Pub Date : 2023-12-19DOI: 10.3389/feduc.2023.1298171
Anne G. M. de Bruijn, M. Meeter
COVID-19 had a major impact on education, resulting in learning losses among students. The Dutch ministry set-up a subsidy for schools to implement catch-up programs in tackling learning losses. In this study, we examine (a) which students participated in the programs, and (b) effectiveness of these programs in remediating learning losses in secondary school students.Sixteen program in eight secondary schools were analyzed using data of 16,675 students (9,784 individual students; 1,336 participating in a catch-up program). Schools implemented three program types: tutoring, homework support, and general skills. Per school, a difference-in-difference design was used, computing two effect sizes: comparing grades of participating and non-participating students; and grades in tutoring-specific subjects to non-tutored subject (specifically for tutoring programs). Effect sizes were combined using meta-analytic regressions in JASP.At program onset, students selected for participation had significantly lower overall grades than non-participants, or – for subject-specific tutoring – lower grades specifically in the tutored subject. Tutoring programs significantly increased students’ grades: with higher grades for participants than non-participants, and – for students receiving subject-specific tutoring - higher grades in tutored subjects compared to those in non-tutored subjects. No significant effects were found for homework support and general study skill programs.Schools selected students most in need for catch-up programs. Tutoring interventions seemed to remediate part of secondary school students’ learning losses, whereas general skills programs and homework support programs did not. Large between-school heterogeneity was found, implying that program implementation was at least as important as program type and content.
{"title":"Catching up after COVID-19: do school programs for remediating pandemic-related learning loss work?","authors":"Anne G. M. de Bruijn, M. Meeter","doi":"10.3389/feduc.2023.1298171","DOIUrl":"https://doi.org/10.3389/feduc.2023.1298171","url":null,"abstract":"COVID-19 had a major impact on education, resulting in learning losses among students. The Dutch ministry set-up a subsidy for schools to implement catch-up programs in tackling learning losses. In this study, we examine (a) which students participated in the programs, and (b) effectiveness of these programs in remediating learning losses in secondary school students.Sixteen program in eight secondary schools were analyzed using data of 16,675 students (9,784 individual students; 1,336 participating in a catch-up program). Schools implemented three program types: tutoring, homework support, and general skills. Per school, a difference-in-difference design was used, computing two effect sizes: comparing grades of participating and non-participating students; and grades in tutoring-specific subjects to non-tutored subject (specifically for tutoring programs). Effect sizes were combined using meta-analytic regressions in JASP.At program onset, students selected for participation had significantly lower overall grades than non-participants, or – for subject-specific tutoring – lower grades specifically in the tutored subject. Tutoring programs significantly increased students’ grades: with higher grades for participants than non-participants, and – for students receiving subject-specific tutoring - higher grades in tutored subjects compared to those in non-tutored subjects. No significant effects were found for homework support and general study skill programs.Schools selected students most in need for catch-up programs. Tutoring interventions seemed to remediate part of secondary school students’ learning losses, whereas general skills programs and homework support programs did not. Large between-school heterogeneity was found, implying that program implementation was at least as important as program type and content.","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":"9 2","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138959778","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.2023.1190672
Faraz Khurshid, Elizabeth O’Connor, Rachel Thompson, Iman Hegazi
The knowledge complexity and varied delivery formats in pharmacology education can leave students unprepared in essential pharmacotherapy skills. This significantly influences their ways of thinking and working in clinical environments, resulting in a challenging clinical transition. This need demands pedagogical innovations to strengthen pharmacology education and improve learners’ skills and competencies in pharmacotherapy. This evidence-based realist review aimed to examine the contextual factors and program theories or causal mechanisms crucial for effective pedagogical interventions in pharmacology, seeking to answer the question of ‘what works for whom, under what circumstances, how, and why’.The realist synthesis was initiated after retrieving data from Medline (OVID), Cochrane, EBSCO hosted ERIC, SCOPUS, and Embase (OVID) including other sources for additional records. The preliminary analysis enabled the establishment of context, mechanism, and outcome configurations (CMOC) and formulation and refinement of the initial program theory regarding the pedagogical interventions in pharmacology. Data synthesis iteration helped to identify the relevant context and unravel its relationships with underlying causal mechanisms through which said interventions generate outcomes of interest.A realist review analyzed 1,217 records and identified 75 articles examining a range of educational interventions from individual efforts to faculty-wide curriculum changes in pharmacology education. The key contexts for pharmacology education were troublesome content, traditional delivery methods, inadequate and limited opportunities for knowledge integration, and application. Active participation in interactive learning, along with enjoyment and motivation, was proposed as a causal mechanism for optimizing cognitive load and achieving positive outcomes. The outcomes of the review include subjective perceptions of improved confidence and satisfaction, objective measurements of high post-test scores.Pedagogical scaffolding in constructivist learning environments helps students overcome challenges in learning troublesome pharmacology knowledge. Considering the human cognitive system’s processing capacity, these interventions improve learning by effectively using cognitive resources. Innovations that focus on enhancing cognitive load through task construction can also promote positive emotional experiences in students, such as engagement and enjoyment, as explained by flow theory. A constructive learning environment, where the cognitive load is optimized and high flow is achieved, can maximize the impact of pedagogical interventions in pharmacology.https://www.crd.york.ac.uk/prospero/display_record.php?RecordID=160441, PROSPERO (CRD42020160441).
{"title":"Pedagogical interventions and their influences on university-level students learning pharmacology-a realist review","authors":"Faraz Khurshid, Elizabeth O’Connor, Rachel Thompson, Iman Hegazi","doi":"10.3389/feduc.2023.1190672","DOIUrl":"https://doi.org/10.3389/feduc.2023.1190672","url":null,"abstract":"The knowledge complexity and varied delivery formats in pharmacology education can leave students unprepared in essential pharmacotherapy skills. This significantly influences their ways of thinking and working in clinical environments, resulting in a challenging clinical transition. This need demands pedagogical innovations to strengthen pharmacology education and improve learners’ skills and competencies in pharmacotherapy. This evidence-based realist review aimed to examine the contextual factors and program theories or causal mechanisms crucial for effective pedagogical interventions in pharmacology, seeking to answer the question of ‘what works for whom, under what circumstances, how, and why’.The realist synthesis was initiated after retrieving data from Medline (OVID), Cochrane, EBSCO hosted ERIC, SCOPUS, and Embase (OVID) including other sources for additional records. The preliminary analysis enabled the establishment of context, mechanism, and outcome configurations (CMOC) and formulation and refinement of the initial program theory regarding the pedagogical interventions in pharmacology. Data synthesis iteration helped to identify the relevant context and unravel its relationships with underlying causal mechanisms through which said interventions generate outcomes of interest.A realist review analyzed 1,217 records and identified 75 articles examining a range of educational interventions from individual efforts to faculty-wide curriculum changes in pharmacology education. The key contexts for pharmacology education were troublesome content, traditional delivery methods, inadequate and limited opportunities for knowledge integration, and application. Active participation in interactive learning, along with enjoyment and motivation, was proposed as a causal mechanism for optimizing cognitive load and achieving positive outcomes. The outcomes of the review include subjective perceptions of improved confidence and satisfaction, objective measurements of high post-test scores.Pedagogical scaffolding in constructivist learning environments helps students overcome challenges in learning troublesome pharmacology knowledge. Considering the human cognitive system’s processing capacity, these interventions improve learning by effectively using cognitive resources. Innovations that focus on enhancing cognitive load through task construction can also promote positive emotional experiences in students, such as engagement and enjoyment, as explained by flow theory. A constructive learning environment, where the cognitive load is optimized and high flow is achieved, can maximize the impact of pedagogical interventions in pharmacology.https://www.crd.york.ac.uk/prospero/display_record.php?RecordID=160441, PROSPERO (CRD42020160441).","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":" March","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138960486","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.2023.1294763
A. Fröberg, Petter Wiklander, Salvador Baena-Morales, S. Lundvall
Teachers have a vital role in educating and empowering students to become informed and active agents of change in promoting sustainable development (SD). Little is known what PE teachers teach about SD. The aim of the present study was to explore what certified compulsory school and upper-secondary school physical education (PE) teachers in Sweden teach about SD within their practice.An online survey was used to collect data about background information and what the PE teachers had taught about SD in PE. Data from 653 PE teachers was used and the teaching examples were analyzed through thematic analysis.The analysis resulted in eight themes: Equality, inclusion, and norms, Exploring the local environment, Outdoor education and care of nature, Interdisciplinary projects, Picking waste and recycling, Sustainable bodies, Sustainable lifestyles, health and well-being, and Sustainable use of products and consumption.The findings suggest that PE can have distinct subject-specific contribution to aspects of the SD agenda, but also a role to empower students of how movement, exercise, and sport can be embedded within a broader ecological perspective. Furthermore, the described themes may open for research about what competences that are particularly relevant for PE teachers in the context of SD.
{"title":"How to teach about sustainable development in physical education? Examples from the perspectives of certified teachers in Sweden","authors":"A. Fröberg, Petter Wiklander, Salvador Baena-Morales, S. Lundvall","doi":"10.3389/feduc.2023.1294763","DOIUrl":"https://doi.org/10.3389/feduc.2023.1294763","url":null,"abstract":"Teachers have a vital role in educating and empowering students to become informed and active agents of change in promoting sustainable development (SD). Little is known what PE teachers teach about SD. The aim of the present study was to explore what certified compulsory school and upper-secondary school physical education (PE) teachers in Sweden teach about SD within their practice.An online survey was used to collect data about background information and what the PE teachers had taught about SD in PE. Data from 653 PE teachers was used and the teaching examples were analyzed through thematic analysis.The analysis resulted in eight themes: Equality, inclusion, and norms, Exploring the local environment, Outdoor education and care of nature, Interdisciplinary projects, Picking waste and recycling, Sustainable bodies, Sustainable lifestyles, health and well-being, and Sustainable use of products and consumption.The findings suggest that PE can have distinct subject-specific contribution to aspects of the SD agenda, but also a role to empower students of how movement, exercise, and sport can be embedded within a broader ecological perspective. Furthermore, the described themes may open for research about what competences that are particularly relevant for PE teachers in the context of SD.","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":" 9","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138960894","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.2023.1308509
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}
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