Future in Educational Research最新文献

Computational thinking, a key component for digital technologies, is defined as an approach to problem-solving, designing computer systems, and understanding related human behaviours, while drawing on fundamental ideas of computing. It is critical that all young students acquire computational thinking skills during their school age. Technology practice is most successful when embedded within authentic contexts, thus this paper presents a study that facilitated the learning of two concepts of computational thinking: sequencing and orientation within culturally embedded technology practice. The study examines what pedagogies most effectively facilitate computational thinking learning for young Māori learners. In particular, what is the role of using authentic contexts in young Māori learners learning computational thinking? and what teaching strategies engage students effectively? The 4-week study was undertaken at a local Primary School with a high Māori roll in a low socioeconomic area. The findings suggested that the learning is more effective when the concepts of computation thinking were embedded in the students' cultural and local environment (language, places, stories) through the learning context and the pedagogical strategies.

Quality-oriented education under the guidance of the ‘Double Reduction’ policy aims to ensure all children grow in an all-around way with different backgrounds. However, many left-behind children (LBC) whose parents work away in cities have a greater tendency toward academic and mental problems compared with non-left-behind children. Teachers are the important adults in the lives of the LBC who spend much time staying with each other. This study draws from interviews with 16 rural primary and secondary school teachers. Guided by social support theory, this qualitative research highlighted the importance of teacher support on children's learning adjustment through social support networks. It argued that strategic guidance of teachers targets individuals' difficulties in the environment through emotional support, material support, information support and companionship. Under the ‘Double Reduction’ policy, teachers adopted tiered instruction and offered after-school services to meet the needs of LBC. Finally, the result revealed that rural teachers help LBC change their learning attitudes, thereby promoting self-learning ability.

The purpose of this study was to examine the influence of principals' instructional leadership, teachers' attitudes toward change, teachers' attitudes toward school museums' instructional mission, and schools' collaborative learning culture on students' level of key competencies (e.g., cognitive, creative, and cooperative competencies). A special emphasis was given to the examination of whether the school contexts in the form of school museums have any significant influence on student learning. A random sample of 22 public schools with museums was selected from four cities in China (Shanghai, Shaoxing, Hangzhou, and Foshan). A total of 111 school teachers and 1171 students were included as participants. Multilevel confirmatory factor analysis and structural equation modeling were employed to analyze multisource survey data. Findings revealed that principals' instructional leadership positively influenced students' key competencies, which was mediated by teachers' attitudes toward school museums' instructional mission and schools' collaborative learning culture. Similarly, teachers' attitudes toward change positively predicted students' key competencies. The findings of the study suggest that school museums can be instrumental in improving student learning and, thus, may contribute to large-scale learning policy changes that incorporate cognitive learning with noncognitive, social, and emotional aspects of learning.

This comprehensive study investigates the multifaceted dimensions of education, with a primary emphasis on access, equity and quality in the context of the COVID-19 pandemic and Kenya's educational landscape. The research begins by highlighting the centrality of education as a transformative force for individuals and societies, with the goal of bridging disparities that impede progress. The study introduces the concept of ‘Learning Poverty’, highlighting the worldwide problem of children's inability to read and comprehend fundamental texts, which is especially prevalent in sub-Saharan Africa. It highlights the dire consequences of the COVID-19 pandemic, exacerbating pre-existing learning crises and exacerbating inequalities, particularly in regions already struggling with high rates of learning deprivation. In the context of Kenya, the research examines the nation's aspirations for equitable education with an emphasis on assuring access to quality secondary education, distributing resources' equitably, addressing disparities between public and private schools and promoting gender equity. It recognises ongoing efforts while addressing persistent barriers, such as low transition rates especially for girls. This research concludes by emphasising the critical significance of an unwavering commitment to well-defined policy approaches and comprehensive reform initiatives to improve the quality and inclusiveness of education. It cautions against an overemphasis on privatisation and competition and urges a comprehensive reorganisation of policies and resource allocation in order to align with the Sustainable Development Goals. This study emphasises the importance of addressing educational disparities for global progress and the holistic development of children around the globe.

To many, education remains a dream of equal opportunities for all learners, regardless of their backgrounds and contexts. Confucius advocated 2500 years ago for education without discrimination (有教无类), a dream of education for all. This evolving vision was renewed right after WWII by the United Nations Universal Declaration of Human Rights, stipulating that everyone has the right to education. Although pioneers, like minority woman leader Patsy Mink, have long envisioned equal education with persevering efforts for the United States, the realities in the country and worldwide do not reflect this dream.

Educational reforms abound around the globe, but limited improvements have been made to actualize educational equity, as is reported again and again by the UNESCO in Global Education Monitoring Reports (2021) and more recently in Reimagining Our Futures Together: A New Social Contract for Education (2022). There are many interrelated factors, often working in tandem, attributing to these limited improvements. These factors include power disparity, income, gender, sexuality, race, ethnicity, language, ability, culture, religion, geo-politics, and neocolonialism, among others. It is important to note the context within which these factors exist. We are facing a global emergency of climate change, in an uncertain era post-COVID. However, the people and communities most impacted by these crises are already vulnerable and the situation will only worsen if drastic changes are not made immediately; these factors will only expand existing inequalities, and in particular, further widen the existing gaps of learning access and success. We must then ask ourselves an urgent and crucial question: What responsibilities, agendas, and solutions can properly address these alarming, coalescing challenges?

Educational improvement is not merely a technical term, evidenced by the emerging, fast-growing, and interdisciplinary field of educational improvement studies (Li, 2023). It constitutes a powerful approach and a dynamic process to advance education, through which reality and uncertainty are examined and problems are tackled. It varies across educational levels, forms, and contexts, including but not limited to equity, inclusion, diversity, quality, effectiveness, and sustainability. Each deserves stronger policy actions and more integrated theories and applications, requiring capacity- and community-building, a systemic approach, and multi-perspective inquiries.

Comparative and international perspectives are essential to fulfilling the dream of educational equity. How should we critically look at and meet desired outcomes across time and space? In what ways may micro, meso, and/or macro educational strategies, structures, and processes be improved along with their environments? How do we know through rigorous methods that we ARE making progress responsively? What changes can bring about responsible and

The author postulates elucidatory central objectives and questions regarding the aforementioned paper title per integrative areas, with special foci on comprehensive doctoral research universities—that concentrate on research, teaching, and public engagement. The following queries are pondered and directed toward innovative technologies and science largely evident within the recent decades, contributing to virtual intellectual migration. (1) What historical and contemporary background conditions and discernments link the salience of this presentation? (2) What are the constructs of international technology and science diplomacy and intellectual migration? (3) What are roles of science and technology diplomacy as observed through formal and informal government and philanthropic initiatives via universities? (4) How are domestic and international universities preparing graduate students and professionals in novel technological manners that develop and engage virtual intellectual migration? (5) Through multifaceted processes, how might the blending of evolutionary technologies be altered and further incorporated within universities (and other organizations) to enhance virtual intellectual migration with an ultimate goal of promoting educational and diplomatic cooperations? This article responds to the queries and concludes by articulating the importance of virtual intellectual migration as can be observed by two foremost statesmen and diplomats—United Nations Secretary-General Kofi Annan and American Senator J. William Fulbright. They were stalwarts of humankind.

Educators have been increasingly focused on the concept of educational leadership in the context of global educational reform. With the emergence of neuroscience, there is potential to further explore the theory and practice of educational leadership from a neuroscience perspective. This article provides an overview of the neuroscience research related to educational leadership, including leadership traits, styles, decision-making, and contingency perspectives. Additionally, the article examines the application of neuroscience in the assessment and enhancement of educational leadership with the goal of providing useful insights.

Recent years have given rise to an overwhelming number of challenges, thus complicating the prioritization of desirable outcomes in education. Clarity of purpose is difficult to generate when competing forces rage simultaneously. Yet, success in education reform depends on clear objectives. To encourage clarity in thought and action, this short essay discusses three salient notions: essential outcomes, communication pathways between micro, meso, and macro levels, and the practical ramifications of limited conceptions of “world.” In the inquisitive and explorative spirit of CIES, and in line with the queries that prompted this response, I offer a series of related reflections for each notion, which I hope will spark conversation and embolden our commitment to critical deliberations and thoughtful initiative.

A growing body of evidence has revealed the negative effects of COVID-19-induced school closures on learning, with the largest losses often observed among the most vulnerable children. Learning disparities widened due to six potential reasons related to marginalized children, who (a) were already behind even before the pandemic, (b) were more likely to experience longer school closures, (c) had limited access to and support on remote learning, (d) were less likely to receive supervision and learning support at home, (e) face greater obstacles to return to school, and (f) return to school systems that are less able to provide for their needs. To ensure all children—especially the most vulnerable—can catch up on missed learning, five urgent actions are needed for a RAPID learning recovery and acceleration: (a) Reach every child and keep them in school, (b) Assess learning levels regularly, (c) Prioritize teaching the fundamentals, (d) Increase the efficiency of instruction, and (e) Develop psychosocial health and wellbeing. Implementation of RAPID actions must be strengthened and supported by enabling systems to address the widening disparities in learning.

Practitioners entering academic careers in higher education face many challenges in teacher identity formation. This article is based on ongoing research and aims to understand the phenomenon of experiencing teacher identity in teacher-practitioners who have interrupted their academic careers in the field of healthcare and social sciences in Estonian higher education institutions. Empirical data was collected using semi-structured interviews. Data analysis was based on a phenomenological approach and the content analysis method. The experience of the identity of the teacher-practitioners is contradictory and can be understood as a subjective and collective phenomenon. The findings showed that teacher-practitioners with a strong specialist identity are not stable in their academic careers. Their identity is characterised by fragility and is associated with decisions to continue or interrupt their academic careers. The study suggests that the efforts of teacher-practitioners in academic settings need to be professionally supported by the provision of individual, collective and targeted institutional support. The article contributes to studies of professional identity from an interpretative phenomenological perspective.