Eileen M. Kowalski, Carolann Koleci, Kenneth J. McDonald
When General Chemistry at West Point switched from interactive lectures to guided inquiry, it provided an opportunity to examine what was expected of students in classrooms and on assessments. Learning objectives and questions on mid-term exams for four semesters of General Chemistry I (two traditional semesters and two guided inquiry semesters) were analyzed by the Cognitive Process and Knowledge dimensions of Bloom’s revised taxonomy. The results of this comparison showed the learning objectives for the guided inquiry semesters had a higher proportion of Conceptual and Understand with a corresponding decrease of Factual, Procedural, Remember and Apply learning objectives. On mid-term exams, the proportion of Remember, Understand, Analyze/Evaluate, Factual, and Conceptual questions increased. We found that guided inquiry learning objectives and mid-term exam questions are more conceptual than traditional courses and may help explain how active learning improves equity in introductory chemistry.
当西点军校的普通化学课从互动式讲授转变为引导式探究时，为研究学生在课堂和评估中的期望提供了一个机会。我们按照布卢姆修订版分类法的认知过程和知识维度，对普通化学 I 四个学期（两个传统学期和两个引导式探究学期）的学习目标和期中考试试题进行了分析。比较结果显示，引导探究学期的学习目标中，概念性和理解性学习目标所占比例较高，而事实性、程序性、记忆性和应用性学习目标则相应减少。在期中考试中，记忆题、理解题、分析/评价题、事实题和概念题的比例有所增加。我们发现，与传统课程相比，引导式探究学习目标和期中考试题更具概念性，这可能有助于解释主动学习如何提高化学入门课程的公平性。
{"title":"Changing Levels of Bloom’s Taxonomy in Learning Objectives and Exam Questions in First-Semester Introductory Chemistry before and during Adoption of Guided Inquiry","authors":"Eileen M. Kowalski, Carolann Koleci, Kenneth J. McDonald","doi":"10.3390/educsci14090943","DOIUrl":"https://doi.org/10.3390/educsci14090943","url":null,"abstract":"When General Chemistry at West Point switched from interactive lectures to guided inquiry, it provided an opportunity to examine what was expected of students in classrooms and on assessments. Learning objectives and questions on mid-term exams for four semesters of General Chemistry I (two traditional semesters and two guided inquiry semesters) were analyzed by the Cognitive Process and Knowledge dimensions of Bloom’s revised taxonomy. The results of this comparison showed the learning objectives for the guided inquiry semesters had a higher proportion of Conceptual and Understand with a corresponding decrease of Factual, Procedural, Remember and Apply learning objectives. On mid-term exams, the proportion of Remember, Understand, Analyze/Evaluate, Factual, and Conceptual questions increased. We found that guided inquiry learning objectives and mid-term exam questions are more conceptual than traditional courses and may help explain how active learning improves equity in introductory chemistry.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2024-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142208666","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}
Maliha Naushad Mian, Hannah Beder, Nadine Marcus, Paul Ayres
In two experiments, we compared the effects of practice (real and imitative) with no practice on the observational learning of hand motor skills from animated videos. Experiment 1 investigated learning to play a series of piano clips of varying complexity. Results demonstrated improved learning efficiency with imitative practice compared to no practice. Experiment 2 featured a paper-folding task, and results indicated that real practice led to significantly greater learning than no practice. Furthermore, a significant interaction was found with gender and practice, where females learned best with both real and imitative practice, but males did not benefit from these interventions. However, males outperformed females in the no practice condition. Overall, we found benefits of practice versus no practice for both tasks. However, the most effective type of practice was dependent upon the task: imitative practice for piano playing, and real practice for paper folding. Task complexity and gender were also found to be moderating factors.
{"title":"Comparing Real and Imitative Practice with No Practice during Observational Learning of Hand Motor Skills from Animations","authors":"Maliha Naushad Mian, Hannah Beder, Nadine Marcus, Paul Ayres","doi":"10.3390/educsci14090949","DOIUrl":"https://doi.org/10.3390/educsci14090949","url":null,"abstract":"In two experiments, we compared the effects of practice (real and imitative) with no practice on the observational learning of hand motor skills from animated videos. Experiment 1 investigated learning to play a series of piano clips of varying complexity. Results demonstrated improved learning efficiency with imitative practice compared to no practice. Experiment 2 featured a paper-folding task, and results indicated that real practice led to significantly greater learning than no practice. Furthermore, a significant interaction was found with gender and practice, where females learned best with both real and imitative practice, but males did not benefit from these interventions. However, males outperformed females in the no practice condition. Overall, we found benefits of practice versus no practice for both tasks. However, the most effective type of practice was dependent upon the task: imitative practice for piano playing, and real practice for paper folding. Task complexity and gender were also found to be moderating factors.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2024-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142208694","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}
Throughout the globe, there is growing attention being paid to issues of equity and efforts to produce more equitable student learning outcomes in schools, and much of the scholarship internationally has begun to center school leaders as key drivers of more equitable conditions. Indeed, in the United States, persistent inequities in education have highlighted the need for K-12 principals who can effectively support diverse students. Effective leader preparation and development, particularly with a focus on equity, is crucial, as it equips school leaders with the knowledge and skills to create inclusive and equitable learning environments. U.S.-based research highlights that high-quality, equity-centered preparation programs can significantly impact student outcomes, emphasizing the importance of integrating equity-focused training in leadership development. However, we know less about the design of high-quality preparation programs oriented around equity, and scholars have noted that current programs are often ill-equipped to prepare equity-centered leaders. Therefore, this study provides an integrative review of the U.S.-based equity-centered principal preparation literature to extract learnings from several types of publications, including descriptive and empirical studies, literature reviews, and conceptual essays. This study provides insights into four key elements of equity-centered principal preparation and development: program vision, curriculum, pedagogy, and assessment. This review consolidates insights from the existing literature into a single, accessible article, offering valuable learnings for program faculty, others who prepare school principals, and researchers focused on equity-centered preparation. Additionally, while centered on the U.S. context, this review is likely to be of value to leadership preparation and development programs in other national contexts, particularly those that have more recently begun to form.
{"title":"Centering Equity within Principal Preparation and Development: An Integrative Review of the Literature","authors":"Meagan S. Richard, Shelby Cosner","doi":"10.3390/educsci14090944","DOIUrl":"https://doi.org/10.3390/educsci14090944","url":null,"abstract":"Throughout the globe, there is growing attention being paid to issues of equity and efforts to produce more equitable student learning outcomes in schools, and much of the scholarship internationally has begun to center school leaders as key drivers of more equitable conditions. Indeed, in the United States, persistent inequities in education have highlighted the need for K-12 principals who can effectively support diverse students. Effective leader preparation and development, particularly with a focus on equity, is crucial, as it equips school leaders with the knowledge and skills to create inclusive and equitable learning environments. U.S.-based research highlights that high-quality, equity-centered preparation programs can significantly impact student outcomes, emphasizing the importance of integrating equity-focused training in leadership development. However, we know less about the design of high-quality preparation programs oriented around equity, and scholars have noted that current programs are often ill-equipped to prepare equity-centered leaders. Therefore, this study provides an integrative review of the U.S.-based equity-centered principal preparation literature to extract learnings from several types of publications, including descriptive and empirical studies, literature reviews, and conceptual essays. This study provides insights into four key elements of equity-centered principal preparation and development: program vision, curriculum, pedagogy, and assessment. This review consolidates insights from the existing literature into a single, accessible article, offering valuable learnings for program faculty, others who prepare school principals, and researchers focused on equity-centered preparation. Additionally, while centered on the U.S. context, this review is likely to be of value to leadership preparation and development programs in other national contexts, particularly those that have more recently begun to form.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2024-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142208663","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}
Providing children with complex communication needs (CCNs) with the right accommodations in a supportive schooling environment from the early childhood development (ECD) stage can significantly improve their developmental and educational outcomes. Inclusive education has been proposed as a possible framework that can promote positive educational outcomes; however, in South Africa, there has not been enough attention paid to inclusive education in ECD especially focusing on children with CCNs. The study therefore explored the perceptions of parents of children with CCNs and early childhood development teachers on inclusive education. Semi-structured interviews and a focus group were conducted with 8 ECD teachers and 8 parents of children with CCNs, who were purposively selected. Data were imported into NVivo 1.5 software and analysed using an inductive thematic analysis approach. Findings from the study revealed the following themes: i. Perceived benefits of inclusive education; ii. Preference for special needs education; iii. Shortcomings of special needs education in addressing the needs of learners with CCNs; iv. Factors informing school placement; v. Communication as a barrier to learning, teaching and socializing; vi. The need for disability conscientization. Although both parents and teachers of learners with CCNs acknowledge the value of inclusive education in facilitating access to education, they have a mistrust of inclusive education because of fear of stigma, discrimination, exclusion, bullying and exclusionary teaching practices. While they preferred special education, they acknowledged the gaps in teacher’s knowledge on communication disorders, training of teachers, teaching aids and assistive devices. Educating a child with a disability is expensive because of other additional costs, especially transportation.
{"title":"Is Inclusive Education a Good “Fit” for ALL? Perceptions of Parents and Educators of ECD Learners with Complex Communication Needs","authors":"Khetsiwe Phumelele Masuku, Kagiso Marumolo","doi":"10.3390/educsci14090952","DOIUrl":"https://doi.org/10.3390/educsci14090952","url":null,"abstract":"Providing children with complex communication needs (CCNs) with the right accommodations in a supportive schooling environment from the early childhood development (ECD) stage can significantly improve their developmental and educational outcomes. Inclusive education has been proposed as a possible framework that can promote positive educational outcomes; however, in South Africa, there has not been enough attention paid to inclusive education in ECD especially focusing on children with CCNs. The study therefore explored the perceptions of parents of children with CCNs and early childhood development teachers on inclusive education. Semi-structured interviews and a focus group were conducted with 8 ECD teachers and 8 parents of children with CCNs, who were purposively selected. Data were imported into NVivo 1.5 software and analysed using an inductive thematic analysis approach. Findings from the study revealed the following themes: i. Perceived benefits of inclusive education; ii. Preference for special needs education; iii. Shortcomings of special needs education in addressing the needs of learners with CCNs; iv. Factors informing school placement; v. Communication as a barrier to learning, teaching and socializing; vi. The need for disability conscientization. Although both parents and teachers of learners with CCNs acknowledge the value of inclusive education in facilitating access to education, they have a mistrust of inclusive education because of fear of stigma, discrimination, exclusion, bullying and exclusionary teaching practices. While they preferred special education, they acknowledged the gaps in teacher’s knowledge on communication disorders, training of teachers, teaching aids and assistive devices. Educating a child with a disability is expensive because of other additional costs, especially transportation.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2024-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142208689","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}
Kristin L. Cook, Jessica Ivy, Cat Maiorca, Octavia Tripp, Megan Burton, Christa Jackson, Sarah B. Bush, Margaret Mohr-Schroeder, Dan Edelen, Craig Schroeder, Thomas Roberts
Here, we outline the stories of a collective of innovation-focused STEM education professionals engaged in a STEM collective across thirteen institutions of higher education. Using focus group interviews, faculty share how collaboration began and sustains, the affordances and challenges of collaboration across universities and professional fields, support systems through professional organizations and scholarship, and contributions made to the national landscape of STEM education. Guidance is presented on establishing STEM collaborations that are mutually beneficial to faculty, institutions, and the educational community.
{"title":"STEM Rocks Research Collective: Building and Sustaining a Collaborative, Equity-Focused Scholarly Community","authors":"Kristin L. Cook, Jessica Ivy, Cat Maiorca, Octavia Tripp, Megan Burton, Christa Jackson, Sarah B. Bush, Margaret Mohr-Schroeder, Dan Edelen, Craig Schroeder, Thomas Roberts","doi":"10.3390/educsci14090947","DOIUrl":"https://doi.org/10.3390/educsci14090947","url":null,"abstract":"Here, we outline the stories of a collective of innovation-focused STEM education professionals engaged in a STEM collective across thirteen institutions of higher education. Using focus group interviews, faculty share how collaboration began and sustains, the affordances and challenges of collaboration across universities and professional fields, support systems through professional organizations and scholarship, and contributions made to the national landscape of STEM education. Guidance is presented on establishing STEM collaborations that are mutually beneficial to faculty, institutions, and the educational community.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2024-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142208670","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}
Peer-led Team Learning (PLTL) is a model of instruction and learning that has been used to address low success rates in various science, technology, engineering, and mathematics (STEM) courses and other fields in higher education. (1) While research conveying the efficacy of this model of instruction remains mixed, this project sought to add to the body of knowledge communicating the benefits of PLTL for STEM achievement. This study examined the experiences of STEM community college transfer students’ engagement in PLTL within their major course of study when a suite of supports was provided. (2) Specifically, study participants were enrolled in degree programs at a four-year rural, regional university in the engineering, computer science, and mathematics (ECSM) fields and were provided social, financial, and academic assistance. Qualitative analysis of the data revealed that with a PLTL component, community college transfer students were more likely to participate, engage, and perform better in coursework given the additional supports. (3) Study participants indicated the community of learners created through PLTL was a primary motivator for continued engagement and progress towards ECSM degree attainment. (4) Implications for practice extend to engagement and retention efforts of STEM students from the community college population
{"title":"Examining the Effects of Peer-Led Team Learning as a Support for Community College Transfer Students’ STEM Achievement","authors":"Audrey Meador, Pamela Lockwood, Vinitha Subburaj, Anitha Subburaj","doi":"10.3390/educsci14090945","DOIUrl":"https://doi.org/10.3390/educsci14090945","url":null,"abstract":"Peer-led Team Learning (PLTL) is a model of instruction and learning that has been used to address low success rates in various science, technology, engineering, and mathematics (STEM) courses and other fields in higher education. (1) While research conveying the efficacy of this model of instruction remains mixed, this project sought to add to the body of knowledge communicating the benefits of PLTL for STEM achievement. This study examined the experiences of STEM community college transfer students’ engagement in PLTL within their major course of study when a suite of supports was provided. (2) Specifically, study participants were enrolled in degree programs at a four-year rural, regional university in the engineering, computer science, and mathematics (ECSM) fields and were provided social, financial, and academic assistance. Qualitative analysis of the data revealed that with a PLTL component, community college transfer students were more likely to participate, engage, and perform better in coursework given the additional supports. (3) Study participants indicated the community of learners created through PLTL was a primary motivator for continued engagement and progress towards ECSM degree attainment. (4) Implications for practice extend to engagement and retention efforts of STEM students from the community college population","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2024-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142208667","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}
Katrin Göltl, Roland Ambros, Dominik Dolezal, Renate Motschnig
Rapid digitalization and the fast rise of generative AI tools pose fresh challenges to educational institutions, teachers, and students. Teachers of all subjects are expected to pass on key digital competencies along with subject-related knowledge to facilitate students’ employability and navigation in a society characterized by the impact of digital technology in all areas of life. However, several studies have shown that there is still a lack of integration of digital competencies in teacher training programs. Hence, to add to these previous studies, this paper aims to find and explore strategies and measures to equip secondary-level pre-service teachers with digital competencies and support them in professionally promoting their students’ digital skills. This happens by investigating what advanced pre-service teachers at a large European university miss and suggest changing to become more confident in promoting digital competencies at secondary school levels (K5–K12). In this context, the authors deepened a previously conducted university-wide survey among advanced secondary-level pre-service teachers through two focus groups to sharpen insights into challenges and good practices from the perspective of pre-service teachers. A thematic analysis of these focus groups confirmed the presumption that most pre-service teachers are keen on actively acquiring relevant digital competencies and gave insights into how they wish to have digital skills integrated into their studies. Additionally, it became evident that even though pre-service teachers can acquire several digital skills through self-study, they longed for collaboration and guidance to reach a professional level for “teaching” them to their students.
{"title":"Pre-Service Teachers’ Perceptions of Their Digital Competencies and Ways to Acquire Those through Their Studies and Self-Organized Learning","authors":"Katrin Göltl, Roland Ambros, Dominik Dolezal, Renate Motschnig","doi":"10.3390/educsci14090951","DOIUrl":"https://doi.org/10.3390/educsci14090951","url":null,"abstract":"Rapid digitalization and the fast rise of generative AI tools pose fresh challenges to educational institutions, teachers, and students. Teachers of all subjects are expected to pass on key digital competencies along with subject-related knowledge to facilitate students’ employability and navigation in a society characterized by the impact of digital technology in all areas of life. However, several studies have shown that there is still a lack of integration of digital competencies in teacher training programs. Hence, to add to these previous studies, this paper aims to find and explore strategies and measures to equip secondary-level pre-service teachers with digital competencies and support them in professionally promoting their students’ digital skills. This happens by investigating what advanced pre-service teachers at a large European university miss and suggest changing to become more confident in promoting digital competencies at secondary school levels (K5–K12). In this context, the authors deepened a previously conducted university-wide survey among advanced secondary-level pre-service teachers through two focus groups to sharpen insights into challenges and good practices from the perspective of pre-service teachers. A thematic analysis of these focus groups confirmed the presumption that most pre-service teachers are keen on actively acquiring relevant digital competencies and gave insights into how they wish to have digital skills integrated into their studies. Additionally, it became evident that even though pre-service teachers can acquire several digital skills through self-study, they longed for collaboration and guidance to reach a professional level for “teaching” them to their students.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2024-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142208672","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 presents the findings from a longitudinal case study on a Korean English teacher’s experience of emotional vulnerability and professional development in online teaching. Grounded in an ecological perspective on teacher agency and emotional vulnerability, the study investigates how and why the teacher exercised agency in navigating her emotional challenges and adapting to the virtual teaching environment. Data were collected from various sources, including interviews, observations, field notes, and artifacts, for three years. The findings showed that the intricate connection between the teacher’s multiple and dynamic emotions, beliefs, and concurrent working environments significantly influences her engagement in digital teaching practices. Furthermore, the teacher’s emotional vulnerability in virtual teaching facilitated her engagement in reflective and action-oriented practices, leading to a more proactive approach to exploring and implementing alternative teaching methods online. The findings highlight the interplay between emotions, agency, and identity development, emphasizing the importance of experiencing, understanding, negotiating, and expressing emotions to discover potential alternative teaching resources and methods in ever-changing teaching environments. This study provides insights into how teachers can leverage their emotions and exercise teacher agency to enhance their professional growth and adaptability in digital learning environments.
{"title":"Exploring Emotional Vulnerability and Sense of Agency in the Digital Realm: A Three-Year Case Study of an EFL Teacher in South Korea","authors":"Jinsil Jang","doi":"10.3390/educsci14090950","DOIUrl":"https://doi.org/10.3390/educsci14090950","url":null,"abstract":"This study presents the findings from a longitudinal case study on a Korean English teacher’s experience of emotional vulnerability and professional development in online teaching. Grounded in an ecological perspective on teacher agency and emotional vulnerability, the study investigates how and why the teacher exercised agency in navigating her emotional challenges and adapting to the virtual teaching environment. Data were collected from various sources, including interviews, observations, field notes, and artifacts, for three years. The findings showed that the intricate connection between the teacher’s multiple and dynamic emotions, beliefs, and concurrent working environments significantly influences her engagement in digital teaching practices. Furthermore, the teacher’s emotional vulnerability in virtual teaching facilitated her engagement in reflective and action-oriented practices, leading to a more proactive approach to exploring and implementing alternative teaching methods online. The findings highlight the interplay between emotions, agency, and identity development, emphasizing the importance of experiencing, understanding, negotiating, and expressing emotions to discover potential alternative teaching resources and methods in ever-changing teaching environments. This study provides insights into how teachers can leverage their emotions and exercise teacher agency to enhance their professional growth and adaptability in digital learning environments.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2024-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142208671","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}
Numerous studies have explored the integration of technology-enhanced feedback systems in education. However, there is still a need for further investigation into their specific impact on teacher satisfaction, which is essential for effective feedback delivery to students. This study addresses this gap by analyzing teachers’ satisfaction with the “Compliments and Comments Tool”, a technology-enhanced system developed to provide written feedback to students. Using a quantitative approach, this study examined teachers’ perceptions of the tool’s usability in the Slovenian education context, involving a diverse group of 3412 primary and secondary school teachers. Data were collected through surveys employing the System Usability Scale (SUS) and Technology Acceptance Model (TAM) for quantitative analysis, complemented by qualitative insights. The results showed high teacher satisfaction, valuing the tool for facilitating feedback and supporting a positive learning environment. These findings suggest that the “Compliments and Comments Tool” is a valuable addition to educational technology, promoting effective teaching and enhancing student engagement. This study emphasizes the critical role of user-centered design and system usability in educational technology, particularly in fostering effective feedback and promoting student self-regulation.
{"title":"Technology-Enhanced Feedback System Usability in the Context of Self-Regulation Promotion","authors":"Alenka Žerovnik","doi":"10.3390/educsci14090948","DOIUrl":"https://doi.org/10.3390/educsci14090948","url":null,"abstract":"Numerous studies have explored the integration of technology-enhanced feedback systems in education. However, there is still a need for further investigation into their specific impact on teacher satisfaction, which is essential for effective feedback delivery to students. This study addresses this gap by analyzing teachers’ satisfaction with the “Compliments and Comments Tool”, a technology-enhanced system developed to provide written feedback to students. Using a quantitative approach, this study examined teachers’ perceptions of the tool’s usability in the Slovenian education context, involving a diverse group of 3412 primary and secondary school teachers. Data were collected through surveys employing the System Usability Scale (SUS) and Technology Acceptance Model (TAM) for quantitative analysis, complemented by qualitative insights. The results showed high teacher satisfaction, valuing the tool for facilitating feedback and supporting a positive learning environment. These findings suggest that the “Compliments and Comments Tool” is a valuable addition to educational technology, promoting effective teaching and enhancing student engagement. This study emphasizes the critical role of user-centered design and system usability in educational technology, particularly in fostering effective feedback and promoting student self-regulation.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2024-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142208669","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}
Katinka Bacskai, Emese Alter, Beáta Andrea Dan, Krisztina Vályogos, Gabriella Pusztai
Parents can have a significant impact on student progress, but it is unclear whether generally influential forms of parental involvement can be identified or if they have a differential impact. Our research focuses on the impact of different forms of parental involvement (at-home and in-school involvement) on primary and high school students’ academic performance, and we also examine the differences between low- and high-status families. Our quantitative research analyzed data from all students that were in Grade 6 and Grade 10 in Hungary in 2019, and we conducted analysis using the Hungarian National Competency Assessment database (n = 183.366). We examined how parental involvement affects children’s mathematics and reading achievements. The results of our research were as follows: (1) Parental involvement type impacts student achievement. Home-based PI has a negative effect, while teacher–parent conferences and discussing school events have a positive effect. (2) The link between parental involvement and student achievement is weaker for higher-status families compared to lower-status families. Based on our results, the generalizability of the positive impact of parental involvement can be questioned because not all forms of it have a favorable effect on student achievement.
家长会对学生的进步产生重大影响，但目前还不清楚是否可以确定家长参与的普遍影响形式，也不清楚这些形式是否会产生不同的影响。我们的研究重点是不同形式的家长参与（在家参与和校内参与）对小学和高中学生学业成绩的影响，我们还研究了低地位家庭和高地位家庭之间的差异。我们的定量研究分析了2019年匈牙利六年级和十年级所有学生的数据，并利用匈牙利国家能力评估数据库（n = 183.366）进行了分析。我们研究了父母参与如何影响孩子的数学和阅读成绩。我们的研究结果如下：(1) 家长参与类型影响学生成绩。基于家庭的 PI 有负面影响，而教师家长会和讨论学校活动则有正面影响。(2) 与地位较低的家庭相比，地位较高的家庭的家长参与与学生成绩之间的联系较弱。根据我们的研究结果，家长参与的积极影响的普遍性可能会受到质疑，因为并不是所有形式的家长参与都会对学生的成绩产生有利影响。
{"title":"Positive or Negative and General or Differentiated Effect? Correlation between Parental Involvement and Student Achievement","authors":"Katinka Bacskai, Emese Alter, Beáta Andrea Dan, Krisztina Vályogos, Gabriella Pusztai","doi":"10.3390/educsci14090941","DOIUrl":"https://doi.org/10.3390/educsci14090941","url":null,"abstract":"Parents can have a significant impact on student progress, but it is unclear whether generally influential forms of parental involvement can be identified or if they have a differential impact. Our research focuses on the impact of different forms of parental involvement (at-home and in-school involvement) on primary and high school students’ academic performance, and we also examine the differences between low- and high-status families. Our quantitative research analyzed data from all students that were in Grade 6 and Grade 10 in Hungary in 2019, and we conducted analysis using the Hungarian National Competency Assessment database (n = 183.366). We examined how parental involvement affects children’s mathematics and reading achievements. The results of our research were as follows: (1) Parental involvement type impacts student achievement. Home-based PI has a negative effect, while teacher–parent conferences and discussing school events have a positive effect. (2) The link between parental involvement and student achievement is weaker for higher-status families compared to lower-status families. Based on our results, the generalizability of the positive impact of parental involvement can be questioned because not all forms of it have a favorable effect on student achievement.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2024-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142208690","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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