Journal Description
Education Sciences
Education Sciences
is an international, peer-reviewed, open access journal on education published monthly online by MDPI. The European Network of Sport Education (ENSE) is affiliated with Education Sciences and its members receive discounts on the article processing charges.
- Open Access— free for readers, with article processing charges (APC) paid by authors or their institutions.
- High Visibility: indexed within Scopus, ESCI (Web of Science), Educational Research Abstracts, PscyInfo, and other databases.
- Journal Rank: CiteScore - Q1 (Education)
- Rapid Publication: manuscripts are peer-reviewed and a first decision is provided to authors approximately 24.9 days after submission; acceptance to publication is undertaken in 3.7 days (median values for papers published in this journal in the second half of 2023).
- Recognition of Reviewers: reviewers who provide timely, thorough peer-review reports receive vouchers entitling them to a discount on the APC of their next publication in any MDPI journal, in appreciation of the work done.
Impact Factor:
3.0 (2022);
5-Year Impact Factor:
2.8 (2022)
Latest Articles
Teachers’ Knowledge and Experiences after the Implementation of an Eating Disorder Prevention Program in the Physical Education Classroom
Educ. Sci. 2024, 14(5), 467; https://doi.org/10.3390/educsci14050467 (registering DOI) - 27 Apr 2024
Abstract
Since psychological and social factors are especially prominent among the multiple causes of eating disorders, we argue that school, a meeting place among equals and thus a locus for the transmission of values and attitudes, can play an important role in preventing these
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Since psychological and social factors are especially prominent among the multiple causes of eating disorders, we argue that school, a meeting place among equals and thus a locus for the transmission of values and attitudes, can play an important role in preventing these disorders. This article’s main objective is to verify whether the physical education (PE) class can become an arena for transferring and learning that prevent eating disorders, analyzing teachers’ perceptions of the program development “Psychology for Nutrition and Physical Activity in the Prevention of Eating Disorders” (P-NAF) and specifically: (1) analyzing what teachers know and believe about preventing eating disorders; (2) analyzing the relationship between PE sessions and the acquisition of skills for the prevention of eating disorders; and (3) verifying whether the strategies proposed in the program P-NAF help teachers develop skills for the prevention of eating disorders. We conducted semi-structured interviews with physical education teachers (six women and six men) from five educational institutions in southern Spain. We organized their responses into four blocks: (1) self-esteem, (2) social skills, (3) satisfaction with body image, and (4) nutrition. The results show that physical education teachers are poorly trained in eating disorders, in their detection, as well as their treatment. In particular, there is little communication between health professionals and teachers to provide the information needed to develop effective intervention programs. However, after participating in the Psychology for Nutrition and Physical Activity program, the teachers improved both their knowledge and educational tools when it comes to transmitting that knowledge. We conclude that this program is effective in its objectives and that it should be presented more widely to physical education teachers who work directly with young people.
Full article
(This article belongs to the Section Curriculum and Instruction)
Open AccessArticle
Quality Assessors’ Feedback and Recommendations on Music Education in Hong Kong Kindergartens
by
Yan Lam Ho and Alfredo Bautista
Educ. Sci. 2024, 14(5), 466; https://doi.org/10.3390/educsci14050466 - 26 Apr 2024
Abstract
In Hong Kong, quality assessors from the Education Bureau (EDB) visit kindergartens to conduct Quality Review (QR) assessments. Their written reports, therefore, reflect the official local perspective of quality kindergarten education. We conducted a content analysis of 323 QR reports focusing on the
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In Hong Kong, quality assessors from the Education Bureau (EDB) visit kindergartens to conduct Quality Review (QR) assessments. Their written reports, therefore, reflect the official local perspective of quality kindergarten education. We conducted a content analysis of 323 QR reports focusing on the positive and negative feedback and recommendations for improvement regarding music education. Two coding schemes were developed using an inductive approach. High inter-reliability was obtained. The most frequently mentioned positive feedback codes were related to sufficient exposure to music and enjoyable musical learning experiences. In contrast, there were negative feedback codes pointing out that children’s musical exposure was insufficient at Kindergarten 3 (children aged 5–6 years), and some musical activities were poorly prepared and/or designed. Children’s music learning outcomes were rarely mentioned in the reports. The analyses indicate that the local understanding of kindergarten music education strongly emphasizes exposing children to enjoyable musical activities, with a lower focus on the nature and quality of musical learning. We conclude that the QR reports reflect a teacher-centric view of music education. Findings may inform curriculum designers and teacher educators about EDB’s expectations in the area of music education. Future research should explore the perspectives of other kindergarten stakeholders such as teachers, principals, and teacher educators.
Full article
(This article belongs to the Special Issue Pedagogical Possibilities for Early Childhood Education)
Open AccessArticle
Kitambaa: A Convivial Future-Oriented Framework for Kinangop’s Learning Hub
by
Caroline Kuhn, Mary Warui and Dominic Kimani
Educ. Sci. 2024, 14(5), 465; https://doi.org/10.3390/educsci14050465 - 26 Apr 2024
Abstract
The aim of this paper, and more generally, our project “Impact from the ground” (a multi-stage ongoing project), is to reimagine education so that it transcends the walls and harsh constraints of a “universal one size fits all” education. To achieve this, we
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The aim of this paper, and more generally, our project “Impact from the ground” (a multi-stage ongoing project), is to reimagine education so that it transcends the walls and harsh constraints of a “universal one size fits all” education. To achieve this, we propose a framework that will inform the design of a participatory approach to co-create a learning hub (an informal lifelong learning opportunity) with and within the community. To weave this framework, we explore the current landscape of education, looking at the challenges that youth from rural settings face to complete their studies in urban universities, and the difficulties they experience when looking for jobs after having done so. We briefly explain our research project and contextualize it in Kinangop, a small region in the Nyandarua County in Kenya, where we explored the enablers and constraints people face to engage in social innovation. We proceed to imagine an alternative education that is local and organic, with different principles and theories weaved into a fabric kitambaa (in Swahili) that serves as the ground for an education intervention that is meaningful, binding, and bonding for the community members. In so doing, we aim to center matters of knowledge production as multi-epistemic conversations, situating those at the margins of epistemic divisions at the center of productive and creative debates.
Full article
(This article belongs to the Special Issue Decolonising Educational Technology)
Open AccessArticle
Redesigning and Evaluating a Science Activity to Foster Mathematical Problem Solving
by
Janina Just and Hans-Stefan Siller
Educ. Sci. 2024, 14(5), 464; https://doi.org/10.3390/educsci14050464 - 26 Apr 2024
Abstract
According to contemporary research, there exists an imbalance within the disciplines of Science, Technology, Engineering, and Mathematics (STEM), wherein certain subjects are lacking representation due to the neglect or omission of mathematical elements. The purpose of this study is to address this issue
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According to contemporary research, there exists an imbalance within the disciplines of Science, Technology, Engineering, and Mathematics (STEM), wherein certain subjects are lacking representation due to the neglect or omission of mathematical elements. The purpose of this study is to address this issue through the analysis of an established learning sequence that has been well-tested to promote mathematical skills. We adapted the selected biology-based learning sequence to foster mathematical problem solving and conducted it with a school class. The qualitative analysis of the recorded video footage of this adapted learning sequence revealed that the modified task effectively stimulated mathematical problem-solving skills. This successful adaptation demonstrates one approach through which mathematics can be strengthened and effectively utilized in STEM subjects.
Full article
(This article belongs to the Section STEM Education)
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Open AccessArticle
Motivation of Spanish University Students: A Regression Model
by
Lionel Sánchez-Bolívar, Juan Francisco Rodríguez-Gamal, Sergio Escalante-González and María Isabel Tovar-Gálvez
Educ. Sci. 2024, 14(5), 463; https://doi.org/10.3390/educsci14050463 - 26 Apr 2024
Abstract
Student motivation is an axial variable in the choice of degree, academic performance, and future incorporation into the labor market. In this study, with a descriptive and cross-sectional design, 292 students enrolled in different university degrees of the University of Granada, in the
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Student motivation is an axial variable in the choice of degree, academic performance, and future incorporation into the labor market. In this study, with a descriptive and cross-sectional design, 292 students enrolled in different university degrees of the University of Granada, in the campuses of Ceuta and Melilla; 66.80% (n = 195) women and 33.20% (n = 97) men, with a mean age of 22.03 years (SD = 5.80), were selected by stratified random sampling, in order to determine which type of motivation (extrinsic or intrinsic) was predominant and which population was more motivated. For data collection, a questionnaire was developed to assess students’ motivation according to socio-demographic factors and social competence. The results revealed that students pursuing Educational degrees showed higher adherence than those studying Nursing or Business Administration and Management. The regression model proved to be valid, predicting 81.8% of cases and explaining between 0.201 and 0.309 of the dependent variable, showing that the most intrinsically motivated students were students of Educational Sciences with high social activity.
Full article
(This article belongs to the Special Issue Active Teaching and Learning: Educational Trends and Practices)
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Pedagogical Translanguaging as a Socially Just Strategy for Multilingual Students in Occupational Therapy
by
Matumo C. Ramafikeng
Educ. Sci. 2024, 14(5), 462; https://doi.org/10.3390/educsci14050462 - 26 Apr 2024
Abstract
Multilingual speakers’ languaging practices are undervalued and problematised in formal teaching and learning spaces in higher education. The environment has legitimised monolingualism as the only acceptable practice, hence students often lack the confidence to recruit their full linguistic repertoires. In the third and
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Multilingual speakers’ languaging practices are undervalued and problematised in formal teaching and learning spaces in higher education. The environment has legitimised monolingualism as the only acceptable practice, hence students often lack the confidence to recruit their full linguistic repertoires. In the third and fourth years of their Occupational Therapy studies, many African students faced challenges due to socio-historic-political factors that put them at risk of failure. These challenges were addressed in academic support tutorial spaces using pedagogical translanguaging. The aim of the paper is to demonstrate the use of translanguaging as a socially just strategy, its affordances, and its challenges. This paper utilises data from a case study within a larger project aiming to describe the use of translanguaging in multilingual teaching and learning settings at a historically White university in South Africa. The case study comprised of eight African students. Linguistic ethnography and Moment analysis were employed. Pedagogical translanguaging and humour were used to create a space conducive to collaborative learning and co-construction of knowledge that granted epistemic access to occupational therapy discourse. Respect and dignity were fundamental in fostering cohesion, improving confidence, enacting speaking rights, and creating a sense of belonging among students who often felt alienated.
Full article
(This article belongs to the Special Issue Equity and Justice in Higher Education)
Open AccessArticle
Enhancing Competency-Based Education in Instrumental Analysis: A Novel Approach Using High-Performance Liquid Chromatography for Real-World Problem Solving
by
Mercedes Vázquez-Espinosa, Pau Sancho-Galán, Ana V. González-de-Peredo, José Luis Pérez-Calle, Ana Ruiz-Rodríguez, Gerardo Fernández Barbero and Marta Ferreiro-González
Educ. Sci. 2024, 14(5), 461; https://doi.org/10.3390/educsci14050461 - 25 Apr 2024
Abstract
Curricula related to instrumental analysis aim for competency-based education to promote the development of teaching strategies that encourage students to successfully tackle the problem-solving and tasks inherent to their profession. However, this endeavor is constrained by the complexity of equipment and the lack
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Curricula related to instrumental analysis aim for competency-based education to promote the development of teaching strategies that encourage students to successfully tackle the problem-solving and tasks inherent to their profession. However, this endeavor is constrained by the complexity of equipment and the lack of time in laboratory classes. The objective of this work is to present an alternative high-performance liquid chromatography (HPLC) practice that adapts the desired competencies to a shorter and more effective timeframe. It seeks more active participation from the student and contextualizes chromatographic analysis within a real-world problem that encompasses the entire analytical process, from sample to final result. In this scenario, the student receives a solid sample of spicy paprika from a supermarket and must report the level of spiciness in terms of the total amount of capsaicinoids. To achieve this, they must first apply different experimental conditions for extracting the analytes of interest (varying temperatures and solvents) and selecting the most optimal condition. This practice is designed for short sessions, specifically conducted in two 2.5 h laboratory sessions, and has been implemented in the subject “Advanced Techniques in Instrumental Analysis (ATIA)” in the fourth year of the Degree in Biotechnology at the University of Cadiz. The results obtained demonstrated a significant increase in student motivation and an improvement in the acquisition of skills; 100% of the students achieved a grade higher than seven in the final evaluation of their learning process.
Full article
(This article belongs to the Special Issue Higher Education Research: Challenges and Practices)
Open AccessArticle
Pedagogical Competence Analysis Based on the TPACK Model: Focus on VR-Based Survival Swimming Instructors
by
Yoo Churl Shin and Chulwoo Kim
Educ. Sci. 2024, 14(5), 460; https://doi.org/10.3390/educsci14050460 - 25 Apr 2024
Abstract
This study explores the pedagogical competence of VR-based survival swimming instructors in South Korea, focusing on their application of Technological Pedagogical Content Knowledge (TPACK). Employing qualitative methodology, we conducted in-depth interviews with 11 instructors to understand their instructional strategies within a VR context.
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This study explores the pedagogical competence of VR-based survival swimming instructors in South Korea, focusing on their application of Technological Pedagogical Content Knowledge (TPACK). Employing qualitative methodology, we conducted in-depth interviews with 11 instructors to understand their instructional strategies within a VR context. The study aimed to identify how instructors integrate TPACK components into their teaching, specifically exploring technological content knowledge (content utilization, equipment preparation, addressing dizziness), pedagogical content knowledge (creating a conducive learning environment, enhancing student engagement), and technological pedagogical knowledge (setting appropriate learning objectives and guidelines, educational assessment), understanding learners, and pedagogical beliefs and philosophy. Our findings reveal that VR-based instructors proficiently blend these knowledge domains to enhance the effectiveness of survival swimming education. The results demonstrate that strategic pedagogical approaches are crucial in leveraging VR technology for educational outcomes, highlighting the importance of instructor competence in successfully implementing VR in teaching. This research contributes to the literature by detailing specific competencies critical for VR-based education and suggesting that a thorough understanding and application of the TPACK framework are essential for optimizing VR’s educational potential.
Full article
(This article belongs to the Special Issue Teaching and Learning with Virtual/Augmented Reality)
Open AccessArticle
The Relevance of Visibility in Cultivating Teacher Leaders’ Professional Identity
by
Nurit Chamo
Educ. Sci. 2024, 14(5), 459; https://doi.org/10.3390/educsci14050459 - 25 Apr 2024
Abstract
In the realm of education, discussions surrounding the concept of “visibility” typically concentrate on students and marginalized populations, often overlooking highly positioned individuals, such as leading teachers. This research delves into the fundamental importance of visibility in the transformative process of teacher professional
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In the realm of education, discussions surrounding the concept of “visibility” typically concentrate on students and marginalized populations, often overlooking highly positioned individuals, such as leading teachers. This research delves into the fundamental importance of visibility in the transformative process of teacher professional development as leaders. It investigates its character among teacher leaders and the experience of being seen and scrutinizes its central role in shaping a cohesive professional identity. Over a two-year period, data were gathered from 42 leading teachers in elementary and high schools using a phenomenological approach. The findings reveal a paradox: despite the visibility of teachers in their communities, expressions of a lack of professional visibility persist in their continuing professional development (CPD). However, visibility is crucial for research participants, serving as a catalyst for shaping their professional identity. This identity formation involves four key processes: recognizing one’s developmental journey, reflecting on professional experiences within a timeframe, fostering introspection, and reconstructing identity based on reflection outcomes. This iterative process signifies continuous evolution and analysis.
Full article
(This article belongs to the Special Issue Enhancing Teacher Education: Innovations and Challenges in Professional Development and Training)
Open AccessArticle
Bridging Theory and Practice: Using Goal Systems to Spark Professional Dialogue and Develop Personal Theories
by
Hanna Westbroek, Bregje de Vries, Anna Kaal and Michelle McDonnell
Educ. Sci. 2024, 14(5), 458; https://doi.org/10.3390/educsci14050458 - 25 Apr 2024
Abstract
School-based mentors play a key role in the learning processes of student teachers. Ideally, they facilitate student teachers to scrutinize their approaches and underlying assumptions, and link these to theoretical notions. In this study we investigated how three mentors used a goal-system representation
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School-based mentors play a key role in the learning processes of student teachers. Ideally, they facilitate student teachers to scrutinize their approaches and underlying assumptions, and link these to theoretical notions. In this study we investigated how three mentors used a goal-system representation (GSR) tool in their mentoring conversations. The GSR tool is essentially a visual reflection of the student teacher’s personal theory regarding classroom practice. It was developed at our teacher training institute to help our students see the personal relevance of research literature and theory and apply it to their lesson plans, to bridge the gap between educational theory, their vision of good teaching and their educational practice. In three explorative case studies, we show how mentors use the GSR tool and to what extent they support three levels of personal theory development: sharing, investigating and transforming. In all cases, student teachers could relate their practices to theoretical notions, giving access to their mentors for further questioning of their sense-making of the situation. Mentors successfully use these opportunities for personal theory development in various ways. We conclude that the GSR tool functions as a boundary object between theory and practice and between institute-based and school-based teacher education.
Full article
(This article belongs to the Special Issue Teachers and Teaching in Teacher Education)
Open AccessArticle
Views on Gender Differences in the Physics Classroom
by
Natascha Musters, Rian Aarts, Marije Van Amelsvoort and Marc Swerts
Educ. Sci. 2024, 14(5), 457; https://doi.org/10.3390/educsci14050457 - 25 Apr 2024
Abstract
Concerns about the differences between boys and girls in educational achievement, school careers and educational choices have existed since the last century. Despite ongoing research, we still do not have a complete picture of gender-based differences in education. In particular, there is little
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Concerns about the differences between boys and girls in educational achievement, school careers and educational choices have existed since the last century. Despite ongoing research, we still do not have a complete picture of gender-based differences in education. In particular, there is little comparative research on how teachers and students experience and deal with gender differences in their classrooms. Therefore, this study focuses on teacher and student perspectives on gender differences in the physics classroom of Dutch upper secondary education. The data were collected through questionnaires distributed among physics teachers (N = 72) and students (N = 212). The questionnaires for students and teachers were designed to reveal their perceptions of gender differences in the classroom, focusing on student learning characteristics and teacher–student interactions. Gender differences are reported to a larger extent by teachers than by students, especially in the area of students’ learning characteristics (e.g., boys showing more talent and interest in physics, girls showing more effort and self-regulation) and some in teacher–student interactions (e.g., girls asking teachers more questions). We conclude that concerns about differences between boys and girls are still present and need further research. More work is needed to fully understand the implications of these differences, which are expected to have an important impact on classroom interventions and guidelines for teachers to use in their classrooms.
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(This article belongs to the Special Issue Gender and STEM Education)
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Resilience Development of Swiss Adolescents: A Convergent Mixed-Methods Approach
by
Wassilis Kassis, Ulrike Graf, Christian Rietz and Franziska Widmer
Educ. Sci. 2024, 14(5), 456; https://doi.org/10.3390/educsci14050456 - 25 Apr 2024
Abstract
Introduction: We applied a convergent mixed-methods research design, focusing on data from Swiss students to identify patterns of resilience development in high school. Method: The study consisted of an online longitudinal survey conducted in two waves, in autumn 2019 (n = 377 grade
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Introduction: We applied a convergent mixed-methods research design, focusing on data from Swiss students to identify patterns of resilience development in high school. Method: The study consisted of an online longitudinal survey conducted in two waves, in autumn 2019 (n = 377 grade seven) and spring 2021 (n = 257 grade eight). By combining latent transition analysis (LTA), a person-oriented quantitative method, and qualitative content analysis, we detected four resilience patterns. Results: The longitudinal survey revealed a decrease in the “blooming” pattern (students who displayed high levels of individual and social support indicators as well as satisfaction with their grades and academic success measures) over time and, on the other hand, an increase in the “challenged” pattern, suggesting larger numbers of students with low levels of social support and academic success. Additionally, qualitative interviews were conducted with four students from the sample. These interviews provided insights into the stressors; coping experiences, skills, processes, and resources; and outcomes related to resilience. Discussion: The analysis revealed key factors contributing to resilience, including empowering experiences, supportive individuals, self-help as a prioritized resource, and a positive school environment. Merging the data has elicited various claims such as improving both home and school environments, along with focusing on elaborating their interplay, is the most efficacious approach to bolstering resilience.
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(This article belongs to the Section Education and Psychology)
Open AccessArticle
Enhancing ICT Literacy and Achievement: A TPACK-Based Blended Learning Model for Thai Business Administration Students
by
Cherisa Nantha, Kobchai Siripongdee, Surapong Siripongdee, Paitoon Pimdee, Thiyaporn Kantathanawat and Kanitphan Boonsomchuae
Educ. Sci. 2024, 14(5), 455; https://doi.org/10.3390/educsci14050455 - 25 Apr 2024
Abstract
The COVID-19 pandemic has heightened the need for 21st century skills, particularly computer and ICT literacy (CICT) in Thailand. This study aimed to develop a TPACK (Technological Pedagogical and Content Knowledge)-based blended learning model (BLM) to enhance CICT skills and academic performance among
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The COVID-19 pandemic has heightened the need for 21st century skills, particularly computer and ICT literacy (CICT) in Thailand. This study aimed to develop a TPACK (Technological Pedagogical and Content Knowledge)-based blended learning model (BLM) to enhance CICT skills and academic performance among 179 Business Administration (BA) undergraduates in the 2022 academic year Computer and Information Applications course. Research instruments were designed and evaluated by experts. Over 18 weeks, qualitative and quantitative data were collected, with the qualitative data undergoing content analysis. Descriptive statistics were used to analyze quantitative data, comparing pretests, post-tests, and 2-week retests using a repeated measure ANOVA. One-sample t-tests were used to assess the model’s impact on CICT skills. The results showed a significant score improvement between tests, with the highest mean being seen in the 2-week retest. The BA-TPACK model significantly enhanced CICT skills, exceeding 80%. The students expressed high satisfaction, with the BA-TPACK model effectively enhancing CICT skills and academic achievement, recommending its integration into future computer and information courses. This study’s contribution lies in addressing the pressing need for CICT skills in the ‘new normal’. By developing and implementing a BLM grounded in the TPACK framework, this study not only enhances students’ CICT proficiency but also fills a crucial gap in the literature regarding effective pedagogical approaches to foster 21st century skills.
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(This article belongs to the Special Issue Technologically Enhanced Teaching Practices That Engage Student Learning)
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Identity Trajectories of Faculty Members through Interdisciplinary STEAM Collaboration Paired with Public Communication
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Renee M. Desing, Renee Pelan, Rachel L. Kajfez, Cassie Wallwey, Abigail M. Clark and Sathya Gopalakrishnan
Educ. Sci. 2024, 14(5), 454; https://doi.org/10.3390/educsci14050454 - 25 Apr 2024
Abstract
Faculty members in science, technology, engineering, and mathematics (STEM) fields are accustomed to presenting their research findings through journal publications, conference presentations, textbooks, and other academic mediums. However, the audience for these traditional forms of communication are other researchers, which raises concerns about
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Faculty members in science, technology, engineering, and mathematics (STEM) fields are accustomed to presenting their research findings through journal publications, conference presentations, textbooks, and other academic mediums. However, the audience for these traditional forms of communication are other researchers, which raises concerns about how science research and knowledge are communicated to audiences who have less expertise on these topics. We sought to understand how faculty members develop their identities through collaborative professional development opportunities aimed at growing communication skills to communicate with audiences less familiar with research through interdisciplinary science, technology, engineering, arts, and mathematics (STEAM) activities. We conducted a qualitative, longitudinal study with sixteen STEAM faculty members to explore their identity trajectories as their interdisciplinary cohorts participated in various collaborations to engage with public audiences about their research. Through our analysis, we found that each faculty member’s dominant identity played a significant role in their identity trajectory through their professional development. We observed a significant growth in faculty members’ communication skills, such as learning new presentation techniques to engage others in their research areas of expertise and in their understanding of interdisciplinary STEAM collaboration. Our results provide insights into the identity trajectories of faculty members and how their identity development through these interdisciplinary STEAM collaborations will impact their formal education roles as researchers and teachers moving forward.
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(This article belongs to the Special Issue Impact of Integrated STEAM Education)
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Exploring the Effects of Teachers’ Practices in the Early Childhood Literacy Classroom Environment on Children’s Acquisition of Literacy Skills
by
Merfat Ayesh Alsubaie
Educ. Sci. 2024, 14(5), 453; https://doi.org/10.3390/educsci14050453 - 25 Apr 2024
Abstract
The primary focus of this study is to explore the relationship between the early childhood literacy classroom environment and teachers’ practices to promote an understanding of their influence on Arabic-speaking children’s acquisition of literacy skills. This study utilizes a quantitative methodological approach, whereby
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The primary focus of this study is to explore the relationship between the early childhood literacy classroom environment and teachers’ practices to promote an understanding of their influence on Arabic-speaking children’s acquisition of literacy skills. This study utilizes a quantitative methodological approach, whereby null and alternative hypotheses were formulated to examine the association between Arabic-speaking children’s acquisition of literacy skills and the early childhood literacy classroom environment. Data analysis was conducted using a statistical technique known as structural equation modeling. The results of this study indicate that the literacy classroom environment, teachers’ practices, and Arabic-speaking children’s acquisition of literacy skills affect each other and have an evidence-based interrelationship. Based on this relationship, the results and recommendations of this study may be considered inspirational ideas for teachers, researchers, and decision-makers working in early childhood who seek to make positive educational changes in this field.
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(This article belongs to the Special Issue Teacher Professional Development and Teaching Practices in Early Childhood Education: An International Landscape)
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From Specialised Classrooms to Mainstream Classrooms: A Study on the Inclusion of Students with Special Educational Needs from the Voices of Their Mainstream Peers
by
Carmen María Caballero
Educ. Sci. 2024, 14(5), 452; https://doi.org/10.3390/educsci14050452 - 24 Apr 2024
Abstract
The modalities of schooling and the educational measures for students with special educational needs (SENs) are postulated as important aspects within the field of study of inclusive education. The general objective of this research is to analyse the processes, through the voice of
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The modalities of schooling and the educational measures for students with special educational needs (SENs) are postulated as important aspects within the field of study of inclusive education. The general objective of this research is to analyse the processes, through the voice of their peers, for the inclusion of students with SENs enrolled in specialised classrooms (SCs) in mainstream centres in Spain when they attend mainstream classrooms (MCs). The design of the research is mixed (QUAN-Qual), non-experimental, and descriptive. The participants in the quantitative phase were 2649 peers from MCs that have students enrolled in the SCs, and the participants in the qualitative phase were 57 students from MCs. A questionnaire designed ad hoc was used for collecting the quantitative information and discussion groups for the qualitative information. This study shows the barriers and facilitators towards the inclusion of students in the SU within mainstream centres or classrooms. Among the facilitators which stand out is the wish of classmates from mainstream classrooms to share times, spaces, and activities with their classmates with SENs from the SU. Among the barriers highlighted by a large number of students in the MCs are the fact that they do not participate in group activities with their peers with SENs and that the latter do not usually participate in common activities developed at the centre (like celebrations or excursions).
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(This article belongs to the Special Issue Culture of Diversity and Interculturality in Education Today)
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Increased Perceived Confidence in Professional Role Skills among Undergraduate Dietetic Students Following Simulation-Based Learning Experiences
by
Makenzie Barr-Porter, Elizabeth Combs, Lauren Batey, Dawn Brewer, Aaron Schwartz and Tammy Stephenson
Educ. Sci. 2024, 14(5), 451; https://doi.org/10.3390/educsci14050451 - 24 Apr 2024
Abstract
Simulation-based learning experiences (SBLEs) are effective for teaching healthcare students clinical and communication skills. The current study assessed self-perceived clinical and communication confidence among dietetics students completing a series of four SBLEs (3 group, 1 individual) across nine months. Dietetics students were recruited
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Simulation-based learning experiences (SBLEs) are effective for teaching healthcare students clinical and communication skills. The current study assessed self-perceived clinical and communication confidence among dietetics students completing a series of four SBLEs (3 group, 1 individual) across nine months. Dietetics students were recruited in February 2023 prior to their first SBLE. Simultaneously through the academic year, students completed clinical and communication courses. Students were invited to complete an online, anonymous self-reported survey regarding confidence with nutrition care and communication prior to their first SBLE (Time 1), prior to their third SBLE (Time 2), and following their final SBLE (Time 3). The survey measured healthcare work experience and self-perceived confidence. Student confidence increased among 30 of the 38 indicators (p < 0.05). At Time 2 (following two group SBLEs), those with healthcare experience had higher confidence among 12 of the 39 items (p < 0.05). At Time 3 (following four simulation experiences) those with healthcare experience had higher confidence among just four of the 39 total items (p < 0.05). Cohort increases in confidence suggest that SBLEs, along with dietetics coursework, were critical in increasing confidence and students’ perceived ability to carry-out entry-level tasks of a dietitian. While student confidence increased across the cohort, SBLEs were particularly beneficial in leveling confidence between those with prior clinical experience and those without.
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Implementation of Home-Schooling: Parents’ Practices and Processes
by
Chris Forlin and Dianne Chambers
Educ. Sci. 2024, 14(5), 450; https://doi.org/10.3390/educsci14050450 - 24 Apr 2024
Abstract
With increasing numbers of parents choosing to home-school their child, currently there is very limited information about how this is implemented. Utilizing the recently developed Parents’ Perceptions of Home-Schooling scale (PPHS), a survey of 93 home-schooling parents in Western Australia was undertaken. Data
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With increasing numbers of parents choosing to home-school their child, currently there is very limited information about how this is implemented. Utilizing the recently developed Parents’ Perceptions of Home-Schooling scale (PPHS), a survey of 93 home-schooling parents in Western Australia was undertaken. Data were collected using five Likert scales to obtain information concerned with a range of implementation aspects. Key findings were related to the process for registering and providing an appropriate learning program, the role of the home-educator moderator, the type of study and support utilized, and whether the student had a disability or ALNs. The discussion considers links to inclusion and how the heightened uptake of home-schooling can be monitored effectively.
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Didactical Materials Customizable to Suit Classroom Needs: A Valuable Resource for Teachers
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Silvia Sbaragli and Monica Panero
Educ. Sci. 2024, 14(5), 449; https://doi.org/10.3390/educsci14050449 - 24 Apr 2024
Abstract
Can free, adaptable, and didactically validated materials have an impact on teachers’ practices and competences? This issue has been focused on by the researchers working on the MaMa—Matematica per la scuola elementare (MaMa—Mathematics for the primary school) project, commissioned by the Dipartimento dell’educazione,
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Can free, adaptable, and didactically validated materials have an impact on teachers’ practices and competences? This issue has been focused on by the researchers working on the MaMa—Matematica per la scuola elementare (MaMa—Mathematics for the primary school) project, commissioned by the Dipartimento dell’educazione, della cultura e dello sport (Department of education, culture and sport) of the Canton of Ticino (Switzerland). Since 2019, this project has been aiming to create materials for teaching and learning mathematics in primary school, in line with the curriculum. The innovative MaMa materials, which can be freely downloaded via the mama.edu.ti.ch platform, are addressed to both teachers and learners. In many cases, they are editable, so that they can be customized by each user to suit the different teaching contexts and pupils’ learning needs and be grouped into collections. Via the administration and analysis of a questionnaire, this article investigates how teachers use the materials, and whether they influence teachers’ practices and competences. The results of this pilot study show that MaMa materials are perceived from teacher–users as “materials for teacher education and development”, especially at the disciplinary level, supporting both the instructional design process and the appropriation/transformation of didactical resources to deal with the challenges of differentiation in the classrooms.
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(This article belongs to the Special Issue Methods and Tools in Mathematics Education)
Open AccessArticle
Reflections on Initial Teacher Education and Theoretical Framing of Applied Pedagogical Knowledge with a Context-Consciousness: An International Study
by
Anna Elizabeth du Plessis and Johann Dreyer
Educ. Sci. 2024, 14(5), 448; https://doi.org/10.3390/educsci14050448 - 24 Apr 2024
Abstract
A stable teacher workforce is developed through a combination of quality preparation and tailored support. This study offers different lenses for the development of an in-depth understanding of professional experiences and the implications of professional experiences for initial teacher education (ITE) and early
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A stable teacher workforce is developed through a combination of quality preparation and tailored support. This study offers different lenses for the development of an in-depth understanding of professional experiences and the implications of professional experiences for initial teacher education (ITE) and early career teachers across international borders. In a globalized education environment, transnational research facilitates the acquisition of an in-depth understanding of the challenges encountered in ITE programs. These programs are frequently criticized for the quality of preparation of prospective teachers for teaching. Teacher preparedness, high expectations, targeted support, leadership awareness, and wellbeing lived experiences are concerns that if left unresolved over an extended period, will influence the confidence of preservice and beginning teachers, with implications for their career decisions. This qualitative study involved preservice and beginning teachers (n = 151) and their mentors (n = 123) from South Africa, as well as preservice and beginning teachers (n = 144) and school leaders (n = 763) from Australia. The research design was based on the context-conscious understanding development (C-CUD) theory, as a comprehensive theory to support the reflecting awareness of the context impact on preservice and beginning teachers. The findings unveil preservice and beginning teachers’ perceptions about lived experiences during professional learning and the perceived gap between theory and practice. In addition, the findings highlight expectations based on teacher standards and classroom challenges, as well as the realities teachers encounter even before entering the workforce and how these could be overcome.
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