Search Results (574)

In the digital age, online teacher professional development (TPD) has become a key strategy for enhancing instructional quality and ensuring equitable access to continuous learning. This research compares and analyzes Chinese online teacher professional development (TPD) with the United States over a period of ten years, from 2014 to 2024. This study uses a mixed-methods approach based on policy documents, structured surveys, and interviews to investigate how governance regimes influence TPD outcomes for fair education. Both countries experienced a massive expansion of web-based TPD access and engagement, with participation rates over 75% and effectiveness scores over 4.3 by 2024. China focused on fast scaling by way of centralized mandates and investments in infrastructure, while the United States emphasized gradual expansion through decentralized, locally appropriate models. Most indicators had converged by the end of the period, even with these different approaches. Yet, qualitative evidence reveals persisting gaps in functional access and contextual appropriateness, especially in rural settings. Equality frameworks with attention to teacher agency, policy implementation, and digital usability must supplant weak access metrics. A hybrid paradigm presents itself as an attractive means toward building equitable and productive digital TPD environments through the symbiotic integration of China’s successful scalability and the United States’ professional autonomy. Full article

Providing inclusive education and engaging all students in reading and writing activities presents an ongoing challenge for teachers, not necessarily resolved by implementing digital technology. This study addresses the need to better understand teacher competencies within the digitally infused classroom, specifically in relation to inclusive education and reading and writing practices. The study investigates the competencies and supportive strategies of middle school teachers who perceive themselves as successful in this area. The study employs the Delphi technique, using iterative surveys through which these teachers describe and rate aspects of their competencies and strategies. The results are analyzed through a modified version of the Technological, Pedagogical, and Content Knowledge (TPACK) framework, with particular attention to how teachers support students using their content knowledge and digital competency. Findings reveal a range of strategies and competency aspects related to both proactive accessibility and reactive individualization, using a variety of digital tools and text modalities. The teachers describe a dual orientation in their ability to curiously explore digital tools while simultaneously being able to critically appraise their usefulness. The findings contribute insights on what can support teachers when collaboratively developing knowledge of local practices and their agency in relation to available digital tools. Full article

Anxiety is a significant mental health concern in universities worldwide. This study examines the structure of anxiety symptoms and their relationship with contextual stressors among pre-service English teachers. The sample included 269 students enrolled in a Teaching English as a Foreign Language program at a public university in Manabí, Ecuador. Data were collected using the Zung Self-Rating Anxiety Scale and a custom-designed questionnaire identifying anxiety triggers. Results showed that while most students reported normal or mild anxiety levels, a considerable portion exhibited moderate to severe symptoms. Cluster analysis revealed three emotional profiles, with the high-anxiety group strongly associated with stressors such as economic hardship and job insecurity. Academic pressure and financial instability emerged as the strongest predictors of anxiety. These findings highlight the urgent need to develop and evaluate targeted psycho-educational strategies to prevent and reduce anxiety within teacher training programs in higher education. Full article

Background/Objectives: Executive function (EF) difficulties are increasingly recognized as closely linked to ADHD, particularly when assessed via rating scales. Methods: The present study investigated the nature of these associations, using the Conners 3 Rating Scales to assess ADHD symptoms and the Executive Function Questionnaire (EFQU) to assess EF impairments, in a sample of 1068 children (40.8% males, 38.8% females) aged 7–14 years (M = 10.7, SD = 1.74). Results: Both parent and teacher ratings revealed strong correlations, particularly between inattentive symptoms and EF difficulties, across multiple executive domains. To examine whether these associations stemmed from construct or phrasing overlap, exploratory and confirmatory factor analyses were conducted. The results demonstrate that the Conners 3 and the EFQU capture distinct latent dimensions of functioning, with virtually no overlap in item content. Conclusions: The strength and consistency of the associations between these latent factors support the interpretation that, although conceptually distinct, ADHD symptoms and EF impairments are empirically intertwined in everyday functioning, as consistently reported by both parents and teachers. Interestingly, teachers provided more integrated views of behavior, while parents tended to distinguish ADHD and EF traits more clearly. These findings underscore the importance of multi-informant assessment and contextual variability in understanding children’s functioning. Full article

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

Youth Mental Health First Aid (YMHFA) is a widely adopted professional development tool that helps educators across the United States improve their mental health literacy. Data from a pretest/posttest evaluation of the YMHFA training delivered at five schools are used to explore whether various YMHFA outcomes differ for teachers who have and have not received previous mental health training. Specifically, the current study compares scores on confidence, knowledge, negative attitudes, and intentions to intervene prior to completing the YMHFA program (i.e., at baseline), the rate of change in each measure, and satisfaction with the training across teachers with and without previous mental health prevention training. Our findings showed that teachers with previous training scored higher on confidence, mental health knowledge, and intentions to intervene at baseline and experienced different patterns of change after completion of the YMHFA training program, compared to teachers without prior training. Negative attitudes and training satisfaction did not reveal differences across training experiences. Study findings offer important program and policy implications about teachers’ training experiences, as well as the value of implementing YMHFA as a universal training in educational settings. Full article

Individuals with Autism Spectrum Disorder (ASD) often experience sensory hyperreactivities that interfere with daily life activities. White noise, characterized by its uniformity and its ability to mask environmental sounds, may serve as a tool to improve sensory and emotional regulation in children with ASD. The primary objective was to evaluate the response to white noise in improving self-regulation in minors with ASD. As a secondary objective, the study assessed whether there were differences in the response to white noise between patients with ASD and those with ASD and Intellectual Disability (ID). This study was conducted in the Child and Adolescent Psychiatry and Psychology Department of Hospital Clínic of Barcelona. A total of 54 patients, aged between 7 and 17 years, were included. The patients were divided into two groups: Group 1 consisted of patients diagnosed with ASD (n = 21), and Group 2 included patients diagnosed with ASD and ID (n = 33). White noise was offered to the patients, and their response was evaluated before and after the exposure using the Conners Teacher Rating Scale. Overall, the response to white noise in the sample was positive, with a significant difference in scores on the Conners Teacher Rating Scale (p < 0.001). When dividing the sample into the ASD group and the ASD + ID group, it was observed that the ASD + ID group tolerated white noise better and had a longer exposure time, although both groups showed improved scores on the Conners Teacher Rating Scale. White noise may be a valuable tool to enhance well-being in individuals with ASD, reduce motor restlessness, and increase attention span and emotional stability. However, its effectiveness varies across individuals. It is recommended to tailor its use to individual needs and to extend future research by incorporating physiological measures and larger sample sizes. Full article

Background/Objectives: On 6 June 2023, two varicella cases were reported at a highly vaccinated elementary school in Gyeonggi Province, Republic of Korea. We investigated the outbreak to describe its transmission dynamics; quantify attack rates in school, household, and private-academy settings; and assess the impact of coordinated control measures. Methods: A case-series study included 89 teachers and students who had contact with suspected patients. Using case definitions, laboratory tests, questionnaires, and environmental assessments, we evaluated exposures and factors facilitating spread. Results: Varicella developed in 23 of 89 contacts (25.8%); laboratory confirmation was obtained in 2 (8.7% of cases). The mean incubation period was 13 days. Epidemic-curve and network analyses indicated that the outbreak began with a single index case and extended through household contacts and private educational facilities, ultimately involving multiple schools. Conclusions: Breakthrough transmission can occur even when single-dose coverage exceeds 95%, particularly as vaccine-induced immunity may wane over time. Poorly regulated extracurricular facilities, such as private academies, act as bridging hubs that amplify spread across grades and even between schools. For timely detection and control, these venues should be incorporated into routine varicella surveillance, and rapid, coordinated infection-control measures are required across all educational settings. Full article

As mental health disorders in the U.S. increase at an alarming rate, schools are looking for prevention and mitigation interventions for their students. This study reports teachers’ perspectives on the effectiveness of a school program situated at the intersection of self-care and nature-based interventions at a vocational technical high school. Eight classes received between one and four “Intro to Well-Being” sessions, designed to take students outside and develop self-awareness, sense of connection, and reduce stress. Upon the conclusion of the program, classroom teachers were interviewed to identify the perceptions of the sessions and their impact on student and classroom outcomes. Teachers described the sessions as beneficial to students’ expression of emotions, mindfulness skills, personal/social connections, and classroom atmosphere. Teachers also reflected on challenges and provided recommendations for future implementation. Outdoor-based self-care programs, administered at schools, may be a promising program model to support the social and emotional health of students. Full article

The study’s aim was to evaluate electroretinographic (ERG) alterations in Fragile X syndrome (FXS), FMR1 premutation carriers, and controls, and to explore correlations with peripheral blood FMRP expression levels and behavioral outcomes. ERG recordings were obtained using a handheld device across three stimulus protocols in 43 premutation carriers, 39 individuals with FXS, and 23 controls. Peripheral blood FMRP expression levels were quantified using TR-FRET (Time-Resolved Fluorescence Resonance Energy Transfer). Correlations were assessed with cognitive and behavioral measures including IQ (Intelligence Quotient), ABC_FX (Aberrant Behavior Checklist for Fragile X Syndrome), SNAP-IV (Swanson, Nolan, and Pelham Teacher and Parent Rating Scale), SEQ (Sensory Experiences Questionnaire), ADAMS (Anxiety, Depression, and Mood Scale), and the Vineland III Adaptive Behavior Scale standard score. Significant group differences were observed in multiple ERG parameters, particularly in 2 Hz b-wave amplitude (p = 0.0081), 2 Hz b-wave time to peak (p = 0.0164), 28.3 Hz flash combined amplitude (p = 0.0139), 3.4 Hz red/blue flash b-wave amplitude (p = 0.0026), and PhNR amplitude (p = 0.0026), indicating both outer and inner retinal dysfunction in FXS and premutation groups. Despite high test–retest reliability for ERG (ICC range = 0.71–0.92) and FMRP (ICC = 0.70), no correlation was found between ERG metrics and FMRP or behavioral measures. However, FMRP levels strongly correlated with IQ (ρ = 0.69, p < 0.0001) and inversely with behavioral impairment [ABC_FX (ρ = −0.47, p = 0.0041), SNAP-IV (ρ = −0.48, p = 0.0039), SEQ (ρ = −0.43, p = 0.0146), and the Vineland III standard score (ρ = 0.56, p = 0.0019)]. ERG reveals distinct retinal functional abnormalities in FMR1-related conditions but does not correlate with peripheral FMRP expression levels, highlighting the need for multimodal biomarkers integrating radiological, physiological, behavioral, and molecular measures. Full article

Background/Objectives: Sexual health research involving young adolescents remains scarce despite rising rates of early sexual debut, pregnancies, and sexually transmitted infections (STIs) in this population. We explored community stakeholders’ perspectives on engaging young adolescents in sexual health research in Western New York to inform strategies for engaging young adolescents in sexual health research. Methods: This qualitative descriptive study was conducted from April 2022 to June 2023. Seventeen community stakeholders, including health education teachers, youth counselors, and adolescent health providers, participated in semi-structured in-depth interviews. Data were analyzed using conventional content analysis, managed by MAXQDA 2020. The rigor and trustworthiness of the data were ensured through triangulation with observations, peer debriefing, team analysis, and respondent validation. Results: Participants were predominantly female (94.1%), 52.9% Black/African American, 41.2% White, and 5.9% Caucasian–Indian American, and aged 23–59 years. Four themes emerged: perspectives on conducting sexual health research with young adolescents, recruitment strategies, sexual health questions appropriate for young adolescents, and building readiness for participation in sexual health research. Participants reported the need for sexual health research with young adolescents and recommended building a trusting relationship and involving schools, parents, and trusted community organizations in the research process. Suggested research questions included those related to awareness of sex, STIs, available resources, experiences with sexual education, and desired support. The findings also revealed the need to initiate sexual health conversations early when children start asking questions, as a foundation for meaningful participation in sexual health research. Conclusions: The findings suggest that sexual health research with young adolescents is feasible and necessary, with implications for the design of developmentally appropriate sexual health research and interventions grounded in trust and community collaboration. Future research should explore the perspectives of caregivers and young adolescents to inform studies and programs that are attuned to young adolescents’ developmental needs. Full article

Expressive imitation in the performing arts is typically trained through animal behavior imitation, aiming not only to reproduce action trajectories but also to recreate rhythm, style and emotional states. However, evaluation of such animal imitation behaviors relies heavily on teachers’ subjective judgments, lacking structured criteria, exhibiting low inter-rater consistency and being difficult to quantify. To enhance the objectivity and interpretability of the scoring process, this study develops a machine learning and structured pose data-based auxiliary evaluation framework for imitation quality. The proposed framework innovatively constructs three types of feature sets, namely baseline, ablation, and enhanced, and integrates recursive feature elimination with feature importance ranking to identify a stable and interpretable set of core structural features. This enables the training of machine learning models with strong capabilities in structured modeling and sensitivity to informative features. The analysis of the modeling results indicates that temporal–rhythm features play a significant role in score prediction and that only a small number of key feature values are required to model teachers’ ratings with high precision. The proposed framework not only lays a methodological foundation for standardized and AI-assisted evaluation in performing arts education but also expands the application boundaries of computer vision and machine learning in this field. Full article

A university’s reputation is a key indicator of the quality of its education, the competitiveness of its alumni, its institutional influence in society, and its degree of global recognition, including its ranking and rating among higher education institutions (HEIs) around the world. This not only enhances institutional standing and secures positions in international rankings but also promotes sustainable education practices. In addition, students, their parents, and their partners select universities due to their trust in the reliability of a university’s public reputation and ranking. This study proposes a model to assess a university’s reputation based on specific factors. In this research, the dependent variable is university reputation, the mediating variable is university social responsibility, and the independent variables include the teacher reputation, alumni reputation, research and innovation, and cooperation. A survey of 5902 respondents—including alumni, employers, and parents—offers diverse perspectives on university reputation. Data were analyzed using structural equation modeling tools (Smart PLS 4.1 and SPSS 25.0). The findings confirm that social responsibility has a strong and positive influence on university reputation. Furthermore, faculty and alumni reputation, research and innovation, and external collaboration directly enhance universities’ social responsibility. This suggests that social responsibility serves as a key mediating variable in the relationship between institutional capacity and reputation. This study represents the first empirical assessment of university reputation in Mongolia, addressing a notable gap in the literature. By incorporating context-specific insights and stakeholder perspectives, the research offers both theoretical contributions and practical implications. The results provide a foundation for developing regionally responsive strategies to improve the quality of higher education and advance sustainable development goals. Full article

Teacher training in Physics often faces challenges related to engaging students and conveying abstract concepts effectively. Generative AI tools, such as ChatGPT, present transformative opportunities for designing innovative and tailored educational activities. This study investigates the impact of ChatGPT on pre-service Physics teacher training, focusing on its usability, effectiveness, and influence on participant satisfaction. Utilizing a quantitative research approach, two Likert-scale surveys were administered to 24 prospective Physics teachers in Ecuador, both before and after an intervention workshop. The workshop introduced participants to ChatGPT’s features and its applications in designing playful, Physics-focused learning activities. Results indicated a significant increase in familiarity with AI tools, enhanced activity design quality, and high satisfaction rates. Notably, $79\%$ of participants highlighted ChatGPT’s utility in adapting activities to diverse learning levels, and $83\%$ acknowledged its efficiency in reducing preparation time. These findings underscore ChatGPT’s potential to revolutionize Physics education by facilitating the creation of personalized and engaging learning resources. Future research should explore larger sample sizes and longitudinal impacts to fully realize the implications of AI-driven tools in educational contexts. Full article

There is much research on national and international statistical sources on analyses and trends of educational inequalities, which allow for a descriptive and analytical overview of a population’s educational status and trends—such as attainment levels, dropout rates, and sociodemographic variables. There is also research that has identified successful interventions across different countries that contribute to overcoming and reversing educational inequalities. However, the research on whether and how national and international statistical sources provide analyses on how to overcome and reverse educational inequalities remains underexplored. This article contributes to filling this gap by critically examining the available national and international statistical sources used in the educational field to analyze whether and how they include the necessary information for assessing the impact of specific educational interventions that overcome inequalities. Drawing on longitudinal and cohort studies within the European project REVERS-ED, the article highlights the need to move towards research models that incorporate explanatory variables and identify which interventions most effectively improve learning outcomes. Findings show that, despite widespread recognition of successful interventions, their impact is rarely reflected in official statistical systems, thereby limiting access to crucial information for teachers, policymakers, and educational institutions. Unlike disciplines such as medicine, education lacks systematic monitoring of the effects of successful interventions, making it difficult to establish clear correlations between them and learning outcomes. This paper advocates for greater accessibility to evaluative data and a shift towards applied, collaborative research that responds to the real needs of citizens, contributing to a more equitable, inclusive, and effective education system. Full article