International journal of educational research open最新文献

{"title":"Inequalities and education in South Africa: A scoping review","authors":"Godfrey Chitsauko Muyambi,&nbsp;Philip Kwashi Atiso Ahiaku","doi":"10.1016/j.ijedro.2024.100408","DOIUrl":"10.1016/j.ijedro.2024.100408","url":null,"abstract":"<div><div>The pervasive issue of global inequality has been exemplified in South Africa, where a unique historical trajectory has led to remarkable disparities. The origins of these inequalities can be traced to the historical development of South Africa, reflecting the lasting impacts of colonialism and apartheid. The entrenched colonialism and apartheid systems have left an indelible mark, resulting in a significant sociological, psychological, legal, educational, political, economic, and technological imbalance within South Africa. We conducted this scoping review to present the latest academic and scholarly discourse on inequality and education in South African secondary schools. By employing the PRISMA-ScR approach to implement inclusion and exclusion criteria, we have curated a selection of 21 peer-reviewed publications. These articles, written in English, analyse the inequality and education in South Africa from 2000 to 2023. Although few studies on inequality and education have been identified, the reviewed articles provide in-depth insights into the current issues in South African secondary schools. The reviewed studies show that educational inequalities are still persistent in SA secondary schools. They also reflect persistent and profound influence of apartheid, which is intricately interwoven with the evolving contours of inequality. This is manifested in the form of amplified disparities, unmet promises of reparations, and resistance to efforts aimed at rectification. These elements are shown collectively highlighting the complex and multifaceted nature of the challenges that lie ahead in addressing the legacy of apartheid.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"8 ","pages":"Article 100408"},"PeriodicalIF":0.0,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142757510","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Resilience in higher education during the COVID-19 pandemic: A scoping literature review with implications for evidence-informed policymaking","authors":"Oksana Celbis ,&nbsp;Mindel van de Laar ,&nbsp;Louis Volante","doi":"10.1016/j.ijedro.2024.100392","DOIUrl":"10.1016/j.ijedro.2024.100392","url":null,"abstract":"<div><div>With the onset of the COVID-19 pandemic, the construct of resilience has received growing attention in the higher education literature. The pandemic, acting as an external stressor, impacted multiple higher education settings in 2020 during the period of lockdowns, when universities had to temporarily close on-campus activities and shift to online emergency responses. The objective of this scoping review is to explore how resilience was conceptualized in the higher education research literature during the initial emergency response phase of the pandemic, and how conceptual and research design choices in this early body of literature shaped policy recommendations aimed at enhancing the resilience of individuals and support systems in higher education. This article, thus, contributes to the ongoing discussion in the academic and policy-relevant literature on how to better prepare universities as organizations and communities for a response not only during the emergency pandemic, but also beyond, in post-pandemic higher education settings. We find that the first wave of academic literature on the subject largely focused on resilience at the individual level, and more so on the resilience of students rather than the resilience of faculty and academic support staff. Resilience as a group-level construct was the focus of empirical study only in a few articles in our review sample, and even then, there were differences in the ways the concept was defined and operationalized, making comparisons between studies virtually impossible. We also found support for the argument that depending on the operationalization of the concept, some forms of resilience inadvertently may decrease other forms of resilience– either when resilience is conceptualized differently, or operationalized at a different level of analysis. The fragmentation in the literature reflecting different conceptualizations and measurements of resilience as a construct complicates the academic conversation in the field and the process of making recommendations for the design of support policies. In conclusion, the article makes several suggestions on promising lines of further research which can advance the state of art in the field.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"8 ","pages":"Article 100392"},"PeriodicalIF":0.0,"publicationDate":"2024-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142701522","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Effectiveness of a locally developed cultural responsiveness tool for Australian teachers.","authors":"T. Woodroffe,&nbsp;P. Yuhun,&nbsp;L. Ford,&nbsp;S. Worthington","doi":"10.1016/j.ijedro.2024.100404","DOIUrl":"10.1016/j.ijedro.2024.100404","url":null,"abstract":"<div><div>Australian Indigenous students are underperforming academically. Northern Territory students show the most significant underperformance. Few studies investigate resources for preparedness of teachers to cater to Indigenous students. This study aimed to test a teacher tool created to support teacher professional development. The study participants comprised of teachers, department staff, registration board representatives, and education lecturers. Most respondents believed the tool had potential to improve cultural competence and suggested other improvements. The low response rate from teachers could be considered a limitation of the study but findings contribute to literature on teacher efficacy and Australian teacher development in reducing Indigenous disadvantage.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"8 ","pages":"Article 100404"},"PeriodicalIF":0.0,"publicationDate":"2024-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142701523","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Pre-service english teachers’ perceptions of language assessment in a colombian language teacher education program","authors":"Sonia Patricia Hernández-Ocampo,&nbsp;Pedro Antonio Chala-Bejarano,&nbsp;Magda Rodríguez-Uribe","doi":"10.1016/j.ijedro.2024.100405","DOIUrl":"10.1016/j.ijedro.2024.100405","url":null,"abstract":"<div><div>This phenomenological study explored the perceptions of pre-service English teachers about language assessment in a private university in Colombia. Using a survey and a focus group, data were collected from 179 participants. Results show that many pre-service teachers limit their view of assessment merely to testing and tend to criticize teachers’ subjectivity, understood as the teacher's judgement on the basis of their opinion rather than stated criteria, and the adverse feelings caused by testing (e.g. frustration, anxiety and fear). Other participants see assessment as an integrative practice and highlight the benefits for their learning process, mainly as a result of feedback. For these pre-service teachers, feedback allows them to understand the topics and helps them to identify their weaknesses. Implications discuss the importance of leading processes of reflection and awareness about assessment as well as about the purposes and forms of feedback given to students, essential topics in the knowledge base of English language teachers. This could be achieved through in-class discussions that help students to understand what is assessed together with how and why they are assessed; in this way, they can reflect on their own learning process and later be able to assess their future students soundly.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"8 ","pages":"Article 100405"},"PeriodicalIF":0.0,"publicationDate":"2024-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142701521","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Emotional exhaustion faced by Italian female teaching staff during COVID-19 pandemic: A sequential mediation model applying coping strategies, self-efficacy for online teaching, and technostress","authors":"Annalisa Levante ,&nbsp;Serena Petrocchi ,&nbsp;Federica Bianco ,&nbsp;Ilaria Castelli ,&nbsp;Flavia Lecciso","doi":"10.1016/j.ijedro.2024.100403","DOIUrl":"10.1016/j.ijedro.2024.100403","url":null,"abstract":"<div><div>The study examines coping, tech attitudes, and burnout in 388 Italian female teachers during COVID-19. Results show coping predicts lower burnout via higher online teaching self-efficacy and lower technostress. Primary teachers report higher emotional exhaustion; older teachers experience more technostress. Findings emphasise the importance of coping strategies in reducing burnout, highlighting the need to enhance online teaching self-efficacy and address technostress. Training focusing on these aspects could effectively support teachers amid the pandemic and regular job stressors.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"8 ","pages":"Article 100403"},"PeriodicalIF":0.0,"publicationDate":"2024-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142701520","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Promoting a restorative culture in schools: Insights from school leaders","authors":"Elaine Moran,&nbsp;Elaine Walsh,&nbsp;Seaneen Sloan","doi":"10.1016/j.ijedro.2024.100397","DOIUrl":"10.1016/j.ijedro.2024.100397","url":null,"abstract":"<div><div>Restorative practice is widely acknowledged as an approach to conflict resolution centred on repairing harm and proactively building relationships. The current study aimed to investigate the factors that contribute to the establishment of a restorative culture in Irish primary schools. Using sociocultural theory, this study explores how school communities adopt a restorative culture considering the interplay between social interactions and cultural influences. Employing a qualitative research design, nine school leaders from mainstream primary schools across Ireland were interviewed about their insights into promoting a restorative culture in their schools. Data were analysed using reflexive thematic analysis. Findings suggest that the restorative practice journey begins with practical actions and evolves into a subtle cultural transformation, marked by enhanced student autonomy and a more harmonious school environment. This process underscores the enduring commitment required to fully integrate restorative practice into the fabric of a school's culture.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"8 ","pages":"Article 100397"},"PeriodicalIF":0.0,"publicationDate":"2024-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142701519","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Challenges of implementing ChatGPT on education: Systematic literature review","authors":"Iván Miguel García-López ,&nbsp;Carina Soledad González González ,&nbsp;María-Soledad Ramírez-Montoya ,&nbsp;José-Martín Molina-Espinosa","doi":"10.1016/j.ijedro.2024.100401","DOIUrl":"10.1016/j.ijedro.2024.100401","url":null,"abstract":"<div><div>Since its launch in 2022, ChatGPT has sparked considerable interest in higher education, raising debates about its benefits, challenges, and ethical implications. This systematic literature review, spanning January 2019 to January 2024, analyzes 42 articles from Web of Science and Scopus to identify key opportunities and challenges in its academic integration. Four core issues emerge: (a) technological integration and obsolescence, emphasizing the need for scalable, modular infrastructures; (b) personalization and equity, focusing on the balance between individualized learning and avoiding algorithmic bias; (c) data quality and security, highlighting the importance of transparent data management and robust encryption to protect sensitive information; and (d) ethics and human-AI collaboration, stressing the importance of institutional policies and continuous teacher intervention to ensure responsible and effective use. This study advances the discourse by recommending sustainable strategies for AI adoption, including professional development and fairness audits, while underscoring the critical role of human oversight in maximizing ChatGPT's educational impact. Ultimately, it offers actionable insights for institutions to align AI use with ethical principles and long-term educational goals.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"8 ","pages":"Article 100401"},"PeriodicalIF":0.0,"publicationDate":"2024-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142701518","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Professional learning facilitators' contribution to sustainable STEM teacher learning in regional contexts","authors":"Anthony Sylvester Anning","doi":"10.1016/j.ijedro.2024.100406","DOIUrl":"10.1016/j.ijedro.2024.100406","url":null,"abstract":"<div><div>Professional learning facilitators (PLFs) design, organize, and drive learning, yet their regional role, especially in sustainable STEM teacher learning, is underexplored in literature. This study investigates how PLFs adapt their strategies to support sustainable STEM teacher learning in the Geelong region, drawing on Bronfenbrenner's ecological model. This paper forms part of an ongoing broader study that seeks to understand the sustained impact of STEM teachers’ learning through professional learning programs in a regional setting. A range of programs (namely SS-STEM, STEM Catalyst, SEPS, STEPS, and GALS) have been offered to teachers and schools within the Geelong region by Deakin University researchers who act as facilitators. Through semi-structured interviews with three PLFs in the Geelong region, the research uncovers innovative practices, impacts, and recommendations for sustaining the effects of learning programs. PLFs utilize curriculum adaptation, collaborate with local industries and community groups, and engage university colleagues to enrich learning experiences. They observe immediate, intermediate, and enduring impacts on teachers, students, and schools. By offering detailed insights, it contributes to understanding effective PLF practices in regional STEM education, with implications for policymakers and stakeholders aiming to support sustainable teacher learning in underserved regions.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"8 ","pages":"Article 100406"},"PeriodicalIF":0.0,"publicationDate":"2024-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142701524","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Navigating the virtual landscape: A systematic review of approaches to cultivating a sense of community among distance learners in health and allied health disciplines","authors":"Fredrik Nyman","doi":"10.1016/j.ijedro.2024.100400","DOIUrl":"10.1016/j.ijedro.2024.100400","url":null,"abstract":"<div><div>Recent years have seen an increase of distance learning in higher education, particularly accelerated due the COVID-19 pandemic with necessary social distancing measures. The present study concerns a systematic review focused on how educators foster and maintain a sense of community among distance learners in health and allied health disciplines. It uses a theoretical framework of communities of practice, groups united by shared interests, learning, and pursuit enhancement. Allied health students need a supportive environment that fosters resilience and camaraderie, preparing them for the collaborative nature of their profession. For the analysis, thematic content analysis was used on the content of nine relevant studies. This stepwise procedure of content analysis revealed three interconnected themes: instructor presence, collaborative interactions, and the learning environment's impact on students' sense of community. The results highlight the need for community-building in distance learning education and emphasize the importance of collaborative learning in virtual learning platforms to foster allied health student engagement and persistence. This research provides valuable insights for allied health educators seeking to enhance distance learning practices and create a more connected and inclusive learning environment for their students.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"8 ","pages":"Article 100400"},"PeriodicalIF":0.0,"publicationDate":"2024-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142658019","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Approaching a substantive theory of moral reckoning in special education leadership: Innovative grounded theory methods using extant data on principals","authors":"William C. Frick ,&nbsp;Barbara L. Pazey","doi":"10.1016/j.ijedro.2024.100398","DOIUrl":"10.1016/j.ijedro.2024.100398","url":null,"abstract":"<div><div>This original grounded theory research addresses leading for inclusion within the context of special education services and the educative outcome of equity as a moral aim of schooling in the United States. We pinpoint the critical positionality of the principalship in realizing both the letter and spirit of special education law in the US and its consequent practice. Through a secondary analysis of extant qualitative data, we examine dis/ability in schooling and administrative decision making in the day-to-day reality of implementation and present a working substantive theory of moral reckoning for special education leadership. Principals’ thinking and professional praxis revealed the existence of varying layers of ethical deliberation, ranging from surface appraisals, partial judgments, and conflicting calculations to deep, soul-searching deliberation. We conclude with recommendations for future research and practice.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"7 ","pages":"Article 100398"},"PeriodicalIF":0.0,"publicationDate":"2024-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142662697","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}