Education Sciences

16 pages, 289 KiB

Open AccessSystematic Review

Middle-Level Teacher Development and Identity: A Review of the Literature

by P. Gayle Andrews and Alyson Leigh Wright

Educ. Sci. 2024, 14(11), 1207; https://doi.org/10.3390/educsci14111207 (registering DOI) - 2 Nov 2024

Abstract

Historically, the field of middle-level education has taken it as a given that teachers of young adolescents should be specially prepared to teach in the middle grades, developing a teacher identity that centers around responding to and advocating for the age group above [...] Read more.

Historically, the field of middle-level education has taken it as a given that teachers of young adolescents should be specially prepared to teach in the middle grades, developing a teacher identity that centers around responding to and advocating for the age group above an identity as a subject area teacher. Defined broadly as teachers’ dynamic conceptualizations of themselves as educators and their related roles, decisions, and actions, teacher professional identity has garnered considerable attention in the research literature as a potential source of leverage in multiple dimensions of schooling, preservice teacher education and in-service teachers’ professional learning, and teachers’ professional lives. Teacher identity at the middle level is ideally grounded in a deep commitment to helping young adolescents realize their power and possibilities. While the literature on teacher identity development is well-established in some educational contexts, studies specifically examining the potentially unique developmental trajectory of teacher identity among middle-level educators remain limited. To address this gap, we conducted a review of the literature to address the question: what does the research say about middle-level teacher development and identity? Our review identified 26 relevant sources on middle-level teacher development and identity, published from 2015 through the first half of 2024, and yielded key ideas within three themes: (a) the development of teacher identity, (b) the intersectionality of teacher identity, and (c) critical consciousness, agency, and teacher identity. This review identifies both progress and gaps in the current literature, recognizes potential future directions for research on middle-level teacher identity, and offers possible implications for preservice and in-service middle-level teacher education. Full article

(This article belongs to the Special Issue Moving Forward: Research to Guide Middle Level Education)

12 pages, 239 KiB

Open AccessArticle

Principals in Preschool Management and Leadership: A Necessary Combination to Ensure That Preschool Teachers Are Given Conditions to Be Responsible for Teaching in Preschool

by Anna Öqvist and Sara Cervantes

Educ. Sci. 2024, 14(11), 1206; https://doi.org/10.3390/educsci14111206 (registering DOI) - 2 Nov 2024

Abstract

Following the educational reforms of 2010 and the revision of the curriculum in 2018, Swedish preschool principals have a special responsibility for ensuring that preschool teachers have the necessary conditions to assume their responsibility for the teaching and to lead the work team. [...] Read more.

Following the educational reforms of 2010 and the revision of the curriculum in 2018, Swedish preschool principals have a special responsibility for ensuring that preschool teachers have the necessary conditions to assume their responsibility for the teaching and to lead the work team. This indicates that integrating leadership with management is essential for a sustainable and successful preschool education. This study explores this assumption. Building on the concepts of management and leadership, with a qualitative research design, this study analyses data from seven interviews with preschool principals. The results showed a lack of a combination of management and leadership among the principals in relation to their special responsibility of ensuring that preschool teachers are given conditions necessary to be responsible for teaching in the preschool. The principals either lacked both management and leadership or focused on management only with a lack of leadership. Our findings suggest the necessity for principals to combine management and leadership and move from a previous flat organisational structure towards a focus on increasing preschool teachers’ responsibilities and leadership within the work team. Support for principals is needed to be able to perform a combination of management and leadership when their mission is complex and time-consuming. Full article

15 pages, 1407 KiB

Open AccessArticle

Monitoring Metacognitive Strategies Use During Interaction Collaborative Groups

by María Consuelo Sáiz-Manzanares, Caroline Martin, Irene González-Díez, Alfredo Jiménez Eguizábal, Alberto Calvo Rodríguez, Carmen Varela Vázquez, Leandro S. Almeida and Rut Velasco Saiz

Educ. Sci. 2024, 14(11), 1205; https://doi.org/10.3390/educsci14111205 (registering DOI) - 2 Nov 2024

Abstract

This study of the use of metacognitive strategies during learning interaction in collaborative groups is considered referential for understanding the development of such strategies. The use of metacognitive strategies is related to better learning outcomes. We monitored the interaction in five collaborative groups [...] Read more.

This study of the use of metacognitive strategies during learning interaction in collaborative groups is considered referential for understanding the development of such strategies. The use of metacognitive strategies is related to better learning outcomes. We monitored the interaction in five collaborative groups at three points in time (initial, intermediate and final). These groups consisted of undergraduate health science (n = 9) and biomedical engineering students (n = 10). The aims were the following: (1) To check whether there were significant differences in the use of metacognitive strategies between the groups of students monitored depending on the type of degree or the point in time measurement. (2) To test whether there were significant differences in students’ learning outcomes depending on whether or not they had participated in the interaction monitoring during collaborative interaction. (3) To test clustering without a pre-assignment variable against learning outcomes in collaborative groups. Significant differences were detected in the use of some of the metacognitive strategies of orientation, planning and elaboration in favor of the collaborative groups of the biomedical engineering students. Also, students who participated in monitoring collaborative groups in both clusters obtained better learning outcomes. Lastly, the assignment groups were exactly related to the collaboration groups with respect to the use of metacognitive strategies in the final measurement. Full article

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28 pages, 14371 KiB

Open AccessArticle

Effects of Observing Urban and Natural Scenes on Working Memory Depletion and Restoration: An EEG Study

by Lorenzo Consalvi, Kim Ouwehand and Fred Paas

Educ. Sci. 2024, 14(11), 1204; https://doi.org/10.3390/educsci14111204 - 1 Nov 2024

Abstract

Cognitive load theory focuses on the limited capacity of working memory (WM) to encapsulate information. While the original theory postulated a fixed capacity of working memory, research in the last decade has provided evidence for the depletion hypothesis. This hypothesis holds that WM [...] Read more.

Cognitive load theory focuses on the limited capacity of working memory (WM) to encapsulate information. While the original theory postulated a fixed capacity of working memory, research in the last decade has provided evidence for the depletion hypothesis. This hypothesis holds that WM becomes depleted after effortful cognitive operations that reduce its capacity, providing a framework for the restorative effects of rest periods. Rest periods during which natural scenery is observed have been found to replenish working memory after it has been subjected to depletion. In the present study, participants observed pictures depicting either a natural or an urban environment, after completing a cognitively depleting task. For this study, we obtained EEG measures of working memory by analyzing alpha and theta wave amplitudes. The motivation behind this choice was to derive a continuous index of WM capacity and address the lack of electrophysiological data regarding the depletion hypothesis. Previous research identified a decrease in alpha amplitude, and a simultaneous increase in theta activity with increasing WM load. Our findings partially replicated these results, as we observed a decrease in alpha amplitude with increasing cognitive load but no significant difference in theta power. Moreover, average signal amplitudes did not differ between the natural and the urban conditions, contrary to our hypothesis. These results suggest an absence of the expected environmental effect, opposing the outcome of existing research on the topic. The absence of this effect could also be attributed to similarities between the two conditions in certain factors thought to elicit differential physiological responses. Full article

(This article belongs to the Special Issue Cognitive Load Theory: Emerging Trends and Innovations)

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16 pages, 2392 KiB

Open AccessArticle

Negative Self-Concept: Cross-Country Evidence of Its Importance for Understanding Motivation and Academic Achievement

by Yu Gao and Farhan Ali

Educ. Sci. 2024, 14(11), 1203; https://doi.org/10.3390/educsci14111203 - 1 Nov 2024

Abstract

Academic self-concept, the belief in one’s ability, is a key motivational construct in educational psychology and large-scale assessments. The construct is typically measured by instruments with positively (“I usually do well in science”) and negatively worded items (“I am just not good in [...] Read more.

Academic self-concept, the belief in one’s ability, is a key motivational construct in educational psychology and large-scale assessments. The construct is typically measured by instruments with positively (“I usually do well in science”) and negatively worded items (“I am just not good in science”). A single latent factor is often assumed. Here, we investigated this assumption using international large-scale assessment data across two age groups of children in fourth grade and adolescents in eighth grade (N = 296,320 students, 23 educational systems). We, instead, found strong evidence of the substantiveness of a negative self-concept factor derived from negatively worded items. Exploratory and confirmatory factor analyses uncovered negative self-concept as being distinct from positive self-concept. Furthermore, theory-driven modeling supported the internal/external (I/E) frame of reference model effect on negative self-concept: achievement has a stronger effect on eighth graders’ negative self-concept relative to fourth-grade children across many countries, especially for mathematics. Overall, understanding students’ negative appraisals and negative beliefs of their ability is an important theoretical and policy imperative. Full article

(This article belongs to the Section Education and Psychology)

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14 pages, 816 KiB

Open AccessArticle

Analyzing the Dimensionality of O*NET Cognitive Ability Ratings to Inform Assessment Design

by Stephen G. Sireci, Brendan Longe, Javier Suárez-Álvarez and Maria Elena Oliveri

Educ. Sci. 2024, 14(11), 1202; https://doi.org/10.3390/educsci14111202 - 1 Nov 2024

Abstract

The O*NET database is an online repository of detailed information on the knowledge and skill requirements of thousands of jobs across the United States. Thus, it is a valuable resource for test developers who want to target cognitive and other abilities relevant to [...] Read more.

The O*NET database is an online repository of detailed information on the knowledge and skill requirements of thousands of jobs across the United States. Thus, it is a valuable resource for test developers who want to target cognitive and other abilities relevant to the contemporary workforce. In this study, we used multidimensional scaling (MDS) to analyze the mean importance ratings of the cognitive abilities and selected skills included in the O*NET database to identify the dimensionality of the data regarding importance and their consistency across job zones. Using the criteria of fit and interpretability, a two-dimensional MDS solution was selected as the best representation of the data. These dimensions reflected Social Interaction/Reasoning and Verbal/Non-Verbal skills and abilities. Interestingly, the dimensionality was not consistent across job zones. Job zones relative to lower education and training requirements were sufficiently represented by the Social Interaction/Reasoning dimension, and the Verbal/Non-Verbal dimension was most relevant to job zones requiring more education and experience. The implications of the results for developing assessments for adult learners are discussed, as is the utility of using MDS for understanding the dimensionality of O*NET data. Full article

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12 pages, 253 KiB

Open AccessArticle

Who Are the Freshmen at Highest Risk of Dropping Out of University? Psychological and Educational Implications

by Chiara Buizza, Sara Bornatici, Clarissa Ferrari, Giulio Sbravati, Giuseppe Rainieri, Herald Cela and Alberto Ghilardi

Educ. Sci. 2024, 14(11), 1201; https://doi.org/10.3390/educsci14111201 - 1 Nov 2024

Abstract

It is estimated that one in three students drop out of university by the end of the first year of study. Dropping out of university has significant consequences, not only for the student but also for the university and for society as a [...] Read more.

It is estimated that one in three students drop out of university by the end of the first year of study. Dropping out of university has significant consequences, not only for the student but also for the university and for society as a whole. A total of 1.154 Italian freshmen were involved in this study and were divided based on their intention to dropout from university. The intention to dropout was assessed using five questions, and motivation was assessed through the Academic Motivation Scale. Differences in socio-demographic factors, extra-curriculum activities, academic characteristics, and academic motivation between freshmen with low and high dropout risks were assessed for highlighting potential intervention for limiting dropout rates. The majority of the freshmen were female, from low-income families, had attended high school, and lived out of town; the most represented field of study was health professions. The results indicate that the variables increasing the likelihood of belonging to the high dropout risk group are as follows: unsatisfactory relationships with lecturers/professors and fellow students, low income, amotivation, and extrinsic motivation. This study underlines the importance of adopting new teaching approaches that include spaces and time dedicated to fostering relationships, supporting academic success, and promoting the psychosocial well-being of students. Full article

(This article belongs to the Section Education and Psychology)

15 pages, 238 KiB

Open AccessArticle

Supporting Learners with Mild Intellectual Developmental Disorders with Career Development in Mainstream Schools

by Paballo Dichaba, Margaret Funke Omidire and Maximus M. Sefotho

Educ. Sci. 2024, 14(11), 1200; https://doi.org/10.3390/educsci14111200 - 31 Oct 2024

Abstract

Many learners with mild intellectual developmental disorders (IDD) in mainstream primary schools in the Free State Province of South Africa require support to maximise their learning potential and prepare them for work post-school. In this study, a qualitative approach and Critical Disability Theory [...] Read more.

Many learners with mild intellectual developmental disorders (IDD) in mainstream primary schools in the Free State Province of South Africa require support to maximise their learning potential and prepare them for work post-school. In this study, a qualitative approach and Critical Disability Theory were used to explore the experiences of education stakeholders (teachers, parents, and principals) in how schools support the career development of learners with mild IDD in mainstream schools. There were 25 participants in this study, and data were collected through interviews, focus group discussions, and demographic questionnaires. The findings indicated that teachers were optimistic that learners with intellectual developmental disorders could thrive if identified early and provided with specialised support services. The findings also showed that teachers had low self-efficacy regarding their training on inclusive education practices and had limited knowledge about career development services. All the participants were optimistic that learners with mild IDD could participate in the labour market if they were taught work-related skills at an early age. It is recommended that stronger collaborative partnerships should be developed between stakeholders to promote inclusive support interventions, transform teaching approaches, and equip mainstream teachers with the required skills. Full article

(This article belongs to the Special Issue Cultivating Inclusive Classrooms: Practices in Special Education)

24 pages, 928 KiB

Open AccessArticle

Physical Education Teacher’s Continuing Professional Development Affects the Physiological and Cognitive Well-Being of School-Age Children

by Francesca Latino, Generoso Romano and Francesco Tafuri

Educ. Sci. 2024, 14(11), 1199; https://doi.org/10.3390/educsci14111199 - 31 Oct 2024

Abstract

A burgeoning corpus of scholarly inquiry indicates that engagement in physical activity among children yields a plethora of advantageous outcomes, including enhanced cardiorespiratory endurance, improved academic performance, augmented cognitive functioning, as well as advancements in social and psychological well-being. Given that students participate [...] Read more.

A burgeoning corpus of scholarly inquiry indicates that engagement in physical activity among children yields a plethora of advantageous outcomes, including enhanced cardiorespiratory endurance, improved academic performance, augmented cognitive functioning, as well as advancements in social and psychological well-being. Given that students participate in schooling for up to 200 days per annum, physical education (PE) possesses the potential to substantially influence the physiological and cognitive maturation of school-aged children through purposeful pedagogical practices. The notion of quality physical education (QPE), whose paramount objective is the cultivation of physical literacy, represents a critical element in the facilitation of both physiological and cognitive growth in children. Consequently, the objective of this investigation was to examine the ramifications of a continuing professional development program on educators’ self-efficacy and, in turn, on their students’ physical fitness and educational outcomes. The inquiry was conducted over a 32-week span during which teachers and students participated in a continuing professional development training (CPD) intervention and a physical literacy (PL) program, respectively. At both the initiation and conclusion of the intervention programs, a comprehensive series of standardized assessments were administered, including the Motorfit battery, Spirometry, Physical Education Teaching Efficacy Scale (PETES), and Amos 8–15. As a consequence, a significant Time × Group interaction effect for the Motorfit battery, Spirometry, PETES, and Amos 8–15 was identified. This finding suggests a meaningful improvement in the treatment groups (p < 0.001). Conversely, no notable alterations were recorded within the comparison groups. The outcomes of this research reinforce the assertion that exemplary instruction in physical education exerts a profound influence on the physiological well-being and academic achievements of students. Full article

(This article belongs to the Special Issue Vitality in Movement: Rethinking Physical Education from a Pedagogical to a Physiological Dimension)

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19 pages, 3155 KiB

Open AccessArticle

A Comparative Analysis of Collaborative Problem-Solving Skills Between German and Chinese High School Students in Chemistry

by Yike Ying and Rüdiger Tiemann

Educ. Sci. 2024, 14(11), 1198; https://doi.org/10.3390/educsci14111198 - 31 Oct 2024

Abstract

Collaborative problem-solving (CPS) skills are recognized as an essential aspect of 21st-century skills and STEM education. This study investigates the CPS skills of high school students from Germany and China within the context of chemistry. A total of 594 students, aged 15, were [...] Read more.

Collaborative problem-solving (CPS) skills are recognized as an essential aspect of 21st-century skills and STEM education. This study investigates the CPS skills of high school students from Germany and China within the context of chemistry. A total of 594 students, aged 15, were selected, comprising 249 females and 345 males. The German participants were drawn from five public high schools in Berlin, while the Chinese participants were selected from two high schools in Zhejiang. The assessment tool, developed based on the PISA frameworks and refined through pilot testing, was used to assess students’ CPS skills. The study found that Chinese students significantly outperformed their German counterparts in CPS tasks, exhibiting higher average scores and more consistent performance levels. Gender differences were also noted, with female students in both countries outperforming males. The analysis highlighted cultural influences on education, with the collectivist culture in China fostering stronger CPS skills compared to the individualistic tendencies in Germany. These findings suggest that cultural and gender differences need to be taken into account when developing and improving CPS skills. Future research will explore additional factors influencing CPS skills, such as student interest and motivation, to further understand and improve educational practices globally. Full article

(This article belongs to the Section STEM Education)

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16 pages, 4813 KiB

Open AccessArticle

Integrating Youth Perspectives into the Design of AI-Supported Collaborative Learning Environments

by Megan Humburg, Dalila Dragnić-Cindrić, Cindy E. Hmelo-Silver, Krista Glazewski, James C. Lester and Joshua A. Danish

Educ. Sci. 2024, 14(11), 1197; https://doi.org/10.3390/educsci14111197 - 31 Oct 2024

Abstract

This study highlights how middle schoolers discuss the benefits and drawbacks of AI-driven conversational agents in learning. Using thematic analysis of focus groups, we identified five themes in students’ views of AI applications in education. Students recognized the benefits of AI in making [...] Read more.

This study highlights how middle schoolers discuss the benefits and drawbacks of AI-driven conversational agents in learning. Using thematic analysis of focus groups, we identified five themes in students’ views of AI applications in education. Students recognized the benefits of AI in making learning more engaging and providing personalized, adaptable scaffolding. They emphasized that AI use in education needs to be safe and equitable. Students identified the potential of AI in supporting teachers and noted that AI educational agents fall short when compared to emotionally and intellectually complex humans. Overall, we argue that even without technical expertise, middle schoolers can articulate deep, multifaceted understandings of the possibilities and pitfalls of AI in education. Centering student voices in AI design can also provide learners with much-desired agency over their future learning experiences. Full article

(This article belongs to the Special Issue Exploring the Future of Science Education with AI Technologies: Opportunities and Challenges)

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15 pages, 2337 KiB

Open AccessArticle

Lifting the Gate: Evaluation of Supplemental Instruction Program in Chemistry

by Duyen Pham and Li Ye

Educ. Sci. 2024, 14(11), 1196; https://doi.org/10.3390/educsci14111196 - 31 Oct 2024

Abstract

College-level introductory chemistry has a high impact for predicting students’ early success and long-term academic outcomes. Students from traditionally underserved communities are disproportionately held back in this course. To improve student success, the Supplemental Instruction (SI) program at a public four-year Hispanic-serving institution [...] Read more.

College-level introductory chemistry has a high impact for predicting students’ early success and long-term academic outcomes. Students from traditionally underserved communities are disproportionately held back in this course. To improve student success, the Supplemental Instruction (SI) program at a public four-year Hispanic-serving institution was revamped from a voluntary option to a co-requisite for the introductory chemistry course. The study evaluates the effectiveness of the new format of SI program and explores associated factors contributing to the impacts of the program. Students with or without SI were compared through multiple quantitative metrics, including course GPA, final exam score, DFW rate, and pass rate. Data analysis showed that students who completed SI with credit obtained 0.9 higher average course GPA than their counterparts and performed significantly better on all the other metrics. More importantly, the equity gaps between underserved and better-served students were narrowed down. Furthermore, students who took introductory chemistry with SI still obtained 0.3 higher average course GPA in their subsequent General Chemistry I course than those without it. The findings suggested that incorporating the SI into introductory chemistry as co-requisite is necessary and effective to improve students’ success and narrow down the equity gaps in gateway chemistry courses. Full article

(This article belongs to the Special Issue Engaged Student Learning and Inclusive Teaching Practices in Higher Education Chemistry)

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23 pages, 419 KiB

Open AccessArticle

Building a Sustainable Future: Investigating the Role and Contributions of Higher Education Institutions Instructors in Promoting Social Sustainability—Empirical Evidence from Ethiopia

by Mestawot Beyene Tafese, Erika Kopp and Habte Tadesse Likassa

Educ. Sci. 2024, 14(11), 1195; https://doi.org/10.3390/educsci14111195 - 31 Oct 2024

Abstract

The need for social sustainability through education is greater than ever. Despite numerous studies on this topic, there is still a gap in the research on the role and contribution of public higher education instructors in social sustainability. To address this, the researchers [...] Read more.

The need for social sustainability through education is greater than ever. Despite numerous studies on this topic, there is still a gap in the research on the role and contribution of public higher education instructors in social sustainability. To address this, the researchers of this study conducted a study on the contributions of instructors in public higher education to social sustainability in Ethiopia. The study aimed to provide evidence for policy briefs and guide public universities. A quantitative method was employed, and the reliability of the structured questionnaire was tested using Cronbach’s alpha. The data were analyzed by descriptive and inferential statistics. The findings revealed that 62.9% of instructors contributed to social sustainability, with significant predictors identified at 5%. Research and applied university instructors were 3.36 and 2.20 times more likely, respectively, to contribute compared to comprehensive universities. Furthermore, the results indicated that females were 0.64 times less likely to participate compared to males. Instructors who were optimistic about research implementation were 4.9 times more likely to engage, and those indicating “probably yes” were 18.5 times more likely as compared to the reference category. Educators involved in multiple roles were 0.13 times less likely to contribute than those focused solely on teaching. Ethiopia’s Ministry of Education and university leaders should support female teachers and master’s-level faculty at applied and comprehensive universities. Full article

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

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17 pages, 315 KiB

Open AccessArticle

Pre-Service Science Teachers’ Beliefs About Creativity at School: A Study in the Hispanic Context

by Leidy Dahiana Rios-Atehortua, Tarcilo Torres-Valois, Joan Josep Solaz-Portolés and Vicente Sanjosé

Educ. Sci. 2024, 14(11), 1194; https://doi.org/10.3390/educsci14111194 - 31 Oct 2024

Abstract

The present study examines the beliefs of pre-service science teachers on creativity in science teaching and learning and identifies factors in the school environment that, in their view, can influence students’ creativity. A total of 152 Colombian prospective science teachers participated in this [...] Read more.

The present study examines the beliefs of pre-service science teachers on creativity in science teaching and learning and identifies factors in the school environment that, in their view, can influence students’ creativity. A total of 152 Colombian prospective science teachers participated in this study. A questionnaire, with an open and a closed part, was administered to participants. Descriptive and inferential statistical analysis of the qualitative and quantitative data collected was carried out. The results revealed that (a) the concept of creativity held by the participants was incomplete and significantly diverged from expert definitions; (b) they viewed creativity as a universal potential that can be nurtured within the school system; (c) the ability to identify problems and ask challenging questions was rarely selected as a creative personality trait; (d) they demonstrated unclear ideas about the relationship between creativity and intelligence and the role of prior knowledge in students’ creativity; and (e) the subject or curricular domain was seen as an important factor influencing students’ creativity. From all this, it could be concluded that Colombian future science teachers exhibited flawed concepts of creativity based on poorly articulated beliefs, which is consistent with findings in other international studies. Full article

(This article belongs to the Special Issue Imagine the Future of Higher Education: Challenges and Opportunities for Teaching and Learning)

12 pages, 1750 KiB

Open AccessArticle

Longitudinal Changes in Adolescents’ Sedentary, Light, Moderate and Vigorous Physical Activity Levels

by Hilde Kristin Mikalsen, Joao Martins, Adilson Marques and Pål Arild Lagestad

Educ. Sci. 2024, 14(11), 1193; https://doi.org/10.3390/educsci14111193 - 31 Oct 2024

Abstract

Background and purpose: In recent years, sedentary behaviour (SB) has become a significant risk factor for health, alongside the decline of physical activity (PA) in the population. This study explored adolescents’ PA and SB using a longitudinal design, from the age of 13 [...] Read more.

Background and purpose: In recent years, sedentary behaviour (SB) has become a significant risk factor for health, alongside the decline of physical activity (PA) in the population. This study explored adolescents’ PA and SB using a longitudinal design, from the age of 13 to 15, to elucidate any changes and when they potentially occur. Method: The data material from the accelerometer measurements was analysed using the program SPSS, version 28. Repeated measures ANOVA (and follow-up test with Bonferroni corrections) were used to assess changes in the four activity levels during the three years. Independent t-tests were used to examine gender differences in each year and at each activity level and to determine differences in activity level between participants with valid data for all three years and those with valid data only at 13 and/or 14 years of age. Results: Statistical analyses of the accelerometer measurements revealed a significant increase in time in the lowest activity level and a decrease in light, moderate and vigorous intensity PA levels during the three years. These changes were larger from 13 to 14, than from 14 to 15, years of age. However, no significant interaction was found between time and gender. Analyses also showed a significantly higher time spent in SB and lower time spent in moderate activity among girls compared to boys at 13, but not at the age of 14 and 15. Conclusions: The findings, which indicate a reduction in PA and increased sedentary time with increasing age, are discussed, which we argue are important to increase and solidify involvement in PA among adolescents. Emphasized here is the importance of communicating the diverse possibilities of movement and challenging understandings of what PA can be for youth. Full article

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21 pages, 263 KiB

Open AccessArticle

Examining the Implications of Islamic Teacher Education and Professional Learning: Towards Professional Identity Renewal in Islamic Schools

by Ayda Succarie

Educ. Sci. 2024, 14(11), 1192; https://doi.org/10.3390/educsci14111192 - 31 Oct 2024

Abstract

Teachers in Islamic schools are often required to navigate complex identities. They balance personal and/or school-based religious obligations with contemporary secular-based commitments to meet organisational demands for institutional compliance. Behaviourally, the motivations and attitudes of teachers play a vital role in shaping a [...] Read more.

Teachers in Islamic schools are often required to navigate complex identities. They balance personal and/or school-based religious obligations with contemporary secular-based commitments to meet organisational demands for institutional compliance. Behaviourally, the motivations and attitudes of teachers play a vital role in shaping a learning environment that fosters a sense of community and caters to the needs of students. However, recent studies on Islamic education suggest a real struggle in managing such complexities. Consequently, scholars have called for specialized programs to counter such issues, focusing on the need for schools to renew their commitment to promoting educational values, principles and practices that are rooted in the Islamic tradition. Several higher education institutions have responded to this call by establishing programs in Islamic studies and Islamic education. Nevertheless, there is limited knowledge of the organisational and behavioural significance of such programs on the professional identity of teachers. Using semi-structured interviews, this article presents findings from four teachers who had completed a postgraduate qualification in Islamic education at an Australian university. The six-phase thematic data analysis, informed by Muslim identity and an Islamic worldview, revealed that secular teacher education provided participants with ‘a license to teach’ but lacked in ‘nurturing a purpose for teaching’. The findings also revealed a distinct connection between Islamic teacher education, professional learning and professional identity, whereby Islamic-based pedagogies ‘enlightened and empowered’ teachers toward becoming ‘faith-centred’ in their professional practice. While the study was limited to four teachers, it contributes knowledge to the Islamic education, organizational and behavioural fields of inquiry in two ways, by underlining that (i) the professional identities of Muslim teachers are shaped by a knowledge-seeking mindset, and (ii) Islamic teacher education and professional learning create pathways towards the renewal of teachers’ professional identities in Islamic schools. Full article

(This article belongs to the Special Issue Teacher Education for Islamic Education and Schooling)

13 pages, 233 KiB

Open AccessArticle

Elevating Students’ Oral and Written Language: Empowering African American Students Through Language

by Ramona T. Pittman, Lynette O’Neal, Kimberly Wright and Brittany R. White

Educ. Sci. 2024, 14(11), 1191; https://doi.org/10.3390/educsci14111191 - 31 Oct 2024

Abstract

A consistent pattern emerges where African American students’ scores lag behind their counterparts on both national and state literacy assessments. One possible explanation is rooted in the fact that approximately 80% of African American students speak African American English, which differs from the [...] Read more.

A consistent pattern emerges where African American students’ scores lag behind their counterparts on both national and state literacy assessments. One possible explanation is rooted in the fact that approximately 80% of African American students speak African American English, which differs from the General American English, the language expected to be used within educational settings. African American English encompasses distinct phonological and grammatical (morphosyntactic) features compared to General American English. This paper aims to delineate the differences between these two languages, review research on African American English, and explore the prevalence of bidialectal or multidialectal abilities among African American students. Additionally, it will address research indicating that many teachers and teacher educators lack awareness of African American English, leading to a deficit-oriented perspective that views African American English as a linguistic deficiency rather than a linguistic difference. Full article

(This article belongs to the Special Issue Supporting Multilingual Students in Schools: Perspectives, Challenges, and Opportunities)

19 pages, 510 KiB

Open AccessArticle

Shaping Career Development Through College Readiness at the High School Level

by Wael Yousef

Educ. Sci. 2024, 14(11), 1190; https://doi.org/10.3390/educsci14111190 - 31 Oct 2024

Abstract

Career and College Readiness (CCR) generates higher levels of persistence, grit, motivation, and competencies in performing work- or school-related tasks among learners during post-secondary life. One primary limitation defining the present scholarship on CCR is the authentic analysis of the on the ground [...] Read more.

Career and College Readiness (CCR) generates higher levels of persistence, grit, motivation, and competencies in performing work- or school-related tasks among learners during post-secondary life. One primary limitation defining the present scholarship on CCR is the authentic analysis of the on the ground or field practices high schools perform to increase learners’ CCR competencies. The inadequate research on actual CCR practices in high schools motivated this study. To learn more about how high schools prepare students for post-secondary life, 16 principals from high schools provided detailed narratives on CCR practices in their institutions. Principals completed interviews of one to two hours using Microsoft Teams, supplying the researcher with specific information and examples of how their institutions equip students for future careers and higher education. Manual qualitative thematic analysis of the entire transcript guided the organization and interpretation of the findings, allowing the presentation of meaningful themes supported by a plethora of illustrations. Six themes representing 18 distinct CCR practices emerged, and the themes were rigorous curriculum, content knowledge, key academic behaviors, key cognitive strategies, multiculturalism, and citizenship development. Results partially supported the pervasive CCR model based on Conley’s readiness index. Increasingly, diversity and citizenship learning have defined high schools’ CCR work in preparing learners to become effective local and global citizens. The current investigation paves the way for future observational and field research uncovering whether schools truly prepare students or not, and such preparation varies across community, country, and institutional characteristics. Full article

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20 pages, 752 KiB

Open AccessReview

A Literature Review on Digital Creativity in Higher Education—Toward a Conceptual Model

by Venera-Mihaela Cojocariu and Ioana Boghian

Educ. Sci. 2024, 14(11), 1189; https://doi.org/10.3390/educsci14111189 - 30 Oct 2024

Abstract

The present study relies on the assumption that in today’s knowledge society and the use of online knowledge, learning, and communication mechanisms, pre-university and university teachers, students of all ages, those preparing for teaching careers or other careers, parents, managers, and administrators have [...] Read more.

The present study relies on the assumption that in today’s knowledge society and the use of online knowledge, learning, and communication mechanisms, pre-university and university teachers, students of all ages, those preparing for teaching careers or other careers, parents, managers, and administrators have become increasingly interested in acquiring proficiency, capitalization, and stimulation of digital creativity. As such, research must provide, primarily for teachers and those preparing for this career, systematic results on digital creativity. This study aims to identify the current state-of-the-art in scientific knowledge on the comprehensive topic of digital creativity: conceptual frameworks and theoretical highlights, elaborating a model of digital creativity, and identifying and formulating future research opportunities. The investigation relies on the key concept of digital creativity and aims to cover two aspects: 1. basic meanings of the concept of digital creativity, specifying its applicability in the educational process at pre-university and university levels, and 2. identifying a set of concepts that are complementary to digital creativity. The research is a conceptual literature review, implying the use of literature review and bibliographic analysis methods. The study relies on a comprehensive literature review of papers selected from the three international databases WEB of SCIENCE, Science Direct, and Scopus from 2020 to 2024. The literature search enabled us to identify an initial sample of 1848 studies in the three databases and finally select 31 relevant articles. The analysis of the relevant papers allowed us to formulate conclusions related to the two investigated aspects: 1. The concept of digital creativity has two types of definitions—explicit and implicit; 2. The concept of digital creativity is correlated with other complementary concepts: digital competence, mobile networking creativity, multi-team digital creativity, the use of artificial intelligence, and digital innovation. Our findings support us in proposing ways to effectively use and stimulate digital creativity in the educational process and build 21st-century skills and competences for students of all ages and at all levels of education. Full article

(This article belongs to the Special Issue Imagine the Future of Higher Education: Challenges and Opportunities for Teaching and Learning)

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