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Preservice teacher education stakeholders' perceptions of distributed pedagogical leadership in nurturing teacher leadership 职前师范教育相关方对培养教师领导力的分布式教学领导力的看法
IF 2.8 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-07-15 DOI: 10.1111/ejed.12713
Peter Ochieng Okiri, Mária Hercz
The need for quality teaching and improved student learning outcomes has been an area of interest in educational leadership studies in various contexts. The emergent distributed pedagogical leadership is based on a hybrid of distributed leadership and pedagogical leadership concepts. This study aimed to explore the participants' perceptions and understanding of the enactment of the concept, its influence on pedagogical improvement and its significance in the nurturing of stakeholders as teacher leaders. The study was conducted at a preservice public teacher training college in Kenya. It employed a mixed‐methods research approach with a convergent parallel design to collect, analyse and triangulate data from 294 participants consisting of a principal, teacher–trainers and teacher–trainees. Random purposive sampling was used in identifying the participants. The findings revealed that although the distribution of pedagogical leadership responsibilities was enacted among stakeholders, it was unevenly shared. Furthermore, understaffing, low teacher–trainee enrolment and teacher–trainer workload challenges inhibited effective implementation. The study recommended that further studies be conducted at multiple teacher–trainee institutions to confirm the findings.
优质教学和提高学生学习成绩的需求一直是各种背景下教育领导力研究的关注领域。新兴的分布式教学领导力是基于分布式领导力和教学领导力概念的混合体。本研究旨在探讨参与者对这一概念的认识和理解、其对教学改进的影响及其对培养利益相关者成为教师领导者的意义。研究在肯尼亚一所职前公立师范学院进行。研究采用了一种混合方法研究方法和一种收敛平行设计,以收集、分析和三角测量由一名校长、教师培训者和教师学员组成的 294 名参与者的数据。在确定参与者时采用了有目的的随机抽样。研究结果表明,虽然各利益相关方之间已对教学领导责任进行了分配,但分配不均。此外,人员不足、受训教师注册人数少以及教师培训人员工作量大等问题也阻碍了教学领导力的有效实施。研究建议在多个师范院校开展进一步研究,以确认研究结果。
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引用次数: 0
The drivers of adult financial literacy: Exploring the role of attitudes towards finance 成人金融知识的驱动因素:探索理财态度的作用
IF 2.4 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-07-10 DOI: 10.1111/ejed.12712
María‐ Jesús Mancebón‐Torrubia, Domingo P. Ximénez‐de‐Embún, Begoña Álvarez‐Farizo
This study investigates the factors driving the financial literacy of adult population in Spain using a regression count model (specifically the latent class Poisson model). The paper pays special attention to the effect of certain financial attitudes and financial personality traits (such as financial myopia, risk aversion, attitude to financial planning and self‐perception of financial vulnerability) upon financial literacy. The results demonstrate a positive association between the financial skills, the sociodemographic characteristics and the attitudes and personality traits of individuals regarding finances. Furthermore, the analysis permits the conclusion that the effects of the financial attitudes analysed in the study vary among the different population groups, which suggests the need to adapt financial literacy promotional programs to the characteristics of the target group. Findings have implications for financial educators, practitioners and policymakers to help them recognize the proper financial program to be delivered on the basis of the FL levels and the sociodemographic composition of the individuals.
本研究采用回归计数模型(特别是潜类泊松模型)对西班牙成年人口金融素养的驱动因素进行了调查。本文特别关注了某些金融态度和金融人格特质(如金融近视、风险规避、对财务规划的态度以及对金融脆弱性的自我认知)对金融素养的影响。研究结果表明,个人的财务技能、社会人口学特征以及财务态度和个性特征之间存在正相关。此外,分析还得出结论,研究中分析的理财态度对不同人群的影响各不相同,这表明有必要根据目标群体的特点调整金融知识推广计划。研究结果对金融教育工作者、从业人员和政策制定者具有启示意义,有助于他们根据个人的 FL 水平和社会人口构成来确定适当的金融计划。
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引用次数: 0
The effect of an evidence‐based practice course on students' lifelong learning skills and problem‐solving skills: An educational intervention study 循证实践课程对学生终身学习能力和解决问题能力的影响:教育干预研究
IF 2.4 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-07-10 DOI: 10.1111/ejed.12703
Huri Seval Gönderen Çakmak, Duygu Ayhan Başer
In this study, the aim was to investigate the effect of an evidence‐based practice course on the lifelong learning skills and problem‐solving skills of health science students. A prospective one‐group pre‐test–post‐test design. The universe of the study consisted of 189 students from Cankiri Karatekin University. Student information form, Jefferson lifelong learning skill scale, Problem‐solving inventory (PSI) were used as data collection instruments. The sample of the study consisted of 156 students who completed the 14‐week course and fully completed the pre‐test and post‐test. For data analysis, IBM Corp. Released 2013. IBM SPSS Statistics for Windows, Version 22.0. Armonk, NY: IBM Corp. package program was used. While 84% of the students said that they had never heard of the term EBP before, 91.7% of those who knew the term said they had heard it in their field courses. The lifelong learning skill scale total score change of the students, the PSI total score change of the students after the 26‐h EBP course were statistically significant. EBP is very important for health science students to increase their problem‐solving success and lifelong learning skills, and it should be integrated into the curriculum.
本研究旨在调查循证实践课程对健康科学专业学生终身学习技能和解决问题技能的影响。采用前瞻性的单组前测-后测设计。研究对象包括Cankiri Karatekin大学的189名学生。数据收集工具包括学生信息表、杰弗逊终身学习技能量表、问题解决清单(PSI)。研究样本包括 156 名完成 14 周课程并全面完成前测和后测的学生。数据分析采用 IBM Corp.2013 年发布。IBM SPSS Statistics for Windows, Version 22.0.使用的是 IBM SPSS Statistics for Windows, Version 22.0.84%的学生表示以前从未听说过EBP一词,而91.7%知道该词的学生表示在实地课程中听说过。在 26 小时的 EBP 课程后,学生的终身学习技能量表总分和 PSI 总分的变化均有统计学意义。EBP对健康科学专业学生提高解决问题的成功率和终身学习技能非常重要,应将其纳入课程中。
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引用次数: 0
Navigating school belonging in Qatari schools: A mixed‐methods study of student perspectives 卡塔尔学校的学校归属导航:对学生观点的混合方法研究
IF 2.4 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-07-10 DOI: 10.1111/ejed.12704
Kelly‐Ann Allen, Shannon McCarthy, Rania Sawalhi, Emily Berger, Fiona May, Lefteris Patlamazoglou, Nicholas Gamble, Christine Grové, Gerald Wurf, Elisa Jones Arango, William Warton, Andrea Reupert
A sense of school belonging is essential for adolescent development, though there is limited research investigating ways to improve students' sense of school belonging in Qatar. With 116 Qatari secondary school students, the current study explored student perspectives of ways teachers and schools could improve their sense of school belonging. Students responded to a survey including open‐ended questions and a descriptive scale measuring the usefulness of established belonging strategies during remote learning, in‐person, or all the time (both). Encouragement and support from teachers were found to be useful all the time, with school activities during breaks and opportunities to make friends only being useful during school‐based learning. From the examination of open‐ended responses using a hybrid qualitative approach with inductive and deductive coding, two overarching themes each at the teacher‐level and school‐level were found, defined by several subthemes. Belonging practices at the teacher‐level included caring and supportive teachers and teachers treating students as people. Belonging practices at the school‐level included student engagement and a positive and supportive school environment. For Qatari students practices such as prioritising supportive student–teacher relationships, introducing policies which promote a respectful, fair and safe environment, and offering school wide‐extracurricular activities that encourage peer connections are important to develop their sense of school belonging.
学校归属感对青少年的成长至关重要,但在卡塔尔,有关如何提高学生学校归属感的研究却十分有限。本研究以 116 名卡塔尔中学生为对象,探讨了学生对教师和学校如何提高其学校归属感的看法。学生们回答了一项调查,其中包括开放式问题和一个描述性量表,该量表测量了在远程学习、面对面学习或所有时间(两者)中既定归属感策略的有用性。调查发现,教师的鼓励和支持在任何时候都有用,而课间休息时的学校活动和交朋友的机会只有在校内学习时才有用。通过采用归纳和演绎编码的混合定性方法对开放式回答进行研究,发现教师层面和学校 层面各有两个总体主题,并由几个次主题加以界定。教师层面的归属感实践包括教师对学生的关爱和支持,以及教师将学生视为人。学校层面的归属感实践包括学生参与和积极支持的学校环境。对卡塔尔学生而言,优先考虑支持性的师生关系,引入促进尊重、公平和安全环境的政策,以及提供鼓励同伴联系的全校性课外活动等做法,对于培养他们的学校归属感非常重要。
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引用次数: 0
‘We are not babysitters’: Meaningfulness and meaninglessness in homeroom teachers' identity work 我们不是保姆":班主任身份工作的意义和无意义
IF 2.4 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-07-05 DOI: 10.1111/ejed.12714
Adi Sapir, Ravit Mizrahi‐Shtelman
This study explores how homeroom teachers construct meaningfulness in their work and in their professional identity, and how this meaningfulness serves them as they interpret and react to public criticism of their profession. Our study relies on interviews with 95 teachers working in Israeli elementary‐, middle‐ and high schools, and draws on the theoretical lens of discursive identity work. We argue that meaningfulness is at the heart of homeroom teachers' identity. Accordingly, when faced with public criticism that questions the meaningfulness of their work, teachers experience threats to their professional identity. Notably, such identity threats are of a gendered nature, as teachers make sense of public criticism by conceptualising it through the gendered stereotype of ‘babysitting’. Furthermore, female teachers are much more likely than male teachers to face criticism from family members and friends. We identify remedial identity work strategies that teachers employ in the face of such identity threats.
本研究探讨了班主任教师如何在其工作和职业身份中构建有意义性,以及这种有意义性如何帮助他们解释和应对公众对其职业的批评。我们的研究依赖于对 95 名在以色列小学、初中和高中工作的教师进行的访谈,并借鉴了辨证身份工作的理论视角。我们认为,有意义是班主任身份认同的核心。因此,当面对质疑其工作意义的公众批评时,教师的职业认同感就会受到威胁。值得注意的是,这种身份威胁具有性别特征,因为教师通过 "保姆 "这一性别刻板印象来理解公众批评。此外,女教师比男教师更容易受到来自家庭成员和朋友的批评。我们确定了教师在面对这种身份威胁时所采取的身份工作补救策略。
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引用次数: 0
Teachers' perceptions of the barriers to effective teaching in Qatar's government schools 教师对卡塔尔公立学校有效教学障碍的看法
IF 2.4 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-07-05 DOI: 10.1111/ejed.12711
Reem Khalid Abu‐Shawish
This study sought to identify the barriers to effective teaching from the perspective of teachers in Qatar's government schools. This study used survey questionnaire data from the Qatar Education Study 2018, a nationally representative sample of 424 school teachers, to determine what they consider the top barriers facing them as they work to provide effective instruction. The current study seeks to understand how the five different systems of the ecological systems theory influence effective teaching in the context of Qatar. Based on Stata 16 data analyses, percentages and mean ratings were used to identify salient barriers to effective teaching. Results indicated that student‐related barriers, such as motivation and differing student abilities, and school‐related barriers, including teachers' workload, influence effective instruction. A discussion of pertinent results is offered, and relevant recommendations for policy‐making intervention and calls for future study and research are provided.
本研究试图从卡塔尔公立学校教师的角度出发,找出有效教学所面临的障碍。本研究使用了 "2018 年卡塔尔教育研究"(Qatar Education Study 2018)的调查问卷数据,这是一项具有全国代表性的抽样调查,共调查了 424 名学校教师,以确定他们认为在努力提供有效教学时所面临的首要障碍是什么。本研究试图了解生态系统论的五个不同系统如何影响卡塔尔背景下的有效教学。基于 Stata 16 数据分析,使用百分比和平均评分来确定有效教学的突出障碍。结果表明,与学生相关的障碍,如学习动机和学生的不同能力,以及与学校相关的障碍,包括教师的工作量,都会影响有效教学。本文对相关结果进行了讨论,并提出了相关的决策干预建议,以及对未来学习和研究的呼吁。
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引用次数: 0
Promoting inclusive university practices: Fostering diversity and dignity in doctoral supervision 促进包容性大学实践:在博士生指导中促进多样性和尊严
IF 2.4 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-07-05 DOI: 10.1111/ejed.12710
Magdalena Kohout‐Diaz
This article delves into doctoral supervision through the lens of inclusive transitions at the university. It aims to describe the complexity of the bond that forms between the supervisee and the supervisor, far from the bureaucratic practice of the academic environment. Based on self‐studies, the study reveals that the dialogue between the supervisee and the supervisor is unique and not reducible to control processes. This guidance, marked by various dilemmas, requires an ethic of openness to diversity, transforming academic practices. Inclusive supervision questions excessively academic (entitled) postures, fighting against discrimination and avoiding narcissistic pitfalls. The article further explores the vulnerability of the doctoral student, the dignity in focus, and new forms of discrimination and stigmatisation at the university. It provides a close look at unique journeys, shedding light on the human experience in the face of doctoral challenges, subtle forms of racism and the recurring theme of racism versus dignity. Drawing on Erving Goffman's work on stigma, this article also explores how these experiences of discrimination and racism can lead to stigmatisation, affecting the doctoral students' sense of self and their interactions within the academic environment. This perspective underscores the importance of fostering diversity and dignity in doctoral supervision, promoting inclusive university practices that respect and acknowledge each doctoral student's journey. It also emphasises the importance of understanding, and respect in the supervisory relationship, and the role these elements play in fostering a supportive academic environment.
本文从大学包容性过渡的角度深入探讨了博士生指导工作。文章旨在描述被指导者与导师之间形成的纽带的复杂性,这种纽带远离学术环境中的官僚作风。研究以自我研究为基础,揭示了被指导者与指导者之间的对话是独特的,不能简化为控制过程。这种以各种两难问题为特点的指导,需要一种对多样性持开放态度的伦理,以改变学术实践。包容性督导质疑过度的学术(权利)姿态,反对歧视,避免自恋的陷阱。文章进一步探讨了博士生的脆弱性、被关注的尊严以及大学中新形式的歧视和侮辱。文章近距离观察了博士生的独特历程,揭示了人类在面对博士生挑战时的经历、种族主义的微妙形式以及种族主义与尊严这一反复出现的主题。本文还借鉴 Erving Goffman 关于耻辱感的研究,探讨了这些歧视和种族主义经历如何导致耻辱感,从而影响博士生的自我意识以及他们在学术环境中的互动。这一观点强调了在博士生指导过程中培养多样性和尊严的重要性,提倡大学采取包容性的做法,尊重并承认每一位博士生的成长历程。它还强调了理解和尊重在督导关系中的重要性,以及这些因素在营造支持性学术环境中的作用。
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引用次数: 0
Integration of green techniques into undergraduate‐level chemical design courses for practising the concept of sustainable development and developing green education 在本科化工设计课程中融入绿色技术,践行可持续发展理念,发展绿色教育
IF 2.4 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-07-05 DOI: 10.1111/ejed.12709
Chuan‐Jun Yue, Zhen‐Wei Zhang
Green engineering is an important direction for engineering education, especially in the field of chemical engineering, where green chemical is a necessary guarantee for achieving sustainable development in the industry. How to practice the principles of green engineering in curriculum education is a problem that needs to be faced in engineering education, due to the currently educated persons are the future practitioners. The aim of this study is to integrate green techniques into an undergraduate‐level chemical design course, demonstrating how green engineering principles can be embedded in the curriculum to practice green engineering education, and thus disseminate the sustainability concept, resulting in a framework for achieving sustainable development. According to the training programme and design procedure, each student receives a product process design project and is guided by a teacher through the data review and discussion and then integrates green technologies in all aspects of the design, and the design result is evaluated. The good results of the students' design show that the undergraduate‐level chemical design course can well integrate green engineering principles and green technologies in the design, enhance the green standard of process design, broaden the students' design vision and mobilize their engineering creativity. It is a good form of green engineering education that the integration of engineering green technologies into an undergraduate‐level chemical design course, as demonstrated by the design results, which achieve effective practice of the sustainability concept and develop green education.
绿色工程是工程教育的一个重要方向,特别是在化学工程领域,绿色化工是实现工业可 持续发展的必要保障。如何在课程教育中践行绿色工程的原则,是工程教育需要面对的问题,因为现在的受教育者就是未来的实践者。本研究旨在将绿色技术融入本科阶段的化工设计课程,展示如何将绿色工程原理融入课程教育,实践绿色工程教育,从而传播可持续发展理念,形成实现可持续发展的框架。根据培养方案和设计流程,每个学生接受一个产品工艺设计项目,在教师的指导下,通过资料查阅和讨论,将绿色技术融入设计的各个环节,并对设计成果进行评价。学生设计的良好效果表明,本科化工设计课程能够很好地将绿色工程原理和绿色技术融入设计中,提升工艺设计的绿色标准,拓宽学生的设计视野,调动学生的工程创造力。从设计成果来看,将工程绿色技术融入本科化工设计课程是一种很好的绿色工程教育形式,实现了可持续发展理念的有效实践,发展了绿色教育。
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引用次数: 0
Mediating roles of burnout and work–life balance in the relationships between COVID‐19 anxiety and life satisfaction among Filipino teachers working remotely 职业倦怠和工作与生活平衡在菲律宾远程工作教师的 COVID-19 焦虑和生活满意度之间关系中的中介作用
IF 2.4 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-07-05 DOI: 10.1111/ejed.12708
Orhan Koçak, Kübra Yavuz, Murat Yıldırım
Amid global constraints imposed by COVID‐19, the education sector witnessed sudden transformations, including school closures and the adoption of distance learning, leading to heightened anxiety among Filipino teachers and impacting their overall well‐being. This study explores the mediating roles of burnout and work–life balance in the associations between COVID‐19 anxiety and life satisfaction among teachers. Data were collected from 532 teachers (73.3% women; meanage = 27.93 ± 1.27 years) engaged in remote work through an online survey using self‐reported questionnaires. Results indicated a significant and adverse influence of COVID‐19 anxiety on life satisfaction. Also, COVID‐19 anxiety showed an effect on both burnout and work–life balance. A significant association between work–life balance and life satisfaction was found, with work–life balance playing a significant mediating role in the relationship between COVID‐19 anxiety and life satisfaction. These results suggest that the anxiety induced by COVID‐19 disrupts the equilibrium between work–life balance and increases burnout, leading to reduced life satisfaction. To mitigate these negative effects on life satisfaction, policymakers and school authorities should devise effective strategies aimed at alleviating teachers' anxiety related to COVID‐19. This approach aims to ultimately diminish burnout, fostering an improvement in work–life balance and life satisfaction for educators.
在 COVID-19 带来的全球限制下,教育部门经历了突如其来的变革,包括学校关闭和远程学习的采用,导致菲律宾教师焦虑加剧,影响了他们的整体福祉。本研究探讨了职业倦怠和工作与生活平衡在 COVID-19 焦虑与教师生活满意度之间的中介作用。通过在线调查,使用自我报告问卷,收集了 532 名从事远程工作的教师(73.3% 为女性;平均年龄 = 27.93 ± 1.27 岁)的数据。结果表明,COVID-19 焦虑对生活满意度有明显的负面影响。此外,COVID-19 焦虑对职业倦怠和工作与生活的平衡也有影响。结果发现,工作与生活的平衡与生活满意度之间存在着明显的关联,而工作与生活的平衡在 COVID-19 焦虑与生活满意度之间的关系中起着重要的中介作用。这些结果表明,COVID-19 引发的焦虑破坏了工作与生活的平衡,增加了职业倦怠,导致生活满意度降低。为了减轻这些对生活满意度的负面影响,政策制定者和学校当局应制定有效的策略来减轻教师对 COVID-19 的焦虑。这种方法旨在最终减少职业倦怠,促进教育工作者改善工作与生活的平衡,提高生活满意度。
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引用次数: 0
Mediating roles of motivational beliefs and vocabulary learning strategies for the relationship between self‐regulation and vocabulary proficiency 动机信念和词汇学习策略对自我调节和词汇水平之间关系的中介作用
IF 2.4 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-06-28 DOI: 10.1111/ejed.12706
Jiajing Li, Chuang Wang
Successful vocabulary acquisition hinges on the harmonious interplay of various factors. Despite some studies that have been conducted to examine the direct effect of self‐regulation on vocabulary learning, few of them tapped into the relationship among self‐regulation, motivational beliefs, vocabulary learning strategies and vocabulary proficiency. This study extended previous research by examining whether motivation, self‐efficacy and learning strategies mediate the relationship between self‐regulation and vocabulary proficiency and investigating whether the relationship varied by gender. Data were extracted from 399 senior secondary school students. Results from structural equation modelling revealed that motivation and self‐efficacy mediated the relationship between self‐regulated learning capacity and vocabulary learning strategies. Vocabulary learning strategies further mediated the relationships between self‐efficacy, motivation and vocabulary proficiency. Meanwhile, the relationship between self‐regulation, motivational beliefs, vocabulary learning strategies and vocabulary proficiency held equivalent across genders. Theoretical and practical implications are discussed.
成功的词汇学习取决于各种因素的和谐互动。尽管有一些研究探讨了自我调节对词汇学习的直接影响,但很少有研究探讨自我调节、动机信念、词汇学习策略和词汇水平之间的关系。本研究扩展了以往的研究,探讨了动机、自我效能感和学习策略是否在自我调节与词汇能力之间起中介作用,并研究了这种关系是否因性别而异。研究数据来自 399 名高中学生。结构方程模型的结果显示,动机和自我效能感在自我调节学习能力与词汇学习策略之间起中介作用。词汇学习策略进一步介导了自我效能感、学习动机和词汇水平之间的关系。同时,自我调节、动机信念、词汇学习策略和词汇水平之间的关系在不同性别间保持一致。本文讨论了这一研究的理论和实践意义。
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引用次数: 0
期刊
European Journal of Education
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