International Journal of Educational Research最新文献

{"title":"Impact of university academic performance on financial returns to education in Chile","authors":"Cristian Colther ,&nbsp;Oscar Espinoza ,&nbsp;Luis Sandoval ,&nbsp;Noel McGinn","doi":"10.1016/j.ijer.2024.102407","DOIUrl":"https://doi.org/10.1016/j.ijer.2024.102407","url":null,"abstract":"<div><p>This article examines the relationship between graduates' academic performance and the financial returns of their university education in Chile. By Analyzing data from 784 students who graduated from 10 selected Chilean universities between 2010 and 2016, this study utilizes linear and quantile regression to estimate returns. The results indicate that returns range from 4.9% to 15.0%, depending on the specifications and estimation methods employed. While linear regression suggests no significant association between academic performance and returns, quantile regression reveals a positive impact for lower and medium salary ranges, reducing the income gap with higher earners. The results of this study can be helpful in achieving a better understanding of the factors that influence returns to education.</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":"141429232","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 the motivations and career choices of expatriate teachers in international schools: Embracing personal growth, professional development, and teacher autonomy","authors":"","doi":"10.1016/j.ijer.2024.102426","DOIUrl":"10.1016/j.ijer.2024.102426","url":null,"abstract":"<div><p>The worldwide growth of international schools has prompted increasing interest in the growing body of expatriate teachers who choose to work in them. The decision to work internationally is complex, encompassing both push and pull factors that change throughout a teacher's career. This qualitative study explores the motivations and career choices of 20 international school teachers. Through a reflexive thematic analysis, we identified two primary themes in teachers' accounts of their decisions: personal growth and professional identity. The theme of travel, learning, and personal growth captures motivations typically related to travel and adventure that drive the decision to work internationally, including the opportunity to travel and experience new cultures, develop global mindedness, and learn more about the wider world. The theme of professional development and teacher autonomy explores participants' motivations related to the opportunities to teach in ways that are professionally fulfilling in international schools, which often provide freedom from what are perceived to be constrained or limited opportunities in the educational systems of participants' home countries. The study also explores how the evolution of teachers' decision-making processes and motivations evolved throughout their careers, revealing a transition from initial, somewhat random moves overseas to subsequent, more strategic moves aligned with higher expectations around professionalism and autonomy. These findings highlight the complex interplay of changing personal and professional aspirations that influence teachers' decisions to work in international school contexts. This study offers further empirical support for our understanding of international school teachers and critically engages with existing typologies of international school teacher motivation, informing recruitment and retention strategies, professional development programs, and educational policies.</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/S0883035524001125/pdfft?md5=f9d5bff718569f136e0abf437238d0dd&pid=1-s2.0-S0883035524001125-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141942514","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":"Does the relationship between competitiveness and student achievement vary based on the culture of competitiveness? Evidence from PISA 2018","authors":"","doi":"10.1016/j.ijer.2024.102438","DOIUrl":"10.1016/j.ijer.2024.102438","url":null,"abstract":"<div><p>This study joins an intense research debate regarding whether competition is beneficial for student outcomes, focusing on the relationships between student-level and school-level competitiveness and student academic achievement. I also examine the impact of country-specific competitiveness context on the relationships between competitiveness and student achievement. This study's assumptions and hypotheses were guided by theoretical tenets of Swab &amp; Johnson's multilevel model of competition and competitiveness and the person-culture fit model. Using <em>Program for International Student Assessment</em> (PISA) 2018 data and World Values Survey (WVS) data from 57 countries, I analyzed three-level hierarchical linear models (HLM) with cross-level interactions to test these hypotheses. The results showed that student competitiveness was positively related to student achievement in mathematics within schools. Between schools, a competitive climate was positively correlated to student mathematics achievement. Cross-level interactions revealed country context positively moderated the relationship between student competitiveness and achievement. These findings emphasize the importance of considering broader cultural competitiveness contexts when examining the association between student competitiveness and achievement.</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":"142048160","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":"Education along border regions in Ireland: Challenges and opportunities","authors":"","doi":"10.1016/j.ijer.2024.102472","DOIUrl":"10.1016/j.ijer.2024.102472","url":null,"abstract":"<div><div>A one-year research project with communities along the border in Ireland, the only land border between the UK and the European Union, examined primary schooling. Created just over a century ago, the border's permeability has varied over time. Some children cross the border to attend primary school, in both directions, but no formal research appears to have been conducted in relation to this movement, its scale or its impact. The 229 primary schools within 3 miles of the border serve diverse communities, some of which appear to straddle the border. Some schools attract some of their intake from across the border, and they may rely on that movement of learners to keep them sustainable, but there has been no published research into how schools in these communities operate, the challenges they face and the opportunities that they can exploit due to their location. In this study, the degree to which the opportunities to use schools across the border is examined and the impact that this has on parents and children and on the schools themselves is explored. Visits to a range of schools on each side of the border and events open to the communities along the border provided considerable information, and a Geographical Information System was used to analyse potential movements of children across the border. The research is original and, while sample sizes are relatively small, this is an important first step to better understand the education provision in these communities. While particularly significant for the people who live in these complex communities, it also contributes to a greater understanding of border education provision which will be important as consideration about the future of the border in Ireland intensifies. Border communities elsewhere may also find consideration of educational provision for liminal communities of interest.</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":"142554472","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 discursive (re)positioning of the foreign teacher: Understanding changing teacher roles in China's internationalised school sector","authors":"","doi":"10.1016/j.ijer.2024.102484","DOIUrl":"10.1016/j.ijer.2024.102484","url":null,"abstract":"<div><div>This paper explores the changing roles of foreign teachers in China's internationalised schools in a post-reform era. These transformations have significantly reduced the presence of foreign teachers, giving rise to the dominance of their Chinese counterparts. By employing positioning theory and conducting in-depth interviews with 29 teachers from two internationalised schools, this study brings into focus the complex dynamics of how Chinese and foreign educators perceive and position each other. The findings reveal a paradoxical situation: foreign teachers, while increasingly marginalised in professional roles, remain symbolically indispensable for marketing and upholding internationalised schools' international image. This dual perspective sheds light on the intricate interplay of market forces, cultural expectations, and educational policies. The study underscores the crucial need for adaptability and cultural competency among foreign teachers and school leaders to successfully navigate these profound shifts.</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":"142554471","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":"Decolonial perspectives on intercultural research in a study of educational inclusion in rural Cambodia","authors":"","doi":"10.1016/j.ijer.2024.102466","DOIUrl":"10.1016/j.ijer.2024.102466","url":null,"abstract":"<div><div>This paper presents a critique of intercultural research in the context of a study of <em>Educational Inclusion in Rural Schools in Cambodia</em> undertaken by four U.K. researchers in partnership with four Cambodian researchers. Interculturality is an endeavour to recognise and engage with different ways of being and knowing across cultural boundaries and to address barriers to reciprocal understanding. This endeavour is a complex one and there is little research on the reality of intercultural research, especially in a Cambodian context. We therefore explored this reality within our own research team to address a gap in the literature. Our research question is: <em>What are participants’ perceptions of interculturality based on their experiences of a 5-year research study in educational inclusion?</em> Using a decolonial framework and decolonial methodologies, this paper presents the findings of a qualitative study that draws on questionnaire, research diary and interview data. We critically examine affordances and challenges relating to knowledge exchange, cultural differences, language/translation effects and research orthodoxies. We found that whilst our decolonial approach proved mutually beneficial, fostering co-construction and enhancing power-sharing, the quest for epistemic justice is inevitably constrained by powerful, Western research orthodoxies and funding conditionalities necessitating ongoing, joint reflexivity. The significance of the paper lies in the examination of the lived experiences of these affordances and challenges using a decolonial framework. The paper will be of relevance to international development researchers, international research funding agencies, international NGOs and others working in low and lower middle-income countries (LMICs) in the Global South.</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":"142423307","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":"A systematic literature review of building resilience for pre-service teachers","authors":"","doi":"10.1016/j.ijer.2024.102476","DOIUrl":"10.1016/j.ijer.2024.102476","url":null,"abstract":"<div><div>This systematic literature review is the first of its kind to synthesise and analyse existing scholarship on building resilience for pre-service teachers (PSTs). The review is situated in the context of the challenging journey of becoming a teacher and the urgency for initial teacher education to prepare PSTs for the demanding teaching profession. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses, 57 studies were included in the review. The review first teased out the contextual, methodological, and conceptual variances within the PST resilience literature. It then focused on three problematics, namely, resilience to what, resilience for what, and resilience because of what – the triad of resilience. A sociological perspective was employed to problematise the individualistic framework and the notion of adaptation. The review calls for a sociology of PST resilience and incorporation of resilience education into initial teacher education for individual and structural transformation.</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":"142446368","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":"Gender drag and parody: Performances of professionalism by two young Chinese women academics","authors":"Li Bao","doi":"10.1016/j.ijer.2024.102328","DOIUrl":"https://doi.org/10.1016/j.ijer.2024.102328","url":null,"abstract":"<div><p>In recent decades, research has extensively explored the contextualized performances of women academics, primarily focusing on their academic achievements linked to career progression, predominantly within Western contexts. This study, however, delves into the nonacademic strategies employed by Chinese women academics to establish their professionalism within China’s neoliberal academic and institutional discourses. This approach contributes to a more nuanced understanding of women academics within the Asian higher education context. To unravel this issue, the study employs Butlerian theoretical concepts of drag and parody, qualitatively examining the experiences of two young Chinese women academics. It investigates how they navigate gender performance to portray professionalism through a feminist poststructural lens. The findings reveal that women academics encounter nonacademic assessments that significantly influence their career advancement. This paper provides valuable insights into the challenges faced by Chinese women academics concerning gender and academic subjectivities. It highlights their utilization of dragging and parodic acts as strategies to redefine their academic “excellence.” These discoveries prompt reflection on the profound impact of academic and institutional discourses as modes of governance on Chinese women academics.</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":"140031199","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":"Single-sex “Pesantren” schools: Unravelling girls’ and boys’ peer connections and their impacts on wellbeing and learning outcomes.","authors":"Abu Nawas,&nbsp;I Gusti Ngurah Darmawan,&nbsp;Nina Maadad","doi":"10.1016/j.ijer.2024.102339","DOIUrl":"https://doi.org/10.1016/j.ijer.2024.102339","url":null,"abstract":"<div><p>This study investigates the intricacies of single-sex education in <em>Pesantren</em>/ Indonesian Islamic boarding schools by examining student social interactions and their impacts on wellbeing and learning outcomes. Using a two-stage-stratified sample of 547 students in single-sex classrooms, notable disparities were revealed through Independent sample <em>t</em>-tests. Boys displayed lower academic achievement and higher incidences of verbal and cyberbullying compared to girls. Multigroup Path analysis emphasized the greater impacts of peer belonging and bullying on girls' wellbeing and learning outcomes in contrast to boys. Within male classrooms, differences in happiness and learning motivation based on age were observed, indicating heightened positive emotions and enthusiasm for learning among younger male students. The study uncovered intricate relationships between wellbeing and learning attitudes in both groups, highlighting their interconnected nature. These findings underscore the importance of fostering collaborative, supportive, and tailored educational environments in single-gender settings to effectively address gender-specific challenges and promote effective learning.</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/S0883035524000260/pdfft?md5=e600349a2ce64f595175184258fd382b&pid=1-s2.0-S0883035524000260-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140031200","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 effects of discourse goals on written arguments in elementary school students","authors":"Yuchen Shi","doi":"10.1016/j.ijer.2024.102375","DOIUrl":"https://doi.org/10.1016/j.ijer.2024.102375","url":null,"abstract":"<div><p>This study investigates the impact of discourse goals on argumentative writing among Chinese elementary school students. Eight fourth-grade classes were assigned to one of three conditions—Persuasion Dialogue (PD), Deliberation Dialogue (DD) and Control—to discuss four controversial topics designed for the Morality and Law subject. Before writing on the intervention topics, PD and DD students engaged in direct peer-to-peer argumentative written dialogues, while Control students addressed the topics and textbook contents in traditional teacher-led whole-class discussions. In essays on multiple intervention topics and a post-assessment topic, PD and DD students outperformed Control students in considering an alternative viewpoint. PD students, however, showed an advantage over DD students and Control students, in rebutting a counterargument and in attributing these counterarguments to the preceding dialogues, as well as in employing evidence to support claims. DD students, in contrast, were more likely to employ a dismissal strategy over a refutation strategy. Strengths of the argumentative discourse goal of persuasion over deliberation for elementary school students are discussed.</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":"140917986","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}