International Journal of Educational Research最新文献

Young carers and inequalities in educational attainment and school engagement: Evidence from the UK household longitudinal study linked to the national pupil database 年轻的照顾者与教育成就和学校参与的不平等：来自英国家庭纵向研究的证据，该研究与国家学生数据库相关联

IF 2.5 3区教育学

International Journal of Educational Research Pub Date : 2026-01-01 Epub Date: 2026-01-08 DOI: 10.1016/j.ijer.2025.102928

Alejandra Letelier , Anne McMunn , Andy McGowan , Krista Cartlidge , Rebecca Lacey

{"title":"Young carers and inequalities in educational attainment and school engagement: Evidence from the UK household longitudinal study linked to the national pupil database","authors":"Alejandra Letelier , Anne McMunn , Andy McGowan , Krista Cartlidge , Rebecca Lacey","doi":"10.1016/j.ijer.2025.102928","DOIUrl":"10.1016/j.ijer.2025.102928","url":null,"abstract":"<div><div>Young carers (individuals under 18 providing care to family members) experience significant disadvantages. While prior research suggests caring negatively impacts education, evidence is limited by methodological constraints and lacks national-level representation. This study aimed to assess associations between young caring and official educational attainment and school engagement at primary and secondary school levels in England, and to identify potential inequalities by gender, ethnicity, socioeconomic factors, household composition, and special educational needs.</div><div>We used data from Understanding Society: UK Household Longitudinal Study linked with the National Pupil Database. We used cross-sectional pooled data covering 2009–2018, focusing on two educational stages in England: Key Stage 2 (KS2, end of primary school) and Key Stage4 (KS4, end of secondary school). Regression models assessed associations between self-reported young caring and educational outcomes (attainment and absenteeism), adjusting for sociodemographic covariates.</div><div>Young carers made up 12.8% of the KS2 sample (<em>n</em> = 1740) and 10.6% of the KS4 sample (<em>n</em> = 2091). They had significantly lower attainment at KS2 (reading, mathematics, writing) and at KS4 (fewer and lower-grade GCSEs). Persistent absenteeism was substantially higher among young carers compared to non-carers (KS2: 5.8% vs 3.7%; KS4: 24.5% vs 19.1%). Socioeconomic disadvantage explained part, but not all, of the educational gaps. No additional inequalities were observed. These findings demonstrate that young carers face early and persistent educational disadvantages, with lower attainment and higher absence rates partially linked to socioeconomic inequality, highlighting the urgently need for target support to help young carers manage responsibilities and mitigate negative impacts on education.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"137 ","pages":"Article 102928"},"PeriodicalIF":2.5,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145940217","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

Exploring the dynamicity of pre-service EFL teachers’ emotions and interpersonal emotion regulation in a recurrent restorying design: From practicum to the first year of teaching 探究职前英语教师情绪与人际情绪调节的动态：从实习到教学的第一年

IF 2.5 3区教育学

International Journal of Educational Research Pub Date : 2026-01-01 Epub Date: 2025-11-13 DOI: 10.1016/j.ijer.2025.102862

Ayşe Kızıldağ , Özkan Kırmızı , Gülşah Öz

{"title":"Exploring the dynamicity of pre-service EFL teachers’ emotions and interpersonal emotion regulation in a recurrent restorying design: From practicum to the first year of teaching","authors":"Ayşe Kızıldağ , Özkan Kırmızı , Gülşah Öz","doi":"10.1016/j.ijer.2025.102862","DOIUrl":"10.1016/j.ijer.2025.102862","url":null,"abstract":"<div><div>The present longitudinal case study explores the emotions and interpersonal emotion regulation (IER) of Turkish pre-service EFL teachers (PSTs) during and after the practicum through a novel narrative inquiry methodology, <em>recurrent restorying,</em> as proposed by Golombek and Johnson (2021). The study adopts Complex Dynamic Systems Theory (Larsen-Freeman & Cameron, 2008) as theoretical grounds to link PSTs’ identities to their self-understandings in learning-to-teach experiences. Conceptualized from a tool-and-result-activity perspective, recurrent restorying encourages participants to re-analyze their earlier narrative inquiry documents to re-evaluate their evolving self-understandings and learning-to-teach experiences from newly acquired perspectives. In recurrent restorying, PSTs re-read their previous narrative data multiple times, identify idea units, and determine important ideas or themes concerning their interpersonal emotional regulation strategies. This case study involved three pre-service EFL teachers. The data were collected at three stages: at the beginning of the practicum, at its conclusion, and eight months after the practicum was completed. Data sources include interviews conducted at the start of the practicum and PSTs’ recurrent restorying narratives, which include their self-reflections at the end of the practicum, to be revisited eight months after the practicum. The data were analyzed using reflexive thematic analysis employing both inductive (a posteriori codes) and deductive (a priori codes) coding analysis. The findings reveal substantial variation in how PSTs regulate their emotions interpersonally over time, and recurrent restorying proves to be a viable methodological platform where pre-service teachers could critically reflect on their past experiences.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"135 ","pages":"Article 102862"},"PeriodicalIF":2.5,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145499885","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

“It felt like I became a part of her”: Employing embodied narrative to develop teachers’ relational agency in navigating emotional struggles “感觉我成了她的一部分”：运用具身叙事来培养教师在情感斗争中的关系代理

IF 2.5 3区教育学

International Journal of Educational Research Pub Date : 2026-01-01 Epub Date: 2026-02-18 DOI: 10.1016/j.ijer.2026.102957

Shuqin Li , Yeliz Günal Aggül , Ilana Seidel Horn

{"title":"“It felt like I became a part of her”: Employing embodied narrative to develop teachers’ relational agency in navigating emotional struggles","authors":"Shuqin Li , Yeliz Günal Aggül , Ilana Seidel Horn","doi":"10.1016/j.ijer.2026.102957","DOIUrl":"10.1016/j.ijer.2026.102957","url":null,"abstract":"<div><div>Teachers’ emotional struggles in the workplace have received increasing attention due to their impact on teacher well-being and student development. Existing literature adopted a deficit-based approach, emphasizing individual emotion regulation skills while overlooking the social and interpersonal dynamics that shape their emotional struggles. Grounded in embodied theories and narrative inquiry theory, this study designed and implemented an Embodied Narrative intervention to support six teachers in navigating emotional struggles over a semester. Data sources included workshop recordings, teacher interviews, and reflective artifacts. Findings suggest that teachers’ emotional struggles are not merely individual psychological reactions but are embodied and embedded within complex relational dynamics. By exercising relational agency, teachers identified and leveraged interpersonal collaboration to expand their understanding of emotional complexity and coordinated and practiced more constructive and innovative actions. In doing so, they transformed individual emotional struggles into collective learning resources and drivers of institutional change. The development of relational agency was supported by the embodied and relational approaches of the intervention grounded in care and trust. This study contributes to existing research on teacher emotions and professional development, while also providing a generative framework for interventions addressing teacher emotional struggles in culturally similar contexts.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"137 ","pages":"Article 102957"},"PeriodicalIF":2.5,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147397123","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

Education in place: Rural schools between local realities and Global horizons 教育到位：地方现实与全球视野之间的农村学校

IF 2.5 3区教育学

International Journal of Educational Research Pub Date : 2026-01-01 Epub Date: 2025-12-16 DOI: 10.1016/j.ijer.2025.102893

Peter Erlandson, Ninni Wahlström, Anne Kjellsdotter, Ulrika Bossér

{"title":"Education in place: Rural schools between local realities and Global horizons","authors":"Peter Erlandson, Ninni Wahlström, Anne Kjellsdotter, Ulrika Bossér","doi":"10.1016/j.ijer.2025.102893","DOIUrl":"10.1016/j.ijer.2025.102893","url":null,"abstract":"<div><div>The aim of this article is to synthesise and advance current knowledge on the conditions and challenges of rural education in contemporary Sweden, with particular attention to how processes of digitalisation and globalisation shape educational practices and possibilities in rural communities. Drawing on qualitative data material, the study shows how place functions as an active force shaping educational opportunities: organisational closeness creates cohesion but also dependence, social embeddedness provides continuity yet limits aspirations, and geographical distance both constrains and stimulates innovation. Digitalisation appears as a pragmatic tool, a generational condition, and a structural response to isolation, offering new opportunities but also reinforcing inequalities when infrastructures fail. Culture is revealed as contested, oscillating between municipal strategies of high culture and families’ everyday practices that shape children’s belonging and place-based forms of belonging and recognition (Massey, 1994, 2017). Structural inequalities – of resources, geography, and technology – emerge as decisive conditions rather than temporary barriers. Using Massey’s relational notion of place, including her concepts of power-geometry and spatial divisions of labour (Massey, 1994), the study concludes that rural schools must be understood as situated arenas where local and global processes intersect.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"136 ","pages":"Article 102893"},"PeriodicalIF":2.5,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145798489","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 educators’ sensitivity to bullying and its coverage in their teaching: A blind spot in bullying research 教师教育者对欺凌的敏感性及其在教学中的覆盖：欺凌研究的一个盲点

IF 2.5 3区教育学

International Journal of Educational Research Pub Date : 2026-01-01 Epub Date: 2025-12-18 DOI: 10.1016/j.ijer.2025.102912

Antonia Paljakka , Christoph Burger

引用次数: 0

Doing ethics without a ‘Map’: How Chinese researchers develop ethical awareness in research with children 在没有“地图”的情况下做伦理：中国研究人员如何在儿童研究中培养伦理意识

IF 2.5 3区教育学

International Journal of Educational Research Pub Date : 2026-01-01 Epub Date: 2025-12-19 DOI: 10.1016/j.ijer.2025.102914

Kaidong Guo , Yan Zhu , Jie Gao , Yuwei Xu , Yuchen Wang , Xiao Qu

{"title":"Doing ethics without a ‘Map’: How Chinese researchers develop ethical awareness in research with children","authors":"Kaidong Guo , Yan Zhu , Jie Gao , Yuwei Xu , Yuchen Wang , Xiao Qu","doi":"10.1016/j.ijer.2025.102914","DOIUrl":"10.1016/j.ijer.2025.102914","url":null,"abstract":"<div><div>This paper explores how researchers working with children in China navigate ethical challenges in the contexts of limited institutional guidance and the tension between global ethical principles and local moral expectations. Drawing on dialogic focus groups with 30 Chinese participants who have experience doing research with children, we conceptualise ethics not as compliance with rules but as an interplay of ethical awareness and practice shaped by affective, relational, and institutional conditions. Ethical awareness is theorised as a situated and relational capacity to recognise and respond to morally important moments under uncertainty. It develops through hesitation, discomfort and negotiation, particularly within ethical double binds between procedural frameworks and relational obligations. Rather than advancing a culturalist model, our paper offers a practice-based perspective that foregrounds ambiguity, moral complexity and the emotional labour of ethical decision-making. We argue for moving beyond universalist paradigms towards dialogic and context-sensitive approaches to research ethics. The paper concludes with implications for researchers, ethics committees and institutions seeking to foster reflexive and decolonising practices in cross-cultural qualitative inquiry.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"136 ","pages":"Article 102914"},"PeriodicalIF":2.5,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145798495","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

Are teachers objective and impartial in evaluating business school students? 教师在评价商学院学生时是否客观公正？

IF 2.5 3区教育学

International Journal of Educational Research Pub Date : 2026-01-01 Epub Date: 2026-01-02 DOI: 10.1016/j.ijer.2025.102921

Petr Houdek, Simon Senčar, Štěpán Bahník

{"title":"Are teachers objective and impartial in evaluating business school students?","authors":"Petr Houdek, Simon Senčar, Štěpán Bahník","doi":"10.1016/j.ijer.2025.102921","DOIUrl":"10.1016/j.ijer.2025.102921","url":null,"abstract":"<div><div>This paper investigates the prevalence, mechanisms, and drivers of grade enhancement at a large Central European business school, examining how often teachers raise marks, why they do so, and whose grades benefit. A sequential mixed-methods approach was applied: in-depth interviews with academic staff revealed motives and practices (Study 1); next, an anonymous faculty survey assessed self-reported behaviours (Study 2); finally, an archival analysis of 873,899 course outcomes spanning ten academic years searched for statistical abnormalities indicative of grade enhancement, such as the bunching of scores just above pass or letter-grade thresholds (Study 3). We found that approximately 70 % of instructors acknowledged at least occasional grade enhancement. Scores cluster immediately above key thresholds; typically, one or two points are presumably added instead of penalizing borderline cases, supporting the notion of “helpful rounding”. The dominant motives are empathy, perceptions of measurement imprecision, and recognition of student effort, whereas institutional pressure via student evaluations of teaching plays a smaller role. Contrary to common claims in the literature, female instructors are not more lenient than male colleagues; the practice has not intensified over the decade, and a small but significant bias favors female over male students. The study offers one of the largest multi-method examinations of grade enhancement, introduces “helpful rounding” as a distinct micro-mechanism, and extends a literature dominated by Anglo-American contexts to a post-transition European setting.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"137 ","pages":"Article 102921"},"PeriodicalIF":2.5,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145886027","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

Does motivation towards science mediate the relationship between parental support and adolescent science achievement? A comparison of two countries 科学动机是否在父母支持与青少年科学成就之间起到中介作用？两个国家的比较

IF 2.5 3区教育学

International Journal of Educational Research Pub Date : 2026-01-01 Epub Date: 2025-12-12 DOI: 10.1016/j.ijer.2025.102903

Pey-Yan Liou , Ssu-Ching Huang , Eunjung Myoung , Sufen Chen

{"title":"Does motivation towards science mediate the relationship between parental support and adolescent science achievement? A comparison of two countries","authors":"Pey-Yan Liou , Ssu-Ching Huang , Eunjung Myoung , Sufen Chen","doi":"10.1016/j.ijer.2025.102903","DOIUrl":"10.1016/j.ijer.2025.102903","url":null,"abstract":"<div><div>This study explored the mediating role of motivation towards science and the moderating role of cultures in the relationship between parental support and adolescent science achievement. We conducted a moderated mediation analysis of the 2015 <em>Programme of International Student Assessment</em> data from Korea (<em>n</em> = 5581) and the United States (<em>n</em> = 5712). The results imply that culture moderated the effects of parental support on students’ science motivation and achievement: the predictive effect of parental support on intrinsic motivation was stronger in Korea than in the United States, and parental support significantly predicted higher science achievement in Korea but not in the United States. Furthermore, adolescents’ motivation towards science mediated the relationship between parental support and science achievement. The study sheds light on different mechanisms underlying parental support, adolescents’ motivation towards science, and science achievement. The findings also highlight the need to consider adolescents’ motivation towards science when explaining the effect of parental support on their science performance. Finally, the findings advance motivational theories, particularly in the science education field.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"136 ","pages":"Article 102903"},"PeriodicalIF":2.5,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145750250","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

Fostering EFL pre-service teachers’ language activism in Türkiye 培养我国英语职前教师的语言积极性

IF 2.5 3区教育学

International Journal of Educational Research Pub Date : 2026-01-01 Epub Date: 2025-12-13 DOI: 10.1016/j.ijer.2025.102904

Ayşe Kızıldağ , Amber N. Warren

{"title":"Fostering EFL pre-service teachers’ language activism in Türkiye","authors":"Ayşe Kızıldağ , Amber N. Warren","doi":"10.1016/j.ijer.2025.102904","DOIUrl":"10.1016/j.ijer.2025.102904","url":null,"abstract":"<div><div>This study examines how English as a Foreign Language (EFL) pre-service teachers in Türkiye develop Critical Multilingual Language Awareness (CMLA) as a foundation for future language activism through scenario-based role-play and critical reflection activities. We explore how engaging in these experiential pedagogical tasks fosters awareness of linguistic hierarchies, power relations, and advocacy orientations. Using reflexive thematic analysis, we analyzed role-play videos, reflective reports, and focus group interviews from fifteen pre-service teachers enrolled in a <em>Language and Society</em> course. Findings center around three key themes. First, pre-service teachers developed awareness of linguistic hierarchies and power structures embedded in Turkish society and schools, questioning standard language ideologies and dominant accents. Second, they navigated tensions and ambiguities surrounding multilingualism, working to reconcile their emerging awareness with societal and institutional pressures and expectations. Third, role-play functioned as a rehearsal space for critical engagement, supporting participants’ perspective-taking with marginalized linguistic identities and beginning to develop orientations toward advocacy. Findings suggest that incorporating such tasks into preservice teacher education can support teachers’ development as critically aware, socially engaged educators who can navigate complex sociolinguistic landscapes and develop readiness for advocating for linguistic diversity in their future teaching practice.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"136 ","pages":"Article 102904"},"PeriodicalIF":2.5,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145750252","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

Beyond traditional partnerships: Multiple brokering practices in university-school collaborations for initial teacher education 超越传统的合作伙伴关系：大学与学校合作的多种中介实践，用于初级教师教育

IF 2.5 3区教育学

International Journal of Educational Research Pub Date : 2026-01-01 Epub Date: 2026-03-26 DOI: 10.1016/j.ijer.2026.102994

Miriam Tanti , Tanjin Ashraf , Meera Varadharajan , Stephanie Garoni , Joanna Barbousas

{"title":"Beyond traditional partnerships: Multiple brokering practices in university-school collaborations for initial teacher education","authors":"Miriam Tanti , Tanjin Ashraf , Meera Varadharajan , Stephanie Garoni , Joanna Barbousas","doi":"10.1016/j.ijer.2026.102994","DOIUrl":"10.1016/j.ijer.2026.102994","url":null,"abstract":"<div><div>The collaboration between universities and schools to address teacher shortages in under-resourced communities is a pressing yet underexplored area. In Australia and globally, the shortage of qualified teachers has been identified as a critical challenge, particularly in regional, remote, and poorly resourced urban areas. While Initial Teacher Education (ITE) providers have traditionally focused on preparing pre-service teachers (PSTs) for these challenging environments, such preparation often occurs in isolation from the actual school contexts where these teachers wilZl eventually work. This disconnection between university preparation and school reality has led to increasing calls for innovative partnerships that bridge the theory-practice divide in ITE. Taking this imperative into account, this paper explores effective knowledge-building and exchange practices that support the sustainability of university-school partnerships. Grounded in the conceptual frameworks of Landscape of Practice and third space, this collaborative self-study explores how university teams partner with PST networks and school communities to build and exchange knowledge in a non-hierarchical manner. This study has wider implications for how university ITE providers can engage in brokering practices to create enduring solutions for these schools with better prepared graduating teachers.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"138 ","pages":"Article 102994"},"PeriodicalIF":2.5,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147544973","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