International journal of educational research open最新文献_第6页

Teachers’ perceptions about online teaching: Analysis of their experiences and opportunities for knowledge sharing 教师对网络教学的看法：他们的经验和知识分享的机会分析

International journal of educational research open Pub Date : 2025-12-01 Epub Date: 2025-02-16 DOI: 10.1016/j.ijedro.2025.100450

Jamie Verstraeten , Annemieke van Dongen-Leunis , Renee Scheepers , Marloes L. Nederhand , Bjorn B. de Koning , Welmoed K. van Deen

引用次数: 0

Educating future teachers amidst pandemic: A systematic review of teacher educators’ experiences and practices in times of COVID-19 在大流行中培养未来的教师：系统回顾2019冠状病毒病时期教师教育工作者的经验和做法

International journal of educational research open Pub Date : 2025-12-01 Epub Date: 2025-08-25 DOI: 10.1016/j.ijedro.2025.100517

Celina Sarmiento, Jennifer Clifton, Catherine Challen

{"title":"Educating future teachers amidst pandemic: A systematic review of teacher educators’ experiences and practices in times of COVID-19","authors":"Celina Sarmiento, Jennifer Clifton, Catherine Challen","doi":"10.1016/j.ijedro.2025.100517","DOIUrl":"10.1016/j.ijedro.2025.100517","url":null,"abstract":"<div><div>Due to the unprecedented impact of the COVID-19 pandemic, teacher educators in initial teacher education (ITE) transitioned to emergency remote teaching with limited notice and preparation time. This shift motivated various research documenting the changes and responses of ITE during this period. As such, it provides a chance to consolidate existing studies, offering an evidence-based overview of findings in this area. Consequently, this systematic review examines the experiences and practices of teacher educators in ITE during the shift to alternative learning modalities due to the COVID-19 pandemic. A literature search following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines identified 35 empirical studies worldwide conducted between January 2020 and May 2023. Using inductive thematic analysis, patterns emerged regarding (a) challenges faced by teacher educators, (b) teaching and learning implications, (c) supporting future teachers, (d) strengthening connections and partnerships, and (e) reflexivity and resilience of teacher educators. Findings indicate that teacher educators adapted and developed innovative practices to cope with the new experiences, which will have lasting implications for ITE.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"9 ","pages":"Article 100517"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144893701","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Enhancing skills for scientific writing: A mixed-methods study at the faculty of health sciences, damascus university 提高科学写作技巧：大马士革大学健康科学系的混合方法研究

International journal of educational research open Pub Date : 2025-12-01 Epub Date: 2025-02-15 DOI: 10.1016/j.ijedro.2025.100451

Mohammed Alshafie , Laila Yakoub Agha , Lujain Nahass , Mhd Basheer Alameer , Jad Samaan , Jameel Soqia , Samer Mohsen

{"title":"Enhancing skills for scientific writing: A mixed-methods study at the faculty of health sciences, damascus university","authors":"Mohammed Alshafie , Laila Yakoub Agha , Lujain Nahass , Mhd Basheer Alameer , Jad Samaan , Jameel Soqia , Samer Mohsen","doi":"10.1016/j.ijedro.2025.100451","DOIUrl":"10.1016/j.ijedro.2025.100451","url":null,"abstract":"<div><h3>Background</h3><div>The increasing importance of scientific publications to promote community health and academic advancement highlights the need to evaluate the effectiveness of courses addressing academic writing skills, especially among Syrian students. To address this issue, we conducted a mixed-method study.</div></div><div><h3>Methods</h3><div>Before a workshop on scientific writing, we distributed a pre-workshop questionnaire to assess participants' sociodemographic information and their knowledge of scientific writing principles. After the workshop, we administered a second questionnaire with the same sections to measure improvements in participants' knowledge. Additionally, we introduced a scale to evaluate the workshop's effectiveness. A one-way ANOVA test was used to assess differences in attitude among participants based on their departments, and the Wilcoxon Signed test was conducted to ascertain the difference between the test results before and after the workshop.</div></div><div><h3>Results</h3><div>There was a significant statistical relationship between the participants’ test scores before and after the workshop for ten questions of the questionnaire (8 of which showed an increased response rate, while 2 decreased). However, there was no significant statistical relationship for the remaining five questions. There was a medium positive attitude towards the workshop which didn't have any significant statistical relationship with the participant's department at the faculty. Also, there was no significant statistical relationship between the amount of increased knowledge of the participant and their department affiliation, academic score, or the number of communication tools they possess.</div></div><div><h3>Conclusion</h3><div>The workshop was effective in enhancing the participants’ baseline knowledge in manuscript writing skills.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"9 ","pages":"Article 100451"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143420966","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

Guidelines of discussion board prompts in higher education: A scoping review protocol 高等教育讨论板提示指南：范围审查协议

International journal of educational research open Pub Date : 2025-12-01 Epub Date: 2025-04-22 DOI: 10.1016/j.ijedro.2025.100470

Denise R. Gehring , Sharon K. Titus , Tasha M. Bleistein , Hong Li

{"title":"Guidelines of discussion board prompts in higher education: A scoping review protocol","authors":"Denise R. Gehring , Sharon K. Titus , Tasha M. Bleistein , Hong Li","doi":"10.1016/j.ijedro.2025.100470","DOIUrl":"10.1016/j.ijedro.2025.100470","url":null,"abstract":"<div><h3>Background & Aim</h3><div>Discussion boards are a key component of online courses in higher education. Educators use this collaborative environment to encourage social and intellectual interactions, develop reasoning and presentation skills, and facilitate deeper learning. Research has been conducted on student participation and interaction in online discussions, yet little is known about how to create and categorize effective prompts. This planned scoping review aims to identify in the existing literature the taxonomies and standardization guidelines of discussion board prompts in higher education.</div></div><div><h3>Methods</h3><div>This protocol (PRISMA-P) establishes the study parameters for the planned scoping review, conducted from January 2025 through June 2025. The team will conduct a thorough scoping review following the Joanna Briggs Institute methodology, analyzing literature from 13 databases that are published between January 2005 and March 2025. The team will report the results and data using the PRISMA-ScR checklist, PRISMA 2020 flow diagram, and visual aids to enhance rigor. Moreover, thematic analysis will be utilized to identify and synthesize recurring themes and gaps in the literature.</div></div><div><h3>Results</h3><div>The final scoping review will outline the search process and results, the study selection and synthesis process, and data analysis and presentation of findings.</div></div><div><h3>Conclusion</h3><div>The planned review aims to provide key insights into how educators can effectively develop and categorize discussion board prompts, pinpointing gaps within the literature and providing direction for future research.</div></div><div><h3>Review Registration</h3><div>This protocol was registered on March 17, 2025, on Open Science Framework. The registry number is <span><span>OSF.IO/VUS46</span><svg><path></path></svg></span>.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"9 ","pages":"Article 100470"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143854928","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Modeling mathematical well-being among undergraduates: An exploratory study in Mainland China 中国大陆大学生数学幸福感模型的探索性研究

International journal of educational research open Pub Date : 2025-12-01 Epub Date: 2025-07-18 DOI: 10.1016/j.ijedro.2025.100507

Qiaoping Zhang , Haomin Fang , Xinrui Tang

{"title":"Modeling mathematical well-being among undergraduates: An exploratory study in Mainland China","authors":"Qiaoping Zhang , Haomin Fang , Xinrui Tang","doi":"10.1016/j.ijedro.2025.100507","DOIUrl":"10.1016/j.ijedro.2025.100507","url":null,"abstract":"<div><div>Undergraduate students are at a pivotal stage of transition between high school and society, during which their well-being plays a critical role in shaping their personal and academic development. Mathematics is a fundamental subject in which students frequently face challenges, such as high failure rates, and this can negatively impact their confidence, motivation, and overall well-being. While research on undergraduate students’ well-being in mathematics remains scarce, there is currently no standardized framework for assessing their mathematical well-being. Addressing this emerging need, this study developed a conceptual model of undergraduate students’ mathematical well-being, grounded in data collected in China and a validated well-being scale. Through exploratory and confirmatory factor analyses, a robust four-factor model was constructed. The results showed that there is one objective and three subjective factors jointly affecting undergraduate students’ mathematical well-being. Furthermore, the students’ mathematical well-being model also suggests a difference between their mathematical and general well-being. This study highlights the importance of studying undergraduate students’ mathematical well-being and provides a critical framework for its evaluation, offering theoretical insights into how mathematical well-being shapes students’ academic trajectories and career interests.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"9 ","pages":"Article 100507"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144663337","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The impact of executive function on stress, difficulties, and teaching behaviours of pre-service teachers on their first practicum placement 执行功能对职前教师首次实习时压力、困难及教学行为的影响

International journal of educational research open Pub Date : 2025-12-01 Epub Date: 2025-06-04 DOI: 10.1016/j.ijedro.2025.100487

Jeffrey William Harris MacCormack, Charlotte Ann Brenner

引用次数: 0

Beyond the label: Students’ view of placement and replacement in between-class ability grouping 标签之外：学生对班级间能力分组的安置与替代观

International journal of educational research open Pub Date : 2025-12-01 Epub Date: 2025-05-02 DOI: 10.1016/j.ijedro.2025.100475

Jaroslava Simonová, Jana Navrátilová

引用次数: 0

Let’s Play: Co-designing inclusive school playgrounds with neurodivergent children Let 's Play：与神经分化儿童共同设计包容性学校操场

International journal of educational research open Pub Date : 2025-12-01 Epub Date: 2025-06-24 DOI: 10.1016/j.ijedro.2025.100494

Shelly Kelly , Jeremy Kerr , Janice Rieger , Debra Flanders Cushing

{"title":"Let’s Play: Co-designing inclusive school playgrounds with neurodivergent children","authors":"Shelly Kelly , Jeremy Kerr , Janice Rieger , Debra Flanders Cushing","doi":"10.1016/j.ijedro.2025.100494","DOIUrl":"10.1016/j.ijedro.2025.100494","url":null,"abstract":"<div><div>School playground design does not always reflect the needs of the children who play there, particularly neurodivergent children. This leads to exclusion and limited opportunities for skill development and peer relationships. This research engages children with neurodivergent conditions, who are rarely asked for their opinions, to conceptualise their vision of their ideal school playground. It demonstrates what is required in play environments to make them inclusive and why neurodivergent children should be included in research.</div><div>This qualitative research involved two groups of children aged 10–12. Seven ‘predominantly neurodivergent’ (ND) students and six ‘predominantly neurotypical’ (NT) students, across two public, government-run schools in Brisbane, Australia. Play-based workshops used a co-design methodology to create play prototypes, drawings and journals, alongside interactions with a sensory sculpture on the school playground.</div><div>Guided by the social model of disability and a strengths-based neurodivergent approach, thematic analysis revealed what play features were necessary to support more inclusive play. Participants developed four key design principles from play features that included sensory, social, challenge and nature as priority areas for inclusive playground design. Further, Biophilic, Salutogenic and Prospect-Refuge theories validate what play features are essential to sustain ND children’s involvement at play. These elements fostered physical, social, and emotional inclusion, enabling children to play for longer, promoting positive social outcomes.</div><div>Affordance theory underscores the value of these features in meeting neurodivergent children's needs and enhancing their play experiences. This research highlights opportunities for more inclusive playgrounds and for designers to create environments that support diverse users.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"9 ","pages":"Article 100494"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144471973","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Transformation of staff employment processes at former South African Model C schools 前南非C模式学校员工就业流程的转变

International journal of educational research open Pub Date : 2025-12-01 Epub Date: 2025-11-01 DOI: 10.1016/j.ijedro.2025.100542

Karel Prins

{"title":"Transformation of staff employment processes at former South African Model C schools","authors":"Karel Prins","doi":"10.1016/j.ijedro.2025.100542","DOIUrl":"10.1016/j.ijedro.2025.100542","url":null,"abstract":"<div><div>Former Model C schools in South Africa face transformational staff employment challenges. These challenges originated from the historical nature and status of such schools, among others, and ranged from racial prejudices, lack of qualified teachers of colour, reduced departmental staff establishment, lack of guidance from the Department of Basic Education on the implementation of transformation policies, and abuse of powers by School Governing Bodies. As a result, this research study aims to provide staff employment strategies and recommendations to assist School Governing Bodies of former South African model C schools in transforming their staff. The study employed a qualitative approach vested in an interpretive and socially constructive paradigm. Research methods used to collect data included critical official departmental document reviews, in-depth individual face-to-face interviews, and focus group interviews with key role players in the employment processes of teachers. The sample consists of three district departmental officials, seven school principals, and five groups of School Governing Bodies, ranging between three and ten members per group. The study's findings reported that the absence of guidance from the Department of Education (DoE), financial barriers, and cultural challenges are significant obstacles for transformation in former Model C schools in South Africa and that no formal process for staff transformation exists at former Model C schools. The study subsequently also reported a vast gap between the number of learners of colour enrolled and the number of teachers of colour employed at these selected schools.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"9 ","pages":"Article 100542"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145424566","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Defining student success as a multidimensional concept: A scoping review 将学生成功定义为一个多维概念：范围审查

International journal of educational research open Pub Date : 2025-12-01 Epub Date: 2025-08-28 DOI: 10.1016/j.ijedro.2025.100518

Jorien Vugteveen , Fabiola Figueroa Esquivel , Claudia Luijer

{"title":"Defining student success as a multidimensional concept: A scoping review","authors":"Jorien Vugteveen , Fabiola Figueroa Esquivel , Claudia Luijer","doi":"10.1016/j.ijedro.2025.100518","DOIUrl":"10.1016/j.ijedro.2025.100518","url":null,"abstract":"<div><div>Student success is a critically important concept in educational assessment and research, yet a comprehensive synthesis of its defining elements remains absent. To address this gap, a scoping review was conducted, identifying 274 peer-reviewed studies published between 2011 and 2022. From these studies, data pertaining to conceptualizations of student success and related factors were extracted and analyzed using inductive coding to uncover key themes and recurring patterns. The review culminated in a comprehensive definition of student success, encompassing five core dimensions: persistence and academic progress, academic performance, attainment of learning objectives, satisfaction, and career success. Additionally, four distinct categories of factors related to student success were identified, including background and pre-college experiences, psychosocial capital, educational experiences, and institutional factors. These findings provide grounds for moving beyond traditional narrow interpretations of student success by acknowledging its multidimensional nature. This understanding of student success’ multidimensionality is essential to equip educational institutions in better preparing students to navigate the complexities of contemporary societal challenges, leading to the development of more well-rounded and successful graduates.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"9 ","pages":"Article 100518"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144906968","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0