Pub Date : 2024-01-11DOI: 10.3389/feduc.2023.1347143
Joana Cruz, Diana Alves, Marisa Carvalho, S. Mendes, Bruna Rodrigues, I. Cadime
The years preceding school entry are pivotal for children to develop fundamental skills that bolster their learning in literacy and math in the following years. Skills like counting and subitizing stand as key predictors of future math abilities. Hence, the availability of universal screening tools is vital to promptly identify children who are lacking in these skills, allowing for tailored classroom practices to meet their needs. This study aimed to develop a mathematical screening tool and assess its psychometric properties.The tool encompasses both group and individual tasks, to evaluate counting, cardinality, subitizing, quantity discrimination, addition, and subtraction. The tool was administered twice to 257 children, aged 5-6, in their final year of kindergarten in Portugal, at both the start and end of the school year.The findings reveal that the tasks generally present a low level of difficulty, especially by the end of kindergarten. Factor analysis demonstrated an adequate structure, and all dimensions showed high internal consistency (>0.80). There was a medium-to-high intercorrelation among the various tasks. Correlations between task scores at the beginning and end of the school year were high. Furthermore, scores across all tasks correlated with math achievement in the first grade of primary education.These outcomes suggest that the tool is both valid and reliable, making it a useful resource for assessing and intervening in math skills during the critical years before school entry.
{"title":"Assessment of math abilities before school entry: a tool development","authors":"Joana Cruz, Diana Alves, Marisa Carvalho, S. Mendes, Bruna Rodrigues, I. Cadime","doi":"10.3389/feduc.2023.1347143","DOIUrl":"https://doi.org/10.3389/feduc.2023.1347143","url":null,"abstract":"The years preceding school entry are pivotal for children to develop fundamental skills that bolster their learning in literacy and math in the following years. Skills like counting and subitizing stand as key predictors of future math abilities. Hence, the availability of universal screening tools is vital to promptly identify children who are lacking in these skills, allowing for tailored classroom practices to meet their needs. This study aimed to develop a mathematical screening tool and assess its psychometric properties.The tool encompasses both group and individual tasks, to evaluate counting, cardinality, subitizing, quantity discrimination, addition, and subtraction. The tool was administered twice to 257 children, aged 5-6, in their final year of kindergarten in Portugal, at both the start and end of the school year.The findings reveal that the tasks generally present a low level of difficulty, especially by the end of kindergarten. Factor analysis demonstrated an adequate structure, and all dimensions showed high internal consistency (>0.80). There was a medium-to-high intercorrelation among the various tasks. Correlations between task scores at the beginning and end of the school year were high. Furthermore, scores across all tasks correlated with math achievement in the first grade of primary education.These outcomes suggest that the tool is both valid and reliable, making it a useful resource for assessing and intervening in math skills during the critical years before school entry.","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":"23 2","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139438706","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 : 2024-01-10DOI: 10.3389/feduc.2023.1275518
Xinyi Ma, Haomin Zhang
Online international language tests have been gaining popularity since the COVID-19 pandemic. This study explored the predictive ability of the mock test of Duolingo English Test (DET) for Chinese students. College-level EFLs (N = 42) participated in this study and completed the official online mock test. Through quantitative analysis, the findings demonstrated that mock scores were significantly correlated with TOEFL or IELTS results. However, given that the mock test scores are significantly lower than expected, the consequential validity needs further analysis. Using Assessment Use Argument in qualitative analysis, the study established the claim, warrants, evidence, and potential rebuttals regarding the consequential validity of Duolingo English mock test. With further analysis on test specification, the characterization of Target Language Use domain of DET reading test items were investigated. The results indicate that although the DET mock test is relatively more accessible, it needs modification to become more suitable for Chinese EFLs. Suggestions and limitations on Chinese students using DET and its mock test were also discussed.
自 COVID-19 大流行以来，在线国际语言测试越来越受欢迎。本研究探讨了Duolingo英语测试（DET）的模拟测试对中国学生的预测能力。参与本研究的大学英语水平的学生（N = 42）完成了官方在线模拟测试。通过定量分析，研究结果表明模拟考试成绩与托福或雅思成绩有显著相关性。然而，鉴于模拟考试的分数明显低于预期，因此需要进一步分析其结果的有效性。通过定性分析中的 "评估使用论证"，本研究确立了有关Duolingo英语模拟测试结果效度的主张、保证、证据和潜在反驳。通过对测试规格的进一步分析，研究了 DET 阅读测试项目的目标语言使用域特征。研究结果表明，尽管Duolingo模拟测试相对更容易接受，但仍需对其进行修改，使其更适合中国的EFLs。此外，还讨论了对中国学生使用 DET 及其模拟测试的建议和限制。
{"title":"Predictability of Duolingo English mock test for Chinese college-level EFLs: using assessment use argument","authors":"Xinyi Ma, Haomin Zhang","doi":"10.3389/feduc.2023.1275518","DOIUrl":"https://doi.org/10.3389/feduc.2023.1275518","url":null,"abstract":"Online international language tests have been gaining popularity since the COVID-19 pandemic. This study explored the predictive ability of the mock test of Duolingo English Test (DET) for Chinese students. College-level EFLs (N = 42) participated in this study and completed the official online mock test. Through quantitative analysis, the findings demonstrated that mock scores were significantly correlated with TOEFL or IELTS results. However, given that the mock test scores are significantly lower than expected, the consequential validity needs further analysis. Using Assessment Use Argument in qualitative analysis, the study established the claim, warrants, evidence, and potential rebuttals regarding the consequential validity of Duolingo English mock test. With further analysis on test specification, the characterization of Target Language Use domain of DET reading test items were investigated. The results indicate that although the DET mock test is relatively more accessible, it needs modification to become more suitable for Chinese EFLs. Suggestions and limitations on Chinese students using DET and its mock test were also discussed.","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":"3 9","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139440277","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 : 2024-01-09DOI: 10.3389/feduc.2023.1308664
A. Newson, Sarah Quinn, Rhonda N. T. Nese
This scoping review explores the utilization of participatory research with autistic youth in K-12 public/mainstream school settings.A scoping review was performed to identify how often participatory research methodologies are used in K-12 public/mainstream school settings with autistic students, what researchers report are the strengths, barriers, and recommendations in using participatory research methodologies with autistic students in K-12 public school settings and what type of demographic information is included in the studies.Five studies were included for review focusing on participatory research with autistic youth in K-12 public or mainstream school settings. The studies used a range of participatory research methodologies to explore the experiences of mainly male autistic youth in the UK and Australia. Strengths, challenges, and recommendations noted included opportunities for empowerment, increased ownership, issues with teachers, thinking critically about communication, and collaboration with partners.Participatory research with autistic school-aged youth is an emerging practice. This is evidenced by the small number of studies included in this review. The findings highlight concerns about the lack of representation of autistic females and students with historically marginalized racial identities in autism research. Recommendations for including these groups in autism research, implications, and limitations are discussed.
{"title":"Examining the utilization of participatory research with autistic youth in mainstream/public schools: a scoping review","authors":"A. Newson, Sarah Quinn, Rhonda N. T. Nese","doi":"10.3389/feduc.2023.1308664","DOIUrl":"https://doi.org/10.3389/feduc.2023.1308664","url":null,"abstract":"This scoping review explores the utilization of participatory research with autistic youth in K-12 public/mainstream school settings.A scoping review was performed to identify how often participatory research methodologies are used in K-12 public/mainstream school settings with autistic students, what researchers report are the strengths, barriers, and recommendations in using participatory research methodologies with autistic students in K-12 public school settings and what type of demographic information is included in the studies.Five studies were included for review focusing on participatory research with autistic youth in K-12 public or mainstream school settings. The studies used a range of participatory research methodologies to explore the experiences of mainly male autistic youth in the UK and Australia. Strengths, challenges, and recommendations noted included opportunities for empowerment, increased ownership, issues with teachers, thinking critically about communication, and collaboration with partners.Participatory research with autistic school-aged youth is an emerging practice. This is evidenced by the small number of studies included in this review. The findings highlight concerns about the lack of representation of autistic females and students with historically marginalized racial identities in autism research. Recommendations for including these groups in autism research, implications, and limitations are discussed.","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":"10 25","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139443611","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 : 2024-01-09DOI: 10.3389/feduc.2023.1240909
D. Árva, Zoltán Vokó, M. Sápi, Z. Cselkó, Z. Rákosy
In Hungary, as in other European countries, substance and behavioral addictions are an increasing problem among children and adolescents. Schools play a vital role in providing the knowledge and skills needed to prevent addictions. However, various factors influence the overall effectiveness of such efforts. To design more effective preventive interventions, it is necessary to evaluate existing programs and identify possible points to intervene. Our aim was to assess the current state of addiction prevention in Hungarian schools, identify barriers, and explore facilitators that contribute to the successful implementation of addiction prevention.A nationwide cross-sectional survey-based quantitative study was performed to investigate the implementation of addiction prevention in Hungarian elementary schools (N = 2,892). With the participation of 37 teachers from 21 elementary schools, a focus group-based qualitative study was conducted to investigate teachers’ perspectives on such programs and ways to improve them.Among the addiction topics, alcohol (61.9%), smoking (73.6%), and drug use (71.3%) were the most covered themes. Problematic use of the internet and electronic devices was addressed in 60.9% of the schools, while gaming and gambling were addressed in only 18.9%. Of schools, 55.1% reported having regular programs to support pupils’ mental health, and this differed significantly by school type and size. Logistic regression analysis revealed that the type of school, the support for teachers’ work, and the diversity of implementers were significantly associated with the quality of implementation of addiction prevention. The qualitative study showed that addiction prevention is hindered by inappropriate family or teacher models, increased workloads, and challenges in collaborating with colleagues and parents. According to the teachers, they can do the most for the health of children at school, but they need support for effective implementation.Our results indicate the importance of school characteristics in addiction prevention implementation and call for the support and empowerment of teachers and greater organizational capacity to ensure the effectiveness of school-based addiction prevention activities. By understanding these barriers and facilitators, policymakers and educators can develop evidence-based strategies to improve the effectiveness of prevention programs.
{"title":"The influence of institutional characteristics on implementing school-based universal addiction prevention: a Hungarian mixed-methods nationwide study on the state of implementation, barriers, and facilitators","authors":"D. Árva, Zoltán Vokó, M. Sápi, Z. Cselkó, Z. Rákosy","doi":"10.3389/feduc.2023.1240909","DOIUrl":"https://doi.org/10.3389/feduc.2023.1240909","url":null,"abstract":"In Hungary, as in other European countries, substance and behavioral addictions are an increasing problem among children and adolescents. Schools play a vital role in providing the knowledge and skills needed to prevent addictions. However, various factors influence the overall effectiveness of such efforts. To design more effective preventive interventions, it is necessary to evaluate existing programs and identify possible points to intervene. Our aim was to assess the current state of addiction prevention in Hungarian schools, identify barriers, and explore facilitators that contribute to the successful implementation of addiction prevention.A nationwide cross-sectional survey-based quantitative study was performed to investigate the implementation of addiction prevention in Hungarian elementary schools (N = 2,892). With the participation of 37 teachers from 21 elementary schools, a focus group-based qualitative study was conducted to investigate teachers’ perspectives on such programs and ways to improve them.Among the addiction topics, alcohol (61.9%), smoking (73.6%), and drug use (71.3%) were the most covered themes. Problematic use of the internet and electronic devices was addressed in 60.9% of the schools, while gaming and gambling were addressed in only 18.9%. Of schools, 55.1% reported having regular programs to support pupils’ mental health, and this differed significantly by school type and size. Logistic regression analysis revealed that the type of school, the support for teachers’ work, and the diversity of implementers were significantly associated with the quality of implementation of addiction prevention. The qualitative study showed that addiction prevention is hindered by inappropriate family or teacher models, increased workloads, and challenges in collaborating with colleagues and parents. According to the teachers, they can do the most for the health of children at school, but they need support for effective implementation.Our results indicate the importance of school characteristics in addiction prevention implementation and call for the support and empowerment of teachers and greater organizational capacity to ensure the effectiveness of school-based addiction prevention activities. By understanding these barriers and facilitators, policymakers and educators can develop evidence-based strategies to improve the effectiveness of prevention programs.","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":"46 51","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139442599","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 : 2024-01-09DOI: 10.3389/feduc.2023.1217066
Elizabeth S. Rose, H. Bello-Manga, Theodore Boafor, Muhammad Asaduzzaman
Academic biomedical researchers and educators in African countries navigate complex local, national, and international systems to conduct grant-funded research. To secure funding, collaboration with researchers from high-income countries is often necessary. Existing literature highlights that these global health initiatives are commonly fraught with unequal power dynamics and lead by the foreign partners. Despite these inequalities, African faculty can benefit from these collaborations, fostering the development of their labs and careers. This study delves into reflections on lived experiences from academic biomedical researchers in Africa to better understand the impact of foreign collaborations.We designed a qualitative study using the Interpretative Phenomenological Analysis (IPA) method and used Self-determination and Complex Systems Leadership theories to frame this study. Ten academic biomedical researchers in Africa consented to join this study. The participants submitted a four-week series of reflective journals through an online data management platform. Subsequently, IPA methods were employed to analyze the collected journals.Participants’ reflections yielded six thematic key findings, encompassing their experiences in international collaborative research. The findings included: foreign dominance within the international macrosystem; resource challenges in their local microsystems; mesosystem dependency from collaborations; scholarly identity within research relationships; collaborative leadership; and the impact of the foreign perspective. From these findings, three implications were drawn suggesting that participants were (1) motivated by scholarly identity found in collaborations; (2) depended on collaborations that were colonialist but beneficial; and (3) created change through leadership at the microsystem level.Foreign collaborators and funders in global health education and research should critically consider how implications of this study relate to their collaborative work. Based on our analysis, recommendations for foreign collaborators and funders include prioritizing local leadership and perspectives in education initiatives and research grants; reviewing and leveraging collective leadership; engaging in bidirectional training, and mentoring opportunities; participating in power assessments; and removing publication barriers for researchers in Africa (and low-and middle-income countries). Insights from this study could impact global health research and education in multiple ways including new initiatives in mentorship and training in international collaborations along with increased awareness and correction of colonialism within these collaborations.
{"title":"International collaborative research, systems leadership and education: reflections from academic biomedical researchers in Africa","authors":"Elizabeth S. Rose, H. Bello-Manga, Theodore Boafor, Muhammad Asaduzzaman","doi":"10.3389/feduc.2023.1217066","DOIUrl":"https://doi.org/10.3389/feduc.2023.1217066","url":null,"abstract":"Academic biomedical researchers and educators in African countries navigate complex local, national, and international systems to conduct grant-funded research. To secure funding, collaboration with researchers from high-income countries is often necessary. Existing literature highlights that these global health initiatives are commonly fraught with unequal power dynamics and lead by the foreign partners. Despite these inequalities, African faculty can benefit from these collaborations, fostering the development of their labs and careers. This study delves into reflections on lived experiences from academic biomedical researchers in Africa to better understand the impact of foreign collaborations.We designed a qualitative study using the Interpretative Phenomenological Analysis (IPA) method and used Self-determination and Complex Systems Leadership theories to frame this study. Ten academic biomedical researchers in Africa consented to join this study. The participants submitted a four-week series of reflective journals through an online data management platform. Subsequently, IPA methods were employed to analyze the collected journals.Participants’ reflections yielded six thematic key findings, encompassing their experiences in international collaborative research. The findings included: foreign dominance within the international macrosystem; resource challenges in their local microsystems; mesosystem dependency from collaborations; scholarly identity within research relationships; collaborative leadership; and the impact of the foreign perspective. From these findings, three implications were drawn suggesting that participants were (1) motivated by scholarly identity found in collaborations; (2) depended on collaborations that were colonialist but beneficial; and (3) created change through leadership at the microsystem level.Foreign collaborators and funders in global health education and research should critically consider how implications of this study relate to their collaborative work. Based on our analysis, recommendations for foreign collaborators and funders include prioritizing local leadership and perspectives in education initiatives and research grants; reviewing and leveraging collective leadership; engaging in bidirectional training, and mentoring opportunities; participating in power assessments; and removing publication barriers for researchers in Africa (and low-and middle-income countries). Insights from this study could impact global health research and education in multiple ways including new initiatives in mentorship and training in international collaborations along with increased awareness and correction of colonialism within these collaborations.","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":"25 11","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139444168","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 : 2024-01-09DOI: 10.3389/feduc.2023.1325177
Ferenc Kemény, Gabor Aranyi, O. Pachner, Eszter P. Remete, Claudia Laskay-Horváth
Research on the association of short-term memory (STM) and reading expertise are dominated by studies with typically developing children and children with reading impairment. Many studies confirmed the role of short-term memory in reading development and reading, especially in the case of verbal and phonological STM. The current study takes an unusual perspective by contrasting age-appropriate readers with excellent readers (reading performance with at least 1 SD above average) on three different short-term memory skills: phonological STM, verbal STM and visuospatial STM.We identified and recruited six groups of children. Three groups performed at least one SD above average in two standardized reading tasks (excellent readers), the three control groups performed within the domain of ±0.5 SD on reading (age-appropriate readers). One group of excellent readers and one group of age-appropriate readers participated in a Phonological Short-Term Memory (STM) task, one pair of groups participated in a Verbal STM task, whereas the last pair participated in a Visuospatial STM task.Pairwise comparisons demonstrated that excellent readers outperformed age-appropriate readers in Visuospatial STM. Phonological STM only differed across the groups after controlling for age. No group difference was observed in Verbal STM.Our results confirm the role of short-term memory in reading expertise. However, data highlights that visuospatial and phonological information becomes more relevant in above-average readers. Results are discussed along grain-size theory, and whether and how focused educational programs can build on visuospatial short-term memory training to achieve better reading.
{"title":"What makes an excellent reader? Short-term memory contrasts between two groups of children","authors":"Ferenc Kemény, Gabor Aranyi, O. Pachner, Eszter P. Remete, Claudia Laskay-Horváth","doi":"10.3389/feduc.2023.1325177","DOIUrl":"https://doi.org/10.3389/feduc.2023.1325177","url":null,"abstract":"Research on the association of short-term memory (STM) and reading expertise are dominated by studies with typically developing children and children with reading impairment. Many studies confirmed the role of short-term memory in reading development and reading, especially in the case of verbal and phonological STM. The current study takes an unusual perspective by contrasting age-appropriate readers with excellent readers (reading performance with at least 1 SD above average) on three different short-term memory skills: phonological STM, verbal STM and visuospatial STM.We identified and recruited six groups of children. Three groups performed at least one SD above average in two standardized reading tasks (excellent readers), the three control groups performed within the domain of ±0.5 SD on reading (age-appropriate readers). One group of excellent readers and one group of age-appropriate readers participated in a Phonological Short-Term Memory (STM) task, one pair of groups participated in a Verbal STM task, whereas the last pair participated in a Visuospatial STM task.Pairwise comparisons demonstrated that excellent readers outperformed age-appropriate readers in Visuospatial STM. Phonological STM only differed across the groups after controlling for age. No group difference was observed in Verbal STM.Our results confirm the role of short-term memory in reading expertise. However, data highlights that visuospatial and phonological information becomes more relevant in above-average readers. Results are discussed along grain-size theory, and whether and how focused educational programs can build on visuospatial short-term memory training to achieve better reading.","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":"12 2","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139441692","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 : 2024-01-09DOI: 10.3389/feduc.2023.1229111
C. Ikram, Erradi Omar, Erradi Mohamed, Khaldi Mohamed
Current developments relating to integrating information and communication technologies (ICT) in learning lead us to wonder about the positive impact that pedagogical video can have on e-learning devices mediating between teacher and learner. Determining the concepts of mediatization and mediation constitutes one of the essential bases of any pedagogical engineering of mediated videos to ensure better transmission of knowledge. To articulate the two concepts of mediation and mediatization, designers, teachers, and trainers must not only mediate the contents of the video but also the pedagogical relation, the design and production process, without forgetting the scenarization phase of the pedagogical videos, which occupy an important place in the pedagogical engineering. In our article, after giving an overview of the two concepts, mediation, and mediatization, we define the pedagogical video, the use of the pedagogical video, and the forms of the pedagogical video. Then, we identify the mediatization tools of pedagogical videos and their mediatization articulation according to previous studies.
{"title":"Pedagogical video: a key learning object for e-learning, from mediation to mediatization","authors":"C. Ikram, Erradi Omar, Erradi Mohamed, Khaldi Mohamed","doi":"10.3389/feduc.2023.1229111","DOIUrl":"https://doi.org/10.3389/feduc.2023.1229111","url":null,"abstract":"Current developments relating to integrating information and communication technologies (ICT) in learning lead us to wonder about the positive impact that pedagogical video can have on e-learning devices mediating between teacher and learner. Determining the concepts of mediatization and mediation constitutes one of the essential bases of any pedagogical engineering of mediated videos to ensure better transmission of knowledge. To articulate the two concepts of mediation and mediatization, designers, teachers, and trainers must not only mediate the contents of the video but also the pedagogical relation, the design and production process, without forgetting the scenarization phase of the pedagogical videos, which occupy an important place in the pedagogical engineering. In our article, after giving an overview of the two concepts, mediation, and mediatization, we define the pedagogical video, the use of the pedagogical video, and the forms of the pedagogical video. Then, we identify the mediatization tools of pedagogical videos and their mediatization articulation according to previous studies.","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":"30 5","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139444046","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 : 2024-01-09DOI: 10.3389/feduc.2023.1296658
Diego L. Albuquerque, Emilee Moore
In this article, we propose an aesthetic and plurilingual/pluriliteracies approach to additional (or second, foreign…) language teaching and learning. The research reported on took place in a secondary school in Barcelona where young people take on the role of teachers of the host languages (i.e., Catalan and Spanish) to adult migrants. We focus on a plurilingual poetry workshop offered in this program as an empirical foundation for the proposed approach. Data was collected ethnographically during the poetry workshop (i.e., through participant observation, field notes, conversations, video, photography) allowing the exploration of processes and outcomes. We consider, on the one hand, the opportunities for language learning made possible by incorporating arts-based methods and plurilingualism/pluriliteracies in the workshop. On the other hand, we ask what an aesthetic lens, combined with a recognition of plurilingualism/pluriliteracies, can offer to our understanding of language learning outcomes. Our results suggest that co-artistry is an opportunity for enhancing additional language learning in our aesthetic and plurilingual/pluriliteracies approach to additional language teaching and learning.
{"title":"Foregrounding co-artistry in an aesthetic and plurilingual/pluriliteracies approach to additional language teaching and learning","authors":"Diego L. Albuquerque, Emilee Moore","doi":"10.3389/feduc.2023.1296658","DOIUrl":"https://doi.org/10.3389/feduc.2023.1296658","url":null,"abstract":"In this article, we propose an aesthetic and plurilingual/pluriliteracies approach to additional (or second, foreign…) language teaching and learning. The research reported on took place in a secondary school in Barcelona where young people take on the role of teachers of the host languages (i.e., Catalan and Spanish) to adult migrants. We focus on a plurilingual poetry workshop offered in this program as an empirical foundation for the proposed approach. Data was collected ethnographically during the poetry workshop (i.e., through participant observation, field notes, conversations, video, photography) allowing the exploration of processes and outcomes. We consider, on the one hand, the opportunities for language learning made possible by incorporating arts-based methods and plurilingualism/pluriliteracies in the workshop. On the other hand, we ask what an aesthetic lens, combined with a recognition of plurilingualism/pluriliteracies, can offer to our understanding of language learning outcomes. Our results suggest that co-artistry is an opportunity for enhancing additional language learning in our aesthetic and plurilingual/pluriliteracies approach to additional language teaching and learning.","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":"26 8","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139443487","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 : 2024-01-09DOI: 10.3389/feduc.2023.1186606
Donovan Livingston
In recent years, many studies have attempted to explore the experiences of historically marginalized populations within higher education; especially Black men. While most studies expand the discourse about the Black male experience in higher education, few incorporate arts-based methodologies that uniquely speak to the cultural sensibilities of Black men. This study remixes traditional qualitative methodologies through an arts-informed, hip-hop pedagogical perspective by inviting participants to write and record original music in response to a prompt related to an original research question: What does the creation of a Hip-Hop mixtape by Black, male, college-educated emcees, reveal about Black men’s experiences in higher education? Together, this curated collection of songs formed a mixtape, which was made available across multiple streaming platforms, and introducing the counternarratives of Black male hip-hop collegians to audiences beyond the academy. The resulting mixtape offers practical implications for revolutionizing the way educators’ may center cultural knowledge as means of collecting data that captures the nuance of marginalized students’ experiences within (and beyond) the context of school.
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Pub Date : 2024-01-08DOI: 10.3389/feduc.2023.1302701
Pauliina Tea Eleonoora Vuorinen, B. Tatler, Frank Keller
Although electronic reading of fiction has become mainstream, little is known about how electronic texts are read, and whether this behavior is connected to readers’ motivation or experience reading electronically. To address this gap, sixty undergraduate students’ reading behavior was tracked while reading a 15-page short story. A novel method was used to study participants’ frequency of task-switching, their reading speed, and navigational patterns unobtrusively, outside of the lab. Reading behavior was analyzed by two multilevel models to assess (1) whether variance in behavior could be predicted by the task context, such as location in text or timing of reading sessions, and (2) whether behavior was connected to participants’ situational motivation to read the short story, their contextual motivation toward reading as an activity, or their task-relevant electronic experience. Our results showed that highly experienced and avid readers reacted to text difficulty more adaptively, indicating that motivation and electronic experience may have a key role in supporting comprehension. In contrast, situational motivation was not associated with reading behavior, contrary to our expectations. These findings provide a significant contribution to our understanding of e-reading, which can be used as a foundation to support recreational reading engagement on digital devices.
{"title":"Tracking e-reading behavior: uncovering the effects of task context, electronic experience, and motivation","authors":"Pauliina Tea Eleonoora Vuorinen, B. Tatler, Frank Keller","doi":"10.3389/feduc.2023.1302701","DOIUrl":"https://doi.org/10.3389/feduc.2023.1302701","url":null,"abstract":"Although electronic reading of fiction has become mainstream, little is known about how electronic texts are read, and whether this behavior is connected to readers’ motivation or experience reading electronically. To address this gap, sixty undergraduate students’ reading behavior was tracked while reading a 15-page short story. A novel method was used to study participants’ frequency of task-switching, their reading speed, and navigational patterns unobtrusively, outside of the lab. Reading behavior was analyzed by two multilevel models to assess (1) whether variance in behavior could be predicted by the task context, such as location in text or timing of reading sessions, and (2) whether behavior was connected to participants’ situational motivation to read the short story, their contextual motivation toward reading as an activity, or their task-relevant electronic experience. Our results showed that highly experienced and avid readers reacted to text difficulty more adaptively, indicating that motivation and electronic experience may have a key role in supporting comprehension. In contrast, situational motivation was not associated with reading behavior, contrary to our expectations. These findings provide a significant contribution to our understanding of e-reading, which can be used as a foundation to support recreational reading engagement on digital devices.","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":"35 21","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139446400","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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