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International Journal of Educational Reform最新文献

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Understanding Parents’ Preferences While School Selection in Indian Cities Using Cluster Analysis and Logit Model 利用聚类分析和Logit模型了解印度城市家长择校偏好
International Journal of Educational Reform Pub Date : 2022-07-21 DOI: 10.1177/10567879221114892
Swechcha Roy, S. Paul, Amarjeet Kumar, V. Agnihotri
{"title":"Understanding Parents’ Preferences While School Selection in Indian Cities Using Cluster Analysis and Logit Model","authors":"Swechcha Roy, S. Paul, Amarjeet Kumar, V. Agnihotri","doi":"10.1177/10567879221114892","DOIUrl":"https://doi.org/10.1177/10567879221114892","url":null,"abstract":"Location of schools is one of the most important factors for encouraging active school transportation. The study identifies a gap that children lose a considerable amount of time in their school trips. The reason behind this is also identified: the ignorance of the population’s preferences while planning for this infrastructure. Location of schools in Kharagpur city is evaluated in Geographic Information System (GIS) environment. Global Moran’s I test and hot spot cluster analysis provided the existing spatial distribution of schools. Desire line maps are prepared to note the distances children are traveling for schools. Parents’ preference patterns are comprehended in the SERVQUAL framework. Cluster analysis is performed to identify the different categories of parents with respect to their preference patterns. These categories are profiled with their demographic characteristics using logit model. Next, multinomial logit model is used to ascertain the type of schools selected by the parents of each identified category. The framework developed to assess the expectations and perceptions of parents from schools will help the school providers understand the satisfaction level of their users. Schools of different categories will be able to customize their serviceability. If preference is included in the location planning of schools, it will encourage children for active school transportation.","PeriodicalId":409871,"journal":{"name":"International Journal of Educational Reform","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128534435","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
The Interplay of Individual and Organizational Factors With Early Childhood Teachers’ Level of Work Motivation, job Satisfaction, and Burnout 幼儿教师工作动机、工作满意度和职业倦怠的个体和组织因素的相互作用
International Journal of Educational Reform Pub Date : 2022-07-19 DOI: 10.1177/10567879221114891
Zamira Hyseni Duraku, Genta Jahiu, Donjeta Geci
{"title":"The Interplay of Individual and Organizational Factors With Early Childhood Teachers’ Level of Work Motivation, job Satisfaction, and Burnout","authors":"Zamira Hyseni Duraku, Genta Jahiu, Donjeta Geci","doi":"10.1177/10567879221114891","DOIUrl":"https://doi.org/10.1177/10567879221114891","url":null,"abstract":"This study aimed at identifying the interplay between individual and organizational factors and predictors of work motivation, job satisfaction, and burnout. This was a cross-sectional study, conducted with 460 early education teachers in Kosovo. Based on the results, job satisfaction and professional development are significant positive predictors whereas burnout is a significant negative predictor of work motivation. Conversely, burnout is a significant negative predictor of job satisfaction, whereas work motivation, job satisfaction, and professional development are significant negative predictors of burnout. The findings provide useful insights which can help policy makers take necessary action to ensure improving early education quality.","PeriodicalId":409871,"journal":{"name":"International Journal of Educational Reform","volume":"PP 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126439361","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 6
Advanced Placement and Equity: A Case Study of Two Suburban School Districts 大学先修课程与公平:两个郊区学区的个案研究
International Journal of Educational Reform Pub Date : 2022-07-19 DOI: 10.1177/10567879221114888
Virginia Palencia
{"title":"Advanced Placement and Equity: A Case Study of Two Suburban School Districts","authors":"Virginia Palencia","doi":"10.1177/10567879221114888","DOIUrl":"https://doi.org/10.1177/10567879221114888","url":null,"abstract":"This case study mapped patterns of disproportionality in Advanced Placement (AP) access, enrollment, and completion for systemically excluded students through secondary data analysis of the Civil Rights Data Collection (2015–6), and documents the degree of segregation within two diverse school districts. Although there was relatively robust overall AP course availability in both school districts, access and degree of racial segregation varied widely within the school districts. Findings establish disproportionality in AP enrollment and completion rates for Black and Latinx students. Such findings demonstrate the need for more research in regard to AP enrollment and completion for systemically excluded students.","PeriodicalId":409871,"journal":{"name":"International Journal of Educational Reform","volume":"101 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133064785","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Gender Stereotypes in the UK Primary Schools: Student and Teacher Perceptions 英国小学的性别刻板印象:学生和教师的看法
International Journal of Educational Reform Pub Date : 2022-07-19 DOI: 10.1177/10567879221114889
Eileen S. Gilchrist, Kaili C. Zhang
{"title":"Gender Stereotypes in the UK Primary Schools: Student and Teacher Perceptions","authors":"Eileen S. Gilchrist, Kaili C. Zhang","doi":"10.1177/10567879221114889","DOIUrl":"https://doi.org/10.1177/10567879221114889","url":null,"abstract":"Gender stereotypes are often an unconscious notion, which can unjustly confine individuals’ pathways to that of those deemed acceptable in society. Therefore, this qualitative study aimed to explore whether such ideals are shown by primary school students’ and their teachers. Results showed that gender stereotypes were present, with both students and teachers expressing this. Students indicated that all six professions explored had large stereotypes. Teachers were largely in agreement, noting that although they felt able to challenge such ideals, many of them had no formal training throughout their teaching program. The results offer a rationale for more initial teacher training programs to explore the effects of gender stereotypes, preparing teachers to challenge these early on while children are developing their long-term beliefs, to avoid unjust bias.","PeriodicalId":409871,"journal":{"name":"International Journal of Educational Reform","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134374234","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
COVID-19 and the Adaptive Role of Educators: The Impact of Digital Literacy and Psychological Well-Being on Education—A PLS-SEM Approach COVID-19与教育工作者的适应性作用:数字素养和心理健康对教育的影响- PLS-SEM方法
International Journal of Educational Reform Pub Date : 2022-07-18 DOI: 10.1177/10567879221113546
C. Gunathilaka, Rasika S. Wickramasinghe, M. Jais
{"title":"COVID-19 and the Adaptive Role of Educators: The Impact of Digital Literacy and Psychological Well-Being on Education—A PLS-SEM Approach","authors":"C. Gunathilaka, Rasika S. Wickramasinghe, M. Jais","doi":"10.1177/10567879221113546","DOIUrl":"https://doi.org/10.1177/10567879221113546","url":null,"abstract":"Mobility restrictions during the COVID-19 pandemic raised mental health consequences. This paper examines the triangulation of Digital Literacy (DL), psychological well-being, and effectiveness of remote teaching and learning during the pandemic. Survey responses collected from 518 schoolteachers in Sri Lanka are analyzed with Partial Least Squares – Structural Equation Modeling (PLS-SEM) method. Results indicate that Remote Education (RE) has twisted a stressful life for educators. DL negatively affects the psychological well-being of the teacher. The effectiveness of teaching and learning and teacher engagement depends upon their DL level. Educators’ stress and depression status mediate the outcome of remote teaching and learning mode. Moreover, digital skills count more than the accumulated teaching experience. We emphasize the adaptive role of the teacher for sustainable digital education. The results indicate that augmented education success could be obtained by investing in digital competence. It suggests that upgrading DL is an urgent role and alarms the policymakers and education managers to mitigate the potential mental health and social capital crisis.","PeriodicalId":409871,"journal":{"name":"International Journal of Educational Reform","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133569062","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 5
Social Justice Based Teacher Practices: Leadership Roles, Problems, and Proposed Solutions 基于社会正义的教师实践:领导角色、问题和建议的解决方案
International Journal of Educational Reform Pub Date : 2022-07-18 DOI: 10.1177/10567879221113540
Kubra Vural, Tuğba Konaklı
{"title":"Social Justice Based Teacher Practices: Leadership Roles, Problems, and Proposed Solutions","authors":"Kubra Vural, Tuğba Konaklı","doi":"10.1177/10567879221113540","DOIUrl":"https://doi.org/10.1177/10567879221113540","url":null,"abstract":"The purpose of this study is to examine teachers’ social justice-based practices, the outcomes of those practices, the leadership roles revealed in the process, and the problems experienced. The sample of the study consisted of 13 teachers who were reached through the snowball sampling method. 10 middle school and 3 primary school teachers working in three different provinces of Turkey were interviewed during the 2019-2020 school year. The data obtained were analysed through content analysis. According to the findings, social justice-based practices consisted of the stages: recognising the need, decision-making, examination of the examples, and support and evaluation. Teachers demonstrated leadership roles such as problem-solving, having a vision, developing empathy, and team building. These leadership roles enable the implementation process to begin. Issues such as bureaucratic procedures and the need for parent and teacher training were encountered during the practices. It was recommended that social justice-based training activities should be considered in teacher education and the collaboration with local authorities and relevant organisations in these practices should be supported.","PeriodicalId":409871,"journal":{"name":"International Journal of Educational Reform","volume":"184 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121832696","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Post-COVID-19 era: An Enabler for the Implementation of Blended Learning in Compliance With the NEP 2020 后covid -19时代:根据新经济政策2020实施混合学习的推动者
International Journal of Educational Reform Pub Date : 2022-06-30 DOI: 10.1177/10567879221112059
G.V.S.S. Sharma, Chilamkurti Lakshmi Venkata Ranga Sobhanachala Vara Prasad, Korada Santa Rao
{"title":"Post-COVID-19 era: An Enabler for the Implementation of Blended Learning in Compliance With the NEP 2020","authors":"G.V.S.S. Sharma, Chilamkurti Lakshmi Venkata Ranga Sobhanachala Vara Prasad, Korada Santa Rao","doi":"10.1177/10567879221112059","DOIUrl":"https://doi.org/10.1177/10567879221112059","url":null,"abstract":"Government of India has cleared the New Education Policy (NEP) 2020 by bringing out many reforms in the education sector with a focus on education design, delivery, and assessment. This work is an attempt toward perceiving the post-COVID-19 era as an enabler in the engineering education process for the implementation of blended learning. Causal analysis through the Ishikawa diagram is brainstormed for enlisting all the potential causal factors for the inability to restore normalcy during the COVID-19 pandemic. Process Failure Modes and Effects Analysis (PFMEA) is adopted for restoring normalcy through prioritized corrective actions. Thus, NEP 2020 is considered for leveraging blended learning.","PeriodicalId":409871,"journal":{"name":"International Journal of Educational Reform","volume":"104 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123412289","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
Efficiency of Writer’s Workshop and Traditional Writing Instruction on Preschool Children of Nigeria 尼日利亚学前儿童作家工作坊的效率与传统写作教学
International Journal of Educational Reform Pub Date : 2022-06-30 DOI: 10.1177/10567879221110508
Hassan Mohammad Taofik, Fadzilah Amzah
{"title":"Efficiency of Writer’s Workshop and Traditional Writing Instruction on Preschool Children of Nigeria","authors":"Hassan Mohammad Taofik, Fadzilah Amzah","doi":"10.1177/10567879221110508","DOIUrl":"https://doi.org/10.1177/10567879221110508","url":null,"abstract":"The writers’ workshop approach was used in this study to examine the relationship between preschool children’s literacy growth and traditional writing instruction. As well, the student group looked at the students’ conception of learning before and after the two (2) groups’ executions. The research employed a simultaneous three-way approach to collect quantitative and qualitative evidence in order to cross-validate and confirm the findings. The t-test was used to evaluate individual literacy ratings. Interviews were also used to collect and analyze data. In this analysis, the literacy rates of the two (2) studied classes did not differ significantly. Students in both classes considered themselves to be “good” writers, according to interviews. Through the challenge educators face to find new and creative ways to reach students, this study has the potential to generate social change. As a result of this study, educators will be able to differentiate between children and scaffold their learning so that everyone can learn at their own rate.","PeriodicalId":409871,"journal":{"name":"International Journal of Educational Reform","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129937807","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Shadow Education as a Tool of “Colonization” of Public Education 影子教育:公共教育“殖民化”的工具
International Journal of Educational Reform Pub Date : 2022-06-29 DOI: 10.1177/10567879221110516
Giavrimis Panagiotis
{"title":"Shadow Education as a Tool of “Colonization” of Public Education","authors":"Giavrimis Panagiotis","doi":"10.1177/10567879221110516","DOIUrl":"https://doi.org/10.1177/10567879221110516","url":null,"abstract":"The main purpose of this research was to investigate the phenomenon of shadow education in Greece. In this research, the quantitative research method is combined with the qualitative method. The results showed that the liberalization of education during the recent decades was accurately implemented in the institution of shadow education. Knowledge is becoming a commercialized product and the choice for private education is made through private-financial criteria. Restrictive and maladjusted educational policies and decisions relating to individuals’ needs support the development of this institution, highlight the exchange value of academic credentials of the individual, and exacerbate social inequalities.","PeriodicalId":409871,"journal":{"name":"International Journal of Educational Reform","volume":"115 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124828355","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
A Responsible Approach to Higher Education Curriculum Design 负责任的高等教育课程设计
International Journal of Educational Reform Pub Date : 2022-06-28 DOI: 10.1177/10567879221110509
Vikas Kumar, Mohit Rewari
{"title":"A Responsible Approach to Higher Education Curriculum Design","authors":"Vikas Kumar, Mohit Rewari","doi":"10.1177/10567879221110509","DOIUrl":"https://doi.org/10.1177/10567879221110509","url":null,"abstract":"The changing global scenario throws a big responsibility to higher education institutes to prepare future ready students. The curriculum is the most important input, which can play a vital role in the overall development of students. Present work identifies the need for curriculum change in the 21st century and presents a responsible approach to curriculum development at the Bachelor’s level. The dynamics of curriculum design have been discussed from an international perspective with a more integrated and collaborative approach. Different dimensions of the curriculum have been identified and mapped to the needs of various stakeholders from both the academia and industry perspective. An integrated process framework has been presented for the development of the curriculum taking care of the major stakeholders. The proposed framework will support the academic institutions and their stakeholders to identify the gaps and offer a curriculum-based solution towards student development, in a more responsible manner.","PeriodicalId":409871,"journal":{"name":"International Journal of Educational Reform","volume":"323 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131999153","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
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