Victor Javier Sotos-Martinez, Salvador Baena-Morales, Manuel Sanchez-De Miguel, Alberto Ferriz-Valero
There is currently concern about the decrease in physical activity participation among university students. To address this issue, different pedagogical approaches have been developed to improve participants’ motivation, with gamification standing out among them. Gamification integrates game design elements into learning environments to increase responsibility, motivation, and engagement in physical activities in different educational stages through intrinsic and extrinsic rewards, although evidence is limited and diverse. Therefore, this study investigates how gamification affects the motivational profile of university students in the context of physical activity. The study was conducted with university students of Physical Activity and Sports Sciences (n = 72), using an experimental design that included a gamified group (GG) and a control group (CG) without gamification. A questionnaire was used to measure motivation before and after the intervention. The results showed a significant increase in intrinsic motivation and a decrease in amotivation in the gamified group, while no significant changes were observed in the control group. However, there were increases in extrinsic motivation in both groups. These findings suggest that gamification can be effective in improving intrinsic motivation and reducing amotivation in university students for physical activity as well as enhancing extrinsic motivation considering the rewards used.
{"title":"Playing towards Motivation: Gamification and University Students in Physical Activity!","authors":"Victor Javier Sotos-Martinez, Salvador Baena-Morales, Manuel Sanchez-De Miguel, Alberto Ferriz-Valero","doi":"10.3390/educsci14090965","DOIUrl":"https://doi.org/10.3390/educsci14090965","url":null,"abstract":"There is currently concern about the decrease in physical activity participation among university students. To address this issue, different pedagogical approaches have been developed to improve participants’ motivation, with gamification standing out among them. Gamification integrates game design elements into learning environments to increase responsibility, motivation, and engagement in physical activities in different educational stages through intrinsic and extrinsic rewards, although evidence is limited and diverse. Therefore, this study investigates how gamification affects the motivational profile of university students in the context of physical activity. The study was conducted with university students of Physical Activity and Sports Sciences (n = 72), using an experimental design that included a gamified group (GG) and a control group (CG) without gamification. A questionnaire was used to measure motivation before and after the intervention. The results showed a significant increase in intrinsic motivation and a decrease in amotivation in the gamified group, while no significant changes were observed in the control group. However, there were increases in extrinsic motivation in both groups. These findings suggest that gamification can be effective in improving intrinsic motivation and reducing amotivation in university students for physical activity as well as enhancing extrinsic motivation considering the rewards used.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"22 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142208639","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The context for this study is the volatile, turbulent, and disruptive environment that affects higher education everywhere. A plethora of key problems facing higher education are identified. Among these are escalating costs and declining public support for higher education. This means that international education must compete with other possible priorities, such as strengthening disciplines or making campuses more attractive to prospective students. The basic aim of this paper is to develop a set of best practices to promote excellence and rigor in international higher education. In that sense, this could be called action research. This could also be considered the story of how to develop excellence and rigor in international higher education. The major methodology for this study is multiple case studies research and mixed methods research. Another method is reflective participant experience based on the author’s seven decades of engagement with the internationalization of higher education. Both value premises and positionality, which might influence the research are openly shared. In terms of theoretical foundations, key genres of internationalization are identified and described, such as critical, comparative, and comprehensive internationalization. Then, in terms of results, in the next quantitative section of the paper, eight statistical tables are shared that show the current status of international higher education, primarily in the U.S., while also including a table showing the most international universities in the world. Then, in the next qualitative part of the study, 11 exemplary cases are presented, such as CAMPUS Asia, Volunteers in Asia (VIA), and the International Cooperative Learning Project. These projects involve a total of about 20 countries. The criteria for selection were factors such as depth, sustainability, and impactful, transformative learning. The paper concludes with an articulation of the best practices to achieve excellence in international education and the principle that true liberal education is inherently international and intercultural.
本研究的背景是影响各地高等教育的多变、动荡和破坏性环境。高等教育面临的主要问题层出不穷。其中包括成本上升和公众对高等教育的支持减少。这意味着国际教育必须与其他可能的优先事项竞争，如加强学科建设或提高校园对未来学生的吸引力。本文的基本目的是制定一套最佳做法，以促进国际高等教育的卓越性和严谨性。从这个意义上讲，这可以被称为行动研究。这也可以被视为如何在国际高等教育中发展卓越和严谨的故事。本研究的主要方法是多案例研究和混合方法研究。另一种方法是基于作者参与高等教育国际化七十年的反思性参与者经验。作者公开分享了可能影响研究的价值前提和立场。在理论基础方面，确定并描述了国际化的主要流派，如批判性国际化、比较国际化和综合国际化。然后，在结果方面，在论文接下来的定量部分，分享了八个统计表，显示了国际高等教育的现状，主要是在美国，同时还包括一个显示世界上国际化程度最高的大学的表格。然后，在研究的下一个定性部分，介绍了 11 个典范案例，如 CAMPUS Asia、Volunteers in Asia (VIA) 和 International Cooperative Learning Project。这些项目共涉及约 20 个国家。选择的标准是深度、可持续性、有影响的变革性学习等因素。本文最后阐述了实现卓越国际教育的最佳做法，以及真正的通识教育本质上是国际化和跨文化的这一原则。
{"title":"Transcending Shallow Internationalization: Best Practices for Attaining Excellence in International Higher Education","authors":"Gerald W. Fry","doi":"10.3390/educsci14090968","DOIUrl":"https://doi.org/10.3390/educsci14090968","url":null,"abstract":"The context for this study is the volatile, turbulent, and disruptive environment that affects higher education everywhere. A plethora of key problems facing higher education are identified. Among these are escalating costs and declining public support for higher education. This means that international education must compete with other possible priorities, such as strengthening disciplines or making campuses more attractive to prospective students. The basic aim of this paper is to develop a set of best practices to promote excellence and rigor in international higher education. In that sense, this could be called action research. This could also be considered the story of how to develop excellence and rigor in international higher education. The major methodology for this study is multiple case studies research and mixed methods research. Another method is reflective participant experience based on the author’s seven decades of engagement with the internationalization of higher education. Both value premises and positionality, which might influence the research are openly shared. In terms of theoretical foundations, key genres of internationalization are identified and described, such as critical, comparative, and comprehensive internationalization. Then, in terms of results, in the next quantitative section of the paper, eight statistical tables are shared that show the current status of international higher education, primarily in the U.S., while also including a table showing the most international universities in the world. Then, in the next qualitative part of the study, 11 exemplary cases are presented, such as CAMPUS Asia, Volunteers in Asia (VIA), and the International Cooperative Learning Project. These projects involve a total of about 20 countries. The criteria for selection were factors such as depth, sustainability, and impactful, transformative learning. The paper concludes with an articulation of the best practices to achieve excellence in international education and the principle that true liberal education is inherently international and intercultural.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"1 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142226551","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Education systems globally are increasingly being shaped by the logics, assumptions and pedagogical underpinnings of educational technology (EdTech) products, services, programmes, policies, and systems. These often promote rationalistic, secular, universal, objectivist, (post)modernist, written, behaviourist, and individualistic ways of being, marginalising religious, spiritual, oral, subjective, critical, and communitarian ways of being. Given that technological ways of being have been propagated globally, these logics are no longer predominantly promoted by those in the Global North, but by techno-solutionists globally, although the core-to-periphery flows of ideology and funding are still prominent. This article develops a conceptual and analytical framework for decolonising and desecularising the field of EdTech. Concepts are drawn from various discourses: the desecularisation of knowledge to set the ontological framing; embodied cognition to set the epistemological framing; and social justice and decolonial discourses to set the axiological framing. From this, the article develops the Dimensions of Human Injustice Analytical Framework—covering material, ontological and epistemic, and (geo)political injustices—to assist policymakers, educators, EdTech developers, and international development practitioners in identifying and confronting coloniality in their EdTech. Acknowledging the complexity and contentions within decolonial thought, this article does not claim a unified stance on achieving justice but aims to offer a tool for deconstructing and questioning injustices.
{"title":"A Justice-Oriented Conceptual and Analytical Framework for Decolonising and Desecularising the Field of Educational Technology","authors":"Taskeen Adam","doi":"10.3390/educsci14090962","DOIUrl":"https://doi.org/10.3390/educsci14090962","url":null,"abstract":"Education systems globally are increasingly being shaped by the logics, assumptions and pedagogical underpinnings of educational technology (EdTech) products, services, programmes, policies, and systems. These often promote rationalistic, secular, universal, objectivist, (post)modernist, written, behaviourist, and individualistic ways of being, marginalising religious, spiritual, oral, subjective, critical, and communitarian ways of being. Given that technological ways of being have been propagated globally, these logics are no longer predominantly promoted by those in the Global North, but by techno-solutionists globally, although the core-to-periphery flows of ideology and funding are still prominent. This article develops a conceptual and analytical framework for decolonising and desecularising the field of EdTech. Concepts are drawn from various discourses: the desecularisation of knowledge to set the ontological framing; embodied cognition to set the epistemological framing; and social justice and decolonial discourses to set the axiological framing. From this, the article develops the Dimensions of Human Injustice Analytical Framework—covering material, ontological and epistemic, and (geo)political injustices—to assist policymakers, educators, EdTech developers, and international development practitioners in identifying and confronting coloniality in their EdTech. Acknowledging the complexity and contentions within decolonial thought, this article does not claim a unified stance on achieving justice but aims to offer a tool for deconstructing and questioning injustices.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"7 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142208645","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Ideally, teachers’ classroom assessment literacy can be developed through in-service teacher education or assessment training from institutions. Yet in reality, teachers may not gain sufficient assessment training on the job or from institutionalised training programmes. This contextual disadvantage cannot explain teacher inertia in advancing their professional knowledge and their skills in classroom-based assessment. Instead, teachers are encouraged to proactively rely on themselves to enhance their CAL amid their tried-and-tested assessment practices. The current qualitative case study explores how a university English teacher directed herself to develop CAL in her assessment practices over time. Data were collected through narrative frames, interviews with the teacher and her students, classroom observations, and documents. This study shows that self-directed CAL development may be buttressed by the teacher’s prior assessment experiences. The teacher’s self-agency and reflections further empowered her to acquire the assessment knowledge, skills, and experience in improving assessment effectiveness. The implications for enhancing self-directed professional development in assessment are also discussed.
理想的情况是，教师的课堂评估素养可以通过在职教师教育或院校的评估培训来培 养。然而，在现实中，教师可能无法从在职培训或院校培训课程中获得足够的评 估培训。这种环境上的不利因素无法解释教师在提高课堂教学评价的专业知识和技能方面的惰性。相反，我们鼓励教师积极主动地依靠自己，在屡试不爽的评 估实践中提高自己的 CAL。本定性案例研究探讨了一位大学英语教师如何引导自己在长期的评估实践中发展CAL。研究通过叙事框架、对该教师及其学生的访谈、课堂观察和文件收集数据。这项研究表明，自我指导的 CAL 发展可能会得到教师先前评估经验的支持。教师的自主性和反思进一步增强了她获取评估知识、技能和经验的能力，从而提高了评估的有效性。我们还讨论了加强自我导向的评估专业发展的意义。
{"title":"Unveiling Classroom Assessment Literacy: Does Teachers’ Self-Directed Development Play Out?","authors":"Ling Gan, Ricky Lam","doi":"10.3390/educsci14090961","DOIUrl":"https://doi.org/10.3390/educsci14090961","url":null,"abstract":"Ideally, teachers’ classroom assessment literacy can be developed through in-service teacher education or assessment training from institutions. Yet in reality, teachers may not gain sufficient assessment training on the job or from institutionalised training programmes. This contextual disadvantage cannot explain teacher inertia in advancing their professional knowledge and their skills in classroom-based assessment. Instead, teachers are encouraged to proactively rely on themselves to enhance their CAL amid their tried-and-tested assessment practices. The current qualitative case study explores how a university English teacher directed herself to develop CAL in her assessment practices over time. Data were collected through narrative frames, interviews with the teacher and her students, classroom observations, and documents. This study shows that self-directed CAL development may be buttressed by the teacher’s prior assessment experiences. The teacher’s self-agency and reflections further empowered her to acquire the assessment knowledge, skills, and experience in improving assessment effectiveness. The implications for enhancing self-directed professional development in assessment are also discussed.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"3 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142208644","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study examines the impact of virtual reality (VR) on student motivation in education, emphasizing its potential to create immersive learning environments that enhance engagement and learning outcomes. By adopting a quantitative approach, the research investigates the motivational effects of two VR applications among 52 high school students in Mexico, exploring variations in motivation across four dimensions—attention, relevance, satisfaction, and confidence—and assessing gender-based differences. Results indicate improvements in all dimensions, particularly in attention and satisfaction, which are crucial for intrinsic motivation. Female students showed superior results in all dimensions, suggesting gender-specific impacts. The study underscores VR’s role in fostering motivation and offers practical recommendations for integrating VR technology in educational settings to maximize their benefits for student engagement and motivation. Possible limitations that should be considered to optimize its use are also identified. This research aims to provide valuable guidance for educators, researchers, and educational institutions seeking to harness VR technology for improved engagement and motivation in education.
{"title":"Beyond Traditional Classrooms: Comparing Virtual Reality Applications and Their Influence on Students’ Motivation","authors":"May Portuguez-Castro, Hugo Santos Garduño","doi":"10.3390/educsci14090963","DOIUrl":"https://doi.org/10.3390/educsci14090963","url":null,"abstract":"This study examines the impact of virtual reality (VR) on student motivation in education, emphasizing its potential to create immersive learning environments that enhance engagement and learning outcomes. By adopting a quantitative approach, the research investigates the motivational effects of two VR applications among 52 high school students in Mexico, exploring variations in motivation across four dimensions—attention, relevance, satisfaction, and confidence—and assessing gender-based differences. Results indicate improvements in all dimensions, particularly in attention and satisfaction, which are crucial for intrinsic motivation. Female students showed superior results in all dimensions, suggesting gender-specific impacts. The study underscores VR’s role in fostering motivation and offers practical recommendations for integrating VR technology in educational settings to maximize their benefits for student engagement and motivation. Possible limitations that should be considered to optimize its use are also identified. This research aims to provide valuable guidance for educators, researchers, and educational institutions seeking to harness VR technology for improved engagement and motivation in education.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"10 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142208643","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Miranda S. Fitzgerald, Annemarie Sullivan Palincsar
In this conceptual paper, we present a discussion of how we have embraced two challenges, posed by Aukerman and Schuldt, in their call for a more socially just science of reading, to which this special issue is responsive. Specifically, we share lessons learned from years of designing texts that (a) advance knowledge-building in the context of project-based science teaching and (b) advance readers’ textual dexterity. Our research is conducted in the context of project-based learning in science, and we approach our inquiry from multiple theoretical perspectives. We argue for the importance of text in science instruction. We present theories, empirical support, and national standards consistent with the integration of text in science. We discuss the role that texts can play in project-based science instruction. We also illustrate the design and optimization of texts and tasks, as well as the role of the teacher in this instruction.
{"title":"Designing and Situating Text to Promote Textual Dexterity in the Context of Project-Based Science Instruction","authors":"Miranda S. Fitzgerald, Annemarie Sullivan Palincsar","doi":"10.3390/educsci14090960","DOIUrl":"https://doi.org/10.3390/educsci14090960","url":null,"abstract":"In this conceptual paper, we present a discussion of how we have embraced two challenges, posed by Aukerman and Schuldt, in their call for a more socially just science of reading, to which this special issue is responsive. Specifically, we share lessons learned from years of designing texts that (a) advance knowledge-building in the context of project-based science teaching and (b) advance readers’ textual dexterity. Our research is conducted in the context of project-based learning in science, and we approach our inquiry from multiple theoretical perspectives. We argue for the importance of text in science instruction. We present theories, empirical support, and national standards consistent with the integration of text in science. We discuss the role that texts can play in project-based science instruction. We also illustrate the design and optimization of texts and tasks, as well as the role of the teacher in this instruction.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"26 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142208665","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Given the unemployment wave caused by COVID-19, the Israeli Ministry of Education and other organizations initiated a unique alternative short-term retraining program to offer unemployed college and university graduates the opportunity to earn teaching certificates. This study aimed to examine the alternative short-term program from the coordinators’ perspectives. We assess the personal and organizational impact of the program and its contribution to teacher-education initiatives. The present study had two main goals: to learn about the structure of the program and its implementation from the professional and personal points of view of the program’s coordinators as they experienced it and to examine the contribution of the new short-term program to the participants—the teacher trainees—and the Israeli education system in general. Analyzing semi-structured interviews with program coordinators revealed insights regarding the program’s various phases in five categories: recruitment of the coordinator; establishing the program; clinical experience; the students of the program; and future initiatives for teacher education. Although the effectiveness of the online format for practical clinical training was questioned, the conclusion suggests that this alternative short-term teacher-education program may have broader relevance in routine times.
{"title":"The Effect of COVID-19 on a Short-Term Teacher-Education Program: The Israeli Case","authors":"Yael Fisher, Orna Shatz-Oppenheimer, Rinat Arviv Elyashiv","doi":"10.3390/educsci14090958","DOIUrl":"https://doi.org/10.3390/educsci14090958","url":null,"abstract":"Given the unemployment wave caused by COVID-19, the Israeli Ministry of Education and other organizations initiated a unique alternative short-term retraining program to offer unemployed college and university graduates the opportunity to earn teaching certificates. This study aimed to examine the alternative short-term program from the coordinators’ perspectives. We assess the personal and organizational impact of the program and its contribution to teacher-education initiatives. The present study had two main goals: to learn about the structure of the program and its implementation from the professional and personal points of view of the program’s coordinators as they experienced it and to examine the contribution of the new short-term program to the participants—the teacher trainees—and the Israeli education system in general. Analyzing semi-structured interviews with program coordinators revealed insights regarding the program’s various phases in five categories: recruitment of the coordinator; establishing the program; clinical experience; the students of the program; and future initiatives for teacher education. Although the effectiveness of the online format for practical clinical training was questioned, the conclusion suggests that this alternative short-term teacher-education program may have broader relevance in routine times.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"58 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142208646","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Umar Ali Bukar, Md Shohel Sayeed, Siti Fatimah Abdul Razak, Sumendra Yogarayan, Radhwan Sneesl
The transformative integration of artificial intelligence (AI) into educational settings, exemplified by ChatGPT, presents a myriad of ethical considerations that extend beyond conventional risk assessments. This study employs a pioneering framework encapsulating risk, reward, and resilience (RRR) dynamics to explore the ethical landscape of ChatGPT utilization in education. Drawing on an extensive literature review and a robust conceptual framework, the research identifies and categorizes ethical concerns associated with ChatGPT, offering decision-makers a structured approach to navigate this intricate terrain. Through the Analytic Hierarchy Process (AHP), the study prioritizes ethical themes based on global weights. The findings underscore the paramount importance of resilience elements such as solidifying ethical values, higher-level reasoning skills, and transforming educative systems. Privacy and confidentiality emerge as critical risk concerns, along with safety and security concerns. This work also highlights reward elements, including increasing productivity, personalized learning, and streamlining workflows. This study not only addresses immediate practical implications but also establishes a theoretical foundation for future AI ethics research in education.
{"title":"Prioritizing Ethical Conundrums in the Utilization of ChatGPT in Education through an Analytical Hierarchical Approach","authors":"Umar Ali Bukar, Md Shohel Sayeed, Siti Fatimah Abdul Razak, Sumendra Yogarayan, Radhwan Sneesl","doi":"10.3390/educsci14090959","DOIUrl":"https://doi.org/10.3390/educsci14090959","url":null,"abstract":"The transformative integration of artificial intelligence (AI) into educational settings, exemplified by ChatGPT, presents a myriad of ethical considerations that extend beyond conventional risk assessments. This study employs a pioneering framework encapsulating risk, reward, and resilience (RRR) dynamics to explore the ethical landscape of ChatGPT utilization in education. Drawing on an extensive literature review and a robust conceptual framework, the research identifies and categorizes ethical concerns associated with ChatGPT, offering decision-makers a structured approach to navigate this intricate terrain. Through the Analytic Hierarchy Process (AHP), the study prioritizes ethical themes based on global weights. The findings underscore the paramount importance of resilience elements such as solidifying ethical values, higher-level reasoning skills, and transforming educative systems. Privacy and confidentiality emerge as critical risk concerns, along with safety and security concerns. This work also highlights reward elements, including increasing productivity, personalized learning, and streamlining workflows. This study not only addresses immediate practical implications but also establishes a theoretical foundation for future AI ethics research in education.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"20 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142208657","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article elaborates on the multiple approaches to develop and support school leadership. In a 5-year quasi-experimental longitudinal mixed-methods study based on a sample of 122 schools in three regions in a German state, 75 school leaders and their teams participated in a 3-year program using multiple approaches; the rest served as the control group. The multiple approaches covered the school leaders’ (a) professional development, comprising (i) a professional development program, (ii) individual coaching series, and (b) support for them, including (iii) school consultancy and (iv) additional financial resources. The quality of the interventions (regarding both the process and didactic qualities, as well as outcome qualities) and how the quality of both the school leadership and the schools changes over time as a consequence of these interventions are analyzed. The study’s results show a highly positive assessment of the quality and advantages of the multiple approaches and their benefits for the quality of school leadership and further aspects of the school. The regression analyses demonstrate that positively perceived outcome qualities of the interventions are associated with improvements in numerous dimensions of school quality.
{"title":"Transforming Education Leadership through Multiple Approaches to Develop and Support School Leadership","authors":"Stephan Gerhard Huber, Jane Pruitt","doi":"10.3390/educsci14090953","DOIUrl":"https://doi.org/10.3390/educsci14090953","url":null,"abstract":"This article elaborates on the multiple approaches to develop and support school leadership. In a 5-year quasi-experimental longitudinal mixed-methods study based on a sample of 122 schools in three regions in a German state, 75 school leaders and their teams participated in a 3-year program using multiple approaches; the rest served as the control group. The multiple approaches covered the school leaders’ (a) professional development, comprising (i) a professional development program, (ii) individual coaching series, and (b) support for them, including (iii) school consultancy and (iv) additional financial resources. The quality of the interventions (regarding both the process and didactic qualities, as well as outcome qualities) and how the quality of both the school leadership and the schools changes over time as a consequence of these interventions are analyzed. The study’s results show a highly positive assessment of the quality and advantages of the multiple approaches and their benefits for the quality of school leadership and further aspects of the school. The regression analyses demonstrate that positively perceived outcome qualities of the interventions are associated with improvements in numerous dimensions of school quality.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"62 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142208659","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Simon J. Ford, Raquel dos Santos, Ricardo dos Santos
Women remain underrepresented in STEM fields, with a major STEM pipeline leakage occurring between high school and post-secondary education. Past research suggests that providing female high school students with opportunities for problem-solving, prosocial behaviors and working towards authentic communal goals can improve their perceptions of STEM and the attractiveness of STEM careers. Building on this prior research, we investigate Scientella, a US-based, student-run organization that provides out-of-school consulting projects, mentorships and webinars to female high school students. Drawing on the direct experiences of Scientella’s co-founders and analyzing program survey data, we explore how Scientella provides these opportunities, the benefits realized by students, and the challenges faced by the organization. Survey data show that involvement in Scientella’s activities provides students with benefits related to STEM career exploration and counter-stereotypical STEM skill development, including career discovery, industry engagement and practical experience, and the development of collaboration, communication and social research skills. The admissions of Scientella student leaders to STEM majors in selective US colleges indicates the promise of Scientella’s approach, and that providing students with opportunities to engage in STEM-themed career exploration and leadership development could be an effective strategy to increase female STEM participation in post-secondary education and the pursuit of subsequent career opportunities.
{"title":"Empowering Female High School Students for STEM Futures: Career Exploration and Leadership Development at Scientella","authors":"Simon J. Ford, Raquel dos Santos, Ricardo dos Santos","doi":"10.3390/educsci14090955","DOIUrl":"https://doi.org/10.3390/educsci14090955","url":null,"abstract":"Women remain underrepresented in STEM fields, with a major STEM pipeline leakage occurring between high school and post-secondary education. Past research suggests that providing female high school students with opportunities for problem-solving, prosocial behaviors and working towards authentic communal goals can improve their perceptions of STEM and the attractiveness of STEM careers. Building on this prior research, we investigate Scientella, a US-based, student-run organization that provides out-of-school consulting projects, mentorships and webinars to female high school students. Drawing on the direct experiences of Scientella’s co-founders and analyzing program survey data, we explore how Scientella provides these opportunities, the benefits realized by students, and the challenges faced by the organization. Survey data show that involvement in Scientella’s activities provides students with benefits related to STEM career exploration and counter-stereotypical STEM skill development, including career discovery, industry engagement and practical experience, and the development of collaboration, communication and social research skills. The admissions of Scientella student leaders to STEM majors in selective US colleges indicates the promise of Scientella’s approach, and that providing students with opportunities to engage in STEM-themed career exploration and leadership development could be an effective strategy to increase female STEM participation in post-secondary education and the pursuit of subsequent career opportunities.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"46 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142208661","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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