International Journal of Educational Research最新文献

{"title":"Fijian mentors’ experiences of an international teaching practicum for Australian pre-service teachers: Perceptions of a decolonising agenda","authors":"","doi":"10.1016/j.ijer.2024.102423","DOIUrl":"10.1016/j.ijer.2024.102423","url":null,"abstract":"<div><p>Initial teacher education programs across the world continue to support short-term international teaching practicums (ITPs) to build pre-service teachers’ (PSTs’) intercultural knowledge and skills. While much research has endorsed the value of such ITPs, studies have raised questions about ethical issues, including the elitism of programs and the danger of reinforcing PSTs’ colonial prejudices. This qualitative study investigates an innovative ITP for Australian PSTs in Suva, Fiji, showing how Pasifika (<em>talanoa</em>) concepts and decolonising methodologies were used in the design and research of the program. The authors, from partner institutions in Australia and Fiji, surveyed and interviewed 27 Fijian mentor teachers in schools who had supervised Australian PSTs, to investigate how these mentors experienced the decolonising character of the program. Findings affirm the value of embedding decolonising strategies and concepts into the program design and research of ITPs, to facilitate mutual understanding, respect and knowledge exchange across cultures.</p></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0883035524001095/pdfft?md5=6f76c86f31beef9e3aa36266d9b865fd&pid=1-s2.0-S0883035524001095-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141942515","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}

{"title":"Care in the academy: How our online writing group transformed into a caring community","authors":"","doi":"10.1016/j.ijer.2024.102441","DOIUrl":"10.1016/j.ijer.2024.102441","url":null,"abstract":"<div><p>This study explores the challenges academics face in prioritising their writing and research activities within the neoliberal academy. Using a collaborative autoethnography methodology, including verbatim transcriptions of recorded meetings and personal reflections as data, we explore the processes and strategies employed within an interdisciplinary online writing community. The findings highlight that collaborative, supportive online writing groups, when underpinned by an ethics of care, can effectively address the dehumanising aspects of the neoliberal academy without compromising productivity. This study concludes that it is possible to create real communities of care whilst simultaneously meeting the individualistic demands imposed by the academy.</p></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0883035524001277/pdfft?md5=83b00f61388b2bd3278cbb7ffe44cfae&pid=1-s2.0-S0883035524001277-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142083207","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}

{"title":"The impact of China's “double world-class” policy on the scientific research outputs of basic disciplines in universities","authors":"","doi":"10.1016/j.ijer.2024.102447","DOIUrl":"10.1016/j.ijer.2024.102447","url":null,"abstract":"<div><p>The basic disciplines of universities prove the source of technological innovation and the key disciplines of the “double world-class” (DWC) policy in China, which play an important role in boosting basic research of universities and solving the “bottleneck” problem of science and technology in China. Now China's first round of DWC policy has ended, during which the country has provided continuous policy preference and abundant investment for basic disciplines in universities, but it still lacks empirical investigation on the impact of the DWC policy on the scientific research output of basic disciplines. Therefore, based on the panel data of 191 basic disciplines of 89 universities in China from 2013 to 2020, a difference-in-differences (DID) model is developed to explore the impact of the DWC policy on the scientific research output of basic disciplines of relevant universities. The results show that, first, the DWC policy has significantly promoted the scientific research outputs of chemistry and biology disciplines in relevant universities but has no significant impact on those of mathematics and physics disciplines. Furthermore, this promoting impact can only be observed from an absolute growth perspective, but insignificant when evaluated in the relative terms. Second, the DWC policy has promoted the scientific research outputs of chemistry and biology disciplines by encouraging universities to obtain scientific research funding support and improving the international cooperation level. Third, the promoting impact of the DWC policy on the scientific research output of basic disciplines in comprehensive universities is significantly larger than that of other types of universities.</p></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142158213","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}

{"title":"The role of gender, psychotype and language in motivation to read books among USA and Japanese students: Increasing motivation through 3D visualization and animation","authors":"","doi":"10.1016/j.ijer.2024.102459","DOIUrl":"10.1016/j.ijer.2024.102459","url":null,"abstract":"<div><p>The research evaluates the role of gender, psychotype, and foreign language proficiency in the motivation of students from the United States and Japan to read books. This study pertains to university students pursuing language translation as a professional orientation. The article employs a mixed-methods approach, combining quantitative analysis through surveys and assessments, a pre-post study, and qualitative intervention using 3D visualization and animation with Autodesk Maya software. The scholars used the Adult Motivation for Reading Scale (AMRS), the Bem Sex-Role Inventory (BSRI), the Keirsey Temperament Sorter (KTS), and the Assessment of Foreign Language Proficiency (AFLP) task sheet. Japanese students are more motivated to read books in a foreign language than American students, and, females from both Japan and the United States are more motivated to read books in a foreign language than males. The Keirsey approach to the psychotype helped the scholars reveal that the motivation to read foreign books was more developed in the Rationals psychotype of the two countries, and the least developed among Idealists psychotype in Japan and Artisans psychotype in the United States. The correlation matrix proved a strong positive result in the AMRS subscale factors and foreign language proficiency scores (<em>r</em> = 0.82 and <em>r</em> = 0.84 at <em>p</em> &lt; 0.05) for students from the United States and Japan. A three-month intervention using the integration of 3D visualization and animation of Autodesk Maya found a positive impact on the motivation to read literature in a foreign language among students in both the US and Japan. The research promotes the scientific discussion of the different approaches used to investigate the role of gender, psychotype, and language knowledge in students' motivation to read books in a foreign language using 3D visualization and animation.</p></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142232793","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}

{"title":"‘It's a much bigger deal than people think’: UK undergraduate University students’ discussions around sexual consent","authors":"Keeley Abbott,&nbsp;Deborah Earnshaw,&nbsp;Sophie Eadon,&nbsp;Olivia Hanlon","doi":"10.1016/j.ijer.2024.102392","DOIUrl":"https://doi.org/10.1016/j.ijer.2024.102392","url":null,"abstract":"<div><p>Sexual abuse, harassment and assault are increasing in educational institutions. Education focuses on improving understanding of consent: research highlights nuances and constraints by gendered and heteronormative norms for young people. Findings explore how undergraduate university students conceptualise consent in relation to the wider contextual factors that impact sex and consent. Students (aged 18–24 years) at a West Midlands (UK) university in focus groups conceptualised consent in relation to sexual assault, legal consequences of assault and ways that emphasised victimisation, inequities, double standards, and power differentials that largely impact men. Gendered and heteronormative norms shape students’ understanding of consent and impact consent discussions. The findings have implications for secondary school Relationship and Sex Education and consent campaigns aimed at university students.</p></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141328537","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}

{"title":"The sense of inadequacy and uncertainty arising from teacher work: Perspectives of pre- and in-service teachers","authors":"Minna Körkkö ,&nbsp;Sonja Lutovac ,&nbsp;Satu-Maarit Korte","doi":"10.1016/j.ijer.2024.102410","DOIUrl":"https://doi.org/10.1016/j.ijer.2024.102410","url":null,"abstract":"<div><p>This study is based on the notion that teacher work has changed rapidly in recent decades. Teachers all over the world face students with diverse needs, and increased duties beyond actual teaching. Thus, teacher work has become more complex and demanding, with in-service teachers experiencing stress stemming from their work in general and different relationships, in particular. Simultaneously, pre-service teachers experience inadequacy and uncertainty about whether they can meet society's expectations of teachers. This phenomenon has been studied before, but most relevant research has addressed pre- and in-service teachers separately; hence, the commonalities and differences between these groups have been ignored. The present study focuses on Finnish pre- and in-service teachers’ experiences of inadequacy and uncertainty in teacher work. The data consist of 37 pre-service teachers’ and 21 in-service teachers’ written narratives on teacher work. Narrative categorical analysis resulted in four conceptual categories: 1) the sense of inadequacy and uncertainty stemming from the nature of teacher work, 2) the sense of inadequacy and uncertainty stemming from a lack of concreteness in teacher education, 3) the sense of inadequacy and uncertainty stemming from not fulfilling societal ideals of a proper teacher, and 4) coping with inadequacy and uncertainty. The second and third categories were found only among pre-service teachers. The findings suggest that feelings of inadequacy and uncertainty arise from various interacting factors, including the solitary nature of teaching responsibilities, heavy workloads, and the demands imposed by the national curriculum. The pre-service teachers had a realistic understanding of the demands and responsibilities of teaching. The in-service teachers’ experiences related more closely to the actual concrete practices of teachers’ everyday work, whereas the pre-service teachers’ concerns were more general. The implications for the development of initial and in-service teacher education are discussed.</p></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S088303552400096X/pdfft?md5=80cba310033884e4d6461989077cc6b4&pid=1-s2.0-S088303552400096X-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141484072","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}

{"title":"Vocational education and political engagement: The case of South Korea","authors":"Hyungryeol Kim,&nbsp;Kahyeon Yu","doi":"10.1016/j.ijer.2024.102409","DOIUrl":"https://doi.org/10.1016/j.ijer.2024.102409","url":null,"abstract":"<div><p>It has been argued that individuals educated in vocational tracks are less politically engaged citizens compared to their counterparts in academic tracks. However, the majority of such claims have been made based on studies conducted in Western, developed countries, leaving a gap in our understanding of the applicability of the findings to other societies. This study addresses this gap by analyzing data from 1,436 high school students who participated in the 2018 Korean Youth Competency Study (KYCS). The results reveal that, even after accounting for selection effects, Korean students attending vocational high schools are less inclined than their academic high school counterparts to become well-informed voters in the future. By contrast, there is little evidence to suggest that vocational high schools are less effective in fostering the likelihood that Korean students envision themselves as active participants in legal protests.</p></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141596403","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}

{"title":"“Voices on the ground”: Solomon Islands teachers’ perceptions of hosting an Australian pre-service teacher education program","authors":"Mellita Jones ,&nbsp;Renata Leah Cinelli ,&nbsp;Mary Gallagher","doi":"10.1016/j.ijer.2024.102317","DOIUrl":"https://doi.org/10.1016/j.ijer.2024.102317","url":null,"abstract":"<div><p>There is scant representation of the outcomes of international teaching experiences from the perspective of host teachers despite a growing number of these sorts of programs. Addressing this gap, we conducted focus group interviews with 21 Solomon Islands teachers/school leaders regarding their experiences hosting Australian pre-service teachers in their schools. Findings revealed a range of program benefits, challenges, and some suggestions for improvement, and overall showed the value of these types of programs for host country teachers. However, given the popularity of international study programs as an internationalisation strategy in higher education in Global North countries, and the likelihood of these programs to involve previously colonised, developing countries, the study's findings are important from an ethical standpoint, to explore potential colonising influences and power relations that may arise. As such, this study has implications for how international immersion programs should be planned and enacted to ameliorate potential.</p></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139433339","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}

{"title":"Exploring career changers’ experiences in a school-based initial teacher education programme for science teachers in England","authors":"Violeta Negrea","doi":"10.1016/j.ijer.2024.102342","DOIUrl":"https://doi.org/10.1016/j.ijer.2024.102342","url":null,"abstract":"<div><p>This study explores the provision of a school-based initial teacher training programme in England, focusing on the perspectives of trainee science teachers who have transitioned from other professions into teaching. Data was gathered through questionnaires, on-site observations of training activities, and individual semi-structured interviews. The results of a thematic analysis shed light on various pedagogical approaches within the programme that were recognised as effective in reshaping participants’ teaching orientations and developing student-centred pedagogies. These approaches include experiential learning, modelled activities and the exchange of experiences. Participants also highlighted areas with room for improvement, particularly in enhancing the provision of constructive feedback and guided lesson planning. The study has implications for practical applications aimed at enhancing pedagogy within education programmes, to better facilitate the transition of career-change teachers into the teaching profession.</p></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140067141","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}

{"title":"Australian grades 4 to 6 teachers’ beliefs and practices about teaching writing to low SES students","authors":"Clarence Ng ,&nbsp;Steve Graham ,&nbsp;Peter Renshaw ,&nbsp;Alan Cheung ,&nbsp;Barley Mak","doi":"10.1016/j.ijer.2023.102304","DOIUrl":"https://doi.org/10.1016/j.ijer.2023.102304","url":null,"abstract":"<div><p>The current study examined writing beliefs and practices of 187 grades 4 to 6 teachers who taught writing in schools serving predominantly low SES students in Queensland, Australia. These participants completed a mailed survey that assessed their perceptions of preparation to teach writing to low SES students, time spent on writing instruction, frequency of writing instruction, students’ time spent on writing, efficacy beliefs for teaching writing, beliefs about these students’ cognitive attributes for successful writing, beliefs about the suitability of basic writing instruction for low SES students, frequency of teaching basic writing skills and frequency of teaching advanced writing skills. As predicted, these teachers did not feel that they were prepared adequately to teach writing to low SES students. Neither did they consider in-service support sufficient. These teachers spent limited time on teaching writing, with a majority (81 %) spending 1 or 2 h or less teaching writing each week. Most teachers held deficit beliefs about low SES students, considering them lacking cognitive and motivational attributes for successful writing. Most also considered basic writing instruction appropriate for low SES students. As expected, most teachers taught basic writing skills more often than advanced writing skills. The results of multiple regression analyses showed that teachers’ efficacy beliefs predicted frequency of teaching basic and advanced skills and moderated the effects of other teacher beliefs on how often basic writing skills were taught to low SES students.</p></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0883035523001672/pdfft?md5=54c52fb245ff101a83de814b50f07e20&pid=1-s2.0-S0883035523001672-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139100772","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}