Pub Date : 2024-06-05DOI: 10.3389/feduc.2024.1349307
A. R. G. Gatcho, Jeremiah Paul Giron Manuel, Bonjovi Hassan Hajan
The Sustainable Development Goal 4 has commenced a global mandate to provide equitable access to quality education for everyone. In the Philippines, SDG 4 inaugurates the No Child Left Behind (NCLB) Policy. This brief argues that while the NCLB has ensured equal access to quality literacy education, it poses socioeconomic-based challenges, declining rate of parental involvement in their children’s schooling, overemphasis on standardized tests, and the lack of community involvement towards literacy programs. The Holistic Literacy Enhancement Program (HLEP) is proposed in this paper to help address these challenges to NCLB. HLEP presents policy implications that could assist the NCLB in more efficient and effective implementation: equitable resource allocation, parental and community engagement, and culturally and linguistically relevant assessment tools.
{"title":"No child left behind, literacy challenges ahead: a focus on the Philippines","authors":"A. R. G. Gatcho, Jeremiah Paul Giron Manuel, Bonjovi Hassan Hajan","doi":"10.3389/feduc.2024.1349307","DOIUrl":"https://doi.org/10.3389/feduc.2024.1349307","url":null,"abstract":"The Sustainable Development Goal 4 has commenced a global mandate to provide equitable access to quality education for everyone. In the Philippines, SDG 4 inaugurates the No Child Left Behind (NCLB) Policy. This brief argues that while the NCLB has ensured equal access to quality literacy education, it poses socioeconomic-based challenges, declining rate of parental involvement in their children’s schooling, overemphasis on standardized tests, and the lack of community involvement towards literacy programs. The Holistic Literacy Enhancement Program (HLEP) is proposed in this paper to help address these challenges to NCLB. HLEP presents policy implications that could assist the NCLB in more efficient and effective implementation: equitable resource allocation, parental and community engagement, and culturally and linguistically relevant assessment tools.","PeriodicalId":508739,"journal":{"name":"Frontiers in Education","volume":"301 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141386478","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.2024.1233358
Séverine Lamon, Olivia E. Knowles, Judy Currey
Academic career development relies on a combination of teaching and research skills. In Australia, it is common for recent Doctor of Philosophy graduates to have a short-term post-doctoral research experience to build publication track-record and increase grant competitiveness, before securing a combined research and teaching or ‘academic’ role at a university. Other scientists work as full-time researchers for several years before transitioning to academic roles with expectations they can teach. The aim of this study was to explore the experiences of health and biomedical science researchers transitioning into academic roles using a mixed methods design. Sixty-six participants working in health and biomedical sciences at over 20 Australian Universities who had been in an academic role for 5 years or less completed an online survey. Of 66 participants, 18 (27%) had never been in a research-only role before, while 48 (63%) had held a research-only role for up to 11 years before starting their current academic role. Findings showed most academics were not trained nor equipped to successfully undertake scholarly teaching. They reported a lack of awareness of teaching expectations, practical resources, and direct support provision at the start of their appointment. For former researchers specifically, these experiences led to low confidence and poor enjoyment in their academic role, with the potential to decrease overall teaching quality, student learning and student satisfaction. We postulate that these issues may be mitigated by the implementation of teaching-specific training programs catering for the research-only background of staff entering health and biomedical academic roles in the higher education workforce.
{"title":"Transitional experiences of Australian health science researchers: where is academic teaching preparedness?","authors":"Séverine Lamon, Olivia E. Knowles, Judy Currey","doi":"10.3389/feduc.2024.1233358","DOIUrl":"https://doi.org/10.3389/feduc.2024.1233358","url":null,"abstract":"Academic career development relies on a combination of teaching and research skills. In Australia, it is common for recent Doctor of Philosophy graduates to have a short-term post-doctoral research experience to build publication track-record and increase grant competitiveness, before securing a combined research and teaching or ‘academic’ role at a university. Other scientists work as full-time researchers for several years before transitioning to academic roles with expectations they can teach. The aim of this study was to explore the experiences of health and biomedical science researchers transitioning into academic roles using a mixed methods design. Sixty-six participants working in health and biomedical sciences at over 20 Australian Universities who had been in an academic role for 5 years or less completed an online survey. Of 66 participants, 18 (27%) had never been in a research-only role before, while 48 (63%) had held a research-only role for up to 11 years before starting their current academic role. Findings showed most academics were not trained nor equipped to successfully undertake scholarly teaching. They reported a lack of awareness of teaching expectations, practical resources, and direct support provision at the start of their appointment. For former researchers specifically, these experiences led to low confidence and poor enjoyment in their academic role, with the potential to decrease overall teaching quality, student learning and student satisfaction. We postulate that these issues may be mitigated by the implementation of teaching-specific training programs catering for the research-only background of staff entering health and biomedical academic roles in the higher education workforce.","PeriodicalId":508739,"journal":{"name":"Frontiers in Education","volume":"78 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141385478","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.2024.1382771
Dirk T. Tempelaar, Anikó Bátori, B. Giesbers
In the ongoing discussion about how learning analytics can effectively support self-regulated student learning and which types of data are most suitable for this purpose, this empirical study aligns with the framework who advocated the inclusion of both behavioral trace data and survey data in learning analytics studies. By incorporating learning dispositions in our learning analytics modeling, this research aims to investigate and understand how students engage with learning tasks, tools, and materials in their academic endeavors. This is achieved by analyzing trace data, which captures digital footprints of students’ interactions with digital tools, along with survey responses from the Study of Learning Questionnaire (SLQ), to comprehensively examine their preferred learning strategies. Additionally, the study explores the relationship between these strategies and students’ learning dispositions measured at the start of the course. An innovative aspect of this investigation lies in its emphasis on understanding how learning dispositions act as antecedents and potentially predict the utilization of specific learning strategies. The data is scrutinized to identify patterns and clusters of such patterns between students’ learning disposition and their preferred strategies. Data is gathered from two cohorts of students, comprising 2,400 first year students. This analytical approach aims to uncover predictive insights, offering potential indicators to predict and understand students’ learning strategy preferences, which holds value for teachers, educational scientists, and educational designers. Understanding students’ regulation of their own learning process holds promise to recognize students with less beneficial learning strategies and target interventions aimed to improve these. A crucial takeaway from our research underscores the significance of flexibility, which entails the ability to adjust preferred learning strategies according to the learning environment. While it is imperative to instruct our students in deep learning strategies and encourage autonomous regulation of learning, this should not come at the expense of acknowledging situations where surface strategies and controlled regulation may prove to be more effective.
{"title":"Understanding self-regulation strategies in problem-based learning through dispositional learning analytics","authors":"Dirk T. Tempelaar, Anikó Bátori, B. Giesbers","doi":"10.3389/feduc.2024.1382771","DOIUrl":"https://doi.org/10.3389/feduc.2024.1382771","url":null,"abstract":"In the ongoing discussion about how learning analytics can effectively support self-regulated student learning and which types of data are most suitable for this purpose, this empirical study aligns with the framework who advocated the inclusion of both behavioral trace data and survey data in learning analytics studies. By incorporating learning dispositions in our learning analytics modeling, this research aims to investigate and understand how students engage with learning tasks, tools, and materials in their academic endeavors. This is achieved by analyzing trace data, which captures digital footprints of students’ interactions with digital tools, along with survey responses from the Study of Learning Questionnaire (SLQ), to comprehensively examine their preferred learning strategies. Additionally, the study explores the relationship between these strategies and students’ learning dispositions measured at the start of the course. An innovative aspect of this investigation lies in its emphasis on understanding how learning dispositions act as antecedents and potentially predict the utilization of specific learning strategies. The data is scrutinized to identify patterns and clusters of such patterns between students’ learning disposition and their preferred strategies. Data is gathered from two cohorts of students, comprising 2,400 first year students. This analytical approach aims to uncover predictive insights, offering potential indicators to predict and understand students’ learning strategy preferences, which holds value for teachers, educational scientists, and educational designers. Understanding students’ regulation of their own learning process holds promise to recognize students with less beneficial learning strategies and target interventions aimed to improve these. A crucial takeaway from our research underscores the significance of flexibility, which entails the ability to adjust preferred learning strategies according to the learning environment. While it is imperative to instruct our students in deep learning strategies and encourage autonomous regulation of learning, this should not come at the expense of acknowledging situations where surface strategies and controlled regulation may prove to be more effective.","PeriodicalId":508739,"journal":{"name":"Frontiers in Education","volume":"43 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141385737","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.2024.1393660
Katharina Prummer, Salomé Human-Vogel, Marien Alet Graham, Daniel Pittich
Emotional awareness, emotional regulation, empathy, and resilience are key components of emotional intelligence. Twenty-first-century leaders require such competencies, and prior research establishes a positive impact of emotional intelligence on leadership and well-being. The mechanisms through which leaders develop these competencies remain unclear. Mentoring, a developmental tool linked with well-being, has not been extensively studied for its role in emotional intelligence development. The current study investigates this relationship within the context of vocational education and training in South Africa. The mentoring framework includes individual, peer group, and key performance area mentoring. In previous research on this mentoring framework, leaders perceived emotional well-being as the most important outcome of mentoring and development, constituting another vital factor. Data were collected from a treatment group of leaders who have participated in the mentoring framework and a control group of leaders and lecturers (N = 139). The present study used exploratory and confirmatory factor analysis to validate the Schutte Self-Report Emotional Intelligence Test within this context. In the next step, we employed descriptive analysis to answer which mentoring type was best perceived to support emotional intelligence. Using the Mann–Whitney U test, we tested for significant differences in the identified factors between treatment and control group. Mediated and moderated mediation analyses explored variables such as gender, occupational role, organization, and work sector. Results indicate a six-factor structure of emotional intelligence, with significant differences observed between groups in the factor empathy difficulty. Peer group mentoring emerged as an effective method for emotional intelligence development among leaders. The perceived importance of emotional intelligence for one’s job position, the organization, and the work sector mediated five of the six factors. The moderated mediation analyses showed an indirect effect of gender, where being male was associated with more trustworthy visionary and empathy. The findings underscore the significance of peer mentoring practices and organizational factors in nurturing emotional intelligence, highlighting its value for personal and organizational well-being. Overall, the study sheds light on developing emotional intelligence at all organizational levels to support individual and collective well-being.
情绪意识、情绪调节、同理心和复原力是情商的关键组成部分。二十一世纪的领导者需要具备这些能力，先前的研究也证实了情商对领导力和幸福感的积极影响。领导者培养这些能力的机制尚不清楚。指导作为一种与幸福感相关的发展工具，其在情商发展中的作用尚未得到广泛研究。本研究以南非的职业教育和培训为背景，调查了这种关系。指导框架包括个人指导、同伴小组指导和关键绩效领域指导。在以往对这一指导框架的研究中，领导者认为情绪健康是指导和发展的最重要成果，是另一个重要因素。本研究的数据来自参与指导框架的领导者治疗组，以及领导者和讲师对照组（N = 139）。本研究采用探索性和确认性因素分析，在此背景下验证了舒特自我报告情商测试。下一步，我们采用描述性分析来回答哪种指导类型被认为最能支持情商。通过曼-惠特尼 U 检验，我们检验了治疗组和对照组之间在已识别因素上的显著差异。中介和调节中介分析探讨了性别、职业角色、组织和工作部门等变量。结果表明，情商具有六因子结构，在移情困难因子上观察到组间存在显著差异。同伴小组辅导是领导者情商发展的有效方法。情商对个人职位、组织和工作部门的重要性感知调节了六个因子中的五个。调节中介分析表明，性别具有间接影响，男性与更值得信赖的远见卓识和同理心相关。研究结果强调了同伴指导实践和组织因素在培养情商方面的重要性，突出了情商对个人和组织福祉的价值。总之，这项研究揭示了在所有组织层面发展情商以支持个人和集体福祉的重要性。
{"title":"The role of mentoring in developing leaders’ emotional intelligence: exploring mentoring types, emotional intelligence, organizational factors, and gender","authors":"Katharina Prummer, Salomé Human-Vogel, Marien Alet Graham, Daniel Pittich","doi":"10.3389/feduc.2024.1393660","DOIUrl":"https://doi.org/10.3389/feduc.2024.1393660","url":null,"abstract":"Emotional awareness, emotional regulation, empathy, and resilience are key components of emotional intelligence. Twenty-first-century leaders require such competencies, and prior research establishes a positive impact of emotional intelligence on leadership and well-being. The mechanisms through which leaders develop these competencies remain unclear. Mentoring, a developmental tool linked with well-being, has not been extensively studied for its role in emotional intelligence development. The current study investigates this relationship within the context of vocational education and training in South Africa. The mentoring framework includes individual, peer group, and key performance area mentoring. In previous research on this mentoring framework, leaders perceived emotional well-being as the most important outcome of mentoring and development, constituting another vital factor. Data were collected from a treatment group of leaders who have participated in the mentoring framework and a control group of leaders and lecturers (N = 139). The present study used exploratory and confirmatory factor analysis to validate the Schutte Self-Report Emotional Intelligence Test within this context. In the next step, we employed descriptive analysis to answer which mentoring type was best perceived to support emotional intelligence. Using the Mann–Whitney U test, we tested for significant differences in the identified factors between treatment and control group. Mediated and moderated mediation analyses explored variables such as gender, occupational role, organization, and work sector. Results indicate a six-factor structure of emotional intelligence, with significant differences observed between groups in the factor empathy difficulty. Peer group mentoring emerged as an effective method for emotional intelligence development among leaders. The perceived importance of emotional intelligence for one’s job position, the organization, and the work sector mediated five of the six factors. The moderated mediation analyses showed an indirect effect of gender, where being male was associated with more trustworthy visionary and empathy. The findings underscore the significance of peer mentoring practices and organizational factors in nurturing emotional intelligence, highlighting its value for personal and organizational well-being. Overall, the study sheds light on developing emotional intelligence at all organizational levels to support individual and collective well-being.","PeriodicalId":508739,"journal":{"name":"Frontiers in Education","volume":"65 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141383374","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.2024.1376017
Nicola Hay, Elisabeth Davies, Maria Sapouna
Racially motivated bullying remains pervasive across Scottish schools. Teachers have a critical role in nurturing a safe and inclusive environment and preventing stigmatisation and oppression by intervening when a racially motivated bullying episode occurs but also by actively developing an anti-racist climate within their school by providing an anti-racism curriculum and advocating on behalf of minority ethnic youth. Despite the crucial role teachers can play in providing a safe environment, there is a paucity of literature examining the issue. Whilst some limited research is available in England about the barriers to embedding an anti-racist curriculum, there is no research about how teachers respond to racially motivated bullying episodes, the potential barriers to responding, and the processes and factors that influence teachers’ judgement calls when a racially motivated bullying incident happens. Similarly, in the Scottish context, there is a lacuna of knowledge about the strategies employed by teachers already within the education system and their perceptions on the support that they need to respond to racist incidents. This study aims to add to our knowledge about this issue by investigating Scottish teachers’ strategies when they are confronted with a hypothetical racially motivated bullying incident in their school. Eleven interviews were conducted with a sample of teachers from different levels of education in Scotland. Teacher responses indicated reluctance and, at times, inability to recognise and name incidents as racist. Further data highlighted the reliance on strategies such as using the victim of an incident to educate their peers, one-to-one discussions with both pupils and perpetrators, and a dependence on using their own ‘instinct’ to appraise an incident and response. Further sub themes emerged, including the perceived influence of generational and geospatial factors on both practitioners and the communities in which they practise and the resounding sentiment that practitioners lack engagement with anti-racist training. Our findings highlight the need to invest in schools, communities, and young people in order to create the social conditions in which teachers’ capacities to respond to racism can develop and flourish.
{"title":"Teacher responses to racially motivated bullying in Scotland","authors":"Nicola Hay, Elisabeth Davies, Maria Sapouna","doi":"10.3389/feduc.2024.1376017","DOIUrl":"https://doi.org/10.3389/feduc.2024.1376017","url":null,"abstract":"Racially motivated bullying remains pervasive across Scottish schools. Teachers have a critical role in nurturing a safe and inclusive environment and preventing stigmatisation and oppression by intervening when a racially motivated bullying episode occurs but also by actively developing an anti-racist climate within their school by providing an anti-racism curriculum and advocating on behalf of minority ethnic youth. Despite the crucial role teachers can play in providing a safe environment, there is a paucity of literature examining the issue. Whilst some limited research is available in England about the barriers to embedding an anti-racist curriculum, there is no research about how teachers respond to racially motivated bullying episodes, the potential barriers to responding, and the processes and factors that influence teachers’ judgement calls when a racially motivated bullying incident happens. Similarly, in the Scottish context, there is a lacuna of knowledge about the strategies employed by teachers already within the education system and their perceptions on the support that they need to respond to racist incidents. This study aims to add to our knowledge about this issue by investigating Scottish teachers’ strategies when they are confronted with a hypothetical racially motivated bullying incident in their school. Eleven interviews were conducted with a sample of teachers from different levels of education in Scotland. Teacher responses indicated reluctance and, at times, inability to recognise and name incidents as racist. Further data highlighted the reliance on strategies such as using the victim of an incident to educate their peers, one-to-one discussions with both pupils and perpetrators, and a dependence on using their own ‘instinct’ to appraise an incident and response. Further sub themes emerged, including the perceived influence of generational and geospatial factors on both practitioners and the communities in which they practise and the resounding sentiment that practitioners lack engagement with anti-racist training. Our findings highlight the need to invest in schools, communities, and young people in order to create the social conditions in which teachers’ capacities to respond to racism can develop and flourish.","PeriodicalId":508739,"journal":{"name":"Frontiers in Education","volume":"31 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141385106","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 : 2024-04-25DOI: 10.3389/feduc.2024.1322704
Christian Andrés Diaz León, Nicolás Arbeláez Rivera, Manuela González Cabrera, Jorge Hernán Mesa Cano, Samuel Acosta Ortiz, Juan Diego Mozo Osorio
The increasing interest in Learning Experience Design (LXD) has consolidated this field as a new way to transform educational practices. Thanks to its interdisciplinary nature which is mainly rooted in the close relation between human–computer interaction, user experience design and the learning sciences, LXD is a field that demands frameworks to design and develop products that can grow into services, to create interactive learning environments able to provide improvement-driven analytics and to guarantee a significant and satisfactory experience, designed to achieve learning outcomes. Innovative Village serious video game (IVVG) is a service-oriented product within an entrepreneurship and innovation system of platforms developed as an abilities-focused learning environment, and that builds a case study for LXD. This research aims to contribute to the consolidation of the emergent field of Learning Experience Design by providing a case around the Entrepreneurship and Innovation area from EAFIT University in Medellin, a learning system that comprises several service-oriented products; by being one of the products that constitute this system, and as a serious video game, Innovative Village has proven to be a key player in facilitating the learning outcomes and the knowledge integration that stem from the learning environment of the Interactive Design program, where the students’ learning experiences take place. First, related theoretical concepts and historical data will be analyzed to provide background information, then the case study will be addressed focusing on the materials, methods, and results. The study shows that the video game encourages collaborative behavior between players, as perceived by a significant proportion of participants. The research establishes a link between this perception and the role of creaticides in the game. Learning Experience Design (LXD) is about creating products that link the learning process with key competences. The game “Innovative Village” exemplifies this approach and provides insights into design, use, and required competencies. It also presents a framework for designing user-centered learning experiences that incorporate assessments to enhance the learning process. This framework is applicable from the early stages and can be tested in real learning environments.
{"title":"Designing learning experiences using serious games: innovative village case study","authors":"Christian Andrés Diaz León, Nicolás Arbeláez Rivera, Manuela González Cabrera, Jorge Hernán Mesa Cano, Samuel Acosta Ortiz, Juan Diego Mozo Osorio","doi":"10.3389/feduc.2024.1322704","DOIUrl":"https://doi.org/10.3389/feduc.2024.1322704","url":null,"abstract":"The increasing interest in Learning Experience Design (LXD) has consolidated this field as a new way to transform educational practices. Thanks to its interdisciplinary nature which is mainly rooted in the close relation between human–computer interaction, user experience design and the learning sciences, LXD is a field that demands frameworks to design and develop products that can grow into services, to create interactive learning environments able to provide improvement-driven analytics and to guarantee a significant and satisfactory experience, designed to achieve learning outcomes. Innovative Village serious video game (IVVG) is a service-oriented product within an entrepreneurship and innovation system of platforms developed as an abilities-focused learning environment, and that builds a case study for LXD. This research aims to contribute to the consolidation of the emergent field of Learning Experience Design by providing a case around the Entrepreneurship and Innovation area from EAFIT University in Medellin, a learning system that comprises several service-oriented products; by being one of the products that constitute this system, and as a serious video game, Innovative Village has proven to be a key player in facilitating the learning outcomes and the knowledge integration that stem from the learning environment of the Interactive Design program, where the students’ learning experiences take place. First, related theoretical concepts and historical data will be analyzed to provide background information, then the case study will be addressed focusing on the materials, methods, and results. The study shows that the video game encourages collaborative behavior between players, as perceived by a significant proportion of participants. The research establishes a link between this perception and the role of creaticides in the game. Learning Experience Design (LXD) is about creating products that link the learning process with key competences. The game “Innovative Village” exemplifies this approach and provides insights into design, use, and required competencies. It also presents a framework for designing user-centered learning experiences that incorporate assessments to enhance the learning process. This framework is applicable from the early stages and can be tested in real learning environments.","PeriodicalId":508739,"journal":{"name":"Frontiers in Education","volume":"4 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140658231","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 : 2024-04-24DOI: 10.3389/feduc.2024.1400099
Glen Shadbolt, Stuart McAdam, Owen McCaffrey, Syed M. Shahid
{"title":"Embedding Te Whare Ako and Te Hono o Te Kahurangi to achieve SDG-4 in tertiary education in Aotearoa New Zealand","authors":"Glen Shadbolt, Stuart McAdam, Owen McCaffrey, Syed M. Shahid","doi":"10.3389/feduc.2024.1400099","DOIUrl":"https://doi.org/10.3389/feduc.2024.1400099","url":null,"abstract":"","PeriodicalId":508739,"journal":{"name":"Frontiers in Education","volume":"58 38","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140661788","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 : 2024-04-24DOI: 10.3389/feduc.2024.1387867
Amanda Bell
A well-established principle of Waldorf Education is that children’s development is compromised if we bring intellectual teaching too early. Waldorf teachers congratulate themselves that they wait until the seventh year to begin formal schooling, but according to the principles of child development out of which Waldorf Education arose, and on which much of our practice has been based for a hundred years, teaching children to read and write at seven is not ideal; they are still not ready. Convention and state expectations made it necessary in 1919, just as they do now, to introduce literacy teaching at an age not too far from what was generally considered normal, so a compromise was needed. Steiner suggested that, because physical development reaches a certain completion at seven, it is less harmful if we can wait until then. But according to Steiner, this is still a compromise: we cannot immediately unleash any kind of teaching scheme on children as soon as they reach their seventh year without doing any harm. According to modern teaching principles and methods, starting earlier means getting ahead; everything should be taught explicitly and systematically; and nothing can be left to develop of its own accord. Proponents of synthetic phonics refer to impressive research showing that it produces better results than other methods of teaching literacy, which is why it has been adopted so widely in mainstream education. However, the validity of this claim depends on what we mean by ‘better results’ and ‘literacy’. This paper explores these ideas.
{"title":"Teaching children to write and read in Waldorf schools","authors":"Amanda Bell","doi":"10.3389/feduc.2024.1387867","DOIUrl":"https://doi.org/10.3389/feduc.2024.1387867","url":null,"abstract":"A well-established principle of Waldorf Education is that children’s development is compromised if we bring intellectual teaching too early. Waldorf teachers congratulate themselves that they wait until the seventh year to begin formal schooling, but according to the principles of child development out of which Waldorf Education arose, and on which much of our practice has been based for a hundred years, teaching children to read and write at seven is not ideal; they are still not ready. Convention and state expectations made it necessary in 1919, just as they do now, to introduce literacy teaching at an age not too far from what was generally considered normal, so a compromise was needed. Steiner suggested that, because physical development reaches a certain completion at seven, it is less harmful if we can wait until then. But according to Steiner, this is still a compromise: we cannot immediately unleash any kind of teaching scheme on children as soon as they reach their seventh year without doing any harm. According to modern teaching principles and methods, starting earlier means getting ahead; everything should be taught explicitly and systematically; and nothing can be left to develop of its own accord. Proponents of synthetic phonics refer to impressive research showing that it produces better results than other methods of teaching literacy, which is why it has been adopted so widely in mainstream education. However, the validity of this claim depends on what we mean by ‘better results’ and ‘literacy’. This paper explores these ideas.","PeriodicalId":508739,"journal":{"name":"Frontiers in Education","volume":"30 23","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140659955","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 : 2024-04-24DOI: 10.3389/feduc.2024.1380280
Ana Luísa Rodrigues
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