International Journal of Educational Development最新文献_第8页

Can inquiry-based pedagogy improve math performance? Evidence from 5711 students in Vietnam on the mediating role of math attitude 探究式教学法能提高数学成绩吗？来自越南 5711 名学生的关于数学态度的中介作用的证据

IF 2.8 3区教育学

International Journal of Educational Development Pub Date : 2024-11-01 DOI: 10.1016/j.ijedudev.2024.103170

Ji Liu , Amin Abdul , Millicent Aziku , Yue Chen

引用次数: 0

Deciphering socioeconomic inequality in science literacy: Evidence from PISA 2015 in Türkiye 解读科学素养中的社会经济不平等：来自2015年PISA的证据

IF 2.8 3区教育学

International Journal of Educational Development Pub Date : 2024-11-01 DOI: 10.1016/j.ijedudev.2024.103173

Betül Yediyıldız , Ulas Ustun

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What’s pushing them out of school? A mixed methods approach to examining primary school dropout in Kakuma Refugee Camp in Kenya 是什么让他们辍学的？肯尼亚卡库马难民营小学辍学率调查的混合方法

IF 2.8 3区教育学

International Journal of Educational Development Pub Date : 2024-11-01 DOI: 10.1016/j.ijedudev.2024.103172

Jihae Cha

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Radiating out rather than scaling up: Horizontalism and digital educational governance in Ghana 向外辐射而非扩大规模：加纳的横向主义和数字教育治理

IF 2.8 3区教育学

International Journal of Educational Development Pub Date : 2024-11-01 DOI: 10.1016/j.ijedudev.2024.103168

Michael Gallagher , Pete Evans , Joshua Sarpong-Duah

{"title":"Radiating out rather than scaling up: Horizontalism and digital educational governance in Ghana","authors":"Michael Gallagher , Pete Evans , 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}

引用次数: 0

IJED Vol. 111 article summaries

IF 2.8 3区教育学

International Journal of Educational Development Pub Date : 2024-11-01 DOI: 10.1016/j.ijedudev.2024.103177

Stephen P. Heyneman

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Editorial: Language capital and the medium of instruction: Issues of pedagogy, economics, and political feasibility

IF 2.8 3区教育学

International Journal of Educational Development Pub Date : 2024-11-01 DOI: 10.1016/j.ijedudev.2024.103132

Donia Smaali , Tariq Elyas

引用次数: 0

The road to sustainable peace: Galtung’s concept of positive peace as a framework to examine post-war reconstruction initiatives in Syria 通往可持续和平之路：将加尔通的积极和平概念作为审查叙利亚战后重建倡议的框架

IF 2.8 3区教育学

International Journal of Educational Development Pub Date : 2024-11-01 DOI: 10.1016/j.ijedudev.2024.103164

Rami Younes

引用次数: 0

Grounded theory study of engagement of non-governmental organisations in inclusive education reform in Central Asia 中亚非政府组织参与全纳教育改革的基础理论研究

IF 2.8 3区教育学

International Journal of Educational Development Pub Date : 2024-11-01 DOI: 10.1016/j.ijedudev.2024.103167

Kamila Rollan

{"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}

引用次数: 0

Extending ASER as an assessment tool throughout South Asia 将 ASER 作为评估工具推广到整个南亚地区

IF 2.8 3区教育学

International Journal of Educational Development Pub Date : 2024-11-01 DOI: 10.1016/j.ijedudev.2024.103152

John Richards

{"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}

引用次数: 0

“Like an invisible hand”: Gender in university cooperation for international development in Spain "就像一只无形的手西班牙大学国际发展合作中的性别问题

IF 2.8 3区教育学

International Journal of Educational Development Pub Date : 2024-11-01 DOI: 10.1016/j.ijedudev.2024.103165

Alba Castellsagué

引用次数: 0