 2024-05-20 DOI: 10.3389/feduc.2024.1359558

C. Favre, A. Garrote, W. Kassis, J. Bacher, A. Wullschleger, D. Aksoy

{"title":"The cycle of violence: effects of violence experience, behavior, and attitudes on adolescents’ peer rejection networks","authors":"C. Favre, A. Garrote, W. Kassis, J. Bacher, A. Wullschleger, D. Aksoy","doi":"10.3389/feduc.2024.1359558","DOIUrl":"https://doi.org/10.3389/feduc.2024.1359558","url":null,"abstract":"Previous research on adolescent peer networks has mainly focused on friendship networks and their association with violence, but very limited research is available on peer rejection networks. This lack of knowledge hinders the effectiveness of preventing peer rejection and its negative effects. Based on the theory of the cycle of violence, the present study examines the extent to which parental physical abuse experiences, aggressive behavior toward peers and acceptance of violence are related to peer rejection networks at school. Social network analysis with a stochastic actor-oriented model of longitudinal data collected from high school students (Wave 1, n = 620; Wave 2, n = 590) confirms that adolescents who frequently use aggression toward their peers are more likely to be rejected, especially if those adolescents have experienced abuse. Similarly, peers are more likely to reject adolescents with high levels of accepting violence. The results also show that aggression toward peers generally tends to decrease over time but not for adolescents who reject a larger number of students. For students who reject many peers, aggression frequency increases. From the perspective of resilience theory, peer rejection, when combined with aggression toward peers and acceptance of violence, particularly in female adolescents, creates a significant risk factor for socio-emotional development. Therefore, tackling violence attitudes, experiences and behavior in the school environment and at home is crucial in overcoming the cycle of violence.","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2024-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141119821","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