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Barriers to inclusion of Muslim migrant students in western schools. A systematic review Int. J. Educ. Res. (IF 2.845) Pub Date : 2024-04-24 Lucía Torres-Zaragoza, Vicente Llorent-Bedmar
At present, there has been a gradual increase in the number of migrant students in schools in Western societies, in which Muslim students are one of the largest groups. Their inclusion has become the main goal for governments and schools. However, this group sometimes face different barriers to their inclusion, which limit their educational experiences, and prevent or hinder their access and participation
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Pedagogical guidelines for teaching the historical memory of the Colombian armed conflict Int. J. Educ. Res. (IF 2.845) Pub Date : 2024-04-19 Carolina Ardila-Behar PhD, Olga Behar-Leiser
This research aims to define pedagogical guidelines to apply to the teaching of the historical memory of the Colombian armed conflict. It is framed by the need to unify the knowledge related to the pedagogy of memory, through the experiences of individuals involved in processes of reconstruction and teaching of historical memory in Colombia. For this, a phenomenological study with a qualitative approach
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An examination of student epistemic agency: Students’ perspectives on and experiences with argumentation during STEM design challenges Int. J. Educ. Res. (IF 2.845) Pub Date : 2024-04-10 María González-Howard, Victor Sampson, Christina Baze, Jocelyn Sosa Ramirez
Science and engineering practices (SEPs) can help students make sense of, and engage with, the natural and designed world. Though using SEPs can support student epistemic agency, this is compromised when students do not perceive SEPs as meaningful to sensemaking. This study explores the relationship between students’ perspectives of the SEP of argumentation, and the epistemic agency they exhibit. Three
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Frontier – binder without borders. Polish–German cross-border cooperation of universities in the Pomerania Euroregion. Conceptual insights Int. J. Educ. Res. (IF 2.845) Pub Date : 2024-04-10 Barbara Żakowska
Cross-border cooperation was broadly defined by European Union in 1980s. The joint action taken by frontier territories are the key aspects of European integration and are the main aims of maintaining sustainable development in many aspects of life on both sides of the border. This article explores Polish–German cross-border cooperation within the Pomerania Euroregion taking into account educational
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Peer-to-peer-talk in whole-classroom discussions Int. J. Educ. Res. (IF 2.845) Pub Date : 2024-04-10 Johanna van Balen, Myrte N. Gosen, Siebrich de Vries, Tom Koole
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South african integrated environmental education curriculum trajectory Int. J. Educ. Res. (IF 2.845) Pub Date : 2024-04-10 Benjamin Damoah, Xolani Khalo, Emmanuel Adu
An integrated environmental education curriculum has proven to be a highly effective approach in cultivating students' knowledge, skills, attitudes, and values that are essential to becoming responsible and engaged citizens who are cognizant of their impact on the environment. The inclusion of environmental education in the school curriculum is a strategic means of fostering a generation of environmentally
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How do the “Pastoral Children” transform into Modern Students? Reflections from the perspectives of cultural reproduction and cultural acculturation Int. J. Educ. Res. (IF 2.845) Pub Date : 2024-04-10 Suxin TAN, Guorui FAN
Education serves as one of the most potent means to promote equity and justice, yet concurrently functions as a powerful mechanism for the reproduction of inequity and injustice. This study integrates the theories of cultural reproduction and cultural acculturation, combining macro-level structural considerations with micro-level agency perspectives to explore the regeneration mechanism of educational
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Gay boys’ experiences and outcomes in pre-tertiary education Int. J. Educ. Res. (IF 2.845) Pub Date : 2024-04-06 Lynda R. Wiest
The focus of this narrative literature review paper is the pre-tertiary education experiences of gay boys. Sexual-minority youth tend to experience more unfavorable classroom environments than heterosexual youth, and some evidence indicates that the climate and its consequences are harsher for boys than girls. However, discussions of issues for boys in school largely ignore sexual-minority boys. Therefore
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A global typology of school principals’ time use: Exploring the effects of contextual and individual factors Int. J. Educ. Res. (IF 2.845) Pub Date : 2024-04-03 Sedat Gümüş, Yan Liu, Mehmet Ş. Bellibaş, Moosung Lee
This study aims to provide quantitative evidence regarding school principals’ time use by employing Latent Class Analysis (LCA) and multinominal logistic regression to the 2018 Teaching and Learning International Survey (TALIS) data from 47 societies. We examined (1) how principals spend their time across different societies by developing a global typology and (2) what macro (national) and micro (organizational)
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Institutionalising English as a foreign language teachers for global sustainability: Perceptions of education for sustainable development in Turkey Int. J. Educ. Res. (IF 2.845) Pub Date : 2024-04-01 Sezen Arslan, Samantha Curle
In recent years, Education for Sustainable Development (ESD) has been emphasised, specifically in English language teaching. Therefore, investigating English as a Foreign Language (EFL) teachers’ perceptions of ESD is a fundamental first step in developing effective EFL curricula and teaching policies. Consequently, this study delved into the English as a Foreign Language (EFL) teachers’ perceptions
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Hypothetical situations as a pedagogical resource in social studies and history lessons at primary school Int. J. Educ. Res. (IF 2.845) Pub Date : 2024-04-01 Nergiz Kardaş İşler, Myrte N. Gosen, Annerose Willemsen
This study explores teachers’ use of hypothetical situations (HSs) in primary school classrooms and aims to generate new insights into the facilitation of student participation. Several studies using HSs to get the interlocutor to imagine a hypothetical scenario have shown the importance of HSs in various interactional contexts. However, no previous study has focused on exploring the interactional
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Education Outside the Classroom in Norway: The prevalence, provision, and nature of uteskole Int. J. Educ. Res. (IF 2.845) Pub Date : 2024-03-30 Gabriele Lauterbach, Mads Bølling, Ulrich Dettweiler
This article presents data from a national survey on the prevalence, provision, and nature of education outside the classroom (“uteskole”) in Norway. Uteskole can broadly be defined as the practice of relocating traditional classroom teaching to outdoor settings such as forests, parks, school gardens, or cultural and societal institutions as a supplement to indoor classroom teaching. Herby, uteskole
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Variation in teachers’ academic optimism: Examining the impact of classroom composition and school academic optimism Int. J. Educ. Res. (IF 2.845) Pub Date : 2024-03-29 Ruud Lelieur, Jose Manuel Rivera Espejo, Jan Vanhoof, Noel Clycq
Teacher academic optimism (TAO) is crucial for student achievement, even considering background variables like SES and migration. This study investigates the variation of TAO in relation to classroom composition, educational track, and teachers' perception of school-level academic optimism (SAO). Bayesian multilevel structural equation modelling, conducted on data from 1061 teachers in 37 secondary
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Perceptions of pre-service teachers while developing a virtual educational escape room (VEER) using online collaborative learning Int. J. Educ. Res. (IF 2.845) Pub Date : 2024-03-29 Vered Yeflach-Wishkerman
In this study, we present the insights of pre-service teachers who developed a virtual educational escape room (VEER), using online collaborative learning only. The purpose of the study was to learn how online collaborative learning promotes meaningful learning in pre-service teachers. The research used qualitative paradigm. The students perceived the collaborative learning (CL) as meaningful for them
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Double the degree, double the identity? Identification and experiences of students studying two simultaneous degrees Int. J. Educ. Res. (IF 2.845) Pub Date : 2024-03-27 Pedro Pineda
This study investigates the impact of studying two degree programs on students’ identity formation and experiences within the evolving landscape of higher education, characterized by massification and managerial trends in the context of a weak economy. I use a narrative analysis of interviews with 14 Colombian students enrolled in joint-degree programs at an elite private university. I found that students
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Benefits and barriers: Improving boys’ mental health education in high schools Int. J. Educ. Res. (IF 2.845) Pub Date : 2024-03-24 Louise K. Cosgrove, Elizabeth J. Edwards, Lara R. Cosgrove
Adolescents are facing an unprecedented mental health crisis worldwide. Yet, mental health literacy and experiences of mental illness vary significantly with gender. For example, male deaths by suicide are twice as high as females on average globally, with the trend of gender disparity in mental illness emerging in high school and continuing into adulthood. With the majority of mental illnesses also
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Towards a new approach for understanding educational inequality: The Sen– Bourdieu-Bernstein theoretical framework Int. J. Educ. Res. (IF 2.845) Pub Date : 2024-03-23 Kostas Dimopoulos, Christos Koutsampelas
Understanding the mechanisms underpinning the transmission of educational inequalities is fundamental for fighting social injustice and promoting social mobility. Towards this aim, the paper proposes an extension of the synthetic theoretical framework of Sen-Bourdieu, incorporating the key sociological concepts of classification and framing and the corresponding rules of recognition and realization
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Formative research in teacher training: A case study carried out in Uruguay Int. J. Educ. Res. (IF 2.845) Pub Date : 2024-03-16 Daisy Imbert Romero, Cristina Rebollo, Claudia Cabrera Borges, Eduardo Elósegui, Julia Torres, Lucía Otero
The importance of professionalism in teaching practices for achieving high-quality education has been acknowledged. Becoming a professional teacher is a long-term commitment but it is essential to promote high standards of professionalism from the beginning of teacher candidate formation. In addition, as professionalism in teaching is closely linked to the concept of “teacher as a researcher”, formative
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School climate and culture mind frames—Belonging, identities, and equity: A Delphi study Int. J. Educ. Res. (IF 2.845) Pub Date : 2024-03-10 Nicole Law, Sonja Hollins Alexander, John Hattie, Amanda March, John Almarode, Doug Fisher, Nancy Frey, Lyn Coote, Vania Tiatto
The climate and culture of a school is a key predictor of student engagement, motivation, and achievement. This study investigates ways of detecting educators’ ways of thinking about three major dimensions of culture and climate: developing a sense of belonging, identities, and equity. A Delphi study was used to identify the highest priority mindframes. For the first round, 25 mindframes were identified
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Exploring career changers’ experiences in a school-based initial teacher education programme for science teachers in England Int. J. Educ. Res. (IF 2.845) Pub Date : 2024-03-09 Violeta Negrea
This study explores the provision of a school-based initial teacher training programme in England, focusing on the perspectives of trainee science teachers who have transitioned from other professions into teaching. Data was gathered through questionnaires, on-site observations of training activities, and individual semi-structured interviews. The results of a thematic analysis shed light on various
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Student learning and instructional tasks in different curricular contexts: A longitudinal study Int. J. Educ. Res. (IF 2.845) Pub Date : 2024-03-08 Jinfa Cai, John C. Moyer, Chuang Wang, Ning Wang, Bikai Nie
This paper compares the longitudinal effect of instructional tasks on algebra learning that used a -based curriculum [Connected Mathematics Project (CMP)] to that of classrooms that used a traditional curriculum (non-CMP). CMP was developed based on the National Council of Teachers of Mathematics (NCTM) Standards and can be characterized as a problem-based curriculum. CMP teachers were more than three
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Bridging the gap? Evaluating the effectiveness of Punjab's public–private partnership programmes in education Int. J. Educ. Res. (IF 2.845) Pub Date : 2024-03-08 Ali H. Ansari
The study examines the effectiveness of Punjab's Public Private Partnership (PPP) programmes in Education in improving value-added math, English and Urdu test scores for grade four pupils. The use of an instrumental variable (IV) approach was possible to assess the impact of PPP schooling on student achievement for two (out of four) PPP programmes. Using the IV approach, the study finds that of the
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"Each student is fitted with a customized suit": Teacher identity, the burden of intensive educational work, and ethical transgressions among teachers at an elite high school Int. J. Educ. Res. (IF 2.845) Pub Date : 2024-03-06 Miri Aviram, Avihu Shoshana
This study examines two central questions: What characterizes teacher identity in an elite high school? Does teacher identity in an elite high school influence the construction and cultivation of privileges? Thirty teachers from an elite high school in Israel were interviewed, revealing three features of the teacher identity: engagement in the concept of the "ideal teacher," acknowledging the burden
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Single-sex “Pesantren” schools: Unravelling girls’ and boys’ peer connections and their impacts on wellbeing and learning outcomes. Int. J. Educ. Res. (IF 2.845) Pub Date : 2024-03-05 Abu Nawas, I Gusti Ngurah Darmawan, Nina Maadad
This study investigates the intricacies of single-sex education in / Indonesian Islamic boarding schools by examining student social interactions and their impacts on wellbeing and learning outcomes. Using a two-stage-stratified sample of 547 students in single-sex classrooms, notable disparities were revealed through Independent sample -tests. Boys displayed lower academic achievement and higher incidences
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How do international student returnees contribute to the development of their home countries? A systematic mapping and thematic synthesis Int. J. Educ. Res. (IF 2.845) Pub Date : 2024-03-04 Zhe Wang, Natalya Hanley, Joonghyun Kwak, Ilka Vari-Lavoisier, Mira Al Hussein, Lorena Sanchez Tyson, Ahmad Akkad, Maia Chankseliani
This study investigates the significant yet under-examined role of international student returnees in catalysing societal development in their home countries. Through systematic mapping and thematic synthesis of 53 articles selected from an initial pool of 1515, this review delineates the literature’s portrayal of returnees’ impacts across various domains, including firm growth, industrial innovation
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Evolution to revolution: Critical exploration of educators’ perceptions of the impact of Artificial Intelligence (AI) on the teaching and learning process in the GCC region Int. J. Educ. Res. (IF 2.845) Pub Date : 2024-03-01 Shakhnoza Shamsuddinova, Poonam Heryani, Mark Anthony Naval
The transformational nature of the 21st century in all aspects of life has brought unprecedented changes to the teaching and learning process highlighting the paradigm shift and redefining the purpose and delivery of education. Ubiquitous and innovative Artificial Intelligence (AI) tools, being one of the defining (r) evolutions of our modern era accelerated by the recent introduction of free, accessible
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Investigating STEM teachers’ personal and sociocultural particularities in the Ghanaian context Int. J. Educ. Res. (IF 2.845) Pub Date : 2024-03-01 Anthony Sylvester Anning
This paper argues that while the Ghanaian government has made significant investments in specialized STEM schools, there has been insufficient focus on the professional learning of STEM teachers, which includes aspects of identity and decision-making. By understanding the intricate connection between teachers' characteristics and their learning processes, effective initiatives can be designed to support
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Teachers’ sense-making of the decentralizing curriculum reform policy: A comparative case study in South Korea Int. J. Educ. Res. (IF 2.845) Pub Date : 2024-02-29 Kyunghee So, Sun Young Lee, Yuri Choi
This article explores teachers’ sense-making of the decentralizing national curriculum policy in South Korea that grants more autonomy to teachers for curriculum planning and teaching. We designed this study as a comparative case study to examine the relational aspects of teachers’ sense-making across three interwoven dimensions: the (past-present), (national-local), and (school-school) axes. Even
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Activating self-monitoring through the discourse of fear and hope: The subjectivation of enterprising teachers Int. J. Educ. Res. (IF 2.845) Pub Date : 2024-02-24 Tien-Hui Chiang, Lydia Osarfo Achaa, Stephen J Ball
Drawing upon Foucault's governmentality, this study sets out to explore how enterprising subjects constituted through self-monitoring are fashioned in the epoch of performance management drawing on a survey of junior-high-school teachers’ ( = 2,275) attitudes toward its core elements of performativity, data governance, self-knowledge, and teaching commitment. The best model of SEM analysis indicates
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Transition to post-compulsory education according to migrant background and gender in Catalonia: Exploring the effect of non-native student concentration Int. J. Educ. Res. (IF 2.845) Pub Date : 2024-02-20 Albert Sánchez-Gelabert, Marina Elias Andreu, Noan Bouvier
The transition to post-compulsory education represents a fundamental educational decision that shapes young people's social and employment opportunities. However, these choices vary depending on social factors, such as socioeconomic background, immigrant origins, and gender, among others. The concentration of non-native students in schools may also influence these educational decisions, potentially
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(Re)framing Lego® Serious Play® for children & young people Int. J. Educ. Res. (IF 2.845) Pub Date : 2024-02-13 Holly Henderson, Richard Shipway
This study adopts a creative methodology whereby Lego® Serious Play® was (re)framed for children & young people (CYP), using participatory action research. Data was collected in a UK junior school from sixty-four children, ranging from seven to eleven years of age. The children were split across four workshops, and data was collected in two stages, in the pre and post period surrounding their annual
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Running a double-blind true social experiment with a goal oriented adaptive AI-based conversational agent in educational research Int. J. Educ. Res. (IF 2.845) Pub Date : 2024-02-12 Ilker Cingillioglu, Uri Gal, Artem Prokhorov
This study introduces an innovative AI-facilitated interview-like survey system generating a combination of qualitative and quantitative data insights for higher education research. We employed a goal oriented adaptive AI-based Conversational Agent (AICA) which collected data directly from 1223 participants globally and ran a double-blind true social experiment online. During interviews, the AI established
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Prevention of violence against LGBTIQ+ youth: A systematic review of successful strategies Int. J. Educ. Res. (IF 2.845) Pub Date : 2024-02-07 Miranda Christou, Regina Gairal-Casadó, Sara Carbonell, Ana Vidu
Discrimination and violence against LGBTIQ+ young people have direct and long-term effects on their health and well-being, with high levels of harassment, marginalisation, violence and, consequently, a higher likelihood of school absenteeism and suicidal thoughts. However, there is little systematisation of data showing which strategies are contributing to the prevention of this situation. The study
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Design principles for supporting self-regulated learning in flipped classrooms: A systematic review Int. J. Educ. Res. (IF 2.845) Pub Date : 2024-02-02 Lejia LIU, Khe Foon Hew, Jiahui Du
Self-regulated learning (SRL) has a positive effect on students’ academic achievement, especially in flipped classrooms which require students to take more responsibility for their learning progress. As the success of the flipped classroom approach highly depends on students’ SRL, an increasing number of studies have focused on implementing SRL supports in flipped classrooms. Using the activity theory
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Examining the inner logic of students’ coding orientations and the internal structure of written language in math tests from Basil Bernstein's code theory Int. J. Educ. Res. (IF 2.845) Pub Date : 2024-02-02 Tien-Hui Chiang, Xing Ma, Rongxin Zhang, Allen Thurston, Shan Jiang, Su-Wei Lin, Maria Cockerill
This study uses a questionnaire survey ( = 2.098) to examine how the use of everyday language and slower-paced teaching in math instruction regulates the practice of rules of recognition and realization. The results of a Structural Equational Modelling (SEM) analysis revealed that while the recognition-realization-rules formula was confirmed, the better way to improve students’ performance in math
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Technology-enhanced cooperative language learning: A systematic review Int. J. Educ. Res. (IF 2.845) Pub Date : 2024-01-28 Ying Liu, Allen Thurston, Xincai Ye
This systematic review is based on the core database of foreign linguistics and applied linguistics from 2010 to 2022. 54 studies in the field of technology-enhanced cooperative English learning were screened from 3,249 relevant search titles, 11 experimental studies were identified to assess their validity, and the effects of specific variables on effects were explored. The analysis revealed that
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Casting labels in high schools: Perspectives, patterns, and prophecies Int. J. Educ. Res. (IF 2.845) Pub Date : 2024-01-22 Hazal Takmak, Nihan Demirkasımoğlu
The purpose of this study is to comprehensively investigate the labeling phenomenon within high schools, considering the perspectives of school administrators, teachers, and students. The research employed a multiple-nested case design, focusing on two distinct school cases characterized by differences in student recruitment, teacher composition, and administrative staff. Participants were selected
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Factors influencing communication between parents and early childhood educators in multilingual Luxembourg Int. J. Educ. Res. (IF 2.845) Pub Date : 2024-01-14 Gabrijela Aleksić, Džoen Bebić-Crestany, Claudine Kirsch
The collaboration between educators of early childhood education and care (ECEC) and parents has a significant positive impact on children's development, particularly for young immigrant children. However, research in multilingual and multicultural contexts is scarce. Therefore, the aim of the present study conducted in multilingual ECEC context in Luxembourg was twofold: (1) to identify the significant
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External accomplice factors in university success: Narratives of graduates with invisible disabilities in Italy Int. J. Educ. Res. (IF 2.845) Pub Date : 2024-01-15 Anabel Moriña, Laura Tontini, Víctor H. Perera
This article explores the external factors that have influenced the university success of graduates with invisible disabilities and the recommendations they make to universities to encourage students with disabilities to stay and successfully complete their degrees. This qualitative study involved interviews with 15 graduates from eight Italian universities. The results identified family, peers, faculty
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Working with a young people's advisory panel to conduct educational research: Young people's perspectives and researcher reflections Int. J. Educ. Res. (IF 2.845) Pub Date : 2024-01-14 Charlotte Webber, Katherine Wilkinson, Lynne G. Duncan, Sarah McGeown
Participatory Action Research (PAR) with young people aims to centre their knowledge and experience in research which is meaningful to them. In recent years, there has been an increase in PAR approaches within education, yet there is still a need for greater methodological insight into this approach. In this project, which explored adolescents’ reading motivation and engagement, a young people's advisory
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Creating classrooms for change: A qualitative study of practices to promote children's skills for adaptability in primary schools in Kigali, Rwanda Int. J. Educ. Res. (IF 2.845) Pub Date : 2024-01-13 Stephen H. Bayley
Major recent global challenges have highlighted the increasing importance of education systems fostering children's skills for adaptability and capacity for responding to change. Competences such as creativity, innovation and problem solving could be particularly valuable, but in countries like Rwanda little is currently known about how schools and teachers nurture them in the classroom. This paper
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Australian grades 4 to 6 teachers’ beliefs and practices about teaching writing to low SES students Int. J. Educ. Res. (IF 2.845) Pub Date : 2024-01-05 Clarence Ng, Steve Graham, Peter Renshaw, Alan Cheung, Barley Mak
The current study examined writing beliefs and practices of 187 grades 4 to 6 teachers who taught writing in schools serving predominantly low SES students in Queensland, Australia. These participants completed a mailed survey that assessed their perceptions of preparation to teach writing to low SES students, time spent on writing instruction, frequency of writing instruction, students’ time spent
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Secondary school teachers’ conceptions of assessment: A systematic review Int. J. Educ. Res. (IF 2.845) Pub Date : 2024-01-05 Halimah Abd Halim, Mohd Isa Hamzah, Hafizhah Zulkifli
The need to study teachers’ conceptions of assessment is imperative since it is their beliefs or views on the matter that will heavily affect the practises in the classroom. In the same regard, the issue of teachers’ conceptions of assessment has been widely discussed by scholars through past studies. Nonetheless, it is evident that there is still a lack of studies in the form of systematic literature
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The potential solutions to the challenges faced by leaders of small schools in the UK: A systematic review Int. J. Educ. Res. (IF 2.845) Pub Date : 2024-01-05 Lisa E. Kim, Sarah E. Crellin, Hanna L. Glandorf
Small schools often serve an important function in the local community, where their staff can enjoy close relationships with pupils, colleagues, and local community members. As with any leadership role, leaders of small schools can face challenges, some of which are unique to the small school context. To better understand these challenges and identify potential solutions to these challenges, a systematic
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A cross-cultural perspective of agency in primary contexts: Validation of the student agency profile across multiple sites Int. J. Educ. Res. (IF 2.845) Pub Date : 2023-12-30 Margaret Vaughn, Kira J. Carbonneau, Consuelo Mameli, Valentina Grazia, Oddny J. Solheim, Eithne Kennedy, Catherine Lammert, Kyle Arlington, Johanne Ur Sæbø
This study examines the multidimensional construct of student agency across four countries, Ireland, Italy, Norway, and the United States. Elementary students across contexts (n = 1,229) completed the Student Agency Profile (StAP) to assess their agency in the classroom with respect to literacy. Confirmatory factor analyses largely aligned with the hypothesized dimensions of agency across sites. Findings
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Foreign language learning motivation and the socioeconomic status of Czech lower secondary students: An analysis of mediating factors Int. J. Educ. Res. (IF 2.845) Pub Date : 2023-12-26 Hana Vonkova, Ondrej Papajoanu, Angie Moore
The relationship between socioeconomic status (SES) and students’ English as a foreign language (EFL) learning motivation is an under-researched topic. However, with growing concerns about how SES affects students’ academic behaviors and educational outcomes, an investigation of this topic is needed. Applying the L2 motivational self-system theory, we explore, on a sample of 664 Czech lower secondary
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Going above and beyond: Realigning university student support services to students Int. J. Educ. Res. (IF 2.845) Pub Date : 2023-12-28 Nicoli Barnes, Sarah Fischer, Sue Kilpatrick
University provision of student support services sits at the interface between universities and the broader community. The success of Australian inclusive education funding imperatives requires a revised model of support to improve access and retention. Using a Foucaultian discourse analysis and the notion of ‘contingency’, data from interviews with ‘student support services’ staff in four Australian
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Understanding human participant research ethics: The perspectives of social scientists in Central Asia Int. J. Educ. Res. (IF 2.845) Pub Date : 2023-12-27 Roza Sagitova, Markhabat Ramazanova, Elaine Sharplin, Aipara Berekeyeva, Lynne Parmenter
Central Asian (CA) countries have been actively developing their research and knowledge production systems. However, inconsistent alignment with international research ethics norms creates challenges for researchers in CA to equally participate in global knowledge production. Based on quantitative survey responses of 296 social science researchers from Kazakhstan, Uzbekistan, and Kyrgyzstan, this paper
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Social haunting in a former coalmining community: Primary school teachers’ perspectives on working-class boys’ experiences of schooling in post-industrial Britain Int. J. Educ. Res. (IF 2.845) Pub Date : 2023-12-23 Kat Simpson, Robin Simmons
This paper complicates Avery Gordon's notion of ‘haunting’ to critically examine the educational experiences of working-class boys attending Lillydown Primary, a state school for pupils aged 3–11 in a former coalmining community in the north of England. It uses the notion of social haunting to demonstrate how particular modes of ‘being and doing’ traditionally associated with coalmining communities
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Should teachers stick to the script? Examining the effects of scripted lessons on student literacy in Madagascar Int. J. Educ. Res. (IF 2.845) Pub Date : 2023-12-20 Wael Moussa, Nathalie Louge, Luka Pauwelyn, Rafael Contreras-Gomez, Yvonne Cao
This paper evaluates the impacts of a Grade 1 literacy intervention, Mahay Mamaky Teny (MMT) translated to “I know how to read”, implemented in Madagascar on student literacy outcomes. The intervention included teacher training and coaching on effective literacy-focused instructional routines and strategies, scripted lesson plans for teachers, and student learning materials. We employ a cluster-randomized
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Playing with words across visual humor in an Iranian EFL context with Arab students: Pedagogical translanguaging for enhancement of multicultural spaces in language education Int. J. Educ. Res. (IF 2.845) Pub Date : 2023-12-18 Amir Ghajarieh, Mohammad Amin Mozaheb, Zahra Akhavan Ghaziyani
This study focuses on how translanguaging in language instruction with the aid of audiovisual materials can teach Iranian EFL students with Arab ethnicity wordplay in English . Given the significant role wordplay plays in generating humor within TV shows, it can provide a challenge for EFL learners to understand both the humor and cultural nuances of such audiovisual materials. To this end, this study
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Exemplars of purpose: Reliance on moral exemplars supports college students’ purpose in life Int. J. Educ. Res. (IF 2.845) Pub Date : 2023-12-14 Heather M. Maranges, Kate R. Allman, Sara Etz Mendonça, Michael Lamb
Using mixed-methods across two studies (Fall 2019 nintervention = 32, ncontrol = 42; Fall 2021 nintervention = 35; ncontrol = 42), we find that a college course featuring a moral exemplar-focused character intervention supports emerging adults’ reliance on moral exemplars and purpose in life. Quantitative analyses from Study 1 indicate that students in the character course (versus control group) grew
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Two ‘Brazils’: Socioeconomic status and education performance in Brazil Int. J. Educ. Res. (IF 2.845) Pub Date : 2023-12-02 Prof Dr Alexandre Anselmo Guilherme, Prof Dr Jevuks Matheus de Araujo, Prof Leda Silva, Prof Dr Renato de Oliveira Brito
In 1953 Jacques Lambert published his seminal work entitled Le Brésil, Structure sociale et institutions politiques, which in 1959 was published in Portuguese as Os Dois Brasis (in English, The Two Brazils). In this text, Lambert argues that there is a remarkable dichotomy present in Brazil, with a dynamic South and a feeble, almost sick, North-Northeast. This article does not intend to provide a new
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Academic success in English Medium Instruction programmes in Turkey: Exploring the effect of gender, motivation, and English language proficiency Int. J. Educ. Res. (IF 2.845) Pub Date : 2023-11-30 Samantha Curle, Doğan Yuksel, Ikuya Aizawa, Gene Thompson, Mahboubeh Rakhshandehroo
This article reports a mixed methods study that investigated the influence of gender, English language proficiency, and general motivation (Instrumental and Integrative) on academic achievement in English Medium Instruction in Turkey. Student test scores on their EMI Business Administration courses (n=143) and a general English proficiency (GEP) test were collected from second-year students. Students
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Misogyny and masculinities: American boys and singing in an age of gender-expansiveness Int. J. Educ. Res. (IF 2.845) Pub Date : 2023-11-26 Joshua Palkki
As conceptions of gender continue to evolve, many choral educators in the U.S. are questioning longstanding traditions. Conductor-teachers who lead U.S. “boychoirs” often posit that making singing masculine will help to recruit boys—relying on outdated notions of toxic masculinity. Drawing on feminist post-structuralist and trans theories, I argue for a theoretical reconceptualization in terms of how
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Three explanations for the development of adolescents’ entrepreneurial potential Int. J. Educ. Res. (IF 2.845) Pub Date : 2023-11-22 Anu Raappana, Timo Pihkala
This study examines the development of adolescents’ entrepreneurial potential. Our findings confirm the findings of previous research that family background has an impact on the development of entrepreneurial potential. At the same time, our findings indicate that the entrepreneurial potential of young people also develops in hobbies. This opens interesting new directions, especially for entrepreneurship
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Promoting epistemic agency and reinscribing boundaries in mathematics education Int. J. Educ. Res. (IF 2.845) Pub Date : 2023-11-25 Wan-Yue Zhan, Nicole L. Louie
Epistemic agency has been named as key to supporting sense-making and equity in mathematics education. This study investigates how instructional practices that align with supporting students’ mathematical agency may both disrupt and simultaneously reinscribe boundaries that have historically governed who is valued and vice versa. Coordinating extant studies of institutional exclusion with observational
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Boys on the margins of mathematics in Finland, Australia, and New Zealand: rethinking gendered binaries Int. J. Educ. Res. (IF 2.845) Pub Date : 2023-11-22 Felicia Jaremus, David Pomeroy, Tiina Luoma
Despite decades of attention to gender and school mathematics, gender inequalities in participation persist. This paper uses the lens of gender monoglossia to explore how accounts of gender and mathematics differ in three international contexts: Finland, Australia, and New Zealand. Drawing on data from completed studies, we examine normalised performances of masculinity in relation to location, race
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Adolescents want to be teachers? Affecting factors and two-decade trends in 39 educational systems Int. J. Educ. Res. (IF 2.845) Pub Date : 2023-11-18 Luyang Guo, Kit-Tai Hau
Given the significance of teacher quality and the pressing need to address teacher shortages worldwide, understanding the dynamics of adolescents’ career decision-making among adolescents is crucial. This study aimed to shed light on the evolving landscape of adolescents’ teaching career expectations and its influencing factors using the Programme for International Student Assessment data spanning
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Artificial intelligence in classroom discourse: A systematic review of the past decade Int. J. Educ. Res. (IF 2.845) Pub Date : 2023-11-20 Deliang Wang, Yang Tao, Gaowei Chen
Over the past decade, multiple artificial intelligence-based models and systems have been developed and employed in classroom discourse as a means of facilitating learning and teaching. To provide valuable guidance for future studies seeking to effectively integrate powerful artificial intelligence (AI) technologies, this paper presents a systematic review of the literature on artificial intelligence