教育学最新文献

This study explored how seven Montessori teachers from across three countries perceive and practice literacy. One-on-one semi-structured interviews were conducted with each participant over the 2022–23 school year. Qualitative analyses, in which interview transcripts were coded using an open-coding technique, revealed three themes about how Montessori teachers from Canada, Mexico, and Italy perceive and practice literacy: 1. Emphasis on oral language; 2. Explicit and systematic instruction; and 3. Literacy-rich environments. Understanding how Montessori teachers perceive and practice literacy can provide insight into the patterns of literacy learning across geographical contexts. In particular, findings from this study highlight the effectiveness of the Montessori approach across diverse settings and how literacy learning in Montessori classrooms can adapt to different cultural contexts and languages.

This article explores the potential barriers for emerging composers to constructing and maintaining a career in the field of composition in Scotland, viewed through the lens of both those early in their careers and the experience of others who have worked professionally for many years. Thirty-nine composers responded to a survey that highlighted the role of educational mentoring, the need for monetary stability and the challenges faced by female and older emerging composers. The professional lives of current Scottish composers have been seldom studied, and the purpose of this investigation is to explore, inform and provide suggestions for future consideration.

Early childhood digital pedagogy (ECDP) has been widely implemented and studied, but the empirical evidence has not been systematically reviewed. This scoping review aimed to synthesize the existing studies to understand the practices and profiles of ECDP and the redefined roles of teacher, child, and technology. Thirty-eight studies on ECDP published from January 2010 to October 2024 were collected from three academic databases: EBSCO, Web of Science, and ProQuest. Synthesis of the findings of these studies revealed that: Firstly, digital technologies increasingly hold transformative potential for instructional practices at the level of modification and redefinition based on the SAMR framework. Secondly, play-based, project-based, problem-based, and co-operative and collaborative pedagogy with constructivist tendencies are the trademarks of ECDP. Lastly, in pedagogical interactions, teachers, children, and digital technologies each play diverse roles. This review study sheds some light on the practical characteristics of ECDP, which can inspire the effective designs and implementation of ECDP in the future.

In previous studies, nursing students have reported experiencing moral distress during practice. However, it is unclear whether student nurses who experience ethical decision-making competence in their clinical internships have a protective effect against moral distress, resilience-protective factors, and resilience. Therefore, this study aimed to examine the effects of ethical decision-making competence on moral distress, resilience, and protective factors among nursing students. The participants were recruited from five nursing schools. The study employed measurement tools, including the Ethical Decision-Making Competence Scale, Scale of Protective Factor-24, Resilience Scale, and Moral Distress Scale-Revised. We applied the partial least squares approach to structural equation modeling and multi-group analysis to analyze the data using SmartPLS software. A group of 134 student nurses participated in this study (72 women and 62 men). Findings revealed that student nurses with higher ethical decision-making competence experienced lower moral distress and greater resilience and protective factors. Students with higher protective factors demonstrated greater resilience. However, resilience was not significantly associated with moral distress. Ethical decision-making competence partially and indirectly affected resilience via protective factors. This study recommends that the cultivation of clinical nursing practice focus on student nurses' ethical decision-making competencies. Narratives (e.g., moving stories that illustrate human suffering) can prompt students to reflect on the role of the ethical subject in a situation and further enhance their ability to identify ethical issues and apply ethical principles appropriately.

This Participatory Action Research (PAR) investigates the integration of informal music learning in Macau’s educational context, guided by the Model of Generative Change (Ball, 2009). Engaging the participating college students (N = 41), this study explores how learners perceive the formal–informal learning continuum (Folkestad, 2006) through the four stages of informal learning experiences: awakening, agency, advocacy and efficacy (Ball, 2009). Through multiple data collection methods and qualitative analysis, students experienced (a) autonomous learning, (b) joyful peer learning, (c) creative exploration and skill development and (d) resilience through challenges. Moreover, the study highlights the stages of awakening, introspection and critique from the students’ perspectives. Notably, a subset of students, predominantly those with prior formal instrumental training, expressed critiques concerning informal learning, predominantly regarding its perceived lack of systematic structure and foundational skills. These insights suggest a need to further embed informal music learning in Macau to foster a dynamic change towards generativity and a ‘multileveled cultural world’ (Law & Ho, 2015). The implications point to a broader pedagogical shift that values diverse learning experiences, which may enhance the development of a more adaptable, innovative and well-rounded musical skill set within the student population in Macau.

Yaros argues that advancing evidence on the costs and economic impacts of student-led clinics requires joining forces to build towards conceptual and methodological unity across all health professions education economic research.