IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2025-04-15 DOI: 10.1007/s10643-025-01916-9

Ahmet Erol, Mustafa Erol, Merve Canbeldek

引用次数: 0

World Bank influence on policy implementation in education: A systematic review

IF 2.8 3区教育学

International Journal of Educational Development Pub Date : 2025-04-15 DOI: 10.1016/j.ijedudev.2025.103263

D. Brent Edwards Jr , Alejandro Caravaca , Núria Torras

引用次数: 0

Success of EMI in higher education and its key components: A meta-analytic structural equation modelling approach

IF 9.6 1区教育学

Educational Research Review Pub Date : 2025-04-15 DOI: 10.1016/j.edurev.2025.100684

Hansol Lee , Heath Rose , Ernesto Macaro , Jang Ho Lee

{"title":"Success of EMI in higher education and its key components: A meta-analytic structural equation modelling approach","authors":"Hansol Lee , Heath Rose , Ernesto Macaro , Jang Ho Lee","doi":"10.1016/j.edurev.2025.100684","DOIUrl":"10.1016/j.edurev.2025.100684","url":null,"abstract":"<div><div>The increasing global demand for English Medium Instruction (EMI) in higher education (HE) highlights the need for empirical research to contribute to its success and suggest ways of mitigating the diverse challenges faced by students and institutions. Identifying the key factors that contribute to successful EMI is critical for improving both content and language learning outcomes for students. In the wake of the recent surge in EMI research, more research synthesis is needed to understand how these factors interact to influence EMI success rather than focusing solely on their isolated, bivariate relationships. To address this gap, we conducted meta-analytic structural equation modelling (MASEM) to examine the structural relationships among the key factors affecting the success of EMI. Synthesising data from 50 studies (N = 15,032), our analysis demonstrates that learners’ engagement and English proficiency are pivotal for both content and language learning, with English proficiency being more important for language learning outcomes, although itself considerably also influenced by learners’ anxiety and motivation. Additionally, the moderator analysis shows that learner engagement plays a more significant role in partial EMI contexts, leading to our recommendation for differentiated institutional support in full and partial EMI settings. However, owing to the limited availability of correlation coefficients, some key factors and moderators were excluded, prompting the need for further empirical research to explore these relationships in greater depth.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"47 ","pages":"Article 100684"},"PeriodicalIF":9.6,"publicationDate":"2025-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143843165","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Perspectives on graduate teacher ‘readiness’ from principals of ‘hard-to-staff’ Australian schools

IF 4 1区教育学

Teaching and Teacher Education Pub Date : 2025-04-15 DOI: 10.1016/j.tate.2025.105037

Juliana Ryan , Babak Dadvand , Steve Murphy

引用次数: 0

Understanding teacher professional development needs in Taiwan: Stages of teaching skills based on the dynamic model of educational effectiveness 了解台湾教师专业发展需求：基于教育效果动态模型的教学技能阶段

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2025-04-15 DOI: 10.1016/j.stueduc.2025.101460

P. Antoniou , P. Tsai , L. Kyriakides , A. Dimosthenous

引用次数: 0

Reward and competition in motivation and learning: Myths, pitfalls, and insights

IF 4.7 1区教育学

Learning and Instruction Pub Date : 2025-04-15 DOI: 10.1016/j.learninstruc.2025.102139

Sung-il Kim

引用次数: 0

Gender-Specific Cognitive Skills and Moderating Role of Reading Comprehension in Shaping Science Literacy

IF 2.3 3区教育学

Research in Science Education Pub Date : 2025-04-14 DOI: 10.1007/s11165-025-10251-3

Skylar Yuan-Ke Sun, Man-Ho Chan, Di Wang, Louie Lei Wang

{"title":"Gender-Specific Cognitive Skills and Moderating Role of Reading Comprehension in Shaping Science Literacy","authors":"Skylar Yuan-Ke Sun, Man-Ho Chan, Di Wang, Louie Lei Wang","doi":"10.1007/s11165-025-10251-3","DOIUrl":"https://doi.org/10.1007/s11165-025-10251-3","url":null,"abstract":"<p>Children with advanced domain-general skills are associated with a better understanding of scientific concepts and articulation of scientific reasoning. However, research has found that not all individuals utilize these skills to respond to science literacy (SL) tasks, indicating the need for further identifying potential resources in early formal science education. Language-reading skills may help to enhance the informative analytic processes triggered by SL tasks, in which gender might be an important factor involved. Therefore, the present study explores the gendered relationships between domain-general skills (working memory, response inhibition) and language-reading skills (vocabulary, word reading (WR), and reading comprehension (RC)) in relation to SL in children. It aims to identify unique indicators of SL for both boys and girls and examines the moderating role of RC. Data from one hundred and ninety-three grade 2 learners (51% boys) show that both domain-general and language-reading skills are associated with boys’ SL, while only language-reading skills were associated with girls’ SL. Furthermore, in boys, response inhibition, WR, and interaction effect of response inhibition and RC can uniquely predict SL after considering vocabulary and RC as the control factors, implying that response inhibition becomes more favoured when coupled with a strong RC of the task-relevant materials. The findings of boys have not been disclosed in previous studies. Conversely, in girls, vocabulary is the only significant predictor. These findings provide insightful implications for tailored SL interventions, especially for enhancing girls’ engagement.</p>","PeriodicalId":47988,"journal":{"name":"Research in Science Education","volume":"33 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2025-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143827691","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The role of teachers' conception of students’ intelligence, self-efficacy and need frustration and satisfaction in shaping tendencies in teaching practices 教师对学生智力、自我效能感、需求挫折感和满足感的看法对教学实践倾向的影响

IF 4 1区教育学

Teaching and Teacher Education Pub Date : 2025-04-14 DOI: 10.1016/j.tate.2025.105033

Gabriele Gullo, Ambra Gentile, Barbara Caci, Marianna Alesi

引用次数: 0

Latent Profile Patterns of Teachers' Organisational Identity Perception in Educational Settings

IF 2.8 3区教育学

European Journal of Education Pub Date : 2025-04-14 DOI: 10.1111/ejed.70098

Hasan Tabak, Esra Sözer Boz

{"title":"Latent Profile Patterns of Teachers' Organisational Identity Perception in Educational Settings","authors":"Hasan Tabak, Esra Sözer Boz","doi":"10.1111/ejed.70098","DOIUrl":"https://doi.org/10.1111/ejed.70098","url":null,"abstract":"<p>Organisational identity is crucial in fostering a reliable working environment within educational settings. Therefore, this study focused on examining latent profiles of teachers' organisational identity perceptions. Latent profile analysis was utilised to uncover distinct profiles and their characteristics as assessed by the Teacher Organizational Identity Perception Scale's three dimensions (support, belonging, and communication). The data was collected from 578 in-service teachers working in different grades from preschool to high school. The results identified four distinct teacher profiles: lack of support (<i>n</i> = 59), belonging deficiency (<i>n</i> = 101), engagement (<i>n</i> = 276) and commitment (<i>n</i> = 142). Nearly half of the teachers were in the engagement profile, indicating medium-level organisational identity perception. Covariance analysis revealed that male teachers were significantly more likely to be in the engagement profile rather than the lack of support (OR = 0.59), suggesting that male teachers exhibit higher organisational identity perceptions. This study provides valuable insights into comprehending the nature of teachers' organisational identity perceptions and advocates for future studies to consider these latent profile characteristics in efforts to cultivate a robust school climate.</p>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 2","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ejed.70098","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143826866","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

An Analysis of Gifted and Non-Gifted Fifth Graders’ Strategic Flexibility

IF 3.7 2区教育学

Thinking Skills and Creativity Pub Date : 2025-04-14 DOI: 10.1016/j.tsc.2025.101842

Yeliz Yazgan , Feride Sena Kocaoğlu Er , Hatice Kübra Güler Selek

{"title":"An Analysis of Gifted and Non-Gifted Fifth Graders’ Strategic Flexibility","authors":"Yeliz Yazgan , Feride Sena Kocaoğlu Er , Hatice Kübra Güler Selek","doi":"10.1016/j.tsc.2025.101842","DOIUrl":"10.1016/j.tsc.2025.101842","url":null,"abstract":"<div><div>Flexibility constitutes a crucial element of creativity, and there exists a significant correlation between mathematical problem-solving abilities and creativity. Moreover, non-routine problems necessitate students to employ critical thinking, creativity, and various problem-solving techniques. Hence, the objective of this holistic multiple case study is to examine the problem solving success and strategic flexibility of both gifted and non-gifted fifth graders in non-routine problem solving, as well as exploring the relationship between these factors. To achieve this aim, a total of eight non-routine problems were presented to 40 fifth graders, with 20 being gifted and 20 non-gifted students. The students’ written solutions were collected, followed by individual interviews. Subsequently, the solutions were evaluated in terms of success and strategic flexibility. The results indicated that gifted students demonstrated more frequent use of indicators compared to their non-gifted counterparts. Additionally, a trend towards clustering in the medium category for gifted students and the weak category for non-gifted students was observed. Both groups included a limited number of students with high levels of flexibility. Notably, a significant relationship between flexibility and success scores was only evident among non-gifted students. Disparities in flexibility and success between gifted and non-gifted students were apparent. The implications of these findings for mathematics education were discussed, alongside recommendations for future research.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"57 ","pages":"Article 101842"},"PeriodicalIF":3.7,"publicationDate":"2025-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143844392","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

教育学最新文献