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11 pages, 3556 KiB

Open AccessEditor’s ChoiceArticle

Incorporating Sustainability into Engineering and Chemical Education Using E-Learning

by Edmond Sanganyado^1,2,*

and Simbarashe Nkomo³

¹ Marine Biology Institute, Shantou University, Shantou 515063, China

² Department of Applied Chemistry, National University of Science and Technology, Ascot, Bulawayo, Zimbabwe

³ Division of Natural Science and Mathematics, Oxford College of Emory University, Oxford, GA 30054, USA

Educ. Sci. 2018, 8(2), 39; https://doi.org/10.3390/educsci8020039 - 23 Mar 2018

Cited by 27 | Viewed by 8403

Abstract

The purpose of this study was to develop e-learning activities that could facilitate the integration of sustainability concepts and practices in engineering and chemical education. Using an online learning management system (LMS), undergraduate students in an applied chemistry program at a public university [...] Read more.

The purpose of this study was to develop e-learning activities that could facilitate the integration of sustainability concepts and practices in engineering and chemical education. Using an online learning management system (LMS), undergraduate students in an applied chemistry program at a public university in Zimbabwe participated in an online discussion on the role of chemical reaction engineering in achieving environmental sustainability goals. In the second activity, the students were instructed to prepare a design report for a cost-effective and innovative wastewater treatment plant for a rural hospital. The design report was evaluated through peer review online. Quantitative and qualitative analyses were performed on the two online activities to evaluate student engagement, quality of responses and the incorporation of sustainability into their learning. In the online discussion, 97 comments were made averaging 120 words per comment. Furthermore, the students averaged 3.88 comments, with the majority of comments exhibiting simple and complex argumentation, a deep reflection and widespread use of terms associated with sustainability such as recycling, pollution, waste and the environment. Furthermore, the evaluation of peer reviews revealed that participants demonstrated they could identify the strengths and shortcomings in the design reports. Therefore, this study demonstrated that e-learning, particularly peer review and online discussion, could help chemistry and engineering students appreciate the need for chemical and engineering activities that encourage sustainable development. Full article

(This article belongs to the Special Issue Towards Excellence in Engineering Education)

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15 pages, 1702 KiB

Open AccessArticle

Dynamics of the Community of Inquiry (CoI) within a Massive Open Online Course (MOOC) for In-Service Teachers in Environmental Education

by Maya Kaul^1,*

, Maija Aksela¹

and Xiaomeng Wu²

¹ LUMA Centre Finland, University of Helsinki , 00100 Helsinki, Finland

² Graduate School of Education, Peking University, Beijing 100871, China

Educ. Sci. 2018, 8(2), 40; https://doi.org/10.3390/educsci8020040 - 24 Mar 2018

Cited by 33 | Viewed by 11981

Abstract

One of the greatest ways to transform education systems is to develop community-centered professional supports for in-service teachers. Given the rise of distance learning platforms such as massive open online courses (MOOCs), there is a growing potential to deliver such supports at scale. [...] Read more.

One of the greatest ways to transform education systems is to develop community-centered professional supports for in-service teachers. Given the rise of distance learning platforms such as massive open online courses (MOOCs), there is a growing potential to deliver such supports at scale. The community of inquiry (CoI) framework models the asynchronous, text-based communication that defines educational experiences within such collaborative learning environments; however, methods of CoI transcript analysis must be improved. This paper uses the University of Helsinki’s 2016 MOOC, Sustainable Energy in Education, as a case study on how the CoI framework can be used to characterize the educational experience of in-service teachers in distance learning environments. Using the CoI coding protocol, this paper employs a transcript analysis of the discussion forum posts on the MOOC (n = 78), and applies improved measures of reliability in order to understand the capacity of CoI transcript analysis to reliably define online learning experiences. The findings suggest that, while the CoI framework is able to characterize some elements of online learning communities, more work needs to be done to ensure the framework captures the more nuanced elements of such educational experiences, such as the effects of course design and the relative engagement of course participants. Full article

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14 pages, 628 KiB

Open AccessArticle

Remythologizing Mystery in Mathematics: Teaching for Open Landscapes versus Concealment

by Annica Andersson¹

and David Wagner^2,*

¹ Faculty of Education and Society Department of Science, Mathematics and Society, Malmö University, 205 06 Malmö, Sweden

² Faculty of Education, University of New Brunswick, Fredericton, NB E3B 5A3, Canada

Educ. Sci. 2018, 8(2), 41; https://doi.org/10.3390/educsci8020041 - 27 Mar 2018

Cited by 5 | Viewed by 6209

Abstract

Mathematics is full of mystery. We illuminate the myth to expose two conflicting senses of mystery at work in mathematics and its education practices. There is a sense of boundlessness with mathematics—the idea that we never fully know. There is also a practice [...] Read more.

Mathematics is full of mystery. We illuminate the myth to expose two conflicting senses of mystery at work in mathematics and its education practices. There is a sense of boundlessness with mathematics—the idea that we never fully know. There is also a practice of concealment, in which an answer or solution is known by special people who may support or provide a scaffold for students’ navigation to the “special” knowledge, but may also challenge their access to it by erecting barriers and boundaries. In remythologizing mystery, we identify that the valorization of mystery in mathematics is rooted in the wonder of exploring boundless landscapes and is used misleadingly to justify school mathematics with the other sense of mystery—uncovering the concealed. Full article

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13 pages, 230 KiB

Open AccessArticle

Analysis of Students’ Missed Organic Chemistry Quiz Questions that Stress the Importance of Prior General Chemistry Knowledge

by Julie Ealy

Chemistry Department, Penn State Lehigh Valley, 2809 Saucon Valley Road, Center Valley, PA 18034, USA

Educ. Sci. 2018, 8(2), 42; https://doi.org/10.3390/educsci8020042 - 28 Mar 2018

Cited by 13 | Viewed by 6457

Abstract

A concern about students’ conceptual difficulties in organic chemistry prompted this study. It was found that prior knowledge from general chemistry was critical in organic chemistry, but what were some of the concepts that comprised that prior knowledge? Therefore an analysis of four [...] Read more.

A concern about students’ conceptual difficulties in organic chemistry prompted this study. It was found that prior knowledge from general chemistry was critical in organic chemistry, but what were some of the concepts that comprised that prior knowledge? Therefore an analysis of four years of organic chemistry quiz data was undertaken. Multiple general chemistry concepts were revealed that are essential prior knowledge in organic chemistry. The general chemistry concepts that were found pose a challenge to organic chemistry instructors who have identified those same concepts as ones they review or consider important in organic chemistry. A review of the literature provides recommendations that address the general chemistry students’ difficulties revealed in this study. Further research, however, is needed to follow through on those recommendations. Full article

13 pages, 572 KiB

Open AccessArticle

Rejecting Platonism: Recovering Humanity in Mathematics Education

by Frederick A. Peck

Department of Mathematical Sciences, University of Montana, Missoula, MT 59812, USA

Educ. Sci. 2018, 8(2), 43; https://doi.org/10.3390/educsci8020043 - 29 Mar 2018

Cited by 5 | Viewed by 9291

Abstract

In this paper, I consider a pervasive myth in mathematics education, that of Plato-formalism. I show that this myth is ahistorical, acultural, and harmful, both for mathematics and for society. I argue that, as teachers, we should reject the myth of Plato-formalism and [...] Read more.

In this paper, I consider a pervasive myth in mathematics education, that of Plato-formalism. I show that this myth is ahistorical, acultural, and harmful, both for mathematics and for society. I argue that, as teachers, we should reject the myth of Plato-formalism and instead understand mathematics as a human activity. This philosophy humanizes mathematics and implies that math education should be active, cultural, historical, social, and critical—helping students learn formal mathematics, while also learning that mathematics shapes their lives, that this shaping is a result of human work and choices, and that students are empowered to shape those choices. Full article

(This article belongs to the Special Issue Dispelling Myths about Mathematics)

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8 pages, 904 KiB

Open AccessArticle

MOOC Learners’ Engagement with Two Variants of Virtual Patients: A Randomised Trial

by Natalia Stathakarou^1,*

, Marcel Leon Scully², Andrzej A. Kononowicz^1,3

, Lars Henningsohn⁴, Nabil Zary²

and Cormac McGrath^1,5

¹ Department of Learning, Informatics, Management and Ethics, (LIME) Karolinska Institutet, 171 77 Stockholm, Sweden

² Lee Kong Chian School of Medicine, Nanyang Technological University, Singapore 247964, Singapore

³ Department of Bioinformatics and Telemedicine, Jagiellonian University Medical College, Kopernika 7e, 31-034 Kraków, Poland

⁴ Department of Clinical Science, Intervention and Technology (CLINTEC), 171 76 Stockholm, Sweden

⁵ Department of Education, Stockholm University, 106 91 Stockholm, Sweden

Educ. Sci. 2018, 8(2), 44; https://doi.org/10.3390/educsci8020044 - 29 Mar 2018

Cited by 10 | Viewed by 5417

Abstract

Introduction: Massive Open Online Courses (MOOCs) are an increasingly popular form of education in health professional education. VPs have been introduced in MOOCs to increase interactivity. There is a lack of research in understanding the reasons behind high dropout rates in MOOCs. [...] Read more.

Introduction: Massive Open Online Courses (MOOCs) are an increasingly popular form of education in health professional education. VPs have been introduced in MOOCs to increase interactivity. There is a lack of research in understanding the reasons behind high dropout rates in MOOCs. We explored how learners interact with VPs and compared the significance of different VP designs on dropout rates. Methods: RCT of 378 participants split into two groups to interact with two VPs using different design: branching and linear. Data on node progression and VP attempts was analysed using descriptive and quantitative analysis. Results: Eight groups of learner interaction patterns were identified. The majority of learners completed the VP in a linear path in one attempt. A significant number either completed the case in a loop path in one attempt, completed in a linear path in multiple attempts or dropped out without attempting the case. VP design has a significant effect on dropout rates of learners. There is a higher dropout rate from a branched VP compared to linear VP. Discussion: Prior research showed that branched VPs are more engaging and promote greater learning compared to linear VPs. However, our results indicate that branched VPs had greater dropout compared to VPs that require less time to be solved. Conclusions: We conclude that branching had a negative effect on completion of the VP activity in the MOOC. Moreover, we believe that more complex VPs require more effort on task and this might not be a design that facilitates the interaction in a MOOC audience, where the participants might wish to acquire the basic medical knowledge offered by the course. Full article

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9 pages, 759 KiB

Open AccessArticle

A Trial and Perceptions Assessment of APP-Based Flipped Classroom Teaching Model for Medical Students in Learning Immunology in China

by Xingming Ma^*

, Yanping Luo, Lifeng Zhang, Jingqiu Wang, Yaling Liang, Hongjuan Yu, Yufeng Wu, Jiying Tan and Mingqiang Cao

Department of Immunology, School of Basic Medical Sciences, Lanzhou University, Lanzhou 730000, China

Educ. Sci. 2018, 8(2), 45; https://doi.org/10.3390/educsci8020045 - 2 Apr 2018

Cited by 15 | Viewed by 6480

Abstract

The application-based flipped classroom (APP-FC) is an innovative teaching-learning model that has not been applied and assessed in basic medical curricula teaching in China. The aim of this investigation is to assess students’ perceptions to the APP-based flipped classroom (APP-FC) teaching model in [...] Read more.

The application-based flipped classroom (APP-FC) is an innovative teaching-learning model that has not been applied and assessed in basic medical curricula teaching in China. The aim of this investigation is to assess students’ perceptions to the APP-based flipped classroom (APP-FC) teaching model in an immunology course. The data of this study were collected from second-year medical students (n = 92) at Lanzhou University. One class (n = 50), as a control group, was offered lecture-based learning (LBL), while the other class (n = 42), as the APP-FC group, was given lecture-based instruction and the APP-FC teaching model during September–November 2017. Afterward, the perceptions of students on APP-FC teaching model were evaluated using questionnaires. Students responded that APP-FC improves their motivation (83%) and interest in learning immunology (81%), as well as their self-directed learning skills (81%). Compared to the traditional lecture-based instruction, the APP-FC noticeably improved students’ motivation in learning (P = 0.011), self-directed learn skills (P = 0.001), memory abilities (P = 0.009), and problem-solving abilities (P = 0.010). Most medical students’ scores (60%) in the final examination were more than 80 points after implementing an APP-FC model as compared to the control group (40%). The majority of students (70%) preferred the APP-FC teaching approach over traditional lecture-based pedagogy. The implementation of the APP-FC teaching model could improve students’ learning motivation, self-directed learn skills, and problem-solving abilities, which is a preferable teaching model for medical immunology courses in China. Full article

(This article belongs to the Special Issue Biology Education)

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9 pages, 281 KiB

Open AccessArticle

Internet Shop Users: Computer Practices and Its Relationship to E-Learning Readiness

by Jasper Vincent Q. Alontaga

Educational Leadership and Management Department, De La Salle University, 2401 Taft Avenue, Manila 0922, Philippines

Educ. Sci. 2018, 8(2), 46; https://doi.org/10.3390/educsci8020046 - 9 Apr 2018

Cited by 4 | Viewed by 17386

Abstract

Access to computer technology is essential in developing 21st century skills. One venue that serves to bridge the gap in terms of access is internet shops (also known cybercafés or internet cafés). As such, it is important to examine the type of activities [...] Read more.

Access to computer technology is essential in developing 21st century skills. One venue that serves to bridge the gap in terms of access is internet shops (also known cybercafés or internet cafés). As such, it is important to examine the type of activities internet shop users engage in and how they develop and relate to their e-learning readiness. This study examined the profile, computer practices and e-learning readiness of seventy one (71) internet shop users. A researcher-made internet shop computer practice questionnaire and an e-learning readiness questionnaire adapted from Watkins, Leigh and Triner (2004) were utilized. Results revealed that most internet shop users are adolescents and also have access to technology at home. Computer practices of users in internet shops involve primarily browsing and communicating activities more than playing activities. Internet shop users also rated themselves as ready for e-learning, with females having significantly higher e-learning readiness than males. Browsing activities had positive correlation with communicating and playing activities. Playing activities had negative correlation with e-learning readiness. These results indicate the viability of internet shops as avenues for learning. It is recommended that teachers optimize this by engaging students in e-learning activities involving online research and collaboration, and referring students to online educational game-based resources. Full article

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11 pages, 1589 KiB

Open AccessArticle

M Is Not Just for STEM: How Myths about the Purposes of Mathematics Education Have Narrowed Mathematics Curricula in the United States

by Kate Raymond

Department of Instructional Leadership and Academic Curriculum, University of Oklahoma, Norman, OK 73019, USA

Educ. Sci. 2018, 8(2), 47; https://doi.org/10.3390/educsci8020047 - 10 Apr 2018

Cited by 5 | Viewed by 8896

Abstract

When public schooling was first introduced in the United States, early proponents emphasized the need for mathematics as critical for an informed citizenry in a democracy. Half a century later, this purpose of mathematics has been almost entirely overshadowed by the push for [...] Read more.

When public schooling was first introduced in the United States, early proponents emphasized the need for mathematics as critical for an informed citizenry in a democracy. Half a century later, this purpose of mathematics has been almost entirely overshadowed by the push for mathematics to maintain technological and economic advantages. The belief that preparation for technological careers is, and has historically been, the only purpose for school mathematics in the US has become a myth widely believed by the public and policymakers alike. As this myth took hold, mathematics curricula were narrowed, incorporating only the mathematics, and applications of mathematics, that supported this specific purpose. Not only does this narrowing of school mathematics negatively impact the development of informed citizens, but it limits the extent to which mathematics can be studied in ways that engage all learners. The emergence of mathematics for social justice is thus—in part—an attempt to recapture the broader purposes of school mathematics. Full article

(This article belongs to the Special Issue Dispelling Myths about Mathematics)

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12 pages, 231 KiB

Open AccessArticle

Senior Level Administrators and HBCUs: The Role of Support for Black Women’s Success in STEM

by Amanda Washington Lockett^1,*, Marybeth Gasman¹ and Thai-Huy Nguyen²

¹ Higher Education, Graduate School of Education, University of Pennsylvania, 3819 Chestnut Street, Suite 140, Philadelphia, PA 19104, USA

² Student Development Administration, College of Education, Seattle University, 901 12th Avenue, Seattle, WA 98122, USA

Educ. Sci. 2018, 8(2), 48; https://doi.org/10.3390/educsci8020048 - 10 Apr 2018

Cited by 17 | Viewed by 6738

Abstract

While it is important for college and university senior administrators to embrace the traditional roles of their administrative positions, senior administrators’ interactions with students also shape institutional culture, students’ engagement, and ultimately play a role in students’ motivation to succeed. This engagement is [...] Read more.

While it is important for college and university senior administrators to embrace the traditional roles of their administrative positions, senior administrators’ interactions with students also shape institutional culture, students’ engagement, and ultimately play a role in students’ motivation to succeed. This engagement is especially evident in the Historically Black College and University (HBCU) context as senior administrators’ engagement with students can directly or indirectly affect how students perceive themselves and their ability to succeed. This article aims to illuminate the role that HBCU senior level administrators play in students’ motivation toward success. We also highlight the notion that senior level administrators’ role in organizational culture ultimately led historically-disempowered Black women students toward success in even the most historically inaccessible pathways in the science, technology, engineering, and math (STEM) fields. The study used semi-structured interviews with 71 Black women STEM students across 10 HBCUs and asked questions to better understand how events in their lives and on their campuses shaped their choice to pursue and persist through a STEM degree program. The study found that the women were highly motivated by their HBCUs’ family-like community of support. Integral to this article, this support was not confined to professors and peers, but extended to senior administrators. We conclude that Black women STEM students’ perception of their ability to succeed and their motivation is influenced by the institutions’ senior administration. Full article

(This article belongs to the Special Issue Understanding the Rich Context of Minority Serving Institutions)

10 pages, 1320 KiB

Open AccessArticle

“People around Me Here, They Know the Struggle”: Students’ Experiences with Faculty Member’s Mentorship at Three Hispanic Serving Institutions

by Andrés Castro Samayoa

Department of Educational Leadership & Higher Education, Boston College Lynch School of Education, Chestnut Hill, MA 02467, USA

Educ. Sci. 2018, 8(2), 49; https://doi.org/10.3390/educsci8020049 - 10 Apr 2018

Cited by 8 | Viewed by 5167

Abstract

Current attempts to further diversify the professoriate signal the critical need to cultivate pathways for students to enter academia by encouraging undergraduates to pursue further graduate education. Previous research has already noted the critical importance of positive graduate education experiences in preparing future [...] Read more.

Current attempts to further diversify the professoriate signal the critical need to cultivate pathways for students to enter academia by encouraging undergraduates to pursue further graduate education. Previous research has already noted the critical importance of positive graduate education experiences in preparing future faculty. Other researchers point to the role that faculty mentors offer in cultivating students’ future aspirations to become academics themselves. Drawing on interviews from a longitudinal study with 30 undergraduates at three Hispanic Serving Institutions, this qualitative project explores how students of various racial and ethnic backgrounds make sense of the support they receive within a program (titled HSI Pathways to the Professoriate) specifically aimed at supporting students from Hispanic Serving Institutions interested in becoming faculty members. In what ways does the program’s (HSI Pathways to the Professoriate) focus on racial and ethnic identities cultivate students’ perceptions of what it means to enter academia with the goal of diversifying the professoriate? Framed by Museus’ CECE (Culturally Engagement Campus Environments) model, this paper contributes to the importance of faculty mentors working alongside students and students’ interactions with each another as critical to the meaningful engagement of culturally responsive principles. The paper concludes with suggestions for institutions interested in cultivating these principles within their faculty. Full article

(This article belongs to the Special Issue Understanding the Rich Context of Minority Serving Institutions)

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17 pages, 292 KiB

Open AccessEditor’s ChoiceArticle

The Perspectives of Women Professors on the Professoriate: A Missing Piece in the Narrative on Gender Equality in the University

by Judith Harford

School of Education, University College Dublin, Dublin 4, Ireland

Educ. Sci. 2018, 8(2), 50; https://doi.org/10.3390/educsci8020050 - 13 Apr 2018

Cited by 41 | Viewed by 10231

Abstract

The under-representation of women in the professoriate is a widely acknowledged and complex phenomenon internationally. Ireland is no exception to this and indeed the issue of gender equality in Irish higher education has in the last 24 months emerged on the national policy [...] Read more.

The under-representation of women in the professoriate is a widely acknowledged and complex phenomenon internationally. Ireland is no exception to this and indeed the issue of gender equality in Irish higher education has in the last 24 months emerged on the national policy agenda, largely as a result of a number of high profile legal cases and the subsequent setting up of an expert review panel (2015) and a gender equality taskforce (2017). What has now become clear internationally is that despite the advances women have made in terms of their participation rates as undergraduates, as well as the introduction of gender equity policies, the vast majority of professors in higher education institutions globally are men. Specifically, regarding Ireland in the period 2013–2015, even though 50% of the lecturer staff in universities were women, only 19% of professors were women. While the availability of such data is instructive, attention also needs to focus on examining the organizational culture and practices that appear to perpetuate such gender divisions and gendered patterns of action. On this, however, there is an almost complete absence of studies on the perspectives of women professors in Ireland on the professoriate. The study reported here, which was undertaken within the life story tradition, is one response to this deficit. It is based on interviews conducted with 21 women professors on their perspectives on working as professors in the university sphere in the period 2000‒2017. Four key themes were generated during the analysis of their testimony: they regarded universities as operating according to male-definitions of merit; they made a strategic choice not to engage in senior management roles (Senior management is defined as occupying the role of Dean level or above.); they considered there was no room for caring responsibilities in universities; and they emphasized the importance of validation, selection, and networks of support. Full article

(This article belongs to the Special Issue Gender and Leadership)

9 pages, 236 KiB

Open AccessArticle

Determination of the Relationship between Healthy Lifestyle Behaviors, Physical Fitness, and Risk Factors of Coronary Heart Diseases in University Students

by Ali Ozkan^1,2, Mutlu Turkmen^1,3,*

, Taner Bozkus¹, Murat Kul¹, Recep Soslu⁴, Fatih Yasarturk¹, Recep Aydin¹ and Umit Oz¹

¹ School of Physical Education and Sports, Bartin University, 74110 Bartın, Turkey

² Physical Education Research and Application Center, Bartin University, 74100 Bartin, Turkey

³ Turkish Bocce Bowling and Darts Federation, 74100 Ankara, Turkey

⁴ School of Physical Education and Sports, Karamanoğlu Mehmetbey University, 70000 Karaman, Turkey

Educ. Sci. 2018, 8(2), 51; https://doi.org/10.3390/educsci8020051 - 17 Apr 2018

Cited by 5 | Viewed by 7271

Abstract

The purpose of the present study was to determine the relationship between healthy lifestyle behaviors, physical fitness, and coronary risk factors in university students. 320 male and female (n_m: 171; n_f: 149, respectively) students from a university participated in [...] Read more.

The purpose of the present study was to determine the relationship between healthy lifestyle behaviors, physical fitness, and coronary risk factors in university students. 320 male and female (n_m: 171; n_f: 149, respectively) students from a university participated in this study voluntarily. For the determination of body composition and Body Mass Indexes (BMI), subjects’ height, body weight, and skinfold thickness were taken and body fat percentage (% fat) was determined. Healthy lifestyle behaviors were determined using the healthy lifestyle behaviors questionnaire. Indicators of physical fitness included flexibility (sit-up) (F), muscle strength and endurance (isometric knee (KS), back strength (BS) and a total of shuttle (TS), sprint performance, BMI, and body fat percentage (% fat). Coronary heart disease risk factors included mean arterial blood pressure (systolic (SBP) and diastolic (DBP)), fasting blood levels of triglycerides (TG), total cholesterol (TC), hematocrit (HCT), and hemoglobin (HGB). Results indicated subjects have normal body mass index, body fat percentage, SBP, DBP, TG, TCF, BS, and KS. The results of the Pearson Product Moment Correlation Analysis, indicated that SBP, DBP, TG, TCF, BS, and KS for male and female was significantly correlated with flexibility (sit-up) (F), muscle strength and endurance (isometric knee (KS), back strength (BS) and total of shuttle (TS)), sprint performance. (p < 0.01; p < 0.05), In conclusion, the findings of the present study indicated that physical fitness and healthy lifestyle behaviors play a determinant role in coronary heart disease risk factors for male and female students from a university. Full article

(This article belongs to the Special Issue Valorization of Physical Education)

10 pages, 287 KiB

Open AccessEditor’s ChoiceArticle

Physical Activity and Health-Related Quality of Life in Adults from Braşov, Romania

by Georgian Bădicu

Department of Physical Education and Special Motility, Faculty of Physical Education and Mountain Sports, University Transilvania from Braşov, 500068 Braşov, Romania

Educ. Sci. 2018, 8(2), 52; https://doi.org/10.3390/educsci8020052 - 17 Apr 2018

Cited by 20 | Viewed by 5915

Abstract

(1) Background: This study aims to investigate the association between different levels of physical activity (PAL) and health-related quality of life (HRQoL) in a random sample of the adult population; (2) Methods: The study material comprised 1100 adults of the city of Brasov, [...] Read more.

(1) Background: This study aims to investigate the association between different levels of physical activity (PAL) and health-related quality of life (HRQoL) in a random sample of the adult population; (2) Methods: The study material comprised 1100 adults of the city of Brasov, Romania (700 men, 400 women), aged 30–45 years old. We used the short version of the International Physical Activity Questionnaire Short Form (IPAQ-SF) and Short-Form Health Survey (SF-36) to assess PAL and HRQoL, respectively; (3) Results: The differences in the number of respondents in groups assessing their HRQoL differently and PA were statistically significant (p < 0.001), both among men and women. The PAL was shown to be positively correlated with the adult HROoL domains; (4) Conclusions: Our results confirm that the highest PAL values were associated with more favorable scores in HRQoL dimensions among the adult population. Full article

(This article belongs to the Special Issue Valorization of Physical Education)

17 pages, 424 KiB

Open AccessFeature PaperArticle

Counteracting Destructive Student Misconceptions of Mathematics

by Uffe Thomas Jankvist^1,*

and Mogens Niss²

¹ Danish School of Education, Aarhus University, Campus Emdrup, DK-2400 Copenhagen NV, Denmark

² Department of Science and Environment, Roskilde University; DK-4000 Roskilde, Denmark

Educ. Sci. 2018, 8(2), 53; https://doi.org/10.3390/educsci8020053 - 19 Apr 2018

Cited by 16 | Viewed by 13351

Abstract

In this article, we ask the question of what it takes for targeted efforts to be reasonably successful in altering students’ misconceptions and unproductive beliefs and ensuing myths about mathematics as a discipline and a school subject and about themselves in relation to [...] Read more.

In this article, we ask the question of what it takes for targeted efforts to be reasonably successful in altering students’ misconceptions and unproductive beliefs and ensuing myths about mathematics as a discipline and a school subject and about themselves in relation to mathematics, so as to pave the way for satisfactory learning. We attempt to answer this question through the analysis of three cases of upper secondary school students, who all struggled with mathematics-related difficulties due to myths resulting from misguided beliefs, erroneous proof schemes, or mistaken interpretations of the didactical contract, the three theoretical constructs we employ in the study. We describe how specially educated teachers, so-called “mathematics counsellors”, taking part in a professional development program conducted by the authors, were able, firstly, to identity these students, then to diagnose more precisely the nature of their difficulties, and finally to design targeted interventions in order to assist the students in actually overcoming (parts of) their difficulties and eventually dispelling some of the myths they were influenced by. We further offer an analysis of the elements responsible for the success of these interventions. More precisely, we identify five such elements. Finally, we zoom in on the role and intricate connectedness of the three theoretical constructs mentioned above. Full article

(This article belongs to the Special Issue Dispelling Myths about Mathematics)

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12 pages, 239 KiB

Open AccessArticle

Looking Good and Being Good: Women Leaders in Australian Universities

by Tanya Fitzgerald

School of Humanities and Social Sciences, La Trobe University, Melbourne 3086, Australia

Educ. Sci. 2018, 8(2), 54; https://doi.org/10.3390/educsci8020054 - 20 Apr 2018

Cited by 32 | Viewed by 5810

Abstract

In this article, I argue that women in senior leadership positions in universities continue to face a number of tensions and ambiguities in their everyday working lives. Drawing on the metaphors of ‘looking good’ and ‘being good’, I highlight the gendered assumptions that [...] Read more.

In this article, I argue that women in senior leadership positions in universities continue to face a number of tensions and ambiguities in their everyday working lives. Drawing on the metaphors of ‘looking good’ and ‘being good’, I highlight the gendered assumptions that senior women encounter. As senior leaders, women are simultaneously required to negotiate an inherently masculine culture yet at the same time are expected to exercise a level of femininity. Their physical presence, appearance, clothing, gestures, and behaviours are central to the bodily exercise of leadership. As the data presented illustrate, women’s leadership bodies and bodily performances reflect gendered institutional norms and assumptions about how leaders should look and act. Full article

(This article belongs to the Special Issue Gender and Leadership)

17 pages, 1019 KiB

Open AccessArticle

The Rhetoric and Reality of Leading the Inclusive School: Socio-Cultural Reflections on Lived Experiences

by Lindy-Anne Abawi^1,*, Cheryl Bauman-Buffone¹, Clelia Pineda-Báez²

and Susan Carter¹

¹ Faculty of Business Education Law and Arts, University of Southern Queensland, Toowoomba 4350, Australia

² Maestría en Educación, Facultad de Educación, Universidad de La Sabana, Campus Puente del Común, Autopista Norte km7, Edificio A, Chía, Colombia

Educ. Sci. 2018, 8(2), 55; https://doi.org/10.3390/educsci8020055 - 20 Apr 2018

Cited by 10 | Viewed by 11178

Abstract

This paper details a cross-cultural study of inclusive leadership practices within a basic education context in each of the following countries: Australia, Canada, and Colombia. Each school was selected after district educational leaders identified the school as being inclusive of students with diverse [...] Read more.

This paper details a cross-cultural study of inclusive leadership practices within a basic education context in each of the following countries: Australia, Canada, and Colombia. Each school was selected after district educational leaders identified the school as being inclusive of students with diverse learning needs over an extended period of time. The researchers were particularly interested in the norms and assumptions that were evident within conversations because these were viewed as indicators of the nature of the embedded school culture within each context. School leaders and teachers were interviewed to determine the link between rhetoric and reality, and what inclusion ‘looked like’, ‘felt like’, and ‘sounded like’ at each site, and whether any discernible differences could be attributed to societal culture. A refractive phenomenological case study approach was used to capture the messages within each context and the lived experiences of the participants as they sought to cater for the needs of students. Data were collected from semi-structured interviews with school leaders and teaching staff. Each researcher conducted environmental observations, documenting the impressions and insights gained from the more implicit messages communicated verbally, non-verbally, and experientially from school structures, visuals, and school ground interactions. Themes were collated from the various narratives that were recounted. Both similarities and distinct socio-cultural differences emerged. Full article

(This article belongs to the Special Issue Societal Culture and Educational/School Leadership)

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13 pages, 220 KiB

Open AccessArticle

An Exploration of Cultural Factors and Their Influence on Saudi Arabian University Deans’ Leadership Perceptions and Practices

by Yousef Abu Alsuood and Andrew Youde^*

School of Education and Professional Development, University of Huddersfield, Huddersfield HD1 3DH, UK

Educ. Sci. 2018, 8(2), 57; https://doi.org/10.3390/educsci8020057 - 20 Apr 2018

Cited by 8 | Viewed by 7742

Abstract

This article reports an investigation into societal and organizational cultural influences on academic leadership in Saudi Arabian higher education, a previously underexplored area. In Saudi Arabia, it is currently unclear how university deans are negotiating the balance between organizational cultural values and contemporary [...] Read more.

This article reports an investigation into societal and organizational cultural influences on academic leadership in Saudi Arabian higher education, a previously underexplored area. In Saudi Arabia, it is currently unclear how university deans are negotiating the balance between organizational cultural values and contemporary influences, and how the values they embrace may influence their leadership practices and effectiveness. The study has been conducted in eight main governmental universities under the Ministry of Education. Qualitative data has been collected, involving interviews with fifteen university deans, with data scrutinized by an interpretive thematic analysis. The deans’ responses indicated dissatisfaction with the broad societal culture around them and the negative influence this had on leadership practices. Tensions were apparent between traditional values and change, and the influence of family and tribal backgrounds. Five organizational cultural themes were identified as influences on deans’ leadership—a centralized environment, strict regulations, the authority of top management, selection and promotion issues, and reputational factors. The study’s outcomes contribute to the understanding of leadership perceptions and practices within a particular cultural context. Full article

(This article belongs to the Special Issue Societal Culture and Educational/School Leadership)

13 pages, 249 KiB

Open AccessArticle

High School Algebra Students Busting the Myth about Mathematical Smartness: Counterstories to the Dominant Narrative “Get It Quick and Get It Right”

by Teresa K. Dunleavy

Department of Teaching and Learning, Peabody College, Vanderbilt University, Nashville, TN 37203, USA

Educ. Sci. 2018, 8(2), 58; https://doi.org/10.3390/educsci8020058 - 23 Apr 2018

Cited by 10 | Viewed by 9343

Abstract

This article continues to challenge the robust myth that mathematical smartness is exemplified in individuals who consistently complete mathematics problems quickly and accurately. In so doing, I present a set of counterstories from three students in one ninth-grade Algebra 1 classroom. These students [...] Read more.

This article continues to challenge the robust myth that mathematical smartness is exemplified in individuals who consistently complete mathematics problems quickly and accurately. In so doing, I present a set of counterstories from three students in one ninth-grade Algebra 1 classroom. These students described transformative experiences in their perceptions of mathematical smartness. Analysis of interviews revealed four themes about their perceptions of mathematical smartness, including: (1) consistently and unapologetically affording time and space to value multiple solution strategies, (2) belief in mathematical justification and explanation as the goal for demonstrating mastery of mathematical content, (3) valuing mathematically valid ideas from all class members, and (4) valuing collaborative problem solving as a way to help group members, distribute mathematical knowledge and orient students toward learning with one another. I found that their interpretations of mathematical smartness are counter to the still-dominant myths around speed and accuracy. While the four themes that emerged have been previously studied in the frame of teacher practices, this research provides needed additional empirical evidence of students’ voices describing what mathematical smartness can and should look like. Full article

(This article belongs to the Special Issue Dispelling Myths about Mathematics)

9 pages, 233 KiB

Open AccessArticle

Web-Based Parenting Support: Development of the COPING Confident Parenting Programme

by Judith Hutchings^*, Dawn Owen and Margiad Williams

School of Psychology, Bangor University, Bangor LL57 2DG, UK

Educ. Sci. 2018, 8(2), 59; https://doi.org/10.3390/educsci8020059 - 23 Apr 2018

Cited by 8 | Viewed by 5517

Abstract

Parents have the most significant impact on children’s development and the key parenting factors that promote child development and wellbeing are well known. Furthermore, many behavioural, social and emotional problems in children are associated with poor parenting practices. Parenting interventions that address parental [...] Read more.

Parents have the most significant impact on children’s development and the key parenting factors that promote child development and wellbeing are well known. Furthermore, many behavioural, social and emotional problems in children are associated with poor parenting practices. Parenting interventions that address parental skill deficits and teach positive parenting principles based on social learning theory are effective and are the recommended treatment for conduct disorder. Alongside the development of treatment programmes, universal parenting programmes have been developed; many present the same core parenting principles but their rationales vary from promoting children’s development to addressing common behavioural challenges and the evidence for these programmes is less well established. Most parents now have internet access and are making daily use of it, including seeking advice on parenting matters but that advice is often anecdotal and lacking evidence. In the meantime, a small number of web-based programmes, including parenting programmes have been developed and evaluated. This paper summarises the rationale for web-based universal programmes to support parents and briefly describes the history, content and a summary of the initial research on the COPING (confident parent internet guide) programme developed by the authors. The paper concludes with suggestions for future research directions. Full article

(This article belongs to the Special Issue Family and Parent Education: Promises, Challenges and Future Directions)

10 pages, 248 KiB

Open AccessArticle

Medical Student Research during a Longitudinal Community-Based Placement Can Provide Opportunities for Learning about Public Health

by Kathryn Weston^*, Judy Mullan, Warren Rich and Peter McLennan

School of Medicine, University of Wollongong, Wollongong 2522, Australia

Educ. Sci. 2018, 8(2), 60; https://doi.org/10.3390/educsci8020060 - 23 Apr 2018

Cited by 1 | Viewed by 4686

Abstract

While ‘public health medicine’ is a specialised field, most medical practitioners practice ‘public health’ to some extent, e.g., undertaking preventative screening tests or advising individuals about lifestyle interventions. While requirements to demonstrate capability in public health are common to medical education around the [...] Read more.

While ‘public health medicine’ is a specialised field, most medical practitioners practice ‘public health’ to some extent, e.g., undertaking preventative screening tests or advising individuals about lifestyle interventions. While requirements to demonstrate capability in public health are common to medical education around the world, medical programs face a challenge to integrate public health education and promote health advocacy in an environment where the doctor: patient relationship is at the core of learning. Students who spend part of their medical education working within general practice or community settings have an opportunity to observe and identify issues of public health importance, and to see how they impact at both a personal and a population level. This paper aims to illustrate how a year-long research project can provide an opportunity for medical students to learn about public health issues and methods to investigate them. Analysis was undertaken of the research topics chosen by eight successive cohorts of medical students, representing 519 students, who successfully completed a research project. Over half of the student research projects (51.8%) directly related to Australian national health priority areas of dementia, obesity, arthritis and musculoskeletal conditions, asthma, diabetes, mental health, injury prevention and control, cardiovascular health and cancer control, and a further 28.5% of projects had a specific public health focus, within domains that include lifestyles and health, communicable disease, and healthy growth and development. Researching public health topics in the community setting represents a practical way to engage medical students in learning about public health, and can help to develop their potential to become ‘clinician researchers’, investigating and understanding issues relevant to their communities. Full article

(This article belongs to the Special Issue Health Professional Education: Responding to Population Health Needs)

11 pages, 310 KiB

Open AccessArticle

Does Student Proactivity Guarantee Positive Academic Results?

by J. M. Cansino^1,2,*

, Rocío Román^1,2 and Alfonso Expósito¹

¹ Departamento de Análisis Económico y Economía Política, Universidad de Sevilla, 41.018 Seville, Spain

² Universidad Autónoma de Chile, Santiago 7500912, Chile

Educ. Sci. 2018, 8(2), 62; https://doi.org/10.3390/educsci8020062 - 26 Apr 2018

Cited by 11 | Viewed by 5119

Abstract

This paper analyzes the impact of students’ proactivity on academic performance based on a sample from students enrolled in an introductory course of Political Economy at the University of Seville (Spain) in three consecutive courses (2014–2015, 2015–2016 and 2016–2017). Proactivity is measured by [...] Read more.

This paper analyzes the impact of students’ proactivity on academic performance based on a sample from students enrolled in an introductory course of Political Economy at the University of Seville (Spain) in three consecutive courses (2014–2015, 2015–2016 and 2016–2017). Proactivity is measured by several indicators, such as class attendance, case-study oral presentation and its delivery in a foreign language, all of them being non-mandatory activities for students who have participated in the experiment. Specifically, this study aims to assess the impact of a student’s proactivity on two academic outcomes: (i) to pass or fail the exam; and (ii) the score obtained. Impact assessment has been performed using a probit and ordered multinomial logit models. The results show that a student’s proactivity measured by class attendance and case-study presentation significantly increases the probability of passing the exam, while the impact of using a foreign language seems to be non-significant. In relation to the score obtained, the proactivity measured through the case presentation raises the probability of obtaining a higher mark more than regular class attendance. Full article

19 pages, 2888 KiB

Open AccessArticle

Against the Odds: Insights from a Statistician with Dyscalculia

by Katherine E. Lewis^1,* and Dylan M. Lynn²

¹ College of Education, University of Washington, Seattle, WA 98195, USA

² Independent Researcher, Seattle, WA 98195, USA

Educ. Sci. 2018, 8(2), 63; https://doi.org/10.3390/educsci8020063 - 26 Apr 2018

Cited by 11 | Viewed by 21884

Abstract

Students with dyscalculia are typically thought of by both researchers and educators as having deficits. The deficit language permeates studies of dyscalculia as well as assessments and documentation of students in schools. In this paper, we offer an alternative to the dominant narrative. [...] Read more.

Students with dyscalculia are typically thought of by both researchers and educators as having deficits. The deficit language permeates studies of dyscalculia as well as assessments and documentation of students in schools. In this paper, we offer an alternative to the dominant narrative. We understand disabilities, and dyscalculia specifically, as resulting from cognitive differences—not deficits—which lead to issues of access. We provide a case study of Dylan (second author), an individual with dyscalculia who decided to major in statistics at University of California, Berkeley and become a statistician. Although she experienced significant issues of access—both in the standard tools used to do mathematics, and in navigating the structures at the university—she developed systems to enable her to compensate. She collaborated in this research enterprise in order to share with researchers, teachers, parents, and students her experiences with dyscalculia and how she was able to succeed in higher level mathematics. Informed by previous empirical work, we collected video recordings of Dylan’s deliberate efforts to share insights and strategies with another student with dyscalculia. In this work, Dylan challenges dominant and problematic myths about ability and mathematics. Full article

(This article belongs to the Special Issue Dispelling Myths about Mathematics)

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24 pages, 337 KiB

Open AccessArticle

Leading the Academic Department: A Mother–Daughter Story

by Sandra Acker^1,* and Dorie Millerson²

¹ Department of Social Justice Education, University of Toronto, Toronto, ON M5S 1V6, Canada

² Material Art & Design Program, Faculty of Design, OCAD University, Toronto, ON M5T 1W1, Canada

Educ. Sci. 2018, 8(2), 64; https://doi.org/10.3390/educsci8020064 - 28 Apr 2018

Cited by 12 | Viewed by 7242

Abstract

This article is based on conversations between a mother and daughter about academic leadership. Both authors served in different time periods and at different career points as heads of departments (“chairs”) in Canadian universities. A literature review suggested that women’s academic leadership is [...] Read more.

This article is based on conversations between a mother and daughter about academic leadership. Both authors served in different time periods and at different career points as heads of departments (“chairs”) in Canadian universities. A literature review suggested that women’s academic leadership is a contested topic, especially in relation to organizational cultures and associated gendered expectations. New directions were identified, as scholars move towards comparative studies, poststructural theoretical approaches, analysis of neoliberal trends in universities, and awareness of variation among women. We noted that “Canada” was largely missing from most of the literature reviewed and that middle management had received less attention than senior roles. Our method was collaborative autoethnography, a means of sharing thoughts about one’s experiences and analyzing them with regard to wider social issues. Quotations are taken from a taped discussion in early 2018 and are organized around similarities and differences in our narratives. The conclusion raises issues about the difficulties associated with performing this particular middle management role; questions around the consequences of chairing for women in different age groups; the implications of increasing reliance on contingent academic labour; apparent differences between the Canadian experience and what has happened elsewhere; and promising directions for future research. Full article

(This article belongs to the Special Issue Gender and Leadership)

9 pages, 232 KiB

Open AccessEditor’s ChoiceArticle

The Myth That Only Brilliant People Are Good at Math and Its Implications for Diversity

by Eleanor K. Chestnut^1,*, Ryan F. Lei¹, Sarah-Jane Leslie² and Andrei Cimpian^1,*

¹ Department of Psychology, New York University, New York, NY 10003, USA

² Department of Philosophy, Princeton University, Princeton, NJ 08544, USA

Educ. Sci. 2018, 8(2), 65; https://doi.org/10.3390/educsci8020065 - 4 May 2018

Cited by 46 | Viewed by 25959

Abstract

A common misconception about math is that it requires raw intellectual talent or “brilliance.” Only students who possess this sort of brilliance are assumed to be capable of success in math-related subjects. This harmful myth has far-reaching consequences for the success of girls [...] Read more.

A common misconception about math is that it requires raw intellectual talent or “brilliance.” Only students who possess this sort of brilliance are assumed to be capable of success in math-related subjects. This harmful myth has far-reaching consequences for the success of girls and children from ethnic-minority backgrounds in these subjects. Because women and minorities are stereotyped as lacking brilliance, the myth that success in math requires this trait is a barrier that students from these groups have to overcome. In the first part of this paper, we detail the pervasiveness of this myth and explore its relation to gender and race gaps in math and beyond. In the second part, we highlight some potential sources of this myth in children’s everyday experiences and offer some strategies for debunking it. Full article

(This article belongs to the Special Issue Dispelling Myths about Mathematics)

16 pages, 664 KiB

Open AccessArticle

Music Education for All: The raison d’être of Music Schools

by Baikune De Alba^* and Maravillas Díaz-Gómez

Department of Music, Visual Arts and Physical Education, Faculty of Education-Bilbao, University of the Basque Country, Bº Sarriena 48940 Leioa, Spain

Educ. Sci. 2018, 8(2), 66; https://doi.org/10.3390/educsci8020066 - 4 May 2018

Cited by 1 | Viewed by 5584

Abstract

Music schools, centres of non-formal music education, bring music to people of all ages as they work to achieve their main objective of offering practical musical training, for both instruments and voice. Their activities are centred in the town or city in which [...] Read more.

Music schools, centres of non-formal music education, bring music to people of all ages as they work to achieve their main objective of offering practical musical training, for both instruments and voice. Their activities are centred in the town or city in which they are located, and their impact extends beyond the educational sphere: music schools are also a social force whose activities stimulate the local cultural scene. This study explores the work carried out by these schools in the Basque Country (Spain), where they have been operating for over 20 years. The analysis focuses on the range of music education they offer, their ability to respond to different demands and needs and how they relate to their social and educational environment. Furthermore, the paper examines whether music schools see other potential areas for growth and development and explores the factors that could positively or negatively impact their ability to achieve their objectives. The study adopts a description-oriented empirical-analytical methodology and applies the SWOT system. A total of 67 schools were included in the study. The results reveal the relevance of this ever-evolving model of education and confirm music schools as a key force in both music education and the sociocultural sphere in this country. Full article

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11 pages, 1375 KiB

Open AccessArticle

The StarT Project Competition from the Perspective of Mathematics and Academic Literacy

by Elina Viro^1,* and Jorma Joutsenlahti²

¹ Laboratory of Mathematics, Tampere University of Technology, P.O. Box 527, Tampere 33101, Finland

² Faculty of Education, University of Tampere, Åkerlundinkatu 5, Tampere 33014, Finland

Educ. Sci. 2018, 8(2), 67; https://doi.org/10.3390/educsci8020067 - 4 May 2018

Cited by 6 | Viewed by 5746

Abstract

This article concerns mathematical project work in the context of Finnish StarT project competition. The focus is on how well pupils achieve the learning objective of their project work: learning mathematics and practicing 21st century skills. Development of the learning objectives is considered [...] Read more.

This article concerns mathematical project work in the context of Finnish StarT project competition. The focus is on how well pupils achieve the learning objective of their project work: learning mathematics and practicing 21st century skills. Development of the learning objectives is considered from the viewpoint of Finnish national core curriculum and evaluated using the framework of academic literacy. The research material consists of teams’ project reports, observation, and questionnaires. Project work in the StarT competition seems to develop the learning objectives of project-based learning: pupils practice 21st century skills while studying mathematical contents. Full article

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12 pages, 12777 KiB

Open AccessArticle

Solving Power Balance Problems in Single-Traction Tractors Using PTractor Plus 1.1, a Possible Learning Aid for Students of Agricultural Engineering

by Marta Gómez-Galán, Ángel Carreño-Ortega

, Javier López-Martínez and Ángel-Jesús Callejón-Ferre^*

Department of Engineering, University of Almería, Agrifood Campus of International Excellence (CeiA3), s/n, La Cañada, Almería 04120, Spain

Educ. Sci. 2018, 8(2), 68; https://doi.org/10.3390/educsci8020068 - 8 May 2018

Cited by 2 | Viewed by 5289

Abstract

Tractors are used to perform jobs that require different types of agricultural tools to be attached to their rear, to their front, or both. These tools may need to be dragged, towed, or suspended above ground, and sometimes require a power supply; this [...] Read more.

Tractors are used to perform jobs that require different types of agricultural tools to be attached to their rear, to their front, or both. These tools may need to be dragged, towed, or suspended above ground, and sometimes require a power supply; this is usually obtained via a hydraulic system or from the tractor’s power take-off system. When tractors have to work with such tools on different types of soils and on different slopes, the need arises to calculate the power the tractor engine will have to produce. In the classroom, this is normally calculated manually with the help of a calculator. This work, however, describes a computer program (written in Delphi and operating under Windows) that rapidly solves the most common types of power balance problems associated with single-traction tractors. The value of this software as a learning aid for students of agricultural engineering is discussed. Full article

(This article belongs to the Special Issue Towards Excellence in Engineering Education)

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13 pages, 244 KiB

Open AccessArticle

The Impact of Job Satisfaction on the Turnover Intent of Executive Level Central Office Administrators in Texas Public School Districts: A Quantitative Study of Work Related Constructs

by Johnny O’Connor

Department of Educational Leadership, College of Education, Lamar University, Beaumont, TX 77705, USA

Educ. Sci. 2018, 8(2), 69; https://doi.org/10.3390/educsci8020069 - 8 May 2018

Cited by 13 | Viewed by 10451

Abstract

The purpose of this study was to examine the relationship between job satisfaction and turnover intent of executive level central office administrators in Texas public school districts. For the intent of this study, executive level central office administrators were defined as staff members [...] Read more.

The purpose of this study was to examine the relationship between job satisfaction and turnover intent of executive level central office administrators in Texas public school districts. For the intent of this study, executive level central office administrators were defined as staff members who serve in one of the following roles in a school district: assistant, associate, area, or deputy superintendent. The data were collected from a random sample of 234 participants in which survey instruments of job satisfaction and turnover intent were used. Each instrument was created on a five-point Likert scale. Based on the results of the study, it was concluded that a moderate inverse relationship exists between job satisfaction and turnover intent and job satisfaction explained 41.3% of an executive level central office administrator’s intent for turnover. Research related to this employee group is lacking. Therefore, not much is known regarding how it relates to their attitude towards work-related factors. Learning more about job satisfaction and turnover intention of these individuals could have long term implications since it relates to mitigating the shortage of superintendent candidates available to fill the growing number of vacancies as well as recruitment, retention, and increased work productivity of these staff. Full article

15 pages, 609 KiB

Open AccessEditor’s ChoiceArticle

Factors Affecting MOOC Usage by Students in Selected Ghanaian Universities

by Eli Fianu^1,*, Craig Blewett¹, George Oppong Appiagyei Ampong² and Kwame Simpe Ofori³

¹ College of Law and Management Studies, University of Kwazulu Natal Durban, Durban 4041, South Africa

² Department of Management, Ghana Technology University College, Accra PMB 100, Ghana

³ Department of Computer Science, Ho Technical University, Ho HP217, Ghana

Educ. Sci. 2018, 8(2), 70; https://doi.org/10.3390/educsci8020070 - 16 May 2018

Cited by 85 | Viewed by 9325

Abstract

There has been widespread criticism about the rates of participation of students enrolled on MOOCs (Massive Open Online Courses), more importantly, the percentage of students who actively consume course materials from beginning to the end. The current study sought to investigate this trend [...] Read more.

There has been widespread criticism about the rates of participation of students enrolled on MOOCs (Massive Open Online Courses), more importantly, the percentage of students who actively consume course materials from beginning to the end. The current study sought to investigate this trend by examining the factors that influence MOOC adoption and use by students in selected Ghanaian universities. The Unified Theory of Acceptance and Use of Technology (UTAUT) was extended to develop a research model. A survey was conducted with 270 questionnaires administered to students who had been assigned MOOCs; 204 questionnaires were retrieved for analysis. Findings of the study show that MOOC usage intention is influenced by computer self-efficacy, performance expectancy, and system quality. Results also showed that MOOC usage is influenced by facilitating conditions, instructional quality, and MOOC usage intention. Social influence and effort expectancy were found not to have a significant influence on MOOC usage intention. The authors conclude that universities must have structures and resources in place to promote the use of MOOCs by students. Computer skills training should also be part of the educational curriculum at all levels. MOOC designers must ensure that the MOOCs have good instructional quality by using the right pedagogical approaches and also ensure that the sites and learning materials are of good quality. Full article

(This article belongs to the Collection Massive Open Online Courses)

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8 pages, 219 KiB

Open AccessArticle

Myths of Early Math

by Douglas H. Clements^1,2,* and Julie Sarama¹

¹ Kennedy Institute, Morgridge College of Education, University of Denver, Denver, CO 80208, USA

² Marsico Institute, Morgridge College of Education, University of Denver, Denver, CO 80208, USA

Educ. Sci. 2018, 8(2), 71; https://doi.org/10.3390/educsci8020071 - 17 May 2018

Cited by 20 | Viewed by 29826

Abstract

Myths about early education abound. Many beliefs people hold about early math have a grain of truth in them, but as a whole are not true—they are largely myths. But the myths persist, and many harm children. In this article, we address ubiquitous [...] Read more.

Myths about early education abound. Many beliefs people hold about early math have a grain of truth in them, but as a whole are not true—they are largely myths. But the myths persist, and many harm children. In this article, we address ubiquitous math myths that may be negatively affecting many young students. We conclude that avoiding the myths and listening to the findings of research and the wisdom of expert practice will serve both teachers and children well. Full article

(This article belongs to the Special Issue Dispelling Myths about Mathematics)

21 pages, 7505 KiB

Open AccessEditor’s ChoiceArticle

Learning Landscapes: Playing the Way to Learning and Engagement in Public Spaces

by Brenna Hassinger-Das^1,*

, Andres S. Bustamante², Kathy Hirsh-Pasek^2,3 and Roberta Michnick Golinkoff⁴

¹ Psychology Department, Pace University, New York, NY 10038, USA

² Department of Psychology, Temple University, Philadelphia, PA 19122, USA

³ Center for Universal Education, The Brookings Institution, Washington, DC 20036, USA

⁴ School of Education, University of Delaware, Newark, DE 19716, USA

Educ. Sci. 2018, 8(2), 74; https://doi.org/10.3390/educsci8020074 - 23 May 2018

Cited by 48 | Viewed by 14952

Abstract

Children from under-resourced communities regularly enter formal schooling lagging behind their peers. These deficits in areas such as language development, reading readiness, and even in the kind of spatial skills that predict later mathematical knowledge, may persist throughout their lifespan. To address such [...] Read more.

Children from under-resourced communities regularly enter formal schooling lagging behind their peers. These deficits in areas such as language development, reading readiness, and even in the kind of spatial skills that predict later mathematical knowledge, may persist throughout their lifespan. To address such gaps, policymakers have focused largely on schooling as the great equalizer. Yet, children only spend 20% of their waking hours in school. How can developmental scientists and educators address this “other 80%” for the benefit of children’s development? One answer is the Learning Landscapes initiative, which involves crafting carefully planned play experiences that focus on learning outcomes, particularly for children and families from under-resourced communities. Playful learning, a broad pedagogical approach featuring child-directed play methods, provides a unique way to foster learning and engagement organically within the built environment. Learning Landscapes already incorporates several well-documented projects. The Ultimate Block Party brought over 50,000 people to Central Park to engage in playful learning activities. Supermarkets became hotspots for caregiver-child interaction by simply adding prompts for caregiver-child interaction through signage in everyday “trapped” experiences. Urban Thinkscape transformed a bus stop and adjacent lot into a hub for playful learning while families were waiting for public transportation. Finally, Parkopolis is a life-size human board game that fosters STEM and reasoning skills in public spaces. This paper reflects on data from these projects while reflecting on lessons learned and future directions. Full article

(This article belongs to the Special Issue Early Childhood Education)

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14 pages, 253 KiB

Open AccessFeature PaperArticle

Women Rectors and Leadership Narratives: The Same Male Norm?

by Teresa Carvalho^1,2,* and Sara Diogo^1,2

¹ Department of Social, Political and Territorial Sciences, University of Aveiro, 3810-193 Aveiro, Portugal

² CIPES—Research Center on Higher Education Policies, R. 1º de Dezembro 399, 4450-137 Matosinhos, Portugal

Educ. Sci. 2018, 8(2), 75; https://doi.org/10.3390/educsci8020075 - 23 May 2018

Cited by 19 | Viewed by 5556

Abstract

This paper examines how two Portuguese women rectors constructed narratives on their path to leadership positions and their performance of leadership roles. The study is based on a qualitative empirical analysis based on life story interviews with two women rectors in Portugal. The [...] Read more.

This paper examines how two Portuguese women rectors constructed narratives on their path to leadership positions and their performance of leadership roles. The study is based on a qualitative empirical analysis based on life story interviews with two women rectors in Portugal. The results from this research suggest that women rectors tend to develop narratives about their professional route to the top as based on merit and hard work, and tend to classify their leadership experience as gender-neutral and grounded on the establishment of good relationships with their peers along their professional path. These narratives may contribute to reinforcing the male norm that leads other women to blame themselves for not being able to progress in their career, hindering the creation of an organisational environment that is open to the development of institutional policies to improve equal opportunities. Portugal is a very interesting case study, considering that despite the long history of its higher education system and the high participation of women in higher education, there were only two women rectors in the country until 2014. Full article

(This article belongs to the Special Issue Gender and Leadership)

14 pages, 226 KiB

Open AccessArticle

‘Culture’, ‘Context’, School Leadership and Entrepreneurialism: Evidence from Sixteen Countries

by Paul Miller

Paul Miller School of Education & Professional Development, University of Huddersfield, Queensgate, Huddersfield HD1 3DH, UK

Educ. Sci. 2018, 8(2), 76; https://doi.org/10.3390/educsci8020076 - 29 May 2018

Cited by 24 | Viewed by 8300

Abstract

In the face of ongoing school budget cuts, increasing student numbers and national educational policy environments that demand more from schools, like it or not, school leaders are being forced to be much more market-oriented in their thinking and ways of being than [...] Read more.

In the face of ongoing school budget cuts, increasing student numbers and national educational policy environments that demand more from schools, like it or not, school leaders are being forced to be much more market-oriented in their thinking and ways of being than at any other time before. A school is an important site for social development, and in some communities in some countries, there may be only one school in an entire community. Nevertheless, as countries continue to grapple with reduced government funding on education, many schools risk the threat of closure. And, as education consumers (parents) and users (students) demand more and better value and results from schools, competition between schools have simultaneously increased. Thus, the environment in which school leaders’ work is requiring and fostering entrepreneurial leadership. The findings reported in this paper, derive from a larger sixteen country, five continent study of 61 school leaders on the “Nature of School Leadership”. The main conclusions presented in this paper are that, male and female school leaders approach entrepreneurial in very different ways; “national culture” and “national context” significantly influences and shape the work, and thus the attitudes and behaviours of school leaders, who must embrace entrepreneurialism as an essential skill, and a response to changes in school funding arrangements, and the changing role of education in national educational policy agendas. Full article

(This article belongs to the Special Issue Societal Culture and Educational/School Leadership)

15 pages, 393 KiB

Open AccessArticle

An Application of Hofstede’s Cultural Dimension among Female Educational Leaders

by Charmaine Bissessar

Department of Education, University of Roehampton, London Online, London SW155PU, UK

Educ. Sci. 2018, 8(2), 77; https://doi.org/10.3390/educsci8020077 - 29 May 2018

Cited by 32 | Viewed by 25450

Abstract

With the exponential advancement of technology, global sharing, industrialization and economic development, national and global cultures are becoming more collective. More importantly, this fundamental paradigm shift is affecting national and global educational leadership cultures. Therefore, the power/distance index (PDI); individualism versus collectivism (IDV); [...] Read more.

With the exponential advancement of technology, global sharing, industrialization and economic development, national and global cultures are becoming more collective. More importantly, this fundamental paradigm shift is affecting national and global educational leadership cultures. Therefore, the power/distance index (PDI); individualism versus collectivism (IDV); uncertainty avoidance index (UAI); masculinity/femininity (MAS); and long-term orientation versus short-term orientation (LTO); are of interest when considering national and global cultures. These cultural dimensions can be exemplified in the responses of eight female educational leaders: three Canadians and one from Jamaica and Trinidad; two Grenadians and one Lebanese. This qualitative methodology in the form of a phenomenological study found that all respondents displayed varying degrees of each aspect of Hofstede’s five cultural dimensions which can be charted along a continuum from high to low index factors. Each dimension is linked to different leadership styles. PDI is linked to servant leadership, IDV is linked to shared/participatory leadership, UAI is linked to transformational leadership and emergent leadership, and MAS is linked to people versus task-oriented leadership. In each case, the slight variances in responses reflect the microcosm of the macrocosm where each country’s particular culture is mirrored. Recommendations are made for a more androgynous leadership style as well as more androgynous socialization processes if national and global educational leadership cultures are to become less gendered and more instrumental and functional based on the demands of the particular environment. It is expected that a focus could be placed on transcultural rather than intercultural studies in leadership and education. Full article

(This article belongs to the Special Issue Societal Culture and Educational/School Leadership)

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16 pages, 1478 KiB

Open AccessArticle

SavingLife: An Educational Technology for Basic and Advanced Cardiovascular Life Support

by Najma Naz^1,*

, Ali Sayyed²

, Grace Teresinha Marcon Dal Sasso³, Sabiha Khanum⁴

and Maria De Lourdes De Souza³

¹ Postgraduate College of Nursing (PGCN), Phase-V, Hayatabad, Peshawar 25000, Pakistan

² Department of Computer Science, CECOS University of IT and Emerging Sciences, Phase-VI, Hayatabad, Peshawar 25000, Pakistan

³ Postgraduate Program in Nursing (PEN), Federal University of Santa Catarina, Florianópolis 88040-900, Brazil

⁴ Farkhanda Institute of Nursing & Public Health, Gandhara University, Nasir Bagh Road, Peshawar 25000, Pakistan

Educ. Sci. 2018, 8(2), 78; https://doi.org/10.3390/educsci8020078 - 1 Jun 2018

Cited by 6 | Viewed by 6253

Abstract

The development of information and communication technologies and the accessibility of mobile devices has increased the possibilities of the teaching and learning process anywhere and anytime. Mobile and web application allows the production of constructive teaching and learning models in various educational settings, [...] Read more.

The development of information and communication technologies and the accessibility of mobile devices has increased the possibilities of the teaching and learning process anywhere and anytime. Mobile and web application allows the production of constructive teaching and learning models in various educational settings, showing the potential for active learning in health. The objective of this study was to present the design and development of an educational technology (SavingLife, a web, and mobile-based application) for learning cardiopulmonary resuscitation and advanced cardiovascular life support for adults. SavingLife is a technological production, based on the concept of virtual learning and problem-based learning approaches. SavingLife was developed using five phases (analyze, design, develop, implement, evaluate) of the instructional systems development process. The technology presents 10 scenarios and 12 simulations, covering different aspects of basic and advanced cardiac life support skills. The contents can be accessed in a non-linear way leaving the students free to build their knowledge based on their previous experience. Each scenario is presented through interactive tools such as scenario description, assessment, diagnose, intervention and re-evaluation. Animated ECG rhythms, text documents, images, and videos are provided to support procedural and active learning considering the real-life situations. Accessible equally on small to large devices with or without an internet connection, SavingLife offers a dynamic, interactive and flexible tool, placing students at the center of the learning process. SavingLife can contribute to the student’s learning in the assessment and management of basic and advanced cardiac life support for adults, in a safe and ethical way. Full article

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27 pages, 887 KiB

Open AccessArticle

The Index Number Problem with DEA: Insights from European University Efficiency Data

by Matthias Klumpp

University of Duisburg-Essen (PIM) and FOM University of Applied Sciences Essen (ild), 45141 Essen, Germany

Educ. Sci. 2018, 8(2), 79; https://doi.org/10.3390/educsci8020079 - 1 Jun 2018

Cited by 13 | Viewed by 5637

Abstract

An increasing effort has been put into dealing with the question of time-series analysis regarding institutional efficiency, including in the area of higher education. Universities are important institutions for economies and societies and are expected to provide excellence as well as efficiency in [...] Read more.

An increasing effort has been put into dealing with the question of time-series analysis regarding institutional efficiency, including in the area of higher education. Universities are important institutions for economies and societies and are expected to provide excellence as well as efficiency in their processes and outputs. This is reflected in the context of an increased global competitive environment by more refined international university rankings. Combining the two areas, this paper points towards a methodological challenge in comparing different ranking datasets for their use in a data envelopment analysis (DEA) Malmquist index time-series efficiency analysis, namely, index-based data compared to additive data. The problem is discussed in a theoretical framework and complemented with an empirical application: calculations for 70 European universities with budget and staff input data and different ranking output data for the timeframe of 2011–2016 show that there is no evidence for a specific index data problem. Important implications regarding university management and higher education policies are outlined. Efficiency improvements among the analyzed universities are significant but also unevenly distributed and not easy to obtain for individual institutions. Full article

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9 pages, 954 KiB

Open AccessArticle

Teaching Pre-Service Teachers How to Utilize Web 2.0 Platforms to Support the Educational Needs of Students with Disabilities in General Education Classrooms

by Maria B. Peterson-Ahmad^1,*, Jennifer B. Stepp² and Kyla Somerville³

¹ Division of Education and Leadership, Western Oregon University, Monmouth, OR 97361, USA

² Human Development and Family Studies, Oklahoma State University, Stillwater, OK 74078, USA

³ Division of Education & Leadership, Western Oregon University, Monmouth, OR 97361, USA

Educ. Sci. 2018, 8(2), 80; https://doi.org/10.3390/educsci8020080 - 2 Jun 2018

Cited by 14 | Viewed by 4961

Abstract

It is without question that technology in schools is here to stay. Educators have always been interested in the extent to which technology can be used to transform education and enhance student learning; however, the degree to which it is utilized in teacher [...] Read more.

It is without question that technology in schools is here to stay. Educators have always been interested in the extent to which technology can be used to transform education and enhance student learning; however, the degree to which it is utilized in teacher preparation programs for pre-service teachers in terms of Web 2.0 use with future students is under debate. Web 2.0 use can be a particularly interesting tool for teachers to use in differentiating instructional strategies for students with disabilities in inclusive settings. Therefore, it is worthwhile for teacher preparation programs to look at how Web 2.0 platforms can further support students in special education in such settings. The following study delineates data from a study of N = 82 pre-service teachers. Throughout the course of this study, all students were administered a pre- and post-survey that asked questions specific to current knowledge of Web 2.0 and the extent to which they thought it could be used in their future teaching practices. In addition, all students completed an assignment within their respective courses that embedded a specific Web 2.0 component. This assignment required pre-service teacher candidates to utilize the Pinterest platform to find and ‘pin’ educational materials specific to students with whom they will work with in future inclusive classrooms, relative to the various categories of special education. Full article

(This article belongs to the Special Issue Technology Enhancing the Skills of Students with Disabilities)

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19 pages, 746 KiB

Open AccessArticle

Empirical Evidence Illuminating Gendered Regimes in UK Higher Education: Developing a New Conceptual Framework

by Paula Burkinshaw¹, Jane Cahill²

and Jacqueline Ford^2,*

¹ Leeds University Business School, Leeds LS2 9JT, UK

² School of Healthcare, University of Leeds, Leeds LS2 9JT, UK

Educ. Sci. 2018, 8(2), 81; https://doi.org/10.3390/educsci8020081 - 5 Jun 2018

Cited by 28 | Viewed by 7640

Abstract

Debates on the absence of women in senior organizational roles continue to proliferate but relatively little attention is paid to the Higher Education (HE) context in which women in leadership roles are seriously under-represented. However, higher education is now central to UK political [...] Read more.

Debates on the absence of women in senior organizational roles continue to proliferate but relatively little attention is paid to the Higher Education (HE) context in which women in leadership roles are seriously under-represented. However, higher education is now central to UK political discourse given the growing controversy around student fees, vice chancellors’ remuneration’ and Brexit. This paper draws on a collaborative research study on the experiences of 105 senior women leaders across 3 UK Universities, which elicited accounts of constraints, successes and career highlights. Our research findings present empirical insights that expose the continuing gender inequalities most notable in senior Higher Education roles. Women’s accounts include stories of diverse experiences, on-going discriminatory practices and a failure to recognise the embedded gendered inequalities that continue to prevail in these institutions. Through a critical interrogation of the narratives of female professors and building on insights from a seminal paper by Broadbridge and Simpson a conceptual framework is offered as a heuristic device to capture critical and reflexive data in future studies of equality and inequality in leadership roles. Full article

(This article belongs to the Special Issue Gender and Leadership)

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19 pages, 259 KiB

Open AccessArticle

Effects of an International Undergraduate Honors Course on Awareness of Global Justice

by Ingrid Schutte^1,*

, Elanor Kamans¹, Marca Wolfensberger¹ and Wiel Veugelers²

¹ Research Center on Talent Development in Higher Education and Society, Hanze University of Applied Sciences, 9747 AS Groningen, The Netherlands

² University of Humanistic Studies, 3512 HD Utrecht, The Netherlands

Educ. Sci. 2018, 8(2), 82; https://doi.org/10.3390/educsci8020082 - 6 Jun 2018

Cited by 5 | Viewed by 5321

Abstract

How can undergraduate students be prepared for global citizenship? This question was investigated in a mixed-methods case study of an international, blended one-semester course. Undergraduate honors students (N = 22) from the USA and the Netherlands collaborated to explore what it means [...] Read more.

How can undergraduate students be prepared for global citizenship? This question was investigated in a mixed-methods case study of an international, blended one-semester course. Undergraduate honors students (N = 22) from the USA and the Netherlands collaborated to explore what it means to be a member of the global community. Curriculum guidelines from the social justice oriented education for global citizenship were used to analyze the course’s program and focus the case study. The research questions were as follows: 1. How did the course relate to the curriculum guidelines? 2. What and how did students learn from the course? Analyses of the program showed that the course partly reflects the social justice oriented global citizenship education, in particular by addressing intercultural sensitivity and experiential learning. Quantitative measures in a pre-post design with control groups (N = 40) showed some growth in ethical sensitivity and social awareness. Qualitative measures indicated that participants developed a broader view on society and demonstrated a more open and active attitude towards others after the course. Experiential learning was considered a powerful aspect of the pedagogical approach. The results are discussed in relation to a developmental process whereby students gain awareness of global justice issues. Full article

18 pages, 14398 KiB

Open AccessArticle

Processing Image to Geographical Information Systems (PI2GIS)—A Learning Tool for QGIS

by Rui Correia¹

, Lia Duarte^1,2,*

, Ana Cláudia Teodoro^1,2

and António Monteiro³

¹ Department of Geosciences, Environment and Land Planning, Faculty of Sciences, University of Porto, 4169-007 Porto, Portugal

² Earth Sciences Institute (ICT), Faculty of Sciences, University of Porto, 4169-007 Porto, Portugal

³ Research Center in Biodiversity and Genetic Resources, University of Porto, 4169-007 Porto, Portugal

Educ. Sci. 2018, 8(2), 83; https://doi.org/10.3390/educsci8020083 - 6 Jun 2018

Cited by 16 | Viewed by 8968

Abstract

Education, together with science and technology, is the main driver of the progress and transformations of a country. The use of new technologies of learning can be applied to the classroom. Computer learning supports meaningful and long-term learning. Therefore, in the era of [...] Read more.

Education, together with science and technology, is the main driver of the progress and transformations of a country. The use of new technologies of learning can be applied to the classroom. Computer learning supports meaningful and long-term learning. Therefore, in the era of digital society and environmental issues, a relevant role is provided by open source software and free data that promote universality of knowledge. Earth observation (EO) data and remote sensing technologies are increasingly used to address the sustainable development goals. An important step for a full exploitation of this technology is to guarantee open software supporting a more universal use. The development of image processing plugins, which are able to be incorporated in Geographical Information System (GIS) software, is one of the strategies used on that front. The necessity of an intuitive and simple application, which allows the students to learn remote sensing, leads us to develop a GIS open source tool, which is integrated in an open source GIS software (QGIS), in order to automatically process and classify remote sensing images from a set of satellite input data. The application was tested in Vila Nova de Gaia municipality (Porto, Portugal) and Aveiro district (Portugal) considering Landsat 8 Operational Land Imager (OLI) data. Full article

(This article belongs to the Special Issue Towards Excellence in Engineering Education)

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16 pages, 1424 KiB

Open AccessArticle

The Technical Efficiency of High Schools: The Case of a Greek Prefecture

by Dimitrios Halkiotis¹

, Ilias Konteles² and Vasiliki Brinia^3,*

¹ Educational Policy Institute, 36, A. Tsoha Street, PC 11521 Athens, Greece

² Junior High School of Malesina, PC 35001 Fthiotida, Greece

³ Athens University of Economics & Business—Teacher Education Program 76, Patision Street, PC 10434 Athens, Attica, Greece

Educ. Sci. 2018, 8(2), 84; https://doi.org/10.3390/educsci8020084 - 6 Jun 2018

Cited by 6 | Viewed by 6407

Abstract

Scarce human and fiscal resources of high value are spent in the field of education. Thus, the concept of efficiency, and particularly technical efficiency, that refers to the maximization of outputs at a given set of inputs, can be a possible contribution to [...] Read more.

Scarce human and fiscal resources of high value are spent in the field of education. Thus, the concept of efficiency, and particularly technical efficiency, that refers to the maximization of outputs at a given set of inputs, can be a possible contribution to the design of education policy and administration; mostly at a time of economic crisis as this in Greece, research could assist in formulating proposals on how resources are actually used within education structures/services, as well as in providing guidance to those responsible for the internal allocation of funds so as to secure greater educational results and benefits. The aim of this study is to measure the degree of technical efficiency of the 23 High Schools (Lyceums) in the Prefecture of Fthiotida in Greece, using the model of Data Envelopment Analysis and explore the factors that could interrelate with these measurements. The results provide evidence that a low percentage of school units (34.8%) achieves maximum technical efficiency. Proposals for improving the technical efficiency of the specific schools are also made. Full article

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9 pages, 216 KiB

Open AccessArticle

Investigation of Constraints that Occur during Participation in Leisure Activities by High School Students: A Sample of Turkey

by Cihan Ayhan¹

, Nurullah Emir Ekinci^2,*

, İlimdar Yalçın³

and Şıhmehmet Yiğit⁴

¹ Faculty of Sports Sciences, Sakarya University, 54050 Sakarya, Turkey

² School of Physical Education and Sports, Dumlupınar University, Kütahya, Turkey

³ School of Physical Education and Sports, Bingöl University, 12000 Bingöl, Turkey

⁴ Institute of Education Sciences, Sakarya University, 54050 Sakarya, Turkey

Educ. Sci. 2018, 8(2), 86; https://doi.org/10.3390/educsci8020086 - 10 Jun 2018

Cited by 14 | Viewed by 7464

Abstract

The aim of this research was to determine the factors that may prevent high school students from participating in recreational activities and to investigate whether these factors differ within the scope of various variables. This study consisted of 1459 (681 women and 778 [...] Read more.

The aim of this research was to determine the factors that may prevent high school students from participating in recreational activities and to investigate whether these factors differ within the scope of various variables. This study consisted of 1459 (681 women and 778 men) student volunteers who are educated to high school level. The easy sampling method was preferred in the present study. The face-to-face survey method was used to collect the data. The “Leisure Constraints Scale” developed by Alexandris and Carroll (1997) and adapted to Turkish by Gürbüz, Öncü, and Emir (2012) was used to determine the factors that might prevent individuals from participating in leisure activities. The data obtained for the research were first transferred to a computer and then analyzed by the SPSS program. The error margin level in the study was taken as p < 0.05. The Cronbach alpha of the study was found to be 0.91. As a result, it was found that women participated in leisure activities more than men. It was also observed that the participants met with more leisure constraints in Turkey’s eastern regions. Full article

14 pages, 258 KiB

Open AccessArticle

To Understand the “Brazilian Way” of School Management: How National Culture Influences the Organizational Culture and School Leadership

by Ana Maria De Albuquerque Moreira^* and Maria Zélia Borba Rocha

Department of Planning and Administration, Faculty of Education, University of Brasília, Campus Darcy Ribeiro, 70910-90 Brasília, Brazil

Educ. Sci. 2018, 8(2), 88; https://doi.org/10.3390/educsci8020088 - 13 Jun 2018

Cited by 7 | Viewed by 5860

Abstract

This study aims to identify characteristics of national culture in the culture of Brazilian school management and leadership. Considering the broad literature that deals with the peculiarities of Brazilian culture and its influence on Brazilian management, it is assumed that as an institution [...] Read more.

This study aims to identify characteristics of national culture in the culture of Brazilian school management and leadership. Considering the broad literature that deals with the peculiarities of Brazilian culture and its influence on Brazilian management, it is assumed that as an institution belonging to a particular society, the school offers internal dynamics that are organized under influences of historical and cultural determinants of this society. This work is an exploratory study that uses secondary data found in studies on the profiles of principals, leadership, climate, and organizational culture in schools and primary data from research applied in public secondary schools located in the Federal District, Brazil. The results demonstrate that the initial premise—national culture influences the organizational culture and school leadership—has been confirmed and aspects that merit further analysis are identified. Full article

(This article belongs to the Special Issue Societal Culture and Educational/School Leadership)

8 pages, 208 KiB

Open AccessEditor’s ChoiceArticle

Effect of Physical Education and Play Applications on School Social Behaviors of Mild-Level Intellectually Disabled Children

by Atike Yılmaz^1,*

and Fikret Soyer²

¹ School of Health, Bilecik Şeyh Edebali University, Bilecik 11230, Turkey

² Faculty of Sports Sciences, Sakarya University, Sakarya 64100, Turkey

Educ. Sci. 2018, 8(2), 89; https://doi.org/10.3390/educsci8020089 - 18 Jun 2018

Cited by 44 | Viewed by 8008

Abstract

The aim of this study was to examine the influences of physical education and play practices on the school social behavior of mild-level intellectually disabled children. The quantitative research methods used were based on the pre-test, post-test, post-test-retention control group model and the [...] Read more.

The aim of this study was to examine the influences of physical education and play practices on the school social behavior of mild-level intellectually disabled children. The quantitative research methods used were based on the pre-test, post-test, post-test-retention control group model and the general screening model. A simple random sampling type was used when constructing the sample group. To determine school social behavior, the School Social Behavior Scale (SSBS) was used. Physical education and play lessons were applied for two hours per week for 24 weeks with the purpose of obtaining data from these scales when applied to participants. The study sample group included 20 mild-level intellectually disabled children (14 boys, 6 girls), aged seven to nine years, who were trained at the Special Education and Rehabilitation Center that serves the County of Kocaeli, in the district of Izmit, Turkey. According to the results of the SSBS, we found a statistically significant difference (p < 0.05) between the social competence of present persons’ interpersonal relations, self-control, and academic skills, and the aggressive-nervous persons in the sub-dimensions of negative social behaviors, in favor of the test group. However, no significant difference (p > 0.05) in the antisocial-aggressive and destructive-demanding sub-dimensions was observed. We found that 24-week physical education and playing practices applied to mild-level intellectually disabled children had effects on children’s school social behavior. Full article

(This article belongs to the Special Issue Valorization of Physical Education)

17 pages, 272 KiB

Open AccessArticle

From “Goal-Orientated, Strong and Decisive Leader” to “Collaborative and Communicative Listener”. Gendered Shifts in Vice-Chancellor Ideals, 1990–2018

by Helen Peterson

Department of Sociology and Work Science, University of Gothenburg, 405 30 Gothenburg, Sweden

Educ. Sci. 2018, 8(2), 90; https://doi.org/10.3390/educsci8020090 - 19 Jun 2018

Cited by 13 | Viewed by 7136

Abstract

Applying a critical gendered lens, this article examines academic leadership ideals. It draws on a content analysis of job advertisements for Vice-Chancellors at Swedish higher education institutions from 1990 until 2018. The aim of the article is to investigate to what extent masculine [...] Read more.

Applying a critical gendered lens, this article examines academic leadership ideals. It draws on a content analysis of job advertisements for Vice-Chancellors at Swedish higher education institutions from 1990 until 2018. The aim of the article is to investigate to what extent masculine or feminine wordings have been used to describe the ideal Vice-Chancellor in these documents. The analysis reveals that a shift in the leadership ideal has taken place during the time period investigated. Before this shift, during the 1990s, the ideal Vice-Chancellor was described as competitive, bold, strong, tough, decisive, driven, and assertive. These wordings are still included in the job advertisements from the 2000s and the 2010s. However, a more communicative and collaborative leadership ideal also emerges during these decades. There is thus a significant shift in how the leadership ideal is described. This shift is analyzed from a gendered perspective, suggesting that the traditional masculine-biased leadership ideal has decreased in influence with the feminine, transformational leadership ideal acting as a counterweight. The article argues that the shift in leadership ideals, as constructed in the job advertisements, mirrors the increase of women Vice-Chancellors appointed in the Swedish higher education sector. Full article

(This article belongs to the Special Issue Gender and Leadership)

Review

Jump to: Research, Other

10 pages, 211 KiB

Open AccessReview

The Use of Technology to Assist School-Aged Students with High Incidence Special Needs in Reading

by Maria Earman Stetter

College of Education, Roosevelt University, 430 S. Michigan Ave, Chicago, IL 60605, USA

Educ. Sci. 2018, 8(2), 61; https://doi.org/10.3390/educsci8020061 - 24 Apr 2018

Cited by 6 | Viewed by 8735

Abstract

This paper delineates some of the ways students with high incidence special needs are currently being served with technology in the United States in K–12 to learn skills or accomplish tasks related to reading. Categories examined were read aloud tools, computer applications, traditional [...] Read more.

This paper delineates some of the ways students with high incidence special needs are currently being served with technology in the United States in K–12 to learn skills or accomplish tasks related to reading. Categories examined were read aloud tools, computer applications, traditional instructional methods that utilized technology, and online instructional environments. The categories examined in online instructional environments include the prevalence of students with special needs, how Individual Education Plan requirements, such as accommodations and modifications, are being addressed, parental participation, and concerns in the online environments. Suggestions for future work at the intersection of reading technology and teachers of students with special needs are included, as well as conclusions from the current work. Future work with teachers of students with special needs is required to help better serve their unique learning requirements. Full article

(This article belongs to the Special Issue Technology Enhancing the Skills of Students with Disabilities)

19 pages, 270 KiB

Open AccessReview

Types, Topics and Trends: A Ten-Year Review of Research Journals in Science Education

by John Mitchell O’Toole^*, Margaret Freestone, Karina S. McKoy and Brian Duckworth

School of Education, Faculty of Arts and Education, The University of Newcastle, Callaghan, NSW 2308, Australia

Educ. Sci. 2018, 8(2), 73; https://doi.org/10.3390/educsci8020073 - 18 May 2018

Cited by 6 | Viewed by 6595

Abstract

All reviews are selective and this one restricts itself to content analysis of articles published between the beginning of 2005 and the end of 2014 in the premier, generalist, Science-education, research journals: International Journal of Science Education; Journal of Research in Science Teaching; [...] Read more.

All reviews are selective and this one restricts itself to content analysis of articles published between the beginning of 2005 and the end of 2014 in the premier, generalist, Science-education, research journals: International Journal of Science Education; Journal of Research in Science Teaching; Research in Science Education; Science Education, and Studies in Science Education. The analysis relies on coding of over 2000 abstracts in terms of research method, educational level, disciplinary context and research topic. Articles were tallied within each category for each journal to produce ranks indicating the relative output for that category. Presentation of results in two five-year spans (2005–2009 and 2010–2014) allows comment on variations in output across the ten years reviewed. Such broad reviews provide a useful spur to expert reflection while also mapping the field for novices attempting to enter it. A discussion of the themes of this Special Issue: Interactive Simulations and Innovative Pedagogy for Conceptual Understanding in Science Education provides one example of such use. The paper closes with a comparison with existing reviews and suggestions for further work. This research literature has claims to wider relevance because of its location on the boundary between Science and the Humanities. Full article

Other

Jump to: Research, Review

10 pages, 974 KiB

Open AccessCommentary

Teach the Mathematics of Mathematicians

by Peter Taylor

Department of Mathematics and Statistics, Queen’s University, Kingston ON, K7L 3N6, Canada

Educ. Sci. 2018, 8(2), 56; https://doi.org/10.3390/educsci8020056 - 20 Apr 2018

Cited by 7 | Viewed by 12254

Abstract

The secondary-school mathematics curriculum is narrow in scope and technical in character; this is quite different from the nature of the discipline itself. As a result, it offers little inspiration to both students and teachers, and provides students with poor preparation for university [...] Read more.

The secondary-school mathematics curriculum is narrow in scope and technical in character; this is quite different from the nature of the discipline itself. As a result, it offers little inspiration to both students and teachers, and provides students with poor preparation for university mathematics courses and indeed for life. Over the past century, recently more than ever, there have been calls for change, for a curriculum that is true to the subject of mathematics as the creation and study of patterns and structures. While there are hopeful responses to this at the elementary level, there is almost nothing at the secondary level. Ironically, it is felt that in order to prepare students for university calculus, the secondary curriculum simply has to be what it is. This is a special case of a myth that needs to be destroyed. Full article

(This article belongs to the Special Issue Dispelling Myths about Mathematics)

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12 pages, 243 KiB

Open AccessCommentary

“Indefensible, Illogical, and Unsupported”; Countering Deficit Mythologies about the Potential of Students with Learning Disabilities in Mathematics

by Rachel Lambert

Attallah College of Educational Studies, Chapman University, Orange, CA 92866, USA

Educ. Sci. 2018, 8(2), 72; https://doi.org/10.3390/educsci8020072 - 17 May 2018

Cited by 30 | Viewed by 20867

Abstract

This paper describes two myths that circulate widely about the potential of students with Learning Disabilities to learn mathematics: (1) that students with Learning Disabilities cannot benefit from inquiry-based instruction in mathematics, and only from explicit instruction; and (2) that students with Learning [...] Read more.

This paper describes two myths that circulate widely about the potential of students with Learning Disabilities to learn mathematics: (1) that students with Learning Disabilities cannot benefit from inquiry-based instruction in mathematics, and only from explicit instruction; and (2) that students with Learning Disabilities cannot construct their own mathematical strategies and do not benefit from engaging with multiple strategies. In this paper, I will describe how these myths have developed, and identify research that counters these myths. I argue that these myths are the unintended consequences of deficit constructions of students with Learning Disabilities in educational research. Using neurodiversity to frame disability as diversity rather than deficit, I assert that students with Learning Disabilities can learn mathematics to the highest levels, and that these limiting mythologies hold them back. Full article

(This article belongs to the Special Issue Dispelling Myths about Mathematics)

12 pages, 489 KiB

Open AccessConcept Paper

Myths of Priority and Unity in Mathematics Learning

by E. Paul Goldenberg^1,* and Cynthia J. Carter²

¹ Education Development Center, Waltham, MA 02453, USA

² The Rashi School, Dedham, MA 02026, USA

Educ. Sci. 2018, 8(2), 85; https://doi.org/10.3390/educsci8020085 - 8 Jun 2018

Cited by 1 | Viewed by 6168

Abstract

How people see the world, even how they research it, is influenced by beliefs. Some beliefs are conscious and the result of research, or at least amenable to research. Others are largely invisible. They may feel like “common knowledge” (though myth, not knowledge), [...] Read more.

How people see the world, even how they research it, is influenced by beliefs. Some beliefs are conscious and the result of research, or at least amenable to research. Others are largely invisible. They may feel like “common knowledge” (though myth, not knowledge), unrecognized premises that are part of the surrounding culture. As we will explain, people also hold ideas in both a detailed form and in a thumbnail image and may not notice when they are using the low-resolution image in place of the full picture. In either case, unrecognized myths about how young learners develop mathematical ideas naturally or with instruction are insidious in that they persist unconsciously and so sway research and practice without being examined rigorously. People are naturally oblivious to the ramifications of unrecognized premises (myths) until they encounter an anomaly that cannot be explained without reexamining those premises. Like all disciplines, mathematics education is shaped and constrained by its myths. This article is a conceptual piece. It uses informally gathered (but reproducible) classroom examples to elaborate on two myths about mathematics learning that can interfere with teaching and can escape the scrutiny of empirical research. Our goal is to give evidence to expand the questions researchers think to pose and to encourage thoughtful reappraisal of the implications of the myths. The myths we will discuss involve the order in which mathematical ideas are learnable and the “unity” of mathematical topics, with special attention to algebra. With examples, we will show that some ideas develop at a strikingly counterintuitive and early time. Taking advantage of such unexpectedly early developments can let educators devise pedagogies that build on the logic young children already have rather than predicating learning on statistically observed learning patterns or even the apparent structure of mathematics. Acknowledging such early developments might change the questions researchers ask and change how they study children’s mathematical learning, with the possible result of changing how children are taught. Full article

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11 pages, 856 KiB

Open AccessConcept Paper

Productive Disruptions: Rethinking the Role of Off-Task Interactions in Collaborative Mathematics Learning

by Jennifer M. Langer-Osuna

Graduate School of Education, Stanford University, 450 Serra Mall, Stanford, CA 94305, USA

Educ. Sci. 2018, 8(2), 87; https://doi.org/10.3390/educsci8020087 - 13 Jun 2018

Cited by 16 | Viewed by 7891

Abstract

This paper confronts the myth that all off-task interactions in mathematics classrooms is detrimental to learning. To do so, this paper first explores links between participation, learning, and identity in mathematics education research that points to the importance of positional resources. Positional [...] Read more.

This paper confronts the myth that all off-task interactions in mathematics classrooms is detrimental to learning. To do so, this paper first explores links between participation, learning, and identity in mathematics education research that points to the importance of positional resources. Positional resources are related to identity processes and carry central functions that regulate learning and doing mathematics together. The paper then frames off-task behavior as an important positional resource in collaborative mathematics learning environments. With these ideas in mind, the paper then closes with new questions for research. Full article

(This article belongs to the Special Issue Dispelling Myths about Mathematics)

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