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Education Sciences
Volume 14
Issue 11
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Educ. Sci., Volume 14, Issue 11 (November 2024) – 132 articles

Cover Story (view full-size image): Education Sciences (ISSN 2227-7102) is a scholarly peer-reviewed international open access journal, committed to providing inclusive and equitable global access to research. It aims to relate timely high-quality research findings across a broad range of topics. Leading educational researchers are invited to be guest editors that build a community of authors and readers through Special Issues which discuss the latest research and develop new ideas and research directions. The European Network of Sport Education (ENSE) is affiliated with Education Sciences and its members receive discounts on the article processing charges.
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12 pages, 276 KiB  
Article
Students’ Assertiveness and Empathy Social Skills and Gender at the University of Seville
by Alicia Claudel and Alfonso Javier García González
Educ. Sci. 2024, 14(11), 1270; https://doi.org/10.3390/educsci14111270 - 20 Nov 2024
Viewed by 520
Abstract
The social skills of assertiveness and empathy are valuable and useful in our daily lives, influencing the quality of our interactions and relationships. This fact underscores the need for research that examines the various factors influencing these constructs. The present study addressed gender [...] Read more.
The social skills of assertiveness and empathy are valuable and useful in our daily lives, influencing the quality of our interactions and relationships. This fact underscores the need for research that examines the various factors influencing these constructs. The present study addressed gender disparities in the social skills of assertiveness and empathy in a sample of students from the University of Seville. Its objectives were to identify the gender differences in the social skills of assertiveness and empathy in university students and identify the obstacles gender posed to assertiveness and empathy. For this purpose, an exploratory study was conducted with 116 students, 56% women and 44% men. A Google questionnaire was used to collect various sociodemographic variables, and the Rathus Assertiveness Schedule (Ras, 1973), the Spanish adaptation of the Interpersonal Reactivity Index (IRI; Davis, 1980), and a questionnaire concerning students’ beliefs (Colás-Bravo y Villaciervos-Moreno, 2007) were applied. The results yielded no gender differences in the development of students’ levels of assertiveness and empathy. However, when analyzing the external factors, “socioeconomic level” and “religion” stood out. The findings of this work have relevant implications for the promotion of gender equality and the formation of public policies. Studies in this field should be extended to different educational contexts. Full article
(This article belongs to the Section Education and Psychology)
19 pages, 1446 KiB  
Article
Assessing the Effectiveness of Environmental Approach-Based Learning in Developing Science Process Skills and Cognitive Achievement in Young Children
by Rommel Mahmoud AlAli and Ali Ahmad Al-Barakat
Educ. Sci. 2024, 14(11), 1269; https://doi.org/10.3390/educsci14111269 - 20 Nov 2024
Viewed by 255
Abstract
The current study assessed the effectiveness of an environmental approach-based learning method in developing primary science process skills and enhancing cognitive achievement among children. Utilizing validated instruments, this study involved 62 children who were divided into two groups: an experimental group of 32 [...] Read more.
The current study assessed the effectiveness of an environmental approach-based learning method in developing primary science process skills and enhancing cognitive achievement among children. Utilizing validated instruments, this study involved 62 children who were divided into two groups: an experimental group of 32 children, who received instruction based on the environmental approach, and a control group of 30 children, who were taught using conventional methods. The results indicated that the experimental group achieved significantly higher scores on both the science process skills test and the achievement test compared to the control group. Statistical analyses confirmed these differences, demonstrating the superior performance of the experimental group. These findings provide robust evidence of the effectiveness of environmental approach-based learning in improving science process skills and cognitive achievement. It is recommended that early childhood science educators integrate environmental approach-based learning into their science education practices to enhance scientific understanding and engagement among young learners. Full article
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17 pages, 2660 KiB  
Article
Collapse of Pre-COVID-19 Differences in Performance in Online vs. In-Person College Science Classes, and Continued Decline in Student Learning
by Gregg R. Davidson, Hong Xiao and Kristin Davidson
Educ. Sci. 2024, 14(11), 1268; https://doi.org/10.3390/educsci14111268 - 20 Nov 2024
Viewed by 451
Abstract
Studies comparing student outcomes for online vs. in-person classes have reported mixed results, though with a majority finding that lower-performing students, on average, fare worse in online classes, attributed to the lack of built-in structure provided by in-person instruction. The online/in-person outcome disparity [...] Read more.
Studies comparing student outcomes for online vs. in-person classes have reported mixed results, though with a majority finding that lower-performing students, on average, fare worse in online classes, attributed to the lack of built-in structure provided by in-person instruction. The online/in-person outcome disparity was normative for non-major geology classes at the University of Mississippi prior to COVID-19, but the difference disappeared in the years after 2020. Previously distinct trendlines of GPA-based predictions of earned-grade for online and in-person classes merged. Of particular concern, outcomes for in-person classes declined to match pre-COVID-19 online expectations, with lower-GPA students disproportionally impacted. Objective evidence of continued decline in student learning, masked by sliding grading scales, is also presented with a long-term record of exam scores drawing from the same question pool for over a decade. Average scores remained relatively constant until COVID-19. Scores then declined in each successive year, attributed to an increase over time in the percentage of enrolled students who had been in high school during the pandemic shutdowns. At the close of 2023, exam scores showed no signs of returning to pre-COVID-19 outcomes. The negative impacts of the shutdowns, with greater impact on those who were in high school during the pandemic, appear to be due to a loss in the developmental life-skills (e.g., self-motivation, focus, critical thinking, social development) needed to thrive in college, not just reduced exposure to preparatory subject material. These results provide a global cautionary message for the management of future pandemics. Full article
(This article belongs to the Special Issue Challenges and Trends for Modern Higher Education)
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19 pages, 1558 KiB  
Article
Self-Control or Crime Control: Teachers’ Insights on Good Practices in 1:1 Classrooms and Implications for Professional Development
by Synnøve H. Amdam, Ilka Nagel, Morten B. Njå and Sanna Forsström
Educ. Sci. 2024, 14(11), 1267; https://doi.org/10.3390/educsci14111267 - 20 Nov 2024
Viewed by 565
Abstract
Norway ranks high in digitalization in schools, with over 90% of students in grades 1–10 having their own digital device supplied by their school districts and reporting the highest use of digital tools globally in the latest PISA report. However, research shows that [...] Read more.
Norway ranks high in digitalization in schools, with over 90% of students in grades 1–10 having their own digital device supplied by their school districts and reporting the highest use of digital tools globally in the latest PISA report. However, research shows that implementation processes and competence measures for teachers’ professional use of digital devices vary considerably between schools. This study aims to inform the development of research-practice partnership (RPP) measures focused on professional digital competence development in digitalizing schools internationally by exploring what teachers consider important for good teaching practices in 1:1 computing classrooms. We draw on both closed and open survey responses from 1505 Norwegian teachers in highly digitalized schools where the most experienced teachers have had 1:1 computing since 2014. The findings show that classroom management is seen as gradually more important with higher digital teaching competence and more experience, but that the teachers’ understandings of what digital competence entails and their use of classroom management strategies are rather limited. The study concludes that professional competence development measures that provide broader understandings of digital competence and classroom management are needed, dependent on competence levels and experience, as well as systematic training of students’ digital self-regulation. Full article
(This article belongs to the Special Issue Empowering Teacher Professionalization with Digital Competences)
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18 pages, 886 KiB  
Article
Rough Draft Math as an Evolving Practice: Incremental Changes in Mathematics Teachers’ Thinking and Instruction
by Amanda Jansen, Megan Botello and Elena M. Silla
Educ. Sci. 2024, 14(11), 1266; https://doi.org/10.3390/educsci14111266 - 19 Nov 2024
Viewed by 308
Abstract
This paper presents exploratory findings suggesting that mathematics teachers can implement Rough Draft Math (RDM) by making small, incremental changes that align with their current practices and local contexts, including curriculum materials, with minimal support. Following a conference presentation and/or reading a book [...] Read more.
This paper presents exploratory findings suggesting that mathematics teachers can implement Rough Draft Math (RDM) by making small, incremental changes that align with their current practices and local contexts, including curriculum materials, with minimal support. Following a conference presentation and/or reading a book about pedagogy, teachers reported shifts in their thinking that facilitated their interest in enacting RDM and small changes they made to their teaching. The flexibility of RDM, as a general concept rather than a set of prescribed practices, allowed teachers to incorporate RDM to meet their own teaching goals. We propose that this adaptability enables teachers to incorporate RDM into their classrooms incrementally, reflecting their existing objectives for their students. Full article
(This article belongs to the Special Issue Incremental and Innovative Approaches to Professional Development for Mathematics Teachers)
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18 pages, 1330 KiB  
Article
The Role of Simulation in Exposing Hidden Gender Biases: A Study of Motivational Discourse in Mathematics Education
by Dafna Zuckerman, Yaacov B. Yablon and Shira Iluz
Educ. Sci. 2024, 14(11), 1265; https://doi.org/10.3390/educsci14111265 - 19 Nov 2024
Viewed by 302
Abstract
This study investigated the value of simulation workshops designed to enhance motivational discourse between mathematics teachers and struggling students who have difficulty keeping up with the curriculum, especially in advanced mathematics. Grounded in the self-determination theory, we examined teachers’ motivational discourse by having [...] Read more.
This study investigated the value of simulation workshops designed to enhance motivational discourse between mathematics teachers and struggling students who have difficulty keeping up with the curriculum, especially in advanced mathematics. Grounded in the self-determination theory, we examined teachers’ motivational discourse by having them participate in simulated individual dialogues with students, with a focus on the differences in the motivational discourse with male and female students. Twenty-nine middle school mathematics teachers (89.6% female; mean experience = 9.4 years, SD = 8.7) participated in the online simulations, each of which presented a scenario where an actor portrayed a struggling student contemplating dropping out of math class. Based on the observational measures of motivational discourse, the findings reveal significant gender disparities in that teachers tended to provide more support and autonomy to male students. Moreover, they tend to direct more frequent and intense autonomy-suppressing behaviors toward female students. The results highlight the efficacy of simulation-based workshops in uncovering teachers’ hidden behavioral patterns. It also highlights the importance of simulation-based learning to tailor professional development issues and for addressing unconscious gender biases in mathematics education. Full article
(This article belongs to the Special Issue The Multifaced Opportunities for Utilization of Simulation-Based Learning Models in K-12 and Professional Development in Education)
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27 pages, 2044 KiB  
Review
The Role of Microscopes to Promote Sustainable Development Goals at School: A Literature Review
by Susana Rams, Sila Pla-Pueyo and Ángel Blanco-López
Educ. Sci. 2024, 14(11), 1264; https://doi.org/10.3390/educsci14111264 (registering DOI) - 19 Nov 2024
Viewed by 435
Abstract
Microscopes are instruments usually associated with the field of Science Education. Unfortunately, despite their great potential for education, their use at school is not generalised. This implies fewer opportunities for students to understand the microscopic world, thus affecting the quality of their Environmental [...] Read more.
Microscopes are instruments usually associated with the field of Science Education. Unfortunately, despite their great potential for education, their use at school is not generalised. This implies fewer opportunities for students to understand the microscopic world, thus affecting the quality of their Environmental Education. In the present systematic literature review, proposals for Primary and Secondary (6–18 years) microscopy education are analysed, as well as their relation to the promotion of Sustainable Development Goals (SDGs). It has been carried out in the databases Web of Science and Scopus, followed by a content analysis of 82 journal articles. The main results show that non-formal educational contexts pay more attention to the relation between school microscopy and the SDGs than the formal ones, and, within these, basic education is the least represented in comparison to middle and high levels. Optical microscopes are the most used in relation to SDGs, in contrast to electron microscopes, while new digital, virtual and remote-controlled models are also mentioned. Within the Science and Technology fields associated with SDGs through school microscopy, ‘Life Sciences’ and ‘Technological Sciences’ stand out, and these fields are particularly varied in the case of SDG4 (Quality Education) and SDG3 (Good health and well-being). In conclusion, microscopes play a diverse and conspicuous role in promoting SDGs in school contexts at an international level, and their use should be encouraged in Environmental Education formal and non-formal Primary and Secondary Education. Full article
(This article belongs to the Special Issue Empowering the Next Generation: Environmental Education for a Sustainable Future)
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25 pages, 1626 KiB  
Systematic Review
Optimising Data Analytics to Enhance Postgraduate Student Academic Achievement: A Systematic Review
by Mthokozisi Masumbika Ncube and Patrick Ngulube
Educ. Sci. 2024, 14(11), 1263; https://doi.org/10.3390/educsci14111263 - 19 Nov 2024
Viewed by 327
Abstract
This systematic review investigated how Higher Education Institutions (HEIs) optimise data analytics in postgraduate programmes to enhance student achievement. Existing research explores the theoretical benefits of data analytics but lacks practical guidance on strategies to effectively implement and utilise data analytics for student [...] Read more.
This systematic review investigated how Higher Education Institutions (HEIs) optimise data analytics in postgraduate programmes to enhance student achievement. Existing research explores the theoretical benefits of data analytics but lacks practical guidance on strategies to effectively implement and utilise data analytics for student success. As such, this review aimed to identify data analytics approaches used by HEIs and explore challenges and best practices in their application. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines were followed. Five databases were searched. Studies that examined data analytics in HEIs postgraduate programmes and their impact on student learning were included. Studies that were solely theoretical or in non-postgraduate settings were excluded. Twenty-six studies were included. Quality assessment using the Critical Appraisal Skills Programme (CASP) Checklist was employed. The review identified various data analytics approaches including descriptive, predictive, and prescriptive analytics, among others. These approaches can improve foundational skills, create supportive learning environments, and optimise teaching strategies. However, limitations (standardised tests, data integration) and privacy concerns were acknowledged. Recommendations include developing a comprehensive evaluation system, equipping educators with the skills to utilise diverse analytics to enhance student achievement, fostering open communication about data use, and cultivating a data-literate student body. While diverse approaches were explored, the review’s lack of specific contextual details may limit the generalisability of findings. To mitigate this, the review categorised techniques and provided references for further exploration. Full article
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13 pages, 858 KiB  
Article
An Investigation of High School Preservice Teachers’ Self-Efficacy in Teaching Mathematics
by Winston Hendricks, Babawande Emmanuel Olawale and Khalid Saddiq
Educ. Sci. 2024, 14(11), 1262; https://doi.org/10.3390/educsci14111262 - 19 Nov 2024
Viewed by 309
Abstract
The influential theory proposed by Bandura suggests that teachers with high self-efficacy—those who strongly believe in their abilities—are more likely to effectively enhance learners’ performance. Numerous studies have consistently provided substantial evidence supporting this claim. Therefore, it is essential to investigate preservice teachers’ [...] Read more.
The influential theory proposed by Bandura suggests that teachers with high self-efficacy—those who strongly believe in their abilities—are more likely to effectively enhance learners’ performance. Numerous studies have consistently provided substantial evidence supporting this claim. Therefore, it is essential to investigate preservice teachers’ self-efficacy in teaching mathematics and their expectations for outcomes. This study aims to ascertain the self-efficacy beliefs of preservice high school teachers regarding mathematics instruction. The Mathematics Teaching Efficacy Beliefs Instrument (MTEBI) survey was completed by 63 participants from a rural institution. This survey was administered after the completion of a Mathematics Methods course but before the onset of the school experience exercise (practicum). The MTEBI consists of 21 items and uses a five-point, forced-choice Likert-like scale to assess participants’ perceptions of their effectiveness in teaching mathematics. The survey evaluates two subscales: Personal Knowledge of Mathematics Teaching Efficacy (PMTE) and Expectancy of Mathematics Teaching Outcomes (MTOE). The results on the PMTE subscale showed a mean score of 43.1 and a standard deviation of 6.1, indicating that respondents possess good personal mathematics teaching efficacy. On the MTOE subscale, the participants had a mean score of 31.5 and a standard deviation of 3.72, reflecting a positive anticipation of learners’ mathematics learning outcomes. The research also found no statistically significant differences in self-efficacy in teaching mathematics or expectations between the two genders. However, female preservice mathematics teachers reported a notably higher average in teaching self-efficacy and teaching outcome expectancy compared to their male colleagues. Consequently, this study concludes that although female preservice teachers may be more effective than their male counterparts, there is a general need to enhance self-efficacy among all preservice teachers by providing various opportunities, such as increased coursework, field experiences, and peer mentoring. Full article
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19 pages, 1538 KiB  
Article
The Early Career Framework: Why Context Matters for Teacher Professional Development
by Tanya Ovenden-Hope and Holly Kirkpatrick
Educ. Sci. 2024, 14(11), 1261; https://doi.org/10.3390/educsci14111261 - 18 Nov 2024
Viewed by 557
Abstract
The Department for Education developed the Teacher Recruitment and Retention Strategy in 2019 for state-funded schools in England as a response to increasing challenges in teacher supply. Core to the strategy was a mandatory, nationally funded, two-year Early Career Framework (ECF) of professional [...] Read more.
The Department for Education developed the Teacher Recruitment and Retention Strategy in 2019 for state-funded schools in England as a response to increasing challenges in teacher supply. Core to the strategy was a mandatory, nationally funded, two-year Early Career Framework (ECF) of professional development for Early Career Teachers (ECTs) in state-funded schools. The ECF began in September 2021 and provided a nationally standardised programme of professional development for Year One and Two teachers. This paper presents the findings of qualitative research that contribute to the understanding of the ECF for ECTs’ professional development. Semi-structured interviews were used to explore ECTs’ (n = 25) and mentors’ (n = 17) experiences of the first two years of the ECF (2021–2023). System mapping was used to contextualise data, with primary data examined via coding and theme analysis. Using a complexity theory lens, we conclude that the ECF system affects ECTs and mentors in a non-linear way. Feedback loops that effected change were present, but the ECF’s effectiveness was highly context-dependent with tension between structure and flexibility. We contend that future enhancements to the ECF should focus on adaptability, fostering positive feedback loops, and recognizing the context-dependent nature of teacher development. Full article
(This article belongs to the Special Issue Enhancing Teacher Education: Innovations and Challenges in Professional Development and Training)
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20 pages, 667 KiB  
Systematic Review
A Systematic Review of Working Memory Applications for Children with Learning Difficulties: Transfer Outcomes and Design Principles
by Adel Shaban, Victor Chang, Onikepo D. Amodu, Mohamed Ramadan Attia and Gomaa Said Mohamed Abdelhamid
Educ. Sci. 2024, 14(11), 1260; https://doi.org/10.3390/educsci14111260 - 18 Nov 2024
Viewed by 502
Abstract
Working memory (WM) is a crucial cognitive function, and a deficit in this function is a critical factor in learning difficulties (LDs). As a result, there is growing interest in exploring different approaches to training WM to support students with LDs. Following the [...] Read more.
Working memory (WM) is a crucial cognitive function, and a deficit in this function is a critical factor in learning difficulties (LDs). As a result, there is growing interest in exploring different approaches to training WM to support students with LDs. Following the PRISMA 2020 guidelines, this systematic review aims to identify current computer-based WM training applications and their theoretical foundations, explore their effects on improving WM capacity and other cognitive/academic abilities, and extract design principles for creating an effective WM application for children with LDs. The 22 studies selected for this review provide strong evidence that children with LDs have low WM capacity and that their WM functions can be trained. The findings revealed four commercial WM training applications—COGMED, Jungle, BrainWare Safari, and N-back—that were utilized in 16 studies. However, these studies focused on suggesting different types of WM tasks and examining their effects rather than making those tasks user-friendly or providing practical guidelines for the end-user. To address this gap, the principles of the Human–Computer Interaction, with a focus on usability and user experience as well as relevant cognitive theories, and the design recommendations from the selected studies have been reviewed to extract a set of proposed guidelines. A total of 15 guidelines have been extracted that can be utilized to design WM training programs specifically for children with LDs. Full article
(This article belongs to the Special Issue The Influence of Social Context on Educational and Psychological/Cognitive Processes)
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29 pages, 4483 KiB  
Article
The Text-Belief Consistency Effect Among Recent Upper Secondary Graduates: An Eye Tracking Study
by Mariola Giménez-Salvador, Ignacio Máñez and Raquel Cerdán
Educ. Sci. 2024, 14(11), 1259; https://doi.org/10.3390/educsci14111259 - 18 Nov 2024
Viewed by 407
Abstract
Readers tend to allocate more cognitive resources to processing belief-consistent than belief-inconsistent information when reading multiple texts displaying discrepant views. This phenomenon, known as the text-belief consistency effect, results in individuals being more prone to making biased decisions and falling victim to manipulation [...] Read more.
Readers tend to allocate more cognitive resources to processing belief-consistent than belief-inconsistent information when reading multiple texts displaying discrepant views. This phenomenon, known as the text-belief consistency effect, results in individuals being more prone to making biased decisions and falling victim to manipulation and misinformation. This issue is gaining relevance due to the undeniably vast amount of information surrounding us. Hence, schools must ensure that students complete their education prepared to face this challenge. However, international surveys and research indicate a generalized literacy deficiency among students. In the present study, recent upper secondary graduates read four texts discussing a controversial topic to explore whether they effectively overcome the text-belief consistency effect or not. Eye tracking was used to explore immediate (or passive) and delayed (or strategic) text processing, and an essay task was used to measure their resulting mental representation of the text content. Results revealed no significant differences in immediate and delayed processing depending on whether the arguments were belief-consistent or belief-inconsistent. Moreover, essays displayed a balanced and unbiased approach to the debate. Despite these results suggesting this population may be capable of overcoming the text-belief consistency effect, limitations in the study and alternative explanations must be explored before drawing definite conclusions. Full article
(This article belongs to the Section Education and Psychology)
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5 pages, 183 KiB  
Editorial
Editorial for the Special Issue “Higher Education Research: Challenges and Practices”
by Maria José Sá and Sandro Serpa
Educ. Sci. 2024, 14(11), 1258; https://doi.org/10.3390/educsci14111258 - 18 Nov 2024
Viewed by 482
Abstract
The link between higher education and research is paramount in the current academic landscape [...] Full article
(This article belongs to the Special Issue Higher Education Research: Challenges and Practices)
11 pages, 238 KiB  
Article
The Impact of In-Service Teacher Education Program on Competency Improvement Among Islamic Religious Education Teachers Using Self-Assessment
by Qiqi Yuliati Zaqiah, Aan Hasanah, Yeti Heryati and Rohmatulloh Rohmatulloh
Educ. Sci. 2024, 14(11), 1257; https://doi.org/10.3390/educsci14111257 - 17 Nov 2024
Viewed by 711
Abstract
Participation in PPG Daljab is essential for improving the performance of Islamic Religious Education (PAI) teachers and promoting internal quality assurance within teacher training institutes (LPTKs). However, how can we effectively assess participation, particularly for individual teachers? This quantitative study investigates the impact [...] Read more.
Participation in PPG Daljab is essential for improving the performance of Islamic Religious Education (PAI) teachers and promoting internal quality assurance within teacher training institutes (LPTKs). However, how can we effectively assess participation, particularly for individual teachers? This quantitative study investigates the impact of in-service teacher education programs on PAI teachers’ competencies using individual self-assessment. This study involved 255 PAI teachers from three LPTKs under the Ministry of Religious Affairs: UIN Sunan Gunung Djati Bandung, UIN Sunan Kalijaga Yogyakarta, and UIN Syarif Hidayatullah Jakarta. Teachers’ competencies were measured across four dimensions: pedagogical, personality, social, and professional competence. The findings indicate that the PPG program effectively supported the self-development of PAI teachers who have obtained professional certification. The PPG program enhanced teachers’ competencies across all dimensions, with the most significant improvement in personality competence. However, in the professional dimension, areas such as learning evaluation and the use of technology and digital learning require further strengthening post-PPG program. This article provides recommendations for stakeholders to develop continuing professional education programs following the PPG program, taking into consideration PAI teachers’ lack of competence. Full article
(This article belongs to the Special Issue Teacher Education for Islamic Education and Schooling)
38 pages, 1055 KiB  
Systematic Review
Using Eye-Tracking to Assess Dyslexia: A Systematic Review of Emerging Evidence
by Eugenia I. Toki
Educ. Sci. 2024, 14(11), 1256; https://doi.org/10.3390/educsci14111256 - 17 Nov 2024
Viewed by 587
Abstract
Reading is a complex skill that requires accurate word recognition, fluent decoding, and effective comprehension. Children with dyslexia often face challenges in these areas, resulting in ongoing reading difficulties. This study systematically reviews the use of eye-tracking technology to assess dyslexia, following the [...] Read more.
Reading is a complex skill that requires accurate word recognition, fluent decoding, and effective comprehension. Children with dyslexia often face challenges in these areas, resulting in ongoing reading difficulties. This study systematically reviews the use of eye-tracking technology to assess dyslexia, following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) 2020 guidelines. The review identifies the specific types of eye-tracking technologies used, examines the cognitive and behavioral abilities assessed (such as reading fluency and attention), and evaluates the primary purposes of these evaluations—screening, assessment, and diagnosis. This study explores key questions, including how eye-tracking outcomes guide intervention strategies and influence educational practices, and assesses the practicality and time efficiency of these evaluations in real-world settings. Furthermore, it considers whether eye-tracking provides a holistic developmental profile or a targeted analysis of specific skills and evaluates the generalizability of eye-tracking results across diverse populations. Gaps in the literature are highlighted, with recommendations proposed to improve eye-tracking’s precision and applicability for early dyslexia intervention. The findings underscore the potential of eye-tracking to enhance diagnostic accuracy through metrics such as fixation counts, saccadic patterns, and processing speed, key indicators that distinguish dyslexic from typical reading behaviors. Additionally, studies show that integrating machine learning with eye-tracking data can enhance classification accuracy, suggesting promising applications for scalable, early dyslexia screening in educational settings. This review provides new insights into the value of eye-tracking technology in identifying dyslexia, emphasizing the need for further research to refine these methods and support their adoption in classrooms and clinics. Full article
(This article belongs to the Special Issue Innovative Practices for Students with Learning Disabilities)
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13 pages, 1586 KiB  
Article
Usable STEM: Student Outcomes in Science and Engineering Associated with the Iterative Science and Engineering Instructional Model
by Nancy B. Songer, Julia E. Calabrese, Holly Cordner and Daniel Aina
Educ. Sci. 2024, 14(11), 1255; https://doi.org/10.3390/educsci14111255 - 16 Nov 2024
Viewed by 392
Abstract
While our world consistently presents complicated, interdisciplinary problems with STEM foundations, most pre-university curricula do not encourage drawing on multidisciplinary knowledge in the sciences and engineering to create solutions. We developed an instructional approach, Iterative Science and Engineering (ISE), that cycles through scientific [...] Read more.
While our world consistently presents complicated, interdisciplinary problems with STEM foundations, most pre-university curricula do not encourage drawing on multidisciplinary knowledge in the sciences and engineering to create solutions. We developed an instructional approach, Iterative Science and Engineering (ISE), that cycles through scientific investigation and engineering design and culminates in constructing a solution to a local environmental challenge. Next, we created, revised, and evaluated a six-week ISE curricular program, Invasive Insects, culminating in 6th–9th-grade students building traps to mitigate local invasive insect populations. Over three Design-Based Research (DBR) cycles, we gathered and analyzed identical pre and post-test data from 554 adolescents to address the research question: what three-dimensional (3D) science and engineering knowledge do adolescents demonstrate over three DBR cycles associated with a curricular program following the Iterative Science and Engineering instructional approach? Results document students’ significant statistical improvements, with differential outcomes in different cycles. For example, most students demonstrated significant learning of 3D science and engineering argument construction in all cycles—still, students only significantly improved engineering design when they performed guided reflection on their designs and physically built a second trap. Our results suggest that the development, refinement, and empirical evaluation of an ISE curricular program led to students’ design, building, evaluation, and sharing of their learning of mitigating local invasive insect populations. To address complex, interdisciplinary challenges, we must provide opportunities for fluid and iterative STEM learning through scientific investigation and engineering design cycles. Full article
(This article belongs to the Special Issue Advancing Science Learning through Design-Based Learning)
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18 pages, 312 KiB  
Article
Unlocking STEM Pathways: Revealing STEM Choices and Science Teachers Empowering Black Queer Students
by Arsene Frederic Jr., Madison Fitzgerald-Russell, William Shelton, Mario I. Suárez and Jason C. Garvey
Educ. Sci. 2024, 14(11), 1254; https://doi.org/10.3390/educsci14111254 - 15 Nov 2024
Viewed by 519
Abstract
Despite efforts to address racial disparities in STEM fields, little attention has been paid to the experiences and aspirations of queer and trans Black (QT Black) students in grades K-12. This study explored whether there were any significant differences in the choice of [...] Read more.
Despite efforts to address racial disparities in STEM fields, little attention has been paid to the experiences and aspirations of queer and trans Black (QT Black) students in grades K-12. This study explored whether there were any significant differences in the choice of STEM majors between QT Black students and non-QT Black students. We found that Black QT students are less likely to choose STEM majors. Additionally, we found significant differences in science teachers’ perceptions of teaching, comparing between QT Black and non-QT Black students. Finally, we found that several factors predicted science-teacher perception of collective responsibility, perceptions of content professional learning community (PLC), self-efficacy, perception of content teacher expectations, and perceptions of principal support for teachers of QT Black and non-QT Black students. Implications for research and practice are discussed. Full article
(This article belongs to the Special Issue Cultivating Professional Teachers for Science Education)
19 pages, 4188 KiB  
Article
A Quantitative Analysis of University Admission Results for Hungarian Ethnic Minority Students in the Carpathian Basin
by József Demeter, Klára Czimre and Károly Teperics
Educ. Sci. 2024, 14(11), 1253; https://doi.org/10.3390/educsci14111253 - 15 Nov 2024
Viewed by 871
Abstract
This study analyses the higher education admission results of Hungarian ethnic minority students in Hungary originating from Central and Eastern European countries (Serbia, Croatia, Slovenia, Slovakia, Ukraine, and Romania) by secondary education background (national system vs. foreign system) and school-leaving qualification background (advanced [...] Read more.
This study analyses the higher education admission results of Hungarian ethnic minority students in Hungary originating from Central and Eastern European countries (Serbia, Croatia, Slovenia, Slovakia, Ukraine, and Romania) by secondary education background (national system vs. foreign system) and school-leaving qualification background (advanced and intermediate levels in Hungary and their native country). Students (n = 759) take (or have taken) part in undivided (5-year) and bachelor (3-year) programs at universities in Hungary and, for historical reasons, live as ethnic minorities in their home countries in the Carpathian Basin. There are significant differences in the number of students according to their secondary education background. Of the admitted students, 83.7% graduated from a national system secondary school and 16.3% from a foreign system secondary school before entering higher education. Using a Mann–Whitney U-test, we confirmed that the admission scores of students from the national secondary education system are significantly different from the scores of students who graduated from a foreign secondary education system (p < 0.001). The results of the Jonckheere–Terpstra test demonstrated that students with advanced-level exam results performed significantly better than those who entered higher education with intermediate-level or native country examination results (p < 0.001). However, there is no detectable difference (p > 0.05) between students who graduate at the intermediate level and students who graduate with a native country certificate. A regression model, based on the median admission scores, exhibited a trend of improving results for foreign students. The R2 quadratic determination coefficient is 0.705. This study provides insights into the educational pathways and decisions of Hungarian students residing abroad, underlining the influence of the national context and public education systems on their educational trajectories. Full article
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17 pages, 325 KiB  
Article
An Exploratory Study to Test the Psychometric Properties of Character Strengths-Semantic Differential Scale (CS-SDS) Among Singaporean Adults
by Cecilia M. S. Ma, Chee Soon Tan and Koon Teck Koh
Educ. Sci. 2024, 14(11), 1252; https://doi.org/10.3390/educsci14111252 - 14 Nov 2024
Viewed by 414
Abstract
Character strengths encompass a set of positive traits that can be manifested through thoughts, feelings, and behaviors. To measure the 24 character strengths, the Character Strengths-Semantic Differential Scale (CS-SDS) was used. The aim of the study was to (a) test the factor structure [...] Read more.
Character strengths encompass a set of positive traits that can be manifested through thoughts, feelings, and behaviors. To measure the 24 character strengths, the Character Strengths-Semantic Differential Scale (CS-SDS) was used. The aim of the study was to (a) test the factor structure of CS-CDS and (b) test the convergent validity of CS-CDS with life satisfaction and positive affect, and the divergent validity of CS-SDS with negative affect. In total, 283 Singaporean students (96 males, 35.3%), with a median age of 24–26 years old (42.9%), participated in this study. Exploratory (EFA) and confirmatory factor analyses (CFA) showed the multi-dimensional nature of CS-SDS. Specifically, EFA demonstrated a four-factor model, while CFA identified a five-factor model, showing the dimensions of interpersonal, emotional, restraint, theological, and intellectual. All factors were significantly related to life satisfaction, positive affect, and negative affect. It was concluded that CS-SDS is a psychometrically sound instrument for measuring character strengths in the Asian context. This tool can be used for designing strength-based interventions aimed at promoting well-being and character among students in higher education. Full article
17 pages, 10213 KiB  
Systematic Review
Quantifying the Relationship Between Self-Efficacy and Mathematical Creativity: A Meta-Analysis
by Herianto Herianto, Anastasia Sofroniou, Muh Fitrah, Dadan Rosana, Caly Setiawan, Raden Rosnawati, Widihastuti Widihastuti, Andi Jusmiana and Yudince Marinding
Educ. Sci. 2024, 14(11), 1251; https://doi.org/10.3390/educsci14111251 - 14 Nov 2024
Viewed by 468
Abstract
This study is a meta-analysis to examine the relationship between self-efficacy and mathematical creativity. This meta-analysis included 21 studies with a total sample size of 11,621 participants and 33 effect sizes across the studies. Data analysis using a random effects model using the [...] Read more.
This study is a meta-analysis to examine the relationship between self-efficacy and mathematical creativity. This meta-analysis included 21 studies with a total sample size of 11,621 participants and 33 effect sizes across the studies. Data analysis using a random effects model using the “meta” package (version 7.0-0) in R software version 4.3.0. The results showed a positive and significant relationship between self-efficacy and mathematical creativity (z=3.51;95% CI [0.09, 0.32],  p<0.001). The influence of self-efficacy on mathematical creativity is included in the low category (re=0.21). These findings had no publication bias issues with Egger’s test (t=−0.03; p=0.978) and were stable against the impact of unpublished studies (Fail−safe N=5101; p<0.001). Meta-regression revealed two variables that showed significant results: measurement method (Q=11.17;df=2; p=0.0038) and study location (Q=372.41, df=9; p<0.0001). This study provides valuable information about the relationship between self-efficacy and mathematical creativity, but more research is needed to develop effective and efficient learning strategies. Full article
(This article belongs to the Special Issue Active Teaching and Learning: Educational Trends and Practices)
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16 pages, 234 KiB  
Article
Teacher Practices for Formatively Assessing Computational Thinking with Early Elementary Learners
by Heather Sherwood, Katherine McMillan Culp, Camille Ferguson, Alice Kaiser, Meagan Henry and Anthony Negron
Educ. Sci. 2024, 14(11), 1250; https://doi.org/10.3390/educsci14111250 - 14 Nov 2024
Viewed by 461
Abstract
Few studies of computational thinking (CT) integration in elementary curricula have yet focused on supporting early elementary educators with implementing and assessing their young students’ application of these practices to content area work. This paper summarizes a collaborative research project that engaged researchers, [...] Read more.
Few studies of computational thinking (CT) integration in elementary curricula have yet focused on supporting early elementary educators with implementing and assessing their young students’ application of these practices to content area work. This paper summarizes a collaborative research project that engaged researchers, K-second grade teachers, and professional development (PD) providers in implementing a hybrid PD model to answer the following research questions: (1) What kind of PD and guidance do teachers need to identify and support emergent computational thinking development in young students’ language and work process? (2) What kind of PD and guidance do teachers need to identify emergent computational thinking development in young students’ work products? This project employed a mixed-methods research design that included pre- and post-surveys and interviews with teachers to measure and understand how growth in teachers’ confidence, knowledge, and self-efficacy with CT prepared them to identify and support these concepts with young learners. Additionally, analysis was able to identify the key formative assessment strategies these teachers employed to generate insight into students’ understanding and application of CT during problem-solving. Full article
(This article belongs to the Special Issue Measuring Children’s Computational Thinking Skills)
18 pages, 271 KiB  
Article
Exploring In-Service Science Teachers’ Self-Perceptions of Competence and Pedagogical Approaches to Socioscientific Issues in Education
by Arberore Bicaj, Fatlume Berisha and Rachel Gisewhite
Educ. Sci. 2024, 14(11), 1249; https://doi.org/10.3390/educsci14111249 - 14 Nov 2024
Viewed by 521
Abstract
Global education experts are increasingly prioritizing scientific literacy development. Science education is key to enhancing scientific literacy, fostering social responsibility, and supporting economic growth by equipping individuals with essential scientific knowledge and skills. In the past two decades, socioscientific issues (SSI) have greatly [...] Read more.
Global education experts are increasingly prioritizing scientific literacy development. Science education is key to enhancing scientific literacy, fostering social responsibility, and supporting economic growth by equipping individuals with essential scientific knowledge and skills. In the past two decades, socioscientific issues (SSI) have greatly influenced science education research, improving students’ ability to apply scientific knowledge in real-world contexts and advancing functional scientific literacy. Given the strong evidence that socioscientific issues (SSI) enhance scientific literacy and social responsibility skills, understanding SSI role in science education is crucial for developing countries aiming to boost economic and social growth. This research aimed to understand the in-service science teacher’s self-perception, knowledge, and experiences, as well as the benefits and challenges of integrating socioscientific issues into education. This qualitative research analysis employed a thematic analysis approach to research and data analysis from the responses of 54 in-service science teachers. All participants responded to the online open-ended questionnaire, which consisted of open-ended questions. The results highlight that in-service science teachers face challenges such as inadequate school environments, social pressures, and limited professional support, all of which hinder effective teaching of socioscientific issues. Furthermore, most of the in-service science teacher participants in the study were unaware of SSI, which suggests that there is a need for targeted professional development. The research suggests that it is crucial to address these challenges and enhance the knowledge and understanding of in-service science teachers regarding SSI to facilitate curriculum reform and the overarching goal of promoting citizens’ educational and economic development. Full article
(This article belongs to the Special Issue Enhancing Teacher Education: Innovations and Challenges in Professional Development and Training)
16 pages, 1583 KiB  
Article
Exploring the Stratified Nature of Artificial Intelligence Research Funding in United States Educational Systems: A Bibliometric and Network Analysis
by Zachary W. Taylor and Kayla Stan
Educ. Sci. 2024, 14(11), 1248; https://doi.org/10.3390/educsci14111248 - 14 Nov 2024
Viewed by 438
Abstract
Little is known about the funding organizations and mechanisms behind artificial intelligence (AI) research conducted in United States (U.S.) educational systems (K12 and higher education). This study therefore performs a bibliometric and network analysis of AI research conducted in U.S. educational systems to [...] Read more.
Little is known about the funding organizations and mechanisms behind artificial intelligence (AI) research conducted in United States (U.S.) educational systems (K12 and higher education). This study therefore performs a bibliometric and network analysis of AI research conducted in U.S. educational systems to explore which types of organizations fund peer-reviewed scholarship, which organizations receive this funding, and how these organizations form funded research networks. The results suggest evidence of institutional stratification, with non-U.S. government organizations (such as in China and Europe) funding many AI studies within U.S. educational systems. Moreover, the data suggest stratified funding networks have marginalized Minority-Serving Institutions, consolidating the influence of AI research conducted in U.S. educational systems among few, elite, and predominately White institutions. The implications for research and policy advocacy are also addressed. Full article
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17 pages, 969 KiB  
Article
Children and Pre-Adolescents’ Moral Disengagement and Cooperation in the Context of Deprived Neighborhoods: An Action Research Project
by Roberto Marcone, Deborah Brancaccio, Vincenza Borghese, Lucia Ariemma and Giuseppe Ritella
Educ. Sci. 2024, 14(11), 1247; https://doi.org/10.3390/educsci14111247 - 14 Nov 2024
Viewed by 439
Abstract
The purpose of this study is to examine family-level and community-level factors contributing to children and pre-adolescents’ moral disengagement and cooperation in the context of deprived neighborhoods. A set of validated measures has been administered to 374 participants, who were involved in an [...] Read more.
The purpose of this study is to examine family-level and community-level factors contributing to children and pre-adolescents’ moral disengagement and cooperation in the context of deprived neighborhoods. A set of validated measures has been administered to 374 participants, who were involved in an action research project aimed at reducing cultural disadvantage in a deprived Italian neighborhood. The analysis was conducted through descriptive and correlational analyses. In addition, a model was tested through a path analysis. The findings are consistent with the hypothesized model and allow us to discuss the role of parental rejection, age and socioeconomic status in the examined developmental processes. Full article
(This article belongs to the Special Issue Vitality in Movement: Rethinking Physical Education from a Pedagogical to a Physiological Dimension)
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16 pages, 280 KiB  
Article
Cultural Education in Nature Through the Lens of Sámi Practitioners
by Inger Wallem Krempig and Elisabeth Enoksen
Educ. Sci. 2024, 14(11), 1246; https://doi.org/10.3390/educsci14111246 - 14 Nov 2024
Viewed by 439
Abstract
The recent reforms in the Norwegian early childhood/primary/secondary education curriculum explicitly highlight the inclusion of Sámi perspectives across various subjects. In this context, one of several suggested educational practices is to include Sámi traditional practitioners in teaching activities. Against this backdrop, this paper [...] Read more.
The recent reforms in the Norwegian early childhood/primary/secondary education curriculum explicitly highlight the inclusion of Sámi perspectives across various subjects. In this context, one of several suggested educational practices is to include Sámi traditional practitioners in teaching activities. Against this backdrop, this paper explores the perspectives of five Sámi practitioners, concentrating on their experiences and pedagogical practices when engaging students of various ages and kindergarten children in Sámi culture in a nature-based setting. The study reveals the practitioners’ arguments for sharing their culture and skills through such learning activities and their suggestions for inclusion in teaching practices. The qualitative-based research methodology comprises semi-structured interviews with Sámi practitioners who are involved in different cooperative projects within our region. These different practitioners offer learners the chance to engage with Sámi nature-based traditional practices by participating in activities in close collaboration with reindeer herders, duodji (handicraft) practitioners, coastal Sámi caretakers, and similar cultural educators in an outdoor setting. This study advocates for the significance of involving Sámi traditional practitioners and Sámi practices on all educational levels and proposes that nature-based activities are of specific value in such practices. Full article
(This article belongs to the Special Issue Approaches to Indigenous Topics, Issues and Perspectives in Teacher Education)
20 pages, 612 KiB  
Article
Preparing the Future Public Health Workforce: Fostering Global Citizenship Through the Relational Employability Framework—Insights from Two Case Studies
by Elizabeth J. Cook, Sally-Anne Doherty and Ruth Wallace
Educ. Sci. 2024, 14(11), 1245; https://doi.org/10.3390/educsci14111245 - 13 Nov 2024
Viewed by 505
Abstract
A well-prepared public health workforce is essential for reducing disease burdens and improving population health, necessitating an education that addresses global and complex challenges. This paper explores the integration of the Relational Employability Framework in public health education as a tool to foster [...] Read more.
A well-prepared public health workforce is essential for reducing disease burdens and improving population health, necessitating an education that addresses global and complex challenges. This paper explores the integration of the Relational Employability Framework in public health education as a tool to foster critical reflection and cultivate global citizenship among students and graduates. Global citizenship encompasses the social, political, environmental and economic actions of globally conscious individuals and communities, recognising that individuals operate within diverse local and global networks. Relational employability expands traditional notions of graduate employability, incorporating not only foundational career development and human interactions but also connections with more-than-human elements, including ecologies, technologies and materials. Our research, conducted at Edith Cowan University in Perth, Western Australia, involved two case studies using qualitative interviews. Case Study 1, drawn from the Cook’s doctoral research, explored student experiences with the Relational Employability Framework within an undergraduate capstone unit. Case Study 2, a school-funded project, gathered graduate perspectives to inform ongoing curriculum development. The findings indicate that the Relational Employability Framework can help support the development of global citizenship through critical reflective practice, as students reported improved ability to engage with diverse perspectives and societal challenges, and graduates highlighted the framework’s role in supporting ethical, evidence-based practice in professional contexts. Additionally, the framework supported the development of a reflective mindset, which graduates said helped them make informed, value-based career decisions, thus advancing their professional growth. This study suggests that adopting a relational employability approach can prepare globally competent and reflective public health professionals and recommends its implementation across health and higher education. Full article
(This article belongs to the Special Issue Career Development Learning for Higher Education Students)
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16 pages, 1010 KiB  
Article
Teacher Identity Discourses in Place—Exploring Discursive Resources in Pre-Service Teachers’ Constructions of Teacher Identity
by Johan Neander Christensson
Educ. Sci. 2024, 14(11), 1244; https://doi.org/10.3390/educsci14111244 - 13 Nov 2024
Viewed by 519
Abstract
This methodological article focuses on how to effectively map pre-service teachers’ use of discursive resources in professional identity production. By adopting a discourse analytical approach, this study views identity construction as a situational, real-time process occurring in interaction. The aim is to contribute [...] Read more.
This methodological article focuses on how to effectively map pre-service teachers’ use of discursive resources in professional identity production. By adopting a discourse analytical approach, this study views identity construction as a situational, real-time process occurring in interaction. The aim is to contribute knowledge about how to systematically map and analyze the resources that pre-service teachers use to construct their teacher identities during their education. Drawing on the framework of Mediated Discourse Analysis, this article presents a model that integrates two key concepts: discourse domains, which refer to the types of discourse commonly used in teacher education, and layers of discourse, which address societal levels in identity construction. The results suggest that using these concepts to map students’ use of discursive resources highlights how their knowledge of the teaching profession, their education and everyday experiences can be assets when constructing their teacher identities. While the model can be further refined and developed to better show the complexity of discursive resources in identity construction processes, it shows promise as a fruitful approach. By mapping and visualizing discursive resources through this model, this study offers valuable methodological insights into how to approach professional identity development among pre-service teachers. Full article
(This article belongs to the Special Issue Teacher Identity from the Perspective of Students)
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23 pages, 12334 KiB  
Article
Cross-Cultural Biology Teaching Using Next-Generation Science Standards
by Jason Jimenez and Denis Dyvee Errabo
Educ. Sci. 2024, 14(11), 1243; https://doi.org/10.3390/educsci14111243 - 13 Nov 2024
Viewed by 462
Abstract
This study explored Next Generation Science Standards (NGSS) in cross-cultural biology teaching through collaborative lesson studies involving educators from the USA and the Philippines. We employed grounded theory and examined iterative feedback processes during lesson development to refine learning exemplars. Learning exemplars validation [...] Read more.
This study explored Next Generation Science Standards (NGSS) in cross-cultural biology teaching through collaborative lesson studies involving educators from the USA and the Philippines. We employed grounded theory and examined iterative feedback processes during lesson development to refine learning exemplars. Learning exemplars validation affirmed their alignment with both NGSS and the Philippine science education frameworks, ensuring cultural relevance and educational rigor. Five key themes were identified as pivotal: retrieval of prior knowledge, fostering meaningful learning experiences, enhancing memory and retention, fostering active engagement, and cultivating critical thinking skills—integral for developing culturally responsive curricula. Moreover, students became independent learners, responsible for their learning, reflective and critical thinkers, problem solvers, inquiry-oriented, creative, collaborative communicators, modelers, data analysts, persistent, adaptable, and self-directed. Implications include enhancing educational policies to support cultural diversity and integrating cross-cultural learning exemplars to enhance global teaching practices. This study underscored the transformative potential of cross-cultural collaboration in advancing science education, fostering engaging learning environments, and preparing students for global citizenship. Full article
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14 pages, 821 KiB  
Article
Anxiety and Associated Factors Among Chinese Preschool Teachers
by Xiaohan Wang, Tinakon Wongpakaran, Pichaya Pojanapotha, Priyanut Chupradit and Kelvin C. Y. Leung
Educ. Sci. 2024, 14(11), 1242; https://doi.org/10.3390/educsci14111242 - 13 Nov 2024
Viewed by 543
Abstract
In China, preschool teachers significantly influence the development of young children aged 3–6 years. Understanding their mental health and its associated factors is imperative to informing policies, optimizing their mental well-being, and supporting their job performance. This study aimed to investigate the factors [...] Read more.
In China, preschool teachers significantly influence the development of young children aged 3–6 years. Understanding their mental health and its associated factors is imperative to informing policies, optimizing their mental well-being, and supporting their job performance. This study aimed to investigate the factors contributing to anxiety symptoms among preschool teachers. A sample of 393 Chinese preschool teachers (279 women, 114 men), aged 21–56, completed online questionnaires collecting their sociodemographic and work-related information and assessing anxiety symptoms, interpersonal difficulties, personality traits, perceived stress, resilience, and inner strength. Pearson correlation and multiple linear regression analyses identified significant predictors of anxiety symptoms. The prevalence of anxiety symptoms among the studied cohort was found to be 12.2%. Statistically significant factors that positively correlated with anxiety symptoms included objective work-related stress (B = 0.149, p < 0.001), interpersonal difficulties (B = 0.921, p < 0.001), perceived stress (B = 0.108, p = 0.001), and neuroticism (B = 0.071, p = 0.002). These findings highlight the urgent need for measures to reduce work-related stress and anxiety. However, when negative mental health factors were included, the effect of positive psychological factors became nullified. Positive mental health might have a moderating role in a negative mental health outcome such as anxiety. Therefore, further research is required to understand the impact of positive mental health factors more clearly. Full article
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18 pages, 279 KiB  
Essay
Pop Culture Media as Curricular Text: Designing an Interdisciplinary Undergraduate Seminar Using Abbott Elementary
by Sara Jones and Kountiala J. Some
Educ. Sci. 2024, 14(11), 1241; https://doi.org/10.3390/educsci14111241 - 12 Nov 2024
Viewed by 827
Abstract
Abbott Elementary, the Emmy-award winning mockumentary-style comedy television show, chronicles the day-to-day efforts of a group of teachers in a Philadelphia public elementary school who, despite the odds stacked against them, are determined to help their students succeed. With humor and heart, [...] Read more.
Abbott Elementary, the Emmy-award winning mockumentary-style comedy television show, chronicles the day-to-day efforts of a group of teachers in a Philadelphia public elementary school who, despite the odds stacked against them, are determined to help their students succeed. With humor and heart, the show also uncovers some of the larger policy issues at play in U.S. urban public education, such as teacher shortages, school funding, and school choice. This essay describes the development of an interdisciplinary Honors seminar for undergraduate students at a large, public university in the Midwest U.S. that used episodes of Abbott Elementary as a central curricular text to support students in analyzing current policy issues in urban education. Drawing on Giroux’s concept of media as public pedagogy, this essay details how the course design employed a critical intersectional multiculturalism cultural studies approach to create opportunities for students to engage in a multiperspectival analysis, including (1) an understanding of political culture, (2) textual analysis, and (3) audience reception. Implications and recommendations are made for selecting and integrating popular culture media as curricular text in interdisciplinary coursework. Full article
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