International Journal of Sociology of Education最新文献_第3页

The Evolution of Educational Expectations in Spain (2003-2018): An Analysis of Social Inequality Using PISA 西班牙教育期望的演变(2003-2018):基于PISA的社会不平等分析

IF 1.7

International Journal of Sociology of Education Pub Date : 2021-02-25 DOI: 10.17583/RISE.2020.6413

M. Valdés

{"title":"The Evolution of Educational Expectations in Spain (2003-2018): An Analysis of Social Inequality Using PISA","authors":"M. Valdés","doi":"10.17583/RISE.2020.6413","DOIUrl":"https://doi.org/10.17583/RISE.2020.6413","url":null,"abstract":"This paper examines the educational expectations of the Spanish student body at the end of compulsory education. Using the 2003 and 2018 waves of PISA, I report a remarkable increase in the educational ambition of the Spanish student body. Two aspects are worth noting. Firstly, virtually all 15-years-old students expect to enroll in Upper Secondary Education by 2018. Secondly, Higher Vocational Education has become a very appealing alternative at tertiary level. Furthermore, significant inequalities have been documented in the configuration of educational expectations. However, inequality has been reduced in the expectations of enrolment in Upper Secondary and Tertiary Education due to the higher educational ambition among socioeconomically disadvantaged students. In turn, inequality has increased in the horizontal expectation of enrolment in the academic track in both levels because a larger share of socioeconomically disadvantaged students preferred the vocational track in 2018 (diversion thesis). Using counterfactual analysis, I have observed that this increase in horizontal inequality would have been larger had it not been for the change in the social structure between 2003 and 2018","PeriodicalId":42197,"journal":{"name":"International Journal of Sociology of Education","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2021-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42224221","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

Principals’ views on policies and practices for the educational inclusion of Roma people 校长对罗姆人教育包容政策和做法的看法

IF 1.7

International Journal of Sociology of Education Pub Date : 2020-10-25 DOI: 10.17583/rise.2020.5050

C. Parthenis, G. Fragoulis

引用次数: 2

Factors Affecting Cambodian Upper Secondary School Students’ Choice of Science Track 影响柬埔寨高中生科学轨道选择的因素

IF 1.7

International Journal of Sociology of Education Pub Date : 2020-08-25 DOI: 10.17583/rise.2020.4823

Kao Sovansophal, Shimizu Kinya

{"title":"Factors Affecting Cambodian Upper Secondary School Students’ Choice of Science Track","authors":"Kao Sovansophal, Shimizu Kinya","doi":"10.17583/rise.2020.4823","DOIUrl":"https://doi.org/10.17583/rise.2020.4823","url":null,"abstract":"Upper secondary school years have been considered as a critical period for attracting students into future science-related majors and careers; yet, Cambodia is facing a worrisome decline trend in the students’ choice of science track. Through the lens of the making of engineers and scientists conceptual framework, the study aims to investigate the factors affecting Cambodian upper secondary school students’ choice of science track. With self-rating questionnaire survey, which randomly covered 751 11th graders in nine upper secondary schools in three provinces of Cambodia, the researcher collected data on three significant factors namely individual ability and personality, family background and encouragement, and upper secondary school experience and support. Binary logistic regression analysis revealed that performance in science and mathematics subjects, attitude towards science, plan to major in STEM, time spent self-studying in science and mathematics subjects, family encouragement, mother’s education, and school location significantly predicted students’ choice of science track. Some important implications for pedagogical orientation were also discussed.","PeriodicalId":42197,"journal":{"name":"International Journal of Sociology of Education","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2020-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46955458","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

Female Refugees’ Perception of Children Education at Za’atari Camp-Jordan 约旦扎塔里难民营女性难民对儿童教育的看法

IF 1.7

International Journal of Sociology of Education Pub Date : 2020-06-25 DOI: 10.17583/rise.2020.4767

Suhair A. Mrayan, Amany Saleh

引用次数: 1

La Dependencia a las Redes Sociales Virtuales y el Clima Escolar en la Violencia de Pareja en la Adolescencia 对虚拟社交网络的依赖和学校氛围对青少年伴侣暴力的影响

IF 1.7

International Journal of Sociology of Education Pub Date : 2020-06-25 DOI: 10.17583/rise.2020.5203

María Muñiz-Rivas, J. E. Callejas-Jerónimo, Amapola Povedano-Díaz

{"title":"La Dependencia a las Redes Sociales Virtuales y el Clima Escolar en la Violencia de Pareja en la Adolescencia","authors":"María Muñiz-Rivas, J. E. Callejas-Jerónimo, Amapola Povedano-Díaz","doi":"10.17583/rise.2020.5203","DOIUrl":"https://doi.org/10.17583/rise.2020.5203","url":null,"abstract":"En este estudio se analizaron las relaciones entre la dependencia a las redes sociales virtuales, el clima escolar y la violencia de pareja online en adolescentes desde una perspectiva de género. La muestra estuvo formada por 919 adolescentes escolarizados de la Comunidad Autónoma de Andalucía (52.4% chicas) con edades comprendidas entre los 15 y los 18 años (M= 16.12; DT= .99) que indicaron tener o haber tenido pareja en el último año. Se establecieron dos grupos de contraste: adolescentes violentos (8.8%) y no violentos (91.2%) con sus parejas (o exparejas) en el espacio online y se realizaron análisis multivariados (MANOVAS). Los resultados obtenidos en el estudio mostraron que el grupo de adolescentes violentos puntuaron significativamente más alto en dependencia a Internet y obtuvieron puntuaciones más bajas en clima escolar (implicación, afiliación y percepción de ayuda del profesor). Asimismo, los análisis inter-género revelaron que existen diferencias significativas en la dependencia y la percepción de ayuda del profesor entre chicos y chicas. En la discusión se plantea el alcance de los resultados y su implicación en la prevención de este tipo de violencia. ","PeriodicalId":42197,"journal":{"name":"International Journal of Sociology of Education","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2020-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43184735","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: 3

Do Education System Characteristics Moderate the Socioeconomic, Gender and Immigrant Gaps in Math and Science Achievement? 教育制度特征是否能调节社会经济、性别和移民在数学和科学成就方面的差距？

IF 1.7

International Journal of Sociology of Education Pub Date : 2020-06-25 DOI: 10.17583/rise.2020.4807

Katerina Bodovski, Ismael Muñoz, Soo-yong Byun, Volha Chykina

引用次数: 10

Research Self-Efficacy of Cambodian Undergraduate Students at Province-Based Universities 柬埔寨省立大学本科生自我效能感研究

IF 1.7

International Journal of Sociology of Education Pub Date : 2020-06-25 DOI: 10.17583/rise.2020.4267

Cheyvuth Seng, M. Carlon, J. Cross

{"title":"Research Self-Efficacy of Cambodian Undergraduate Students at Province-Based Universities","authors":"Cheyvuth Seng, M. Carlon, J. Cross","doi":"10.17583/rise.2020.4267","DOIUrl":"https://doi.org/10.17583/rise.2020.4267","url":null,"abstract":"Self-efficacy is crucial for producing challenging research results, which in turn may lead to innovations and development that can accelerate a country's economy. Undergraduate research self-efficacy in Cambodia has been of particular interest because graduates form the future pipeline of research professionals, which is important for Cambodia since its economy is still at a developing stage. While several studies have been conducted on undergraduate research self-efficacy in Cambodia, most of the participants were from capital city-based universities. The research self-efficacy of province-based university students, whose numbers have increased in recent years, remains to be investigated. In this study, we address this gap by adapting the Research Self-Efficacy Survey by Phillips and Russell (1994) and administered it to 1,009 undergraduate students from different faculties at three public province-based universities in Cambodia in order to assess their research self-efficacy. Using independent t‑tests and ANOVA, the mean research self‑efficacy score was 2.13 (± .66) on a 5 point-scale and varies significantly with small effect size based upon gender, academic year, and working experience. There is a need to focus on interventions aimed at improving the research self-efficacy of the undergraduate students, which in turn will increase their ability to do research. These include measures such as curriculum reform, improving the quality of teaching, teacher training, creating new educational materials, and upgrading research facilities. These will allow more research activities that can give the students opportunities to do research and eventually increase their research self-efficacy which is likely to benefit Cambodian society in the provinces. Although the issues presented here may appear to be isolated to Cambodia, other developing nations should also consider these issues as they develop higher educational institutions in their provinces away from their capital city.","PeriodicalId":42197,"journal":{"name":"International Journal of Sociology of Education","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2020-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45908302","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: 4

The Vindication of Decoloniality and the Reality of COVID-19 as an Emergency of Unknown in Rural Universities 非殖民化的辩护与新冠肺炎作为农村大学未知紧急事件的现实

IF 1.7

International Journal of Sociology of Education Pub Date : 2020-06-20 DOI: 10.17583/rise.2020.5495

B. Omodan

{"title":"The Vindication of Decoloniality and the Reality of COVID-19 as an Emergency of Unknown in Rural Universities","authors":"B. Omodan","doi":"10.17583/rise.2020.5495","DOIUrl":"https://doi.org/10.17583/rise.2020.5495","url":null,"abstract":"Coronavirus, otherwise known as COVID-19, was adjudged as a pandemic by the World Health Organization (WHO) in February 2020. This deadly, contagious, and easy-to-spread virus has plunged the world into a tentative cul-de-sac, inclusive of the university education system. By implication, the abrupt national lockdown in South Africa cut universities unaware as an insurgence against its operationalisation, teaching, and learning process. In my argument, it further confirms the need to decolonise rural universities, to be able to respond to every unforeseen emergency, as an underside of coloniality, which is currently experienced in the system. Evidence indicates that the rural universities in South Africa are battling with enabling pedestal of alternatives to teaching and learning. This study is lensed through Transformative Paradigm (TP), Participatory Research (PR) was used as a research design. The participants consisted of 15 people, 5 management staff such as the deans, head of schools, head of teaching and learning and ICT members, 5 lecturers and 5 students in a selected rural university in South Africa. The participants were selected using the snowballing selection technique with the use of calls, email and other social media platforms as a medium of participants’ recruitment. Online and phone interviews were used to collect data from the participants because the participants are under national lockdown, and the data was analysed using thematic analysis. Low technology and innovative space in rural universities and students, lecturers and university’s disadvantage background were found as the major challenges vindicating the quest for decoloniality in rural universities. Also, the compulsory used of technological innovation within the university and contingency plan for/by the stakeholders are concluded to be achievable with the use of Assets-Based Approach.","PeriodicalId":42197,"journal":{"name":"International Journal of Sociology of Education","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2020-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43754281","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: 36

RISE 9(1) Full Issue RISE 9(1)完整发行

IF 1.7

International Journal of Sociology of Education Pub Date : 2020-02-25 DOI: 10.17583/rise.2020.5165

Rise Editors

引用次数: 0

Why are students' self-initiated contributions important(?) A study on agentic engagement 为什么学生的自主贡献很重要（？）代理参与研究

IF 1.7

International Journal of Sociology of Education Pub Date : 2019-10-25 DOI: 10.17583/rise.2019.4540

A. Montenegro

引用次数: 15