Diana Cembreros Castaño, Álvaro Moraleda Ruano, N. L. Nieto-Márquez
The prevalence of bullying and eating disorders among adolescents is alarmingly high. In response to these issues, a mobile application called “Searching Help” was designed to be incorporated into school environments. This study aims to understand parents’ views on a school-integrated app designed to prevent bullying and eating disorders. Additionally, it sought to identify potential gender differences in these perceptions. Utilizing a retrospective research approach, we gathered insights from 201 parents of Spanish adolescents aged 12–18. The findings highlighted that a school-integrated app to prevent bullying and eating disorders was positively received by parents. Regarding gender, mothers were more aware of eating disorders and had greater concerns about unauthorized data access compared to fathers. Conversely, fathers were more optimistic about the potential of the app in creating a secure school environment against bullying and eating disorders. Notably, it was observed that although parents had a decent understanding of the problems associated with bullying and eating disorders independently, their knowledge of the technological solutions available to address these issues was considerably limited. In conclusion, this research confirms the gender-specific variations in parents’ attitudes and views toward technology-based solutions in schools and emphasizes a need for enhanced awareness initiatives to familiarize parents with relevant technological solutions for their children’s safety.
{"title":"Parental Perceived Usefulness on a School-Integrated App to Prevent Bullying and Eating Disorders","authors":"Diana Cembreros Castaño, Álvaro Moraleda Ruano, N. L. Nieto-Márquez","doi":"10.3390/educsci14030230","DOIUrl":"https://doi.org/10.3390/educsci14030230","url":null,"abstract":"The prevalence of bullying and eating disorders among adolescents is alarmingly high. In response to these issues, a mobile application called “Searching Help” was designed to be incorporated into school environments. This study aims to understand parents’ views on a school-integrated app designed to prevent bullying and eating disorders. Additionally, it sought to identify potential gender differences in these perceptions. Utilizing a retrospective research approach, we gathered insights from 201 parents of Spanish adolescents aged 12–18. The findings highlighted that a school-integrated app to prevent bullying and eating disorders was positively received by parents. Regarding gender, mothers were more aware of eating disorders and had greater concerns about unauthorized data access compared to fathers. Conversely, fathers were more optimistic about the potential of the app in creating a secure school environment against bullying and eating disorders. Notably, it was observed that although parents had a decent understanding of the problems associated with bullying and eating disorders independently, their knowledge of the technological solutions available to address these issues was considerably limited. In conclusion, this research confirms the gender-specific variations in parents’ attitudes and views toward technology-based solutions in schools and emphasizes a need for enhanced awareness initiatives to familiarize parents with relevant technological solutions for their children’s safety.","PeriodicalId":502600,"journal":{"name":"Education Sciences","volume":"29 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140439638","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}
Nerea Hernaiz-Agreda, María Dolores Soto-González, R. Rodriguez-Lopez
This study examines the process of creating digital resources to meet the specific educational needs of primary education students at a school in the province of Valencia (Spain). The resources were developed by students of the Teaching program at the University of Valencia as part of the special educational needs subject. The research focuses on transdisciplinarity and the use of new technologies and sustainable development objectives to enrich the educational experience at the school as well as to study this approach with students pursuing a bachelor’s degree in Primary Education. To analyze students’ perceptions of this practice and compare their reflective and transdisciplinary thinking, a validated questionnaire was administered to a sample of 39 participants. In addition, seven focus groups were organized. The results demonstrate that via transdisciplinarity and the use of technological resources, students enhance their abilities to address complex situations, fostering creativity and innovation by relating different areas of knowledge in real and contextualized settings. Furthermore, an increase in reflective capacity and research skills is highlighted, contributing to better understanding and learning based on digital technologies.
{"title":"Development of Transdisciplinary and Complex Learning in Inclusive Educational Practices","authors":"Nerea Hernaiz-Agreda, María Dolores Soto-González, R. Rodriguez-Lopez","doi":"10.3390/educsci14030222","DOIUrl":"https://doi.org/10.3390/educsci14030222","url":null,"abstract":"This study examines the process of creating digital resources to meet the specific educational needs of primary education students at a school in the province of Valencia (Spain). The resources were developed by students of the Teaching program at the University of Valencia as part of the special educational needs subject. The research focuses on transdisciplinarity and the use of new technologies and sustainable development objectives to enrich the educational experience at the school as well as to study this approach with students pursuing a bachelor’s degree in Primary Education. To analyze students’ perceptions of this practice and compare their reflective and transdisciplinary thinking, a validated questionnaire was administered to a sample of 39 participants. In addition, seven focus groups were organized. The results demonstrate that via transdisciplinarity and the use of technological resources, students enhance their abilities to address complex situations, fostering creativity and innovation by relating different areas of knowledge in real and contextualized settings. Furthermore, an increase in reflective capacity and research skills is highlighted, contributing to better understanding and learning based on digital technologies.","PeriodicalId":502600,"journal":{"name":"Education Sciences","volume":"18 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140440989","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}
There has been extensive research conducted on mindset and grit, involving both experimental and observational methods. However, the findings in the literature remain mixed. This should give educators and researchers pause from an intervention perspective—if we still do not have a good understanding of how mindset works, then more research is needed. We implemented a mindset intervention with undergraduate women to improve cognitive performance measures relevant to academic performance—working memory capacity and standardized test performance in math. To better understand how mindset interventions work, we also examined self-report measures (e.g., pertaining to academic attitudes and belonging) as well as post-intervention behavior. We expected the growth mindset intervention to significantly improve cognitive performance and to cause more positive academic attitudes and attitudinal change. The mindset intervention did change students’ beliefs about ability and also caused students to report higher grit overall (no condition difference), and to feel less belonging in terms of connection to their university—which was not in line with our hypotheses. We also found that the growth mindset intervention had no significant effects on improving WMC or standardized test performance. We discuss the implications of these findings and make suggestions for future work in this area.
{"title":"Brief Mindset Intervention Changes Attitudes but Does Not Improve Working Memory Capacity or Standardized Test Performance","authors":"LaTasha R. Holden, B. Goldstein","doi":"10.3390/educsci14030227","DOIUrl":"https://doi.org/10.3390/educsci14030227","url":null,"abstract":"There has been extensive research conducted on mindset and grit, involving both experimental and observational methods. However, the findings in the literature remain mixed. This should give educators and researchers pause from an intervention perspective—if we still do not have a good understanding of how mindset works, then more research is needed. We implemented a mindset intervention with undergraduate women to improve cognitive performance measures relevant to academic performance—working memory capacity and standardized test performance in math. To better understand how mindset interventions work, we also examined self-report measures (e.g., pertaining to academic attitudes and belonging) as well as post-intervention behavior. We expected the growth mindset intervention to significantly improve cognitive performance and to cause more positive academic attitudes and attitudinal change. The mindset intervention did change students’ beliefs about ability and also caused students to report higher grit overall (no condition difference), and to feel less belonging in terms of connection to their university—which was not in line with our hypotheses. We also found that the growth mindset intervention had no significant effects on improving WMC or standardized test performance. We discuss the implications of these findings and make suggestions for future work in this area.","PeriodicalId":502600,"journal":{"name":"Education Sciences","volume":"21 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140439520","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 study explores the epistemological framings of undergraduate students when solving an area problem of a degenerate triangle, without or with a triangle drawing. Through mixed research with a triangulation design, the resolution processes and responses of students were analyzed. The aim was to analyze how students’ epistemological framing changes during the problem-solving process depending on whether the task contains the drawing of the triangle or not. Quantitative results show significant differences between students who solve the problem without a triangle drawing and those who do. Qualitative results evidence that students who solved the problem with the drawing established an initial epistemological framing that contained an “obvious fact”: the non-zero area of the triangle. They hardly modified this epistemological framing during the solving process, forcing the response to be a positive number. In contrast, students who solved the problem without the drawing easily modified their initial epistemological framing by observing that the area of the triangle was zero. Students’ perceptions of the level of difficulty of the problem are discussed, too.
{"title":"Students’ Epistemological Framings When Solving an Area Problem of a Degenerate Triangle: The Influence of Presence and Absence of a Drawing","authors":"E. Juárez-Ruiz, J. Sliško","doi":"10.3390/educsci14030224","DOIUrl":"https://doi.org/10.3390/educsci14030224","url":null,"abstract":"This study explores the epistemological framings of undergraduate students when solving an area problem of a degenerate triangle, without or with a triangle drawing. Through mixed research with a triangulation design, the resolution processes and responses of students were analyzed. The aim was to analyze how students’ epistemological framing changes during the problem-solving process depending on whether the task contains the drawing of the triangle or not. Quantitative results show significant differences between students who solve the problem without a triangle drawing and those who do. Qualitative results evidence that students who solved the problem with the drawing established an initial epistemological framing that contained an “obvious fact”: the non-zero area of the triangle. They hardly modified this epistemological framing during the solving process, forcing the response to be a positive number. In contrast, students who solved the problem without the drawing easily modified their initial epistemological framing by observing that the area of the triangle was zero. Students’ perceptions of the level of difficulty of the problem are discussed, too.","PeriodicalId":502600,"journal":{"name":"Education Sciences","volume":"17 8‐9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140438640","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 systematic review examines the intricate relationship between Science, Technology, Engineering, Arts, and Mathematics (STEAM) education, digital competence, and sustainable innovations in the context of academic institutions. This study, conducted through a meticulous PRISMA-guided literature review, spans the decade from 2013 to 2023, focusing on publications from the Scopus and Web of Science databases. The NOISE analysis model guides the exploration, emphasizing the Needs, Opportunities, Improvements, and Strengths in upskilling educators for the digital age. By synthesizing findings, this review highlights the multifaceted nature of digital competence, emphasizing its critical role in the knowledge society. Sustainable innovation emerges as a complex yet essential concept for future digital competencies. Key findings underscore the imperative for a continuous upskilling of educators and the transformative potential of STEAM pedagogy in fostering a holistic, transdisciplinary approach to education. The NOISE analysis offers practical insights, paving the way for future research directions, including the development of a robust conceptual framework for STEAM-based pedagogy. This review contributes by adding a culturally sustaining education framework for STEAM, which adds to existing knowledge by elucidating the symbiotic relationship between STEAM education, digital competence, and sustainable innovations, providing a nuanced understanding crucial for navigating the evolving educational landscape.
{"title":"A Systematic Review of STEAM Education’s Role in Nurturing Digital Competencies for Sustainable Innovations","authors":"Csaba Deák, B. Kumar","doi":"10.3390/educsci14030226","DOIUrl":"https://doi.org/10.3390/educsci14030226","url":null,"abstract":"This systematic review examines the intricate relationship between Science, Technology, Engineering, Arts, and Mathematics (STEAM) education, digital competence, and sustainable innovations in the context of academic institutions. This study, conducted through a meticulous PRISMA-guided literature review, spans the decade from 2013 to 2023, focusing on publications from the Scopus and Web of Science databases. The NOISE analysis model guides the exploration, emphasizing the Needs, Opportunities, Improvements, and Strengths in upskilling educators for the digital age. By synthesizing findings, this review highlights the multifaceted nature of digital competence, emphasizing its critical role in the knowledge society. Sustainable innovation emerges as a complex yet essential concept for future digital competencies. Key findings underscore the imperative for a continuous upskilling of educators and the transformative potential of STEAM pedagogy in fostering a holistic, transdisciplinary approach to education. The NOISE analysis offers practical insights, paving the way for future research directions, including the development of a robust conceptual framework for STEAM-based pedagogy. This review contributes by adding a culturally sustaining education framework for STEAM, which adds to existing knowledge by elucidating the symbiotic relationship between STEAM education, digital competence, and sustainable innovations, providing a nuanced understanding crucial for navigating the evolving educational landscape.","PeriodicalId":502600,"journal":{"name":"Education Sciences","volume":"24 16","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140441989","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}
Marcos Procopio, R. Fernández-Cézar, Leandra Fernandes-Procopio, Benito Yáñez-Araque
Universities play a pivotal role in knowledge production and in transforming teaching methodologies across various subjects. This research is a case study detailing the pedagogical implementation of a game-based methodological approach in a dual-degree program for primary and early childhood education teachers. The focus is on integrating information and communication technologies (ICT) tools for mathematics, specifically Scratch and GeoGebra, underpinned by principles of neuroscience. Based on a sample of 28 students, this study adopted game-based learning (GBL) in mathematics exercises, aimed at equipping student-teachers with strategies for educating future students (ages 7 to 11) in the 3rd to the 6th grade. Key areas of focus included plane and spatial geometry, requiring student-teachers to design game-like activities, emulating the problem-solving approaches of children. The culmination of this study involved presentations by the student-teachers, demonstrating how neuroscience principles can enhance the creation of educational games for primary school students. The findings highlight a significant divergence between the reality of teaching mathematics and the preconceived notions held by the student-teachers. This study opens avenues for integrating neuroscience into education, particularly through GBL, but also highlights the need for comprehensive understanding and application of neuroscientific principles to maximize learning outcomes.
{"title":"Neuroscience-Based Information and Communication Technologies Development in Elementary School Mathematics through Games: A Case Study Evaluation","authors":"Marcos Procopio, R. Fernández-Cézar, Leandra Fernandes-Procopio, Benito Yáñez-Araque","doi":"10.3390/educsci14030213","DOIUrl":"https://doi.org/10.3390/educsci14030213","url":null,"abstract":"Universities play a pivotal role in knowledge production and in transforming teaching methodologies across various subjects. This research is a case study detailing the pedagogical implementation of a game-based methodological approach in a dual-degree program for primary and early childhood education teachers. The focus is on integrating information and communication technologies (ICT) tools for mathematics, specifically Scratch and GeoGebra, underpinned by principles of neuroscience. Based on a sample of 28 students, this study adopted game-based learning (GBL) in mathematics exercises, aimed at equipping student-teachers with strategies for educating future students (ages 7 to 11) in the 3rd to the 6th grade. Key areas of focus included plane and spatial geometry, requiring student-teachers to design game-like activities, emulating the problem-solving approaches of children. The culmination of this study involved presentations by the student-teachers, demonstrating how neuroscience principles can enhance the creation of educational games for primary school students. The findings highlight a significant divergence between the reality of teaching mathematics and the preconceived notions held by the student-teachers. This study opens avenues for integrating neuroscience into education, particularly through GBL, but also highlights the need for comprehensive understanding and application of neuroscientific principles to maximize learning outcomes.","PeriodicalId":502600,"journal":{"name":"Education Sciences","volume":"44 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140444705","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}
Alessandra Boscolo, Stefania Lippiello, Anna Pierri
Instructional design is an essential part of teaching practice: both researchers and teachers are engaged in finding strategies to deal with this complex work. We propose the use of storytelling as a skeleton to structure a long-lasting teaching unit, maintaining coherence and giving meaning to its various elements. We refer to an interpretation of storytelling for educational purposes as a role-playing game, drawing inspiration from the Digital Interactive Storytelling in Mathematics framework. Designing a learning unit based on storytelling means integrating every moment of the teaching–learning process within the narrative: the teacher and students are all part of the same story, which motivates every activity carried out in the unit and contextualizes the tasks performed. Moreover, the assessment is also integrated into the narrative flow. In this study, we designed an exemplary Storytelling Learning Unit (SLU) model for the study of light, promoting modelling and argumentation skills in mathematics and physics. This unit, intended for ninth-grade students in an Italian scientific high school, was co-designed by the teacher of the class in which it will be implemented. This work particularly focuses on the design process. From reflection on the specific unit developed, general design principles for creating a SLU were hypothesized.
{"title":"Storytelling as a Skeleton to Design a Learning Unit: A Model for Teaching and Learning Optics","authors":"Alessandra Boscolo, Stefania Lippiello, Anna Pierri","doi":"10.3390/educsci14030218","DOIUrl":"https://doi.org/10.3390/educsci14030218","url":null,"abstract":"Instructional design is an essential part of teaching practice: both researchers and teachers are engaged in finding strategies to deal with this complex work. We propose the use of storytelling as a skeleton to structure a long-lasting teaching unit, maintaining coherence and giving meaning to its various elements. We refer to an interpretation of storytelling for educational purposes as a role-playing game, drawing inspiration from the Digital Interactive Storytelling in Mathematics framework. Designing a learning unit based on storytelling means integrating every moment of the teaching–learning process within the narrative: the teacher and students are all part of the same story, which motivates every activity carried out in the unit and contextualizes the tasks performed. Moreover, the assessment is also integrated into the narrative flow. In this study, we designed an exemplary Storytelling Learning Unit (SLU) model for the study of light, promoting modelling and argumentation skills in mathematics and physics. This unit, intended for ninth-grade students in an Italian scientific high school, was co-designed by the teacher of the class in which it will be implemented. This work particularly focuses on the design process. From reflection on the specific unit developed, general design principles for creating a SLU were hypothesized.","PeriodicalId":502600,"journal":{"name":"Education Sciences","volume":"24 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140444833","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}
Drawing upon the division of labor between orthographic and phonological information, this study investigated whether and how L2 reading proficiency moderates learners’ reliance on phonological and orthographic information in retrieving word meanings. A total of 136 Chinese collegiate students who learned English as a foreign language (EFL) completed English reading proficiency tests and were divided into higher and lower reading proficiency groups using an extreme-group approach. Behavioral tasks were used to measure the participants’ sensitivity to and processing skills of orthographic and phonological information. The analysis showed that the reliance on phonological and orthographic information differed significantly across L2 reading proficiency groups: The higher reading proficiency group was sensitive to both phonological and orthographic information within words, while the lower reading proficiency group was only sensitive to orthographic information; only orthographic processing skills significantly contributed to the word meaning retrieval of individuals in the higher reading proficiency group, while phonological processing skills were the only predictor for the lower reading proficiency group. These results suggest that the use of phonological and orthographic information vary as a function of L2 learners’ English reading proficiency. Implications regarding the changing patterns of L1 influences and the language-universal and language-specific aspects of word recognition were discussed.
{"title":"The Role of Second Language Reading Proficiency in Moderating Second Language Word Recognition","authors":"Xiaomeng Li, Tianxu Chen","doi":"10.3390/educsci14020193","DOIUrl":"https://doi.org/10.3390/educsci14020193","url":null,"abstract":"Drawing upon the division of labor between orthographic and phonological information, this study investigated whether and how L2 reading proficiency moderates learners’ reliance on phonological and orthographic information in retrieving word meanings. A total of 136 Chinese collegiate students who learned English as a foreign language (EFL) completed English reading proficiency tests and were divided into higher and lower reading proficiency groups using an extreme-group approach. Behavioral tasks were used to measure the participants’ sensitivity to and processing skills of orthographic and phonological information. The analysis showed that the reliance on phonological and orthographic information differed significantly across L2 reading proficiency groups: The higher reading proficiency group was sensitive to both phonological and orthographic information within words, while the lower reading proficiency group was only sensitive to orthographic information; only orthographic processing skills significantly contributed to the word meaning retrieval of individuals in the higher reading proficiency group, while phonological processing skills were the only predictor for the lower reading proficiency group. These results suggest that the use of phonological and orthographic information vary as a function of L2 learners’ English reading proficiency. Implications regarding the changing patterns of L1 influences and the language-universal and language-specific aspects of word recognition were discussed.","PeriodicalId":502600,"journal":{"name":"Education Sciences","volume":"24 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139776304","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}
The questions addressed in this essay are (1) how has the work environment of school leaders changed in the early years of the 21st century, (2) how have these changes affected the role of the school leader, (3) what is the association between an evident deterioration in the work environment and the trend to more autonomy for schools and their leaders, and (4) how can school systems be more effective in supporting school leaders? The essay is organised into three domains that emerged from a review of the literature on changes in the work environment: intensification–intimidation, autonomy–accountability and system–support. Six recommendations are derived from the evidence: principals should have greater control over their work environment, system leaders should remove many reporting requirements from schools, there should be “organised abandonment” of outdated practices, the potential benefits of AI should be realised, there should be more engagement in planning for the future, and there should be further research on processes and outcomes through randomised controlled trials of new practices. It is not so much new theories in leadership but rather new roles and new practices within different arrangements for governance, informed by ongoing research as the context changes, amid evidence of deterioration in professional wellbeing.
{"title":"The Work Environment of the School Leader in Australia: The Case for Sustained Change in Role and Practice","authors":"Brian J. Caldwell","doi":"10.3390/educsci14020190","DOIUrl":"https://doi.org/10.3390/educsci14020190","url":null,"abstract":"The questions addressed in this essay are (1) how has the work environment of school leaders changed in the early years of the 21st century, (2) how have these changes affected the role of the school leader, (3) what is the association between an evident deterioration in the work environment and the trend to more autonomy for schools and their leaders, and (4) how can school systems be more effective in supporting school leaders? The essay is organised into three domains that emerged from a review of the literature on changes in the work environment: intensification–intimidation, autonomy–accountability and system–support. Six recommendations are derived from the evidence: principals should have greater control over their work environment, system leaders should remove many reporting requirements from schools, there should be “organised abandonment” of outdated practices, the potential benefits of AI should be realised, there should be more engagement in planning for the future, and there should be further research on processes and outcomes through randomised controlled trials of new practices. It is not so much new theories in leadership but rather new roles and new practices within different arrangements for governance, informed by ongoing research as the context changes, amid evidence of deterioration in professional wellbeing.","PeriodicalId":502600,"journal":{"name":"Education Sciences","volume":"402 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139834286","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}
Monica Déchène, Kaley Lesperance, Lisa Ziernwald, Doris Holzberger
Twitter has evolved from its initial purpose as a microblogging social network to a pivotal platform for science communication. Equally, it has gained significant popularity among teachers who utilize communities like the German #twitterlehrerzimmer (TWLZ; Twitter teachers’ lounge) as a digital professional learning network. (1) Background: To date, no studies examine how science communication is conducted on Twitter specifically tailored to teachers’ needs and whether this facilitates evidence-based teaching. (2) Methods: Answering the three research questions involved a comprehensive mixed methods approach comprising an online teacher survey, utility analysis using Analytical Hierarchy Process (AHP) models, and machine learning-assisted tweet analyses. (3) Results: Teachers implement research findings from the TWLZ in their teaching about twice a month. They prefer interactive tweets with specific content-related, communicative, and interactive tweet features. Science communication in the TWLZ differs from everyday communication but notably emphasizes the relevance of transfer events for educational practice. (4) Conclusions: Findings highlight that dialogue is essential for successful science communication. Practical implications arise from new guidelines on how research findings should be communicated and encourage teachers to reflect on their Twitter usage and attitude toward evidence-based teaching. Recommendations for further research in this emerging field are also discussed.
{"title":"From Research to Retweets—Exploring the Role of Educational Twitter (X) Communities in Promoting Science Communication and Evidence-Based Teaching","authors":"Monica Déchène, Kaley Lesperance, Lisa Ziernwald, Doris Holzberger","doi":"10.3390/educsci14020196","DOIUrl":"https://doi.org/10.3390/educsci14020196","url":null,"abstract":"Twitter has evolved from its initial purpose as a microblogging social network to a pivotal platform for science communication. Equally, it has gained significant popularity among teachers who utilize communities like the German #twitterlehrerzimmer (TWLZ; Twitter teachers’ lounge) as a digital professional learning network. (1) Background: To date, no studies examine how science communication is conducted on Twitter specifically tailored to teachers’ needs and whether this facilitates evidence-based teaching. (2) Methods: Answering the three research questions involved a comprehensive mixed methods approach comprising an online teacher survey, utility analysis using Analytical Hierarchy Process (AHP) models, and machine learning-assisted tweet analyses. (3) Results: Teachers implement research findings from the TWLZ in their teaching about twice a month. They prefer interactive tweets with specific content-related, communicative, and interactive tweet features. Science communication in the TWLZ differs from everyday communication but notably emphasizes the relevance of transfer events for educational practice. (4) Conclusions: Findings highlight that dialogue is essential for successful science communication. Practical implications arise from new guidelines on how research findings should be communicated and encourage teachers to reflect on their Twitter usage and attitude toward evidence-based teaching. Recommendations for further research in this emerging field are also discussed.","PeriodicalId":502600,"journal":{"name":"Education Sciences","volume":"11 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139774295","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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