Context Of Education Research Articles

‘Like putting a puzzle piece in the wrong spot’: Transgender and non-binary experiences of physical education

ABSTRACT Whilst research examining transgender identities within educational contexts in recent years has increased, there is limited research focused specifically on transgender and non-binary (TNB) experiences in Physical Education (PE). PE is a context where dominant gendered ‘ideals’ raise the potential for exclusion for those who do not ‘fit’. This paper explores the reflective experiences of thirty TNB individuals (aged 18–25 years) and identifies the barriers to/facilitators of their participation in PE. It presents data collected from an online survey and semi-structured interviews with TNB young adults. Findings show that both the implicit and explicit curriculum are strongly binary, making it hard for students who do not conform to dualistic expectations to negotiate the setting. While these findings support the broader view that TNB young people can feel excluded from PE, there is much to learn from the participants’ experiences. The paper closes by discussing the implications for shaping more inclusive practice.

How women educators frame the scarcity of men in early childhood education and care

ABSTRACT Early childhood education and care (ECEC) is one of the most highly sex-segregated sectors globally. Adopting frame analysis and drawing on 96 semi-structured interviews, this study asks how female educators, who are numerically dominant, discursively construct men’s reluctance to seek roles in ECEC and/or sustain participation in the sector. Three primary frames were identified: men are viewed with suspicion; men lack the capacities required for ECEC work; and ECEC does not deliver on men’s career aspirations. The findings advance knowledge of how female educators make sense of socially constructed norms and expectations and the workforce and workplace dynamics that impact the recruitment and retention of men in early childhood settings. The study facilitates a deeper understanding of gendered phenomena in a highly feminized education context and informs structural and workplace initiatives which may contribute to a more gender-equitable ECEC workforce.

The Complexities of Managing a Multigenerational Academic Workforce in the South African Higher Education Sector

This study examined the human resource management challenges faced by heads of departments in managing a multigenerational academic workforce in the South African higher education sector. A qualitative research approach was followed, and a multiple case study research design was applied. A purposive sampling technique was used to select 16 participants. Data was collected through semi-structured interviews, and it was analysed thematically with the aid of Atlas.ti. The study revealed several challenges related to the management of a multigenerational academic workforce, namely, differences in career expectations, skills, and experience among generations; conflict management; implementation of plans and strategies; succession planning; and teamwork. The findings have implications for higher education institutions as different generations have varying expectations for career development. Human resource departments should establish clear and transparent career pathways to meet these expectations. The study also provides supporting evidence for the dimensions outlined in the framework for understanding generational identities in organisations. Exploring generational diversity in workplace relationships and interactions within the education context complements the existing research focused on pedagogical aspects and cultural characteristics in academic settings.

Explore first approach in a virtual and immersive learning environment with ChatGPT

Explore first pedagogical approach promotes the development of critical thinking and problem-solving skills. Promotes active involvement on the part of learners with the subject matter, which leads to exploring concepts through hands-on activities fostering a deeper understanding. The use of virtual and immersive learning environments (VILEs) in an educational context has raised interest among teachers and researchers. In this study, we design a short-training course supported by exploring first in a VILE. With this study, we investigate the perception of teachers who attended a short-training course about integrating VILEs in their teaching practice. Quantitative and qualitative methods have been used to collect teachers’ perceptions. Quantitative data were subjected to statistical analysis, and qualitative data to content analysis. The results excitingly reveal teachers’ openness to integrating immersive virtual learning environments in their teaching work and admit advantages. These teachers were interested in using immersive virtual learning environments as educational resources but recognized that they needed training to use them effectively. Therefore, it is thought that exploring first in an immersive virtual learning environment will contribute to distance education by online learning.

"Can I Play Too?" A Qualitative Study of Outdoor Play and Participation Among Autistic Preschoolers.

Outdoor play in homes, schools, and communities provides children with unique opportunities to explore their worlds, develop fundamental life skills, and experience belonging. However, few studies have explored outdoor free play among autistic preschoolers in natural settings from a neurodivergent-informed perspective. To explore the play preferences, opportunities, and challenges in outdoor play for autistic preschoolers. In this qualitative study, the authors used a multimethod approach to data collection using visual, verbal, and projective techniques and thematic analysis to identify and describe outdoor play occupation as expressed by autistic preschoolers. Home, community, and preschool environments in a city in Ireland. Seven autistic children and their parents, from seven diverse preschool settings in Ireland. Two overarching themes were identified: (1) outdoor play preferences and meaning and (2) the physical and social environments of outdoor play. The findings suggest that autistic preschoolers demonstrate distinctive play styles and preferences when playing freely outdoors, with physical and social barriers to outdoor play existing in community and educational contexts. The findings suggest that autistic preschoolers' outdoor play styles and preferences require support from adult advocates. Although the importance of relationships and social play cannot be overlooked, infrastructural accommodations for parents and schools are required if we are to create supportive and inclusive outdoor play environments and opportunities for freedom of expression for autistic children. Plain-Language Summary: This study explored the distinctive outdoor play preferences, opportunities, and challenges for autistic preschoolers. The findings show that autistic preschoolers face physical and social barriers to outdoor play and that they need parents, schools, and communities to create supportive and inclusive play environments and opportunities for freedom of expression.

Nuevas generaciones, nuevos retos: innovando la educación en medicina de urgencias a través de la tecnología

IntroductionThis study examines the unique educational challenges encountered in emergency medicine, which arise from a wide variety of cases and the unpredictability of the emergency setting. We introduce a Digital Learning Resource (DLR) that uses virtual simulation to complement and enhance traditional educational methods. MethodsWe conducted a descriptive study of systematization of experiences, where the DLR design was evaluated on the basis of a questionnaire applied to a group of students and focus groups with students and teachers. ResultsOf the 59 students who participated, 72.8% completed the assessment, resulting in an overall rating for the DLR of 87.11%. The technology and educational content were highly rated (87.3% and 86.3%, respectively), and accessibility was also rated favorably at 85.8%. Feedback from the focus group indicated that students valued the integration of theory and clinical practice in the DLR, but they also suggested improvements in areas such as consistent access and better adaptation for mobile devices. ConclusionThe DLR has proven to be a valuable educational tool, with a satisfaction rate of 87%, and meets the validation requirements of the UNE standards set by the Spanish Standardization Association. The findings point to the necessity for ongoing development and adaptation of the resource to further its educational impact in emergency medicine and to determine its suitability for use in various educational contexts. Future studies should investigate the long-term educational effects and clinical applicability of the DLR.

Exploring Perspectives: Undergraduate Experiences and Challenges in Online Education – A Qualitative Study in the Greek Higher Education Context

Exploring Perspectives: Undergraduate Experiences and Challenges in Online Education – A Qualitative Study in the Greek Higher Education Context

Pedagogical content knowledge in prospective elementary teachers’ descriptions of teaching and learning of fractions

ABSTRACT This study investigates the pedagogical content knowledge identified in six prospective elementary teachers’ written teacher practicum reports. Focusing on the three categories of pedagogical content knowledge included in the Mathematical Knowledge for Teaching framework, the study analyzes the prospective teachers’ descriptions and combines their knowledge of fraction content with knowing about students, teaching, and curriculum. The results indicate that prospective teachers describe teaching and learning of fractions mainly on a general pedagogical level. Moreover, they do not differentiate characteristics for elementary students’ fraction difficulties and misunderstandings as well as fraction core contents in the curriculum. The findings are discussed in relation to the Swedish teacher education context in which the study was conducted. Implications for teacher education are also discussed.

The whirlpool of edu-business: student’s categorical judgements of entangled commercialism in an educational context

ABSTRACT The business of pedagogy, edu-business, has grown into a colossal global industry. As the phenomenon of marketisation is also intertwined with academic communities and actively contributes to the formulation of institutional culture, it is essential to examine the perceptions and understandings of future teachers and education experts regarding the intricate interplay between commerce and the educational sphere. Our research scrutinised the discursive practices employed by students pursuing degrees in education and teacher education. By using membership categorisation analysis, this study explores the articulations offered by students when describing the commercialisation of education and the strategies they employ to navigate the commodified social landscape within the field of education. This study shows how the categorisations reveal the impact of marketisation on teacher education and education in general within the broader academic context. In the results, the opportunities available to students for challenging the perception of neoliberalism as something natural, normal, and desirable within the academic community, are also pondered.

Leveraging the potential of third space faculty developers to foster individual and collective flourishing faculty professional identities in higher education

In the context of higher education, which is a complex environment of shifting landscapes, academic identity is perceived as being eroded, and new identities associated with hybrid roles abound. Flexible support mechanisms are needed to counter the destabilising effects of the recent erosion of tradition-bound structures. This study explores how an understanding of faculty professional identity might be used by faculty developers to inform individual and collective development initiatives and foster flourishing. Using a qualitative methodology, focus group discussions with faculty developers probe the potential utility of a measure of faculty professional identity. Utility is evaluated at three levels of practice: institutional, collective and individual. Findings demonstrate the potential for faculty developers, with their third space positioning, to play a pivotal role in guiding individuals and institutions as they navigate increasingly complex higher education contexts. Recommendations include recognising the strategic potential of faculty developers as institutional gatekeepers of sensitive data and enablers of collective flourishing. A data-informed, adaptive, person-centred approach to individual faculty development that delves into the being as well as the doing to facilitate individual flourishing is proposed.

For Da Brothas: a call for fat, black male and masculine folx literature

Purpose This study rigorously explores the intersectional challenges faced by black fat males, emphasizing the amalgamation of anti-fat bias, gender and sexuality and racial discrimination within educational contexts. The purpose of this study is to dissect the complex dynamics of this intersection, shedding light on the nuanced experiences of black men. Central to this exploration is the advocacy for creating inclusive educational sanctuaries, providing a safe space for these individuals to thrive, learn and engage in holistic personal development. Design/methodology/approach To accomplish our objectives, this paper reviewed existing literature on anti-fatness, intersecting with issues of race, gender and sexuality. Drawing upon qualitative data, this study incorporated personal narratives and experiences to offer a comprehensive perspective. Our research methodology also involved an analysis of metrics like body mass index (BMI) and its impact on health-care practices and policies, particularly concerning the black community. Findings The research discerns that black fat males encounter multifaceted challenges in educational settings, often rooted in societal prejudices and systemic biases. It highlights the inadequacy of conventional metrics like BMI in capturing the complexity of these experiences. The study identifies the urgent need for safe school spaces, emphasizing the importance of inclusive language, varied seating arrangements and tailored educational content. These findings underscore the imperative for proactive measures in dismantling anti-fatness within academic institutions. Originality/value This research contributes significantly to the academic discourse by pioneering an in-depth exploration of the intersectional challenges black fat males face in education. This study offers a novel perspective by focusing on the unique amalgamation of anti-fat bias and racial discrimination. The proposal for educational sanctuaries tailored to the needs of this demographic represents an innovative solution, bridging gaps in the existing literature. Through its nuanced approach and advocacy for inclusivity, this study stands as an original and pioneering contribution to the field, urging educators and policymakers to reevaluate their practices and create equitable learning environments.

A Comparison of Bias Mitigation Techniques for Educational Classification Tasks Using Supervised Machine Learning

Machine learning (ML) has become integral in educational decision-making through technologies such as learning analytics and educational data mining. However, the adoption of machine learning-driven tools without scrutiny risks perpetuating biases. Despite ongoing efforts to tackle fairness issues, their application to educational datasets remains limited. To address the mentioned gap in the literature, this research evaluates the effectiveness of four bias mitigation techniques in an educational dataset aiming at predicting students’ dropout rate. The overarching research question is: “How effective are the techniques of reweighting, resampling, and Reject Option-based Classification (ROC) pivoting in mitigating the predictive bias associated with high school dropout rates in the HSLS:09 dataset?" The effectiveness of these techniques was assessed based on performance metrics including false positive rate (FPR), accuracy, and F1 score. The study focused on the biological sex of students as the protected attribute. The reweighting technique was found to be ineffective, showing results identical to the baseline condition. Both uniform and preferential resampling techniques significantly reduced predictive bias, especially in the FPR metric but at the cost of reduced accuracy and F1 scores. The ROC pivot technique marginally reduced predictive bias while maintaining the original performance of the classifier, emerging as the optimal method for the HSLS:09 dataset. This research extends the understanding of bias mitigation in educational contexts, demonstrating practical applications of various techniques and providing insights for educators and policymakers. By focusing on an educational dataset, it contributes novel insights beyond the commonly studied datasets, highlighting the importance of context-specific approaches in bias mitigation.

Design and Psychometric Properties of the Student Perception of Teacher Care Scale in University Students

Teacher care in the university setting is crucial for the academic, emotional, and social development of students, encompassing moral virtues such as compassion and professional competence. The students’ perception of teacher care directly relates to their well-being and active participation in learning. Despite the recognized importance of teacher care, there is a lack of adequate instruments to measure it, especially in specific cultural and educational contexts like Peru. The aim of this research is to develop and assess the psychometric properties of a scale measuring student perception of teacher care in the Peruvian university context, to provide a valid and reliable tool for future research and educational practices. An instrumental study was conducted with 910 university students aged between 18 and 50 years (M = 20.2, SD = 3.45). The Student Perception of Teacher Care Scale (SPTCS) was used, divided into five dimensions (Compassion, Competence, Confidentiality, Trust, and Awareness). Exploratory (EFA) and confirmatory (CFA) factor analyses were conducted to evaluate the scale’s internal structure, along with reliability analyses and measurement invariance across genders. The EFA identified a four-factor structure reflecting the dimensions of Confidentiality and Trust, Competence, Awareness, and Compassion. The CFA confirmed this structure with good fit indices for four-factor models, which was then adjusted to a five-factor model, one of which is a second-order factor (χ2 = 720.727, df = 369, CFI = 0.951, TLI = 0.946, RMSEA = 0.046, and SRMR = 0.032). Internal reliability was high (α and ω > 0.9 for all factors). Measurement invariance was established across genders, allowing for valid comparisons between men and women. It is concluded that the Student Perception of Teacher Care Scale proves to be a valid and reliable instrument for measuring teacher care in the Peruvian university context. The results emphasize the multidimensionality of teacher care and its significance for the educational environment and student experience. This study contributes to educational research and teaching practice, offering a means to assess and improve caring relationships in higher education.

Assessing the Efficacy of Language Assessment Tools in Educational Settings

Language assessment plays a pivotal role in evaluating learners’ language proficiency and informing educational practices. This paper provides a comprehensive review of international standards guiding the assessment of language proficiency in educational settings. Drawing upon established frameworks such as the Common European Framework of Reference for Languages (CEFR) and the American Council on the Teaching of Foreign Languages (ACTFL) proficiency guidelines, this review examines the key principles, methodologies, and criteria for assessing the efficacy of language assessment tools. It explores the importance of validity, reliability, authenticity, and practicality in the design and implementation of language assessment instruments. Furthermore, it discusses the significance of considering socio-cultural and contextual factors in ensuring the fairness and equity of language assessment practices. The review also highlights emerging trends and challenges in language assessment, including the integration of technology and the need for continuous professional development for assessors. By synthesizing international standards and best practices, this paper offers valuable insights for educators, assessment specialists, and policymakers striving to enhance the quality and effectiveness of language assessment in educational contexts.

Take-home tests as an assessment for learning strategy

Abstract This article reports on an intervention study conducted to improve young Thai learners’ motivation and attitudes towards take-home tests. The traditional use of summative tests in education has often led to increased pressure and demotivation among students. Based on formative assessment practices and motivational strategies, the study aimed to improve students’ motivation and engagement when taking tests. The intervention involved regular, short take-home tests and motivational strategies over 25 weeks and collected data using a mixed methods approach. Results showed notable improvement in students’ intrinsic motivation, writing motivation and homework completion rate of take-home tests over the course of the intervention. The article highlights the importance of incorporating formative assessment practices, goal setting, collaborative learning and visual aids to promote student ownership of learning and increase their motivation to complete tests. The study contributes to the ongoing dialogue on effective assessment methods and student motivation in an educational context.

Humanities and Social Sciences in French Engineering Education: A Sociohistory of their Integration in an Apolitical Stance

In France, the social consequences of industrial development have long been questioned, but technological disasters of the last decades of the twentieth century led to a rethinking of Western ways of life and production. Engineering education has faced the challenge of taking these considerations into account via the humanities and social sciences (HSS) curricula, including themes ranging from work organizations to science and technology in society. Taking a sociohistorical approach, this article describes the apolitical stance of the integration of HSS into French engineering education. Following a problematization within the framework of curriculum sociology, the first part presents the sociohistorical context of French engineering education, with a particular focus on HSS. The second part highlights the difficulties of recognizing the scientific and critical nature of HSS in the larger engineering educational system. The article then presents the results of a review of current HSS curricula as posted on school websites, which reveals a pattern that HSS are taught in an apolitical stance, based in corporate themes rather than questioning the social order or science and technology in society. The review suggests that only a handful of schools have been able to break the boundaries between the engineering sciences and HSS.

The Role of Translanguaging in Teaching Mathematics at Adult Correctional Centre Classrooms in South Africa

This paper sought to explore the use of the translanguaging strategy as the means for decolonising and advancing the teaching of mathematics procedural fluency. From the pragmatic epistemological stance, the study collected both qualitative and quantitative data from the group of fifty purposively sampled adult offenders. The intervention study inferred data from pre-tests, post-tests, and semi-structured interviews. The data, which was analysed using SPSS and the thematic analysis approach, through the conceptual framework of teaching adult offenders mathematics procedural fluency through the isiZulu-English translanguaging strategy, indicate that the use of the translanguaging strategy yields satisfactory performance in adult offenders’ mathematics procedural fluency. The study further discovered that the translanguaging strategy leads to the decolonization of the mathematics curriculum and the development of isiZulu and English languages in correctional centre classrooms. The researcher recommends the use of the translanguaging strategy and fluidity in the use of any repertoires in the teaching of mathematics procedural fluency, conceptual understanding, and factual knowledge within the context of correctional centre classrooms. The researcher further concludes that translanguaging is applicable, and resourceful in all mathematics educational contexts, and it leads to the decolonization of the mathematics curriculum for both children and adults, in all contexts. The paper contributed to the scholarship by exploring the mathematics learning, teaching and assessment processes and the role of translanguaging thereof in correctional centre classrooms. Keywords: Translanguaging, Correctional Centre, Mathematics Classroom, Mathematics Procedural Fluency, Adult Offenders, Educationists

Student–teacher gender congruence and student performance: The role of context

AbstractStudent–teacher gender congruence is suggested to be related to increased student performance, but little is known about the contexts in which these effects occur. Based on literature on gender stereotypes this study hypothesizes different effects of student–teacher gender congruence for male and female students across school subjects and in different educational contexts. Using administrative data of secondary schools in The Netherlands (N > 50,000), this study examined to what extent student–teacher gender congruence is associated with male and female students’ performance in the subjects math, physics, Dutch language, and French language. Further this study explored the role of students’ educational level, schools’ religiousness, and schools’ location in these relations. As expected, we found that gender congruence was positively related to female students’ performance in math and physics and to male students’ performance in Dutch language and French language. However, the role of educational context differed for male and female students across subjects and lacked a clear pattern that corresponded to the gender stereotypes hypotheses. This study emphasizes that effects of student–teacher gender congruence can differ in magnitude and direction in different contexts, encouraging future research to use qualitative methods to examine how context influences the role of gender in education.

May the Force Be With You JedAI: Balancing the Light and Dark Sides of Generative AI in the Educational Landscape

Generative AI, much like the Force in Star Wars, wields significant power, capable of immense good or potential harm depending on its application. This editorial indicates the dual nature of generative AI within educational contexts, drawing parallels to the light and dark sides of the Force. Generative AI's proficiency in language manipulation positions it as a transformative tool in education, yet its influence must be managed wisely. The evolution of AI mirrors the advent of personal computers, suggesting a future where individuals may have personal AI assistants tailored to their needs. This speculative future poses critical questions about the balance of force between humans and AI. This editorial along with articles published in the special issue urge critical reflection on our current path and the decisions that will shape the future of AI in education.

Generative Artificial Intelligence in Education: Cheating Threat or Enhanced Learning Tool?

Integrating generative AI into education has sparked a debate regarding its ethical and practical implications. This paper explores the transformative potential of generative AI in various educational contexts, highlighting its ability to generate new data and aid personalized learning. It also addresses concerns about academic integrity and learning quality. This paper advocates for a balanced approach to AI in education by examining different perspectives, including educators and technologists. It suggests that AI can be a valuable educational tool by enhancing student learning and teacher productivity. The discussion extends to AI implementation's potential economic and social challenges and proposes solutions to ensure equal access. Ultimately, the paper concludes that with responsible use, AI can significantly improve educational outcomes and efficiency and offer innovative support for students and educators.