European Journal of Education最新文献_第3页

Effects of word extension on decoding development in Brazilian young readers: Theoretical and practical implications 单词扩展对巴西小读者解码能力发展的影响：理论和实践意义

IF 2.4 3区教育学

European Journal of Education Pub Date : 2024-08-05 DOI: 10.1111/ejed.12721

Aparecido José Couto Soares, Talita Fortunato‐Tavares, Débora Maria Befi‐Lopes

{"title":"Effects of word extension on decoding development in Brazilian young readers: Theoretical and practical implications","authors":"Aparecido José Couto Soares, Talita Fortunato‐Tavares, Débora Maria Befi‐Lopes","doi":"10.1111/ejed.12721","DOIUrl":"https://doi.org/10.1111/ejed.12721","url":null,"abstract":"PurposeAlthough the knowledge of decoding acquisition has expanded in the past years, theoretical information is still needed to guide practices concerning decoding skills in clinical and educational scenarios in languages other than English. Thus, we aimed to investigate the word‐length effects on decoding acquisition regarding the time spent on decoding and the accuracy—the number of correct words/nonwords read per minute—in Brazilian Portuguese‐Speakers.MethodsThe study included 250 children enrolled in elementary school from first to fifth grade, and we used stratified random sampling to select the participants. To assess their decoding skills, we used a linguistically balanced list of words and nonwords designed according to Brazilian Portuguese decoding rules, word length variation, and the frequency of these words in the children's experiences.ResultsGenerally, data provide evidence of a stimuli length effect on accuracy and decoding time for words and nonwords. Data bring essential indicators for discussion in the acquisition and development of decoding since it adds another layer to investigate: intralinguistic features.ConclusionThe current findings contribute significantly to the area by indicating that the process of acquiring decoding has a multifactorial nature, and different interactions between variables can positively or negatively influence this process. Also, the present study may enlarge the knowledge by providing data from a transparent orthography encouraging more studies on the theme and cross‐linguistic studies to understand how such variables here studied may vary in different orthographies.","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141948367","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 dynamics of the early career gender wage gap among university graduates: The case of Russia 大学毕业生就业初期性别工资差距的动态变化：俄罗斯案例

IF 2.4 3区教育学

European Journal of Education Pub Date : 2024-08-05 DOI: 10.1111/ejed.12730

Ksenia Rozhkova, Sergey Roshchin, Natalya Yemelina

{"title":"The dynamics of the early career gender wage gap among university graduates: The case of Russia","authors":"Ksenia Rozhkova, Sergey Roshchin, Natalya Yemelina","doi":"10.1111/ejed.12730","DOIUrl":"https://doi.org/10.1111/ejed.12730","url":null,"abstract":"This study provides new evidence of the gender wage gap among recent university graduates at different stages of their early career. Using a unique administrative dataset from Russia, we estimate the gender wage gap at means and across wage distribution for a cohort of 2018 university graduates during the first 4 years after graduation. We explore the contribution of educational and job factors to the explanation of the gap. Although a substantial gap of 14% is already present at labour market entry, it is two times smaller compared to the gap for the overall working population. Eighty five percent of the entry wage gap can be explained with differences in fields of study, work experience, and job characteristics. More than 4 years after graduation, the gender wage gap experiences a dramatic increase, reaching 26%. Only 28% of the resulting gap can be explained by the observed characteristics, including industrial and occupational segregation. The size of the gap varies drastically in different parts of the wage distribution, suggesting the existence of a strong glass ceiling effect from the very beginning of graduate careers. The rapidly expanding early career gender wage gap with a growing unexplained component suggests that education policies may have limited ability to promote gender equality in the labour market.","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141969773","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 hidden lessons in textbooks: Gender representation and stereotypes in European mathematics and language books 教科书中的隐性课程：欧洲数学和语文课本中的性别表述和陈规定型观念

IF 2.4 3区教育学

European Journal of Education Pub Date : 2024-08-05 DOI: 10.1111/ejed.12716

Astrid M. C. Jehle, Marleen G. Groeneveld, Tessa M. van de Rozenberg, Judi Mesman

引用次数: 0

How national and school cultural factors influence the link between distributed leadership and collective teacher innovativeness: Testing a multilevel moderated mediation model 国家和学校文化因素如何影响分布式领导与教师集体创新力之间的联系？检验多层次调节中介模型

IF 2.4 3区教育学

European Journal of Education Pub Date : 2024-08-05 DOI: 10.1111/ejed.12718

Onur Erdoğan, Ferudun Sezgin, Servet Özdemir, Nedim Özdemir, Sally J. Zepeda, Ali Çağatay Kılınç

引用次数: 0

Validation of the Online Test Anxiety Inventory (ON‐TAI) for adult students. The Rasch measurement approach 成人学生在线考试焦虑量表（ON-TAI）的验证。拉施测量法

IF 2.4 3区教育学

European Journal of Education Pub Date : 2024-08-05 DOI: 10.1111/ejed.12724

Panayiotis Panayides, Elena C. Papanastasiou, Katerina Georgiou, Maria Karekla

引用次数: 0

Enhancing equity, diversity and inclusion in the European Union military schools and academies through collaborative initiatives and gender policy reform 通过合作倡议和性别政策改革，加强欧洲联盟军事院校的公平性、多样性和包容性

IF 2.4 3区教育学

European Journal of Education Pub Date : 2024-07-30 DOI: 10.1111/ejed.12728

João Reis, Paulo Machado, Isabela‐Anda Dragomir, Luís Malheiro, David Pascoal Rosado

{"title":"Enhancing equity, diversity and inclusion in the European Union military schools and academies through collaborative initiatives and gender policy reform","authors":"João Reis, Paulo Machado, Isabela‐Anda Dragomir, Luís Malheiro, David Pascoal Rosado","doi":"10.1111/ejed.12728","DOIUrl":"https://doi.org/10.1111/ejed.12728","url":null,"abstract":"The European Union Military Schools and Academies (EUMSAs) have long grappled with persistent gender imbalances among their student body, indicative of an entrenched male‐centric culture within these institutions. In recognition of this issue, the collaborative Military Gender Studies initiative was launched under the auspices of the Erasmus+ program. This project involved partners from Bulgaria, Italy, Portugal and Romania, each offering unique insights shaped by their diverse socio‐political contexts. This research aims to go beyond mere acknowledgment of disparities and instead seeks to identify actionable strategies that can foster genuine equity, diversity and inclusivity within the EUMSAs. To this end, a comprehensive data‐gathering approach was employed, incorporating various qualitative methods including face‐to‐face interviews, face‐to‐face focus groups, direct observations and analysis of official documentation sourced from the referred EUMSAs. The resulting insights highlight the need for substantial improvements in institutional gender policies. Particularly, while efforts have been made to instill gender sensitivity within fitness assessments, their impact has been disappointingly limited. Furthermore, the practice of assigning military roles based solely on gender has been found to undermine both effectiveness and fairness within the schools/academies. Conversely, an encouraging sentiment pervades among the student body, advocating for a curriculum that incorporates gender‐related subjects into the EUMSA educational framework (curriculum). This suggests a growing recognition of the importance of addressing gender issues not only in policy but also in practice, signalling a promising shift towards a more inclusive and equitable environment within the EUMSAs.","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141866983","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

Does students' understanding of corporate governance in Ghanaian higher education relate to teacher knowledge and teaching methods? 加纳高校学生对公司治理的理解与教师的知识和教学方法有关吗？

IF 2.8 3区教育学

European Journal of Education Pub Date : 2024-07-24 DOI: 10.1111/ejed.12717

Solomon Yeboah, Fred Awaah, Jessie Yao Foli, Andrew Tetteh, Emmanuel Kyere Ekwam

{"title":"Does students' understanding of corporate governance in Ghanaian higher education relate to teacher knowledge and teaching methods?","authors":"Solomon Yeboah, Fred Awaah, Jessie Yao Foli, Andrew Tetteh, Emmanuel Kyere Ekwam","doi":"10.1111/ejed.12717","DOIUrl":"https://doi.org/10.1111/ejed.12717","url":null,"abstract":"There is empirical evidence on the factors influencing students' understanding of various subjects in higher educational institutions. However, there is a deficit in studies about the link between teacher knowledge and teaching methods on students' understanding of corporate governance course. Thus, this study investigates whether students' understanding of corporate governance in Ghanaian universities is related to teacher knowledge and teaching methods. This study adopts quantitative approach and cross‐sectional design to collect from 1,050 sampled students from three public universities in Ghana. We use descriptive statistics and Pearson correlation techniques to analyse the data. The results show that there is a significant positive correlation between teacher knowledge and students' understanding of corporate governance. Furthermore, teaching methods have significant positive correlation with students' understanding of corporate governance. This study has provided a conceptual framework that indicates how teacher knowledge and teaching methods may relate to students' understanding of corporate governance in higher education from the perspective of a developing country. Additionally, this study shows that to promote students' comprehension of corporate governance, there must an understanding of how teacher knowledge and teaching methods can overlap to address the challenges confronting governance education in developing countries.","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":null,"pages":null},"PeriodicalIF":2.8,"publicationDate":"2024-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141807346","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

A comprehensive analysis of gender dynamics in organizations: Integrating social, structural and individual dimensions 全面分析组织中的性别动态：综合社会、结构和个人层面

IF 2.4 3区教育学

European Journal of Education Pub Date : 2024-07-24 DOI: 10.1111/ejed.12722

M. Hundera, H. L. M. Mudde

引用次数: 0

Distributed pedagogical leadership practice for sustainable pedagogical improvement: A literature review (2010–2023) 分布式教学领导实践促进可持续教学改进：文献综述（2010-2023 年）

IF 2.4 3区教育学

European Journal of Education Pub Date : 2024-07-24 DOI: 10.1111/ejed.12723

Peter Ochieng Okiri, Mária Hercz

{"title":"Distributed pedagogical leadership practice for sustainable pedagogical improvement: A literature review (2010–2023)","authors":"Peter Ochieng Okiri, Mária Hercz","doi":"10.1111/ejed.12723","DOIUrl":"https://doi.org/10.1111/ejed.12723","url":null,"abstract":"Leadership from a distributed pedagogical perspective involves engaging multiple professionals in implementing shared responsibilities. In educational organizations, leadership responsibility structures have changed, with researchers advancing a more decentralized leadership system for sustainable pedagogical improvement. These global changes in education systems have informed the demand for sustainable quality teaching, the desire for 21st‐century learning skills, and rapid progress in education. As a result, traditional individual ‘heroic leadership’ is no longer tenable in any learning environment that intends to achieve quality pedagogical outcomes. Therefore, this narrative review paper aims to examine the essence of distributing pedagogical leadership responsibilities among multiple professionals to understand how the concept is perceived in diverse educational contexts and settings. This study reviewed relevant empirical research studies conducted to investigate the concept of distributed pedagogical leadership in Finland, Norway and Singapore. The findings revealed some gaps that informed our understanding of the concept and recommended further research studies.","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141776946","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

Linking team emergent states to achieve persistence with a business idea in student teams 将团队突发状态联系起来，实现学生团队对商业理念的坚持

IF 2.4 3区教育学

European Journal of Education Pub Date : 2024-07-24 DOI: 10.1111/ejed.12720

Marko Kolaković, Saša Petković, Tin Horvatinović

引用次数: 0