Journal Description
Education Sciences
Education Sciences
is an international, peer-reviewed, open access journal on education published monthly online by MDPI. The European Network of Sport Education (ENSE) is affiliated with Education Sciences and its members receive discounts on the article processing charges.
- Open Access— free for readers, with article processing charges (APC) paid by authors or their institutions.
- High Visibility: indexed within Scopus, ESCI (Web of Science), Educational Research Abstracts, PscyInfo, and other databases.
- Journal Rank: CiteScore - Q1 (Education)
- Rapid Publication: manuscripts are peer-reviewed and a first decision is provided to authors approximately 24.9 days after submission; acceptance to publication is undertaken in 3.7 days (median values for papers published in this journal in the second half of 2023).
- Recognition of Reviewers: reviewers who provide timely, thorough peer-review reports receive vouchers entitling them to a discount on the APC of their next publication in any MDPI journal, in appreciation of the work done.
Impact Factor:
3.0 (2022);
5-Year Impact Factor:
2.8 (2022)
Latest Articles
We Have Met the Enemy in Teacher Education; It Is Us—Teacher Educators and the Bad Faith of Our Niceness, Not Teachers
Educ. Sci. 2024, 14(5), 446; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci14050446 (registering DOI) - 24 Apr 2024
Abstract
In this conceptual essay, the author draws on the concept of bad faith to explore its connections to Niceness and role in sustaining the historical failures of U.S. teacher education to prepare future teachers to effectively teach learners from diverse backgrounds through culturally
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In this conceptual essay, the author draws on the concept of bad faith to explore its connections to Niceness and role in sustaining the historical failures of U.S. teacher education to prepare future teachers to effectively teach learners from diverse backgrounds through culturally responsive pedagogy. Bad faith is a useful, albeit underutilized, concept in considering and challenging the patterned historical inequities maintained by Niceness in teacher preparation programs. Applying a critical race theory (CRT) methodology and analysis, the author presents and interrogates three representative exemplars of a logic of racism operationalized through bad faith, then insulated by Niceness in U.S. teacher education. These exemplars serve as conceptual case studies that are constituted as composite scenarios of patterned enactments of bad faith authorized by Niceness within U.S. teacher education; these cases demonstrate how [and why] the bad faith–Niceness interplay informs the work and [good] intentions of stakeholders most often in ways that further, rather than challenge, historical failures of U.S. teacher education for culturally responsive pedagogy.
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(This article belongs to the Special Issue Niceness, Leadership and Educational Equity)
Open AccessArticle
The Unique Professional Journey of Female High School Principals in Utah
by
Deon Leavy, Donald Baum, Isaac Calvert, Bryan Bowles, Heidi Erickson, Michael Owens and Jessica Ashcraft
Educ. Sci. 2024, 14(5), 445; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci14050445 - 24 Apr 2024
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The purpose of this study was to increase awareness of the unique professional journey of female high school principals in Utah and to potentially adjust the male-gendered lens through which such leadership positions have traditionally been viewed. A narrative, phenomenological qualitative research approach
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The purpose of this study was to increase awareness of the unique professional journey of female high school principals in Utah and to potentially adjust the male-gendered lens through which such leadership positions have traditionally been viewed. A narrative, phenomenological qualitative research approach was used to gather and analyze the career journeys of six female high school principals in Utah. Our findings indicated that female high school principals in Utah have experienced barriers similar to those identified in the relevant literature. Mentored support and examples of inclusive leadership practices assisted these women in moving through and beyond these barriers. Themes included expectations for female high school principals to act more like moms, failure to be recognized as the principal, perceptions of female leadership as unnatural, a woman’s voice not being heard, coaching as an effective career move for men, men freely talking down to women, not considering women for advancement, career-limiting stereotypes, women having to work harder, and the impact of mentors. We suggest that the simple sharing of rich narratives like those in this paper can invite administrators and policy makers to develop an awareness of the unique experiences of female high school principals and facilitate a reconceptualization of the high school principalship both in terms of theory as well as policy.
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A Blended Approach to Inquiry-Based Learning Using the Example of the Interdisciplinary Course of BIM in Spatial Management Studies: A Perspective of Students and Professor
by
Andrzej Szymon Borkowski
Educ. Sci. 2024, 14(5), 444; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci14050444 - 24 Apr 2024
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Inquiry-based learning (IBL) is one of the most effective teaching methods to follow the trend of constructivism. Its main premise is the dominant role of the cognitively activated student, who, like the researcher, has the opportunity to pose questions, test hypotheses and solve
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Inquiry-based learning (IBL) is one of the most effective teaching methods to follow the trend of constructivism. Its main premise is the dominant role of the cognitively activated student, who, like the researcher, has the opportunity to pose questions, test hypotheses and solve problems by using a wide range of tools and techniques. The output of the IBL method is usually a presentation or a piece of work. In the experiment carried out, the IBL method was used during the interdisciplinary course “Building Information Modelling (BIM)”, taught at the master’s degree programme majoring in spatial management at the Warsaw University of Technology. The aim of the class was to solve a specific problem and develop a scientific and technical manuscript, which at the same time could form the basis of a scientific publication. The class was first experimentally implemented with a mixed-methods approach based mainly on IBL. Students were introduced to IBL techniques and tools as part of a project exercise, then were presented with problem and research topics. Participants in the classes chose an issue from those presented or created a topic of interest themselves. Peer learning, Montessori silent lessons or supervision were used during the implementation of the activities. Students were not assessed digitally, but their activity was marked in the form of pluses (+) and the focus was on providing quick and complete feedback (always individually to the individual or group). The class concluded with a self-assessment and a research questionnaire, which concluded that an authoritative teaching process was a far better choice than an authoritarian or liberal process.
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Open AccessArticle
Impact of Teaching and Learning Modes on Graduates’ Social and Entrepreneurial Skills Development: A Comparative Analysis
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Ana Tecilazić, Ivana Ogrizek Biškupić and Mislav Balković
Educ. Sci. 2024, 14(5), 443; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci14050443 - 23 Apr 2024
Abstract
There is a growing interest in researching the impact of different modes of learning and teaching on the non-academic outcomes of graduates, such as their employment outcomes. This study examines the impact of teaching and learning modes on the perceived relevance of study
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There is a growing interest in researching the impact of different modes of learning and teaching on the non-academic outcomes of graduates, such as their employment outcomes. This study examines the impact of teaching and learning modes on the perceived relevance of study programmes in preparing graduates for career entry and the development of social and entrepreneurial skills in six European countries that participated in the Eurograduate pilot survey: Austria, Croatia, Czechia, Lithuania, Malta, and Norway. The study shows that learning and teaching methods have a modest impact on graduates’ perceptions that their study programmes provide a good foundation for entering professional life. However, it proves that there is a significant relationship emerging between activating teaching and learning modes and the development of graduates’ social and entrepreneurial skills. It, thus, expands on the results of the first European pilot study on the graduate survey and contributes to the current debates in this area.
Full article
(This article belongs to the Special Issue Research Methods and Empirical Studies of Higher Education Study Environments)
Open AccessArticle
Canicross Pilot Programme: Basic Considerations for Its Implementation as an Extracurricular Sports Activity
by
Xabier Gonzalez-Santamaria, Erika Borrajo, Eneko Sanchez-Mencia and Maite Aurrekoetxea-Casaus
Educ. Sci. 2024, 14(5), 442; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci14050442 - 23 Apr 2024
Abstract
Canicross is a sport that consists of running while being pulled by a dog in a natural environment. Due to the benefits to health and well-being that it brings to the people and dogs that practise it, this sport could be implemented as
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Canicross is a sport that consists of running while being pulled by a dog in a natural environment. Due to the benefits to health and well-being that it brings to the people and dogs that practise it, this sport could be implemented as an animal-assisted intervention (AAI) in the educational field. Against this background, the present work describes a pilot experience carried out in an educational centre in the Basque Country for the implementation of canicross as an extracurricular sports activity. The main objective is to describe the educational potential of canicross as an extracurricular activity that fosters students’ values of respect for animals and physical activity (PA) in natural environments. The results of this innovative experience provide the first evidence of the valuable role of animal activities in this educational context, where current academic research is practically non-existent. In conclusion, we highlight the novelty of the proposal and the motivating effect that the dogs in this case had among the students in encouraging them to practise PA and adhere to values of respect and animal welfare.
Full article
(This article belongs to the Special Issue Delivery Modes as for the New Ways of Teaching and Learning in Post COVID-19)
Open AccessArticle
Support without Status: Inequities in Student–Advisor Relational Dynamics between First-Generation and Continuing-Generation Doctoral Students
by
Jesse McCain, Josipa Roksa and Stephanie Breen
Educ. Sci. 2024, 14(5), 441; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci14050441 - 23 Apr 2024
Abstract
One of the most important developmental relationships in the doctoral student experience is that of the faculty advisor, and yet we know little about whether and how advisor relationships vary between first-generation and continuing-generation doctoral students. Drawing on qualitative interviews with 83 late-stage
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One of the most important developmental relationships in the doctoral student experience is that of the faculty advisor, and yet we know little about whether and how advisor relationships vary between first-generation and continuing-generation doctoral students. Drawing on qualitative interviews with 83 late-stage doctoral students in biological sciences, we explore differences in student perceptions of their relationships with advisors. Narratives reveal a continuum of relationship types, including strained, evolving, supportive, and equal. In equal relationships, doctoral students feel more like collegial partners working alongside their advisors. While continuing-generation and first-generation students are similarly represented among strained and evolving relationships, first-generation students rarely attain equal relationship status. The presented findings offer implications for understanding how inequality shapes student–advisor relationships, the role of collegiality in doctoral education’s hidden curriculum, and the supports needed to foster equity for first-generation students in graduate programs.
Full article
(This article belongs to the Special Issue Reimagining Equitable Student Support across Phases of Graduate Education)
Open AccessArticle
School Leadership and Management in Sindh Pakistan: Examining Headteachers’ Evolving Roles, Contemporary Challenges, and Adaptive Strategies
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Dhani Bux Shah, David Gurr and Lawrie Drysdale
Educ. Sci. 2024, 14(5), 440; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci14050440 - 23 Apr 2024
Abstract
This research investigates headteachers’ leadership and management roles and challenges in leading government secondary schools in Sindh, Pakistan. Employing a qualitative hermeneutic phenomenology methodology, forty semi-structured interviews were conducted with twenty headteachers. The thematic analysis of the data explored that headteachers were performing
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This research investigates headteachers’ leadership and management roles and challenges in leading government secondary schools in Sindh, Pakistan. Employing a qualitative hermeneutic phenomenology methodology, forty semi-structured interviews were conducted with twenty headteachers. The thematic analysis of the data explored that headteachers were performing several academic and administrative-focused responsibilities, although their involvement was more administrative than academic and entailed more management than leadership. However, headteachers faced enormous challenges in leading and managing their schools. Some critical challenges were a lack of basics in terms of clean water, reliable electricity, and sufficient school furniture. Others included a lack of funds, a shortage of teachers, managing professionally weak teachers, teacher union issues and a lack of authority. Nevertheless, some headteachers were making admirable efforts to address these challenges. This research may open a window to understanding the roles and challenges of headteachers and inform policymakers of how-to better support headteachers in leading their schools successfully in the 21st century.
Full article
(This article belongs to the Special Issue Educational Leadership and Management for Quality: Past, Present and Future)
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Cultivating Professional Identity: The Vital Role of Practical Teaching Experience for Future Educators
by
Eitan Simon
Educ. Sci. 2024, 14(5), 439; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci14050439 - 23 Apr 2024
Abstract
This article endeavors to investigate the impact of three years of teaching experience acquired during student teaching training on the professional identity of aspiring educators. The ensuing literature review expounds upon the concepts of identity and professional identity. To scrutinize this subject comprehensively,
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This article endeavors to investigate the impact of three years of teaching experience acquired during student teaching training on the professional identity of aspiring educators. The ensuing literature review expounds upon the concepts of identity and professional identity. To scrutinize this subject comprehensively, a quantitative study was conducted, the details of which are elucidated in the subsequent section devoted to research methodology. The findings of this study underscore the paramount significance of fostering a sense of belonging and mission as integral components that underpin the means of support, adaptability, and PI development, particularly pertinent to student teachers and, especially, those immersed in the practical experience phase, as discerned through their self-perceptions. The principal conclusions and insights drawn from the cumulative body of research evidence underscore that, despite the recent recognition accorded the pedagogical training processes and their multifaceted impact on various aspects of a student’s life as a future educator, the teaching profession still remains underappreciated. Remarkably, the unanticipated discovery that surfaced during this research underscores the heightened importance of active engagement in teaching experience as an indispensable element in the formulation and refinement of a future graduate poised to spearhead trajectory of education in the forthcoming generations. The investigation surveyed 216 students pursuing teaching degrees, analyzing their professional identity development throughout their academic journey. Results revealed a positive association between the students’ advancement in their training curriculum and the enhancement of their professional identity. Specifically, as students progressed further in their studies, there was a discernible growth in their identification with the teaching profession.
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(This article belongs to the Section Teacher Education)
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Role of Physical Activities during Working Hours in Promoting Planetary Health
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Annukka Tapani, Elina Östring and Merja Sinkkonen
Educ. Sci. 2024, 14(4), 438; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci14040438 - 22 Apr 2024
Abstract
Work can be a source of a meaningful life and well-being. It can also be a source of stress and mental illness. The trends concerning working life development involve intensification and individualisation, and, at the same time, the demands of expertise work are
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Work can be a source of a meaningful life and well-being. It can also be a source of stress and mental illness. The trends concerning working life development involve intensification and individualisation, and, at the same time, the demands of expertise work are such that they need collaborative actions. With respect to well-being, there is a need for individuals to see themselves members of the community. In this study, we identified vocational education staff types by studying the connections between physical activities and experienced workload. The data were collected by using empathy-based stories. The method of analysing the data can be described as a discursive–narrative approach based on qualitative and thematic content analyses. Based on the data, four story types were established: Forerunner, Exhausted, Leisure-Time Enthusiast, and Thinker. Individual conceptions of breaks, workload, free time, and awareness of one’s well-being were found to be important in the creation of a healthy working life. There is a need to discuss realistic work demands in the vocational education context. Education and active teacher members could be key actors in achieving sustainability goals and improving planetary health.
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Open AccessArticle
Does Private School Choice Threaten Democracy? Evidence from Private and Public Schools in New York City and Dallas/Fort Worth
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Daion L. Daniels and Patrick J. Wolf
Educ. Sci. 2024, 14(4), 437; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci14040437 - 22 Apr 2024
Abstract
A major concern in the ongoing debate over school choice is whether private schools help to increase their students’ levels of tolerance necessary for a functioning democracy in the United States. Over 40 years ago, scholars at the University of Minnesota created a
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A major concern in the ongoing debate over school choice is whether private schools help to increase their students’ levels of tolerance necessary for a functioning democracy in the United States. Over 40 years ago, scholars at the University of Minnesota created a survey which measured political knowledge, political tolerance, perceived threats from opposing groups, and support for democratic norms anchored in each respondent’s view of the political group they find most distasteful. In 1997, researchers at various universities used a similar survey instrument to derive responses from students in eighth-grade social studies classes who were enrolled in seven public and twenty-four private schools in New York City and Dallas/Fort Worth, Texas. Those original data remained archived and unexamined for decades. We analyze those data using Ordinary Least Squares (OLS) and rigorous Nearest Neighbor Matching (NNM) methods based on propensity scores. We find that students who attended private schools demonstrate higher levels of political knowledge and stronger support for democratic norms when compared to observationally similar students who attended public schools.
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(This article belongs to the Special Issue Religious Education for Civic Renewal: Challenges and Prospects)
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Academic Satisfaction and Meaning in Life: The Mediating Roles of Personal Growth Initiative and Career Adaptability
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Tiantian Li, Hsiu-Lan Shelley Tien and Juanjuan Wang
Educ. Sci. 2024, 14(4), 436; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci14040436 - 22 Apr 2024
Abstract
The present study examined the relationship between academic satisfaction and meaning in life. To further explain the relationship between these factors, we examined personal growth initiative and career adaptability as mediator variables. A total of 691 undergraduate students were invited as participants. They
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The present study examined the relationship between academic satisfaction and meaning in life. To further explain the relationship between these factors, we examined personal growth initiative and career adaptability as mediator variables. A total of 691 undergraduate students were invited as participants. They completed the following four inventories: the Meaning in Life Scale, the Academic Satisfaction Scale, the Career Adaptability Scale, and the Personal Growth Initiative Scale. The results indicated the following: (a) Chinese undergraduate students’ academic satisfaction could positively predict their presence of meaning in life and search for meaning in life. (b) The relationship between academic satisfaction and presence of meaning in life among Chinese undergraduate students was mediated by personal growth initiative and career adaptability, but the relationship between academic satisfaction and searching for meaning in life among Chinese undergraduate students was only mediated by personal growth initiative. This study demonstrated that academic satisfaction promoted meaning in life not only directly but also indirectly through the mediating effect of personal growth initiative and career adaptability.
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(This article belongs to the Section Higher Education)
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Enhancing Pre-Service EFL Teachers’ Self-Efficacy through the Use of ELF in a Multilingual World
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Shoichi Matsumura and Taichi Tatsuyama
Educ. Sci. 2024, 14(4), 434; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci14040434 - 22 Apr 2024
Abstract
The teaching practicum, a psychologically demanding phase of professional development, yields diverse self-efficacy outcomes for pre-service teachers. While it is crucial to view the practicum as a cornerstone for shaping teaching beliefs, there exists a research gap in understanding its influence on the
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The teaching practicum, a psychologically demanding phase of professional development, yields diverse self-efficacy outcomes for pre-service teachers. While it is crucial to view the practicum as a cornerstone for shaping teaching beliefs, there exists a research gap in understanding its influence on the self-efficacy of pre-service English-as-a-foreign-language (EFL) teachers in East Asia and delving into the cognitive processes during this period. This mixed-methods study (n = 18) aimed to address this gap. The quantitative results revealed an overall increase in participants’ self-efficacy, notably in classroom management. The qualitative findings uncovered challenges faced by those with lower self-efficacy, particularly when discrepancies arose with mentor teachers over teaching English through a communicative approach. Conversely, individuals with linguistically and culturally diverse pre-practicum experiences exhibited resilience while maintaining robust beliefs about their own teaching. The findings suggest the necessity for tailored teacher preparation programs aiming at nurturing a multilingual perspective through interaction in English as a lingua franca.
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(This article belongs to the Special Issue English Language Teaching in a Multilingual World)
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Cognitive Profiles in Preschool Children at Risk for Co-Occurring Dyslexia and ADHD
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Silke Kellens, Dieter Baeyens and Pol Ghesquière
Educ. Sci. 2024, 14(4), 435; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci14040435 - 20 Apr 2024
Abstract
Developmental dyslexia and attention-deficit/hyperactivity disorder (ADHD) co-occur in 15–40% of individuals diagnosed with one disorder. Despite substantial research on the cognitive profiles of preschoolers at risk for either dyslexia or ADHD, studies have neglected children at risk for co-occurring dyslexia and ADHD. Thus,
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Developmental dyslexia and attention-deficit/hyperactivity disorder (ADHD) co-occur in 15–40% of individuals diagnosed with one disorder. Despite substantial research on the cognitive profiles of preschoolers at risk for either dyslexia or ADHD, studies have neglected children at risk for co-occurring dyslexia and ADHD. Thus, our study compared the cognitive profile of preschoolers at risk for dyslexia with the profile of children at risk for co-occurring dyslexia and ADHD. We assessed 50 preschoolers at dyslexia risk (DR), 50 at dyslexia + ADHD risk (DAR), and 48 without risk (NR) (Mage = 67 months). Our assessment encompassed phonological processing, executive functioning (EF), receptive vocabulary, and processing speed. Principal component analysis revealed two distinct components within the measures of EF, a verbal short-term memory and an EF component. ANOVA revealed that the NR group outperformed risk groups across measures, except for cognitive flexibility and delay of gratification. Notably, the DR and DAR groups did not differ in most measures but showed near-significant differences on the EF component, with the DR group having higher composite scores than the DAR group. In conclusion, ADHD risk did not impact the cognitive performance of children at risk for dyslexia but might amplify EF problems that at-risk preschoolers encounter.
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(This article belongs to the Section Education and Psychology)
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Benefits and Challenges of Collaboration between Students and Conversational Generative Artificial Intelligence in Programming Learning: An Empirical Case Study
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Wanxin Yan, Taira Nakajima and Ryo Sawada
Educ. Sci. 2024, 14(4), 433; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci14040433 - 20 Apr 2024
Abstract
The utilization of conversational generative artificial intelligence (Gen AI) in learning is often seen as a double-edged sword that may lead to superficial learning. We designed and implemented a programming course focusing on collaboration between students and Gen AI. This study explores the
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The utilization of conversational generative artificial intelligence (Gen AI) in learning is often seen as a double-edged sword that may lead to superficial learning. We designed and implemented a programming course focusing on collaboration between students and Gen AI. This study explores the dynamics of such collaboration, focusing on students’ communication strategies with Gen AI, perceived benefits, and challenges encountered. Data were collected from class observations, surveys, final reports, dialogues between students and Gen AI, and semi-structured in-depth interviews. The results showed that effective collaboration between students and Gen AI could enhance students’ meta-cognitive and self-regulated learning skills and positively impact human-to-human communication. This study further revealed the difficulties and individual differences in collaborating with Gen AI on complex learning tasks. Overall, collaborating with Gen AI as a learning partner, rather than just a tool, enables sustainable and independent learning, beyond specific learning tasks at a given time.
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(This article belongs to the Topic Artificial Intelligence for Education)
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Elementary Students’ Understanding about How Convex Lenses Affect Light Propagation
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Aggeliki Kottara, Maria Dimitrakou and Ioannis Starakis
Educ. Sci. 2024, 14(4), 432; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci14040432 - 20 Apr 2024
Abstract
In the present study, K-3 and K-4 students’ understanding of the effects that convex lenses have on light propagation is investigated. Specifically, the study examines the extent to which these students are able to construct a scientifically accepted explanation for the role convex
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In the present study, K-3 and K-4 students’ understanding of the effects that convex lenses have on light propagation is investigated. Specifically, the study examines the extent to which these students are able to construct a scientifically accepted explanation for the role convex lenses play in converging rays of light and creating inverted images in the case of both self-luminous and hetero-luminous objects. Eight students from two primary schools run by the Municipality of Piraeus in the region of Attica (Greece), took part in the survey. They were divided into groups of two. The research was conducted using the teaching experiment method, which combines elements of the clinical interview and formal teaching. According to the results, students of this age recognise the convergence of light as a process that takes place through a convex lens. However, they have difficulty attributing the aforementioned convergence to the light refraction that takes place during the interaction of the light beams with the converging lens. At the same time, while they can easily ascertain that light beams continue along the same straight line after the convergence point, they find it difficult to relate this conclusion to the creation of an inverted image of a hetero-luminous object.
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(This article belongs to the Section Curriculum and Instruction)
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Effective Principal Leadership Behaviors That Enhance Teacher Collective Efficacy
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Robert H. Voelkel, Jr., Kyla J. Prusak and Frances Van Tassell
Educ. Sci. 2024, 14(4), 431; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci14040431 - 20 Apr 2024
Abstract
This qualitative case study explored teachers’ perceptions regarding the impact of principal leadership behaviors that helped to enhance teacher collective efficacy (TCE). Through analysis of focus group and individual, in-depth interviews, four leadership behaviors supporting enhanced TCE emerged: (1) relationship building, (2) trust,
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This qualitative case study explored teachers’ perceptions regarding the impact of principal leadership behaviors that helped to enhance teacher collective efficacy (TCE). Through analysis of focus group and individual, in-depth interviews, four leadership behaviors supporting enhanced TCE emerged: (1) relationship building, (2) trust, (3) collaboration, and (4) empowerment. The findings suggest that site and district leaders should focus on these four leadership behaviors to enhance TCE.
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(This article belongs to the Special Issue Educational Leadership in School Improvement)
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Values-Based Education and the Promotion of Social Participation in Children’s Educational Leisure Organisations
by
Idurre Lazcano Quintana and Aurora Madariaga Ortuzar
Educ. Sci. 2024, 14(4), 430; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci14040430 - 19 Apr 2024
Abstract
As recent research has shown, the importance of integral development during childhood is a highly relevant issue linked to promoting values and participation styles in healthy and safe leisure environments, which serve as significant educational spaces for participants. Research shows that education in
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As recent research has shown, the importance of integral development during childhood is a highly relevant issue linked to promoting values and participation styles in healthy and safe leisure environments, which serve as significant educational spaces for participants. Research shows that education in values is a foundation for citizens to commit to others and embrace diversity as a value and an enriching circumstance. In educational leisure spaces for children, personal and group identities are built around equity, justice, and inclusion, all of which generate greater social cohesion. The study universe of this work was made up of non-profit organisations working in the field of children’s educational leisure in the Basque Country, Catalonia, and Madrid. The methodology used was mixed and developed in three phases. The results presented here correspond to the first phase of the study (qualitative method) and focused on a content analysis, for which the categories of analysis related to education in values and the promotion of social participation were identified. Likewise, the results correspond to a specific territorial context, the historical territory of Bizkaia (northern Spain), specifically to ten non-profit organisations that develop their activity in the field of educational leisure time. The results have been organised around education in values, spaces and dynamics for social participation, and the vision of the sector’s future. The results highlight the entities’ role in methodological innovation, ethical commitment, the transmission of values, and the cultivation of participation from an early age through different activities. In conclusion, it emphasises the need for the children’s educational leisure sector to address the challenges of contemporary society.
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(This article belongs to the Special Issue Leisure in Education: A Multi-Contextual Tool)
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The Intellectual Evolution of Educational Leadership Research: A Combined Bibliometric and Thematic Analysis Using SciMAT
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Turgut Karakose, Kenneth Leithwood and Tijen Tülübaş
Educ. Sci. 2024, 14(4), 429; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci14040429 - 19 Apr 2024
Abstract
This study aims to describe the century-long trajectory of educational leadership research (ELR), including changes over time in its main and subsidiary themes, as well as its most influential authors, papers, and journals. The study combines the bibliometric performance and science mapping analysis
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This study aims to describe the century-long trajectory of educational leadership research (ELR), including changes over time in its main and subsidiary themes, as well as its most influential authors, papers, and journals. The study combines the bibliometric performance and science mapping analysis of 7282 articles retrieved from the Scopus and WoS databases. SciMAT software (version 1.1.04) was used to analyze changes over four sequential time periods and to exhibit the thematic evolution of the field—Period 1 (1907 to 2004), Period 2 (2005 to 2012), Period 3 (2013 to 2019), and Period 4 (2020–2023). Research during Period 1 focused on principals and included efforts to distinguish between their administrative functions and forms of ‘strong’ leadership contributing to school improvement. Period 2 included research aimed at understanding what strong principal leadership entailed, including the development and testing of more coherent models of such leadership. While instructional and transformational leadership models were prominent during Periods 1 and 2, Period 3 research invested heavily in conceptions of leadership distribution. Early research about ‘social justice leadership’ appeared during this period and eventually flourished during Period 4. While principals were an active focus through all Periods, the leadership of others gradually dominated ELR and accounted for the broader leadership theme found in all four periods. The results point to the evolutionary nature of ELR development, which eventually produced a relatively robust knowledge base. Experiences with the COVID-19 pandemic suggest that crises such as this might prompt more revolutionary orientations in the ELR field.
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(This article belongs to the Special Issue Educational Leadership and Management for Quality: Past, Present and Future)
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Preparing General Education Teachers for Inclusive Settings: Integrating High-Leverage Practices and Mixed-Reality Simulation in Pre-Service Coursework
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Melissa K. Driver, Kate E. Zimmer, Osman Khan, Jasmine V. Sadler and Emily Draper
Educ. Sci. 2024, 14(4), 428; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci14040428 - 19 Apr 2024
Abstract
Students with disabilities are increasingly being educated in general education classrooms. This exploratory study investigates the efficacy of using mixed-reality simulation (MRS) to provide deliberate practice on high-leverage practices (HLPs) for pre-service general education teachers. Results indicate significant shifts in pre-service teacher understanding
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Students with disabilities are increasingly being educated in general education classrooms. This exploratory study investigates the efficacy of using mixed-reality simulation (MRS) to provide deliberate practice on high-leverage practices (HLPs) for pre-service general education teachers. Results indicate significant shifts in pre-service teacher understanding of and perceived readiness to implement HLPs in favor of the mixed-reality treatment group. Examining the influence of this innovative technology on pre-service teacher lesson planning yielded mixed results. Findings hold implications for the preparation of special and general education teachers across all content areas.
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(This article belongs to the Special Issue The Use of Mixed Reality Simulations in Teacher Education)
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“Don’t Touch Race”: Nice White Leadership and Calls for Racial Equity in Salt Lake City Schools, 1969–Present
by
Maeve K. Wall
Educ. Sci. 2024, 14(4), 427; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci14040427 - 19 Apr 2024
Abstract
This paper examines school leaders’ evasive attitudes towards race in Salt Lake City (SLC), Utah, between 1969 and 1975. Salt Lake’s unique demographic status as predominantly white and Mormon underscored elements of white anti-Black racism under the guise of innocence. Utilizing critical whiteness
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This paper examines school leaders’ evasive attitudes towards race in Salt Lake City (SLC), Utah, between 1969 and 1975. Salt Lake’s unique demographic status as predominantly white and Mormon underscored elements of white anti-Black racism under the guise of innocence. Utilizing critical whiteness theory and historical inquiry to analyze archival documents and interviews, I highlight one white superintendent, Arthur Wiscombe, and his failed attempts to confront anti-Blackness in schools as he navigated his conflicting values of racial justice, good intentions, and white Niceness. Framing the past as prologue, I uncover the historical legacy of white supremacy’s influence on local school policies and leaders’ actions, and make explicit connections to the repetition of these patterns today. Contemporary iterations of white supremacy rely on the same tools of whiteness used during intense periods of integration and racial awareness in Salt Lake City in the 1960s and 1970s. I conclude that white educational leaders must look more closely at the ‘nice’, color-evasive discourse that enables them to maintain power and privilege in their communities.
Full article
(This article belongs to the Special Issue Niceness, Leadership and Educational Equity)
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