International Journal of Educational Research最新文献

Exploring the interplay of critical thinking dispositions, perceived teacher enthusiasm, willingness to communicate, and gender among Chinese EFL learners

IF 2.6 3区教育学

International Journal of Educational Research Pub Date : 2025-01-01 DOI: 10.1016/j.ijer.2024.102532

Lihong Ma , Baorong Li , Hongyan Guo

{"title":"Exploring the interplay of critical thinking dispositions, perceived teacher enthusiasm, willingness to communicate, and gender among Chinese EFL learners","authors":"Lihong Ma , Baorong Li , Hongyan Guo","doi":"10.1016/j.ijer.2024.102532","DOIUrl":"10.1016/j.ijer.2024.102532","url":null,"abstract":"<div><div>The interplay between critical thinking (CT) skills and willingness to communicate (WTC) among foreign language (FL) learners is well-established. However, the specific influence of CT dispositions on WTC remains insufficiently explored. This study investigated the relationship between CT dispositions and WTC among FL learners. It also examined how teacher enthusiasm moderates this relationship based on principles from social cognitive theory, and further explored potential gender differences in this dynamic employing gender schema theory. A total of 4847 secondary school English learners (M<sub>age</sub> = 15.579, SD = 0.546) from China participated in the research, with 46.1 % males and 53.9 % females. Data was collected through self-reported scales measuring perceived teacher enthusiasm, CT dispositions, and WTC. Findings revealed a positive association between CT dispositions and WTC, identifying systematicity, self-confidence in reasoning, inquisitiveness, and cognitive maturity as significant predictors of WTC. Moreover, teacher enthusiasm was found to positively moderate the relationship between CT dispositions and WTC. Additionally, high levels of teacher enthusiasm boosted WTC more significantly for students with high CT dispositions, and this effect was stronger for females than for males. This research carries significant implications for FL teaching, suggesting that fostering teacher enthusiasm and reinforcing CT dispositions could significantly elevate learners’ communicative willingness and overall language proficiency.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"130 ","pages":"Article 102532"},"PeriodicalIF":2.6,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143093651","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

Trust between educators and migrant Arab parents in Germany: A qualitative study

IF 2.6 3区教育学

International Journal of Educational Research Pub Date : 2025-01-01 DOI: 10.1016/j.ijer.2024.102522

Isabell Schuster , Inka Bormann , Sascha Hein

{"title":"Trust between educators and migrant Arab parents in Germany: A qualitative study","authors":"Isabell Schuster , Inka Bormann , Sascha Hein","doi":"10.1016/j.ijer.2024.102522","DOIUrl":"10.1016/j.ijer.2024.102522","url":null,"abstract":"<div><div>Past research has shown that trust between parents and educators is crucial for establishing effective relationships. However, for migrant parents, limited knowledge of the educational system of the host country and different expectations, as well as potential language barriers, may impact the perception of trust. Therefore, the present qualitative study examined the perceptions of trust among Arab migrant parents and educators in Germany, focusing on their definitions of trust and the perceived signs of trustworthiness and its absence. We conducted 21 interviews with Arab parents and 23 interviews with educators, which were analyzed using qualitative content analysis and thematic analysis. Both parents and educators provided elaborate definitions of trust, with parents strongly focusing on their child's well-being, whereas educators highlighted openness, reliability, and benevolence toward parents. We found little overlap between the themes raised by parents and educators regarding signs of perceived trustworthiness or the lack of perceived trustworthiness. Also, a partial mismatch between parents’ and educators’ perceptions was shown. Implications for improving communication and training for educators, as well as the advancement of trust theory, are discussed to foster trustful relationships that enhance children's developmental outcomes.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"130 ","pages":"Article 102522"},"PeriodicalIF":2.6,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143094151","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

Perceptions and experiences of female academics on barriers in obtaining and continuing leadership roles at higher education

IF 2.6 3区教育学

International Journal of Educational Research Pub Date : 2025-01-01 DOI: 10.1016/j.ijer.2025.102534

Bakil Ghundol , Abdulghani Muthanna

{"title":"Perceptions and experiences of female academics on barriers in obtaining and continuing leadership roles at higher education","authors":"Bakil Ghundol , Abdulghani Muthanna","doi":"10.1016/j.ijer.2025.102534","DOIUrl":"10.1016/j.ijer.2025.102534","url":null,"abstract":"<div><div>This paper explores the perceptions and experiences of female academics on the main barriers that face female academics in obtaining and continuing leadership roles at Yemeni higher education institutions. By following a case study design, and employing semi-structured, in-depth interviews with fifteen female academics, the findings revealed a multifaceted interplay of barriers facing female academics. The main barriers for obtaining leadership positions relate to socio-cultural barriers such as traditional gender roles, societal stereotypes and patriarchal norms, female academics’ struggle to balance between professional and family responsibilities, the violation of work ethics and less collaboration between colleagues, and the invisible barrier of glass ceiling. The findings also revealed the factors for demotivating female academics to continuing their leadership roles. The key factors associate with the lack of motivation and the experience of leadership as a stressful activity, and the spousal refusal toward interaction with male colleagues. The paper concludes with proposing clear measures and implications for promoting and empowering female academics, achieving both social justice and inclusive academic environment.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"130 ","pages":"Article 102534"},"PeriodicalIF":2.6,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143093649","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

Moving towards inclusive education: Policy evolution in Saudi Arabia

IF 2.6 3区教育学

International Journal of Educational Research Pub Date : 2025-01-01 DOI: 10.1016/j.ijer.2024.102533

May Alrudayni

{"title":"Moving towards inclusive education: Policy evolution in Saudi Arabia","authors":"May Alrudayni","doi":"10.1016/j.ijer.2024.102533","DOIUrl":"10.1016/j.ijer.2024.102533","url":null,"abstract":"<div><div>In recent decades, inclusive education has gained international attention and governments around the world have aspired to embrace it in their policies and reform agendas. In 2016 the Saudi Arabian Ministry of Education launched an inclusive education initiative that aimed to shift the education system away from special education and segregation towards inclusion. This initiative has been implemented in a number of schools across the country. The study presented in this paper focused on education policy evolution in Saudi Arabia and examined whether, and how, educational discourse has moved from exclusion towards inclusion, particularly in relation to students with disability. Critical policy analysis was employed to scrutinise government education policy documents and to critically examine the ways in which policy discourse perpetuates and reproduces exclusion and unequal power relations within the education system. The findings suggest that, despite some changes in policy language driven by the global push for inclusive education, special education in Saudi Arabia remains dominant and the education system exclusionary. Education policy also privileges charitable discourse over the politics of inclusiveness. A more profound transformation of education policy is required before the nation can claim to have enacted inclusive education. It is hoped that the findings of this study will contribute to a better understanding of how to implement inclusive education policy, particularly for students with disability, in Saudi Arabia.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"130 ","pages":"Article 102533"},"PeriodicalIF":2.6,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143093650","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

Emotions in classroom video evaluation—The interplay of student teachers’ joy and anger and the quality of classroom management in video clips

IF 2.6 3区教育学

International Journal of Educational Research Pub Date : 2025-01-01 DOI: 10.1016/j.ijer.2025.102539

Isabell Tucholka , Annette Busse , Dorit Bosse , Bernadette Gold

{"title":"Emotions in classroom video evaluation—The interplay of student teachers’ joy and anger and the quality of classroom management in video clips","authors":"Isabell Tucholka , Annette Busse , Dorit Bosse , Bernadette Gold","doi":"10.1016/j.ijer.2025.102539","DOIUrl":"10.1016/j.ijer.2025.102539","url":null,"abstract":"<div><div>In teacher education, classroom videos are frequently used to promote student teachers’ professional competence and initiate reflection. However, observing classroom videos triggers not only cognitive but also emotional processes, which are closely interconnected and may influence each other. Evaluating the presented teaching quality, therefore, might initiate emotions while these emotions, at the same time, might inform the evaluation. Therefore, we aimed to investigate the relationship between the presented teaching quality (represented by classroom management) of classroom videos and student teachers’ evaluation thereof.</div><div>In this correlational study, 617 student teachers observed pre-selected videos showing either effective or improvable classroom management as assessed by experts, stated their emotions (joy/anger) and, subsequently, evaluated classroom management quality using rating items. Repeated-measures ANOVA revealed that student teachers felt significantly more joy and less anger when observing effective as opposed to improvable classroom management, indicating that participants’ emotions can at least partially be ascribed to teaching quality differences between the clips. Additionally, regression analyses showed that joy correlated positively, anger negatively with student teachers’ subjective classroom management evaluation and explained for significant amounts of variance therein regarding different classroom management aspects (<em>R²</em>: 15 % - 64 %).</div><div>Findings underline the need for conscious usage of videos in teacher education and indicate that student teachers’ emotions during video observation should be considered in designing video-based learning environments as they enlarge the range of possibilities regarding how to integrate videos into teacher education courses.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"130 ","pages":"Article 102539"},"PeriodicalIF":2.6,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143093645","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

Teachers in transition: A qualitative exploration into the impact of emergency remote teaching on professional development

IF 2.6 3区教育学

International Journal of Educational Research Pub Date : 2025-01-01 DOI: 10.1016/j.ijer.2025.102548

Alejandro Acuyo Cespedes

{"title":"Teachers in transition: A qualitative exploration into the impact of emergency remote teaching on professional development","authors":"Alejandro Acuyo Cespedes","doi":"10.1016/j.ijer.2025.102548","DOIUrl":"10.1016/j.ijer.2025.102548","url":null,"abstract":"<div><div>This investigation examines the evolving landscape of professional development among higher education teachers, focusing on the long-term effects of the COVID-19 emergency-remote-teaching period. The aim is to better-understand how the pandemic has shaped current attitudes and practices in professional development. Using a qualitative approach, ten English for Academic Purposes teachers from a university in Kazakhstan were interviewed. Thematic analysis was used to determine how their experiences of professional development during the online pandemic have affected their perceptions and approaches to professional development in the current post-pandemic, and mostly face-to-face, teaching context. The findings indicate that COVID-19′s emergency-remote-teaching period has had a largely positive influence as teachers are now more likely to prioritize improving their technological competence, as well as engage in a wider variety of professional development topics and platforms. Professional development is also more likely to be flexible and individually tailored to the specific needs of each teacher. However, challenges including online fatigue as well as trauma caused by the pandemic have also emerged. The investigation makes significant contributions to the understanding of professional development under emergency-remote-teaching conditions in contrast with “non-emergency” operations. It also advances field knowledge on the increasing fluidity of the professional development landscape across <em>both</em> online and offline learning spaces. Lastly it enriches the understanding of how structured and unstructured forms of professional development can be balanced and tailored to individual teachers’ needs.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"130 ","pages":"Article 102548"},"PeriodicalIF":2.6,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143093655","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 impact of video dubbing app on chinese college students’ oral language skills across different proficiency levels

IF 2.6 3区教育学

International Journal of Educational Research Pub Date : 2025-01-01 DOI: 10.1016/j.ijer.2024.102521

Xiaoran Wang , Sangmin-Michelle Lee

{"title":"The impact of video dubbing app on chinese college students’ oral language skills across different proficiency levels","authors":"Xiaoran Wang , Sangmin-Michelle Lee","doi":"10.1016/j.ijer.2024.102521","DOIUrl":"10.1016/j.ijer.2024.102521","url":null,"abstract":"<div><div>Oral language skills (OLSs) are essential for English language learners, but challenges remain in developing OLSs, especially in English-as-a-foreign-language (EFL) contexts where traditional teaching methods struggle to effectively engage students. In order to maneuver effective methods to improve Chinese students’ OLSs, the present study explores the use of an English video dubbing app in language learning tasks and investigates its effectiveness in improving OLSs. A mixed-methods approach was used to provide a robust and comprehensive empirical study, including two groups of learners with different proficiency levels. Results from pre- and post-tests, students’ reflection papers, and interviews indicated that the students’ high level of engagement in the dubbing tasks led to significant improvements in students’ OLSs. Particularly in speaking, significant improvements were observed in pronunciation, intonation, fluency, grammar, and lexical use. The study also examined the relationship between the learners’ English proficiency levels and their learning outcomes. The results showed that dubbing tasks had a more significant impact on improving pronunciation for students with lower proficiency levels, while those with higher proficiency levels showed greater improvements in fluency and grammar and lexical use. Pedagogical implications were discussed based on the findings.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"130 ","pages":"Article 102521"},"PeriodicalIF":2.6,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143094150","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

“If we can grow them here it just makes sense”: Disrupting higher education narratives through Country University Centres in regional and rural Australia

IF 2.6 3区教育学

International Journal of Educational Research Pub Date : 2025-01-01 DOI: 10.1016/j.ijer.2025.102560

Sally Baker , Hazel Blunden , Jordana Hoenig , Kinne Ring , Anna Xavier

{"title":"“If we can grow them here it just makes sense”: Disrupting higher education narratives through Country University Centres in regional and rural Australia","authors":"Sally Baker , Hazel Blunden , Jordana Hoenig , Kinne Ring , Anna Xavier","doi":"10.1016/j.ijer.2025.102560","DOIUrl":"10.1016/j.ijer.2025.102560","url":null,"abstract":"<div><div>The underrepresentation of regional, rural, and remote (RRR) students in Australian higher education has been an enduring and consistent concern for governments and universities. Despite decades of policy and funding efforts, RRR student enrolments and completion levels remain stubbornly low. However, the Regional University Study Hub (RUSH) program, which includes Country Universities Centre (CUCs), have shifted the ‘business as usual’ model to enable students to study locally with support. The CUCs as part of the RUSH program provide high quality facilities in country Australia with computer and high-speed internet access, learning spaces and individualised learning and other support from on-site staff. This has disrupted dominant narratives around how RRR students can engage with higher education. These include the idea that residents need to leave regional areas to engage with higher education (‘go to grow’), that universities are best placed to determine how to engage RRR communities, and that online learning is second-best and isolating. Drawing on data from a mixed methods study we examine how CUCs leverage community assets to facilitate connections to support localised participation in higher education, engage with their local communities, and impact the liveability of RRR communities.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"131 ","pages":"Article 102560"},"PeriodicalIF":2.6,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143478639","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

Corrigendum to “Navigating the academic road with an empty tank? The impact of financial and time scarcity mindsets on students’ sense of agency” [International Journal of Educational Research 130 (2025) 102542] 对 "空着油箱在学术道路上航行？资金和时间稀缺心态对学生代入感的影响》[《国际教育研究杂志》130 (2025) 102542] 更正

IF 2.6 3区教育学

International Journal of Educational Research Pub Date : 2025-01-01 DOI: 10.1016/j.ijer.2025.102555

Jessica Schulz, Ai Miyamoto, Matthias Nückles

引用次数: 0

The asymmetric impacts of governmental grant funding and block funding on research quality in Chinese universities

IF 2.6 3区教育学

International Journal of Educational Research Pub Date : 2025-01-01 DOI: 10.1016/j.ijer.2025.102552

Yueyan Dong , Martin de Jong , Jian Wang , Nannan Yu

引用次数: 0