International journal of educational research open最新文献

Using an asset-based framework, this study examines the holistic developmental health outcomes of young English Learners (ELs) in the United States using the Early Development Instrument (EDI), stratified by first language and neighborhood risk measured by the National Neighborhood Equity Index (NNEI). Drawing from data spanning 154 school districts across 11 states and the District of Columbia from 2016 to 2020 (n = 192,892 kindergartners), the analyses encompassed descriptive statistics, Pearson Chi-square tests, and logistic regression models. The results highlight that EL kindergartners were more likely to be On Track in the social competence (OR = 1.17; 95 % CI = 1.13, 1.20), emotional maturity (OR = 1.26; 95 % CI = 1.22, 1.30), and physical health and well-being (OR = 1.47; 95 % CI = 1.43,1.51) domains compared to non-EL kindergartners. Yet, in the communication skills and general knowledge (OR = 0.75; CI = 0.72, 0.77) and language and cognitive development (OR = 0.72; CI = 0.70, 0.74) domains, EL kindergartners were less likely to be On Track compared to non-EL kindergartners. Notably, Korean- and Mandarin-speaking kindergartners showed the highest rates of being On Track across all EDI domains. Additionally, EL kindergartners in less challenged neighborhoods were surprisingly less likely to be On Track compared to those in more adverse neighborhoods across all developmental domains. Implications of these findings, which shed light on distinctive strengths and needs, are discussed.

This article presents the findings of a study conducted on health sciences students in their last semester of training regarding their perceived achievement of the complex thinking competency and its sub-competencies. The objective was to gain insight into how these students perceive the cognitive competencies and skills acquired during their university career as relevant to meet the challenges of their future professions. This study contrasts the perception of achievement of complex thinking competence by gender of the participants, as well as compared to students from other disciplines, with the intention of identifying significant differences. This competency's selection lies in its relevance to decision-making when facing problems, which is fundamental for any contemporary professional. This study relied on a representative convenience sample of graduating candidates from a university in western Mexico. Methodologically, the researchers used descriptive analyses and a validated instrument. The results indicated that the sample students' perceived achievement was very high and balanced, i.e., no significant differences existed by gender or the perception of their sub-competencies. This study revealed a significant difference compared to other disciplinary areas; the medical and health sciences graduate candidates' perceived achievement of competency development was higher.

The ICT integration in teaching and learning of economics survey indicates that it is only in seven countries that 40 % to 50 % of learners in grades four to twelve were taught by digitally skilful teachers who had minimum access to ICT, with very minimal difficulties to use ICT tools in schools, (EU-LLP, 2020). This contributes largely to learners’ lower academic performance and hinders the effective teaching of economics in South African schools and thus forfeits the objectives of ICT usage in teaching and learning. Little is known about how teachers’ ICT skill deficiency can be addressed. In closing this knowledge gap, we investigated how can teachers’ digital skills be enhanced and how the Economics CAPS document can be amended to guide teachers towards a successful ICT integration. Guided by an interpretive paradigm, this qualitative study employed a case study design. Four schools were purposively sampled, document reviews and semi-structured interviews were used for data collection. We found professional learning communities, continuous professional development and the introduction of ICT champions as contrivances in enhancing teachers’ digital skills. CAPS was reported imperceptible on how teachers can resourcefully utilise ICTs, thus restructuring, such that direct video conferencing links, and Moodle be incorporated to support teachers becoming techno-savvy and self-motivated individuals who innovative facilitators of ICT mediated lessons were recommended. Furthermore, policymakers, department and government should outsource funding to ensure that equipment needed for ICT integration is available and consider ongoing training for economics teachers which has implications for addressing worldwide ICT learning challenges.

In higher education, there is a lack of consistent provision for the needs of students with disabilities. This study explores the decision-making processes that lead professionals to either take or avoid inclusive actions, such as implementing universal design, granting accommodations, or making academic adjustments. Six workshops were organized and attended by students with disabilities, lecturers, support personnel, and other relevant stakeholders. The stakeholders suggested the topics and invitees for the workshops, shared their views, and learned from each other. The audio recordings from the workshops were analyzed using various techniques from constructivist grounded theory. The results showed that professionals often lack the necessary knowledge to include students with disabilities in higher education. Furthermore, there are barriers to collaboration and obtaining information, which hinder attempts to bridge the gaps. Unclear responsibilities and ignorance provide a fragile ground for decision-making and an opportunity for opting out of inclusive acts.

This study captured middle and high school teachers’ perceptions of what they learned from professional development (PD) 3–4 years after participating in one of three National Science Foundation funded year-long PD projects. We surveyed 66 teachers from three different PD projects on the types of content, pedagogy, and resources that they remembered learning and continue to use when teaching mathematics. Results indicate that teachers remember and use many aspects from their PD experiences 3–4 years down the road. Most residual learnings from PD also appear to be highly aligned with the goals and intentions of the PD developers and researchers and may be related to the kind of PD design on the adaptive-specified continuum.

Student perceptions are rarely used to compare teaching quality across countries due to the challenge of ensuring a comparable construct or achieving exact measurement invariance. The present study aims to evaluate the extent to which student perceptions of teaching quality can be used for valid cross-national comparisons. To this end, the study aims to overcome challenges associated with traditional measurement invariance by applying a novel method – alignment optimization. Based on data from 38 countries from the 2019 Trends in Mathematics and Science Study (TIMSS), our results showed limited comparability across countries with variation between behavioral management and instructional clarity scales. We review potential causes of non-comparability using the estimated mean scores. Implications for further research are discussed.

This article explores the academic and personal development outcomes from a two-week, University-wide sustainability hackathon conducted online. Data was gathered from 18 out of 23 participants through a post-hackathon questionnaire featuring 24 structured questions. These questions covered various aspects, including participants' prior work experience, motivations for participating in the hackathon, shifts in their attitudes toward sustainability, perspectives on interdisciplinary collaboration, and acquired skills. Quantitative data underwent analysis using, as appropriate, Spearman's correlation and Mann-Whitney tests, while qualitative responses were examined via thematic analysis. The results showed an improved awareness and appreciation of several personal and professional skills, encompassing ideation, product development, leadership, resilience, and teamwork. Additionally, they highlighted an increased appreciation for interdisciplinary collaboration, fostered through interaction with students from diverse academic backgrounds.

This is the editorial paper for the virtual special issue “Using Q methodology in higher education: Opportunities and challenges”, consisting of nine original research studies from different international contexts. In addition to presenting novel findings, contributors were invited to discuss the following two questions at the center of the special issue call: In what sense has Q methodology served as a fitting approach to investigate subjectivity in higher education? What methodological opportunities and challenges arise with Q methodology in higher education settings? This editorial provides an overview and discussion of the various justifications mentioned for Q methodology. Furthermore, it collates the opportunities and challenges contributors discuss in relation to their studies using this almost 90-year-old methodological approach. The editorial paper concludes with recommendations for future Q methodological studies in higher education and beyond.

Introduction

The school has an important role in promoting health and preventing accidents, providing a suitable environment for teaching first aid in order to make teachers and students capable of providing primary care in case of accidents.

Objective

Map the fundamental aspects of first aid education in schools regarding those responsible for teaching and the main methodologies used.

Method

This is a scoping review carried out in March 2023, according to the recommendations of the Joanna Briggs Institute and the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR) checklist, in 10 international data sources and national. The eligibility criteria were scientific articles without time or language restrictions.

Results

A total of 2,136 documents were found and after screening, there were a total of 12 articles. The years ranged from 2005 to 2022. Health professionals act as the main instructors for teaching first aid to teachers, who become responsible and able to teach their students. Expository and practical classes on the topic stood out regarding the main methodologies.

Conclusion

First aid teaching can be carried out by teachers to students after adequate training by health professionals.

This study examines teacher scaffolding and equity during collaborative small-group discussions in fifth-grade English language arts classrooms. Equity indicators analyzed include uptake, relational invitations, and conflicts for the floor (CFF). CFF indicates lower levels of participatory equity, while the others indicate higher relational equity. Three types of teacher scaffolding moves were included, and data were analyzed using statistical discourse analysis and repeated measures logistic regression. Teacher scaffolding was either negatively or not related to all equity indicators. Specifically, teacher scaffolding is associated with reduced indicators of relational equity, but also with reductions in CFF. The relationship with relational equity was stronger and more consistent than the relationship with CFF, suggesting that teachers’ largest influence on equity is on relational, rather than participatory, equity.