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Teaching mathematics in innovative learning environments—The entangled tensions between the learning environment and pedagogy 创新学习环境中的数学教学--学习环境与教学法之间纠缠不清的紧张关系
IF 2.8 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-04-14 DOI: 10.1111/ejed.12661
Riikka Alakoski, Anu Laine, Markku S. Hannula

New school buildings are often designed for flexible innovative learning environments (ILEs) to support learning future skills better than before. However, little is known about the relationship between environment and pedagogy. This article examines the relationship between the environment and pedagogy from the perspective of primary school teachers in the context of teaching mathematics. We interviewed 26 teachers from 10 Finnish ILEs and did a thematic analysis. The relationship between the environment and pedagogy forms a complex network of entangled tensions between teacher's inner space, community's social space and physical space. When the tensions between these spaces were resolved in a positive way, ILEs enabled pedagogy that diversified mathematics education, improved student cohesion and teachers' well-being at work. However, the ILEs' transformation process often appears to be left unfinished, leading to unsuccessful resolution of tensions. Further, our findings highlight the importance of four-dimensional environmental competence in exploiting the affordances enabled by ILE.

新校舍通常设计为灵活的创新学习环境(ILEs),以便比以前更好地支持未来技能的学习。然而,人们对环境与教学法之间的关系知之甚少。本文以小学数学教学为背景,从小学教师的角度探讨了环境与教学法之间的关系。我们采访了来自芬兰 10 所国际教育学院的 26 名教师,并进行了专题分析。环境与教学法之间的关系形成了一个复杂的网络,教师的内心空间、社区的社会空间和物理空间之间的紧张关系纠缠在一起。当这些空间之间的紧张关系以积极的方式得到解决时,综合学习环境就能使数学教育教学法多样化,提高学生的凝聚力和教师的工作幸福感。然而,ILEs 的转型过程似乎往往没有完成,导致紧张关系没有得到成功解决。此外,我们的研究结果强调了四维环境能力在利用综合学习与教 育所带来的能力方面的重要性。
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引用次数: 0
Quality of education in migration hotspot areas in Ethiopia: Input-process-outcome-context approach 埃塞俄比亚移民热点地区的教育质量:投入-过程-结果-背景方法
IF 2.8 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-04-14 DOI: 10.1111/ejed.12662
Fantahun Admas, Abebaw Minaye, Kassahun Habtamu, Seleshi Zeleke, Abera Tibebu, Mesay Gebremariam Kotecho, Yohannis Adgeh, Habtamu Getnet

While the lack of educational opportunities limits the future of most people in Ethiopia, they pose dire consequences to young people in migration hotspot areas. Using input-process-outcome-context-education quality framework, this study investigated the quality of education in eight migration hotspot areas of Ethiopia and its association with migration. A random sample of 1,187 participants (793 students, 262 teachers and 132 parents) completed a survey. Data were analysed using descriptive and inferential statistics. Results indicated that participants’ overall rating of education quality was low. Over a third of participants perceived that input, process and outcome components of education in migration hotspot areas have a quality problem. Over 80% of the participants believed that poor quality of education could be a cause for migration. More specifically, a significant portion of the participants (37%) reported that there was no pedagogical centre in their respective schools; continuous assessment was practiced rarely (36%); and creativity and discovery among students was almost non-existent (40%). The participants' ratings indicated that the top five factors that contribute to the poor quality of education are low level of teacher competence, poor student motivation, poverty, value attached to education and large class size.

虽然教育机会的缺乏限制了埃塞俄比亚大多数人的未来,但却给移民热点地区的年轻人带来了可怕的后果。本研究采用 "投入-过程-结果-背景-教育质量 "框架,调查了埃塞俄比亚八个移民热点地区的教育质量及其与移民的关系。随机抽样的 1,187 名参与者(793 名学生、262 名教师和 132 名家长)完成了调查。采用描述性和推论性统计方法对数据进行了分析。结果显示,参与者对教育质量的总体评价较低。超过三分之一的参与者认为,移民热点地区教育的投入、过程和结果都存在质量问题。超过 80% 的参与者认为,教育质量差可能是导致移民的一个原因。更具体地说,相当一部分与会者(37%)表示,他们所在的学校没有教学中心;很少进行持续评估(36%);学生几乎没有创造力和探索精神(40%)。参与者的评分表明,导致教育质量低下的五大因素是:教师能力水平低、学生学习积极性差、贫困、重视教育和班级人数多。
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引用次数: 0
A comprehensive exploration of artificial intelligence competence frameworks for educators: A critical review 全面探讨教育工作者的人工智能能力框架:批判性评论
IF 2.8 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-04-14 DOI: 10.1111/ejed.12663
Tamar Mikeladze, Paulien C. Meijer, Roald P. Verhoeff

Recent literature underscores the need for teachers to develop AI competencies with a recognition of the current lack of well-defined competence frameworks. This critical review investigates teachers' Artificial Intelligence (AI) competence frameworks (AI CFTs), analysing their strengths, weaknesses and practical applications for researchers, educators and policymakers. It identifies five distinct types of AI CFTs within Competence Construct Claims (Child, S., & Shaw, S. 2023). A conceptual approach to validating competence frameworks. Research Matters: A Cambridge University Press & Assessment publication, 35, 27–40.), each addressing the complexities of AI in its early stages. Notably, frameworks derived from empirical data offer detailed descriptions of competencies, while those based on conceptual models provide broader overviews. Highlighting the need for further empirical research, this review helps identify and understand existing approaches to teacher AI competence development and paves the way for integrating AI CFTs into teacher education, ultimately enhancing educators' preparedness to harness AI in their teaching practices.

最近的文献强调了教师发展人工智能能力的必要性,并认识到目前缺乏定义明确的能力框架。本评论对教师的人工智能(AI)能力框架(AI CFTs)进行了研究,分析了它们的优点、缺点以及对研究者、教育者和决策者的实际应用。它在能力结构主张(Child, S., & Shaw, S. 2023)中确定了五种不同类型的人工智能能力框架。验证能力框架的概念方法》。研究事项:A Cambridge University Press & Assessment publication, 35, 27-40.),每个框架都能解决人工智能早期阶段的复杂问题。值得注意的是,源自经验数据的框架提供了能力的详细描述,而基于概念模型的框架则提供了更广泛的概述。本综述强调了进一步实证研究的必要性,有助于确定和理解教师人工智能能力发展的现有方法,并为将人工智能能力框架纳入教师教育铺平道路,最终提高教育者在教学实践中驾驭人工智能的能力。
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引用次数: 0
Perception and usage of English epicene pronouns among L2 teachers in China-focusing on he, he or she and they 中国外语教师对英语表性代词的认识和使用--以 "他"、"他或她 "和 "他们 "为重点
IF 2.8 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-04-09 DOI: 10.1111/ejed.12651
Xiufeng Zhang, Hengwen Yang

This paper aims to explore the perception and usage of epicene pronouns in English among Chinese EFL teachers, as gender fair language becomes increasingly important for promoting inclusion, respect for identity and expression. This study employed a survey of 284 EFL teachers along with a follow-up written task to assess their views and actual use of epicene pronouns. The results indicate that while English teachers in China are familiar with the increase of they as an epicene pronoun, the use of he or she is their preferred choice in the survey, with generic he being more common in the written task. The study further reveals that the selection of the epicene pronoun is influenced by factors such as the antecedent type, social gender and the teachers' socio-cultural background. Promoting gender-fair language in L2 English teaching in China is crucial. Efforts are needed to increase awareness and usage of gender-neutral language among Chinese English teachers, emphasizing the importance of incorporating actual language use and adapting to grammatical changes.

本文旨在探讨中国英语教师对英语中表性代词的看法和使用,因为性别公平语言对于促进包容、尊重身份和表达越来越重要。本研究对 284 名英语教师进行了问卷调查,并进行了书面跟进,以评估他们对表性代词的看法和实际使用情况。结果表明,虽然中国的英语教师熟悉 "他们 "作为表性代词的用法,但在调查中,他们更倾向于使用 "他 "或 "她",而在书面任务中,通用的 "他 "更为常见。研究进一步揭示了表性代词的选择受前事类型、社会性别和教师的社会文化背景等因素的影响。在中国的英语第二语言教学中促进性别公平语言至关重要。需要努力提高中国英语教师对性别中性语言的认识和使用,强调结合实际语言使用和适应语法变化的重要性。
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引用次数: 0
Health sciences students' perspectives on online teaching and learning: Extending the implications beyond the COVID-19 pandemic 健康科学专业学生对在线教学的看法:超越 COVID-19 大流行的影响
IF 2.8 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-04-08 DOI: 10.1111/ejed.12660
Milena Kovačević, Nevena Ivanović, Ana Protić, Danijela Milenković, Zoran Mandinić, Dragana Puzović, Miloš Bajčetić, Dušan Popadić, Jelena Parojčić, Anđelija Malenović

Digital transformation in education and relevant calls for action are recognised global priorities aimed to support education and training in the digital age. The experiences from the emergency remote teaching during the COVID-19 pandemic and recent research findings reveal relevant advantages, challenges, as well as different students and teaching staff perspectives which should be carefully considered and integrated into institutional strategies and policies to improve and enrich students’ learning experience. The present study aimed to explore health sciences students' perspectives on online teaching and learning (T&L) in four domains—Satisfaction, Motivation, Interaction and Challenges, and to identify the preferred T&L models or tools. A total of 1,041 responses were collected, including 476 dental medicine (45.7%), 399 pharmacy (38.3%), and 166 medical students (15.9%). Overall Satisfaction was quite high (4.0 ± 1.2; out of 5), followed by satisfactory Interaction (3.4 ± 1.4), whereas Motivation was quite low on average (3.0 ± 1.5). Challenges in online T&L were not markedly expressed (3.0 ± 1.6). The majority of students (46.6%) opted for the blended model as the preferred T&L model. Moodle lessons were perceived as the most useful online T&L tool (45.5% of students), followed by video materials (32.2%). Other T&L tools which require more active student's role, such as short test/quiz, and group or team assignment were declared as less favourable. The findings from the current study may contribute to raising the awareness of academic staff and higher institutions management about the student attitudes and needs related to online T&L and inform institutional planning, decision-making and policy development.

教育数字化转型和相关行动呼吁是公认的全球优先事项,旨在支持数字化时代的教育和培训。COVID-19 大流行期间的紧急远程教学经验和最近的研究成果揭示了相关的优势、挑战以及学生和教职员工的不同观点,应仔细考虑并将其纳入机构战略和政策,以改善和丰富学生的学习体验。本研究旨在从满意度、动力、互动和挑战四个方面探讨健康科学专业学生对在线教学(T&L)的看法,并确定首选的 T&L 模式或工具。共收集到 1,041 份回复,其中包括 476 名牙科医学专业学生(45.7%)、399 名药学专业学生(38.3%)和 166 名医学专业学生(15.9%)。总体满意度相当高(4.0 ± 1.2;满分 5 分),其次是互动满意度(3.4 ± 1.4),而动机平均相当低(3.0 ± 1.5)。在线学习中遇到的挑战并不明显(3.0 ± 1.6)。大多数学生(46.6%)选择混合模式作为首选教学模式。Moodle课程被认为是最有用的在线教学工具(45.5%的学生),其次是视频材料(32.2%)。其他需要学生扮演更积极角色的教学与学习工具,如简短测试/测验、小组或团队作业等,则不太受欢迎。本次研究的结果有助于提高学术人员和高等院校管理层对学生在线学习态度和需求的认识,并为院校规划、决策和政策制定提供参考。
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引用次数: 0
Dyslexia awareness among English language teachers in Türkiye 土耳其英语教师对阅读障碍的认识
IF 2.8 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-04-05 DOI: 10.1111/ejed.12647
Arzu Ekoç Özçelik, Sibel Ergün Elverici

It is estimated that 10% of the world's population are dyslexic, and the ratio of dyslexia may be up to 20% in some countries. Considering this rate and the challenges that many dyslexic learners face when learning a foreign language in the classroom, it is crucial for language teachers to be aware of such challenges. Through an online questionnaire, this study seeks to understand whether English language teachers in Türkiye are well prepared to meet the particular educational needs of dyslexic language learners by implementing effective inclusive teaching methods. Descriptive statistics were used to analyse the data. Findings indicate that many English language teachers are not prepared enough to teach students with dyslexia. To overcome the difficulties experienced, teacher education programmes may be enhanced with additional activities and strategies to prepare novice teachers, while the teachers in the field are supported with more in-service teacher training education such as seminars, webinars and workshops given by experts to increase their awareness of the needs of dyslexic language learners.

据估计,全世界有 10%的人口存在阅读障碍,在某些国家,阅读障碍的比例可能高达 20%。考虑到这一比例以及许多有阅读障碍的学习者在课堂上学习外语时所面临的挑战,语言教师必须意识到这些挑战。本研究通过在线问卷调查,试图了解土耳其的英语教师是否做好了充分准备,通过实施有效的全纳教学方法来满足阅读障碍语言学习者的特殊教育需求。数据分析采用了描述性统计方法。研究结果表明,许多英语教师在教授有阅读障碍的学生方面准备不足。为了克服所遇到的困难,教师教育课程可以通过额外的活动和策略来加强新手教师的准备工作,同时为在职教师提供更多的在职教师培训教育支持,如研讨会、网络研讨会和由专家举办的工作坊,以提高他们对阅读障碍语言学习者需求的认识。
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引用次数: 0
Who matters and why? The contributions of different sources of social support to doctoral students' academic engagement 谁重要,为什么重要?不同来源的社会支持对博士生学术参与的贡献
IF 2.8 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-04-02 DOI: 10.1111/ejed.12649
Fei Cao, Huan Li, Xin Chen, Yanwei You, Yan Xue

Social support is a crucial factor in the academic engagement of doctoral students, which is vital to their overall success. While past studies have mostly focused on the support from doctoral supervisors, support from other significant groups, including institutions, peers and families, has been largely neglected, and even no study has investigated their contributions to doctoral students' development. Drawing from the job demands-resources model, this study investigated the contributions of different sources (institutions, supervisors, peers and families) of social support to doctoral students' academic engagement. It further examined the mediating role of grit within these relationships. A sample of 472 doctoral students across various disciplines from 10 universities in mainland China responded to an online survey. Results showed that institutional support and supervisory support positively predicted doctoral students' academic engagement, while peer support and family support did not significantly predict academic engagement. Furthermore, grit was found to mediate the relationship between support from institutions and supervisors and academic engagement. Practical implications for higher education institutions, doctoral supervisors and programs are discussed.

社会支持是博士生参与学术活动的关键因素,对他们的整体成功至关重要。以往的研究大多关注来自博士生导师的支持,而来自其他重要群体的支持,包括来自院校、同学和家庭的支持,却在很大程度上被忽视,甚至没有研究调查过他们对博士生发展的贡献。本研究借鉴工作需求-资源模型,调查了不同来源(院校、导师、同伴和家庭)的社会支持对博士生学术参与的贡献。研究还进一步探讨了勇气在这些关系中的中介作用。来自中国大陆10所高校不同学科的472名博士生参与了在线调查。结果显示,院校支持和导师支持对博士生的学术投入有积极的预测作用,而同伴支持和家庭支持对学术投入的预测作用不明显。此外,研究还发现,"砂砾 "对院校和导师支持与学术投入之间的关系具有中介作用。本文讨论了对高等教育机构、博士生导师和项目的实际意义。
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引用次数: 0
Learning strategies and procrastination as a function of need satisfaction and autonomous motivation: A diary study 学习策略和拖延是需求满足和自主动机的函数:日记研究
IF 2.8 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-04-02 DOI: 10.1111/ejed.12645
M. Jamal Bakali Tahiri, And Athanasios Mouratidis

Within the framework of Self-Determination Theory (SDT), basic psychological need satisfaction predicts quality of motivation which in turn predicts study efforts. Although studies focusing on interpersonal differences have repeatedly shown this sequence of relations, only a few have examined its stability at the intra-personal level. In this diary study, we recruited 141 university students (M age = 20.80, SD = 2.20 years) to investigate the degree of confluence among week-to-week need satisfaction, quality of motivation, learning strategies, and procrastination for four weeks. Multilevel structural equation modelling showed that need satisfaction covaried positively with autonomous motivation. In turn, week-to-week autonomous motivation predicted positively week-to-week critical thinking and effort regulation and negatively procrastination. These relations emerged even after controlling for gender, age, and study hours per week. Further, contextual autonomous motivation predicted higher mean levels of critical thinking and effort regulation and lower ones of procrastination. Interestingly, a cross-level interaction supported the sensitivity hypothesis as the negative relation between need satisfaction and controlled motivation was only true among students who were high in contextual (pre-diary assessed) controlled motivation. These findings highlight the importance of contextual motivation and the need to establish academic environments that consistently satisfy students' psychological needs, thus promoting the quality of motivation and adaptive learning strategies.

在自我决定理论(SDT)的框架内,基本心理需求的满足预示着动机的质量,而动机的质量又预示着学习的努力。尽管以人际差异为重点的研究一再显示了这一系列关系,但只有少数研究考察了其在人际层面上的稳定性。在这项日记研究中,我们招募了 141 名大学生(年龄 = 20.80,SD = 2.20 岁),调查了为期四周的每周需求满意度、动机质量、学习策略和拖延之间的融合程度。多层次结构方程模型显示,需求满意度与自主动机呈正相关。反过来,一周到一周的自主动机对一周到一周的批判性思维和努力调节有正向预测作用,对拖延有负向预测作用。即使在控制了性别、年龄和每周学习时数之后,这些关系依然存在。此外,情境自主动机还预示着批判性思维和努力调节的平均水平较高,而拖延的平均水平较低。有趣的是,跨水平交互作用支持了敏感性假设,因为只有在情境(日记前评估)控制动机较高的学生中,需求满足与控制动机之间的负相关才是真实的。这些发现凸显了情境动机的重要性,以及建立能够持续满足学生心理需求的学习环境的必要性,从而提高学习动机和适应性学习策略的质量。
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引用次数: 0
The road less travelled: Exploring the reluctance of vocational students towards higher education in Portugal 少有人走的路探索葡萄牙职业院校学生不愿接受高等教育的原因
IF 2.8 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-03-27 DOI: 10.1111/ejed.12648
Orlanda Tavares, Maria João Antunes, Carla Sá, Ana Rita Luz

Despite rising participation rates in Portugal, a gap persists between general and vocational upper secondary students' transition to higher education (HE). This study employs a qualitative methodology, specifically through content analysis of focus group discussions, to explore the factors influencing vocational students' reluctance towards higher education, amidst specific policies designed to aid their transition. Empirical findings suggest that vocational students may exhibit reservations stemming from self-perceived academic deficiencies, impacting their self-confidence in continuing their education at a HE level. Nevertheless, confidence in market-valued practical skills might motivate HE consideration within a vocational domain. Their practical focus also makes HE seem less immediately applicable in the labour market. Many prioritise integration into the workforce for short-run objectives, seeking breaks, experience and financial earnings. Aiming for earning and practicality, many lean towards the labour market over HE, even considering emigrating to achieve financial stability. The study emphasises the need for Portuguese educational policies to align vocational training with HE, supporting diverse student ambitions and holistic career paths.

尽管葡萄牙的高等教育参与率不断上升,但普通高中和职业高中学生在升入高等教育(HE)方面仍存在差距。本研究采用定性方法,特别是通过对焦点小组讨论的内容分析,探讨在旨在帮助职业学生过渡的具体政策下,影响职业学生不愿接受高等教育的因素。实证研究结果表明,职业学生可能会因自我认为的学业缺陷而表现出保留态度,从而影响他们继续接受高等教育的自信心。然而,对市场重视的实用技能的信心可能会促使他们考虑在职业领域接受高等教育。他们对实用技能的关注也使高等教育在劳动力市场上似乎不那么立竿见影。许多人优先考虑融入劳动力市场的短期目标,寻求休息、经验和经济收入。为了赚钱和实用,许多人倾向于劳动力市场而不是高等院校,甚至考虑移民以实现经济稳定。研究强调,葡萄牙的教育政策需要将职业培训与高等教育结合起来,支持学生的不同抱负和全面的职业发展道路。
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引用次数: 0
A bibliometric analysis of the evolving mechanisms of shadow education research 对影子教育研究演变机制的文献计量分析
IF 2.8 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-03-27 DOI: 10.1111/ejed.12646
Li Jun, Wang Weilin

Shadow education has burgeoned into a global phenomenon, and over the last 30 years, a substantial body of literature has emerged to explore this trend. Drawing on bibliometric data from 377 articles retrieved from the Web of Science (WOS), this study investigates the evolving landscape of shadow education research. It examines historical publication trends through performance analysis, intellectual sources and evolving themes using co-citation analysis, complemented by co-word analysis. Major authors and collaboration dynamics are discerned through co-authorship analysis, contributing to a comprehensive understanding of collaborative networks. Additionally, the study constructs an evolution path for shadow education research published in journals, employing citation analysis supplemented by social network analysis methods. In conclusion, the study not only illuminates the historical trajectory of shadow education as a concept but also poses pertinent questions and offers recommendations for future research. Our research significantly contributes to the comprehension of how shadow education has evolved from a nascent concept into a global research discourse.

影子教育已成为一种全球现象,在过去的 30 年里,出现了大量文献来探讨这一趋势。本研究利用从科学网(WOS)检索到的 377 篇文章的文献计量数据,调查了影子教育研究的演变情况。本研究通过绩效分析、知识来源和不断演变的主题,并辅以共同引文分析,对历史发表趋势进行了研究。通过共同署名分析,研究了主要作者和合作动态,有助于全面了解合作网络。此外,本研究还利用引文分析辅以社会网络分析方法,构建了期刊上发表的影子教育研究的演变路径。总之,本研究不仅揭示了影子教育这一概念的历史轨迹,还提出了相关问题,并为未来研究提供了建议。我们的研究大大有助于理解影子教育是如何从一个新生概念演变成全球研究话语的。
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引用次数: 0
期刊
European Journal of Education
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