Pub Date : 2024-06-07DOI: 10.3389/feduc.2024.1413128
Frank Cornelissen, Ros McLellan, Alan Daly
The Anglo-Saxon world has a long history of promoting research engagement with teachers and schools. However, over the years it became evident that building such research engagement in schools is challenging. This study examined factors that may influence the development of research-engaged relationships among colleagues. A survey study, including a social network analysis, was conducted. The findings indicate that both individual educators’ intentional network behavior and their perception of research engagement among school colleagues play a role in educators’ tendency to seek out school colleagues to engage in and with research. More specifically, analyses revealed that educators’ perceived research engagement in school is not mediating the relationship between their intentional network behavior and the size of their research network. This finding could imply that strengthening educators’ intentional network behavior may provide a crucial strategy for boosting the collegial interaction around research in schools.
{"title":"Developing research networks in schools: the role of network intentionality and research engagement","authors":"Frank Cornelissen, Ros McLellan, Alan Daly","doi":"10.3389/feduc.2024.1413128","DOIUrl":"https://doi.org/10.3389/feduc.2024.1413128","url":null,"abstract":"The Anglo-Saxon world has a long history of promoting research engagement with teachers and schools. However, over the years it became evident that building such research engagement in schools is challenging. This study examined factors that may influence the development of research-engaged relationships among colleagues. A survey study, including a social network analysis, was conducted. The findings indicate that both individual educators’ intentional network behavior and their perception of research engagement among school colleagues play a role in educators’ tendency to seek out school colleagues to engage in and with research. More specifically, analyses revealed that educators’ perceived research engagement in school is not mediating the relationship between their intentional network behavior and the size of their research network. This finding could imply that strengthening educators’ intentional network behavior may provide a crucial strategy for boosting the collegial interaction around research in schools.","PeriodicalId":508739,"journal":{"name":"Frontiers in Education","volume":" 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141373066","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}
Pub Date : 2024-06-07DOI: 10.3389/feduc.2024.1385278
Ismail Mohamed Ali, Mohamud Ahmed Mohamed, Yahye Abukar Ahmed
High dropout rates in higher education pose a significant challenge, prompting a need for effective retention strategies. Research shows promoting students’ engagement as key factor in retention. This is most effectively nurtured through regular activities that explicitly connect to academic goals and involve all students. This study proposes to investigate the role of reciprocity which involves the exchange of knowledge and resources on the basis of mutual benefits, and considers WhatsApp groups as an interactive medium for connecting and sharing. Data from an online questionnaire of 309 university students was used to test the research model. Data analysis was performed using the partial least squares method. The findings revealed that that information quality (IQ) and service quality (SERQ) exert a positive influence on satisfaction (SAT), while system quality (SQ) does not. Similarly, reciprocity has a positive influence on both SAT and intention to stay (INTENT). Moreover, our study reaffirmed the established positive relationship between SAT and INTENT. Online platforms like WhatsApp groups, supported by reciprocity and a higher quality of contents and services, can promote satisfaction and knowledge sharing among students, ultimately addressing the challenge of student retention in higher education.
高等教育的高辍学率是一项重大挑战，因此需要制定有效的学生保留策略。研究表明，提高学生的参与度是留住学生的关键因素。通过定期开展与学术目标明确相关的活动，并让所有学生参与其中，可以最有效地培养学生的参与意识。互惠涉及在互利的基础上交换知识和资源，本研究拟调查互惠的作用，并将 WhatsApp 群组视为连接和共享的互动媒介。309 名大学生的在线问卷调查数据被用来检验研究模型。数据分析采用偏最小二乘法。研究结果表明，信息质量（IQ）和服务质量（SERQ）对满意度（SAT）有积极影响，而系统质量（SQ）则没有。同样，互惠对满意度（SAT）和停留意向（INTENT）都有积极影响。此外，我们的研究再次证实了 SAT 和 INTENT 之间的正相关关系。像 WhatsApp 群组这样的在线平台，在互惠以及更高质量的内容和服务的支持下，可以提高学生的满意度和知识共享，最终解决高等教育中学生保留率的难题。
{"title":"WhatsApp groups: the Nexus between retention, reciprocity, and user satisfaction","authors":"Ismail Mohamed Ali, Mohamud Ahmed Mohamed, Yahye Abukar Ahmed","doi":"10.3389/feduc.2024.1385278","DOIUrl":"https://doi.org/10.3389/feduc.2024.1385278","url":null,"abstract":"High dropout rates in higher education pose a significant challenge, prompting a need for effective retention strategies. Research shows promoting students’ engagement as key factor in retention. This is most effectively nurtured through regular activities that explicitly connect to academic goals and involve all students. This study proposes to investigate the role of reciprocity which involves the exchange of knowledge and resources on the basis of mutual benefits, and considers WhatsApp groups as an interactive medium for connecting and sharing. Data from an online questionnaire of 309 university students was used to test the research model. Data analysis was performed using the partial least squares method. The findings revealed that that information quality (IQ) and service quality (SERQ) exert a positive influence on satisfaction (SAT), while system quality (SQ) does not. Similarly, reciprocity has a positive influence on both SAT and intention to stay (INTENT). Moreover, our study reaffirmed the established positive relationship between SAT and INTENT. Online platforms like WhatsApp groups, supported by reciprocity and a higher quality of contents and services, can promote satisfaction and knowledge sharing among students, ultimately addressing the challenge of student retention in higher education.","PeriodicalId":508739,"journal":{"name":"Frontiers in Education","volume":" 23","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141372799","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}
Pub Date : 2024-06-07DOI: 10.3389/feduc.2024.1352796
Maike Pöhler, Fiona J. Briese, Annette Kinder
Higher perspective taking skills are associated with better social functioning and improved social relationships. Generally, teachers are willing to take the perspective of their students, but it is unclear whether the same is true for the perspective of parents. As communication and conflicts with parents are pervasive, the motivation and willingness to adopt the perspective of parents in counseling situations should be promoted during university teacher training. Therefore, we investigated the promotion of perspective taking among teachers in training and focused mainly on perspective taking toward parents. We developed a case-based learning task in which teachers in training from Freie Universität Berlin (N = 515) prepared for a fictitious upcoming consultation with a mother about her son. Because it is unclear if direct instruction for perspective taking is necessary in order to promote it, we also used indirect instruction to investigate whether preparing for the consultation under these instructions fostered the willingness to adopt the perspective of students and parents. In the direct instruction participants were directly told to take the perspective of the fictitious mother when evaluating and developing formulations for the consultation. The indirect instruction did not mention the concept of perspective taking but asked participants to focus on the comprehensibility of the formulations. We obtained three measures: the willingness to take a perspective, the attitude toward another person, and the emotional and empathic language used in written texts. With our main result we demonstrated that the willingness to adopt the perspective of both students and parents could be significantly promoted by both instructions. We further demonstrated that a higher willingness to take another’s perspective is associated with a more positive attitude toward the mother, as well as increased positive emotions and empathic concern. Additionally, we replicated results of a previous study showing a generally higher willingness to take the student perspective prior to the intervention. Results are discussed regarding the benefits of promoting perspective taking, especially toward parents, in teacher education.
{"title":"“If I were the mother…”: fostering perspective taking in German teacher education","authors":"Maike Pöhler, Fiona J. Briese, Annette Kinder","doi":"10.3389/feduc.2024.1352796","DOIUrl":"https://doi.org/10.3389/feduc.2024.1352796","url":null,"abstract":"Higher perspective taking skills are associated with better social functioning and improved social relationships. Generally, teachers are willing to take the perspective of their students, but it is unclear whether the same is true for the perspective of parents. As communication and conflicts with parents are pervasive, the motivation and willingness to adopt the perspective of parents in counseling situations should be promoted during university teacher training. Therefore, we investigated the promotion of perspective taking among teachers in training and focused mainly on perspective taking toward parents. We developed a case-based learning task in which teachers in training from Freie Universität Berlin (N = 515) prepared for a fictitious upcoming consultation with a mother about her son. Because it is unclear if direct instruction for perspective taking is necessary in order to promote it, we also used indirect instruction to investigate whether preparing for the consultation under these instructions fostered the willingness to adopt the perspective of students and parents. In the direct instruction participants were directly told to take the perspective of the fictitious mother when evaluating and developing formulations for the consultation. The indirect instruction did not mention the concept of perspective taking but asked participants to focus on the comprehensibility of the formulations. We obtained three measures: the willingness to take a perspective, the attitude toward another person, and the emotional and empathic language used in written texts. With our main result we demonstrated that the willingness to adopt the perspective of both students and parents could be significantly promoted by both instructions. We further demonstrated that a higher willingness to take another’s perspective is associated with a more positive attitude toward the mother, as well as increased positive emotions and empathic concern. Additionally, we replicated results of a previous study showing a generally higher willingness to take the student perspective prior to the intervention. Results are discussed regarding the benefits of promoting perspective taking, especially toward parents, in teacher education.","PeriodicalId":508739,"journal":{"name":"Frontiers in Education","volume":" 48","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141371721","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 Saudi Internal Medicine (IM) residency program is a 4-year training program that qualifies competent physicians to provide optimal healthcare services. Residents’ satisfaction is a key indicator for a program effectiveness in preparing well-trained physicians. However, no national studies have investigated the perspective of IM residents. This study assessed IM resident’s satisfaction regarding the residency program in several training centers.A cross-sectional study with 194 enrolled IM residents was conducted between November 2022 and June 2023 at multiple governmental hospitals in the central region of Saudi Arabia. Data collection was done via an electronic questionnaire. The satisfaction rate was interpreted by a five-point Likert scale (1 “completely unsatisfied” to 5 “extremely satisfied”).Out of the 184 responses, residents aged 25–27 years comprised 122 (66%) of the sample with male participants being the highest in number at 109 (59%) which was highly significant in accordance to the level of satisfaction (χ2 = 10.07, p = 0.006). Additionally, 89 (54%) junior residents was found to have a significant satisfaction compared to senior residents. In total, 112 (61%) of residents would choose the same IM residency program again if they had the chance and expressed a better level of satisfaction (χ2 = 101, 28, p < 0.001). Overall, the percentage of satisfied residents was around half of the sample 100 (54%). However, workload, quality of life, and teaching opportunities were among the most frequently chosen areas for improvement.The study concluded that 54% of IM residents were highly satisfied with the program in their respective training center. However, residents have excessive workload, reduced quality of life, and differing unmet learning needs.
{"title":"Satisfaction of Saudi board internal medicine residents with the training program in central Saudi Arabia: a cross-sectional study","authors":"Nejood Alsheikh, Shahad Alenezi, Rana Alshehri, Fahad Alshughaithry, Orjowan Z Alamri, Haneen Khair, Nazish Masud, Jamila Alonazi","doi":"10.3389/feduc.2024.1400435","DOIUrl":"https://doi.org/10.3389/feduc.2024.1400435","url":null,"abstract":"The Saudi Internal Medicine (IM) residency program is a 4-year training program that qualifies competent physicians to provide optimal healthcare services. Residents’ satisfaction is a key indicator for a program effectiveness in preparing well-trained physicians. However, no national studies have investigated the perspective of IM residents. This study assessed IM resident’s satisfaction regarding the residency program in several training centers.A cross-sectional study with 194 enrolled IM residents was conducted between November 2022 and June 2023 at multiple governmental hospitals in the central region of Saudi Arabia. Data collection was done via an electronic questionnaire. The satisfaction rate was interpreted by a five-point Likert scale (1 “completely unsatisfied” to 5 “extremely satisfied”).Out of the 184 responses, residents aged 25–27 years comprised 122 (66%) of the sample with male participants being the highest in number at 109 (59%) which was highly significant in accordance to the level of satisfaction (χ2 = 10.07, p = 0.006). Additionally, 89 (54%) junior residents was found to have a significant satisfaction compared to senior residents. In total, 112 (61%) of residents would choose the same IM residency program again if they had the chance and expressed a better level of satisfaction (χ2 = 101, 28, p < 0.001). Overall, the percentage of satisfied residents was around half of the sample 100 (54%). However, workload, quality of life, and teaching opportunities were among the most frequently chosen areas for improvement.The study concluded that 54% of IM residents were highly satisfied with the program in their respective training center. However, residents have excessive workload, reduced quality of life, and differing unmet learning needs.","PeriodicalId":508739,"journal":{"name":"Frontiers in Education","volume":" 16","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141375462","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}
Pub Date : 2024-06-06DOI: 10.3389/feduc.2024.1307709
Yuan Chen
This study explores the impact of the proportion of students with special educational needs (SEN) on Chinese middle school teachers’ job stress, satisfaction, and exhaustion, amid increasing emphasis on inclusive education. The research hypothesizes that a higher proportion of SEN students may lead to increased job stress, decreased job satisfaction, and heightened job exhaustion. This study utilized data from the China Education Panel Survey, and Structural equation modeling was used for data analysis. The study found a significant negative association between the proportion of SEN students and teacher job satisfaction (β = −0.09, p < 0.05). No direct relationship was found between the proportion of SEN students and job stress (β = 0.00, p > 0.05) and job exhaustion (β = −0.08, p > 0.05). However, there was an indirect positive impact of the proportion of SEN students on job exhaustion via job satisfaction (β = 0.05, p < 0.05). This research provides valuable insights into potential strategies for enhancing job satisfaction and reducing job exhaustion among teachers with a high proportion of SEN students.
{"title":"Effects of the proportion of students with special educational needs on middle school teachers’ well-being","authors":"Yuan Chen","doi":"10.3389/feduc.2024.1307709","DOIUrl":"https://doi.org/10.3389/feduc.2024.1307709","url":null,"abstract":"This study explores the impact of the proportion of students with special educational needs (SEN) on Chinese middle school teachers’ job stress, satisfaction, and exhaustion, amid increasing emphasis on inclusive education. The research hypothesizes that a higher proportion of SEN students may lead to increased job stress, decreased job satisfaction, and heightened job exhaustion. This study utilized data from the China Education Panel Survey, and Structural equation modeling was used for data analysis. The study found a significant negative association between the proportion of SEN students and teacher job satisfaction (β = −0.09, p < 0.05). No direct relationship was found between the proportion of SEN students and job stress (β = 0.00, p > 0.05) and job exhaustion (β = −0.08, p > 0.05). However, there was an indirect positive impact of the proportion of SEN students on job exhaustion via job satisfaction (β = 0.05, p < 0.05). This research provides valuable insights into potential strategies for enhancing job satisfaction and reducing job exhaustion among teachers with a high proportion of SEN students.","PeriodicalId":508739,"journal":{"name":"Frontiers in Education","volume":"115 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141381429","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}
Pub Date : 2024-06-06DOI: 10.3389/feduc.2024.1402599
Steve MacNeil, Eileen Wood, F. Arslantas
Metacognition is a fundamental skill that allows advanced learners to adapt to diverse learning environments. Metacognition, however, can be domain specific and students may fail to generalize metacognitive skills across domains. Thus, students in higher education may require specific training to acquire relevant metacognitive skills in differing domains or may need cueing to engage their metacognitive skills and knowledge in new domains. The present report describes the development of a co-curricular metacognitive program for chemistry students and suggests how this program could be adopted by other chemistry courses or adapted for other domains in higher education. Several supports were introduced in this program including self-assessment of competence with learning task inventories (LTIs; i.e., detailed lists of learning tasks), self-assessments of confidence regarding in-class content questions, and performance predictions and postdictions on tests. In general, exposure to these supports resulted in overall performance and confidence gains. However, individual differences were evident with some students demonstrating greater learning gains than others. Initial Dunning-Kruger effects associated with pre-and postdictions, with low-performing students overestimating grades and high-performing students underestimating grades, decreased over exposure. A summary of the evolution of this metacognitive co-curricular program, the educational literature that steered it, and the differential impact on students is explained.
{"title":"Development of a metacognition co-curriculum for a university course in introductory organic chemistry","authors":"Steve MacNeil, Eileen Wood, F. Arslantas","doi":"10.3389/feduc.2024.1402599","DOIUrl":"https://doi.org/10.3389/feduc.2024.1402599","url":null,"abstract":"Metacognition is a fundamental skill that allows advanced learners to adapt to diverse learning environments. Metacognition, however, can be domain specific and students may fail to generalize metacognitive skills across domains. Thus, students in higher education may require specific training to acquire relevant metacognitive skills in differing domains or may need cueing to engage their metacognitive skills and knowledge in new domains. The present report describes the development of a co-curricular metacognitive program for chemistry students and suggests how this program could be adopted by other chemistry courses or adapted for other domains in higher education. Several supports were introduced in this program including self-assessment of competence with learning task inventories (LTIs; i.e., detailed lists of learning tasks), self-assessments of confidence regarding in-class content questions, and performance predictions and postdictions on tests. In general, exposure to these supports resulted in overall performance and confidence gains. However, individual differences were evident with some students demonstrating greater learning gains than others. Initial Dunning-Kruger effects associated with pre-and postdictions, with low-performing students overestimating grades and high-performing students underestimating grades, decreased over exposure. A summary of the evolution of this metacognitive co-curricular program, the educational literature that steered it, and the differential impact on students is explained.","PeriodicalId":508739,"journal":{"name":"Frontiers in Education","volume":"28 19","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141378919","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}
Pub Date : 2024-06-06DOI: 10.3389/feduc.2024.1365202
Leaha Eidman, Logan Fiorella
This study explored why students rarely create drawings when learning from science texts despite potential learning benefits. Undergraduates (n = 114) studied a 10-part text on the human respiratory system and took notes by choosing their own strategies (free choice group) or by choosing to create a drawing or write a verbal summary (forced choice group). Other students were instructed to create drawings (draw group) or write summaries (summarize group). All students then completed a series of post-tests. The forced choice group chose to draw significantly more frequently than the free choice group; however, both groups still overwhelmingly chose summarizing. Participants across all groups reported lower prior experience, lower expectancies for success, lower perceived value, and higher perceived cost of drawing compared to summarizing. Students’ prior experiences and beliefs about drawing were also associated with how frequently they chose to draw, providing implications for future instructional interventions.
{"title":"Why don’t students draw when learning from science texts?","authors":"Leaha Eidman, Logan Fiorella","doi":"10.3389/feduc.2024.1365202","DOIUrl":"https://doi.org/10.3389/feduc.2024.1365202","url":null,"abstract":"This study explored why students rarely create drawings when learning from science texts despite potential learning benefits. Undergraduates (n = 114) studied a 10-part text on the human respiratory system and took notes by choosing their own strategies (free choice group) or by choosing to create a drawing or write a verbal summary (forced choice group). Other students were instructed to create drawings (draw group) or write summaries (summarize group). All students then completed a series of post-tests. The forced choice group chose to draw significantly more frequently than the free choice group; however, both groups still overwhelmingly chose summarizing. Participants across all groups reported lower prior experience, lower expectancies for success, lower perceived value, and higher perceived cost of drawing compared to summarizing. Students’ prior experiences and beliefs about drawing were also associated with how frequently they chose to draw, providing implications for future instructional interventions.","PeriodicalId":508739,"journal":{"name":"Frontiers in Education","volume":"29 18","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141378812","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}
Pub Date : 2024-06-06DOI: 10.3389/feduc.2024.1412350
K. Lane, W. Oakes
{"title":"Editorial: Systematic screening to support well-being with PreK-12 students","authors":"K. Lane, W. Oakes","doi":"10.3389/feduc.2024.1412350","DOIUrl":"https://doi.org/10.3389/feduc.2024.1412350","url":null,"abstract":"","PeriodicalId":508739,"journal":{"name":"Frontiers in Education","volume":"153 8‐9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141381146","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}
Pub Date : 2024-06-05DOI: 10.3389/feduc.2024.1353554
Nurullah Eryilmaz
This study examines the substantive impact of educational reforms on school and classroom organization worldwide, noting that many reforms have been more rhetorical than practical in enhancing educational quality. It highlights the crucial role of school principals in driving changes to improve student learning, despite the challenges of implementing reforms that have historically not led to significant increases in student achievement. Focusing on the General Education Quality Improvement Programme (GEQIP) in Ethiopia as a case study, this research aims to assess the extent of reform implementation across schools by identifying variations in the level of implementation. Through a quantitative approach using school principal surveys, the study employs a range of methodological strategies—including principal component analysis (PCA), confirmatory factor analysis (CFA), hierarchical cluster analysis, and K-means cluster analysis—to develop scales and indicators that classify schools into high or low categories of policy implementation. The findings reveal a partial and uneven implementation of GEQIP across Ethiopian schools, with notable disparities in reform adoption levels. This paper concludes by discussing the effectiveness of the methodologies used to categorize schools based on reform implementation and the implications of these findings for the successful execution of educational reforms in Ethiopia and similarly situated contexts. The study underscores the necessity of devising targeted strategies to assist principals and schools in fully achieving the goals of educational reforms.
{"title":"Measuring the effective implementation of the GEQIP reform at school level in Ethiopia","authors":"Nurullah Eryilmaz","doi":"10.3389/feduc.2024.1353554","DOIUrl":"https://doi.org/10.3389/feduc.2024.1353554","url":null,"abstract":"This study examines the substantive impact of educational reforms on school and classroom organization worldwide, noting that many reforms have been more rhetorical than practical in enhancing educational quality. It highlights the crucial role of school principals in driving changes to improve student learning, despite the challenges of implementing reforms that have historically not led to significant increases in student achievement. Focusing on the General Education Quality Improvement Programme (GEQIP) in Ethiopia as a case study, this research aims to assess the extent of reform implementation across schools by identifying variations in the level of implementation. Through a quantitative approach using school principal surveys, the study employs a range of methodological strategies—including principal component analysis (PCA), confirmatory factor analysis (CFA), hierarchical cluster analysis, and K-means cluster analysis—to develop scales and indicators that classify schools into high or low categories of policy implementation. The findings reveal a partial and uneven implementation of GEQIP across Ethiopian schools, with notable disparities in reform adoption levels. This paper concludes by discussing the effectiveness of the methodologies used to categorize schools based on reform implementation and the implications of these findings for the successful execution of educational reforms in Ethiopia and similarly situated contexts. The study underscores the necessity of devising targeted strategies to assist principals and schools in fully achieving the goals of educational reforms.","PeriodicalId":508739,"journal":{"name":"Frontiers in Education","volume":"1 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141383683","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}
Pub Date : 2024-06-05DOI: 10.3389/feduc.2024.1346091
Carolina Henríquez-Rivas, Paula Verdugo-Hernández
Both international examination results and scientific evidence related to the teaching and learning of school algebra point to the necessity for analyzing mathematical practice in the classroom. In this context, we have formulated the research objective of characterizing the mathematical work that teachers favor based on the examples that they implement in the teaching of topics within the domain of secondary school algebra. To this end, this study is situated within the interpretive paradigm utilizing an instrumental collective case study approach. The study design entails the selection of two representative cases of mathematics teachers in Chilean schools, with the objective of understanding and describing their mathematical work in the secondary school classroom based on the examples they present. The results show that the first teacher utilizes varied examples that activate distinct forms of mathematical thinking, promoting the activation of both instrumental and discursive genesis. In contrast, the second teacher follows a more traditional approach, with the use of examples to illustrate and motivate, and a direct presentation of knowledge, activating primarily semiotic genesis, in which a transition between the numerical and the algebraic is lacking. Ultimately, the results highlight the importance of deeper consideration of the choice of examples in the teaching of algebra and how these examples can influence students’ learning. Furthermore, additional ideas are put forward for future work in this line of research associated with the use of examples in the classroom.
{"title":"Teachers’ mathematical work based on examples presented in the teaching of algebra in secondary education","authors":"Carolina Henríquez-Rivas, Paula Verdugo-Hernández","doi":"10.3389/feduc.2024.1346091","DOIUrl":"https://doi.org/10.3389/feduc.2024.1346091","url":null,"abstract":"Both international examination results and scientific evidence related to the teaching and learning of school algebra point to the necessity for analyzing mathematical practice in the classroom. In this context, we have formulated the research objective of characterizing the mathematical work that teachers favor based on the examples that they implement in the teaching of topics within the domain of secondary school algebra. To this end, this study is situated within the interpretive paradigm utilizing an instrumental collective case study approach. The study design entails the selection of two representative cases of mathematics teachers in Chilean schools, with the objective of understanding and describing their mathematical work in the secondary school classroom based on the examples they present. The results show that the first teacher utilizes varied examples that activate distinct forms of mathematical thinking, promoting the activation of both instrumental and discursive genesis. In contrast, the second teacher follows a more traditional approach, with the use of examples to illustrate and motivate, and a direct presentation of knowledge, activating primarily semiotic genesis, in which a transition between the numerical and the algebraic is lacking. Ultimately, the results highlight the importance of deeper consideration of the choice of examples in the teaching of algebra and how these examples can influence students’ learning. Furthermore, additional ideas are put forward for future work in this line of research associated with the use of examples in the classroom.","PeriodicalId":508739,"journal":{"name":"Frontiers in Education","volume":"8 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141382783","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：