Education Sciences

7 pages, 211 KiB

Open AccessOpinion

Home Schooling and the Future Labor Market—Is There an Adequate Educational Answer for the Extensive Changes in the Labor Market?

by Oz Guterman, Ari Neuman and Efrat Gill

Educ. Sci. 2024, 14(7), 800; https://doi.org/10.3390/educsci14070800 - 22 Jul 2024

Viewed by 277

Abstract

Various aspects of human existence are changing, and these changes are having a significant effect on the current and future labor market. Some occupations are estimated to be at high risk of disappearing over the next several decades, others are at medium risk, [...] Read more.

Various aspects of human existence are changing, and these changes are having a significant effect on the current and future labor market. Some occupations are estimated to be at high risk of disappearing over the next several decades, others are at medium risk, while some are at low risk. At the same time, new trades are emerging. In order to successfully cope in an era where changes occur so frequently and so rapidly, and to be a part of the current and future labor market, we need to utilize a certain set of skills and competencies that is often referred to as “21st century skills”. This opinion paper argues that homeschooling is an education path that takes into account the extensive rapid changes in the 21st century as well as in the labor market and strives to give children the skills and competencies to cope with them successfully. Full article

27 pages, 358 KiB

Open AccessArticle

Internationalization of Higher Education in China with Spain: Challenges and Complexities

by Yinglong Qiu, Adela García-Aracil and Rosa Isusi-Fagoaga

Educ. Sci. 2024, 14(7), 799; https://doi.org/10.3390/educsci14070799 - 22 Jul 2024

Viewed by 301

Abstract

The coronavirus 2019 pandemic has influenced the internationalization of higher education, reflecting its broader impacts on the economic, geopolitical, and technological development of countries. Governments have prioritized the internationalization of higher education post-pandemic to generate income and create a sustainable economy by cultivating [...] Read more.

The coronavirus 2019 pandemic has influenced the internationalization of higher education, reflecting its broader impacts on the economic, geopolitical, and technological development of countries. Governments have prioritized the internationalization of higher education post-pandemic to generate income and create a sustainable economy by cultivating foreign language talents. Although there are studies analyzing the internationalization of higher education through the students’ mobility, in our case, there is a scarcity of studies on the internationalization between China and Spain; in particular, Spanish universities lack references to attract more Chinese students. To bridge this gap in the literature, we conducted semi-structured interviews with eight experts in the implementation of internationalization in higher education from four universities in China and Spain. The findings reveal that internationalization is associated with promoting Chinese regional development, and their students can access better quality education. Key motivators for Chinese students in Spain include the improved world ranking of universities and the demand for more courses in English. Although the biggest obstacle to cooperation between both countries is communication, a trusted intermediary could overcome part of this problem. Moreover, the use of new technologies could facilitate sustainable internationalization and regional development. Full article

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19 pages, 4583 KiB

Open AccessArticle

Redefining Successful Teaching and Learning in Australia’s Education System

by Zixuan Yang and David Ng

Educ. Sci. 2024, 14(7), 798; https://doi.org/10.3390/educsci14070798 - 22 Jul 2024

Viewed by 350

Abstract

This paper proposes a redefinition of successful teaching and learning within Australia’s evolving educational system, framed by the context of global economic, societal, and environmental changes. It highlights the interconnectedness of these shifts with the Australian education system and introduces six essential habits [...] Read more.

This paper proposes a redefinition of successful teaching and learning within Australia’s evolving educational system, framed by the context of global economic, societal, and environmental changes. It highlights the interconnectedness of these shifts with the Australian education system and introduces six essential habits of practice that can effectively prepare learners to navigate and shape their futures. To ensure the success of education in Australia, it is critical not only to respond to current challenges but also to equip students with the ability to make contributions to society, the economy, and the environment. The paper emphasises the importance of embedding these six habits into educational practices, which are critical for fostering the necessary skills, knowledge, and values in students. Furthermore, it discusses how the economic, social, and environmental contexts of Australia will demand specific capabilities from individuals, which can be nurtured through targeted educational practices. Full article

(This article belongs to the Special Issue Educational Leadership and Management for Quality: Past, Present and Future)

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33 pages, 1790 KiB

Open AccessArticle

Enhancing Technology-Focused Entrepreneurship in Higher Education Institutions Ecosystem: Implementing Innovation Models in International Projects

by Maria Rosienkiewicz, Joanna Helman, Mariusz Cholewa, Mateusz Molasy, Anna Górecka, Dan Kohen-Vacs, Michael Winokur, Sofia Amador Nelke, Avraham Levi, José Francisco Gómez-González, Maxime Bourgain, Athith Sagar, Giovanni Berselli and Arriel Benis

Educ. Sci. 2024, 14(7), 797; https://doi.org/10.3390/educsci14070797 - 22 Jul 2024

Viewed by 610

Abstract

Innovation models are key to fostering technology-focused entrepreneurship in higher education institutions (HEIs). These models create dynamic environments that encourage collaboration, creativity, and problem-solving skills among students and faculty. HEIs face several challenges in fostering entrepreneurship, including allocating sufficient financial and human resources, [...] Read more.

Innovation models are key to fostering technology-focused entrepreneurship in higher education institutions (HEIs). These models create dynamic environments that encourage collaboration, creativity, and problem-solving skills among students and faculty. HEIs face several challenges in fostering entrepreneurship, including allocating sufficient financial and human resources, integrating entrepreneurship education across disciplines, and managing intellectual property. Overcoming these challenges requires HEIs to cultivate an entrepreneurial culture and establish strong partnerships with industry stakeholders. To achieve these goals, HEIs must adopt successful innovation models proven to work. This article presents an international case study highlighting such models and the factors contributing to their success. This study explores the implementation and impact of innovation models, specifically IDEATION and DEETECHTIVE, within HEIs to foster technology-focused entrepreneurship. By implementing numerous actions focusing on online education integration and the Quintuple Helix Innovation Model, these models support shifting engineering students’ mindsets toward entrepreneurship. This research highlights the importance of academia–industry collaboration, international partnerships, and the integration of entrepreneurship education in technology-focused disciplines. This study presents two models. The first, IDEATION, focuses on open innovation and sharing economy aspects. This model underwent rigorous testing and refinement, evolving into the second model, DEETECHTIVE, which is more comprehensive and deep tech-focused. These models have been validated as effective frameworks for fostering entrepreneurship and innovation within HEIs. This study’s findings underscore the potential of these models to enhance innovation capacity, foster an entrepreneurial culture, and create ecosystems rich in creativity and advancement. Practical implications include the establishment of open innovation-oriented structures and mechanisms, the development of specialized curriculum components, and the creation of enhanced collaboration platforms. Full article

(This article belongs to the Special Issue Higher Education Research: Challenges and Practices)

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9 pages, 182 KiB

Open AccessArticle

Curriculum Considerations for Developing Mathematical Talent in Elementary Students

by M. Katherine Gavin

Educ. Sci. 2024, 14(7), 796; https://doi.org/10.3390/educsci14070796 - 22 Jul 2024

Viewed by 303

Abstract

To effectively nurture the talents of elementary students with mathematical talent they need to be challenged with an advanced curriculum that is designed with their specific needs in mind. The purpose of this paper is to describe an effective model for developing such [...] Read more.

To effectively nurture the talents of elementary students with mathematical talent they need to be challenged with an advanced curriculum that is designed with their specific needs in mind. The purpose of this paper is to describe an effective model for developing such a curriculum and explore effective, research-based examples of curriculum and instruction using this model. The paper begins with a review of literature covering a broadened definition of mathematical talent that showcases the need for a more complex and multi-dimensional curriculum to nurture their talents. Next, evidence-based curriculum considerations for talented students at the elementary level are explored. Essential characteristics of mathematics curriculum for talented students are detailed including a focus on advanced content, conceptual development and higher-level processes akin to those used by mathematicians. Accompanying research-based instructional strategies to increase challenge, complexity, and creativity are outlined. Examples at the primary and elementary grade levels are provided to illustrate effective, research-based curriculum and instruction that develop mathematical talent in advanced students. Full article

(This article belongs to the Special Issue Innovative Curriculum and Teaching Practice for Advanced Learners)

16 pages, 532 KiB

Open AccessArticle

Aligning Teaching Philosophy Statements with Practice: An Evidence-Based Approach Using Retrospective Think-Aloud Protocols

by John Blake

Educ. Sci. 2024, 14(7), 795; https://doi.org/10.3390/educsci14070795 - 22 Jul 2024

Viewed by 586

Abstract

Teaching philosophy statements are often declarations of beliefs interspersed with descriptions and metaphors. The disjuncture between the stated philosophy and actual teaching has been raised by numerous academics. This case study addresses the neglected area of grounding teaching philosophies on actual teacher behaviour [...] Read more.

Teaching philosophy statements are often declarations of beliefs interspersed with descriptions and metaphors. The disjuncture between the stated philosophy and actual teaching has been raised by numerous academics. This case study addresses the neglected area of grounding teaching philosophies on actual teacher behaviour rather than on espoused beliefs. This study includes a replicable framework for teachers to create evidence-based teaching philosophy statements through a systematic investigation of their actual teaching practices. A retrospective think-aloud protocol was used to recount a lesson. Using a transcript of the recount, the teacher’s actions were identified, extracted, and justified following pre-determined protocols. References to theoretical and empirical studies supporting or contradicting the justifications were checked in the research literature. To counteract potential self-bias, colleagues’ views on the reasons selected were surveyed. The discrepancy between the teacher’s justification of actions and the peers’ perspectives revealed hitherto hidden idiosyncrasies and underlying values. Full article

(This article belongs to the Special Issue Teachers' Professional Learning from Education Practices)

12 pages, 542 KiB

Open AccessArticle

Teacher Education during the COVID-19 Pandemic: Tensions and Challenges of Initial Teacher Training Practices

by Carlos Vanegas-Ortega and Rodrigo Fuentealba Jara

Educ. Sci. 2024, 14(7), 794; https://doi.org/10.3390/educsci14070794 - 22 Jul 2024

Viewed by 290

Abstract

The objective of the study is to characterize the ways of understanding and functioning of the formative triads of pedagogical practices, based on the decisions, tensions, and challenges faced by the initial teacher training programs in times of pandemic. The research used a [...] Read more.

The objective of the study is to characterize the ways of understanding and functioning of the formative triads of pedagogical practices, based on the decisions, tensions, and challenges faced by the initial teacher training programs in times of pandemic. The research used a qualitative-phenomenological perspective, inquiring into natural situations experienced by the formative triads of the pedagogical careers of 23 Chilean universities with recognized trajectories in teacher training. The interviews were conducted when the country was in a health emergency, that is, when schools and universities were carrying out remote teaching. The results show that the pandemic transformed the collaborative links between schools and universities, some links were broken, and others were strengthened, showing that the functioning of the triads is more declarative than real. In addition, the trainers (university tutor teacher and school guide teacher) faced two disconnected scenarios (school and university) that did not provide them with clear guidelines and concrete support for the development of their roles. This research has relevance for teacher training programs because it stresses the design of action plans to give continuity to practices in emergency situations and orients the evaluation of practice models to decide if they have the conditions to implement a model based on the formative triad. Full article

(This article belongs to the Special Issue Teacher Education during the COVID-19 Pandemic: Implications on Professional Placement from School Closures)

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16 pages, 770 KiB

Open AccessArticle

Conceptualizing an Initial Framework to Support Discipline-Rich Project-Based Learning in STEM

by Monica Sircar, Sheila Orr, Carlee Madis and Sarah DiMaria

Educ. Sci. 2024, 14(7), 793; https://doi.org/10.3390/educsci14070793 - 22 Jul 2024

Viewed by 884

Abstract

Project-Based Learning (PBL) is positioned as a pedagogical approach to support authentic, discipline-rich STEM curricula. However, much of the research has focused on the effectiveness of researcher-created curricula rather than teacher-created curricula. In this manuscript, we seek to illuminate the ways in which [...] Read more.

Project-Based Learning (PBL) is positioned as a pedagogical approach to support authentic, discipline-rich STEM curricula. However, much of the research has focused on the effectiveness of researcher-created curricula rather than teacher-created curricula. In this manuscript, we seek to illuminate the ways in which teachers create discipline-rich STEM projects. Drawing on the theory of the curriculum enactment process, we analyzed curricular artifacts from our teaching practices that we created as secondary STEM teachers who designed and enacted project-based learning. From the analysis, we propose a framework grounded in disciplinary standards to support teachers in creating discipline-rich STEM projects by attending to (1) the Elements of PBL; (2) Content Storyline; (3) Practice Pathway. Full article

(This article belongs to the Special Issue Project-Based Learning in Integrated STEM Education)

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12 pages, 487 KiB

Open AccessArticle

Cognitive Study Strategies and Motivational Orientations among University Students: A Latent Profile Analysis

by Conny De Vincenzo and Matteo Carpi

Educ. Sci. 2024, 14(7), 792; https://doi.org/10.3390/educsci14070792 - 22 Jul 2024

Viewed by 290

Abstract

Cognitive study strategies and motivational orientations play a crucial role in promoting successful learning and academic achievement. This study aims to explore the presence of different cognitive–motivational profiles among Italian university students using latent profile analysis. A sample of 476 university students (mean [...] Read more.

Cognitive study strategies and motivational orientations play a crucial role in promoting successful learning and academic achievement. This study aims to explore the presence of different cognitive–motivational profiles among Italian university students using latent profile analysis. A sample of 476 university students (mean age: 26.5 ± 9.6 years; 71.6% female) participated in a cross-sectional online survey, including the Self-Regulated Knowledge Scale-University, the Academic Motivation Scale, the Students’ Self-Efficacy Scale, the Outcome Questionnaire-45, and a brief measure of dropout intention. Latent profile analysis identified three distinct configurations of self-regulated learning strategies and motivational orientations: “autonomous-motivated deep learners” (AUT-Learn; 60.5%), “externally-motivated balanced strategists” (EXT-Bal; 36.8%), and “externally-motivated task performers” (EXT-Task; 6.8%). The three profiles exhibit significant differences in self-efficacy, dropout intention, grade point average (GPA), and psychological wellbeing. The AUT-Learn profile showed higher self-efficacy than EXT-Bal and EXT-Task, and higher GPA than EXT-Task. Additionally, AUT-Learn participants reported lower dropout intention and higher psychological wellbeing compared to EXT-Bal and EXT-Task, while EXT-Bal showed lower dropout intention and better wellbeing than EXT-Task. The predictive validity and practical implications of this classification warrant further investigation in dedicated longitudinal studies. Full article

(This article belongs to the Special Issue Challenges and Trends for Modern Higher Education)

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16 pages, 243 KiB

Open AccessArticle

Teachers’ Perceptions of Implementing Ontario’s Right to Read Report’s Recommendations

by Deanna C. Friesen and Abagail Hennessy

Educ. Sci. 2024, 14(7), 791; https://doi.org/10.3390/educsci14070791 - 21 Jul 2024

Viewed by 358

Abstract

In 2022, the Ontario Human Rights Commission released the Right to Read Report that outlined 157 recommendations for literacy instruction in Ontario, Canada. For educators, these recommendations included using structured literacy in their classrooms. The present study investigated teachers’ perceptions of how difficult [...] Read more.

In 2022, the Ontario Human Rights Commission released the Right to Read Report that outlined 157 recommendations for literacy instruction in Ontario, Canada. For educators, these recommendations included using structured literacy in their classrooms. The present study investigated teachers’ perceptions of how difficult implementing these recommendations would be and what they saw as facilitators and barriers. Teachers reported that starting structured literacy practices would be easier than both stopping current practices (e.g., cueing, running records) and providing more intensive instruction or intervention to struggling students. They also noted that initial teacher training programs need to do more to prepare teacher candidates. They identified teacher training, classroom resources, funding, and teacher beliefs as the factors that can serve equally as facilitators and barriers to successful implementation. Recommendations are offered by teachers to ease a shift towards structured literacy practices. Full article

(This article belongs to the Section Special and Inclusive Education)

18 pages, 1863 KiB

Open AccessSystematic Review

Gender Differences in Computational Thinking Skills among Primary and Secondary School Students: A Systematic Review

by Shenglan Lin and Gary K. W. Wong

Educ. Sci. 2024, 14(7), 790; https://doi.org/10.3390/educsci14070790 - 21 Jul 2024

Viewed by 351

Abstract

With the rise of the concept of gender equality and the emphasis on computational thinking, more and more research on computational thinking is being placed in the context of gender differences to promote gender equality. This systematic review examines and analyzes 23 articles [...] Read more.

With the rise of the concept of gender equality and the emphasis on computational thinking, more and more research on computational thinking is being placed in the context of gender differences to promote gender equality. This systematic review examines and analyzes 23 articles that focus on gender differences in computational thinking skills among primary and secondary school students, providing a comprehensive overview of the existing literature while also providing direction and framework for future research. The results show that (1) the current research is imbalanced across regions and age groups, and the research on inherent gender differences in computational thinking skills remains insufficient; (2) the development of a clearer and more specific definition of computational thinking and corresponding assessment instrument is required for a more specific identification of gender differences; (3) under the existing educational environments, gender differences in computational thinking skills among students in different regions exhibit different pattern; and (4) interventional factors contributing to gender effects in interventions have also been identified. Full article

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17 pages, 640 KiB

Open AccessArticle

Encouraging STEM Careers among Minoritized High School Students: The Interplay between Socio-Environmental Factors and Other Social Cognitive Career Constructs

by Rachel E. Durham, Michael L. Falk, Alexis G. Daniels, Allison Reigel, Alisha Sparks, Margo Williams and Emily J. Yanisko

Educ. Sci. 2024, 14(7), 789; https://doi.org/10.3390/educsci14070789 - 20 Jul 2024

Viewed by 412

Abstract

Performance in math, particularly algebra, is a major barrier to student success and participation in STEM among under-represented minoritized students, particularly Black U.S. high school students. This research applies social cognitive career theory (SCCT) to measure the impacts of an afterschool algebra for [...] Read more.

Performance in math, particularly algebra, is a major barrier to student success and participation in STEM among under-represented minoritized students, particularly Black U.S. high school students. This research applies social cognitive career theory (SCCT) to measure the impacts of an afterschool algebra for engineering program on math self-efficacy and interest in STEM among high school students in a large urban district. To study the program’s effects, a mixed methods research design was used where schools were assigned to either treatment or control conditions. Students in treatment schools accessed algebra for engineering modules, STEM professional role model videos, and field trips, while students in control schools accessed role model videos and field trips only. Surveys measuring math self-efficacy and STEM interest, outcome expectations, and choice goals were completed by participants in both conditions at the beginning and end of two separate program years, 2021–2022 and 2022–2023. Across both years, quantitative results suggest some positive effects of participation, particularly for STEM choice goals, but benefits depend upon student participation levels. Qualitative data offer student voice around prior experiences in math and science and the development of postsecondary plans in STEM. In combination, the results suggest that for students who do not initially identify as STEM career-bound, afterschool programming may not necessarily promote preparation for STEM careers due to an accumulation of weak math and science school experiences and other socio-environmental influences. Full article

(This article belongs to the Special Issue STEM Education for All: Breaking Barriers and Building Bridges)

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17 pages, 255 KiB

Open AccessArticle

Elementary School Teachers’ Enactment of a Content Literacy Curriculum in a Virtual Tutoring Program for Multilingual Students

by Jackie E. Relyea, Dennis S. Davis, Sarah Dempsey Dawson and Corrie Dobis

Educ. Sci. 2024, 14(7), 788; https://doi.org/10.3390/educsci14070788 - 20 Jul 2024

Viewed by 363

Abstract

This study evaluated the usability of a content literacy curriculum designed for graduate students’ practicum experience in a virtual after-school tutoring program for U.S. third-grade multilingual students during the COVID-19 pandemic. We explored teacher perceptions of the successes and challenges encountered while implementing [...] Read more.

This study evaluated the usability of a content literacy curriculum designed for graduate students’ practicum experience in a virtual after-school tutoring program for U.S. third-grade multilingual students during the COVID-19 pandemic. We explored teacher perceptions of the successes and challenges encountered while implementing the curriculum. This study involved 12 elementary school teachers enrolled in a graduate school professional development program to fulfill their practicum requirements. The curriculum emphasized a thematic unit that utilized conceptually coherent texts across science and social studies, comprehension monitoring, academic vocabulary network building, and academic conversation. An analysis of teachers’ written reflections revealed that a significant success was the enhancement of students’ engagement in learning concepts and building vocabulary through high-interest informational texts. Teachers also recognized critical teaching moments that underscored the importance of developing interconnected knowledge structures for effective text comprehension and learning. However, the study identified a need for targeted and individualized scaffolding to support students with reading comprehension challenges, making complex texts more accessible. Additionally, the shift to remote teaching necessitated the development of a new pedagogical model for professional development to effectively address the evolving needs of teachers in virtual learning environments. Full article

(This article belongs to the Special Issue Integration of Content and Language/Literacy Learning for Multilingual Students)

18 pages, 262 KiB

Open AccessArticle

Culturally Responsive Professional Development Programs for Teacher Educators Using Community-Based Collaborative Learning: Lessons Learned from a Native American Community

by Lydiah Nganga and John Kambutu

Educ. Sci. 2024, 14(7), 787; https://doi.org/10.3390/educsci14070787 - 19 Jul 2024

Viewed by 409

Abstract

Earners from Native American communities in the U.S. experience unfamiliar curricula that are designed and implemented by educators from the dominant culture who are often unprepared to meet the needs of diverse leaners. Consequently, teacher education programs have a responsibility to equipe preservice [...] Read more.

Earners from Native American communities in the U.S. experience unfamiliar curricula that are designed and implemented by educators from the dominant culture who are often unprepared to meet the needs of diverse leaners. Consequently, teacher education programs have a responsibility to equipe preservice teachers with knowledge and skills essential to integrating culturally relevant contents. Therefore, this collaborative autoethnography conducted as a teacher-educator professional development program, explored the perspectives of Native Peoples on preferred pedagogical approaches for Indigenous learners. Data were collected through autobiographical notes, written reflections, focus groups, interactive activities with study participants, and structured interviews. A thematic analysis resulted in two findings, that is, importance of contextually appropriate curriculum and the value of community-based collaborative learning professional development activities in supporting authentic culturally responsive lessons for teacher educators. Among other recommendations, the data support the enactment of teacher education programs that support intentional culturally collaborative Community-Based Professional Development activities between educators and Indigenous Peoples. Full article

(This article belongs to the Special Issue Hybrid Ecologies for Teacher Professional Learning)

13 pages, 261 KiB

Open AccessArticle

Mature Working Student Parents Navigating Multiple Roles: A Qualitative Analysis

by Cláudia Andrade, Joana Lobo Fernandes and Leandro S. Almeida

Educ. Sci. 2024, 14(7), 786; https://doi.org/10.3390/educsci14070786 - 19 Jul 2024

Viewed by 376

Abstract

Managing multiple roles is considered a major challenge that mature working student parents face when they embrace the educational pursuit of enrolling in higher education. Limited research exists on mature working student parents that identify the strategies that concur for a successful journey [...] Read more.

Managing multiple roles is considered a major challenge that mature working student parents face when they embrace the educational pursuit of enrolling in higher education. Limited research exists on mature working student parents that identify the strategies that concur for a successful journey through their educational paths. The aim of this study is to explore the experiences of mature working student parents balancing studies, work, and family. We conducted 11 semi-structured interviews with mature students enrolled in first- and second-cycle degrees in a higher education institution in Portugal. Thematic analysis was used, and findings demonstrated that working student parents develop diverse strategies to combine work, family, and studies and these strategies are shaped by the needs they have in each role and interconnect with the activation of social support. Recommendations for researchers and institutions to support the educational pursuits of mature working student parents to best suit their needs are discussed. Full article

(This article belongs to the Special Issue Working Students in Higher Education)

22 pages, 661 KiB

Open AccessArticle

Powering Up Preschool Science: A Home–School–Community Partnership to Support Science Learning with a Focus on Emergent Multilingual Learners

by Jessica Mercer Young, Cindy Hoisington, Janna F. Kook and Megan Ramer

Educ. Sci. 2024, 14(7), 785; https://doi.org/10.3390/educsci14070785 - 18 Jul 2024

Viewed by 715

Abstract

All children, including emergent multilingual learners (EMLs), are primed to engage with science from an early age. Yet preschool educators traditionally have not been offered in-depth professional learning (PL) in science, how to teach it effectively to young EMLs, and how to communicate [...] Read more.

All children, including emergent multilingual learners (EMLs), are primed to engage with science from an early age. Yet preschool educators traditionally have not been offered in-depth professional learning (PL) in science, how to teach it effectively to young EMLs, and how to communicate its importance to families. This quasi-experimental study investigated a partnership model designed to engage early educators, children’s families, informal science educators, and STEM role models at an informal science learning environment (ISLE)in collaboratively supporting high-quality science experiences for young EML children at school, at home, and in the community. The study examined the effects of a multi-faceted PL program on educators’ beliefs and attitudes toward science and their classroom instructional practices. Caregivers were surveyed and interviewed to assess their beliefs and attitudes around early science learning. Results indicated that educators in the treatment condition gained confidence in supporting science with EMLs and showed significant increases in instructional quality relative to comparison classrooms. Caregivers rated themselves as more confident in supporting science with their children. Promoting partnerships between preschools and ISLEs can be an effective way to power up educators’ and families’ capacities to activate young EMLs’ science inquiry, learning, and language development across multiple contexts. Full article

(This article belongs to the Special Issue Empowerment of Science Education for Young Children: Current Research and Implications for Learning)

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27 pages, 4753 KiB

Open AccessArticle

Challenges Faced by International Students in Understanding British Accents and Their Mitigation Strategies—A Mixed Methods Study

by Katherine Regina Vasquez Diaz and Jamshed Iqbal

Educ. Sci. 2024, 14(7), 784; https://doi.org/10.3390/educsci14070784 - 18 Jul 2024

Viewed by 387

Abstract

The massive relocation of international students calls for a thorough investigation of diverse difficulties faced by them, among which language-related barriers are reported to have serious consequences. The main goal of this research is to investigate accent-related challenges as barriers to comprehension and [...] Read more.

The massive relocation of international students calls for a thorough investigation of diverse difficulties faced by them, among which language-related barriers are reported to have serious consequences. The main goal of this research is to investigate accent-related challenges as barriers to comprehension and effective communication faced by international students in the United Kingdom (UK), along with the factors that helped or could help the students in terms of having better experiences. The scope of this study is limited to native British accents. The study relies on data collected to analyse the impact of native-accented speech, both qualitatively and quantitatively, on the listening experiences of currently enrolled or recently graduated international students in a British university. The underlying mixed-method approach is comprised of a survey and an interview. Analysis of data collected from the survey (n = 33 participants) revealed that 42% of the participants considered native-accented speech as the biggest factor affecting their listening comprehension. This is followed by a fast speech rate, which was selected by 36% of the participants. Regarding mitigation of the difficulties, participants showed mixed responses in terms of adopting various strategies. During the interview, participants (n = 6) shared their listening comprehension experiences, particularly those encountered during the initial months after their arrival in the UK. The results obtained are potentially useful in terms of students’ support, English as a Second Language (ESL) curriculum design, English language teachers’ training and establishing learning pedagogies. Full article

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16 pages, 951 KiB

Open AccessArticle

Principal Attitudes towards Out-of-Field Teaching Assignments and Professional Learning Needs

by Raphaela Porsch and Linda Hobbs

Educ. Sci. 2024, 14(7), 783; https://doi.org/10.3390/educsci14070783 - 18 Jul 2024

Viewed by 386

Abstract

Research has shown that school leader practices can influence teachers’ lived experiences of teaching out-of-field. Less is understood about principals’ attitudes towards out-of-field teaching and their perceptions of the teachers’ professional development support needs. This qualitative multiple case study investigates principal attitudes and [...] Read more.

Research has shown that school leader practices can influence teachers’ lived experiences of teaching out-of-field. Less is understood about principals’ attitudes towards out-of-field teaching and their perceptions of the teachers’ professional development support needs. This qualitative multiple case study investigates principal attitudes and school practices relating to out-of-field teaching in Australia and Germany. The findings show that principals’ attitudes differed in relation to the importance of teachers’ subject background knowledge, what they regarded as quality teaching, and, consequently, the professional development needs of teachers. Four perspectives (teaching as pedagogical, passion, capability, and specialized) on principal’s attitudes and related professional development supports were identified to illustrate that there are multiple ways to regard out-of-field teaching from a school management perspective. Principal attitudes towards quality teaching were exposed through what they tolerate in terms of out-of-field teaching and the supports they deem suitable and necessary. We argue that principals need to be active in considering a comprehensive tailored approach when supporting teachers’ learning to teach a subject out-of-field. Full article

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22 pages, 6251 KiB

Open AccessArticle

An Evaluation of the Experimental Science Teaching Program for Primary Education from the Teachers’ Perspective: An Educational Design Research Journey

by Patrícia Christine Silva, Ana Valente Rodrigues and Paulo Nuno Vicente

Educ. Sci. 2024, 14(7), 782; https://doi.org/10.3390/educsci14070782 - 17 Jul 2024

Viewed by 593

Abstract

The concerns about ensuring scientific literacy for all are underpinned by international recommendations from organizations such as the UN and the OECD for science education. They advocate for science education from a contextualized, sequential, systematic, and active perspective on the students’ learning process, [...] Read more.

The concerns about ensuring scientific literacy for all are underpinned by international recommendations from organizations such as the UN and the OECD for science education. They advocate for science education from a contextualized, sequential, systematic, and active perspective on the students’ learning process, starting from the early years of schooling. It is based on these pedagogical principles that the research project the “Experimental Science Teaching Program” (PEEC) was founded. This article aims to disseminate an evaluation of the PEEC for primary education, which includes a science teaching curriculum proposal, teaching activities and resources (e.g., digital games), and assessment record instruments for learning. This program was developed using an Educational Design Research methodological approach based on iterative cycles, with the collaboration of a multidisciplinary team (e.g., teachers, researchers, and children). For a final evaluation of the PEEC components, we consulted the ten participating teachers through a questionnaire survey one year after the end of their official collaboration. The main results highlight the relevance and appropriateness of the proposals presented for the targeted age group and the assumptions and objectives of science education in terms of the curriculum, teaching resources, and digital assessment games. Teachers also mentioned continuing to use the PEEC resources after their participation in this study. These results underscore the need to expand and promote projects of this nature to contribute to more practical science education in Portugal and, consequently, to increase children’s levels of scientific literacy. Full article

(This article belongs to the Topic Education for Sustainable Development and Science Teaching)

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14 pages, 239 KiB

Open AccessArticle

Non-Formal Education for the Inclusion of Unaccompanied Migrant Children in Italy

by Catia Fierli, Carla Roverselli and Eva Olmedo-Moreno

Educ. Sci. 2024, 14(7), 781; https://doi.org/10.3390/educsci14070781 - 17 Jul 2024

Viewed by 335

Abstract

The number of unaccompanied migrant children (UMC) that landed in Italy on a daily basis was 14,044 in 2022 and 18,820 in 2023 (as stated by the Italian Ministry of Interior). This research study examines Law 47/2017, which implements the United Nations Convention [...] Read more.

The number of unaccompanied migrant children (UMC) that landed in Italy on a daily basis was 14,044 in 2022 and 18,820 in 2023 (as stated by the Italian Ministry of Interior). This research study examines Law 47/2017, which implements the United Nations Convention on the Rights of the Child (UNCRC). It ponders inclusive educational models other than formal learning by investigating non-formal education (NFE) that takes place outside formal learning settings, although in synergy with them, for personal and vocational fulfilment. By way of example, a particularly original case study on school children newly arrived in Italy from Ukraine in 2022 is reported herein. Thirty interviews were held in Italy for three years, from 2021 to 2023, with the people in charge of unaccompanied migrant children to investigate the integration actions implemented as well as the use of NFE. Novel data from the education and employment sectors were collected to fill some pre-existing gaps in the literature. The focus group conducted in 2023 with twelve volunteer tutors highlighted data and conclusions that can be cross-checked and generalised on the use of effective operating tools to identify European pathways to peace and democracy, which may be useful in forging new solidarity patterns. Full article

(This article belongs to the Special Issue Inclusive Education Experiences and Intersections of Identity)

16 pages, 991 KiB

Open AccessArticle

STEM Teachers’ Motivation and Engagement in Teacher Professional Development and Career Advancement: A Case Study of Lithuania

by Anita Juškevičienė, Tatjana Jevsikova, Gabrielė Stupurienė and Lina Vinikienė

Educ. Sci. 2024, 14(7), 780; https://doi.org/10.3390/educsci14070780 - 17 Jul 2024

Viewed by 399

Abstract

The demand for science, technology, engineering, and mathematics (STEM) skills has been consistently increasing due to technological advancements and globalization, making STEM education and teacher training a critical priority. Although many national and international initiatives have been implemented to strengthen STEM education and [...] Read more.

The demand for science, technology, engineering, and mathematics (STEM) skills has been consistently increasing due to technological advancements and globalization, making STEM education and teacher training a critical priority. Although many national and international initiatives have been implemented to strengthen STEM education and raise the attractiveness of the teaching profession, a shortage of teachers in general, and STEM teachers in particular, is still evident across Europe. This study aimed to identify factors contributing to attracting existing and potential teachers to careers in STEM education. Qualitative research methods were employed to study teachers’ perceived motivation, challenges, and suggestions regarding STEM teachers’ careers, competence, and collaboration development. The study revealed that the practical application of competence development initiatives significantly motivates STEM teachers, emphasizing the importance of aligning professional development with classroom implementation. These results emphasize the importance of prioritizing practical, classroom-oriented professional development and fostering a culture of collaboration in educational institutions. Full article

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12 pages, 261 KiB

Open AccessArticle

Comparison of Dual VET Models in Spain: Analysing Educational Quality from the Perspective of Educational Centres

by Carolina Fernández-Salinero, Sara Rodríguez-Pérez, María Aránzazu Carrasco-Temiño and Héctor Fernández-Sequi

Educ. Sci. 2024, 14(7), 779; https://doi.org/10.3390/educsci14070779 - 17 Jul 2024

Viewed by 407

Abstract

In Spain, dual vocational training has recently become a fundamental pillar to train the working population. This article focuses on two objectives: to evaluate the quality of two models of dual VET in Spain and to identify their differences in terms of the [...] Read more.

In Spain, dual vocational training has recently become a fundamental pillar to train the working population. This article focuses on two objectives: to evaluate the quality of two models of dual VET in Spain and to identify their differences in terms of the following dimensions: Teaching Team, Process, Evaluation and Synergies. To achieve these objectives, a quantitative methodology and a cross-sectional design were used to collect data using an ad hoc questionnaire (37 items) developed based on a literature review and the 14 European quality criteria. The sample consisted of 263 educational institutions. Regarding the results for the first objective, Model B implemented EQAVET with higher quality. With regards to the second, researchers observed that all dimensions received a high or very high compliance of 70%. However, discrepancies were primarily found in the training of tutors in training centres, quality certification of dual VET and links, and support and cooperation between training centres and companies. This study provides empirical evidence regarding the factors that lead to higher quality dual VET in schools, based on the manner in which the criteria of the European Framework for Quality and Effective Vocational Education and Training (EQAVET) are implemented. Full article

(This article belongs to the Special Issue Advancing Vocational Education: Exploring Innovative Approaches for Lifelong Skills Enhancement)

22 pages, 984 KiB

Open AccessArticle

Effects of a Teacher-Led Intervention Fostering Self-Regulated Learning and Reading among 5th and 6th Graders—Treatment Integrity Matters

by Nadine Schuler, Caroline Villiger and Evelyn Krauß

Educ. Sci. 2024, 14(7), 778; https://doi.org/10.3390/educsci14070778 - 17 Jul 2024

Viewed by 378

Abstract

Self-regulated learning (SRL) is a crucial competence in our rapidly changing society, yet its systematic promotion in the classroom remains limited. Addressing this gap, this study reports on a teacher-led intervention to promote SRL within reading tasks among 5th and 6th grade students. [...] Read more.

Self-regulated learning (SRL) is a crucial competence in our rapidly changing society, yet its systematic promotion in the classroom remains limited. Addressing this gap, this study reports on a teacher-led intervention to promote SRL within reading tasks among 5th and 6th grade students. Although some interventions have been implemented to promote SRL, little attention has been paid to promoting SRL in primary schools. Building on a previous SRL intervention, the current study added cooperative learning among students and parental involvement, two aspects that are assumed to add value when fostering SRL. A randomized controlled field trial was designed to evaluate the effect of an intervention using pre-test, post-test and follow-up measures. A total of 757 students from 40 classes participated in the study. The data were analyzed using a multilevel approach. This study revealed no significant difference in SRL or reading comprehension outcomes in the post-test and the follow-up test between students of the experimental and control group. Further investigations showed that several aspects of treatment integrity had a significant impact on SRL outcome. This study encourages future SRL and reading intervention studies to assess and analyze the multiple aspects of treatment integrity. Full article

(This article belongs to the Special Issue Power of Literacy: Strategies for Effective Reading Instruction)

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18 pages, 447 KiB

Open AccessArticle

Sparking Intentional and Antiracist Pedagogy: A Narrative Analysis of COVID-Era Interviews with Public Health Faculty

by Emma K. Tsui, Spring Cooper, Shari J. Jardine, Michelle Dearolf, Christine Whang, Ivonne Quiroz and Ayah Elsayed

Educ. Sci. 2024, 14(7), 777; https://doi.org/10.3390/educsci14070777 - 17 Jul 2024

Viewed by 425

Abstract

The COVID-19 pandemic and the racial justice uprisings of 2020–2022 created an altered and challenging landscape for teaching public health. Challenging and direct experiences with these public health issues and their reverberations shaped how some faculty and many students participated in both online [...] Read more.

The COVID-19 pandemic and the racial justice uprisings of 2020–2022 created an altered and challenging landscape for teaching public health. Challenging and direct experiences with these public health issues and their reverberations shaped how some faculty and many students participated in both online and in-person classrooms. In this project, we conducted a narrative analysis of oral history interviews with eight faculty members at a public university in New York City to understand how they reacted to these events and reconsidered their public health teaching during this period. We map what propelled faculty along paths of change and where these paths led. We learn that participating faculty shifted in varied ways toward more intentional and sometimes more antiracist teaching practices. Two experiences were foundational to these shifts: (1) faculty attunement to student realities during this time, and (2) faculty reflection on their own social positionings (i.e., race, gender identity, sexual orientation, class, age, immigration status, etc.) and their development of critical consciousness. These findings provide insights into how faculty conceptualize, support, and change their teaching approaches during periods of upheaval, particularly in the context of limited institutional support for faculty development. Finally, we discuss key issues for institutions seeking to formalize and enhance shifts like those described. Full article

(This article belongs to the Special Issue Teacher Narratives and Narratives of Teaching: Inquiry into Lived Experiences)

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21 pages, 2660 KiB

Open AccessArticle

‘No One Is Left Behind?’: A Mixed-Methods Case Study of Equity and Inclusion in Physical Education Teacher Education

by Eugénio Paiva Pereira Ribeiro, Isabel Maria Ribeiro Mesquita and Cláudio Filipe Guerreiro Farias

Educ. Sci. 2024, 14(7), 776; https://doi.org/10.3390/educsci14070776 - 17 Jul 2024

Viewed by 395

Abstract

Equity and inclusion are requisites of high-quality Physical Education (PE). However, there is a substantial gap in understanding PE Teacher Education’s (PETE) effectiveness in preparing Preservice Teachers (PSTs) to implement equity-driven pedagogies. Moreover, focused on individual retrospective gameplay engagement rates (participation time), current [...] Read more.

Equity and inclusion are requisites of high-quality Physical Education (PE). However, there is a substantial gap in understanding PE Teacher Education’s (PETE) effectiveness in preparing Preservice Teachers (PSTs) to implement equity-driven pedagogies. Moreover, focused on individual retrospective gameplay engagement rates (participation time), current research fails to provide a holistic perspective of the practical manifestations of equity and inclusion in PE. This study fills this void with novel insights offered by a mixed-methods case study examining the following: (i) the process-oriented teaching strategies employed by a PST trained to deliver inclusive pedagogies, alongside student voices on lived experiences; and (ii) the outcome-oriented gameplay patterns across two teaching units (Basketball and Volleyball). Participants included one PST and 26 students. Extensive observations and focus groups mapped the applied teaching strategies and student responses. Video-based social network analysis captured equity and inclusion in students’ gameplay patterns, using metrics such as degree prestige. Findings indicate the PETE impact in inducing PSTs’ inclusive manipulation of learning activities and the fostering of inclusive team membership and positive collaboration. SNA metrics evidenced equitable and inclusive gameplay patterns. Despite pedagogical efforts, content-specific factors may influence students’ gameplay inclusion. Hence, a reflection on the multifaceted and non-linear nature of promoting inclusive participation is prompted. Full article

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17 pages, 2542 KiB

Open AccessArticle

Student Translations of the Symbolic Level of Chemistry

by Gunilla Akesson-Nilsson and Karina Adbo

Educ. Sci. 2024, 14(7), 775; https://doi.org/10.3390/educsci14070775 - 16 Jul 2024

Viewed by 302

Abstract

The aim of the study was to explore students’ own translation of the symbolic level of a chemical reaction, including the information provided with the use of coefficients, indices, and signs, as well as the preservation of atoms. Students were asked to translate [...] Read more.

The aim of the study was to explore students’ own translation of the symbolic level of a chemical reaction, including the information provided with the use of coefficients, indices, and signs, as well as the preservation of atoms. Students were asked to translate the symbolic level of the combustion of methane with the use of clay modelling. The students had to make active choices regarding the size, shape, two- or three-dimensional structure, and the number of atoms in the molecules included in the reaction using modelling clay. The analysis followed the three levels of analysis as presented by Hedegaard. The results highlight the variations in students’ answers and show the importance of investigating unrestricted translations of the symbolic level of chemistry. Including clay modelling in the educational process is helpful for both educators and students, as it fosters comprehension of underlying processes and enhances awareness of substance structure and atom redistribution across various substances. Full article

(This article belongs to the Section Teacher Education)

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15 pages, 286 KiB

Open AccessArticle

Intelligent Agents at School—Child–Robot Interactions as an Educational Path

by Margherita Di Stasio and Beatrice Miotti

Educ. Sci. 2024, 14(7), 774; https://doi.org/10.3390/educsci14070774 - 16 Jul 2024

Viewed by 393

Abstract

The pervasiveness of technologies leads us to talk about a code society. From an educational point of view, coding, computational thinking, and educational robotics are an open possibility. Nevertheless, new elements such as artificial intelligence are rapidly changing educational technology perspectives. In this [...] Read more.

The pervasiveness of technologies leads us to talk about a code society. From an educational point of view, coding, computational thinking, and educational robotics are an open possibility. Nevertheless, new elements such as artificial intelligence are rapidly changing educational technology perspectives. In this work, we will analyze school policies and theoretical bases in order to understand if, and under what kind of, condition coding, computational thinking, and educational robotics still represent the qualifying elements of a framework for digital literacy and digital citizenship. Full article

(This article belongs to the Special Issue The "Gentle Push" of Technologies to Change the School)

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30 pages, 8280 KiB

Open AccessArticle

Learn with M.E.—Let Us Boost Personalized Learning in K-12 Math Education!

by Norbert Annuš and Tibor Kmeť

Educ. Sci. 2024, 14(7), 773; https://doi.org/10.3390/educsci14070773 - 16 Jul 2024

Viewed by 465

Abstract

The traditional educational system, in certain aspects, limits personalized learning. This is mainly evident in the fact that average students, who do not have any learning difficulties, are required to solve the same tasks from the same textbook in the same order. Artificial [...] Read more.

The traditional educational system, in certain aspects, limits personalized learning. This is mainly evident in the fact that average students, who do not have any learning difficulties, are required to solve the same tasks from the same textbook in the same order. Artificial intelligence and other smart learning tools present great opportunities for implementing a personalized learning system. Our previous surveys and literature reviews also show that educators see the greatest potential in personalized education for the assimilation of artificial intelligence into education. In this context, we have developed educational software called “Learn with M.E. as Math Educator”, which facilitates more personalized teaching of basic mathematical operations. This study presents the structure and operation of this application. We tested the usability of the software in several institutions. Our research target group consists of elementary school students, specifically those aged 11–15. This article provides a detailed overview of the accuracy and educational outcomes of the completed application. We evaluated the application and its effectiveness using both qualitative and quantitative methods. Our research design combined elements of educational technology development and effectiveness assessment. To evaluate student performance, we employed a control group methodology. Data were analyzed by comparing test results between students using the software and those receiving traditional instruction. We examined user satisfaction through survey questionnaires. Teachers’ opinions were gathered through structured interviews, and their responses were categorized using a SWOT analysis. The findings indicated that the use of the software significantly improved students’ mathematics performance compared to the control group. Students provided positive feedback on the software’s user interface, describing it as user-friendly and motivating. Teachers regarded the software as an effective educational tool, facilitating differentiated instruction and enhancing student engagement. The results suggest that digital educational tools, such as the developed software, can provide substantial added value in education. Full article

(This article belongs to the Special Issue Application of AI Technologies in STEM Education)

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24 pages, 313 KiB

Open AccessArticle

Alleviating Barriers Facing Students on the Boundaries of STEM Makerspaces

by Madison E. Andrews and Audrey Boklage

Educ. Sci. 2024, 14(7), 772; https://doi.org/10.3390/educsci14070772 - 16 Jul 2024

Viewed by 364

Abstract

Makerspaces have become an increasingly prevalent supplement to K-16 STEM education, and especially so in undergraduate engineering programs. However, they also fall prey to hegemonic, marginalizing norms common in STEM spaces and, ultimately, the modern making movement has remained a white, male, middle-class [...] Read more.

Makerspaces have become an increasingly prevalent supplement to K-16 STEM education, and especially so in undergraduate engineering programs. However, they also fall prey to hegemonic, marginalizing norms common in STEM spaces and, ultimately, the modern making movement has remained a white, male, middle-class pursuit. Despite calls to broaden student participation in makerspaces due to the benefits of participation, there has been no examination of why some students choose not to visit these spaces. We surveyed (n = 151) and interviewed (n = 17) undergraduate STEM students to understand the barriers facing students before and during their initial participation. Using the lens of Social Boundary Spaces, we identified six barriers to successfully crossing the boundary into the makerspace, including: (1) not having enough time, (2) not feeling you have a purpose for visiting, and (3) not knowing how to obtain the proper certifications. Further, students find approaching makerspaces to be intimidating because of (4) the design of the space and (5) the perceived technical skillset of the students there. Notably, non-dominant students face a multitude of (6) barriers corresponding with their social identities. We conclude with recommendations relevant to educators, makerspace administrators, and engineering leadership for alleviating barriers and supporting students’ involvement in STEM makerspaces. Full article

(This article belongs to the Special Issue STEM Education for All: Breaking Barriers and Building Bridges)

14 pages, 955 KiB

Open AccessArticle

Young Children’s Play and the Role of Grandparents as Play Partners during the COVID-19 Pandemic

by Anne Keary, Susanne Garvis, Yvette Slaughter and Lucas Walsh

Educ. Sci. 2024, 14(7), 771; https://doi.org/10.3390/educsci14070771 - 16 Jul 2024

Viewed by 397

Abstract

Play involves diverse meaning-making for young children and grandparents. This paper derives from a larger intergenerational family practices project conducted in Australia during 2021–2022 against the backdrop of the COVID-19 pandemic. The research team undertook intergenerational group interviews and filmed family play activities [...] Read more.

Play involves diverse meaning-making for young children and grandparents. This paper derives from a larger intergenerational family practices project conducted in Australia during 2021–2022 against the backdrop of the COVID-19 pandemic. The research team undertook intergenerational group interviews and filmed family play activities in addition to collecting videoclips and photos of young children’s play from six families. In this paper, vignettes from two families are described and given meaning. Rogoff’s social learning three planes theory involving the intertwined and interdependent—‘personal’, ‘interpersonal’, and ‘community’—planes is used to analyse the data. Our findings show the important role that grandparents play in facilitating children’s learning including through the creation of linguistic and cultural heritage play spaces. We argue that intergenerational play practices can offer a means to integrate linguistic and cultural experiences in young children’s lives by providing a space and time for social interaction and learning. Full article

(This article belongs to the Special Issue Transformative Pedagogies: Fostering Motivation, Enhancing Attractiveness, and Cultivating Commitment in Early Childhood Education through Teacher Education)

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Educ. Sci., Volume 14, Issue 7 (July 2024) – 124 articles

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