International Journal of Educational Research最新文献_第5页

Literacy practices in childhood from a posthumanist perspective: A systematic review 后人文主义视角下的童年识字实践：系统回顾

IF 3.2 3区教育学

International Journal of Educational Research Pub Date : 2024-01-01 DOI: 10.1016/j.ijer.2024.102393

Ana Mª De la Calle Cabrera , María-Rosario Leal-Bonmati , Elena Guichot-Muñoz , Mª Jesús Balbás Ortega

{"title":"Literacy practices in childhood from a posthumanist perspective: A systematic review","authors":"Ana Mª De la Calle Cabrera , María-Rosario Leal-Bonmati , Elena Guichot-Muñoz , Mª Jesús Balbás Ortega","doi":"10.1016/j.ijer.2024.102393","DOIUrl":"https://doi.org/10.1016/j.ijer.2024.102393","url":null,"abstract":"<div><p>The posthumanist perspective implies a change in the consideration of the non-human and more-than-human in literacy practices from an ethical-onto-epistemological approach. This research is a systematic review that aims to understand how literacy studies with a posthuman lens host literacy practices at a young age from the relational-material language model, in a broad domain where the human, more-than-human and non-human are connected. This is developed according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) method, with a selection of 15 research articles from the WOS and Scopus databases. This review highlights the (re)conceptualisation of children's literacy practices from the understanding of the role of the human, non-human and more-than-human, that materials and discourse and literacy practices are indivisible and give rise to the configuration of new narratives - integrating movement, sound, digital, space, time, improvisation, sensations and affections, etc. - and the challenge to the humanist assumptions of literacy practices.</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/S088303552400079X/pdfft?md5=50619cc19aae8877f2ab03d173ddbab9&pid=1-s2.0-S088303552400079X-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141291519","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

Co-regulating the child's emotions in the classroom: Teachers’ interpretations of and decision-making in emotional situations 在课堂上共同调节儿童的情绪：教师对情绪状况的解释和决策

IF 3.2 3区教育学

International Journal of Educational Research Pub Date : 2024-01-01 DOI: 10.1016/j.ijer.2024.102390

Elin Marie Frivold Kostøl , Kristiina Mänty

{"title":"Co-regulating the child's emotions in the classroom: Teachers’ interpretations of and decision-making in emotional situations","authors":"Elin Marie Frivold Kostøl , Kristiina Mänty","doi":"10.1016/j.ijer.2024.102390","DOIUrl":"https://doi.org/10.1016/j.ijer.2024.102390","url":null,"abstract":"<div><p>The present study aims to investigate how teachers interpret real-life situations in which children display intense emotions in classrooms, and how they explain their situation-specific decisions in their emotional interactions with these children. The study draws on research that acknowledges a teacher's role as a co-regulator of children's emotions and as a supporter of children's emotional development. The data material consists of seven stimulated recall interviews based on 103 hours of video recordings of actual everyday classroom teaching. The results indicate that a teacher's knowledge of the child was the foundation of their interpretation of the situations in which children displayed intense emotions. The teachers’ decision-making was based on this knowledge, as well as on the reported quality of their relationships with the children. Their decisions were also affected by the dilemma of where to focus during emotionally intense situations. The results indicate a need to focus on teachers’ decision-making processes in classroom interactions, and to find ways to enhance teachers’ abilities to support children's emotional development.</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/S0883035524000764/pdfft?md5=5bfbff720b293fa87229f45d8145ac5b&pid=1-s2.0-S0883035524000764-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141250521","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

Prevention of violence against LGBTIQ+ youth: A systematic review of successful strategies 预防针对 LGBTIQ+ 青年的暴力行为：成功战略的系统回顾

IF 3.2 3区教育学

International Journal of Educational Research Pub Date : 2024-01-01 DOI: 10.1016/j.ijer.2024.102320

Miranda Christou , Regina Gairal-Casadó , Sara Carbonell , Ana Vidu

引用次数: 0

Running a double-blind true social experiment with a goal oriented adaptive AI-based conversational agent in educational research 在教育研究中使用基于目标导向的自适应人工智能对话代理进行双盲真实社会实验

IF 3.2 3区教育学

International Journal of Educational Research Pub Date : 2024-01-01 DOI: 10.1016/j.ijer.2024.102323

Ilker Cingillioglu , Uri Gal , Artem Prokhorov

{"title":"Running a double-blind true social experiment with a goal oriented adaptive AI-based conversational agent in educational research","authors":"Ilker Cingillioglu , Uri Gal , Artem Prokhorov","doi":"10.1016/j.ijer.2024.102323","DOIUrl":"https://doi.org/10.1016/j.ijer.2024.102323","url":null,"abstract":"<div><p>This study introduces an innovative AI-facilitated interview-like survey system generating a combination of qualitative and quantitative data insights for higher education research. We employed a goal oriented adaptive AI-based Conversational Agent (AICA) which collected data directly from 1223 participants globally and ran a double-blind true social experiment online. During interviews, the AI established strong rapport with the participants, offering them personalized guidance while fostering comfort, ownership, and commitment to the study. In this entirely automated experiment, we empirically tested 8 hypotheses related to students' university selection. The results confirmed 5 of these hypotheses while refuting 3 factors previously identified in the literature. The study showcases the potential of AICAs to efficiently collect and analyse data from substantial sample sizes in real-time, fostering a streamlined and harmonious research process producing results that are not only statistically reliable and bias-free but also broadly generalizable.</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/S0883035524000107/pdfft?md5=7cc3be05c90c4e984ead67bf13f43b2f&pid=1-s2.0-S0883035524000107-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139726295","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

Variation in teachers’ academic optimism: Examining the impact of classroom composition and school academic optimism 教师学术乐观情绪的差异：研究课堂构成和学校学术乐观主义的影响

IF 3.2 3区教育学

International Journal of Educational Research Pub Date : 2024-01-01 DOI: 10.1016/j.ijer.2024.102350

Ruud Lelieur, Jose Manuel Rivera Espejo, Jan Vanhoof, Noel Clycq

引用次数: 0

The COVID-19 pandemic and post-graduation outcomes: Evidence from Chinese elite universities COVID-19大流行与毕业后的结果：来自中国精英大学的证据

IF 3.2 3区教育学

International Journal of Educational Research Pub Date : 2024-01-01 DOI: 10.1016/j.ijer.2023.102312

Kai Zhao , Ka Ho Mok

引用次数: 0

Peer-to-peer-talk in whole-classroom discussions 全班讨论中的同侪对话

IF 3.2 3区教育学

International Journal of Educational Research Pub Date : 2024-01-01 DOI: 10.1016/j.ijer.2024.102354

Johanna van Balen , Myrte N. Gosen , Siebrich de Vries , Tom Koole

{"title":"Peer-to-peer-talk in whole-classroom discussions","authors":"Johanna van Balen , Myrte N. Gosen , Siebrich de Vries , Tom Koole","doi":"10.1016/j.ijer.2024.102354","DOIUrl":"https://doi.org/10.1016/j.ijer.2024.102354","url":null,"abstract":"<div><p>We observed stretches of peer-to-peer-talk during teacher-guided whole-classroom discussions aimed at sharing perspectives in Dutch Language and Literature lessons. This conversation-analytic study zooms in on how these stretches of peer-to-peer-talk emerge. Students are mainly found to respond to each other with <em>challenges</em> and <em>assertions</em>. A challenge is formulated as a wh-question - imperative, interrogative, declarative or phrasal - and is used for questioning the given response rather than obtaining information. An assertion is used to express a point of view and is formulated in two ways: as <em>personal opinion</em>, formulated in I-perspective, and as <em>statement</em>, formulated in second person singular or by the use of ‘generic you’. Both a challenge and an assertion subsequently elicit a student contribution. A challenge mostly provokes a contribution in which a student expresses to stick to his/her point of view. An assertion mostly provokes a subsequent assertion in which agreement or disagreement is expressed. This study reveals that students work on one another's contributions from moment to moment in interaction. The insights from this study can support teachers in encouraging dialogue during whole-classroom discussions.</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/S0883035524000417/pdfft?md5=8a76c0583737751db1b074b5c69e2ece&pid=1-s2.0-S0883035524000417-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140540009","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

Frontier – binder without borders. Polish–German cross-border cooperation of universities in the Pomerania Euroregion. Conceptual insights 前沿--无国界粘合剂。波美拉尼亚欧洲地区大学的波德跨境合作。概念见解

IF 3.2 3区教育学

International Journal of Educational Research Pub Date : 2024-01-01 DOI: 10.1016/j.ijer.2024.102355

Barbara Żakowska

引用次数: 0

The impact of open educational resources on student achievement: A meta-analysis 开放教育资源对学生成绩的影响：荟萃分析

IF 3.2 3区教育学

International Journal of Educational Research Pub Date : 2024-01-01 DOI: 10.1016/j.ijer.2024.102365

Kit W. Cho , Vahe Permzadian

引用次数: 0

Understanding stakeholders' perspectives on recent initiatives to promote research and development in higher education in Cambodia 了解利益相关方对近期促进柬埔寨高等教育研究与发展的举措的看法

IF 3.2 3区教育学

International Journal of Educational Research Pub Date : 2024-01-01 DOI: 10.1016/j.ijer.2024.102378

Kimkong Heng, Koemhong Sol

{"title":"Understanding stakeholders' perspectives on recent initiatives to promote research and development in higher education in Cambodia","authors":"Kimkong Heng, Koemhong Sol","doi":"10.1016/j.ijer.2024.102378","DOIUrl":"https://doi.org/10.1016/j.ijer.2024.102378","url":null,"abstract":"<div><p>This study aims to examine the perspectives of relevant stakeholders within Cambodian higher education on recent efforts to promote research and development in higher education in Cambodia. It draws on one-on-one interviews with 13 Cambodian policymakers, educational leaders, lecturers, and university students to collect in-depth qualitative data to understand how these stakeholders perceive the recent initiatives or projects to advance higher education research and development in Cambodia. The findings showed that all stakeholders were generally aware of the progress in research and development in Cambodian higher education; however, some of them could not identify specific initiatives or projects that had recently been introduced to promote research and development. The study highlighted major challenges that have constrained the advancement of research and development in Cambodian higher education, highlighting the challenging realities facing higher education in developing countries. It also offered some suggestions to foster greater research engagement and productivity of academics in Cambodia, which may be applicable to other countries with similar socioeconomic characteristics. The study concludes with a summary of key findings and discusses the study's limitations and implications for future 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":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141084034","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