International journal of educational research open最新文献

{"title":"Syrian students in Turkish higher education: A systematic review and thematic synthesis","authors":"Tom Parkinson","doi":"10.1016/j.ijedro.2024.100416","DOIUrl":"10.1016/j.ijedro.2024.100416","url":null,"abstract":"<div><div>A large scholarly literature now exists concerning displaced Syrian students in the Turkish higher education system. This literature is multilingual, thematically diverse, and dispersed across several disciplines. No systematic review of this literature has been undertaken to date, and there is therefore a need for corpus-level work to summarise its characteristics and synthesise its key concerns and themes. Following a hybrid approach incorporating scoping review and thematic synthesis, this article summarises the state of this literature, before synthesising its key themes and debates, highlighting points of consensus and contradiction, and identifying limitations and gaps to inform further research in the field. The review reveals a broad range of rich, intersecting themes, but also identifies limitations including a lack of developed theory, a reliance on a limited range of qualitative methodologies, limited geographical coverage, and the absence of longitudinal and intervention-based studies. Addressing these limitations in future work will strengthen the interface between academic research and evidence-informed policy and practice to support refugee students.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"8 ","pages":"Article 100416"},"PeriodicalIF":0.0,"publicationDate":"2025-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143097453","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 scoping review and thematic analysis of differentiated instruction practices: How teachers foster inclusive classrooms for all students, including gifted students","authors":"Fredrik Ardenlid ,&nbsp;Johanna Lundqvist ,&nbsp;Louise Sund","doi":"10.1016/j.ijedro.2025.100439","DOIUrl":"10.1016/j.ijedro.2025.100439","url":null,"abstract":"<div><div>Differentiated instruction (DI) is internationally recognised as a way of addressing diverse abilities in classrooms, including giftedness, and promoting inclusive education. To further knowledge, this review aims to identify and synthesise research results on teachers’ DI practices, specifically focusing on gifted students. Employing a systematic approach, a scoping review and thematic analysis of 22 research articles, we delineated 11 types of DI practices (i.e., themes): (1) a shared goal, (2) self-reflection and assessments, (3) basic tasks and challenges, (4) teacher and peer support, (5) activities and artefacts, (6) authentic content and learning beyond the classroom; (7) adjusted pace, (8) options and choices, (9) customised questions and discussions, (10) learning how to learn and study skills, and (11) a positive classroom atmosphere that supports the growth of all students. These themes converge harmoniously and are also inclusive practices. To synthesise, guidelines for planning and implementing successful inclusion using these DI practices are suggested and discussed. The review and guidelines are relevant to teacher students, educational practitioners, policymakers and educational researchers.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"8 ","pages":"Article 100439"},"PeriodicalIF":0.0,"publicationDate":"2025-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143097536","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":"Development of a systematic humor pedagogical framework to enhance student learning outcomes across different disciplines in Hong Kong","authors":"Cindy Sing Bik Ngai ,&nbsp;Rita Gill Singh ,&nbsp;Yueyue Huang ,&nbsp;Joanna Wen Ying Ho ,&nbsp;Mei Li Khong ,&nbsp;Enoch Chan ,&nbsp;Terrence Chi Kong Lau ,&nbsp;Ho Yin Edwin Chan ,&nbsp;Wing Tak Wong ,&nbsp;Man Suet Michelle Law ,&nbsp;Alex Chun Koon","doi":"10.1016/j.ijedro.2025.100438","DOIUrl":"10.1016/j.ijedro.2025.100438","url":null,"abstract":"<div><div>Teachers’ content-related humor is highly relevant for student outcomes in higher education (HE). Yet, teachers’ use of different types of humor and frequency and other factors make generalizations about the effective use of humor on students’ learning hard to establish. Specifically, little research attention has been paid to the impact of the use of a systematic humor pedagogical framework across different disciplines in HE. Here, we developed a standardized planned humor pedagogical framework, termed Planned Humor Incorporation System for Teaching and Learning Enhancement (PHISTLE), to systematically incorporate content-related humor into teaching practices to consistently generate beneficial learning outcomes across different disciplines. To evaluate the effectiveness of the system, we investigated the impact of content-related humor as exhibited in the identification with teachers’ teaching style on students’ learning outcomes in the sciences, humanities and social sciences disciplines. Retrospective pre-post surveys were distributed and semi-structured interviews were conducted to gain insights into the ways humor was used and their effects. Pearson correlation analysis of the surveys and thematic analysis of interview transcriptions indicate that content-related humor as exhibited in the teaching style was positively correlated to students’ learning competence, personal attributes, and future behaviors, and may contribute to a more relaxed and stress-free classroom environment. Therefore, the strategic use of PHISTLE can likely generate positive learning outcomes in a replicable and generalizable manner.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"8 ","pages":"Article 100438"},"PeriodicalIF":0.0,"publicationDate":"2025-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143097538","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 scoping review on the contribution of music education to the development of the key competence in cultural awareness and expression in primary education","authors":"Cristina Martín-Sanz ,&nbsp;Óliver Curbelo González ,&nbsp;Miryam Martínez-Izaguirre","doi":"10.1016/j.ijedro.2025.100436","DOIUrl":"10.1016/j.ijedro.2025.100436","url":null,"abstract":"<div><div>Music education in Primary Education in Spain is currently integrated into the curriculum with a focus on contributing to the development of key competences. One competence with a strong connection to the field of music is the key competence in cultural awareness and expression. However, this relationship is not adequately reflected in the interventions described in the available literature. This scoping review protocol aims to systematize information about the contributions of music education to the development of cultural awareness and expression competence. A systematic search of studies will be conducted in Scopus, Web of Science, ERIC, Google Scholar, and ProQuest, complemented by reference lists of identified studies. The review will follow the methodological recommendations proposed by the Joanna Briggs Institute (JBI) for scoping reviews and adhere to PRISMA guidelines. Literature review will be carried out by identifying population, concept, and context. For the extraction and analysis of qualitative studies, the SPIDER approach will be employed. This will be the first scoping review to explore how music education contributes to the development of the competence in cultural awareness and expression in Primary Education, potentially supporting cross-disciplinary educational practices that enhance competence development within music education.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"8 ","pages":"Article 100436"},"PeriodicalIF":0.0,"publicationDate":"2025-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143097537","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":"Applications of learning analytics in the study of academic performance in higher education: A pilot-tested meta-review protocol","authors":"Cristian Molla-Esparza ,&nbsp;María Isabel Gómez-Núñez ,&nbsp;Fran J. García-García","doi":"10.1016/j.ijedro.2024.100433","DOIUrl":"10.1016/j.ijedro.2024.100433","url":null,"abstract":"<div><div>Learning Analytics (LA) concerns the analysis of educational data to enhance learning processes and conditions. Its growing use in higher education has inspired synthesis studies on its applications and effectiveness in studying academic performance, which have had heterogeneous approaches and results. Previous meta-reviews have not provided comprehensive overviews, and have had methodological and substantive limitations, particularly in addressing socio-educational factors. The proposed meta-review outlined in this protocol aims to examine systematic literature reviews on applications of LA in the study of academic performance in higher education. This meta-review protocol has been preregistered in INPLASY (number 2024120119; doi: 10.37766/inplasy2024.12.0119), and has been developed following both the Preferred Reporting Items for Systematic Review and Meta-Analysis Protocols (PRISMA-P) and the Preferred Reporting Items for Overviews of Reviews (PRIOR) guidelines. The meta-review will include systematic reviews of LA applications in the study of academic performance in higher education, written in English or Spanish, and published from 2000 onwards. Bibliographic searches will be performed across Scopus, Web of Science, ERIC and PsycINFO databases, and other gray literature sources, and the reporting and methodological quality will be assessed using the PRISMA and AMSTAR 2 checklists. This study develops and empirically tests a systematic and replicable meta-review protocol, providing validated search equations and reliable processes for study selection and data coding. The meta-review will aim to describe the main features of how LA has been applied in the study of academic performance in higher education, and to explore practical implications and research challenges.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"8 ","pages":"Article 100433"},"PeriodicalIF":0.0,"publicationDate":"2025-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143141184","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 impact of near-peer role modeling on learners’ basic psychological needs: Insights from English classes in Japanese higher education","authors":"Daniel Hooper ,&nbsp;Soyhan Egitim ,&nbsp;Joep Hofhuis","doi":"10.1016/j.ijedro.2024.100429","DOIUrl":"10.1016/j.ijedro.2024.100429","url":null,"abstract":"<div><div>Although near-peer role modeling (NPRM) has been suggested as an effective pedagogical intervention for boosting confidence, motivation, and self-efficacy, few studies have examined its connection with learner needs and well-being utilizing an established psychological framework. The present study investigates the pedagogical role of NPRM within English classes in Japanese higher education from the perspective of basic psychological need (BPN) satisfaction and frustration. In this two-phase explanatory mixed methods study, two quantitative scales were utilized to assess the significance of the connections between NPRM and six subcategories of BPN satisfaction or frustration. Subsequently, a qualitative investigation with a more limited sample size was conducted to elucidate and expand upon these associations. The quantitative findings revealed NPRM to be a significant predictor of students’ autonomy and relatedness satisfaction and exhibited a negative correlation with students' autonomy and relatedness frustration. However, no discernible association was observed between NPRM and competence satisfaction or frustration. The qualitative data revealed that the students’ mixed feelings of competence may have stemmed from low confidence and L2 self-concept with some students comparing themselves unfavorably to near-peer role models. The study highlights the need for NPRM interventions to be accompanied by instruction related to learner beliefs or growth mindsets.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"8 ","pages":"Article 100429"},"PeriodicalIF":0.0,"publicationDate":"2025-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143140851","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":"The role of universities in early recovery in early recovery in northwestern Syria: Al -Sham University as a model","authors":"Mohamed Bukaie ,&nbsp;Yasser Hussein ,&nbsp;Juliet Millican","doi":"10.1016/j.ijedro.2024.100434","DOIUrl":"10.1016/j.ijedro.2024.100434","url":null,"abstract":"&lt;div&gt;&lt;div&gt;The success of early recovery programs is a crucial entry point for ending conflict. Typically, the initiation of early recovery programs is associated with reaching a political settlement and agreeing on a national government to lead these programs. The Syrian context presents a different scenario where the conflict was relatively frozen between 2020 and 2024 and then resolved by the opposition. During the frozen period of conflict, there was no national government agreed upon by all parties to lead early recovery efforts. This situation will allow non-state actors to increase their roles in the early recovery process&lt;/div&gt;&lt;div&gt;This research looked at the potential and actual role of Sham University, a private university which has been operating in areas not controlled by the Syrian government in northwest Syria, in the field of early recovery. Traditionally, university activities have focused on three main sectors: education, scientific research, and public service, areas which can all serve to stimulate the university's contributions to early recovery. This paper discusses Sham University's contributions in the fields of local institutional governance, enhancing stability through the provision of essential services, promoting social cohesion through the integration of displaced persons, stimulating the economic cycle, peacebuilding, and reconstruction. The extent of these contributions is linked to three key factors:&lt;/div&gt;&lt;div&gt;First: The understanding of what early recovery means to university staff and lecturers and its future implications.&lt;/div&gt;&lt;div&gt;Second: The adoption of the principle of social responsibility by the university, and whether this is linked to a community vision adopted in its operations.&lt;/div&gt;&lt;div&gt;Third: The size and type of contributions made by the university that can be included in the field of early recovery.&lt;/div&gt;&lt;div&gt;However, while the research examined the role of universities in early recovery in northwestern Syria, while it was under opposition control, between 2020 and the end of 2024, since an analysis of the results the context has changed significantly. On November 27, 2024, the Syrian opposition launched a surprise military operation that ended with the overthrow of the regime and the opposition taking control. This is already having clear effects on role of universities and the contributions they may be able to make. While the situation is still very much one of early recovery it is no longer a frozen conflict and developments provide an important particularly to institutions, like Sham which were set up in areas that were under opposition control. A key example is overcoming the hurdle of recognition and accreditation.&lt;/div&gt;&lt;div&gt;Developments provide both an opportunity and a threat to Sham University in terms of increasing or decreasing its expected role, linked to its ability to adapt to political change, the emerging logistical, financial, and human challenges and the levels of stability that the ","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"8 ","pages":"Article 100434"},"PeriodicalIF":0.0,"publicationDate":"2025-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143140850","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":"Students’ and teachers’ social representations of the student-teacher relationships at disadvantaged secondary schools in Chile","authors":"Jocelyn Morales-Verdejo","doi":"10.1016/j.ijedro.2024.100432","DOIUrl":"10.1016/j.ijedro.2024.100432","url":null,"abstract":"<div><div>There is robust evidence that the student-teacher relationship impacts students' cognitive, affective, and behavioural outcomes and contributes to the development of individual and academic secondary students; however, research carried out at disadvantaged school contexts shows that stereotypes and myths about poverty mediate the student-teacher relationship hindering the development of strong studentteacher relationships. This research explores the students' and teachers' social representations of the student-teacher relationship within the classroom at disadvantaged secondary schools. I conducted exploratory-qualitative research in four disadvantaged secondary schools in Chile, where 46 students and 27 teachers participated. The methods used were interviews and focus groups. The data were coded and interpreted using thematic analysis. The findings show that the studentteacher relationship could be understood: (1) as a social role, (2) as ways of treating, (3) so something related to classroom climate or (4) as an ideal student-teacher relationship. In this article, I argue that using social representations theory allows us to identify and understand more deeply the stereotypes and myths that underlie studentteacher relationships, which reinforce educational inequalities and inequities in disadvantaged school contexts. Implications for initial teacher education, teaching practice and educational public policies are discussed.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"8 ","pages":"Article 100432"},"PeriodicalIF":0.0,"publicationDate":"2025-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143097495","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":"University students’ lived experiences of blogging as a tool for writing: A hermeneutic phenomenological exploration in the Bangladeshi context","authors":"Easir Arafat,&nbsp;Nashrah Sharfuddin,&nbsp;John Paul Shimanto Sarkar,&nbsp;Tarannum Fatema Chowdhury","doi":"10.1016/j.ijedro.2024.100431","DOIUrl":"10.1016/j.ijedro.2024.100431","url":null,"abstract":"<div><div>This hermeneutic phenomenological study explored the lived experiences of Bangladeshi university students using blogging as a writing tool. Semi-structured interviews were conducted with 20 students from public and private universities who were actively engaged in blogging as part of their English Composition coursework. Participants had varying levels of prior experience with blogging, ranging from beginners to those with up to three years of experience. This study employed the Social Cognitive Theory as its theoretical framework and data analysis was guided by the hermeneutic circle, investigator triangulation, and thematic analysis. Four key themes emerged: (1) Discovering the Joy of Writing, capturing the emotional fulfillment and creative exploration that blogging enables; (2) Skill Development and Confidence, referring to the gradual improvement in writing skills and self-assurance; (3) Autonomy and Ownership in Writing, emphasizing the control, creativity, and personal responsibility writers experience in shaping their work; and (4) Navigating Challenges and Fostering Community, exploring how overcoming obstacles can contribute to building a supportive writing community. The findings suggest that blogging holds significant pedagogical potential by fostering interactive learning, self-reflection, and writing experimentation. However, its successful integration into writing curricula requires addressing socio-cultural and infrastructural challenges specific to the Bangladeshi context. The findings also highlight the potential for Bangladesh to serve as a valuable reference point for other developing nations exploring the integration of blogging into writing instruction.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"8 ","pages":"Article 100431"},"PeriodicalIF":0.0,"publicationDate":"2025-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143097496","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":"Reading for all implementing public policies: Quantitative method and process evaluation in early literacy","authors":"Jesús Honorato-Errázuriz ,&nbsp;Valentina Bastidas-Schade ,&nbsp;Maria-Soledad Ramírez-Montoya","doi":"10.1016/j.ijedro.2024.100420","DOIUrl":"10.1016/j.ijedro.2024.100420","url":null,"abstract":"<div><div>Learning to read in the first grade is essential for reducing educational inequalities, highlighting the need to evaluate and enhance reading programs. This study examines \"Plan Leo Primero,\" an innovative national initiative to ensure that all first-grade students in Chile effectively learn to read and comprehend texts. A total of 715 educational stakeholders—including principals, technical leaders, teachers, and guardians—participated in the evaluation, which used validated questionnaires across two regions of the country. The study employed a quantitative and descriptive methodological approach to evaluate the implementation process of the program, fidelity, and impact on literacy outcomes. Despite challenges posed by the COVID-19 pandemic, such as reduced student attendance, shorter implementation periods, and limited resources, the findings indicated successful program implementation with significant improvements in first-grade literacy. Key results included high acceptance and frequent use of the program's instructional guides and pedagogical tools by teachers, widespread adoption of structured methods aligned with cognitive theory, enhanced teachers’ digital competencies, and strong engagement from guardians in reading activities. Grounded in action theory, the study emphasizes the alignment between program strategies, stakeholder participation, and systemic actions, fostering sustainable literacy progress. The process evaluation identified areas for improving program fidelity, demonstrating that structured evaluation frameworks ensure robust implementation and open avenues for future research. Future projections include assessing the use of technology and communication tools and promoting the social appropriation of knowledge among all stakeholders to drive inclusive and impactful literacy reforms in Chile and the broader Spanish-speaking world.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"8 ","pages":"Article 100420"},"PeriodicalIF":0.0,"publicationDate":"2024-12-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143140849","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}