Article
Education & Educational Research
Melinda M. Mangin
Summary: This study examines strategies used by elementary teachers to support transgender and/or gender-expansive elementary students. The findings suggest that teachers employed three broad strategies, namely reducing gendered practices, increasing discussions about gender, and affirming children's gender identity and expression. However, teachers faced challenges due to entrenched habits and beliefs about the relevance of supportive practices.
EDUCATIONAL RESEARCHER
(2022)
Editorial Material
Education & Educational Research
Terrie M. Galanti, Nancy Holincheck
Summary: As K-12 STEM education evolves, redefining the role of STEM teachers in the early grades becomes increasingly important. Elementary teachers need to establish their own STEM teacher identities and integrate their professional teacher and STEM learner identities to meet the demands of integrated STEM. This commentary proposes an integrated STEM teacher identity model that captures the tensions of multiple identities and suggests that cultivating integrated STEM identities can enhance teachers' readiness for innovative curriculum.
INTERNATIONAL JOURNAL OF STEM EDUCATION
(2022)
Article
Psychology, Multidisciplinary
Kezia Olive, Xin Tang, Anni Loukomies, Kalle Juuti, Katariina Salmela-Aro
Summary: This article examines the role of domain-specific motivation in understanding the gender gap in STEM aspiration. The study finds gender differences in motivational profiles and the chance of transitioning between profiles. Girls are more likely to have low math motivation, while boys are more likely to transition to higher math motivation in 6th grade. However, the motivational difference is not strongly coupled with their STEM aspiration.
FRONTIERS IN PSYCHOLOGY
(2022)
Article
Green & Sustainable Science & Technology
Agustinus Tanggu Daga, Dinn Wahyudin, Rudi Susilana
Summary: This study aims to describe and compare the competencies of primary school teachers in Indonesia by region, school accreditation, and school status. The findings show that there are differences in teacher competency based on region, school accreditation, and school status. Therefore, it is suggested that primary school teachers continuously improve their competence to better assist students in enhancing their skills.
Article
Education & Educational Research
Elisa Oppermann, Rebecca Lazarides
Summary: Teachers' self-efficacy is longitudinally related to student-perceived support, which in turn is positively related to students' interest. The findings highlight the importance of teachers' self-efficacy beliefs and teacher support for the development of students' interest in elementary school.
TEACHING AND TEACHER EDUCATION
(2021)
Article
Education & Educational Research
Carme Grimalt-Alvaro, Digna Couso, Ester Boixadera-Planas, Spela Godec
Summary: This study surveyed 1004 students aged 12-16 from high schools in and around Barcelona, Spain, and conducted hierarchical cluster analysis to characterize six different STEM self-identity profiles, with a focus on two clusters (C1 and C2) exhibiting positive STEM identity. Boys were more inclined towards technology and engineering (C1), while girls were more inclined towards science (C2). The study suggests that students' self-identification as STEM people may be influenced by their preferences and aspirations in different STEM areas.
JOURNAL OF RESEARCH IN SCIENCE TEACHING
(2022)
Article
Education & Educational Research
M. G. Jones, K. Chesnutt, M. Ennes, D. Macher, M. Paechter
Summary: This study explores the adaptation of the middle school NextGen Scientist Survey for elementary students and investigates its internal validity using confirmatory factor analysis. The findings suggest that the survey is a valid assessment that can be used across elementary and middle school educational levels.
STUDIES IN EDUCATIONAL EVALUATION
(2022)
Article
Education & Educational Research
Zhimeng Jiang, Bing Wei, Sitong Chen, Lihua Tan
Summary: This study examines how high school students' science identity is affected by multi-dimensional STEM-PBL experiences. Results indicate that scientific inquiry, technological application, and mathematics processing are significant predictors of science identity, while engineering design experiences are not.
SCIENCE & EDUCATION
(2022)
Article
Education & Educational Research
Laura Scholes, Luke Rowe, Kathy A. A. Mills, Amanda Gutierrez, Elizabeth Pink
Summary: This research examines the relationship between elementary school students' digital self-efficacy and experiences in video game environments, and reveals an inverse correlation between socioeconomic status (SES) and enjoyment for gaming and digital technology. Boys reported higher digital skills than girls across all SES categories. The findings suggest the need to use gaming pedagogies in education to support student learning, taking into account the moderating effects of gender and SES.
LEARNING MEDIA AND TECHNOLOGY
(2022)
Article
Education & Educational Research
Julia Yates, Anke C. Plagnol
Summary: This study examined the lived experiences of female computer science students in a male dominated learning environment, finding that stereotypical assumptions of male superiority and a masculine learning environment negatively impacted their technological capability and motivation.
EDUCATION AND INFORMATION TECHNOLOGIES
(2022)
Article
Environmental Sciences
Changkang Sun, Xuechao Feng, Binghai Sun, Weijian Li, Chenyin Zhong
Summary: This study examined the relationship between professional identity and burnout among female teachers in China, and the mediating roles of work engagement and psychological capital. The results showed that work engagement and psychological capital partially mediated the relationship between professional identity and burnout when conducted simultaneously, reducing burnout. However, when conducted sequentially, work engagement and psychological capital completely mediated the relationship, resulting in the lowest level of burnout.
INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH
(2022)
Article
Psychology, Multidisciplinary
Ciara Lane, Sila Kaya-Capocci, Regina Kelly, Tracey O'Connell, Merrilyn Goos
Summary: Internationally, promoting STEM education is crucial for addressing social and economic challenges and cultivating a scientifically, mathematically, and technologically literate population. However, gender disparities in the participation and achievement of girls and women in STEM education and careers persist in many countries. This paper aims to examine the challenges faced by female students in STEM education in Ireland, particularly at the post-primary level. The study investigates student attitudes towards STEM and identifies gender differences in their perceptions. Results show that female students exhibit more positive attitudes towards science, while male students have more positive responses towards mathematics. Challenges related to access and understanding of STEM in post-primary education are discussed.
FRONTIERS IN PSYCHOLOGY
(2022)
Article
Pediatrics
Georgios Sideridis, Mohammed H. Alghamdi
Summary: The purpose of this study was to profile bullying behaviors in elementary schools in Saudi Arabia and examine gender differences. Participants were 3867 fourth graders who completed surveys. Latent class analysis was used to identify bullying profiles, and the results showed the presence of five profiles with varying levels of bullying experiences, as well as two profiles with no cyberbullying experiences and medium levels of physical and verbal bullying. Gender effects were significant, with male students being more prevalent in maladaptive bullying profiles. The findings suggest the need for educational policies that focus on support groups, counseling, staff training, and standardized school policies to address bullying incidents.
Article
Psychology, Educational
Douglas Cullinan, Matthew C. Lambert, Michael H. Epstein
Summary: This study provides data on the five characteristics of emotional disturbance (ED). The results show that students with ED have greater problems than students without disabilities in all five characteristics and social maladjustment. The effects of gender and school level on different characteristics vary.
PSYCHOLOGY IN THE SCHOOLS
(2023)
Article
Education & Educational Research
Stine Solberg, Geir Nyborg, Liv Heidi Mjelve, Anne Edwards, Anne Arnesen
Summary: This study reports on the support provided to Norwegian elementary school teachers by senior leaders, outside agents, and parents when working with shy students. The findings show that teachers perceived some support in this work, but there were two distinct profiles of teachers, with one group experiencing significantly more support than the other. Class size was found to be the only background variable that had an effect on the profiles.
TEACHING AND TEACHER EDUCATION
(2022)
