International Journal of Educational Research最新文献

{"title":"Relationship between monitoring judgments and self-report measures of metacognition in educational research","authors":"Peter Seban ,&nbsp;Radovan Sikl ,&nbsp;Kamila Urban","doi":"10.1016/j.ijer.2025.102578","DOIUrl":"10.1016/j.ijer.2025.102578","url":null,"abstract":"<div><div>Metacognition plays a crucial role in effective learning, but its measurement and assessment present various challenges. The goal of this study was to investigate the relationship between online and offline measures of metacognition, and their relationship to actual performance on a reading comprehension task. Our sample consisted of 177 university students, and we used an observational study design. Results showed no significant correlation between online (measured by monitoring judgments) and offline (self-reports) measures of metacognition, even when offline measure was represented by a domain-specific Metacomprehension Inventory and its subscales were separately correlated with monitoring judgments. Notably, online measures were strongly related to actual task performance (JOLs, <em>r</em> =0.48; CJs, <em>r</em> = 0.75), while no significant relationship was found between offline measures and performance. This study highlights the importance of using appropriate measures when assessing learners’ metacognitive skills.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"131 ","pages":"Article 102578"},"PeriodicalIF":2.6,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143696993","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":"Chinese postgraduate students negotiating their academic writing and identities in an Anglophone context: A dialogic, decolonising case study","authors":"Meihui Wang,&nbsp;Graham Parr","doi":"10.1016/j.ijer.2025.102588","DOIUrl":"10.1016/j.ijer.2025.102588","url":null,"abstract":"<div><div>The number of Chinese international students studying in Anglophone countries is returning to pre-pandemic levels, intensifying competition to attract and retain these students. Previously, many studies have investigated this phenomenon, but students and institutions continue to report significant challenges in the students' negotiation of linguistic, cultural, academic and identity issues. In part, this may be because dominant narratives in such studies have relied upon deficit characterisations of Chinese students that blame challenges on the students, or colonial narratives that position Western academic knowledge and practices as superior, or other colonially-based assumptions. This qualitative narrative case study resists these narratives, and instead adopts dialogic and decolonising theories to develop nuanced critical accounts of three postgraduate Chinese students studying and researching in Australia. The study shows the complex ways in which the students dialogically engage with multiple languages, texts and people, developing hybrid academic texts and scholarly identities along the way.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"131 ","pages":"Article 102588"},"PeriodicalIF":2.6,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143760876","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":"What do we mean when we talk about teacher professional development in formative assessment? A systematic review","authors":"Alexa von Hagen ,&nbsp;Alejandra Balbi ,&nbsp;Micaela Bonilla ,&nbsp;Camila Arbildi","doi":"10.1016/j.ijer.2025.102586","DOIUrl":"10.1016/j.ijer.2025.102586","url":null,"abstract":"<div><div>Although educational systems worldwide recognize Formative Assessment (FA) practices as a cornerstone of high-quality instruction, it remains unclear what characteristics professional development programs need to impact teachers’ FA practices and students’ learning outcomes. This systematic review aimed to fill this gap by systematically identifying, describing and analyzing the available evidence. To be included, studies had to a) focus on primary or secondary teachers, b) report on a professional development program targeted at improving FA practices, c) measure teachers’ FA practices and d) represent an interventional study.</div><div>We identified 23 eligible reports including quantitative and qualitative studies and extracted data on teacher and professional development program characteristics, outcomes and impact evidence. Our findings revealed that 69.56 % of professional development programs emphasized providing feedback to students, while less than 8.70 % included implementing rubrics, progress monitoring and integrating formative with summative assessments as learning outcomes. Evidence on the impact of professional development programs on teachers’ FA practices was very heterogeneous, consisting of only four studies with an intervention-control group design and 15 single group comparisons with diverse measurements including declarative, procedural and self-knowledge outcomes. Overarching topics in the qualitative evidence pointed to sources of support, difficulties, and knowledge transfer experienced by teachers in professional development programs on FA. Only six of the studies measured the impact of professional development programs on students’ learning in addition to teachers’ FA practices and almost exclusively focused on academic rather than socio-emotional outcomes.</div><div>Overall, the evidence base is highly heterogeneous, showcasing the variety of approaches scholars have chosen to design, implement and measure the impact of professional development programs on FA. This heterogeneity underscores the complexity of the topic and offers insights into different components that need to be considered in future research, while representing a valuable guide for stakeholders aiming for evidence-based approaches for professional development programs on FA.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"131 ","pages":"Article 102586"},"PeriodicalIF":2.6,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143760877","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":"Tracing the footprints of returning international students in Pakistani context: A capability approach analysis","authors":"Dr. Tayyaba Tamim ,&nbsp;Dr. Faisal Bari","doi":"10.1016/j.ijer.2025.102593","DOIUrl":"10.1016/j.ijer.2025.102593","url":null,"abstract":"<div><div>The internationalization of higher education has been attracting a large number of students from the South to the North. Though no consolidated data is available, one can safely say that the trend is on the rise with fast-paced globalization, increased information flows, and the availability of international scholarships. While several international students settle abroad after the completion of their studies, a large number also return home for one reason or the other. This is a pertinent moment then to explore the societal implications of returning international students, given the slim literature available in this area, especially in South Asian contexts. This paper shares some findings from a study involving 22 returning international students to understand the societal impacts of their return to Pakistan. The study was qualitative, with in-depth interviews as the main instruments. Drawing on Amartya Sen's capability approach, the aim was to capture the nature of individual capability expansion following international educational experience and implications for the home country when they return. The findings revealed that individuals made valuable tangible and intangible contributions to their home country in multiple dimensions. However, the individual agency freedoms and achievements of the returnees were interlinked with the expansion of collective agency and achievements. This in turn set off another cycle of individual and collective capability expansion. These agency achievements were, nevertheless, filtered by social-cultural factors of class, social capital, institutional structures, and the symbolic value attributed to Western knowledge; the latter resulting also in some capability deprivation.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"131 ","pages":"Article 102593"},"PeriodicalIF":2.6,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143844481","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":"Life history of teachers in rural schools: the discovery of diversity as a \"Standard practice”","authors":"María José Arroyo González ,&nbsp;Ignacio Berzosa Ramos ,&nbsp;Daniela Baridon Chauvie","doi":"10.1016/j.ijer.2025.102597","DOIUrl":"10.1016/j.ijer.2025.102597","url":null,"abstract":"<div><div>This study investigates rural multigrade classrooms in Castilla y León (Spain), which integrate students of various ages, abilities, and needs. While multigrade education presents numerous benefits, it remains a contentious topic in educational policy. Rural schools often serve as entry points for novice teachers, impacting their professional identity development. However, a notable lack of adequate training for rural education and the development of inclusive practices persists. Employing a qualitative, biographical methodology, the research involved semi-structured interviews with 11 educators who have experience in rural settings. Key themes emerged, including the discovery of rural pedagogy, the complexities of teaching diverse classrooms, and significant gaps in teacher training. Findings indicate that multigrade classrooms are distinctive environments fostering strong teacher-student relationships and promoting inclusive practices. Novice teachers gain insights into classroom management and individualized instruction, benefiting from favourable student-teacher ratios. Nonetheless, challenges related to insufficient initial training, lack of training in inclusive practices, and resource allocation remain critical. The study advocates for improved educational policies to enhance teacher preparation and support in rural multigrade environments, ultimately aiming to bolster both teacher development and student outcomes.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"131 ","pages":"Article 102597"},"PeriodicalIF":2.6,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143817572","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 Nordic perspective on the association between distributed leadership and teacher job satisfaction: A multilevel SEM approach","authors":"Jelena Veletić ,&nbsp;Ronny Scherer","doi":"10.1016/j.ijer.2025.102559","DOIUrl":"10.1016/j.ijer.2025.102559","url":null,"abstract":"<div><div>In this study, we address the lack of robust empirical evidence on the association between distributed leadership and teacher job satisfaction with the work environment in the Nordic countries by examining this relationship at the teacher and school levels, for both teachers and principals. We also explore how teachers’ shared perceptions of distributed leadership are associated with individual job satisfaction (i.e., contextual effects), surpassing the limitations of the single-level analyses. Using data from 11,788 teachers in 654 schools who participated in the Teaching and Learning International Survey (TALIS) 2018 in Denmark, Finland, Norway, and Sweden, we found a strong positive association between teacher job satisfaction with the work environment and teacher-reported distributed leadership at the school level, and a moderately strong association at the teacher level. In contrast, we found a negative contextual effect which suggested that stronger distributed leadership at the school level was associated with lower satisfaction of individual teacher in Norway and Finland. Additionally, principal-reported distributed leadership was weakly, positively associated with teacher job satisfaction with the work environment only in Sweden. This study shows mixed results: at the teacher level, stronger distributed leadership has potential to enhance job satisfaction, while at the school level, it can be linked to lower individual teacher satisfaction as shown in Norway and Finland. Our study further highlights the distinction between teacher- and principal-reported distributed leadership, as well as individual- and shared-teacher perceptions, and their potential differential effects on job satisfaction.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"130 ","pages":"Article 102559"},"PeriodicalIF":2.6,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143419600","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":"“They mostly gave out packages”: Navigating the educational experiences of crossover youth in California","authors":"Cynthia De La Rosa ,&nbsp;Sanna King ,&nbsp;Jerry Flores","doi":"10.1016/j.ijer.2025.102567","DOIUrl":"10.1016/j.ijer.2025.102567","url":null,"abstract":"<div><div>In the United States current research on systems of care demonstrates how more individuals than ever before are caught in both the juvenile justice and foster care systems. These dual involved “crossover youth” face multiple unique barriers when trying to attend school. However, missing from this discourse is the understanding of crossover youth negotiate their ties to schools and the juvenile justice system. This paper addresses this current gap in research by examining the experiences of 13 crossover youth. Our work explores their experiences navigating both the foster care system and the criminal justice system and the way that these systems impacted their educational experiences. Our findings suggest that crossover youth are pushed out of mainstream schools. Once this takes place they are pushed into alternative schools where they experience additional challenges and inadequate self-guided instruction.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"131 ","pages":"Article 102567"},"PeriodicalIF":2.6,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143509485","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":"AI-based assessment of students’ writing skill progress: Implementing “Artificial neural network modeling” vs. “Time series prediction”","authors":"Fatemeh Etaat","doi":"10.1016/j.ijer.2025.102575","DOIUrl":"10.1016/j.ijer.2025.102575","url":null,"abstract":"<div><div>This study evaluates two prediction models to assess the students’ progress in second language (L2) writing skills through AI-based applications. The study compares Artificial Neural Networks (ANN) including Multi-Layer Feedforward Networks (MLFN) and Generalized Regression Neural Networks (GRNN), versus time series prediction methods. A total of 34 cases from two groups (an experimental and a control group) participated in a writing pretest, 6 periodic tests and a posttest were analyzed in terms of their writing skill development through different methods. The findings indicated that GRNN without linear predictors for training portion, with mean absolute error (MAE) of 0.807, a root mean squared error (RMSE) of 0.99 and R² = 0.88, outperforming the time series models, provided the most accurate and the closest scores to the posttest indicating that the experimental group improved more than the control group. The GRNN shows better performance with predictor in testing portion of data underscored with R² = 0.94 and RMSE = 0.762. The study emphasizes the importance of applying artificial intelligence in education (AIEd) particularly in English language learning and assessment.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"131 ","pages":"Article 102575"},"PeriodicalIF":2.6,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143654475","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":"Teachers’ self-efficacy beliefs about trauma-informed education practices","authors":"Michael Witter ,&nbsp;Tom Brunzell","doi":"10.1016/j.ijer.2025.102589","DOIUrl":"10.1016/j.ijer.2025.102589","url":null,"abstract":"<div><div>This study situated preservice teacher self-efficacy beliefs within the context of trauma-informed education practices. The study aimed to validate a measure of teacher self-efficacy for trauma-informed practice as a key component of research on the effectiveness of trauma-informed practice. Using confirmatory factor analysis, the psychometric properties of results supported three conceptually distinct factors of trauma-informed education practice: self-efficacy to recognize and realize the importance and impact of trauma in classrooms, to utilize strategies that are responsive to the needs of students impacted by trauma, and to apply their own strategies for managing the wellbeing and resiliency demands that commonly impact teachers working with students who have experienced traumatic stressors. Future directions suggest recommendations and strategies to increase self-efficacy beliefs within teacher education and training in addition to supporting teachers through whole-of-school approaches toward trauma-informed education implementation.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"131 ","pages":"Article 102589"},"PeriodicalIF":2.6,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143807387","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":"Cultivating STEM graduate students’ readiness for transformational resistance","authors":"Yejun Bae ,&nbsp;Yemeng Du ,&nbsp;Marcelle A. Siegel","doi":"10.1016/j.ijer.2025.102584","DOIUrl":"10.1016/j.ijer.2025.102584","url":null,"abstract":"<div><div>Fostering the more supportive culture of Science, Technology, Engineering, and Mathematics (STEM) higher education, graduate students’ participation in the movements for transformation is increasingly vital. STEM higher education continues to face challenges related to retention and participation, making meaning shifts essential. Addressing these challenges requires more than surface level changes; meaningful transformation is necessary. This study analyzed interviews with seven graduate students who have participated in a STEM education program designed to encourage reflective engagement with systemic challenges in the field. The interviews explored their perspectives on the broader structural factors influencing STEM higher education. Focusing on examining the readiness of enacting transformational resistance in STEM higher education, we used a numerical coding scheme to understand the demonstration of awareness of and critical perspectives on institutional practices. Our findings suggest that participation in the program contributed to developing STEM graduate students’ readiness for enacting transformational resistance. Additionally, the program's collaborative and supportive nature played a crucial role in sustaining students' engagement. Participants frequently framed their experiences through a collective lens, highlighting the role of intellectual community in shaping their professional identities and commitment to change.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"131 ","pages":"Article 102584"},"PeriodicalIF":2.6,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143785694","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}