Article
Education & Educational Research
Erika A. Patall, Amanda Vite, Diane J. Lee, Jeanette Zambrano
Summary: This study found that secondary teachers reported using need supportive practices less compared to elementary teachers, which partly explained the differences in teachers' perceptions of student engagement. The results provide evidence for the importance of motivation support programs at the secondary level.
TEACHING AND TEACHER EDUCATION
(2024)
Article
Education & Educational Research
Amineh Mohebi Amin, Mehdi Rabiei, Seyed Yasin Yazdi Amirkhiz, Nematullah Shomoossi
Summary: This study explored various aspects of the hidden curriculum in virtual instruction during the Covid-19 pandemic. Data was collected through semi-structured interviews with 30 undergraduate students of educational sciences in Iran and analyzed using Strauss and Corbin's outline. Nine major themes emerged, including academic burnout, decreased academic resilience, self-directed learning, power distance between faculty and students, academic dishonesty, and educational inequality. Results showed that virtual instruction during the Covid-19 pandemic had a significant impact on students' performance and attitudes towards education, learning, and teachers' practice.
TEACHING AND TEACHER EDUCATION
(2024)
Article
Education & Educational Research
Rachel E. Worsham, Melissa Whatley, Andrew Crain, Sarah Deal, Benjamin T. Skinner
Summary: This study examines the relationship between spatial context and transfer student success. The findings suggest that students transferring from more rural and economically distressed counties with less access to broadband internet may experience worse outcomes in terms of transferring credits, excess credits at graduation, and major changes at 4-year colleges. This highlights the complexity of spatial inequality and emphasizes the importance of considering variation in resources across spatial context when addressing educational inequality.
COMMUNITY COLLEGE REVIEW
(2024)
Article
Education & Educational Research
Jun Teng, Ziting Yang, Min Yu, Christopher B. Crowley, Xiaoli Jing
Summary: This study explores Chinese primary school teachers' working time allocation after the implementation of the Double Reduction Policy using mixed methods. The findings show that the policy has increased teachers' working time and unevenly allocated it, with more time devoted to subject teaching and less time devoted to professional development. The nature of this allocation further affects teachers' perceived workload and work-related stress. Therefore, the study recommends providing teachers with greater support and time for ongoing professional development.
TEACHING AND TEACHER EDUCATION
(2024)
Article
Education & Educational Research
Soobin Choi
Summary: The surge in international migrants provides students with the opportunity to interact with immigrants, but this does not necessarily lead to inclusive attitudes towards immigrants. This study reveals that intergroup contact alone has a limited impact on attitudes towards immigrants, and a positive relationship emerges when combined with certain global citizenship education activities. This research enhances our understanding of intergroup contact theory and highlights the complementary role of global citizenship education in fostering global citizens.
INTERNATIONAL JOURNAL OF EDUCATIONAL DEVELOPMENT
(2024)
Article
Education & Educational Research
Ritesh Shah, Mieke Lopes Cardozo, Jessica Hjarrand
Summary: Meeting the educational needs and aspirations of learners affected by conflict and crisis requires a new approach. Based on insights from complexity science and regenerative development, an ecosystem approach with three dimensions is proposed. An example of such approach is provided to demonstrate its potential in designing education for displaced learners.
INTERNATIONAL JOURNAL OF EDUCATIONAL DEVELOPMENT
(2024)
Article
Education & Educational Research
Sharon Chang
Summary: This qualitative case study explores how preservice Chinese and Spanish bilingual teachers actively confront the challenges of English hegemonic ideology and inadequate resources, and improve their culturally responsive pedagogies through amplifying bilingual instruction, formulating support for bilingual learning, generating new pedagogical knowledge, and taking charge of their professional growth as bilingual teachers.
TEACHING AND TEACHER EDUCATION
(2024)
Article
Education & Educational Research
Ester Moraal, Cor Suhre, Klaas van Veen
Summary: This study examines the relationship between different explicit school visions and the presence of a shared school vision among teachers, as well as the impact of this shared vision on teachers' personal commitment to their work. The results indicate that teachers in schools with an explicit school vision are more likely to share the vision, and this shared vision is positively associated with their affective and normative commitment.
TEACHING AND TEACHER EDUCATION
(2024)
Article
Education & Educational Research
Regean Mugume, Enock. N. W. Bulime
Summary: This study examines the institutional factors that affect student retention in schools in Uganda, and finds that class size, school type, and school inspection play important roles in retention rates. The findings suggest the need for government intervention in improving school inspections, recruiting better teachers, and regulating school fees to support students in completing their primary education.
INTERNATIONAL JOURNAL OF EDUCATIONAL DEVELOPMENT
(2024)
Article
Education & Educational Research
Batya Elbaum, Lynn K. Perry, Daniel S. Messinger
Summary: This article provides an overview of new technologies that combine digital sensors with automated processing algorithms to study preschool classrooms. It focuses on automated speaker classification, the analysis of children's and teachers' speech, and the detection and analysis of their movements. These sensing technologies contribute to our understanding of classroom processes that predict children's language and social development by collecting extended real-time data. However, there are current challenges related to the use of sensing technologies in preschool settings that need to be overcome for more in-depth investigations of children's early classroom experiences.
EARLY CHILDHOOD RESEARCH QUARTERLY
(2024)
Article
Education & Educational Research
Ann Partee, Amanda Williford, Jason Downer, Jenna Conway, Erin Carroll
Summary: This study describes the implementation and findings of a consultation process aimed at improving the professional development for teachers in Virginia's state-funded preschool program. The study developed a PD Rubric to evaluate the alignment of PD practices with evidence-based practices and provide personalized consultations. The findings highlight the need for improvement in providing PD that supports teachers in refining their teaching skills. Preschool leaders found the consultation process valuable, particularly the discussions with their consultants.
EARLY CHILDHOOD RESEARCH QUARTERLY
(2024)
Article
Education & Educational Research
Tracy Payne
Summary: This study tested the effects of a Math Talk Learning Environment on children's math skills and found significant improvements in general math skills and specific numeracy skills for children who participated in the environment. The study provides new findings that will inform early childhood practitioners and developmental psychologists in applying cognitive science to the classroom.
EARLY CHILDHOOD RESEARCH QUARTERLY
(2024)
Article
Education & Educational Research
Luyang Guo, Kit -Tai Hau
Summary: This study examined the changing landscape of adolescents' career expectations in teaching and its influencing factors using two decades of data from the Programme for International Student Assessment. The findings revealed that gender disparities and socioeconomic status gaps in teaching career expectations have reduced over time. Boys are more likely to be attracted to teaching careers when they enjoy reading, possess self-efficacy, and receive support from family and teachers. On the other hand, girls naturally lean towards teaching. The study also highlighted the unique combinational patterns of pull and push factors in each economy. The importance of addressing teacher shortages from multiple angles, including reducing gender disparities, engaging boys in teaching, and promoting inclusivity in the profession, was emphasized.
INTERNATIONAL JOURNAL OF EDUCATIONAL RESEARCH
(2024)
Article
Education & Educational Research
Suzanne Elise Splinter, Fien Depaepe, Lieven Verschaffel, Joke Torbeyns
Summary: Preschool teachers' selection and use of instructional materials, particularly picture books, are crucial for providing high-quality mathematics instruction. This study investigated teachers' preferences and use of picture books for math instruction, as well as the influence of their beliefs and children's age on their choices. Results showed that over 90% of teachers used picture books for math instruction, with a focus on general features and basic mathematical content. The study highlights the need for teacher professional development in selecting and using picture books to enhance early math skills.
EARLY CHILDHOOD RESEARCH QUARTERLY
(2024)
Article
Education & Educational Research
Brenda M. Miranda, Tracy Gebhart, Diane M. Early, Meghan E. Mcdoniel
Summary: This study assesses the validity of Child Observation in Preschool (COP) and Teacher Observation in Preschool (TOP) tools in community-based child care centers and compares them to the widely used Classroom Assessment Scoring System Pre-K (CLASS Pre-K) tool. The research finds that these tools are associated with children's math skills, preliteracy skills, and socioemotional development, highlighting their importance in assessing the quality of early care and education programs.
EARLY CHILDHOOD RESEARCH QUARTERLY
(2024)
Article
Education & Educational Research
Jorge E. Gonzalez, Hanjoe Kim, Jacqueline Anderson, Sharolyn Pollard-Durodola
Summary: This study examined the effects of a content-based shared book reading intervention on vocabulary outcomes of dual language learner preschool children. Results showed significant effects on proximal measures of vocabulary, but no significant effects on standardized measures were found.
EARLY CHILDHOOD RESEARCH QUARTERLY
(2024)
Article
Education & Educational Research
Xueke Wang, Tingyong Feng
Summary: This study investigated the impact of emotion understanding and executive function on peer relationships in Chinese preschool children. The findings showed that executive function plays a more crucial role in facilitating positive peer relationships, while emotion understanding does not have a discernible impact.
EARLY CHILDHOOD RESEARCH QUARTERLY
(2024)
Article
Education & Educational Research
Alison E. Chavez, Mary Troxel, R. Christopher Sheldrick, Abbey Eisenhower, Sophie Brunt, Alice S. Carter
Summary: This study examined the impact of social-emotional and behavioral problems and competencies on the developmental functioning of children enrolled in a U.S. early intervention program. The findings suggest that addressing and monitoring social-emotional and behavioral issues can optimize developmental outcomes for children with developmental delays and disabilities.
EARLY CHILDHOOD RESEARCH QUARTERLY
(2024)
Article
Education & Educational Research
Joshua Palkki
Summary: As gender concepts evolve, there is growing questioning of longstanding traditions in choral education in the U.S. Specifically, conductor-teachers leading U.S. boychoirs are challenged for relying on outdated toxic masculinity ideas to recruit boys. Using feminist post-structuralist and trans theories, the author argues for a theoretical reconceptualization in approaching boychoirs, aiming to challenge gender discourse and promote gender-inclusive practices. This work also involves revisiting male participation, notions of boyhood, and traditional forms of masculinity.
INTERNATIONAL JOURNAL OF EDUCATIONAL RESEARCH
(2024)
Article
Education & Educational Research
Felicia Jaremus, David Pomeroy, Tiina Luoma
Summary: Despite decades of attention, gender inequalities in participation in school mathematics still persist. This paper examines the differences in accounts of gender and mathematics in three international contexts, namely Finland, Australia, and New Zealand, using the concept of gender monoglossia. By analyzing data from previous studies, the authors explore the normalized performances of masculinity in relation to location, race, and class, and identify boys marginalized in mathematics in each context. The study argues that masculine advantages in mathematics are not universally applicable, and that contextual differences in gender monoglossia can help expose the constructed nature of gender norms and promote inclusivity in mathematics.
INTERNATIONAL JOURNAL OF EDUCATIONAL RESEARCH
(2024)
