International Journal of Educational Development最新文献_第3页

Distributed leadership’s impact on instructional practices: Mediators of self-efficacy and school innovativeness, moderated by autonomy 分布式领导对教学实践的影响：自我效能感和学校创新的中介，由自主性调节

IF 2.3 3区教育学

International Journal of Educational Development Pub Date : 2026-05-01 Epub Date: 2026-05-09 DOI: 10.1016/j.ijedudev.2026.103590

Chuan‑Chung Hsieh , Anh Hoang Khau

{"title":"Distributed leadership’s impact on instructional practices: Mediators of self-efficacy and school innovativeness, moderated by autonomy","authors":"Chuan‑Chung Hsieh , Anh Hoang Khau","doi":"10.1016/j.ijedudev.2026.103590","DOIUrl":"10.1016/j.ijedudev.2026.103590","url":null,"abstract":"<div><div>This study examined the influence of distributed leadership on teachers’ instructional practices in Vietnam, with teacher self-efficacy and school innovativeness as mediators, and teacher autonomy as a moderator. Using secondary data from the Teaching and Learning International Survey (TALIS) 2018, responses from 3825 lower secondary teachers were analysed through partial least squares structural equation modelling (PLS-SEM). The findings indicate that distributed leadership positively impacts teachers’ instructional practices and indirectly impacts it through teacher self-efficacy. However, school innovativeness does not mediate the relationship between distributed leadership and teachers’ instructional practices. Notably, for distributed leadership to impact instructional practices through school innovativeness, the process follows a chain from distributed leadership to school innovativeness, then to teacher self-efficacy, and finally to instructional practices. Besides, teacher autonomy moderates the relationship between distributed leadership and teachers’ instructional practices. These results offer insights into the interactions between leadership, teacher beliefs, school climate, and autonomy within the Confucian–socialist school context.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"123 ","pages":"Article 103590"},"PeriodicalIF":2.3,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147850461","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

Attendance trajectories as early predictors of school dropout: Evidence from a National Cohort in Chile 出勤轨迹作为辍学的早期预测因素：来自智利国家队列的证据

IF 2.3 3区教育学

International Journal of Educational Development Pub Date : 2026-05-01 Epub Date: 2026-05-04 DOI: 10.1016/j.ijedudev.2026.103585

Carolina Gazmuri Barker, Nadia Siddiqui

{"title":"Attendance trajectories as early predictors of school dropout: Evidence from a National Cohort in Chile","authors":"Carolina Gazmuri Barker, Nadia Siddiqui","doi":"10.1016/j.ijedudev.2026.103585","DOIUrl":"10.1016/j.ijedudev.2026.103585","url":null,"abstract":"<div><div>School dropout is associated with long-term economic, social, and health consequences. Evidence also suggests that preventive interventions and early identification strategies are more effective than post-dropout reintegration efforts. This study examines predictors of dropout at the transition to high school in Chile using longitudinal administrative records for a full national cohort (N = 248,169) followed from 2020 to 2024. We estimate a series of logistic regression models with school-clustered robust standard errors, sequentially adding attendance and academic achievement trajectories. Results show that attendance—especially in the years immediately preceding the transition—is the most powerful predictor of dropout, exceeding the explanatory contribution of achievement. Misalignment between age and grade and socioeconomic disadvantage are also strongly associated with dropout. Importantly, students in public schools who are not formally classified as socioeconomically vulnerable exhibit the highest predicted dropout probabilities, suggesting potential gaps in targeting and identification mechanisms. Findings support strengthening the early identification process, improving vulnerability identification, and intervening before disengagement becomes entrenched.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"123 ","pages":"Article 103585"},"PeriodicalIF":2.3,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147850462","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

Intergenerational and peer transmission of gender attitudes and their impact on educational expectations 性别态度的代际和同辈传递及其对教育期望的影响

IF 2.3 3区教育学

International Journal of Educational Development Pub Date : 2026-05-01 Epub Date: 2026-05-13 DOI: 10.1016/j.ijedudev.2026.103587

Robert Rudolf , Valerie Sotardi

{"title":"Intergenerational and peer transmission of gender attitudes and their impact on educational expectations","authors":"Robert Rudolf , Valerie Sotardi","doi":"10.1016/j.ijedudev.2026.103587","DOIUrl":"10.1016/j.ijedudev.2026.103587","url":null,"abstract":"<div><div>We investigate the roles of parents and peers in the formation of gender attitudes among children and adolescents. Moreover, we examine whether gender attitudes bias lowers educational expectations for girls. We use data from the 2023 OECD Survey on Social and Emotional Skills, comprising 14,530 students aged 10 and 15 across eight countries and three continents. We employ multilinear Mundlak-style and instrumental variables regression techniques controlling for individual, household, school, and country effects. As for gender attitudes, we focus on beliefs about innate sex differences in social and emotional skills. Findings indicate that both parental and peer gender attitudes are robust predictors of the gender attitudes of children and adolescents. Peer effects are found to be relatively stronger than parent effects. Moreover, when children perceive a more traditional division of labor at home, they are more likely to hold biased gender attitudes. Gender attitudes bias is found to lower educational expectations of adolescents, particularly among girls. These results point toward a key role that schools and parents play in tackling gender social norms bias and advancing gender equality.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"123 ","pages":"Article 103587"},"PeriodicalIF":2.3,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147952062","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

Trends in income effects of education mismatch and skill mismatch among Chinese undergraduate graduates from 2018 to 2022 2018 - 2022年中国本科毕业生教育错配和技能错配的收入效应趋势

IF 2.3 3区教育学

International Journal of Educational Development Pub Date : 2026-05-01 Epub Date: 2026-05-16 DOI: 10.1016/j.ijedudev.2026.103592

Genshu Lu , Xiaojuan Cheng

{"title":"Trends in income effects of education mismatch and skill mismatch among Chinese undergraduate graduates from 2018 to 2022","authors":"Genshu Lu , Xiaojuan Cheng","doi":"10.1016/j.ijedudev.2026.103592","DOIUrl":"10.1016/j.ijedudev.2026.103592","url":null,"abstract":"<div><div>As higher education expands, concerns about its value have arisen due to rising educational mismatches among undergraduate graduates. Using data from the Shaanxi University Graduates’ Employment and Entrepreneurship Quality Tracking Survey from 2018 to 2022, this study employs multiple linear regression and Heckman’s two-step method to analyze the distribution patterns, income effects, and trends associated with education and skill mismatches among Chinese undergraduate graduates. Key findings include: (1) The proportion of various education and skill mismatch combinations ranged from 47.86% to 53.87%, indicating that nearly half of undergraduate graduates face education or skill mismatch risks. (2) A weak but stable correlation exists between educational mismatch and skill mismatch in employment. (3) Different combinations of education and skill mismatch result in distinct income effects compared to the genuine educational match (the reference category). Specifically, compared to the reference category, the matched-in-education but overskilled category yields an income premium due to superior skill, consistent with human capital theory; the mismatch types related to overeducation impose an income penalty because these individuals are generally employed in lower-level positions, aligning with job competition theory. Over time, the earnings premium associated with combinations of education and skill mismatch tends to decrease, while the earnings penalty increases. Our findings are contextualized within China’s economic development and higher education policies.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"123 ","pages":"Article 103592"},"PeriodicalIF":2.3,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147952065","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

If no one in my family has ever excelled academically, who am I?— Examining interventions to socio-cultural reproduction 如果我家里没有人在学业上出类拔萃，那我是谁？-审查对社会文化再生产的干预措施

IF 2.3 3区教育学

International Journal of Educational Development Pub Date : 2026-05-01 Epub Date: 2026-05-16 DOI: 10.1016/j.ijedudev.2026.103591

Antony Fute , Mohamed Oubibi , Mgambi Msambwa Msafiri , Daniel Kangwa

{"title":"If no one in my family has ever excelled academically, who am I?— Examining interventions to socio-cultural reproduction","authors":"Antony Fute , Mohamed Oubibi , Mgambi Msambwa Msafiri , Daniel Kangwa","doi":"10.1016/j.ijedudev.2026.103591","DOIUrl":"10.1016/j.ijedudev.2026.103591","url":null,"abstract":"<div><div>Disparities in learning outcomes persist despite expanded access to education. Existing scholarship on educational inequality, particularly within Bourdieu's theory of social and cultural reproduction, has consistently emphasized the influence of socio-cultural capital — such as knowledge, social networks, and skills — in shaping educational achievement. Yet, this explanatory emphasis does not fully account for why some students from socio-culturally disadvantaged families outperform their peers from more advantaged backgrounds, and may unintentionally frame educational inequality as structurally fixed, thereby limiting attention to pathways through which disadvantages may be mitigated. This study addresses this gap by examining alternative family inputs, specifically parental trust and emotional support, which extend beyond conventional resource-based explanations. Using survey data from 892 students across three universities, the findings indicate that parental education and financial stability alone do not guarantee optimal learning outcomes. Instead, the study shows that, while remaining broadly consistent with the logic of social and cultural reproduction, relational family resources, especially parental trust and sustained emotional support, are associated with partially offsetting structural disadvantages in educational outcomes.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"123 ","pages":"Article 103591"},"PeriodicalIF":2.3,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147952066","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

Access to school, choice of school and respective mobility choices in Delhi 在德里上学，选择学校和各自的交通选择

IF 2.3 3区教育学

International Journal of Educational Development Pub Date : 2026-05-01 Epub Date: 2026-05-28 DOI: 10.1016/j.ijedudev.2026.103597

Deepty Jain, Shabnam Khan

{"title":"Access to school, choice of school and respective mobility choices in Delhi","authors":"Deepty Jain, Shabnam Khan","doi":"10.1016/j.ijedudev.2026.103597","DOIUrl":"10.1016/j.ijedudev.2026.103597","url":null,"abstract":"<div><div>The study explores the linkages between school choice, distance travelled to school and school travel mode choices and how these linkages govern educational inequality. We used exploratory and explanatory data analysis to investigate the impact of demographic, socioeconomic and infrastructure-related variables on access and choice of schools in Delhi. The study shows that low-income neighbourhoods have equal or more access to government-aided schools than mixed-income neighbourhoods. However, there is a disparity in the choice of school and mobility patterns among households based on socioeconomic status. Households with higher socioeconomic well-being scores (SEWS) are the choice users. Their children are more likely to be enrolled in unaided schools and travel longer distances compared to those from lower SEWS. Reducing the disparity in school choice by socioeconomic status can help parents select schools at shorter distances, encouraging active mobility and promoting equality in education. Equitable and low-carbon access to schools can be promoted by considering a comprehensive approach that integrates school management, urban planning, and transport infrastructure provisions.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"123 ","pages":"Article 103597"},"PeriodicalIF":2.3,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148184793","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

Parental educational investment in China: Evidence of a pro-daughter phenomenon 中国父母的教育投资：亲女儿现象的证据

IF 2.3 3区教育学

International Journal of Educational Development Pub Date : 2026-05-01 Epub Date: 2026-05-27 DOI: 10.1016/j.ijedudev.2026.103598

Mengzhu Yao , Fangbin Qiao

引用次数: 0

Evaluating the effectiveness of the medium of instruction on learning outcomes in technical subjects among Indian undergraduates: A quasi-experimental cross-over study 评价教学媒介对印度本科生技术学科学习成果的有效性：一项准实验交叉研究

IF 2.3 3区教育学

International Journal of Educational Development Pub Date : 2026-05-01 Epub Date: 2026-05-12 DOI: 10.1016/j.ijedudev.2026.103589

Deeksha Gupta, Deepti Sharda, Navdeep Kaur, Ritika Bansal

{"title":"Evaluating the effectiveness of the medium of instruction on learning outcomes in technical subjects among Indian undergraduates: A quasi-experimental cross-over study","authors":"Deeksha Gupta, Deepti Sharda, Navdeep Kaur, Ritika Bansal","doi":"10.1016/j.ijedudev.2026.103589","DOIUrl":"10.1016/j.ijedudev.2026.103589","url":null,"abstract":"<div><div>The medium of instruction plays a pivotal role in shaping students’ academic performance, engagement, and learning behavior—particularly in linguistically diverse contexts like India. This study investigates the pedagogical efficacy of bilingual (Hindi-English) versus monolingual (English-only) instruction in technical education, focusing on two core Computer Science subjects: Operating System Concepts and Object-Oriented Programming using C++. A quasi-experimental cross-over design was employed with undergraduate students, integrating pre-tests, four formative assessments, post-tests, structured feedback, and instructor observations. Quantitative results revealed that bilingual instruction led to significantly greater learning gains in abstract topics like Memory Management, as evidenced by paired t-tests and Mixed ANOVA. In contrast, programming concepts such as Constructors and Operator Overloading showed no significant post-test differences between the two modes, suggesting mode-neutral efficacy for syntax-driven content. Qualitative insights indicated enhanced clarity, emotional comfort, and active participation under bilingual instruction, particularly for students with limited English proficiency. Instructors observed improved in-class interaction and fewer post-class queries during bilingual sessions. This study fills a critical gap by offering empirical evidence on instructional language design in STEM education. It supports the development of a flexible bilingual teaching approach that improves student achievement and serves as a step toward expanding multilingual practices in higher education.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"123 ","pages":"Article 103589"},"PeriodicalIF":2.3,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147952064","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

Is non-formal accelerated education a long-term solution? Evidence from a randomized trial with displaced adolescents in Northeast Nigeria 非正规速成教育是长久之计吗？来自尼日利亚东北部流离失所青少年随机试验的证据

IF 2.3 3区教育学

International Journal of Educational Development Pub Date : 2026-05-01 Epub Date: 2026-04-28 DOI: 10.1016/j.ijedudev.2026.103584

Wael Moussa , Rafael Contreras-Gomez , Pauline McMurry , Hawa Biu , Mohammed Waziri Bularafa , Meriam Sassi , Carina Omoeva

引用次数: 0

Laissez faire in secondary education: The case of the New York academies 中等教育的自由放任：以纽约学院为例

IF 2.3 3区教育学

International Journal of Educational Development Pub Date : 2026-05-01 Epub Date: 2026-05-26 DOI: 10.1016/j.ijedudev.2026.103600

Donald F. Vitaliano

引用次数: 0