International journal of educational research open最新文献_第9页

The role of teacher–student relationships and student–student relationships for secondary school students’ well-being in Switzerland 师生关系和生生关系对瑞士中学生幸福感的作用

International journal of educational research open Pub Date : 2023-12-23 DOI: 10.1016/j.ijedro.2023.100318

Katja Saxer, Jakob Schnell, Julia Mori, Tina Hascher

{"title":"The role of teacher–student relationships and student–student relationships for secondary school students’ well-being in Switzerland","authors":"Katja Saxer, Jakob Schnell, Julia Mori, Tina Hascher","doi":"10.1016/j.ijedro.2023.100318","DOIUrl":"https://doi.org/10.1016/j.ijedro.2023.100318","url":null,"abstract":"<div><p>Student well-being has gained prominence on both the scientific and political agendas, as it is recognized as a crucial skill in addressing the economic, ecological, and social challenges of the 21st century. Relationships that students form with teachers and peers in the classroom are important for their academic, social, and emotional development. Building and maintaining positive relationships contributes to psychological growth and well-being. This article strives for a deeper understanding of the association between student well-being and classroom relationships from the students’ perspective. Mediation regression analysis was conducted between student well-being, teacher–student relationships, and student–student relationships to overcome limitations of prior studies using a unidimensional approach on student well-being and considering relationships in separate models. This study shows that both relationships are related to student well-being, however associations differ regarding different dimensions of student well-being and students’ individual factors such as gender, migration background, and socio-economic status. Providing a multi-dimensional approach on student well-being as well as taking both relationships into account adds to a profound understanding of processes in classrooms. Insights on these relations can help educators, schools and researchers develop strategies to foster relationships in the classroom and, in succession, enhance well-being in school.</p></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"6 ","pages":"Article 100318"},"PeriodicalIF":0.0,"publicationDate":"2023-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2666374023000936/pdfft?md5=618fb772ca2dbf884447f2286d708883&pid=1-s2.0-S2666374023000936-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139108506","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

Nuances and details in student approaches to learning in innovative secondary education using profiles 利用档案在创新中学教育中学生学习方法的细微差别和细节

International journal of educational research open Pub Date : 2023-12-22 DOI: 10.1016/j.ijedro.2023.100316

Maaike Koopman , Douwe Beijaard

{"title":"Nuances and details in student approaches to learning in innovative secondary education using profiles","authors":"Maaike Koopman , Douwe Beijaard","doi":"10.1016/j.ijedro.2023.100316","DOIUrl":"https://doi.org/10.1016/j.ijedro.2023.100316","url":null,"abstract":"<div><p>This study focuses on students’ approaches to learning, particularly in innovative learning environments. A person-oriented research perspective was chosen to search for nuances and details that add to existing knowledge on secondary students’ learning. The relation between students’ goal orientations, learning strategies, and different learning environments was investigated via questionnaires and interviews. The questionnaire study revealed four profiles of 673 students’ (meta-)cognitive learning strategies. Differences in student learning were found between students of an innovative school and students of regular schools, indicating that learning strategies are elicited by the learning environments students are confronted with. The interview study with 20 students from the innovative school illustrated their learning in learning environments typical for this school. Results revealed how students from different profiles differed in their goal orientations and learning strategies and that these differences were related to students’ need for teacher support when learning. The results of this study provide qualitative and quantitative insight in (enhancing) secondary students’ learning, doing justice to the learners as persons and individual differences.</p></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"6 ","pages":"Article 100316"},"PeriodicalIF":0.0,"publicationDate":"2023-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2666374023000912/pdfft?md5=6199dee37172aea460d3686c37a4a476&pid=1-s2.0-S2666374023000912-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139108507","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

Inclusive Higher Educational Opportunity and Environments to Achieve SDG4 in Bangladesh: Lessons from Japan 孟加拉国实现可持续发展目标 4 的包容性高等教育机会和环境：日本的经验教训

International journal of educational research open Pub Date : 2023-12-21 DOI: 10.1016/j.ijedro.2023.100317

Khandokar Tazina Islam, Md. Jahangir Alam

{"title":"Inclusive Higher Educational Opportunity and Environments to Achieve SDG4 in Bangladesh: Lessons from Japan","authors":"Khandokar Tazina Islam, Md. Jahangir Alam","doi":"10.1016/j.ijedro.2023.100317","DOIUrl":"https://doi.org/10.1016/j.ijedro.2023.100317","url":null,"abstract":"<div><p>This study explores the present status of inclusive and equal education in higher educational institutions in Bangladesh. This study aims to ascertain the impediments to creating equal and inclusive educational opportunities and explore the actual scenario of equality-based environments in higher educational institutions in Bangladesh. This study uses Justice theory and thematic analyses to discuss and analyze the data. Two semi-structured questionnaires have been made in English for the data collection. 55 interviewees were selected by purposive sampling from one Public University, and 2 experts and policymakers were selected by purposive sampling. For the reliability of the research, data has been collected from all socio-economic backgrounds, ethnic and minority backgrounds, students with special needs, and students of every gender. The findings of this research demonstrate that the Bangladesh government has taken numerous steps towards achieving the fourth SDG target. However, an unequal scenario in higher education institutions makes completing an equal and quality education difficult. In every aspect of education, there are disparities based on gender, economic, and social background that affect enrolment rates for males, females, ethnic groups, minorities, and students with special needs. Economic, social, institutional and educational factors impede inclusive and quality education. Furthermore, recommendations have been made regarding the issue, and measures that Japan has introduced have been discussed for a better outcome in this research.</p></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"6 ","pages":"Article 100317"},"PeriodicalIF":0.0,"publicationDate":"2023-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2666374023000924/pdfft?md5=0c12f6880c9d387634b9f8053c62da44&pid=1-s2.0-S2666374023000924-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139108505","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

Examining holistic developmental strengths and needs of multilingual kindergartners using the Early Development Instrument 利用 "早期发展工具 "研究多语种幼儿园儿童的整体发展优势和需求

International journal of educational research open Pub Date : 2023-12-15 DOI: 10.1016/j.ijedro.2023.100315

Judith L. Perrigo , Lisa Stanley , L.Sarah Mixson , Leila Espinosa , Jordan Morales , Chandler Beck , Neal Halfon

{"title":"Examining holistic developmental strengths and needs of multilingual kindergartners using the Early Development Instrument","authors":"Judith L. Perrigo , Lisa Stanley , L.Sarah Mixson , Leila Espinosa , Jordan Morales , Chandler Beck , Neal Halfon","doi":"10.1016/j.ijedro.2023.100315","DOIUrl":"https://doi.org/10.1016/j.ijedro.2023.100315","url":null,"abstract":"<div><p>Using an asset-based framework, this study examines the holistic developmental health outcomes of young English Learners (ELs) in the United States using the Early Development Instrument (EDI), stratified by first language and neighborhood risk measured by the National Neighborhood Equity Index (NNEI). Drawing from data spanning 154 school districts across 11 states and the District of Columbia from 2016 to 2020 (<em>n</em> = 192,892 kindergartners), the analyses encompassed descriptive statistics, Pearson Chi-square tests, and logistic regression models. The results highlight that EL kindergartners were more likely to be On Track in the social competence (OR = 1.17; 95 % CI = 1.13, 1.20), emotional maturity (OR = 1.26; 95 % CI = 1.22, 1.30), and physical health and well-being (OR = 1.47; 95 % CI = 1.43,1.51) domains compared to non-EL kindergartners. Yet, in the communication skills and general knowledge (OR = 0.75; CI = 0.72, 0.77) and language and cognitive development (OR = 0.72; CI = 0.70, 0.74) domains, EL kindergartners were less likely to be On Track compared to non-EL kindergartners. Notably, Korean- and Mandarin-speaking kindergartners showed the highest rates of being On Track across all EDI domains. Additionally, EL kindergartners in less challenged neighborhoods were surprisingly less likely to be On Track compared to those in more adverse neighborhoods across all developmental domains. Implications of these findings, which shed light on distinctive strengths and needs, are discussed.</p></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"6 ","pages":"Article 100315"},"PeriodicalIF":0.0,"publicationDate":"2023-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2666374023000900/pdfft?md5=5e2bfeddb55e49f6f45f9cc17260e675&pid=1-s2.0-S2666374023000900-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138739048","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

Examining the level of perceived achievement of complex thinking competency in health sciences students and its relevance to the graduate profile 研究健康科学专业学生对复杂思维能力的认知水平及其与毕业生情况的相关性

International journal of educational research open Pub Date : 2023-12-13 DOI: 10.1016/j.ijedro.2023.100314

Paloma Suárez-Brito , José Carlos Vázquez-Parra , Edgar Omar López-Caudana , Mariana Buenestado-Fernandez

{"title":"Examining the level of perceived achievement of complex thinking competency in health sciences students and its relevance to the graduate profile","authors":"Paloma Suárez-Brito , José Carlos Vázquez-Parra , Edgar Omar López-Caudana , Mariana Buenestado-Fernandez","doi":"10.1016/j.ijedro.2023.100314","DOIUrl":"https://doi.org/10.1016/j.ijedro.2023.100314","url":null,"abstract":"<div><p>This article presents the findings of a study conducted on health sciences students in their last semester of training regarding their perceived achievement of the complex thinking competency and its sub-competencies. The objective was to gain insight into how these students perceive the cognitive competencies and skills acquired during their university career as relevant to meet the challenges of their future professions. This study contrasts the perception of achievement of complex thinking competence by gender of the participants, as well as compared to students from other disciplines, with the intention of identifying significant differences. This competency's selection lies in its relevance to decision-making when facing problems, which is fundamental for any contemporary professional. This study relied on a representative convenience sample of graduating candidates from a university in western Mexico. Methodologically, the researchers used descriptive analyses and a validated instrument. The results indicated that the sample students' perceived achievement was very high and balanced, i.e., no significant differences existed by gender or the perception of their sub-competencies. This study revealed a significant difference compared to other disciplinary areas; the medical and health sciences graduate candidates' perceived achievement of competency development was higher.</p></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"6 ","pages":"Article 100314"},"PeriodicalIF":0.0,"publicationDate":"2023-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2666374023000894/pdfft?md5=045273a8da5ff42a41b24f39fe00e0a7&pid=1-s2.0-S2666374023000894-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138738603","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

Enhancing teachers’ digital skills in teaching of economics in south african secondary schools 在南非中学经济学教学中提高教师的数字技能

International journal of educational research open Pub Date : 2023-12-07 DOI: 10.1016/j.ijedro.2023.100310

Emmanuel O Adu, Sindiswa S Zondo

{"title":"Enhancing teachers’ digital skills in teaching of economics in south african secondary schools","authors":"Emmanuel O Adu, Sindiswa S Zondo","doi":"10.1016/j.ijedro.2023.100310","DOIUrl":"https://doi.org/10.1016/j.ijedro.2023.100310","url":null,"abstract":"<div><p>The ICT integration in teaching and learning of economics survey indicates that it is only in seven countries that 40 % to 50 % of learners in grades four to twelve were taught by digitally skilful teachers who had minimum access to ICT, with very minimal difficulties to use ICT tools in schools, (EU-LLP, 2020). This contributes largely to learners’ lower academic performance and hinders the effective teaching of economics in South African schools and thus forfeits the objectives of ICT usage in teaching and learning. Little is known about how teachers’ ICT skill deficiency can be addressed. In closing this knowledge gap, we investigated how can teachers’ digital skills be enhanced and how the Economics CAPS document can be amended to guide teachers towards a successful ICT integration. Guided by an interpretive paradigm, this qualitative study employed a case study design. Four schools were purposively sampled, document reviews and semi-structured interviews were used for data collection. We found professional learning communities, continuous professional development and the introduction of ICT champions as contrivances in enhancing teachers’ digital skills. CAPS was reported imperceptible on how teachers can resourcefully utilise ICTs, thus restructuring, such that direct video conferencing links, and Moodle be incorporated to support teachers becoming techno-savvy and self-motivated individuals who innovative facilitators of ICT mediated lessons were recommended. Furthermore, policymakers, department and government should outsource funding to ensure that equipment needed for ICT integration is available and consider ongoing training for economics teachers which has implications for addressing worldwide ICT learning challenges.</p></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"6 ","pages":"Article 100310"},"PeriodicalIF":0.0,"publicationDate":"2023-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2666374023000857/pdfft?md5=1f9cfe522f23654f6d3837b7ffd62182&pid=1-s2.0-S2666374023000857-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138550058","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 multi-stakeholder perspective on inclusion in higher education: Ruling on fragile ground 从多方利益相关者的角度看待高等教育中的全纳问题：在脆弱的基础上作出裁决

International journal of educational research open Pub Date : 2023-12-07 DOI: 10.1016/j.ijedro.2023.100311

Tone Ristad , Jørn Østvik , Sissel Horghagen , Lisbeth Kvam , Aud Elisabeth Witsø

{"title":"A multi-stakeholder perspective on inclusion in higher education: Ruling on fragile ground","authors":"Tone Ristad , Jørn Østvik , Sissel Horghagen , Lisbeth Kvam , Aud Elisabeth Witsø","doi":"10.1016/j.ijedro.2023.100311","DOIUrl":"https://doi.org/10.1016/j.ijedro.2023.100311","url":null,"abstract":"<div><p>In higher education, there is a lack of consistent provision for the needs of students with disabilities. This study explores the decision-making processes that lead professionals to either take or avoid inclusive actions, such as implementing universal design, granting accommodations, or making academic adjustments. Six workshops were organized and attended by students with disabilities, lecturers, support personnel, and other relevant stakeholders. The stakeholders suggested the topics and invitees for the workshops, shared their views, and learned from each other. The audio recordings from the workshops were analyzed using various techniques from constructivist grounded theory. The results showed that professionals often lack the necessary knowledge to include students with disabilities in higher education. Furthermore, there are barriers to collaboration and obtaining information, which hinder attempts to bridge the gaps. Unclear responsibilities and ignorance provide a fragile ground for decision-making and an opportunity for opting out of inclusive acts.</p></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"6 ","pages":"Article 100311"},"PeriodicalIF":0.0,"publicationDate":"2023-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2666374023000869/pdfft?md5=9812d4fa0f1a6f6acf4243777c623fa4&pid=1-s2.0-S2666374023000869-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138550096","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

Teachers’ perceptions and uptake of professional development overtime 教师对超时专业发展的看法和接受程度

International journal of educational research open Pub Date : 2023-12-05 DOI: 10.1016/j.ijedro.2023.100308

Karen Koellner , Nanette Seago , Amanda Riske , Nicora Placa , David Carlson

引用次数: 0

Studying the comparability of student perceptions of teaching quality across 38 countries 研究38个国家学生对教学质量看法的可比性

International journal of educational research open Pub Date : 2023-12-01 DOI: 10.1016/j.ijedro.2023.100309

Bas Senden , Nani Teig , Trude Nilsen

引用次数: 0

The use of extracurricular hackathons to promote and enhance students’ academic and employability skills 利用课外活动促进和提高学生的学术和就业技能

International journal of educational research open Pub Date : 2023-11-27 DOI: 10.1016/j.ijedro.2023.100307

Shelini Surendran , Katrina Mack , Nathaniel M. Bingham , Nick Edwards , Joseph Frost-Schenk , Nayiri Keshishi , Frederico Matos , Julia Moldoveanu , Robert Walsha , Kikki Bodman-Smith

{"title":"The use of extracurricular hackathons to promote and enhance students’ academic and employability skills","authors":"Shelini Surendran , Katrina Mack , Nathaniel M. Bingham , Nick Edwards , Joseph Frost-Schenk , Nayiri Keshishi , Frederico Matos , Julia Moldoveanu , Robert Walsha , Kikki Bodman-Smith","doi":"10.1016/j.ijedro.2023.100307","DOIUrl":"https://doi.org/10.1016/j.ijedro.2023.100307","url":null,"abstract":"<div><p>This article explores the academic and personal development outcomes from a two-week, University-wide sustainability hackathon conducted online. Data was gathered from 18 out of 23 participants through a post-hackathon questionnaire featuring 24 structured questions. These questions covered various aspects, including participants' prior work experience, motivations for participating in the hackathon, shifts in their attitudes toward sustainability, perspectives on interdisciplinary collaboration, and acquired skills. Quantitative data underwent analysis using, as appropriate, Spearman's correlation and Mann-Whitney tests, while qualitative responses were examined via thematic analysis. The results showed an improved awareness and appreciation of several personal and professional skills, encompassing ideation, product development, leadership, resilience, and teamwork. Additionally, they highlighted an increased appreciation for interdisciplinary collaboration, fostered through interaction with students from diverse academic backgrounds.</p></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"5 ","pages":"Article 100307"},"PeriodicalIF":0.0,"publicationDate":"2023-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2666374023000821/pdfft?md5=333fb173094ac1e082522ae3d0707964&pid=1-s2.0-S2666374023000821-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138439743","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