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}
Helen Caldwell, Emma Whewell, Amy West, Helen Tiplady
This paper discusses data related to the final phase of a six-year project entitled Digital Learning Across Boundaries (DLAB): Developing Changemakers. It explores university students’ growing perceptions of themselves as changemakers as they experience novel physical and digital spaces, drawing upon on the reflections of seven undergraduate education students from England who joined students from five European countries in the final year of the project. Using a critical ethnography methodology, this paper embraces reflexivity and immersion in the participants’ experiences. Verbal and written reflections were collated and analysed through inductive coding. The results suggest that the multidimensional and multidisciplinary elements of the project led to transformative learning. Transformative change was experienced as students encountered a series of novel spaces and resolved disorientations that arose within them through collective interaction and personal reflection. This paper concludes that educators value the intersection of learning experiences when planning transnational projects and consider the role of cumulative disorientations, multifaceted novel spaces, and critical discourse in catalysing personal growth.
{"title":"Novel Spaces as Catalysts for Change: Transformative Learning through Transnational Projects","authors":"Helen Caldwell, Emma Whewell, Amy West, Helen Tiplady","doi":"10.3390/educsci14090954","DOIUrl":"https://doi.org/10.3390/educsci14090954","url":null,"abstract":"This paper discusses data related to the final phase of a six-year project entitled Digital Learning Across Boundaries (DLAB): Developing Changemakers. It explores university students’ growing perceptions of themselves as changemakers as they experience novel physical and digital spaces, drawing upon on the reflections of seven undergraduate education students from England who joined students from five European countries in the final year of the project. Using a critical ethnography methodology, this paper embraces reflexivity and immersion in the participants’ experiences. Verbal and written reflections were collated and analysed through inductive coding. The results suggest that the multidimensional and multidisciplinary elements of the project led to transformative learning. Transformative change was experienced as students encountered a series of novel spaces and resolved disorientations that arose within them through collective interaction and personal reflection. This paper concludes that educators value the intersection of learning experiences when planning transnational projects and consider the role of cumulative disorientations, multifaceted novel spaces, and critical discourse in catalysing personal growth.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"8 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142208660","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}
While the vertical transfer process and culturally responsive approaches to education have been studied extensively, few scholars have addressed these two areas of concern simultaneously, particularly within higher education contexts. This study explores what cultural responsiveness means and how it matters for low-income community college (CC) students aspiring toward STEM careers and transferring to STEM majors at a local university. As part of a bridge program, students received two STEM faculty mentors, one faculty mentor from the community college and the other from the local university, beginning in their last year of enrollment at the community college. Each STEM mentor was trained in culturally responsive mentoring, and their mentorship extended post-transfer. Students participated in focus groups to share their experiences. The findings reveal that specific aspects of the community college students’ identities, primarily their race and language, were relevant as aspects of culture that mattered for their STEM aspirations. The findings also show that cultural responsiveness in mentoring and support outside the classroom are important steps toward humanizing STEM spaces, but they are wholly insufficient when not paired with extensive culturally responsive efforts in STEM teaching and within the curriculum to improve the internal classroom climate for those with racialized identities.
{"title":"Exploring How Culture Matters in Building Responsive and Humanizing Contexts for Community College Students Pursuing STEM","authors":"Brenda Lee Anderson, Regina Deil-Amen","doi":"10.3390/educsci14090956","DOIUrl":"https://doi.org/10.3390/educsci14090956","url":null,"abstract":"While the vertical transfer process and culturally responsive approaches to education have been studied extensively, few scholars have addressed these two areas of concern simultaneously, particularly within higher education contexts. This study explores what cultural responsiveness means and how it matters for low-income community college (CC) students aspiring toward STEM careers and transferring to STEM majors at a local university. As part of a bridge program, students received two STEM faculty mentors, one faculty mentor from the community college and the other from the local university, beginning in their last year of enrollment at the community college. Each STEM mentor was trained in culturally responsive mentoring, and their mentorship extended post-transfer. Students participated in focus groups to share their experiences. The findings reveal that specific aspects of the community college students’ identities, primarily their race and language, were relevant as aspects of culture that mattered for their STEM aspirations. The findings also show that cultural responsiveness in mentoring and support outside the classroom are important steps toward humanizing STEM spaces, but they are wholly insufficient when not paired with extensive culturally responsive efforts in STEM teaching and within the curriculum to improve the internal classroom climate for those with racialized identities.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"11 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142208662","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}
Emma Tiesteel, Richard C. Watkins, Carys Stringer, Adina Grigorie, Fatema Sultana, J. Carl Hughes
Education systems are moving to a more evidence-informed paradigm to improve outcomes for learners. To help this journey to evidence, robust qualitative and quantitative research can help decisionmakers identify more promising approaches that provide value for money. In the context of the utilisation of scarce resources, an important source of evidence commonly used in health and social care research is an understanding of the economic impact of intervention choices. However, there are currently very few examples where these methodologies have been used to improve the evaluation of education interventions. In this paper we describe the novel use of an economic analysis of educational interventions (EAEI) approach to understand both the impact and the cost of activities in the evaluation of a formative assessment implementation project (FAIP) designed to improve teachers’ understanding and use of formative assessment strategies. In addition to utilizing a mixed method quasi-experimental design to explore the impact on learner wellbeing, health utility and attainment, we describe the use of cost-consequence analysis (CCA) to help decisionmakers understand the outcomes in the context of the resource costs that are a crucial element of robust evaluations. We also discuss the challenges of evaluating large-scale, universal educational interventions, including consideration of the economic tools needed to improve the quality and robustness of these evaluations. Finally, we discuss the importance of triangulating economic findings alongside other quantitative and qualitative information to help decisionmakers identify more promising approaches based on a wider range of useful information. We conclude with recommendations for more routinely including economic costs in education research, including the need for further work to improve the utility of economic methods.
{"title":"Where Are the Costs? Using an Economic Analysis of Educational Interventions Approach to Improve the Evaluation of a Regional School Improvement Programme","authors":"Emma Tiesteel, Richard C. Watkins, Carys Stringer, Adina Grigorie, Fatema Sultana, J. Carl Hughes","doi":"10.3390/educsci14090957","DOIUrl":"https://doi.org/10.3390/educsci14090957","url":null,"abstract":"Education systems are moving to a more evidence-informed paradigm to improve outcomes for learners. To help this journey to evidence, robust qualitative and quantitative research can help decisionmakers identify more promising approaches that provide value for money. In the context of the utilisation of scarce resources, an important source of evidence commonly used in health and social care research is an understanding of the economic impact of intervention choices. However, there are currently very few examples where these methodologies have been used to improve the evaluation of education interventions. In this paper we describe the novel use of an economic analysis of educational interventions (EAEI) approach to understand both the impact and the cost of activities in the evaluation of a formative assessment implementation project (FAIP) designed to improve teachers’ understanding and use of formative assessment strategies. In addition to utilizing a mixed method quasi-experimental design to explore the impact on learner wellbeing, health utility and attainment, we describe the use of cost-consequence analysis (CCA) to help decisionmakers understand the outcomes in the context of the resource costs that are a crucial element of robust evaluations. We also discuss the challenges of evaluating large-scale, universal educational interventions, including consideration of the economic tools needed to improve the quality and robustness of these evaluations. Finally, we discuss the importance of triangulating economic findings alongside other quantitative and qualitative information to help decisionmakers identify more promising approaches based on a wider range of useful information. We conclude with recommendations for more routinely including economic costs in education research, including the need for further work to improve the utility of economic methods.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"4 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142208692","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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