Notice bibliographique
Résumé
In this issue, as with many general issues of JTL, we bring a diverse collection of papers from scholars-new, emerging, and established-on a range of topics and issues.We begin with a discussion of how higher education might be re-imagined to better meet the needs of today's students.We then delve into teachers' mental health during COVID-19 for a discussion of how stress and depression played out differently and similarly by gender during the pandemic.Two articles focus on teaching practice.One introduces the 'Tricky Pickle,' by exploring reading instruction in play-based kindergarten programs as a balancing act between the competing demands of stakeholders and the varied needs of young learners.Another talks about the opportunities for secondary pre-service teachers to experience productive struggle in the teaching of mathematics We conclude with two articles that speak to the interplay of teaching and equity, diversity, inclusion, and decolonization.For post-secondary educational institutions to better meet contemporary student needs, foster student mental health, and create interdisciplinary life-long learners who are prepared for the ever-changing workforce, fundamental institutional change is needed.Rebecca Collins-Nelsen, Michaela Hill, and John Maclachlan suggest changes that centre on the relationships among time, learning, and risk that consider a greater commitment to year-round learning, innovative courses that encompass various lengths, and an increase in 'low-risk' learning opportunities.Teaching has long been known to be a stressful job that often results in high burnout and teacher turnover.Andrea Huseth-Zosel, Sarah Crary, and Megan Orr conducted a quantitative study to explore the impact of changes in teaching modalities resulting from the COVID-19 pandemic on the mental health of K-12 teachers, by gender, during the first year of the pandemic.Findings suggest that female teachers were more likely to experience higher levels of stress than male teachers, while male teachers were more likely to experience higher levels of depression than female teachers.Further, physical symptoms were more likely to be experienced by female teachers.While the value of play in learning for young children has been recognized for many years, challenges have arisen in teaching young children to read in play-based learning kindergarten classrooms.Yvonne Messenger and Tiffany Gallagher present a mixed-methods study that provided context and explored kindergarten educators' experiences, self-identified strengths and challenges to teach reading within play-based programs, and their goals for continued growth pedagogical-content knowledge.Findings suggest the need for researchers to engage in more
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,002 | 0,001 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,001 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».