International Journal of Educational Research最新文献_第3页

Strengthening student support: Students’ voices on what does (not) work in high school and university

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

Who is in? Who is out? Exploring primary school students’ sense of belonging using Photovoice

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

Investigating factors affecting teachers’ instructional practices: Evidence from TALIS 2018 Turkish data

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

Effects of personalized approach on fourth-grade students’ academic performance in project-based learning

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

Language of administration and academic test performance in Ghanaian children

IF 2.6 3区教育学

International Journal of Educational Research Pub Date : 2025-01-01 DOI: 10.1016/j.ijer.2025.102549

Jessica L. Garcia , Paulina A. Kulesz , Elena L. Grigorenko

引用次数: 0

How can improved reading materials enhance reading comprehension of rural left-behind children without teacher guidance?

IF 2.6 3区教育学

International Journal of Educational Research Pub Date : 2025-01-01 DOI: 10.1016/j.ijer.2025.102544

Kenan Yao , Wei Xiong , Hongxian Liu , Zhaoxia Wang , Shuai Xiao

{"title":"How can improved reading materials enhance reading comprehension of rural left-behind children without teacher guidance?","authors":"Kenan Yao , Wei Xiong , Hongxian Liu , Zhaoxia Wang , Shuai Xiao","doi":"10.1016/j.ijer.2025.102544","DOIUrl":"10.1016/j.ijer.2025.102544","url":null,"abstract":"<div><div>There are currently >6.4 million rural left-behind children in China, referring to children who remain in rural areas while their parents migrate to urban areas for work, and their reading skills are generally poor due to the lack of sufficient teaching staff. This study aimed to investigate how to improve the reading comprehension of these rural left-behind children by improving reading materials without teacher guidance. The study recruited 148 left-behind children from rural areas and used experimental and interview methods to assess the effects of different illustration styles and different numbers of illustrations on reading comprehension of ancient poems. The results showed that the style of illustrations did not significantly affect reading comprehension (<em>p</em> > 0.05). However, the quantity of illustrations was a significant factor (F(1,144)=17.19, <em>p</em> < 0.01, η²=0.11), with providing an illustration for each line of the poem, rather than a single illustration for the entire poem, significantly enhancing children's comprehension of classical poetry. The results of the interviews elucidated the finding that children deepened their understanding of the meaning of the poems by constructing the logic of the plot through the intrinsic connections between the illustrations and integrating them with their life experiences. This finding aids in enhancing rural education for Chinese children, while providing a new research perspective for developing countries to improve rural education quality.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"130 ","pages":"Article 102544"},"PeriodicalIF":2.6,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143093643","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

Competent fish in little ponds: Testing the relationship between academic achievement and social-emotional skills

IF 2.6 3区教育学

International Journal of Educational Research Pub Date : 2025-01-01 DOI: 10.1016/j.ijer.2025.102540

Jieping Shi , Tengteng Zhuang

{"title":"Competent fish in little ponds: Testing the relationship between academic achievement and social-emotional skills","authors":"Jieping Shi , Tengteng Zhuang","doi":"10.1016/j.ijer.2025.102540","DOIUrl":"10.1016/j.ijer.2025.102540","url":null,"abstract":"<div><div>Given the increasing importance of social-emotional skills as educational outcomes, the current study attempts to extend the well-known big-fish-little-pond effect (BFLPE) from academic self-concept to social-emotional skills. We examined the effects of student- and school-level academic achievement on student social-emotional skills using the Chinese adolescent sample in the newly released cross-sectional OECD Survey on Social and Emotional Skills database (N = 7,246). Multilevel models showed that student math achievement positively predicted social-emotional skills, whereas school math achievement negatively predicted social-emotional skills, supporting the BFLPE. Student academic achievement could compensate for the negative BFLPE in support of the bright student hypothesis, indicating that the students with higher math scores would suffer less BFLPE. In particular, the BFLPE and bright student hypotheses existed for nine specific skills, namely, creativity, curiosity, tolerance, self-control, responsibility, persistence, assertiveness, self-efficacy, and achievement motivation. Additionally, the BFLPE did not vary by grade level and was only supported in the math domain rather than in reading. Practical implications and limitations are discussed.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"130 ","pages":"Article 102540"},"PeriodicalIF":2.6,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143093644","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

Analysing menstrual education in Spanish adolescents: Perspectives from menstruating and non-menstruating individuals

IF 2.6 3区教育学

International Journal of Educational Research Pub Date : 2025-01-01 DOI: 10.1016/j.ijer.2025.102543

Andrea Mejías-Blasco , Rosa Dolors Raventós Torner , Ainara Blanco-Gómez , Sergi Martín-Arbós , Marina Gómez de Quero Córdoba , Jorge-Manuel Dueñas

{"title":"Analysing menstrual education in Spanish adolescents: Perspectives from menstruating and non-menstruating individuals","authors":"Andrea Mejías-Blasco , Rosa Dolors Raventós Torner , Ainara Blanco-Gómez , Sergi Martín-Arbós , Marina Gómez de Quero Córdoba , Jorge-Manuel Dueñas","doi":"10.1016/j.ijer.2025.102543","DOIUrl":"10.1016/j.ijer.2025.102543","url":null,"abstract":"<div><div>Often shrouded in stigma and myth, menstruation requires a comprehensive understanding that takes into account biological, psychological, and social dimensions. We used a descriptive and cross-sectional survey to engage 300 adolescents from two high schools to assess their knowledge, beliefs, and sources of information concerning menstruation and the myths surrounding this issue. Our findings revealed a significant gap in menstrual education, with 79.33 % of participants expressing the need for more comprehensive information. A preference for disposable menstrual products was also observed, primarily influenced by cultural norms and a lack of awareness. The main sources of menstrual information for the participants were their mothers and friends, with educational institutions playing a lesser role. This study underscores the complexity of menstrual education, the influence of gender identity, and the prevalence of menstrual myths, which perpetuate a cycle of misinformation and stigma. Our research highlights the urgent need for inclusive and comprehensive menstrual education programs in schools. It also calls for initiatives that foster a positive menstrual experience, seek to destigmatize menstruation, and promote gender equality.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"130 ","pages":"Article 102543"},"PeriodicalIF":2.6,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143094619","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

Unveiling the Interplay: Capital expenditures, capital stock, racial composition, and educational attainment in U.S. schools

IF 2.6 3区教育学

International Journal of Educational Research Pub Date : 2025-01-01 DOI: 10.1016/j.ijer.2025.102582

Jay E. Ryu

{"title":"Unveiling the Interplay: Capital expenditures, capital stock, racial composition, and educational attainment in U.S. schools","authors":"Jay E. Ryu","doi":"10.1016/j.ijer.2025.102582","DOIUrl":"10.1016/j.ijer.2025.102582","url":null,"abstract":"<div><div>This study examines the impacts of capital expenditures and stock on educational attainment using a comprehensive dataset from 39 states (2011–2019) and employing instrumental variables (IV) techniques to address gaps in single-state studies by enhancing causal inference through broader data coverage. It uniquely investigates how racial composition moderates these impacts, offering fresh insights into the relationship between racial composition, capital spending, and student outcomes. Crucially, the findings underscore significant interaction effects between racial composition and educational outcomes, shedding light on why previous studies have reported inconclusive impacts of capital expenditures and stock on educational attainment. While construction expenditures initially enhance math and Reading/Language Arts (RLA) scores, their effects turn negative in districts with higher percentages of white students. High school graduation rates follow a similar pattern. Notably, capital stock exhibits initial negative impacts on proficiency scores that reverse positively as the percentage of white students increases. Conversely, capital stock generally improves graduation rates, albeit with diminishing returns in districts with more white students. These results highlight the complex interplay between racial composition and educational infrastructure, emphasizing the need for nuanced policy approaches. By considering how racial composition influences the effectiveness of capital investments, this study offers valuable guidance for policymakers aiming to optimize educational spending to achieve the most meaningful impact.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"131 ","pages":"Article 102582"},"PeriodicalIF":2.6,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143705383","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

Results from a Phase 3 definitive trial of reciprocal reading in English high schools

IF 2.6 3区教育学

International Journal of Educational Research Pub Date : 2025-01-01 DOI: 10.1016/j.ijer.2025.102546

Maria Cockerill , Allen Thurston , Joanne O'Keeffe , Tien-Hui Chiang

引用次数: 0