International Journal of Educational Research最新文献_第6页

High-crime environments and educational efficiency: A spatial case study 高犯罪率环境与教育效率：空间案例研究

IF 2.6 3区教育学

International Journal of Educational Research Pub Date : 2024-11-23 DOI: 10.1016/j.ijer.2024.102509

Alejandro Munoz-Galeano, Sebastian López-Estrada, Alexei Arbona

引用次数: 0

Evaluating the large-scale implementation of structured literacy teaching in New Zealand: Evidence from the Better Start Literacy Approach 评估新西兰大规模实施结构化识字教学的情况：来自 "更好开始 "识字方法的证据

IF 2.6 3区教育学

International Journal of Educational Research Pub Date : 2024-11-23 DOI: 10.1016/j.ijer.2024.102510

Megan Gath , Gail Gillon , Brigid McNeill , Amy Scott

{"title":"Evaluating the large-scale implementation of structured literacy teaching in New Zealand: Evidence from the Better Start Literacy Approach","authors":"Megan Gath , Gail Gillon , Brigid McNeill , Amy Scott","doi":"10.1016/j.ijer.2024.102510","DOIUrl":"10.1016/j.ijer.2024.102510","url":null,"abstract":"<div><h3>Purpose</h3><div>The Better Start Literacy Approach (BSLA) is an evidence-based classroom literacy approach for students aged 5-to 7-years-old being implemented at scale across New Zealand through professional development for teachers. This research aimed to evaluate the effectiveness of the BSLA at scale and to determine the predictors of reading and spelling success within BSLA students.</div></div><div><h3>Method</h3><div>Data came from assessment measures collected as part of the BSLA teaching approach, with students assessed by their classroom teachers at baseline and after 10 weeks and 30 weeks of BSLA teaching. We focus on 4,796 students who started the BSLA upon school entry, and also draw upon additional data from the full dataset of 56,122 students across 885 New Zealand schools.</div></div><div><h3>Results</h3><div>Students’ growth in foundational literacy skills in response to BSLA teaching was a key predictor of later reading and spelling success. Additionally, students performed at higher levels of reading and spelling after the first year of school when they attended schools with peers who had high rates of reading proficiency. Spelling performance was predicted by the length of time schools had been implementing BSLA. Predictive modelling indicates that students who receive BSLA teaching have a significantly greater probability of success in reading and spelling, compared to standard teaching.</div></div><div><h3>Conclusion</h3><div>These findings build upon previous controlled research trials of the BSLA to demonstrate the effectiveness of the BSLA within its national implementation across New Zealand and indicate its potential to uplift the literacy skills of children across the country.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"129 ","pages":"Article 102510"},"PeriodicalIF":2.6,"publicationDate":"2024-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142704198","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

School efficiency in Latin America before and after the COVID-19 pandemic: New evidence from PISA 2018 and 2022 COVID-19 大流行前后拉丁美洲的学校效率：来自 2018 年和 2022 年国际学生评估项目的新证据

IF 2.6 3区教育学

International Journal of Educational Research Pub Date : 2024-11-20 DOI: 10.1016/j.ijer.2024.102493

Marcos Delprato, Germán Antequera

{"title":"School efficiency in Latin America before and after the COVID-19 pandemic: New evidence from PISA 2018 and 2022","authors":"Marcos Delprato, Germán Antequera","doi":"10.1016/j.ijer.2024.102493","DOIUrl":"10.1016/j.ijer.2024.102493","url":null,"abstract":"<div><div>The efficiency of schools can be measured as the ratio between the outputs produced (achievement) and the inputs utilised (human and technical resources). Once efficiency levels are obtained for each school through Data Envelopment Analysis (DEA) techniques, one can assess how an education system as a whole is either far or close to a maximum efficient educational frontier given available resources. Further, one can rely on this estimated frontier to gauge the importance of students, family and school factors pushing efficiency in different directions, and whether the efficiency-equality trade holds. This exercise is relevant to the realities of education systems of the global south where resources are limited and inequalities are vast. In this paper, we present novel evidence for the Latin America region (9 countries) by using the latest two waves of data from PISA (years: 2018 and 2022), a pooled sample of 4969 schools. Importantly, given the surveys’ timing, we are able to compare efficiency before and after the COVID-19 pandemic, contrasting leading determinants. We find that, at regional level, efficiency slightly increased from 0.75 to 0.78, and only being constant in three (Brazil, Chile and Colombia) out of the nine countries. Barriers of efficiency hold across the two waves overall, with systemic factors such as ICT access and school type and location being more empirical relevant post-pandemic. Also, the link between low access to minimum knowledge and efficiency, as well as inclusion, worsened post pandemic in half of the countries. During the pandemic, school efficiency was found to be boosted <span><math><mo>−</mo></math></span>among others<span><math><mo>−</mo></math></span> by higher school support, better stock of ICT at home and communication with teachers, whereas lack of coordination with education authorities was found to be a barrier.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"129 ","pages":"Article 102493"},"PeriodicalIF":2.6,"publicationDate":"2024-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142704195","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

Predictors of multilingual classroom practices of German primary teachers 德国小学教师多语课堂实践的预测因素

IF 2.6 3区教育学

International Journal of Educational Research Pub Date : 2024-11-18 DOI: 10.1016/j.ijer.2024.102500

N. Cruz Neri , T. Schwenke-Lam , S. Fürstenau

引用次数: 0

What is the role of learning style preferences on the STEM learning attitudes among high school students? 学习风格偏好对高中生的 STEM 学习态度有何影响？

IF 2.6 3区教育学

International Journal of Educational Research Pub Date : 2024-11-18 DOI: 10.1016/j.ijer.2024.102488

Chia-Chia Wu , Tzu-Hua Wang

引用次数: 0

Empowering NEET youth: Assessing the impact of self-directed learning skills intervention 增强 NEET 青年的能力：评估自主学习技能干预措施的影响

IF 2.6 3区教育学

International Journal of Educational Research Pub Date : 2024-11-16 DOI: 10.1016/j.ijer.2024.102497

Kerli Kõiv , Katrin Saks , Abraham Azzopardi , Valentina Todoroska , Esen Şen

{"title":"Empowering NEET youth: Assessing the impact of self-directed learning skills intervention","authors":"Kerli Kõiv , Katrin Saks , Abraham Azzopardi , Valentina Todoroska , Esen Şen","doi":"10.1016/j.ijer.2024.102497","DOIUrl":"10.1016/j.ijer.2024.102497","url":null,"abstract":"<div><div>A low level of education is a significant risk factor for yo ung people with long-term NEET (Not in Education, Employment or Training) status. Currently, there is a lack of research focusing on supporting young people who have dropped out of school so they can continue their educational paths. In this quasi-experimental study, the effect of an intervention on the SDL skills of NEET youth was investigated. The study group consisted of 60 participants (experimental group <em>N</em> = 30, control group <em>N</em> = 26, and mentors <em>N</em> = 4) from Estonia, Malta, North Macedonia and Turkey. The intervention was applied to the experimental group in the form of four different activities over six months. The impact was assessed using interviews and the SDL-NEET scale in pre, post and follow-up tests. The Mann-Whitney <em>U</em> Test indicated a significant difference in SDL skills between the control and experimental group. The Wilcoxon Signed Rank Test confirmed a significant change in SDL skills within the experimental group when comparing pre-test and follow-up test results. The results of the post-tests testified to the positive effect of the intervention activities on the youth's SDL skills. The NEET youth pointed out mentorship's importance and noted the intervention pushed them out of their comfort zone, prompting goal-oriented thinking. Mentors valued the pre-intervention training course and emphasized professional skill development during the intervention. This study confirmed the six-month SDL-NEET intervention effectively improved the SDL skills of NEET youth in the experimental group.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"129 ","pages":"Article 102497"},"PeriodicalIF":2.6,"publicationDate":"2024-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142654610","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

Lifelong learning in rural communities in China and its impact on adult subjective well-being 中国农村社区的终身学习及其对成人主观幸福感的影响

IF 2.6 3区教育学

International Journal of Educational Research Pub Date : 2024-11-15 DOI: 10.1016/j.ijer.2024.102496

Huping Wang

{"title":"Lifelong learning in rural communities in China and its impact on adult subjective well-being","authors":"Huping Wang","doi":"10.1016/j.ijer.2024.102496","DOIUrl":"10.1016/j.ijer.2024.102496","url":null,"abstract":"<div><div>At present, lifelong learning is becoming an increasingly important topic in the context of rapid sociocultural and economic changes. In Chinese rural communities with potential limitations in access to education and developed resources, this approach may be of particular importance for improving the quality of life and community development. This research examined the impact of a lifelong learning program in Chinese rural communities on subjective well-being. The authors randomized participants into experimental and control groups (N = 214), used the WHO-5 Well-Being Index to measure well-being, and performed a statistical analysis using a t-test. They compiled and implemented a 6-month program: Rural Communities on the Move: A Program for Continuous Development. Data analysis demonstrated a significant well-being increase in the experimental group after the program completion (P = 0.00) and insignificant changes in the control group. These findings point to the program's effectiveness in improving the subjective well-being of rural residents and can be an important contribution to the development of social programs and educational initiatives aimed at improving the quality of life and maintaining well-being in rural communities not only in China but also in other countries.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"129 ","pages":"Article 102496"},"PeriodicalIF":2.6,"publicationDate":"2024-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142654611","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

Light and shadow: Students' first-year transition through the complexities of higher education 光与影：学生在复杂的高等教育中的一年级过渡

IF 2.6 3区教育学

International Journal of Educational Research Pub Date : 2024-11-15 DOI: 10.1016/j.ijer.2024.102499

Yang Hang, Jianpeng Guo

{"title":"Light and shadow: Students' first-year transition through the complexities of higher education","authors":"Yang Hang, Jianpeng Guo","doi":"10.1016/j.ijer.2024.102499","DOIUrl":"10.1016/j.ijer.2024.102499","url":null,"abstract":"<div><div>Transition to higher education (HE) is fraught with challenges, particularly for first-year students navigating an academic and social landscape that is often unfamiliar. Based on Bourdieu's theory of habitus, field, and capital, this qualitative study delves into the complex interplay between traditional (i.e., non-working-class, rural or international) students and the hybrid field of Sino-foreign cooperative university (SFCU). Drawing on a case study of 24 first-year traditional students, we uncover the dynamic evolvement of their habitus in response to the frictions encountered during their transition. The findings reveal three distinct patterns of evolving habitus: aligning, transforming, and alternating. These patterns are influenced by students' linguistic and social capital, as well as their demonstrated competencies in proactivity, adaptability, and inclusivity. Furthermore, the global-oriented logic of the SFCU fosters habitus evolvement, encouraging students to embrace new academic and social paradigms. Conversely, the local-informed logic can lead to habitus hysteresis among certain students. It reveals the often-overlooked side of HE internationalization, where local practices persist despite being overshadowed by the dominant global discourse and can sometimes counteract the prevailing narrative. This study contributes to the literature on student transition by providing a nuanced lens through which to view the evolving habitus of first-year traditional students in a hybrid HE field. It offers insights for HE institutions on harmonizing competing logics and supporting student transitions more effectively through targeted capital provision and competence development.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"129 ","pages":"Article 102499"},"PeriodicalIF":2.6,"publicationDate":"2024-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142654609","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

Going above and beyond: Realigning university student support services to students 超越自我：重新调整面向学生的大学生支持服务

IF 3.2 3区教育学

International Journal of Educational Research Pub Date : 2024-01-01 DOI: 10.1016/j.ijer.2023.102270

Nicoli Barnes , Sarah Fischer , Sue Kilpatrick

引用次数: 0

A cross-cultural perspective of agency in primary contexts: Validation of the student agency profile across multiple sites 从跨文化角度看小学环境中的代理：在多个地点验证学生代理概况

IF 3.2 3区教育学

International Journal of Educational Research Pub Date : 2024-01-01 DOI: 10.1016/j.ijer.2023.102291

Margaret Vaughn , Kira J. Carbonneau , Consuelo Mameli , Valentina Grazia , Oddny J. Solheim , Eithne Kennedy , Catherine Lammert , Kyle Arlington , Johanne Ur Sæbø

引用次数: 0