This study investigates parents’ perceptions on school management practices for children with special educational needs in a small-sized Indonesian school. Data from surveys and interviews with 53 parents revealed overall positive attitudes toward classroom management and teacher care. However, concerns arose regarding teachers’ ability to support special needs students effectively, leading to hesitancy in collaborating for inclusive classrooms. To reorient parental perceptions to create conditions for successful inclusive education, effective communication strategies emphasizing teacher development and district-based support are crucial. Future research should focus on improving communication between parents to foster inclusive educational practices. These findings shed light on challenges and solutions for cultivating inclusive classroom environments in special education.
{"title":"A Strategy to Reorient Parental Perceptions to Create Conditions for Successful Inclusive Education: A Case Study in A Small-Sized School","authors":"P. Narot, Narong Kiettikunwong","doi":"10.3390/educsci14040358","DOIUrl":"https://doi.org/10.3390/educsci14040358","url":null,"abstract":"This study investigates parents’ perceptions on school management practices for children with special educational needs in a small-sized Indonesian school. Data from surveys and interviews with 53 parents revealed overall positive attitudes toward classroom management and teacher care. However, concerns arose regarding teachers’ ability to support special needs students effectively, leading to hesitancy in collaborating for inclusive classrooms. To reorient parental perceptions to create conditions for successful inclusive education, effective communication strategies emphasizing teacher development and district-based support are crucial. Future research should focus on improving communication between parents to foster inclusive educational practices. These findings shed light on challenges and solutions for cultivating inclusive classroom environments in special education.","PeriodicalId":502600,"journal":{"name":"Education Sciences","volume":"139 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140369372","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}
Kristy L. Brann, Mark Gallagher, Amity Noltemeyer, Kyle Bush
As schools work toward addressing the youth mental health crisis, Student Assistance Programs (SAPs) can serve as a service delivery model to proactively offer a continuum of support. A SAP involves education and building awareness, prevention, early identification, referral, intervention, and guided support services. With the rising mental health need that was exacerbated by COVID-19, describing one district’s efforts can assist other schools in planning their own continuum of support within a SAP. This article provides a case example of one district’s efforts to create a system that integrates universal screening data and school and community support structures supporting students’ wellness. We describe the district’s continuum of support and early identification and intervention efforts, their systematic approach to integrating systems, and their teaming process. We will also report the percentages of students who are identified on wellness benchmarking and screening tools in addition to the percentage referred for additional support. We conclude by reviewing the implications for practice and future research.
在学校努力应对青少年心理健康危机的过程中，学生援助计划（SAP）可以作为一种服务 提供模式，积极主动地提供持续的支持。学生援助计划包括教育和提高认识、预防、早期识别、转介、干预和指导性支持服务。随着 COVID-19 事件的发生，心理健康需求不断增加，介绍一个学区所做的努力可以帮助其他学校在 SAP 的框架内规划自己的连续性支持。本文提供了一个案例，说明一个学区如何努力创建一个系统，将普遍筛查数据与支持学生健康的学校和社区支持结构结合起来。我们将介绍该学区的持续支持和早期识别与干预工作、他们整合系统的系统方法以及他们的团队合作过程。我们还将报告在健康基准和筛查工具中被识别的学生比例，以及被转介接受额外支持的学生比例。最后，我们将回顾对实践和未来研究的影响。
{"title":"An Integrative Systematic Approach to Supporting Student Wellness: An Applied Case Example","authors":"Kristy L. Brann, Mark Gallagher, Amity Noltemeyer, Kyle Bush","doi":"10.3390/educsci14040355","DOIUrl":"https://doi.org/10.3390/educsci14040355","url":null,"abstract":"As schools work toward addressing the youth mental health crisis, Student Assistance Programs (SAPs) can serve as a service delivery model to proactively offer a continuum of support. A SAP involves education and building awareness, prevention, early identification, referral, intervention, and guided support services. With the rising mental health need that was exacerbated by COVID-19, describing one district’s efforts can assist other schools in planning their own continuum of support within a SAP. This article provides a case example of one district’s efforts to create a system that integrates universal screening data and school and community support structures supporting students’ wellness. We describe the district’s continuum of support and early identification and intervention efforts, their systematic approach to integrating systems, and their teaming process. We will also report the percentages of students who are identified on wellness benchmarking and screening tools in addition to the percentage referred for additional support. We conclude by reviewing the implications for practice and future research.","PeriodicalId":502600,"journal":{"name":"Education Sciences","volume":"50 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140368651","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}
C. De Santos-Berbel, José Ignacio Hernando García, Andrea Vázquez-Greciano
The teaching of structural analysis is essential in the training of undergraduate students who will be qualified in structural calculations. The use of games in learning can motivate students and improve their performances in evaluations. To this end, H5P-based matching games have been adopted in Moodle for a structural analysis course as an optional assignment to train graphs of internal forces (GIFs). Although the students knew that participating in the games would positively impact their grades, they were not informed of the exact number of extra points they would receive based on their performances. The engagement, motivation and performance of the students were analyzed using various statistics. Furthermore, the effectiveness of the game in facilitating knowledge acquisition was evaluated by comparing the students’ performances in the games to their performances in the GIF exercises during face-to-face examinations. The study found that the students who participated in the games exhibited high levels of motivation and engagement. In addition, the results indicate that the participants had a moderately improved understanding of GIFs when taking the course examinations.
{"title":"H5P-Based Matching Game for Training Graphs of Internal Forces in Structural Analysis","authors":"C. De Santos-Berbel, José Ignacio Hernando García, Andrea Vázquez-Greciano","doi":"10.3390/educsci14040359","DOIUrl":"https://doi.org/10.3390/educsci14040359","url":null,"abstract":"The teaching of structural analysis is essential in the training of undergraduate students who will be qualified in structural calculations. The use of games in learning can motivate students and improve their performances in evaluations. To this end, H5P-based matching games have been adopted in Moodle for a structural analysis course as an optional assignment to train graphs of internal forces (GIFs). Although the students knew that participating in the games would positively impact their grades, they were not informed of the exact number of extra points they would receive based on their performances. The engagement, motivation and performance of the students were analyzed using various statistics. Furthermore, the effectiveness of the game in facilitating knowledge acquisition was evaluated by comparing the students’ performances in the games to their performances in the GIF exercises during face-to-face examinations. The study found that the students who participated in the games exhibited high levels of motivation and engagement. In addition, the results indicate that the participants had a moderately improved understanding of GIFs when taking the course examinations.","PeriodicalId":502600,"journal":{"name":"Education Sciences","volume":"138 51","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140369378","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}
Digital technology is increasingly used in STEM education for young children aged 0–8 years. An extensive literature search was conducted using seven databases to systematically investigate the effect of digital technology on young children’s STEM education. Twenty-two eligible articles published from 2010 to 2021 were identified. Results showed that robotics, programming, and multimedia were used to support young children’s STEM education. Digital technology plays different roles in the process of STEM education. Outcomes also showed that digital technology positively affected young children’s STEM education in terms of STEM knowledge or skill acquisition and learning engagement. This was regardless of gender but relevant to age and the learning condition. Participating children and teachers reported high acceptance and satisfaction with the included programs. However, many difficulties, challenges and criticisms were revealed by the extracted data, including how digital technology is used in young children’s STEM education, the nature of young children, the requirements placed upon educators, and different types of adult–child interactions. We also look at the limitations of the study design within included studies and provide recommendations accordingly.
{"title":"Roles and Effect of Digital Technology on Young Children’s STEM Education: A Scoping Review of Empirical Studies","authors":"Xinyun Hu, Yuan Fang, Yutong Liang","doi":"10.3390/educsci14040357","DOIUrl":"https://doi.org/10.3390/educsci14040357","url":null,"abstract":"Digital technology is increasingly used in STEM education for young children aged 0–8 years. An extensive literature search was conducted using seven databases to systematically investigate the effect of digital technology on young children’s STEM education. Twenty-two eligible articles published from 2010 to 2021 were identified. Results showed that robotics, programming, and multimedia were used to support young children’s STEM education. Digital technology plays different roles in the process of STEM education. Outcomes also showed that digital technology positively affected young children’s STEM education in terms of STEM knowledge or skill acquisition and learning engagement. This was regardless of gender but relevant to age and the learning condition. Participating children and teachers reported high acceptance and satisfaction with the included programs. However, many difficulties, challenges and criticisms were revealed by the extracted data, including how digital technology is used in young children’s STEM education, the nature of young children, the requirements placed upon educators, and different types of adult–child interactions. We also look at the limitations of the study design within included studies and provide recommendations accordingly.","PeriodicalId":502600,"journal":{"name":"Education Sciences","volume":"90 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140371120","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This ethnographic multiple-case study, grounded in the theory of investment, examines the prewriting practices of three Uzbekistani male undergraduates in an English essay writing class at a South Korean University. It aims to identify the symbolic resources they perceive as attainable through investment and to elucidate the factors shaping this investment. Utilizing a qualitative approach, which is appropriate for capturing the nuanced experiences and perceptions of individual learners, data were collected through interviews, classroom observations, and an analysis of teaching documents. This study finds that these students primarily seek three symbolic resources: language skills, educational access, and social networks. Their pursuit of these resources is significantly influenced by their academic aspirations for graduate school and the pattern of prewriting discussions in the classroom. Individual perceptions and priorities uniquely shape the impact of these factors on each student’s investment. The findings suggest that educators, by understanding the diverse perceptions of symbolic resources within limited instructional time, can tailor pedagogical strategies to effectively address students’ needs and foster a more engaging learning environment.
{"title":"Factors Affecting Uzbek Students’ Prewriting Investment at a South Korean University","authors":"Jiayu Zhang, Jungyin Kim","doi":"10.3390/educsci14040353","DOIUrl":"https://doi.org/10.3390/educsci14040353","url":null,"abstract":"This ethnographic multiple-case study, grounded in the theory of investment, examines the prewriting practices of three Uzbekistani male undergraduates in an English essay writing class at a South Korean University. It aims to identify the symbolic resources they perceive as attainable through investment and to elucidate the factors shaping this investment. Utilizing a qualitative approach, which is appropriate for capturing the nuanced experiences and perceptions of individual learners, data were collected through interviews, classroom observations, and an analysis of teaching documents. This study finds that these students primarily seek three symbolic resources: language skills, educational access, and social networks. Their pursuit of these resources is significantly influenced by their academic aspirations for graduate school and the pattern of prewriting discussions in the classroom. Individual perceptions and priorities uniquely shape the impact of these factors on each student’s investment. The findings suggest that educators, by understanding the diverse perceptions of symbolic resources within limited instructional time, can tailor pedagogical strategies to effectively address students’ needs and foster a more engaging learning environment.","PeriodicalId":502600,"journal":{"name":"Education Sciences","volume":"137 33","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140369632","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}
Experiential learning methods are advantageous for students as they motivate them to comprehend structural concepts without complex calculations, enhancing their inherent understanding of static principles. This research introduces a novel, cost-effective haptic didactic tool to enhance the approach to teaching trusses to students in a School of Architecture. The primary goal is to address challenges associated with the complexities of teaching structural systems within the context of architectural education. The proposed approach is related to the most critical issue, which is the state in which the individual elements are under applied load, compression, or tension. The approach explores the deformation of the truss elements and establishes a connection between their visible deformation and the stress they develop under various loads. As a didactic tool, this approach offers an alternative perspective to help students understand truss function under various loads. Also, an assessment procedure of learning outcomes and satisfaction indices has been structured to validate the impact on students on the proposed educational procedure. The findings underscore the significant educational efficiency of the proposed procedure as a sustainable way to connect the structural engineering challenges arising during design courses and creative skills in architecture engineering.
{"title":"Application and Assessment of an Experiential Deformation Approach as a Didactive Tool of Truss Structures in Architectural Engineering","authors":"M. E. Voutetaki","doi":"10.3390/educsci14040354","DOIUrl":"https://doi.org/10.3390/educsci14040354","url":null,"abstract":"Experiential learning methods are advantageous for students as they motivate them to comprehend structural concepts without complex calculations, enhancing their inherent understanding of static principles. This research introduces a novel, cost-effective haptic didactic tool to enhance the approach to teaching trusses to students in a School of Architecture. The primary goal is to address challenges associated with the complexities of teaching structural systems within the context of architectural education. The proposed approach is related to the most critical issue, which is the state in which the individual elements are under applied load, compression, or tension. The approach explores the deformation of the truss elements and establishes a connection between their visible deformation and the stress they develop under various loads. As a didactic tool, this approach offers an alternative perspective to help students understand truss function under various loads. Also, an assessment procedure of learning outcomes and satisfaction indices has been structured to validate the impact on students on the proposed educational procedure. The findings underscore the significant educational efficiency of the proposed procedure as a sustainable way to connect the structural engineering challenges arising during design courses and creative skills in architecture engineering.","PeriodicalId":502600,"journal":{"name":"Education Sciences","volume":"4 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140372587","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}
Bianca Nicchiotti, Angela Donatiello, Giuseppe Bianco
In this paper, we will explain the development of a mathematical activity involving narrative and short stories in particular, with the aim of investigating whether it is possible to use the narrative approach to promote the construction of recursive thinking in high school students from a four-year scientific high school (Grades 11 and 12). We present qualitative research based on the networking of two theoretical frameworks used to analyze students’ protocols and the issues surfacing during class discussion: Abstraction in Context (AiC) and Documenting Collective Activity (DCA). In our research, the students, divided into small groups, dealt with a highly immersive “story problem” with the Sierpinski Triangle as its central element. The task was designed to ensure consistency with the story and involved the construction, with GeoGebra 6.0 software, of a fractal city, Fractlandia, with squares and sinkholes. The preliminary results show that the story proposed functioned as a motivation to solve the problem, and the last questions of the task proved the most engaging for the students, mainly because of the connection with the story, and also because they involved some reflection about the behavior to the infinity of the perimeter and the area of the Sierpinski Triangle.
{"title":"A Narrative Approach to Foster the Construction of Recursive Thinking in High School Students","authors":"Bianca Nicchiotti, Angela Donatiello, Giuseppe Bianco","doi":"10.3390/educsci14040350","DOIUrl":"https://doi.org/10.3390/educsci14040350","url":null,"abstract":"In this paper, we will explain the development of a mathematical activity involving narrative and short stories in particular, with the aim of investigating whether it is possible to use the narrative approach to promote the construction of recursive thinking in high school students from a four-year scientific high school (Grades 11 and 12). We present qualitative research based on the networking of two theoretical frameworks used to analyze students’ protocols and the issues surfacing during class discussion: Abstraction in Context (AiC) and Documenting Collective Activity (DCA). In our research, the students, divided into small groups, dealt with a highly immersive “story problem” with the Sierpinski Triangle as its central element. The task was designed to ensure consistency with the story and involved the construction, with GeoGebra 6.0 software, of a fractal city, Fractlandia, with squares and sinkholes. The preliminary results show that the story proposed functioned as a motivation to solve the problem, and the last questions of the task proved the most engaging for the students, mainly because of the connection with the story, and also because they involved some reflection about the behavior to the infinity of the perimeter and the area of the Sierpinski Triangle.","PeriodicalId":502600,"journal":{"name":"Education Sciences","volume":"47 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140377163","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}
Rasdiana, B. Wiyono, Ali Imron, Lailatul Rahma, Nur Arifah, Reza Azhari, Elfira, Irvine Sibula, Muh. Asrandy Maharmawan
The educational landscape has been significantly influenced by the rapid development of technology, especially in the instructional process. Examining teachers’ professional digital competence (TPDC) in Indonesia, a developing country, is of utmost importance. It is vital to comprehend the extent of professional digital competence among teachers to identify potential gaps and areas for improvement through training programs. This investigation aims to shed light on disparities and formulate strategies to bridge the digital divide. In this context, the principal’s instructional e-supervision (PIS) and technology leadership (PTL) play a pivotal role in nurturing a school’s digital culture (SDC). This culture is crucial for ensuring the effectiveness of the collaborative learning process that meets the needs of students in this digital-savvy era. Therefore, this study delves into the structural impact of PIS and PTL on TPDC mediated by SDC. Quantitative methods were employed to address research hypotheses through structural equation modeling (SEM) analysis with AMOS, utilizing inner and outer model techniques. Carried out in seven senior high schools in Indonesia, the research involved 257 productive teachers randomly selected from a population of 450. The findings revealed that PIS directly influences TPDC, albeit with the most negligible coefficient (0.192). Simultaneously, PTL directly impacts SDC (0.663) and TPDC (0.229). Moreover, SDC significantly influences TPDC (0.816). However, the direct coefficient of PTL has a more substantial impact on SDC than on TPDC. Consequently, the structural model suggests that PTL will profoundly influence TPDC when mediated by SDC (0.541). In light of these results, this study recommends the application of principal technology leadership-based humbleness for future research.
{"title":"Elevating Teachers’ Professional Digital Competence: Synergies of Principals’ Instructional E-Supervision, Technology Leadership and Digital Culture for Educational Excellence in Digital-Savvy Era","authors":"Rasdiana, B. Wiyono, Ali Imron, Lailatul Rahma, Nur Arifah, Reza Azhari, Elfira, Irvine Sibula, Muh. Asrandy Maharmawan","doi":"10.3390/educsci14030266","DOIUrl":"https://doi.org/10.3390/educsci14030266","url":null,"abstract":"The educational landscape has been significantly influenced by the rapid development of technology, especially in the instructional process. Examining teachers’ professional digital competence (TPDC) in Indonesia, a developing country, is of utmost importance. It is vital to comprehend the extent of professional digital competence among teachers to identify potential gaps and areas for improvement through training programs. This investigation aims to shed light on disparities and formulate strategies to bridge the digital divide. In this context, the principal’s instructional e-supervision (PIS) and technology leadership (PTL) play a pivotal role in nurturing a school’s digital culture (SDC). This culture is crucial for ensuring the effectiveness of the collaborative learning process that meets the needs of students in this digital-savvy era. Therefore, this study delves into the structural impact of PIS and PTL on TPDC mediated by SDC. Quantitative methods were employed to address research hypotheses through structural equation modeling (SEM) analysis with AMOS, utilizing inner and outer model techniques. Carried out in seven senior high schools in Indonesia, the research involved 257 productive teachers randomly selected from a population of 450. The findings revealed that PIS directly influences TPDC, albeit with the most negligible coefficient (0.192). Simultaneously, PTL directly impacts SDC (0.663) and TPDC (0.229). Moreover, SDC significantly influences TPDC (0.816). However, the direct coefficient of PTL has a more substantial impact on SDC than on TPDC. Consequently, the structural model suggests that PTL will profoundly influence TPDC when mediated by SDC (0.541). In light of these results, this study recommends the application of principal technology leadership-based humbleness for future research.","PeriodicalId":502600,"journal":{"name":"Education Sciences","volume":"76 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140080057","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}
Career choice has received significant attention in recent years, with research indicating a strong correlation between individual intrinsic motivations and career decisions. This study investigated the intrinsic factors influencing music graduates’ decisions to pursue a professional career in music in Fujian, China, using the Exploratory Design research method. This research design involved two phases. In phase one, the influencing factors were explored through interviews seeking to obtain qualitative information (N = 18). In phase two, the codes derived from the qualitative study were utilized to build a Likert scale for the quantitative questionnaire (N = 221). The qualitative results revealed that music graduates’ professional career choices were intrinsically influenced by their commitment to the music profession, sense of self-worth derived from successful performing and teaching experiences, self-purpose in sharing and teaching music, interest in music playing and music teaching, confidence in music-playing skills, and working relationship between teacher and student. These variables were confirmed by the quantitative study to have an impact on career choice. Commitment to the music profession was the most influential variable, followed by a sense of self-worth. Confidence in music-playing skills was the least influential variable. These findings deepen our understanding of the variables impacting music majors’ job choices. Understanding these determinants can help educational institutions, policymakers, and career counselors better understand music majors’ particular needs and concerns, leading to more supportive career pathways for aspiring musicians in the region.
{"title":"Intrinsic Factors Influencing Career Choice of Music Graduates in Fujian, China","authors":"Xiaolu Wang, Chiew Hwa Poon, Ku Wing Cheong","doi":"10.3390/educsci14030256","DOIUrl":"https://doi.org/10.3390/educsci14030256","url":null,"abstract":"Career choice has received significant attention in recent years, with research indicating a strong correlation between individual intrinsic motivations and career decisions. This study investigated the intrinsic factors influencing music graduates’ decisions to pursue a professional career in music in Fujian, China, using the Exploratory Design research method. This research design involved two phases. In phase one, the influencing factors were explored through interviews seeking to obtain qualitative information (N = 18). In phase two, the codes derived from the qualitative study were utilized to build a Likert scale for the quantitative questionnaire (N = 221). The qualitative results revealed that music graduates’ professional career choices were intrinsically influenced by their commitment to the music profession, sense of self-worth derived from successful performing and teaching experiences, self-purpose in sharing and teaching music, interest in music playing and music teaching, confidence in music-playing skills, and working relationship between teacher and student. These variables were confirmed by the quantitative study to have an impact on career choice. Commitment to the music profession was the most influential variable, followed by a sense of self-worth. Confidence in music-playing skills was the least influential variable. These findings deepen our understanding of the variables impacting music majors’ job choices. Understanding these determinants can help educational institutions, policymakers, and career counselors better understand music majors’ particular needs and concerns, leading to more supportive career pathways for aspiring musicians in the region.","PeriodicalId":502600,"journal":{"name":"Education Sciences","volume":"27 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140415196","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}
One demand imposed by the global market is the possession of adequate soft skills, a challenge commonly faced by STEM (science, technology, engineering, and mathematics) graduates. This challenge is particularly prominent in China, which produces millions of STEM graduates annually. Consequently, there is a pressing need to develop and research programs facilitating the acquisition of soft skills, with a specific focus on teamwork, among Chinese engineers. To this end, we created a team-based project as part of a semester-long scientific English communication course at a Sino–foreign STEM university in China. The project aimed at fostering valuable soft skills through active learning, including teamwork, communication, and collaboration. In this report, we examine written reflections by students, aiming to assess their perceptions of soft skill development and overall experience resulting from their participation in the team-based project. Our results show the self-reflected soft skills development was considerable, and, unexpectedly, a noteworthy outcome of the project was the significant development of interpersonal connections, resulting in a positive experience and friendship development. Consequently, the findings of this study shed light on how teamwork can foster soft skills and friendship development, the latter often referred to as relationship development, another soft skill in the 21st century.
{"title":"Teamwork Made in China: Soft Skill Development with a Side of Friendship in the STEM Classroom","authors":"Constance Van Horne, Tzipora Rakedzon","doi":"10.3390/educsci14030248","DOIUrl":"https://doi.org/10.3390/educsci14030248","url":null,"abstract":"One demand imposed by the global market is the possession of adequate soft skills, a challenge commonly faced by STEM (science, technology, engineering, and mathematics) graduates. This challenge is particularly prominent in China, which produces millions of STEM graduates annually. Consequently, there is a pressing need to develop and research programs facilitating the acquisition of soft skills, with a specific focus on teamwork, among Chinese engineers. To this end, we created a team-based project as part of a semester-long scientific English communication course at a Sino–foreign STEM university in China. The project aimed at fostering valuable soft skills through active learning, including teamwork, communication, and collaboration. In this report, we examine written reflections by students, aiming to assess their perceptions of soft skill development and overall experience resulting from their participation in the team-based project. Our results show the self-reflected soft skills development was considerable, and, unexpectedly, a noteworthy outcome of the project was the significant development of interpersonal connections, resulting in a positive experience and friendship development. Consequently, the findings of this study shed light on how teamwork can foster soft skills and friendship development, the latter often referred to as relationship development, another soft skill in the 21st century.","PeriodicalId":502600,"journal":{"name":"Education Sciences","volume":"2 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140426812","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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