Search Results (4,296)

Situated within the Embodied Learning in Early Mathematics and Science project in Australia, this paper explores the relationships between ‘embodied activities’ used by a preschool teacher and the children’s development of number sense over six months. Using an instrumental case study approach, qualitative data from multiple sources including self-reported data from the teacher, activity descriptions, two task-based interviews with nine children, and number-knowledge data extracted from a mathematics achievement assessment (pretest and post-test) was analysed. Pattern searching techniques across text and video revealed connections between the embodied activities implemented by the teacher and the children’s development of subitizing and counting skills, mathematical drawing, and number magnitude knowledge. We propose that attending to specific aspects of children’s physical development, particularly finger dexterity and drawing skills, in experiences that focus on representing number concepts, can support their development of number sense. Full article

The student–teacher relationship is widely acknowledged as a key factor influencing both academic achievement and emotional well-being. In Grade 12 mathematics, where academic demands and pressure are particularly high, the quality of this relationship can significantly affect students’ performance. This study investigates how students with different learning profiles perceive their relationship with their mathematics teacher and how this relationship correlates with their academic outcomes. Grounded in sociocultural perspectives on learning and psychological theories of motivation, the study explores dimensions such as closeness, support, and conflict. The sample included 120 Grade 12 students (aged 17–18) from seven state-funded high schools in Attica, Greece, evenly divided into two groups based on learning characteristics. Data were collected through a structured questionnaire and official school records of mathematics achievement. Findings revealed clear and statistically significant differences between the groups. Students who reported more positive relational experiences also demonstrated higher academic achievement. Across the full sample, stronger relational bonds were associated with better academic performance, while conflict was linked to lower achievement. This study makes a novel contribution by offering a comparative perspective on how the student–teacher relationship functions in high-stakes mathematics education. The results underscore the importance of fostering supportive and inclusive classroom environments, and they highlight the need for targeted professional development to help teachers build effective relationships with diverse learners. Full article

Emotional intelligence (EI) is increasingly recognised as being essential for effective school leadership. However, the direct and cascading effects of school leaders’ EI on teachers and students remain underexplored, particularly in diverse global contexts. This systematic review examined how school leaders’ EI competencies impact teachers’ performance and students’ learning outcomes across contexts. This study synthesised 28 studies published between 2011 and 2024, following the PRISMA guidelines. The findings revealed that self-awareness, empathy, and relationship management emerged as core EI competencies for school leaders across contexts, and principals with high EI positively impacted teachers’ emotional reframing, instructional delivery, and collective efficacy. This study also shows that teacher well-being, instructional leadership practices, and school climate mediated the cascading effects on student outcomes. In addition, this study revealed that cultural and contextual factors modulate EI expression in leadership and that EI metrics showed limitations in cross-cultural applicability. While school leaders’ EI enhances teacher performance and student outcomes through direct and indirect pathways, this review highlights that EI manifestation and efficacy depend on alignment with cultural norms and systemic priorities. Based on these findings, we propose the development of culturally responsive EI frameworks and assessment tools for cultivating emotionally intelligent leadership across global educational contexts. Full article

Background: Meaningful Physical Education (MPE) emphasizes six pedagogical dimensions, social interaction, enjoyment, fair challenge, motor competence, personally relevant learning, and enduring satisfaction, that contribute to students’ motor and emotional development. This study explores how experienced in-service Physical Education (PE) teachers perceive their capacity to foster these dimensions in their daily teaching practice. Methods: A qualitative, interpretative study was conducted through semi-structured interviews with 14 PE teachers (≥10 years of experience) from primary and secondary schools in Spain. A validated interview protocol, structured around the six MPE dimensions, guided data collection. Transcriptions were thematically analyzed using an inductive–deductive coding approach. Results: Teachers described strategies to promote social cohesion, engagement through playful experiences, and differentiation to achieve fair challenges. They emphasized the importance of visible motor progress and emotional safety, and highlighted that when students perceive lessons as relevant, their motivation and long-term adherence to physical activity increases. Although teachers recognized challenges in implementing all dimensions simultaneously, they valued MPE as a guiding framework. Conclusions: The findings support MPE as a feasible and pedagogically rich model in real school contexts. Promoting these dimensions appears to be critical in fostering students’ sustained participation in physical activity and supporting their holistic motor development. Full article

With increasing digitalization of learning environments, concerns regarding the psychological effect of seductive interface design on the motivational level and cognitive health of learners have been raised. This research investigates the effects of certain persuasive and adaptive design elements, i.e., Perceived Persuasiveness of Platform Design (PPS), Frequency of Nudge Exposure (NE), and Perceived Personalization (PP), on intrinsic motivation in virtual learning environments (INTR). We draw on Self-Determination Theory, Cognitive Load Theory, and Persuasive Systems Design to develop and test a conceptual model featuring cognitive overload (COG) and perceived autonomy (PAUTO) as mediating variables. We used a cross-sectional survey of university students (N = 740) and used Partial Least Squares Structural Equation Modeling (PLS-SEM) for data analysis. The findings show that all three predictors have significant impacts on intrinsic motivation, with PP as the strongest direct predictor. Mediation analyses produced complementary effects for NE and PP in that these traits not only boosted motivation directly, but also autonomy, and they decreased cognitive overload. Alternatively, PPS showed competitive mediation, boosting motivation directly but lowering it indirectly by increasing overload and decreasing autonomy. Multi-Group Analysis also revealed that such effects differ by gender, age, education, digital literacy, exposure to persuasive features, and use frequency of the platform. The results underscore the imperative for educational technology design to reduce cognitive load and support user control, especially for subgroups at risk. Interface designers, teachers, and policymakers who are interested in supporting healthy and ethical digital learning environments are provided with implications. This work is part of the new generation of research in the field of the ethical design of impactful education technologies, focusing on the balance between motivational-enabling functions and the psychological needs of users. Full article

Leadership literature suggests that a transformational leadership style can reduce negative employee outcomes, even in challenging work environments such as the education sector, where teachers play a key role in social development. This study aimed to analyze the association between transformational leadership and job satisfaction: the role of gratitude toward the organization in the Peruvian context. A cross-sectional study with an explanatory design was conducted considering 457 men and women who declared themselves teachers, aged between 18 and 73 years (M = 38.63; SD = 10.61), recruited through non-probability convenience sampling. The theoretical model was evaluated using the Partial Least Squares method (PLS-SEM). An adequately fitting measurement model was obtained (α = between 0.893 and 0.969; CR = between 0.897 and 0.971; AVE = between 0.757 and 0.845), demonstrating that transformational leadership is positively associated with the components of gratitude toward the organization and job satisfaction, as well as the association of the components of gratitude toward the organization and job satisfaction. In turn, it was evident how gratitude toward the organization plays a mediating role in these relationships. In this sense, the study provides valuable information for Peruvian educational leaders seeking to improve indicators of satisfaction, gratitude, and leadership in their work environment. These findings enrich educational management, given that it is the first empirical study to demonstrate these links in a challenging sector of an emerging country, offering a solid foundation for the development of more humanized, effective, and sustainable management strategies. Full article

This paper contributes to an emerging multi-layered perspective of academic development that embraces the diversity of knowledges that exists across the university campus. However, across these multiple layers there are a few universal characteristics that can provide cohesion and sustainability for third-space practitioners. A focus on growth allows academic development to align with a philosophy of becoming that is supported by the powerful adaptive cycle heuristic. A professional framework that highlights key ecological concepts of resilience and humility draws together the professional endeavours of academic developers. This may help to disengage the university from destructive pathological values that are maintained by neoliberalism. Full article

To better understand how teaching quality has been conceptualized and measured within the sub-field of mathematics education, we conducted a systematic review of 24 journals to identify instruments that have been used to measure mathematics teaching quality; which instruments have interpretation and use statements; and the validity, reliability, and fairness evidence for each instrument. We found 47 instruments with validity, reliability, and fairness evidence. These instruments primarily captured teachers’ enactment of specific teaching practices through classroom observations or student questionnaires. Some instruments captured approximations of practice through teacher questionnaires or interviews. Only two instruments presented an integrated interpretation and use argument (IUA) framework, although eleven included at least one component of an IUA framework. We found that measure developers were most likely to present reliability evidence and evidence related to test content, internal structure, and relations to other variables. They were least likely to present evidence related to response processes, consequences of testing, or fairness. These findings suggest that although there are many instruments of mathematics teaching quality, instrument developers still have considerable work to do in collecting and presenting validity and fairness evidence for these instruments. Full article

Background: Recent research emphasizes the need to synthesize empirical studies on “K–12” math teachers’ professional development (PD) programs and their impact on student learning. Objective: This meta-analysis examines how teachers’ participation in PD programs affects students’ math achievement, analyzing the influence of program characteristics, such as duration, PD teaching approach, modality, grade level, type of math content, PD category, and study design. Design: Using online databases, 30 randomized or quasi-experimental studies from the U.S. and Canada (2003–2021) were selected, yielding 164 independent effect sizes, as some studies reported multiple interventions. Results: Only 1% of publications met the inclusion criteria. Most were excluded due to duplication, geographic location, lack of K–12 focus, missing data, or non-empirical content. PD was most effective when programs were under a year, focused on geometry, combined content and pedagogy, targeted grades 6–8, used online video, were reform-initiated, and employed randomized designs. Modality did not significantly impact outcomes. Conclusions: While extensive research exists on PD best practices, few studies empirically link program features to student achievement. This study offers evidence that well-designed math PD can significantly improve student outcomes, providing actionable insights for educators and policymakers. Full article

This study investigated the professional attitudes of Croatian preservice primary school teachers towards science teaching and their epistemological views on science in the context of the ongoing educational reform. In a quantitative survey conducted at a Croatian university, teachers’ overall attitudes were assessed; it investigated whether participation in a science course influenced these attitudes, and the relationship between their attitudes towards teaching and their epistemological views on science was analyzed. The results showed predominantly positive but nuanced attitudes that combined both traditional and contemporary conceptions of science education. Furthermore, the results showed that participation in the science course had no significant influence on these attitudes, and that professional attitudes appeared to develop independently of epistemological views. The study emphasizes the need to effectively integrate theoretical knowledge and practical experience in teacher education. Furthermore, it emphasizes the importance of inquiry-based learning, reflective teaching practice, promoting gender equality, effective mentoring and maintaining professional networks. Future research should investigate specific curricular interventions aimed at improving trainee teachers’ coherence and confidence in science teaching. Full article

Background: Indonesia launched a nationwide school-based HPV immunization program in August 2023. Despite this, regional disparities in vaccine uptake persist. Therefore, we undertook a study in North Sumatra Province to assess HPV vaccination coverage and analyze the main factors affecting the uptake of HPV vaccination. Methods: This study employed a mixed-methods approach and was carried out in Medan and Deli Serdang of North Sumatra Province. Quantitative data were used to examine HPV coverage rates among school-aged girls in 2024, while qualitative interviews with parents, teachers, and health officers explored administrative, social, and behavioral barriers and facilitators. Results: In 2024, HPV vaccine coverage in Deli Serdang reached 62.09%, while Kota Medan lagged behind at just 27.20%. High-coverage schools in the Galang subdistrict benefited from proactive engagement between Puskesmas (community health clinics) and parents. In contrast, lower-coverage areas experienced logistical and communication challenges. Parents expressed a preference for face-to-face communication over written consent forms and emphasized the importance of clear, empathetic messaging. Conclusions: The stark contrast in coverage—particularly the low uptake in urban Kota Medan—highlights the need for more responsive and localized implementation strategies. Strengthening direct communication, addressing administrative inefficiencies, and fostering trust through tailored community engagement are critical. These findings suggest a need for targeted improvements in urban settings and further research across diverse regions to inform policy development and strategies for improved coverage of HPV vaccinations. Full article

Evaluative judgement is a necessary ability for future primary teachers not only to reflect on their teaching practice but also because they will need to help their students to develop this ability. Higher feedback quality implies a better ability to critically assess a peer’s assignment; thus, it can be seen as an indicator of evaluative judgement. Engagement with assessment criteria could improve evaluative judgement and, thus, feedback quality. This paper aims to examine the effects of assessment criteria engagement strategies on pre-service teachers’ peer-feedback quality and development of evaluative judgement. Two groups of university students were compared. While in one of the experiences the teacher students were only informed about the criteria, in the other one, a specific task was planned to encourage students’ engagement with those criteria. The results, based on the analysis of the feedback content, suggest that engagement with assessment criteria positively contributes to higher peer-feedback quality and, thus, the development of evaluative judgement. Therefore, initial teacher education should provide opportunities for students to engage with assessment criteria. Full article

Artificial Intelligence (AI) tools have transformed academic writing and literacy development in higher education. Students can now receive instant feedback on grammar, coherence, style, and argumentation using AI-powered writing assistants, like Grammarly, ChatGPT, and QuillBot. Moreover, these writing assistants can quickly produce completed essays and papers, leaving little else for the student to do aside from reading and perhaps editing the content. Many teachers are concerned that this erodes critical thinking skills and undermines ethical considerations since students are not performing the work themselves. This study addresses this concern by synthesizing and evaluating peer-reviewed literature on the effectiveness of AI in supporting writing pedagogy. Studies were selected based on their relevance and scholarly merit, following the Scale for the Assessment of Narrative Review Articles (SANRA) guidelines to ensure methodological rigor and quality. The findings reveal that although AI tools can be detrimental to the development of writing skills, they can foster self-directed learning and improvement when carefully integrated into coursework. They can facilitate enhanced writing fluency, offer personalized tutoring, and reduce the cognitive load of drafting and revising. This study also compares AI-assisted and traditional writing approaches and discusses best practices for integrating AI tools into curricula while preserving academic integrity and creativity in student writing. Full article

As Generative Artificial Intelligence (GenAI) tools become increasingly embedded in higher education, English as a Foreign Language (EFL) teachers are challenged to rethink their pedagogical identities and practices. While policy discourses often promote GenAI for its potential to enhance instructional efficiency, little is known about how language teachers conceptualize and employ these tools to foster meaningful student engagement. This study explores how university-level EFL teacherinterpret and implement GenAI technologies to support student engagement through narrative inquiry. Drawing on three-level narrative approach, story, Story, and STORY, it examines nine language teachers’ retrospective experiences with GenAI tools across personal, contextual, and sociopolitical dimensions. The findings indicate that teachers’ interactions with GenAI are shaped by their pedagogical affordance, as well as their teaching values, imposed political agendas, and professional agency. This study calls for professional development programs specifically designed for teachers’ narrative identities to ultimately facilitate the ethical use of GenAI in learner-centered EFL contexts. Full article

Due to the local similarities between different facial expressions and the subjective influences of annotators, large-scale facial expression datasets contain significant label noise. Recognition-based noisy labels are a key challenge in the field of deep facial expression recognition (FER). Based on this, this paper proposes a simple and effective attention-based fusion consistency network (AFCN), which suppresses the impact of uncertainty and prevents deep networks from overemphasising local features. Specifically, the AFCN comprises four modules: a sample certainty analysis module, a label correction module, an attention fusion module, and a fusion consistency learning module. Among these, the sample certainty analysis module is designed to calculate the certainty of each input facial expression image; the label correction module re-labels samples with low certainty based on the model’s prediction results; the attention fusion module identifies all possible key regions of facial expressions and fuses them; the fusion consistency learning module constrains the model to maintain consistency between the regions of interest for the actual labels of facial expressions and the fusion of all possible key regions of facial expressions. This guides the model to perceive and learn global facial expression features and prevents it from incorrectly classifying expressions based solely on local features associated with noisy labels. Experiments are conducted on multiple noisy datasets to validate the effectiveness of the proposed method. The experimental results illustrate that the proposed method outperforms current state-of-the-art methods, achieving a 3.03% accuracy improvement on the 30% noisy RAF-DB dataset in particular. Full article