International Journal of Educational Research最新文献_第9页

Gay boys’ experiences and outcomes in pre-tertiary education 男同性恋在大学预科教育中的经历和结果

IF 3.2 3区教育学

International Journal of Educational Research Pub Date : 2024-01-01 DOI: 10.1016/j.ijer.2024.102358

Lynda R. Wiest

引用次数: 0

A systematic literature review of building resilience for pre-service teachers 关于培养职前教师抗挫折能力的系统文献综述

IF 2.6 3区教育学

International Journal of Educational Research Pub Date : 2024-01-01 DOI: 10.1016/j.ijer.2024.102476

Guanglun Michael Mu

引用次数: 0

The discursive (re)positioning of the foreign teacher: Understanding changing teacher roles in China's internationalised school sector 外籍教师的话语（重新）定位：了解中国国际化学校中不断变化的教师角色

IF 2.6 3区教育学

International Journal of Educational Research Pub Date : 2024-01-01 DOI: 10.1016/j.ijer.2024.102484

Adam Poole

引用次数: 0

Education along border regions in Ireland: Challenges and opportunities 爱尔兰边境地区的教育：挑战与机遇

IF 2.6 3区教育学

International Journal of Educational Research Pub Date : 2024-01-01 DOI: 10.1016/j.ijer.2024.102472

Stephen Roulston , Jessica Bates , Clare McAuley , Una O'Connor-Bones , Siobhan Murtagh , Sally Cook

{"title":"Education along border regions in Ireland: Challenges and opportunities","authors":"Stephen Roulston , Jessica Bates , Clare McAuley , Una O'Connor-Bones , Siobhan Murtagh , Sally Cook","doi":"10.1016/j.ijer.2024.102472","DOIUrl":"10.1016/j.ijer.2024.102472","url":null,"abstract":"<div><div>A one-year research project with communities along the border in Ireland, the only land border between the UK and the European Union, examined primary schooling. Created just over a century ago, the border's permeability has varied over time. Some children cross the border to attend primary school, in both directions, but no formal research appears to have been conducted in relation to this movement, its scale or its impact. The 229 primary schools within 3 miles of the border serve diverse communities, some of which appear to straddle the border. Some schools attract some of their intake from across the border, and they may rely on that movement of learners to keep them sustainable, but there has been no published research into how schools in these communities operate, the challenges they face and the opportunities that they can exploit due to their location. In this study, the degree to which the opportunities to use schools across the border is examined and the impact that this has on parents and children and on the schools themselves is explored. Visits to a range of schools on each side of the border and events open to the communities along the border provided considerable information, and a Geographical Information System was used to analyse potential movements of children across the border. The research is original and, while sample sizes are relatively small, this is an important first step to better understand the education provision in these communities. While particularly significant for the people who live in these complex communities, it also contributes to a greater understanding of border education provision which will be important as consideration about the future of the border in Ireland intensifies. Border communities elsewhere may also find consideration of educational provision for liminal communities of interest.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"128 ","pages":"Article 102472"},"PeriodicalIF":2.6,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142554472","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

Factors influencing communication between parents and early childhood educators in multilingual Luxembourg 影响卢森堡多语种家长与幼儿教育工作者之间沟通的因素

IF 3.2 3区教育学

International Journal of Educational Research Pub Date : 2024-01-01 DOI: 10.1016/j.ijer.2023.102309

Gabrijela Aleksić , Džoen Bebić-Crestany , Claudine Kirsch

{"title":"Factors influencing communication between parents and early childhood educators in multilingual Luxembourg","authors":"Gabrijela Aleksić , Džoen Bebić-Crestany , Claudine Kirsch","doi":"10.1016/j.ijer.2023.102309","DOIUrl":"https://doi.org/10.1016/j.ijer.2023.102309","url":null,"abstract":"<div><p>The collaboration between educators of early childhood education and care (ECEC) and parents has a significant positive impact on children's development, particularly for young immigrant children. However, research in multilingual and multicultural contexts is scarce. Therefore, the aim of the present study conducted in multilingual ECEC context in Luxembourg was twofold: (1) to identify the significant predictors that influence goal-oriented communication between parents and educators, and (2) to showcase a dynamic interplay between these factors in practice through observations and interviews. To address the first aim, we conducted two regression analyses, one involving parents (<em>N</em> = 323) and the other educators (<em>N</em> = 289). The analysis with parents showed that the most significant factor that influenced goal-oriented communication was parent satisfaction, while for educators it was educators’ professional attitudes towards parents and parent involvement. Furthermore, the results from interviews and observations of parent involvement in literacy activities in two multilingual centres showed that these factors are closely linked. When educators have positive attitudes, they will communicate more frequently and purposefully, and offer opportunities for parents to be involved, which will then lead to parent satisfaction. This study has important implications for policymakers, practitioners, and parents especially in multilingual contexts.</p></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"124 ","pages":"Article 102309"},"PeriodicalIF":3.2,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0883035523001726/pdfft?md5=1de9fe74f5bf30138b4d9f079ea40aeb&pid=1-s2.0-S0883035523001726-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139436470","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

Impact of university academic performance on financial returns to education in Chile 智利大学学业成绩对教育经济回报的影响

IF 3.2 3区教育学

International Journal of Educational Research Pub Date : 2024-01-01 DOI: 10.1016/j.ijer.2024.102407

Cristian Colther , Oscar Espinoza , Luis Sandoval , Noel McGinn

引用次数: 0

A co-designed by students “architecture of schooling” framework: Informing a novel architecture lens within the field of inclusive education 由学生共同设计的 "学校教育架构 "框架：为全纳教育领域的新建筑透镜提供依据

IF 2.6 3区教育学

International Journal of Educational Research Pub Date : 2024-01-01 DOI: 10.1016/j.ijer.2024.102498

Foteini Pasenidou

{"title":"A co-designed by students “architecture of schooling” framework: Informing a novel architecture lens within the field of inclusive education","authors":"Foteini Pasenidou","doi":"10.1016/j.ijer.2024.102498","DOIUrl":"10.1016/j.ijer.2024.102498","url":null,"abstract":"<div><div>In response to the call to explore the environmental set up of schools, employing a practice architectures (PA) lens and a participatory co-design methodology in one Australian primary school, the current paper reports on a co-designed architecture of schooling framework. Data was collected through focus groups and visual participatory co-design methods, including auto-photography and digital and hand-made storybooks. Ten students from Reception and 21 Year 4 student participants identified eight elements as enablers of developing an inclusive school community within, and through, social practices demonstrating the role of architecture in inclusive education: <strong><em>can go to the office when we get hurt, quiet and calm spaces, meeting spaces, making friends, reading books, music and sports, learning, playing</em></strong> and <strong><em>exploring</em></strong>. Progressing a systemic institutional development, this paper contributes to establishing a novel architecture lens within inclusive education with implications for students’ access, presence, participation, achievement and sense of belonging in their local school communities.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"128 ","pages":"Article 102498"},"PeriodicalIF":2.6,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142650996","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 work performance in sub-Saharan Africa: A bivariate multilevel analysis 撒哈拉以南非洲的学校工作表现：二元多层次分析

IF 3.2 3区教育学

International Journal of Educational Research Pub Date : 2024-01-01 DOI: 10.1016/j.ijer.2024.102388

Romuald Nguemkap Kouamo

{"title":"School work performance in sub-Saharan Africa: A bivariate multilevel analysis","authors":"Romuald Nguemkap Kouamo","doi":"10.1016/j.ijer.2024.102388","DOIUrl":"10.1016/j.ijer.2024.102388","url":null,"abstract":"<div><p>The objective of this study is to evaluate the internal performance of education systems in sub-Saharan Africa. The choice of the academic performance of student work in reading and mathematics (defined as the ratio between the score obtained in a subject and the investment in learning that subject) as the approach to internal performance constitutes the originality of this research. Based on 2019 data from the Confemen Programme for the Analysis of Educational Systems (PASEC) covering 14 countries in sub-Saharan Africa, the choice of bivariate modelling allows the hierarchical structure of the data to be taken into account and the performance of schoolwork in reading and mathematics to be treated simultaneously. The results show that the influence of learner and school characteristics on performance in reading and mathematics converges. Nevertheless, certain personal attributes of the pupils or certain aspects specific to the school attended generate differentiated impacts depending on the subject considered. Sensitivity and robustness analyses confirm the stability of the results, offering avenues for understanding and improving students' academic performance.</p></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"126 ","pages":"Article 102388"},"PeriodicalIF":3.2,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141190720","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

Whiteness as currency: Exploring racial ideologies in Pakistan's English language teaching sphere 作为货币的白人：探索巴基斯坦英语教学领域的种族意识形态

IF 2.6 3区教育学

International Journal of Educational Research Pub Date : 2024-01-01 DOI: 10.1016/j.ijer.2024.102483

Rukhsana Ali , Rauha Salam-Salmaoui

引用次数: 0

Positions of children's human rights in school-age educare centers 学龄儿童教育中心的儿童人权状况

IF 2.6 3区教育学

International Journal of Educational Research Pub Date : 2024-01-01 DOI: 10.1016/j.ijer.2024.102492

Lisa Isenström

引用次数: 0