Educational credentials have a central role in contemporary societies. However, social origins continue to affect educational performances and transitions well before children enter compulsory school, thus threatening future outcomes and development. By interacting research streams from economics, psychology, and pedagogy, this dissertation locates within the literature on child development, early education, and social stratification, and it aims at further contributing to the sociological evidence on the mechanisms that lead to inequalities in skills. The core of this dissertation lies in the analysis of the characteristics of the early childhood educational system (ECE) and of the home learning environment (HLE), as growth-promoting or unfavourable contexts for the development of both cognitive and noncognitive skills. Adopting recent cross-national and longitudinal data, this dissertation asks (1) whether and how much ECE matters in the lives of children around Europe, leaving long-lasting traces on their achievements once adolescents; (2) whether and how much parental social position, beliefs, and other family and child characteristics play a role in the care selection process in Germany; and (3) whether and how much quality in HLE and ECE contributes at explaining differences in skills before entering primary school in Ireland.

The study investigates preschool children’s perspectives on the outdoors as a learning environment in an Irish context. The aim is to gain preschool children’s perspectives on their outdoor learning environment as too often children’s perspectives are not represented in research. The research aims to answer questions regarding how children engage with the outdoor environment, how the environment affords them different possibilities and what parts of the environment the children deem important. This study is a qualitative study using different methods to gain the children’s perspectives. The methods include participant observations, photography tours and semi-structured interviews. The research was conducted in three outdoor preschools in Ireland, a total of 45 children participated.   The findings of the research show that children are very creative in the way in which they use their preschool environments. Outdoor spaces were where the children engaged in physical activities and imaginative play in the outdoor environments, revealing the multifaceted engagement of children. The environment also afforded the children many sensory experiences which resonated differently among the children. The children also placed importance on the relationships they have formed within the preschool with friends and teachers. The connection children had with nature was also evident throughout the results and reflected their curiosity about their surroundings. Children from different preschools seem to have many similar experiences while also having individual and unique experiences of their own. It is evident while shared experiences exist among the participants each child’s experience is distinct in its own way. The study is significant as it highlights the importance and need for young children to be a part of the research process and how their opinions are important as they are the ones with first hand experiences. Ultimately this study shows the pivotal role children’s perspectives play in understanding their experiences in outdoor educational environments.

This research project is about the lived experiences of upper secondary school and adult education teachers from a remote region of Sweden, during the global pandemic of 2020 – 2021. Educational change can be understood in terms of experiences, through listening to teachers’ voices, which have the capacity to bring new knowledge for future usage of digital platforms in education. Teaching is an embodied experience and opportunities for movement have become limited in the virtual learning environment. A radical change in the methods of communication has also occured, in particular the verbal and non-verbal clues of oral interaction, which differ in physical and virtual classrooms. Interpersonal relationships have been shown to be of the utmost importance for successful learning, and these need to be formed and maintained both online and offline. Some students are at risk of falling behind academically and socially due to remote learning. The research has shed light on this situation and illustrates how governments should work effectively with teachers to ensure that all students can succeed, regardless of individual setbacks experienced during the global pandemic. This is an ethical responsibility of importance to ensure that no student will be disadvantaged as a result of remote learning.

No description available.

No description available.

This study examined public primary school teachers' perceptions of the factors contributing to safe school learning environments. Teachers' perceptions and behaviors were examined to assist task force members to develop and conduct a self-study process for enhancing a safe learning environment for pupils. Twenty-eight primary school teachers from one public primary school in Malawi participated in the study. Data on teachers' perceptions and behaviors were collected through a survey. Frequencies and percentages were used to analyze the survey data on teachers' perceptions. The data from the self-study process generated the discussions in the task force meetings where teachers shared their perceptions of classroom practices that contributed to a safe learning environment. The task force conducted a four-step self-study process. The steps of the process were building awareness and community, developing a group focus, implementing the ideas of the group focus, and reflecting on the practice. The participating teachers' experiences suggested that the process discouraged teachers from direct instruction and encouraged them to actively engage students more in their learning. As a result the teachers experienced fewer discipline problems in their classes. The perceptions of teachers in the survey indicated that the school environment was generally positive for teaching and learning. However, there were some elements that could adversely affect school safety. For example, there were problems in maintaining some of the school facilities such as books and children's latrines. The finding of the self-study process indicated that the school could develop elements of school safety. For example, the teachers in the study developed positive attitudes toward their teaching and learning. They reported for school activities on time and involved learners in their learning. The study had a number of implications for teaching and learning and teacher educators. The self-study process, for example, was able to change teachers' attitudes about their learners, thereby enhancing the learner-teacher classroom relationship. Suggestions for further research are also given. For example, further studies could focus on the replication of the study in other schools in order to examine the self-study process in different school contexts. And such replication could assist further understanding and refinement of the self-study process for addressing school safety as well as other identified school problems. / Ph. D.

Over the last years, online learning has gained significant popularity, and this trend is expected to continue in the future. Online learning is a multi-dimensional activity where each dimension should be adequately supported by an online learning system to provide a fruitful learning experience to its users. Similar to online learning, a particular approach in the way systems are designed has gained increasing popularity over the last years as a result of the emergence of the computer network. Systems have started to be envisioned as integrated collections of components that are deployed over the network. This network-centric approach addresses some of the issues that are not directly addressed by the traditional architectural design approaches. We believe that such an approach can be employed for the architectural design of online learning environments (OLEs) where different dimensions of online learning are addressed by different components residing on the network. This thesis presents a network-centric system architecture for OLEs. The architecture is based on the Service-Oriented Architecture (SOA) paradigm and web services. The proposed architecture is described using a number of Department of Defense Architecture Framework (DoDAF) representations. We also developed a quality model for OLEs and evaluated the architecture using this quality model. We believe that this research is an important first step in reconciling those two emerging ideas, namely online learning and network-centric architecture. This reconciliation is important as the flexible nature of SOA can be very useful in creating OLEs that address a wide variety of user needs. / Master of Science

Several paradigms have been developed to define what constitutes deeper learning, how to foster it, and what desired outcomes or competencies can result from it. Much of the literature, however, has been based on studies in economically developed Western countries. There has been little, if any, that is based on developing country settings where culture and context can account for differences in the manner of promoting deeper learning. This qualitative case study explored the experiences of learners in the Mudita Mission School (MMS; pseudonym), a K-12 school in a rural part of northern Cambodia, and investigated how deeper learning was enacted, valued, and fostered there. It also examined challenges and opportunities for promoting deeper learning faced by the school. This study sought to contribute to the global movements for deeper learning by highlighting voices from marginalized communities, thus expanding the conceptual frameworks which have been exclusive of experiences of students and educators in impoverished country contexts. This study also sought to contribute to the literature that informs Cambodian educational reform. Study findings suggest that fostering eco-humanistic value-systems and respect for Khmer culture scaffold arcs of deeper learning in the MMS, and that several innovative pedagogical practices uncommon to many rural schools in Cambodia were transforming the educational experiences of students there. Based on the findings, the author proposes a theory of Epistemologies of Deeper Learning to complement frameworks in the literature.

Thesis advisor: Lillie R. Albert / In a world where collaborative learning and social interactions play pivotal roles in educational success, this study explores the dynamics of elementary students’ help-seeking behaviors in mathematics education. Employing Social Network Analysis (SNA), regression models, and comprehensive statistical analyses, the study explores the association between students’ mathematics help-seeking networks and their performance, while also examining the potential moderating effect of socioeconomic status (SES). Furthermore, the study investigates the influence of SES on students’ selection of helpers when facing academic challenges in mathematics. The findings reveal a positive association between students’ mathematics help-seeking indegree centrality—indicative of being nominated as a helper—and their performance. Conversely, a negative association is observed between mathematics help-seeking outdegree centrality—reflective of seeking help from others—and performance. However, these associations were not found to be significantly moderated by SES. Instead, SES influences the choice of helper sources, demonstrating a disparity in access to educational support. Students from wealthier backgrounds tend to rely on outside-of-school resources such as parental support and private tutoring to a greater extent than expected from a random sample, while students from less affluent backgrounds depend more on within-school resources, such as teachers and peers. The study emphasizes the importance of cultivating classroom cultures that value constructive help-seeking, which is integral to enhancing understanding and creating collaborative learning environments. Additionally, the study sheds light on educational inequalities linked to cultural capital, particularly concerning the accessibility of help resources. To address these disparities, strategies such as parental engagement workshops and the development of comprehensive digital platforms are recommended to promote equitable access to assistance across socioeconomic spectrums. Moreover, the potential of Artificial Intelligence in education is noted as a promising tool for providing personalized student support, capable of bridging socioeconomic and cultural gaps. This research concludes with a call to action for educators, policymakers, and community stakeholders to establish educational environments that encourage help-seeking as an effective learning strategy and support equitable access to resources. Such initiatives are crucial for promoting equal opportunities for educational resources and empowering every student to reach their full potential. / Thesis (PhD) — Boston College, 2024. / Submitted to: Boston College. Lynch School of Education. / Discipline: Teaching, Curriculum, and Society.

This thesis proposes creating an interactive learning environment for Human Computer Interaction (HCI) to facilitate access to, and learning of, important design knowledge. By encapsulating HCI knowledge into reusable claims stored in a knowledge repository, or claims library, this learning environment aims at allowing students to effectively explore design features to limit their reliance on intuition to mold their interfaces, help them address proper design concerns, and evaluate alternatives for their designs. This learning approach is based on active learning where students create their own knowledge by gathering information. However, building adequate development records from which students can gather HCI knowledge is critical to support this approach. This thesis explores using effective reusable design components to act as design records to create an interactive learning environment for students learning HCI design. An initial prototype for the learning environment introduces claims as an encapsulation mechanism for design features from which students can gather HCI knowledge. Pilot testing outlines the accessibility, applicability and reusability problems associated with this approach. To solve theses issues, a taxonomic organization of an improved form of claims (reference claims), is introduced to share core design knowledge among students. A taxonomy is designed as a way to expose students to important design concerns as well as a method to categorize claims. Reference claims are introduced as improved claims inspired by reference tasks to expose students to design alternatives for design concerns. A detailed taxonomy and a set of reference claims for the domain of notification systems demonstrate how existing theories of design can be translated into reference claims to create an interactive learning environment. An experiment illustrates the applicability and reusability of reference claims for various designs within a particular domain. Finally, an evaluation assesses the benefits of this learning environment based on reference claims in terms of improving student designs and increasing the amount of HCI knowledge they reuse. Results show that by exposing students to valuable concerns and alternatives for the design of interactive systems, an interactive learning environment based on reference claims can improve students' understanding of the design scope and lead to an increased use of existing HCI knowledge in their designs. / Master of Science