International Journal of Educational Research最新文献_第2页

The emergence of a digital third space: Opportunities and constraints of digital practice assessment in teacher education 数字第三空间的出现：师范教育数字化实践评估的机遇与限制

IF 2.6 3区教育学

International Journal of Educational Research Pub Date : 2024-01-01 DOI: 10.1016/j.ijer.2024.102415

{"title":"The emergence of a digital third space: Opportunities and constraints of digital practice assessment in teacher education","authors":"","doi":"10.1016/j.ijer.2024.102415","DOIUrl":"10.1016/j.ijer.2024.102415","url":null,"abstract":"<div><p>Practitioners and policymakers worldwide emphasise the need for research-based and professionally relevant teacher education, highlighting the importance of integrating epistemologies across schools and teacher education institutions. Drawing on the affordance concept, this study qualitatively investigates the perceived opportunities and constraints of Digital Practice Assessment (DPA) as a collaborative platform for triads of pre-service teachers, school-based and university-based teacher educators. It explores the perspectives of these stakeholders on the use of technology in teaching practice assessment and examines how their collaboration within these triads can facilitate the emergence of a third space. The third space is a metaphor that denotes the meeting place of epistemologies from research and practice in teacher education, where all stakeholders’ voices are heard. This examination sheds light on the potential benefits and challenges that DPA brings to the assessment process and highlights the importance of understanding the interplay between technology, collaboration, and professional development in teacher education. Through video-stimulated recall interviews of the assessment sessions, we show how recordings of teaching practice offer opportunities such as detailed feedback, enhanced reflections, and knowledge sharing, which are essential to research-based <em>and</em> practice-oriented teacher education. However, certain constraints were identified, such as the lack of contextual information and rigid roles within the assessment process. Still, despite the summative nature of DPA, our findings suggest that it has the potential to integrate formative assessment to foster the emergence of a third space and to support the development and learning of pre-service teachers.</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/S0883035524001010/pdfft?md5=a480f8d845f00e5f9fae5b2ec37f0108&pid=1-s2.0-S0883035524001010-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141993673","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

Impact of international student mobility in rural Portuguese regions 国际学生流动对葡萄牙农村地区的影响

IF 2.6 3区教育学

International Journal of Educational Research Pub Date : 2024-01-01 DOI: 10.1016/j.ijer.2024.102439

{"title":"Impact of international student mobility in rural Portuguese regions","authors":"","doi":"10.1016/j.ijer.2024.102439","DOIUrl":"10.1016/j.ijer.2024.102439","url":null,"abstract":"<div><p>Existing research on the influence of international students on host higher education institutions (HEIs) has mainly focused on revenue diversification and the multicultural environment that students bring to campus. However, there is a significant gap in research on how international students can impact the development of the local community surrounding the host institution. In this paper, we explore the societal impact of international students, beyond the immediate financial benefits associated with their spending. Through interviews with representatives of four HEIs, this study sheds light on the transformative potential of international student mobility for local development in Portugal, especially in more disadvantaged regions. We found that the presence of international students contributes to demographic renewal, economic growth, cultural dynamism, and knowledge transfer, thereby serving as a catalyst for positive societal transformations. These findings accentuate the strategic role of HEIs in fostering regional development through internationalisation efforts, especially valuable for other countries and regions facing similar demographic and economic challenges.</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":"142041176","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

PISA Maths-Reading index and its relationship with gender and levels of performance PISA 数学阅读指数及其与性别和成绩水平的关系

IF 2.6 3区教育学

International Journal of Educational Research Pub Date : 2024-01-01 DOI: 10.1016/j.ijer.2024.102440

{"title":"PISA Maths-Reading index and its relationship with gender and levels of performance","authors":"","doi":"10.1016/j.ijer.2024.102440","DOIUrl":"10.1016/j.ijer.2024.102440","url":null,"abstract":"<div><p>The Spanish PISA 2018 students sample (>35,900 fifteen-year-old students) has been analysed by calculating the Mathematics minus Reading scores of all individuals in the sample, relating this Maths-Reading index to the personal and educational characteristics of the respondents. Results of the first step of the analysis show that the positive Maths-Reading Index values (higher scores in maths than in reading) are mainly related to gender, and negative values (higher scores in reading) are mainly related to the joy of reading and to a series of factors linked to interest and respect for other cultures, among others. Subsequently, the individual level of global performance is taken into account with a cluster analysis generating groups of high, medium and low performers. Changes in factors affecting the Maths-Reading index when this level-based grouping is considered are analysed, showing the importance of grade repetition for low performers and the influence of socio-economic factors for medium performers, while high performers are affected especially by non-cognitive aspects such as self-concept or expected occupational status. Finally, combined effects of gender and level of performance are taken into account, showing that the factors affect male and female students differently for the disparate performance-based groups. This study contributes to a more precise knowledge of the main factors associated with students’ tendency to have better scores in mathematical items than in reading items or vice versa, and to distinguish the differential role of personal and environmental factors not only globally, but also when gender and performance levels are taken into account. Studying this personal tendency is significant as it is related to students’ study choice, especially Science-Technology-Engineering-Mathematics (STEM) degrees.</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/S0883035524001265/pdfft?md5=861acd10941e6de71fa9d8fc6b993363&pid=1-s2.0-S0883035524001265-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142048161","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

I can get off this bus and do something important for myself. The city as a space for adult learning in the perspective of local urban elites 我可以下车，为自己做些重要的事情。从当地城市精英的角度看城市作为成人学习的空间

IF 2.6 3区教育学

International Journal of Educational Research Pub Date : 2024-01-01 DOI: 10.1016/j.ijer.2024.102436

引用次数: 0

University English teachers’ research conceptions and engagement: Insights from Cambodian higher education 大学英语教师的研究理念与参与：柬埔寨高等教育的启示

IF 2.6 3区教育学

International Journal of Educational Research Pub Date : 2024-01-01 DOI: 10.1016/j.ijer.2024.102450

{"title":"University English teachers’ research conceptions and engagement: Insights from Cambodian higher education","authors":"","doi":"10.1016/j.ijer.2024.102450","DOIUrl":"10.1016/j.ijer.2024.102450","url":null,"abstract":"<div><p>Research into teacher research has received considerable attention in the last few decades. However, it still remains crucial to examine how teachers understand research and to what extent they engage in it. This study investigated how English as a Foreign Language (EFL) teachers in Cambodian higher education perceived and engaged in research. The study employed a qualitative case study and collected data through one-on-one semi-structured interviews with 16 EFL teachers from two universities (private, metropolitan, and provincial). Findings based on thematic analysis show that Cambodian university EFL teachers were positive about the value of research, yet their conceptions of research were mixed and contested. Their research engagement was markedly limited and was confined to conducting research to fulfill degree requirements; attending conferences, workshops, or seminars; and supervising students’ research projects. There was almost no involvement in academic publishing due to various challenges to their research engagement endeavors, including time constraints, research knowledge deficiency, lack of funding and support for research, limited social recognition of research, and insufficient sources of research motivation. The participants offered a set of recommendations to improve the overall environment for research to enhance Cambodian EFL teachers’ research engagement. The study concludes with a discussion and policy implications of the findings, as well as suggestions for future research considering the study limitations.</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/S0883035524001356/pdfft?md5=6dace066ea2fdfa5db64be8f7b223c7c&pid=1-s2.0-S0883035524001356-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142136680","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

The P3 and academic performance in healthy adults: A systematic review and meta-analysis 健康成年人的 P3 和学习成绩：系统回顾与荟萃分析

IF 2.6 3区教育学

International Journal of Educational Research Pub Date : 2024-01-01 DOI: 10.1016/j.ijer.2024.102462

{"title":"The P3 and academic performance in healthy adults: A systematic review and meta-analysis","authors":"","doi":"10.1016/j.ijer.2024.102462","DOIUrl":"10.1016/j.ijer.2024.102462","url":null,"abstract":"<div><div>Globally, students demonstrate considerable heterogeneity in academic performance even under similar conditions. While previous systematic reviews have provided a more comprehensive picture of the relationship between different factors and academic performance, none have investigated its relationship with brain activity. Previous evidence supports that the P3, a positive deflection in the electroencephalogram reflecting higher order cognitive processes, may serve as a neuromarker for academic performance. The primary objective of this systematic review was to synthesize existing research on the P3 and academic performance in healthy adults. Searches were conducted using Web of Science, ProQuest, and Scopus databases. In total, four studies met the eligibility criteria for inclusion in the present review. Results suggest that P3 latency can serve as a reliable neuromarker for academic performance in healthy adults. However, limited previous studies and methodological differences prevent strong conclusions from being drawn. Further research is needed to establish the predictive capability of the P3 on academic performance. This paper represents the first systematic review on this topic, illuminating our understanding of the relationship between brain activity and academic performance.</div></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":"142423309","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

Politics of desire, policies of replacement: Race, empire, and worth(iness) in Hmong language education 欲望政治，替代政策：苗语教育中的种族、帝国与价值

IF 2.6 3区教育学

International Journal of Educational Research Pub Date : 2024-01-01 DOI: 10.1016/j.ijer.2024.102474

{"title":"Politics of desire, policies of replacement: Race, empire, and worth(iness) in Hmong language education","authors":"","doi":"10.1016/j.ijer.2024.102474","DOIUrl":"10.1016/j.ijer.2024.102474","url":null,"abstract":"<div><div>This article considers the attemps and limitations of using dual language education schooling for the purpose of interrupting colonial conversion, and cultivating anticolonial, decolonizing, or Indigenizing education by and for displaced Indigenous language communities who have been constructed as stateless refugees (e.g. Hmoob in the U.S.). It specifically focuses on Hmong attempts to leverage community control of U.S. schools through mechanisms of public charter schools and dual language bilingual education schools to fulfill desires for Hmong futurity and language sustainability. Data from a critical policy analysis of the number of Hmong-specific school-based programs, their school language education policies, and narrative interviews with current and former administrators were analyzed using concepts from raciolinguisitics, racial capitalism, and settler colonialism. Findings reflect nearly all of the school programs explicitly stated goals to fulfill community desires for sustaining Hmong within the context of U.S. English-dominance. However, the majority have not successfully formed or maintained heritage dual language education programs. Analysis suggests the concept of <em>raciolinguistic settler futurity</em> as a way to identify sociopolitical forces shaping curriculum and language policy in heritage language dual language education that are contradictory to the goals of refugee community language futures and maintenance of cultural practices and knowledge systems within settler states.</div></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":"142530200","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

Factors influencing communication between parents and early childhood educators in multilingual Luxembourg 影响卢森堡多语种家长与幼儿教育工作者之间沟通的因素

IF 3.2 3区教育学

International Journal of Educational Research Pub Date : 2024-01-01 DOI: 10.1016/j.ijer.2023.102309

Gabrijela Aleksić , Džoen Bebić-Crestany , Claudine Kirsch

{"title":"Factors influencing communication between parents and early childhood educators in multilingual Luxembourg","authors":"Gabrijela Aleksić , Džoen Bebić-Crestany , Claudine Kirsch","doi":"10.1016/j.ijer.2023.102309","DOIUrl":"https://doi.org/10.1016/j.ijer.2023.102309","url":null,"abstract":"<div><p>The collaboration between educators of early childhood education and care (ECEC) and parents has a significant positive impact on children's development, particularly for young immigrant children. However, research in multilingual and multicultural contexts is scarce. Therefore, the aim of the present study conducted in multilingual ECEC context in Luxembourg was twofold: (1) to identify the significant predictors that influence goal-oriented communication between parents and educators, and (2) to showcase a dynamic interplay between these factors in practice through observations and interviews. To address the first aim, we conducted two regression analyses, one involving parents (<em>N</em> = 323) and the other educators (<em>N</em> = 289). The analysis with parents showed that the most significant factor that influenced goal-oriented communication was parent satisfaction, while for educators it was educators’ professional attitudes towards parents and parent involvement. Furthermore, the results from interviews and observations of parent involvement in literacy activities in two multilingual centres showed that these factors are closely linked. When educators have positive attitudes, they will communicate more frequently and purposefully, and offer opportunities for parents to be involved, which will then lead to parent satisfaction. This study has important implications for policymakers, practitioners, and parents especially in multilingual contexts.</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/S0883035523001726/pdfft?md5=1de9fe74f5bf30138b4d9f079ea40aeb&pid=1-s2.0-S0883035523001726-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139436470","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

Gay boys’ experiences and outcomes in pre-tertiary education 男同性恋在大学预科教育中的经历和结果

IF 3.2 3区教育学

International Journal of Educational Research Pub Date : 2024-01-01 DOI: 10.1016/j.ijer.2024.102358

Lynda R. Wiest

引用次数: 0

Activating self-monitoring through the discourse of fear and hope: The subjectivation of enterprising teachers 通过恐惧与希望的话语激活自我监控：进取型教师的主体化

IF 3.2 3区教育学

International Journal of Educational Research Pub Date : 2024-01-01 DOI: 10.1016/j.ijer.2024.102324

Tien-Hui Chiang , Lydia Osarfo Achaa , Stephen J Ball

引用次数: 0