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

Reordering international ties: Russian universities’ institutional responses to geopolitical tensions 重新安排国际关系：俄罗斯大学对地缘政治紧张局势的制度性回应

IF 2.5 3区教育学

International Journal of Educational Research Pub Date : 2025-01-01 DOI: 10.1016/j.ijer.2025.102747

Katerina Guba, Daria Gerashchenko, Alexey Zheleznov

{"title":"Reordering international ties: Russian universities’ institutional responses to geopolitical tensions","authors":"Katerina Guba, Daria Gerashchenko, Alexey Zheleznov","doi":"10.1016/j.ijer.2025.102747","DOIUrl":"10.1016/j.ijer.2025.102747","url":null,"abstract":"<div><div>This study investigates the impact of geopolitical realignments and state-imposed priorities on the international engagement of Russian universities in the context of heightened global tension. Focusing on the period surrounding Russia’s invasion of Ukraine in February 2022, the research explores how universities align with state-directed categorization of countries as \"friendly\" or \"unfriendly.\" A dataset comprising 159,824 news items from university websites and 3,594 from the Ministry of Higher Education and Science’s website, was used for automated text analysis to identify patterns in country mentions across 92 institutions. By comparing participants in the Russian Academic Excellence Initiative (Project 5-100) with other institutions, this study underscores the heterogeneity of responses within the Russian higher education system. The findings demonstrate a marked rhetorical shift in the international engagement strategies of Russian universities, with mentions of \"friendly\" countries increasing substantially and those of \"unfriendly\" countries declining sharply post-February 2022. Project 5-100 universities exhibit stronger responsiveness to geopolitical shifts, as demonstrated by their increased focus on “friendly” countries and reduced engagement with “unfriendly” nations post-February 2022, even at the expense of their previously established international connections. This study contributes to the literature on higher education internationalization by illustrating how universities navigate competing pressures from global norms and local state policies, particularly in authoritarian contexts where coercive forces dominate.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"133 ","pages":"Article 102747"},"PeriodicalIF":2.5,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144865845","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

Impacts of discretionary universal free school meal schemes on primary school children’s education attainment and school absence: A natural experiment study in England 自由裁量普及免费校餐计划对小学生受教育程度和缺勤的影响：英国的自然实验研究

IF 2.5 3区教育学

International Journal of Educational Research Pub Date : 2025-01-01 DOI: 10.1016/j.ijer.2025.102713

Jakob Petersen , Maria Bryant , Natalia Concha , Nicola Firman , Meredith K.D. Hawking , Safia Jama , Liina Mansukoski , Oyinlola Oyebode , Alison Robert , Katy Scammell , Veronica Toffolutti , Simon Twite , Carol Dezateux

{"title":"Impacts of discretionary universal free school meal schemes on primary school children’s education attainment and school absence: A natural experiment study in England","authors":"Jakob Petersen , Maria Bryant , Natalia Concha , Nicola Firman , Meredith K.D. Hawking , Safia Jama , Liina Mansukoski , Oyinlola Oyebode , Alison Robert , Katy Scammell , Veronica Toffolutti , Simon Twite , Carol Dezateux","doi":"10.1016/j.ijer.2025.102713","DOIUrl":"10.1016/j.ijer.2025.102713","url":null,"abstract":"<div><div>Discretionary Universal Free School Meal (UFSM) schemes for 4-11-year-olds were implemented in four local authorities with high child poverty levels in London, UK. The schemes were initiated between 2009/10 and 2014/15. The first scheme was evaluated as part of a national 2-year pilot. The present study concerns the first six years of all four schemes. In addition, we report on the longer-term effects (7+ years) for two of the schemes while the others were interrupted by COVID-19. The intention-to-treat impacts on z-score standardised attainment scores (reading, mathematics) and school absence in 10-11-year-olds were studied in a natural experiment design. We used a dynamic difference-in-differences approach with matched controls in sociodemographically similar neighbourhoods elsewhere in London. UFSM provision was on average not significantly associated with attainment nor absence during the initial six years of the schemes. However, scheme effects differed by local authority with the two longest running schemes showing positive results for reading and mathematics as secondary outcomes. Further studies are needed to better understand the mechanisms, how the schemes impact on the school environments, and how they may be improved.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"133 ","pages":"Article 102713"},"PeriodicalIF":2.5,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144865846","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

Heat affects learning: Evidence from Spanish autonomous regions 高温影响学习：来自西班牙自治区的证据

IF 2.5 3区教育学

International Journal of Educational Research Pub Date : 2025-01-01 DOI: 10.1016/j.ijer.2025.102772

Syed Ahsan Ali Shah

{"title":"Heat affects learning: Evidence from Spanish autonomous regions","authors":"Syed Ahsan Ali Shah","doi":"10.1016/j.ijer.2025.102772","DOIUrl":"10.1016/j.ijer.2025.102772","url":null,"abstract":"<div><div>This study examines the influence of temperature on Programme for International Student Assessment (PISA) scores in Spanish autonomous regions, using data from PISA and ERA-5 climate reanalysis. An econometric model is employed to explore the quasi-random variation in temperature, while accounting for differences across regions and years through fixed effects. The study reveals a non-linear relationship between temperature and PISA scores, particularly in Mathematics and Science. A notable negative effect of high temperatures (above 26.7°C) on the scores is identified. Specifically, each additional day with temperatures exceeding 26.7°C is associated with a decrease in Mathematics scores by 0.0016 and in Science scores by 0.0022. Conversely, Reading scores demonstrate no significant sensitivity to such extremes in temperature. Additionally, the study explores the cumulative impact of temperature over multiple years, revealing enduring effects on educational outcomes. For instance, over a three-year period, Mathematics scores show a cumulative negative impact of -0.0154 and Science of -0.0077. These findings emphasize temperature's notable influence on educational outcomes, highlighting the need for policy interventions against climate change's educational impact. The study enhances understanding of the complex interactions between temperature and education, offering valuable insights for educators and policymakers in addressing climate-related challenges in education.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"134 ","pages":"Article 102772"},"PeriodicalIF":2.5,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144926341","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

Rescaling through projectification in the EU’s higher education regionalism 欧盟高等教育区域主义的投影式尺度调整

IF 2.5 3区教育学

International Journal of Educational Research Pub Date : 2025-01-01 DOI: 10.1016/j.ijer.2025.102759

Alina Felder-Stindt

{"title":"Rescaling through projectification in the EU’s higher education regionalism","authors":"Alina Felder-Stindt","doi":"10.1016/j.ijer.2025.102759","DOIUrl":"10.1016/j.ijer.2025.102759","url":null,"abstract":"<div><div>The political project of creating a European higher education (HE) space depends on the creation of interlinkages among HE policy stakeholders. Referred to as regionalization, in the European Union (EU) this process relies on the acquisition of EU funding, which traditionally is implemented through projects. While scholarship has tackled the reliance on projects to implement policy, the spatial implications of this projectification are underresearched. This is striking given that the implementation and development of project-based cooperation entails rescaling practices. Rescaling captures how economic, social and political interrelations are moved to new territorial levels above, below, and across the nation-state. This study focuses on rescaling in the EU HE regionalism and asks how projectified EU policies move interrelations of HE policy stakeholders to new territorial levels. A theoretical framework is developed that allows to capture how projectification leads to rescaling by allocating resources to a new scale and by establishing structures and cooperation activities at a new scale. To analyse the rescaling practices that result from the implementation of EU funded projects, this paper attends to the region-building strategies of HE actors and governments in border regions. The latter actors rely on the EU’s funding for cross-border cooperation, i.e. Interreg. The analysis provides that rescaling through projectification lets the institutional arrangements of the EU HE regionalism intertwine. With intergovernmental cooperation, community programmes and organizational cooperation becoming increasingly interdependent, the supranational HE space is fostered.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"134 ","pages":"Article 102759"},"PeriodicalIF":2.5,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144920325","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

Targeted assessment of hypothesis testing skills using cognitive diagnostic models: Implications for formative practice 使用认知诊断模型的假设检验技能的目标评估：对形成性实践的影响

IF 2.5 3区教育学

International Journal of Educational Research Pub Date : 2025-01-01 DOI: 10.1016/j.ijer.2025.102801

Seongah Im

{"title":"Targeted assessment of hypothesis testing skills using cognitive diagnostic models: Implications for formative practice","authors":"Seongah Im","doi":"10.1016/j.ijer.2025.102801","DOIUrl":"10.1016/j.ijer.2025.102801","url":null,"abstract":"<div><div>Formative assessment is essential for identifying student learning gaps and supporting meaningful feedback, particularly in subjects that require multi-step reasoning such as statistical hypothesis testing. This study demonstrates how Cognitive Diagnostic Models (CDMs) can enhance assessment practices by offering detailed, attribute-level feedback on student proficiency. Analyzing item response data from 219 undergraduate students in an introductory statistics course, the study employed the Generalized DINA model and its reduced variants, identifying the most suitable and interpretable model. Through expert evaluation and Q-matrix validation procedures, four attributes involved in hypothesis testing were specified and refined. Among the six models, the Linear Logistic Model (LLM) yielded the best fit.The attribute classification results revealed that while most students mastered procedural aspects of hypothesistesting, distinct groups struggled either with selecting appropriate statistical methods or managing multi-step computations. The study underscores the potential of CDM-based assessments to provide actionable diagnostic information for tailored instruction, targeted feedback, and pinpointing specific learning hurdles. While this approach is readily applicable in large classes, its effectiveness can also extend to smaller groups by aggregating data across multiple cohorts. CDMs offer a flexible and scalable framework for improving assessment-for-learning practices across structured subject areas.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"134 ","pages":"Article 102801"},"PeriodicalIF":2.5,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145105971","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

Teachers’ perceived professional competences in citizenship education: Developing and validating a survey instrument for pre-service teachers in a European context 教师在公民教育中的感知专业能力：在欧洲背景下为职前教师开发和验证一项调查工具

IF 2.5 3区教育学

International Journal of Educational Research Pub Date : 2025-01-01 DOI: 10.1016/j.ijer.2025.102812

Emilie Vandevelde , Ellen Claes , Orhan Agirdag

{"title":"Teachers’ perceived professional competences in citizenship education: Developing and validating a survey instrument for pre-service teachers in a European context","authors":"Emilie Vandevelde , Ellen Claes , Orhan Agirdag","doi":"10.1016/j.ijer.2025.102812","DOIUrl":"10.1016/j.ijer.2025.102812","url":null,"abstract":"<div><div>Global crises are reshaping Western democracies and putting pressure on their foundations. Citizenship education (CE) is increasingly being promoted as part of the solution, as it has the potential to support young people in becoming active, engaged, informed, and responsible democratic citizens. Therefore it is crucial for all teachers to possess the professionalism to address citizenship issues in class. This study aimed to develop a psychometrically valid and reliable instrument to measure pre-service teachers’ perceived professional citizenship education (CE) competences, using a sample from Flanders, Belgium. The item development was guided by European policy recommendations. Using exploratory and confirmatory factor analyses (<em>n</em> = 1829), five perceived professional CE competences scales were identified: pre-service teachers’ (1) willingness to create an open classroom climate, (2) willingness to address political topics, (3) perceived importance of addressing social topics, (4) perceptions of how students’ social and economic background influences teaching practices, and (5) perceived preparedness for teaching CE. These scales demonstrated satisfactory psychometric properties, and both convergent and divergent validity were established. The validated instrument offers several practical applications in the European context. At the pre-service level, it can be employed to assess the effectiveness of initial teacher education programs in developing pre-service teachers’ CE competences, and to support institutional accountability and compliance with national and European CE standards. At the in-service level, the instrument can serve as a self-assessment tool to identify professional development needs and evaluate the impact of CE interventions. It also allows teachers’ perceived professional CE competences to be compared across different European countries and regions.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"134 ","pages":"Article 102812"},"PeriodicalIF":2.5,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145105978","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

Exploring interpersonal emotion regulation and its characteristics among Chinese early childhood education teachers: A multiple case study 中国幼儿教育教师人际情绪调节及其特征：多个案研究

IF 2.5 3区教育学

International Journal of Educational Research Pub Date : 2025-01-01 DOI: 10.1016/j.ijer.2025.102830

Limin Zhang, Yingyu Wu, Wenhui Zhong, Yitong Chen, Jiaxin Xiang

{"title":"Exploring interpersonal emotion regulation and its characteristics among Chinese early childhood education teachers: A multiple case study","authors":"Limin Zhang, Yingyu Wu, Wenhui Zhong, Yitong Chen, Jiaxin Xiang","doi":"10.1016/j.ijer.2025.102830","DOIUrl":"10.1016/j.ijer.2025.102830","url":null,"abstract":"<div><div>Early childhood education (ECE) teachers frequently confront diverse and challenging interpersonal emotion regulations (IER) that present significant challenges to their own well-being and the children's learning and development. However, existing research has paid less attention to the IER of ECE teachers. To address the research gap, we conducted a qualitative research design to collect the IER strategies of 28 ECE teachers in Guangzhou, China, using interviews and critical incident forms. This study extended a new IER framework to classify the IER strategies of ECE teachers into two dimensions: (a) the target (i.e., intrinsic IER, extrinsic IER, and interpersonal emotion co-regulation) and (b) ways of involvement of IER (i.e., emotion-focused regulation, emotion→cognition-focused regulation, emotion→behavior-focused regulation and emotion→cognition→behavior-focused regulation). The study also analyzed the characteristics of ECE teachers' IER in the Chinese context. The IER strategies differ based on target individuals, frequently occur in close “guan xi”<span><span><sup>1</sup></span></span>, and differ with seniority. This study explored how ECE teachers regulate their emotions or others’ emotions by harmonizing their interpersonal relationships in the Chinese context and provides implications for ECE teacher education programs.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"134 ","pages":"Article 102830"},"PeriodicalIF":2.5,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145266442","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

A professional journey: capturing the complicated relationship between rural teacher agency, multigrade classes and local communities 一次专业之旅：捕捉乡村教师中介、多年级班级和当地社区之间的复杂关系

IF 2.6 3区教育学

International Journal of Educational Research Pub Date : 2025-01-01 DOI: 10.1016/j.ijer.2025.102599

Morag Redford , Helen Coker , Anne Paterson

引用次数: 0

Australian teachers' perceptions of a Co-Taught self-regulation program 澳大利亚教师对联合教学自我调节项目的看法

IF 2.6 3区教育学

International Journal of Educational Research Pub Date : 2025-01-01 DOI: 10.1016/j.ijer.2025.102612

Anne Southall , Kelsey Philpott-Robinson , Alison Lane , Carl Leonard , Simon Bury

{"title":"Australian teachers' perceptions of a Co-Taught self-regulation program","authors":"Anne Southall , Kelsey Philpott-Robinson , Alison Lane , Carl Leonard , Simon Bury","doi":"10.1016/j.ijer.2025.102612","DOIUrl":"10.1016/j.ijer.2025.102612","url":null,"abstract":"<div><div>Background: Self-regulation challenges are common in childhood and adolescence, which can impact students’ learning, academic performance, social interactions, and teacher stress. Traditional occupational therapy interventions, typically involving one-on-one support, have proven insufficient to address the growing scale of student dysregulation. Objective: In 2023 we piloted an in-class program to support self-regulation in three diverse educational settings (primary specialist, primary mainstream and secondary mainstream), co-facilitated by an occupational therapist. The present study aimed to examine if classroom teachers found the 2023 pilot program beneficial. Methods: A qualitative descriptive design was implemented to address the research aim. We conducted seven interviews with teachers which were analysed using reflexive thematic analysis. Findings: Two core themes were generated in which teachers 1) reported universal benefits to staff and students and 2) identified specific factors that are needed to make the program successful. Conclusion: Overall, the findings suggest that the in-class program to support self-regulation, co-facilitated by an occupational therapist, is a feasible approach that has both direct and indirect benefits. However, future iterations should involve stakeholder co-design to ensure the program is suitable for each student cohort and specific learning context.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"131 ","pages":"Article 102612"},"PeriodicalIF":2.6,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143868794","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

Corrigendum to “The reality of the gamification methodology in Primary Education: A systematic review” [International Journal of Educational Research, 128 (2024) 102481] “小学教育中游戏化方法论的现实：系统回顾”的勘误表[国际教育研究杂志，128 (2024)102481]

IF 2.6 3区教育学

International Journal of Educational Research Pub Date : 2025-01-01 DOI: 10.1016/j.ijer.2025.102558

José-María Romero-Rodríguez, Alejandro Martínez-Menéndez, Santiago Alonso-García, Juan-José Victoria-Maldonado

引用次数: 0