International Journal of Educational Development最新文献

{"title":"Can inquiry-based pedagogy improve math performance? Evidence from 5711 students in Vietnam on the mediating role of math attitude","authors":"Ji Liu ,&nbsp;Amin Abdul ,&nbsp;Millicent Aziku ,&nbsp;Yue Chen","doi":"10.1016/j.ijedudev.2024.103170","DOIUrl":"10.1016/j.ijedudev.2024.103170","url":null,"abstract":"<div><div>High-quality math instruction is essential for fostering students’ critical thinking and problem-solving skills. This study explores the potential of inquiry-based pedagogy on student math attitude and performance in Vietnam, leveraging the 2022 Programme for International Student Assessment dataset comprising 5711 students. Using structural equation modelling, findings show that inquiry-based pedagogy significantly enhances math attitude (std.β=0.42, p&lt;0.001) and math performance (std.β=0.08, p&lt;0.001). Math attitude positively and partially mediates the relationship between inquiry-based pedagogy and math performance (std.β=0.07, p&lt;0.001). Disaggregated analysis by region, school type, and geographic location further highlights the significance of instructional pedagogy in improving instructional outcomes across contexts.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"111 ","pages":"Article 103170"},"PeriodicalIF":2.8,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142704292","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}

{"title":"Deciphering socioeconomic inequality in science literacy: Evidence from PISA 2015 in Türkiye","authors":"Betül Yediyıldız ,&nbsp;Ulas Ustun","doi":"10.1016/j.ijedudev.2024.103173","DOIUrl":"10.1016/j.ijedudev.2024.103173","url":null,"abstract":"<div><div>Educational equity is a fundamental objective in many education systems, yet challenges persist in achieving this goal, as evidenced by international large-scale assessments like PISA. This study critically examines the relationship between socioeconomic status (SES) and science literacy. Our findings indicate that grouping students based on academic achievement amplifies the achievement gap and SES disparities between different types of secondary schools. The academic stratification in secondary schools deepens the issues regarding educational inequality. Furthermore, considering substantial differences between regions regarding the SES-achievement relationship, we propose that future research and policy initiatives focusing on SES should address regional disparities.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"111 ","pages":"Article 103173"},"PeriodicalIF":2.8,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142747873","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}

{"title":"Radiating out rather than scaling up: Horizontalism and digital educational governance in Ghana","authors":"Michael Gallagher ,&nbsp;Pete Evans ,&nbsp;Joshua Sarpong-Duah","doi":"10.1016/j.ijedudev.2024.103168","DOIUrl":"10.1016/j.ijedudev.2024.103168","url":null,"abstract":"<div><div>Digital education is often understood as a force for the standardization of education. In this paper, we argue for the development of policy and strategy instruments founded on situated local educational contexts and needs. Using the theoretical lens of Escobar’s horizontalism, we interrogate how educational governance in Ghana is being increasingly structured around digital technologies and the effects of these policy structures on local educational diversity. The governance around the digitalisation of education in Ghana sits in productive tension with that horizontalism. In this paper, we explore this through an analysis of two interrelated national instruments that speak to this digitalisation: (i) the Education Strategic Plan 2018 – 2030 and (ii) the ICT in education reform. We note how these instruments provide oversight and centralisation around the use of ICT in education in Ghana, and how this centralisation is seen as increasingly critical to meeting the scaled educational targets of SDG4. We explore how these policies cascade into two digital initiatives in education in Ghana, namely (i) Edmodo and (ii) the Open University Framework.</div><div>This analysis provides insight into how the structure of educational governance impacts what might potentially be diverse responses to local educational needs and contextual realities, how that governance is increasingly codified in policy and strategy instruments, and how those instruments are entangled in discrete digital initiatives. Our analysis, while rooted in the situated horizontalism of local educational needs, also engages with the globalised and universalist policy discourses of technology use in education.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"111 ","pages":"Article 103168"},"PeriodicalIF":2.8,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142704293","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}

{"title":"What’s pushing them out of school? A mixed methods approach to examining primary school dropout in Kakuma Refugee Camp in Kenya","authors":"Jihae Cha","doi":"10.1016/j.ijedudev.2024.103172","DOIUrl":"10.1016/j.ijedudev.2024.103172","url":null,"abstract":"<div><div>Using an integrated sequential mixed methods design, this research examined the case of children and youth in Kakuma Refugee Camp in Kenya in relation to factors that influence school dropout. We used purposive sampling and snowball sampling to recruit children and youth who were enrolled in a formal education system and but were no longer attending and/or has not completed primary school. Drawing from 685 student surveys and 46 semi-structured interviews with out-of-school individuals, results suggest that factors such as inability to pay school-related fees, strict school policy on uniforms and supplies, poverty, and family responsibilities contributed to primary school dropout in Kakuma Refugee Camp. This article concludes with implications for addressing school dropout issues in a camp setting through ongoing professional development and intersectoral and collaborative approaches to refugee education.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"111 ","pages":"Article 103172"},"PeriodicalIF":2.8,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142747872","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}

{"title":"The road to sustainable peace: Galtung’s concept of positive peace as a framework to examine post-war reconstruction initiatives in Syria","authors":"Rami Younes","doi":"10.1016/j.ijedudev.2024.103164","DOIUrl":"10.1016/j.ijedudev.2024.103164","url":null,"abstract":"<div><div>Premised on Galtung’s theory of positive peace (1969), this study examines whether the Syrian government’s post-war initiatives to reconstruct the education sector aim to promote a culture of positive peace. Data is obtained from semi-structured interviews with twelve participants consisting of senior government officials, teacher educators from a public university and the equivalent of pre-service and in-service teacher training centres within a government-held area. The validity of meaning developed from interview data was also assessed through cross-checking emerging patterns with document examination. Research findings reveal that the government’s current approach to reconstruction is based on a negative concept of peace that aims to bring life back to ‘normal’ as it was before the conflict.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"111 ","pages":"Article 103164"},"PeriodicalIF":2.8,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142660131","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}

{"title":"Grounded theory study of engagement of non-governmental organisations in inclusive education reform in Central Asia","authors":"Kamila Rollan","doi":"10.1016/j.ijedudev.2024.103167","DOIUrl":"10.1016/j.ijedudev.2024.103167","url":null,"abstract":"<div><div>While UN agencies call for increased NGOs’ involvement in IE reform, comprehensive understanding of their effects have remained limited. The research addresses this gap by focusing on domestic NGOs' engagement in the IE movement, examining the context of Kazakhstan and Kyrgyzstan. The study adopts a grounded theory approach, delving into various data sources, including policy documents, interviews with NGO representatives, and discussions with international donor organisations. The study results in the development of a comprehensive 'NGO Engagement in IE Framework' consisting of four tiers: functional roles of NGOs (Tier-1), employed strategies to successfully engage in IE development (Tier-2), barriers to the engagement (Tier-3), and motivations behind NGOs’ efforts (Tier-4). NGOs are found to contribute to policy advocacy, teacher training, inclusive schooling initiatives, parent support, research, and more. To achieve best results, NGOs build partnerships with multiple stakeholders including governmental and local authorities, international organisations, businesses, and other NGOs. Yet, they struggle with limited funding, lack of consistent political will of the states to promote IE, weak organisational capacity of NGOs, and their limited autonomy. Motivations behind NGO engagement centre around their self-perception as agents of change. The framework emphasises the interplay between NGOs and their countries' socio-political context.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"111 ","pages":"Article 103167"},"PeriodicalIF":2.8,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142703200","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}

{"title":"Extending ASER as an assessment tool throughout South Asia","authors":"John Richards","doi":"10.1016/j.ijedudev.2024.103152","DOIUrl":"10.1016/j.ijedudev.2024.103152","url":null,"abstract":"<div><div>Since 2006, Pratham, an Indian NGO, has conducted large-scale biannual surveys in all Indian states, in basic reading and arithmetic – surveys known by the acronym \"ASER\" (Annual Status of Education Report, Rural). The article endorses large-scale international assessments (such as PISA and ASER) as necessary tools for evaluating school systems at national level in the case of centralized systems and, in countries with decentralized systems, for evaluating sub-national systems. In India, both the central government in Delhi and state-level governments exercise substantial education jurisdiction. Delhi's 2010–12 decisions to incentivize enrolment without reference to quality disproportionately impacted above-median states. Delhi's decision to close all schools for nearly two years during pandemic (2020–22) again disproportionately impacted outcomes in above-median states. Similar impacts arose for arithmetic. By the 2018 survey (pre-COVID), ranking states by grade 5 ability to read at a basic level, nearly three-fifths of students in top-quintile states could read; in bottom-quintile states, at best one third students could read. In 2022 (post-COVID), the national average of rural students able to achieve ASER basic reading and do arithmetic are below ASER 2010 results.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"111 ","pages":"Article 103152"},"PeriodicalIF":2.8,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142660129","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}

{"title":"“Like an invisible hand”: Gender in university cooperation for international development in Spain","authors":"Alba Castellsagué","doi":"10.1016/j.ijedudev.2024.103165","DOIUrl":"10.1016/j.ijedudev.2024.103165","url":null,"abstract":"<div><div>International development cooperation has been strongly influenced by gender mainstreaming. Recently, feminist cooperation and aid policies have emerged in different countries, calling for a change in approach. In Spain, universities are important actors in international development, not only by ratifying their commitment to the 2030 Agenda, but also by leading projects and educational actions towards the Sustainable Development Goals. Nevertheless, the gender perspective has sometimes been neglected or poorly implemented in higher education cooperation activities. This article analyses the experiences of cooperation projects in different Spanish universities, identifying their potential and limitations. The results show existing barriers to the integration of a gender perspective. Several opportunities and strategies for overcoming these barriers are addressed in order to move towards Spain’s ambitious commitments of feminist cooperation.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"111 ","pages":"Article 103165"},"PeriodicalIF":2.8,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142660130","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}

{"title":"Addressing extremist abuses of medieval pasts: A connection-first approach to narratives of hate","authors":"Claire Dillon ,&nbsp;Vikramaditya Joshi ,&nbsp;Amra Sabic-El-Rayess","doi":"10.1016/j.ijedudev.2024.103160","DOIUrl":"10.1016/j.ijedudev.2024.103160","url":null,"abstract":"<div><div>“Hello, brother” were the last words of Haji-Daoud Nabi and the first words to greet the shooter who killed 51 and injured dozens more at Masjid al-Noor and the Linwood Islamic Centre on 15 March 2019, in Christchurch, New Zealand. In the aftermath of this devastating attack, the shooter’s motives came to light in the form of a seventyfour- page manifesto and the writing scrawled across his weapons. His manifesto outlined an ideological motive steeped in racism, particularly against Muslims, centering on “The Great Replacement” theory that solidified in France after originating in Serbia. Considering the fact that a maliciously selective and misrepresented reading of history motivated the Christchurch shooter to engage in a horrific act of targeted violence (i.e., a form of violence targeted at a specific person or community because of their identity), this article will propose a pedagogic approach that seeks to build collective resilience to hate within classrooms, schools, and communities. Framed within the broader literature of violence prevention at the intersection of medieval history and education, this article will: a) introduce an illustrative case study that demonstrates the manipulation of history by extremists, with the Christchurch shooting as a culminating outcome intended by the very design of this weaponization and misrepresentation of history; b) offer a pedagogic approach that spotlights the role of connection alongside correction, which nurtures resilience to hate in classrooms and schools by bridging the power of social connectedness in parallel with epistemic concerns regarding the rectification of factual errors or misrepresentations; and c) closes with a call for this pedagogic approach to expand beyond the classroom in order to strengthen the democratic ethos within which members of the public are exposed to the manipulated and fabricated versions of history that exacerbate phenomena such as polarization, Othering, and risk of radicalization.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"111 ","pages":"Article 103160"},"PeriodicalIF":2.8,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142572327","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}

{"title":"Borrowing policies better versus borrowing better policies? Lessons from the histories of Korea and Japan","authors":"Luis Crouch ,&nbsp;Deborah Spindelman","doi":"10.1016/j.ijedudev.2024.103161","DOIUrl":"10.1016/j.ijedudev.2024.103161","url":null,"abstract":"<div><div>In this paper, we focus on two educational development paragons: Korea and Japan. We also present a framework for understanding policy borrowing. We then compare Korean and Japanese education policy borrowing strategies against our framework. We also contrast how this was done to the now-current policy lending approaches of two multilateral agencies, UNESCO and the World Bank, and two relatively new (at least in education) bilateral agencies, the Japan International Cooperation Agency and the Korea International Cooperation Agency. We conclude that the process of policy lending and borrowing today is, in many respects, much less productive than was historically the case when Korea and Japan borrowed so well, and that policy lending agencies and borrowing countries could learn a great deal from how Japan and Korea did it. We show that one likely reason Korea and Japan borrowed so well was the intensity with which they analyzed and then implemented or rejected what they saw, was that they saw education as perhaps the single most important factor in their development as nations. In our examination of educational development today, we argue, that centrality is largely missing, which may explain why policy borrowing processes comparatively weak.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"111 ","pages":"Article 103161"},"PeriodicalIF":2.8,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142660128","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}