The Framework for Posing Elementary Mathematics Problems (F-PosE): Supporting Teachers to Evaluate and Select Problems for Use in Elementary Mathematics

Educational Studies in Mathematics - An essential task for mathematics teachers is posing problems. Selecting mathematics problems that develop mathematical proficiency and engage students in...     

Knocking on employment’s door: internships and job attainment

Higher Education - Undergraduate internships have gained popularity among students, universities, governments and firms since the creation of the European Higher Education Area. However, empirical...     

Beyond cultural and geographical proximity: delving into the factors that influence the dynamics of academic relationships between students in higher education

Higher Education - Scholars have widely recognised the importance of academic relationships between students at the university. While much of the past research has focused on studying their...     

On love,becomings, and true generosity for science education: honoring Paulo Freire

Cultural Studies of Science Education - In this editorial article, we draw on our experiences to create an opening for critical reflection in honor of Paulo Freire's centenary. We start by...     

Do labels matter? Analysis of teachers' self-efficacy towards the autism spectrum disorder depending on the diagnostic label used (ASD or Asperger's)

Changes in the classification of autism and Asperger's syndrome led to changes in social perception of ASD. Since last criteria, studies indicate higher levels of stigma towards ASD than towards Asperger's. These prejudices are barriers to inclusive education. Thus, it is relevant (1) to evaluate pre-service teachers' self-efficacy towards the label of ASD; (2) to evaluate pre-service teachers' self-efficacy towards the label of Asperger's and (3) to compare those results to analyse whether the use of different diagnostic labels brings about different levels of self-efficacy. One hundred and eighty-six primary education pre-service teachers participated in the current study. Two adaptations of the Autism Self-Efficacy Scale for Teachers (ASSET) were used: a version with the label of ‘ASD’ (n = 96) and another for ‘Asperger's’ (n = 90). The scores obtained by the group asked about ASD were high according to the ASSET score range, while the scores obtained by the group asked about Asperger's were medium. After comparing the results, participants asked about the label ASD showed higher levels of self-efficacy than participants asked about Asperger's. These results could be a consequence of the consolidation of the ASD diagnosis among society and the higher presence of children with ASD in schools and cultural products, among other factors.     

Perceived parental monitoring and school motivation during adolescence: a bidirectional model

European Journal of Psychology of Education - School motivation is key to promoting optimal educational pathways. Some studies suggest that parental monitoring behaviors foster school motivation...     

The impact of students’ prior attitude on the processing of conflicting videos: a comparison between middle-school and undergraduate students

European Journal of Psychology of Education - The purpose of this research was to investigate the impact of students’ prior attitude on the processing of conflicting information regarding a...