International Journal of Educational Research最新文献

{"title":"International student mobility and poverty reduction: A cross-national analysis of low- and middle-income countries","authors":"Joonghyun Kwak,&nbsp;Maia Chankseliani","doi":"10.1016/j.ijer.2024.102458","DOIUrl":"10.1016/j.ijer.2024.102458","url":null,"abstract":"<div><p>While educational expansion is often acknowledged as a driving force in poverty reduction, there has been limited scholarly exploration of the influence of international higher education on poverty alleviation. With the dramatic surge of international student mobility, tripling from two million in 1997 to over six million by 2021, previous research has predominantly focused on individual benefits such as skill acquisition and labour market outcomes, overlooking the broader societal effects in students’ home countries. This study examines how international higher education influences poverty reduction in the home countries of students from low- and middle-income nations, drawing on a theoretical framework rooted in transnationalism. Employing dynamic panel data analysis with the System Generalised Method of Moments approach on data from 1999 to 2018, this study finds that while the immediate effect of international student mobility on reducing extreme poverty is not significant, its long-term association over a fifteen-year period is significant. These results suggest the transformative potential of international higher education for sustainable development, emphasising its systemic and long-term effects in poverty alleviation. Our research highlights that policy interventions expanding access to international higher education could be an important element of poverty reduction strategies in low- and middle-income countries.</p></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"128 ","pages":"Article 102458"},"PeriodicalIF":2.6,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0883035524001435/pdfft?md5=04c82b9f66cb4886a749a867e91e1f3c&pid=1-s2.0-S0883035524001435-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142239326","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":"Drivers and outcomes of teachers pursuing extra employment outside of teaching","authors":"Muharrem Demirdis ,&nbsp;Pelin Taskin ,&nbsp;Sakir Cinkir","doi":"10.1016/j.ijer.2024.102427","DOIUrl":"10.1016/j.ijer.2024.102427","url":null,"abstract":"<div><p>This study explores the growing trend of teachers working outside their profession in Türkiye, examining the causes, effects, and implications for their educational duties. Semi-structured interviews were conducted with 17 public school teachers using a phenomenological method, and the data was evaluated through content analysis. Economic challenges were identified as the primary reason for extra employment, with participants expressing concerns over their financial stability and their children's future. It was found that extra jobs diverted teachers' attention away from their primary profession, negatively impacting their intellectual responsibilities. Based on the findings, it is essential to address teachers' financial challenges through targeted reforms to reduce their need for additional employment, thereby allowing them to focus fully on their educational responsibilities.</p></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"127 ","pages":"Article 102427"},"PeriodicalIF":2.6,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141942513","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":"Evolution to revolution: Critical exploration of educators’ perceptions of the impact of Artificial Intelligence (AI) on the teaching and learning process in the GCC region","authors":"Shakhnoza Shamsuddinova ,&nbsp;Poonam Heryani ,&nbsp;Mark Anthony Naval","doi":"10.1016/j.ijer.2024.102326","DOIUrl":"https://doi.org/10.1016/j.ijer.2024.102326","url":null,"abstract":"<div><p>The transformational nature of the 21st century in all aspects of life has brought unprecedented changes to the teaching and learning process highlighting the paradigm shift and redefining the purpose and delivery of education. Ubiquitous and innovative Artificial Intelligence (AI) tools, being one of the defining (r) evolutions of our modern era accelerated by the recent introduction of free, accessible, and highly upgraded language models, have stirred a debate on the broader implications of AI on education, teaching, learning and assessment. On one hand, the integration of AI in education, particularly, in classroom practices has been seen as a potential solution to pressing challenges and barriers in dismantling industry model of education which is considered to be outdated and misaligned with the 21st century demands. Notwithstanding, the flip side of the coin presents a different picture as to whether AI is a potential threat, rather than a solution, to acquisition of knowledge, academic honesty and integrity, critical thinking skills and teacher-student relationships. Against the backdrop of such critical debate, it is crucially significant to establish a common understanding of the concept and implications of AI through the lens of stakeholder perceptions and expectations. Thus, this study explored the views and perceptions of 11 educators across the GCC on the impact of AI on teaching and learning process focusing on whether AI should be seen as evolution or a revolution in the field of education. The participants were selected based on the set of diverse criteria, like the curriculum setting they teach/manage in, their current position and the country they are based in. The findings revealed that in general, educators are quite optimistic about and open to the use of AI in education, its potential benefits and opportunities to improve teaching and learning, however, they cited lack of understanding and training in using AI tools in classroom instruction, assessment etc. as one of the most important barriers to its use. They also cited socio-cultural reservations, systematic resistance to change, lack of structured policies and available resources as factors inhibiting its use in education in the GCC region. The study concluded that there is a need for structured policy frameworks and guidelines on the use of AI in education in the context of GCC for better integration and migitation of its risks.</p></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"125 ","pages":"Article 102326"},"PeriodicalIF":3.2,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140015249","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":"How do international student returnees contribute to the development of their home countries? A systematic mapping and thematic synthesis","authors":"Zhe Wang ,&nbsp;Natalya Hanley ,&nbsp;Joonghyun Kwak ,&nbsp;Ilka Vari-Lavoisier ,&nbsp;Mira Al Hussein ,&nbsp;Lorena Sanchez Tyson ,&nbsp;Ahmad Akkad ,&nbsp;Maia Chankseliani","doi":"10.1016/j.ijer.2024.102330","DOIUrl":"https://doi.org/10.1016/j.ijer.2024.102330","url":null,"abstract":"<div><p>This study investigates the significant yet under-examined role of international student returnees in catalysing societal development in their home countries. Through systematic mapping and thematic synthesis of 53 articles selected from an initial pool of 1515, this review delineates the literature’s portrayal of returnees’ impacts across various domains, including firm growth, industrial innovation, higher education, research, social diversity, equity, inclusion, democracy, and civic engagement. While highlighting the skills, knowledge, and resilience students garner abroad—facilitating innovative problem-solving and engagement in their countries—the study concurrently points out the emerging nature and methodological limitations of the extant literature. This review identifies critical gaps in the literature on international student returnees. It notes a lack of global evidence and an overemphasis on certain geographical contexts which questions the generalisability of the findings. Furthermore, there is a narrow focus on economic and political impacts, overlooking crucial areas like poverty reduction and environmental sustainability. Equally important is the absence of comparative studies between returnees and local counterparts. This lack of comparative studies highlights the need to distinguish the unique effects of international versus domestic higher education. This review not only advances academic understanding by systematically mapping the underexplored nexus between international student mobility and societal development but also offers implications for policy. By delineating the transformative potential of returnees and highlighting the importance of conducive environments, it underscores the necessity of informed, strategic interventions to maximise returnees’ societal contributions. In doing so, the study acknowledges existing gaps and methodological limitations within the literature, advocating for a more nuanced and evidence-based approach to leveraging international education for sustainable development.</p></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"125 ","pages":"Article 102330"},"PeriodicalIF":3.2,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S088303552400017X/pdfft?md5=c50f6ac2f2a3d5b6c1d63bd6b286363d&pid=1-s2.0-S088303552400017X-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140024289","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":"Bridging the gap? Evaluating the effectiveness of Punjab's public–private partnership programmes in education","authors":"Ali H. Ansari","doi":"10.1016/j.ijer.2024.102325","DOIUrl":"https://doi.org/10.1016/j.ijer.2024.102325","url":null,"abstract":"<div><p>The study examines the effectiveness of Punjab's Public Private Partnership (PPP) programmes in Education in improving value-added math, English and Urdu test scores for grade four pupils. The use of an instrumental variable (IV) approach was possible to assess the impact of PPP schooling on student achievement for two (out of four) PPP programmes. Using the IV approach, the study finds that of the various PPP models being implemented in Punjab, only the private school subsidy programme has a positive, statistically significant association with math student achievement, with students scoring 0.5 standard deviations higher than public school students. However, an Oster (2019) bias adjustment procedure suggests the magnitude of the effect may be overstated. This study finds no evidence that PPP schools are more effective than public schools at improving learning outcomes for socio-economically disadvantaged students.</p></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"125 ","pages":"Article 102325"},"PeriodicalIF":3.2,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140061818","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":"Technology-enhanced cooperative language learning: A systematic review","authors":"Ying Liu ,&nbsp;Allen Thurston ,&nbsp;Xincai Ye","doi":"10.1016/j.ijer.2024.102314","DOIUrl":"10.1016/j.ijer.2024.102314","url":null,"abstract":"<div><p>This systematic review is based on the core database of foreign linguistics and applied linguistics from 2010 to 2022. 54 studies in the field of technology-enhanced cooperative English learning were screened from 3,249 relevant search titles, 11 experimental studies were identified to assess their validity, and the effects of specific variables on effects were explored. The analysis revealed that different forms of technology-enhanced cooperative learning had a significant positive impact on foreign language learners’ performance, with a mean effect size of 0.86. In addition to its impact on language proficiency, technology-enhanced cooperative learning can improve critical thinking skills, communication skills, enhance learners’ language awareness, increase motivation and encourage self-reflection. Some existing problems are worth noting, as students feel a lot of pressure during the collaborative writing process and some students question the reliability of peer feedback. Some researchers also argue that the effectiveness of technology-enhanced cooperative learning is not guaranteed in all cases and that the type of task being collaborated on should be taken into account. In addition, the composition of the team members, their learning styles and the way they interact also have an impact on the effectiveness of cooperation. The review gives implications to the future studies and the implementation of TECLL programs.</p></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"124 ","pages":"Article 102314"},"PeriodicalIF":3.2,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139645077","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":"Revalidation of the homework distraction scale and multilevel antecedents","authors":"Jianzhong Xu","doi":"10.1016/j.ijer.2024.102479","DOIUrl":"10.1016/j.ijer.2024.102479","url":null,"abstract":"<div><div>The current investigation examined students’ distractions in mathematics homework. Involving 1,072 middle school students, we performed confirmatory factor analysis (CFA) based on items regarding tech-related and conventional distractions. CFA results revealed that tech-related and conventional distractions could not be separated into distinct factors, and that the latent factor mean was invariant across grade level and gender. Multilevel analysis examined the predictive effects of student- and class-level variables on homework distraction. On an individual level, homework distraction showed positive correlations with time on videogame and extracurricular activities, while exhibiting negative associations with homework expectancy, value, favorability, environment, and effort. On the class level, homework distraction was inversely associated with feedback quality and parent education. The implications of these results for homework-related practices and further investigation are discussed.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"128 ","pages":"Article 102479"},"PeriodicalIF":2.6,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142530201","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 practice of care of self through the agency-performance association in the regime of human capital discourse","authors":"Tien-Hui Chiang ,&nbsp;Wenjing Zeng ,&nbsp;Allen Thurston ,&nbsp;Alison MacKenzie ,&nbsp;Jianmei Xu ,&nbsp;Shuqiong Fu ,&nbsp;Yiling Yao","doi":"10.1016/j.ijer.2024.102366","DOIUrl":"https://doi.org/10.1016/j.ijer.2024.102366","url":null,"abstract":"<div><p>From the perspective of neoliberal governmentality, this study sets out to investigate the linear relation from agency to performance through a survey of junior-high-school teachers’ (<em>n</em> = 2,319) attitudes toward performance management. While this linear relationship is documented, the best model of the SEM analysis shows that intermediates positively mediate this linkage. It also distinguishes a theoretical path for the six factors, commencing from self-consciousness, technologies of agency, human capital, international competitiveness, to responsible subjects and finally technologies of performance. Unlike the Western literature, self-discipline serves as the primary element calibrating respondents’ perceptions of performativity. As this unique feature, resulting from Chinese culture, objectifies teachers’ subjectivities, self-discipline is embedded within the agency-performance association carrying out the mission of human capital discourse.</p></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"126 ","pages":"Article 102366"},"PeriodicalIF":3.2,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140952212","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 use of digital devices for schoolwork at home and reading achievement: Multilevel analyses of the PIRLS 2016 U.S. results","authors":"Jeeyoung Min ,&nbsp;Young S. Seo","doi":"10.1016/j.ijer.2024.102418","DOIUrl":"10.1016/j.ijer.2024.102418","url":null,"abstract":"<div><p>This study explored the relationship between tablet/computer use for at-home schoolwork and reading achievement using 2016 U.S. data from the Progress in International Reading Literacy Study. Multilevel analysis revealed that weekly and daily users had lower reading achievement than non-users, with gender moderating these associations. Subgroup analyses demonstrated that monthly users in the advanced-performing group had higher reading achievement than non-users, while daily users in the high-performing group had lower reading achievement. We suggest personalized support for primary school students, tailored to their reading proficiency, to improve their device use for at-home schoolwork and enhance their reading abilities. This research advances our understanding of the intricate relationship between digital device use and reading achievement, providing insights for educational stakeholders.</p></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"127 ","pages":"Article 102418"},"PeriodicalIF":2.6,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141638822","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":"Towards a new approach for understanding educational inequality: The Sen– Bourdieu-Bernstein theoretical framework","authors":"Kostas Dimopoulos,&nbsp;Christos Koutsampelas","doi":"10.1016/j.ijer.2024.102347","DOIUrl":"https://doi.org/10.1016/j.ijer.2024.102347","url":null,"abstract":"<div><p>Understanding the mechanisms underpinning the transmission of educational inequalities is fundamental for fighting social injustice and promoting social mobility. Towards this aim, the paper proposes an extension of the synthetic theoretical framework of Sen-Bourdieu, incorporating the key sociological concepts of classification and framing and the corresponding rules of recognition and realization, as elucidated by Basil Bernstein. By elaborating on the complementarities of the adopted theoretical frameworks, the purpose of the paper is the development of a conceptual model capable of better unravelling the complex processes that influence educational choices and outcomes within contemporary educational systems. Τhe practical possibilities of the suggested theoretical model are demonstrated through its application to a topical issue of educational policy, namely the nexus between school choice and inequality. In this context, the role of educational policy is construed as facilitating individuals’ educational paths by eradicating restrictive factors and establishing emancipating ones..</p></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"125 ","pages":"Article 102347"},"PeriodicalIF":3.2,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140209293","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}