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

Implementation fidelity of video-feedback coaching for communication partners of individuals with congenital deafblindness 先天性聋盲个体交流伙伴视频反馈指导的实施保真度

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 对课堂的观念：教师知识对包容性课堂实践的影响

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 学习成绩决定因素的机器学习驱动分析：索马里兰2022-2023年全国小学考试中的地理、社会人口和特定学科影响

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 探索共享电子书阅读中的嗅觉：一个实验

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 正常化的异性恋与高中男女学生的表现差异

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 数字技术时代促进灵活学习的双空间探究框架设计

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 阿拉伯联合酋长国学生的阅读成绩：PIRLS 2021的多层次分析

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

Configurations, dynamics, and temporality: Exploring the social networks of students and their relevance for successful transitions into higher education 结构、动态和时间性：探索学生的社会网络及其与成功过渡到高等教育的相关性

International journal of educational research open Pub Date : 2024-12-18 DOI: 10.1016/j.ijedro.2024.100419

Carina Carlhed Ydhag, Ali Osman

{"title":"Configurations, dynamics, and temporality: Exploring the social networks of students and their relevance for successful transitions into higher education","authors":"Carina Carlhed Ydhag, Ali Osman","doi":"10.1016/j.ijedro.2024.100419","DOIUrl":"10.1016/j.ijedro.2024.100419","url":null,"abstract":"<div><div>This study examines social networks' role in high-achieving students' transitions from upper secondary school to higher education. A specific focus is on the configuration of their social network, its' stability over time, and how the students experience the nature of the relationships in the network. The case study is based on three student cases selected from a pool of 52 students, and the data includes three waves of interviews with students over two years, interviews with a significant other to the students, and a subjective mapping of their social network. Analytical tools are the concepts of <em>cultural</em> and <em>social capital</em> and <em>weak</em> and <em>strong ties</em>. The study shows how social and cultural capital works within a social network, experienced from the students’ perspectives. In addition, we conclude that the transition process is fragile for students with low cultural capital regarding network configurations, significantly when changing fields of interest from upper secondary to tertiary education. Here, the importance of having weak ties is illustrated in terms of the need for field-specific influx for a bridging support role in the transition. The active involvement and reciprocal nature of the relationships are vital, and the strength of the network depends on whether it pertains over time. The results have implications for practice due to the emerging interrupted transitions to higher education and how to support students in their apparent situations, which are characterised as being in a state of limbo with no clear resolution.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"8 ","pages":"Article 100419"},"PeriodicalIF":0.0,"publicationDate":"2024-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143097452","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

Women's participation in the research development of a country 妇女参与一个国家的研究发展

International journal of educational research open Pub Date : 2024-12-17 DOI: 10.1016/j.ijedro.2024.100413

Gricelda Herrera-Franco , Gina Peña-Villacreses , Lady Bravo-Montero

{"title":"Women's participation in the research development of a country","authors":"Gricelda Herrera-Franco , Gina Peña-Villacreses , Lady Bravo-Montero","doi":"10.1016/j.ijedro.2024.100413","DOIUrl":"10.1016/j.ijedro.2024.100413","url":null,"abstract":"<div><div>Women's participation in science has been growing throughout history. However, a gender gap in their equity in participation requires pragmatic strategies and public policies that motivate women's opportunities in research. This study aims to analyse the scientific contribution of female Ecuadorian researchers through a diagnosis of the metrics and co-author's criteria for scientific publications to establish strategies oriented toward women's inclusion in Ecuador's research development. The methodology includes downloading and processing data for scientific publications indexed in scientific databases. A systematic review using the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) method. Metrics examination of authors and Higher Education Institutions (HEIs) as intellectual structure and cluster analysis. A survey applied to female researchers, statistical analysis and the SWOT (Strengths, Weaknesses, Opportunities and Threats) method for proposing strategies. This study identified that 22 % of female Ecuadorian researchers participated in 18,604 documents (1973–2023) of the total scientific production in Ecuador from 1920 to 2023 (57,056 papers). The main research areas with women's participation are Covid-19, HEIs, health care, social networks, data science, statistics, e-learning, environment, and education. In the last five years, women's participation in scientific publications represents 67.81 % of the total and 7.8 % in STEM areas (Science, Technology, Engineering and Mathematics). According to the female researchers' criterion, a crucial strategy must be to put value on women's scientific work, which has been endorsed in the different fields of science. Women scientists consider it essential that the authorities give them opportunities with determined inclusion and equal conditions for women's empowerment in science.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"8 ","pages":"Article 100413"},"PeriodicalIF":0.0,"publicationDate":"2024-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143097504","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

Master's programs’ dropout and graduation clusters in a university system with a multiple enrollment policy 多元招生政策下大学系统中硕士项目的退学和毕业集群

International journal of educational research open Pub Date : 2024-12-17 DOI: 10.1016/j.ijedro.2024.100423

Alexander Karl Ferdinand Loder

{"title":"Master's programs’ dropout and graduation clusters in a university system with a multiple enrollment policy","authors":"Alexander Karl Ferdinand Loder","doi":"10.1016/j.ijedro.2024.100423","DOIUrl":"10.1016/j.ijedro.2024.100423","url":null,"abstract":"<div><div>Austria (Europe) allows students to enroll in multiple degree programs simultaneously or consecutively. On the master's degree level this may offer advantages for students, such as a chance for graduation instead of dropping out. This study aimed to identify groups among master's students’ outcomes (graduation, dropout), considering the possibility of enrolling in multiple programs. Data from 21,412 master's degree students between 2010/11 to 2022/23 were used as a base for analyses. All possible outcome constellations of dropout and graduation have been considered and the dimensions workload and overall study duration in semesters were used for the clustering. Cluster analyses per outcome constellation, set up on the four algorithms kmeans, clara, pam and hclust, revealed differently sized clusters. Clusters were categorized into low, medium, high workload and low, medium, long duration and their frequencies were aggregated. The results suggest that enrolling in multiple programs increases overall study duration and student workload, but also that groups of students with reduced workload exist, possibly profiting from multiple enrollments. Future studies are needed to examine knowledge transfer between programs and to obtain information on differences between single-enrollment students and multiple-enrollment students in their performance in the job market.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"8 ","pages":"Article 100423"},"PeriodicalIF":0.0,"publicationDate":"2024-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143140844","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