Education Sciences

14 pages, 265 KiB

Open AccessArticle

Pedagogical Approaches of a Targeted Social and Emotional Skilling Program to Re-Engage Young Adolescents in Schooling

by Katherine Main and Susan Whatman

Educ. Sci. 2023, 13(6), 627; https://doi.org/10.3390/educsci13060627 - 20 Jun 2023

Viewed by 1324

This paper forms part of a larger study that examined the effectiveness of a targeted social and emotional program to re-engage early adolescents who were already showing signs of disengaging from schooling. Using qualitative methodology, data for this paper come from an in-depth [...] Read more.

This paper forms part of a larger study that examined the effectiveness of a targeted social and emotional program to re-engage early adolescents who were already showing signs of disengaging from schooling. Using qualitative methodology, data for this paper come from an in-depth interview with the teacher/facilitator of the program presented as six individual vignette case studies. Each vignette highlights the individual challenges and outcomes of a student who had completed the TLC program. These student cases represented the types of disengaging behaviours students who entered the program were displaying. Findings indicate this short-term targeted social and emotional program is highly successful in re-engaging these students with sustained benefits. The authors call for more awareness of and education for teachers to have the skills to embed targeted social skills when planning their curriculum. This is particularly salient during early adolescence when students begin to exhibit early signs of disengagement. Full article

(This article belongs to the Special Issue Responsive Approaches to Middles Grades Teaching & Teacher Preparation)

13 pages, 1342 KiB

Open AccessArticle

Perception of Peruvian Students Studying in Biological Sciences about the Advantages of Virtual Classes during the COVID-19 Pandemic

by Aldo Bazán-Ramírez, Walter Capa-Luque, Homero Ango-Aguilar, Roberta Anaya-González and Víctor Cárdenas-López

Educ. Sci. 2023, 13(6), 626; https://doi.org/10.3390/educsci13060626 - 20 Jun 2023

Viewed by 1432

Abstract

There is significant educational research interest regarding the assessment of the benefits of virtual education implemented during the COVID-19 pandemic for university programs that were essentially face-to-face. The objective of the study was to determine the effect of the management of online resources [...] Read more.

There is significant educational research interest regarding the assessment of the benefits of virtual education implemented during the COVID-19 pandemic for university programs that were essentially face-to-face. The objective of the study was to determine the effect of the management of online resources that the teacher had on the valuation of the advantages of online classes in biological sciences, mediated by the students’ perception of virtual practices as well as the accessibility and use of online resources. A total of 332 Peruvian students studying in biological sciences from a public university, enrolled in five undergraduate academic years, of which 184 were women and 148 were men, participated. A non-experimental predictive design of causal relationships was used with the methodology of structural equation modeling. According to the SEM model (CFI and TLI > 0.95, RMSEA and SRMR < 0.05), the valuation of the advantages of virtual classes during the pandemic was significantly predicted by the valuation of virtual practices (positively) as well as by the accessibility and management of online resources by students (negatively); likewise, the use and mastery of digital and online resources by teachers had an indirect effect on the valuation of virtual classes, but direct effects on virtual practices and accessibility to digital resources by students. Also, virtual practice was the most crucial variable in predicting the valuation of online classes (β = 0.48, p < 0.001). In conclusion, the student’s perception of the teachers’ handling of online resources during the COVID-19 pandemic was determinant as a favorable valuation of the advantages offered by online classes, a relationship that is mediated by virtual practices and accessibility to online resources. Full article

(This article belongs to the Special Issue The Psychological and Educational Effects of COVID-19: Now and Then)

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17 pages, 1341 KiB

Open AccessArticle

Being about It: Engaging Liberatory Educational Praxis

by Chatee Omisade Richardson

Educ. Sci. 2023, 13(6), 625; https://doi.org/10.3390/educsci13060625 - 20 Jun 2023

Viewed by 1815

Abstract

Engaging in liberatory praxis at times means operating outside of set or limiting boundaries. As such, this article is written in the first person to highlight both a praxis of freedom (outside of the status quo) and to show impact. It pays homage [...] Read more.

Engaging in liberatory praxis at times means operating outside of set or limiting boundaries. As such, this article is written in the first person to highlight both a praxis of freedom (outside of the status quo) and to show impact. It pays homage to elder educators in the process of (re)membering those who have paved the way for liberatory praxis and influence my personal educational philosophy presented here for guidance. Student voices are amplified in the process of highlighting ways that (re)searching, (re)visioning, (re)cognizing, (re)presenting, and (re)claiming are actualized to engender educational freedom across curricular content in a higher educational setting. Full article

(This article belongs to the Special Issue (Re)membering How We Liberate: Black Women Educators’ Identities, Educational Praxis, and Influence)

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12 pages, 797 KiB

Open AccessArticle

Measuring Oral Reading Fluency (ORF) Computer-Based and Paper-Based: Examining the Mode Effect in Reading Accuracy and Reading Fluency

by Jana Jungjohann, Jeffrey M. DeVries and Markus Gebhardt

Educ. Sci. 2023, 13(6), 624; https://doi.org/10.3390/educsci13060624 - 19 Jun 2023

Viewed by 2045

Abstract

Internationally, teachers use oral reading fluency (ORF) measurements to monitor learning progress in reading and adapt instruction to the individual needs of students. In ORF measures, the child reads aloud single syllables, words, or short passages, and the teacher rates in parallel at [...] Read more.

Internationally, teachers use oral reading fluency (ORF) measurements to monitor learning progress in reading and adapt instruction to the individual needs of students. In ORF measures, the child reads aloud single syllables, words, or short passages, and the teacher rates in parallel at which items the child makes a mistake. Since administering paper-based ORF requires increased effort on the part of teachers, computer-based test administration is available. However, there are still concerns about the comparability of paper-based and computer-based test modes. In our study, we examine mode effects between paper-based and computer-based test scores for both reading speed and reading accuracy using a German-language ORF assessment for progress monitoring. 2nd- and 3rd-year-students (N = 359) with and without special education needs participated in the study. Results show comparable and high reliability (r > 0.76) and no differential item functioning for both test modes. Furthermore, students showed significantly higher reading speed on the paper-based test, while no differences were found in reading accuracy. In the absence of differential item functioning, we discuss how mean differences can be accounted for, how teachers can be trained to use the different test modes, and how computer-based tests can be safeguarded in practice. Full article

(This article belongs to the Section Technology Enhanced Education)

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15 pages, 278 KiB

Open AccessArticle

ASPIRE to a Better Future: The Impact of the Pandemic on Young People, and Options for Schools Post-COVID-19

by Sue Roffey

Educ. Sci. 2023, 13(6), 623; https://doi.org/10.3390/educsci13060623 - 19 Jun 2023

Viewed by 2016

Abstract

Young people have, in effect, had two years of normality taken from their lives by the pandemic—and for many this has occurred at a crucial time of development. Using the ASPIRE framework of Agency, Safety, Positivity, Inclusion, Respect, and Equity, this paper explores [...] Read more.

Young people have, in effect, had two years of normality taken from their lives by the pandemic—and for many this has occurred at a crucial time of development. Using the ASPIRE framework of Agency, Safety, Positivity, Inclusion, Respect, and Equity, this paper explores what has happened to adolescents in the UK and elsewhere, the impact this may have had on identity formation and establishing a meaningful sense of self, feelings of belonging and safety, mental health, hope for the future, and relationships. Students already facing disadvantages and adversity have been particularly hard hit. School attendance levels are falling, giving rise to further concerns about wellbeing. Referring to each principle, we discuss the options for responding in ways that support a more positive future. Full article

(This article belongs to the Special Issue Supporting Wellbeing in Schools in the Post-pandemic Era)

16 pages, 312 KiB

Open AccessArticle

Socialization of Knowing How to Feel through the Epew in Mapuche Culture: Guidelines for Early Childhood Education

by Enrique Riquelme Mella, Marcos Nahuelcheo, Elisa Padilla Soto, Fernando Calfunao, Jorge Toledo, Karina Bizama and Enriqueta Jara

Educ. Sci. 2023, 13(6), 622; https://doi.org/10.3390/educsci13060622 - 18 Jun 2023

Cited by 1 | Viewed by 1025

Abstract

Oral stories have historically been used by Indigenous peoples as an educational tool. In contexts of social diversity, where Indigenous peoples are a minority, these stories are excluded from formal education or used in ways in which their original meaning is lost. Epews [...] Read more.

Oral stories have historically been used by Indigenous peoples as an educational tool. In contexts of social diversity, where Indigenous peoples are a minority, these stories are excluded from formal education or used in ways in which their original meaning is lost. Epews are oral stories that form part of the family education of the Mapuche people. This article aims to reflect on the emotional socialization mechanisms in formal education (kindergarten and school) and also from the perspective of Mapuche family education, taking the epew as a basis for the learning process of knowing how to feel. The methodology corresponds to the Delphi method, in which 40 people participated (experts in methodology, literature, intercultural education, Mapuche academics, and Mapuche families). The results allow us to highlight the importance of the epew in the learning process of knowing how to feel in early childhood education. These results are organized into categories such as (a) the conceptualization of the epew; (b) reporting; (c) the epew and its function: Mapuche values and anti-values; (d) articulation with territory; and (e) early childhood education proposals. The results conclude that the implementation of the epew in the classroom, through the incorporation and visibility of socialization mechanisms, values, and rules of the display of emotions of the Mapuche people, constitutes a starting point for intercultural education in early childhood. Full article

(This article belongs to the Special Issue Active Teaching and Learning: Educational Trends and Practices)

13 pages, 235 KiB

Open AccessArticle

Transformative Potential of Culturally Responsive Teaching: Examining Preservice Teachers’ Collaboration Practices Centering Refugee Youth

by Amy Walker

Educ. Sci. 2023, 13(6), 621; https://doi.org/10.3390/educsci13060621 - 18 Jun 2023

Cited by 3 | Viewed by 1186

Abstract

Using a critical ethnographic approach, this research explores the experiences of preservice teachers in a Midwestern educator preparation program as they plan and implement an interdisciplinary community exploration and learning project using culturally responsive teaching practices to center local refugee youth. Data collection [...] Read more.

Using a critical ethnographic approach, this research explores the experiences of preservice teachers in a Midwestern educator preparation program as they plan and implement an interdisciplinary community exploration and learning project using culturally responsive teaching practices to center local refugee youth. Data collection includes observing collaborative planning processes, collecting written reflections and photographs, and conducting post-project interviews. Findings suggest that culturally responsive teaching practices can lead to the development of asset-based mindsets of their peers through an emphasis on openness, interdisciplinary collaboration, and centering refugee youth. The implications of reframing service learning as learning and exploration are discussed, highlighting the benefits for both students and preservice teachers in terms of cultural competence and equity. Considerations for future research include the importance of longitudinal studies on the impact of cultural responsiveness in educator preparation programs. The research contributes to the understanding of effective teaching strategies for promoting equity in education and highlights the transformative potential of culturally responsive teaching on preservice teachers in collaboration with each other. Overall, engaging preservice teachers in community exploration and learning projects as culturally responsive teaching has the potential to dismantle racism, challenge biases, promote openness and partnership, and foster equity across middle-level learning spaces. Full article

(This article belongs to the Special Issue Responsive Approaches to Middles Grades Teaching & Teacher Preparation)

14 pages, 310 KiB

Open AccessArticle

Universal Design for Learning and Instruction: Effective Strategies for Inclusive Higher Education

by Rosa Espada-Chavarria, Rayco H. González-Montesino, José Luis López-Bastías and Miriam Díaz-Vega

Educ. Sci. 2023, 13(6), 620; https://doi.org/10.3390/educsci13060620 - 17 Jun 2023

Cited by 4 | Viewed by 2393

Abstract

Guaranteeing inclusive, high-quality education for all requires comprehensive changes to the curriculum so that, instead of creating or perpetuating barriers, these barriers are eliminated. Universal Design for Learning (UDL) and Universal Design for Instruction (UDI) emerge as teaching strategies that encourage inclusion in [...] Read more.

Guaranteeing inclusive, high-quality education for all requires comprehensive changes to the curriculum so that, instead of creating or perpetuating barriers, these barriers are eliminated. Universal Design for Learning (UDL) and Universal Design for Instruction (UDI) emerge as teaching strategies that encourage inclusion in education. This study presents the implementation of both models within the higher education framework, applying them to the Spanish Sign Language and Deaf Communities degree that is studied by a large number of deaf students. For this purpose, a descriptive study is presented with a quantitative methodological approach using a survey as an instrument. Four dimensions were established for designing the curriculum: course materials, teaching strategies, synchronous course management, and asynchronous. After student assessment, the results revealed their high level of satisfaction and the importance these teaching strategies had for their motivation, comprehension, and learning of the relevant competencies. There was also recognition of the importance of blended teaching methods for active learning as a vehicle for increasing student involvement and participation. This study concludes that it is necessary to continue progressing in the practical implementation of teaching models based on Universal Design, which also supports course management. Full article

(This article belongs to the Section Special and Inclusive Education)

24 pages, 14640 KiB

Open AccessArticle

How E-learning Is Correlated with Competitiveness and Innovation and Critical Success Factors

by Gilnei Alberto Lopes, João Carlos Furtado and Ismael Cristofer Baierle

Educ. Sci. 2023, 13(6), 619; https://doi.org/10.3390/educsci13060619 - 17 Jun 2023

Viewed by 2270

Abstract

E-learning has gained a prominent role in the education scenario, either because of its capacity for extraterritorial coverage, or because of the scale it offers for free and academic courses. How e-learning is being managed and identifying opportunities for improvement in this process [...] Read more.

E-learning has gained a prominent role in the education scenario, either because of its capacity for extraterritorial coverage, or because of the scale it offers for free and academic courses. How e-learning is being managed and identifying opportunities for improvement in this process is a challenge for managers. A systematic review of the literature on e-learning was carried out from the perspective of process management. The Scimat and VOSviewer software were used together to make it possible to understand the volume of publications, terms, density, and perspectives of studies on the subject on the indexing platforms, as well as pointing out challenges and trends in the area. The term e-learning does not appear as a trend driver in published articles. When related to the terms critical success factors (CSFs) and competitiveness and innovation, the greatest concentration of articles is directed to the e-learning infrastructure or technologies applied to it. As a result, it is possible to observe that the co-occurrence of e-learning with critical success factors and competitiveness and innovation is in its early stages, with scarce research in this area indicating room for future growth. E-learning entails unique business metrics that require specific tools and knowledge of technology, concepts, and the organizational environment. However, there is a dearth of publications addressing these aspects and proposing relevant methodologies and processes. Full article

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21 pages, 5167 KiB

Open AccessArticle

Integrating Augmented Reality, Gamification, and Serious Games in Computer Science Education

by Georgios Lampropoulos, Euclid Keramopoulos, Konstantinos Diamantaras and Georgios Evangelidis

Educ. Sci. 2023, 13(6), 618; https://doi.org/10.3390/educsci13060618 - 16 Jun 2023

Cited by 8 | Viewed by 2814

Abstract

This study aims to evaluate the impact of using augmented reality, gamification, and serious games in computer science education. The study presents the development process of an educational mobile application, describes an experiment that was conducted and involved 117 higher education students, and [...] Read more.

This study aims to evaluate the impact of using augmented reality, gamification, and serious games in computer science education. The study presents the development process of an educational mobile application, describes an experiment that was conducted and involved 117 higher education students, and analyzes the results of a 49-item paper-based questionnaire. In total, 8 research questions were explored. The results of the study revealed that several educational benefits can be yielded when integrating such applications in teaching and learning activities and actively involving students in the design and development process. In particular, the application was assessed as an effective learning tool that could enrich and improve the educational process and create interactive, inclusive, and student-centered learning environments. Its use led mostly to positive effects and experiences while maintaining the negative ones to a minimum and most students expressed positive emotions. Students were able to learn in a more enjoyable and interesting manner, and their motivation, engagement, self-efficacy, and immersion were greatly increased. Students’ innate need for autonomy, competence, and relatedness was satisfactorily met and both their intrinsic and extrinsic learning motivations were triggered. They felt a sense of belonging and cultivated their social skills. The potential of the application to improve students’ knowledge acquisition and academic achievements was also observed. The application also enabled students to improve their computational thinking and critical thinking skills. Therefore, the potential of combining augmented reality, gamification, and serious games to enhance students’ cognitive and social–emotional development was highlighted. Full article

(This article belongs to the Special Issue Applications of Emerging Educational Technologies in Digital Pedagogies)

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12 pages, 1473 KiB

Open AccessArticle

Effective Modeling on Learning Ballet Online

by Jeongwon Kim, Iseul Jo, Younha Ma, Hyewon Yoon and Dongwon Yook

Educ. Sci. 2023, 13(6), 617; https://doi.org/10.3390/educsci13060617 - 16 Jun 2023

Cited by 1 | Viewed by 870

Abstract

After COVID-19, face-to-face learning was changed to online learning. However, very few effective online learning methods were available regarding physical education. Therefore, this study aimed to examine the modeling effects on learning ballet movement in the online system. We aimed to find effective [...] Read more.

After COVID-19, face-to-face learning was changed to online learning. However, very few effective online learning methods were available regarding physical education. Therefore, this study aimed to examine the modeling effects on learning ballet movement in the online system. We aimed to find effective modeling presentations based on objective information, expert assessments, and a kinematic approach. The study included 36 individuals who were divided into an expert modeling group, a self-modeling group, and controls. Participants performed 60 trials of Pas de basque in the acquisition phase and 10 trials without a demonstration video after 24 h. 10 min later, the reversed Pas de basque was conducted for the retention test. All groups showed improved performance after the acquisition phase, which indicated that the modeling presentation was effective despite adopting an online learning system. However, higher expert scores and more accurate joint movements were shown in the expert modeling group compared to the other groups. Therefore, expert modeling seems to be the most effective method for learning high-difficulty tasks with jumps and turns. Full article

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12 pages, 300 KiB

Open AccessReview

Feminist Academic Activism in English Language Teaching: The Need to Study Discourses on Femininities Critically

by Esteban Francisco López-Medina

Educ. Sci. 2023, 13(6), 616; https://doi.org/10.3390/educsci13060616 - 16 Jun 2023

Viewed by 1391

Abstract

Social research into English Language Teaching (ELT) has a long history. Within it, gender studies have gained ground in recent decades, with special focus on materials and resources. However, a proper integration of the category of femininity has not yet been achieved. The [...] Read more.

Social research into English Language Teaching (ELT) has a long history. Within it, gender studies have gained ground in recent decades, with special focus on materials and resources. However, a proper integration of the category of femininity has not yet been achieved. The article offers an ample, argumentative, narrative literature review of the main realizations of femininity, as theorized in recent years, such as emphasized femininity or entitled femininity, as well as some other concepts like ambivalent sexism and postfeminism. It is written as the second item within a series of papers that aims to theoretically support the assumption of Feminist Critical Discourse Analysis as a suitable method to discover how all these social phenomena interact in ELT contexts, helping to shape its (gender’s) hidden curriculum. The paper concludes the necessity of integrating the issue of femininities in teacher training programs and in social research in ELT, for the sake of making this field more a liberating practice and less a means of (re)production of (gender) inequalities. To do so, it offers areas of interest for critical researchers and ELT practitioners to carry out such empirical investigation, which is the upcoming stage in this sequence of publications. Full article

9 pages, 211 KiB

Open AccessArticle

Middle Grades Math with Ice Cream Sundaes: Connecting Math to the Real World

by Kayleen K. Montesdeoca

Educ. Sci. 2023, 13(6), 615; https://doi.org/10.3390/educsci13060615 - 16 Jun 2023

Cited by 1 | Viewed by 1416

Abstract

This qualitative case study presents findings related to the experiences of one preservice teacher as they attempted to create student-centered math experiences in their middle school mathematics classroom. The participant was enrolled in a graduate secondary mathematics teacher education program and was student [...] Read more.

This qualitative case study presents findings related to the experiences of one preservice teacher as they attempted to create student-centered math experiences in their middle school mathematics classroom. The participant was enrolled in a graduate secondary mathematics teacher education program and was student teaching at a middle school. In this research study, I asked, “How does one preservice middle grades mathematics teacher understand ways to connect math to the real world?” The data collected included interviews, classroom artifacts, and researcher memos. The data were analyzed using thematic analysis. The findings suggested that, although the preservice teacher wanted to infuse real world experiences in their lessons, they were unsure of ways to do so; they struggled to infuse a real world context in math at the middle school level. This study draws attention to the importance of ensuring that middle grades mathematics educators receive instruction on ways to help their students make connections to the real world and thus create student-centered mathematics classrooms. Full article

(This article belongs to the Special Issue Responsive Approaches to Middles Grades Teaching & Teacher Preparation)

32 pages, 2043 KiB

Open AccessArticle

Professionalization Pathways for School Leaders Examined: The Influence of Organizational and Didactic Factors and Their Interplay on Triggering Concrete Actions in School Development

by Els Tanghe and Wouter Schelfhout

Educ. Sci. 2023, 13(6), 614; https://doi.org/10.3390/educsci13060614 - 16 Jun 2023

Viewed by 1919

Abstract

It is believed that school leadership contributes to efficiency and equity in school performance. Therefore, it is essential that professionalization initiatives for school leaders foster learning and development processes towards effective leadership. Based on a literature review, several factors appear to facilitate the [...] Read more.

It is believed that school leadership contributes to efficiency and equity in school performance. Therefore, it is essential that professionalization initiatives for school leaders foster learning and development processes towards effective leadership. Based on a literature review, several factors appear to facilitate the influence of professionalization programs on learning outcomes of school leaders but empirical research on real effects and on explanatory processes is limited. This research gap forms the basis for this mixed methods study, in which we design and implement a longitudinal professionalization program as the research setting. We distinguish an organizational dimension focusing on structural choices and an intertwined didactic dimension. We examine which specific interaction between both contributes most to concrete learning-driven actions at the school of the participant. The results indicate that by participating in the program with such a design, school leaders prepare action plans for their own school and start up school development. The interaction between actively providing theoretical frameworks, further deepening insights through peer learning in professional learning communities, the conversion of insights into concrete action plans and supporting this with school-specific coaching leads to the strongest results, analyses show. Full article

(This article belongs to the Special Issue Innovations in Educational Leadership Preparation and Development: Promising Approaches and Results)

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21 pages, 4244 KiB

Open AccessArticle

Instructional Framework for Emergency Remote Teaching in Higher Education

by Anna Rubtsova, Natalia Semenova, Nora Kats and Olga Zheleznyakova

Educ. Sci. 2023, 13(6), 613; https://doi.org/10.3390/educsci13060613 - 15 Jun 2023

Cited by 3 | Viewed by 1411

Abstract

The COVID-19 crisis has considerably changed the educational landscape and resulted in a scientific debate on the efficacy and prospects of online education. Recent research is focused on analyzing the psychological and instructional difficulties faced by both educators and learners during emergency remote [...] Read more.

The COVID-19 crisis has considerably changed the educational landscape and resulted in a scientific debate on the efficacy and prospects of online education. Recent research is focused on analyzing the psychological and instructional difficulties faced by both educators and learners during emergency remote teaching (ERT). However, a limited number of studies tends to present a holistic instructional framework that could benefit educators in situations of a similar educational crisis. This study aims at identifying psychological and pedagogical implications for instructional framework design in situations of abrupt transition to online learning. Employing a qualitative approach, this study is based on the dataset collected from 152 students obtaining bachelor’s and master’s degrees in social sciences. This dataset was analyzed and interpreted by means of descriptive statistics. The findings helped to identify students’ perceptions of ERT, core difficulties, and preferences which underlay the conceptualization of the instructional framework adjustable for ERT. The presented instructional considerations could contribute to the effective design of technology-assisted courses in the context of higher education. Full article

(This article belongs to the Special Issue Digital Learning and Teaching during the Pandemic: From Theory to Practice)

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14 pages, 803 KiB

Open AccessArticle

Soft Skills and Study-Related Factors: Direct and Indirect Associations with Academic Achievement and General Distress in University Students

by Nicole Casali and Chiara Meneghetti

Educ. Sci. 2023, 13(6), 612; https://doi.org/10.3390/educsci13060612 - 15 Jun 2023

Viewed by 1976

Abstract

Numerous noncognitive factors have been shown to influence students’ academic and nonacademic outcomes, yet few studies have contemporarily studied these factors to understand their specific roles. The present study tested a model in which five soft skills (i.e., epistemic curiosity, creativity, critical thinking, [...] Read more.

Numerous noncognitive factors have been shown to influence students’ academic and nonacademic outcomes, yet few studies have contemporarily studied these factors to understand their specific roles. The present study tested a model in which five soft skills (i.e., epistemic curiosity, creativity, critical thinking, perseverance, and social awareness) were conceived as personal qualities that influence achievement and general distress through the mediation of four study-related factors (i.e., achievement emotions, self-regulated learning strategies, motivational beliefs, and study resilience). A total of 606 Italian university students (153 males, Mage = 22.74, SDage = 3.72) participated in the study and completed self-report measures of soft skills, study-related factors, and general distress measures; grades were considered for academic achievement. Results showed that all four study-related factors significantly mediated the relationship of soft skills with academic achievement, while only achievement emotions and study resilience emerged as significant mediators between soft skills and general distress. Our findings indicated complex relations between individual factors and students’ outcomes due to several factors. The theoretical and practical implications are discussed. Full article

(This article belongs to the Section Higher Education)

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11 pages, 236 KiB

Open AccessCase Report

From Reporting to Removing Barriers: Toward Transforming Accommodation Culture into Equity Culture

by Alison Cook-Sather and Morgan Cook-Sather

Educ. Sci. 2023, 13(6), 611; https://doi.org/10.3390/educsci13060611 - 15 Jun 2023

Cited by 2 | Viewed by 1613

Abstract

This reflective case study is situated at the intersection of the literature on pedagogical partnership, child-parent research, and Critical Disability Studies. It presents a mother/daughter, faculty/student exploration of the daughter’s lived experiences of navigating, as a legally blind person, the campus and courses [...] Read more.

This reflective case study is situated at the intersection of the literature on pedagogical partnership, child-parent research, and Critical Disability Studies. It presents a mother/daughter, faculty/student exploration of the daughter’s lived experiences of navigating, as a legally blind person, the campus and courses of a college designed for fully sighted students. After presenting our conceptual frameworks and describing, using text and a video, the daughter’s lived experience of navigating the accommodation culture on her campus, we describe the semester-long partnership process through which the video was created with the goal of moving faculty, staff, and students toward equity culture. To support others in developing such video projects on their own campuses, we draw on details of this partnership to offer guidelines for co-creating representations of the lived experiences of other students with disabilities. By synthesizing learnings from this experience and the literature noted above, we offer recommendations for transforming accommodation culture into equity culture. These recommendations include: establishing diversity as the norm in every learning context; intentionally inviting a revision of differences from deficits to resources; going beyond providing accommodations to understand students’ lived experiences; and sharing the active taking of responsibility for shifting from accommodation to equity culture. Full article

(This article belongs to the Special Issue Challenges and Future Trends of Inclusion and Equity in Education)

12 pages, 1770 KiB

Open AccessBrief Report

Designing Engineering Courses with Embedded Virtual and Real Experimentations

by Ashanthi Maxworth

Educ. Sci. 2023, 13(6), 610; https://doi.org/10.3390/educsci13060610 - 15 Jun 2023

Viewed by 1052

Abstract

Engineering requires solid mathematical knowledge in addition to hands-on experience. At the same time, finding the right balance between mathematics and applications is challenging. This paper presents the implementation of virtual and real experiments in three math-heavy engineering courses at the University of [...] Read more.

Engineering requires solid mathematical knowledge in addition to hands-on experience. At the same time, finding the right balance between mathematics and applications is challenging. This paper presents the implementation of virtual and real experiments in three math-heavy engineering courses at the University of Southern Maine. These courses were Communications Engineering, Antennas, and Plasma Engineering. Furthermore, the virtual experiments implemented were MATLAB R2022b simulations, HFSS simulations, and videos. The real experimentation included antenna building, a software-defined radio project, a 3D printing project, and a case study analysis. These virtual and real experiments were distributed between the aforementioned three courses. Based on student feedback, having these virtual and real experiments aided their learning process and students enjoyed having hardware experiments embedded in a course. Full article

(This article belongs to the Special Issue Dynamics of Engineering Education: Creativity and Innovation through Design)

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14 pages, 4136 KiB

Open AccessArticle

Comparative Study of the Attitudes and Perceptions of University Students in Business Administration and Management and in Education toward Artificial Intelligence

by Cristina Almaraz-López, Fernando Almaraz-Menéndez and Carmen López-Esteban

Educ. Sci. 2023, 13(6), 609; https://doi.org/10.3390/educsci13060609 - 15 Jun 2023

Cited by 4 | Viewed by 7144

Abstract

Artificial Intelligence (AI) is a disruptive technology that nowadays has countless applications in many day-to-day and professional domains. Higher education institutions need to adapt both to changes in their processes and to changes in curricula brought on by AI. Studying students’ attitudes toward [...] Read more.

Artificial Intelligence (AI) is a disruptive technology that nowadays has countless applications in many day-to-day and professional domains. Higher education institutions need to adapt both to changes in their processes and to changes in curricula brought on by AI. Studying students’ attitudes toward AI can be useful for analyzing what changes in AI teaching need to be implemented. This article uses an electronic survey to study the attitudes of Spanish students in the fields of economics and business management and education. A learning experience was also implemented with a small subset of students as a hands-on introduction to AI, where students were prompted to reflect on their experiences as users of AI. The results show that students are aware of AI’s impact and are willing to further their education in AI, although their current knowledge is limited due to a lack of training. We believe that AI education should be expanded and improved, especially by presenting realistic use cases and the real limitations of the technology, so that students are able to use AI confidently and responsibly in their professional future. Full article

(This article belongs to the Special Issue Digital Innovation in Education)

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19 pages, 4071 KiB

Open AccessArticle

Assessment of Supporting Visual Learning Technologies in the Immersive VET Cyber-Physical Learning Model

by Matej Veber, Igor Pesek and Boris Aberšek

Educ. Sci. 2023, 13(6), 608; https://doi.org/10.3390/educsci13060608 - 14 Jun 2023

Cited by 1 | Viewed by 1494

Abstract

Humanity faces diverse technological, societal, and sociological challenges. Digitalization is being integrated into every aspect of our lives. Technologies are developing rapidly and the ways in which we live and learn are changing. Young people are acquiring information and learning in a different [...] Read more.

Humanity faces diverse technological, societal, and sociological challenges. Digitalization is being integrated into every aspect of our lives. Technologies are developing rapidly and the ways in which we live and learn are changing. Young people are acquiring information and learning in a different way than in the recent past. Education systems are no longer keeping up with the development of technology. Education systems need to adapt and introduce technologies that motivate students and ultimately contribute to higher learning goals. To this end, we need to develop modern learning models that support education and technological development. In previous research, we developed and evaluated a state-of-the-art learning model, the CPLM. We built on this with a new study, in which we assessed the difference between the cognitive activities of attention and meditation in students during the viewing of a classical educational video, a 360° video, and an AR app on a screen. We found that the 360° video had the greatest impact on students’ attention and is consequently suitable for initially motivating students in the proposed learning model. We made a proposal for a modern educational model and possibilities for further research. Full article

(This article belongs to the Special Issue Teaching and Learning in Engineering Education)

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15 pages, 3053 KiB

Open AccessReview

Employability Is a Journey: Conceptualising Processual Employability as a Career Identity Emergence Process

by Huaiyuan Zhang, Xiaojun Zhang and Gayle Brewer

Educ. Sci. 2023, 13(6), 607; https://doi.org/10.3390/educsci13060607 - 14 Jun 2023

Viewed by 1953

Abstract

This paper aims to conceptualise processual employability with identity theory to reflect the amorphous and developmental nature of employability. Through literature review, we propose a model demonstrating how the career identity emergence process is linked with processual employability behaviour through four stages of [...] Read more.

This paper aims to conceptualise processual employability with identity theory to reflect the amorphous and developmental nature of employability. Through literature review, we propose a model demonstrating how the career identity emergence process is linked with processual employability behaviour through four stages of identity change: Identity Enactment, Identity Validation, Identity Construction, and Identity Exploration. Each stage is driven by the tension between the individual’s current career identity and the experienced social interactions with a changing Individual–World of Work Interface, which eventually constitutes an iterative process of employability suitable for the individual career context. It thus clarifies how the pursuit of an achieved career identity drives processual employability in a fast-changing social context and provides a holistic view of employability as a journey of identity changes. This review responds to the call for integrating developmental and sustainable views into employability and also enriches identity-based employability theories. Full article

(This article belongs to the Special Issue Leadership and Management of Education in the Digital and Intelligent Era)

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14 pages, 1930 KiB

Open AccessArticle

Breaking Barriers: The Influence of Teachers’ Attitudes on Inclusive Education for Students with Mild Learning Disabilities (MLDs)

by Mahwish Kamran, Sohni Siddiqui and Muhammad Shahnawaz Adil

Educ. Sci. 2023, 13(6), 606; https://doi.org/10.3390/educsci13060606 - 14 Jun 2023

Cited by 2 | Viewed by 4217

Abstract

Inclusive educational practices demand social justice where all students with special educational needs have the same right to access education, irrespective of their special needs. Increasingly, across the world, teachers are supporting and defending the inclusion of students with disabilities in mainstream schools [...] Read more.

Inclusive educational practices demand social justice where all students with special educational needs have the same right to access education, irrespective of their special needs. Increasingly, across the world, teachers are supporting and defending the inclusion of students with disabilities in mainstream schools and classrooms. This is also the case in Pakistan, the site of this study. However, support and defense are not assurance that such policy is accepted by classroom teachers. Previous research studies have identified some barriers to inclusion and in this regard, the attitudes of teachers have been identified as a barrier worthy of consideration. The present research can contribute to developing insights by suggesting all the factors that can accommodate students with mild learning disabilities (MLDs). The research study aimed to determine the attitudes of teachers towards the education of students with mild learning disabilities, which are due to hereditary and neurobiological reasons that alter the functioning of the brain by affecting one or more intellectual processes associated with learning. The problems of processing can interfere with basic skills of learning, such as reading, writing, and mathematical skills. They can also interfere with higher-order skills, such as organizational skills, abstract reasoning skills, thinking skills, long or short-term memory, and attention span, in an inclusive classroom setting. Using a quantitative research method, data were gathered from N = 230 sample cases of teachers selected through a stratified sampling technique from 10 private primary inclusive schools and 10 private primary non-inclusive schools in Karachi. To identify the attitudes of teachers towards the inclusion of students with MLDs, teachers were asked to respond to validated and reliable tools used in different studies. The research applied variance-based structural equation modeling using the partial least-squares modeling method. Smart PLS 3.0 is software used for variance-based structural equation modeling, and the purpose of using it that the model involves mediation. This tool can show direct and indirect associations among variables simultaneously. The results revealed that there is a weak linear relationship between teachers’ attitudes towards the education of students with a mild learning disability and their practices towards inclusive classroom settings. On the contrary, teachers’ positive attitudes towards mild learning disabilities are predictors of inclusive classroom settings in schools. The weak linear association between teachers’ attitudes and the provision of inclusive classroom settings showed that teachers are not prepared to accommodate mild learning disabilities. However, if teachers’ self-efficacy is increased, then teachers are prepared to accommodate mild learning disabilities. It indicates that teachers with a greater sense of self-efficacy can play a significant role in creating an inclusive environment in schools by employing the provision of relevant resources. The present study recommended certain support mechanisms to school management and provided guiding principles to them on the specific resources required to meet the needs of students with a mild learning disability and to increase the self-efficacy of teachers. Full article

(This article belongs to the Special Issue A Whole Education Approach: Implications for Inclusive Education Provision for Students with Additional Educational Needs)

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14 pages, 399 KiB

Open AccessReview

Teaching Life Skills in Physical Education within Different Teaching Traditions: A Narrative Review

by Benoît Lenzen, Yoann Buyck and Axelle Bouvier

Educ. Sci. 2023, 13(6), 605; https://doi.org/10.3390/educsci13060605 - 14 Jun 2023

Viewed by 2366

Abstract

This narrative review of the latest papers on life skills development in physical education (PE) aims to identify and discuss different types of life skills programmes in PE in relation with four PE teaching traditions (PETTs), their variation across contexts (e.g., primary school, [...] Read more.

This narrative review of the latest papers on life skills development in physical education (PE) aims to identify and discuss different types of life skills programmes in PE in relation with four PE teaching traditions (PETTs), their variation across contexts (e.g., primary school, secondary school, teacher education), and the inherent tensions between the teaching and learning of subject knowledge and the development of life skills. We have carried out an identification and selection process close to those used in systematic reviews, resulting in 13 papers meeting all the inclusion criteria. These peer-reviewed articles show that teaching life skills in PE covers a wide range of possible combinations between three types of programmes (isolated, juxtaposed, or integrated) and the respective PETTs in which they are rooted (sport-techniques, health education, values and citizenship and/or physical culture education). These combinations as well as the (groups of) life skills targeted in the 13 programmes we reviewed do not seem to depend on the contexts in which they are implemented. The relationship between subject knowledge, in particular sports/motor skills, and life skills is approached differently depending on the combinations that have been identified. Full article

(This article belongs to the Special Issue Current Challenges and New Perspectives on Physical Education)

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3 pages, 182 KiB

Open AccessEditorial

Editorial for Special Issue on Research on Supporting Remote Teaching and Learning during the COVID-19 Pandemic

by Chung Kwan Lo and Khe Foon Hew

Educ. Sci. 2023, 13(6), 604; https://doi.org/10.3390/educsci13060604 - 14 Jun 2023

Viewed by 655

Abstract

The global outbreak of COVID-19 profoundly altered our lives and teaching practices [...] Full article

(This article belongs to the Special Issue Research on Supporting Remote Teaching and Learning during the COVID-19 Pandemic)

15 pages, 249 KiB

Open AccessArticle

Culturally Responsive Practices or Assimilation? Views and Practices on Linguistic Diversity of Community College Instructors Working with Multilingual Learners

by Yohimar Sivira-Gonzalez

Educ. Sci. 2023, 13(6), 603; https://doi.org/10.3390/educsci13060603 - 14 Jun 2023

Viewed by 1141

Abstract

Despite the recent growth of multilingual learners in community colleges, research is still scarce on how instructors perceive and interact with students institutionally classified as English as a second language (ESL). In this paper, I use racialization of language and culturally relevant pedagogy to [...] Read more.

Despite the recent growth of multilingual learners in community colleges, research is still scarce on how instructors perceive and interact with students institutionally classified as English as a second language (ESL). In this paper, I use racialization of language and culturally relevant pedagogy to explain how 6 instructors from first-year freshmen in a community college, serving a high percentage of immigrant multilingual learners, view, understand and operationalize culturally and linguistically responsive practices in their classrooms. I use a qualitative critical approach to analyze data from interviews, fieldnotes, and observations from a year-long study in a community college in a mid-sized city in the South of the United States. I show evidence of instructors’ views of students regarding their cultural, linguistic, educational, and class backgrounds. Findings suggest that even when instructors celebrate differences in the classroom and are aware of the cultural differences, their opinions, and academic expectations were sometimes focused on students’ lack of confidence to advocate for themselves and their failure to assimilate into the mainstream culture. Despite the best intentions, these expectations still enclosed assimilationist views of language and personhood that require students to communicate in ways that often resemble the American traditional monolingual college student. The study of language from a racial perspective can promote powerful ways to understand how institutions structure and operationalize services to multilingual learners; conscious changes in services may result in more equitable practices for these students. Full article

(This article belongs to the Special Issue Educational Equity: Cultural and Ethnic Diversity in Schools)

14 pages, 924 KiB

Open AccessArticle

Effects of Signaling and Practice Types in Video-Based Software Training

by Vasiliki Ragazou and Ilias Karasavvidis

Educ. Sci. 2023, 13(6), 602; https://doi.org/10.3390/educsci13060602 - 13 Jun 2023

Cited by 1 | Viewed by 862

Abstract

Video tutorials are a popular means of learning software applications but their design and effectiveness have received little attention. This study investigated the effectiveness of video tutorials for software training. In addition, it examined whether two multimedia design principles, signaling and practice types, [...] Read more.

Video tutorials are a popular means of learning software applications but their design and effectiveness have received little attention. This study investigated the effectiveness of video tutorials for software training. In addition, it examined whether two multimedia design principles, signaling and practice types, contribute to task performance, mental effort, and self-efficacy. The study participants were 114 undergraduate students from a nursing department. A two (no signals vs. signals) × two (video practice vs. video practice video) mixed factorial design was used for testing the main study hypotheses. The analysis revealed a unique contribution of signaling and practice types on task performance and self-efficacy. Contrary to expectations, however, no combined effect of signaling and practice types was found. This paper is concluded with a discussion of the findings and implications for future research. Full article

(This article belongs to the Topic Advances in Online and Distance Learning)

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19 pages, 455 KiB

Open AccessArticle

Transforming Foreign Language Education: Exploring Educators’ Practices and Perspectives in the (Post-)Pandemic Era

by Alice Gruber, Eva Matt and Vera Leier

Educ. Sci. 2023, 13(6), 601; https://doi.org/10.3390/educsci13060601 - 13 Jun 2023

Cited by 1 | Viewed by 1708

Abstract

The COVID-19 pandemic necessitated significant changes in foreign language education, forcing teachers to reconstruct their identities and redefine their roles as language educators. To better understand these adaptations and perspectives, it is crucial to study how the pandemic has influenced teaching practices. This [...] Read more.

The COVID-19 pandemic necessitated significant changes in foreign language education, forcing teachers to reconstruct their identities and redefine their roles as language educators. To better understand these adaptations and perspectives, it is crucial to study how the pandemic has influenced teaching practices. This mixed-methods study focused on the less-explored aspects of foreign language teaching during the pandemic, specifically examining how language teachers adapted and perceived their practices, including rapport building and learner autonomy, during emergency remote teaching (ERT) in higher education institutions. It also explored teachers’ intentions for their teaching in the post-pandemic era. An online survey was conducted, involving 118 language educators primarily from Germany, with a smaller representation from New Zealand, the United States, and the United Kingdom. The analysis of participants’ responses revealed issues and opportunities regarding lesson formats, tool usage, rapport, and learner autonomy. Our findings offer insights into the desired changes participants envisioned for the post-pandemic era. The results highlight the opportunities ERT had created in terms of teacher development, and we offer suggestions to enhance professional development programmes based on these findings. Full article

(This article belongs to the Topic Advances in Online and Distance Learning)

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17 pages, 3532 KiB

Open AccessSystematic Review

Norwegian Research on ECEC Quality from 2010 to 2021—A Systematic Scoping Review

by May Irene Furenes, Anne Kristin Andresen, Ingrid Midteide Løkken, Thomas Moser, Tone Rove Nilsen and Anne-Lene Skog Dahl

Educ. Sci. 2023, 13(6), 600; https://doi.org/10.3390/educsci13060600 - 13 Jun 2023

Cited by 1 | Viewed by 2475

Abstract

This review concerns how quality in ECEC is thematized and examined in Norwegian research published in 2010–2021. The review contributes to developing relevant professional knowledge and insight into what quality in ECEC is, should be or can be. A systematic scoping review includes [...] Read more.

This review concerns how quality in ECEC is thematized and examined in Norwegian research published in 2010–2021. The review contributes to developing relevant professional knowledge and insight into what quality in ECEC is, should be or can be. A systematic scoping review includes 97 empirical studies of quality in the Norwegian ECEC context. The results show an increase in studies addressing quality after the year 2017. Most studies use interviews and observations, i.e., qualitative data. Research based on quantitative studies mainly applies to questionnaires, whereas multi-method designs occur with the third greatest frequency. The majority of the studies are descriptive or explore relationships. A few studies concern method development, interventions or reviews of the literature. ECEC staff and ECEC teachers are the most common informants. Two-thirds of the studies included were published in English, and only one-third were published in Norwegian. Thematically, process quality emerges as the most studied dimension of quality, dominated by investigating the aspect of staff–child interactions. About one-third of the studies investigate structural quality, with most attention paid to the physical environment and the organization of the ECEC provisions. Less research is directed at result (outcome) quality and curriculum quality. This overview contributes to increased knowledge about how quality is understood and used in research, as an essential prerequisite for creating a safe and sound everyday life for children in ECEC. Full article

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15 pages, 1683 KiB

Open AccessArticle

Romantic Transfer from Thermodynamic Theories to Personal Theories of Social Control: A Randomised Controlled Experiment

by Chen Chen, Si Chen, Helen Haste, Robert L. Selman and Matthew H. Schneps

Educ. Sci. 2023, 13(6), 599; https://doi.org/10.3390/educsci13060599 - 13 Jun 2023

Viewed by 924

Abstract

The transfer of learning is arguably the most enduring goal of education. The history of science reveals that although numerous theories have been transferred from the natural sciences to the socio-political realm, educational practitioners have often deemed such transfers romantic and rhetorical. We [...] Read more.

The transfer of learning is arguably the most enduring goal of education. The history of science reveals that although numerous theories have been transferred from the natural sciences to the socio-political realm, educational practitioners have often deemed such transfers romantic and rhetorical. We conducted an experiment that randomly assigned a sample of 292 college freshmen in China to two groups to learn different thermodynamic theories: entropy or self-organization theory. We examined whether the two groups may arrive at different implications about social (and government) control without explicit instructions. We found that participants who learned the theory of entropy were more likely to believe the social system would become chaotic over time without external control; thus, they preferred tightened social control. Whereas participants who learned self-organisation theory were more likely to believe that order may form from within a social system; therefore, they downplay external control and prefer stronger individual agency. Follow-up interviews showed that the participants’ narratives about social control were largely consistent with the thermodynamic concepts they had learned. Our findings have critical implications for the recent trend in STEM education that promotes the teaching of cross-cutting concepts—seeking patterns from interdisciplinary ideas—that may implicitly prime students to borrow physical science theories to formulate personal social hypotheses and engage in moral–civic–political discourse. Full article

(This article belongs to the Section STEM Education)

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15 pages, 636 KiB

Open AccessArticle

Is the Teaching Environment a Risk Factor for Depression Symptoms? The Case of Capricorn District in Limpopo, South Africa

by Khomotso Comfort Maaga and Kebogile Elizabeth Mokwena

Educ. Sci. 2023, 13(6), 598; https://doi.org/10.3390/educsci13060598 - 12 Jun 2023

Viewed by 1313

Abstract

The global increase in mental disorders also identifies the workplace, including the teaching environment, as a key source of such disorders. Social problems among learners often put additional pressure on the teachers, over and above their normal academic, administrative and organizational responsibilities, thus [...] Read more.

The global increase in mental disorders also identifies the workplace, including the teaching environment, as a key source of such disorders. Social problems among learners often put additional pressure on the teachers, over and above their normal academic, administrative and organizational responsibilities, thus contributing to high levels of stress among teachers. The purpose of this study was to determine the prevalence of depression symptoms, as well as the associated sociodemographic factors, among teachers in Capricorn District, Limpopo Province, South Africa. A cross-sectional quantitative study design using the Patient Health Questionnaire (PHQ-9) tool was used to determine the symptoms of depression among a sample of 381 teachers. A self-administrated questionnaire was used to collect sociodemographic data, which were analyzed descriptively. Pearson chi-square tests were used to explore associations between a range of sociodemographic variables and PHQ scores. A final logistic regression model was used for factors that were significantly associated with depression symptoms according to Chi-square tests. The majority of the participants were Black (83.45%) and female (70.87%) and had obtained a bachelor’s degree as their highest qualification (53.95%). Almost half of participants (49.87%) tested positive for symptoms of depression, which ranged from mild to severe. Employment-related factors that were significantly associated with depression symptoms included the quintile ranking of the school, the school where employed, learner-to-teacher ratio and the subjects taught by the teacher. Personal factors that were associated with depression included gender, marital status and race. Depression symptoms amongst teachers were mostly associated with workplace factors. Full article

(This article belongs to the Special Issue Advancing Research and Methods about Students and Teachers’ Emotions: Correlates, Predictors, and Outcomes)

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Educ. Sci., Volume 13, Issue 6 (June 2023) – 97 articles

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