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Subjective well-being levels of classroom teachers 班主任的主观幸福感水平
IF 2.8 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-05-27 DOI: 10.1111/ejed.12693
Mehmet Özcan

This research aims to reveal the subjective well-being levels of classroom teachers with the explanatory sequential design method of mixed method research. In the quantitative part of the study, the subjective well-being levels of the classroom teachers were analysed according to the variables of gender, age, region of employment, professional experience, educational status and grade level taught, and the qualitative part was designed with the phenomenology method and examined according to the sub-dimensions of school engagement and teaching efficacy. In the quantitative part of the study, there were 340 participants, and the Teacher Subjective Well-being Questionnaire was used, while in the qualitative part, 27 participants were included, and the subjective well-being level was examined according to the sub-dimensions of school engagement and teaching efficacy. While the subjective well-being levels of the participants did not differ significantly according to the variables of the region of employment, educational status and grade level taught, they differed significantly according to the variables of age and professional experience. In addition, the participants stated that the factors affecting school engagement were professional commitment, responsibility, working environment, being valued, being respected, belonging and conscience, respectively. The areas that positively affected their teaching eff icacy were field and pedagogical knowledge, communication, technology and classroom management, respectively, and those that negatively affected their teaching efficacy were pedagogical knowledge, communication, classroom management and lesson planning.

本研究旨在采用混合研究法中的解释性顺序设计方法,揭示班主任的主观幸福感水平。在研究的定量部分,根据性别、年龄、工作地区、专业经验、教育状况和所教年级等变量对班主任的主观幸福感水平进行分析;在定性部分,采用现象学方法进行设计,根据学校参与和教学效能这两个子维度对班主任的主观幸福感水平进行考察。在定量研究部分,有 340 名参与者,采用了教师主观幸福感问卷;在定性研究部分,有 27 名参与者,根据学校参与和教学效能这两个子维度考察了他们的主观幸福感水平。虽然参与者的主观幸福感水平在就业地区、教育状况和任教年级等变量上没有显著差异,但在年龄和专业经验等变量上却有显著差异。此外,参与者还表示,影响学校参与度的因素分别是职业承诺、责任、工作环境、被重视、被尊重、归属感和良知。对他们的教学效能产生积极影响的方面分别是领域和教学知识、沟通、技术和课堂管理,而对他们的教学效能产生消极影响的方面是教学知识、沟通、课堂管理和备课。
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引用次数: 0
Impact of specific features of national quality assurance and higher education systems in the overall quality of higher education—A comparative analysis 国家质量保证和高等教育体系的具体特点对高等教育总体质量的影响--比较分析
IF 2.8 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-05-25 DOI: 10.1111/ejed.12669
Jan Vašenda, Jan Čadil

Our study uses a qualitative comparative analysis method in order to assess the impact of national accreditation schemes and also other relevant features of the higher education systems of 20 OECD countries on quality of the higher education sector measured by world rankings of national higher education systems. The analysis shows that higher education systems with accreditation system focused mainly on inputs, lacking involvement of professionals in the accreditation process, having a single body granting accreditation for the respective type of institution or degree, not having English as an official language, and not allowing public universities to charge tuition fees do worse in the higher education system rankings.

我们的研究采用了定性比较分析方法,以评估国家认证制度以及 20 个经合组织国家高 等教育体系的其他相关特点对高等教育质量的影响,这些影响是通过国家高等教育体系的 世界排名来衡量的。分析表明,评审制度主要侧重于投入、评审过程缺乏专业人员参与、由单一机构对相应类型的机构或学位进行评审、不将英语作为官方语言以及不允许公立大学收取学费的高等教育体系在高等教育体系排名中表现较差。
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引用次数: 0
Assessment of the knowledge, emotions and behaviours of secondary school students towards the environment and recycling in Southeastern Türkiye 评估土耳其东南部中学生对环境和回收利用的认识、情感和行为
IF 2.8 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-05-25 DOI: 10.1111/ejed.12676
Meryem Betül Polat, İzzettin Hakan Karaçizmeli, Ayşe Dilek Atasoy, Mehmet İrfan Yeşilnacar

Improving the scope of environmental education given in schools and establishing environmental awareness among students are the most important steps to be taken to transfer this awareness to the next generations. The aim of this study is to examine the knowledge, emotions and behaviours of secondary school students ranging from 11 to 13 for environmental health and environmental protection. The study was carried out in the district of Karaköprü, a metropolitan settlement in Şanlıurfa for the 2020–2021 academic year, regarding environmental health and environmental protection, which has decreased with the effect of the pandemic. In this study, a questionnaire was applied to students and their attitudes were evaluated according to a 5-point Likert scale. The attitudes of the students were detailed on the basis of ‘gender’ and ‘mother education level’ factors. It was found that the male students in the study group had more knowledge about environmental health and protection compared to the female students. However, no relationship was detected between students' environmental awareness and their mothers' educational levels.

改善学校环境教育的范围,在学生中树立环保意识,是将这种意识传递给下一代的最重要步骤。本研究旨在调查 11 至 13 岁中学生对环境健康和环境保护的认识、情感和行为。本研究于 2020-2021 学年在桑尼乌尔法的一个大都会居住区卡拉科普鲁区进行,研究对象是受大流行病影响而减少的环境健康和环境保护。本研究对学生进行了问卷调查,并根据 5 点李克特量表对他们的态度进行了评估。根据 "性别 "和 "母亲教育程度 "因素对学生的态度进行了详细分析。结果发现,与女生相比,研究组中的男生对环境健康与保护的了解更多。然而,在学生的环境意识与母亲的教育水平之间没有发现任何关系。
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引用次数: 0
A person-centered analysis of Hong Kong kindergarten teachers' emotion regulation: Profiles, characteristics and relations 以人为本的香港幼儿园教师情绪调节分析:概况、特征和关系
IF 2.8 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-05-21 DOI: 10.1111/ejed.12687
Hongbiao Yin, Yangyang Guo

With a sample of 470 kindergarten teachers in Hong Kong, this study first examined these teachers' emotion regulation strategies assessed by a newly adapted scale, the Kindergarten Teacher Emotion Regulation Scale. Then, the study adopted a person-centred approach and conducted the latent profile analysis, identifying different profiles of teachers' use of the emotion regulation strategies. It also examined the relationships between these profiles and teachers' self-efficacy and two contextual antecedents, instructional leadership and trust in colleagues in kindergartens. The study validated a three-dimensional measurement of kindergarten teachers' emotion regulation in Hong Kong, namely cognition-focused regulation, (negative) emotion-focused regulation, and behaviour-focused regulation. Moreover, it identified four profiles of kindergarten teachers' emotion regulation strategy use with distinctive characteristics, and revealed some significant relationships between teachers' emotion regulation and self-efficacy as well as school contexts. The findings highlight the role of beneficial school climate in eliciting teachers' effective emotion regulation and thereby enhancing their self-efficacy.

本研究以香港 470 名幼稚園教師為樣本,首先檢視這些教師的情緒調節策略,並以新改良的量表《幼稚園教師情緒調節量表》進行評估。然后,研究采用以人为中心的方法,进行潜在特征分析,找出教师使用情绪调节策略的不同特征。研究还考察了这些特征与教师自我效能感以及教学领导力和对幼儿园同事的信任这两个情境前因之间的关系。研究验证了香港幼儿园教师情绪调节的三维测量方法,即以认知为中心的调节、以(消极)情绪为中心的调节和以行为为中心的调节。此外,研究还发现了幼儿园教师情绪调节策略使用的四种特征,并揭示了教师情绪调节与自我效能感和学校情境之间的一些显著关系。研究结果凸显了有益的学校氛围在激发教师有效的情绪调节从而提高其自我效能感方面的作用。
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引用次数: 0
Coherence-based automatic short answer scoring using sentence embedding 利用句子嵌入进行基于连贯性的自动简答评分
IF 2.8 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-05-21 DOI: 10.1111/ejed.12684
Dadi Ramesh, Suresh Kumar Sanampudi

Automatic essay scoring (AES) is an essential educational application in natural language processing. This automated process will alleviate the burden by increasing the reliability and consistency of the assessment. With the advances in text embedding libraries and neural network models, AES systems achieved good results in terms of accuracy. However, the actual goals still need to be attained, like embedding essays into vectors with cohesion and coherence, and providing student feedback is still challenging. In this paper, we proposed coherence-based embedding of an essay into vectors using sentence-Bidirectional Encoder Representation for Transformers. We trained these vectors on Long short-term memory and bidirectional long short-term memory to capture sentence connectivity with other sentences' semantics. We used two datasets: standard ASAP Kaggle and a domain-specific dataset with almost 2500 responses from 650 students. Our model performed well on both datasets, with an average quadratic weighted kappa score of 0.76. Furthermore, we achieved good results compared to other prescribed models, and we also tested our model on adversarial responses of both datasets and observed decent outcomes.

自动作文评分(AES)是自然语言处理中一项重要的教育应用。这一自动化过程将通过提高评估的可靠性和一致性来减轻负担。随着文本嵌入库和神经网络模型的进步,AES 系统在准确性方面取得了良好的效果。然而,实际目标仍有待实现,如将文章嵌入到具有内聚性和一致性的向量中,以及提供学生反馈仍具有挑战性。在本文中,我们提出了基于连贯性的文章嵌入向量,使用的是句子-变换器的双向编码器表示法(Sentence-Bidirectional Encoder Representation for Transformers)。我们在长短期记忆和双向长短期记忆中训练这些向量,以捕捉句子与其他句子语义的连接性。我们使用了两个数据集:一个是标准的 ASAP Kaggle 数据集,另一个是特定领域数据集,其中包含来自 650 名学生的近 2500 个回答。我们的模型在这两个数据集上都表现良好,平均二次加权卡帕得分为 0.76。此外,与其他规定的模型相比,我们取得了很好的结果,而且我们还在两个数据集的对抗性响应上测试了我们的模型,并观察到了不错的结果。
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引用次数: 0
In search of time: Higher education teachers' experience of an online professional development course 寻找时间高等教育教师对在线专业发展课程的体验
IF 2.8 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-05-21 DOI: 10.1111/ejed.12685
Giacomo Poderi, Jelena Popov, Jeppe Kilberg Møller

This article investigates teachers' lived experiences of an online professional development (OPD) course in Denmark – that is, Teknosofikum – through a hermeneutic phenomenological perspective, and it relies on the interpretive analysis of 15 semi-structured interviews. The article's contribution focuses on the theme of ‘time’ and highlights it as a multifaceted construct that plays a relevant role in learning. By relying on the ideas of temporal structuring and multiple temporalities, the article shows that OPD courses and HE teachers' engagement nest themselves into pre-existing and complex nexus of commitments and duties, each of which has its own temporality and rhythm, along with longer-term aspirations for pedagogical development. As time emerged as a relevant aspect characterizing OPD course design and HE teachers' experiences, the article provides simple recommendations for ‘time-aware’ OPD courses.

本文从诠释学现象学的角度出发,通过对 15 个半结构式访谈的解释性分析,研究了丹麦教师在在线专业发展(OPD)课程(即 Teknosofikum)中的生活体验。文章的重点是 "时间 "这一主题,并强调它是一个在学习中发挥相关作用的多层面建构。文章以时间结构和多重时间性的观点为基础,说明了开放式教学课程和高校教师的参与是预先存在的、复杂的承诺和职责关系,其中每一个都有其自身的时间性和节奏,以及对教学发展的长期愿望。由于时间是业务进修课程设计和高校教师经历的一个相关方面,文章为 "时间意识 "业务进修课程提供了简单的建议。
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引用次数: 0
Pupil's role in educational design: Exploring what it means to have a say in primary school 学生在教学设计中的作用:探索在小学拥有发言权的意义
IF 2.8 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-05-15 DOI: 10.1111/ejed.12682
Hendra Y. Agustian

This case study aims to explore the role of pupils in educational design and what it means to have a say in primary school. Although many educational offers use the slogan ‘pupil-centred’ approach, examples are scarce in which children are seen as partners, let alone co-designers. It is therefore important to investigate to what extent pupils are involved in the design process and decision-making in a primary school context. Concepts such as co-determination, participation, room for choice and competence were discussed. This small-scale study shows that the school policy regarding participation and co-design mainly concerns parents but not pupils as much. Teachers have different perspectives about the importance of children's participation. In general, they would like to involve the pupils more in the design process. The lack of time and educational inspection's demand for standardised outcomes are limiting factors. The pupils believe that they sometimes influence how lessons are conducted at school and are allowed to choose how they work on the subject. In general, they feel positive about their competence.

本案例研究旨在探讨小学生在教育设计中的作用,以及在小学中拥有发言权的意义。尽管许多教育机构都打出了 "以学生为中心 "的口号,但将儿童视为合作伙伴的例子却很少,更不用说共同设计者了。因此,调查小学生在多大程度上参与了小学的设计过程和决策是非常重要的。我们讨论了共同决定、参与、选择空间和能力等概念。这项小规模的研究表明,学校关于参与和共同设计的政策主要涉及家长,而不是学生。教师对儿童参与的重要性有不同的看法。总的来说,他们希望让学生更多地参与设计过程。时间不够和教育检查对标准化成果的要求是限制因素。学生们认为,他们有时会影响学校的上课方式,并可以选择自己的学习方式。总的来说,他们对自己的能力持肯定态度。
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引用次数: 0
The relation between lateral thinking and inquiry skills of higher education students: A path analysis 高校学生的横向思维与探究能力之间的关系:路径分析
IF 2.8 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-05-10 DOI: 10.1111/ejed.12673
Burcu Duman, Emrullah Yılmaz, Ayşegül Tural, Gülsün Şahan

The aim of the study is to examine the relations between higher education students' lateral thinking dispositions and inquiry skills. Survey design and Structural Equation Modelling were used in the study. The sampling of the study consisted of 975 prospective teachers attending three faculties of education in three different state universities in Turkey. Inquiry Skills Scale and Lateral Thinking Disposition Scale were used to collect data. The collected data were analysed using R Studio programme. It was observed in the study that students' inquiry skills and lateral thinking dispositions were high. It was revealed in the study that inquiry skills predicted lateral thinking dispositions. Inquiry skills account for 31% of lateral thinking disposition. Thus, it can be concluded that lateral thinking dispositions of higher education students' depend on their inquiry skills at a percentage of 31%.

本研究旨在探讨高校学生的横向思维倾向与探究能力之间的关系。研究采用了调查设计和结构方程模型。研究抽样包括土耳其三所国立大学教育学院的 975 名准教师。研究使用探究技能量表和横向思维倾向量表收集数据。收集到的数据使用 R Studio 程序进行分析。研究发现,学生的探究技能和横向思维处置能力较高。研究显示,探究能力预示着横向思维倾向。探究技能占横向思维倾向的 31%。因此,可以得出结论,高校学生的横向思维倾向取决于他们的探究技能,所占比例为 31%。
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引用次数: 0
We have a lot in common: Cognate words 我们有很多共同点:同源词
IF 2.8 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-05-08 DOI: 10.1111/ejed.12675
Levent Uzun

This study presents a list of 2022 Bulgarian-Turkish cognate words that can be used to facilitate vocabulary acquisition and cross-linguistic awareness. The list was created manually through a multi-step process that involved scanning the database of an online dictionary to identify Bulgarian words that had the same or similar forms in Turkish. For each cognate word identified, its Bulgarian and Turkish forms and English meanings were recorded, and their accuracy was checked through additional sources and expert consultation. The final list of cognate words includes only those confirmed based on linguistic criteria and expert judgement. The use of cognate words in language teaching methods such as total physical response and teaching proficiency through reading and storytelling can enhance the effectiveness of these methods by helping students understand and remember new vocabulary and building their confidence in language learning. Additionally, this study highlights the potential of cognate awareness to promote peace in the world by emphasizing the commonalities among languages and cultures. By recognizing the abundance of cognates across different languages, we can reinforce the idea that we are all part of the same human family and share a common linguistic heritage. Moreover, the study demonstrates how a new and innovative multilingual education can be achieved through cognates, showing that language education does not necessarily have to be limited to bilingual instruction. The use of cognates as a tool for vocabulary acquisition and cross-linguistic awareness can open up opportunities for multilingualism and facilitate communication across linguistic and cultural boundaries. Future research could explore the use of cognate words in other language teaching contexts and investigate the potential benefits and limitations of using cognates in language learning.

本研究提供了一份包含 2022 个保加利亚语-土耳其语同源词的清单,可用于促进词汇学习和跨语言认知。该列表是通过多步骤人工创建的,包括扫描在线词典数据库,以识别在土耳其语中具有相同或相似形式的保加利亚语单词。对于确定的每个同源词,都记录了其保加利亚语和土耳其语的形式和英语含义,并通过其他来源和专家咨询对其准确性进行了检查。最终的同源词清单只包括根据语言学标准和专家判断确认的同源词。在语言教学法中使用同源词,如全面身体反应法、通过阅读和讲故事教授熟练程度法等,可以帮助学生理解和记忆新词汇,建立语言学习的信心,从而提高这些方法的效果。此外,本研究还强调了同义词意识的潜力,即通过强调语言和文化之间的共性来促进世界和平。通过认识到不同语言之间存在大量的同源词,我们可以强化这样一种观念:我们都是人类大家庭的一员,拥有共同的语言遗产。此外,本研究还展示了如何通过同源词实现新颖的多语言教育,说明语言教育并不一定局限于双语教学。使用同义词作为词汇习得和跨语言意识的工具,可以为多语制开辟机会,促进跨越语言和文化界限的交流。未来的研究可以探索在其他语言教学环境中使用同义词的情况,并调查在语言学习中使用同义词的潜在好处和局限性。
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引用次数: 0
Social inequality in skills: Exploring the moderating role of extracurricular activities related to socio-economic differences in non-cognitive and cognitive outcomes 社会技能不平等:探索课外活动对非认知和认知结果的社会经济差异的调节作用
IF 2.8 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-05-07 DOI: 10.1111/ejed.12670
Arnau Palou, Piia Af Ursin, Jannick Demanet

Engaging in extracurricular activities is known to affect both cognitive and non-cognitive outcomes, but there is social inequality in access to these activities. In this study, we examine the role of extracurricular activities in moderating the relationships between secondary school students' social background and their cognitive and non-cognitive outcomes. Secondly, we examine variations in these relationships among three European cities that represent different educational systems in managing student heterogeneity. Based on the study findings, the effects of extracurricular activities on academic outcomes varied with regard to measured skills and the city of study. Extracurricular activities were related to enhanced interpersonal skills in all cities studied. However, in Turku and Ghent, extracurricular activities buffered the socio-economic gradient in interpersonal skills, whereas in Barcelona, such activities increased it. Rather surprisingly, in all cities, engaging in extracurricular activities magnified the effect of socio-economic status on cognitive skills.

众所周知,参与课外活动会影响认知和非认知结果,但在参与这些活动方面存在着社会不平等。在本研究中,我们探讨了课外活动在调节中学生的社会背景与其认知和非认知结果之间关系中的作用。其次,我们研究了代表不同教育体系的三个欧洲城市在管理学生异质性方面的差异。根据研究结果,课外活动对学业成绩的影响因所测技能和学习城市而异。在所研究的所有城市中,课外活动都与人际交往能力的提高有关。然而,在图尔库和根特,课外活动缓冲了人际交往能力方面的社会经济梯度,而在巴塞罗那,这种活动则增加了人际交往能力方面的社会经济梯度。令人惊讶的是,在所有城市中,参与课外活动放大了社会经济地位对认知技能的影响。
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引用次数: 0
期刊
European Journal of Education
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