Pub Date : 2024-01-05DOI: 10.3389/feduc.2023.1212952
Fay Hadley, L. Harrison, Leanne Lavina, L. Barblett, Susan Irvine, Francis Bobongie-Harris, Jennifer Cartmel
The application of engagement strategies to ensure democracy of decisions is increasingly valued and adopted by governments to ensure trust in the process and ownership of the outcome. This paper describes the approach and methods used to engage early childhood education and care (ECEC) and outside school hours care (OSHC) stakeholders in the contemporizing and updating of Australia’s national Approved Learning Frameworks (ALFs): Belonging, Being and Becoming: The Early Years Learning Framework for Australia (EYLF) and My Time Our Place: Framework for School Age Care (MTOP). Theoretical underpinnings of a robust stakeholder engagement strategy ensured a range of methods were developed to communicate with and encourage participation by the diversity of stakeholders who are invested in ECEC and OSHC in Australia – broadly defined as approved providers, teachers, educators, families, children and young people, regulatory authorities and other professionals who provide support and advice. A mixed-method, sequential 3-Stage design was developed to gather the insights, responses, and perspectives of stakeholders who provided, worked in, used, attended, or supported ECEC and/or OSHC settings. Stakeholder feedback included survey ratings and written comments, focus group and panel discussions, educator documentation and video-diaries, and the writings, talking, and drawings of children and young people. Evaluation methods focus on the number, diversity, and depth of stakeholder responses. In conclusion, we reflect on the usefulness, benefits, limitations, and effectiveness of our approach to participatory engagement to inform government policy development and decision making.
{"title":"Engaging stakeholders to inform policy developments in early childhood education and outside school hours care","authors":"Fay Hadley, L. Harrison, Leanne Lavina, L. Barblett, Susan Irvine, Francis Bobongie-Harris, Jennifer Cartmel","doi":"10.3389/feduc.2023.1212952","DOIUrl":"https://doi.org/10.3389/feduc.2023.1212952","url":null,"abstract":"The application of engagement strategies to ensure democracy of decisions is increasingly valued and adopted by governments to ensure trust in the process and ownership of the outcome. This paper describes the approach and methods used to engage early childhood education and care (ECEC) and outside school hours care (OSHC) stakeholders in the contemporizing and updating of Australia’s national Approved Learning Frameworks (ALFs): Belonging, Being and Becoming: The Early Years Learning Framework for Australia (EYLF) and My Time Our Place: Framework for School Age Care (MTOP). Theoretical underpinnings of a robust stakeholder engagement strategy ensured a range of methods were developed to communicate with and encourage participation by the diversity of stakeholders who are invested in ECEC and OSHC in Australia – broadly defined as approved providers, teachers, educators, families, children and young people, regulatory authorities and other professionals who provide support and advice. A mixed-method, sequential 3-Stage design was developed to gather the insights, responses, and perspectives of stakeholders who provided, worked in, used, attended, or supported ECEC and/or OSHC settings. Stakeholder feedback included survey ratings and written comments, focus group and panel discussions, educator documentation and video-diaries, and the writings, talking, and drawings of children and young people. Evaluation methods focus on the number, diversity, and depth of stakeholder responses. In conclusion, we reflect on the usefulness, benefits, limitations, and effectiveness of our approach to participatory engagement to inform government policy development and decision making.","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":"46 43","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139382278","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 : 2024-01-05DOI: 10.3389/feduc.2023.1284666
Rachel Rupnow, Timothy Fukawa-Connelly
Mathematics education research has long focused on students’ conceptual understanding, including highlighting conceptions viewed as problematic and looking for ways to develop more desirable conceptions. Nevertheless, limited research has examined how mathematicians characterize understanding of concepts and definitions or promote activities beneficial for students. Based on interviews with 13 mathematicians, we present thematic characterizations of what it means to understand a concept and definition, highlight activities mathematicians believe assist students’ learning, and examine their reasons for promoting these activities. Results include mathematically grounded descriptions of what it means to understand a concept but general descriptions of approaching and supporting learning. Implications include a need for attending to intended meanings for “understanding” in context and how this impacts appropriate activities for developing understanding, as well as a careful examination of the extant research literature’s claims about seemingly unified notions of conceptual understanding.
{"title":"How mathematicians characterize and attempt to develop understanding of concepts and definitions in proof-based courses","authors":"Rachel Rupnow, Timothy Fukawa-Connelly","doi":"10.3389/feduc.2023.1284666","DOIUrl":"https://doi.org/10.3389/feduc.2023.1284666","url":null,"abstract":"Mathematics education research has long focused on students’ conceptual understanding, including highlighting conceptions viewed as problematic and looking for ways to develop more desirable conceptions. Nevertheless, limited research has examined how mathematicians characterize understanding of concepts and definitions or promote activities beneficial for students. Based on interviews with 13 mathematicians, we present thematic characterizations of what it means to understand a concept and definition, highlight activities mathematicians believe assist students’ learning, and examine their reasons for promoting these activities. Results include mathematically grounded descriptions of what it means to understand a concept but general descriptions of approaching and supporting learning. Implications include a need for attending to intended meanings for “understanding” in context and how this impacts appropriate activities for developing understanding, as well as a careful examination of the extant research literature’s claims about seemingly unified notions of conceptual understanding.","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":"3 3","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139383402","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 : 2024-01-05DOI: 10.3389/feduc.2023.1326515
Klára Kovács, Beáta Dobay, Szabolcs Halasi, Tamás Pinczés, Imre Tódor
The increased stress, pressure, and organizational change draw attention to the importance of doing research on workplace stress and resources, as well as other sources of stress among university teachers. Based on the job demands-resources theory (JD-R theory) this paper investigates the workplace factors affecting the health and wellbeing of Central and Eastern European (CEE) academics. A further question is, what are the institutional factors that (could) improve or worsen their wellbeing, as well as how they are able to cope with the stress on an individual level.For the analyses, seven focus group interviews were conducted with academics from nine higher education institutions in Hungary, Slovakia, Ukraine, Romania, and Serbia (N = 41).According to our results of the focus group interviews the most important workplace difficulties, challenges, and resources are related to teaching roles, interpersonal relationships, support by the management, and infrastructural conditions.Institutions can contribute to the wellbeing and health of the academics primarily by offering free or at least discounted participation in sports, cultural and leisure events, as well as mental health counseling, but it is important for these not to be self-serving (the colleagues from the university should not participate in the programs to make up for the missing audiences of the otherwise overfunded organizations of the institution) and haphazard: without a targeted health strategy, these are not sufficiently effective.
{"title":"Demands, resources and institutional factors in the work of academic staff in Central and Eastern Europe: results of a qualitative research among university teachers in five countries","authors":"Klára Kovács, Beáta Dobay, Szabolcs Halasi, Tamás Pinczés, Imre Tódor","doi":"10.3389/feduc.2023.1326515","DOIUrl":"https://doi.org/10.3389/feduc.2023.1326515","url":null,"abstract":"The increased stress, pressure, and organizational change draw attention to the importance of doing research on workplace stress and resources, as well as other sources of stress among university teachers. Based on the job demands-resources theory (JD-R theory) this paper investigates the workplace factors affecting the health and wellbeing of Central and Eastern European (CEE) academics. A further question is, what are the institutional factors that (could) improve or worsen their wellbeing, as well as how they are able to cope with the stress on an individual level.For the analyses, seven focus group interviews were conducted with academics from nine higher education institutions in Hungary, Slovakia, Ukraine, Romania, and Serbia (N = 41).According to our results of the focus group interviews the most important workplace difficulties, challenges, and resources are related to teaching roles, interpersonal relationships, support by the management, and infrastructural conditions.Institutions can contribute to the wellbeing and health of the academics primarily by offering free or at least discounted participation in sports, cultural and leisure events, as well as mental health counseling, but it is important for these not to be self-serving (the colleagues from the university should not participate in the programs to make up for the missing audiences of the otherwise overfunded organizations of the institution) and haphazard: without a targeted health strategy, these are not sufficiently effective.","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":"11 9","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139381020","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 : 2024-01-05DOI: 10.3389/feduc.2023.1322263
Nan Zhang, Yin Liu
Laboratory learning has a vital role in science education. With the application of information technologies in educational domain, virtual experiment has become an effective supplement to traditional experimental teaching. Moreover, virtual experimentation can expand experimental field, enrich teaching content and reduce experimental risk, which provides strong support for the sustainable development of higher education. Using cutting-edge technologies such as virtual reality (VR), augmented reality (AR), computer simulation and interaction, we developed two public virtual laboratories and 41 virtual-simulation-experiment projects. They are integrated into an interactive learning environment, that is, virtual experiment learning management platform. The method is based on ADDIE (Analysis, Design, Development, Implementation, and Evaluation). In this paper, one virtual-simulation-experiment project is taken as a case study. The project includes 4 virtual practical activities mapped to the medical courses; and they were implemented in the third year of the bachelor’s degree. The proposed virtual learning environment has been evaluated by learners for 2 years. The results achieved and similar findings from other studies, show that the use of virtual learning environment has a positive impact on the learning process and outcomes.
{"title":"Design and implementation of virtual laboratories for higher education sustainability: a case study of Nankai University","authors":"Nan Zhang, Yin Liu","doi":"10.3389/feduc.2023.1322263","DOIUrl":"https://doi.org/10.3389/feduc.2023.1322263","url":null,"abstract":"Laboratory learning has a vital role in science education. With the application of information technologies in educational domain, virtual experiment has become an effective supplement to traditional experimental teaching. Moreover, virtual experimentation can expand experimental field, enrich teaching content and reduce experimental risk, which provides strong support for the sustainable development of higher education. Using cutting-edge technologies such as virtual reality (VR), augmented reality (AR), computer simulation and interaction, we developed two public virtual laboratories and 41 virtual-simulation-experiment projects. They are integrated into an interactive learning environment, that is, virtual experiment learning management platform. The method is based on ADDIE (Analysis, Design, Development, Implementation, and Evaluation). In this paper, one virtual-simulation-experiment project is taken as a case study. The project includes 4 virtual practical activities mapped to the medical courses; and they were implemented in the third year of the bachelor’s degree. The proposed virtual learning environment has been evaluated by learners for 2 years. The results achieved and similar findings from other studies, show that the use of virtual learning environment has a positive impact on the learning process and outcomes.","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":"91 23","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139381250","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 : 2024-01-05DOI: 10.3389/feduc.2023.1205478
Alejandro Álvarez-Vanegas, Marco Rieckmann, Marisol Lopera Pérez, Patricia M. Aguirre
Through support and guidance in fostering competences in ESD, educators can help students to evolve into engaged citizens capable of addressing the current ecological crisis. However, in order to provide effective guidance, educators need to become proficient in sustainability. In this line, this study investigates (i) the depth of knowledge about sustainability (including teaching for sustainability), (ii) stances toward the Sustainable Development Goals, and (iii) competences that Latin American university educators perceive they possess. A survey was designed, including elements from previously validated instruments and using the competences framework A Rounder Sense of Purpose. It was answered by educators from Latin America (N = 197), mainly Colombia and Ecuador. Through a statistical analysis, ranks were developed, and further analyses were made. Although this research is based on the self-perception of respondents, findings suggest that educators have some knowledge about ESD. However, there is room for improvement, particularly in terms of action. Additionally, there are inconsistencies between the competences they aim to develop in their students and the ones they currently possess. Such an assessment had not been done specifically for the Latin American context, and the A Rounder Sense of Purpose framework of competences had yet to be explored with a large sample of educators. The results of this research will allow for the offering of a more adequate and pertinent capacity-building program for university educators.
{"title":"Teaching with A Rounder Sense of Purpose: a survey study on education for sustainable development competences in Latin America","authors":"Alejandro Álvarez-Vanegas, Marco Rieckmann, Marisol Lopera Pérez, Patricia M. Aguirre","doi":"10.3389/feduc.2023.1205478","DOIUrl":"https://doi.org/10.3389/feduc.2023.1205478","url":null,"abstract":"Through support and guidance in fostering competences in ESD, educators can help students to evolve into engaged citizens capable of addressing the current ecological crisis. However, in order to provide effective guidance, educators need to become proficient in sustainability. In this line, this study investigates (i) the depth of knowledge about sustainability (including teaching for sustainability), (ii) stances toward the Sustainable Development Goals, and (iii) competences that Latin American university educators perceive they possess. A survey was designed, including elements from previously validated instruments and using the competences framework A Rounder Sense of Purpose. It was answered by educators from Latin America (N = 197), mainly Colombia and Ecuador. Through a statistical analysis, ranks were developed, and further analyses were made. Although this research is based on the self-perception of respondents, findings suggest that educators have some knowledge about ESD. However, there is room for improvement, particularly in terms of action. Additionally, there are inconsistencies between the competences they aim to develop in their students and the ones they currently possess. Such an assessment had not been done specifically for the Latin American context, and the A Rounder Sense of Purpose framework of competences had yet to be explored with a large sample of educators. The results of this research will allow for the offering of a more adequate and pertinent capacity-building program for university educators.","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":"47 8","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139381694","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 : 2024-01-05DOI: 10.3389/feduc.2023.1290630
Morris Ndeezi, Gloria A. Pedersen, Benjamin Alipanga, Ibrahim Luberenga, Brandon A. Kohrt, Roscoe Kasujja
Competency-based training has gained prominence in clinical psychology education, emphasizing practical skills acquisition. The EQUIP competency-based approach, recognized for its effectiveness in in-service training, raises questions about its feasibility and utility in pre-service education.Faculty and supervisors were trained in and applied EQUIP competency-based assessment and techniques with current graduate students. A cohort comprising 15 graduate students, 12 faculty members, and supervisors from Butabika National Referral Mental Health and Teaching Hospital participated in focus group discussion and key informant interviews. Qualitative data was collected from 1st August 2022 to 4th August 2022. Thematic analysis identified three central themes.The first theme reveals participants’ recognition of EQUIP’s feasibility in standardizing competence levels and addressing curriculum gaps. An extended training period, approximately 15 h, was identified as crucial to enhance educators’ and supervisors’ confidence in implementing the approach. The second theme emphasizes the pivotal role of role-play in competency-based training, transforming initial apprehension into constructive learning. Lastly, feedback emerged as a crucial component, with participants highlighting its role in fostering self-assuredness and refining skills.The study emphasizes the importance of robust training in competency-based methodologies. The EQUIP approach’s potential in clinical psychology education is evidenced by its alignment with research outcomes. Beyond this, the study advocates for longitudinal research to assess sustained engagement with EQUIP resources and their long-term impact. This research not only advances the discourse on competency-based training but also sets the stage for continuous improvements in clinical psychology education.
{"title":"Integrating EQUIP competency-based training into a university curriculum: a qualitative inquiry with students and faculty at Makerere University in Uganda","authors":"Morris Ndeezi, Gloria A. Pedersen, Benjamin Alipanga, Ibrahim Luberenga, Brandon A. Kohrt, Roscoe Kasujja","doi":"10.3389/feduc.2023.1290630","DOIUrl":"https://doi.org/10.3389/feduc.2023.1290630","url":null,"abstract":"Competency-based training has gained prominence in clinical psychology education, emphasizing practical skills acquisition. The EQUIP competency-based approach, recognized for its effectiveness in in-service training, raises questions about its feasibility and utility in pre-service education.Faculty and supervisors were trained in and applied EQUIP competency-based assessment and techniques with current graduate students. A cohort comprising 15 graduate students, 12 faculty members, and supervisors from Butabika National Referral Mental Health and Teaching Hospital participated in focus group discussion and key informant interviews. Qualitative data was collected from 1st August 2022 to 4th August 2022. Thematic analysis identified three central themes.The first theme reveals participants’ recognition of EQUIP’s feasibility in standardizing competence levels and addressing curriculum gaps. An extended training period, approximately 15 h, was identified as crucial to enhance educators’ and supervisors’ confidence in implementing the approach. The second theme emphasizes the pivotal role of role-play in competency-based training, transforming initial apprehension into constructive learning. Lastly, feedback emerged as a crucial component, with participants highlighting its role in fostering self-assuredness and refining skills.The study emphasizes the importance of robust training in competency-based methodologies. The EQUIP approach’s potential in clinical psychology education is evidenced by its alignment with research outcomes. Beyond this, the study advocates for longitudinal research to assess sustained engagement with EQUIP resources and their long-term impact. This research not only advances the discourse on competency-based training but also sets the stage for continuous improvements in clinical psychology education.","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":"28 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139382633","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 : 2024-01-05DOI: 10.3389/feduc.2023.1320822
Manisha Hari Rajan, Cristan Herbert, P. Polly
Student engagement is a crucial factor that can influence both the student learning experience and student success. The return to campus learning and teaching after the pandemic highlighted that many university students are still adapting to the shift to full-time online learning from hybrid or full-time on-campus learning and are still experiencing feelings of isolation, anxiety, and uncertainty. As higher education institutions adopt or embed digital methods of teaching and learning with simultaneously moving back to face-to-face learning environments, student feelings of isolation and disengagement are apparent to educators. This “transition,” in our opinion, has affected how learners engage in digital as well as face-to-face environments. Previous studies have highlighted the importance of engagement within an online setting as it brings about new factors for student learning and teaching that were not fully considered before. To address this issue, universities have sharpened the focus on improving student motivation, self-efficacy, and their sense of belonging within their learning community. As educators, it is important for us to understand this period of student disengagement and develop strategies to overcome and support students. We can acknowledge that such challenges are likely to resurface in the future; therefore, it is essential that we are able to provide frameworks to enhance student engagement within higher education. We believe that in creating an effective learning environment, whether it be online or on-campus, educators need to develop intrinsic motivation techniques and collaborative spaces to increase the sense of belonging for students and improve their overall engagement with their learning course content.
{"title":"Disrupted student engagement and motivation: observations from online and face-to-face university learning environments","authors":"Manisha Hari Rajan, Cristan Herbert, P. Polly","doi":"10.3389/feduc.2023.1320822","DOIUrl":"https://doi.org/10.3389/feduc.2023.1320822","url":null,"abstract":"Student engagement is a crucial factor that can influence both the student learning experience and student success. The return to campus learning and teaching after the pandemic highlighted that many university students are still adapting to the shift to full-time online learning from hybrid or full-time on-campus learning and are still experiencing feelings of isolation, anxiety, and uncertainty. As higher education institutions adopt or embed digital methods of teaching and learning with simultaneously moving back to face-to-face learning environments, student feelings of isolation and disengagement are apparent to educators. This “transition,” in our opinion, has affected how learners engage in digital as well as face-to-face environments. Previous studies have highlighted the importance of engagement within an online setting as it brings about new factors for student learning and teaching that were not fully considered before. To address this issue, universities have sharpened the focus on improving student motivation, self-efficacy, and their sense of belonging within their learning community. As educators, it is important for us to understand this period of student disengagement and develop strategies to overcome and support students. We can acknowledge that such challenges are likely to resurface in the future; therefore, it is essential that we are able to provide frameworks to enhance student engagement within higher education. We believe that in creating an effective learning environment, whether it be online or on-campus, educators need to develop intrinsic motivation techniques and collaborative spaces to increase the sense of belonging for students and improve their overall engagement with their learning course content.","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":"95 7","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139383453","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 : 2024-01-05DOI: 10.3389/feduc.2023.1271006
Gianluca Merlo, Luna Jaforte
This article presents a cross-sectional study that explores the association between artistic swimming and school engagement in a sample of 500 Italian adolescents. The study aimed to examine whether the practice of artistic swimming would foster strategic metacognitive skills. These skills, in turn, were hypothesized to positively influence school engagement and reduce recreational technology use, which could pose a risk to school engagement. The findings revealed that the relationship between artistic swimming and scholastic engagement, encompassing both cognitive and behavioral aspects, was entirely mediated by metacognitive strategies and reduced recreational technology usage. Moreover, students engaged in artistic swimming exhibited significantly higher levels of metacognitive strategies and scholastic engagement compared to their counterparts involved in other sports. The article also addresses the limitations inherent in the cross-sectional design and suggests potential avenues for future research.
{"title":"Artistic swimming and school engagement: the mediating role of metacognition and technology","authors":"Gianluca Merlo, Luna Jaforte","doi":"10.3389/feduc.2023.1271006","DOIUrl":"https://doi.org/10.3389/feduc.2023.1271006","url":null,"abstract":"This article presents a cross-sectional study that explores the association between artistic swimming and school engagement in a sample of 500 Italian adolescents. The study aimed to examine whether the practice of artistic swimming would foster strategic metacognitive skills. These skills, in turn, were hypothesized to positively influence school engagement and reduce recreational technology use, which could pose a risk to school engagement. The findings revealed that the relationship between artistic swimming and scholastic engagement, encompassing both cognitive and behavioral aspects, was entirely mediated by metacognitive strategies and reduced recreational technology usage. Moreover, students engaged in artistic swimming exhibited significantly higher levels of metacognitive strategies and scholastic engagement compared to their counterparts involved in other sports. The article also addresses the limitations inherent in the cross-sectional design and suggests potential avenues for future research.","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":"49 5","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139382091","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This manuscript presents the definition, implementation, and validation of a new rubric for assessing and improving meaningful physical education activities in tertiary education: the Rubric for Meaningful Physical Education Assessment (MEANPE). We present the rubric's validation based on twelve international external experts' appraisals, and on the perception of 250+ pre-service teachers (PST). The manuscript presents the validity, correspondence, formulation and appropriateness of the indicators and their levels. We found that there are statistically significant differences in student scores between the pre- and post-implementation, suggesting that the MEANPE rubric is a valid and reliable instrument with which to assess meaningful physical activities in primary school classes.
{"title":"A rubric for pre-service teachers to evaluate meaningful physical education","authors":"Dolors Cañabate, Remigijus Bubnys, Esther Hernández, Jordi Colomer","doi":"10.3389/feduc.2023.1324349","DOIUrl":"https://doi.org/10.3389/feduc.2023.1324349","url":null,"abstract":"This manuscript presents the definition, implementation, and validation of a new rubric for assessing and improving meaningful physical education activities in tertiary education: the Rubric for Meaningful Physical Education Assessment (MEANPE). We present the rubric's validation based on twelve international external experts' appraisals, and on the perception of 250+ pre-service teachers (PST). The manuscript presents the validity, correspondence, formulation and appropriateness of the indicators and their levels. We found that there are statistically significant differences in student scores between the pre- and post-implementation, suggesting that the MEANPE rubric is a valid and reliable instrument with which to assess meaningful physical activities in primary school classes.","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":"53 2","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139382290","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 : 2024-01-05DOI: 10.3389/feduc.2023.1334326
Anette Wu, Geoffroy P J C Noel, R. Wingate
{"title":"Editorial: Teaching and learning in a global cultural context","authors":"Anette Wu, Geoffroy P J C Noel, R. Wingate","doi":"10.3389/feduc.2023.1334326","DOIUrl":"https://doi.org/10.3389/feduc.2023.1334326","url":null,"abstract":"","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":"24 8","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139383172","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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