International Journal of Educational Research最新文献

{"title":"Leveraging pedagogical knowledge for effective technology integration in education: A research-based approach","authors":"Yan Zhang ,&nbsp;Chao Li","doi":"10.1016/j.ijer.2025.102553","DOIUrl":"10.1016/j.ijer.2025.102553","url":null,"abstract":"<div><div>Teachers' Pedagogical Knowledge (TPK) is essential for effective education, influencing both teaching practices and student outcomes. This study examines the dimensions of TPK, including subject-specific knowledge, teaching strategies, socio-emotional competence, and technology integration, and their impact on the teaching profession. Data were collected from 450 teachers via a questionnaire and analyzed using SPSS software. The findings highlight the relationship between TPK and teaching effectiveness, with significant correlations to teaching quality, subject matter expertise, and professional development success. The study also shows that teacher professionalism is closely linked to TPK, offering valuable insights for educational policy and practice.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"130 ","pages":"Article 102553"},"PeriodicalIF":2.6,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143419609","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":"Standard curriculum learning efficacy of Tibetan students: The interactive effect of multicultural environment and self-related factors","authors":"Yifu Wang,&nbsp;Juan Zhang,&nbsp;Peihao Yin,&nbsp;Xiaoli Chang","doi":"10.1016/j.ijer.2025.102571","DOIUrl":"10.1016/j.ijer.2025.102571","url":null,"abstract":"<div><div>This study aims to explore the educational effect of a multicultural environment, namely Tibetan Buddhist culture, Tibetan folk culture and Han culture, on the standard curriculum learning efficacy of Tibetan adolescents and the roles in which their self-related factors, psychological capital and self-cognition. A questionnaire was conducted among 1128 Sichuan Province Tibetan primary and middle school students. It was found that multi-cultures did not directly affect Tibetan students’ standard curriculum learning efficacy. However, they indirectly affected learning efficacy through the completely mediating roles of psychological capital and self-cognition of Tibetan students. Psychological capital and self-cognition have serial mediating effects on the relationship between multi-cultures and learning efficacy. This study explored the influence of multi-culture and self-factors on the learning effectiveness of ethnic minority students, proving that minority culture plays an irreplaceable and unique role in students’ self-development and learning, which has important implications for the development of compulsory education in minority areas.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"131 ","pages":"Article 102571"},"PeriodicalIF":2.6,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143578123","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":"Unravelling the persistent school access gap in Cameroon: Which factors matter?","authors":"Rais Herman Poutong ,&nbsp;Honoré Tekam Oumbé ,&nbsp;Armand Mboutchouang Kountchou","doi":"10.1016/j.ijer.2025.102576","DOIUrl":"10.1016/j.ijer.2025.102576","url":null,"abstract":"<div><div>This paper analyses inequalities in access to education in Cameroon with respect to area of residence, household wealth status and the child's gender. The data used are from the Fourth Cameroon Household Survey with a sample of 24,867 individuals aged 3–24. Using the Oaxaca-Blinder decomposition, the results show that a large percentage of the gap in school access in Cameroon is still due to unexplained and unobservable factors. However, raising the educational attainment of rural and poor household heads to the same level as urban and rich household heads reduces inequality in access to education by 21.7% and 29.6% respectively. Being biologically related to the household head reduces the gap in access to education between boys and girls by 49.8%. Immediate education policies aimed at increasing access to education should focus on educating parents through the media about the importance of education regardless of the child's biological link.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"131 ","pages":"Article 102576"},"PeriodicalIF":2.6,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143705302","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":"Predictive insights into U.S. students’ mathematics performance on PISA 2022 using ensemble tree-based machine learning models","authors":"Li Zhu ,&nbsp;Hyesun You ,&nbsp;Minju Hong ,&nbsp;Zhenhan Fang","doi":"10.1016/j.ijer.2025.102537","DOIUrl":"10.1016/j.ijer.2025.102537","url":null,"abstract":"<div><h3>Background</h3><div>In the latest Program for International Student Assessment (PISA) 2022 results, U.S. students earned the lowest math scores in two decades. Educators and stakeholders have endeavored to identify key malleable factors in an attempt to raise scores. Although more researchers are gradually incorporating machine learning (ML) techniques, most still rely on literature reviews by humans to identify important predictors. Here we focus on providing innovative insights into how to use ML models to identify predictors most strongly associated with students’ math performance.</div></div><div><h3>Methods and Results</h3><div>The dataset comprises 4,552 U.S. students in 154 schools from the PISA 2022. We used three ensemble tree-based ML models (Random Forest, XGBoost, and LightGBM) to select most influential predictors from 143 derived variables of student and school questionnaires. All three models showed high accuracy in predicting students’ math performance, with XGBoost performing best (rMSE = 69.82, training time = 4.14 s) and identifying 10 significant predictors. According to the accumulated local effects (ALEs) plots, three of them have general positive effects, five have roughly negative effects, and two have mixed effects on students’ math performance. When comparing these ML-identified predictors to those identified by literature review, the ML method has significantly improved the accuracy of predictor selection (<em>p</em>-value &lt; 0.05) but offered lower interpretability.</div></div><div><h3>Conclusions</h3><div>We conclude that ML predictor selection is an effective alternative to LR for obtaining influential factors affecting student learning outcomes. Among the factors identified, math self-efficacy, ESCS, and math anxiety are strongly correlate to students’ math performance. The results provide valuable insights to implement shifts in instructional practices, targeted interventions, curriculum development, and policy decisions, ultimately contributing to enhancing the overall quality of U.S. math education.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"130 ","pages":"Article 102537"},"PeriodicalIF":2.6,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143093648","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":"Corrigendum to “The perceived teacher support scale (PTSS) for students: Development and psychometric studies” [International Journal of Educational Research volume 128 (2024) 102487]","authors":"Junsheng Wu ,&nbsp;Zi Yan ,&nbsp;Yongle Yang ,&nbsp;Jinyu Zhu ,&nbsp;Yuhan Xiong ,&nbsp;Jiaying Chen","doi":"10.1016/j.ijer.2025.102538","DOIUrl":"10.1016/j.ijer.2025.102538","url":null,"abstract":"","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"130 ","pages":"Article 102538"},"PeriodicalIF":2.6,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143487239","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":"“They mostly gave out packages”: Navigating the educational experiences of crossover youth in California","authors":"Cynthia De La Rosa ,&nbsp;Sanna King ,&nbsp;Jerry Flores","doi":"10.1016/j.ijer.2025.102567","DOIUrl":"10.1016/j.ijer.2025.102567","url":null,"abstract":"<div><div>In the United States current research on systems of care demonstrates how more individuals than ever before are caught in both the juvenile justice and foster care systems. These dual involved “crossover youth” face multiple unique barriers when trying to attend school. However, missing from this discourse is the understanding of crossover youth negotiate their ties to schools and the juvenile justice system. This paper addresses this current gap in research by examining the experiences of 13 crossover youth. Our work explores their experiences navigating both the foster care system and the criminal justice system and the way that these systems impacted their educational experiences. Our findings suggest that crossover youth are pushed out of mainstream schools. Once this takes place they are pushed into alternative schools where they experience additional challenges and inadequate self-guided instruction.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"131 ","pages":"Article 102567"},"PeriodicalIF":2.6,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143509485","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":"The Nordic perspective on the association between distributed leadership and teacher job satisfaction: A multilevel SEM approach","authors":"Jelena Veletić ,&nbsp;Ronny Scherer","doi":"10.1016/j.ijer.2025.102559","DOIUrl":"10.1016/j.ijer.2025.102559","url":null,"abstract":"<div><div>In this study, we address the lack of robust empirical evidence on the association between distributed leadership and teacher job satisfaction with the work environment in the Nordic countries by examining this relationship at the teacher and school levels, for both teachers and principals. We also explore how teachers’ shared perceptions of distributed leadership are associated with individual job satisfaction (i.e., contextual effects), surpassing the limitations of the single-level analyses. Using data from 11,788 teachers in 654 schools who participated in the Teaching and Learning International Survey (TALIS) 2018 in Denmark, Finland, Norway, and Sweden, we found a strong positive association between teacher job satisfaction with the work environment and teacher-reported distributed leadership at the school level, and a moderately strong association at the teacher level. In contrast, we found a negative contextual effect which suggested that stronger distributed leadership at the school level was associated with lower satisfaction of individual teacher in Norway and Finland. Additionally, principal-reported distributed leadership was weakly, positively associated with teacher job satisfaction with the work environment only in Sweden. This study shows mixed results: at the teacher level, stronger distributed leadership has potential to enhance job satisfaction, while at the school level, it can be linked to lower individual teacher satisfaction as shown in Norway and Finland. Our study further highlights the distinction between teacher- and principal-reported distributed leadership, as well as individual- and shared-teacher perceptions, and their potential differential effects on job satisfaction.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"130 ","pages":"Article 102559"},"PeriodicalIF":2.6,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143419600","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":"Relationship between monitoring judgments and self-report measures of metacognition in educational research","authors":"Peter Seban ,&nbsp;Radovan Sikl ,&nbsp;Kamila Urban","doi":"10.1016/j.ijer.2025.102578","DOIUrl":"10.1016/j.ijer.2025.102578","url":null,"abstract":"<div><div>Metacognition plays a crucial role in effective learning, but its measurement and assessment present various challenges. The goal of this study was to investigate the relationship between online and offline measures of metacognition, and their relationship to actual performance on a reading comprehension task. Our sample consisted of 177 university students, and we used an observational study design. Results showed no significant correlation between online (measured by monitoring judgments) and offline (self-reports) measures of metacognition, even when offline measure was represented by a domain-specific Metacomprehension Inventory and its subscales were separately correlated with monitoring judgments. Notably, online measures were strongly related to actual task performance (JOLs, <em>r</em> =0.48; CJs, <em>r</em> = 0.75), while no significant relationship was found between offline measures and performance. This study highlights the importance of using appropriate measures when assessing learners’ metacognitive skills.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"131 ","pages":"Article 102578"},"PeriodicalIF":2.6,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143696993","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":"AI-based assessment of students’ writing skill progress: Implementing “Artificial neural network modeling” vs. “Time series prediction”","authors":"Fatemeh Etaat","doi":"10.1016/j.ijer.2025.102575","DOIUrl":"10.1016/j.ijer.2025.102575","url":null,"abstract":"<div><div>This study evaluates two prediction models to assess the students’ progress in second language (L2) writing skills through AI-based applications. The study compares Artificial Neural Networks (ANN) including Multi-Layer Feedforward Networks (MLFN) and Generalized Regression Neural Networks (GRNN), versus time series prediction methods. A total of 34 cases from two groups (an experimental and a control group) participated in a writing pretest, 6 periodic tests and a posttest were analyzed in terms of their writing skill development through different methods. The findings indicated that GRNN without linear predictors for training portion, with mean absolute error (MAE) of 0.807, a root mean squared error (RMSE) of 0.99 and R² = 0.88, outperforming the time series models, provided the most accurate and the closest scores to the posttest indicating that the experimental group improved more than the control group. The GRNN shows better performance with predictor in testing portion of data underscored with R² = 0.94 and RMSE = 0.762. The study emphasizes the importance of applying artificial intelligence in education (AIEd) particularly in English language learning and assessment.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"131 ","pages":"Article 102575"},"PeriodicalIF":2.6,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143654475","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":"Magnets, gatekeepers, surveillants, and refiners: The emergence of higher education institutions as migration governance actors in Australia, Canada, and Germany, 1990 to 2019","authors":"Lisa Ruth Brunner ,&nbsp;Roopa Desai Trilokekar ,&nbsp;Simon Morris-Lange ,&nbsp;Helen Liu ,&nbsp;Melissa Laufer ,&nbsp;Amira El Masri ,&nbsp;Anumoni Joshi","doi":"10.1016/j.ijer.2024.102490","DOIUrl":"10.1016/j.ijer.2024.102490","url":null,"abstract":"<div><div>The globally circulating policy discourse ‘<em>international students are ideal immigrants</em>’ merges three policy arenas: economic immigration, higher education, and international student mobility. This is part of a relatively new <em>edugration</em> (education + immigration) policy context in which international students transition to permanent residency status after graduation through targeted immigration pathways. We utilize critical discourse analysis to systematically examine select federal policy documents during critical time periods in <em>edugration</em> policy formation across three comparator countries (Australia, Canada, and Germany) from 1990 to 2019. In examining the ripple effect of international student mobility as it intersects with immigration policy, we show the impact of this policy discourse on higher education institutions: in <em>edugration</em> contexts, higher education institutions play new migration governance roles as magnets, gatekeepers, surveillants, and refiners of future economic immigrants. This raises broader questions regarding the long-term implications of international student mobility for university-government relations and the societal roles of higher education institutions more generally.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"129 ","pages":"Article 102490"},"PeriodicalIF":2.6,"publicationDate":"2024-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142745040","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}