Deborah Oluwadele, Yashik Singh, Timothy T. Adeliyi
Abstract Medical education is vital in producing competent healthcare professionals and advancing medical knowledge. The integration of e‐learning has emerged as a transformative approach to enhance medical education by improving accessibility, cost‐effectiveness and interactive learning experiences. With the COVID‐19 pandemic further accelerating e‐learning adoption, analysing the trends, publication collaborations and publication patterns in this domain is crucial. This study conducted a bibliometric analysis of published documents on the Scopus database in e‐learning in medical education to explore the trends in scientific productivity. Publications in the domain has sporadically increased since the onset of the COVID‐19 pandemic. The pandemic introduces a changing focus in research and emerging trends, with COVID‐19 becoming a dominant topic and emerging theme. A collaborative research environment exists between authors; however, there is a divide between developed and developing countries in publication distribution, emphasising the need for equitable participation. This study contributes to a comprehensive understanding of e‐learning in medical education, emphasising collaboration, publication patterns, emerging trends, and the impact of the COVID‐19 pandemic. Researchers can leverage these findings to advance e‐learning in medical education and enhance the quality of medical training and education. Context and implications Rationale for this study The COVID‐19 pandemic reshaped medical education, emphasising e‐learning's potential for teaching and learning continuity during lockdowns. Bibliometric analysis is needed to examine trends in e‐learning within medical education. Why the new findings matter The landscape of publications in e‐learning in medical education has changed; the bibliometric analysis of trends in the domain reveals key themes, pandemic response, challenges and opportunities to inform future research in the domain. Implications for educational researchers and policy makers Funders and institutions need to encourage collaboration between developed and developing countries to bridge the publication disparities in the domain. Developed countries can share resources, while developing countries bring fresh perspectives in their context. It is important for educators and researcher in medical education to report the implementation of e‐learning with specific details on the critical success factor of e‐learning in their context. This can provide a baseline for others to understand how to optimise the implementation of e‐learning to make it more suitable in their context.
{"title":"Trends and insights in e‐learning in medical education: A bibliometric analysis","authors":"Deborah Oluwadele, Yashik Singh, Timothy T. Adeliyi","doi":"10.1002/rev3.3431","DOIUrl":"https://doi.org/10.1002/rev3.3431","url":null,"abstract":"Abstract Medical education is vital in producing competent healthcare professionals and advancing medical knowledge. The integration of e‐learning has emerged as a transformative approach to enhance medical education by improving accessibility, cost‐effectiveness and interactive learning experiences. With the COVID‐19 pandemic further accelerating e‐learning adoption, analysing the trends, publication collaborations and publication patterns in this domain is crucial. This study conducted a bibliometric analysis of published documents on the Scopus database in e‐learning in medical education to explore the trends in scientific productivity. Publications in the domain has sporadically increased since the onset of the COVID‐19 pandemic. The pandemic introduces a changing focus in research and emerging trends, with COVID‐19 becoming a dominant topic and emerging theme. A collaborative research environment exists between authors; however, there is a divide between developed and developing countries in publication distribution, emphasising the need for equitable participation. This study contributes to a comprehensive understanding of e‐learning in medical education, emphasising collaboration, publication patterns, emerging trends, and the impact of the COVID‐19 pandemic. Researchers can leverage these findings to advance e‐learning in medical education and enhance the quality of medical training and education. Context and implications Rationale for this study The COVID‐19 pandemic reshaped medical education, emphasising e‐learning's potential for teaching and learning continuity during lockdowns. Bibliometric analysis is needed to examine trends in e‐learning within medical education. Why the new findings matter The landscape of publications in e‐learning in medical education has changed; the bibliometric analysis of trends in the domain reveals key themes, pandemic response, challenges and opportunities to inform future research in the domain. Implications for educational researchers and policy makers Funders and institutions need to encourage collaboration between developed and developing countries to bridge the publication disparities in the domain. Developed countries can share resources, while developing countries bring fresh perspectives in their context. It is important for educators and researcher in medical education to report the implementation of e‐learning with specific details on the critical success factor of e‐learning in their context. This can provide a baseline for others to understand how to optimise the implementation of e‐learning to make it more suitable in their context.","PeriodicalId":45076,"journal":{"name":"Review of Education","volume":"60 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136069312","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}
Abstract Brooks (2023) rejects Bowers' (2020) conclusion that there is little or no evidence that systematic phonics is more effective than alternative teaching methods common in schools. He makes his case based on challenging my analysis of 4 or the 12 meta‐analyses reviewed in Bowers (2020). I show his criticisms are flawed and conclusions are unwarranted. I also briefly review the more recent PIRLS results that have been taken to support the claim that mandated synthetic systematic phonics has improved reading comprehension in England. This conclusion is also shown to be unjustified. I conclude there is still no reliable evidence that systematic phonics is best practice, that researchers should stop making strong claims based on the current evidence, and that the field needs to explore alternative approaches.
{"title":"There is still little or no evidence that systematic phonics is more effective than common alternative methods of reading instruction: Response to Brooks (2023)","authors":"Jeffrey S. Bowers","doi":"10.1002/rev3.3432","DOIUrl":"https://doi.org/10.1002/rev3.3432","url":null,"abstract":"Abstract Brooks (2023) rejects Bowers' (2020) conclusion that there is little or no evidence that systematic phonics is more effective than alternative teaching methods common in schools. He makes his case based on challenging my analysis of 4 or the 12 meta‐analyses reviewed in Bowers (2020). I show his criticisms are flawed and conclusions are unwarranted. I also briefly review the more recent PIRLS results that have been taken to support the claim that mandated synthetic systematic phonics has improved reading comprehension in England. This conclusion is also shown to be unjustified. I conclude there is still no reliable evidence that systematic phonics is best practice, that researchers should stop making strong claims based on the current evidence, and that the field needs to explore alternative approaches.","PeriodicalId":45076,"journal":{"name":"Review of Education","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135618227","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":"Correction to ‘Critical digital literacies at school level: A systematic review’","authors":"","doi":"10.1002/rev3.3434","DOIUrl":"https://doi.org/10.1002/rev3.3434","url":null,"abstract":"","PeriodicalId":45076,"journal":{"name":"Review of Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135618462","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}
Abstract Both emotions and digital storytelling (DST) have an important role in learning‐teaching processes. Emotions are also important for DST. There is currently much interest in how emotion and DST are addressed together in education, how relations are established, how they are grounded and what the outcomes are. There is a need for a systematic review study in order to find answers to these questions and to give direction to new researches. This systematic review study presents an overview of emotion and DST research trends (in terms of their demographics, research foci and issues) in an educational context, how they are theoretically grounded, and their outcomes. Seventy research articles were reviewed using a mixed‐method approach combining systematic mapping and systematic review. In the studies reviewed, DST serves emotional outcomes as a learning design, multimodal pedagogy, pedagogical method, practice or tool for students, teachers, adults and families. DST provides an emotional connection, engagement, experience and safe space; supports the development of self‐dynamics such as self‐reflection and self‐awareness of emotions; facilitates emotional sharing and empathy; and develops emotional skills in the learning‐teaching process. In addition, it is found that there are deficiencies in the theoretical frameworks of the studies. Finally, the results are discussed and directions for future studies are suggested.
{"title":"Emotions and digital storytelling in the educational context: A systematic review","authors":"Hatice Çıralı Sarıca","doi":"10.1002/rev3.3430","DOIUrl":"https://doi.org/10.1002/rev3.3430","url":null,"abstract":"Abstract Both emotions and digital storytelling (DST) have an important role in learning‐teaching processes. Emotions are also important for DST. There is currently much interest in how emotion and DST are addressed together in education, how relations are established, how they are grounded and what the outcomes are. There is a need for a systematic review study in order to find answers to these questions and to give direction to new researches. This systematic review study presents an overview of emotion and DST research trends (in terms of their demographics, research foci and issues) in an educational context, how they are theoretically grounded, and their outcomes. Seventy research articles were reviewed using a mixed‐method approach combining systematic mapping and systematic review. In the studies reviewed, DST serves emotional outcomes as a learning design, multimodal pedagogy, pedagogical method, practice or tool for students, teachers, adults and families. DST provides an emotional connection, engagement, experience and safe space; supports the development of self‐dynamics such as self‐reflection and self‐awareness of emotions; facilitates emotional sharing and empathy; and develops emotional skills in the learning‐teaching process. In addition, it is found that there are deficiencies in the theoretical frameworks of the studies. Finally, the results are discussed and directions for future studies are suggested.","PeriodicalId":45076,"journal":{"name":"Review of Education","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135884573","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}
Abstract The debates about what are the most effective ways to teach young children to learn to read have been described as ‘the reading wars’. In 2022 the research published in a paper by Wyse and Bradbury (2022) stimulated widespread attention including in the media. Wyse and Bradbury concluded on the basis of four major research analyses that although systematic phonics teaching was important the approach in England to synthetic phonics was too narrow and therefore in need of improvement. In 2023 the paper was the subject of a critique by Greg Brooks (2023). This paper responds to Brooks' critique by providing new information about the nature of the responses to the paper to contextualise Brooks' response. It is concluded that Brooks' response includes too many errors, and is too selective, to be regarded as a robust and reasonable critique. It is argued that the nature of Brooks' approach to criticism only serves to entrench the reading wars, and raises ethical considerations about the nature of the attack on Wyse and Bradbury (2022). Context and implications Rationale for this study This paper responds to Greg Brooks' (2023) criticisms of Wyse and Bradbury (2022). Why the new findings matter It is important that the erroneous views expressed in Brooks (2023) are corrected because the debates about reading have important consequences for young children's education. Implications for practitioners, policy makers, researchers Understanding the most effective ways to teach reading is important for children's education worldwide. Research is a source of vital knowledge about what are the most effective ways to teach reading. Interpreting research findings accurately and in a balanced way in order to make recommendations about curriculum policies and classroom practice is vital to ensure that any such recommendations are well justified. Imbalanced and erroneous accounts risk non‐optimal teaching and educational policies, and hence negative consequences for children's learning.
关于什么是教幼儿学习阅读最有效的方法的争论被称为“阅读战争”。2022年，Wyse和Bradbury(2022)在一篇论文中发表的研究引起了包括媒体在内的广泛关注。Wyse和Bradbury在四项主要研究分析的基础上得出结论，尽管系统的语音教学很重要，但英国的综合语音教学方法过于狭隘，因此需要改进。在2023年，这篇论文是格雷格·布鲁克斯(2023)批评的主题。本文对布鲁克斯的批评做出了回应，提供了关于对论文回应的性质的新信息，将布鲁克斯的回应置于语境中。结论是，布鲁克斯的回应包含了太多的错误，而且太有选择性，不能被视为一个有力的和合理的批评。有人认为，布鲁克斯的批评方法的本质只是为了巩固阅读战争，并提出了对Wyse和Bradbury(2022)攻击性质的伦理考虑。本文回应了Greg Brooks(2023)对Wyse and Bradbury(2022)的批评。重要的是，布鲁克斯(2023)中表达的错误观点得到纠正，因为关于阅读的辩论对幼儿教育有重要影响。了解最有效的阅读教学方法对全世界的儿童教育都很重要。研究是最有效的阅读教学方法的重要知识来源。为了对课程政策和课堂实践提出建议，准确和平衡地解释研究结果对于确保任何此类建议都是合理的至关重要。不平衡和错误的账目有可能导致非最佳教学和教育政策，从而对儿童的学习产生负面影响。
{"title":"Teaching phonics and reading effectively: ‘A balancing act’ for teachers, policy makers and researchers","authors":"Dominic Wyse, Alice Bradbury","doi":"10.1002/rev3.3429","DOIUrl":"https://doi.org/10.1002/rev3.3429","url":null,"abstract":"Abstract The debates about what are the most effective ways to teach young children to learn to read have been described as ‘the reading wars’. In 2022 the research published in a paper by Wyse and Bradbury (2022) stimulated widespread attention including in the media. Wyse and Bradbury concluded on the basis of four major research analyses that although systematic phonics teaching was important the approach in England to synthetic phonics was too narrow and therefore in need of improvement. In 2023 the paper was the subject of a critique by Greg Brooks (2023). This paper responds to Brooks' critique by providing new information about the nature of the responses to the paper to contextualise Brooks' response. It is concluded that Brooks' response includes too many errors, and is too selective, to be regarded as a robust and reasonable critique. It is argued that the nature of Brooks' approach to criticism only serves to entrench the reading wars, and raises ethical considerations about the nature of the attack on Wyse and Bradbury (2022). Context and implications Rationale for this study This paper responds to Greg Brooks' (2023) criticisms of Wyse and Bradbury (2022). Why the new findings matter It is important that the erroneous views expressed in Brooks (2023) are corrected because the debates about reading have important consequences for young children's education. Implications for practitioners, policy makers, researchers Understanding the most effective ways to teach reading is important for children's education worldwide. Research is a source of vital knowledge about what are the most effective ways to teach reading. Interpreting research findings accurately and in a balanced way in order to make recommendations about curriculum policies and classroom practice is vital to ensure that any such recommendations are well justified. Imbalanced and erroneous accounts risk non‐optimal teaching and educational policies, and hence negative consequences for children's learning.","PeriodicalId":45076,"journal":{"name":"Review of Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135146288","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}
Abstract Despite significant initiatives to improve education globally, policy makers and researchers are concerned about literacy outcomes in developing countries, as students lack basic literacy skills even after many years in schooling. Educational technology has been championed as a potential solution to low‐quality education in developing countries, yet little rigorous research on this topic exists. Since Covid‐19 has caused enormous global disruption and teachers have been forced to adopt technology globally, research into the effectiveness of using technology for teaching literacy in low‐income contexts is vital. This systematic review of the literature analyses and synthesises the range of international research available on educational technology to improve reading in developing countries. This review includes primary qualitative, quantitative and mixed methods studies, which were analysed using thematic synthesis. The review concludes that there is some suggestive evidence that reasons for the success of educational technology literacy interventions may include ongoing teacher professional development, interactive multimedia features, and a focus on phonics and progressive reading skills. The current limited research base supports technology designs that are adaptive, engaging, and child‐centred, utilising software that can differentiate for students' levels. Engaging the community using context‐specific resources and incorporating the technology into a broader literacy programme and pedagogy, were also features highlighted in multiple studies. However, with a limited number of studies the strength of the evidence is weak; therefore, definitive conclusions cannot be made. The findings provide some suggestive evidence that could guide future research. Context and implications Rationale for this study This systematic review addresses the gap in current research into which types of educational technology are effective for the teaching of reading in developing countries. By synthesising the findings of qualitative, quantitative and mixed methods primary studies, this review presents tentative recommendations for policy makers and future research. Why the new findings matter The findings present specific features of effective educational technologies that could be used by policy makers to improve literacy outcomes. This is directly relevant for the millions of students in developing countries who lack literacy skills even after many years in school. Educational technology is widely used and promoted as a solution for improving educational or literacy outcomes in developing countries, yet little rigorous research exists. This systematic review addresses this by synthesising existing research and highlighting areas for future research. Since Covid‐19 caused teachers to adopt technology globally, research into the effectiveness of using technology for teaching literacy in low‐income contexts is vital. Implications for research and practice This
{"title":"Educational technology for reading instruction in developing countries: A systematic literature review","authors":"Andrea Norman","doi":"10.1002/rev3.3423","DOIUrl":"https://doi.org/10.1002/rev3.3423","url":null,"abstract":"Abstract Despite significant initiatives to improve education globally, policy makers and researchers are concerned about literacy outcomes in developing countries, as students lack basic literacy skills even after many years in schooling. Educational technology has been championed as a potential solution to low‐quality education in developing countries, yet little rigorous research on this topic exists. Since Covid‐19 has caused enormous global disruption and teachers have been forced to adopt technology globally, research into the effectiveness of using technology for teaching literacy in low‐income contexts is vital. This systematic review of the literature analyses and synthesises the range of international research available on educational technology to improve reading in developing countries. This review includes primary qualitative, quantitative and mixed methods studies, which were analysed using thematic synthesis. The review concludes that there is some suggestive evidence that reasons for the success of educational technology literacy interventions may include ongoing teacher professional development, interactive multimedia features, and a focus on phonics and progressive reading skills. The current limited research base supports technology designs that are adaptive, engaging, and child‐centred, utilising software that can differentiate for students' levels. Engaging the community using context‐specific resources and incorporating the technology into a broader literacy programme and pedagogy, were also features highlighted in multiple studies. However, with a limited number of studies the strength of the evidence is weak; therefore, definitive conclusions cannot be made. The findings provide some suggestive evidence that could guide future research. Context and implications Rationale for this study This systematic review addresses the gap in current research into which types of educational technology are effective for the teaching of reading in developing countries. By synthesising the findings of qualitative, quantitative and mixed methods primary studies, this review presents tentative recommendations for policy makers and future research. Why the new findings matter The findings present specific features of effective educational technologies that could be used by policy makers to improve literacy outcomes. This is directly relevant for the millions of students in developing countries who lack literacy skills even after many years in school. Educational technology is widely used and promoted as a solution for improving educational or literacy outcomes in developing countries, yet little rigorous research exists. This systematic review addresses this by synthesising existing research and highlighting areas for future research. Since Covid‐19 caused teachers to adopt technology globally, research into the effectiveness of using technology for teaching literacy in low‐income contexts is vital. Implications for research and practice This","PeriodicalId":45076,"journal":{"name":"Review of Education","volume":"144 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135833423","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}
Abstract The scarcity of teachers worldwide has led to educators teaching multiple subjects outside their area of expertise. This challenge of teaching out‐of‐field or multi‐subject instruction raises the need for (re)constructing the identity of multi‐subject generalist teachers (M‐SGTs). However, the matter has received little attention in current literature. This study aimed to explore the process by which M‐SGTs develop a salient identity as EFL teachers and how this identity impacts their practices in teaching EFL. To achieve this, a case‐study approach was employed, and six M‐SGTs from three private kindergarten schools in rural Bangladesh were selected using convenient sampling. Data were gathered from observation protocols, semi‐structured interviews, and documents. The interviews and observation protocols were transcribed and coded, while the documents were reviewed thematically and categorically in line with Kvale's recommendations. The results of this investigation highlight the complex and multifaceted nature of the development of salient identity as EFL teachers among M‐SGTs. The study reveals that M‐SGTs develop a strong identity as EFL teachers through negotiation, adaptation, subject selection, confidence, language acquisition experience, pre‐service pedagogical skills, social support, positive feedback and endorsement by principals. The study also finds that M‐SGTs' salient identity is reflected in their teaching practices that involve being role models, adapting English language instruction, employing interactivity, differentiation in pedagogy, comprehensive feedback, whole‐class teaching and the use of supplementary materials. This paper ends with an important implication.
{"title":"Understanding identity salience and English as a Foreign Language teaching practices: A case study of <scp>multi‐subject</scp> generalist teachers","authors":"Md. Saiful Alam, Adelina Asmawi","doi":"10.1002/rev3.3424","DOIUrl":"https://doi.org/10.1002/rev3.3424","url":null,"abstract":"Abstract The scarcity of teachers worldwide has led to educators teaching multiple subjects outside their area of expertise. This challenge of teaching out‐of‐field or multi‐subject instruction raises the need for (re)constructing the identity of multi‐subject generalist teachers (M‐SGTs). However, the matter has received little attention in current literature. This study aimed to explore the process by which M‐SGTs develop a salient identity as EFL teachers and how this identity impacts their practices in teaching EFL. To achieve this, a case‐study approach was employed, and six M‐SGTs from three private kindergarten schools in rural Bangladesh were selected using convenient sampling. Data were gathered from observation protocols, semi‐structured interviews, and documents. The interviews and observation protocols were transcribed and coded, while the documents were reviewed thematically and categorically in line with Kvale's recommendations. The results of this investigation highlight the complex and multifaceted nature of the development of salient identity as EFL teachers among M‐SGTs. The study reveals that M‐SGTs develop a strong identity as EFL teachers through negotiation, adaptation, subject selection, confidence, language acquisition experience, pre‐service pedagogical skills, social support, positive feedback and endorsement by principals. The study also finds that M‐SGTs' salient identity is reflected in their teaching practices that involve being role models, adapting English language instruction, employing interactivity, differentiation in pedagogy, comprehensive feedback, whole‐class teaching and the use of supplementary materials. This paper ends with an important implication.","PeriodicalId":45076,"journal":{"name":"Review of Education","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135425688","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}
Abstract Two commonly used approaches to capturing information about teachers are random probability surveys and teacher panels. This paper reviews the strengths and limitations of these two approaches in the context of capturing information about the teacher workforce. A case study is then presented drawing upon recent teacher survey data collections in England. Although both designs should continue to play an important role in generating evidence about the teaching profession, random probability surveys of teachers should be used sparingly, and only when they will be properly resourced.
{"title":"Teacher surveys: The pros and cons of random probability surveys versus teacher panels","authors":"John Jerrim","doi":"10.1002/rev3.3428","DOIUrl":"https://doi.org/10.1002/rev3.3428","url":null,"abstract":"Abstract Two commonly used approaches to capturing information about teachers are random probability surveys and teacher panels. This paper reviews the strengths and limitations of these two approaches in the context of capturing information about the teacher workforce. A case study is then presented drawing upon recent teacher survey data collections in England. Although both designs should continue to play an important role in generating evidence about the teaching profession, random probability surveys of teachers should be used sparingly, and only when they will be properly resourced.","PeriodicalId":45076,"journal":{"name":"Review of Education","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135425368","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}
Pablo Davila‐Barrio, Cristina Arriaga, Alberto Cabedo‐Mas
Abstract Empathy plays a fundamental role in the prosocial development of young people today as an essential skill for interacting with other human beings. Music, particularly in a small group set up, offers a fitting context for its development. This article presents a review of the different studies and investigations that examine the effects that the development of empathic capacity can produce in small group instrumental practice, the capacity of empathy to induce modifications in the final result of a small group musical interpretation, and empathy and its relationship with small group musical interpretation from the field of education. The aim of this article is to review and analyse literature on how empathy is researched in the context of small group (between 2 and 10 individuals) music performance in order to enquire if the empathic ability constitutes a basic and decisive foundation in the development of multiple actions executed jointly with other individuals. For that purpose, different aspects are analysed: (1) definition of empathy and how it is measured; (2) the instruments used for its measurement; (3) the characteristics of the participants in the studies and their level of music experience; and (4) the type of activities undertaken. The analysis of the results indicates that defining empathy in this context is an ongoing process, and the concept is measured by standardised and ad hoc tests. It also shows that the type of studies and activities are related to the discipline in which they are carried out. Notably, there is a lack of studies regarding the field of study and the age and the level of musical experience of the performers. Context and implications Rationale for this study Empathy is considered a fundamental social ability to communicate. This review aims to analyse how empathy is researched in the context of a small music group set up in order to explore the state of empathy in group music performance and its benefits of developing social and emotional abilities in music students. Why the new findings matter This review provides details of research that reports the benefits of promoting empathy in a small music group set up and presents evidence that there are no standard ways of researching empathy in this sphere. Implications for researchers and music educators The emerging findings of this review affirm that promoting empathy in the context of a small music group set up affects students' social and emotional abilities. However, there is still no consensus of a standardised way to research empathy. The implications extend to researchers, who need to do more investigations on empathy not only in the sphere of music performance or music education but also in other spheres in order to narrow a way of standardising methods to research empathy. Moreover, this review is a call for all music educators, to implement and develop empathy through their daily educational strategies.
{"title":"Empathy in group musical performance: A review of the literature","authors":"Pablo Davila‐Barrio, Cristina Arriaga, Alberto Cabedo‐Mas","doi":"10.1002/rev3.3426","DOIUrl":"https://doi.org/10.1002/rev3.3426","url":null,"abstract":"Abstract Empathy plays a fundamental role in the prosocial development of young people today as an essential skill for interacting with other human beings. Music, particularly in a small group set up, offers a fitting context for its development. This article presents a review of the different studies and investigations that examine the effects that the development of empathic capacity can produce in small group instrumental practice, the capacity of empathy to induce modifications in the final result of a small group musical interpretation, and empathy and its relationship with small group musical interpretation from the field of education. The aim of this article is to review and analyse literature on how empathy is researched in the context of small group (between 2 and 10 individuals) music performance in order to enquire if the empathic ability constitutes a basic and decisive foundation in the development of multiple actions executed jointly with other individuals. For that purpose, different aspects are analysed: (1) definition of empathy and how it is measured; (2) the instruments used for its measurement; (3) the characteristics of the participants in the studies and their level of music experience; and (4) the type of activities undertaken. The analysis of the results indicates that defining empathy in this context is an ongoing process, and the concept is measured by standardised and ad hoc tests. It also shows that the type of studies and activities are related to the discipline in which they are carried out. Notably, there is a lack of studies regarding the field of study and the age and the level of musical experience of the performers. Context and implications Rationale for this study Empathy is considered a fundamental social ability to communicate. This review aims to analyse how empathy is researched in the context of a small music group set up in order to explore the state of empathy in group music performance and its benefits of developing social and emotional abilities in music students. Why the new findings matter This review provides details of research that reports the benefits of promoting empathy in a small music group set up and presents evidence that there are no standard ways of researching empathy in this sphere. Implications for researchers and music educators The emerging findings of this review affirm that promoting empathy in the context of a small music group set up affects students' social and emotional abilities. However, there is still no consensus of a standardised way to research empathy. The implications extend to researchers, who need to do more investigations on empathy not only in the sphere of music performance or music education but also in other spheres in order to narrow a way of standardising methods to research empathy. Moreover, this review is a call for all music educators, to implement and develop empathy through their daily educational strategies.","PeriodicalId":45076,"journal":{"name":"Review of Education","volume":"103 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135864603","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}
Abstract This preliminary study analyses children's and teachers' views towards gender stereotyping in children's literature for Malaysian ESL (English as a Second Language) classrooms. We employed focus groups with 14 children (aged 10–12) and interviews with 6 experienced ESL teachers, in which children and teachers reflected on selected literature taught in schools. Our findings suggested that both children and teachers overlooked gender stereotyping in the selected children's literature as they focused more on the storyline and moral values. However, our focus groups with children showed their potential in adapting the reading materials to their social context, despite the typical belief that young children blindly learn and accept anything presented to them. Comparison between the boys and girls also showed different gendered responses towards gender stereotyping, with the boys showing stronger support for gender equality. The children insisted that men and women are equals and suggested more active male participation in domestic settings could indicate their readiness to discuss gender‐related issues. In addition, our interviews with teachers led to their call for more reading materials that reflect gender equality. The teachers admitted to a lack of explicit discussions about gender in their current teaching/learning process and expressed their willingness to include gender discussions with their students in the future. This study hopes to give voices to Malaysian children and teachers in the Global South, highlighting their potential for agency in pedagogical review and gender advocacy in education. Context and implications Rationale for this study This study explores children's views' and teachers' strategies for addressing gender stereotyping in children's literature for Malaysian ESL classrooms. Why the new findings matter Our findings highlight the need for training for teachers and teaching/learning materials that reflect gender equality. Our findings signal children's readiness to discuss gender and the importance of teachers' role in fostering such discussions. Implications for practitioners and policy makers This study is significant for teachers and curriculum reviewers in highlighting how children's literature may influence children and foster gender equality. There is a need for support materials, training for teachers and careful selection of suitable reading materials for children in terms of cultural and gender values.
{"title":"What do the children and teachers say?: Voices on gender stereotyping in children's literature for Malaysian <scp>ESL</scp> classrooms","authors":"Hai Nin Yeoh, Huey Fen Cheong","doi":"10.1002/rev3.3427","DOIUrl":"https://doi.org/10.1002/rev3.3427","url":null,"abstract":"Abstract This preliminary study analyses children's and teachers' views towards gender stereotyping in children's literature for Malaysian ESL (English as a Second Language) classrooms. We employed focus groups with 14 children (aged 10–12) and interviews with 6 experienced ESL teachers, in which children and teachers reflected on selected literature taught in schools. Our findings suggested that both children and teachers overlooked gender stereotyping in the selected children's literature as they focused more on the storyline and moral values. However, our focus groups with children showed their potential in adapting the reading materials to their social context, despite the typical belief that young children blindly learn and accept anything presented to them. Comparison between the boys and girls also showed different gendered responses towards gender stereotyping, with the boys showing stronger support for gender equality. The children insisted that men and women are equals and suggested more active male participation in domestic settings could indicate their readiness to discuss gender‐related issues. In addition, our interviews with teachers led to their call for more reading materials that reflect gender equality. The teachers admitted to a lack of explicit discussions about gender in their current teaching/learning process and expressed their willingness to include gender discussions with their students in the future. This study hopes to give voices to Malaysian children and teachers in the Global South, highlighting their potential for agency in pedagogical review and gender advocacy in education. Context and implications Rationale for this study This study explores children's views' and teachers' strategies for addressing gender stereotyping in children's literature for Malaysian ESL classrooms. Why the new findings matter Our findings highlight the need for training for teachers and teaching/learning materials that reflect gender equality. Our findings signal children's readiness to discuss gender and the importance of teachers' role in fostering such discussions. Implications for practitioners and policy makers This study is significant for teachers and curriculum reviewers in highlighting how children's literature may influence children and foster gender equality. There is a need for support materials, training for teachers and careful selection of suitable reading materials for children in terms of cultural and gender values.","PeriodicalId":45076,"journal":{"name":"Review of Education","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135817452","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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