International Journal of Educational Research最新文献

{"title":"The P3 and academic performance in healthy adults: A systematic review and meta-analysis","authors":"A.J. Privitera ,&nbsp;R. Sun","doi":"10.1016/j.ijer.2024.102462","DOIUrl":"10.1016/j.ijer.2024.102462","url":null,"abstract":"<div><div>Globally, students demonstrate considerable heterogeneity in academic performance even under similar conditions. While previous systematic reviews have provided a more comprehensive picture of the relationship between different factors and academic performance, none have investigated its relationship with brain activity. Previous evidence supports that the P3, a positive deflection in the electroencephalogram reflecting higher order cognitive processes, may serve as a neuromarker for academic performance. The primary objective of this systematic review was to synthesize existing research on the P3 and academic performance in healthy adults. Searches were conducted using Web of Science, ProQuest, and Scopus databases. In total, four studies met the eligibility criteria for inclusion in the present review. Results suggest that P3 latency can serve as a reliable neuromarker for academic performance in healthy adults. However, limited previous studies and methodological differences prevent strong conclusions from being drawn. Further research is needed to establish the predictive capability of the P3 on academic performance. This paper represents the first systematic review on this topic, illuminating our understanding of the relationship between brain activity and academic performance.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"128 ","pages":"Article 102462"},"PeriodicalIF":2.6,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142423309","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":"Politics of desire, policies of replacement: Race, empire, and worth(iness) in Hmong language education","authors":"Jenna Cushing-Leubner","doi":"10.1016/j.ijer.2024.102474","DOIUrl":"10.1016/j.ijer.2024.102474","url":null,"abstract":"<div><div>This article considers the attemps and limitations of using dual language education schooling for the purpose of interrupting colonial conversion, and cultivating anticolonial, decolonizing, or Indigenizing education by and for displaced Indigenous language communities who have been constructed as stateless refugees (e.g. Hmoob in the U.S.). It specifically focuses on Hmong attempts to leverage community control of U.S. schools through mechanisms of public charter schools and dual language bilingual education schools to fulfill desires for Hmong futurity and language sustainability. Data from a critical policy analysis of the number of Hmong-specific school-based programs, their school language education policies, and narrative interviews with current and former administrators were analyzed using concepts from raciolinguisitics, racial capitalism, and settler colonialism. Findings reflect nearly all of the school programs explicitly stated goals to fulfill community desires for sustaining Hmong within the context of U.S. English-dominance. However, the majority have not successfully formed or maintained heritage dual language education programs. Analysis suggests the concept of <em>raciolinguistic settler futurity</em> as a way to identify sociopolitical forces shaping curriculum and language policy in heritage language dual language education that are contradictory to the goals of refugee community language futures and maintenance of cultural practices and knowledge systems within settler states.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"128 ","pages":"Article 102474"},"PeriodicalIF":2.6,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142530200","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":"Examining the inner logic of students’ coding orientations and the internal structure of written language in math tests from Basil Bernstein's code theory","authors":"Tien-Hui Chiang ,&nbsp;Xing Ma ,&nbsp;Rongxin Zhang ,&nbsp;Allen Thurston ,&nbsp;Shan Jiang ,&nbsp;Su-Wei Lin ,&nbsp;Maria Cockerill","doi":"10.1016/j.ijer.2023.102307","DOIUrl":"https://doi.org/10.1016/j.ijer.2023.102307","url":null,"abstract":"<div><p>This study uses a questionnaire survey (<em>n</em> = 2.098) to examine how the use of everyday language and slower-paced teaching in math instruction regulates the practice of rules of recognition and realization. The results of a Structural Equational Modelling (SEM) analysis revealed that while the recognition-realization-rules formula was confirmed, the better way to improve students’ performance in math tests was not to slow the pace of teaching but to use everyday language because the latter meaningfully linked to their context-based experiences. This means an innovative presentation of pedagogical information through either unpacking or enhanced pedagogy greatly improves their results in math tests.</p></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"124 ","pages":"Article 102307"},"PeriodicalIF":3.2,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139675089","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":"Thriving or surviving? Emotional resilience development among Chinese rural beginning teachers from a social-ecological perspective","authors":"Xiaohong Sun ,&nbsp;Jiali Huang","doi":"10.1016/j.ijer.2024.102359","DOIUrl":"https://doi.org/10.1016/j.ijer.2024.102359","url":null,"abstract":"<div><p>Teacher emotional resilience is regarded as a professional capacity and process in which teachers utilise resources to cope with emotion-related tensions in their work to achieve better development. This study aims to investigate the development of beginning teachers’ emotional resilience and its factors in a Chinese rural school. Using a social-ecological perspective, this research adopted an ethnographic case study to explore ten beginning teachers’ experiences and feelings by conducting interviews, artefacts, and field notes. The findings showed that beginning teachers usually encounter relation-related, teaching-related, and role-related emotional tensions. To address these tensions, general personal resources, professional support from others, and supportive policies jointly shape the development paths of emotional resilience amongst beginning teachers. Accordingly, emotional resilience development follows three discernible paths: Enthusiast, Doubter, and Survivor. The interactions amongst various emotional dilemmas and social-ecological factors yield a cumulative impact on teacher emotional resilience development.</p></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"125 ","pages":"Article 102359"},"PeriodicalIF":3.2,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140557851","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 collaboration, school innovativeness and innovative teaching in Taiwan: Evidence from TALIS","authors":"Hui-LingWendy Pan ,&nbsp;Yi-Chun Lin ,&nbsp;Chih-Hung Chung","doi":"10.1016/j.ijer.2024.102383","DOIUrl":"https://doi.org/10.1016/j.ijer.2024.102383","url":null,"abstract":"<div><p>The significance of teacher collaboration in driving school changes has been widely acknowledged. However, previous studies have rarely delved into the relative contributions of different forms of teacher collaboration. In this study, we aimed to address this gap by identifying two forms of collaboration and examining their effects on school innovativeness and innovative teaching practice using structural equation modeling. Our sample comprised 3,835 teachers of lower secondary schools in Taiwan, drawn from the TALIS 2018 dataset. The findings of our study suggested the differential effects of the two forms of collaboration. \"Professional collaboration,\" characterized by deeper-level engagement, was found to have a more substantial association with both school innovativeness and innovative teaching compared to \"exchange and coordination for teaching.\" Furthermore, our analysis revealed mediation effects in the pathways examined. Specifically, school innovativeness partially mediated the effect of \"professional collaboration\" and fully mediated the effect of \"exchange and coordination for teaching\" on innovative teaching.</p></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"127 ","pages":"Article 102383"},"PeriodicalIF":3.2,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141291517","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":"Teachers’ beliefs and characteristics predictive of their willingness to cultivate a safe, ethnically inclusive school environment","authors":"Daria Khanolainen ,&nbsp;Yulia Nesterova ,&nbsp;Elena Semenova ,&nbsp;Elvira Fatkhulova ,&nbsp;Jessica Trach","doi":"10.1016/j.ijer.2024.102420","DOIUrl":"10.1016/j.ijer.2024.102420","url":null,"abstract":"<div><p>This study fills an important gap in our understanding of how teachers’ beliefs and characteristics influence their willingness to engage in classroom practices that promote ethnic inclusivity and prevent ethnicity-based exclusion and conflicts among students. A sample of 454 in-service Russian teachers completed an online survey that included questions asking about teachers’ own ethnic background, the ethnic diversity of their school, their beliefs about multiculturalism, empathic anger experienced in response to witnessing ethnicity-based mistreatment, and job satisfaction. The results revealed that positive multicultural beliefs, empathic anger, and job satisfaction were positively predictive of teachers’ willingness to promote ethnic inclusivity in the classroom.</p></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"127 ","pages":"Article 102420"},"PeriodicalIF":2.6,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S088303552400106X/pdfft?md5=47c59ed7b0dc77d80f194a13d8bb016a&pid=1-s2.0-S088303552400106X-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141638821","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":"Destruction, construction, reconstitution: The dynamics of structural reform and the creation of new higher education institutions in the former Soviet space","authors":"Emma Harden-Wolfson","doi":"10.1016/j.ijer.2024.102364","DOIUrl":"https://doi.org/10.1016/j.ijer.2024.102364","url":null,"abstract":"<div><p>Across the former Soviet space, governments have grappled with fundamental questions around how to build or re-form sovereign nations, how to deal with the legacies of the preceding Soviet era, and how to navigate intense globalization processes that were further stimulated with the collapse of the communist bloc in 1991. Structural reforms have extended to all aspects of society, particularly to social institutions such as higher education that had historically been very closely linked to the state. One response to change has been the massive expansion of higher education systems. The dramatic growth of the ex-Soviet higher education systems and the impact of the path-altering events of 1991 lead to the research questions this paper explores, which are, 1) To what extent did HEIs created between 1991 and 1996 represent a break from the Soviet past? and 2) How do patterns in the emergence of new HEIs compare across the former Soviet space? Using the cases of Kazakhstan, Kyrgyzstan, and Tajikistan, drawing theoretically from sociological institutionalism and methodologically from a comparative case study including in-depth interviews with 36 faculty members, this paper sets out a novel typology of four distinct patterns in the new HEIs that emerged in the first five years following the Soviet breakdown. These are classified as ‘external’, ‘hybrid’, ‘bi-national’ and ‘neo-Soviet’, each being distinguishable in terms of their organization, founding actors, and funding model. Through this comparative investigation, the paper elaborates on the dynamics of structural reforms in higher education.</p></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"126 ","pages":"Article 102364"},"PeriodicalIF":3.2,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S088303552400051X/pdfft?md5=bc4c0fa66647fc0974b626244521de78&pid=1-s2.0-S088303552400051X-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140947610","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":"Timing matters: Unpacking the dynamics of project-based groups through exploring proxy efficacy and collective efficacy","authors":"José Hanham ,&nbsp;Adam Hendry","doi":"10.1016/j.ijer.2024.102387","DOIUrl":"10.1016/j.ijer.2024.102387","url":null,"abstract":"<div><p>Project-based learning (PjBL) is used in classrooms around the world. During PjBL projects, students develop shared beliefs about the capabilities of their groups (collective efficacy) and fellow group members (proxy efficacy). Currently, knowledge about how these shared beliefs are associated with the performances of PjBL groups is limited. The central question addressed in this study concerns what role do collective efficacy and proxy efficacy beliefs have in the performances of PjBL groups completing science projects in school settings? Participants were 252 (46 female, 206 male) Grade 8 science students at two Catholic high schools in Sydney, Australia, randomly assigned to one of 63 project groups. Within each group, students were randomly assigned to one of 4 roles – coordinator, fixer, checker, or communicator. Data were self-reports and teacher summative assessments. Data collection occurred three times over a five-week period. Multilevel modelling was used to examine relationships between the study variables. This study found that proxy efficacy beliefs regarding the coordinator and communicator at the project midpoint had statistically significant associations with the performance of PjBL groups. It was also found that collective efficacy for group performance at Time 3 was associated with the performance of PjBL groups on the summative task. These findings provide novel insights into the role of efficacy beliefs in the performance of PjBL groups. A key takeaway is that beliefs about group members’ capabilities to fulfill their roles are important in the developing stages of projects, with shared beliefs about the group's capabilities for high achievement becoming important in the latter stages of projects. As such, these findings should provide educators with information about when they should nurture certain types of efficacy beliefs over the duration of PjBL projects.</p></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"126 ","pages":"Article 102387"},"PeriodicalIF":3.2,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0883035524000739/pdfft?md5=6fcd4e84b8395aaad1eb73102ba7ff21&pid=1-s2.0-S0883035524000739-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141190645","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":"Alternative knowledges in intercultural education and educators as epistemic subjects","authors":"Hamza R'boul","doi":"10.1016/j.ijer.2024.102391","DOIUrl":"https://doi.org/10.1016/j.ijer.2024.102391","url":null,"abstract":"<div><p>The activist underpinnings of intercultural education may be more effective when the theories about the peripheries prioritize self-criticality in conceptualizing and implementing this pedagogy. This warrants examining how epistemic agency is exercised by educators to align the sociologies of intercultural education with the ecologies of their spaces. The aims of this paper are, (a) to unpack the cultural and epistemic formations of teachers’ understandings of the premises and objectives of intercultural education and (b) prompt southern epistemic subjects to produce knowledge about intercultural education that accounts for their epistemological positionalities and their consideration of local intimacies, needs and aspirations. This qualitative study uses email interviews with Moroccan EFL teachers to elicit their epistemic input rather than to situate their responses among mainstream literatures. Findings illuminated the complex epistemic processes that educators are engaged in to construct their situated knowledges informed by the intersection of available scholarships, their ontologies and contextual factors. Findings suggest that educators’ exercising of intercultural education is problematized by the lack of training which leads to ‘improvisation’ and the high-abstract rhetorics in literature which may require educators to sustain more efforts in addition to thorny attempt of doing intercultural education otherwise.</p></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"127 ","pages":"Article 102391"},"PeriodicalIF":2.6,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141484073","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":"Responding to change: How was school leadership distributed during and after the COVID-19 pandemic? School leader perspectives in Kuwait","authors":"Amal Abdulwahab Alsaleh","doi":"10.1016/j.ijer.2024.102425","DOIUrl":"10.1016/j.ijer.2024.102425","url":null,"abstract":"<div><p>This study employed distributed leadership (DL) theory as a conceptual framework to investigate leaders' practices during and after the COVID-19 pandemic in Kuwait's public schools. It also examined the concomitant challenges the school leaders faced. Data were gathered through interviews with 16 school principals and assistant principals during the first semester after reopening of schools following the pandemic. The findings showed that the data showed that DL was adopted by school leaders to facilitate smooth transitions and manage school and community needs during the change process. Additionally, DL took various forms, including allocation leadership, delegation, networking, department leadership, and volunteering initiatives. However, school leaders faced challenges like limited autonomy, unsustainable political decisions, and a shortage of teachers.</p></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"127 ","pages":"Article 102425"},"PeriodicalIF":2.6,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141881801","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}