International Journal of Educational Research最新文献

Empowering NEET youth: Assessing the impact of self-directed learning skills intervention 增强 NEET 青年的能力：评估自主学习技能干预措施的影响

IF 2.6 3区教育学

International Journal of Educational Research Pub Date : 2024-11-16 DOI: 10.1016/j.ijer.2024.102497

Kerli Kõiv , Katrin Saks , Abraham Azzopardi , Valentina Todoroska , Esen Şen

{"title":"Empowering NEET youth: Assessing the impact of self-directed learning skills intervention","authors":"Kerli Kõiv , Katrin Saks , Abraham Azzopardi , Valentina Todoroska , Esen Şen","doi":"10.1016/j.ijer.2024.102497","DOIUrl":"10.1016/j.ijer.2024.102497","url":null,"abstract":"<div><div>A low level of education is a significant risk factor for yo ung people with long-term NEET (Not in Education, Employment or Training) status. Currently, there is a lack of research focusing on supporting young people who have dropped out of school so they can continue their educational paths. In this quasi-experimental study, the effect of an intervention on the SDL skills of NEET youth was investigated. The study group consisted of 60 participants (experimental group <em>N</em> = 30, control group <em>N</em> = 26, and mentors <em>N</em> = 4) from Estonia, Malta, North Macedonia and Turkey. The intervention was applied to the experimental group in the form of four different activities over six months. The impact was assessed using interviews and the SDL-NEET scale in pre, post and follow-up tests. The Mann-Whitney <em>U</em> Test indicated a significant difference in SDL skills between the control and experimental group. The Wilcoxon Signed Rank Test confirmed a significant change in SDL skills within the experimental group when comparing pre-test and follow-up test results. The results of the post-tests testified to the positive effect of the intervention activities on the youth's SDL skills. The NEET youth pointed out mentorship's importance and noted the intervention pushed them out of their comfort zone, prompting goal-oriented thinking. Mentors valued the pre-intervention training course and emphasized professional skill development during the intervention. This study confirmed the six-month SDL-NEET intervention effectively improved the SDL skills of NEET youth in the experimental group.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"129 ","pages":"Article 102497"},"PeriodicalIF":2.6,"publicationDate":"2024-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142654610","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

Lifelong learning in rural communities in China and its impact on adult subjective well-being 中国农村社区的终身学习及其对成人主观幸福感的影响

IF 2.6 3区教育学

International Journal of Educational Research Pub Date : 2024-11-15 DOI: 10.1016/j.ijer.2024.102496

Huping Wang

{"title":"Lifelong learning in rural communities in China and its impact on adult subjective well-being","authors":"Huping Wang","doi":"10.1016/j.ijer.2024.102496","DOIUrl":"10.1016/j.ijer.2024.102496","url":null,"abstract":"<div><div>At present, lifelong learning is becoming an increasingly important topic in the context of rapid sociocultural and economic changes. In Chinese rural communities with potential limitations in access to education and developed resources, this approach may be of particular importance for improving the quality of life and community development. This research examined the impact of a lifelong learning program in Chinese rural communities on subjective well-being. The authors randomized participants into experimental and control groups (N = 214), used the WHO-5 Well-Being Index to measure well-being, and performed a statistical analysis using a t-test. They compiled and implemented a 6-month program: Rural Communities on the Move: A Program for Continuous Development. Data analysis demonstrated a significant well-being increase in the experimental group after the program completion (P = 0.00) and insignificant changes in the control group. These findings point to the program's effectiveness in improving the subjective well-being of rural residents and can be an important contribution to the development of social programs and educational initiatives aimed at improving the quality of life and maintaining well-being in rural communities not only in China but also in other countries.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"129 ","pages":"Article 102496"},"PeriodicalIF":2.6,"publicationDate":"2024-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142654611","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

Light and shadow: Students' first-year transition through the complexities of higher education 光与影：学生在复杂的高等教育中的一年级过渡

IF 2.6 3区教育学

International Journal of Educational Research Pub Date : 2024-11-15 DOI: 10.1016/j.ijer.2024.102499

Yang Hang, Jianpeng Guo

{"title":"Light and shadow: Students' first-year transition through the complexities of higher education","authors":"Yang Hang, Jianpeng Guo","doi":"10.1016/j.ijer.2024.102499","DOIUrl":"10.1016/j.ijer.2024.102499","url":null,"abstract":"<div><div>Transition to higher education (HE) is fraught with challenges, particularly for first-year students navigating an academic and social landscape that is often unfamiliar. Based on Bourdieu's theory of habitus, field, and capital, this qualitative study delves into the complex interplay between traditional (i.e., non-working-class, rural or international) students and the hybrid field of Sino-foreign cooperative university (SFCU). Drawing on a case study of 24 first-year traditional students, we uncover the dynamic evolvement of their habitus in response to the frictions encountered during their transition. The findings reveal three distinct patterns of evolving habitus: aligning, transforming, and alternating. These patterns are influenced by students' linguistic and social capital, as well as their demonstrated competencies in proactivity, adaptability, and inclusivity. Furthermore, the global-oriented logic of the SFCU fosters habitus evolvement, encouraging students to embrace new academic and social paradigms. Conversely, the local-informed logic can lead to habitus hysteresis among certain students. It reveals the often-overlooked side of HE internationalization, where local practices persist despite being overshadowed by the dominant global discourse and can sometimes counteract the prevailing narrative. This study contributes to the literature on student transition by providing a nuanced lens through which to view the evolving habitus of first-year traditional students in a hybrid HE field. It offers insights for HE institutions on harmonizing competing logics and supporting student transitions more effectively through targeted capital provision and competence development.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"129 ","pages":"Article 102499"},"PeriodicalIF":2.6,"publicationDate":"2024-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142654609","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

Thriving or surviving? Emotional resilience development among Chinese rural beginning teachers from a social-ecological perspective 茁壮成长还是苟延残喘？从社会生态学视角看中国农村初任教师的情绪恢复力发展

IF 3.2 3区教育学

International Journal of Educational Research Pub Date : 2024-01-01 DOI: 10.1016/j.ijer.2024.102359

Xiaohong Sun , Jiali Huang

{"title":"Thriving or surviving? Emotional resilience development among Chinese rural beginning teachers from a social-ecological perspective","authors":"Xiaohong Sun , Jiali Huang","doi":"10.1016/j.ijer.2024.102359","DOIUrl":"https://doi.org/10.1016/j.ijer.2024.102359","url":null,"abstract":"<div><p>Teacher emotional resilience is regarded as a professional capacity and process in which teachers utilise resources to cope with emotion-related tensions in their work to achieve better development. This study aims to investigate the development of beginning teachers’ emotional resilience and its factors in a Chinese rural school. Using a social-ecological perspective, this research adopted an ethnographic case study to explore ten beginning teachers’ experiences and feelings by conducting interviews, artefacts, and field notes. The findings showed that beginning teachers usually encounter relation-related, teaching-related, and role-related emotional tensions. To address these tensions, general personal resources, professional support from others, and supportive policies jointly shape the development paths of emotional resilience amongst beginning teachers. Accordingly, emotional resilience development follows three discernible paths: Enthusiast, Doubter, and Survivor. The interactions amongst various emotional dilemmas and social-ecological factors yield a cumulative impact on teacher emotional resilience development.</p></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"125 ","pages":"Article 102359"},"PeriodicalIF":3.2,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140557851","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

Teacher collaboration, school innovativeness and innovative teaching in Taiwan: Evidence from TALIS 台湾的教师合作、学校创新力和创新教学：来自 TALIS 的证据

IF 3.2 3区教育学

International Journal of Educational Research Pub Date : 2024-01-01 DOI: 10.1016/j.ijer.2024.102383

Hui-LingWendy Pan , Yi-Chun Lin , Chih-Hung Chung

{"title":"Teacher collaboration, school innovativeness and innovative teaching in Taiwan: Evidence from TALIS","authors":"Hui-LingWendy Pan , Yi-Chun Lin , Chih-Hung Chung","doi":"10.1016/j.ijer.2024.102383","DOIUrl":"https://doi.org/10.1016/j.ijer.2024.102383","url":null,"abstract":"<div><p>The significance of teacher collaboration in driving school changes has been widely acknowledged. However, previous studies have rarely delved into the relative contributions of different forms of teacher collaboration. In this study, we aimed to address this gap by identifying two forms of collaboration and examining their effects on school innovativeness and innovative teaching practice using structural equation modeling. Our sample comprised 3,835 teachers of lower secondary schools in Taiwan, drawn from the TALIS 2018 dataset. The findings of our study suggested the differential effects of the two forms of collaboration. \"Professional collaboration,\" characterized by deeper-level engagement, was found to have a more substantial association with both school innovativeness and innovative teaching compared to \"exchange and coordination for teaching.\" Furthermore, our analysis revealed mediation effects in the pathways examined. Specifically, school innovativeness partially mediated the effect of \"professional collaboration\" and fully mediated the effect of \"exchange and coordination for teaching\" on innovative teaching.</p></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"127 ","pages":"Article 102383"},"PeriodicalIF":3.2,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141291517","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

Teachers’ beliefs and characteristics predictive of their willingness to cultivate a safe, ethnically inclusive school environment 教师愿意营造安全、种族包容的学校环境的信念和特征

IF 2.6 3区教育学

International Journal of Educational Research Pub Date : 2024-01-01 DOI: 10.1016/j.ijer.2024.102420

Daria Khanolainen , Yulia Nesterova , Elena Semenova , Elvira Fatkhulova , Jessica Trach

引用次数: 0

Going above and beyond: Realigning university student support services to students 超越自我：重新调整面向学生的大学生支持服务

IF 3.2 3区教育学

International Journal of Educational Research Pub Date : 2024-01-01 DOI: 10.1016/j.ijer.2023.102270

Nicoli Barnes , Sarah Fischer , Sue Kilpatrick

引用次数: 0

A cross-cultural perspective of agency in primary contexts: Validation of the student agency profile across multiple sites 从跨文化角度看小学环境中的代理：在多个地点验证学生代理概况

IF 3.2 3区教育学

International Journal of Educational Research Pub Date : 2024-01-01 DOI: 10.1016/j.ijer.2023.102291

Margaret Vaughn , Kira J. Carbonneau , Consuelo Mameli , Valentina Grazia , Oddny J. Solheim , Eithne Kennedy , Catherine Lammert , Kyle Arlington , Johanne Ur Sæbø

引用次数: 0

The P3 and academic performance in healthy adults: A systematic review and meta-analysis 健康成年人的 P3 和学习成绩：系统回顾与荟萃分析

IF 2.6 3区教育学

International Journal of Educational Research Pub Date : 2024-01-01 DOI: 10.1016/j.ijer.2024.102462

A.J. Privitera , R. Sun

{"title":"The P3 and academic performance in healthy adults: A systematic review and meta-analysis","authors":"A.J. Privitera , R. Sun","doi":"10.1016/j.ijer.2024.102462","DOIUrl":"10.1016/j.ijer.2024.102462","url":null,"abstract":"<div><div>Globally, students demonstrate considerable heterogeneity in academic performance even under similar conditions. While previous systematic reviews have provided a more comprehensive picture of the relationship between different factors and academic performance, none have investigated its relationship with brain activity. Previous evidence supports that the P3, a positive deflection in the electroencephalogram reflecting higher order cognitive processes, may serve as a neuromarker for academic performance. The primary objective of this systematic review was to synthesize existing research on the P3 and academic performance in healthy adults. Searches were conducted using Web of Science, ProQuest, and Scopus databases. In total, four studies met the eligibility criteria for inclusion in the present review. Results suggest that P3 latency can serve as a reliable neuromarker for academic performance in healthy adults. However, limited previous studies and methodological differences prevent strong conclusions from being drawn. Further research is needed to establish the predictive capability of the P3 on academic performance. This paper represents the first systematic review on this topic, illuminating our understanding of the relationship between brain activity and academic performance.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"128 ","pages":"Article 102462"},"PeriodicalIF":2.6,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142423309","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

Politics of desire, policies of replacement: Race, empire, and worth(iness) in Hmong language education 欲望政治，替代政策：苗语教育中的种族、帝国与价值

IF 2.6 3区教育学

International Journal of Educational Research Pub Date : 2024-01-01 DOI: 10.1016/j.ijer.2024.102474

Jenna Cushing-Leubner

{"title":"Politics of desire, policies of replacement: Race, empire, and worth(iness) in Hmong language education","authors":"Jenna Cushing-Leubner","doi":"10.1016/j.ijer.2024.102474","DOIUrl":"10.1016/j.ijer.2024.102474","url":null,"abstract":"<div><div>This article considers the attemps and limitations of using dual language education schooling for the purpose of interrupting colonial conversion, and cultivating anticolonial, decolonizing, or Indigenizing education by and for displaced Indigenous language communities who have been constructed as stateless refugees (e.g. Hmoob in the U.S.). It specifically focuses on Hmong attempts to leverage community control of U.S. schools through mechanisms of public charter schools and dual language bilingual education schools to fulfill desires for Hmong futurity and language sustainability. Data from a critical policy analysis of the number of Hmong-specific school-based programs, their school language education policies, and narrative interviews with current and former administrators were analyzed using concepts from raciolinguisitics, racial capitalism, and settler colonialism. Findings reflect nearly all of the school programs explicitly stated goals to fulfill community desires for sustaining Hmong within the context of U.S. English-dominance. However, the majority have not successfully formed or maintained heritage dual language education programs. Analysis suggests the concept of <em>raciolinguistic settler futurity</em> as a way to identify sociopolitical forces shaping curriculum and language policy in heritage language dual language education that are contradictory to the goals of refugee community language futures and maintenance of cultural practices and knowledge systems within settler states.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"128 ","pages":"Article 102474"},"PeriodicalIF":2.6,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142530200","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