International Journal of Educational Development最新文献_第4页

Do part-time administrative positions of teachers affect student achievements? Evidence from a randomly assigned classes quasi-experiment 教师兼职行政职务是否影响学生成绩？来自随机分配班级的准实验证据

IF 2.8 3区教育学

International Journal of Educational Development Pub Date : 2025-05-13 DOI: 10.1016/j.ijedudev.2025.103298

Chen Feng , Yue-Guang Gao , An-Zhuo Liu , Yao Zhang

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Investing in education: The impact of scholarships on school attendance in India 投资教育：印度奖学金对出勤率的影响

IF 2.8 3区教育学

International Journal of Educational Development Pub Date : 2025-05-12 DOI: 10.1016/j.ijedudev.2025.103309

Tanmay Devi , Reshmi Sengupta , Debasis Rooj , Manvika Gopathi

{"title":"Investing in education: The impact of scholarships on school attendance in India","authors":"Tanmay Devi , Reshmi Sengupta , Debasis Rooj , Manvika Gopathi","doi":"10.1016/j.ijedudev.2025.103309","DOIUrl":"10.1016/j.ijedudev.2025.103309","url":null,"abstract":"<div><div>In this study, we examine the impact of school-level scholarship provision on student absenteeism in India, focusing on children aged 6–16 currently enrolled in public schools. Using nationally representative data from the Indian Human Development Surveys (IHDS) rounds I (2004–05) and II (2011–12), we employ a quasi-experimental approach to assess the effect of scholarships on school absenteeism. Our findings reveal that full scholarship provisions in public schools lead to a nearly 35 % reduction in absenteeism. Heterogeneity analysis further shows that scholarships are particularly effective in reducing absenteeism among girls, students from minority communities, and those from low-income families. We also find that scholarships decrease the time spent on private tuition, suggesting that financial support may improve overall educational outcomes by reducing dependence on external tutoring. These findings highlight the potential of scholarships to alleviate financial burdens and encourage regular school attendance. Policymakers should consider implementing similar financial incentives, particularly targeting students from disadvantaged backgrounds with high absenteeism rates, to improve school attendance and educational completion.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"116 ","pages":"Article 103309"},"PeriodicalIF":2.8,"publicationDate":"2025-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143936748","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}

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The Nueva Escuela Mexicana reform in Mexico: Promises and tensions in revaluing the people’s Mexico 墨西哥新经济改革：重估墨西哥人民价值的承诺与紧张

IF 2.8 3区教育学

International Journal of Educational Development Pub Date : 2025-05-09 DOI: 10.1016/j.ijedudev.2025.103295

Nozomi Sakata , Nicholas Bremner , Lilia Sulema Bórquez-Morales

{"title":"The Nueva Escuela Mexicana reform in Mexico: Promises and tensions in revaluing the people’s Mexico","authors":"Nozomi Sakata , Nicholas Bremner , Lilia Sulema Bórquez-Morales","doi":"10.1016/j.ijedudev.2025.103295","DOIUrl":"10.1016/j.ijedudev.2025.103295","url":null,"abstract":"<div><div>The <em>Nueva Escuela Mexicana</em> (NEM)—an education reform implemented in Mexico since 2023—represents a departure from previous neoliberal education reforms, emphasizing inclusion and diversity cultivated through active and project-based learning. As one of the first large-scale qualitative studies on the NEM, this study aimed to situate the reform within the experiences and challenges faced by educational stakeholders in Mexico, and to consider whether and how the reform may or will have contributed to addressing them. We carried out a total of 79 semi-structured individual and group interviews with various educational stakeholders in the three states of Nuevo León, Hidalgo, and Chiapas. The NEM was seemingly accepted by many participants because it helped “rescue” Mexican traditions and cultures, by contextualizing teaching and learning in their localities, and through the increased autonomy granted to teachers. However, several participants expressed their confusion about the potentially excessive flexibility in the NEM’s curriculum and pedagogy. The NEM also seemed to accompany a risk of “reverse discrimination,” as some people may not always have related so closely to the emphasis on Indigenous Languages and cultures. The article concludes with policy recommendations for the NEM, as well as for reforms implemented in similar contexts.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"116 ","pages":"Article 103295"},"PeriodicalIF":2.8,"publicationDate":"2025-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143922352","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

Envisioning professional capabilities of Taiwanese non-governmental organisations managing for sustainable development in international development collaborations 展望台湾非政府组织在国际发展合作中管理可持续发展的专业能力

IF 2.8 3区教育学

International Journal of Educational Development Pub Date : 2025-05-09 DOI: 10.1016/j.ijedudev.2025.103296

I-Hsuan Cheng

引用次数: 0

Improving the quality of basic education in ASEAN–Emerging challenges and reforms 提高东盟基础教育质量——新出现的挑战与改革

IF 2.8 3区教育学

International Journal of Educational Development Pub Date : 2025-05-07 DOI: 10.1016/j.ijedudev.2025.103292

M. Niaz Asadullah , Amir Hamza Jilani , Siwage Dharma Negara , Daniel Suryadarma

{"title":"Improving the quality of basic education in ASEAN–Emerging challenges and reforms","authors":"M. Niaz Asadullah , Amir Hamza Jilani , Siwage Dharma Negara , Daniel Suryadarma","doi":"10.1016/j.ijedudev.2025.103292","DOIUrl":"10.1016/j.ijedudev.2025.103292","url":null,"abstract":"<div><div>Southeast Asia has made remarkable progress in expanding access to education, surpassing many other developing regions in bringing children to school. However, ensuring foundational literacy and numeracy—core indicators of the quality of basic education—remains a pressing challenge across the region. Various education reforms, programs, and initiatives supported by governmental, non-governmental, and non-profit organizations have been implemented with mixed success. This essay introduces the eight papers featured in the Special Issue jointly proposed by the Asian Development Bank Institute (ADBI), the Asian Development Bank (ADB), and the ISEAS-Yusof Ishak Institute on the emerging challenges and necessary reforms to improve the quality of basic education in ASEAN. Contributions from ADB and ADBI staff, academic researchers, and practitioners within the region reflect on the state of education following the COVID-19 pandemic, presenting new evidence on barriers to learning outcomes and offering actionable policy recommendations for advancing education quality. The papers provide cross-country analyses and country-specific studies, focusing on Thailand, Vietnam, Indonesia, the Philippines, and Malaysia. They address an array of interconnected topics, including the impact evaluation of government and non-government education programs, the effects of pandemic-induced school closures on learning outcomes, and stakeholder perceptions of education quality and learning achievement. Together, these studies present diverse methodological approaches and findings, offering a comprehensive lens through which to understand and tackle persistent educational challenges in ASEAN.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"116 ","pages":"Article 103292"},"PeriodicalIF":2.8,"publicationDate":"2025-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143917302","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

Crossing cultures: The spectrum of intercultural conflict among international students in Northern India 跨文化：印度北部国际学生的跨文化冲突

IF 2.8 3区教育学

International Journal of Educational Development Pub Date : 2025-05-06 DOI: 10.1016/j.ijedudev.2025.103301

Bipasha Das , Satyam Verma , Alok Gardia

{"title":"Crossing cultures: The spectrum of intercultural conflict among international students in Northern India","authors":"Bipasha Das , Satyam Verma , Alok Gardia","doi":"10.1016/j.ijedudev.2025.103301","DOIUrl":"10.1016/j.ijedudev.2025.103301","url":null,"abstract":"<div><div>The study explores intercultural conflicts among international students in Northern India, particularly emphasizing the intersectional dynamics of nationality, race, gender, and religion in shaping their experiences. It was conducted using a qualitative phenomenological design that analyzed the experiences of 12 students from 11 countries and four religions through a semi-structured, in-depth interview schedule. Findings show that students experienced cross-cultural discrepancy, explicit prejudice, and intersectional discrimination. The study found that international students face challenges in adapting to cultural changes and integrating into a new society due to the lack of intercultural sensitivity among local students. The initial culture shock experienced by international students typically manifests through specific challenges related to everyday interactions, dietary adjustments, religious celebrations, gender norms, and dress codes. On the contrary, the challenges expanded their outlook toward cultural adjustment. The findings of the study also revealed that international students are sometimes exposed to gender-based harassment and discrimination, which can vary based on their particular religion and nationality. The study underscores the urgent need to develop sound inclusion strategies for international students, giving them more opportunities for mutual interaction and absorption in campus life.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"116 ","pages":"Article 103301"},"PeriodicalIF":2.8,"publicationDate":"2025-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143912302","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

Long-term associations between early childhood education and academic achievement in two low- and middle-income countries 两个低收入和中等收入国家幼儿教育与学业成绩之间的长期联系

IF 2.8 3区教育学

International Journal of Educational Development Pub Date : 2025-05-06 DOI: 10.1016/j.ijedudev.2025.103294

Laura Betancur , Elizabeth Votruba-Drzal , Portia Miller

{"title":"Long-term associations between early childhood education and academic achievement in two low- and middle-income countries","authors":"Laura Betancur , Elizabeth Votruba-Drzal , Portia Miller","doi":"10.1016/j.ijedudev.2025.103294","DOIUrl":"10.1016/j.ijedudev.2025.103294","url":null,"abstract":"<div><div>Using data from India and Peru, this study examined whether children who attended early childhood education (ECE) showed higher math and vocabulary achievement from childhood to adolescence compared to children who did not attend ECE. It also assessed whether the strength of these associations differed among children who attended public or private ECE. A sample of 4063 children from economically disadvantaged communities in India and Peru was examined. Results of multilevel models that accounted for potential family and community confounding characteristics showed that participating in ECE was associated to better achievement through age 15. Additionally, positive links between private ECE and achievement were stronger than those observed for public ECE. These results were robust to the inclusion of propensity weights in the analyses to adjust for selection bias. Findings suggest that ECE expansion across the globe may be a promising avenue to improve learning among children in low- and middle-income countries but focusing on monitoring and improving quality is necessary.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"116 ","pages":"Article 103294"},"PeriodicalIF":2.8,"publicationDate":"2025-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143912022","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

National citizenship as an impediment to global citizenship? The ‘glocal’ approach to global citizenship education in Taiwan and the necessary preconditions 国家公民身份是全球公民身份的障碍？台湾全球公民教育的“全球本土化”路径及其必要前提

IF 2.8 3区教育学

International Journal of Educational Development Pub Date : 2025-05-01 DOI: 10.1016/j.ijedudev.2025.103289

Cheng-Yu Hung

{"title":"National citizenship as an impediment to global citizenship? The ‘glocal’ approach to global citizenship education in Taiwan and the necessary preconditions","authors":"Cheng-Yu Hung","doi":"10.1016/j.ijedudev.2025.103289","DOIUrl":"10.1016/j.ijedudev.2025.103289","url":null,"abstract":"<div><div>The debates about whether national citizenship (NC) and global citizenship (GC) are either mutually contradictory or can be compatible, has been a long-running topic in the scholarship of philosophy. This article uses Taiwan as an example with its complex nationhood to demonstrate how their citizenship curriculum developers have approached this issue and incorporated global citizenship education (GCE) in the latest curriculum. This case study discovers that three preconditions are essential to GC development: (a) the discovery of self-identity, (b) openness to diverse values and (c) social transformation within liberal and democratic constructs. Also, from the qualitative data collected, it can be seen that GC can act as a ‘prism’ reflecting the significance of NC and NC in turn is a ‘reference point’ for students to reflect upon global issues from a local viewpoint. In line with the emerging ‘glocal pedagogies’ and their dialectical nature, GC is not only compatible with NC but also reinforces national awareness. This Taiwanese case hopes to inspire countries facing a similar crisis of nationhood or with self-governing areas pursuing independence to reconsider GC as one of the citizenship curriculum development options.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"115 ","pages":"Article 103289"},"PeriodicalIF":2.8,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143895627","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

Dialogical truncation between law, economics, and organizations in Brazilian higher education institutions 巴西高等教育机构中法律、经济和组织之间的对话截断

IF 2.8 3区教育学

International Journal of Educational Development Pub Date : 2025-05-01 DOI: 10.1016/j.ijedudev.2025.103293

Ricardo Wagner Righi de Toledo , Patrícia Bernardes , Maria Inês Martins , Matheus Pereira Libório

{"title":"Dialogical truncation between law, economics, and organizations in Brazilian higher education institutions","authors":"Ricardo Wagner Righi de Toledo , Patrícia Bernardes , Maria Inês Martins , Matheus Pereira Libório","doi":"10.1016/j.ijedudev.2025.103293","DOIUrl":"10.1016/j.ijedudev.2025.103293","url":null,"abstract":"<div><div>This research is based on the new institutional economics and the dialogue between law, economics, and organizations. The central hypothesis is that there is limited dialogue between these areas in Brazil, and the study's objective is to measure its dialogical truncation degree. The research's relevance is justified by flaws in public policy and management in the country, which increase transaction costs and waste scarce resources, harming social well-being. The research analyzes the presence of disciplines related to law and economics in seventy higher education institutions (40 undergraduate courses and 20 postgraduate courses) through content analysis of teaching plans, syllabuses, and other pedagogical documents from 912 disciplines of these courses. The results show that only 4.44 % of courses address the law and economics, indicating that the dialogical truncation between law, economics, and organizations is a source of failures in public policy and management in the country. In addition to the Brazilian case, the research offers a framework that allows for measuring the dialogical truncation degree between law, economics, and administration and indicates to what extent these disciplines are connected and inserted in higher education courses in other countries. Applying this framework enables a deeper analysis of the relationship between transaction costs, institutions' efficiency, and economic performance with the dialogical truncation degree between law, economics, and administration courses in any country.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"115 ","pages":"Article 103293"},"PeriodicalIF":2.8,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143891066","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

Understanding how Turkish principals know to manage: An epistemological perspective of principals’ “Know How” 理解土耳其校长如何懂得管理：校长“懂得”的认识论视角

IF 2.8 3区教育学

International Journal of Educational Development Pub Date : 2025-05-01 DOI: 10.1016/j.ijedudev.2025.103286

Nihan Demirkasımoğlu , Anil Kadir Eranil , Gökhan Arastaman

{"title":"Understanding how Turkish principals know to manage: An epistemological perspective of principals’ “Know How”","authors":"Nihan Demirkasımoğlu , Anil Kadir Eranil , Gökhan Arastaman","doi":"10.1016/j.ijedudev.2025.103286","DOIUrl":"10.1016/j.ijedudev.2025.103286","url":null,"abstract":"<div><div>This study explores how school principals in Türkiye access and utilize different types of knowledge in their administrative processes, with a focus on the interplay between these types. It also aims to understand the factors that facilitate or hinder principals’ knowledge acquisition and to investigate whether knowledge use varies significantly by gender, education level, and seniority. The study employs a convergent mixed-methods design, integrating quantitative and qualitative data collected from school principals across 12 provinces in Türkiye. The quantitative data measured principals' reliance on various knowledge sources, while the qualitative data provided deeper insights into the challenges they face in accessing and utilizing knowledge. Data collection included surveys and in-depth interviews with school principals. Quantitative findings reveal that principals predominantly rely on explicit knowledge sources, such as management training and education legislation, while experiential and intuitive knowledge are less utilized. Qualitative data, however, underscores the importance of tacit knowledge, with principals frequently turning to peer-to-peer learning and personal experience. Barriers to knowledge access include heavy workloads, rapidly changing legislation, and limited professional development opportunities, which hinder principals’ ability to stay updated. The findings suggest that school principals would benefit from more holistic professional development programs that balance formal training with opportunities for experiential learning and peer collaboration. Addressing structural barriers, such as workload and inadequate access to timely legislative updates, would improve principals' capacity to integrate both explicit and tacit knowledge into their leadership practice.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"115 ","pages":"Article 103286"},"PeriodicalIF":2.8,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143891065","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