International journal of educational research open最新文献_第8页

Dialogue among educators: Rethinking and recreating scenarios of cooperative and inclusive learning 教育工作者之间的对话：重新思考和创造合作与包容性学习的情景

International journal of educational research open Pub Date : 2024-01-19 DOI: 10.1016/j.ijedro.2024.100322

Esti Amenabarro Iraola , Gemma Riera Romero

{"title":"Dialogue among educators: Rethinking and recreating scenarios of cooperative and inclusive learning","authors":"Esti Amenabarro Iraola , Gemma Riera Romero","doi":"10.1016/j.ijedro.2024.100322","DOIUrl":"https://doi.org/10.1016/j.ijedro.2024.100322","url":null,"abstract":"<div><p>In addition to expanding collaborative spaces, the dialogue among teachers as a formative and innovative strategy introduces new perspectives and reshapes the underlying conceptions in existing practices by the integration of new elements. For this dialogue to be constructive, it requires proposals and strategies that support it and encourage it. In this paper, we present a collaborative methodological proposal where, through dialogue, joint analysis, and reflection on specific practices, learning scenarios are reconstructed within the framework of cooperative learning, with the aim of improving equitable participation and simultaneous interaction. The study employs a qualitative research design, centred on the interpretative paradigm, with a methodological approach aligned with the case study. Participants include teachers or professionals from different educational centers in Spain, as well as teachers from three Spanish universities. Data collection methods include participant observation, video elicitation, and focus groups. The results indicate that for the successful implementation of cooperative learning, it is crucial for teachers to establish effective dialogue through constant communication and collaboration, creating an educational environment where cooperative learning becomes a school-wide project and has a positive impact on the entire educational community. The study concludes on the importance of dialogue among teachers for planning and designing cooperative activities to promote improved student interaction and the achievement of educational objectives.</p></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"6 ","pages":"Article 100322"},"PeriodicalIF":0.0,"publicationDate":"2024-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2666374024000049/pdfft?md5=9fa1b51208d85fef0e4674dd5a60e2d1&pid=1-s2.0-S2666374024000049-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139503514","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

Unleashing the university potential: Exploring the impact of staffing autonomy on organizational performance through strategy implementation 释放大学潜能：通过战略实施探索人事自主权对组织绩效的影响

International journal of educational research open Pub Date : 2024-01-19 DOI: 10.1016/j.ijedro.2024.100324

Abdullah Yahia Al Gharsi , Fozi Ali Belhaj , R Nirmala , Fuad Ahmed Alhada

{"title":"Unleashing the university potential: Exploring the impact of staffing autonomy on organizational performance through strategy implementation","authors":"Abdullah Yahia Al Gharsi , Fozi Ali Belhaj , R Nirmala , Fuad Ahmed Alhada","doi":"10.1016/j.ijedro.2024.100324","DOIUrl":"https://doi.org/10.1016/j.ijedro.2024.100324","url":null,"abstract":"<div><p>Drawing on the resource-based view, the current study examines the direct effect of staffing autonomy (SA) on strategy implementation (SI) and organisational performance (OP) in public and private universities. The study also investigates the direct effect of SI on OP. It further explores whether SI mediates the link between SA and OP. Moreover, the study examines whether the type of universities moderates the relationship among the constructs. The hypotheses were tested based on survey data from 254 leaders of public and private universities in India. PLS-SEM-based results reveal that SA has a significant positive impact on both SI and OP. Further, the results show that SI has a significant positive impact on OP. Besides, the results find that SI mediates the relationship between SA and OP. Furthermore, the multi-group analyses show that the university type has no moderating effect on the effect of SA on SI and OP, as well as on the impact of SI on OP. The results of the current study support the anticipations derived from a resource-based view. The theoretical and practical contributions are discussed, and limitations and new lines of future research are presented.</p></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"6 ","pages":"Article 100324"},"PeriodicalIF":0.0,"publicationDate":"2024-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2666374024000062/pdfft?md5=902d0c63c09f51f2d625c0266b5ec811&pid=1-s2.0-S2666374024000062-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139503515","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

Social-class parenting practices and their influence on educational outcomes in the United States and Scotland 美国和苏格兰社会阶层父母的养育方式及其对教育成果的影响

International journal of educational research open Pub Date : 2024-01-18 DOI: 10.1016/j.ijedro.2024.100325

Brian P. An , Francesca Fiori

{"title":"Social-class parenting practices and their influence on educational outcomes in the United States and Scotland","authors":"Brian P. An , Francesca Fiori","doi":"10.1016/j.ijedro.2024.100325","DOIUrl":"https://doi.org/10.1016/j.ijedro.2024.100325","url":null,"abstract":"<div><p>Drawing upon Lareau's (2011) work on social class and family life, this study explored social-class differences in children's cognitive outcomes from the United States and Scotland—two nations that share a policy emphasis on parental engagement to reduce the achievement gap. At the same time, the two countries differ in the extent to which such policy orientations are enforced, in the overall levels of socioeconomic inequality, and in the form and extent of welfare support for families and children. We find that parental endeavors are not unequivocally associated with children's outcomes. Findings from our decomposition analyses indicate that some practices of concerted cultivation are positively associated with children's outcomes but that the strength and direction of the relation often depend on children's social background. Moreover, social-class differences in parenting practices are more pronounced and more often statistically significant in the United States than in Scotland.</p></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"6 ","pages":"Article 100325"},"PeriodicalIF":0.0,"publicationDate":"2024-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2666374024000074/pdfft?md5=04d7e5008ee88dc8e3d3304565122c5a&pid=1-s2.0-S2666374024000074-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139487345","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

The relationship between student engagement and dropout risk in early adolescence 青少年早期学生参与与辍学风险之间的关系

International journal of educational research open Pub Date : 2024-01-18 DOI: 10.1016/j.ijedro.2024.100328

Lilla Szabó , Anikó Zsolnai , Anikó Fehérvári

{"title":"The relationship between student engagement and dropout risk in early adolescence","authors":"Lilla Szabó , Anikó Zsolnai , Anikó Fehérvári","doi":"10.1016/j.ijedro.2024.100328","DOIUrl":"https://doi.org/10.1016/j.ijedro.2024.100328","url":null,"abstract":"<div><p>One of the most reliable predictors of school effectiveness is student engagement, which is not only related to students’ current achievement but also long-term outcomes. Using linear regression and structural equation modeling procedures, the present study was aimed at examining the relationship between dropout risk, dimensions of student engagement, and family background. The survey study involved 3251 7th grade Hungarian students who completed the adapted Student Engagement Instrument and self-reported background questionnaire. According to the results, student performance is mainly related to parents’ educational attainment, but a moderate or weak correlation with behavioral, academic, and cognitive engagement is also detectable. While affective engagement shows a weak association with performance, it correlates with other engagement dimensions linked to achievement. This result suggests that support from parents, peers, and teachers may have an indirect effect on achievement; however, the present study could not confirm this hypothetical model. Based on our data, parental educational attainment and student engagement account for approximately 41 % of student performance which draws attention to the complexity of the relationship between student engagement and performance and highlights the importance of a comprehensive approach to dropout and student engagement in this context.</p></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"6 ","pages":"Article 100328"},"PeriodicalIF":0.0,"publicationDate":"2024-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2666374024000104/pdfft?md5=b8593842c5003df2da629846ac14d7d4&pid=1-s2.0-S2666374024000104-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139487348","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

Martial arts and school violence: Examining the potential of martial arts training to reduce or foster aggressive behaviour in schools 武术与校园暴力：研究武术训练在减少或促进校园攻击行为方面的潜力

International journal of educational research open Pub Date : 2024-01-17 DOI: 10.1016/j.ijedro.2023.100313

Brian Moore , Stuart Woodcock , Dean Dudley

{"title":"Martial arts and school violence: Examining the potential of martial arts training to reduce or foster aggressive behaviour in schools","authors":"Brian Moore , Stuart Woodcock , Dean Dudley","doi":"10.1016/j.ijedro.2023.100313","DOIUrl":"https://doi.org/10.1016/j.ijedro.2023.100313","url":null,"abstract":"<div><p>School violence is of international concern. However, the evidence regarding school violence may underestimate its prevalence. Consequently it is critical to develop effective interventions to address school violence. This study examined a psychosocial intervention based around a 10-week martial arts training program to address aggression. Two-hundred and eighty-three (<em>N</em> = 283) secondary students aged 12–14 years (<em>M</em> = 12.76, <em>SD</em>=0.68) participated in the study, which was evaluated using a randomized controlled trial. Results found that the intervention did not reduce, nor increase aggressive behaviour. This was inconsistent with most previous findings examining the impact of martial arts training on aggression, and points to a more nuanced perspective that martial arts training may have a limited effect on aggressive behaviour. While further research regarding the impact of martial arts training on aggressive behaviour may be warranted, this study recommends caution before considering martial arts as an intervention strategy to reduce or regulate aggressive behaviour in adolescents.</p></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"6 ","pages":"Article 100313"},"PeriodicalIF":0.0,"publicationDate":"2024-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2666374023000882/pdfft?md5=59f5a760f0d5166dee0195418319583a&pid=1-s2.0-S2666374023000882-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139487344","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

Psychometric properties of the digital competences scale in regular basic education teachers 常规基础教育教师数字能力量表的心理测量特性

International journal of educational research open Pub Date : 2024-01-15 DOI: 10.1016/j.ijedro.2024.100327

Luis Alberto Geraldo-Campos , Romel Arturo Rosales-Gomero , Juan Jesús Soria Quijaite , Jacksaint Saintila

{"title":"Psychometric properties of the digital competences scale in regular basic education teachers","authors":"Luis Alberto Geraldo-Campos , Romel Arturo Rosales-Gomero , Juan Jesús Soria Quijaite , Jacksaint Saintila","doi":"10.1016/j.ijedro.2024.100327","DOIUrl":"https://doi.org/10.1016/j.ijedro.2024.100327","url":null,"abstract":"<div><p>Since the introduction of technology in the classroom, there has been a growing demand for digital competencies, which has driven the need for validated instruments to assess this concept more prominently. Therefore, this study determined the psychometric properties of a self-assessment scale of digital competencies for teachers of Regular Basic Education. The study was carried out in the Unidad de Gestión Educativa Local (UGEL)/District Education Management Unit of Barranca and Huaura located north of Lima, Peru. A cross-sectional and instrumental quantitative methodological strategy was used, in which exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) techniques were used, and 534 teachers were surveyed. The results show an EFA with two factors and loadings greater than 0.4, a KMO equal to 0.957, and a cumulative variance of 51.30%. The CFA analysis validated three models, where model 2 with three factors, Evaluación y Promoción (EP)/Evaluation and Promotion; Recursos Digitales en la Enseñanza (RDE)/Digital Resources in Teaching; and Participación Profesional en el Aprendizaje (PPA)/Professional Participation in Learning, yielded high correlations and adequate goodness-of-fit indices close to unity (X<sup>2</sup>/df =1.476; RMSEA=0.042; TLI=0.97; and CFI=0.97). It can be observed that model 2, which includes three factors, presents more appropriate measures, which makes it the most suitable option for assessing digital competencies in teachers of Regular Basic Education.</p></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"6 ","pages":"Article 100327"},"PeriodicalIF":0.0,"publicationDate":"2024-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2666374024000098/pdfft?md5=d255b8b6fd4dbb3b2a75370d18c2b49b&pid=1-s2.0-S2666374024000098-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139467783","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

Measuring learning during crises: Developing and validating the Holistic Assessment of Learning and Development Outcomes (HALDO) 衡量危机期间的学习情况：开发和验证学习与发展成果综合评估（HALDO）

International journal of educational research open Pub Date : 2024-01-13 DOI: 10.1016/j.ijedro.2024.100320

Allyson Krupar , Nikhit D'Sa

{"title":"Measuring learning during crises: Developing and validating the Holistic Assessment of Learning and Development Outcomes (HALDO)","authors":"Allyson Krupar , Nikhit D'Sa","doi":"10.1016/j.ijedro.2024.100320","DOIUrl":"https://doi.org/10.1016/j.ijedro.2024.100320","url":null,"abstract":"<div><p>Sample-based learning assessments are increasingly common in low- and middle-income countries but have yet to affect education programming in situations of conflict and displacement. Without identifying what children already know in the immediate aftermath of forced displacement, education practitioners are often unable to address the gaps and challenges learners face. The Holistic Assessment of Learning and Development Outcomes (HALDO) is a new tool that aims to identify children's learning needs in these situations. This article examines the tool's internal consistency, inter-rater reliability, concurrent validity, and construct validity in three locations and provides evidence of its effectiveness. The study found strong inter-rater reliability in two contexts, internal consistency in all contexts, and evidence of construct validity in all latent constructs in HALDO, except for literacy in Lebanon.</p></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"6 ","pages":"Article 100320"},"PeriodicalIF":0.0,"publicationDate":"2024-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2666374024000025/pdfft?md5=b64e3b0979678b66a2d587078f56021d&pid=1-s2.0-S2666374024000025-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139435856","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

A comparative review of technology-assisted and non-technology concept mapping-based language learning 技术辅助和非技术概念图语言学习的比较研究

International journal of educational research open Pub Date : 2024-01-12 DOI: 10.1016/j.ijedro.2024.100319

Fan Su , Di Zou

{"title":"A comparative review of technology-assisted and non-technology concept mapping-based language learning","authors":"Fan Su , Di Zou","doi":"10.1016/j.ijedro.2024.100319","DOIUrl":"https://doi.org/10.1016/j.ijedro.2024.100319","url":null,"abstract":"<div><p>Concept mapping-based language learning (CMLL) has attracted increasing attention from the research community. Many studies have investigated non-technology-based CMLL (NTCMLL) and technology-based CMLL (TCMLL); however, the literature reveals no reviews comparing the two, which is needed because this can identify the differentiated applicability of technology-and non-technology-based CM activities for assisting language learning. Accordingly, the present study reviews 26 studies comparing NTCMLL with TCMLL regarding publication nature, theoretical framework, target language, learning outcomes, CM activities, and technologies used for concept mapping. The results show that (a) NTCMLL and TCMLL studies have become popular since 2016; (b) meaningful learning was the most common theoretical support; (c) English was the most commonly investigated language; (d) the most discussed learning outcomes were language acquisition and psychological states; (e) individual concept mapping was frequently used; and (f) ready-made tools were applied more than researchers’ self-developed systems. We also identify the similarities and differences between NTCMLL and TCMLL studies while discussing the important implications for their future design.</p></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"6 ","pages":"Article 100319"},"PeriodicalIF":0.0,"publicationDate":"2024-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2666374024000013/pdfft?md5=51cc7cc0ab916f9d5408bccd27b0fbae&pid=1-s2.0-S2666374024000013-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139433375","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

Determining factors in the career choice of music high school students 决定音乐高中学生职业选择的因素

International journal of educational research open Pub Date : 2024-01-10 DOI: 10.1016/j.ijedro.2024.100321

Judit Váradi , Rita Kerekes , Melinda Pótfi , J. Miklós Radócz

{"title":"Determining factors in the career choice of music high school students","authors":"Judit Váradi , Rita Kerekes , Melinda Pótfi , J. Miklós Radócz","doi":"10.1016/j.ijedro.2024.100321","DOIUrl":"https://doi.org/10.1016/j.ijedro.2024.100321","url":null,"abstract":"<div><p>In Hungary, little attention has been devoted to the secondary level of music education, even though it is not only a transition between primary and tertiary education but also has predictive power regarding the future of music education. In our research, we surveyed students in their final year at a vocational secondary school with music specialisation using open-ended questions to investigate the factors influencing their career choice, their vision of the future, and the external and internal professional motivational factors. The questions focused on music-related career choice, practising, the attraction of a career in music, motivations for persevering, and the factors and people strengthening self-confidence. According to the respondents, healthy self-confidence and adequate motivation constitute an inevitable basis and source of professional success. Motivation is best derived from the positive feedback of the environment and the experience of success. Due to the individualised instruction in music education, the main subject teacher plays a decisive role, often influencing not only students’ professional career but also their personal path. In our research, we also examined students’ perception of the ideal main subject teacher. Students’ recognition of a main subject teacher is enhanced by personalised attention, setting realistic expectations to the student, exemplary professional knowledge, and interpersonal skills. Based on their professional experience and perceptions, students also commented on the qualities required from a musician and the personal meaning of music. According to the responses, the best characteristics of a musician are perseverance, humility, and diligence, whereas music is a means of self-expression, which provides relaxation, serenity, and refuge.</p></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"6 ","pages":"Article 100321"},"PeriodicalIF":0.0,"publicationDate":"2024-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2666374024000037/pdfft?md5=2ea4f039d2b2bcc5533274fca37aa8ea&pid=1-s2.0-S2666374024000037-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139406165","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 restorative practices: Teachers' experiences with early adolescents 探索恢复性实践：教师与青少年相处的经验

International journal of educational research open Pub Date : 2024-01-07 DOI: 10.1016/j.ijedro.2024.100323

Elaine Moran , Seaneen Sloan , Elaine Walsh , Laura Taylor

{"title":"Exploring restorative practices: Teachers' experiences with early adolescents","authors":"Elaine Moran , Seaneen Sloan , Elaine Walsh , Laura Taylor","doi":"10.1016/j.ijedro.2024.100323","DOIUrl":"https://doi.org/10.1016/j.ijedro.2024.100323","url":null,"abstract":"<div><p>Restorative practice aims to build relationships, prosocial skills, guide behaviour and promote conflict resolution resulting in transformative culture change within schools. Educators are increasingly acknowledging the significance of relational aspects of teaching and learning in schools, with restorative practice emerging as a leading approach. This systematic review aimed to synthesise the experiences of teachers using restorative practice with early adolescents in mainstream school settings. A comprehensive search strategy was employed to identify current qualitative and mixed-method studies between 2012 and 2022. Eight peer-reviewed studies that met the inclusion criteria were analysed. Five key themes relating to teachers’ experiences of implementing restorative practice were identified using a thematic analysis. This review underscores the need for a systemic change in schools if restorative practice is to be effectively implemented. This includes a focus on understanding the importance of relationships between teachers, students and school staff as a foundation for developing an environment conducive to implementing restorative practice. Adjusting attitudes and school expectations is required to facilitate a restorative culture which is heavily influenced by leadership support within schools. When attempting to embed a lasting structure to support implementation, it is recommended that schools also consider their particular context, the experience levels of their teachers, their policies and availability of support structures. Broadly speaking, a wider change within the education system is needed in terms of re-evaluating the role of the teacher and the goal of the curriculum in terms of prioritising a relational approach to teaching and learning over a results-focused mindset.</p></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"6 ","pages":"Article 100323"},"PeriodicalIF":0.0,"publicationDate":"2024-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2666374024000050/pdfft?md5=d9a3c5cd3c3457d6610ee2aa4d32706e&pid=1-s2.0-S2666374024000050-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139111542","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