International Journal of Educational Research最新文献

{"title":"The relationship between teachers’ cultural intelligence and multicultural education attitude: The mediating role of intercultural sensitivity","authors":"","doi":"10.1016/j.ijer.2024.102443","DOIUrl":"10.1016/j.ijer.2024.102443","url":null,"abstract":"<div><p>In this research, the relationship between teachers’ cultural intelligence and multicultural education attitude was investigated with the mediating role of intercultural sensitivity. The main research aim was to contribute to the cultural intelligence and multicultural education literature. The research was conducted with a cross-sectional correlational method, and the data was gathered from 600 teachers working in the six of the provinces with the highest Syrian refugee population in Turkey. Convenient sampling and criterion sampling methods were employed in the sample design. In accordance with the aim of the research and criterion sampling method, the teachers with at least one Syrian student in their classes participated in the research. In the analysis of structural relationships among the variables, structural equation modeling was employed. Bootstrap method was used to estimate the effect size and confidence intervals and significance level. The research findings revealed that cultural intelligence had direct and indirect effects on teachers’ multicultural education attitude through intercultural sensitivity. The results showed that intercultural sensitivity had a significant role in the relationship between cultural intelligence and multicultural education attitude. This result underlines the importance of interpreting intercultural sensitivity as a promising factor in developing positive attitudes for multicultural education.</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":"142076239","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":"Formative research in teacher training: A case study carried out in Uruguay","authors":"Daisy Imbert Romero ,&nbsp;Cristina Rebollo ,&nbsp;Claudia Cabrera Borges ,&nbsp;Eduardo Elósegui ,&nbsp;Julia Torres ,&nbsp;Lucía Otero","doi":"10.1016/j.ijer.2024.102345","DOIUrl":"https://doi.org/10.1016/j.ijer.2024.102345","url":null,"abstract":"<div><p>The importance of professionalism in teaching practices for achieving high-quality education has been acknowledged. Becoming a professional teacher is a long-term commitment but it is essential to promote high standards of professionalism from the beginning of teacher candidate formation. In addition, as professionalism in teaching is closely linked to the concept of “teacher as a researcher”, formative research seems to be a potent strategy for engaging future teachers in developing research abilities, essential for understanding and analyzing their educational practices. In this sense, the objective of this work is to explore the influence of a formative research approach on the development of research competencies by applying an action-research approach with a longitudinal cut. Thus, an intervention based on a ubiquitous strategy of formative research was implemented during the final three years of education of a teacher's training institution in Uruguay. The teacher candidate development of research competencies was assessed along the process. The obtained results demonstrated the effectiveness of implementing formative research to enhance the research skills of teacher candidates. The assessment of overall research competencies exhibited a statistically significant and substantial positive change (Cohen's <em>d</em> = 0.92). The impact was most pronounced among teacher candidates with the least developed initial research competencies, particularly for those in the early stages of their careers. This suggests that candidates engaged in the formative research strategy throughout their studies might achieve even higher levels of research competencies. Disaggregating the results by gender and for most of the specific subjects showed similar effects. In addition, within the framework of ubiquitous learning, the emphasis on the use of digital tools during the intervention led to an increase in the development of the research skills related to these tools for the studied sample. This is the first example of a quantitative approach that leads to concrete conclusions related to the effect of a research formative strategy for teacher candidates in Uruguay.</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":"140142050","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":"Double the degree, double the identity? Identification and experiences of students studying two simultaneous degrees","authors":"Pedro Pineda","doi":"10.1016/j.ijer.2024.102346","DOIUrl":"https://doi.org/10.1016/j.ijer.2024.102346","url":null,"abstract":"<div><p>This study investigates the impact of studying two degree programs on students’ identity formation and experiences within the evolving landscape of higher education, characterized by massification and managerial trends in the context of a weak economy. I use a narrative analysis of interviews with 14 Colombian students enrolled in joint-degree programs at an elite private university. I found that students tend to focus their identity development within a single program of study, contrary to the promise of broader identity multiplicity envisioned by the university's joint degree policy: 8 students ended up building their professional identities primarily within one program of study, three students had not developed any, and only one student developed two professional identities. Second, the intensive demands of these programs appear to prioritize the identity of a joint degree student, relegating alternative social and ego identities due to limited socialization opportunities. Third, the conflicted process of identity formation is frequently laden with frustration from unmet expectations, feelings of overload or under-stimulation, and isolation from peers. In conclusion, universities’ promises to enhance career paths and professional identities through joint degree programs may be decoupled from students who do not double their professional identities and horizons. This finding has implications for the theorization of professional identification. As students mature, they often prioritize career opportunities within a program over dual or multiple professional identities. Building multiple professional identities at the university is often unrealistic, and when it does occur, it may be at the expense of subordinating other social and ego identities. Finally, universities offering joint degrees could use these theoretical reflections and empirical findings on identity formation and student experiences that are consistent with our knowledge of the complexity of professional identity formation and the plausibility that this complexity is amplified by the addition of another program of study.</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/S0883035524000338/pdfft?md5=8b93ece5b43409a3e94a7f0dcee423b7&pid=1-s2.0-S0883035524000338-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140308953","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":"School work performance in sub-Saharan Africa: A bivariate multilevel analysis","authors":"Romuald Nguemkap Kouamo","doi":"10.1016/j.ijer.2024.102388","DOIUrl":"10.1016/j.ijer.2024.102388","url":null,"abstract":"<div><p>The objective of this study is to evaluate the internal performance of education systems in sub-Saharan Africa. The choice of the academic performance of student work in reading and mathematics (defined as the ratio between the score obtained in a subject and the investment in learning that subject) as the approach to internal performance constitutes the originality of this research. Based on 2019 data from the Confemen Programme for the Analysis of Educational Systems (PASEC) covering 14 countries in sub-Saharan Africa, the choice of bivariate modelling allows the hierarchical structure of the data to be taken into account and the performance of schoolwork in reading and mathematics to be treated simultaneously. The results show that the influence of learner and school characteristics on performance in reading and mathematics converges. Nevertheless, certain personal attributes of the pupils or certain aspects specific to the school attended generate differentiated impacts depending on the subject considered. Sensitivity and robustness analyses confirm the stability of the results, offering avenues for understanding and improving students' academic performance.</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":"141190720","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":"Researching Chinese Minzu education: A review of PhD dissertations defended at a minority-serving university","authors":"Mei Yuan ,&nbsp;Fred Dervin ,&nbsp;Sude ,&nbsp;Ning Chen","doi":"10.1016/j.ijer.2024.102384","DOIUrl":"https://doi.org/10.1016/j.ijer.2024.102384","url":null,"abstract":"<div><p>Research published in specific contexts and in languages that are not widely read can contain diverse knowledges, often absent in international research published in English. As such PhD dissertations, especially when defended in a language other than English, represent important knowledge ‘in the making’ but they tend to be excluded from published research reviews. The focus of this paper is on diversity and intercultural education, examining how the specific form of Minzu (‘ethnic’) education is constructed in the Chinese language in Mainland China, by performing a systematic review of PhD dissertations from a top minority-serving institution (Minzu University of China). The paper shows that the dissertations represent a vast array of topics and contexts, much broader than e.g., publications available on Minzu education published in English. However, the ‘Westernization’ of theories and concepts/notions used is noted. Conclusions are drawn as to why it matters to take into account this kind of ‘underground’ knowledge in education research.</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/S0883035524000703/pdfft?md5=1e6462bec524cf804fc3760b3529e5b1&pid=1-s2.0-S0883035524000703-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141242054","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":"Care that transcends legal citizenship: Teachers advocating for undocumented migrant children","authors":"","doi":"10.1016/j.ijer.2024.102446","DOIUrl":"10.1016/j.ijer.2024.102446","url":null,"abstract":"<div><div>Theoretically framed by caring scholarship in education, the current study aims to provide rich and detailed portraits of teachers in South Korea who serve a significant number of migrant and undocumented children. The findings of the study illustrate the ways teachers endeavor to create “spaces of belonging that supersede legal citizenship” (Gonzales et al., 2013, p. 17) in a school for the undocumented migrant children. Teachers attended to the everyday realities of undocumented migrant children and the material, physical, and emotional challenges caused by restrictive immigration policies and their precarious legal status. Teachers further provided undocumented migrant children with a variety of resources, support, and care and cultivated reciprocal and loving relationships with them. The findings of the study offer insights into the critical and pivotal roles of teachers in supporting and empowering undocumented migrant children amidst exclusive and xenophobic immigration regimes. The study also offers implications for educators, researchers and policymakers worldwide to promote more caring, resilient, and structurally inclusive environments for undocumented students.</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":"142310282","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":"Old tales, new tools: How AI chatbots and the metaverse are transforming premodern classical literature reading activities","authors":"","doi":"10.1016/j.ijer.2024.102461","DOIUrl":"10.1016/j.ijer.2024.102461","url":null,"abstract":"<div><div>This study addresses the challenges faced by contemporary undergraduate students when engaging with premodern classical literature, focusing on difficulties with understanding archaic language and historical context. To tackle these issues, the research explores the impact of integrating modern digital technologies on comprehension and engagement in classical literature education. An experimental approach was adopted in a premodern literature class in South Korea, where one group used AI chatbots and a metaverse space for experiential reading, while a control group engaged in traditional reading activities. Through post-tests and questionnaires, the study assessed comprehension levels and perceived reading experiences. The results showed that the experimental group utilizing AI and metaverse technologies demonstrated higher levels of engagement, comprehension, and satisfaction compared to the control group. These findings provide empirical support for integrating digital technologies in classical literature reading education to improve sudents’ comprehension and engagement with the literary text.</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":"142322619","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":"Unraveling Türkiye Alums’ role as agents of everyday diplomacy","authors":"","doi":"10.1016/j.ijer.2024.102470","DOIUrl":"10.1016/j.ijer.2024.102470","url":null,"abstract":"<div><div>This research elaborates on the intricate role of Turkish higher education alums in everyday diplomacy, focusing on their contributions to the diplomatic landscape through their personal and professional experiences post-graduation. Employing a phenomenological approach, the study examines the narratives of alums from North Macedonia and Uganda, highlighting how their educational journey in Türkiye has equipped them with unique insights and competencies that transcend traditional diplomatic channels. The findings reveal that linguistic proficiency, intellectual engagement, professional acquaintances, relational networks, and spatial familiarity cultivated during their studies have enabled these alums to act as informal ambassadors, promoting mutual understanding and fostering bilateral relations between Türkiye and their home countries. The research underscores the significance of international higher education in shaping individuals who, through everyday interactions, contribute to a nuanced form of diplomacy. By embodying the principles of everyday diplomacy, these alums navigate cultural, intellectual, and professional landscapes, enhancing cross-cultural dialogue and international cooperation. This study contributes to understanding how educational exchanges serve as a subtle yet powerful tool in the broader context of international relations and diplomacy.</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":"142440919","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":"Decoding digital empowerment: Key factors and practical mechanisms in teaching decisions-A grounded theory study","authors":"","doi":"10.1016/j.ijer.2024.102485","DOIUrl":"10.1016/j.ijer.2024.102485","url":null,"abstract":"<div><div>The rise of educational informatization underscores the crucial role of digital technology in empowering teachers’ decision-making processes. Understanding this empowerment’s essence, process, and mechanism is critical for educational development. This study employs grounded theory, using semi-structured interviews with 23 teachers from different universities worldwide. Through three levels of coding, a theoretical model of digital empowerment in teaching decision-making was constructed, revealing key factors and practical mechanism. The study identified five key factors: environmental factors, technological conditions, student development, teaching efficacy, and teacher qualifications. These factors function independently and interactively, influencing decision-making. Teachers, as the main agents, need to combine external environmental factors and technological conditions with their willingness to ensure teaching decisions meet both developmental and institutional needs, demonstrating feasibility and compatibility. This study enhances the understanding of the internal mechanism of digital empowerment in teaching decision-making, improving the theoretical framework and providing guidance for university teachers to better use digital tools.</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":"142571634","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":"Elite schools and educational inequality: Evidence from a private university in Kazakhstan","authors":"Kemelbayeva Saule ,&nbsp;Bakhytzhan Kurmanov","doi":"10.1016/j.ijer.2024.102413","DOIUrl":"https://doi.org/10.1016/j.ijer.2024.102413","url":null,"abstract":"<div><p>Neoliberal reforms in education led to the creation of elite schools which resulted in educational inequality that later often channels into economic and social inequalities. This research aims to deepen the understanding of the impact of elite secondary education on inequality in a post-Soviet context. The study empirically examines the gain in academic performance achieved by graduates of better-funded, better-quality, elite public secondary schools in Kazakhstan during their studies at a university, with a sequential mixed-method approach. Our quantitative analysis documents that they indeed perform better than their peers who have studied at mainstream public schools. The qualitative analysis underscores that elite schools in Kazakhstan, with superior infrastructure and academic standards, prioritize soft skill development, yet exacerbate educational inequality by limiting access to students without resources or means to relocate. This work has important policy implications most crucial of which is the efficiency of public funding policy that anchors educational inequalities. Our research highlights how neoliberal reforms in Kazakhstan have exacerbated educational inequality through the emergence of state-sponsored elite and private schools, echoing broader concerns about the negative impact of education marketization on equity in post-socialist contexts.</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":"141540316","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}