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“No matter what is thrown at you, you still – inside your core – want to teach”: the role of calling in retention of secondary school teachers in England Educational Studies (IF 1.5) Pub Date : 2024-03-20 Andrew Chitty, Rachel Maunder
Retention of teachers in England is poor, yet many stay in the profession. Exploring why teachers remain, as well as why they leave, can improve understanding of retention. The aim of this study th...
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Intercultural mediation in school. The Spanish education system and growing cultural diversity Educational Studies (IF 1.5) Pub Date : 2024-03-20 Núria Llevot-Calvet, Jordi Garreta-Bochaca
In Spain intercultural mediation developed within the framework of interculturality fostered by the European Union and stimulated by the arrival of foreign-origin populations. This has meant rethin...
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Exploring the ‘White men’ dominance of senior leaders in premium international schools Educational Studies (IF 1.5) Pub Date : 2024-03-15 Tristan Bunnell, Alexander Gardner-McTaggart
By 2022 there were over 13,000 private schools worldwide classified as delivering a non-national curriculum in English outside an English-speaking nation. Reports on the diversity of senior leaders...
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Barriers to school principals’ effective instructional supervision practices: evidence from a centralised educational context Educational Studies (IF 1.5) Pub Date : 2024-03-08 Ramazan Cansoy, Ali Çağatay Kılınç, Muhammet Emin Türkoğlu
Although improving instructional supervision has already been featured in theoretical debates and even advocated for in the policy frameworks of many nations – including the USA, UK, and countries ...
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The effects of instructional leadership on teacher well-being: the mediating roles of professional learning community and teacher self-efficacy Educational Studies (IF 1.5) Pub Date : 2024-03-05 Peng Liu, Lei Mee Thien, Huan Song, Xinwei Wang
This study was prompted by the scarcity of empirical investigation regarding the relationship between instructional leadership and teacher well-being through the mediating roles of professional lea...
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The relationship between perceptions of instruction quality, intrinsic motivation, and reading achievement: a longitudinal analysis Educational Studies (IF 1.5) Pub Date : 2024-03-01 Ji Zhou, Anna Hawrot
This study including 3,089 students from 173 secondary schools explored the changes in students’ perception of classroom management and goal clarity throughout early adolescence (Grades 5 to 9) and...
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Trainee teachers and academic literacy: process, pedagogy and practice Educational Studies (IF 1.5) Pub Date : 2024-02-07 Christian Beighton
This paper examines trainee teachers’ views of academic literacy with a focus on the role of process and the concept of “becoming” in pedagogy. Often associated with Deleuzean philosophy, the pract...
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Examining the impact of listening to music on writing fluency Educational Studies (IF 1.5) Pub Date : 2024-02-01 John Elwood Romig, Amanda A. Olsen
Research on the effects of background music has historically produced mixed findings. This study examined whether listening to background music impacted participants’ writing fluency and perceived ...
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Impact of the Fulbright teaching excellence and achievement program on participating U.S. secondary schools Educational Studies (IF 1.5) Pub Date : 2023-12-28 Ally Zhou, Carla Huck, Michael E. Houdyshell
The Fulbright Teaching Excellence and Achievement Program (Fulbright TEA) provides six weeks of professional development for international secondary teachers. They observe and co-teach classes with...
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Investigating the association between principal learning-centred leadership and teacher instructional practices: the mediating roles of teacher self-efficacy and collective teacher efficacy Educational Studies (IF 1.5) Pub Date : 2023-11-09 Ali Çağatay Kılınç, Mahmut Polatcan, Onur Erdoğan, Ferudun Sezgin, Servet Özdemir
The purpose of the current study was to investigate the relationship between principal learning-centred leadership and teacher instructional practices, with the mediating role of teacher self-effic...
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Emotions and perception of effort in motor games oriented to formative basketball Educational Studies (IF 1.5) Pub Date : 2023-09-28 Juan Manuel García-Ceberino, Sebastián Fierro-Suero, Víctor Hugo Duque-Ramos, Pedro Sáenz-López
This study investigated the emotions and perception of effort triggered by various basketball-oriented games: psychomotor game with and without competition, and opposition game with competition. Ge...
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Effects of collaboration on teachers’ job satisfaction and self-efficacy: personal and structural characteristics as moderators Educational Studies (IF 1.5) Pub Date : 2023-09-26 Jaehong Jang, Hawon Yoo, Pey-Yan Liou
Teacher collaboration (TC) is an effective means of enhancing teachers’ psychological factors towards their jobs. Yet research on the extent to which the personal and structural characteristics and...
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Examining the relationship between multiple facets of professional development and teacher job satisfaction in the United States Educational Studies (IF 1.5) Pub Date : 2023-09-13 Hana Kang, Madeline Mavrogordato
ABSTRACT Using data from the 2018 U.S. Teaching and Learning International Survey (TALIS), this study examined the relationship between five aspects of professional development (PD) – teacher participation in different formats, content, duration, quality, and barriers to participation – and teacher job satisfaction. Our multilevel model results indicate that quality of PD consistently has a significant
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Teaching innovation factors: analysis from three Iberoamerican countries Educational Studies (IF 1.5) Pub Date : 2023-09-07 Carlos Monge, David Montalvo, Fabiano Santos, Juan Carlos Torrego
ABSTRACT The main aim of this research is to describe and understand the main elements comprising the teaching innovation in teachers. For this purpose, a mixed research design was used, combining the survey method with case studies in three Iberoamerican countries (Spain, Brazil and Portugal) with teachers of pre-school, primary and secondary education. The results yielded adequate values of reliability
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The impact of sibling size on children’s academic performance; a case study of female high school students in Tehran Educational Studies (IF 1.5) Pub Date : 2023-09-06 Masood Alamineisi, Fateme Vakili Sadeghi
ABSTRACT The present study addressed the relationship between sibling size and children’s academic performance. One common scientific and cultural belief is that children’s academic performance declines with the increase in sibling size. However, this belief has not been subjected to empirical research in Iran. The data were collected by electronic questionnaire from 493 secondary high school female
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Social entrepreneurship and career adaptability: the mediating effect of pre-service teachers’ self-efficacy Educational Studies (IF 1.5) Pub Date : 2023-09-04 Fayrouz Ramadan Elwakil
ABSTRACT The present study investigated the role of teacher self-efficacy (TSE) as a mediator on the relationship between social entrepreneurship (SCE) and career adaptability (CA) behaviour. Utilising a cross-sectional survey design, a proposed conceptual model was examined. Data were gathered from 605 pre-service teachers in six different Faculties of Education in the northern, central, and southern
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“Close and desirable for whom?”: parents traversing racialised spaces and places in gentrifying U.S. schools Educational Studies (IF 1.5) Pub Date : 2023-07-13 Jasmine Alvarado, Alisha Butler
ABSTRACT Within public schools in gentrifying U.S. neighbourhoods, affluent, White families’ priorities collide with those of families from economically disadvantaged and racially minoritized groups. Grounded in raced-classed theories of space and place, we examine how various indicators of gentrification intersect with parents’ experiences in schools and how parents negotiate competing claims to space
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Let me make mathematics and music together: A meta-analysis of the causal role of music interventions on mathematics achievement Educational Studies (IF 1.5) Pub Date : 2023-06-28 Ayça Akın
ABSTRACT This research aims to conduct a fixed-effects meta-analysis to unpack the causal role of music interventions on mathematics achievement. Findings indicated that music interventions had a small to moderate positive effect on mathematics achievement (N = 77,595, k = 245, g = 0.36, p < 0.01, 95% CI [0.34, 0.38]). Mathematics skills, instructional mathematical content, types of music interventions
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Answering it or skipping it: predicting item nonresponse in school self-evaluation questionnaires Educational Studies (IF 1.5) Pub Date : 2023-06-16 J. Faddar, S. De Maeyer, J. Vanhoof
ABSTRACT In the process of school self-evaluation (SSE), teachers are often asked to provide information on the school’s functioning by completing questionnaires. However, respondents can leave one item or a series of items unanswered, after which they continue completing the questionnaire. This phenomenon of item nonresponse is not necessarily problematic if it occurs randomly. This study examines
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Developing the next generation of leaders: a global study of student leadership Educational Studies (IF 1.5) Pub Date : 2023-06-11 Ewan Wright, Moosung Lee, Allan Walker, Darren Bryant, Soobin Choi, Kanwal Hassan
Abstract Schools play a crucial role in developing the next generation of leaders. However, most leadership research in schools focuses on adults rather than students. In this article, we apply a reimagined human capital framework to investigate student perspectives on leadership at a global association of elite schools. Based on survey data from 6,760 students in 34 countries and interview data from
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Surviving uncertainty: the impact of COVID-19 policies on the teaching practicum in Turkey Educational Studies (IF 1.5) Pub Date : 2023-05-30 Gülden Taner, F. Gümüşok, G. Balıkçı, B. Ç. Başaran Uysal
ABSTRACT The pandemic outbreak has yielded tremendous uncertainty in educational procedures worldwide, with teaching practicum among the most challenged areas. The internal actors in practicum (supervisors, mentor teachers, and pre-service teachers) had to go through an unprecedented process. In this respect, this study aims to scrutinise the experiences of teacher educators and pre-service teachers
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Re/Imagining time, space and identity through qualitative narrative research with teachers: “These ghosts came back to haunt me” Educational Studies (IF 1.5) Pub Date : 2023-05-25 Clare Woolhouse
ABSTRACT The concepts of haunting and performativity are enmeshed to explore how teacher identity is materialised through shared stories. This sharing is interpreted as a calling forward of ghosts that inhabit memories via an analysis of educational narratives derived from twelve semi-structured qualitative interviews conducted with teachers working in England. Inspired by the quote from a teacher
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Gender gaps in the evaluation of academic abilities and their role in shaping study CHOICES Educational Studies (IF 1.5) Pub Date : 2023-05-09 Milagros Sáinz, Claudia Malpica
ABSTRACT This study examines gender gaps in ability grouping based on students’ appraisals of their math and Spanish language abilities. The role of these ability groupings in predicting students’ university studies was also analyzed. 796 secondary students participated (mean age=16 years, S.D=.81). The self-criterion residual method resulted in three groups: over-estimators, realistic, and under-estimators
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How much is too much time spent on homework: an exploratory study based on a Bayesian multilevel piecewise model with a random change point Educational Studies (IF 1.5) Pub Date : 2023-05-09 Hao Zhou, Jian Liu, Yueyang Shao, Tian Yanyan
ABSTRACT In this study, we applied multilevel piecewise linear regression with a random-effects model under a Bayesian estimation framework to a total of 5,072 7th grade students in 35 schools to search for an optimum time in terms of the effect of homework time on student academic achievement. First, we found a nonlinear relationship between time spent on homework and student academic achievement
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Together in and out of school: the impact of school principals’ use of WhatsApp on teachers’ professional lives Educational Studies (IF 1.5) Pub Date : 2023-02-21 Asiye Toker Gokce, Kübra Balcı
ABSTRACT This study explores the reflection of WhatsApp groups, one of the most popular means of communication style, between school principals and teachers upon teachers’ professional lives. The research was designed using a qualitative model, and semi-structured interviews were used for data collection. The research group consisted of 26 teachers from primary and secondary schools. The data were
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The effect of teacher influence relative to principal influence in school decision-making on teacher job attitudes Educational Studies (IF 1.5) Pub Date : 2023-02-14 Jeon-Yi Lee, Joo-Ho Park, In Heok Lee
ABSTRACT Although research has highlighted the importance of teachers’ influence on school-wide policies, less attention has been given to the role of the influence of teachers relative to the principal within a school. This study thus examined the extent to which the influence of teachers relative to the principal in school decision-making predicts teachers’ job attitudes, i.e. job satisfaction and
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The relation between science teachers’ classroom management skills and their cognitive flexibility Educational Studies (IF 1.5) Pub Date : 2022-11-28 Esra Gecikli, Emre Ak
ABSTRACT This study is intended to determine science teachers’ cognitive flexibility and their classroom management skills, and to examine the relationship between teachers’ cognitive flexibility and their classroom management skills. The study was carried out through the use of correlational survey model. In the study carried out with 261 participants, science teachers’ levels of cognitive flexibility
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Does intense contact with people with disabilities lead to more inclusive behaviour within professional practice? Educational Studies (IF 1.5) Pub Date : 2022-11-27 Elke Emmers, Dieter Baeyens, Katja Petry
ABSTRACT The teacher training programme set up a five-day sports camp to explore the effects of intense contact on the attitudes, self-efficacy and behaviour of pre-service teachers regarding persons with disabilities. A questionnaire based on the components of the theory of planned behaviour was completed by 77 pre-service participants. General analyses showed rather positive attitudes and a low level
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The relationship between emotional intelligence and the learning motivation of students with specific learning disorders moderated by the inclusion ability of special education teachers in Arab minority in Israel Educational Studies (IF 1.5) Pub Date : 2022-10-31 Waleed Dallasheh, Ihab Zubeidat
ABSTRACT This study examined the relationship between special education teachers'emotional intelligence and the learning motivation of students with specific learning disorders, moderated by the teachers' inclusion ability in regular education in Arab minority in Israel. The research setup is quantitative-correlative. The sample included 406 special education teachers (128 male and 278 female) in elementary
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The role of cooperating teachers and the training program in the development of professional identity among pre-service special education teachers Educational Studies (IF 1.5) Pub Date : 2022-10-13 Michal Levi-Keren, Rinat Michael, Meira Efrati-Virtzer
ABSTRACT Field experience is considered one of the most important and powerful components of teacher education programs. The current study examined the development of the professional identity of pre-service special education teachers during their practical field experience period. The study focused on their relationships with their cooperating teachers and the type of training program (teacher training
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The effect of shared leadership on job satisfaction: the mediating role of teacher self-efficacy* Educational Studies (IF 1.5) Pub Date : 2022-10-12 Sevda Katıtaş, Sevgi Yildiz, Sibel Doğan
ABSTRACT This study examined the relationship between school principals’ shared leadership behaviours and teachers’ job satisfaction with the mediating effect of teachers’ self-efficacy perceptions. In this context, the main aim of this study is to contribute to the international literature in the field of educational administration regarding the effect of leadership on job satisfaction. Correlational
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Online collaborative learning starts with the global collaborator mindset Educational Studies (IF 1.5) Pub Date : 2022-10-12 Julie Lindsay, Petrea Redmond
ABSTRACT Educators who are collaborating globally identify the potential for student-to-student global interactions leading to deeper understanding of how the world works. This qualitative study explored the phenomenon of online global collaboration through interviews with geographically dispersed K-12 educators. The aim was to understand better online global collaborative practices: how K-12 educators
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Comparing the impact of word writing and typing via mobile devices on L2 vocabulary learning Educational Studies (IF 1.5) Pub Date : 2022-10-08 Shelly Xueting Ye, Jia Shi
ABSTRACT Copying words by writing and typing are two effective methods in traditional learning, but their merits for learning L2 words have seldom been compared. Because of technological advances and the growing popularity of utilising smart mobile products to acquire L2 vocabulary, this study investigated the effectiveness of writing and typing techniques in increasing L2 word acquisition in a mobile-assisted
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Academic literacy skills and the challenge for Australian higher education Educational Studies (IF 1.5) Pub Date : 2022-10-08 Werner Botha
ABSTRACT This article reports on recent research which found that academic communication skills are a problem for a surprisingly large proportion of English-speaking Australian students. Despite the widely-held recognition of the importance of academic literacy instruction in Australian higher education, literacy skills have previously been largely concerned with the English-language proficiency levels
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Effect of an 8-week programme of active breaks between classes on cognitive variables in secondary school Educational Studies (IF 1.5) Pub Date : 2022-10-03 Alberto Ruiz-Ariza, Sara Suárez-Manzano, Alberto Mezcua-Hidalgo, Emilio J. Martínez-López
ABSTRACT The aim was to determine the effect of an 8-week programme of active breaks on memory, attention-concentration, mathematical calculation, linguistic reasoning and creativity in adolescent students. One-hundred-sixty-two adolescents (12.27 ± 0.47 years; range = 12 13 years) participated in this study. The intervention was based on four daily active breaks of 4 minutes each at moderate-high
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The satisfaction of basic psychological needs and children’s reading growth in culturally relevant summer reading contexts Educational Studies (IF 1.5) Pub Date : 2022-09-27 Cheyeon Ha, Alysia D. Roehrig
ABSTRACT This study explores students’ perspectives on the satisfaction of basic psychological needs in the classroom and the potential effects on their learning growth in a summer reading program. The summer reading program was free for students in grades 1–8 and was designed to prevent reading-level losses during the summer for students from lower-income households or minoritized races or ethnicities
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An examination of learners’ homework engagement, academic achievement, and perceptions Educational Studies (IF 1.5) Pub Date : 2022-09-22 Art Tsang, Beatrice Yan-Yan Dang, Benjamin Luke Moorhouse
ABSTRACT Completing homework is a highly common task shared by nearly all primary- and secondary-level learners throughout their compulsory education globally. This mixed-methods study examined whether the estimated amount of homework completed (HW) in primary and secondary education is related to learners’ academic achievement (AA), and what learners’ perceptions of the value of homework are. 434
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Modelling of the relationships between students’ grade-level, epistemic beliefs, metacognition, and science achievement in low and high - achieving schools Educational Studies (IF 1.5) Pub Date : 2022-09-13 Ömer Acar
ABSTRACT Relationships between students’ grade-level, epistemic beliefs, metacognition, and science achievement were investigated separately for low and high-achieving schools. A total of 597 students in low achieving schools and 600 students in high achieving schools from fifth, sixth, and eighth grades constituted the study sample. Exploratory and confirmatory factor analyses identified two factors
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Student expectations when entering an innovative learning environment: identifying longitudinal patterns across student subgroups Educational Studies (IF 1.5) Pub Date : 2022-09-12 Karen D. Könings, Tina Seidel
ABSTRACT Students’ learning environments often change during school career, due to school transitions and the introduction of educational innovations, causing discontinuity in teaching and learning. Success of students entering a new learning environment depends in part on their prior expectations of education, as these influence later perceptions. Heterogeneity between students, however, needs to
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“I think we have a good time if there are no disputes”: pupils’ dynamic perspectives on being on breaktime Educational Studies (IF 1.5) Pub Date : 2022-09-09 Camilla Forsberg, Eva Hammar Chiriac, Robert Thornberg
ABSTRACT School climate is crucial for understanding everyday school life. For pupils, breaktime seems to be associated with how they feel about their school climate. To better understand school climate and what social processes pupils address, this study explores pupils’ perspectives on school climate with attention on how they perceive their breaktimes. The study was based on 29 focus group interviews
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Examining in-service and pre-service science teachers’ learning environment perceptions and their sense of efficacy beliefs Educational Studies (IF 1.5) Pub Date : 2022-09-08 Ayla Cetin-Dindar
ABSTRACT This study investigated the predictive effect of in-service and pre-service science teachers’ perceptions of the learning environment on their self-efficacy beliefs on science teaching. The same self-report questionnaires were used to collect data from in-service and pre-service science teachers. Of the participants, 142 in-service science teachers and 281 pre-service science teachers completed
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Individual and collective teacher support towards students in urban schools: identifying underlying school characteristics Educational Studies (IF 1.5) Pub Date : 2022-09-08 Noel Clycq, Ruud Lelieur, Ward Nouwen, Jan Vanhoof
ABSTRACT Supportive teacher–student relations are crucial to stimulate academic success and well-being of students. These relations can become more strained in urban schools characterised by high levels of socio-economic inequality and ethnic diversity. However, supportive relations between teachers and students can be nurtured and be part of school policy. In this paper, we engage with these issues
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I did my part! How can I further minimize emerging adult learners’ burnout in an online learning environment? Educational Studies (IF 1.5) Pub Date : 2022-09-08 Kim-Lim Tan, Uchenna Cyril Eze, Yi Sun
ABSTRACT Emerging adults are a crucial group in our society, and research indicates that they rarely consider themselves adults because their cognitive, social, and emotional capacities are undergoing transitionary changes, affecting how they learn. Prior studies have not considered sufficiently the characteristics and needs of emerging adult learners in an online environment. This study aims to address
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Text-Picture-Material in science education: A comparison of Omani and German teachers’ attitudes, motivational orientations and self-regulatory skills Educational Studies (IF 1.5) Pub Date : 2022-09-05 Annika Ohle-Peters, Mohamed A. Shahat, Abdullah K. Ambusaidi
Texts and instructional pictures are widely used for facilitating students’ understanding of complex content, especially in science subjects. International large-scale assessments repeatedly reveal...
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“I feel like it’s not my place because I don’t know anything about it.”: Preservice teachers, praxis in classroom management Educational Studies (IF 1.5) Pub Date : 2022-09-01 Matthew Green, Jade Calais
Published in Educational Studies (Ahead of Print, 2022)
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Links between performance in high school and the decision to major in STEM fields: evidence from Chile Educational Studies (IF 1.5) Pub Date : 2022-09-01 Luis Herskovic, Josefina Silva
ABSTRACT Although it is well documented that women are under-represented in STEM majors, the causes of this under-representation in different contexts are less clear. This article studies the relevance of absolute and relative performance in high school courses on STEM field enrollment when entering college in Chile. We use administrative countrywide data and follow three student cohorts through high
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Does distributed leadership matter for student achievement? Evidence from a centralised education system Educational Studies (IF 1.5) Pub Date : 2022-08-30 Ali Çağatay Kılınç, Nedim Özdemir
ABSTRACT This study investigated the mediated distributed leadership effects on student achievement through teacher job satisfaction and disciplinary climate in Turkish high schools. We employed school-, teacher-, and student-level datasets drawn from the 2018 PISA and TALIS datasets and performed a multilevel structural equation model (MSEM). The results confirmed the role of teacher job satisfaction
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Trauma-Informed Yoga: Investigating an Intervention for Mitigating Adverse Childhood Experiences in Rural Contexts. Educational Studies (IF 1.5) Pub Date : 2022-08-22 Lauren Davis,Alexandra Aylward,Rebecca Buchanan
In a state ravaged by suicide and a mental health crisis, this study sought to mitigate impacts of adverse childhood experiences (ACEs) and depressive and anxiety symptomology in high school students in a rural Montana community. Through a seven-week, twice weekly intervention of trauma-informed yoga, participants experienced statistically significant reductions in anxiety (GAD-7) and increases in
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Effects of educational robotics on the creativity and problem-solving skills of K-12 students: a meta-analysis Educational Studies (IF 1.5) Pub Date : 2022-08-01 Yanjun Zhang, Yijin Zhu
ABSTRACT With the increasing use of robotics in education, this study examined the influence of educational robotics on K-12 students’ creativity and problem-solving skills by using Meta-analysis on 20 typical studies published from 2011 to 2021. Subsequent results exhibited five major points: 1) The overall effect of educational robotics was at 0.821; 2) Educational robotics had significantly improved
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Moving from elite international schools to elite(ish) universities: the pathway leading to Toronto rather than Harvard Educational Studies (IF 1.5) Pub Date : 2022-07-26 Tristan Bunnell
ABSTRACT The International Baccalaureate Diploma Programme (IBDP) celebrates its 60th Anniversary in 2022 as an international mobility “passport”, offering potential entry to universities around the world. Globally, 3,600 schools in July 2022 offer the IBDP. Within these, there is a sub-grouping of well-established private “elite traditional international schools” (ETISs), epitomised by the International
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Problematising conceptions of “effective” home-school partnerships in secondary education Educational Studies (IF 1.5) Pub Date : 2022-07-26 Dr Peter Hart, Dr Olena Bracey, Dr Gisela Oliveira, Dr Shirley-Anne S. Paul
ABSTRACT This conceptual study seeks to understand parent and teacher perceptions of “effective” home-school partnerships across three secondary schools in England, before problematising these normative understandings. Currently there is little research into home-school partnerships at a secondary level in the UK, and the policy environment is anaemic. To aid the possible direction of future research
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Educational inequality in Indonesia: are intergovernmental fiscal transfers effective in reducing the gap? Educational Studies (IF 1.5) Pub Date : 2022-07-21 Priaji Agung Wirandana, Khoirunurrofik Khoirunurrofik
ABSTRACT The study investigates the effectiveness of intergovernmental fiscal transfers for reducing educational inequality in Indonesia. Using panel data of 34 provinces of Indonesia from 2011 to 2019, this study examines how intergovernmental fiscal transfers, namely, the General Allocation Fund (DAU), Special Allocation Fund (DAK), and School Operational Assistance Fund (BOS), can influence the
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A comparative meta-analysis of the effects of problem-based learning model on K-12 students’ cognitive outputs Educational Studies (IF 1.5) Pub Date : 2022-07-21 Cahit Erdem
ABSTRACT This study aimed to comparatively analyse the effects of problem-based learning model (PBLM) on cognitive outputs (CO). The study reviewed quasi-experimental studies on PBLM and CO, focusing on the cognitive outputs of thinking skills, problem-solving skill, and academic achievement. The quantitative data of these studies, comprising 56 articles and 14 proceedings published between 2015–2020
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The role of gender and cognitive mechanisms in mathematical and reading performance Educational Studies (IF 1.5) Pub Date : 2022-06-21 Nurit Paz-Baruch
ABSTRACT The study identified the cognitive mechanisms that underly individual differences in mathematics and reading. There is little systematic evidence regarding the connections between cognitive capabilities, mathematics and reading among high-school students with typical development. Moreover, the study aimed to examine whether or not gender is important in predicting cognitive capabilities and
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Explaining the educational aspirations-expectations mismatch among middle school students: the role of parental expectations, attitudinal and demographic factors Educational Studies (IF 1.5) Pub Date : 2022-06-14 Muznah Madeeha, Nabil Khattab, Muthanna Samara, Tariq Modood, Areej Barham
ABSTRACT Aspirations and expectations are conceptually and empirically different. Given their differential impact on various educational outcomes, it is expected that they, and consequently their convergence, would be affected by different factors. This study examines the factors leading to high aspirations, high expectations and to their alignment by using cross-sectional data on 7th and 8th grade
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Transformational leadership and teachers’ use of differentiated instruction in Serbian schools: investigating the mediating effects of teacher collaboration and self-efficacy Educational Studies (IF 1.5) Pub Date : 2022-06-08 Stefan Ninković, Olivera Knežević-Florić, Dejan Đorđić
ABSTRACT Teachers around the world are expected to respect the diversity of students and differentiate instruction. Therefore, it is important to identify factors that are related to the use of differentiated instruction. The aim of this study was to examine the indirect effects of transformational school leadership on teachers’ use of differentiated instruction. Data were collected from 314 Serbian
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Class of Oz: role-play gamification integrated into classroom management motivates elementary students to learn Educational Studies (IF 1.5) Pub Date : 2022-05-29 Pei-Zhen Chen, Ting-Chieh Chang, Ching-Lin Wu
ABSTRACT In previous research, gamified classroom management has been found to improve high school students’ classroom participation. This study applied gamification classroom management through a “Class of Oz” in an elementary school to cultivate students’ learning. Two classes were randomly assigned to the experimental group, and the other two were randomly assigned to the control group. Eighty-three
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Implementation matters: a comparison study of career academy and comprehensive high school students’ engagement in college and career readiness activities Educational Studies (IF 1.5) Pub Date : 2022-05-23 Edward C. Fletcher Jr, Tony Xing Tan
ABSTRACT In this study, we compared students’ engagement in college and career readiness experiences between three academies and a traditional, comprehensive high school. The three academies differed on fidelity in implementing the NAF career academy model. We found that students in the high fidelity NAF academy engaged in both college and career readiness activities at significantly higher levels
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Passion for learning: what we know about passion for learning English Educational Studies (IF 1.5) Pub Date : 2022-05-21 Chayaporn Kaoropthai
ABSTRACT This study modified the dualistic model of passion, adding composite passion and general passion. The study aimed to determine the levels of passion for learning English of English majors, affirm whether passion for learning English changes over the course of time, and investigate to what extent passion for learning English can predict English majors’ academic achievement. The Passion Scale
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Examining Teacher Identity Construction in Action Research: The Mediating Role of Experience Educational Studies (IF 1.5) Pub Date : 2022-05-04 Ali Derakhshan, Mostafa Nazari
ABSTRACT While research on teacher identities has received a surge of attention in the past decades, there is a need for further exploring how teachers’ professional profiles contributes to their engagement in action research. To this end, the current action research-oriented study explored two novice and two experienced language teachers’ identities across the four main stages of action research,