首页 > 最新文献

教育学最新文献

英文 中文
IF:
From concept to community of practice in anatomical ethics and professionalism: 5 years of the "Bioethics Unicorns" education initiative. 解剖伦理学与专业精神从概念到实践:“生命伦理学独角兽”教育倡议的5年。
IF 4.7 2区 教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2026-02-09 DOI: 10.1002/ase.70197
Jon Cornwall, Sabine Hildebrandt, Thomas Champney

The topics of ethics and professionalism in anatomy have only recently gained prominence within the discipline, reflecting trends in medical and health professions education and an increasing awareness of societal expectations around the use of the dead. Educators in anatomy have had limited access to specific resources and no established communities of practice to support their understanding and teaching of these subjects. This article traces the journey of three anatomy educators who addressed this gap by developing dedicated educational resources for use in anatomy teaching. The initiative began in 2020 with the creation of a suite of freely available resources designed to provide accessible, engaging content for educators. Next, the project expanded to include quarterly webinars to facilitate dialog and knowledge exchange, as well as in person sessions at anatomical conferences that have fostered professional networking and collaborations. Over time, what began as a resource-driven initiative evolved into a broader movement. By 2025, this journey has culminated in the establishment of an active community of practice and the adoption of the moniker "Bioethics Unicorns" that has come to represent the initiative. This article reflects on the stages of this journey, the development of the resources and community of practice, and provides advice for those wishing to develop educational initiatives for education in their own communities.

解剖学中的伦理和专业主题直到最近才在该学科中获得突出地位,这反映了医学和卫生专业教育的趋势以及对使用尸体的社会期望的日益认识。解剖学教育工作者获得特定资源的机会有限,也没有建立实践社区来支持他们对这些学科的理解和教学。本文追溯了三位解剖学教育家的旅程,他们通过开发用于解剖学教学的专用教育资源来解决这一差距。该计划始于2020年,创建了一套免费提供的资源,旨在为教育工作者提供可访问的、引人入胜的内容。接下来,该项目扩大到包括季度网络研讨会,以促进对话和知识交流,以及在解剖学会议上的面对面会议,以促进专业网络和合作。随着时间的推移,最初的资源驱动倡议演变成了一场更广泛的运动。到2025年,这一旅程最终建立了一个活跃的实践社区,并采用了代表该倡议的“生物伦理独角兽”的绰号。本文反映了这一旅程的各个阶段,资源和实践社区的发展,并为那些希望在自己的社区中开展教育活动的人提供建议。
{"title":"From concept to community of practice in anatomical ethics and professionalism: 5 years of the \"Bioethics Unicorns\" education initiative.","authors":"Jon Cornwall, Sabine Hildebrandt, Thomas Champney","doi":"10.1002/ase.70197","DOIUrl":"https://doi.org/10.1002/ase.70197","url":null,"abstract":"<p><p>The topics of ethics and professionalism in anatomy have only recently gained prominence within the discipline, reflecting trends in medical and health professions education and an increasing awareness of societal expectations around the use of the dead. Educators in anatomy have had limited access to specific resources and no established communities of practice to support their understanding and teaching of these subjects. This article traces the journey of three anatomy educators who addressed this gap by developing dedicated educational resources for use in anatomy teaching. The initiative began in 2020 with the creation of a suite of freely available resources designed to provide accessible, engaging content for educators. Next, the project expanded to include quarterly webinars to facilitate dialog and knowledge exchange, as well as in person sessions at anatomical conferences that have fostered professional networking and collaborations. Over time, what began as a resource-driven initiative evolved into a broader movement. By 2025, this journey has culminated in the establishment of an active community of practice and the adoption of the moniker \"Bioethics Unicorns\" that has come to represent the initiative. This article reflects on the stages of this journey, the development of the resources and community of practice, and provides advice for those wishing to develop educational initiatives for education in their own communities.</p>","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":4.7,"publicationDate":"2026-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146148592","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Mutual gains: Non-presenting undergraduate attendance at regional scientific meetings benefits students and scientific societies. 互惠互利:不出席区域科学会议的本科生使学生和科学社团受益。
IF 1.7 4区 教育学 Q2 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2026-02-09 DOI: 10.1152/advan.00213.2025
Alex M Champagne, Sabrina E Dunning, Maryam H Mahmoud, Elissa T Fisher, Sara N Shah, Heidi E Walsh

Participation in scientific meetings confers many benefits to undergraduate students and promotes their success and retention in science. However, the cost and time required to attend a scientific meeting is often prohibitive for students, and university funding is often restricted to students presenting research. Small regional scientific meetings offer an opportunity to promote non-presenting undergraduate attendance because of their reduced registration fees and travel time, but the benefits of attending regional scientific meetings have not been extensively studied. We recruited 45 non-presenting undergraduate students to attend the annual meeting of the Indiana Physiological Society and provided students with pre- and post-meeting surveys measuring self-perceptions of their professional abilities, sense of belonging in science, confidence in their degree program and career pathway, and reflections on the conference experience. Additionally, because non-presenting undergraduates made up nearly half of all meeting attendees, we surveyed other meeting attendees to assess the impact of these students on the meeting environment. After attending the meeting, students reported increased confidence talking to other scientists and presenting future research, a greater sense of belonging within the scientific community, more interest in pursuing research after graduation, and increased enthusiasm to attend future meetings. Other meeting attendees felt that the non-presenting undergraduates had a positive impact on the meeting and enhanced the environment for student presenters. Our results suggest that the attendance of non-presenting undergraduates at small regional scientific meetings provides mutual benefits to students, universities, and regional scientific societies.

参加科学会议给本科生带来了许多好处,并促进了他们在科学领域的成功和保留。然而,参加科学会议所需的费用和时间对学生来说往往是令人望而却步的,而大学的资助往往仅限于展示研究成果的学生。小型区域科学会议提供了一个机会,以促进不出席的本科生出席,因为他们减少了注册费和旅行时间,但参加区域科学会议的好处还没有得到广泛的研究。我们招募了45名未出席印第安纳生理学会年会的本科生,并为学生提供了会前和会后的调查,测量他们对专业能力的自我认知、对科学的归属感、对学位课程和职业道路的信心,以及对会议经历的反思。此外,由于未出席会议的本科生占所有与会者的近一半,我们调查了其他与会者,以评估这些学生对会议环境的影响。参加会议后,学生们报告说,与其他科学家交谈和展示未来研究的信心增加了,在科学界有了更大的归属感,毕业后对从事研究的兴趣更大,参加未来会议的热情也增加了。其他与会者认为,不发言的本科生对会议产生了积极的影响,并改善了学生发言的环境。我们的研究结果表明,不出席小型区域科学会议的本科生为学生、大学和区域科学社团提供了互利。
{"title":"Mutual gains: Non-presenting undergraduate attendance at regional scientific meetings benefits students and scientific societies.","authors":"Alex M Champagne, Sabrina E Dunning, Maryam H Mahmoud, Elissa T Fisher, Sara N Shah, Heidi E Walsh","doi":"10.1152/advan.00213.2025","DOIUrl":"https://doi.org/10.1152/advan.00213.2025","url":null,"abstract":"<p><p>Participation in scientific meetings confers many benefits to undergraduate students and promotes their success and retention in science. However, the cost and time required to attend a scientific meeting is often prohibitive for students, and university funding is often restricted to students presenting research. Small regional scientific meetings offer an opportunity to promote non-presenting undergraduate attendance because of their reduced registration fees and travel time, but the benefits of attending regional scientific meetings have not been extensively studied. We recruited 45 non-presenting undergraduate students to attend the annual meeting of the Indiana Physiological Society and provided students with pre- and post-meeting surveys measuring self-perceptions of their professional abilities, sense of belonging in science, confidence in their degree program and career pathway, and reflections on the conference experience. Additionally, because non-presenting undergraduates made up nearly half of all meeting attendees, we surveyed other meeting attendees to assess the impact of these students on the meeting environment. After attending the meeting, students reported increased confidence talking to other scientists and presenting future research, a greater sense of belonging within the scientific community, more interest in pursuing research after graduation, and increased enthusiasm to attend future meetings. Other meeting attendees felt that the non-presenting undergraduates had a positive impact on the meeting and enhanced the environment for student presenters. Our results suggest that the attendance of non-presenting undergraduates at small regional scientific meetings provides mutual benefits to students, universities, and regional scientific societies.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2026-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146144352","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
How are States Guiding Educators’ Implementation of Specially Designed Instruction: A Policy Documentation Review 国家如何引导教育工作者实施专门设计的教学:政策文件审查
IF 2.8 3区 教育学 Q1 EDUCATION, SPECIAL Pub Date : 2026-02-09 DOI: 10.1177/00144029251413482
Bradley S. Witzel, Jonté A. Myers, Pamela J. Mims
Specially Designed Instruction (SDI) is a legal and educational mandate that ensures students with disabilities receive individualized, evidence-based interventions to enhance their academic and behavioral outcomes. However, SDI is inconsistently implemented due to varying state policies, limited educator guidance, and disparities in defining research or evidence-based practices (EBPs). This study examined how state laws define and regulate SDI as well as incorporate EBPs to ensure instructional fidelity. We systematically analyzed state laws and policies to identify similarities, gaps, and inconsistencies within definitions of SDI, EBPs, and recommended instructional strategies. Findings indicate the need for a standardized definition of SDI, more precise policy guidance as to the planning and delivery of EBPs, and enhanced educator training to improve student outcomes.
特别设计指导(SDI)是一项法律和教育授权,确保残疾学生接受个性化的、基于证据的干预,以提高他们的学业和行为成绩。然而,由于各州政策不同,教育工作者指导有限,以及在定义研究或循证实践(ebp)方面存在差异,SDI的实施并不一致。本研究考察了州法律如何定义和规范SDI以及纳入ebp以确保教学保真度。我们系统地分析了各州的法律和政策,以确定SDI、ebp定义中的相似点、差距和不一致之处,并推荐了教学策略。研究结果表明,需要对SDI进行标准化定义,对ebp的规划和实施进行更精确的政策指导,并加强对教育工作者的培训,以提高学生的成绩。
{"title":"How are States Guiding Educators’ Implementation of Specially Designed Instruction: A Policy Documentation Review","authors":"Bradley S. Witzel, Jonté A. Myers, Pamela J. Mims","doi":"10.1177/00144029251413482","DOIUrl":"https://doi.org/10.1177/00144029251413482","url":null,"abstract":"Specially Designed Instruction (SDI) is a legal and educational mandate that ensures students with disabilities receive individualized, evidence-based interventions to enhance their academic and behavioral outcomes. However, SDI is inconsistently implemented due to varying state policies, limited educator guidance, and disparities in defining research or evidence-based practices (EBPs). This study examined how state laws define and regulate SDI as well as incorporate EBPs to ensure instructional fidelity. We systematically analyzed state laws and policies to identify similarities, gaps, and inconsistencies within definitions of SDI, EBPs, and recommended instructional strategies. Findings indicate the need for a standardized definition of SDI, more precise policy guidance as to the planning and delivery of EBPs, and enhanced educator training to improve student outcomes.","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"24 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2026-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146146028","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Missing Data Reporting and Handling in Special Education Group Intervention Research 特殊教育群体干预研究中的缺失数据报告与处理
IF 2.8 3区 教育学 Q1 EDUCATION, SPECIAL Pub Date : 2026-02-09 DOI: 10.1177/00144029251410299
Daniel R. Espinas, Alexis Swanz, Allyson L. Hanson, Jessica A. R. Logan
We conducted a systematic review of missing data handling and reporting in a 1-year cross-section (2020) of group design special education intervention research. We identified 121 intervention studies. Of these 72 (60%) reported missing data at the case, variable, or item level. Few studies examined the mechanism underlying their missing data and most handled the missingness with either complete case analysis (listwise) or pairwise deletion. We discuss the implications of these findings and offer recommendations for improved reporting and handling methods.
我们对一项为期1年(2020年)的群体设计特殊教育干预研究中缺失的数据处理和报告进行了系统回顾。我们确定了121项干预研究。其中72例(60%)报告了病例、变量或项目级别的数据缺失。很少有研究检查了缺失数据背后的机制,大多数研究都是通过完整的病例分析(列表法)或两两删除来处理缺失的。我们讨论了这些发现的含义,并提出了改进报告和处理方法的建议。
{"title":"Missing Data Reporting and Handling in Special Education Group Intervention Research","authors":"Daniel R. Espinas, Alexis Swanz, Allyson L. Hanson, Jessica A. R. Logan","doi":"10.1177/00144029251410299","DOIUrl":"https://doi.org/10.1177/00144029251410299","url":null,"abstract":"We conducted a systematic review of missing data handling and reporting in a 1-year cross-section (2020) of group design special education intervention research. We identified 121 intervention studies. Of these 72 (60%) reported missing data at the case, variable, or item level. Few studies examined the mechanism underlying their missing data and most handled the missingness with either complete case analysis (listwise) or pairwise deletion. We discuss the implications of these findings and offer recommendations for improved reporting and handling methods.","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"92 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2026-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146146029","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Exploring implementation of the UK Misogyny in Music report’s recommendations to address gender inequalities in music education in England 探索英国《音乐中的厌女症》报告建议的实施情况,以解决英国音乐教育中的性别不平等问题
IF 2 3区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2026-02-09 DOI: 10.1017/s0265051726100679
Anna Bull
In 2024, the Women and Equalities Select Committee in the UK Parliament published a report entitled Misogyny in Music . It included the recommendations that ‘music colleges, conservatoires and other educational settings need to do more to address the gendering of instruments, roles and genres and improve the visibility of and support for female role models’. While there is a dearth of policy levers available to implement this recommendation, this article critically analyses three existing policy/regulatory frameworks that could be used for its implementation in England. The article also highlights a significant limitation of the report – its exclusion of trans and non-binary musicians.
2024年,英国议会妇女与平等特别委员会发表了一份题为《音乐中的厌女症》的报告。报告建议,“音乐学院、音乐学院和其他教育机构需要采取更多措施,解决乐器、角色和流派的性别问题,提高女性榜样的知名度和支持度。”虽然缺乏可用于实施这一建议的政策杠杆,但本文批判性地分析了可用于在英国实施这一建议的三个现有政策/监管框架。文章还强调了该报告的一个重大局限性-它排除了跨性别和非二元音乐家。
{"title":"Exploring implementation of the UK Misogyny in Music report’s recommendations to address gender inequalities in music education in England","authors":"Anna Bull","doi":"10.1017/s0265051726100679","DOIUrl":"https://doi.org/10.1017/s0265051726100679","url":null,"abstract":"In 2024, the Women and Equalities Select Committee in the UK Parliament published a report entitled <jats:italic>Misogyny in Music</jats:italic> . It included the recommendations that ‘music colleges, conservatoires and other educational settings need to do more to address the gendering of instruments, roles and genres and improve the visibility of and support for female role models’. While there is a dearth of policy levers available to implement this recommendation, this article critically analyses three existing policy/regulatory frameworks that could be used for its implementation in England. The article also highlights a significant limitation of the report – its exclusion of trans and non-binary musicians.","PeriodicalId":54192,"journal":{"name":"British Journal of Music Education","volume":"5 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2026-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146146000","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Marian Diamond: Creator of an enriched environment for future neuroscience educators. 玛丽安·戴蒙德:为未来的神经科学教育者创造了丰富的环境。
IF 4.7 2区 教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2026-02-09 DOI: 10.1002/ase.70199
Alison L McKenzie, Joseph Anthony Reyes, Gary Gaufo
{"title":"Marian Diamond: Creator of an enriched environment for future neuroscience educators.","authors":"Alison L McKenzie, Joseph Anthony Reyes, Gary Gaufo","doi":"10.1002/ase.70199","DOIUrl":"https://doi.org/10.1002/ase.70199","url":null,"abstract":"","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":4.7,"publicationDate":"2026-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146148526","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Negotiating agency at the intersection of culture and accountability: Exploring the emotional labor of novice teachers in China 文化与责任交叉点上的谈判代理:中国初任教师情绪劳动研究
IF 3.9 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2026-02-09 DOI: 10.1016/j.tate.2026.105436
Yanjie Diao, Chao Cheng
This study examines how novice primary school teachers in China negotiate agency through emotional labor amid the dual bind of culture and institution. Drawing on interviews with 13 novice teachers, the analysis highlights two native terms from teachers’ everyday discourse: liangxin huo (“work of conscience”), reflecting moralized ideals of teaching, and ku chaishi (“bitter tasks”), expressing the strains of accountability regimes. Findings show that novices neither simply complied with nor resisted these pressures but engaged in subtle negotiations—recalibrating care, setting emotional boundaries, and reframing performance as professional competence. Such strategies reveal emotional labor as the management of feeling through which agency is both constrained and enabled, moving beyond a resistance–compliance binary. By situating novices’ experiences within the intersection of institutional accountability and cultural ideals, the study contributes to international debates on teacher emotions and professional socialization.
本研究考察了在文化与制度双重约束下,初任小学教师如何通过情绪劳动进行代理谈判。通过对13名新教师的采访,分析强调了教师日常话语中的两个本土术语:“良心活”(“良心的工作”),反映了教学的道德化理想,以及“苦差事”(“苦差事”),表达了问责制度的压力。研究结果表明,新手既不是简单地服从也不是抵制这些压力,而是参与微妙的谈判——重新调整护理,设定情感界限,并将表现重新定义为专业能力。这些策略揭示了情绪劳动是一种对感觉的管理,通过这种管理,能动性既受到约束,又得以实现,超越了抗拒-顺从的二元对立。通过将新手的经历置于制度问责制和文化理想的交集中,该研究有助于国际上对教师情感和专业社会化的讨论。
{"title":"Negotiating agency at the intersection of culture and accountability: Exploring the emotional labor of novice teachers in China","authors":"Yanjie Diao,&nbsp;Chao Cheng","doi":"10.1016/j.tate.2026.105436","DOIUrl":"10.1016/j.tate.2026.105436","url":null,"abstract":"<div><div>This study examines how novice primary school teachers in China negotiate agency through emotional labor amid the dual bind of culture and institution. Drawing on interviews with 13 novice teachers, the analysis highlights two native terms from teachers’ everyday discourse: <em>liangxin huo</em> (“work of conscience”), reflecting moralized ideals of teaching, and <em>ku chaishi</em> (“bitter tasks”), expressing the strains of accountability regimes. Findings show that novices neither simply complied with nor resisted these pressures but engaged in subtle negotiations—recalibrating care, setting emotional boundaries, and reframing performance as professional competence. Such strategies reveal emotional labor as the management of feeling through which agency is both constrained and enabled, moving beyond a resistance–compliance binary. By situating novices’ experiences within the intersection of institutional accountability and cultural ideals, the study contributes to international debates on teacher emotions and professional socialization.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"175 ","pages":"Article 105436"},"PeriodicalIF":3.9,"publicationDate":"2026-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146147670","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Making Immunology memorable: resilience-inspired pitch-stories to launch lectures. 让免疫学令人难忘:以韧性为灵感的演讲来启动讲座。
IF 1.7 4区 教育学 Q2 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2026-02-09 DOI: 10.1152/advan.00274.2025
Laura Machin Galarza

Understanding immunology requires assimilating a considerable amount of theory. However, adapting the narrative of immunological processes from a human perspective and using accessible language can facilitate an authentic connection with the content, promoting creative teaching. From this viewpoint, an innovative format of micro-narratives is presented: the educational pitch-stories. These communication strategies can motivate while addressing complex topics in a short time. Those introduced here explain the activation, movement, and communication of cells through different manifestations of resilience: the creative resilience of neutrophils, physical resilience in cellular trafficking, and built resilience in the germinal center. This kind of trailer can organize and energize lectures, making the teaching-learning process a more motivating, engaging, meaningful, and flexible experience. From this perspective, new educational tools that combine creativity, shortness, and precision are suggested to guide students toward an understanding of the dynamics of immune responses.

理解免疫学需要吸收大量的理论。然而,从人类的角度改编免疫过程的叙述并使用无障碍语言可以促进与内容的真实联系,促进创造性教学。从这个角度出发,提出了一种创新的微叙事形式:教育演讲故事。这些沟通策略可以在短时间内解决复杂的问题。这里介绍的这些通过弹性的不同表现来解释细胞的激活、运动和交流:中性粒细胞的创造性弹性,细胞运输的物理弹性,以及生发中心的建立弹性。这种预告片可以组织和激励讲座,使教学过程更有动力,更有吸引力,更有意义,更灵活。从这个角度来看,结合创造性、简洁性和精确性的新教育工具被建议引导学生了解免疫反应的动力学。
{"title":"Making Immunology memorable: resilience-inspired pitch-stories to launch lectures.","authors":"Laura Machin Galarza","doi":"10.1152/advan.00274.2025","DOIUrl":"https://doi.org/10.1152/advan.00274.2025","url":null,"abstract":"<p><p>Understanding immunology requires assimilating a considerable amount of theory. However, adapting the narrative of immunological processes from a human perspective and using accessible language can facilitate an authentic connection with the content, promoting creative teaching. From this viewpoint, an innovative format of micro-narratives is presented: the educational pitch-stories. These communication strategies can motivate while addressing complex topics in a short time. Those introduced here explain the activation, movement, and communication of cells through different manifestations of resilience: the creative resilience of neutrophils, physical resilience in cellular trafficking, and built resilience in the germinal center. This kind of trailer can organize and energize lectures, making the teaching-learning process a more motivating, engaging, meaningful, and flexible experience. From this perspective, new educational tools that combine creativity, shortness, and precision are suggested to guide students toward an understanding of the dynamics of immune responses.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2026-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146144374","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Open-Access Publishing in Special Education Journals: A Multi-Level Bibliometric Analysis 特殊教育期刊开放存取出版:多层次文献计量分析
IF 2.8 3区 教育学 Q1 EDUCATION, SPECIAL Pub Date : 2026-02-09 DOI: 10.1177/00144029251411003
Bryan G. Cook, Jesse I. Fleming, Tess Fruchtman, Katie Kostin, Amy K. Wasersztein, Danielle A. Waterfield, Suzanne McClain, Nathan P. Welker, Bruna F. Gonçalves, Francis Corr, Olivia Wallace, Stephanie Tatel, Amanda Eiser Hess
Access to published, peer-reviewed articles in special education is important to researchers and practitioners alike. However, much of the published literature base lies behind paywalls, inaccessible to many potential consumers. Although researchers can make their published work openly accessible in multiple ways, there is limited information on (a) the prevalence of open-access publishing, (b) predictors of open-access publishing, and (c) the costs of and options for accessing paywalled articles in special education. To address these gaps in the literature, we conducted a bibliometric analysis examining articles published in 2022 in 43 special education journals ( n = 1,678). In all, 55% of articles were openly accessible; results of a series of two-level logistic regression models indicated that funding for research, non-U.S. corresponding authors, and journal impact factor were positively associated with open-access publishing; and the average cost to access a paywalled article was approximately $36. Implications for equity, scientific progress, and the research-to-practice gap are discussed.
获得特殊教育领域发表的、同行评议的文章对研究人员和从业人员都很重要。然而,许多已发表的文献基础都隐藏在收费墙之后,许多潜在消费者无法进入。尽管研究人员可以通过多种方式公开获取他们发表的作品,但关于以下方面的信息有限:(a)开放获取出版的流行程度,(b)开放获取出版的预测因素,以及(c)在特殊教育中获取付费墙文章的成本和选择。为了解决这些文献空白,我们对2022年发表在43份特殊教育期刊(n = 1,678)上的文章进行了文献计量学分析。总的来说,55%的文章是开放的;一系列两级逻辑回归模型的结果表明,研究经费,非美国。通讯作者、期刊影响因子与开放获取出版呈正相关;访问一篇付费文章的平均成本约为36美元。讨论了对公平、科学进步和研究与实践差距的影响。
{"title":"Open-Access Publishing in Special Education Journals: A Multi-Level Bibliometric Analysis","authors":"Bryan G. Cook, Jesse I. Fleming, Tess Fruchtman, Katie Kostin, Amy K. Wasersztein, Danielle A. Waterfield, Suzanne McClain, Nathan P. Welker, Bruna F. Gonçalves, Francis Corr, Olivia Wallace, Stephanie Tatel, Amanda Eiser Hess","doi":"10.1177/00144029251411003","DOIUrl":"https://doi.org/10.1177/00144029251411003","url":null,"abstract":"Access to published, peer-reviewed articles in special education is important to researchers and practitioners alike. However, much of the published literature base lies behind paywalls, inaccessible to many potential consumers. Although researchers can make their published work openly accessible in multiple ways, there is limited information on (a) the prevalence of open-access publishing, (b) predictors of open-access publishing, and (c) the costs of and options for accessing paywalled articles in special education. To address these gaps in the literature, we conducted a bibliometric analysis examining articles published in 2022 in 43 special education journals ( <jats:italic toggle=\"yes\">n</jats:italic> = 1,678). In all, 55% of articles were openly accessible; results of a series of two-level logistic regression models indicated that funding for research, non-U.S. corresponding authors, and journal impact factor were positively associated with open-access publishing; and the average cost to access a paywalled article was approximately $36. Implications for equity, scientific progress, and the research-to-practice gap are discussed.","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"247 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2026-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146146027","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
The Curriculum of Resistance: Medical Education as a Critical Line of Defense Against Policy Disaster for Transgender and Gender Nonconforming Individuals. 抵抗课程:医学教育作为跨性别者和性别不符合者抵御政策灾难的关键防线。
IF 1.8 3区 教育学 Q2 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2026-02-08 DOI: 10.1080/10401334.2026.2626313
Alex Misiaszek, Abigail Konopasky, Frances Lim-Liberty

Transgender and gender nonconforming (TGNC) individuals in the United States have faced escalating legislative hostility for more than a decade, with a marked acceleration following the legalization of marriage equality in 2015. Federal executive actions and state-level policies enacted in early 2025 represent an unprecedented escalation of this trend, sharply restricting access to gender-affirming care, legal recognition, and diversity, equity, inclusion, and belonging (DEIB) protections. Collectively, these actions constitute a policy-driven public health disaster with profound and potentially life-threatening consequences for TGNC communities. In this perspective, we reframe the current political climate as a policy disaster analogous to natural disasters, arguing that it demands an urgent, coordinated response from health professions educators and institutions. Drawing on disaster scholarship describing the disproportionate harms faced by LGBTQ+ communities during natural disasters, we propose a three-tiered framework for response grounded in cultural humility and critical resistance: (1) integration of structural competency, cultural humility, and advocacy training across undergraduate, graduate, and continuing medical education to prepare clinicians as frontline responders; (2) institutional efforts to address power imbalances and maintain healthcare access for TGNC individuals who are uninsured, undocumented, or living in hostile policy environments; and (3) development of mutually beneficial partnerships with TGNC-led community organizations that often deliver higher-trust and more adaptive care than traditional systems. Through narrative and critical analysis, we argue that medical education must move beyond neutrality to actively resist structural violence. In the absence of state protection, academic medical institutions have both the ethical responsibility and practical capacity to serve as a critical line of defense, mobilizing education, infrastructure, and community partnership to safeguard TGNC health during this unfolding policy disaster.

十多年来,跨性别者和性别不合规者在美国面临的立法敌意不断升级,2015年婚姻平权合法化后,这种敌意明显加剧。2025年初颁布的联邦行政行动和州级政策代表了这一趋势的空前升级,严重限制了获得性别肯定护理、法律承认以及多样性、平等、包容和归属(DEIB)保护的机会。总的来说,这些行动构成了一场政策驱动的公共卫生灾难,对TGNC社区造成了深远的、可能危及生命的后果。从这个角度来看,我们将当前的政治气候重新定义为类似于自然灾害的政策灾难,认为它需要卫生专业人员、教育工作者和机构采取紧急、协调的应对措施。根据描述LGBTQ+社区在自然灾害期间所面临的不成比例伤害的灾难奖学金,我们提出了一个基于文化谦逊和批判性抵抗的三层响应框架:(1)在本科、研究生和继续医学教育中整合结构能力、文化谦逊和倡导培训,使临床医生成为一线应对者;(2)制度性努力解决权力不平衡问题,维持无保险、无证件或生活在敌对政策环境中的TGNC个人的医疗保健获取;(3)与tgnc领导的社区组织建立互利伙伴关系,这些组织往往比传统系统提供更高的信任度和更强的适应性护理。通过叙述和批判性分析,我们认为医学教育必须超越中立,积极抵制结构性暴力。在缺乏国家保护的情况下,学术医疗机构既有道德责任,也有实际能力作为关键防线,动员教育、基础设施和社区伙伴关系,在这场正在展开的政策灾难中保障tggnc的健康。
{"title":"The Curriculum of Resistance: Medical Education as a Critical Line of Defense Against Policy Disaster for Transgender and Gender Nonconforming Individuals.","authors":"Alex Misiaszek, Abigail Konopasky, Frances Lim-Liberty","doi":"10.1080/10401334.2026.2626313","DOIUrl":"https://doi.org/10.1080/10401334.2026.2626313","url":null,"abstract":"<p><p>Transgender and gender nonconforming (TGNC) individuals in the United States have faced escalating legislative hostility for more than a decade, with a marked acceleration following the legalization of marriage equality in 2015. Federal executive actions and state-level policies enacted in early 2025 represent an unprecedented escalation of this trend, sharply restricting access to gender-affirming care, legal recognition, and diversity, equity, inclusion, and belonging (DEIB) protections. Collectively, these actions constitute a policy-driven public health disaster with profound and potentially life-threatening consequences for TGNC communities. In this perspective, we reframe the current political climate as a policy disaster analogous to natural disasters, arguing that it demands an urgent, coordinated response from health professions educators and institutions. Drawing on disaster scholarship describing the disproportionate harms faced by LGBTQ+ communities during natural disasters, we propose a three-tiered framework for response grounded in cultural humility and critical resistance: (1) integration of structural competency, cultural humility, and advocacy training across undergraduate, graduate, and continuing medical education to prepare clinicians as frontline responders; (2) institutional efforts to address power imbalances and maintain healthcare access for TGNC individuals who are uninsured, undocumented, or living in hostile policy environments; and (3) development of mutually beneficial partnerships with TGNC-led community organizations that often deliver higher-trust and more adaptive care than traditional systems. Through narrative and critical analysis, we argue that medical education must move beyond neutrality to actively resist structural violence. In the absence of state protection, academic medical institutions have both the ethical responsibility and practical capacity to serve as a critical line of defense, mobilizing education, infrastructure, and community partnership to safeguard TGNC health during this unfolding policy disaster.</p>","PeriodicalId":51183,"journal":{"name":"Teaching and Learning in Medicine","volume":" ","pages":"1-15"},"PeriodicalIF":1.8,"publicationDate":"2026-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146138109","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
期刊
全部 CHEM EDUC RES PRACT Anat. Sci. Educ. Sci. Edu. Biochem. Mol. Biol. Educ. 中国临床心理学杂志 中国心理卫生杂志 COMPUT EDUC Educ Res Early Education and Development Gender and Education HEMATOL-AM SOC HEMAT INT J EDUC TECHNOL H Int. J. Perform. Anal. Sport International Journal of Science and Mathematics Education Intervention in School and Clinic 重庆理工大学学报(自然科学版) Journal of Computing in Higher Education Journal of College Student Development 广州大学学报(综合版) 湖北第二师范学院学报 湖北理工学院学报 嘉应学院学报 东北农业大学学报 journal of physical education 山东工业大学学报(社会科学版) Journal of Teacher Education 天津职业院校联合学报 云南财经大学学报 Med. Educ. MED TEACH 实验室研究与探索 Review of Educational Research Revista De Educacion 科技视界 体育科技 上海精神医学 Teaching in Higher Education 大学化学 Urban Education Analysis in Theory and Applications Aera Open ECNU Review of Education Regional Sustainability Innovation (Camb) Curriculum Matters Studies in Higher Education E-Learning Cadmo Transcultural Studies Zeitschrift Fur Soziologie Der Erziehung Und Sozialisation Chinese Journal of Applied Linguistics Kedi Journal of Educational Policy Revista Latinoamericana De Investigacion En Matematica Educativa-Relime English in Australia Croatian Journal of Education-Hrvatski Casopis Za Odgoj I Obrazovanje Journal of Continuing Higher Education English in Education Journal of Professional Capital and Community Education As Change Frontiers of Education in China International Journal for Lesson and Learning Studies Knowledge Management & E-Learning-An International Journal Australian Journal of Adult Learning South African Journal for Research in Sport Physical Education and Recreation Ride-The Journal of Applied Theatre and Performance Ried-Revista Iberoamericana De Educacion a Distancia English Teaching-Practice and Critique Revista Espanola De Pedagogia Journal of Beliefs & Values-Studies in Religion & Education Innovation in Language Learning and Teaching International Journal of Art & Design Education Irish Educational Studies Literacy Vocations and Learning PAEDAGOGICA HISTORICA High Ability Studies Movimento British Journal of Religious Education Zeitschrift Fur Padagogik Journal of Baltic Science Education J Spec Educ Technol Ensenanza De Las Ciencias Early Years (Stoke-on-Trent) International Journal of Music Education Research in Science & Technological Education Exceptionality Educacion Xx1 Educational Assessment Evaluation and Accountability Australian Journal of Education Journal of Agricultural Education & Extension Australasian Journal of Early Childhood Studies in Continuing Education Music Education Research Math. Thinking Learn. Theory and Research in Social Education Learning Culture and Social Interaction Education Finance and Policy History of Education Teaching Sociology Sport Exercise Perform. Psychol.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:604180095
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1