International Journal of Educational Development最新文献

{"title":"Testing times: The affective impact of tests in Bangladeshi schools","authors":"Ian Hardy ,&nbsp;M. Obaidul Hamid ,&nbsp;Vicente Reyes ,&nbsp;Louise G. Phillips","doi":"10.1016/j.ijedudev.2025.103239","DOIUrl":"10.1016/j.ijedudev.2025.103239","url":null,"abstract":"<div><div>Inadequate attention has been given to the nature and effects of testing on schooling in Bangladesh in research literature to date. In particular, there has been insufficient regard for the emotional or ‘affective’ impact of testing practices on students, educators and parents. We illustrate how the provision of a quality education presents as a particular challenge in a developing country such as Bangladesh, and how specific markers of achievement – notably test results, and particularly those associated with students’ attainment at the end of secondary schooling (Secondary School Certificate) – dictate so much of the lives of all stakeholders. Drawing upon literature and theorising associated with critical data studies, particularly in relation to the affective effects of testing, and interviews with senior Ministry of Education officials, headteachers, subject-teacher specialists, classroom teachers, students and parents in regional and metropolitan school settings in Bangladesh, schooling is revealed as a deeply affective enterprise in which over emphasis upon testing exacerbates and hides the failure of the decision-makers in education to pursue necessary policies and priorities. This includes adequate public investments, the provision of sufficient motivated and skilled teachers, and effective teaching-learning in the classroom – the lack of which create the conditions for private coaching and memorization-based testing. The research reveals a schooling system and broader culture which endorses, or at least accepts, private tutoring which has built up around high-stakes testing, but also how such tutoring is only available to those students and families able to afford such services. The result is a schooling system which is complicit in cultivating a broader culture in which testing and tutoring distract from the needs of education provision more broadly in Bangladesh society, leading to discriminatory and disenfranchising practices, even as the limitations of test-centred practices are critiqued, and efforts are made by educators to reduce reliance upon external tutoring as a necessary complement to schooling.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"114 ","pages":"Article 103239"},"PeriodicalIF":2.8,"publicationDate":"2025-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143464637","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":"Social capital in service-learning: Bridging gaps or reinforcing bonds in Latin American elite schools","authors":"Ignacio Barrenechea ,&nbsp;Ezequiel Gomez Caride","doi":"10.1016/j.ijedudev.2025.103235","DOIUrl":"10.1016/j.ijedudev.2025.103235","url":null,"abstract":"<div><div>Currently, all around the world societies tend to become more polarized and fragmented. In the educational landscape Service-learning programs (SLP) have been traditionally seen as an instrument to bring together people whose lives are different. In this study, we are interested in exploring to what extent SLP helps link the life experiences of elite students from those of the marginalized communities that are 'served.’ The research question that guides this qualitative study is: to what extent do SL programs promote social capital—bridging and bonding? While bridging had to do with the idea of connecting with the other, bonding had to do with the emotional and social ties between the members of a 'similar' group. Data were collected in two different phases. At first, 16 service-learning coordinators from 13 different Latin American countries were interviewed; then, 48 students' reflections were analyzed. The findings of this study reveal that Service-Learning Programs (SLP) in Latin American elite schools primarily develop social cohesion focus on their students' needs and interests, with community voices seldom being heard. To foster more equitable service-learning experiences, a specific understanding of social capital based on the notion of reciprocity is proposed.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"114 ","pages":"Article 103235"},"PeriodicalIF":2.8,"publicationDate":"2025-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143464522","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":"School as sanctuary: The role of gender in post-secondary education transition in Cameroon","authors":"Tongtong Zhao ,&nbsp;Emma Smith","doi":"10.1016/j.ijedudev.2025.103236","DOIUrl":"10.1016/j.ijedudev.2025.103236","url":null,"abstract":"<div><div>This paper considers the extent to which social and family-based gender stereotypes influence educational choices by exploring the educational aspirations of upper secondary school students in Cameroon. Drawing on semi-structured interviews with 25 secondary school students in Yaoundé, Cameroon, the findings suggest that while gender stereotyped views shaped students’ perceptions of the family and wider society, their experiences and aspirations for education were formed differently and gendered expectations were less evident. Their views were structured around issues of equality of opportunity and the hope that the benefits and opportunities afforded by education would be shared. The role of the school and its teachers in shaping and nurturing these beliefs is also important and affords students, particularly female students, a form of sanctuary where they are freer to develop their own aspirations for education, away from the gendered norms in which they live their day to day lives.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"114 ","pages":"Article 103236"},"PeriodicalIF":2.8,"publicationDate":"2025-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143464636","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":"Science and education as pillars of post-conflict recovery: Lessons from Azerbaijan’s Karabakh region","authors":"John Branch ,&nbsp;Fariz Ahmadov ,&nbsp;Nargiz Hajiyeva","doi":"10.1016/j.ijedudev.2025.103234","DOIUrl":"10.1016/j.ijedudev.2025.103234","url":null,"abstract":"<div><div>This paper explores the pivotal role of science and education in post-conflict recovery, focusing on Azerbaijan's Karabakh region following the 2020 Second Karabakh War. The study examines the contributions of Karabakh University to regional recovery by evaluating the initial student enrollment and placement process, the university's early activities and procedures, and the narratives of students, which reflect their observations and recommendations. Utilizing qualitative methods—including document analysis and thematic evaluation of publicly available resources—the research assesses how the university’s strategies align with national recovery goals, contributing to economic revitalization, social cohesion, and long-term development. Addressing the challenge of limited institutional data, this study provides valuable insights into the transformative potential of higher education in promoting regional stability and sustainable development in post-conflict environments. The findings contribute to the broader discourse on the role of education in peacebuilding and socio-economic recovery, offering practical lessons for similar regions worldwide.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"114 ","pages":"Article 103234"},"PeriodicalIF":2.8,"publicationDate":"2025-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143453884","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":"Professor John Keith Philip Watson (1939–2024)","authors":"Simon McGrath","doi":"10.1016/j.ijedudev.2025.103249","DOIUrl":"10.1016/j.ijedudev.2025.103249","url":null,"abstract":"","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"114 ","pages":"Article 103249"},"PeriodicalIF":2.8,"publicationDate":"2025-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143453885","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":"The evolution of African international students' perspectives on homosexuality after enrolling in U.S. research universities","authors":"Bismark Wiafe Bimpong ,&nbsp;Francisca Owusu","doi":"10.1016/j.ijedudev.2025.103230","DOIUrl":"10.1016/j.ijedudev.2025.103230","url":null,"abstract":"<div><div>International students bring a multitude of benefits to U.S. society. They offer unique perspectives and experiences stemming from diverse cultural, religious, and societal backgrounds. This study explores the perceptions of African international students (AIS) in research universities in the U.S. regarding the practice of homosexuality. Using an interpretive phenomenology method, a purposive sampling strategy, and a thematic analysis approach, the authors selected 13 participants from various African countries studying at different research universities in the U.S. The study offers insights into how African international students navigate a new cultural environment, specifically in relation to their perspectives on homosexuality. The findings revealed that many AIS initially held negative views on homosexuality due to strong cultural and religious influences from their home countries. However, as they spent more time in the U.S., their perspective changed. A major contribution made is the importance of research universities considering offering specialized services to cater to the needs of international students.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"114 ","pages":"Article 103230"},"PeriodicalIF":2.8,"publicationDate":"2025-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143421183","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 interplay among school climate, instructional quality and teacher job satisfaction: Mediation of teacher motivation","authors":"Cahit Erdem ,&nbsp;Mehmet Koçyiğit","doi":"10.1016/j.ijedudev.2025.103231","DOIUrl":"10.1016/j.ijedudev.2025.103231","url":null,"abstract":"<div><div>Despite the significance of school climate and teacher motivation for instructional quality and teacher job satisfaction, prior research has not empirically tested the relationships among them. This study aims to elucidate the direct and indirect effects of school climate on teacher job satisfaction and instructional quality, with the mediating effect of teacher motivation. A correlational design was employed in this study, which conducted a secondary data analysis based on the Teaching and Learning International Survey (TALIS 2018) Türkiye dataset (3883 teachers) to explore the relationships and test the offered structural model. The results demonstrated that school climate has a direct effect on teacher job satisfaction and instructional quality. Furthermore, the study revealed that teacher motivation plays a mediating role in the relationships between school climate and instructional quality, as well as between school climate and teacher job satisfaction. However, the magnitudes of the indirect effects were found to be very small. The results are discussed in line with the literature and implications are provided.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"114 ","pages":"Article 103231"},"PeriodicalIF":2.8,"publicationDate":"2025-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143421182","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":"Assessment of the impact of Public-Private Partnerships in education: A case study of schools in Brazil","authors":"Kelly Fabiane Simões ,&nbsp;Rodrigo Nobre Fernandez ,&nbsp;André Carraro ,&nbsp;Alex Felipe Lima","doi":"10.1016/j.ijedudev.2025.103232","DOIUrl":"10.1016/j.ijedudev.2025.103232","url":null,"abstract":"<div><div>This article conducted an impact assessment of elementary schools in the Brazilian municipality of Belo Horizonte (BH), which were constructed and are managed through Public-Private Partnerships (PPPs). In order to achieve this objective, the grades of Portuguese language and mathematics disciplines from the SAEB exam in the years 2017 and 2019 were employed as a proxy for performance. The outcomes were diverse and revealed a modest positive impact. Nevertheless, the findings suggest that the superior performance of students from PPP schools could be linked to the enhanced infrastructure provided by these institutions.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"114 ","pages":"Article 103232"},"PeriodicalIF":2.8,"publicationDate":"2025-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143421893","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 teachers who leave: Teacher attrition in Burkina Faso","authors":"Biniam Bedasso ,&nbsp;Amina Mendez Acosta","doi":"10.1016/j.ijedudev.2025.103228","DOIUrl":"10.1016/j.ijedudev.2025.103228","url":null,"abstract":"<div><div>High teacher attrition affects education systems through direct costs in replacing teachers who left the service, and indirect costs in classroom disruption and loss in experience. Efforts to address teacher shortage must be informed by which teachers leave and why. Using administrative data from Burkina Faso, we aimed to analyze the demographic and geographic correlates of teacher turnover. We find that early career teachers, female teachers, and teachers with tertiary education, are more likely to attrite. Teachers who hold higher positions—such as school principals—have better retention rates. In terms of school-level attrition, rural and remote schools tend to lose teachers to other schools whereas schools in urban or more developed regions are more likely to lose teachers to options outside of the teacher workforce. Finally, we discuss policy options in improving teacher retention given these findings.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"113 ","pages":"Article 103228"},"PeriodicalIF":2.8,"publicationDate":"2025-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143402739","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":"Purpose of education in former British African colonies: From contestation to bureaucratization","authors":"Deborah Spindelman ,&nbsp;Luis Crouch","doi":"10.1016/j.ijedudev.2025.103226","DOIUrl":"10.1016/j.ijedudev.2025.103226","url":null,"abstract":"<div><div>This paper examines how colonial policies, and the contestation of such policies, shaped African education provisions, specifically in British colonies. As a case in point, it examines policy borrowing via a process that might be called “policy imposition,” albeit with considerable contestation. The paper examines the complex evolution of African education policies during the late 19th century and the first half of the 20th century, highlighting indigenous Africans’ early demands for inclusive, context-specific education during the colonial era. Much of the contestation was around differences in understandings of the purpose of education: The vision of colonial officials and colonial policy, on the one hand, contrasts with the vision of indigenous Africans, on the other. The paper then traces how stated purposes of education underwent a transformation in the years following independence. This was a transformation from a vision of education as a driver of national unity (or part of a nation project) to a default vision where education is a narrowly instrumental tool for development. To a significant degree, this transformation occurred under the influence of international agencies. This involved a process that was less imposed than colonial policies but also not quite a creative contestation of metropolitan ideas. This occurred in a manner that often diverged from visionary statements by independence leaders. Indeed, these leaders’ visions were mostly centered around nation-building. This contrasts with the technocratic or instrumental purposes international agencies tended to assume and (to a significant degree) impose. The pursuit of international funds for education thus resulted in independent African countries suffering a significant loss of internal purpose as they came under the influence of international priorities and preferred methods for attaining them, which were largely focused on individualistic rather than collective goals, and on centralist, blue-print types of technocratic planning mechanisms. The paper critiques these approaches and instead advocates for an adaptive, iterative system design. This involves emphasizing the importance of a shared, deeply felt purpose when fostering genuine educational progress.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"113 ","pages":"Article 103226"},"PeriodicalIF":2.8,"publicationDate":"2025-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143386977","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}