Education Sciences

14 pages, 295 KiB

Open AccessArticle

Development of Early Choral Expertise: Insights from Middle School Elite Choristers

by Katie Zhukov and Margaret S. Barrett

Educ. Sci. 2025, 15(9), 1093; https://doi.org/10.3390/educsci15091093 (registering DOI) - 24 Aug 2025

General models of talent development have highlighted the importance of a community of practice to nurture talent potential, with recent studies refining factors that contribute to the developmental journey. In music, an early model described three phases of talent development, while current research [...] Read more.

General models of talent development have highlighted the importance of a community of practice to nurture talent potential, with recent studies refining factors that contribute to the developmental journey. In music, an early model described three phases of talent development, while current research has focused on transitions between these. Choral music research has investigated conductors’ expertise and choristers’ experiences, highlighting positive social impacts for children in addition to the development of choral skills. The purpose of this qualitative case study was to investigate talent development of 11 elite middle school choristers utilising interviews. Thematic analyses identified four themes and 10 sub-themes, demonstrating that choristers followed a developmental pathway similar to choral conductors, acquiring vocal competence and mastery, nurturing a sense of belonging to a choral community, participating in meaningful experiences, and becoming advanced choristers through intensive training. Chorister talent development was also linked to personality development, with transformation in choral identity leading to growth in personal confidence. This study extends research into choral talent development by documenting the voices of middle school children participating in an advanced choir, showing that high levels of performance can be achieved through expert choral coaching and without sacrificing the enjoyment of singing. Full article

(This article belongs to the Special Issue Practices and Challenges in Gifted Education)

23 pages, 382 KiB

Open AccessArticle

Do English Language Pre-Service Teachers Feel Ready to Teach Students with ADHD? Voices from Japan, Poland, Turkey, and Ukraine

by Agnieszka Kałdonek-Crnjaković, Asli Lidice Göktürk Saglam, Zrinka Fišer, Mutsumi Iijima, Elisa Díaz-Prada and Nataliia Shcherba

Educ. Sci. 2025, 15(9), 1092; https://doi.org/10.3390/educsci15091092 (registering DOI) - 24 Aug 2025

Abstract

Inattention and hyperactivity/impulsivity that feature Attention-Deficit/Hyperactivity Disorder (ADHD) may be challenging in the classroom setting. However, little is known about language teachers’ self-efficacy and the approaches they would employ to deal with context-specific ADHD-like behaviours. Therefore, this mixed-method study used the vignette methodology [...] Read more.

Inattention and hyperactivity/impulsivity that feature Attention-Deficit/Hyperactivity Disorder (ADHD) may be challenging in the classroom setting. However, little is known about language teachers’ self-efficacy and the approaches they would employ to deal with context-specific ADHD-like behaviours. Therefore, this mixed-method study used the vignette methodology to investigate the self-reported efficacy and teaching approaches of 62 pre-service English language teachers from Japan, Poland, Turkey, and Ukraine in managing ADHD-like behaviours in six hypothetical classroom scenarios. By comparing diverse educational and cultural contexts, the study aimed to identify convergences and divergences in coping with these behaviours to promote evidence-based approaches in inclusive language teaching. Data were gathered using an online questionnaire with both open- and closed-ended questions on a Likert-type scale. The findings indicate that participants feel moderately confident in managing ADHD-like behaviours; however, some statistically significant country-related differences were observed. A number of similar teaching approaches were identified across the sample, but prominent country-specific differences in approaching specific ADHD-like behaviours were present. The approaches used by participants align with evidence-based recommendations for teaching students with ADHD to some extent. The discussed implications of the study inform pre-service teachers’ education and call for approaches that are more universal in design and language-skill-development-oriented. Full article

(This article belongs to the Special Issue Language Learning in Multilingual, Inclusive and Immersive Contexts)

17 pages, 1992 KiB

Open AccessArticle

“Stars Falling to Earth”—Mental Models of Comets and Meteors

by Malte S. Ubben, Fabian Hochhaus and Alexander Pusch

Educ. Sci. 2025, 15(9), 1091; https://doi.org/10.3390/educsci15091091 (registering DOI) - 23 Aug 2025

Abstract

The present study examines students’ conceptions of comets and meteors using qualitative research methods. A total of 35 semi-structured interviews were conducted with students in grades 7 and 9 in Germany, aiming to gain a richer understanding of how learners conceptualize these phenomena. [...] Read more.

The present study examines students’ conceptions of comets and meteors using qualitative research methods. A total of 35 semi-structured interviews were conducted with students in grades 7 and 9 in Germany, aiming to gain a richer understanding of how learners conceptualize these phenomena. We identified and categorized distinct mental models related to both the appearance (gestalt) and function of comets and meteors, which are reported in detail in this article. Ideas about meteors tend to align with scientific explanations, whereas answers about comets vary widely and often lack a basic understanding. Based on our data, we recommend that educational approaches begin with a clear introduction to physical properties to establish a solid foundation of knowledge. Both aspects of the gestalt and functionality of comets and meteors should be considered and emphasized in the teaching and learning process. Full article

(This article belongs to the Special Issue Reach for the Stars: Enhancing Pedagogy and Technology in Physics and Astronomy Education)

20 pages, 491 KiB

Open AccessArticle

Teacher-to-Student Victimization: The Role of Teachers’ Victimization and School Social and Organizational Climates

by Ruth Berkowitz

Educ. Sci. 2025, 15(9), 1090; https://doi.org/10.3390/educsci15091090 - 22 Aug 2025

Abstract

Prior research has largely neglected the issue of violence perpetrated by teachers against students, even though evidence indicates its prevalence worldwide. Research has also overlooked teachers’ perspectives on these concerning phenomena, relying predominantly on student reports. To address this gap, this cross-sectional study [...] Read more.

Prior research has largely neglected the issue of violence perpetrated by teachers against students, even though evidence indicates its prevalence worldwide. Research has also overlooked teachers’ perspectives on these concerning phenomena, relying predominantly on student reports. To address this gap, this cross-sectional study used a sample of 214 teachers from six Hebrew-language and four Arabic-language middle and high schools across Israel (69.2% female; 61.2% older than 41 years) to predict teachers’ reports on teacher-to-student victimization based on teachers’ victimization by students and parents, school social climate, and three dimensions of the school organizational climate: interpersonal conflict at work, trust in the principal, and job socialization. Chi-square and t-tests were used to examine the bivariate associations between teacher-to-student victimization and the predictors, and a three-step hierarchical binary logistic regression was used to examine multivariate associations. Teachers who reported teacher-to-student victimization scored higher on interpersonal conflict at work, social climate, trust in the principal, and job socialization compared to those who did not report such violence. Binary logistic regression analysis predicting teacher-to-student victimization revealed that Arabic-speaking teachers were more likely to report such victimization compared to their Hebrew-speaking counterparts. Teachers who reported a less positive school climate and higher levels of interpersonal conflict in the workplace were far more likely to report incidents of teacher-to-student victimization. The study highlights key directions for practice to address teacher-to-student victimization, including the establishment of a more positive social and organizational climate, with an emphasis on the role of the school principal as a central component of this initiative. Full article

15 pages, 496 KiB

Open AccessArticle

Predictors of Early College Success in the U.S.: An Initial Examination of Test-Optional Policies

by Kaylani Rae Othman, Rachel A. Vannatta and Audrey Conway Roberts

Educ. Sci. 2025, 15(9), 1089; https://doi.org/10.3390/educsci15091089 - 22 Aug 2025

Abstract

For decades, the U.S. college admissions process has utilized standardized exams as critical indicators of college readiness. With the onset of the COVID pandemic, the majority of 4-year universities implemented the Test-Optional policy to improve college access and enrollment. The Test-Optional policy allows [...] Read more.

For decades, the U.S. college admissions process has utilized standardized exams as critical indicators of college readiness. With the onset of the COVID pandemic, the majority of 4-year universities implemented the Test-Optional policy to improve college access and enrollment. The Test-Optional policy allows prospective high school students to apply to institutions that have implemented this policy without a SAT or ACT score. This study examined the use of the Test-Optional policy and its relationship with early college success. Forward multiple regression examined which variables of High School GPA, Students of Color, First-Generation Status, Test-Optional, Pell Eligible, and Pre-College Credits best predict undergraduate first-year GPA. The results generated a five-variable model that accounted for 31% of the variability in first-year college GPA. High School GPA was the strongest predictor, while Test-Optional was not entered into the model. Binary logistic regression examined predictors of first-year college completion. Our results revealed the model including High School GPA, which tripled the odds of first-year completion. Again, Test-Optional was not included in the model. Although Students of Color and Pell Eligibility utilized Test-Optional significantly more than their peers, Test-Optional was not a significant predictor of first-year College GPA or first-year completion. Full article

(This article belongs to the Special Issue Educational Assessment Theories and Methodologies: Trends in Standardized Testing)

► Show Figures

Figure 1

21 pages, 315 KiB

Open AccessArticle

Evaluation of a PILOT School-Based Mindfulness Program in Primary Education

by Matej Hrabovsky and Iveta Kovalcikova

Educ. Sci. 2025, 15(9), 1088; https://doi.org/10.3390/educsci15091088 - 22 Aug 2025

Abstract

In light of the increasing interest in integrating mindfulness techniques into educational contexts, it is essential to examine their potential cognitive and emotional benefits for the child population. Pilot investigation, analyzed in this paper, aimed to study and assess the impact of a [...] Read more.

In light of the increasing interest in integrating mindfulness techniques into educational contexts, it is essential to examine their potential cognitive and emotional benefits for the child population. Pilot investigation, analyzed in this paper, aimed to study and assess the impact of a structured mindfulness-based intervention on executive functioning and dispositional mindfulness in young learners. The intervention sample consisted of 14 fourth-grade pupils (mean age = 10 years), enrolled in a public primary school. Pre-test–intervention–post-test quasi-experimental design with two conditions was adopted. Executive functioning was assessed using the Delis-Kaplan Executive Function System subtests (D-KEFS), while trait mindfulness was assessed via the Five Facet Mindfulness Questionnaire (FFMQ). Preliminary findings revealed statistically significant improvements in cognitive flexibility and inhibitory control, as well as qualitative changes in mindfulness trait levels post-intervention. The results suggest that mindfulness-based programs may represent a promising approach for fostering executive and emotional competencies in younger school-aged children, thereby contributing to their overall academic performance and psychological development. Further research employing larger and more heterogeneous samples, including active control conditions, is warranted to replicate these effects and explore the long-term efficacy of mindfulness interventions in school settings. Full article

(This article belongs to the Special Issue Addressing the Mental Health Needs of Students and Teachers: Strategies for School-Based Interventions)

14 pages, 513 KiB

Open AccessArticle

Psychometric Properties and Rasch Validation of the Herth Hope Index in a Sample of Portuguese Higher Education Students During a Pandemic

by Carlos Laranjeira, Ana Querido, Tânia Lourenço, Zaida Charepe, Amira Mohammed Ali, Feten Fekih-Romdhane, Murat Yıldırım and Maria Anjos Dixe

Educ. Sci. 2025, 15(9), 1087; https://doi.org/10.3390/educsci15091087 - 22 Aug 2025

Viewed by 6

Abstract

A greater understanding of health-promoting factors, such as hope, is crucial for preventing and enhancing the mental health of higher education students. The Herth Hope Index (HHI) is a 12-item tool that has been widely used to assess a comprehensive, non-temporal perception of [...] Read more.

A greater understanding of health-promoting factors, such as hope, is crucial for preventing and enhancing the mental health of higher education students. The Herth Hope Index (HHI) is a 12-item tool that has been widely used to assess a comprehensive, non-temporal perception of hope. While this instrument has been used extensively in adult populations, most studies focus on clinical populations. Additionally, the HHI reveals inconsistencies in terms of scale dimensionality and items to be retained. Therefore, this study sought to assess the HHI’s psychometric characteristics in a sample of Portuguese Higher Education students. The person response validity, internal scale validity, unidimensionality, and uniform differential item functioning were assessed using a Rasch rating scale model. A total of 2227 higher education students participated during the e-survey activation period (spring semester of 2020). The mean age of the sample was 22.5 ± 6.2 years (range 18–59 years). Three of the twelve items (#3, #5, and #6) failed to satisfy the established criterion for goodness of fit. Following the elimination of these three items, the resultant nine-item scale exhibited satisfactory item fit to the model, appropriate unidimensionality (52.4% of the variance explained), enough person goodness of fit, sufficient separation, and the absence of differential item functioning. The 9-item version of the HHI had psychometric properties comparable to the original 12-item version. This study also underscores the importance of validated instruments for assessing hope-based interventions in academic contexts. Further research is necessary to explore the potential dimensions inherent to the hope concept and to identify variations in hope profiles among items influenced by cultural attributes. Full article

(This article belongs to the Special Issue Addressing the Mental Health Needs of Students and Teachers: Strategies for School-Based Interventions)

► Show Figures

Figure 1

21 pages, 320 KiB

Open AccessArticle

The Impact of a Science Center Student Lab Project on Subject Attitudes Toward STEM Subjects and Career Choices in STEM Fields

by Anikó Makkos, Boglárka Boldizsár, Szabolcs Rákosi and Zoltán Csizmadia

Educ. Sci. 2025, 15(9), 1086; https://doi.org/10.3390/educsci15091086 (registering DOI) - 22 Aug 2025

Abstract

This research examines the impact of the project ‘Development of Science Experiential Education Programs and Science Experiential Centres’, implemented by the Mobilis Science Center in Győr between 2017 and 2021. The professional and societal relevance of the program and research lies in the [...] Read more.

This research examines the impact of the project ‘Development of Science Experiential Education Programs and Science Experiential Centres’, implemented by the Mobilis Science Center in Győr between 2017 and 2021. The professional and societal relevance of the program and research lies in the growing importance of STEM disciplines and careers worldwide in recent decades, ensuring a long-term supply of skilled workers. A vital tool for this is the development of curricula that meet the needs of the 21st century, as well as the innovation of teaching methods in science subjects. The research involves a review of the literature on experiential science teaching and subject attitudes, the role of science centers, and relevant project documents. The present research, involving 592 students, focused on attitudes toward technology and science, openness to STEM careers, and the experiences and memories of participants in the student lab theme days. The results of the statistical data analyses confirm the effectiveness of the experiential education methods used in the theme day sessions, as the students’ openness to STEM careers is higher for those who participated in the sessions compared to the non-participants. There are significant differences in the attitudes of girls and boys participating in the program toward science subjects. The results suggest that the success in stimulating interest in science was mainly due to the experiential nature of the sessions. Moreover, the research found that the project led to the strengthening of the participants’ personal and social skills. This study is the first to look at the impact of the project. The results shed light on how teaching STEM subjects using experiential pedagogical methods can contribute to the long-term effectiveness of Széchenyi István University’s enrollment efforts and lead to the economic success of companies in a region facing a significant labor shortage in STEM careers. Full article

(This article belongs to the Topic Organized Out-of-School STEM Education)

19 pages, 1307 KiB

Open AccessArticle

What Makes Adult Learners Persist in College? An Analysis Using the Nontraditional Undergraduate Student Attrition Model

by Inseo Lee

Educ. Sci. 2025, 15(9), 1085; https://doi.org/10.3390/educsci15091085 - 22 Aug 2025

Viewed by 102

Abstract

This research examines the factors influencing drop out among adult college students. As the traditional-age student population (ages 19–24) declines, the older, part-time, adult learners have emerged as a critical enrollment demographic for higher education institutions. These learners often pursue higher education for [...] Read more.

This research examines the factors influencing drop out among adult college students. As the traditional-age student population (ages 19–24) declines, the older, part-time, adult learners have emerged as a critical enrollment demographic for higher education institutions. These learners often pursue higher education for career advancement, re-skilling, or re-employment. However, many encounter difficulties in sustaining their academic engagement due to low motivation, limited basic learning skills, or external constraints. Despite the growing presence of adult learners in Korean universities, limited research has analyzed drop-out factors within this specific context. To address this gap, this study applies Bean and Metzner’s nontraditional undergraduate student attrition model, using data from the Korean Educational Longitudinal Study (KELS). It investigates how background characteristics, academic variables, environmental factors, and academic and psychological outcomes influence the drop out of adult learners. The findings reveal that academic variables significantly impact drop-out intentions, while student engagement and social integration show minimal effects. These results offer valuable theoretical insights and practical implications for enhancing adult learner retention in higher education. Full article

(This article belongs to the Section Higher Education)

► Show Figures

Figure 1

Journal Menu

Journal Browser

Educ. Sci., Volume 15, Issue 9 (September 2025) – 9 articles

Further Information

Guidelines

MDPI Initiatives

Follow MDPI