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Integrating expectancy-value theory and social capital: A netnographic study of social studies teachers' motivations for participation in online teacher communities 整合期望价值理论与社会资本:社会学教师参与网络教师社区动机的网络研究
IF 3.9 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2026-01-10 DOI: 10.1016/j.tate.2026.105385
Birsel Arıkan Karagöz , Servet Üztemur
This netnographic study explores the motivations of social studies teachers in Turkey to participate in Facebook-based online teacher communities and post content. Integrating expectancy-value theory and sociocultural perspectives on online communities of practice (CoPs) and social capital, this study conceptualizes teachers' online participation as both an individual cost–benefit evaluation and a socially embedded practice. Using a three-phase netnographic design (systematic observation, content analysis, and follow-up interviews), data were generated from posts and comments in three large Facebook groups and from in-depth interviews with active participants. Thematic analysis shows that teachers join and contribute primarily to access subject-specific resources, solve classroom problems, reduce professional isolation, and receive emotional support, while generally avoiding open conflict and controversy. By linking teachers’ stated reasons for posting to established motivational and sociocultural frameworks, the study extends international research on online teacher communities to the understudied context of Turkish social studies education.
本网络学研究探讨了土耳其社会研究教师参与基于facebook的在线教师社区和发布内容的动机。本研究整合线上实践社群(cop)与社会资本的期望价值理论与社会文化观点,将教师线上参与概念化为一种个人成本效益评估与社会嵌入实践。采用三阶段网络图设计(系统观察、内容分析和随访访谈),从三个大型Facebook群组的帖子和评论以及对活跃参与者的深度访谈中生成数据。专题分析表明,教师参与并作出贡献的主要目的是获取特定学科的资源、解决课堂问题、减少专业孤立和获得情感支持,同时一般避免公开冲突和争议。通过将教师陈述的发帖原因与既定的动机和社会文化框架联系起来,该研究将在线教师社区的国际研究扩展到土耳其社会研究教育的未充分研究背景。
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引用次数: 0
Reading comprehension and mental subtraction in deaf and hard of hearing children: the moderating role of grade level. 聋儿和重听儿童阅读理解和心理减法:年级水平的调节作用。
IF 1.4 3区 教育学 Q2 EDUCATION, SPECIAL Pub Date : 2026-01-10 DOI: 10.1093/jdsade/enaf078
Lilan Chen

Prior studies have documented an association between reading comprehension and arithmetical skills. However, the underlying processes that might moderate these associations, particularly while accounting for general cognitive abilities, remain unclear. This study investigated whether grade level moderated the relationship between reading comprehension and mental subtraction in deaf and hard of hearing (DHH) children, after controlling for intelligence. A sample of 257 DHH children from Grades 3 to 9 in China completed measures of reading comprehension, single-digit subtraction, double-digit subtraction, and a test of non-verbal intelligence. Results indicated that after controlling for intelligence, the direct effect of reading comprehension on subtraction performance was not significant. However, moderation analyses using the PROCESS macro revealed that grade level significantly moderated this relationship for both single-digit and double-digit subtraction. Simple slope analyses showed that for children in higher grades, reading comprehension was a strong and significant predictor of subtraction performance. In contrast, for children in lower grades, the association was significantly weaker for single-digit subtraction and non-existent for double-digit subtraction. These findings highlight grade level as a critical developmental moderator, suggesting that the role of reading comprehension in arithmetic emerges and strengthens in later school years among DHH children.

先前的研究已经证明了阅读理解和算术技能之间的联系。然而,可能缓和这些关联的潜在过程,特别是在考虑一般认知能力时,仍不清楚。本研究在控制智力因素后,探讨年级水平是否会调节聋儿和听障儿童阅读理解和心理减法之间的关系。257名来自中国三年级至九年级的DHH儿童完成了阅读理解、一位数减法、两位数减法和非语言智力测试。结果表明,在控制智力因素后,阅读理解对减法成绩的直接影响不显著。然而,使用PROCESS宏观的调节分析显示,年级水平显著调节了个位数和两位数减法的这种关系。简单的斜率分析表明,对于高年级的儿童,阅读理解是减法成绩的一个强有力的显著预测因子。相比之下,对于低年级的儿童,个位数减法的关联明显较弱,而两位数减法的关联则不存在。这些发现强调年级水平是一个关键的发展调节因素,这表明阅读理解在算术方面的作用在DHH儿童的后期学年中出现并加强。
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引用次数: 0
Positionality using the lens of social identity complexity theory: a worked example. 社会身份复杂性理论视角下的位置性:一个有效的例子。
IF 3.3 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2026-01-10 DOI: 10.1007/s10459-025-10498-5
Mo Al-Haddad, Susan Jamieson, Evi Germeni
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引用次数: 0
A Modified Delphi Study of Fostering Quality Culture in Health Professional Education Institutions in Ethiopia. 埃塞俄比亚卫生专业教育机构培养质量文化的修正德尔菲研究
IF 1.8 3区 教育学 Q2 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2026-01-10 DOI: 10.1080/10401334.2025.2609167
Daniel Dejene, Firew Ayalew, Getaneh Girma, Amare Gebregzi, Mesfin Goji, Asselef Tasew, Mintwab Gelagay, Jelle Stekelenburg, Marco Versluis

Introduction: Continuous quality improvement (QI) is crucial for successful curricular implementation and innovation in health professions education (HPE). Central to this is a favorable Quality Culture (QC), one that promotes people's beliefs, commitment, engagement, communication, and collaboration. However, the concept of QC remains underexplored in low-income settings, resulting in a limited understanding of its constitutive elements and how to foster them. This study was conducted to identify elements considered essential for fostering QC in Ethiopia's HPE institutions. Methods: In June-July 2024, we conducted a Modified Delphi study with a panel of 31 academic leaders, faculty, and students who had an interest and three years of experience in QI, accreditation, and/or HPE management. Using the Quality Culture Inventory tool, we identified 31 elements. Over three rounds, the panelists used a three-point scale to rate online the importance of targeting each element to foster QC, and proportions were calculated. We retained elements with ≥70% agreement as "essential" and discarded those with ≥70% agreement as "not so important." We reviewed the remaining elements in light of the panel's comments. At the end of each Delphi round, we shared feedback reports with the panelists, which guided the subsequent Delphi rounds. We concluded the ratings after the third round. Results: Of the 31 elements, 18 were considered "essential" to foster QC. Five elements reflected the individual psychological dimension: belief, commitment, participation, connectedness to quality goals, and leading change. Three elements reflected the collective psychological dimension: strong peer support, functional working groups, and experience-sharing practices. In the formal structural quality assurance (QA) dimension, priority was given to the presence of decentralized quality departments that facilitate regular self-assessments. Seven other elements were related to academic leadership and human resources development. Conclusions: To foster QC, HPE institutions enhance academic leadership, staff development, and motivation. Addressing people's psychological factors strengthens their beliefs, commitment, participation, connectedness to the quality agenda, and mentality for leading change. Equally important is decentralization of quality departments to enhance their responsiveness and ownership.

导读:持续质量改进(QI)是卫生专业教育(HPE)课程成功实施和创新的关键。其核心是良好的质量文化(QC),它促进人们的信念、承诺、参与、沟通和协作。然而,QC的概念在低收入环境中仍未得到充分探索,导致对其构成要素以及如何培养它们的理解有限。本研究旨在确定在埃塞俄比亚HPE机构中培养质量控制所必需的要素。方法:在2024年6月至7月,我们对31名对QI、认证和/或HPE管理感兴趣并有三年经验的学术领导、教师和学生进行了一项修正德尔菲研究。使用质量文化清单工具,我们确定了31个要素。在三轮中,小组成员使用三分制在线评估针对每个元素培养质量控制的重要性,并计算比例。我们将一致性≥70%的元素保留为“必要的”,将一致性≥70%的元素丢弃为“不那么重要的”。我们根据专家小组的意见审查了余下的内容。在每一轮德尔福结束时,我们与小组成员分享反馈报告,这些反馈报告指导了随后的德尔福轮次。我们在第三轮之后结束了评分。结果:在31个要素中,有18个要素被认为是培养QC的“必要”要素。五个要素反映了个人心理维度:信念、承诺、参与、与质量目标的联系和领导变革。三个要素反映了集体心理维度:强大的同伴支持、功能性工作组和经验分享实践。在正式的结构质量保证(QA)方面,优先考虑分散的质量部门的存在,以促进定期的自我评估。其他七个要素与学术领导和人力资源开发有关。结论:为了促进质量管理,HPE机构应加强学术领导、员工发展和激励。解决人们的心理因素加强了他们的信念、承诺、参与、与质量议程的联系以及领导变革的心态。同样重要的是质量部门的分权,以增强它们的响应能力和所有权。
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引用次数: 0
Building resilient health professions education in fragile contexts: AMEE guide No. 182. 在脆弱环境中建立有复原力的卫生专业教育:AMEE第182号指南。
IF 3.3 2区 教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2026-01-10 DOI: 10.1080/0142159X.2025.2606070
Mohamed Hassan Taha, Majed Wadi, Abdelrahim Mutwakel Gaffar, Esra Abdallah Abdalwahed Mahgoub, Ghaith Alfakhry, David Taylor, Mohamed Elhassan Abdalla

Health Professions Education (HPE) cannot rely on assumptions of stability. Fragile contexts - wars, disasters, political upheaval, and systemic weakness - disrupt teaching and learning, assessment, accreditation, and the well-being of learners and faculty. This AMEE Guide provides a framework for building resilient HPE that survive crises and use them as opportunities for reform. The Guide identifies three types of fragility and explores their impact on institutions, human capital, clinical training, and social accountability. To boost resilience, the guide recommended adaptive strategies that include creating crisis management committees, implementing modular and competency-based curricula, allowing credit transfers for displaced learners, and incorporating tailored training programs. For curriculum delivery innovations range from hybrid and low-tech methods to peer-assisted approaches, diaspora involvement, and community-based services. A practical model for fair and feasible assessment in disrupted environments is suggested, with a focus on outcomes, flexibility, and cross-border recognition for rethinking accreditation and quality assurance. Systems thinking underpins the Guide, highlighting how destructive cycles such as brain drain can erode capacity, while virtuous cycles - driven by technology adoption, partnerships, and community integration - can foster recovery and growth. The guide also calls on educators, institutional leaders, and policymakers to move from reactive responses to proactive preparedness.

卫生专业教育(HPE)不能依赖于稳定性的假设。脆弱的环境——战争、灾难、政治动荡和系统弱点——扰乱了教与学、评估、认证以及学习者和教师的福祉。本《AMEE指南》提供了一个框架,用于建设有韧性的高绩效企业,使其在危机中幸存下来,并将危机作为改革的机会。《指南》确定了三类脆弱性,并探讨了它们对制度、人力资本、临床培训和社会问责制的影响。为增强韧性,该指南建议采取适应性战略,包括建立危机管理委员会、实施模块化和基于能力的课程、允许流离失所学习者的学分转移,以及纳入量身定制的培训计划。在课程交付方面,创新包括从混合和低技术方法到同伴辅助方法、侨民参与和社区服务。提出了一个在混乱环境中进行公平和可行评估的实用模型,重点关注结果、灵活性和跨境认可,以重新思考认证和质量保证。《指南》以系统思维为基础,强调了人才流失等破坏性循环如何侵蚀能力,而由技术采用、伙伴关系和社区融合推动的良性循环能够促进复苏和增长。该指南还呼吁教育工作者、机构领导人和政策制定者从被动应对转向主动防范。
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引用次数: 0
When and how to disclose AI use in academic peer review. 何时以及如何披露人工智能在学术同行评审中的使用。
IF 3.3 2区 教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2026-01-10 DOI: 10.1080/0142159X.2025.2609741
Ken Masters, Jennifer Cleland

Using Artificial Intelligence (AI) to review academic papers is happening and cannot be ignored by journals. There is a need to find a balance between outright banning and uncontrolled usage. Medical Teacher recognises this need, and this commentary views the problem within the general context of authorship, discusses some of the problems surrounding AI-reviewing, and offers a middle ground of practice and disclosure that will assist authors, reviewers, and the journal in ensuring that the review process is not compromised.

利用人工智能(AI)审查学术论文正在发生,并且不能被期刊忽视。有必要在彻底禁止和不受控制的使用之间找到平衡。医学教师认识到这一需求,这篇评论在作者身份的一般背景下看待问题,讨论了围绕人工智能审查的一些问题,并提供了实践和披露的中间立场,这将有助于作者、审稿人和期刊确保审查过程不受损害。
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引用次数: 0
Critical mass and positioning in mainstream deaf education. 主流聋人教育的临界质量与定位。
IF 1.4 3区 教育学 Q2 EDUCATION, SPECIAL Pub Date : 2026-01-10 DOI: 10.1093/jdsade/enaf085
Lisa M Prinzi

This article examines how deaf students and interpreters experience positioning within mainstream educational settings, with a focus on environments where a critical mass-defined as multiple deaf students and interpreters-is present. Drawing on interviews with 41 formerly mainstreamed deaf individuals and interpreters, the study explores how critical mass influences engagement, participation, and perceived membership in the school community. Findings suggest that critical mass enhances access to Deaf Community Cultural Wealth (DCCW) and fosters collaborative positioning. These environments strengthen support systems for both deaf students and interpreters. These environments also promote professional development among interpreters and contribute to more inclusive school climates. The study is framed by positioning theory and DCCW, offering insights into how systemic and interpersonal dynamics shape educational experiences. Implications are discussed for both deaf education and interpreter education communities.

本文考察了聋哑学生和口译员在主流教育环境中的定位,重点关注了一个临界群体(定义为多名聋哑学生和口译员)存在的环境。通过对41名以前主流聋人和口译员的采访,该研究探讨了临界质量如何影响学校社区的参与,参与和感知成员。研究结果表明,临界质量增加了聋人社区文化财富(DCCW)的获取,并促进了协作定位。这些环境加强了对聋哑学生和口译员的支持系统。这些环境也促进了口译员的专业发展,并有助于形成更具包容性的学校氛围。该研究以定位理论和DCCW为框架,提供了系统和人际动态如何塑造教育体验的见解。对聋人教育和口译教育界的启示进行了讨论。
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引用次数: 0
Effectiveness of educational technology applications for struggling readers in secondary grades: A meta-analysis 教育技术应用对中学阅读困难学生的有效性:一项元分析
IF 10.6 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2026-01-10 DOI: 10.1016/j.edurev.2026.100764
Alan C.K. Cheung , Jieping Shi
This article systematically reviews research on the achievement outcomes of educational technology applications designed for improving the reading achievement of students in middle and high schools based on a set of rigorous inclusion criteria. A total of 53 eligible studies involving more than 53,000 students were included in the final analysis. The results indicate that educational technology applications helped to moderately increase reading achievement in secondary-school students who struggle with reading (ES = 0.15). A small majority of the studies (N = 23) were evaluations of two comprehensive models: READ 180 (N = 17) and Voyager Passport (N = 6), with an overall effect size of 0.16. Supplemental computer-assisted instruction programs such as the Jamestown Reading Navigator and IRAISE produced a smaller effect size of 0.08. Interactive and personalized software such as Lexia PowerUp Literacy generated the largest effect size of 0.34. Research design also significantly moderated the effectiveness of these educational technology applications, whereas release year, sample size, grade level, and duration did not. Given that the majority of the included studies were conducted in the United States, the findings should be interpreted and generalized with caution. Limitations, policy implications, and future directions are finally discussed.
本文基于一套严格的纳入标准,系统地回顾了旨在提高初高中学生阅读成绩的教育技术应用的成果研究。共有53项符合条件的研究,涉及53,000多名学生,被纳入最终分析。结果表明,教育技术应用有助于中等程度地提高阅读困难中学生的阅读成绩(ES = 0.15)。一小部分研究(N = 23)是对两个综合模型的评价:READ 180 (N = 17)和Voyager Passport (N = 6),总体效应值为0.16。补充计算机辅助教学程序,如詹姆斯敦阅读导航和IRAISE产生了较小的效应值0.08。交互式和个性化软件(如Lexia PowerUp Literacy)产生的最大效应值为0.34。研究设计也显著调节了这些教育技术应用的有效性,而发布年份、样本量、年级水平和持续时间则没有。考虑到大多数纳入的研究是在美国进行的,这些发现应该谨慎地解释和概括。最后讨论了限制、政策影响和未来方向。
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引用次数: 0
Validation of the family investment model in Norwegian families: A longitudinal investigation of family SES, parent cognitive stimulation, and child outcomes 挪威家庭投资模式的验证:家庭经济地位、父母认知刺激和儿童结局的纵向调查
IF 3.1 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2026-01-10 DOI: 10.1016/j.ecresq.2026.01.002
Ane Nærde , Silje Hukkelberg , Agathe Backer-Grøndahl , Harald Janson , Kristin Berg Nordahl , Daniel S. Shaw
The family investment model (FIM) is a theoretical framework linking family SES to child developmental outcomes via parental investments such as cognitive stimulation. Although the model has been tested and partially validated in a variety of socio-economic settings, a comprehensive longitudinal validation within a Nordic context characterized by a strong welfare state, a progressive social welfare systems, and relatively low income inequality, is still lacking. We investigated the FIM among Norwegian families using longitudinal, multi-respondent, and multi-method data from child age 6 months to Grade 1 from a large developmental study (N = 1,159). We examined direct and indirect paths from maternal education, paternal education, and early financial stress on maternal and paternal cognitive stimulation, and subsequent effects on children’s vocabulary skills and self-regulation abilities at 4 years. The model was further extended to include children’s academic competence and social skills in Grade 1. The results indicated several significant indirect effects in line with the propositions of the FIM, at both age 4 and in Grade 1. The findings show that what young children bring with them from home in terms of cognitive and non-cognitive skills is central for their future development and achievements, and also illustrate the importance of family background and parental investments within a Nordic socio-economic context.
家庭投资模型(FIM)是一个理论框架,通过父母的投资,如认知刺激,将家庭经济地位与儿童发展结果联系起来。尽管该模型已经在各种社会经济环境中进行了测试和部分验证,但在北欧背景下,以强大的福利国家、进步的社会福利制度和相对较低的收入不平等为特征的全面纵向验证仍然缺乏。我们利用一项大型发展研究(N = 1159)中从6个月至1年级儿童的纵向、多调查对象和多方法数据,在挪威家庭中调查了FIM。我们研究了母亲教育、父亲教育和早期经济压力对母亲和父亲认知刺激的直接和间接途径,以及随后对4岁儿童词汇技能和自我调节能力的影响。该模型进一步扩展到一年级儿童的学业能力和社交能力。结果表明,在4岁和1年级时,有几个显著的间接影响与FIM的命题一致。研究结果表明,幼儿从家中带来的认知和非认知技能对他们未来的发展和成就至关重要,同时也说明了家庭背景和父母投资在北欧社会经济背景下的重要性。
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引用次数: 0
From trade to profession: Elevating culinary careers in the modern era 从贸易到专业:提升现代烹饪事业
IF 4.1 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2026-01-10 DOI: 10.1016/j.jhlste.2026.100597
Jeffrey Pittman ll
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引用次数: 0
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