International journal of educational research open最新文献_第5页

Reading for all implementing public policies: Quantitative method and process evaluation in early literacy

International journal of educational research open Pub Date : 2024-12-24 DOI: 10.1016/j.ijedro.2024.100420

Jesús Honorato-Errázuriz , Valentina Bastidas-Schade , Maria-Soledad Ramírez-Montoya

{"title":"Reading for all implementing public policies: Quantitative method and process evaluation in early literacy","authors":"Jesús Honorato-Errázuriz , Valentina Bastidas-Schade , 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}

引用次数: 0

School leadership support and socioeconomic status inequalities in mathematics and science achievement: Evidence from TIMSS 2019

International journal of educational research open Pub Date : 2024-12-24 DOI: 10.1016/j.ijedro.2024.100427

Nurullah Eryilmaz

{"title":"School leadership support and socioeconomic status inequalities in mathematics and science achievement: Evidence from TIMSS 2019","authors":"Nurullah Eryilmaz","doi":"10.1016/j.ijedro.2024.100427","DOIUrl":"10.1016/j.ijedro.2024.100427","url":null,"abstract":"<div><div>This study examines the role of school leadership support in moderating the relationship between student socioeconomic status (SES) and academic achievement in mathematics and science at the 8th-grade level. Using data from the 2019 Trends in International Mathematics and Science Study (TIMSS) across 46 countries, meta-analytic regression models were employed to analyze country-specific results. While SES was found to have a significant positive impact on achievement in both subjects, school leadership support exhibited a negative and significant relationship with mathematics achievement and a negative but non-significant relationship with science achievement. Contrary to expectations, no significant moderating effect of school leadership support on SES-related achievement gaps was observed at the country-specific level. These findings highlight the variability in the influence of leadership practices across diverse educational contexts and underscore the challenges of leveraging leadership support to reduce inequities in achievement. The study emphasizes the need for further research into the contextual factors shaping leadership effectiveness, advocating for tailored approaches that address the unique sociocultural and educational dynamics of individual countries.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"8 ","pages":"Article 100427"},"PeriodicalIF":0.0,"publicationDate":"2024-12-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143140848","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}

引用次数: 0

PISA 2022 insights on intellectual curiosity, perspective-taking, and science achievement: Examining the mediating pathways

International journal of educational research open Pub Date : 2024-12-24 DOI: 10.1016/j.ijedro.2024.100414

Othman Abu Khurma, Adeeb Jarrah, Nagla Ali

{"title":"PISA 2022 insights on intellectual curiosity, perspective-taking, and science achievement: Examining the mediating pathways","authors":"Othman Abu Khurma, Adeeb Jarrah, Nagla Ali","doi":"10.1016/j.ijedro.2024.100414","DOIUrl":"10.1016/j.ijedro.2024.100414","url":null,"abstract":"<div><div>The purpose of the study is to investigate the predictive roles of intellectual curiosity and perspective-taking on science achievement among Emirati early adolescents. Utilizing data from 24,600 participants of the 2022 Program for International Student Assessment (PISA), this non-experimental, correlational study employs a Structural Equation Modeling Partial Least Squares (SEM-PLS) approach to explore these relationships. The study addresses four key research questions: (1) the direct impact of intellectual curiosity on science achievement, (2) the direct impact of perspective-taking on science achievement, (3) the combined predictive power of intellectual curiosity and perspective-taking, and (4) the mediating role of perspective-taking in the relationship between intellectual curiosity and science achievement. Results reveal that intellectual curiosity significantly predicts science achievement with a path coefficient of 0.19. Perspective-taking also shows a substantial direct effect with a path coefficient of 0.15 and additionally mediates the relationship between intellectual curiosity and science achievement with an indirect path coefficient of 0.09. These findings demonstrate the significant influence of these cognitive skills on educational outcomes, suggesting that both intellectual curiosity and perspective-taking are crucial for enhancing science achievement. This underscores the importance of integrating educational strategies that foster these cognitive skills to improve science education outcomes. Recommendations for educational policy include enhancing curricula to foster curiosity and perspective-taking and developing assessments that evaluate these competencies. The study highlights the need for further research using longitudinal designs and intervention studies to confirm these findings and refine educational practices.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"8 ","pages":"Article 100414"},"PeriodicalIF":0.0,"publicationDate":"2024-12-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143097455","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}

引用次数: 0

Implementation fidelity of video-feedback coaching for communication partners of individuals with congenital deafblindness

International journal of educational research open Pub Date : 2024-12-24 DOI: 10.1016/j.ijedro.2024.100428

Marianne Rorije , Saskia Damen , Marleen J. Janssen , Alexander Minnaert

{"title":"Implementation fidelity of video-feedback coaching for communication partners of individuals with congenital deafblindness","authors":"Marianne Rorije , Saskia Damen , Marleen J. Janssen , Alexander Minnaert","doi":"10.1016/j.ijedro.2024.100428","DOIUrl":"10.1016/j.ijedro.2024.100428","url":null,"abstract":"<div><div>Video-feedback (VF) coaching is considered to be an effective part of interventions that aim to improve interactions between individuals with deafblindness and their communication partners. However, there is a lack of research on how VF coaching is implemented and the extent to which such implementation adheres to the designed intervention. Implementation fidelity is essential to successfully applying evidence-based practices, but a certain flexibility is needed to tailor interventions to individual circumstances. This study examined the process of implementing the newly developed Influencing Communication and Language (IC&L) intervention. It focused on implementation fidelity and the adherence and moderator elements described in Carroll et al.’s (2007) conceptual framework. Four coaches and thirteen communication partners participated in the study. Multiple data sources were used to examine the extent to which the coaches adhered to the content and dose of the VF coaching sessions as designed in the IC&L intervention and how potential moderators played a role in coaches’ implementation of the VF coaching sessions. The study underscores the importance of flexibility and adaptation in implementing the IC&L intervention. The variability in adherence and strategy use among coaches highlights the necessity of tailored approaches based on the specific needs and experiences of communication partners. Additionally, the intervention generally lasted longer than intended, primarily due to the COVID-19 pandemic. Despite challenges mostly related to the intervention's complexity, the IC&L intervention was overall well received and effectively implemented.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"8 ","pages":"Article 100428"},"PeriodicalIF":0.0,"publicationDate":"2024-12-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143141188","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}

引用次数: 0

Conceptions to classrooms: The influence of teacher knowledge on inclusive classroom practice

International journal of educational research open Pub Date : 2024-12-22 DOI: 10.1016/j.ijedro.2024.100412

Stuart Woodcock , Joanna Anderson

{"title":"Conceptions to classrooms: The influence of teacher knowledge on inclusive classroom practice","authors":"Stuart Woodcock , Joanna Anderson","doi":"10.1016/j.ijedro.2024.100412","DOIUrl":"10.1016/j.ijedro.2024.100412","url":null,"abstract":"<div><div>The broad and subjective nature of inclusive education has led to varied interpretations, posing a significant challenge for its advocates, as there is no universally agreed-upon method for its implementation. Additionally, ongoing concerns persist regarding the \"inclusion for all\" approach, with arguments suggesting it cannot adequately meet the educational needs of every student due to limitations in time, resources, and support. Teachers play a pivotal role in inclusive education. Their actions influence classroom culture, and the decisions they make about how lessons are taught and assessed, directly impact on student engagement and success in learning. This study examined 140 primary teachers’ perceptions of inclusion and inclusive education practices across New South Wales, Australia. Semi-structured interviews were carried out and thematic analysis was used to investigate and probe the qualitative data. Findings reveal that while teachers who perceive inclusive education as a categorical and ambivalent paradigm enact teaching practices supported by research, they may not necessarily demonstrate inclusion in all practices. Inclusion can often be conceptually confusing, making the need for consistency across all stakeholders (e.g., policymakers, school leaders) imperative if teachers are going to meet the educational and social needs of diverse cohorts of students.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"8 ","pages":"Article 100412"},"PeriodicalIF":0.0,"publicationDate":"2024-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143097454","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}

引用次数: 0

Machine learning-driven analysis of academic performance determinants: Geographic, socio-demographic, and subject-specific influences in Somaliland's 2022–2023 national primary examinations

International journal of educational research open Pub Date : 2024-12-22 DOI: 10.1016/j.ijedro.2024.100426

Jibril Abdulkadir Ali , Abdisalan Hassan Muse , Mustafe Khadar Abdi , Tawakal Abdi Ali , Yahye Hassan Muse , Mukhtaar Axmed Cumar

{"title":"Machine learning-driven analysis of academic performance determinants: Geographic, socio-demographic, and subject-specific influences in Somaliland's 2022–2023 national primary examinations","authors":"Jibril Abdulkadir Ali , Abdisalan Hassan Muse , Mustafe Khadar Abdi , Tawakal Abdi Ali , Yahye Hassan Muse , Mukhtaar Axmed Cumar","doi":"10.1016/j.ijedro.2024.100426","DOIUrl":"10.1016/j.ijedro.2024.100426","url":null,"abstract":"<div><div>This study examined factors influencing academic performance among primary school students in Somaliland. It utilizes data from 20,638 students who participated in the 2022–2023 national primary examination. The research employed a combination of machine learning algorithms and traditional regression methods to investigate subject-specific, socio-demographic, and geographic influences on achievement performance. The findings indicate that proficiency in mathematics and science are the strongest predictors of academic success. Performance exhibits significant variation by location, school type, and region. Urban students demonstrate superior performance compared to their rural counterparts, and private school students outperform those in public schools. Among the machine learning models evaluated, the Support Vector model proves the most effective for predicting outcomes, with an RMSE of 43.23 and MAE of 33.71. The regression model accounts for 77.9 % of the variance in performance, demonstrating the robustness of the predictors. This study highlights the inevitability for battered involvements to enhance STEM education and mitigate inequalities. It also underlines the potential of integrating machine learning with traditional analysis in resource-limited settings. These understandings can inform policymakers and educators in improving equity and quality in Somaliland's education system, thereby improving progress toward Sustainable Development Goal 4.1.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"8 ","pages":"Article 100426"},"PeriodicalIF":0.0,"publicationDate":"2024-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143141185","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}

引用次数: 0

Exploring the sense of smell in shared digital book reading: An experiment

International journal of educational research open Pub Date : 2024-12-22 DOI: 10.1016/j.ijedro.2024.100430

Ingrid Midteide Løkken , Janine Anne Campbell , Philip S. Dale , Natalia Ingebretsen Kucirkova

{"title":"Exploring the sense of smell in shared digital book reading: An experiment","authors":"Ingrid Midteide Løkken , Janine Anne Campbell , Philip S. Dale , Natalia Ingebretsen Kucirkova","doi":"10.1016/j.ijedro.2024.100430","DOIUrl":"10.1016/j.ijedro.2024.100430","url":null,"abstract":"<div><div>Shared book reading during early childhood contributes to children's development in many important ways. This small-scale experiment, the first of its kind in the emerging field of olfactory research, explores whether reading a digital book with accompanying smell stimulation has a measurable effect on children's engagement, vocabulary acquisition, story comprehension, and overall interest in reading and smell. The study was conducted with 65</div><div>4- and 5-year-old Norwegian-speaking children, attending ECEC centers. Olfactory stimulation did not produce higher scores on post-experiment vocabulary and story comprehension, only the control variables of gender and prior vocabulary knowledge significantly predicted vocabulary and story comprehension scores. However, children's engagement was higher for stories with accompanying olfactory stimulation. Future research could integrate odour release into the reading device to not disrupt the reading process, and more reliably test the hypothesis that olfactory stimulation is conducive to reading engagement and learning outcomes.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"8 ","pages":"Article 100430"},"PeriodicalIF":0.0,"publicationDate":"2024-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143140845","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}

引用次数: 0

Normalised heteropatriachy and performance disparity among male and female students in Senior High Schools

International journal of educational research open Pub Date : 2024-12-21 DOI: 10.1016/j.ijedro.2024.100425

Tobias Tseer , Frederick Ngmenkpieo , Agape Kanyiri Damwah

{"title":"Normalised heteropatriachy and performance disparity among male and female students in Senior High Schools","authors":"Tobias Tseer , Frederick Ngmenkpieo , Agape Kanyiri Damwah","doi":"10.1016/j.ijedro.2024.100425","DOIUrl":"10.1016/j.ijedro.2024.100425","url":null,"abstract":"<div><div>In the field of educational science, scholars have often alluded to the issues of gender disparity in enrolment, transition and completion as well as general academic performance. Yet, the extent to which deeply entrenched heteropatriarchal practices and ideologies intersect to prompt varied academic outcomes for male and female students in mathematics is often overlooked. Investigating this phenomenon amongst a least studied population of senior high school students and within a highly heteropatriarchal society like the Upper West region provided new insights that not just contributes to existing literature but also informs policy formulation. A qualitative approach was employed where 70 participants were recruited for the study using a maximum variation and expert purposive sampling techniques. Primary data were gathered through interviews and focus group discussions and these were complemented by secondary data from school reports as well as reports from the West African Examination Council. The analysis of the collected data revealed that normalised heteropatriarchal ideologies, reinforced through gender role differentiation, male dominance, sexual harassment, religious teachings on marriage, social stereotypes, and parental preferences for male children, contribute to gender disparities in mathematics performance. The study contributes new knowledge to literature by connecting normalised gender discriminatory practices to performance parity between male and female students in mathematics arguing that male students are poised to outperform their female counterparts for as long as culturally entrenched gender discriminatory practices and ideologies continue to favour them.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"8 ","pages":"Article 100425"},"PeriodicalIF":0.0,"publicationDate":"2024-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143140847","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}

引用次数: 0

Design of Dual Space Inquiry framework for facilitating flexible learning in digital technology era

International journal of educational research open Pub Date : 2024-12-20 DOI: 10.1016/j.ijedro.2024.100424

Fuja Novitra , Mohd Nor Syahrir Abdullah , Erdogan Özdemir , Selma Riyasni , Emiliannur , Festiyed , Pol Metra

{"title":"Design of Dual Space Inquiry framework for facilitating flexible learning in digital technology era","authors":"Fuja Novitra , Mohd Nor Syahrir Abdullah , Erdogan Özdemir , Selma Riyasni , Emiliannur , Festiyed , Pol Metra","doi":"10.1016/j.ijedro.2024.100424","DOIUrl":"10.1016/j.ijedro.2024.100424","url":null,"abstract":"<div><div>Mixed learning that offers flexibility is a current requirement. However, the challenge lies in ensuring that these approaches effectively accommodate interactive and practical elements, especially in physics education. This research aims to design a conceptual framework of the Dual Space Inquiry for facilitating flexible learning in basic physics course. An educational design research (EDR) approach was used to develop and validate the Dual Space Inquiry framework comprising three phases: analysis and exploration; design and construction; and evaluation and reflection. This research involved 253 students and 20 experts and practitioners. The findings highlighted the urgency of implementing a mixed learning framework that combines face-to-face and online learning methods in physics education contexts to optimize learning outcomes. These results became the basis for the design of the Dual Space Inquiry Framework which emphasizes flexibility, humanism, and student-centered. Furthermore, the results of expert and practitioner judgment showed that the framework's validity is in the high category (v-values=0.770). Based on the results, it is concluded that an approach that combines online and offline learning with inquiry activities integration in a balanced manner is recommended for optimal learning outcomes for physics education. The Dual Space Inquiry Framework, with its high validity, is a valuable framework for lecturers in physics and other science fields to enhance learning quality and adapt to the digital technology era.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"8 ","pages":"Article 100424"},"PeriodicalIF":0.0,"publicationDate":"2024-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143140846","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}

引用次数: 0

Reading achievements among students in the United Arab Emirates: A multilevel analysis of PIRLS 2021

International journal of educational research open Pub Date : 2024-12-19 DOI: 10.1016/j.ijedro.2024.100421

Hanada Taha Thomure , Cherry Zin Oo , Myint Swe Khine

引用次数: 0