Pub Date : 2023-12-19DOI: 10.3389/feduc.2023.1308509
Xiao Ping Lin, Bin Bin Li, Mingshu Zhang, Zhi Yang
In recent years, the attitudes of middle school principals toward virtual reality (VR) have received much attention from the educational technology community. As VR continues to gain popularity in education, researchers have begun to explore middle school principals’ perceptions of VR using the Technology Acceptance Model (TAM) (perceived usefulness, and perceived ease of use) and Technology Readiness Index (TRI) (optimism, innovativeness, discomfort, and insecurity) models to explore middle school principals’ perceptions of VR. This helps to reveal the influencing factors of middle school principals’ acceptance of VR, which in turn provides theoretical support and guidance for promoting the application of VR in education.To explore the factors influencing the acceptance of VR by middle school principals. We searched several databases such as Google, Scopus, and Elsevier. We focused on peer-reviewed English-language publications on VR, TAM, TRI, and middle school education from 2013 to 2023.Through the literature review, we found that middle school principals’ intention to use VR was significantly influenced by the TAM (perceived usefulness, perceived ease of use) and TRI (optimism, innovation, discomfort, and insecurity) models. In addition, there was some degree of intersection between the dimensions of the TRI and TAM models.VR has been widely recognized by middle school principals as an educational tool. By providing an immersive and interactive experience, VR can be effective in improving the efficiency of school operations to a great extent.
{"title":"Exploring the intersections of TAM and TRI models in middle school VR technology acceptance","authors":"Xiao Ping Lin, Bin Bin Li, Mingshu Zhang, Zhi Yang","doi":"10.3389/feduc.2023.1308509","DOIUrl":"https://doi.org/10.3389/feduc.2023.1308509","url":null,"abstract":"In recent years, the attitudes of middle school principals toward virtual reality (VR) have received much attention from the educational technology community. As VR continues to gain popularity in education, researchers have begun to explore middle school principals’ perceptions of VR using the Technology Acceptance Model (TAM) (perceived usefulness, and perceived ease of use) and Technology Readiness Index (TRI) (optimism, innovativeness, discomfort, and insecurity) models to explore middle school principals’ perceptions of VR. This helps to reveal the influencing factors of middle school principals’ acceptance of VR, which in turn provides theoretical support and guidance for promoting the application of VR in education.To explore the factors influencing the acceptance of VR by middle school principals. We searched several databases such as Google, Scopus, and Elsevier. We focused on peer-reviewed English-language publications on VR, TAM, TRI, and middle school education from 2013 to 2023.Through the literature review, we found that middle school principals’ intention to use VR was significantly influenced by the TAM (perceived usefulness, perceived ease of use) and TRI (optimism, innovation, discomfort, and insecurity) models. In addition, there was some degree of intersection between the dimensions of the TRI and TAM models.VR has been widely recognized by middle school principals as an educational tool. By providing an immersive and interactive experience, VR can be effective in improving the efficiency of school operations to a great extent.","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":" 94","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138962199","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 : 2023-12-19DOI: 10.3389/feduc.2023.1295268
Constance M. Syharat, A. Hain, A. Zaghi, Thomas Deans
Despite efforts to increase the participation of marginalized students, neurodivergent students remain underrepresented in graduate STEM programs. Prior research shows that these students often experience challenges related to key aspects of writing. The objective of this qualitative study is to deepen understanding of the writing experiences, strengths, and challenges of neurodivergent students pursuing graduate degrees in STEM fields. In this analysis, we consider the factors that influence the writing-specific challenges faced by neurodivergent students in graduate STEM programs. This work also explores how neurodivergent students leverage strengths and strategies for success in graduate-level writing tasks.This qualitative study draws on Social Cognitive Theory (SCT) to consider the ways cognitive, behavioral, and environmental factors impact writing experiences. We used thematic analysis of the transcripts from 13 focus groups and 1 interview to examine the writing experiences of 31 students who identify as neurodivergent in graduate STEM programs. The findings suggest that many writing challenges faced by neurodivergent graduate students are behaviors and beliefs that emerge in response to environmental factors such as the culture of STEM fields, prior experiences with writing assignments, anxiety driven by intensive feedback cycles, and perceived and experienced stigma. Study participants employed a range of collaborative and situational strategies to support and enhance their writing productivity.These findings may provide insight for current and future neurodivergent graduate students as they adjust to the intense writing demands of graduate degree programs and for graduate program administrators and faculty advisors as they consider new ways to support the academic success of neurodivergent graduate students.
{"title":"Writing experiences of neurodiverse students in graduate STEM programs","authors":"Constance M. Syharat, A. Hain, A. Zaghi, Thomas Deans","doi":"10.3389/feduc.2023.1295268","DOIUrl":"https://doi.org/10.3389/feduc.2023.1295268","url":null,"abstract":"Despite efforts to increase the participation of marginalized students, neurodivergent students remain underrepresented in graduate STEM programs. Prior research shows that these students often experience challenges related to key aspects of writing. The objective of this qualitative study is to deepen understanding of the writing experiences, strengths, and challenges of neurodivergent students pursuing graduate degrees in STEM fields. In this analysis, we consider the factors that influence the writing-specific challenges faced by neurodivergent students in graduate STEM programs. This work also explores how neurodivergent students leverage strengths and strategies for success in graduate-level writing tasks.This qualitative study draws on Social Cognitive Theory (SCT) to consider the ways cognitive, behavioral, and environmental factors impact writing experiences. We used thematic analysis of the transcripts from 13 focus groups and 1 interview to examine the writing experiences of 31 students who identify as neurodivergent in graduate STEM programs. The findings suggest that many writing challenges faced by neurodivergent graduate students are behaviors and beliefs that emerge in response to environmental factors such as the culture of STEM fields, prior experiences with writing assignments, anxiety driven by intensive feedback cycles, and perceived and experienced stigma. Study participants employed a range of collaborative and situational strategies to support and enhance their writing productivity.These findings may provide insight for current and future neurodivergent graduate students as they adjust to the intense writing demands of graduate degree programs and for graduate program administrators and faculty advisors as they consider new ways to support the academic success of neurodivergent graduate students.","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":" 24","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138962272","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.2023.1304596
Maria Helena Machado, Sílvia Paredes, Laura Ribeiro
The COVID-19 pandemic had a substantial social, economic, political, and educational impact worldwide. Due to the social contact restrictions, areas such as medical education were highly affected. Assessment in medical education, was already a sensitive topic, and it proved to be even more challenging as different teaching and learning contexts required huge adaptations in a short period. This systematic review provides an overview of the impact of COVID-19 on the assessment of medical students and can serve as a reference to improve this area. We conducted the review based on the PRISMA tool and searched in PubMed, EBSCO, and ScienceDirect. Studies describing the assessment methodologies used during the pandemic were included. Of the 501 initial articles, 18 were included in this review. Collected data was based on the regime, subject, teaching/assessment methodologies, platforms used, grades, students’ and teachers’ perceptions, and measures to prevent academic dishonesty. The results suggest that technology played a central role during the pandemic, and universities were concerned about the transition to online learning regarding teaching and assessment, but students and teachers should be prepared for it. Formative assessment methodologies and feedback were emphasized, and summative tools were adapted to prevent fraud. Students and teachers were generally satisfied with online learning and assessment, which had no significant difference in the examination scores, but they preferred conventional teaching. The COVID-19 pandemic brought an opportunity to analyze and rethink the medical curriculum. Thus, further investigations are needed on combining traditional and online teaching strategies and emphasis on the assessment.
{"title":"COVID-19 impact on the assessment methodology of undergraduate medical students: a systematic review of the lessons learned","authors":"Maria Helena Machado, Sílvia Paredes, Laura Ribeiro","doi":"10.3389/feduc.2023.1304596","DOIUrl":"https://doi.org/10.3389/feduc.2023.1304596","url":null,"abstract":"The COVID-19 pandemic had a substantial social, economic, political, and educational impact worldwide. Due to the social contact restrictions, areas such as medical education were highly affected. Assessment in medical education, was already a sensitive topic, and it proved to be even more challenging as different teaching and learning contexts required huge adaptations in a short period. This systematic review provides an overview of the impact of COVID-19 on the assessment of medical students and can serve as a reference to improve this area. We conducted the review based on the PRISMA tool and searched in PubMed, EBSCO, and ScienceDirect. Studies describing the assessment methodologies used during the pandemic were included. Of the 501 initial articles, 18 were included in this review. Collected data was based on the regime, subject, teaching/assessment methodologies, platforms used, grades, students’ and teachers’ perceptions, and measures to prevent academic dishonesty. The results suggest that technology played a central role during the pandemic, and universities were concerned about the transition to online learning regarding teaching and assessment, but students and teachers should be prepared for it. Formative assessment methodologies and feedback were emphasized, and summative tools were adapted to prevent fraud. Students and teachers were generally satisfied with online learning and assessment, which had no significant difference in the examination scores, but they preferred conventional teaching. The COVID-19 pandemic brought an opportunity to analyze and rethink the medical curriculum. Thus, further investigations are needed on combining traditional and online teaching strategies and emphasis on the assessment.","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":" 3","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138963721","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.2023.1270567
K. Neikirk, Sophielle Silvers, Vijayvardhan Kamalumpundi, Andrea G. Marshall, Estevão Scudese, Melanie McReynolds, Antentor O. Hinton
Diversity, equity, and inclusion (DEI) initiatives are critical for fostering growth, innovation, and collaboration in science, technology, engineering, mathematics, and medicine (STEMM). This article focuses on four key topics that have impacted many Black individuals in STEMM: know-your-place aggression, environmental microaggressions, peer mediocrity, and code-switching. We provide a comprehensive background on these issues, discuss current statistics, and provide references that support their existence, as well as offer solutions to recognize and address these problems in the STEMM which can be expanded to all historically underrepresented individuals.
{"title":"Recognizing and addressing environmental microaggressions, know-your-place aggression, peer mediocrity, and code-switching in STEMM","authors":"K. Neikirk, Sophielle Silvers, Vijayvardhan Kamalumpundi, Andrea G. Marshall, Estevão Scudese, Melanie McReynolds, Antentor O. Hinton","doi":"10.3389/feduc.2023.1270567","DOIUrl":"https://doi.org/10.3389/feduc.2023.1270567","url":null,"abstract":"Diversity, equity, and inclusion (DEI) initiatives are critical for fostering growth, innovation, and collaboration in science, technology, engineering, mathematics, and medicine (STEMM). This article focuses on four key topics that have impacted many Black individuals in STEMM: know-your-place aggression, environmental microaggressions, peer mediocrity, and code-switching. We provide a comprehensive background on these issues, discuss current statistics, and provide references that support their existence, as well as offer solutions to recognize and address these problems in the STEMM which can be expanded to all historically underrepresented individuals.","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":" 19","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138994932","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.2023.1230014
Lauren Haire, Jennifer E. Symonds, Joyce Senior, Ugo Pace
The construct of pathological or extreme demand avoidance (EDA) is used to describe the experience of avoiding demands and having an extreme need for control. However, the EDA construct is contested by researchers and educational psychology practitioners. To investigate the utility and validity of the construct of EDA, this qualitative study explored psychologists’ experience and conceptualisation of demand avoidance and extreme demand avoidance, and their approach to working with children and adolescents who avoid demands. Online semi-structured interviews were conducted with 12 psychologists (female = 9) working in private, education and disability services. Thematic analysis yielded six themes: (i) reason for the psychologists’ involvement, (ii) psychologists understanding of child’s presentation, (iii) psychologists’ focus in supporting the child, (iv) challenges for psychologists, (v) enablers for psychologists and (vi) success for psychologists. Results indicated that psychologists do not view the construct of EDA as necessary for their work and achieve success with children who avoid demands by drawing on range of approaches focusing on the underlying needs of those children.
{"title":"Practicing psychologists’ accounts of demand avoidance and extreme demand avoidance in children and adolescents","authors":"Lauren Haire, Jennifer E. Symonds, Joyce Senior, Ugo Pace","doi":"10.3389/feduc.2023.1230014","DOIUrl":"https://doi.org/10.3389/feduc.2023.1230014","url":null,"abstract":"The construct of pathological or extreme demand avoidance (EDA) is used to describe the experience of avoiding demands and having an extreme need for control. However, the EDA construct is contested by researchers and educational psychology practitioners. To investigate the utility and validity of the construct of EDA, this qualitative study explored psychologists’ experience and conceptualisation of demand avoidance and extreme demand avoidance, and their approach to working with children and adolescents who avoid demands. Online semi-structured interviews were conducted with 12 psychologists (female = 9) working in private, education and disability services. Thematic analysis yielded six themes: (i) reason for the psychologists’ involvement, (ii) psychologists understanding of child’s presentation, (iii) psychologists’ focus in supporting the child, (iv) challenges for psychologists, (v) enablers for psychologists and (vi) success for psychologists. Results indicated that psychologists do not view the construct of EDA as necessary for their work and achieve success with children who avoid demands by drawing on range of approaches focusing on the underlying needs of those children.","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":" 18","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138963525","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.2023.1289408
Jessica Haight, Rebecca Gokiert, Jason Daniels
Early mental health interventions are needed in response to a growing mental health crisis among children and youth. Schools are promising sites for early intervention because they have existing infrastructure for engaging with students. Specifically, collaborative initiatives involving community partnerships allow schools to leverage shared resources to deliver mental health support. However, more research is needed to guide the development of early interventions so that they effectively address students' mental health needs. The present study explored the role of collaborative, school mental health services in fostering children and youth's mental health, through All in for Youth, a wraparound model of support in Edmonton, Canada. Three research questions were addressed: What mental health concerns do children and youth experience? What are the factors that impact the use of collaborative school mental health services? Do collaborative school mental health services lead to perceived mental health impacts among children and youth? A multiple methods secondary analysis was conducted on school cohort data across seven elementary and junior high schools (n = 2,073 students), and interview and focus group data (n = 51 students, grades 2–9; n = 18 parents/caregivers). The quantitative findings indicated that 42.7% of students accessed any type of mental health service across the schools, with close to equivalent service use by gender (50.2% male, 49.5% female, 0.3% genderqueer) and grade (kindergarten-grade 9; M = 10%, SD = 1.9%, range = 6.3%−13%). Participants accessed mental health services in primarily individual or combined individual and group settings (72.9%) and as an informal client (75.1%). The interview and focus group findings revealed high mental health needs among students, which were exacerbated by the COVID-19 pandemic. In response to these needs, a supportive school culture, adequate school communication, and a stable and well-resourced mental health workforce promoted access to collaborative school mental health services. Finally, mental health services supported children and youth through the experience of having a supportive relationship with a safe and caring adult, an improved capacity to cope with school and life, and improved family functioning. The findings underscore the importance of developing school mental health services that take an ecological, wraparound approach to addressing students' multi-faceted mental health needs.
{"title":"A collaborative, school-based wraparound support intervention for fostering children and youth's mental health","authors":"Jessica Haight, Rebecca Gokiert, Jason Daniels","doi":"10.3389/feduc.2023.1289408","DOIUrl":"https://doi.org/10.3389/feduc.2023.1289408","url":null,"abstract":"Early mental health interventions are needed in response to a growing mental health crisis among children and youth. Schools are promising sites for early intervention because they have existing infrastructure for engaging with students. Specifically, collaborative initiatives involving community partnerships allow schools to leverage shared resources to deliver mental health support. However, more research is needed to guide the development of early interventions so that they effectively address students' mental health needs. The present study explored the role of collaborative, school mental health services in fostering children and youth's mental health, through All in for Youth, a wraparound model of support in Edmonton, Canada. Three research questions were addressed: What mental health concerns do children and youth experience? What are the factors that impact the use of collaborative school mental health services? Do collaborative school mental health services lead to perceived mental health impacts among children and youth? A multiple methods secondary analysis was conducted on school cohort data across seven elementary and junior high schools (n = 2,073 students), and interview and focus group data (n = 51 students, grades 2–9; n = 18 parents/caregivers). The quantitative findings indicated that 42.7% of students accessed any type of mental health service across the schools, with close to equivalent service use by gender (50.2% male, 49.5% female, 0.3% genderqueer) and grade (kindergarten-grade 9; M = 10%, SD = 1.9%, range = 6.3%−13%). Participants accessed mental health services in primarily individual or combined individual and group settings (72.9%) and as an informal client (75.1%). The interview and focus group findings revealed high mental health needs among students, which were exacerbated by the COVID-19 pandemic. In response to these needs, a supportive school culture, adequate school communication, and a stable and well-resourced mental health workforce promoted access to collaborative school mental health services. Finally, mental health services supported children and youth through the experience of having a supportive relationship with a safe and caring adult, an improved capacity to cope with school and life, and improved family functioning. The findings underscore the importance of developing school mental health services that take an ecological, wraparound approach to addressing students' multi-faceted mental health needs.","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":" 44","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138963597","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.2023.1271245
Laura McNeill, Saad Bushaala
This qualitative study explored 15 graduate students’ perspectives on effective online instructor presence. Analysis of interviews, a survey, and a focus group revealed students value early relationship-building through consistent participation, authentic personality-sharing, and learner-centered course design. Results indicate effective instructor presence fosters trust, satisfaction, engagement, and positive student mindsets while reducing stress and anxiety. Students preferred visible, accessible instructors who connect through prompt communication, constructive feedback, and active listening. Additional findings suggest leveraging synchronous interactions enhances social presence and relationship-building. However, disconnected instructor presence caused frustration and negative emotions. Overall, intentional instructor presence is critical for successful online instruction and profoundly shapes learners’ holistic experiences beyond solely academic goals. While limited to one program, these learner-centered insights provide a starting point for identifying high-impact presence-building strategies tailored to graduate contexts.
{"title":"Meaningful connection in virtual classrooms: graduate students’ perspectives on effective instructor presence in blended courses","authors":"Laura McNeill, Saad Bushaala","doi":"10.3389/feduc.2023.1271245","DOIUrl":"https://doi.org/10.3389/feduc.2023.1271245","url":null,"abstract":"This qualitative study explored 15 graduate students’ perspectives on effective online instructor presence. Analysis of interviews, a survey, and a focus group revealed students value early relationship-building through consistent participation, authentic personality-sharing, and learner-centered course design. Results indicate effective instructor presence fosters trust, satisfaction, engagement, and positive student mindsets while reducing stress and anxiety. Students preferred visible, accessible instructors who connect through prompt communication, constructive feedback, and active listening. Additional findings suggest leveraging synchronous interactions enhances social presence and relationship-building. However, disconnected instructor presence caused frustration and negative emotions. Overall, intentional instructor presence is critical for successful online instruction and profoundly shapes learners’ holistic experiences beyond solely academic goals. While limited to one program, these learner-centered insights provide a starting point for identifying high-impact presence-building strategies tailored to graduate contexts.","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":"37 S163","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138965378","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.2023.1225819
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.
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