International Journal of Educational Development最新文献_第9页

Qatar Foundation’s Education City – Early capacity building for an education hub 卡塔尔基金会教育城--教育中心的早期能力建设

IF 2.5 3区教育学

International Journal of Educational Development Pub Date : 2024-04-25 DOI: 10.1016/j.ijedudev.2024.103050

Dennis C. Roberts

引用次数: 0

Impact of homework time on adolescent mental health: Evidence from China 家庭作业时间对青少年心理健康的影响：来自中国的证据

IF 2.5 3区教育学

International Journal of Educational Development Pub Date : 2024-04-23 DOI: 10.1016/j.ijedudev.2024.103051

Liange Zhao, Hongbin Yuan, Xueyuan Wang

{"title":"Impact of homework time on adolescent mental health: Evidence from China","authors":"Liange Zhao, Hongbin Yuan, Xueyuan Wang","doi":"10.1016/j.ijedudev.2024.103051","DOIUrl":"https://doi.org/10.1016/j.ijedudev.2024.103051","url":null,"abstract":"<div><p>Fierce competition in China's basic education system results in students spending too much time on homework. However, few studies have explored the mental health effects of homework time. Using data from the China Education Panel Survey (CEPS), this paper empirically examines the impact of homework time on adolescent mental health through the fixed-effects model and instrumental variables regression. Additionally, this study explores the moderating effects of teacher support and parent involvement. The results indicate that homework time has a negative effect on adolescent mental health, but only when the amount of time spent on homework exceeds about 1 hour and 15 minutes. Overall, there is a non-linear relationship between homework time and adolescent mental health. Teacher support, particularly emotional support, can mitigate the adverse mental health effects of excessive homework time, whereas parental involvement does not show the same positive effect. The analysis of heterogeneity reveals that adolescents from rural schools or medium family economic backgrounds experience a more pronounced negative impact from excessive homework time compared to those from urban schools, poorer or richer family backgrounds. Furthermore, students with outstanding academic performance are affected more significantly than their peers with poor academic performance. The empirical results echo the targets of the Chinese \"double reduction policy\" which requires strict control of homework time. Education policymakers should reasonably regulate homework time and systematically explore education concepts and teaching methods that are compatible with the reduction of homework time.</p></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2024-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140639320","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

The role of home environments in children’s literacy skills in Ghana: Parents, siblings, and books 家庭环境对加纳儿童识字能力的影响：父母、兄弟姐妹和书籍

IF 2.5 3区教育学

International Journal of Educational Development Pub Date : 2024-04-22 DOI: 10.1016/j.ijedudev.2024.103037

Jeongmin Lee , Wael Moussa

引用次数: 0

‘Doubly situated teacher professionalism’: School culture, personal narrations and becoming a teacher in Danish schools 双重处境的教师专业化"：丹麦学校文化、个人叙事与成为教师

IF 2.5 3区教育学

International Journal of Educational Development Pub Date : 2024-04-17 DOI: 10.1016/j.ijedudev.2024.103047

Kari Kragh Blume Dahl

引用次数: 0

Achievement gains in an unequal society: Analyzing academic performance among Brazilian school districts, 2007–2017 不平等社会中的成绩提高：分析 2007-2017 年巴西各学区的学习成绩

IF 2.5 3区教育学

International Journal of Educational Development Pub Date : 2024-04-17 DOI: 10.1016/j.ijedudev.2024.103049

Martin Carnoy , Erica Rodrigues

{"title":"Achievement gains in an unequal society: Analyzing academic performance among Brazilian school districts, 2007–2017","authors":"Martin Carnoy , Erica Rodrigues","doi":"10.1016/j.ijedudev.2024.103049","DOIUrl":"https://doi.org/10.1016/j.ijedudev.2024.103049","url":null,"abstract":"<div><p>Since the early 2000 s, average standardized test scores of Brazilian public primary and middle school students in both reading and mathematics on the national test, the SAEB, have risen substantially. Although the increases cut across all race and socioeconomic groups, the increases were unequal across groups and varied greatly across states and municipalities/school districts. In this paper, we describe student achievement gains in Brazil among municipalities in 2007–2017, with the goal of understanding the variation in these gains and the socioeconomic, race, and school resource correlates of that variation. Our results suggest that student social class and race were highly correlated with municipal test score gains: those municipalities with higher social class and proportionately more White students made significantly larger gains. However, municipalities with greater social class inequality made smaller gains. Certain average characteristics of teachers in a municipality and the incidence of school violence were also significantly related to student performance gains. Thus, our estimates suggest that it may be possible to soften the effects of social structural inequality among and within districts by increasing the quality of teacher resources and reducing school violence in lower academically gaining districts.</p></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2024-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140558421","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

Research in higher education institutions of Northwestern Mexico during COVID-19 times COVID-19 期间墨西哥西北部高等教育机构的研究工作

IF 2.5 3区教育学

International Journal of Educational Development Pub Date : 2024-04-13 DOI: 10.1016/j.ijedudev.2024.103039

Elsa Catalina Olivas Castellanos , Leonel De Gunther Delgado

{"title":"Research in higher education institutions of Northwestern Mexico during COVID-19 times","authors":"Elsa Catalina Olivas Castellanos , Leonel De Gunther Delgado","doi":"10.1016/j.ijedudev.2024.103039","DOIUrl":"https://doi.org/10.1016/j.ijedudev.2024.103039","url":null,"abstract":"<div><p>This paper presents the results of qualitative research on new practices (<em>habitus</em>) of researchers in higher education (HE) in Mexico during the pandemic in three institutions in the State of Sonora. The research focused on modified or new practices or <em>habitus</em> during the pandemic, the challenges those scholars faced, and their view on remote scientific production in this period. Bourdieu's concepts of Habitus, Discipline, and Socialization are instrumental in interpreting data. Data was collected through semi-structured interviews. The data were analyzed using coding and MAXQDA software. The main results refer to the individual, academia, and the constraint to produce knowledge. The results show that for individuals, habitus refers to the care of people. In the face of a health emergency, the focus is on it combined with academic, administrative, and research activities. Such weight is distributed unequally among the female gender; it is about caring for the family, attending research, and more work. In the case of academia, the specific tasks of some disciplines, such as economics, do not present restrictions on productivity, while others do. The regulations of Mexico’s National System of Researchers, SNI constitute a rule that constrains researchers. We assume that it is the primary mechanism for evaluating his/her productive habitus.</p></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2024-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140549075","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

The doubly vulnerable on the move: Educational situation of ethnic minority migrant children in urban China 流动中的双重弱势群体：中国城市少数民族流动儿童的教育状况

IF 2.5 3区教育学

International Journal of Educational Development Pub Date : 2024-04-12 DOI: 10.1016/j.ijedudev.2024.103036

Yiming Dong

{"title":"The doubly vulnerable on the move: Educational situation of ethnic minority migrant children in urban China","authors":"Yiming Dong","doi":"10.1016/j.ijedudev.2024.103036","DOIUrl":"https://doi.org/10.1016/j.ijedudev.2024.103036","url":null,"abstract":"<div><p>This is one of the initial studies investigating the educational challenges faced by ethnic minority migrant children in eastern China. Prior scholarship has well documented pressing issues relating to migrant children. However, there is limited research on ethnic minority migrant children, despite their growing presence in Chinese cities. Drawing from data collected during thirteen months of fieldwork with Hui and Salar migrant children in the Han-dominated city of Shanghai, this article illuminates the institutional and non-institutional exclusion they encounter during both school enrolment and integration. Enrolment policies impose severe restrictions on the ability of ethnic minority migrant children to access compulsory education in Shanghai. Beyond these institutional barriers, Hui and Salar children also face widespread exclusions and discrimination even after successfully enrolling in schools. In Shanghai state schools, including dedicated ethnic minority schools, appropriate formal support for minority migrant children is lacking. It thus falls to individual teachers to provide ad-hoc support for students, which may do more harm than good. Ethnic minority migrant children and their families respond to their disadvantageous situation in a variety of ways, depending on their circumstances, future plans, and understanding of their identity. Some Salar and Hui children are encouraged by parents to prioritise preserving their ethnic identities, forsaking opportunities for integration, while others are urged to assimilate with Han peers by relinquishing attempts to maintain distinct ethnic identities. These choices also influence their attitudes toward school education.</p></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2024-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140549076","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

Comparing the payoff to vocational and academic secondary education in China over time 中国中等职业教育和中等学术教育的长期回报比较

IF 2.5 3区教育学

International Journal of Educational Development Pub Date : 2024-04-11 DOI: 10.1016/j.ijedudev.2024.103038

Hongyan Liu , Yali Xu , Ruyue Zhang , Jingchun Nie , Andrew Rule , Scott Rozelle , Lingran Yuan

{"title":"Comparing the payoff to vocational and academic secondary education in China over time","authors":"Hongyan Liu , Yali Xu , Ruyue Zhang , Jingchun Nie , Andrew Rule , Scott Rozelle , Lingran Yuan","doi":"10.1016/j.ijedudev.2024.103038","DOIUrl":"https://doi.org/10.1016/j.ijedudev.2024.103038","url":null,"abstract":"<div><p>Vocational secondary education has been widely promoted in recent decades as a major component of economic reforms in low- and middle-income countries (LMICs). However, whether vocational or academic secondary education better prepares students in LMICs to enter the labor market is still a matter of debate. In this study, we use data from six waves of the China Family Panel Studies (CFPS 2010, 2012, 2014, 2016, 2018, 2020) to examine the long-term income disparities between students who graduated from vocational high schools (VHS) and those who graduated from academic high schools (AHS). We first perform a cross-cohort analysis using unbalanced panel data to compare the wage incomes of VHS graduates and AHS graduates across many graduation cohorts. We then perform a cohort-specific analysis by constructing a subsample of students enrolled in high school in 2010 and comparing their income in subsequent years. Both analyses show that VHS enrollment is associated with a significant and lasting income disadvantage compared to AHS enrollment. Our findings highlight important future research and policy directions to improve the quality and outcomes of vocational secondary education in China.</p></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2024-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140542867","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

Counting who makes the grade: Updated estimates of the share of over-age for grade learners in sub-Saharan Africa using MICS6 data 计算谁能上好年级：利用多指标类集调查 6 的数据对撒哈拉以南非洲超龄学生比例的最新估计

IF 2.5 3区教育学

International Journal of Educational Development Pub Date : 2024-04-11 DOI: 10.1016/j.ijedudev.2024.103035

Mark T. Carew , Sara Rotenberg , Shanquan Chen , Hannah Kuper

{"title":"Counting who makes the grade: Updated estimates of the share of over-age for grade learners in sub-Saharan Africa using MICS6 data","authors":"Mark T. Carew , Sara Rotenberg , Shanquan Chen , Hannah Kuper","doi":"10.1016/j.ijedudev.2024.103035","DOIUrl":"https://doi.org/10.1016/j.ijedudev.2024.103035","url":null,"abstract":"<div><p>Many education systems within sub-Saharan Africa are affected by the problem of over-aged learners. Children who are above the expected age for their grade experience poorer outcomes relative to other learners and it is therefore of interest to policymakers to accurately identify them for the purposes of informing effective remedial interventions. UNICEF’s sixth round of Multiple Indicator Cluster Survey’s [MICS6] are among the relatively few robust nationally representative data sources that can be used to calculate the share of over-age for grade learners within education systems. This paper identifies variability in the estimation method used to identify the same target over-age population (i.e. learners who are older than the official age for the grade they are currently attending) across MICS6 country reports in 14 countries in sub-Saharan Africa. Nine countries utilise a different method which captures only part of the desired target population. This approach fails to identify at least 50% of learners who are over-age for grade by two years in their primary education system and up to 57% of over-age for grade learners in lower secondary. Results are discussed in terms of their implications for supporting policymakers to plan and implement effective school-based education and health interventions, using Comprehensive Sexuality Education as an example.</p></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2024-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0738059324000579/pdfft?md5=c6727b4b9598a2c4fa1ef174cf66dd90&pid=1-s2.0-S0738059324000579-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140545901","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

The sorting effect on wages in the formal labor market: An analysis of administration, accounting and economics graduates from a public university in Brazil 正规劳动力市场的工资分拣效应：对巴西一所公立大学行政管理、会计和经济学专业毕业生的分析

IF 2.5 3区教育学

International Journal of Educational Development Pub Date : 2024-04-09 DOI: 10.1016/j.ijedudev.2024.103033

Alícia Araújo Amaral de Oliveira, Sandro Eduardo Monsueto

引用次数: 0