International Journal of Educational Research最新文献

{"title":"Beyond the buzzwords: How Washington, DC education policies shape youth activism","authors":"Vanessa R. Sperduti ,&nbsp;Sümeyye Arpacı ,&nbsp;Laura Engel ,&nbsp;Miri Yemini ,&nbsp;Mania Borzenko","doi":"10.1016/j.ijer.2025.102765","DOIUrl":"10.1016/j.ijer.2025.102765","url":null,"abstract":"<div><div>Through a thematic analysis of policy documents from state and federal education authorities, we explore how institutional structures and governance dynamics shape opportunities for youth engagement in Washington, DC. By examining how youth activism is framed and operationalized in policy, we ask: What does youth activism entail, and how is it defined and understood in the DC educational policy context? Our findings reveal that while references to youth activism are frequent, policy attention tends to center on global issues such as climate change, often overlooking local activism and the specific needs of communities. These patterns reflect a fragmented and shifting approach to youth participation across different levels of the education system, which can both enable and constrain meaningful involvement. This study contributes to a deeper understanding of the complex challenges and possibilities for youth activism, emphasizing how institutional priorities and power dynamics influence the roles young people are invited or permitted to play in shaping public education.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"134 ","pages":"Article 102765"},"PeriodicalIF":2.5,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144997236","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":"Chaotic (laissez-faire) teaching: The most harmful style for students’ psychological needs?","authors":"Arne Bouten ,&nbsp;Sergio Diloy-Peña ,&nbsp;Ángel Abós ,&nbsp;Luis García-González ,&nbsp;Leen Haerens ,&nbsp;Katrien De Cocker","doi":"10.1016/j.ijer.2025.102717","DOIUrl":"10.1016/j.ijer.2025.102717","url":null,"abstract":"<div><div>Self-Determination Theory (SDT) has been widely used to understand how different teaching styles impact student outcomes. Previous research has mainly focused on the negative effects of controlling teaching, while the influence of chaotic (laissez-faire) teaching has been less explored. This study examines how students' perceptions of highly chaotic (i.e., abandoning) and highly controlling (i.e., domineering) teaching approaches are related to the satisfaction and frustration of student basic psychological needs in secondary physical education (PE). The study involved 916 students in Belgium (58% girls; 15.37 ± 1.62 years old) and 1124 students in Spain (52% girls; 14.60 ± 1.51 years old).</div><div>Using linear mixed-effects models, we found that both abandoning and domineering teaching approaches were adversely associated with students' basic psychological needs. The abandoning approach showed the strongest positive association with overall need frustration in both samples. Moreover, the abandoning approach was most strongly associated with competence and relatedness frustration in both countries, as well as with lower competence satisfaction in Spain. Both approaches showed a similar positive relationship with autonomy frustration.</div><div>This study expands our understanding of demotivating teaching by demonstrating the harmful potential of highly chaotic teaching, beyond the well-known harmful effects of controlling teaching. The consistency of the findings across both countries highlights the international relevance of this research. These findings suggests that reducing highly chaotic (i.e., laissez-faire) teaching should be a priority in international educational practices and policies. Future research could investigate the causes, effects, and potential moderators of chaotic teaching to further guide educational policy and practice in different cultural contexts.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"133 ","pages":"Article 102717"},"PeriodicalIF":2.6,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144695204","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":"Unheard, overlooked, and ignored: The intersectional experiences of non-native english-speaking women in engineering doctoral programs","authors":"Yiqi Liang ,&nbsp;Benjamin Ahn","doi":"10.1016/j.ijer.2025.102688","DOIUrl":"10.1016/j.ijer.2025.102688","url":null,"abstract":"<div><div>Creating a more equitable and inclusive graduate engineering education environment requires amplifying the voices of female non-native English-speaking (NNES) international doctoral students (IDSs), whose experiences often go unheard. Their small representation results in their barriers being overlooked, as broader discussions on “women in STEM” or “international doctoral students” fail to capture their unique experiences. Despite contributing diverse perspectives and expertise, these students face complex barriers deeply intertwined with their identities. Using an intersectionality framework, we examined how their identities, as women, NNES students, international students, and members of underrepresented racial or ethnic groups, intersect to shape their experiences in doctoral engineering programs. Through semi-structured interviews with eight NNES women IDSs at a Midwestern university, we found that some participants perceived their interactions with faculty and peers were shaped by their awareness of multifaceted identities. Further, some participants reflected on how their identities influence how peers perceive their abilities and commitment to doctoral studies. Some participants reported doubts about their competence, stereotypes, unequal treatment, and discrimination in engineering classrooms and labs. Beyond academic barriers, several participants described how broader societal constraints, such as financial instability, cultural and family expectations, and U.S. immigration policies, further complicate their experiences, forcing them to balance academic progress with personal responsibilities. This study sheds light on how students make meaning of and perceive their experiences, highlighting the urgent need for engineering educators and student affairs professionals to address the unique barriers NNES women IDSs face. By implementing support systems, graduate engineering programs can take meaningful steps toward fostering a more inclusive and supportive academic environment.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"133 ","pages":"Article 102688"},"PeriodicalIF":2.6,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144490248","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":"Upbringing work as local order: Understanding peripheral universities in post‑soviet Russia","authors":"Ksenia Romanenko ,&nbsp;Daria Platonova","doi":"10.1016/j.ijer.2025.102748","DOIUrl":"10.1016/j.ijer.2025.102748","url":null,"abstract":"<div><div>This article explores the concept and practice of up-bringing work in regional universities in post-Soviet Russia, particularly those located in economically challenged and demographically declining areas. The study is based on qualitative field data collected between 2016 and 2023 at six classical universities that originated as Soviet teacher-training institutes. It draws on interviews with over 50 students, professors, and administrators, as well as ethnographic observations, visual materials, and field notes. We follow a grounded theory approach to conceptualise up-bringing work as a core category of the local order. Our analysis identifies how up-bringing work is shaped by four key aspects of the environment: geographical location and educational migration, teacher training background, low family SES of students, and uncompetitiveness. These institutions respond pragmatically to their conditions, enacting locally meaningful routines. Up-bringing work is manifested in a repertoire of practices that includes treating universities as surrogate parents, involving students’ families in university life, orchestrating collective activities and amateur art, and reproducing systems of specific rewards. These practices reflect a mix of care and control, continuity with Soviet traditions, and adaptation to weak labour markets and low student preparedness. The article contributes to scholarship on higher education in structurally marginalised contexts by offering a conceptual framework that links environmental constraints to organisational practices in non-elite university settings.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"133 ","pages":"Article 102748"},"PeriodicalIF":2.5,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144852635","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":"“We all have a responsibility, like, even if we're just high schoolers!”: How DC youth are engaging with global issues","authors":"Vanessa R. Sperduti ,&nbsp;Laura Engel","doi":"10.1016/j.ijer.2025.102803","DOIUrl":"10.1016/j.ijer.2025.102803","url":null,"abstract":"<div><div>This study examines how public high school students in Washington, DC grapple with global social issues and question established norms to champion a more just world. It is grounded in critical approaches to global citizenship education, including an emphasis on youth agency and place-based knowledge. Employing a qualitative approach centered on 20 in-depth focus group interviews with public school students aged 14–20, we focus on their perceptions of and engagement with critical global challenges, revealing the intricate connections they forge between these issues and their local schools and communities. Our exploration highlights the dynamic landscape of student activism in DC, extending beyond classroom walls into the wider community, fueled by a powerful sense of social responsibility and a demand for social transformation. The findings illuminate the pivotal role of school spaces, not only as educational institutions but also as vital incubators for transformative learning and action. By examining student engagement within DC's distinctive context as a political hub and the influence of its global education initiatives, this paper underscores the urgent need to amplify support for high school youth as they navigate their activism within educational and community spheres. Ultimately, our findings show a generation of globally-minded citizens empowered by personal agency and a commitment to impactful advocacy, both locally and globally.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"134 ","pages":"Article 102803"},"PeriodicalIF":2.5,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145050084","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":"Same job title, same stress? Insights from an analysis of stress profiles of school principals in Switzerland","authors":"Ariana Garrote,&nbsp;Ella Grigoleit,&nbsp;Pierre Tulowitzki","doi":"10.1016/j.ijer.2025.102698","DOIUrl":"10.1016/j.ijer.2025.102698","url":null,"abstract":"<div><div>The job of a school principal can be highly demanding, with stress levels depending on the individual's perception (i.e. perceived work overload) and coping behaviors (i.e. intensification and extension of working hours). To provide adequate support to school principals, it is imperative to identify those who are more at risk and to examine the related factors. We examine stress profiles of principals in Switzerland and their association with factors at the school (i.e., level, size) and principal level, such as individual characteristics (i.e., workload, qualification, self-efficacy) and professional development activities (i.e., coaching, peer mentoring, networks, informal exchange, conferences). Data from 1095 principals in pre-primary, primary, and lower-secondary schools were collected with questionnaires. Using latent profile analysis (LPA), profiles of principals with high, average, and low levels of stress were identified. The results show that most school principals were in the average profile and only a small group reported low levels of stress. The high-stress profile included one-third-of school principals, who were more likely responsible for pre-primary and primary level schools. Their levels of stress were associated with lower levels of self-efficacy beliefs but also with more frequent participation in professional development activities, such as coaching and peer mentoring. School size, official workload, and the qualification were not associated with stress profile membership. The findings highlight the importance of considering the school context as well as individual characteristics when investigating school principals’ stress to develop tailored measures.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"133 ","pages":"Article 102698"},"PeriodicalIF":2.6,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144597229","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":"Teacher agency in the context of pedagogical reform in Rwanda","authors":"Hester S. van de Kuilen ,&nbsp;Hulya Kosar Altinyelken ,&nbsp;Joke M. Voogt ,&nbsp;Wenceslas Nzabalirwa","doi":"10.1016/j.ijer.2025.102695","DOIUrl":"10.1016/j.ijer.2025.102695","url":null,"abstract":"<div><div>Learner-centred pedagogy (LCP) has been adopted in many low- and middle-income countries, including Rwanda, to enhance education quality. However, studies on educational reform often overlook teacher agency. This paper addresses that gap by examining primary and secondary teachers’ agency in Rwanda’s pedagogical reform. Findings show that all teachers believed in LCP and their capacity to implement it. Social and organizational structures in secondary schools were more supportive of agency than in primary schools. The study highlights the critical role of teacher agency in shaping the success or failure of educational reform initiatives.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"133 ","pages":"Article 102695"},"PeriodicalIF":2.6,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144614647","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":"Inclusive education from an ethical and connection perspective: The implementation of school integration programs in Chilean rural schools","authors":"Carmen Gloria Núñez ,&nbsp;Bárbara Orrego ,&nbsp;Mónica Peña ,&nbsp;Andrea Precht ,&nbsp;Gabriel Ruete ,&nbsp;Bryan González-Niculcar","doi":"10.1016/j.ijer.2025.102776","DOIUrl":"10.1016/j.ijer.2025.102776","url":null,"abstract":"<div><div>Educational inclusion policies in Chile have sought to expand equitable access to schooling, with significant implications for rural education. Rural schools increasingly enroll students excluded from urban schools, many with special educational needs and irregular trajectories. While the School Integration Program (PIE by the Spanish acronym) was designed to address such diversity, its implementation in rural contexts presents multiple challenges. This study examines how rural schools mediate the inclusion of urban students through institutional practices. A multiple-case study was conducted in five rural schools across three macro-regions of Chile, using interviews, participant observation, and intra- and cross-case analysis. Findings reveal that, at the policy level, schools must comply with diagnostic-based regulations and quota systems that overlook rural specificities, leading to overcrowding, professional turnover, and infrastructural limitations. Culturally, rural schools construct an ethic of care that emphasizes student relationships, trajectories, and territorial ties, forming a distinctive dimension of institutional mediation. At the practical level, tensions arise between biomedical approaches, which label students, and pedagogical logics that promote inclusion without stigmatization. The study concludes that rural schools implement the PIE through situated institutional mediation, integrating ethical principles, organizational decisions, and pedagogical relationships to navigate the complexities of inclusive education.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"134 ","pages":"Article 102776"},"PeriodicalIF":2.5,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145049500","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":"Education and Inclusion for Deaf people in Solomon Islands – the Iumi Tugeda Helpem Solomon Aelans Def Komuniti Project","authors":"Mellita Jones ,&nbsp;Caroline Smith ,&nbsp;Jackson Meke","doi":"10.1016/j.ijer.2025.102810","DOIUrl":"10.1016/j.ijer.2025.102810","url":null,"abstract":"<div><div>This paper reports on an educational program that aimed to address participation issues for deaf people in Solomon Islands (SI). Deafness is one of the most common disabilities in SI, with causes linked to high levels of poverty-related and often preventable diseases such as meningitis, rubella, and otitis media. Community attitudes, and children and parents’ fears of discrimination impact access to education and other aspects of inclusion in society. The country’s Ministry of Education indicates that catering for students with any form of disability is a serious issue for schools due to a lack of resources, infrastructure, and professional learning on how to address inclusivity in the classroom. This project, co-designed by an Australian academic and SI educators attempted to respond to a number of these concerns by providing sign language and Deaf culture training in SI schools and communities. The World Health Organisation’s Theory of Change for Health, which recognises the importance of interactions between health conditions and contextual factors stemming from the broader sociocultural environment, was used as the theoretical model informing the project design. Three project phases involving 1) training of deaf and hearing sign language trainers; 2) delivery of basic sign language training in rural communities, and 3) a Certificate of Learning and Teaching were implemented in 2022–2023. A total of 902 participants were involved across the three phases. Pre- and post-questionnaires and focus group interviews were used for data collection. Findings demonstrated the power of education for enhancing social determinants by dispelling pejorative attitudes towards the deaf, enhancing deaf participation in daily life, and improving communication between deaf and hearing people. Findings also indicated that training needs to be more advanced, more widespread, and needs to target education, health, and police/correctional services.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"134 ","pages":"Article 102810"},"PeriodicalIF":2.5,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145118425","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":"Motivations, benefits, and challenges of university-industry partnerships in Kazakhstan","authors":"Dilrabo Jonbekova ,&nbsp;Gulfiya Kuchumova ,&nbsp;Tatyana Kim ,&nbsp;Dinara Mukhamejanova ,&nbsp;Dilbar Gimranova ,&nbsp;Yerkin Abdildin ,&nbsp;Dinara Alimkhanova","doi":"10.1016/j.ijer.2024.102486","DOIUrl":"10.1016/j.ijer.2024.102486","url":null,"abstract":"<div><div>In recent years, with the knowledge economy agenda and demands for public accountability, the importance of the engagement of universities with industry has gained prominence globally. In Kazakhstan, policymakers have emphasized developing university-industry partnerships (UIPs) to foster innovation and align higher education with labor market demands. In response to this policy agenda, the government has invested in university-industry collaborations (e.g., SPIID programs). This qualitative study explores the motivations, benefits, and challenges of UIPs in Kazakhstan. Data were gathered through interviews with the senior leadership and faculty members of universities and their industry partners. Our findings show that despite the challenges faced by the partners at the individual, intra-organizational, and inter-organizational levels, healthy developments have been made in forging university-industry links that contribute to the improvement of educational programs, the employability of graduates, and the capacity-building of faculty. However, with the predominant focus of UIPs on human capital development, fostering research and innovation, technology transfer, and commercialization appears to take a backseat. This problem is, to some extent, rooted in universities’ shortage of resources, underdeveloped research capacity, inadequate organizational support, and the industry's lack of trust and disinterest in collaborating with universities. The most notable challenge is the initiation and management of UIPs under the statist model of the Triple Helix, where the government remains a driving force for determining the types and purposes of partnerships. In addition to addressing organizational issues by university and industry stakeholders, effective partnerships require more efficient government support without restricting universities' autonomy.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"130 ","pages":"Article 102486"},"PeriodicalIF":2.6,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143094152","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}