Education Sciences

14 pages, 405 KiB

Open AccessArticle

Exploring Tutors’ Roles in Supporting Student Mental Health: Expectations and Perceptions in Higher Education

by Rynke Douwes, Janneke Metselaar, Erik van der Meulen, Nynke Boonstra and Gerdina Hendrika Maria Pijnenborg

Educ. Sci. 2024, 14(12), 1281; https://doi.org/10.3390/educsci14121281 - 22 Nov 2024

Abstract

Student mental health is a challenging topic in higher education, with institutions aiming to develop policies and practices to support students’ personal and professional development. This study examined students’ expectations of their tutors regarding mental health support. An adaptation of the Mentor-Q questionnaire, [...] Read more.

Student mental health is a challenging topic in higher education, with institutions aiming to develop policies and practices to support students’ personal and professional development. This study examined students’ expectations of their tutors regarding mental health support. An adaptation of the Mentor-Q questionnaire, focusing on tutor role perceptions, was used to measure student expectations. Confirmatory factor analysis showed a good fit of the adapted instrument. The questionnaire was completed by 869 students at a Dutch university of applied sciences, and the results were discussed with eight students. The findings revealed four role expectations of tutors: awareness raisers, connectors, referrers, and guardians. Latent class analysis revealed six clusters, with connector and referrer roles as well as awareness raiser and guardian roles being almost equally important within the clusters. The main difference between the clusters was the height of expectations. Satisfaction with the tutor was significantly related to cluster membership, such that higher expectations correlated with lower satisfaction. Additionally, students who discussed their mental health with their tutors were more represented in clusters with relatively low expectations. Discussions with the students highlighted the nuanced landscape of expectations and the importance of contextual factors and metacommunications. Implications for policy and practical development are also discussed. Full article

(This article belongs to the Section Higher Education)

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22 pages, 1193 KiB

Open AccessArticle

Do High School Students Learn More or Shift Their Beliefs and Attitudes Toward Learning Physics with the Social Constructivism of Problem-Based Learning?

by Amangul Sagatbek, Temitayo Kehinde Oni, Emily Adah Miller, Gulmira Gabdullina and Nuri Balta

Educ. Sci. 2024, 14(12), 1280; https://doi.org/10.3390/educsci14121280 - 22 Nov 2024

Abstract

Rooted in social constructivist learning theory, problem-based learning (PBL) is a tool that deepens students’ learning of complex subjects and improves students’ attitudes and beliefs towards learning. Physics is a subject that students themselves view as challenging. When taking physics, students develop negative [...] Read more.

Rooted in social constructivist learning theory, problem-based learning (PBL) is a tool that deepens students’ learning of complex subjects and improves students’ attitudes and beliefs towards learning. Physics is a subject that students themselves view as challenging. When taking physics, students develop negative beliefs about their own learning of the subject. There is a call for more innovation in the subject area of physics. This study addresses the following: (1) What is the effect of PBL on the achievement of 10th-grade students in mechanics when compared to traditional instruction? (2) How do students’ beliefs and attitudes towards physics change before and after the intervention, and how might these beliefs and attitudes relate to their competency outcomes? The sample of this study comprised 63 students in the 10th grade in a public (non-elite) school distributed across four classes, where the teacher used PBL with the experimental group and traditional teaching with the control group. The physics teacher who implemented PBL has 13 years of teaching experience. The two instruments used were the Force Concept Inventory and the Colorado Learning Attitudes About Science Survey. The result of this study revealed that, although students’ knowledge of physics increased when their teachers adopted the PBL approach, there were no significant changes in their attitudes and beliefs towards learning physics. The implications suggest that there is potential for PBL to be taken up by high school science teachers to improve their students’ physics knowledge, but may this not impact their attitudes and beliefs, which presents questions to investigate further. Full article

(This article belongs to the Section STEM Education)

19 pages, 251 KiB

Open AccessArticle

The Adaption of Sustainable Blended Global Discussion (SBGD) in English as a Foreign Language Teaching and Learning

by Putri Gayatri and Helena Sit

Educ. Sci. 2024, 14(12), 1279; https://doi.org/10.3390/educsci14121279 - 22 Nov 2024

Abstract

The growing significance of English in global communication has heightened interest in sustainable English as a Foreign Language (EFL) instruction. Regrettably, sustainable EFL education has received insufficient attention, especially in the Indonesian context. To address this issue, recent conceptual research by Gayatri et [...] Read more.

The growing significance of English in global communication has heightened interest in sustainable English as a Foreign Language (EFL) instruction. Regrettably, sustainable EFL education has received insufficient attention, especially in the Indonesian context. To address this issue, recent conceptual research by Gayatri et al. has put forth a practical recommendation, namely the Sustainable Blended Global Discussion (SBGD) method, which combines classroom and online learning to engage students in global discussions with foreigners, promoting critical thinking. Despite being constructed on a solid foundation of theory and Indonesian context, the success of SBGD remains to be demonstrated. Hence, a multiple case study was conducted to examine the adaptation of SBGD in EFL classes at different universities. The EFL teachers were interviewed to explore the method’s advantages and challenges. Questionnaires were employed to study the perception and the critical thinking skills of 57 students, with some of them also being interviewed. Results showed that students indicated positive perception of the implementation of SBGD (M = 4.02 and M = 4.05). Additionally, students demonstrated a higher level of critical thinking skills through the teacher’s SBGD implementation in teaching and learning. Furthermore, greater student engagement, improved English language skills, and improved critical thinking were all observed; however, improvements like smaller group discussions, more facilitator involvement, and institutional supports were needed. This study is significant in addressing challenges and recommending the SBGD method as a solution for implementing online technologies in under-resourced contexts, specifically Indonesian higher education. The findings contribute to the literature on blended teaching and digital tools for second language education, with broader implications for similar educational settings. Full article

(This article belongs to the Special Issue Advancing Second Language Learning and Teaching through Innovative Technologies and Digital Tools)

12 pages, 259 KiB

Open AccessArticle

A Shift from an Audio- to a Video-Based Exam Format to Reflect Real-Life Clinical Interactions in the Language-Learning Classroom

by Gabriella Hild, Anna Dávidovics, Vilmos Warta and Timea Németh

Educ. Sci. 2024, 14(12), 1278; https://doi.org/10.3390/educsci14121278 - 22 Nov 2024

Abstract

Effective patient communication is vital in medical training. At a Hungarian Medical university, international students in the English-medium program are required to study Hungarian for two years to prepare for clinical rotations in Hungarian hospitals. The final language assessment traditionally included an audio-based [...] Read more.

Effective patient communication is vital in medical training. At a Hungarian Medical university, international students in the English-medium program are required to study Hungarian for two years to prepare for clinical rotations in Hungarian hospitals. The final language assessment traditionally included an audio-based listening exam, but both students and teachers raised concerns about its difficulty and its lack of relevance to real-life clinical interactions and the students’ actual language needs. A needs analysis was conducted with 52 second-year international medical students through focus-group interviews after they took the exam to address these issues. Based on the feedback, a video-based exam format was developed and piloted. The new format incorporated visual cues such as gestures and facial expressions, better reflecting face-to-face patient communication. A total of 38 third-year students who had previously taken the audio-based version of the exam participated in the pilot, with focus-group interviews conducted to directly compare the two formats. The majority of the students found the video-based exam more engaging and relevant to their clinical experience. The findings suggest that the video-based exam better prepares students for real-life medical communication and provides a more meaningful assessment experience, bridging the gap between language learning and clinical practice. Full article

14 pages, 211 KiB

Open AccessArticle

Beyond Traditional Lesson Study: How Mathematics Studio Supports Generative Teacher Learning

by Kristin Lesseig and Jessica Hoppe

Educ. Sci. 2024, 14(12), 1277; https://doi.org/10.3390/educsci14121277 - 22 Nov 2024

Abstract

In this paper, we describe the interworking of a group of middle school mathematics teachers who engaged in Mathematics Studio, an adaptation of lesson study, across three years. We use this case to illuminate specific structures, protocols, and norms of interaction within Studio [...] Read more.

In this paper, we describe the interworking of a group of middle school mathematics teachers who engaged in Mathematics Studio, an adaptation of lesson study, across three years. We use this case to illuminate specific structures, protocols, and norms of interaction within Studio that create conditions for teacher learning and incremental changes in teachers’ instruction. Our analysis revealed several discourse practices, including the adoption of a research lens, a shared language of affordances and constraints, and an orientation toward student learning that supported a culture of inquiry as teachers investigated genuine questions they had about instruction. In this paper, we elaborate on these practices and share examples of pedagogically productive talk. We claim Mathematics Studio has the potential to circumvent previously identified challenges to support generative learning and the ongoing growth in teachers’ instructional practice. Full article

(This article belongs to the Special Issue Incremental and Innovative Approaches to Professional Development for Mathematics Teachers)

14 pages, 673 KiB

Open AccessArticle

Portuguese Validation of the Youth Sport Environment Questionnaire (YSEQ) for the Physical Education Context

by Cristiana Bessa, Sara Mesquita da Silva, Cláudio Farias and Isabel Mesquita

Educ. Sci. 2024, 14(12), 1276; https://doi.org/10.3390/educsci14121276 - 22 Nov 2024

Abstract

Group cohesion is a prominent feature of sport involvement and small group work. Despite long-standing research interest and varied conceptualizations across fields, studies have primarily focused on sports. Research in educational contexts, particularly in physical education (PE), has been limited, even though PE [...] Read more.

Group cohesion is a prominent feature of sport involvement and small group work. Despite long-standing research interest and varied conceptualizations across fields, studies have primarily focused on sports. Research in educational contexts, particularly in physical education (PE), has been limited, even though PE offers an environment conducive to fostering diverse opportunities that promote group cohesion. This study sought to adapt and validate the Portuguese version of the Youth Sport Environment Questionnaire (YSEQ) using confirmatory factor analysis. The participants were 460 Portuguese-speaking PE students (58.9% girls, aged 14–19) who completed the YSEQ. After removing four items, the confirmatory factor analysis validated the two-factor structure of the YSEQ, supporting its appropriateness for the Portuguese context. This adapted 14-item YSEQ showed metric invariance across gender, and its two dimensions exhibited good internal consistency and convergent and discriminant validity. Significant correlations between the YSEQ and social affiliation scores confirmed the YSEQ’s concurrent validity. These findings suggest that the adapted Portuguese YSEQ is a reliable and valid instrument for measuring group cohesion in physical education. This instrument allows teachers, researchers, and sports psychologists to better understand group dynamics, assess task and social cohesion in middle and secondary PE classes, and identify potential difficulties in this area. Full article

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14 pages, 813 KiB

Open AccessArticle

School Self-Evaluation in Decision Making: Perspectives from Portuguese School Leaders

by Carla Figueiredo, Marta Sampaio, Paulo Marinho, Amanda Dihl Moraes and Preciosa Fernandes

Educ. Sci. 2024, 14(12), 1275; https://doi.org/10.3390/educsci14121275 - 21 Nov 2024

Abstract

This paper explores the use of school self-evaluation (SSE) conclusions in school leaders’ decision making regarding school management. Originating from the understanding that school management is a complex process that thrives when informed and substantiated by rigorous and contextualised information on school functioning, [...] Read more.

This paper explores the use of school self-evaluation (SSE) conclusions in school leaders’ decision making regarding school management. Originating from the understanding that school management is a complex process that thrives when informed and substantiated by rigorous and contextualised information on school functioning, this study highlights that SSE processes are a valuable source of such information. The present study was conducted following a qualitative approach in which 18 school leaders (i.e., headteachers) from schools in Portugal were interviewed through semi-structured interviews to explore how they perceive SSE, and if and how they use it to make decisions in their schools. The results reveal that school leaders value SSE processes and the knowledge produced by them as a source of contextualised information that can be used to validate and legitimise decisions. Likewise, the results indicate that school leaders use the information provided by SSE to inform their decisions in collaborative and shared debates and reflection processes with their school communities. Nonetheless, the headteachers also report some constraints in decision-making processes. It is evident that school leaders rely on SSE results and information to substantiate their decisions. Although not generalisable, these results provide valuable insights into the topic and contribute to closing a gap in the literature concerning the effective use of SSE in school management and decision making. Full article

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10 pages, 219 KiB

Open AccessPerspective

Toward an Intersectional Leadership Identity Development Approach

by Pedro J. De La Cruz Albizu

Educ. Sci. 2024, 14(12), 1274; https://doi.org/10.3390/educsci14121274 - 21 Nov 2024

Abstract

This paper introduces an intersectional leadership identity development framework to support both the leadership development of aspiring school leaders and the study of educational leadership. By combining aspects and insights from critical sensemaking, role identity, and intersectionality, this framework aims to expand the [...] Read more.

This paper introduces an intersectional leadership identity development framework to support both the leadership development of aspiring school leaders and the study of educational leadership. By combining aspects and insights from critical sensemaking, role identity, and intersectionality, this framework aims to expand the understanding of the flexible sensemaking of aspiring educational leaders, provide educational leadership preparation programs with necessary insights to better support the increasingly diverse cadre of aspiring leaders, and open new avenues of empirical research and practical application in the study of role identity and its influence on the preparation of successful school leaders. Full article

(This article belongs to the Special Issue Strengthening Educational Leadership Preparation and Development)

44 pages, 7513 KiB

Open AccessReview

Solving the Chemistry Puzzle—A Review on the Application of Escape-Room-Style Puzzles in Undergraduate Chemistry Teaching

by Marissa Lorrene Clapson, Shauna Schechtel, Emma Davy and Connor Skye Durfy

Educ. Sci. 2024, 14(12), 1273; https://doi.org/10.3390/educsci14121273 - 21 Nov 2024

Abstract

Active learning techniques are taking the classroom by storm. Numerous research articles have highlighted the benefits of active learning techniques on student understanding, knowledge retention, problem solving, and teamwork. One avenue to introduce active learning into the classroom is the gamification of course [...] Read more.

Active learning techniques are taking the classroom by storm. Numerous research articles have highlighted the benefits of active learning techniques on student understanding, knowledge retention, problem solving, and teamwork. One avenue to introduce active learning into the classroom is the gamification of course learning content. Educational escape rooms are one such example in which students solve a series of puzzles related to course content to “escape” within a set time frame. Escape games play an interesting role in motivating students, building communication skills and allowing for multimodal learning, having been shown to increase students’ test results and enjoyment of the course content. In lieu of the traditional escape room format, a fully immersive room(s) with classical escape room puzzles (finding items, riddles, alternative locking mechanisms) is used alongside learning activities, and educators have begun to develop truncated activities for easier applications in larger classrooms. In this review, we explore several escape room activities: immersive, paper-based, Battle Boxes, condensed escape activities, and online/virtual, providing examples of the types of puzzles included therein. We similarly discuss the creation of escape room materials and recommendations for the interested educator, as well as the learning benefits of engaging in puzzle development. Finally, we provide an overview on methods to assess active learning through escape rooms, establishing an overview of empirical evidence towards their effectiveness as a learning tool. Full article

(This article belongs to the Special Issue The Power of Play: Gamification for Engaging and Effective Learning)

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18 pages, 1238 KiB

Open AccessArticle

Supporting the Cultural Identity Development of Indigenous Youth: Findings from an Indigenous Educators’ Community-Of-Practice

by Angela Lunda, Amber Frommherz, William Gamaas Bolton, Chelsee Cook, Barbara Dude, Naomi Leask, Roberta Littlefield, Jennifer McCarty, Shawna Puustinen and Nastasia Vaska

Educ. Sci. 2024, 14(12), 1272; https://doi.org/10.3390/educsci14121272 - 21 Nov 2024

Abstract

Research reveals a positive impact on educational achievement for Indigenous students when their teachers are also Indigenous. The educational value of shared identity between students and teachers manifests in the form of increased student attendance rates, grades, and graduation rates. Fewer than 5% [...] Read more.

Research reveals a positive impact on educational achievement for Indigenous students when their teachers are also Indigenous. The educational value of shared identity between students and teachers manifests in the form of increased student attendance rates, grades, and graduation rates. Fewer than 5% of public-school teachers in Alaska are Indigenous, while nearly 20% of students are Indigenous. Thus, it is unlikely that most Indigenous students in Alaska will experience a shared cultural identity with their teachers—nor would it be desirable, in this age of global mobility, for society to strive for teachers and students to share cultural identity in all instances. Yet it is important to discern what teaching practices and teacher dispositions support the cultural identity development (CID) of Indigenous children. This project brought together Indigenous educators from across Alaska to critically examine their practice as educators and to seek answers to the research question. Utilizing a collaborative autoethnographic framework, qualitative data were coded and analyzed to uncover answers to the research question. Key findings from this study indicate that teaching and using the local Indigenous language, shared cultural history documented in stories, and experiences related to the Land contribute to students’ CID. Furthermore, findings reveal that micro cultural validations, fleeting interactions between teachers and students, play a significant role in supporting the cultural identity development of Indigenous youth. Findings also suggest that Indigenous teachers are best positioned to discern the teaching practices that contribute to students’ cultural identity development. Full article

(This article belongs to the Special Issue Approaches to Indigenous Topics, Issues and Perspectives in Teacher Education)

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15 pages, 260 KiB

Open AccessArticle

The Contribution of Linguistic Distance to L3 Learning Motivation: A Cross-L2 Comparison of University English as a Foreign Language Learners

by Xuan Wang and Yilin Zhu

Educ. Sci. 2024, 14(12), 1271; https://doi.org/10.3390/educsci14121271 - 21 Nov 2024

Abstract

In this study, we respond to calls for more research on the motivation to learn a third language (L3), especially regarding how this motivation is influenced by linguistic distance in various second language (L2) contexts. We employed a comparative and mixed-method design to [...] Read more.

In this study, we respond to calls for more research on the motivation to learn a third language (L3), especially regarding how this motivation is influenced by linguistic distance in various second language (L2) contexts. We employed a comparative and mixed-method design to investigate whether L3 learners with a “longer L2–L3 linguistic distance” show significantly different L3 motivational constructs compared with L3 learners with a “shorter L2–L3 linguistic distance”. We recruited sixty university students majoring in English who were enrolled under same program curriculum in China, with half of them selecting French as their L3 and with the other half selecting Japanese. The French L3 group was labeled “shorter L2–L3 linguistic distance”, and the Japanese L3 group was labeled “longer L2–L3 linguistic distance”. We recruited learners from the same Chinese university to complete a Taguchi-based questionnaire on the L3 motivational system. The quantitative results revealed that the ideal L3 self, the ought-to L3 self, family influence and instrumentality promotion were significantly different between these two L3 groups. Qualitative results based on follow-up interviews with four participants showed that shorter L2–L3 linguistic distance contributed to higher instrumentality promotion, and family influence tended to be driven by practical concerns. These findings demonstrate how cross-linguistic factors may impact multilingual learners’ motivation and insights, which may be also of assistance to L3 acquisition and pedagogy. Full article

12 pages, 276 KiB

Open AccessArticle

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

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

Open AccessArticle

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

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

Open AccessArticle

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

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

Open AccessArticle

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

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

Open AccessArticle

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

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

Open AccessArticle

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

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

Open AccessReview

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 - 19 Nov 2024

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

Open AccessSystematic 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

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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