Pub Date : 2023-12-18DOI: 10.3389/feduc.2023.1225819
Ricardo Perez-Luyo, Abel Quiñones Urquijo, Shyla Del-Aguila-Arcentales, Aldo Alvarez-Risco
There is a gap in the view of teachers about green entrepreneurship intention in high school students. The objective of the current article is to evaluate the factors that explain from private high schools in Peru the intention of green entrepreneurship private from the view of teachers. It was carried out with a sample size of 163 teachers from fifth high schools. The research model was evaluated by partial least square structural equation modeling (PLS-SEM) which is a technique for multivariate analysis. Extracurricular support and country support showed an effect on entrepreneurial self-efficacy. Also, entrepreneurial self-efficacy had an effect on green entrepreneurship intention. Finally, self-efficacy was a mediator between extracurricular support, country support, and green entrepreneurial intention. These outcomes can be used by the Ministry of Education and high school planners to use the variables that show more effect and include strategies to increase the green entrepreneurial intention among school students as the creation of annual programs of practical training and entrepreneurship accelerators to develop skills among the students. Also, it can be relevant that the professors can receive specific training in green entrepreneurship because they can guide their students during the daily classes and extracurricular activities as well.
{"title":"Green entrepreneurship intention among high school students: a teachers’ view","authors":"Ricardo Perez-Luyo, Abel Quiñones Urquijo, Shyla Del-Aguila-Arcentales, Aldo Alvarez-Risco","doi":"10.3389/feduc.2023.1225819","DOIUrl":"https://doi.org/10.3389/feduc.2023.1225819","url":null,"abstract":"There is a gap in the view of teachers about green entrepreneurship intention in high school students. The objective of the current article is to evaluate the factors that explain from private high schools in Peru the intention of green entrepreneurship private from the view of teachers. It was carried out with a sample size of 163 teachers from fifth high schools. The research model was evaluated by partial least square structural equation modeling (PLS-SEM) which is a technique for multivariate analysis. Extracurricular support and country support showed an effect on entrepreneurial self-efficacy. Also, entrepreneurial self-efficacy had an effect on green entrepreneurship intention. Finally, self-efficacy was a mediator between extracurricular support, country support, and green entrepreneurial intention. These outcomes can be used by the Ministry of Education and high school planners to use the variables that show more effect and include strategies to increase the green entrepreneurial intention among school students as the creation of annual programs of practical training and entrepreneurship accelerators to develop skills among the students. Also, it can be relevant that the professors can receive specific training in green entrepreneurship because they can guide their students during the daily classes and extracurricular activities as well.","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":"117 ","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139174532","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 : 2023-12-18DOI: 10.3389/feduc.2023.1275126
Sonja Laine, K. Tirri
This literature review focuses on earlier research on teachers’ mindsets, i.e., teachers’ implicit beliefs about the malleability of basic human qualities such as intelligence. More specifically, the review focuses on what teachers’ mindsets are, how teachers’ mindsets manifest in the teaching, studying, and learning process, how teachers’ mindsets and growth-oriented practices are related to students’ mindsets and learning, and how teachers’ mindsets can be developed. Three electronic databases and backtracking references were used to search articles published between the years 2012 and 2023. After evaluating the eligibility of the articles, 64 were finally included in the review. The findings indicated that teachers’ mindsets and growth-oriented practices matter. Most earlier research has found some kind of connection between teachers’ mindsets and growth-oriented practices, and/or students’ mindsets and learning. The implications for teacher education, policy, and future research are discussed.
{"title":"Literature review on teachers’ mindsets, growth-oriented practices and why they matter","authors":"Sonja Laine, K. Tirri","doi":"10.3389/feduc.2023.1275126","DOIUrl":"https://doi.org/10.3389/feduc.2023.1275126","url":null,"abstract":"This literature review focuses on earlier research on teachers’ mindsets, i.e., teachers’ implicit beliefs about the malleability of basic human qualities such as intelligence. More specifically, the review focuses on what teachers’ mindsets are, how teachers’ mindsets manifest in the teaching, studying, and learning process, how teachers’ mindsets and growth-oriented practices are related to students’ mindsets and learning, and how teachers’ mindsets can be developed. Three electronic databases and backtracking references were used to search articles published between the years 2012 and 2023. After evaluating the eligibility of the articles, 64 were finally included in the review. The findings indicated that teachers’ mindsets and growth-oriented practices matter. Most earlier research has found some kind of connection between teachers’ mindsets and growth-oriented practices, and/or students’ mindsets and learning. The implications for teacher education, policy, and future research are discussed.","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":" 17","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138994804","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 : 2023-12-15DOI: 10.3389/feduc.2023.1289322
Jonathan J. Nguyen, Danielle L. Jessen Condry
Service-learning (SL) and community-engaged learning (CEL) are high-impact practices whose ideological foundations are built upon ideas pioneered by philosophers such as John Dewey and William James. Given that one methodology (CEL) directly branched from the other (SL), these practices are expected to have fundamental underpinnings that differentially influence how projects within these practices are carried out. Stufflebeam and Shinkfield’s Context, Input, Process, and Product (CIPP) model for evaluation was applied to assess these two high-impact practices. This narrative review has two goals: (1) discuss the usage of the CIPP model to evaluate established SL and CEL projects, and (2) assess any differences in evaluation garnered from CIPP model usage that may have stemmed from nuances in SL and CEL ideology. Literature covering either practice had shown, in some cases, to be inconsistent with how the implementation and guiding principles of such projects matched the terminology used by project organizers. This discrepancy has implications for how these projects are carried out and evaluated in the future.
{"title":"Evaluating differences in community-engaged learning and service-learning via the context, input, process, and product model","authors":"Jonathan J. Nguyen, Danielle L. Jessen Condry","doi":"10.3389/feduc.2023.1289322","DOIUrl":"https://doi.org/10.3389/feduc.2023.1289322","url":null,"abstract":"Service-learning (SL) and community-engaged learning (CEL) are high-impact practices whose ideological foundations are built upon ideas pioneered by philosophers such as John Dewey and William James. Given that one methodology (CEL) directly branched from the other (SL), these practices are expected to have fundamental underpinnings that differentially influence how projects within these practices are carried out. Stufflebeam and Shinkfield’s Context, Input, Process, and Product (CIPP) model for evaluation was applied to assess these two high-impact practices. This narrative review has two goals: (1) discuss the usage of the CIPP model to evaluate established SL and CEL projects, and (2) assess any differences in evaluation garnered from CIPP model usage that may have stemmed from nuances in SL and CEL ideology. Literature covering either practice had shown, in some cases, to be inconsistent with how the implementation and guiding principles of such projects matched the terminology used by project organizers. This discrepancy has implications for how these projects are carried out and evaluated in the future.","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":"12 11","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138998116","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 : 2023-12-15DOI: 10.3389/feduc.2023.1227178
Ricardo Rosas, Victoria Espinoza, Camila Martinez, C. Santa-Cruz
Students with special educational needs (SEN) have historically found participating in the regular education system challenging. Since the 1990s, inclusion has been considered the optimal strategy for their development. However, the effects of inclusive education on deaf and blind students are still little studied.In the present article, we report the results of a longitudinal study on the cognitive and socioemotional developmental trajectories of 23 deaf and 29 blind primary education students attending mainstream (8 deaf and 10 blind) and special schools (15 deaf and 19 blind). The study was conducted in Santiago de Chile between 2018 and 2019.Our descriptive results suggest that deaf students attending special schools perform better on most of the variables studied. For blind students, those attending traditional schools generally perform better than those attending special schools. However, in the case of socio-emotional variables, blind students attending special schools tend to show fewer problems. However, almost all of the indicated differences are not statistically significantly different.We then discuss the need to consider the characteristics of each group of students with SEN when defining an adequate educational system for their optimal development.
{"title":"The paradoxes of inclusion: cognitive and socio-emotional developmental trajectories of deaf and blind primary education students in mainstream and special schools","authors":"Ricardo Rosas, Victoria Espinoza, Camila Martinez, C. Santa-Cruz","doi":"10.3389/feduc.2023.1227178","DOIUrl":"https://doi.org/10.3389/feduc.2023.1227178","url":null,"abstract":"Students with special educational needs (SEN) have historically found participating in the regular education system challenging. Since the 1990s, inclusion has been considered the optimal strategy for their development. However, the effects of inclusive education on deaf and blind students are still little studied.In the present article, we report the results of a longitudinal study on the cognitive and socioemotional developmental trajectories of 23 deaf and 29 blind primary education students attending mainstream (8 deaf and 10 blind) and special schools (15 deaf and 19 blind). The study was conducted in Santiago de Chile between 2018 and 2019.Our descriptive results suggest that deaf students attending special schools perform better on most of the variables studied. For blind students, those attending traditional schools generally perform better than those attending special schools. However, in the case of socio-emotional variables, blind students attending special schools tend to show fewer problems. However, almost all of the indicated differences are not statistically significantly different.We then discuss the need to consider the characteristics of each group of students with SEN when defining an adequate educational system for their optimal development.","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":"100 12","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138998685","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 : 2023-12-15DOI: 10.3389/feduc.2023.1286485
Shelley M. Hannigan, Cátia Freitas, P. Francis
Why was the study undertaken? What was the research question, the tested hypothesis or the purpose of the research? The research question is: What are the implications of disciplinary aesthetics when marine science meets art in educational research? Children in schools from Victoria, Australia were engaged in a series of marine science fieldtrips, workshops and lessons based on the Great Southern Reef, a temperate marine environment of Australia. They created drawings based on provocations, to depict their knowledge of marine species, before and after these education experiences.When, where, and how was the study done? What materials were used or who was included in the study groups (patients, etc.)? This paper shares the mixed methodology used by focusing on the qualitative methods used, that arose out of a need to understand the role of aesthetics in this research project. This paper documents the analysis of data that included children’s drawings and dialogue between researchers and children from interviews. We discuss insights into the role of aesthetics that were revealed in the visual and narrative data from perspectives of children’s learning and how the researchers were able to understand this. These findings are discussed considering the teaching intentions and procedures used, the importance of this multimodal approach to research that revealed aesthetics of science, visual art and language in education.What answer was found to the research question; what did the study find? Was the tested hypothesis true? The research reveals the important role drawing has when trying to understand the students’ varying degrees of understanding marine science education. Variables include: their prior experience with marine environments, students’ drawing abilities, stylistic elements (that can render an image ‘confident’ or ‘sketchy’), compositional devices and use of perspective that their drawings depict (looking at a pier from underwater or through snorkel goggles). It also includes interpretations and explanations of their drawings and other uses of language such as the use of written labels to reinforce or clarify parts of their drawings.What might the answer imply and why does it matter? How does it fit in with what other researchers have found? What are the perspectives for future research? This research reveals the important role of multi-modal approaches in science learning and the significant and dependent role of visual art and words, for students to communicate their learnt content knowledge. It highlights the aesthetic experiences that must be taken into consideration when teaching, learning and when understanding what has been learnt.
{"title":"Aesthetic surprises and considerations when researching marine science education with art","authors":"Shelley M. Hannigan, Cátia Freitas, P. Francis","doi":"10.3389/feduc.2023.1286485","DOIUrl":"https://doi.org/10.3389/feduc.2023.1286485","url":null,"abstract":"Why was the study undertaken? What was the research question, the tested hypothesis or the purpose of the research? The research question is: What are the implications of disciplinary aesthetics when marine science meets art in educational research? Children in schools from Victoria, Australia were engaged in a series of marine science fieldtrips, workshops and lessons based on the Great Southern Reef, a temperate marine environment of Australia. They created drawings based on provocations, to depict their knowledge of marine species, before and after these education experiences.When, where, and how was the study done? What materials were used or who was included in the study groups (patients, etc.)? This paper shares the mixed methodology used by focusing on the qualitative methods used, that arose out of a need to understand the role of aesthetics in this research project. This paper documents the analysis of data that included children’s drawings and dialogue between researchers and children from interviews. We discuss insights into the role of aesthetics that were revealed in the visual and narrative data from perspectives of children’s learning and how the researchers were able to understand this. These findings are discussed considering the teaching intentions and procedures used, the importance of this multimodal approach to research that revealed aesthetics of science, visual art and language in education.What answer was found to the research question; what did the study find? Was the tested hypothesis true? The research reveals the important role drawing has when trying to understand the students’ varying degrees of understanding marine science education. Variables include: their prior experience with marine environments, students’ drawing abilities, stylistic elements (that can render an image ‘confident’ or ‘sketchy’), compositional devices and use of perspective that their drawings depict (looking at a pier from underwater or through snorkel goggles). It also includes interpretations and explanations of their drawings and other uses of language such as the use of written labels to reinforce or clarify parts of their drawings.What might the answer imply and why does it matter? How does it fit in with what other researchers have found? What are the perspectives for future research? This research reveals the important role of multi-modal approaches in science learning and the significant and dependent role of visual art and words, for students to communicate their learnt content knowledge. It highlights the aesthetic experiences that must be taken into consideration when teaching, learning and when understanding what has been learnt.","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":"43 4","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139000420","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 : 2023-12-15DOI: 10.3389/feduc.2023.1314584
Tena Matolić, D. Jurakić, Zrinka Greblo Jurakić, Tošo Maršić, Ž. Pedišić
The instruments for evaluation of educational courses are often highly complex and specifically designed for a given type of training. Therefore, the aims of this study were to develop a simple and generic EDUcational Course Assessment TOOLkit (EDUCATOOL) and determine its measurement properties.The development of EDUCATOOL encompassed: (1) a literature review; (2) drafting the questionnaire through open discussions between three researchers; (3) Delphi survey with five content experts; and (4) consultations with 20 end-users. A subsequent validity and reliability study involved 152 university students who participated in a short educational course. Immediately after the course and a week later, the participants completed the EDUCATOOL post-course questionnaire. Six weeks after the course and a week later, they completed the EDUCATOOL follow-up questionnaire. To establish the convergent validity of EDUCATOOL, the participants also completed the “Questionnaire for Professional Training Evaluation.”The EDUCATOOL questionnaires include 12 items grouped into the following evaluation components: (1) reaction; (2) learning; (3) behavioural intent (post-course)/behaviour (follow-up); and (4) expected outcomes (post-course)/results (follow-up). In confirmatory factor analyses, comparative fit index (CFI = 0.99 and 1.00), root mean square error of approximation (RMSEA = 0.05 and 0.03), and standardised root mean square residual (SRMR = 0.07 and 0.03) indicated adequate goodness of fit for the proposed factor structure of the EDUCATOOL questionnaires. The intraclass correlation coefficients (ICCs) for convergent validity of the post-course and follow-up questionnaires were 0.71 (95% confidence interval [CI]: 0.61, 0.78) and 0.86 (95% CI: 0.78, 0.91), respectively. The internal consistency reliability of the evaluation components expressed using Cronbach’s alpha ranged from 0.83 (95% CI: 0.78, 0.87) to 0.88 (95% CI: 0.84, 0.92) for the post-course questionnaire and from 0.95 (95% CI: 0.93, 0.96) to 0.97 (95% CI: 0.95, 0.98) for the follow-up questionnaire. The test–retest reliability ICCs for the overall evaluation scores of the post-course and follow-up questionnaires were 0.87 (95% CI: 0.78, 0.92) and 0.91 (95% CI: 0.85, 0.94), respectively.The EDUCATOOL questionnaires have adequate factorial validity, convergent validity, internal consistency, and test–retest reliability and they can be used to evaluate training and learning programmes.
{"title":"Development and validation of the EDUcational Course Assessment TOOLkit (EDUCATOOL) – a 12-item questionnaire for evaluation of training and learning programmes","authors":"Tena Matolić, D. Jurakić, Zrinka Greblo Jurakić, Tošo Maršić, Ž. Pedišić","doi":"10.3389/feduc.2023.1314584","DOIUrl":"https://doi.org/10.3389/feduc.2023.1314584","url":null,"abstract":"The instruments for evaluation of educational courses are often highly complex and specifically designed for a given type of training. Therefore, the aims of this study were to develop a simple and generic EDUcational Course Assessment TOOLkit (EDUCATOOL) and determine its measurement properties.The development of EDUCATOOL encompassed: (1) a literature review; (2) drafting the questionnaire through open discussions between three researchers; (3) Delphi survey with five content experts; and (4) consultations with 20 end-users. A subsequent validity and reliability study involved 152 university students who participated in a short educational course. Immediately after the course and a week later, the participants completed the EDUCATOOL post-course questionnaire. Six weeks after the course and a week later, they completed the EDUCATOOL follow-up questionnaire. To establish the convergent validity of EDUCATOOL, the participants also completed the “Questionnaire for Professional Training Evaluation.”The EDUCATOOL questionnaires include 12 items grouped into the following evaluation components: (1) reaction; (2) learning; (3) behavioural intent (post-course)/behaviour (follow-up); and (4) expected outcomes (post-course)/results (follow-up). In confirmatory factor analyses, comparative fit index (CFI = 0.99 and 1.00), root mean square error of approximation (RMSEA = 0.05 and 0.03), and standardised root mean square residual (SRMR = 0.07 and 0.03) indicated adequate goodness of fit for the proposed factor structure of the EDUCATOOL questionnaires. The intraclass correlation coefficients (ICCs) for convergent validity of the post-course and follow-up questionnaires were 0.71 (95% confidence interval [CI]: 0.61, 0.78) and 0.86 (95% CI: 0.78, 0.91), respectively. The internal consistency reliability of the evaluation components expressed using Cronbach’s alpha ranged from 0.83 (95% CI: 0.78, 0.87) to 0.88 (95% CI: 0.84, 0.92) for the post-course questionnaire and from 0.95 (95% CI: 0.93, 0.96) to 0.97 (95% CI: 0.95, 0.98) for the follow-up questionnaire. The test–retest reliability ICCs for the overall evaluation scores of the post-course and follow-up questionnaires were 0.87 (95% CI: 0.78, 0.92) and 0.91 (95% CI: 0.85, 0.94), respectively.The EDUCATOOL questionnaires have adequate factorial validity, convergent validity, internal consistency, and test–retest reliability and they can be used to evaluate training and learning programmes.","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":"5 11","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138996410","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 : 2023-12-15DOI: 10.3389/feduc.2023.1345428
Marjaana Kangas, Signe Siklander
{"title":"Editorial: Playfulness, games and playful learning to promote good","authors":"Marjaana Kangas, Signe Siklander","doi":"10.3389/feduc.2023.1345428","DOIUrl":"https://doi.org/10.3389/feduc.2023.1345428","url":null,"abstract":"","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":"75 2","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138997678","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 : 2023-12-15DOI: 10.3389/feduc.2023.1321034
Solveig Maria Magerøy
Through a two-day intervention in a class of 12-year-olds, this study facilitated lessons where the pupils could themselves decide methods of learning, and themes to focus on, searching for spaces and methods to activate the pupils participatory competencies. National student pupils’ surveys in Norway have repeatedly shown that pupils do not feel as though they can participate in their learning at schools. The pupils in this study reported that they enjoyed this intervention and were ambitious regarding what they wished to achieve. While this may seem irrelevant or superficial at first glance, reflecting on the engagement the pupils expressed, enjoyment of learning may have been the most significant driving force for the pupil’s participation. Indeed, the majority worked in groups with peers and demonstrated ownership of their thematic area and projects. However, a few pupils became insecure and passive when given the opportunity to decide for themselves. The pupils’ ownership, level of ambition, and expert role in their projects indicate that their participatory abilities were activated, thus suggesting the importance of introducing co-determination as a didactical tool in school.
{"title":"Rethinking education for democracy: a study of co-determination in a Norwegian school","authors":"Solveig Maria Magerøy","doi":"10.3389/feduc.2023.1321034","DOIUrl":"https://doi.org/10.3389/feduc.2023.1321034","url":null,"abstract":"Through a two-day intervention in a class of 12-year-olds, this study facilitated lessons where the pupils could themselves decide methods of learning, and themes to focus on, searching for spaces and methods to activate the pupils participatory competencies. National student pupils’ surveys in Norway have repeatedly shown that pupils do not feel as though they can participate in their learning at schools. The pupils in this study reported that they enjoyed this intervention and were ambitious regarding what they wished to achieve. While this may seem irrelevant or superficial at first glance, reflecting on the engagement the pupils expressed, enjoyment of learning may have been the most significant driving force for the pupil’s participation. Indeed, the majority worked in groups with peers and demonstrated ownership of their thematic area and projects. However, a few pupils became insecure and passive when given the opportunity to decide for themselves. The pupils’ ownership, level of ambition, and expert role in their projects indicate that their participatory abilities were activated, thus suggesting the importance of introducing co-determination as a didactical tool in school.","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":"4 6","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138998128","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 : 2023-12-14DOI: 10.3389/feduc.2023.1229849
R. P. Svane, Marinka M. Willemsen, Dorthe Bleses, Peter Krøjgaard, Mette Verner, Helena Skyt Nielsen
Early math skills lay the foundation for children’s long-term academic success. An increasing number of randomized controlled math interventions have been carried out across educational settings. The aim of the present systematic review was to identify the distribution of the randomized controlled math interventions conducted between 2001 and 2021 in educational settings across Early Childhood Education (ECE) up to high school among various sample types, and to describe their central features at each educational setting separately. Based on the knowledge gaps exposed through the systematic review, we aimed to discuss where and how future math interventions are still needed in order to optimize all children’s math skill development across educational settings and sample types from early on. A total of n = 75 math interventions meeting the inclusion criteria using the PRISMA-guidelines were identified, of which the majority of them were executed in the elementary school, mostly targeting at-risk children. It is proposed that there is still a large potential of promoting children’s math skills from early on in the ECE settings, utilizing both teachers and parents, among at-risk and non-at-risk samples.
早期数学技能为儿童的长期学业成功奠定了基础。越来越多的随机对照数学干预措施已在各种教育环境中开展。本系统综述旨在确定 2001 年至 2021 年期间在幼儿教育（ECE）直至高中的教育环境中开展的随机对照数学干预在不同样本类型中的分布情况，并分别描述其在每种教育环境中的主要特点。基于系统综述中暴露出的知识差距，我们旨在讨论未来在哪些方面仍需要数学干预，以及如何从早期开始在不同的教育环境和样本类型中优化所有儿童的数学技能发展。根据《PRISMA-指南》，共确定了 n = 75 项符合纳入标准的数学干预措施，其中大部分在小学实施，主要针对高危儿童。研究建议，在幼教环境中，利用教师和家长，在高危和非高危样本中，从早期开始促进儿童数学技能的潜力仍然很大。
{"title":"A systematic literature review of math interventions across educational settings from early childhood education to high school","authors":"R. P. Svane, Marinka M. Willemsen, Dorthe Bleses, Peter Krøjgaard, Mette Verner, Helena Skyt Nielsen","doi":"10.3389/feduc.2023.1229849","DOIUrl":"https://doi.org/10.3389/feduc.2023.1229849","url":null,"abstract":"Early math skills lay the foundation for children’s long-term academic success. An increasing number of randomized controlled math interventions have been carried out across educational settings. The aim of the present systematic review was to identify the distribution of the randomized controlled math interventions conducted between 2001 and 2021 in educational settings across Early Childhood Education (ECE) up to high school among various sample types, and to describe their central features at each educational setting separately. Based on the knowledge gaps exposed through the systematic review, we aimed to discuss where and how future math interventions are still needed in order to optimize all children’s math skill development across educational settings and sample types from early on. A total of n = 75 math interventions meeting the inclusion criteria using the PRISMA-guidelines were identified, of which the majority of them were executed in the elementary school, mostly targeting at-risk children. It is proposed that there is still a large potential of promoting children’s math skills from early on in the ECE settings, utilizing both teachers and parents, among at-risk and non-at-risk samples.","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":"67 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138975564","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 : 2023-12-14DOI: 10.3389/feduc.2023.1275951
Susana K. Lingán-Huamán, Sergio Dominguez-Lara, Antonio Serpa-Barrientos
Human morality is an important topic because the fact that human beings can determine if a behavior is correct or incorrect, good or bad, shows that they are endowed with moral conscience, but In the Peruvian context, there are no valid and reliable scales to measure moral disengage trend. This study aimed to analyze the psychometric properties of the Propensity to Morally Disengage Scale in Peruvian university students.The number of university students who participated in the study was 591 (women = 71.7%; Mage = 21.5; SDage = 3.60), and the data analysis was carried out under a factor analysis approach.The results showed a unidimensional structure in both men and women. As for the invariance results according to sex, there is favorable evidence of configural and weak invariance; however, there is no evidence of strong invariance. Furthermore, the reliability of the construct (coefficient ω) and its scores (coefficient α) reached acceptable dimensions in each group and positive associations with the dark triad (Machiavellianism, psychopathy, and narcissism).The Propensity to Morally Disengage Scale is a unidimensional measurement that shows acceptable psychometric evidence in men and women separately. The theoretical and practical implications are discussed.
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