Education Sciences

23 pages, 299 KiB

Open AccessArticle

The Effects of Invented Spelling Instruction on Literacy Achievement and Writing Motivation

by Katie Schrodt, Erin FitzPatrick, Sungyoon Lee, Debra McKeown, Alexis McColloch and Kimberly Evert

Educ. Sci. 2024, 14(9), 1020; https://doi.org/10.3390/educsci14091020 - 18 Sep 2024

Abstract

Early writing performance strongly predicts long-term literacy performance. It follows that early underachievement in writing is highly correlated with early underachievement in reading. One strategy teachers and students can use to approach writing in the kindergarten classroom is invented spelling. Invented spelling is [...] Read more.

Early writing performance strongly predicts long-term literacy performance. It follows that early underachievement in writing is highly correlated with early underachievement in reading. One strategy teachers and students can use to approach writing in the kindergarten classroom is invented spelling. Invented spelling is children’s spontaneous or self-directed attempts to represent words in print by matching sounds to known letters or phonics patterns. A quasi-experimental study was used to evaluate the impact of invented spelling on foundational literacy skills and writing motivation in 63 kindergarten students at a rural school in the Mid-South. The research questions focused on the impact of invented spelling instruction on a variety of literacy outcomes, including foundational skills, spelling, and motivation. The results indicate the significant main effects of invented spelling instruction on students’ invented spelling (p < 0.001), conventional spelling (p < 0.001), complex vocabulary use (p < 0.001, writing motivation (p = 0.040), and writing achievement (p < 0.001). Other outcomes as well as implications and future directions are reported. The invented spelling intervention encouraged low-stake risk taking when writing and removed barriers to writing entry. Allowing time and space for invented spellings means students can focus on communicating their ideas in print without being hindered by the expectation to conform to conventional spellings. Full article

(This article belongs to the Special Issue Building Literacy Skills in Primary School Children and Adolescents)

21 pages, 7350 KiB

Open AccessArticle

Updating Calculus Teaching with AI: A Classroom Experience

by Roberto Carlos Torres-Peña, Darwin Peña-González, Ellery Chacuto-López, Edwan Anderson Ariza and Diego Vergara

Educ. Sci. 2024, 14(9), 1019; https://doi.org/10.3390/educsci14091019 - 18 Sep 2024

Abstract

In the context of mathematics education, the integration of artificial intelligence (AI) in teaching calculus is revolutionizing instructional methodologies and enhancing learning experiences both inside and outside the classroom. This study explores the use of specific AI tools, including ChatGPT, MathGPT, Gemini, and [...] Read more.

In the context of mathematics education, the integration of artificial intelligence (AI) in teaching calculus is revolutionizing instructional methodologies and enhancing learning experiences both inside and outside the classroom. This study explores the use of specific AI tools, including ChatGPT, MathGPT, Gemini, and Wolfram Alpha, to deepen students’ understanding of key mathematical concepts such as derivatives and rates of change through continuous interaction with a virtual tutor. By employing well-designed prompts, these tools facilitated problem-solving exercises that were verified and refined by AI, fostering both precision in calculations and conceptual clarity. Observations from the classroom implementation reveal that students not only improved their accuracy in performing derivative calculations but also developed a clear understanding of the distinctions between average and instantaneous rates of change. The AI tools created a dynamic, adaptive learning environment, providing immediate feedback and simulations that significantly boosted student engagement and motivation. These findings underscore the potential of AI to transform mathematics education by making learning more personalized and accessible, ultimately enhancing educational outcomes and preparing students for future academic and professional challenges. Furthermore, this study introduces an innovative approach to refining AI prompts and interactions, highlighting the importance of iterative improvement to enhance the quality of AI feedback. This approach is crucial for developing better problem-solving skills and ensuring a comprehensive understanding of mathematical concepts. Full article

(This article belongs to the Special Issue Digital Learning Innovation)

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15 pages, 650 KiB

Open AccessArticle

Self-Regulation Profiles of Pre-Service Mathematics Teachers for Primary Education in Mathematical Problem-Solving Contexts

by Josune Landa, Ainhoa Berciano and José M. Marbán

Educ. Sci. 2024, 14(9), 1018; https://doi.org/10.3390/educsci14091018 - 18 Sep 2024

Abstract

Self-regulation in mathematical problem solving is of particular importance in the initial training of Primary Education teachers as it can contribute to improving their own competence in mathematics and at the same time enable them to teach effectively and in a personalized way. [...] Read more.

Self-regulation in mathematical problem solving is of particular importance in the initial training of Primary Education teachers as it can contribute to improving their own competence in mathematics and at the same time enable them to teach effectively and in a personalized way. With this idea in mind, this study identifies self-regulation profiles present in university students in mathematical problem-solving contexts based on data from the application of a validated scale on a sample of 402 pre-service teachers of primary education at University of the Basque Country. The cluster analysis carried out made it possible to identify and characterize three profiles, labelled according to the level of self-regulation represented by each of them (low, medium, high). In view of the results obtained, we perceive a need to design didactic proposals that allow these profiles to evolve from the lowest to the highest levels. Full article

(This article belongs to the Section Teacher Education)

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22 pages, 2010 KiB

Open AccessReview

Online Pedagogies and the Middle Grades: A Scoping Review of the Literature

by Brooke Eisenbach and Bridget Coleman

Educ. Sci. 2024, 14(9), 1017; https://doi.org/10.3390/educsci14091017 - 18 Sep 2024

Abstract

Online teaching and learning has had a presence in K12 public education since the 1990s. Following the COVID-19 global pandemic, there has been a surge in online learning and an increase in research surrounding the role of online teaching and learning within the [...] Read more.

Online teaching and learning has had a presence in K12 public education since the 1990s. Following the COVID-19 global pandemic, there has been a surge in online learning and an increase in research surrounding the role of online teaching and learning within the K12 context. However, while the inclusion of online pedagogies flourishes throughout middle-grade educational settings, there is limited contemporary research that speaks specifically to effective online instruction of young adolescent learners. This scoping review examines the existing body of literature pertaining to online pedagogies within the middle grades in an effort to map the current trends, gaps, and overall state of research pertaining to national and international middle-level online pedagogy. Researchers screened research and pedagogically centered peer-reviewed articles published between 2013 and 2024. The reviewed articles were charted according to standardized details—e.g., author(s), publication year, research purpose, study location, participant demographics, methodology, and outcomes—to identify themes relevant to online pedagogical approaches, national or international contextual considerations, connection to the Association for Middle Level Education (AMLE) characteristics, and more. The findings speak to trends and gaps within middle-grade online pedagogical research with recommendations for additional examination of research and pedagogy specific to middle-grade online teaching and learning. Full article

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

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18 pages, 1965 KiB

Open AccessArticle

Investigating the Effects of Practice Time on Student Achievement Considering Variations in Demographics across Various Chemistry Topics

by Sloka Suresh, Stephanie Toy, Neha Gondra, Auddy Guerrero Anilao, Brandon Vernoy, Ingo Eilks and Ozcan Gulacar

Educ. Sci. 2024, 14(9), 1016; https://doi.org/10.3390/educsci14091016 - 17 Sep 2024

Abstract

This study examined the relationship between the time students spend on practice problems and their performance on exams in various chemistry topics, considering their demographics. The researchers divided 91 general chemistry students into three groups based on the time allotted for solving intervention [...] Read more.

This study examined the relationship between the time students spend on practice problems and their performance on exams in various chemistry topics, considering their demographics. The researchers divided 91 general chemistry students into three groups based on the time allotted for solving intervention questions: Minimum, Average, and Maximum. The results showed that the Minimum and Average time groups benefited almost equally, but the performance of the Maximum time group declined. This suggests that, while additional practice is beneficial, there could be an optimal amount of time that students should spend on each question. Spending too much time on a single question can lead to mental and emotional fatigue, resulting in a decline in performance. Additionally, the researchers noted variations in performance across different chemistry topics and student groups, and they examined the relationship between student demographics and their problem-solving performances. The study provides recommendations for educators, testing services, and online homework systems to improve the effectiveness of chemistry instruction, highlighting the importance of finding the right balance between practice time and student engagement, and suggesting that a uniform approach to practice problems may not be ideal for every student. Full article

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14 pages, 252 KiB

Open AccessArticle

Obtaining Academic Employment Within the U.S. Context: The Experiences of Strugglers

by Binh Chi Bui and Elsa Maria Gonzalez

Educ. Sci. 2024, 14(9), 1015; https://doi.org/10.3390/educsci14091015 - 17 Sep 2024

Abstract

In the present study, we explored the experiences of Ph.D. graduates in navigating the U.S. academic job market. Using interpretative phenomenology and interview data from 15 Ph.D. graduates, we found that while pursuing academic positions, the Ph.D. graduates faced concerns about the best-fit [...] Read more.

In the present study, we explored the experiences of Ph.D. graduates in navigating the U.S. academic job market. Using interpretative phenomenology and interview data from 15 Ph.D. graduates, we found that while pursuing academic positions, the Ph.D. graduates faced concerns about the best-fit qualities, negotiated their failures with a flexible mindset, and introspected to restore their academic identity. These internal struggles suggest the challenges of validating doctoral employability in a highly competitive academic job market. This paper discusses the findings and offers recommendations for further research and for doctoral students/graduates and academic institutions. Full article

(This article belongs to the Section Higher Education)

12 pages, 219 KiB

Open AccessArticle

Successful School Principals Balancing Ethical, Personal and Collective—A Norwegian Case

by Hedvig Neerland Abrahamsen and Ann Elisabeth Gunnulfsen

Educ. Sci. 2024, 14(9), 1014; https://doi.org/10.3390/educsci14091014 - 16 Sep 2024

Abstract

Over the past two decades, there has been extensive research into what constitutes successful school principal leadership under the assumption that leaders’ practices are significant and context-dependent on their school organization. By investigating how successful principals balance their personal ethical leadership dispositions and [...] Read more.

Over the past two decades, there has been extensive research into what constitutes successful school principal leadership under the assumption that leaders’ practices are significant and context-dependent on their school organization. By investigating how successful principals balance their personal ethical leadership dispositions and their intention of sharing leadership, this paper aims to contribute to the knowledge of how school principals need to balance the ethical, personal, and collective as the top leader of the school. Findings from the interviews suggested that a central aspect in the Norwegian school principals’ characteristics of their leadership practices is student wellbeing and collaborative effort for school quality and student learning. Norwegian successful school principals seem to be relatively unaware of aspects of power use in their leadership practices. Dilemmas arise in the complexity of ensuring individual and collective effort and responsibility for the school to function in accordance with the societal mandate. Full article

(This article belongs to the Special Issue Successful School Leadership: Perceptions and Practice in Multiple Countries)

21 pages, 3528 KiB

Open AccessArticle

Diagnosis of TPACK in Elementary School Teachers: A Case Study in the Colombian Caribbean

by Ángel Jiménez Sierra, Jorge Ortega Iglesias and Antonio Palacios-Rodríguez

Educ. Sci. 2024, 14(9), 1013; https://doi.org/10.3390/educsci14091013 - 16 Sep 2024

Abstract

Numerous studies support that the development of digital teaching competence is essential in 21st century schools. This paper examines Technological Pedagogical Content Knowledge (TPACK) to gain a deeper understanding of ICT integration in teaching. By assessing TPACK, we uncover opportunities to enhance teacher [...] Read more.

Numerous studies support that the development of digital teaching competence is essential in 21st century schools. This paper examines Technological Pedagogical Content Knowledge (TPACK) to gain a deeper understanding of ICT integration in teaching. By assessing TPACK, we uncover opportunities to enhance teacher competencies and, consequently, improve student learning. This research evaluated the initial TPACK of primary school teachers from a public school in the Colombian Caribbean. Eight teachers participated in a professional development program based on the Lesson Study (LS) methodology. Adopting an interpretive qualitative approach and a case study for the operational analysis of LS, the findings indicate that teachers, in self-reports and performance-based assessments, highlight high competence in the PK, CK, and PCK domains. This demonstrates their ability to select and adapt effective teaching strategies. They excel in guiding learning and understanding academic content, showcasing a remarkable capacity to adapt to the diverse socioeconomic realities of their students. However, these findings also highlight areas for improvement in developing the technological components of TPACK, specifically TK, TPK, TCK, TPCK, and XK. Full article

(This article belongs to the Special Issue Digital Competence of Educators: Opportunities and Challenges)

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27 pages, 3150 KiB

Open AccessArticle

Innovative Integration of Poetry and Visual Arts in Metaverse for Sustainable Education

by Ji-yoon Kim and Han-sol Kim

Educ. Sci. 2024, 14(9), 1012; https://doi.org/10.3390/educsci14091012 - 15 Sep 2024

Abstract

The rapid advancement of digital technology has necessitated a reevaluation of traditional educational methodologies, particularly in literature and visual arts. This study investigates the application of metaverse technology to integrate contemporary poetry and visual arts, aiming to enhance university-level education. The purpose is [...] Read more.

The rapid advancement of digital technology has necessitated a reevaluation of traditional educational methodologies, particularly in literature and visual arts. This study investigates the application of metaverse technology to integrate contemporary poetry and visual arts, aiming to enhance university-level education. The purpose is to develop a convergent teaching method that leverages the immersive and interactive capabilities of the metaverse. The research involves a joint exhibition project with students from Sangmyung University and international participants, incorporating a metaverse-based educational program. A sample of 85 students participated in the program, and their experiences were evaluated through surveys and focus group interviews (FGIs). The findings reveal significant correlations between content satisfaction and method satisfaction, underscoring the importance of engaging and interactive methods. The study also identifies technical challenges and provides insights for optimizing digital platforms for educational purposes. The implications suggest that integrating metaverse technology in arts education can significantly enhance creativity, critical thinking, and interdisciplinary skills, offering a sustainable and innovative approach to modern education. Based on these implications, this paper proposes methods for incorporating the insights gained from case analyses and implications into the design of educational programs. It is anticipated that this approach will contribute to enhancing the quality of convergence education in higher education institutions. Furthermore, it is expected that this program will serve as a starting point for the systematic implementation of integrated education and the use of digital platforms, thereby helping to reduce disparities in integrated education between countries. Full article

(This article belongs to the Special Issue Technology-Based Immersive Teaching and Learning)

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3 pages, 143 KiB

Open AccessEditorial

Active Learning Pedagogies in High School and Undergraduate STEM Education

by Rea Lavi and Lykke Brogaard Bertel

Educ. Sci. 2024, 14(9), 1011; https://doi.org/10.3390/educsci14091011 - 15 Sep 2024

Abstract

Active learning (AL) typically involves (1) students applying knowledge and higher-order thinking (2) individually and in groups to (3) problems, cases, scenarios, or questions while (4) reflecting on their learning [...] Full article

(This article belongs to the Special Issue Active Learning Pedagogies in High School and Undergraduate STEM Education)

16 pages, 287 KiB

Open AccessArticle

Multimodal Resources and Approaches for Teaching Young Adolescents: A Review of the Literature

by Roberta Linder and Francine Falk-Ross

Educ. Sci. 2024, 14(9), 1010; https://doi.org/10.3390/educsci14091010 - 14 Sep 2024

Abstract

With an increased number of multimodal texts being read, viewed, or designed by young adolescents ages 10–15 years, classroom instruction requires a focus on current research related to multimodal pedagogy. This integrative literature review sought to determine how instruction based on multimodality has [...] Read more.

With an increased number of multimodal texts being read, viewed, or designed by young adolescents ages 10–15 years, classroom instruction requires a focus on current research related to multimodal pedagogy. This integrative literature review sought to determine how instruction based on multimodality has been implemented in middle school classrooms. Educational databases were searched to locate empirical quantitative and qualitative studies describing instruction focusing on reading, viewing, or designing multimodal texts. The authors reviewed 37 research studies published between 2013 and 2023 to update the MLER Research Agenda. An analysis of the studies revealed three themes related to multimodal pedagogy: promoting language and literacy development; enhancing content learning; and providing opportunities for empowerment, personal expression, and identity development. Three gaps in the literature were also noted: no studies were conducted in mathematics classrooms, few studies examined multimodal pedagogy and students with learning or language differences, and few studies investigated the impact of multimodal pedagogy on students’ learning. Based on our findings, we conclude with a series of questions for a research agenda. Full article

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

15 pages, 977 KiB

Open AccessArticle

Enhancing Grit and Critical Thinking in Rural Primary Students: Impact of a Targeted Educational Intervention

by Carla Gallardo-Estrada, Miguel Nussbaum, Mauricio Pinto, Danilo Alvares and Carlos Alario-Hoyos

Educ. Sci. 2024, 14(9), 1009; https://doi.org/10.3390/educsci14091009 - 13 Sep 2024

Abstract

This study examined the impact of a targeted educational intervention on enhancing grit and critical thinking skills among 10-year-old primary school students in rural Chile. The intervention, involving 153 students from six public schools, used a language classroom model with structured reading activities. [...] Read more.

This study examined the impact of a targeted educational intervention on enhancing grit and critical thinking skills among 10-year-old primary school students in rural Chile. The intervention, involving 153 students from six public schools, used a language classroom model with structured reading activities. Grit and critical thinking were measured pre- and post-intervention. Results showed improvements in the intervention group. The intervention’s effectiveness was consistent across genders. The findings suggest that structured, student-centered educational strategies can enhance grit and critical thinking in primary students. Further research is needed to generalize the results to different settings and age groups. Full article

(This article belongs to the Topic Diversity, Educational Inclusion, Emotional Intelligence, Coping, and Other Factors That Influence Psychological Health and Well-Being)

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20 pages, 1696 KiB

Open AccessSystematic Review

Systematic Review: Revisiting Challenge-Based Learning Teaching Practices in Higher Education

by Marisol Galdames-Calderón, Anni Stavnskær Pedersen and David Rodriguez-Gomez

Educ. Sci. 2024, 14(9), 1008; https://doi.org/10.3390/educsci14091008 - 13 Sep 2024

Abstract

In recent years, Higher Education institutions have reviewed learning and teaching methodologies to align competencies with evolving socioeconomic scenarios. Challenge-Based Learning (CBL) has emerged as a key method for developing competencies and self-regulating capacities in university students. This study aimed to identify the [...] Read more.

In recent years, Higher Education institutions have reviewed learning and teaching methodologies to align competencies with evolving socioeconomic scenarios. Challenge-Based Learning (CBL) has emerged as a key method for developing competencies and self-regulating capacities in university students. This study aimed to identify the teaching practices associated with CBL in Higher Education. Adhering to PRISMA 2020 guidelines, this systematic review analyzed open-access and peer-reviewed publications from 2013 to 2023. The selection process reviewed 64 articles from Web of Science (WoS) and Scopus. To assess the risk of bias, the Delphi method with expert panels from the University College of Northern Denmark (UCN) was used. The review identified 20 studies emphasizing a shift in teaching practices in CBL toward student-centered learning, categorized into four key dimensions: pedagogical approaches, technological integration, industry engagement, and support for development. These findings illustrate the transition from traditional teaching to facilitative roles that foster innovative problem-solving. Limitations included the scarcity of research on specific CBL teaching practices and detailed implementation strategies, highlighting the need for further research. This study underscores the importance of specialized educator training in addressing CBL adoption challenges and preparing students for complex future challenges, enhancing student learning and growth across disciplines. Full article

(This article belongs to the Section Teacher Education)

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16 pages, 2186 KiB

Open AccessArticle

Coeducation in Serial and Cinematographic Formats: Bibliometric Analysis on Web of Science (1986–2023)

by Simón Gil Tévar, Jose Javier Hueso Romero, Javier Gil Quintana and Eduardo García Blazquez

Educ. Sci. 2024, 14(9), 1007; https://doi.org/10.3390/educsci14091007 - 13 Sep 2024

Abstract

This study quantitatively examines the coeducation of television series and films between 1986 and 2023. This analysis has been facilitated by applying bibliometric analysis to scientific production using a relevant Web of Science (WoS) database. Analyses of 190 documents were conducted using quantitative [...] Read more.

This study quantitatively examines the coeducation of television series and films between 1986 and 2023. This analysis has been facilitated by applying bibliometric analysis to scientific production using a relevant Web of Science (WoS) database. Analyses of 190 documents were conducted using quantitative and descriptive methods. These results present a multifaceted analysis of scientific production, evaluating historical development, the productivity of countries and institutions, authors’ productivity, and sources’ productivity. The study indicates that scientific production has grown exponentially in the last decade; this coincides with the emergence of video-on-demand platforms, multiscreen consumption, and equality policies. The conclusions must emphasize the significant role played by fiction series and film productions as socializing agents and their educational potential. Full article

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12 pages, 220 KiB

Open AccessArticle

Where Are the Diverse Families in Australian Children’s Literature? Impacts and Consideration for Language and Literacy in the Early Years

by Helen Adam, Sally Murphy, Yvonne Urquhart and Katira Ahmed

Educ. Sci. 2024, 14(9), 1006; https://doi.org/10.3390/educsci14091006 - 13 Sep 2024

Abstract

A lack of representation of diverse families in children’s books can affirm insecurities and contribute to a sense of “otherness”. This study reports on the representation of family diversity in award-listed Australian children’s picture books. A critical theoretical framework was employed to analyse [...] Read more.

A lack of representation of diverse families in children’s books can affirm insecurities and contribute to a sense of “otherness”. This study reports on the representation of family diversity in award-listed Australian children’s picture books. A critical theoretical framework was employed to analyse both texts and images. This study found a lack of diverse family structures in children’s books, especially LGBTIQA+, foster, step and blended families. This paper argues that to ensure inclusive and equitable literacy learning opportunities for all, educators need to go beyond award-listed books when selecting books for early literacy environments. Full article

(This article belongs to the Special Issue Language and Literacy Education in the Early Years: Practices and Principles for Dynamic and Diverse Contexts)

25 pages, 1761 KiB

Open AccessArticle

Unlocking Teacherpreneur Potential in Higher Education: Validating a Competency Measurement Scale

by Dihui Liu, Sukanya Chaemchoy and Pruet Siribanpitak

Educ. Sci. 2024, 14(9), 1005; https://doi.org/10.3390/educsci14091005 - 13 Sep 2024

Abstract

This study investigated the level of teacherpreneur competency among pre-service teachers (n = 400), with an additional 400 pilot participants from the same academic context invited for exploratory factor analysis and reliability analysis. A self-reported questionnaire, adapted from the Teacherpreneur Competency Model [...] Read more.

This study investigated the level of teacherpreneur competency among pre-service teachers (n = 400), with an additional 400 pilot participants from the same academic context invited for exploratory factor analysis and reliability analysis. A self-reported questionnaire, adapted from the Teacherpreneur Competency Model (TCM), was used to assess participants’ competency across four key domains: pedagogical, social, personality, and professional. The findings revealed that pre- service teachers possessed high levels of teacherpreneur competency, with Personality Competency scoring the highest and Social Competency scoring the lowest. These results suggest that while pre-service teachers have a solid foundation in delivering instruction, targeted interventions are needed within teacher education programs to nurture their entrepreneurial spirit and foster the social and personal attributes associated with teacherpreneurship. This study underscores the importance of integrating comprehensive competency development into teacher education curricula to better prepare future educators for the dynamic demands of the teaching profession. Full article

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22 pages, 3595 KiB

Open AccessArticle

Curating Hybrid-Style University Experiences: Framework Development for Student Social Connectedness Using Interaction Design and Placemaking

by Theresa Wheele, Carmel Lindkvist, Tore Haugen, Clara Weber and Lukas Windlinger

Educ. Sci. 2024, 14(9), 1004; https://doi.org/10.3390/educsci14091004 - 12 Sep 2024

Abstract

Communication technologies offer new opportunities for building and maintaining social connections at university. However, these technologies need to be better understood for their influence on student experiences in hybrid-style classrooms and guided more effectively. This study identified qualities of social connection to understand [...] Read more.

Communication technologies offer new opportunities for building and maintaining social connections at university. However, these technologies need to be better understood for their influence on student experiences in hybrid-style classrooms and guided more effectively. This study identified qualities of social connection to understand how students built/maintained social connection. The study was conducted over two autumn semesters in three hybrid-style classes in Switzerland and Norway. Qualitative methods included observations, interviews, and auto-photography. Approximately 150 h of observational data were gained, including auto-photography of 17 students’ physical online learning spaces, and four interviews with class lecturers. The findings indicated that informal/private spaces, crucial for building/maintaining social connection, were hard to access in hybrid-style learning environments. Communication cultures and social structures offered limited support for accessing these spaces for building/maintaining social connection. Addressing this issue required a processual effort across user-levels to support social connection within a hybrid-style university culture. This effort involved opening access to informal/private spaces by applying the concept of affective atmospheres within placemaking and interaction-design theories. A dimensions of affect framework is developed to help curate learning environments towards social connection. For university campus development, addressing these people–place relations with communication technology could foster technology more effectively to support connection. Full article

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19 pages, 2926 KiB

Open AccessArticle

A Qualitative-Content-Analytical Approach to the Quality of Primary Students’ Questions: Testing a Competence Level Model and Exploring Selected Influencing Factors

by Yannick Schilling, Leonie Hillebrand and Miriam Kuckuck

Educ. Sci. 2024, 14(9), 1003; https://doi.org/10.3390/educsci14091003 - 12 Sep 2024

Abstract

There is a consensus on the importance of students’ questions in educational contexts due to diverse potentials to promote learning. Engaging with students’ questions in primary school is highly relevant as it fosters critical thinking skills, encourages curiosity, and cultivates a deeper understanding [...] Read more.

There is a consensus on the importance of students’ questions in educational contexts due to diverse potentials to promote learning. Engaging with students’ questions in primary school is highly relevant as it fosters critical thinking skills, encourages curiosity, and cultivates a deeper understanding of subject matter. At the same time, research findings agree that students’ questions about the subject matter are rare. Research on the quality of students’ questions in the classroom mostly focuses on secondary or higher education. However, when it comes to the quality of students’ questions in primary schools, there is a research gap, although it is possible to use questions in primary school lessons to improve learning processes. Against this background, the present study takes up a competence level model for assessing the quality of students’ questions in General Studies and evaluates its use in a qualitative–explorative setting on the questions from a non-probabilistic random sample (n = 477). The results of the analysis are further used to look for indications of the influences of the grade level and the subject matter on competence levels. Further, they also allow conclusions to be drawn for primary school teacher education. The competence level model in modified form turns out to be a reliable instrument for assessing the competence levels of questions. In addition, a weak positive correlation was found between the level of competence levels and the students’ grade level. The conclusion is that there is a need for tailored support across different grade levels. The detected lack of consistent connection with the subject matter highlights the importance of diverse instructional approaches. Full article

(This article belongs to the Special Issue Innovative Approaches in Primary School for the Training of School Teachers)

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17 pages, 1948 KiB

Open AccessArticle

Advancing Women’s Leadership in United Arab Emirates Higher Education: Perspectives from Emirati Women

by Shaikha Ali Al-Naqbi and Semiyu Adejare Aderibigbe

Educ. Sci. 2024, 14(9), 1002; https://doi.org/10.3390/educsci14091002 - 12 Sep 2024

Abstract

The imperative for an ongoing review and comprehension of the challenges and methodologies for enhancing diversity and inclusion of women in senior leadership within higher education is well-documented. This study aims to illuminate the perspectives of Emirati women regarding their leadership trajectories, evaluating [...] Read more.

The imperative for an ongoing review and comprehension of the challenges and methodologies for enhancing diversity and inclusion of women in senior leadership within higher education is well-documented. This study aims to illuminate the perspectives of Emirati women regarding their leadership trajectories, evaluating the effectiveness of current policies, the obstacles encountered, and strategies to advance women’s leadership in higher education. Utilizing a concurrent mixed-methods approach, we collected and analyzed both quantitative and qualitative data from 103 female Emirati leaders in higher education institutions across the United Arab Emirates (UAE). The findings reveal a prevailing sentiment among participants that policies intended to promote Emirati women’s inclusion in senior leadership roles are mostly ineffective. Key challenges identified include barriers to career progression, disparities in institutional support, and pervasive gender biases. However, participants also offered insights into potential strategies to enhance the inclusion of Emirati women in leadership positions, including leadership training programs, robust policy development, and initiatives to improve work–life balance, networking opportunities, and reward systems. Full article

(This article belongs to the Section Higher Education)

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