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

Academic freedom and peace: Comparative insights from Africa 学术自由与和平：来自非洲的比较见解

IF 2.5 3区教育学

International Journal of Educational Research Pub Date : 2026-01-01 Epub Date: 2026-02-12 DOI: 10.1016/j.ijer.2026.102958

Liisa Laakso , Hajer Kratou

{"title":"Academic freedom and peace: Comparative insights from Africa","authors":"Liisa Laakso , Hajer Kratou","doi":"10.1016/j.ijer.2026.102958","DOIUrl":"10.1016/j.ijer.2026.102958","url":null,"abstract":"<div><div>Building on earlier literature on the role of academic freedom in shaping public attitudes and policies, this study examines its impact on peace. Using the Institute for Economics and Peace’s Global Peace Index and the Varieties of Democracy Index on Academic Freedom, along with Generalised and Ordinary Least Squares econometric techniques, we find that the preceding level of academic freedom is associated with peace and the absence of violence in a sample covering 162 countries during the period 2012–2022. This result remains robust when tested in 50 African countries where intra-state conflicts have been frequent, including a sample of 25 countries with multiparty political competition and high levels of factionalism, which heightens the risk of conflict, as measured by the Factionalized Elites indicator in the Fragile States ranking of the Fund for Peace. The results are robust, when excluding oil-exporter countries and testing different lag-structures for academic freedom. A qualitative analysis of Cameroon, Kenya, Tunisia and Zimbabwe highlights how differences in the space available for scholars influence their contributions to fostering peace. Politicised ethnicity threatens academic freedom within universities, highlighting its importance not just in university-government relations but also in local and regional politics.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"137 ","pages":"Article 102958"},"PeriodicalIF":2.5,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146189536","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

The impact of school experiences and relationships on high school students’ activism: Support, constraints and tensions 学校经历和人际关系对高中生行动主义的影响：支持、约束和紧张

IF 2.5 3区教育学

International Journal of Educational Research Pub Date : 2026-01-01 Epub Date: 2025-12-25 DOI: 10.1016/j.ijer.2025.102913

Thalia Thereza Assan , Gal Levy , Mohammad Massalha

{"title":"The impact of school experiences and relationships on high school students’ activism: Support, constraints and tensions","authors":"Thalia Thereza Assan , Gal Levy , Mohammad Massalha","doi":"10.1016/j.ijer.2025.102913","DOIUrl":"10.1016/j.ijer.2025.102913","url":null,"abstract":"<div><div>This article responds to the global rise in activism led by high school-aged youth by asking: How do students perceive high schools as arenas for socialisation into political activism? Although non-religious Jewish state schools in Israel typically avoid encouraging political engagement, high school students were prominently involved in the 2023 Protest Movement against the government’s “judicial reform”, with some schools supporting and even initiating student protests. Drawing on interviews with high school activist students, the article investigates how and under what conditions schools facilitate political engagement. Our findings show that certain schools fostered students’ activism implicitly or explicitly — for example, through extra-curricular teaching about democracy, excusing protest-related absences, and other practices. Participants, however, described these schools as atypical. Indeed, these schools mostly serve higher socioeconomic communities closely identified with the protest milieu. Participants also pointed to clear limits of institutional support, such as barring criticism of politicians or the Occupation. Furthermore, while most research on political socialisation into activism and education for citizenship emphasises the role of adults, our findings highlight the importance of school peers. Activists engaged in meaningful political dialogue with classmates and encouraged their participation, yet these interactions also produced conflicts and strained relationships. This paper therefore draws attention to the informal, relational aspects of schooling that shape youth activism and calls on scholars, educators, and policymakers to recognise students’ political agency, their present stakes in society, and the ways political socialisation is facilitated by youth through their interactions with both school staff and peers.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"136 ","pages":"Article 102913"},"PeriodicalIF":2.5,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145840863","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

The impact of a story-based intervention on language, literacy, and cognitive development in South African pre-schoolers: randomised controlled trials for two language groups 以故事为基础的干预对南非学龄前儿童语言、读写能力和认知发展的影响：两个语言组的随机对照试验

IF 2.5 3区教育学

International Journal of Educational Research Pub Date : 2026-01-01 Epub Date: 2025-12-25 DOI: 10.1016/j.ijer.2025.102920

Kate Cain , Jane Oakhill , Shelley O’Carroll , Daleen Klop , Monique Visser , James Jackson , Brian Francis

{"title":"The impact of a story-based intervention on language, literacy, and cognitive development in South African pre-schoolers: randomised controlled trials for two language groups","authors":"Kate Cain , Jane Oakhill , Shelley O’Carroll , Daleen Klop , Monique Visser , James Jackson , Brian Francis","doi":"10.1016/j.ijer.2025.102920","DOIUrl":"10.1016/j.ijer.2025.102920","url":null,"abstract":"<div><div>Literacy rates in South Africa are low and many children start school without the requisite levels of emergent language and literacy skills needed to succeed. We report two RCTs of a story-based intervention delivered by preschool teachers to two language groups of children from low income backgrounds (isiXhosa: N<sub>children</sub>=82, N<sub>teachers</sub>=20; Afrikaans, N<sub>children</sub>=118, N<sub>teachers</sub>=24). The story-based intervention involved a 36-week programme, of 2-week cycles, each using a different culturally-appropriate story in the target language with activities designed to foster emergent language and literacy skills. Training for the teachers before and during the intervention was provided. The post-intervention assessment took place after 26 weeks. For both language groups (compared with the corresponding control group), the intervention had a positive impact on vocabulary taught in the programme and also developmental status across key learning domains. For early language and emergent literacy measures, baseline ability was the most consistent predictor for all outcome measures, with additional important contributions of initial vocabulary for some measures. This study demonstrates the feasibility of conducting gold-standard randomised controlled trials in low-resource settings. We draw on the data to set out practice and policy recommendations, critically the need to support school and literacy-learning readiness in homes and preschools, to enhance practice and children’s outcomes.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"136 ","pages":"Article 102920"},"PeriodicalIF":2.5,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145840864","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

Academic freedom challenged: Comparing France, Germany and the UK 学术自由受到挑战：比较法国、德国和英国

IF 2.5 3区教育学

International Journal of Educational Research Pub Date : 2026-01-01 Epub Date: 2025-12-25 DOI: 10.1016/j.ijer.2025.102917

Donatella della Porta , Sevgi Doğan

{"title":"Academic freedom challenged: Comparing France, Germany and the UK","authors":"Donatella della Porta , Sevgi Doğan","doi":"10.1016/j.ijer.2025.102917","DOIUrl":"10.1016/j.ijer.2025.102917","url":null,"abstract":"<div><div>While violations of academic freedom seemed for a long time to be a problem that almost exclusively affected authoritarian regimes, in recent times a deterioration can also be noted in democratic regimes. As part of a right-wing backlash or democratic backsliding, attacks on both individual academics and entire fields of knowledge have been singled out in Europe as well as in North America. Focusing on France, Germany and the United Kingdom (UK), our research has addressed the different mechanisms of repression of academic freedom with particular attention paid to the movements in solidarity with Palestine that spread globally after 7 October 2023. The empirical research triangulates quantitative and qualitative analysis. Using various sources, we have constructed a database that we use to map episodes of repression in the three countries, specifying their targets and mechanisms. A qualitative analysis of various documents subsequently makes it possible to single out the frames used to justify the repression carried out by moral panic entrepreneurs, which include political parties and governments, university administrations, police and courts, pressure groups and the mainstream media.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"136 ","pages":"Article 102917"},"PeriodicalIF":2.5,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145840867","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

Supporting teacher well-being in post-earthquake southeastern Türkiye: The role of leader-member exchange, teacher resilience, and teacher work engagement 支持东南震灾后教师幸福感：领导-成员交换、教师弹性和教师工作投入的作用

IF 2.5 3区教育学

International Journal of Educational Research Pub Date : 2026-01-01 Epub Date: 2025-12-23 DOI: 10.1016/j.ijer.2025.102918

Tevfik Palaz , Gökhan Savaş , Fatih Aydın , Osman Çepni , Ali Çağatay Kılınç

引用次数: 0

Private vs. Public Schooling: The role of school composition 私立学校与公立学校：学校构成的作用

IF 2.5 3区教育学

International Journal of Educational Research Pub Date : 2026-01-01 Epub Date: 2025-11-13 DOI: 10.1016/j.ijer.2025.102863

Elke Claes , Léonard Moulin

{"title":"Private vs. Public Schooling: The role of school composition","authors":"Elke Claes , Léonard Moulin","doi":"10.1016/j.ijer.2025.102863","DOIUrl":"10.1016/j.ijer.2025.102863","url":null,"abstract":"<div><div>Publicly funded private schooling is a common feature of many education systems, yet its implications for educational equity and effectiveness remain contested. While private schools often exhibit higher student achievement, the sources of this advantage are not well understood. In particular, differences in student composition—especially in terms of socioeconomic status (SES)—are likely to play a key role. This paper examines how school-level SES composition contributes to achievement differences between public and private schools. Using propensity score matching (PSM) on data from 22,441 French ninth-grade students, we find that private school students outperform their public school peers in mathematics and French, with especially large effects for low-SES students, an underrepresented group in private schools. While school composition explains only part of these effects, it accounts for a substantial share of the performance gap among high-SES students, rendering the adjusted effect statistically indistinguishable from zero. These findings highlight which students benefit most from private schooling and point to the need for further research into the mechanisms underlying performance differences across school sectors.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"135 ","pages":"Article 102863"},"PeriodicalIF":2.5,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145499886","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

‘Immersion’ at the cultural interface: How one university-school-community partnership approaches decolonising teacher education 文化界面的“浸入式”：大学-学校-社区伙伴关系如何实现教师教育的非殖民化

IF 2.5 3区教育学

International Journal of Educational Research Pub Date : 2026-01-01 Epub Date: 2025-12-14 DOI: 10.1016/j.ijer.2025.102867

Rose Amazan , Katherine Thompson , Aunty Maxine Ryan , Imogen Grant

{"title":"‘Immersion’ at the cultural interface: How one university-school-community partnership approaches decolonising teacher education","authors":"Rose Amazan , Katherine Thompson , Aunty Maxine Ryan , Imogen Grant","doi":"10.1016/j.ijer.2025.102867","DOIUrl":"10.1016/j.ijer.2025.102867","url":null,"abstract":"<div><div>In this paper, we discuss a university-school-community partnership model grounded in decolonial learning experiences that leverages local Aboriginal<span><span><sup>1</sup></span></span> community connections. We examine one community-led approach to teacher education that places initial teacher educators (ITE) in a position of relational accountability to Country and the community whose sovereign lands they live and learn on. The paper presents data from the Master of Teaching Aboriginal Education Immersion Program (2021–2023) aiming to address the historical and ongoing impacts of colonisation in education and create a more culturally responsive and equitable schooling experience for all children. We demonstrate that allied work with Aboriginal community built on respect and reciprocity has enriched the learning experiences for all involved, represents a successful example of decolonisation and relationally responsive work at the Cultural Interface, and has the potential for enabling self-determination.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"136 ","pages":"Article 102867"},"PeriodicalIF":2.5,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145798488","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

Emotional competencies and physical activity in primary school children: A comparative study across levels of learning support 小学儿童情绪能力与身体活动：跨学习支持水平的比较研究

IF 2.5 3区教育学

International Journal of Educational Research Pub Date : 2026-01-01 Epub Date: 2025-12-19 DOI: 10.1016/j.ijer.2025.102909

Filipa Antunes , Hélio Antunes , Ana Rodrigues , Bebiana Sabino , Sadaf Ashraf , Duarte Sousa , Joana Carvalho

{"title":"Emotional competencies and physical activity in primary school children: A comparative study across levels of learning support","authors":"Filipa Antunes , Hélio Antunes , Ana Rodrigues , Bebiana Sabino , Sadaf Ashraf , Duarte Sousa , Joana Carvalho","doi":"10.1016/j.ijer.2025.102909","DOIUrl":"10.1016/j.ijer.2025.102909","url":null,"abstract":"<div><div>Children's emotional development is a determining factor for their school success and overall well-being. Additionally, physical activity is recognized as a relevant contribution in promoting emotional self-regulation, self-esteem, and social inclusion. This aspect is especially important in the inclusive educational context, where it seeks to respond to the needs of students with learning difficulties through diversified support measures. The study aimed to analyse the relationship between differentiation and emotional identification indices and levels of physical activity in primary school children (ages 6–10). Three distinct groups were considered: students without Learning and Inclusion Support Measures (No-LISM), with Selective Learning and Inclusion Support Measures (S-LISM), and with Universal Learning and Inclusion Support Measures (U-LISM). The sample size consisted of 69 children (mean age = 814 ± 1.13 years). Data were collected on sports practice and physical activity using accelerometry, as well as emotional indices were collected through the Inventory of Identification of Emotions and Feelings. The results revealed statistically significant differences in emotional indices between the groups, with No-LISM students presenting higher levels of differentiation and emotional identification. In contrast, students with U-LISM demonstrated higher levels of moderate to vigorous physical activity. It is concluded that, although physical activity is important in the inclusive educational context, its associations on emotional development are not always consistent. These results suggest the need for more structured psychoeducational strategies to enhance the potential impact of physical activity on emotional development, particularly in students with greater support needs.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"136 ","pages":"Article 102909"},"PeriodicalIF":2.5,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145798494","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

Ecology of master’s thesis research and supervision: A scoping review of systems and interactions 硕士论文研究和监督的生态学：系统和相互作用的范围审查

IF 2.5 3区教育学

International Journal of Educational Research Pub Date : 2026-01-01 Epub Date: 2026-06-06 DOI: 10.1016/j.ijer.2026.103021

Madhu Neupane Bastola, Guangwei Hu

引用次数: 0

A latent profile analysis of adaptive teaching and its associations with self-efficacy in special education needs and professional collaboration 适应性教学及其与特殊教育需要和专业合作自我效能感的关系

IF 2.5 3区教育学

International Journal of Educational Research Pub Date : 2026-01-01 Epub Date: 2026-06-05 DOI: 10.1016/j.ijer.2026.103041

Bahaddin Demirdiş

{"title":"A latent profile analysis of adaptive teaching and its associations with self-efficacy in special education needs and professional collaboration","authors":"Bahaddin Demirdiş","doi":"10.1016/j.ijer.2026.103041","DOIUrl":"10.1016/j.ijer.2026.103041","url":null,"abstract":"<div><div>Adaptive teaching is frequently conceptualised as an instructional response to learner heterogeneity in inclusive classrooms and is often examined as a continuous characteristic of teaching practice. The present study investigates whether adaptive teaching may be better represented as differentiated configurations of instructional regulation and examines how these configurations relate to teachers’ self-efficacy in special education needs and professional collaboration. Drawing on aptitude–treatment interaction theory, a person-centred analytic approach was applied to data from 4932 lower secondary teachers participating in the Teaching and Learning International Survey 2024 in Türkiye. Latent profile analysis supported a four-profile solution that differed in overall intensity and in the relative combination of planning, explanation, method adjustment, and material differentiation. In addition to low, moderate, and high adaptivity profiles, a method-centred configuration was identified, characterised by comparatively stronger emphasis on instructional method adjustment than on material differentiation. Differences in self-efficacy in special education needs were statistically significant across profiles, although the pattern was not strictly monotonic. Professional collaboration was related to profile membership and was particularly salient in distinguishing the least adaptive profile from the others, but it did not increase linearly across more intensive configurations. Overall, the findings suggest that adaptive teaching may be examined as patterned instructional regulation within this sample and context, while interpretations remain bounded by the cross-sectional design and reliance on self-reported measures.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"139 ","pages":"Article 103041"},"PeriodicalIF":2.5,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148188792","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