International journal of educational research open最新文献

{"title":"Exploring leaders' perceptions of school resilience during COVID-19: Constructing the framework for school development","authors":"Eve Eisenschmidt ,&nbsp;Tobias Ley ,&nbsp;Paul Seitlinger ,&nbsp;Kairit Tammets","doi":"10.1016/j.ijedro.2024.100375","DOIUrl":"https://doi.org/10.1016/j.ijedro.2024.100375","url":null,"abstract":"<div><p>The study aimed to develop a framework for evaluating school resilience, focusing on leaders' perceptions. This framework examined two critical aspects: firstly, how pre-pandemic school development activities influenced schools' response during the COVID-19 remote learning period, and secondly, how experiences gained during the pandemic could shape future practices.</p><p>Two research questions guided the study: (1) What predictive factors contribute to leaders’ ability to manage daily leadership during distance learning? (2) What factors do leaders identify as enabling schools to enhance their learning capacity for the future?</p><p>The survey was conducted among Estonian school leaders at the end of the first pandemic wave in June 2020. Two multiple linear regression models were employed to explore the variance in coping with leadership challenges during the remote learning period and the potential impact on future teaching practices.</p><p>The results show that leaders effectively managed the challenges of the remote learning period, drawing on their pre-pandemic experience with joint discussions and distance teaching practices, established routines working with data and collaboration with parents. Moreover, the perception of the distance learning period as a learning opportunity for the future stemmed from their previous experiences in distance teaching, data-driven decision-making, and joint discussions with colleagues.</p><p>The developed resilience framework serves as both a research and self-evaluation tool to assess schools' capacity to navigate uncertainty. Additionally, it can be integrated into leadership training or school development programs to bolster schools' resilience and cultivate context-sensitive leadership skills.</p></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"7 ","pages":"Article 100375"},"PeriodicalIF":0.0,"publicationDate":"2024-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2666374024000578/pdfft?md5=76b4fceb045ffabe4d766cc857999618&pid=1-s2.0-S2666374024000578-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141542598","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":"A mixed-method study to investigate the relevance of international service-learning to university students’ perspectives on ethnic diversity","authors":"Perry B.Y. Lee","doi":"10.1016/j.ijedro.2024.100371","DOIUrl":"https://doi.org/10.1016/j.ijedro.2024.100371","url":null,"abstract":"<div><p>Over the past two decades, there has been a considerable increase of internationalization initiatives in higher education, including the implementation of international service-learning (ISL) programmes, where students travel abroad to engage in community service as a learning experience. This mixed-method study aimed to explore the potential impact of ISL on university students' perspectives regarding ethnic diversity in society. The results of a cross-sectional survey indicated that students with ISL experience exhibited lower social dominance orientation (SDO) scores, reflecting a reduced preference for group-based hierarchy and a greater support for ethnic equality. Subsequent semi-structured interviews revealed that participants developed a heightened appreciation for ethnic diversity, with four key factors contributing to transformative learning within the ISL context. Given that most participants had their last ISL trip approximately two years or more before the data collection period due to the pandemic, the significant results demonstrated the sustainability of the ISL impact. The study highlighted the potential of intercultural relationships formed during ISL trips in facilitating and sustaining transformative shifts toward the appreciation of ethnic diversity. The study's focus on Hong Kong as the context provided valuable insights from the Asian perspective, complementing existing literature. To further enhance the development of best practices in ISL, the study concludes with a list of recommendations based on the findings.</p></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"7 ","pages":"Article 100371"},"PeriodicalIF":0.0,"publicationDate":"2024-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2666374024000530/pdfft?md5=413a154cecc441ed8dd81e399900c259&pid=1-s2.0-S2666374024000530-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141542597","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":"Exploring the nexus between female school leaders' perceptions of distributed instructional leadership, socio-cultural dynamics, and student achievement in the Arab world","authors":"Ayman Massouti ,&nbsp;Nessrin Shaya ,&nbsp;Shaimaa Mohamed Abdulla Qareiny","doi":"10.1016/j.ijedro.2024.100372","DOIUrl":"https://doi.org/10.1016/j.ijedro.2024.100372","url":null,"abstract":"<div><p>This study employs the social empowerment theory to explore the collective impact of gender, instructional leadership, and socio-cultural dynamics in improving student outcomes within public schools in the Arab world. It provides insights into the barriers and affordances that school leaders encounter considering the local demands for effective and exceptional school leadership. An inductive-qualitative research methodology was utilized, followed by applying thematic analysis to data obtained from Emirati senior female school leaders, in one of the northern emirates in the United Arab Emirates. Results indicate that Emirati female school leaders have effectively embraced and implemented a distributed instructional leadership style, thereby transforming their schools’ climate into learning organizations. This approach cultivates a learning-focused environment, ultimately contributing to positive student outcomes. The emphasis on data-informed decision making and the promotion of students’ social and emotional wellbeing were found to be significant leadership practices that elevates students’ academic achievement. Key implications and recommendations emanate at the practical and theoretical level. The reported findings that combine female school leaders, distributed instructional leadership, learning-oriented organizational school climate, and student achievement, that considers the socio-cultural context within the purview of a single framework are new. Hence, this study is the first to explore these relations within the context of the Arab world.</p></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"7 ","pages":"Article 100372"},"PeriodicalIF":0.0,"publicationDate":"2024-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2666374024000542/pdfft?md5=5d9db7de351256ff6ed42ddf57d44892&pid=1-s2.0-S2666374024000542-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141485220","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":"Facilitating self-management support using the behaviour change wheel (BCW) to address healthcare professionals’ behaviour","authors":"Lotte Timmermans ,&nbsp;Peter Decat ,&nbsp;Veerle Foulon ,&nbsp;Ann Van Hecke ,&nbsp;Mieke Vermandere ,&nbsp;Birgitte Schoenmakers ,&nbsp;Primary Care Academy","doi":"10.1016/j.ijedro.2024.100370","DOIUrl":"https://doi.org/10.1016/j.ijedro.2024.100370","url":null,"abstract":"<div><h3>Background</h3><p>Supporting self-management in healthcare practice is essential to improve chronic patients’ daily life experiences. Primary care professionals play an indispensable role in this. Nevertheless, supporting self-management in practice comes with many challenges. The aim of this study is to identify determinants of professionals’ supportive behaviour and develop an intervention that facilitates self-management support in primary care practice, using these determinants as building blocks.</p></div><div><h3>Methods</h3><p>To develop the intervention, the Behaviour Change Wheel (BCW) was used which involves eight steps in three stages: (1) Understanding the behaviour using the COM-B model, (2) Identifying intervention options, and (3) Identifying content and implementation options. The theoretical underpinnings for stage 1 included data from interviews, focus groups and brainstorm sessions, incorporated beforehand in a self-management support model. Subsequently, literature analysis, empirical research and expertise from the research group guided stages 2 and 3.</p></div><div><h3>Results</h3><p>We found that changes in “psychological capability”, “physical opportunity”, “reflective motivation” and “automatic motivation” are required to optimize professionals’ behaviour towards self-management support. The two key intervention functions identified were “enablement” and “education”. Therefore, a blended learning trajectory that incorporated these interventional building blocks was developed, integrating specific behaviour change techniques (BCTs) including: (1) Information about social and environmental consequences, (2) Information about health consequences, and (3) Social support (practical). The learning design was finalized by applying the Absorb-Do-Connect learning framework developed by Horton.</p></div><div><h3>Conclusions</h3><p>Application of the BCW framework shaped a self-management support intervention to educate and enable healthcare professionals. Future research will pilot and refine the intervention.</p></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"7 ","pages":"Article 100370"},"PeriodicalIF":0.0,"publicationDate":"2024-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2666374024000529/pdfft?md5=0440406f5fd9fa9a8d098656c75d46e3&pid=1-s2.0-S2666374024000529-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141485221","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":"On the effects of Erasmus+ KA 1 mobilities for continuing professional development in teachers’ biographies: A qualitative research approach with teachers in Portugal","authors":"Paulo César Martins,&nbsp;Luís Tinoca,&nbsp;Mariana Gaio Alves","doi":"10.1016/j.ijedro.2024.100368","DOIUrl":"https://doi.org/10.1016/j.ijedro.2024.100368","url":null,"abstract":"<div><p>For several years, the European Commission has been investing in transnational mobility projects, namely Erasmus+, for the continuing professional development of teaching and non-teaching staff of schools for the sole purpose of improving the quality of education, as well as to establish networks of communications where teachers and schools can share their best practices and experiences. Although necessarily nestled in a proactive and positive school culture, these projects also have an impact on teachers professionally, but also on a personal level. This article therefore aims at studying how these international teacher professional development experiences change teachers’ biographies and their narrative expressions and possibly transform how they identify themselves personally, as European citizens, and professionally as European teachers. Empirical data collected through a multiple case study in Portugal appears to confirm that a considerable shift in professional and personal identity occurs through the participation of Erasmus+ KA1 projects for teacher professional development.</p></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"7 ","pages":"Article 100368"},"PeriodicalIF":0.0,"publicationDate":"2024-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2666374024000505/pdfft?md5=3b0b457897c5779662e606485df81028&pid=1-s2.0-S2666374024000505-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141485219","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":"Investigating gender stereotypes in nursing/midwifery and engineering students in Ireland","authors":"Anna V. Chatzi ,&nbsp;Kyriakos I. Kourousis","doi":"10.1016/j.ijedro.2024.100367","DOIUrl":"https://doi.org/10.1016/j.ijedro.2024.100367","url":null,"abstract":"<div><p>Stereotypical behaviour in higher education has been linked with inequality with relevant negative output. This project's aim is to replicate the design of a previous study by expanding further into exploring the gender stereotypes’ relationships for two traditionally gendered polarised areas of study: Engineering and Nursing/Midwifery and assessing participants’ earlier experiences in their secondary education. Survey participants were Engineering and Nursing/Midwifery students (N = 161) of a university in Ireland. Results came positive for stereotypical biases in favour to men in Science, Technology, Engineering and Mathematics (STEM), and specifically for Mathematics. Stereotypes emerged stronger among the female participants. While comparing the two genders within each of the two study areas, significant differences emerge among the female Nursing/Midwifery and female Engineering participants. Female Engineering participants appear with stronger preference, attitude and importance towards STEM than their Nursing/Midwifery counterparts. Nevertheless, Mathematics is an indicator subject for success in higher education and the need to strengthen critical thinking, evidenced based practice and quality of quantitative research in female dominated areas such as Nursing/Midwifery has been recognised. In addition to identified stereotypes, differences in respondents’ views/elements of their interaction with STEM were associated with the type of secondary school they attended. Further research is recommended on traits that could contribute to the formation of gender biased stereotypes in single and mixed gender education systems with an aim to reverse them.</p></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"7 ","pages":"Article 100367"},"PeriodicalIF":0.0,"publicationDate":"2024-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2666374024000499/pdfft?md5=88e13451b5b22b9d31f4339bd5d7a767&pid=1-s2.0-S2666374024000499-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141428827","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":"Protocol for a realist review of case-based learning in undergraduate medical education","authors":"Ronan Daly ,&nbsp;Muirne Spooner ,&nbsp;Gozie Offiah ,&nbsp;Karen Flood ,&nbsp;Jan Illing","doi":"10.1016/j.ijedro.2024.100366","DOIUrl":"https://doi.org/10.1016/j.ijedro.2024.100366","url":null,"abstract":"<div><p>Case-based learning has become increasingly adopted as a pedagogical approach in health professions education. The successful implementation of case-based learning programmes can be impacted by factors including resources, organisational attitudes and cultural dynamics. This protocol outlines a methodology for a realist review which aims to elucidate the mechanisms and contexts that influence the implementation of a case-based learning programme in health professions education. This study aims to understand the underlying causal mechanisms and contextual factors which can lead to the success or failure of case-based learning programmes. This review will involve a systematic literature review on case-based learning in health professions education, under a realist synthesis framework. A realist synthesis was chosen as the approach as it is suited to the review of such complex interventions, such as the implementation and delivery of a case-based learning programme. Through an iterative literature search and analysis, relevant literature will be explored in order to develop an understanding of the contextual elements and mechanisms which may affect the success of a case-based learning programme. This review will employ thematic analysis to synthesize findings across studies, iteratively refining a programme theory explaining how case-based learning programmes work, for whom, and in what contexts. This realist review protocol provides a systematic and rigorous approach to examining the complexities of case-based learning and the outcomes produced by its underlying mechanisms and contexts. This review aims to offer valuable insights for educators, curriculum developers, and policymakers to optimize the implementation of case-based learning interventions in medical education.</p></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"7 ","pages":"Article 100366"},"PeriodicalIF":0.0,"publicationDate":"2024-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2666374024000487/pdfft?md5=a5033bc3aed052c475fafdd4a8ca5f23&pid=1-s2.0-S2666374024000487-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141325623","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 gender-inclusive leadership perceptions among Japanese university students: A nine-week critical inquiry-based action learning program","authors":"Soyhan Egitim","doi":"10.1016/j.ijedro.2024.100362","DOIUrl":"https://doi.org/10.1016/j.ijedro.2024.100362","url":null,"abstract":"<div><p>The present study investigates gender equality in Japanese university students’ leadership perception and examines the changes in their perspective through a nine-week action learning program at two private Japanese universities. A mixed-methods practical action research design was employed in four upper intermediate-level first-year Content and Language Integrated Learning (CLIL) classes (<em>N</em> = 107). First, quantitative content analysis was performed to determine how the students perceived the concepts of leadership and gender through the images and descriptions used in their <em>PowerPoint</em> presentation materials. Then, the study employed qualitative content analysis to determine the changes in the students’ perceptions of gender equality in leadership through the critical inquiry-based action learning experience. The results showed that integrating gender-inclusive leadership content into the CLIL courses was effective in helping the students develop an impartial and inclusive perspective of leadership and gender. Furthermore, the critical inquiry-based action learning experience enhanced the students’ motivation for language acquisition and engagement in the CLIL courses.</p></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"7 ","pages":"Article 100362"},"PeriodicalIF":0.0,"publicationDate":"2024-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S266637402400044X/pdfft?md5=ee1463e10aca7023c8fba923925ac3eb&pid=1-s2.0-S266637402400044X-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141290822","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":"Stay behind children's differential educational performance: The impact of parental migration arrangements in China","authors":"Jiancheng Gu","doi":"10.1016/j.ijedro.2024.100364","DOIUrl":"https://doi.org/10.1016/j.ijedro.2024.100364","url":null,"abstract":"<div><p>Millions of children live apart from their parents who migrate for work. This dynamic raises questions about parental migration's impact on children's schooling. This paper investigated how Chinese junior high school students’ educational performance was shaped by the specific patterns of parental migration: whether it was only the mother, only the father, or both who migrate. The study analyzed data from 4204 students through a nationally representative panel survey, comparing children who experienced parental migration between two survey waves and those who did not. Difference-in-differences models were paired with propensity score weighting to estimate the immediate effects of parental migration. Results indicated that children's educational performance was heterogeneously affected by different arrangements of parental migration. Children's academic performance declined when mothers migrated alone, a pattern not mirrored when only fathers or both parents migrated. The findings indicate that the adverse effects of parental absence outweigh the financial benefits from migration, particularly in the scenario of mother-only migration.</p></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"7 ","pages":"Article 100364"},"PeriodicalIF":0.0,"publicationDate":"2024-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2666374024000463/pdfft?md5=f5f0e0d0cfd6afc3bdf7bbfdc89194e6&pid=1-s2.0-S2666374024000463-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141241789","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":"Examining the role of post-event processing in test anxiety—Pilot testing in three student samples","authors":"Sarah Möcklinghoff,&nbsp;Olga Rapoport,&nbsp;Eva Neidhardt","doi":"10.1016/j.ijedro.2024.100363","DOIUrl":"https://doi.org/10.1016/j.ijedro.2024.100363","url":null,"abstract":"<div><p>This work investigates the occurrence of post-event processing (PEP) in the context of test anxiety; PEP involves rumination and self-critical thinking following an event and commonly observed in social anxiety. Three short-term longitudinal studies in student samples examined whether PEP occurs after exams and how it is associated with test anxiety. University students (<em>N</em> = 35 in Study 1, <em>N</em> = 146 in Study 2, and <em>N</em> = 37 in Study 3) completed measures of trait and state test anxiety before an actual exam; PEP related to the exam was assessed at various time points afterward. Results revealed that PEP occurred to a meaningful extent after exam situations. Overall, it was positively associated with trait and state test anxiety, although some variations in the relations were found across the three studies. These findings underscore the relevance of PEP in the context of test anxiety, as PEP might contribute to maintaining test anxiety in the long term. Implications for future studies are discussed.</p></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"7 ","pages":"Article 100363"},"PeriodicalIF":0.0,"publicationDate":"2024-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2666374024000451/pdfft?md5=6d9bae0473dd7781e3b34e61606556a6&pid=1-s2.0-S2666374024000451-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141242678","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}