Read less, learn more, sounds contradictory. I do not mean students should read less in general. PISA research (OECD, 2023) shows decreasing reading scores in many European countries, and reading literature is not only important for one’s reading competence, it also is fun. What I mean is what psychologist and philosopher William James already wrote in 1890: ¨The art of being wise is the art of knowing what to overlook¨ (James, 1890).
{"title":"Read less, learn more. Teach epistemic humility.","authors":"Wilfried Admiraal","doi":"10.31757/euer.731","DOIUrl":"https://doi.org/10.31757/euer.731","url":null,"abstract":"Read less, learn more, sounds contradictory. I do not mean students should read less in general. PISA research (OECD, 2023) shows decreasing reading scores in many European countries, and reading literature is not only important for one’s reading competence, it also is fun. What I mean is what psychologist and philosopher William James already wrote in 1890: ¨The art of being wise is the art of knowing what to overlook¨ (James, 1890).","PeriodicalId":307289,"journal":{"name":"The European Educational Researcher","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141796964","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}
Irina Rotnitsky, Shay Ukrop, R. Yavich, Nitza Davidovich
The purpose of this study is to examine gender differences in entrepreneurial competencies and self-efficacy among middle school students in an entrepreneurship program. Research shows entrepreneurship is perceived as a male domain, yet girls exhibit strengths in skills like collaboration, creativity, and practical planning that predict entrepreneurial success. However, lower self-efficacy among girls undermines entrepreneurial interest despite proficiencies. Assessing multidimensional competencies beyond narrow metrics reveals overlooked potential in girls. This study evaluates teamwork, innovation, marketing, feasibility, and impact skills. It also measures entrepreneurial self-efficacy pre-post program. Results show girls outperformed boys consistently across competencies, but boys had higher self-efficacy gains. This highlights the need to build broader skill sets and address biases that restrict girls from developing entrepreneurial self-concepts despite genuine capabilities. Fostering gender-inclusive learning and diverse role models can help girls translate competencies into greater self-efficacy. Providing equal skill-building opportunities and assessments capturing the full spectrum of entrepreneurial strengths is critical to tap the potential of both genders and achieve a gender-balanced entrepreneurial learning.
{"title":"Gender differences in entrepreneurship studies","authors":"Irina Rotnitsky, Shay Ukrop, R. Yavich, Nitza Davidovich","doi":"10.31757/euer.712","DOIUrl":"https://doi.org/10.31757/euer.712","url":null,"abstract":"The purpose of this study is to examine gender differences in entrepreneurial competencies and self-efficacy among middle school students in an entrepreneurship program. Research shows entrepreneurship is perceived as a male domain, yet girls exhibit strengths in skills like collaboration, creativity, and practical planning that predict entrepreneurial success. However, lower self-efficacy among girls undermines entrepreneurial interest despite proficiencies. Assessing multidimensional competencies beyond narrow metrics reveals overlooked potential in girls. This study evaluates teamwork, innovation, marketing, feasibility, and impact skills. It also measures entrepreneurial self-efficacy pre-post program. Results show girls outperformed boys consistently across competencies, but boys had higher self-efficacy gains. This highlights the need to build broader skill sets and address biases that restrict girls from developing entrepreneurial self-concepts despite genuine capabilities. Fostering gender-inclusive learning and diverse role models can help girls translate competencies into greater self-efficacy. Providing equal skill-building opportunities and assessments capturing the full spectrum of entrepreneurial strengths is critical to tap the potential of both genders and achieve a gender-balanced entrepreneurial learning.","PeriodicalId":307289,"journal":{"name":"The European Educational Researcher","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139130512","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}
Physical activity breaks in the classroom are an efficient way of promoting healthy behaviors in students, enhancing the development of their cognitive and academic abilities. The effects of active breaks, which are exclusive to the academic environment, are sometimes conflicting. This research was carried out to identify the properties and consequences of active breaks and physical activity during classes in school age. We have examined multiple databases, and we have selected 41 papers accounting for a time span of 15 years. Most papers revealed positive outcomes for improving skills related to mathematics, language, reading, comprehension, as well as cognitive and executive functions. Overall, the results of this review corroborate the theory that physical education in schools is positively associated with academic performance in children. Schools are suitable for promoting physical activity in developmental age, and research shows that there are instances in which increasing it could be beneficial. Physical activity in the classroom allows children to be active at school. To achieve these results, teachers can integrate physical activity into traditional classes, thus making them physically active. However, some teachers criticized this teaching method stating that physical activity during classes might have a negative effect on the children’s behavior during assignments. Education researchers keep investigating in order to fully assess the positive impact on academic performance, behavior during classes and cognitive functions.
{"title":"The effects of physical activity on cognitive and learning abilities in childhood","authors":"Angela Sofia Gennari, Manuela Valentini","doi":"10.31757/euer.711","DOIUrl":"https://doi.org/10.31757/euer.711","url":null,"abstract":"Physical activity breaks in the classroom are an efficient way of promoting healthy behaviors in students, enhancing the development of their cognitive and academic abilities. The effects of active breaks, which are exclusive to the academic environment, are sometimes conflicting. This research was carried out to identify the properties and consequences of active breaks and physical activity during classes in school age. We have examined multiple databases, and we have selected 41 papers accounting for a time span of 15 years. Most papers revealed positive outcomes for improving skills related to mathematics, language, reading, comprehension, as well as cognitive and executive functions. Overall, the results of this review corroborate the theory that physical education in schools is positively associated with academic performance in children. Schools are suitable for promoting physical activity in developmental age, and research shows that there are instances in which increasing it could be beneficial. Physical activity in the classroom allows children to be active at school. To achieve these results, teachers can integrate physical activity into traditional classes, thus making them physically active. However, some teachers criticized this teaching method stating that physical activity during classes might have a negative effect on the children’s behavior during assignments. Education researchers keep investigating in order to fully assess the positive impact on academic performance, behavior during classes and cognitive functions.","PeriodicalId":307289,"journal":{"name":"The European Educational Researcher","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139251930","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}
As we stand on the cusp of a technological revolution
我们正站在技术革命的风口浪尖
{"title":"Embracing the Future: AI's Transformative Potential in Educational Research","authors":"N. Balta","doi":"10.31757/euer.624","DOIUrl":"https://doi.org/10.31757/euer.624","url":null,"abstract":"As we stand on the cusp of a technological revolution","PeriodicalId":307289,"journal":{"name":"The European Educational Researcher","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125625256","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}
Employing self-study methodology this work examines not only the transition from classroom teacher to teacher educator but also the increased complexity of this experience while teaching online during the pandemic, and the transition back to some sense of normalcy with teaching in person. Data sources include Author One’s reflective journal, recordings of meetings with critical friends providing feedback throughout the process, and student artifacts from different activities applied from year 1 to year 2. From our coding of the journal from year 1, several codes were identified about Author One’s identity as a teacher educator being tied to the types of interactions he fosters in his classroom. As he transitions to teaching in person in year 2 (Fall 2021) we look to see how he takes what he learned about fostering these interactions in an online environment and applies them to his in-person teaching. Techniques learned from his semester 2 experience of online teaching guide him in this process and critical friend meetings will focus on attending to the transitional moments in his identity as he makes yet another shift in developing who he is as a teacher educator.
{"title":"I was a good classroom teacher, why do I feel so lost now? Examining a doctoral student’s transition with becoming a teacher educator during and post pandemic","authors":"K. Kitts, S. Perry","doi":"10.31757/euer.625","DOIUrl":"https://doi.org/10.31757/euer.625","url":null,"abstract":"Employing self-study methodology this work examines not only the transition from classroom teacher to teacher educator but also the increased complexity of this experience while teaching online during the pandemic, and the transition back to some sense of normalcy with teaching in person. Data sources include Author One’s reflective journal, recordings of meetings with critical friends providing feedback throughout the process, and student artifacts from different activities applied from year 1 to year 2. From our coding of the journal from year 1, several codes were identified about Author One’s identity as a teacher educator being tied to the types of interactions he fosters in his classroom. As he transitions to teaching in person in year 2 (Fall 2021) we look to see how he takes what he learned about fostering these interactions in an online environment and applies them to his in-person teaching. Techniques learned from his semester 2 experience of online teaching guide him in this process and critical friend meetings will focus on attending to the transitional moments in his identity as he makes yet another shift in developing who he is as a teacher educator.","PeriodicalId":307289,"journal":{"name":"The European Educational Researcher","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127970606","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}
Minimal guidance or maximal independence? How can teachers achieve that complex balance when teaching mathematics? This pre-and post-test quasi-experimental research study explored the above questions in Grade 10 Financial Mathematics following guided discovery and mathematical modelling frameworks. Fifty-four (54) Grade 10 students at a Government High School in Johannesburg, South Africa, participated in the study. One group of students was taught following guided discovery and modelling learning principles and another group was taught following direct instruction. Students mean scores were compared at the end of the intervention. The main findings revealed that although the overall performance in the post-test was similar in both groups, there was a significant difference in understanding the concept of compound interest in the guided discovery learning group. The research highlights the promise of guided discovery learning and modelling approach over direct instruction, especially on supporting the understanding of difficult concepts in financial mathematics.
{"title":"Teacher Interventions using Guided Discovery and Mathematical Modelling in Grade 10 Financial Mathematics","authors":"George Ekol, Sarah Greenop","doi":"10.31757/euer.623","DOIUrl":"https://doi.org/10.31757/euer.623","url":null,"abstract":"Minimal guidance or maximal independence? How can teachers achieve that complex balance when teaching mathematics? This pre-and post-test quasi-experimental research study explored the above questions in Grade 10 Financial Mathematics following guided discovery and mathematical modelling frameworks. Fifty-four (54) Grade 10 students at a Government High School in Johannesburg, South Africa, participated in the study. One group of students was taught following guided discovery and modelling learning principles and another group was taught following direct instruction. Students mean scores were compared at the end of the intervention. The main findings revealed that although the overall performance in the post-test was similar in both groups, there was a significant difference in understanding the concept of compound interest in the guided discovery learning group. The research highlights the promise of guided discovery learning and modelling approach over direct instruction, especially on supporting the understanding of difficult concepts in financial mathematics.","PeriodicalId":307289,"journal":{"name":"The European Educational Researcher","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114789467","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}
Character building (CB) is a crucial aspect for basic psychologists who need to carry out their consultation tasks effectively. At Tilburg University, lecturers have the freedom to interpret the five CB dimensions and implement them in courses, including intellectual independence, critical mindset, social responsibility, scientific responsibility, and entrepreneurship. This study aims to investigate how the five CB dimensions are interpreted and implemented in the three-year Bachelor Psychology program at Tilburg University. As part of the regular quality assurance of assessment, we made a full program assessment plan in 2021-2022 and collected extra data on course practices of CB. At the program level, the five CB dimensions were related to the 13 program learning outcomes by reviewing the self-reflection report. At the course level, a template thematic analysis was used to code the course learning goals, instructional activities, and assessment. Two-thirds of the courses formulated CB-related learning goals, mostly delivered through interactive lecture forms. The instructional activities were categorized into six themes: academic standards, application, evaluative judgment, self-regulation, societal relevance, and taking initiatives. The five CB dimensions were mostly assessed by coursework method, but there was a lack of assessment of CB elements such as reflection. The five CB dimensions were implemented in most educational processes at the course and program level, despite the absence of a standardized implementation plan. We advise to focus on the assessment design for character education, particularly through the use of more authentic and performance-based assessment methods.
{"title":"Character Building at Bachelor's Psychology Program: Findings Based on a Natural Approach","authors":"S. Soedamah-Muthu, Y. Hsiao","doi":"10.31757/euer.622","DOIUrl":"https://doi.org/10.31757/euer.622","url":null,"abstract":"Character building (CB) is a crucial aspect for basic psychologists who need to carry out their consultation tasks effectively. At Tilburg University, lecturers have the freedom to interpret the five CB dimensions and implement them in courses, including intellectual independence, critical mindset, social responsibility, scientific responsibility, and entrepreneurship. This study aims to investigate how the five CB dimensions are interpreted and implemented in the three-year Bachelor Psychology program at Tilburg University. As part of the regular quality assurance of assessment, we made a full program assessment plan in 2021-2022 and collected extra data on course practices of CB. At the program level, the five CB dimensions were related to the 13 program learning outcomes by reviewing the self-reflection report. At the course level, a template thematic analysis was used to code the course learning goals, instructional activities, and assessment. Two-thirds of the courses formulated CB-related learning goals, mostly delivered through interactive lecture forms. The instructional activities were categorized into six themes: academic standards, application, evaluative judgment, self-regulation, societal relevance, and taking initiatives. The five CB dimensions were mostly assessed by coursework method, but there was a lack of assessment of CB elements such as reflection. The five CB dimensions were implemented in most educational processes at the course and program level, despite the absence of a standardized implementation plan. We advise to focus on the assessment design for character education, particularly through the use of more authentic and performance-based assessment methods.","PeriodicalId":307289,"journal":{"name":"The European Educational Researcher","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116820175","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}
A number of diverse arguments have been proposed by researchers of science education regarding the reason science should be taught in schools. These arguments inevitable play a key role in the curriculum designed by policy makers. The present study turns its attention into the democratic argument and tries to explore its validity through a distinct socio-scientific issue that citizen is likely to come across in their everyday life, that of radiation emitted from cell phones. In particular, it tries to study the required knowledge of physics that will enable individuals to deal with the emission of radiation from cell phones in an effective way. Moreover, drawing from sharp conflicts that have arisen during the last years around the world between citizens and cell phone companies regarding the installation of cell towers within residential areas, it tries to record information about different places in the world where the cell phone controversy has made headline news.
{"title":"A critical analysis of the democratic argument for teaching science: the case of cell phones","authors":"G. Kaliampos, K. Kotsis, A. Kornelaki","doi":"10.31757/euer.621","DOIUrl":"https://doi.org/10.31757/euer.621","url":null,"abstract":"A number of diverse arguments have been proposed by researchers of science education regarding the reason science should be taught in schools. These arguments inevitable play a key role in the curriculum designed by policy makers. The present study turns its attention into the democratic argument and tries to explore its validity through a distinct socio-scientific issue that citizen is likely to come across in their everyday life, that of radiation emitted from cell phones. In particular, it tries to study the required knowledge of physics that will enable individuals to deal with the emission of radiation from cell phones in an effective way. Moreover, drawing from sharp conflicts that have arisen during the last years around the world between citizens and cell phone companies regarding the installation of cell towers within residential areas, it tries to record information about different places in the world where the cell phone controversy has made headline news.","PeriodicalId":307289,"journal":{"name":"The European Educational Researcher","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132276141","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}
{"title":"Stop the Teaching Profession Eating its Young: Invest in Research on Novice Teachers","authors":"W. Admiraal","doi":"10.31757/euer.614","DOIUrl":"https://doi.org/10.31757/euer.614","url":null,"abstract":"","PeriodicalId":307289,"journal":{"name":"The European Educational Researcher","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131235040","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 critical overview examines the body of literature on language instructors’ emotion labour, with the aim of providing insights into the aspects of teachers’ work that positively and negatively impact their emotional well-being, as well as possible strategies to help them flourish. Research in this novel area was divided into three broadly chronological categories for analysis: pioneering studies, qualitative studies with a specific focus, and more methodologically diverse studies. The findings indicated that societal attitudes influenced the institution, resulting in differing levels of pressure or support experienced by the teachers. Emotion labour was found to stem from teachers’ beliefs conflicting with those held at an institutional level or beyond, as well as from interactions with the learners, and could have positive and/or negative outcomes. One of the worst possible outcomes is burn-out. Agency, empathy, and reflection were among the strategies to emerge with the potential to neutralise negative outcomes. The article concludes with suggestions for further research.
{"title":"Research on Language Teachers’ Emotion Labour and Emotional Well-being. A Critical Analysis and Suggestions for Further Research","authors":"Charlotte Elizabeth Blake, Jean–Marc Dewaele","doi":"10.31757/euer.613","DOIUrl":"https://doi.org/10.31757/euer.613","url":null,"abstract":"This critical overview examines the body of literature on language instructors’ emotion labour, with the aim of providing insights into the aspects of teachers’ work that positively and negatively impact their emotional well-being, as well as possible strategies to help them flourish. Research in this novel area was divided into three broadly chronological categories for analysis: pioneering studies, qualitative studies with a specific focus, and more methodologically diverse studies. The findings indicated that societal attitudes influenced the institution, resulting in differing levels of pressure or support experienced by the teachers. Emotion labour was found to stem from teachers’ beliefs conflicting with those held at an institutional level or beyond, as well as from interactions with the learners, and could have positive and/or negative outcomes. One of the worst possible outcomes is burn-out. Agency, empathy, and reflection were among the strategies to emerge with the potential to neutralise negative outcomes. The article concludes with suggestions for further research.","PeriodicalId":307289,"journal":{"name":"The European Educational Researcher","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120981575","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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