International Journal of Educational Research最新文献

{"title":"A cross-cultural perspective of agency in primary contexts: Validation of the student agency profile across multiple sites","authors":"Margaret Vaughn ,&nbsp;Kira J. Carbonneau ,&nbsp;Consuelo Mameli ,&nbsp;Valentina Grazia ,&nbsp;Oddny J. Solheim ,&nbsp;Eithne Kennedy ,&nbsp;Catherine Lammert ,&nbsp;Kyle Arlington ,&nbsp;Johanne Ur Sæbø","doi":"10.1016/j.ijer.2023.102291","DOIUrl":"10.1016/j.ijer.2023.102291","url":null,"abstract":"<div><p>This study examines the multidimensional construct of student agency across four countries, Ireland, Italy, Norway, and the United States. Elementary students across contexts (<em>n</em><span> = 1,229) completed the Student Agency Profile (StAP) to assess their agency in the classroom with respect to literacy. Confirmatory factor analyses largely aligned with the hypothesized dimensions of agency across sites. Findings from a multigroup confirmatory factor analysis revealed invariance across the four countries suggesting that scores generated by the StAP are able to assess student agency. Discussion highlights the importance of cross-cultural explorations of agency to shed light on how students have a voice in their decision-making when it comes to literacy.</span></p></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"124 ","pages":"Article 102291"},"PeriodicalIF":3.2,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139068359","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 P3 and academic performance in healthy adults: A systematic review and meta-analysis","authors":"A.J. Privitera ,&nbsp;R. Sun","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":"128 ","pages":"Article 102462"},"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}

{"title":"Politics of desire, policies of replacement: Race, empire, and worth(iness) in Hmong language education","authors":"Jenna Cushing-Leubner","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":"128 ","pages":"Article 102474"},"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}

{"title":"Examining the inner logic of students’ coding orientations and the internal structure of written language in math tests from Basil Bernstein's code theory","authors":"Tien-Hui Chiang ,&nbsp;Xing Ma ,&nbsp;Rongxin Zhang ,&nbsp;Allen Thurston ,&nbsp;Shan Jiang ,&nbsp;Su-Wei Lin ,&nbsp;Maria Cockerill","doi":"10.1016/j.ijer.2023.102307","DOIUrl":"https://doi.org/10.1016/j.ijer.2023.102307","url":null,"abstract":"<div><p>This study uses a questionnaire survey (<em>n</em> = 2.098) to examine how the use of everyday language and slower-paced teaching in math instruction regulates the practice of rules of recognition and realization. The results of a Structural Equational Modelling (SEM) analysis revealed that while the recognition-realization-rules formula was confirmed, the better way to improve students’ performance in math tests was not to slow the pace of teaching but to use everyday language because the latter meaningfully linked to their context-based experiences. This means an innovative presentation of pedagogical information through either unpacking or enhanced pedagogy greatly improves their results in math tests.</p></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"124 ","pages":"Article 102307"},"PeriodicalIF":3.2,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139675089","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":"Destruction, construction, reconstitution: The dynamics of structural reform and the creation of new higher education institutions in the former Soviet space","authors":"Emma Harden-Wolfson","doi":"10.1016/j.ijer.2024.102364","DOIUrl":"https://doi.org/10.1016/j.ijer.2024.102364","url":null,"abstract":"<div><p>Across the former Soviet space, governments have grappled with fundamental questions around how to build or re-form sovereign nations, how to deal with the legacies of the preceding Soviet era, and how to navigate intense globalization processes that were further stimulated with the collapse of the communist bloc in 1991. Structural reforms have extended to all aspects of society, particularly to social institutions such as higher education that had historically been very closely linked to the state. One response to change has been the massive expansion of higher education systems. The dramatic growth of the ex-Soviet higher education systems and the impact of the path-altering events of 1991 lead to the research questions this paper explores, which are, 1) To what extent did HEIs created between 1991 and 1996 represent a break from the Soviet past? and 2) How do patterns in the emergence of new HEIs compare across the former Soviet space? Using the cases of Kazakhstan, Kyrgyzstan, and Tajikistan, drawing theoretically from sociological institutionalism and methodologically from a comparative case study including in-depth interviews with 36 faculty members, this paper sets out a novel typology of four distinct patterns in the new HEIs that emerged in the first five years following the Soviet breakdown. These are classified as ‘external’, ‘hybrid’, ‘bi-national’ and ‘neo-Soviet’, each being distinguishable in terms of their organization, founding actors, and funding model. Through this comparative investigation, the paper elaborates on the dynamics of structural reforms in higher education.</p></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"126 ","pages":"Article 102364"},"PeriodicalIF":3.2,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S088303552400051X/pdfft?md5=bc4c0fa66647fc0974b626244521de78&pid=1-s2.0-S088303552400051X-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140947610","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":"Timing matters: Unpacking the dynamics of project-based groups through exploring proxy efficacy and collective efficacy","authors":"José Hanham ,&nbsp;Adam Hendry","doi":"10.1016/j.ijer.2024.102387","DOIUrl":"10.1016/j.ijer.2024.102387","url":null,"abstract":"<div><p>Project-based learning (PjBL) is used in classrooms around the world. During PjBL projects, students develop shared beliefs about the capabilities of their groups (collective efficacy) and fellow group members (proxy efficacy). Currently, knowledge about how these shared beliefs are associated with the performances of PjBL groups is limited. The central question addressed in this study concerns what role do collective efficacy and proxy efficacy beliefs have in the performances of PjBL groups completing science projects in school settings? Participants were 252 (46 female, 206 male) Grade 8 science students at two Catholic high schools in Sydney, Australia, randomly assigned to one of 63 project groups. Within each group, students were randomly assigned to one of 4 roles – coordinator, fixer, checker, or communicator. Data were self-reports and teacher summative assessments. Data collection occurred three times over a five-week period. Multilevel modelling was used to examine relationships between the study variables. This study found that proxy efficacy beliefs regarding the coordinator and communicator at the project midpoint had statistically significant associations with the performance of PjBL groups. It was also found that collective efficacy for group performance at Time 3 was associated with the performance of PjBL groups on the summative task. These findings provide novel insights into the role of efficacy beliefs in the performance of PjBL groups. A key takeaway is that beliefs about group members’ capabilities to fulfill their roles are important in the developing stages of projects, with shared beliefs about the group's capabilities for high achievement becoming important in the latter stages of projects. As such, these findings should provide educators with information about when they should nurture certain types of efficacy beliefs over the duration of PjBL projects.</p></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"126 ","pages":"Article 102387"},"PeriodicalIF":3.2,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0883035524000739/pdfft?md5=6fcd4e84b8395aaad1eb73102ba7ff21&pid=1-s2.0-S0883035524000739-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141190645","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":"Alternative knowledges in intercultural education and educators as epistemic subjects","authors":"Hamza R'boul","doi":"10.1016/j.ijer.2024.102391","DOIUrl":"https://doi.org/10.1016/j.ijer.2024.102391","url":null,"abstract":"<div><p>The activist underpinnings of intercultural education may be more effective when the theories about the peripheries prioritize self-criticality in conceptualizing and implementing this pedagogy. This warrants examining how epistemic agency is exercised by educators to align the sociologies of intercultural education with the ecologies of their spaces. The aims of this paper are, (a) to unpack the cultural and epistemic formations of teachers’ understandings of the premises and objectives of intercultural education and (b) prompt southern epistemic subjects to produce knowledge about intercultural education that accounts for their epistemological positionalities and their consideration of local intimacies, needs and aspirations. This qualitative study uses email interviews with Moroccan EFL teachers to elicit their epistemic input rather than to situate their responses among mainstream literatures. Findings illuminated the complex epistemic processes that educators are engaged in to construct their situated knowledges informed by the intersection of available scholarships, their ontologies and contextual factors. Findings suggest that educators’ exercising of intercultural education is problematized by the lack of training which leads to ‘improvisation’ and the high-abstract rhetorics in literature which may require educators to sustain more efforts in addition to thorny attempt of doing intercultural education otherwise.</p></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"127 ","pages":"Article 102391"},"PeriodicalIF":2.6,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141484073","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":"Responding to change: How was school leadership distributed during and after the COVID-19 pandemic? School leader perspectives in Kuwait","authors":"Amal Abdulwahab Alsaleh","doi":"10.1016/j.ijer.2024.102425","DOIUrl":"10.1016/j.ijer.2024.102425","url":null,"abstract":"<div><p>This study employed distributed leadership (DL) theory as a conceptual framework to investigate leaders' practices during and after the COVID-19 pandemic in Kuwait's public schools. It also examined the concomitant challenges the school leaders faced. Data were gathered through interviews with 16 school principals and assistant principals during the first semester after reopening of schools following the pandemic. The findings showed that the data showed that DL was adopted by school leaders to facilitate smooth transitions and manage school and community needs during the change process. Additionally, DL took various forms, including allocation leadership, delegation, networking, department leadership, and volunteering initiatives. However, school leaders faced challenges like limited autonomy, unsustainable political decisions, and a shortage of teachers.</p></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"127 ","pages":"Article 102425"},"PeriodicalIF":2.6,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141881801","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 emergence of a digital third space: Opportunities and constraints of digital practice assessment in teacher education","authors":"Viviana Daza,&nbsp;Greta Björk Gudmundsdottir,&nbsp;Andreas Lund","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":"127 ","pages":"Article 102415"},"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}

{"title":"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","authors":"Małgorzata Maria Osowska,&nbsp;Helena Anna Jędrzejczak","doi":"10.1016/j.ijer.2024.102436","DOIUrl":"10.1016/j.ijer.2024.102436","url":null,"abstract":"<div><p>In this article explores small cities as the a potential for adult learning. By referencing social capital theory, habitus and cultural capital, we open a discussion on the role of physical, social and symbolic space. The results are based on the technique of walking interviews with small city residents of cities in Poland. The study shows that the basis of learning mechanisms included visiting local authorities, meetings of hobbyists, local urban projects, urban institutions and storytelling city spaces that induced storytelling of the city. The results inform us about the advantages that of elites have in shaping lifelong learning offers. They create their city's narrative of their city by deciding which symbols, people, spaces and institutions are significant. We conclude that the reception of educational content is influenced by the use patterns of use of public spaces. These are culturally and economically determined and can reinforce inequalities in access to learning. However, they still hold there is still great potential for learning in them.</p></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"127 ","pages":"Article 102436"},"PeriodicalIF":2.6,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142012485","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}