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Educ. Sci., Volume 14, Issue 12 (December 2024) – 106 articles

Cover Story (view full-size image): Education Sciences (ISSN 2227-7102) is a scholarly peer-reviewed international open access journal, committed to providing inclusive and equitable global access to research. It aims to relate timely high-quality research findings across a broad range of topics. Leading educational researchers are invited to be guest editors that build a community of authors and readers through Special Issues which discuss the latest research and develop new ideas and research directions. The European Network of Sport Education (ENSE) is affiliated with Education Sciences and its members receive discounts on the article processing charges.
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16 pages, 456 KiB  
Review
Academies in England and Independent Schools in Finland: A Distributed Leadership Perspective
by Meng Tian and Matti Rautiainen
Educ. Sci. 2024, 14(12), 1376; https://doi.org/10.3390/educsci14121376 (registering DOI) - 14 Dec 2024
Abstract
Many education systems adopt neoliberal privatisation and marketisation approaches to diversify education provision and improve quality. England is a leading example, transforming local authority-maintained schools into academies. In contrast, Finland resists neoliberalism and maintains a small number of independent schools. This paper examines [...] Read more.
Many education systems adopt neoliberal privatisation and marketisation approaches to diversify education provision and improve quality. England is a leading example, transforming local authority-maintained schools into academies. In contrast, Finland resists neoliberalism and maintains a small number of independent schools. This paper examines how resources and leadership are distributed in academies and independent schools to explain the different educational paths taken by England and Finland. This study uses a scoping review approach to explore and contrast academies and independent schools. The comparison covers aspects such as history, education administration, local governance, accountability, curriculum and performance, teacher professional development and home–school–community relationships. The findings reveal that academies in England often concentrate leadership roles and resources among a privileged few, including large Multi-Academy Trusts, technocratic trustees and curriculum experts. This concentration tends to marginalise local communities and parents, particularly those from disadvantaged backgrounds. In Finland, independent schools serve a supplementary role within the education system, catering to specific cultural, linguistic and religious groups while adhering to the national core curriculum and regulations. While existing studies critique the academisation movement in England and commend the high-performing public school system in Finland, a direct comparison between academies in England and independent schools in Finland has been lacking. This systematic review offers original insights into these two types of schools and clarifies why neoliberal approaches often exacerbate rather than mitigate disparities in education access and equity. Full article
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3 pages, 158 KiB  
Editorial
Exploring Experience: Teacher Narratives and Narratives of Teaching
by Trudy Ambler, Puspha Sinnayah and Joanna Lim
Educ. Sci. 2024, 14(12), 1375; https://doi.org/10.3390/educsci14121375 (registering DOI) - 14 Dec 2024
Viewed by 140
Abstract
In this Special Issue (SI), we have published recent scholarship addressing (a) narrative ways of knowing, (b) the diversity of methods used for researching experience and (c) issues related to the use of narrative to explore the experiences of individuals within an educational [...] Read more.
In this Special Issue (SI), we have published recent scholarship addressing (a) narrative ways of knowing, (b) the diversity of methods used for researching experience and (c) issues related to the use of narrative to explore the experiences of individuals within an educational context [...] Full article
30 pages, 4221 KiB  
Article
Designing Synchronous Online Learning and Teaching Lab: An Online Professional Development Program to Foster the Technical and Social Competences of Synchronous Online Teachers
by Maaike Grammens, Fien De Smedt and Bram De Wever
Educ. Sci. 2024, 14(12), 1374; https://doi.org/10.3390/educsci14121374 (registering DOI) - 13 Dec 2024
Viewed by 273
Abstract
Synchronous Online Teaching (SOT) is becoming increasingly popular, but research shows many teachers are inadequately prepared, calling for greater investment in professional development (PD). Additionally, there is a significant gap in research systematically describing the design of evidence-based PD initiatives. Consequently, researchers and [...] Read more.
Synchronous Online Teaching (SOT) is becoming increasingly popular, but research shows many teachers are inadequately prepared, calling for greater investment in professional development (PD). Additionally, there is a significant gap in research systematically describing the design of evidence-based PD initiatives. Consequently, researchers and educators lack an understanding of the essential components of these interventions, which obstructs the replication, dissemination, and implementation of evidence-based PD programs for synchronous online teachers. This study presents the design of SOL-lab, an online PD program aimed at fostering teachers’ technical and social SOT competences. A detailed overview of the online PD design is offered, encompassing the underlying theoretical and empirical foundations, macro-level design principles, and micro-level instructional and learning activities. More particularly, three key design principles guided the online PD development process: focused observation of SOT, providing and receiving feedback, and stimulating the transfer of learning. By integrating authentic learning experiences and fostering reflective practice, our program aims to empower teachers with the necessary competences to thrive in SOT environments. An analysis of teachers’ perceptions indicates that they had a positive experience with the effective features of the PD program. This study offers valuable insights for the development of effective online PD initiatives for SOT. Full article
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26 pages, 2231 KiB  
Article
Investigating the Relationship Between Mathematics Instructional Time and Perseverance Growth with Elementary Pre-Service Teachers
by Joseph DiNapoli
Educ. Sci. 2024, 14(12), 1373; https://doi.org/10.3390/educsci14121373 - 13 Dec 2024
Viewed by 244
Abstract
This study investigated how the time that elementary pre-service teachers (PSTs) spend studying certain mathematics topics during a content course is related to growth in their perseverance in problem-solving. Using a quasi-experimental design, PSTs from two classes taught by the same instructor engaged [...] Read more.
This study investigated how the time that elementary pre-service teachers (PSTs) spend studying certain mathematics topics during a content course is related to growth in their perseverance in problem-solving. Using a quasi-experimental design, PSTs from two classes taught by the same instructor engaged in 12 problem-solving sessions each to measure their willingness to initiate and sustain, and re-initiate and re-sustain upon an impasse, productive struggle during engagement. Inspired by the thinking-oriented and knowledge-oriented theoretical approaches to teacher preparation in elementary mathematics, there were two class conditions. Over one semester, the treatment group studied five mathematics topics (averaging about 400 min of classroom time per topic) and the control group studied 10 mathematics topics (averaging about 150 min of classroom time per topic). The results show that the perseverance of PSTs in problem-solving in the treatment group grew at a significantly greater rate compared to PSTs in the control group. This suggests that PSTs’ perseverance development may be supported by spending more classroom time studying fewer topics during mathematics content courses. Full article
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16 pages, 1752 KiB  
Systematic Review
A Meta-Analysis of Technology-Based Word-Problem Interventions for Students with Disabilities
by Soo Jung Kim and Yan Ping Xin
Educ. Sci. 2024, 14(12), 1372; https://doi.org/10.3390/educsci14121372 - 13 Dec 2024
Viewed by 219
Abstract
The aim of this meta-analysis was to investigate the effect of technology-based interventions on mathematical word problem solving for students with disabilities. This study also assessed the quality of research based on What Works Clearinghouse (WWC) design standards. A total of 21 studies [...] Read more.
The aim of this meta-analysis was to investigate the effect of technology-based interventions on mathematical word problem solving for students with disabilities. This study also assessed the quality of research based on What Works Clearinghouse (WWC) design standards. A total of 21 studies were included in the analysis. This study computed an overall effect and analyzed moderators of group design studies (Hedges’ g) and single-case design studies (between-case standardized mean difference) in the same analyses. The results show that the overall effect of technology-based interventions on word problems across 21 studies was large (Hedges’ g = 1.18, 95% CI = 0.84, 1.52). Additionally, the studies meeting WWC design standards demonstrated significantly greater effects. The moderator analyses indicated that certain study characteristics, such as publication years, settings, intervention agents, technology devices and types, and mathematics topics moderated the effects of interventions. The four studies that evaluated the generalization effect of the intervention using distal standardized assessments showed a near moderate effect (Hedges’ g = 0.49, 95% CI = 0.09, 0.9). Implications for future research and practice are discussed. Full article
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13 pages, 244 KiB  
Article
Education and Outreach Program Managers’ Approaches to Engaging with Engineering Students in Summer Research Programs in the U.S.
by Hwangbo Bae, Jingyi Men and Joi Mondisa
Educ. Sci. 2024, 14(12), 1371; https://doi.org/10.3390/educsci14121371 - 13 Dec 2024
Viewed by 221
Abstract
Program managers of undergraduate research experience programs play a pivotal role in students’ learning experiences. However, their roles in this program are seldom understood and explored. One reason is that a greater focus has been put on faculty and student mentorship. Although many [...] Read more.
Program managers of undergraduate research experience programs play a pivotal role in students’ learning experiences. However, their roles in this program are seldom understood and explored. One reason is that a greater focus has been put on faculty and student mentorship. Although many faculty mentors succeed in providing students with adequate support for their learning experience, students can also benefit from having access to multiple mentors, such as program managers. In this study, we employed a qualitative approach to identify the common experiences of education and outreach program managers in managing engineering undergraduate summer research experience programs and mentoring students in the United States. The findings indicate that the participants provided career and technical support that contributed to students’ success by providing general guidance, professional development opportunities, and access to resources. Also, the participants engaged in active listening and training, and supported inclusive activities to promote students’ psychosocial support. From the findings, we provide recommendations for program managers and faculty members to help reinforce students’ learning in research programs. Full article
17 pages, 1269 KiB  
Review
e-Learning Challenges in STEM Education
by María Magdalena Saldívar-Almorejo, Luis Armando Flores-Herrera, Raúl Rivera-Blas, Paola Andrea Niño-Suárez, Emmanuel Zenén Rivera-Blas and Nayeli Rodríguez-Contreras
Educ. Sci. 2024, 14(12), 1370; https://doi.org/10.3390/educsci14121370 - 13 Dec 2024
Viewed by 243
Abstract
This work reviews the key challenges surrounding teaching Science, Technology, Engineering, and Mathematics subjects known as STEM. The research has uncovered a significant gap between traditional teaching styles and the need to develop and adapt to new remote-learning modalities. The work describes the [...] Read more.
This work reviews the key challenges surrounding teaching Science, Technology, Engineering, and Mathematics subjects known as STEM. The research has uncovered a significant gap between traditional teaching styles and the need to develop and adapt to new remote-learning modalities. The work describes the technological, pedagogical, social, and institutional challenges, finally identifying the importance of their joint interaction. Since the COVID-19 pandemic, it has become evident that STEM educators must increase their awareness and knowledge of instructional models focused on using digital platforms. The current trend is centred on developing remote-learning tools, which will likely become the predominant learning norm as the economy’s viability increases. However, these remote-learning approaches must maintain interaction with the physical world, as understanding real-world phenomena is crucial for improving learning processes. STEM learning through e-learning will have a greater chance of success if academic institutions collaborate with other sectors of society, such as the business sector, to receive feedback for the continuous improvement of the proposed teaching methods. Full article
(This article belongs to the Section STEM Education)
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16 pages, 230 KiB  
Article
Exploring Autonomy in the AI Wilderness: Learner Challenges and Choices
by Antonie Alm
Educ. Sci. 2024, 14(12), 1369; https://doi.org/10.3390/educsci14121369 - 13 Dec 2024
Viewed by 264
Abstract
The emergence of Generative Artificial Intelligence (GenAI) raises critical questions about learner autonomy and agency. This exploratory case study examines how four university-level German language learners with diverse backgrounds developed autonomy in their learning process through engagement with AI tools. The study was [...] Read more.
The emergence of Generative Artificial Intelligence (GenAI) raises critical questions about learner autonomy and agency. This exploratory case study examines how four university-level German language learners with diverse backgrounds developed autonomy in their learning process through engagement with AI tools. The study was conducted in early 2023 when most learners were first discovering ChatGPT’s potential for language learning. Data were collected through reflective journals, digital portfolios, and interviews during a semester-long course that scaffolded self-directed learning with AI integration. The findings reveal emerging patterns of shared agency between learners and AI tools. Learners developed distinct strategies for AI integration based on their language learning backgrounds, with heritage speakers focusing on accuracy improvement while classroom learners emphasized communication practice. Cross-case analyses identified key dimensions of autonomy development: a critical evaluation of AI output, evolving learner–AI relationships, maintaining and developing a second language (L2) voice, and the strategic integration of AI tools while preserving learner agency. These patterns suggest that autonomy in AI-mediated environments manifests through learners’ capacity to engage productively with AI while maintaining critical awareness and personal agency in their learning process. Full article
11 pages, 1997 KiB  
Article
Are Adolescents with a Wider Vocabulary Faster at Inference Making During Reading? Evidence from Self-Paced Reading
by Ernesto Guerra and Edmundo Kronmüller
Educ. Sci. 2024, 14(12), 1368; https://doi.org/10.3390/educsci14121368 - 13 Dec 2024
Viewed by 259
Abstract
This study investigates the relationship between vocabulary knowledge and inference-making during real-time reading comprehension in Spanish-speaking adolescents, addressing an important gap in the literature. A large sample of adolescents (n = 265) aged between 11 and 18 were asked to perform a [...] Read more.
This study investigates the relationship between vocabulary knowledge and inference-making during real-time reading comprehension in Spanish-speaking adolescents, addressing an important gap in the literature. A large sample of adolescents (n = 265) aged between 11 and 18 were asked to perform a self-paced reading task, which required integrating words across sentence boundaries. The study compared two conditions: repetition and inference. In the repetition condition, a critical word appeared in both context and _target sentences, while in the inference condition, the context allowed the inference of the critical word. Vocabulary knowledge was assessed using a standardized receptive vocabulary test. The results showed that adolescents with larger vocabularies exhibited faster reading times across conditions, particularly in the inference condition, where a stronger vocabulary facilitated more efficient word-to-text integration. The interaction between vocabulary and reading condition indicated that a larger vocabulary mitigates the cognitive cost of inference-making, supporting more effective reading comprehension. These findings highlight the role of vocabulary knowledge in reducing the cognitive load associated with inference generation during reading, offering important implications for educational strategies aimed at improving adolescent literacy. Full article
(This article belongs to the Section Language and Literacy Education)
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13 pages, 778 KiB  
Article
Influence of Self-Efficacy, Anxiety and Psychological Well-Being on Academic Engagement During University Education
by Emilio Jesús Lizarte Simón, José Gijón Puerta, María Carmen Galván Malagón and Meriem Khaled Gijón
Educ. Sci. 2024, 14(12), 1367; https://doi.org/10.3390/educsci14121367 - 13 Dec 2024
Viewed by 297
Abstract
For many students, the start of a university course is a positive experience, as it is a challenge that involves academic commitment and the achievement of a university degree. However, for other students, access to university becomes a stressful experience that manifests itself [...] Read more.
For many students, the start of a university course is a positive experience, as it is a challenge that involves academic commitment and the achievement of a university degree. However, for other students, access to university becomes a stressful experience that manifests itself in signs of anxiety. Previous studies have shown the influence of high levels of anxiety on the degree of academic engagement for good study performance, with positive or negative moderators such as psychological well-being or self-efficacy. The overall aim of this study is to analyse self-efficacy and psychological well-being as moderators between anxiety and academic engagement, as well as the relationships between the variables. In the present study, 751 first-year students of the Faculty of Education Sciences of the University of Granada (Spain), of whom 90.7% are women and 9.3% are men, all aged between 18 and 47 years old (M = 21.05, SD = 3.57), completed the Utrecht Work Engagement Scale-Student questionnaires (UWES-S), Maslach Burnout Inventory-Student Survey (MBI-SS), State–Trait Anxiety Inventory (STAI) and Psychological Well-being Scale. The correlations between scales were studied using Pearson’s correlation coefficient. To assess the moderating effect of self-efficacy and psychological well-being on the relationship between anxiety and academic engagement, structural equations were used with the maximum likelihood method. In relation to the analysis carried out, the findings show the importance of self-efficacy and psychological well-being as moderators between anxiety and academic engagement. Self-efficacy showed a moderating effect on the relationship between anxiety and academic engagement, so the interaction between anxiety and self-efficacy meant that in situations of high anxiety and high efficacy, academic engagement was virtually unaffected. Full article
(This article belongs to the Special Issue Stress Management and Student Well-Being)
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14 pages, 664 KiB  
Article
Designing a Digital Game for Chinese Character Learning: A Theory-Driven Practice Approach
by Tingting Wang
Educ. Sci. 2024, 14(12), 1366; https://doi.org/10.3390/educsci14121366 - 12 Dec 2024
Viewed by 292
Abstract
Engaging students in Chinese character learning tasks poses significant challenges for instructional design, especially for learners from alphabetic language backgrounds, due to Chinese characters’ complex, morpho-syllabic structure. Traditional teaching methods, such as rote memorization and hand copying, have long dominated instruction but often [...] Read more.
Engaging students in Chinese character learning tasks poses significant challenges for instructional design, especially for learners from alphabetic language backgrounds, due to Chinese characters’ complex, morpho-syllabic structure. Traditional teaching methods, such as rote memorization and hand copying, have long dominated instruction but often result in limited task engagement. This study explores a gamified approach to teaching Chinese characters grounded in task engagement principles. Specifically, it examines how task engagement principles could be integrated into a digital game designed for beginner-level students on their understanding of Chinese character structure and engagement in learning tasks. The study details the development process and analyzes quantitative and qualitative data to assess students’ learning outcomes. Findings demonstrate that the Chinese character game significantly improves character recognition and student engagement, fostering collaborative learning and enhancing overall academic performance. This study highlights the importance of incorporating engagement-driven principles and a radical-driven approach into game-based language instruction, offering educators practical insights into creating effective educational tools that blend content with interactive and collaborative elements. Full article
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16 pages, 273 KiB  
Review
Addressing School Absenteeism Through Monitoring: A Review of Evidence-Based Educational Policies and Practices
by Christine Sälzer, Heinrich Ricking and Michael Feldhaus
Educ. Sci. 2024, 14(12), 1365; https://doi.org/10.3390/educsci14121365 - 12 Dec 2024
Viewed by 399
Abstract
In many countries, indicators related to educational contexts, inputs, processes, and outputs serve as important benchmarks for allocating funding to educational institutions. Educational monitoring provides a valuable approach for gathering data on these indicators. This review offers a critical analysis of the current [...] Read more.
In many countries, indicators related to educational contexts, inputs, processes, and outputs serve as important benchmarks for allocating funding to educational institutions. Educational monitoring provides a valuable approach for gathering data on these indicators. This review offers a critical analysis of the current state of educational monitoring of school attendance in Germany, emphasizing the need for a more comprehensive monitoring system including such data. We provide an overview of the current state of research, propose a theoretical framework, and outline the key requirements for effective monitoring. From this foundation, we examine existing empirical evidence on the impact of monitoring school attendance. Our findings indicate that comprehensive and ongoing monitoring is essential for preventing and reducing student absenteeism. Moreover, we emphasize that consistent attendance monitoring is vital for educational policy and practice, offering considerable potential for school improvement. It functions as an early warning system, helping to identify students at risk of academic failure or dropping out. By systematically tracking attendance, schools can implement basic preventive measures and tailor interventions to address the specific needs of at-risk students, ultimately fostering academic achievement and engagement. Full article
(This article belongs to the Special Issue Assessment for Learning: The Added Value of Educational Monitoring)
11 pages, 209 KiB  
Review
A Scoping Literature Review on Parent Interactions with Teachers and School Environments at the Middle Level
by Sarah E. Pennington, Judy H. Tang, Kent Divoll and Pamela Correll
Educ. Sci. 2024, 14(12), 1364; https://doi.org/10.3390/educsci14121364 - 12 Dec 2024
Viewed by 263
Abstract
This scoping literature review explores parent interactions with teachers and school environments at the middle level, particularly how parents and teachers perceive middle school environments and parent–teacher relationships, the strategies that schools use to foster parent–teacher collaboration, and the impacts of these interactions [...] Read more.
This scoping literature review explores parent interactions with teachers and school environments at the middle level, particularly how parents and teachers perceive middle school environments and parent–teacher relationships, the strategies that schools use to foster parent–teacher collaboration, and the impacts of these interactions on students. The research team identified 14 peer-reviewed studies from 2015 to 2024 that focused on parent interactions with teachers and school environments at the middle level, including parent and teacher perceptions of school environments and parent–teacher relationships and collaborations. The findings revealed a common disconnect between how parents and teachers view school environments, but also showed that intentional, structured communication can help to bridge these gaps. The review also highlights that research on strategies to enhance parent–teacher partnerships is limited and context-specific. Based on this review of the literature, more research is needed on how home–school relationships benefit diverse middle school communities and how collaboration can support student success, particularly during the critical middle school years. Full article
(This article belongs to the Special Issue Moving Forward: Research to Guide Middle Level Education)
19 pages, 1847 KiB  
Article
Gender Differences in the Use of Generative Artificial Intelligence Chatbots in Higher Education: Characteristics and Consequences
by Anja Møgelvang, Camilla Bjelland, Simone Grassini and Kristine Ludvigsen
Educ. Sci. 2024, 14(12), 1363; https://doi.org/10.3390/educsci14121363 - 12 Dec 2024
Viewed by 525
Abstract
Student gender differences in technology acceptance and use have persisted for years, giving rise to equity concerns in higher education (HE). To explore if such differences extend to generative artificial intelligence (genAI) chatbot use, we surveyed a large Norwegian HE student sample ( [...] Read more.
Student gender differences in technology acceptance and use have persisted for years, giving rise to equity concerns in higher education (HE). To explore if such differences extend to generative artificial intelligence (genAI) chatbot use, we surveyed a large Norwegian HE student sample (n = 2692) using a fully mixed concurrent equal status design. Our findings show that men exhibit more frequent engagement with genAI chatbots across a broader spectrum of applications. Further, men demonstrate a heightened interest in genAI chatbots as tools and in their relevance to future career prospects. Women primarily utilize genAI chatbots in text-related tasks and express greater concerns regarding critical and independent thinking. Women also exhibit a stronger need to learn how to determine when it is wise to use and how to trust genAI chatbots. Consequences are discussed for the individual, society, and HE institutions in terms of social reproduction, diversity competence, and equitable teaching practices. Full article
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20 pages, 282 KiB  
Article
Technology and K-12 Environmental Education in Ontario, Canada: Teacher Perceptions and Recommendations
by Andrew A. Millward, Courtney Carrier, Nickesh Bhagat and Gregory T. O. LeBreton
Educ. Sci. 2024, 14(12), 1362; https://doi.org/10.3390/educsci14121362 - 12 Dec 2024
Viewed by 302
Abstract
This research explores the perspectives of kindergarten through to Grade 12 (K-12) teachers on incorporating information and communication technology (ICT) into the environmental education (EE) curriculum. In the context of the increasing influence of ICT in education, this study examines both the potential [...] Read more.
This research explores the perspectives of kindergarten through to Grade 12 (K-12) teachers on incorporating information and communication technology (ICT) into the environmental education (EE) curriculum. In the context of the increasing influence of ICT in education, this study examines both the potential enhancements ICT offers to EE and the challenges it poses. Using data from an online survey and an in-person focus group, the investigation addresses the capacity of ICT to promote environmental stewardship and personal growth, alongside concerns regarding technology’s potential to alienate students from nature and the divided opinions among educators regarding optimal technology use. Attention is given to systemic barriers that complicate EE integration and the variability of its implementation in Ontario, Canada, where EE is mandated across K-12 curricula. The findings illuminate educators’ concerns about digital dependencies among their students and the difficulty they face in striking a balance between the use of ICT and non-technical pedagogical approaches when engaging students in environmental lessons. Importantly, study participants identified limited contemporary and timely technological tools to support EE delivery that deemphasize using personal mobile devices (e.g., smartphones and tablets). In response, we recommend three forms of technology (and accompanying lesson ideas) that are affordable, easy to integrate into classrooms, and do not require off-site trips, thereby enhancing accessibility and equity. This study’s implications are aimed at educators, policymakers, and stakeholders seeking to enhance EE delivery within a technologically evolving educational framework and ensure the development of environmentally conscious students. Full article
(This article belongs to the Special Issue New Ways of Seeing Outdoor and Environmental Learning)
16 pages, 1603 KiB  
Article
Teacher Candidates’ Perceptions of Peer and Instructor Feedback Through Video Annotations: Whose Advice Do They Prefer?
by Michael Otieno Okumu, Catherine Lammert and Halkano Michael Hargura
Educ. Sci. 2024, 14(12), 1361; https://doi.org/10.3390/educsci14121361 - 12 Dec 2024
Viewed by 294
Abstract
Feedback literacy, defined as the ability to reflect on and implement constructive insights provided by others, is crucial for teachers’ professional growth. This study explores how Teacher Candidates (TCs) (n = 160) in an online reading methods course valued feedback on their teaching [...] Read more.
Feedback literacy, defined as the ability to reflect on and implement constructive insights provided by others, is crucial for teachers’ professional growth. This study explores how Teacher Candidates (TCs) (n = 160) in an online reading methods course valued feedback on their teaching videos from peers versus instructors, leveraging communities of practice as the theoretical framework. This study examines TCs’ preferences and rationales for feedback sources in design/development research, a unique contribution to feedback research in teacher education. Using a concurrent mixed-methods approach, we analyzed TCs’ ratings of the quality of tagged comments on videos of their classroom instruction provided by both groups, and we analyzed the reasons they provided for their ratings. Results of the independent samples t-test revealed that the TCs rated instructor feedback significantly higher than peer feedback. Thematic analysis of the qualitative data identified factors such as feedback specificity, constructive criticism, timeliness, expertise, emotional support, and practical application as central to TCs’ feedback preferences. However, TCs also recognized aspects of peer feedback they found valuable, underscoring the potential benefit of structured feedback training to improve peer feedback effectiveness. These findings highlight the need for _targeted feedback literacy development to help TCs maximize the benefits of both instructor and peer feedback. Full article
(This article belongs to the Special Issue Enhancing the Power of Video in Teacher Education)
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13 pages, 285 KiB  
Article
Performance and Self-Representation of Socioemotional Competencies in Preschool Children: Implication for Adaptive Developmental Outcome
by Francesca Sangiuliano Intra, Livia Taverna, Roberta Maria Incardona, Marta Tremolada, Alberto Amadori, Giulia Prestera and Antonella Brighi
Educ. Sci. 2024, 14(12), 1360; https://doi.org/10.3390/educsci14121360 - 12 Dec 2024
Viewed by 233
Abstract
Developing socioemotional competence in preschool children is essential to their growth. Numerous studies have emphasized the importance of socioemotional skills in early childhood, documenting distinct patterns in socioemotional growth and identifying distinct developmental patterns that suggest gender and self-awareness can influence developmental trajectories [...] Read more.
Developing socioemotional competence in preschool children is essential to their growth. Numerous studies have emphasized the importance of socioemotional skills in early childhood, documenting distinct patterns in socioemotional growth and identifying distinct developmental patterns that suggest gender and self-awareness can influence developmental trajectories in this domain. This study investigates the role of gender in the relationship between children’s self-representation and socioemotional performance-based outcomes, measured through objective and quantifiable assessments of their abilities and behaviors. A sample of 145 preschool children was assessed using the Test of Emotion Comprehension and the Berkeley Puppet Interview. Results indicate no significant gender or age differences in Test of Emotion Comprehension scores, while the Berkeley Puppet Interview revealed notable gender differences across all the latent socioemotional dimensions. These findings underscore the importance of considering gender and integrating self-representation into educational programs to support adaptive development and promote psychological well-being. Full article
(This article belongs to the Section Early Childhood Education)
19 pages, 2580 KiB  
Article
Post-COVID-19 Student and Faculty Perceptions of Online Computing Labs: Better _targeted, Better Perceptions, but Still Need Improvement
by Yunfei Hou, Miranda May McIntyre, Joyce Fu, Jesus Herrera, Hani Aldirawi and Montgomery Van Wart
Educ. Sci. 2024, 14(12), 1359; https://doi.org/10.3390/educsci14121359 - 12 Dec 2024
Viewed by 351
Abstract
In many disciplines, the growth of online courses was propelled by the COVID-19 pandemic, but this trend moderated as health concerns receded. Before the pandemic, computer science-related disciplines were less keen on online labs because of their inherently hands-on nature. This study presents [...] Read more.
In many disciplines, the growth of online courses was propelled by the COVID-19 pandemic, but this trend moderated as health concerns receded. Before the pandemic, computer science-related disciplines were less keen on online labs because of their inherently hands-on nature. This study presents a comparative analysis of student and faculty perceptions towards online labs in three computing-related disciplines a year after the pandemic. Through a survey with 242 students and 20 faculty responses, we found students were, overall, positive about their online lab experience—as were faculty. Students and instructors both agree that (1) where provided, online lab courses are being taught effectively, and (2) it is crucial to continue investing in technology infrastructure to enhance the quality and accessibility of both online and in-person labs. However, students and instructors disagree on two issues: (1) teamwork for lab activities and assignments (i.e., faculty tended to have a more optimistic view of online collaborative activities); and (2) modality for lab sessions (i.e., student preferences were evenly split between synchronous and asynchronous labs while faculty mostly preferred synchronous online labs). Faculty appear more optimistic about the effectiveness of online labs but show heightened concern regarding technological disruptions. Notably, all comments from students asserted the importance of having recorded demonstrations, even when a live synchronous demonstration may have been provided. Utilizing recordings and making them available is an example of a best practice worth promoting despite the added effort for faculty. Full article
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14 pages, 300 KiB  
Article
Evaluating the Inclusion of Vocal Training in Spain’s Teacher Education: A Quantitative Analysis
by Saray Prados-Bravo, Diego González-Rodríguez and Agustín Rodríguez-Esteban
Educ. Sci. 2024, 14(12), 1358; https://doi.org/10.3390/educsci14121358 - 12 Dec 2024
Viewed by 298
Abstract
The curricula of bachelor’s and master’s degrees in education should provide optimal tools for teaching practice. An analysis of these curricula in Spanish universities reveals a lack of vocal training. The aim of the present study is to determine whether vocal training in [...] Read more.
The curricula of bachelor’s and master’s degrees in education should provide optimal tools for teaching practice. An analysis of these curricula in Spanish universities reveals a lack of vocal training. The aim of the present study is to determine whether vocal training in these courses leads to greater knowledge of vocal patterns and techniques, which could lead to greater satisfaction and a lower tendency to abandon the profession. A descriptive–comparative and predictive quantitative study was carried out using an ex post facto, non-experimental, cross-sectional design. The sample consisted of 519 pre-school, primary, and secondary school teachers from all over Spain. The results have confirmed that there is a correlation between having received initial training in vocal hygiene and singing and a tendency to take additional courses in these areas. Furthermore, there is evidence that women and teachers with vocal disorders of the type studied are more aware of voice care in their profession. Finally, a lack of correlation was observed between the training received and the degree of knowledge about vocal health and hygiene. This suggests that both the quantity and quality of training in this area should be increased. Full article
19 pages, 657 KiB  
Article
Preservice Teachers’ Reflection Processes When Collaboratively Reflecting on Videotaped Classroom Teaching
by Lisanne Rothe and Kerstin Göbel
Educ. Sci. 2024, 14(12), 1357; https://doi.org/10.3390/educsci14121357 - 11 Dec 2024
Viewed by 382
Abstract
It is imperative that (preservice) teachers engage in continuous reflection on their pedagogical practice to foster their continuous professional development. Teaching videos are therefore used in teacher education programmes to stimulate reflection. The authentic presentation of teaching through videos enables (preservice) teachers to [...] Read more.
It is imperative that (preservice) teachers engage in continuous reflection on their pedagogical practice to foster their continuous professional development. Teaching videos are therefore used in teacher education programmes to stimulate reflection. The authentic presentation of teaching through videos enables (preservice) teachers to reflect on certain aspects of teaching. To enhance the reflection quality of (preservice) teachers, it is essential that they receive structured support throughout the reflection process. The following article examines the reflection processes of preservice teachers who took part in the FLECTT project (Collegial video-based reflection on teaching in Reflecting Teams) at the University of Duisburg-Essen. During their practical semester, preservice teachers had the opportunity to reflect on videotapes of their own teaching in a collegial reflection setting. As only a few studies have investigated processes of collegial video-based reflection of preservice teachers, the following study addresses this research desideratum and investigates the reflection processes by means of an explorative, qualitative study. The findings suggest that preservice teachers engage intensively with the teaching video. They reflect on their personal experiences and develop new alternative courses of action. However, it seems to be crucial that the participants are familiar with the specific setting in order to be able to participate effectively in the reflection process. In addition, the high level of engagement with the teaching video seems to have an effect on the concentration or fatigue of the preservice teachers. Full article
(This article belongs to the Special Issue Enhancing the Power of Video in Teacher Education)
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16 pages, 1675 KiB  
Article
Witnessing and Experiencing Discrimination: A Study in Spanish Adolescents
by Lorena Valdivieso-León, Alba Ayuso-Lanchares and Clara Gonzalez-Sanguino
Educ. Sci. 2024, 14(12), 1356; https://doi.org/10.3390/educsci14121356 - 11 Dec 2024
Viewed by 352
Abstract
Objectives: to examine the nature and context of discriminatory experiences among adolescents in Spain. Methods: A mixed study of discourse content analysis in 1000 randomly selected Spanish adolescents aged 12 to 16 years stratified by age, gender and territorial distribution. Data were analyzed [...] Read more.
Objectives: to examine the nature and context of discriminatory experiences among adolescents in Spain. Methods: A mixed study of discourse content analysis in 1000 randomly selected Spanish adolescents aged 12 to 16 years stratified by age, gender and territorial distribution. Data were analyzed to identify perpetrators, actions, and locations of discrimination. Results: Overall, 66% of adolescents reported witnessing or experiencing discrimination, primarily manifested through teasing, insults, and harassment. Peers were identified as the main perpetrators (73.9%), with schools being the primary context (69.4%) where discrimination occurs. Discrimination often lacked clear reasons (27.78%), but ethnicity (23.83%) and physical appearance (22.51%) were the most common factors, followed by gender (5.99%) or academic/ability issues (5.99%) or having an illness or developmental disorder (5.41%). Conclusions: Discrimination among adolescents is frequent, with racism and rejection of minority groups as the main causes. The findings underscore the need for interventions to address discriminatory behaviors in schools and broader society, with implications for adolescent well-being and mental health. Full article
(This article belongs to the Special Issue Special and Inclusive Education: Challenges, Policy and Practice)
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13 pages, 2254 KiB  
Article
Immersive Spatial Computing: How Technology Can Improve Science Content Reading and Vocabulary in Elementary Schools
by Leonard Annetta, Ashley Johnson, Mark H. Newton and Yvonne Franco
Educ. Sci. 2024, 14(12), 1355; https://doi.org/10.3390/educsci14121355 - 11 Dec 2024
Viewed by 336
Abstract
Elementary school curricular standards in the United States emphasize mathematics and literacy, while social studies and science are often left behind. Integrating science instruction with either mathematics or literacy is a strategy some teachers use to teach skills and concepts in both disciplines. [...] Read more.
Elementary school curricular standards in the United States emphasize mathematics and literacy, while social studies and science are often left behind. Integrating science instruction with either mathematics or literacy is a strategy some teachers use to teach skills and concepts in both disciplines. Understanding science at a young age is reliant on grasping vocabulary that is new to the learner. Integrating visual imagery into reading instruction improves students’ comprehension, enhances retrieval, and increases retention. The media-based reading enhancement of text through spatial computing has begun to show promise for the integration of science vocabulary and reading comprehension, especially for low-proficiency readers. This paper provides a literary rationale for technology-enhanced intervention, provides examples of a study conducted to test the efficacy of such an intervention, presents the implications of the study’s findings, and discusses future avenues for how spatial computing might be used in science and literacy instruction in the future. Full article
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20 pages, 1471 KiB  
Article
Addressing the Language and Literacy Needs and Challenges of Students with Refugee Experiences: Integrated Supports
by Maureen E. Kendrick and Margaret Early
Educ. Sci. 2024, 14(12), 1354; https://doi.org/10.3390/educsci14121354 - 11 Dec 2024
Viewed by 413
Abstract
This paper reports on an ethnographic research study with experienced K-12 teachers and paraprofessionals in Western Canada to understand (1) the language and literacy needs and challenges of students with refugee experiences; and (2) the pedagogical responses used to build trusting, collaborative relationships [...] Read more.
This paper reports on an ethnographic research study with experienced K-12 teachers and paraprofessionals in Western Canada to understand (1) the language and literacy needs and challenges of students with refugee experiences; and (2) the pedagogical responses used to build trusting, collaborative relationships of power. Our theoretical framework draws on Bronfenbrenner’s ecological systems model, which we align with a literacy ecology of communities perspective. Working with 15 participants in a school district with a long history of resettlement, we address the following questions: (1) What do teachers and paraprofessionals identify as the language and literacy learning needs and challenges for students with refugee experiences? and (2) What are the most appropriate and empowering pedagogical responses to meet curricular expectations and use language and literacy for social impact and identity representation? Using thematic analysis, we identify four interweaving themes: relationships, mindful pedagogies, well-being, and safety. We provide illustrative examples from ethnographic focus group discussions, triangulated with informal interviews and observations in relation to an integrated model of supports for students with refugee experiences. We conclude with four critical lessons learned about relationships, communication flows within and across nested ecological systems, flexibility and structure, and inspirational pedagogies. Full article
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2 pages, 138 KiB  
Correction
Correction: Chen et al. Exploring the Literacy Experiences of Preservice Early Childhood Teachers: Social and Contextual Influences, and Implications for Teacher Education. Educ. Sci. 2024, 14, 1042
by Jennifer J. Chen, Yonggang Ren and Shirley O’Neill
Educ. Sci. 2024, 14(12), 1353; https://doi.org/10.3390/educsci14121353 - 11 Dec 2024
Viewed by 206
Abstract
In the original publication [...] Full article
25 pages, 1042 KiB  
Article
STEM Language Literacy Learning in Engineering Education in Kazakhstan
by Damira Jantassova, Daniel Churchill, Zhuldyz Tentekbayeva and Saltanat Aitbayeva
Educ. Sci. 2024, 14(12), 1352; https://doi.org/10.3390/educsci14121352 - 10 Dec 2024
Viewed by 573
Abstract
The mastery of STEM (Science-Technology-Engineering-Mathematics) language literacy is essential for both engineering students and professionals as it enables effective communication using technical terminology and facilitates problem-solving, research, and innovation within the field. However, STEM language proficiency remains an area of improvement within Kazakhstan’s [...] Read more.
The mastery of STEM (Science-Technology-Engineering-Mathematics) language literacy is essential for both engineering students and professionals as it enables effective communication using technical terminology and facilitates problem-solving, research, and innovation within the field. However, STEM language proficiency remains an area of improvement within Kazakhstan’s engineering education system. Our research focused on enhancing STEM language literacy learning for Bachelor of Engineering students in Kazakhstan, with a specific emphasis on leveraging digital technologies to support their learning. Our paper outlines the outcomes of the research project titled ‘Enhancing Scientific and Professional Language Learning for Engineering Students in Kazakhstan through Digital Technologies’, conducted at the Saginov Technical University (STU) in Kazakhstan and supported by the Science Committee of the Ministry of Science and Higher Education of the Republic of Kazakhstan (Grant No. AP19678460). This project holds significant promise for advancing engineering education in the country. Throughout this project, our team examined best practices for STEM literacy learning in engineering education globally. We also utilised a comprehensive SWOT analysis (Strengths, Weaknesses, Opportunities, and Threats) to identify effective approaches for STEM literacy learning and the successful integration of digital technologies. Ultimately, we developed a framework for enhancing STEM language literacy in engineering education at universities in Kazakhstan. Full article
(This article belongs to the Section Higher Education)
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17 pages, 5855 KiB  
Article
A Story of the ‘Kitchen Furniture’ in ECEC—Challenging Norms and Ideas Around Gender and Play
by Mia Heikkilä
Educ. Sci. 2024, 14(12), 1351; https://doi.org/10.3390/educsci14121351 - 10 Dec 2024
Viewed by 283
Abstract
The Swedish National Curriculum for Preschools states that “the environment in the preschool should inspire and challenge children to broaden their abilities and interests without being constrained by gender stereotyped perceptions”. The aim of a three-year research and development (R&D) project was to [...] Read more.
The Swedish National Curriculum for Preschools states that “the environment in the preschool should inspire and challenge children to broaden their abilities and interests without being constrained by gender stereotyped perceptions”. The aim of a three-year research and development (R&D) project was to both analyse and recreate early childhood education and care (ECEC) units’ indoor spaces, aiming at creating an indoor educational environment that would be socially inclusive and norm-aware, and support preschools to fulfil their curricular assignment around gender equality. The aim of this article is to present a specific process for challenging the norms around certain indoor play places and spaces as well as pieces of furniture in ECEC settings that risk reproducing gender norms. This aim was achieved through a social semiotic multimodal gender analysis of so-called “kitchen furniture”, as a well-established, commonly occurring space in ECEC. The process of how this was challenged is presented in this article. A gender analysis of what affordances for play this kitchen-focused piece of furniture gives, and how it can be recreated, was conducted. The introduction of more inclusive furniture to the ECEC units, through creating and building a play trolley, could affect children’s play in a more inclusive way. The analysis addressed both this idea and teachers’ self-initiated move of the piece of furniture within the ECEC unit. The process was performed with a multidimensional perspective of understanding play as a combination of children’s meaning-making and the affordances of both relationships and the environment. Full article
(This article belongs to the Special Issue Gender and Early Childhood Education: Debates and Current Challenges)
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21 pages, 2995 KiB  
Article
A Machine-Learning Approach to Predicting the Achievement of Australian Students Using School Climate; Learner Characteristics; and Economic, Social, and Cultural Status
by Myint Swe Khine, Yang Liu, Vivek K. Pallipuram and Ernest Afari
Educ. Sci. 2024, 14(12), 1350; https://doi.org/10.3390/educsci14121350 - 10 Dec 2024
Viewed by 436
Abstract
The Programme for International Student Assessment (PISA) is a global survey conducted by the Organisation for Economic Co-operation and Development (OECD) to assess educational systems by evaluating the academic performance of 15-year-old school students in mathematics, science, and reading. In PISA 2022, 13,437 [...] Read more.
The Programme for International Student Assessment (PISA) is a global survey conducted by the Organisation for Economic Co-operation and Development (OECD) to assess educational systems by evaluating the academic performance of 15-year-old school students in mathematics, science, and reading. In PISA 2022, 13,437 students from Australia participated in the test. While the PISA main questionnaire assesses the subject knowledge, the student background questionnaire solicits contextual information such as school climate, learner characteristics, and socioeconomic status. This study analyses how these contextual variables predict student achievement using the machine-learning models Ridge Linear Regression, K-Nearest Neighbours, Decision Trees, eXtreme Gradient Boosting, and Support Vector Machines, and it reports the evaluation matrices and the most accurate model in predicting student achievement. The analysis shows that contextual variables are associated with student achievement and account for 42% of the variance in achievement. In addition to evaluating multiple machine-learning regressors, Shapley Additive Explanation (SHAP) analysis is conducted to explain the model predictions and evaluate feature importance. Using SHAP analysis, this paper demonstrates how educators and school administrators may effectively interpret the machine-learning results and devise strategies for student success. Full article
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20 pages, 1405 KiB  
Systematic Review
Evaluation of Mathematical and Scientific Competences in Primary Education STEAM Projects in Spain: A Systematic Review
by Ainhoa Berciano, Araitz Uskola and Teresa Zamalloa
Educ. Sci. 2024, 14(12), 1349; https://doi.org/10.3390/educsci14121349 - 10 Dec 2024
Viewed by 387
Abstract
The aim of this article is to present an overview of the current state of the mathematical and scientific competences in Primary Education in Spain and how their development is assessed in STEAM experiences (with students of 6–12 years of age). To this [...] Read more.
The aim of this article is to present an overview of the current state of the mathematical and scientific competences in Primary Education in Spain and how their development is assessed in STEAM experiences (with students of 6–12 years of age). To this end, a systematic review based on the PRISMA 2020 protocol was carried out in the Scopus, Web of Sciences, and Dialnet databases, analyzing all articles published from 1993 to 2022 relating to the subject. In total, 53 articles were selected, most published in the last five years and primarily in the Dialnet database. It was found that the majority of the _targeted objectives in the experiences were related to STEAM competence, but only 14 evaluated aspects related to mathematical or scientific competence. The mathematical competence was evaluated by the measurement of geometry or number content and their corresponding operations and by how information data (statistics) are graphically represented. In a few cases, the evaluation is also related to computational thinking and orientation skills. In the case of scientific competence, its evaluation was mainly based on the assessment of the understanding of concepts, with those concepts being related to Physics in 80% of the cases. The only evaluated aspect of scientific competence other than concept understanding was hypothesis formulation, which was featured in two articles. These results highlight the need to systematically incorporate assessments that provide a clearer view of mathematical or scientific competence development in implementing STEAM experiences in primary education. Full article
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19 pages, 4483 KiB  
Article
STEAM Architecture—A STEAM Project for Pre-University Studies to Connect the Curricula with Architectural Concepts
by Judith Martínez, Nicolás Montés and Alberto Zapatera
Educ. Sci. 2024, 14(12), 1348; https://doi.org/10.3390/educsci14121348 - 10 Dec 2024
Viewed by 448
Abstract
This article presents STEAM Architecture, a STEAM project for all educational levels, from pre-school to high school, a project that links the learning of subjects with architectural concepts, thus trying to generate meaningful learning in students. The project is the result of an [...] Read more.
This article presents STEAM Architecture, a STEAM project for all educational levels, from pre-school to high school, a project that links the learning of subjects with architectural concepts, thus trying to generate meaningful learning in students. The project is the result of an ERASMUS+ project (DART4City (2020-1-ES01-KA227-SCH-095545) Empowering Arts and creativity for the cities of tomorrow) in which a methodology was developed to extract STEAM projects from European curricula. This methodology has two variants: “forward” and “backward”. The “forward” variant analyzes the curriculum and found the areas of opportunity with more connections among the contents while the “backward” methodology proposes a specific theme to look for the connections. The “backward” variant allows finding a topic that may be of social interest. This is the variant we use in this article. We explore the “backward” methodology in order to find an area of opportunity in society, in particular related to architecture. A questionnaire is distributed to different sectors of people in society to find out whether the learning of different architectural concepts at pre-university levels is interesting. The results of these tests show the potential of a STEAM project related to architecture. The design of the STEAM architecture project shows how the subdivision is carried out from an educational point of view, and also from an architectural point of view. Both worlds agree on dividing space into micro-, meso- and macro-space depending on the scale of what is being treated. For this reason, the STEAM architecture project is subdivided into Room, House, Neighbourhood and City for each educational level: pre-school, primary school and high school (which is 4 years of secondary school (ESO) and the last 2 years of high school). At the end of the article, we show the different workshops that were held in order to analyze the goodness of the proposal. Full article
(This article belongs to the Special Issue Interdisciplinary Approaches to STEM Education)
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13 pages, 219 KiB  
Article
Mixed Methods in Educational Large-Scale Studies: Integrating Qualitative Perspectives into Secondary Data Analysis
by Jana Costa
Educ. Sci. 2024, 14(12), 1347; https://doi.org/10.3390/educsci14121347 - 9 Dec 2024
Viewed by 408
Abstract
This article highlights the integration of qualitative perspectives into the traditionally quantitative domain of large-scale studies and explores how mixed methods can overcome the limitations of predefined datasets. Different purposes for integrating qualitative perspectives before, during, and after LSAs are presented. Two examples [...] Read more.
This article highlights the integration of qualitative perspectives into the traditionally quantitative domain of large-scale studies and explores how mixed methods can overcome the limitations of predefined datasets. Different purposes for integrating qualitative perspectives before, during, and after LSAs are presented. Two examples are used to illustrate the potential and challenges of re-analyzing existing data from a qualitative perspective. Therefore, this article argues that the integration of qualitative perspectives can provide new empirical insights, allowing researchers to explore new patterns, address research gaps, and reframe theoretical foundations. In this way, mixed methods can enhance the scope of LSA data analysis, making it more adaptable to complex educational research questions and enriching the overall research process. Full article
(This article belongs to the Special Issue Assessment for Learning: The Added Value of Educational Monitoring)
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