Search Results (595)

Background/Objectives: Traditional nutrition education can increase children’s exposure to healthy foods, but preschool teachers face barriers such as limited time and competing priorities (e.g., kindergarten readiness). Integrating nutrition into other learning domains (e.g., science) has been identified as a potential solution. However, teachers need more professional development. We developed the More PEAS Please! program to support preschool teachers’ integration of food-based learning (FBL) and science, seeking to improve children’s science learning, language development, and dietary quality. Methods: In this pilot study, we used a mixed-methods process evaluation to assess the program in five Head Start centers (n = 23 classrooms) across three rural North Carolina counties. We collected teacher data via surveys and interviews. Results: A total of 24 teachers participated in the full intervention by attending a one-day workshop, completing at least one of four core learning modules, and implementing 16 food-based science learning activities in their classrooms. Teachers were Black/African American (81.1%) and 43.56 (11.89) years old. Teachers reported varying engagement levels and high satisfaction with the program, sharing increased confidence in FBL and science integration. However, barriers such as time, technology, and the coronavirus disease (COVID-19) limited full participation. Conclusions: Our findings suggest that the program is feasible and well received in Head Start settings and has promising impacts on classroom teaching practices. The findings will guide revisions to the PEAS program. Future research evaluating the revised program using a comparison group will be explored. Full article

Microplastics are found in Earth’s atmosphere, lithosphere, hydrosphere, pedosphere, and ecosphere. While there is a growing interest and need to solve this grand challenge in both the academic and policy realms, few have engaged with academics, policymakers, and community partners to co-identify the problem, co-design research, and co-produce knowledge in tackling this issue. Using a convergence research framework, we investigated the perception of microplastic pollution among different end users, delivered educational materials to K-12 teachers and practitioners, and identified key sampling points for assessing environmental microplastic concentrations in the Columbia River Basin, United States. Three community partner workshops identified regional issues and concerns associated with microplastic pollution and explored potential policy intervention strategies. The stakeholder survey, co-designed with community partners, identified varying perceptions around microplastic pollution across educators, government employees, non-profit employees, and industry practitioners. Pre- and post-test results of teacher workshops show increases in participants’ knowledge after taking a four-week summer class with the knowledge being translated to their students. Community partners also helped develop a unique passive sampling plan for atmospheric deposition of microplastics using synoptic moss samples and provided freshwater samples for microplastic quantification across the basin. Our study drew three major lessons for successfully conducting convergence environmental research—(1) communication and trust building, supported by the use of key-informants to expand networks; (2) co-creation through collaboration, where partners and students shaped research and education to enhance impact; and (3) change-making, as project insights were translated into policy discussions, community outreach, and classrooms. Full article

There is an ongoing global call for culturally responsive pedagogy that helps promote inclusivity in education. Yet, indigenous languages and literature are heavily marginalized in Nigeria’s Western education system. For instance, many students have poor learning outcomes in Yorùbá orature due to the negative effects of Westernization and the overdominance of the English language. Therefore, this study aimed to design and test the effects of a resource-person-mediated instruction as a form of culturally responsive education on junior secondary students’ learning outcomes in Yorùbá orature. This research used a mixed-method (QUAN + qual) research design, with a pre-test–post-test one group quasi-experimental research design and focused group discussion (FGD) with participating students. This study found a significant difference in students’ pre-test and post-test measures in the knowledge of Yorùbá orature, attitude to Yorùbá orature, and motivation for Yorùbá orature. The prevailing themes from students’ FGD were that the use of resource-person mediated instruction promoted active instructional engagement, cultural motivation, and socio-cultural competence. This article concludes that intervention through resource-person mediated instruction is a culturally responsive education capable of making students culturally competent and socially relevant. Yorùbá language teachers should adopt this instruction to improve their students’ learning outcomes in Yorùbá orature. Full article

This study examines the gaps between scientific–technological (STEM) education in Israel’s Druze and Jewish sectors, with a focus on the challenges affecting the achievements of junior high school students. The methodology included 25 in-depth interviews with STEM teachers in the Druze sector and an analysis of comparative data. The findings indicate disparities stemming from insufficient resources, deficient infrastructure, and cultural challenges. Hence, an intervention model was formed, which included professional development for teachers, upgrading the infrastructure, sociocultural support, and encouraging community engagement. This study emphasizes the importance of focused interventions and continuous support for reducing disparities and improving the quality of education. Full article

Integrating technology-enhanced gamification into teacher education can significantly foster motivation and reshape perceptions toward science learning. This mixed-methods case study explores how a 14-week course for preservice early childhood teachers, supported by the digital gamification platform FantasyClass and enriched with a cohesive narrative structure, impacted students’ motivation and attitudes towards science. The course featured structural gamification elements—such as experience points, digital collectibles, and team-based challenges—combined with immersive storytelling that contextualized scientific tasks within a fantasy adventure. Quantitative data from pre- and post-intervention surveys revealed statistically significant improvements in attitudes toward science and perceived teaching competence. Thematic analysis of qualitative feedback highlighted enhanced engagement, enjoyment, and relevance of science learning. These findings suggest that intelligent integration of gamified technologies and narrative design in science teacher initial training can address motivational barriers and foster positive emotional engagement. While context-specific, this study offers insights into how digital gamified learning environments can support the development of positive attitudes towards science among future early childhood educators. Full article

Background/Objectives: Early identification and intervention in speech and language therapy (SLT) are essential for children’s academic, social, and emotional development. In Cyprus, barriers such as long waiting lists, financial constraints, and limited public awareness restrict access to SLT services. University-led clinics offer a promising alternative by providing affordable, accessible care while training future clinicians. This study aimed to examine the demographic profiles, referral pathways, and diagnostic patterns of children accessing services at a university-led SLT clinic. By documenting referral trends and diagnostic outcomes, this study offers preliminary insights into patterns of service use and potential access disparities in the Cypriot context. Methods: A retrospective analysis was conducted using records from 235 children, aged 0;7 to 15 years, assessed at the University Rehabilitation Clinic between 2015 and 2024. Data included age, gender, socioeconomic status (SES), bilingualism, referral source, and diagnostic outcomes. Diagnoses were classified using Bishop et al.’s (2016) framework. Results: Significant associations were identified between age, parental education, referral source, and diagnostic category. Older children (9;1–12 years) demonstrated a markedly increased likelihood of receiving a developmental language disorder (DLD) diagnosis. Higher parental education levels and referrals from teachers or parents were also predictive of DLD and other communication impairments. Bilingualism was not a significant predictor of diagnostic category. Conclusions: The findings suggest that university-led clinics may serve as an important access point for underserved populations in Cyprus. This study provides preliminary evidence concerning demographic and referral factors that can inform outreach strategies and future service planning. Full article

Grounded in the Job Demands–Resources framework, this mixed-methods study seeks to (a) quantify the directional relationships between school inclusive climate, job burnout, and teaching efficacy, and (b) identify mediating mechanisms to inform targeted interventions in inclusive education settings. Study I employed the School Inclusive Climate Scale, Job Burnout Scale, and Teachers’ Teaching Efficacy Scale to assess 613 primary and secondary school teachers involved in inclusive education. Study II conducted semi-structured interviews. School inclusive climate showed significant negative correlations with job burnout and positive correlations with teaching efficacy. A negative correlation was also observed between job burnout and teaching efficacy. Mediation analyses revealed that teaching efficacy partially mediated the relationship between school inclusive climate and job burnout, explaining 50% of the total effect. The qualitative interview findings corroborated and complemented the quantitative questionnaire results. School inclusive climate demonstrates both direct effects on job burnout and indirect effects mediated by teachers’ teaching efficacy. Full article

Evaluation in education is a complex and multifaceted process, linked to teaching and planning. It represents a powerful tool for regulating behaviors, refining actions, and adapting educational interventions to the specific context in which they are implemented. In this evaluation framework, the work aims to highlight the educational value of assessment, considered a moment in which both the teacher and the student are involved in the teaching-learning process. In particular, formative assessment allows you to find essential information to understand the progress of the actions implemented, highlighting strengths and weaknesses to intervene in educational planning. In this sense, it becomes a valid support for both teachers and students as it allows them to monitor the progress of the teaching/learning process. The work is divided into two parts: the first is theoretical, in which the transition from the assessment of learning (summative) to the assessment for learning (formative) is presented; the second is focused on formative assessment and feedback practices. From a methodological perspective, the literature review emphasizes the potential of assessment that involves students both as recipients and active participants through peer assessment. The paper highlights potential and challenges aimed at improving and experimenting with ways to enhance evaluation competence, which prepares students for professional life. Full article

This study investigates the dropout risk among first- and second-year high school students in the peripheral areas of Southern Italy, where the dropout rates are extremely high. It focuses on individual and relational factors associated with dropout, analyzing data from 645 students (M_age = 14.64) who completed a self-report questionnaire. The examined variables include self-efficacy, amotivation, future orientation, peer relationships, and students’ trust in teachers. Hierarchical regressions assessed the influence of grade levels on these dimensions. Our findings show a positive developmental trend in second-year students, including higher self-efficacy, better peer relationships, and reduced intentions to drop out. However, trust in teachers declines during this transition. Moreover, relationships with teachers show no significant improvement across grades. Therefore, this study underscores the importance of fostering trust between students and teachers as a protective factor against dropout. It also reveals the need for interventions targeting both students and the educational environment to improve teacher–student relationships and support students’ educational aspirations. By addressing these relational aspects, stakeholders can better mitigate dropout risks and promote school engagement during critical transitions in adolescence. Full article

We conducted a thematic analysis of 25 parent responses to open-ended survey questions from the Behavioral Assessment System for Children (BASC-3) regarding their young, high-ability children’s behavioral and emotional development. Our analysis revealed four themes: (a) demonstrating advanced abilities, (b) displaying motivation to do well, (c) enjoying the company of adults and peers, and (d) experiencing difficulties regulating emotions. Further, three themes from parents of young typically developing children were also included as a comparison: (a) demonstrating academic strengths, (b) connecting with others, and (c) experiencing difficulties regulating emotions. These themes provide a first step in informing classroom teachers, counselors, and psychologists about young children’s social, emotional, and behavioral needs and matching them with appropriate educational programming and intervention options. This paper also includes implications of the findings and suggestions for further research to maximize young children’s gifts, talents, and exceptionalities. Full article

Education nowadays requires a certain variety of resources that allow for the acquisition of 21st-century skills, including computational thinking. Educational robotics emerges as a digital resource that supports the development of these skills in both male and female students across different educational stages. However, it is necessary to investigate in depth evaluations that analyze the acquisition of Computational Thinking skills in pre-service teachers, especially when scientific and mathematical content learning programs are designed. This study aims to analyze Computational Thinking skills using the SOLO taxonomy, with an approach to science and mathematics learning, through an intervention based on programming and Educational Robotics. A quasi-experimental design was used on a total sample of 116 pre-service teachers. The SOLO taxonomy categorization was used to associate each level of the taxonomy with the computational concepts analyzed through a quantitative questionnaire. The taxonomy levels associated with Computational Thinking skills correspond to uni-structural and multi-structural levels. Males presented better results before the intervention, while subsequently, females presented better levels of Computational Thinking, as well as a greater association with the higher complexity level of learning analyzed. In turn, there was a trend between the levels of the SOLO taxonomy and computational concepts, so that an increase in skill for a concept occurs similarly at both the uni-structural level and the multi-structural level. The SOLO taxonomy is presented as a proper tool for learning assessment since it allows for a more detailed understanding of the quality of students’ learning. Therefore, the SOLO taxonomy serves as a valuable resource in the evaluation of Computational Thinking skills. Full article

This study examined the impact of media multitasking on the reading habits and practices of 700 Moroccan English as a foreign language (EFL) teachers, utilizing a time-diary survey methodology. The findings reveal that a significant number of teachers engage in media multitasking, particularly watching television and using the Internet, while reading for both academic and recreational purposes. Ordinal logistic regression (OR) analyses showed that school type and specific multitasking activities were significant predictors of the displacement of time spent on reading. Teachers in urban/suburban schools reported higher levels of displacement compared with those in rural areas (OR = 2.23; 95% CI [1.59, 3.14]), while more-experienced teachers (6–10 years) reported less displacement (OR = 0.56; 95% CI [0.39, 0.80]). Watching television “most of the time” while reading was associated with greater displacement for both recreational (OR = 2.61; 95% CI [1.18, 5.79]) and academic reading (OR = 2.64; 95% CI [1.16, 6.06]). Social network showed contrasting associations: significantly lower displacement for recreational reading, but no significant relationship with academic reading displacement. These results suggest that media multitasking has context-dependent effects on teachers’ reading practices, with implications for their professional development and literacy instruction. This study emphasizes the need for targeted interventions to help teachers manage digital distractions and foster focused reading habits in the digital age. Future research should explore the long-term consequences of media multitasking on teachers’ effectiveness and identify strategies to promote engaged reading across diverse educational settings. Full article

This study examines the effectiveness of in-service training programs aimed at enhancing teachers’ knowledge and self-efficacy in the context of learning disabilities (LD) in mathematics. Despite the increasing use of both interactive online learning and face-to-face training methods in professional development, limited research has compared their relative effectiveness in this specific field. Furthermore, existing studies have not adequately addressed whether improvements in teachers’ knowledge and self-efficacy are sustained over time. To address this gap, the present study employed a quasi-experimental design with two experimental groups. The sample consists of 80 classroom teachers, with 40 participants in the interactive online learning education group and 40 in the face-to-face education group. The training program consists of 16 h of instruction over four weeks. Data were collected using a demographic questionnaire and the Mathematics Learning Difficulty Area Teacher Self-Efficacy Scale, and statistical analyses were conducted. The findings indicate that, prior to the intervention, teachers in the interactive online learning education group exhibited significantly higher levels of knowledge and self-efficacy. However, the post-intervention results revealed no statistically significant differences between the two groups. Cohen’s d analysis indicated a moderate effect size for interactive online learning education before the intervention, which diminished to a small effect size afterward. This study validates the efficiency of interactive online learning from smart learning environments for in-service training programs aimed at enhancing teachers’ knowledge and self-efficacy about learning disabilities in mathematics. These results suggest that both training modalities effectively improve teachers’ knowledge and self-efficacy, but neither demonstrate a clear long-term advantage. This study underscores the need for further research to determine optimal strategies for sustaining professional development in this domain. Full article

Epilepsy remains one of the most prevalent neurological disorders affecting school-aged children, often accompanied by social stigma and misconceptions that can hinder their academic and social development. Background and Objectives: Given the critical role of teachers and school professionals in the daily lives of children with epilepsy, this study aimed to assess the knowledge, attitudes, and behaviors of primary school teachers and professionals in Greece regarding epilepsy. The findings are intended to identify gaps and inform the development of targeted educational interventions that support managing epilepsy effectively. Materials and Methods: A cross-sectional survey was conducted with 546 primary education teachers in Western Greece using a questionnaire adapted from a validated Italian study. This survey collected demographic information and assessed knowledge, attitudes, and school-related practices concerning epilepsy. Data were analyzed with IBM SPSS, employing descriptive and inferential statistics to explore relationships between demographics and responses. Results: Although most participants were generally aware of epilepsy, considerable gaps persisted in knowledge about prevalence, causes, and proper seizure management. Notably, over half of the participants were unsure how to manage an epileptic episode, and misconceptions about the effects of antiepileptic drugs on learning and behavior were prevalent. Participants with special education experience displayed more accurate knowledge and greater confidence in handling epilepsy-related situations. Conclusions: This study underscores the need for enhanced epilepsy education among primary school teachers and school professionals in Greece to address knowledge gaps, reduce stigma, and better support the educational and social needs of students with epilepsy. Coordinated efforts with educational authorities and health organizations are recommended to implement specialized teacher training programs. Full article

Children with autism spectrum disorder (ASD) may face significant challenges in general education settings, particularly in the absence of support from skilled teachers. One of the most frequently reported challenges in the literature involves difficulties in the social domain, specifically in peer interactions. The purpose of the present study was to investigate the efficacy of a behavior analytic intervention in improving the social skills of three preschoolers with ASD during recess. The efficacy of the treatment, which included prompting, social reinforcement, and self-management procedures, was assessed using a multiple-baseline across-participants experimental design. Results demonstrated that the intervention was effective in promoting appropriate social behavior of the three preschoolers with ASD, whereas self-management strategies contributed to further improvement and maintenance of the treatment outcomes even in the absence of support from a shadow teacher. Full article