International Journal of Educational Research最新文献_第10页

Corrigendum to “Predictive Insights into U.S. Students’ Mathematics Performance on PISA 2022 Using Ensemble Tree-Based Machine Learning Models” [International Journal of Educational Research 130 (2025) 102537] “使用基于集成树的机器学习模型预测美国学生在PISA 2022中的数学表现”的勘误表[国际教育研究杂志130 (2025)102537]

IF 2.6 3区教育学

International Journal of Educational Research Pub Date : 2025-01-01 DOI: 10.1016/j.ijer.2025.102592

Li Zhu , Hyesun You , Minju Hong , Zhenhan Fang

引用次数: 0

A case study of a teacher’s extrinsic emotion regulation on students’ positive emotions and learning experience 教师外在情绪调节对学生积极情绪与学习体验之个案研究

IF 2.5 3区教育学

International Journal of Educational Research Pub Date : 2025-01-01 DOI: 10.1016/j.ijer.2025.102811

Yanan Xu , Haibo Gu , Qian Wang , Jeong Jin Yu , Michelle Tornquist , Juming Shen

{"title":"A case study of a teacher’s extrinsic emotion regulation on students’ positive emotions and learning experience","authors":"Yanan Xu , Haibo Gu , Qian Wang , Jeong Jin Yu , Michelle Tornquist , Juming Shen","doi":"10.1016/j.ijer.2025.102811","DOIUrl":"10.1016/j.ijer.2025.102811","url":null,"abstract":"<div><div>While existing research indicates the role of positive emotions in enhancing learning experience, few studies have examined what and how teachers’ emotion regulation (ER) strategies can improve learning in the classroom. This gap limits the theoretical understanding of the interpersonal dimensions of ER and its potential value in teaching and learning. Grounded in Broaden-and-Build theory, this case study investigates the emotional experiences of both a teacher and students in a technology-enhanced university course. Specifically, this study examines the teacher's extrinsic ER (EER) strategies and their impact on students’ learning experiences. Data were collected over six weeks using classroom observations, smart-classroom video recordings, and independent semi-structured interviews with the teacher and students. The analysis of 27 pedagogical episodes revealed three types of EER strategies the teacher used. Notably, the teacher’s EER strategies shaped students’ learning experience in three dimensions: learning-friendly classroom climate, learner readiness, and sustained learning engagement. This research underscores the importance of EER in teaching and provides practical insights for teachers and teacher educators. The paper concludes with limitations and suggestions for future research.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"134 ","pages":"Article 102811"},"PeriodicalIF":2.5,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145105980","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

Perception, beliefs and attitudes towards simulation-based learning in healthcare students: A scoping review 医疗保健学生对模拟学习的感知、信念和态度：一项范围审查

IF 2.6 3区教育学

International Journal of Educational Research Pub Date : 2025-01-01 DOI: 10.1016/j.ijer.2025.102536

Lukáš Plch , Daniel Barvík , Jiří Zounek

{"title":"Perception, beliefs and attitudes towards simulation-based learning in healthcare students: A scoping review","authors":"Lukáš Plch , Daniel Barvík , Jiří Zounek","doi":"10.1016/j.ijer.2025.102536","DOIUrl":"10.1016/j.ijer.2025.102536","url":null,"abstract":"<div><div>In recent years, competency-based education has been used as an innovative way of teaching to better prepare university students for their profession. One of the methods used within competency-based education are simulations. This scoping review aims to answer the following research questions: “How do healthcare students perceive simulation-based learning?” and “Which simulation types and modalities are used in simulation-based medical education and how is their perception studied?” We searched Scopus, the Web of Science, MEDLINE/PubMed, Embase, PsycINFO/PsyARTICLES by EBSCO Host and the Education Resources Information Center (ERIC) for relevant literature for our data synthesis. We also used repositories of grey literature to search for doctoral theses. The data extraction followed the methodology for scoping reviews designed by the Joanna Briggs Institute. The data analysis included 126 research papers and 6 doctoral theses. The most frequent subject of the studies included in this review were nursing students. Over half of the studies used a quantitative methodology and the majority of them focused on variations of high-fidelity simulations. The descriptive qualitative content analysis and open coding generated the following themes: <em>mock reality, I am a professional, being part of a team</em> and <em>barriers.</em> Healthcare students perceive a wide range of aspects of simulation-based learning, such as the physical environment, level of fidelity, learning process, emotions and awareness of self as a professional. Findings about the ways students perceive and view simulation-based learning can help in the process of designing and revising the curricula at medical schools that use simulations.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"130 ","pages":"Article 102536"},"PeriodicalIF":2.6,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143093646","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

Investigating factors affecting teachers’ instructional practices: Evidence from TALIS 2018 Turkish data 调查影响教师教学实践的因素：来自TALIS 2018土耳其数据的证据

IF 2.6 3区教育学

International Journal of Educational Research Pub Date : 2025-01-01 DOI: 10.1016/j.ijer.2025.102557

Ayşegül Altun , Esra Kuduz , Irem Nur Akkan

引用次数: 0

Who is in? Who is out? Exploring primary school students’ sense of belonging using Photovoice 谁在家？谁出去了？利用Photovoice探索小学生的归属感

IF 2.6 3区教育学

International Journal of Educational Research Pub Date : 2025-01-01 DOI: 10.1016/j.ijer.2025.102545

Rayhan Ara Zaman , Umesh Sharma , Penny Round

{"title":"Who is in? Who is out? Exploring primary school students’ sense of belonging using Photovoice","authors":"Rayhan Ara Zaman , Umesh Sharma , Penny Round","doi":"10.1016/j.ijer.2025.102545","DOIUrl":"10.1016/j.ijer.2025.102545","url":null,"abstract":"<div><div>This article describes an exploratory qualitative study undertaken to gain insights into the perceptions of primary-grade students about their sense of belonging (SB) by capturing student voice. The key question that guided the study was what contributes to the student's sense of belonging in the primary schools of Bangladesh.</div><div>Twenty-nine grade-four students from two purposively selected schools participated in the photovoice study. To represent voice, students took photos of their school in response to the guiding prompts about what, where, and with whom they felt more connected. Group discussions, related to photos taken by students unpacked the stories behind each photo and allowed for the exploration of their sense of belonging. Photo analysis was undertaken at two levels:the denotation level to determine what or who is depicted, and the connotation level that explored what each object or person represents.</div><div>The study found three factors, i.e., place, people and practice contributing to students’ sense of belonging. Key findings indicate that students felt a strong sense of belonging when they felt safe and supported in school spaces like the playground, library, and classroom; had reciprocal friendships with the same gender peers; and experienced kindness, fairness, leniency, and consideration from their teachers. Conversely, students lacked a sense of belonging when they faced isolation and bullying based on gender, academic performance, disability, and unhygienic places and practices at their school.</div><div>The study recommends fostering respectful teacher-student relationships, using cooperative peer teaching, improving hygienic practices in schools, enriching school environments, and increasing peer mentoring to nurture students' sense of belonging.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"130 ","pages":"Article 102545"},"PeriodicalIF":2.6,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143378006","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

Strengthening student support: Students’ voices on what does (not) work in high school and university 加强学生的支持：学生对高中和大学中什么可行（什么不可行）的声音

IF 2.6 3区教育学

International Journal of Educational Research Pub Date : 2025-01-01 DOI: 10.1016/j.ijer.2024.102529

Elizabeth Hitches , Stuart Woodcock , Arianna Manning , Brian Moore

{"title":"Strengthening student support: Students’ voices on what does (not) work in high school and university","authors":"Elizabeth Hitches , Stuart Woodcock , Arianna Manning , Brian Moore","doi":"10.1016/j.ijer.2024.102529","DOIUrl":"10.1016/j.ijer.2024.102529","url":null,"abstract":"<div><div>Internationally, there are challenges to how effectively and inclusively students with accessibility requirements or disability (ARD) are being accommodated within and across high school and university. However, limited research has explored students’ experiences of support across both contexts, with research often neglecting student voice and predominantly focused upon single disabilities, primary settings, and assessment accommodations. This study explored the beliefs of 121 university students with ARD about the support they received in high school and university in Australia and their suggestions for how this could be strengthened or improved. Students reported that effective educational support encompassed not only tangible accommodations, but the positive affective experience constituted by staff, such as feeling cared for. Whilst high school provided a more personal level of assistance, there is a need for more inclusive approaches to avoid micro-exclusions. At university, students suggested more personalised support, noting generalised accommodations did not cater sufficiently to students’ individual needs. Importantly, effective support not only impacted learning and achievement, but was reported to positively impact students’ mental health. Implications and recommendations for both contexts are discussed.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"130 ","pages":"Article 102529"},"PeriodicalIF":2.6,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143094096","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

Creative and inclusive teaching practices in multigrade schools. An ethnographic study on the use of digital media 多年级学校的创新和包容性教学实践。关于数字媒体使用的民族志研究

IF 2.6 3区教育学

International Journal of Educational Research Pub Date : 2025-01-01 DOI: 10.1016/j.ijer.2025.102596

Begoña Vigo-Arrazola, Cristina Moreno-Pinillos

{"title":"Creative and inclusive teaching practices in multigrade schools. An ethnographic study on the use of digital media","authors":"Begoña Vigo-Arrazola, Cristina Moreno-Pinillos","doi":"10.1016/j.ijer.2025.102596","DOIUrl":"10.1016/j.ijer.2025.102596","url":null,"abstract":"<div><div>This article analyses how teachers in multigrade classrooms challenge the culture of homogenisation in teaching through inclusive and creative practices facilitated by digital media. Specifically, it presents the results of a multisite ethnographic study conducted in five rural multigrade schools, all participating in a broader project (PID2020–112880RB- I00) funded by the Spanish Ministry of Science and Innovation. This project focuses on investigating creative and inclusive teaching practices in complex schools due to a high percentage of migrant population or because they are in remote environments across Spain. The study highlights practices that promote student participation and learning based on their needs and life experiences, reflecting teachers’ commitment to an inclusive teaching approach. Teachers acknowledge the need to address students’ lives, interests and abilities, while encouraging interactions with peers and the community to support learning in multigrade classrooms. However, these teachers also identify barriers to inclusion arising from an education system that homogenises groups of children through organizing schools by age related grade and prescribes specific curricula for each grade. These constraints seem to influence the reproduction of educational practices that overlook students’ lives.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"131 ","pages":"Article 102596"},"PeriodicalIF":2.6,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143800148","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

Effects of personalized approach on fourth-grade students’ academic performance in project-based learning 个性化教学方法对四年级学生项目学习成绩的影响

IF 2.6 3区教育学

International Journal of Educational Research Pub Date : 2025-01-01 DOI: 10.1016/j.ijer.2025.102570

Lin Lin , Huilun Zhang , Yuqi Dong , Zhuonan Lin , Yaqin Ma , Jun Wang

{"title":"Effects of personalized approach on fourth-grade students’ academic performance in project-based learning","authors":"Lin Lin , Huilun Zhang , Yuqi Dong , Zhuonan Lin , Yaqin Ma , Jun Wang","doi":"10.1016/j.ijer.2025.102570","DOIUrl":"10.1016/j.ijer.2025.102570","url":null,"abstract":"<div><div>Project-based learning (PjBL) has become a popular teaching method for 21st-century learning; however, academic performance improvement is a challenge. This study proposes a framework for designing personalized project-based learning (P-PjBL) experiences. To evaluate the effectiveness of P-PjBL, this study was conducted in two stages. In the first stage, a two-tier diagnostic test was developed using data from over 1,000 students. Subsequently, students’ prior knowledge and understanding were assessed through the diagnostic test, and personalized activities and resources were created based on the test results. In the second stage, 106 fourth-grade students were divided into three groups and participated in a three-period unit. Control Group 1 followed traditional teaching methods, Control Group 2 engaged in general project-based learning (G-PjBL), and the Experimental Group used P-PjBL. The results indicated that P-PjBL can effectively improve academic performance and reduce the student performance gap. Notably, P-PjBL had a more positive effect on students with moderate prior knowledge than those with limited prior knowledge. Moreover, students with higher-level prior knowledge demonstrated greater improvement in P-PjBL than those with low-level prior knowledge. These findings provide valuable insight into the potential benefits of P-PjBL for improving academic performance.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"131 ","pages":"Article 102570"},"PeriodicalIF":2.6,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143520251","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

STEM teachers’ agency for gender equality in STEM education: A mixed-methods study STEM教师在STEM教育中促进性别平等的作用：一项混合方法研究

IF 2.6 3区教育学

International Journal of Educational Research Pub Date : 2025-01-01 DOI: 10.1016/j.ijer.2025.102585

Naureen Durrani, Zumrad Kataeva

{"title":"STEM teachers’ agency for gender equality in STEM education: A mixed-methods study","authors":"Naureen Durrani, Zumrad Kataeva","doi":"10.1016/j.ijer.2025.102585","DOIUrl":"10.1016/j.ijer.2025.102585","url":null,"abstract":"<div><div>The global gender gap in science, technology, engineering, and mathematics (STEM) fields hinders innovation and economic progress. This study explores a policy-relevant topic, STEM teachers’ agency for gender equality within STEM education in Kazakhstan, where girls excel in STEM at school but are underrepresented in STEM majors. Nevertheless, the gender-related practices and perspectives of Kazakhstani teachers remain significantly unexplored. Drawing on poststructuralist conceptualisations of gender and teacher agency, the research utilises a mixed-methods exploratory sequential design, combining individual semi-structured interviews, qualitative lesson observations, and survey responses. The selection of schools and teachers enabled the investigation of differences in teachers’ perspectives and practices based on factors such as rural or urban location, medium of instruction and subject specialisations. Findings revealed that teachers held essentialised beliefs about gender, portraying girls as inferior learners, particularly in Physics and Computer Science. While recognising gender disparities in STEM, many teachers did not see women's underrepresentation as a significant issue and lacked awareness of their agentic role in challenging gender stereotypes and norms. Instead, they relied on national/cultural discourses and essentialised gender explanations to justify the status quo, relinquishing their potential agency for gender equality. The lack of emphasis on gender equality in teacher education further limits teachers’ agency in addressing these issues. The study offers comprehensive implications for policymakers, curriculum developers and school leaders in fostering teacher agency for gender equality in STEM. Ultimately, teachers’ awareness and reflection on gender issues are critical to their action for gender equality in STEM.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"131 ","pages":"Article 102585"},"PeriodicalIF":2.6,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143823835","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

Unraveling teacher stress: A cumulative model of risks and protective factors in Italian schools 解开教师压力：意大利学校风险和保护因素的累积模型

IF 2.6 3区教育学

International Journal of Educational Research Pub Date : 2025-01-01 DOI: 10.1016/j.ijer.2025.102603

Benedetta Zagni , Gerardo Pellegrino , Dario Ianes , Sara Scrimin

{"title":"Unraveling teacher stress: A cumulative model of risks and protective factors in Italian schools","authors":"Benedetta Zagni , Gerardo Pellegrino , Dario Ianes , Sara Scrimin","doi":"10.1016/j.ijer.2025.102603","DOIUrl":"10.1016/j.ijer.2025.102603","url":null,"abstract":"<div><div>Teacher stress poses a significant challenge to educational systems worldwide, affecting teacher retention and student outcomes. This stress stems from heavy workloads, bureaucratic demands, challenging classroom dynamics, and inadequate support, all of which undermine educators' well-being. To address this issue, our study investigates the risks and protective factors contributing to cumulative perceived stress among Italian teachers. We collected data from a national sample of 1904 teachers using a cross-sectional correlational design. We applied principal component analysis (PCA) to identify key constructs and hierarchical regression to evaluate the contributions of demographic and contextual variables. Descriptive analysis indicated high teacher stress levels <em>(M</em> = 8.04, <em>SD</em> = 1.64). Regression results revealed that school-related stress, bureaucracy-related stress, and school-relationship-related stress significantly increased stress levels.</div><div>In contrast, personal care strategies and career-related satisfaction were linked to lower stress, while informal relationships showed a positive association. Our findings advance the theoretical understanding of teacher stress and provide actionable insights for targeted interventions and policy reforms. These results can guide educational leaders and policymakers in developing multifaceted strategies to support teacher well-being and enhance academic quality, offering a comprehensive framework for future research and practice.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"131 ","pages":"Article 102603"},"PeriodicalIF":2.6,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143823928","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