{"title":"What explains Macau students’ achievement? An integrative perspective using a machine learning approach (¿Cuál es la explicación del rendimiento de los estudiantes macaenses? Una perspectiva integradora mediante la adopción del enfoque del aprendizaje automático)","authors":"Yi Wang, Ronnel King, Joseph Haw, Shing on Leung","doi":"10.1080/02103702.2022.2149120","DOIUrl":"https://doi.org/10.1080/02103702.2022.2149120","url":null,"abstract":"ABSTRACT Although Macau students have consistently been recognized as top performers in international assessments, little research has been conducted to explore the various factors that are associated with their achievement. This paper aimed to identify factors that could best predict Macau students’ reading achievement using PISA 2018 data provided by 2,979 15-year-old students. An integrative theoretical model that considered the critical roles of demographic, personal and social-contextual factors was used to understand the relative importance of 41 different factors in predicting reading achievement. A machine learning approach, specifically Random Forest Algorithm, was used to analyse the data. Results indicated that variables classified under personal factors (e.g., metacognitive strategies, reading enjoyment and perceived difficulty) were the most important predictors of Macau students’ achievement. A supplementary analysis using Hierarchical Linear Modelling confirmed the findings from the machine learning approach. Implications of the findings were discussed.","PeriodicalId":51988,"journal":{"name":"Journal for the Study of Education and Development","volume":"44 1","pages":"71 - 108"},"PeriodicalIF":0.8,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90915094","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Explaining kindergarten teachers’ beliefs and practices regarding early visual arts education: a perspective from the theory of planned behavior (Creencias y prácticas docentes en materia de educación plástica y visual temprana: una perspectiva basada en la teoría del comportamiento planificado)","authors":"Suzannie K. Y. Leung, Joseph Wu, Hui Li","doi":"10.1080/02103702.2022.2133400","DOIUrl":"https://doi.org/10.1080/02103702.2022.2133400","url":null,"abstract":"ABSTRACT Adopting the theory of planned behaviour (TPB), this sequential mixed-methods research investigates Hong Kong kindergarten teachers’ reported beliefs and practices regarding early visual arts education (EVAE). The qualitative part (Phase 1) is an interview study of 19 kindergarten teachers in two focus groups, aiming to develop a conceptual structure of teachers’ behavioural, normative and control beliefs. The quantitative part (Phase 2) is a survey study of 243 teachers from the randomly sampled 21 kindergartens regarding their EVAE beliefs and practices. Most teachers believe in child-centred teaching while practising teacher-directed instruction and support creativity while delivering closed-ended instruction. Four influential factors are identified to account for this gap: (1) practising child-centred pedagogies as a result of behavioural beliefs; (2) undervaluing visual arts as a result of normative beliefs; (3) instructing children directly as a result of normative beliefs; and (4) delivering subject knowledge in studio teaching as a result of control beliefs. These findings imply that Hong Kong kindergarten teachers struggle between two approaches and suffer from a lack of support from educational authorities and society. There is an urgent need to develop appropriate practices for visual arts education in Hong Kong kindergartens.","PeriodicalId":51988,"journal":{"name":"Journal for the Study of Education and Development","volume":"8 1","pages":"190 - 224"},"PeriodicalIF":0.8,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84276041","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Alfredo Bautista, Raquel Cerdán, Rocío García-Carrión, Analía M. Salsa, Daniela Aldoney, Alberto Cabedo-Mas, Ruth Campos, M. Clara, Manuel Gámez-Guadix, Beatriz Ilari, Yvonne Kammerer, Mônica Macedo-Rouet, Susana Mendive, David Múñez, Gastón I. Saux, H. Sun, Jingping Sun, A. Ventura, Weipeng Yang, Andrea Khalfaoui, Ivana R. Noguera, I. Máñez, Jerry Yeung
{"title":"What research is important today in human development, learning and education? JSED Editors’ reflections and research calls (¿Qué investigación es importante hoy día en desarrollo humano, aprendizaje y educación? Reflexiones y llamamientos de investigación de los Editores de JSED)","authors":"Alfredo Bautista, Raquel Cerdán, Rocío García-Carrión, Analía M. Salsa, Daniela Aldoney, Alberto Cabedo-Mas, Ruth Campos, M. Clara, Manuel Gámez-Guadix, Beatriz Ilari, Yvonne Kammerer, Mônica Macedo-Rouet, Susana Mendive, David Múñez, Gastón I. Saux, H. Sun, Jingping Sun, A. Ventura, Weipeng Yang, Andrea Khalfaoui, Ivana R. Noguera, I. Máñez, Jerry Yeung","doi":"10.1080/02103702.2022.2137980","DOIUrl":"https://doi.org/10.1080/02103702.2022.2137980","url":null,"abstract":"ABSTRACT ‘In your opinion, what are some important research questions, problems or challenges that scholars in your field of specialization should address in the coming years? What types of studies should be conducted to move your field further? Please justify’. This prompt was posed by the incoming Editor of JSED to the new team of Deputy and Associate Editors in the journal’s three thematic areas (human development, learning and education), who were invited to co-author this Editorial. We briefly describe the history of JSED, present the composition of its new Editorial Board, highlight modifications recently introduced in our aims and scope and inform readers about our vision, goals and strategies for the upcoming years. The next section presents the Editors’ individual responses to the above-mentioned prompt, in the spirit of sharing perspectives with our scientific community. Finally, we identify common topics that emerged within the three thematic areas and encourage authors to send us high-quality manuscripts that fill the identified research gaps. JSED aims to foster a paradigm of ‘glocalization’ in development, learning and education research.","PeriodicalId":51988,"journal":{"name":"Journal for the Study of Education and Development","volume":"3 1","pages":"1 - 38"},"PeriodicalIF":0.8,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80774832","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Using working memory intervention to improve math performance: ill-conceived, poorly executed, or just not quite there yet? (Intervenciones en memoria de trabajo para mejorar el rendimiento matemático: ¿mal diseñadas, pobremente ejecutadas, o poco desarrolladas?)","authors":"Kerry Lee","doi":"10.1080/02103702.2022.2146305","DOIUrl":"https://doi.org/10.1080/02103702.2022.2146305","url":null,"abstract":"ABSTRACT With over two decades of research showing a close association between working memory (WM) and maths performance, WM training has been suggested as one way to supplement conventional remedial instructions. Although initial findings were promising, recent reviews have found that training typically resulted in WM improvement but no transfer to maths performance. This paper focused on the utility of WM training for maths performance. In addition to a brief review of relevant works, I described my own efforts and insights gained from three iterations of an intervention that produced mixed findings. One of the main questions addressed in this paper was the reasons for robust findings of near but not far transfer. Some of the older studies were beset by poor methodological designs. However, the finding that more recent, better executed studies also found a similar lack of far transfer is troubling. I examined whether the use of WM training for improving maths performance is simply misguided. I also examined the possibility that the extant approaches to intervention may be approaching the problem from the wrong perspective.","PeriodicalId":51988,"journal":{"name":"Journal for the Study of Education and Development","volume":"10 1","pages":"39 - 70"},"PeriodicalIF":0.8,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90485956","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Faming Wang, Ronnel King, Shing on Leung, Chunlian Jiang
{"title":"Expectancy-value beliefs optimize mathematics achievement and learning strategy use: a bifactor approach (Las creencias sobre los valores y las expectativas optimizan el rendimiento matemático y el uso de estrategias de aprendizaje: un enfoque bifactorial)","authors":"Faming Wang, Ronnel King, Shing on Leung, Chunlian Jiang","doi":"10.1080/02103702.2022.2149116","DOIUrl":"https://doi.org/10.1080/02103702.2022.2149116","url":null,"abstract":"ABSTRACT Expectancy-value theory mostly focuses on how expectancy and value beliefs are associated with academic achievement. Both expectancy and value beliefs are multidimensional and can be further decomposed into general and specific factors. However, few studies have explored the associations of these general and specific factors with academic achievement and learning strategy use. This study aimed to investigate the bifactor structure of expectancy and value beliefs and investigate the linkages between general and specific expectancy-value factors and mathematics achievement and learning strategy use. Based on the expectancy and value dimensions measured by the Motivated Strategies for Learning Questionnaire (MSLQ), bifactor models were used to analyse the data collected from 563 senior secondary school students in China. Three key findings emerged: (1) both expectancy and value beliefs could be disentangled into general and specific factors; (2) general factors were significantly associated with mathematics achievement and learning strategy use; and (3) the specific factors were positively associated with mathematics learning strategy use but not mathematics achievement. Methodological and practical implications are discussed.","PeriodicalId":51988,"journal":{"name":"Journal for the Study of Education and Development","volume":"62 1","pages":"154 - 189"},"PeriodicalIF":0.8,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74567472","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Sarah-Jane Mukherjee, Lucía Bugallo, N. Scheuer, Teresa Cremin, Virginia Montoro, M. Ferrero, Marcia Preston, Doris Cheng, Roberta Golinkoff, Jill Popp
{"title":"Conceptions of play by children in five countries: towards an understanding of playfulness (Las concepciones acerca del juego de niños de cinco países: hacia un mejor conocimiento de la actividad lúdica)","authors":"Sarah-Jane Mukherjee, Lucía Bugallo, N. Scheuer, Teresa Cremin, Virginia Montoro, M. Ferrero, Marcia Preston, Doris Cheng, Roberta Golinkoff, Jill Popp","doi":"10.1080/02103702.2022.2133401","DOIUrl":"https://doi.org/10.1080/02103702.2022.2133401","url":null,"abstract":"ABSTRACT Drawing on a mixed-methods cross-cultural study undertaken in five locations in Argentina, Denmark, Hong Kong, England and the United States in 2018, this paper explores how children (aged five and seven) conceive of playfulness. Following a card-sorting task, 387 children selected familiar activities that they felt were most representative of play and not-play and explained their reasons. The children’s justifications were fully transcribed, and five corpora were created (one per site). Lexicometry was applied, generating sets of the characteristic responses per age in each site. In-depth qualitative interpretation of these modal responses revealed nine dimensions across play and not-play: pleasure, social context, materials, movement, agency, risk, goal, time and focus. Commonalities revealed that children’s ideas around play are not aligned with specific activities but with the sense of agency in a secure physical and social context when carrying out an activity experienced as an end in itself. Implications for playful pedagogies highlight the need to open up play with opportunities for children’s choice and initiative, confident exploration and immersion in the activities in which they participate.","PeriodicalId":51988,"journal":{"name":"Journal for the Study of Education and Development","volume":"30 1","pages":"109 - 153"},"PeriodicalIF":0.8,"publicationDate":"2022-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87792165","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Imagining and designing the future of education: a critical review of Allan Collins’ What’s Worth Teaching: Rethinking Curriculum in the Age of Technology (Imaginando y diseñando el futuro de la educación: una revisión crítica del libro de Allan Collins ¿Qué Merece la Pena Enseñar? Repensar el Currículum en la Era de la Tecnología)","authors":"Janet Kolodner, Melita Morales","doi":"10.1080/02103702.2022.2101743","DOIUrl":"https://doi.org/10.1080/02103702.2022.2101743","url":null,"abstract":"<p><b>ABSTRACT</b></p><p>Thoughtful pedagogues have long taken approaches to school reform that foreground an emphasis on learning that will matter in the lives of the students while taking into account the varying special interests and capabilities of learners. Some of these approaches prioritize the social and emotional needs of children, rethinking school discipline and the whole child, while others focus on curriculum units that target global problems and a strengthening of twenty-first-century skills. Allan Collins, in his book <i>What’s Worth Teaching: Rethinking Curriculum in the Age of Technology</i>, speaks to many of the issues that need to be addressed to make education more engaging and focused on what will be important for our youth to thrive as adults. In this <i>Prospectives</i> piece, we take a step towards continuing that conversation. We summarize Collins’ suggestions and reframe them in the context of the inequalities present in our school systems and societies. We propose important aspects of school culture that, we believe, will be essential if we are to support youth in identifying and working with others to create societal change. After an overview of Collins’ organizing framework, we point out what we believe must be addressed to allow successful design of educational systems that will help all youth develop their potential and sense of place and purpose in wider society.</p>","PeriodicalId":51988,"journal":{"name":"Journal for the Study of Education and Development","volume":"20 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138518985","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Outgoing Editor’s comment: Time Passes (Editorial de la Editora Saliente: El tiempo pasa)","authors":"Bárbara M. Brizuela","doi":"10.1080/02103702.2022.2101742","DOIUrl":"https://doi.org/10.1080/02103702.2022.2101742","url":null,"abstract":"In the last few months, the song Years (Años) by the Cuban musician Pablo Milanés, famously interpreted by the Argentine Mercedes Sosa, has been repeating over and over in my head. Where and how have the years gone by? Especially the last three years are blurry in my memory. The COVID-19 pandemic has, among other things, caused havoc to my notion of time. When we launched our editorial leadership in 2017, we had a series of objectives that we summarized under three themes: openness, dialogue and connection (Brizuela, 2018). In 2016, when I accepted the Editor-in-Chief position, which began in January 2017, never could I have imagined what we would live through in the following years, and especially what we have lived through since March 2020. I still remember those first two weeks of March 2020, when we were receiving news of the spread of COVID-19 in Asia and then across Europe, Seattle and New York. During those weeks I stopped shaking hands, choosing instead to bow. I started to cancel in-person meetings and to use Zoom instead. Before March 2020 I had only heard about Zoom occasionally, and definitely had not used it as a verb! And on Friday 13 March, I left my office thinking I would return in a couple of weeks. I even left behind my poor little plants! In the following months and year I would only go back into my office in person a few times, always on the weekend so I wouldn’t bump into anyone. I was able to recover my little plants, which still survive! Suddenly, the themes of openness, dialogue and connection that we proposed in 2016 when launching our editorial leadership took on different, deeper meanings, and would be relevant not only to our editorial work in the journal but to our everyday lives as well. The confinement and social distancing measures would make us yearn for openness. At the same time, the extreme openness of a global world, added to a highly and easily transmissible virus, contributed to the spread of the virus throughout the world in record time. Our need for dialogue, and the importance of dialogue in all areas of our life, led us to use new platforms that we had not used before. We became familiar with Zoom ‘breakout rooms’, where we sought to reproduce the intimacy of conversations in small groups. We held different celebrations on Zoom (I celebrated my fiftieth birthday on Zoom and with videos sent from across the world!), and we used WhatsApp and its different functions to their fullest","PeriodicalId":51988,"journal":{"name":"Journal for the Study of Education and Development","volume":"11 1","pages":"715 - 724"},"PeriodicalIF":0.8,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84872113","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
I. Enesco, Carla Sebastián-Enesco, Silvia Guerrero, Elena Varea, Paula Barrios
{"title":"A digital generation in scrutiny. Children’s ideas about the internet and the online information (Explorando una generación digital. Las ideas de los niños sobre internet y la información online)","authors":"I. Enesco, Carla Sebastián-Enesco, Silvia Guerrero, Elena Varea, Paula Barrios","doi":"10.1080/02103702.2022.2096294","DOIUrl":"https://doi.org/10.1080/02103702.2022.2096294","url":null,"abstract":"ABSTRACT The internet has become a key environment for children’s learning and leisure at an increasing early age. Yet, little is known about what children understand about the internet. We conducted semi-structured interviews with 111 children aged five to nine to assess their notions about the internet, the authorship of online content and the trustworthiness they attribute to it. Considering the socio-cognitive advances throughout these ages, we expected a significant improvement in children’s concept of the internet. However, the results showed modest age differences, and only in some basic notions (e.g., internet functions). Misconceptions about the internet and naïve ideas about the reliability of its content were present at all ages. Only a very few older children envisaged the risk of finding malicious information online and the need to consult other sources in case of doubt. We discuss the necessity to address children’s misconceptions at least from the beginning of primary school, when most of them are cognitively ready to understand many of the issues addressed in this study, provided they receive guided instruction.","PeriodicalId":51988,"journal":{"name":"Journal for the Study of Education and Development","volume":"58 1","pages":"842 - 869"},"PeriodicalIF":0.8,"publicationDate":"2022-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80448119","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Advances in understanding Learning by Observing and Pitching In to family and community endeavours (LOPI). Introduction to the special issue (Avances en la comprensión de Aprender por medio de Observar y Acomedirse en las actividades de la familia y la comunidad (LOPI). Introducción al número especial)","authors":"Rebeca Mejía-Arauz, Barbara Rogoff, Amy Dexter","doi":"10.1080/02103702.2022.2087337","DOIUrl":"https://doi.org/10.1080/02103702.2022.2087337","url":null,"abstract":"<p><b>ABSTRACT</b></p><p>This article presents conceptual and empirical advances relating to Learning by Observing and Pitching In to family and community endeavours (LOPI). The opening article offers a new version of the LOPI model and a focused analysis of the key role of community. The other nine articles provide evidence of the social organization of LOPI, based on an axiology of <i>relationality</i>, respect, reciprocity and pitching in, in many Indigenous communities of the Americas. They discuss Indigenous theory and axiologies, as well as ethical attunements in LOPI; the importance of observation, respect, autonomy and laughter for learning; and the opportunities that LOPI brings to the revitalization of Indigenous languages, in learning at school and in online gaming communities. This issue shows how the LOPI paradigm is based in relationality and respect in communion among people, other beings and the land that we inhabit.</p>","PeriodicalId":51988,"journal":{"name":"Journal for the Study of Education and Development","volume":"17 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138518984","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}