Currently, the field of teacher education is undergoing a major shift—a turn away from a predominant focus on specifying the necessary knowledge for teaching toward specifying teaching practices that ...entail knowledge and doing. In this article, the authors suggest that current work on K-12 core teaching practices has the potential to shift teacher education toward the practice of teaching. However, the authors argue that to realize this vision we must reimagine not only the curriculum for learning to teach but also the pedagogy of teacher education. We present one example of what we mean by reimagined teacher education pedagogy by offering a framework through which to conceptualize the preparation of teachers organized around core practices. From our perspectives, this framework could be the backbone of a larger research and development agenda aimed at engaging teachers and teacher educators in systematic knowledge generation regarding ambitious teaching and teacher education pedagogy. We conclude with an invitation to the field to join with us in imagining approaches to generating and aggregating knowledge about teaching and the pedagogy of teacher education that will move not only our individual practice but also our collective practice forward.
The aims of this paper were: 1) to analyse the levels of physical activity in leisure time and the BMI of adolescents according to their status and sex; and 2) analyse if there are differences in ...satisfaction with Physical Education, with life and support for autonomy by the Physical Education teacher based on gender and levels of physical activity in free time. 1501 compulsory secondary education students from public schools in Baja California and Nuevo León participated in the study. Of the total sample, 749 were girls (Mage = 14.0, SD = ,3), and 752 boys (Mage = 14.1, SD = ,3). A questionnaire made up of the following scales was used: BMI, Levels of Physical Activity in Free Time, Satisfaction with the Physical Education subject, Satisfaction with life and Support for Autonomy by the Physical Education teacher. The statistical analyses that were carried out were descriptive, the Mann-Withney U test, Kruskal Wallis H with the SPSS v.25. The results revealed significant differences according to sex and according to state. Higher levels of physical activity in free time were associated with greater enjoyment of Physical Education, of life and of support for autonomy by the Physical Education teacher.
The contribution of the secondary education system to employment is among the priority areas of educational policy since it has employment-related aims for students who do not/cannot continue on to ...higher education. In Turkey, the secondary education system has increasingly grown with students and schools included in the system. Consequently, secondary school graduates have increasingly demanded access to employment opportunities. Therefore, this paper investigates the relations between the growth based on the number of students and schools in the secondary education system and the employment of secondary school graduates in Turkey. Long- and short-run relationships between the growth in the secondary education system and employed secondary school graduates were investigated by employing Autoregressive Distributed Lag (ARDL) Bounds Testing approach. Although analysis pointed out a cointegration between the growth in the secondary education and employment, long-run coefficients of variables were found to be insignificant.
Global Patterns in Students' Views of Science and Interest in Science van Griethuijsen, Ralf A. L. F.; van Eijck, Michiel W.; Haste, Helen ...
Research in science education (Australasian Science Education Research Association),
08/2015, Letnik:
45, Številka:
4
Journal Article
Recenzirano
Odprti dostop
International studies have shown that interest in science and technology among primary and secondary school students in Western European countries is low and seems to be decreasing. In many countries ...outside Europe, and especially in developing countries, interest in science and technology remains strong. As part of the large-scale European Union funded 'Science Education for Diversity' project, a questionnaire probing potential reasons for this difference was completed by students in the UK, Netherlands, Turkey, Lebanon, India and Malaysia. This questionnaire sought information about favourite courses, extracurricular activities and views on the nature of science. Over 9,000 students aged mainly between 10 and 14 years completed the questionnaire. Results revealed that students in countries outside Western Europe showed a greater interest in school science, in careers related to science and in extracurricular activities related to science than did Western European students. Non- European students were also more likely to hold an empiricist view of the nature of science and to believe that science can solve many problems faced by the world. Multilevel analysis revealed a strong correlation between interest in science and having such a view of the Nature of Science. Author abstract
Introducción.La convivencia escolar como punto importante en la calidad entre las interac-ciones es uno de los constructos más importantes en el análisis del comportamiento humano dentro del campo ...educativo (Cerda et al., 2019; Larios-Gómez, 2021). Para medir este cons-tructo, se diseñó y validó la Escala de Convivencia Escolar en Educación Secundaria. Método.La muestra se conformó por 641 estudiantes del noroeste de México (48% hombres, 52% mujeres, M edad=12.94 años). Para revisión de sus propiedades psicométricas, se realizó un análisis factorial confirmatorio, la validez convergente, de contenido, así como la consisten-cia interna.Resultados. Los resultados del análisis confirmatorio mostraron una estructura factorial similar a la originalmente diseñada de 15 factores, además de índices aceptables de consistencia in-terna. Discusión y conclusiones. A partir de estos resultados, se propone un instrumento válido para medir convivencia escolar en estudiantes de secundaria, de fácil comprensión y de respuesta rápida.
To gain more insight into the issue of high dropout rate in MOOC learning, this study aims at exploring the factors underlying the continuance intention to learn in the Massive Open Online Course ...(MOOC) setting. By modifying and extending the Expectation Confirmation Model (ECM), the authors propose a research model that includes cognitive and affective variables, captures reflections of the past and expectations for the future and takes into account both intrinsic and extrinsic motives in the model construction to explain learners' intention to persist in learning a MOOC. The proposed model was tested with data from Chinese university students. The results show that the proposed model can explain 48% of continuance intention. The new variables (attitude and curiosity) added to the ECM were all found to be significant in explaining continuance intention. This study deepens our understanding of the development of learners' continuance intention in the MOOC setting in the following aspects: (a) although the personal trait, curiosity, was found to predict subsequent continuance intention, attitude played a considerably dominant role. In addition to respecting individual differences, practitioners can devise appropriate interventions to change attitudes and influence learners' retention in MOOCs; (b) the strong link between confirmation and both satisfaction and attitude suggests that MOOC instructors or designers must be prudent in advertising the courses to avoid exaggerating their benefits and the system's affordances.
•The proposed model has explained 48% of the variance in continuance intention.•Attitude is primarily determined by learners' perception of confirmation.•Attitude is a dominant factor influencing learners' continuance intention.•Confirmation plays a major role in forming learners' satisfaction with MOOC learning.•Curiosity is positively associated with learners' continuance intention.
This commentary was stimulated by Yeping Li's first editorial (2014) citing one of the journal's goals as adding multidisciplinary perspectives to current studies of single disciplines comprising the ...focus of other journals. In this commentary, I argue for a greater focus on STEM integration, with a more equitable representation of the four disciplines in studies purporting to advance STEM learning. The STEM acronym is often used in reference to just one of the disciplines, commonly science. Although the integration of STEM disciplines is increasingly advocated in the literature, studies that address multiple disciplines appear scant with mixed findings and inadequate directions for STEM advancement. Perspectives on how discipline integration can be achieved are varied, with reference to multidisciplinary, interdisciplinary, and transdisciplinary approaches adding to the debates. Such approaches include core concepts and skills being taught separately in each discipline but housed within a common theme; the introduction of closely linked concepts and skills from two or more disciplines with the aim of deepening understanding and skills; and the adoption of a transdisciplinary approach, where knowledge and skills from two or more disciplines are applied to real-world problems and projects with the aim of shaping the total learning experience. Research that targets STEM integration is an embryonic field with respect to advancing curriculum development and various student outcomes. For example, we still need more studies on how student learning outcomes arise not only from different forms of STEM integration but also from the particular disciplines that are being integrated. As noted in this commentary, it seems that mathematics learning benefits less than the other disciplines in programs claiming to focus on STEM integration. Factors contributing to this finding warrant more scrutiny. Likewise, learning outcomes for engineering within K-12 integrated STEM programs appear under-researched. This commentary advocates a greater focus on these two disciplines within integrated STEM education research. Drawing on recommendations from the literature, suggestions are offered for addressing the challenges of integrating multiple disciplines faced by the STEM community. Author abstract
Although scaffolding is an important and frequently studied concept, much discussion exists with regard to its conceptualizations, appearances, and effectiveness. Departing from the last decade's ...scaffolding literature, this review scrutinizes these three areas of scaffolding. First, contingency, fading, and transfer of responsibility are discerned in this review as the three key characteristics of scaffolding. Second, an overview is presented of the numerous descriptive studies that provided narratives on the appearances of scaffolding and classifications of scaffolding strategies. These strategies are synthesized into a framework for analysis, distinguishing between scaffolding means and intentions. Third, the small number of effectiveness studies available is discussed and the results suggest that scaffolding is effective. However, more research is needed. The main challenge in scaffolding research appears to be its measurement. Based on the encountered and described measurement problems, suggestions for future research are made.
Massive Open Online Courses (MOOCs) have democratized access to higher education, but low entry and exit barriers make dropout rates in these courses much higher than in traditional in-person ...courses. Previous research has explored the main factors driving student dropout and proposed predictive models to identify students at risk. However, it is still unclear what type of interventions should be implemented to effectively reduce the dropout rate in MOOCs. We use findings from the literature to propose a theoretical framework to guide the design of interventions to reduce dropout in MOOCs. We design four interventions and implement them using A/B testing and natural experiment approaches in courses of the MITx MicroMasters® Program in Supply Chain Management (a MOOC-based program). Our findings reveal that ad hoc interventions communicated via email are not effective in reducing dropout, but interventions that modify course contents to make them more approachable for students show a positive impact on dropout reduction. By proposing a theoretical framework and uncovering the design features that can help to create effective interventions for dropout reduction, we provide a foundation for further research in the area of dropout interventions. This paper offers guidance to MOOC designers and instructors on how to improve student engagement and increase completion rates.
•Dropout rate in Massive Open Online Courses is much higher than in traditional in-person courses.•Dropout interventions can be designed using institutional factors as levers to influence personal factors.•Implementing interventions using A/B testing and natural experiment approaches reveal their effectiveness.•Ad hoc interventions communicated via email are not effective in reducing dropout.•Interventions that modify course contents to make them more attainable for students are effective in reducing dropout.
This study explores the construction of teachers' identities during their pre-service training and their initial period of professional induction. Thirteen life stories of novice teachers of ...differing characteristics attending the Master's Degree in Secondary Education Teaching at the University of Barcelona (Spain) are analysed. Findings identify four dimensions in identity construction (attribution, projection, development and transformation) and analyze their key components. The implications of the findings are discussed in terms of the dialectic between the professionalizing models in the training programme and the professional communities and teachers' specific personal processes of professional self-determination.
•Novice teachers describe their experiences of pre-service training and their professional induction.•Findings identify key dimensions and processes in their identity construction.•These constructions critically question the professionalizing model experienced.•A dialectic is indicated between professionalizing educational models and processes of professional self-determination.
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