Search Results (187)

In the U.S. public school system, White middle-class female teacher workforces have dominantly served an increasing number of students of color. While the racial interplay between teachers and students has offered insightful implications for continuing disparities in student discipline, little research has been done to link the racial match of the teaching force to their served communities. This study examines how the ethnoracial congruence between teachers and populations in their school district moderates racial gaps in in-school suspension rates between White and non-White students in Tennessee. The research demonstrates that when teachers serve communities of the same race, their schools are less likely to show a substantial gap in in-school suspensions between White students and students of color. Full article

COVID-19 school closures forced German high-school graduates (Abitur 2022 cohort) to prepare for their final examinations with lengthy learning times at home. Guided by transactional stress theory, we tested how personal resources—self-regulated learning (SRL) skills and academic self-efficacy—and contextual resources—perceived teacher support and teacher digital competence—jointly predicted perceived stress during exam preparation. A cross-sectional online survey (June–July 2022) yielded complete data from N = 2379 students (68% female; Mage = 18.3). Six latent constructs were measured with 23 items and showed adequate reliability (0.71 ≤ α/ω ≤ 0.89). A six-factor CFA fit the data acceptably (CFI = 0.909, RMSEA = 0.064). The structural equation model (CFI = 0.935, RMSEA = 0.064) explained 35% of the variance in stress and 23% of the variance in SRL—action. Academic self-efficacy (β = −0.31, p < 0.001), perceived support (β = −0.28, p < 0.001), teacher digital competence (β = −0.08, p < 0.001), COVID-19 learning disruptions (β = +0.13, p < 0.001), and gender (male = 0.32 SD lower stress, p < 0.001) had direct effects on stress. SRL—action’s direct path was small and non-significant (β = −0.02). Teacher digital competence also reduced stress indirectly through greater perceived support (standardized indirect β = −0.11, p < 0.001). The results highlight self-efficacy and perceived instructional support as the most potent buffers of pandemic-related stress, whereas cancelled lessons added strain. Boosting teachers’ digital pedagogical skills has a dual payoff—raising students’ sense of support and lowering their stress. Full article

Since the establishment of the State of Alarm resulting from the current COVID-19 pandemic, lockdown, and quarantine have been imposed in most countries, with serious health, social, economic, and educational consequences. The health emergency caused by COVID-19 led to the closure of schools, forcing students from all over the world to stop attending schools and compromising the quality of care offered to students with autism spectrum disorder (ASD). In order to examine how teachers supervised students with ASD virtually during the lockdown period, and to determine whether families considered the support provided by teachers to be adequate, a cross-cultural study design was adopted. An ad hoc questionnaire was administered to 415 families in Spain and Mexico in April 2020. We calculated frequencies and carried out descriptive analyses, parametric inferential analyses, and correlations. Families reported that educational monitoring and contact with the family member with ASD during home lockdown was scarce, despite the provision of activities appropriate to their needs. Significant differences were found as a function of country, age of participant, age of family member with ASD, type of ASD, type of schooling, and length of lockdown. This study highlights the need to train teachers in inclusive digital education and to establish effective protocols for communication and follow-up with the families of students with ASD. Full article

The COVID-19 pandemic disrupted U.S. K-12 education systems, forcing teachers to adopt emergency remote teaching with minimal preparation. This study investigates the challenges and adaptive strategies of 16 U.S. K-12 educators during the pandemic. Qualitative analysis of semi-structured interviews with 16 educators was conducted to identify key themes. Findings reveal that innovative engagement strategies—including interactive activities, long-term projects, and inclusive virtual environments—were pivotal for sustaining participation. Challenges such as disparities in students’ home environments, technical limitations, and motivational declines underscored the need for parental collaboration, emotional support frameworks, and teacher-specific professional development. These results highlight actionable pathways to strengthen resilience and equity in online education systems during crises. Full article

Objectives: The present study examined the sensory preferences adopted by students over three years of training in a specialized training program for security forces (STPSF). It determines their impact on karate performance metrics. Methods: Thirty-one students aged 20 to 26 (SD = 0.81) completed the modified Visual, Aural, Read/Write, and Kinesthetic questionnaire (VARK), a tool designed to help identify students’ preferred learning styles. This research suggests a theoretical model in which the balanced and optimal engagement of visual, auditory, and kinesthetic modalities rather than a strict mathematical equation might provide an optimal foundation for improving proficiency in martial arts. Balanced engagement of these sensory modalities can foster a deeper understanding of karate techniques, improve performance, minimize dependence on a single sensory channel, and bolster real-time adaptability. The students were tested at two points: once at the beginning of their enrolment and again after completing their three-year training program. Results: After a relatively intensive intervention over three years, the findings suggest a positive shift in the ratio of the primary modalities, moving toward an optimal balance. Considering the ideal sensory balance of 50:50:50%, the visual modality increased from 45.8 to 50.4, approaching the optimal value. The auditory modality, initially above the ideal level at 53.8, adjusted closer to balance, reaching 51.9. In contrast, the kinesthetic modality slightly decreased from 50 to 47.5, indicating a minor deviation from the ideal state. It was further confirmed that a higher technical level, such as the third kyu, exhibits an equal distribution, approaching the optimal use of the three modalities: visual 51.5 auditory 47.6 and kinesthetic 50.7. Moreover, the progress toward an optimal synergy and a more efficient evaluation of situational possibilities within the decision-making process was more frequently noted in females than in male students. Conclusions: Acknowledging students’ sensory processing preferences can assist the teacher, trainer, coach, and student in advancing interaction, optimizing learning strategies, improving performance, promoting analytical skills, and fostering self-assurance and determination. Full article

The university course scheduling problem (UCSP) is a challenging combinatorial optimization problem that requires optimization of the quality of the schedule and resource utilization while meeting multiple constraints involving courses, teachers, students, and classrooms. Although various algorithms have been applied to solve the UCSP, most of the existing methods are limited to scheduling independent courses, neglecting the impact of joint courses on the overall scheduling results. To address this limitation, this paper proposed an innovative mixed-integer linear programming model capable of handling the complex constraints of both joint and independent courses simultaneously. To improve the computational efficiency and solution quality, a hybrid method combining a genetic algorithm and dynamic programming, named POGA-DP, was designed. Compared to the traditional algorithms, POGA-DP introduced exchange operations based on a judgment mechanism and mutation operations with a forced repair mechanism to effectively avoid local optima. Additionally, by incorporating a greedy algorithm for classroom allocation, the utilization of classroom resources was further enhanced. To verify the performance of the new method, this study not only tested it on real UCSP instances at Beijing Forestry University but also conducted comparative experiments with several classic algorithms, including a traditional GA, Ant Colony Optimization (ACO), the Producer–Scrounger Method (PSM), and particle swarm optimization (PSO). The results showed that POGA-DP improved the scheduling quality by 46.99% compared to that of the traditional GA and reduced classroom usage by up to 29.27%. Furthermore, POGA-DP increased the classroom utilization by 0.989% compared to that with the traditional GA and demonstrated an outstanding performance in solving joint course scheduling problems. This study also analyzed the stability of the scheduling results, revealing that POGA-DP maintained a high level of consistency in scheduling across adjacent weeks, proving its feasibility and stability in practical applications. In conclusion, POGA-DP outperformed the existing algorithms in the UCSP, making it particularly suitable for efficient scheduling under complex constraints. Full article

While existing knowledge distillation (KD) methods typically force students to mimic teacher features without considering prediction reliability, this practice risks propagating the teacher’s erroneous supervision to the student. To address this, we propose the Logitwise Distillation Network (LDN), a novel framework that dynamically quantifies sample-wise confidence through the ranking of ground truth labels in teacher logits. Specifically, LDN introduces three key innovations: (1) weighted class means that prioritize high-confidence samples, (2) adaptive feature selection based on logit ranking, and (3) positive–negative sample adjustment (PNSA) to reverse error-prone supervision. These components are unified into a feature direction (FD) loss, which guides students to selectively emulate trustworthy teacher features. Experiments on CIFAR-100 and ImageNet demonstrate that LDN achieves state-of-the-art performance, improving accuracy by 0.3–0.5% over SOTA methods. Notably, LDN exhibits stronger compatibility with homogeneous networks (2.4% gain over baselines) and requires no additional training costs when integrated into existing KD pipelines. This work advances feature distillation by addressing error propagation, offering a plug-and-play solution for reliable knowledge transfer. Full article

Online learning during the COVID-19 pandemic has positioned students as objects. They are not given a position as subjects in the teaching–learning process. The policies of the online education system have forced students to lose their rights to negotiate and interact with teachers and friends. They are required to comply with all applicable regulations in their schooling during the COVID-19 pandemic. This paper maps the objectification aspects experienced by students during online education, including the types of burdens experienced during the learning process, as well as learning evaluations that are not optimal. The qualitative method used in this paper relies on data from interviews with 30 elementary school students. The results of this paper show that the online education system during the pandemic has positioned children as passive objects who only accept the decisions of adults, depriving them of opportunities to ask questions or engage in discussions with their teachers and peers. Children were expected to adhere to all predetermined policies without being given a platform to express their perspectives. This paper concludes that learning in the time of COVID-19 has taken away the ideal meaning of education for students, which should have been realized and safeguarded according to the expected goals. Full article

This qualitative study explores forces influencing the practices of Departmental Heads (DHs) in enacting their roles in implementing and managing Technical Mathematics (TMAT) curriculum. TMAT was piloted in a few South African schools in 2016 and later scaled to others. Since its inception, learner performance has been uneven, raising questions about the processes of managing and implementing the curriculum. We use Samuel’s Force Field Model to understand forces influencing DH practices in their quest to implement and manage the curriculum. Data were generated using one-on-one interviews and document analysis and thematically analysed using NVivo. The findings reveal that contextual and external forces are the main factors that influence DH practices when it comes to the implementation and management of the curriculum. These forces influence practices such that the roles and responsibilities are carried out mainly for compliance purposes. While in theory, DHs seem to believe in collaboration, they prefer working in silos and perceive that the success of the TMAT curriculum implementation should be at the hands of seasoned mathematics teachers. In addition, they seem to consider curriculum implementation and management to be solely about ensuring curriculum coverage. We argue that to ensure the sustainability and effectiveness of the TMAT curriculum, there is a need for the continuous professional development of DHs, such that they are able to balance external forces and internal forces. Full article

The development of existing technologies and the emergence of new technologies aiming at the total decarbonization of the buildings sector by 2050 requires and encourages upskilling and reskilling of existing professionals as well as the development of new subjects from higher education courses to be able to respond to the demands of these challenges. In responding to those challenges, the main objective of the research is to design, implement, and evaluate a novel, integrated, and transnational educational approach aimed at equipping professionals and students in the construction sector with the necessary skills to achieve sustainable and energy-efficient buildings. This study aligns with the European Union’s 2050 decarbonization goals by developing innovative methodologies that address the multidisciplinary challenges of sustainable building design, operation, and renovation. The proposed educational approach was developed in the framework of an Erasmus+ project entitled “Training for Sustainable and Healthy Building for 2050 (BUILD2050)”. Six higher education institutions from five European countries joined forces to create transversal skills in the building sector knowledge for emerging challenges through an integrated training composed of eight training courses for students and professionals of the construction area. In this work, the pedagogical approach used to develop the course contents, curricular development issues, technology, and infrastructure, as well as student support, the results obtained from the evaluation carried out after the pilot training of the eight training courses, and best practices and lessons learned, are presented and discussed. The courses’ learning objectives, the learning material, and the assessment activities were well-accomplished. However, based on the feedback of students and teachers, some improvements for future editions of the courses are required. Full article

Background: The proper development of balance is essential in the acquisition of a correct physical condition, as well as in the evolutionary follow-up at early ages, and its periodic evaluation is very relevant in the educational environment. Objectives: The objective of this research was to design an accessible web application for static and dynamic balance assessment, based on a force platform and motion analysis software. Methods: The Single leg balance test (SLB), Tandem balance test (TBT), and Y balance test (YBT) were performed on a sample of 75 children aged 6 to 9 years. Results: The results show that static balance is more complex at an older age, greater standing height, and with eyes closed (p < 0.001). Regarding the center of pressure (COP), its variability was greater in girls owing to a lower Total Force (TF) at the time of the test (p < 0.05). Parallel observation with the Kinovea software has made it possible to elaborate a scale from 1 to 10 points for integration into an open-access web application (IMEP) to assess static and dynamic balance. Conclusions: The creation of an ad hoc application for primary school teachers and students has been possible by using validated devices obtaining a rating scale, which facilitate the monitoring of students’ functional evolution and offers the possibility of scheduling physical education sessions with a preventive approach as well as a focus on improving physical condition. Full article

Religious freedom and the right to practice a religion by persons deprived of their liberty do not cause controversy in democratic states. The challenge, not easily met, is to exercise guaranteed religious rights in penitentiary facilities. This study aimed to compare legal regulations and the level of protection of religious freedom that they impose with the real possibility of the voluntary performance of religious practices. In other words, this study sought to answer the question of whether prisoners in Polish penitentiary facilities are free to practise the religion of their choice and are not forced to participate in religious practices against their will. This article presents the general results of a survey on religious practices carried out in the Polish penitentiary facilities that were examined. The data were supplemented by prisoners’ comments about freedom to practice religion. This article includes the comments of both believers (assessing the availability of practices) and non-believers (assessing the compulsion to participate in the practices of the dominant religion). Opinions about practising a religion given by the penitentiary staff will serve as a specific counterpoint. The presented study results allowed the formulation of basic conclusions of a general nature, which can contribute to further discussions on religious freedom in post-criminal isolation units. The survey was carried out from March to October 2022 based on a prepared questionnaire. It was completed by 556 prisoners, including 34 females and 444 males (68 respondents did not indicate their gender). In total, prisoners incarcerated in 35 penitentiary facilities located throughout Poland were surveyed. Simultaneously, a survey was carried out among educators and teachers in all the above penitentiary facilities, who completed, in total, 164 questionnaires. An analysis of the replies to the questions and the free comments of all the respondents and their comparison with the current regulations make it possible to conclude that Poland—on a constitutional and statutory level—adequately safeguards prisoners’ religious rights, but their practical application must be assessed as unsatisfactory. Prisoners do not always have the possibility to observe rites or manifest their religion. Problems are encountered by both followers of the strongly dominant religion in Poland (Roman Catholicism) and minority denominations. Despite the reported difficulties, Roman Catholics are indisputably in a much more favourable position. Freedom from religion is also not fully respected—prisoners involuntarily participate in certain practices and take part in the religious observance of church festivals. Full article

Pedagogical translanguaging (PTL) refers to the use of educational techniques that incorporate learners’ entire linguistic repertoire. Recent studies indicate that PTL is efficient in the teaching of morphological awareness to bilingual children. The question remains whether it can be successfully applied in the highly specific context of adult forced migrants’ classrooms. This study describes a new protocol developed within the framework of PTL to teach derivational morphology to L2 French and Greek adults. We used questionnaires to quantitatively and qualitatively assess the feasibility of the protocol, teachers’ and learners’ attitudes, and learners’ emotions in the PTL lesson. A total of 141 migrant learners (79 forced migrants) and 13 teachers were involved in 23 2 h lessons. Teachers and learners gave high overall evaluations of the feasibility of the PTL protocol and of their pleasure from teaching and learning using PTL tools. Learners’ ease of learning and learning benefits were positively influenced by their perception of the proximity between their L1 and L2. Learners reported higher positive emotions and lower negative emotions during the PTL lesson, while forced migrants showed more hope and shame overall than voluntary migrants, as well as gained more benefits from PTL due to enjoyment. These findings suggest that the use of pedagogical translanguaging in migrants’ classrooms is feasible and develops positive attitudes and emotions, which are more pronounced in forced migrants. Full article

Rooted in social constructivist learning theory, problem-based learning (PBL) is a tool that deepens students’ learning of complex subjects and improves students’ attitudes and beliefs towards learning. Physics is a subject that students themselves view as challenging. When taking physics, students develop negative beliefs about their own learning of the subject. There is a call for more innovation in the subject area of physics. This study addresses the following: (1) What is the effect of PBL on the achievement of 10th-grade students in mechanics when compared to traditional instruction? (2) How do students’ beliefs and attitudes towards physics change before and after the intervention, and how might these beliefs and attitudes relate to their competency outcomes? The sample of this study comprised 63 students in the 10th grade in a public (non-elite) school distributed across four classes, where the teacher used PBL with the experimental group and traditional teaching with the control group. The physics teacher who implemented PBL has 13 years of teaching experience. The two instruments used were the Force Concept Inventory and the Colorado Learning Attitudes About Science Survey. The result of this study revealed that, although students’ knowledge of physics increased when their teachers adopted the PBL approach, there were no significant changes in their attitudes and beliefs towards learning physics. The implications suggest that there is potential for PBL to be taken up by high school science teachers to improve their students’ physics knowledge, but may this not impact their attitudes and beliefs, which presents questions to investigate further. Full article

The influential theory proposed by Bandura suggests that teachers with high self-efficacy—those who strongly believe in their abilities—are more likely to effectively enhance learners’ performance. Numerous studies have consistently provided substantial evidence supporting this claim. Therefore, it is essential to investigate preservice teachers’ self-efficacy in teaching mathematics and their expectations for outcomes. This study aims to ascertain the self-efficacy beliefs of preservice high school teachers regarding mathematics instruction. The Mathematics Teaching Efficacy Beliefs Instrument (MTEBI) survey was completed by 63 participants from a rural institution. This survey was administered after the completion of a Mathematics Methods course but before the onset of the school experience exercise (practicum). The MTEBI consists of 21 items and uses a five-point, forced-choice Likert-like scale to assess participants’ perceptions of their effectiveness in teaching mathematics. The survey evaluates two subscales: Personal Knowledge of Mathematics Teaching Efficacy (PMTE) and Expectancy of Mathematics Teaching Outcomes (MTOE). The results on the PMTE subscale showed a mean score of 43.1 and a standard deviation of 6.1, indicating that respondents possess good personal mathematics teaching efficacy. On the MTOE subscale, the participants had a mean score of 31.5 and a standard deviation of 3.72, reflecting a positive anticipation of learners’ mathematics learning outcomes. The research also found no statistically significant differences in self-efficacy in teaching mathematics or expectations between the two genders. However, female preservice mathematics teachers reported a notably higher average in teaching self-efficacy and teaching outcome expectancy compared to their male colleagues. Consequently, this study concludes that although female preservice teachers may be more effective than their male counterparts, there is a general need to enhance self-efficacy among all preservice teachers by providing various opportunities, such as increased coursework, field experiences, and peer mentoring. Full article