Current Volume
Education Thinking, ISSN 2778-777X – Volume 4, Issue 1 – 2024
Volume in progress – Education Thinking follows the rolling publication model: articles are published on an ongoing basis all over the year, as soon as they are ready. The articles listed are final and citable.
literature review
Choy, S. W.-W., Mc Guckin, C., Twomey, M., Lynam, A., & Fitzgerald, G.
While anxiety conditions in children often manifest early in life, frequently before the age of five, and there is evidence that autism spectrum conditions (ASC) co-occur in this population, there is limited availability of interventions designed to meet the unique needs of children with both anxiety conditions and ASC. The current article examines non-pharmacological group/peer-mediated interventions for managing anxiety among children with ASC. More specifically, it focuses on the effectiveness of group play-based interventions that can alleviate anxiety in children with ASC aged 2-12 years.
Pages 5–34 /Publication date: 01/03/2024/View HTML full text/ Download full-text PDF
focus note
Guy Tchibozo
One of the best-known criticisms of traditional education systems concerns their deterministic impact on the social trajectory of learners, which maintains and reinforces social inequality. However, previous analysis (Tchibozo, 2004) has shown that the effect of schools on learners’ education-to-work transitions can be not only deterministic, but also random or chaotic. A new tool, the AGIC Calculator, has recently been developed to enable educators, guidance counsellors, policy makers and researchers to specify in a practical way the dynamics of learners’ school-to-work transitions
Pages 35–38/Publication date: 05/03/2024/View HTML full text/ Download full-text PDF
literature review
Teacher Induction and Mentoring in Malta: A Review of the Literature
Benjamin Kutsyuruba & Christopher Bezzina
This article offers a review of the literature on teacher induction and mentoring programs in Malta. Highlighting the importance of the support that is needed for newly qualified teachers (NQTs), the article also explores the perceptions of teachers towards the newly introduced induction scheme in the Maltese islands. For this article, we have reviewed policy documents and research papers that have been conducted since the introduction in 2010 of the induction and mentoring policy in the islands of Malta and Gozo.
Pages 39–59/Publication date: 08/05/2024/View HTML full text/ Download full-text PDF
literature review
Megan Crichton, Brianna Palmer, Arianna Doolan, & Donna Pendergast
Building self-efficacy is important in climate change education due to self-efficacy being a key determinant of pro-environmental engagement and behaviour change in youth. However, there is a lack of evidence synthesis to determine whether climate change education increases self-efficacy. Seven databases were searched to October 2022 to locate intervention studies examining the effect of participating in a climate change education program, compared to any comparator, on self-efficacy and related outcomes in youth (<25 years of age). Nine studies were included (n=2318 participants, age range:11-24 years). [See full text for more]
Pages 61–90/Publication date: 28/05/2024/View HTML full text/ Download full-text PDF
literature review
Roberta Campbell-Chudoba
This review traces the evolution and utilization of the concept of allyship from its early emergence to the present day in academic discourse and related literature. I synthesize definitions of ally and allyship, identify various models of allyship, and explore ally motivations. Types of allies, such as White people engaged in anti-racist work supporting Black, Indigenous, and people of colour (BIPOC) groups; heterosexual allies to 2Spirited, lesbian, gay, bisexual, transgender queer+ (2SLGBTQ+) people; men as allies to women in pursuit of equity; and healthcare professionals engaged in culturally responsive care, are delineated. Critiques of the ally concept with emerging alternative approaches and recommendations for further study conclude the review.
Pages 91–115/Publication date: 14/06/2024/View HTML full text/ Download full-text PDF