Brittany M. Williams, David J. Thompson, Sonja Ardoin, Ali Brooks
Using a content analysis methodology, we examined 15 peer-reviewed articles published between 2009 and 2019 that used qualitative and mixed methods approaches to explore how college and university students experience food insecurity. Concerningly, there was limited variety in the methods employed across these articles and more discussion of methodology was needed. Despite this, our analysis of student statements in these articles yielded three common themes: (1) co-occurring basic needs; (2) academic, physical, psychological, and social effects of food insecurity; and (3) institutional satisfaction and/or critique. We include implications for research and practice.
{"title":"A content analysis of qualitative research on college student food insecurity in the United States","authors":"Brittany M. Williams, David J. Thompson, Sonja Ardoin, Ali Brooks","doi":"10.1002/rev3.3454","DOIUrl":"https://doi.org/10.1002/rev3.3454","url":null,"abstract":"Using a content analysis methodology, we examined 15 peer-reviewed articles published between 2009 and 2019 that used qualitative and mixed methods approaches to explore how college and university students experience food insecurity. Concerningly, there was limited variety in the methods employed across these articles and more discussion of methodology was needed. Despite this, our analysis of student statements in these articles yielded three common themes: (1) co-occurring basic needs; (2) academic, physical, psychological, and social effects of food insecurity; and (3) institutional satisfaction and/or critique. We include implications for research and practice.","PeriodicalId":45076,"journal":{"name":"Review of Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139421492","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}
Previous studies have elucidated the positive effect of the quantity and onset age of shared book reading on children's language development. Few studies have addressed the profiles of parental involvement in terms of different key aspects of shared book reading. This study adopted a latent profile analysis to examine the patterns of parental involvement in shared book reading and associated factors; 980 Chinese parents of kindergarten children were investigated. Three profiles were identified: (1) late start and infrequent reading; (2) early start and frequent reading; (3) medium start and intensive reading. Higher socioeconomic status, more literacy resources, and older age of the children were all found to be more likely to be associated with identification with Profile 2 than Profile 1. Implications for more targeted parental intervention programmes to broaden access to home literacy resources are highlighted.
{"title":"Parental involvement in shared book reading for preschoolers in China: Patterns and risks","authors":"Xingjiang Tian, Shujing Cui, David Greger","doi":"10.1002/rev3.3457","DOIUrl":"https://doi.org/10.1002/rev3.3457","url":null,"abstract":"Previous studies have elucidated the positive effect of the quantity and onset age of shared book reading on children's language development. Few studies have addressed the profiles of parental involvement in terms of different key aspects of shared book reading. This study adopted a latent profile analysis to examine the patterns of parental involvement in shared book reading and associated factors; 980 Chinese parents of kindergarten children were investigated. Three profiles were identified: (1) late start and infrequent reading; (2) early start and frequent reading; (3) medium start and intensive reading. Higher socioeconomic status, more literacy resources, and older age of the children were all found to be more likely to be associated with identification with Profile 2 than Profile 1. Implications for more targeted parental intervention programmes to broaden access to home literacy resources are highlighted.","PeriodicalId":45076,"journal":{"name":"Review of Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139444947","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}
Schools continue to produce regimes of gender and sexuality, including overt and covert curricula based on assumed essentialist differences between girls and boys, reinforced and regulated through uniform, sport and peer pressure. The recent focus on the experiences of trans and non-binary children in schools makes visible the ways in which all children are subject to heteronormatively gendered regulatory and disciplinary techniques in everyday school life. This article discusses the findings from a pilot study drawing on participatory action research techniques with 42 young people in six workshops in north-east England. Recruitment methods were required to be flexible given the context within which the study was conducted, which was with Covid-19 mitigations in place. This meant that we were not able to be fully inclusive of young people from local youth groups as they were either not meeting or only meeting online. We thus had to mainly recruit from university student societies and student residences from which we organised three workshops; sports organisations from which we organised one workshop, and a local youth group with which we ran one workshop. The final workshop was conducted with young people who had attended one of the previous five workshops, to enable feedback on our analysis. All participants were over 16 years of age. The majority of participants were women (25) with 16 men, including one transman, and one non-binary person. Most identified as white (31) with the rest identifying as Black, East Asian and British ‘Other’ (11). The focus of the workshops was to explore with young people their memories about where and how they first encountered being ‘gendered’ and/or having a sexuality. The data has been collected, recorded and transcribed within strict ethical guidelines. The workshop data has been analysed using a grounded theory approach, where we developed the theoretical models from the data. This article focuses on those key moments when their behaviours, presentation and/or ideas were subject to facilitators and/or regulators of their gender and/or sexuality. We draw out the contradictions inherent in, on the one hand, the essentialist rationales for difference and inequalities between genders and sexualities in schools and, on the other hand, the apparent need to enforce these ‘natural’ differences and inequalities. Participatory creative approaches were adopted in each workshop to promote conversations and drawings about who regulated/facilitated their gender and/or sexuality and how they did so. Each workshop cumulatively informed the next, leading to a sixth synthesising workshop that collectively analysed young people's reflections. Drawing on the conceptual frameworks of epistemic injustice (M. Fricker, Epistemic Injustice: Power and the Ethics of Knowing, Oxford University Press, 2007) and ‘space for action’ we conclude that young people want and need brave active spaces to discuss and ‘do’ gender and sexuali
学校继续制造性别和性制度，包括基于假定的男女生本质区别的公开和隐蔽课程，并通过校服、运动和同伴压力加以强化和规范。最近对学校中变性和非二元儿童经历的关注，使人们看到了所有儿童在日常学校生活中受到异性恋性别化监管和惩戒技术影响的方式。本文讨论了一项试点研究的结果，该研究利用参与式行动研究技术，在英格兰东北部的六个工作坊中对 42 名年轻人进行了研究。考虑到研究开展的背景，即 Covid-19 减缓措施到位，招募方法必须灵活。这就意味着我们无法完全接纳当地青年团体中的年轻人，因为他们要么不聚会，要么只在网上聚会。因此，我们不得不主要从大学学生社团和学生宿舍招募人员，并组织了三次研讨会；从体育组织招募人员，并组织了一次研讨会；从当地青年团体招募人员，并组织了一次研讨会。最后一次工作坊的参与者是参加过前五次工作坊之一的青少年，以便他们对我们的分析提出反馈意见。所有参与者的年龄都在 16 岁以上。大多数参与者为女性（25 人），男性 16 人，其中包括一名变性人和一名非二元人。大多数人认为自己是白人（31 人），其余的人认为自己是黑人、东亚人和英国 "其他 "人（11 人）。工作坊的重点是与年轻人一起探讨他们的记忆，即他们在哪里以及如何第一次接触到 "性别 "和/或性行为。数据的收集、记录和转录都严格遵守道德准则。我们采用基础理论方法对工作坊数据进行了分析，并根据数据建立了理论模型。本文的重点是，当她们的行为、陈述和/或想法受到她们的性别和/或性倾向的促进者和/或监管者的影响时的关键时刻。我们一方面指出了学校中性别和性取向之间差异和不平等的本质主义依据，另一方面也指出了实施这些 "自然 "差异和不平等的明显必要性，这两者之间存在着内在矛盾。每场研讨会都采用了参与性的创新方法，以促进关于由谁管理/促进其性别和/或性的对话和绘画，以及他们是如何做到这一点的。每一次工作坊都为下一次工作坊提供了信息，最终形成了第六次综合工作坊，对年轻人的反思进行了集体分析。借鉴认识论不公正的概念框架（M. Fricker, Epistemic Injustice：Power and the Ethics of Knowing, Oxford University Press, 2007）和 "行动空间 "的概念框架，我们得出结论：年轻人希望并需要勇敢、积极的空间来讨论和 "做 "性别和性问题，抵制本质主义和社会控制。学校既可以是制造和巩固控制的地方，也可以是抵制控制的地方。我们的研究表明，可以由年轻人并为年轻人创造更好的全校对策，以瓦解性别和性制度。
{"title":"Understanding gender and sexuality: The hidden curriculum in English schools","authors":"Catherine Donovan, Geetanjali Gangoli, Hannah King, Ayurshi Dutt","doi":"10.1002/rev3.3440","DOIUrl":"https://doi.org/10.1002/rev3.3440","url":null,"abstract":"Schools continue to produce regimes of gender and sexuality, including overt and covert curricula based on assumed essentialist differences between girls and boys, reinforced and regulated through uniform, sport and peer pressure. The recent focus on the experiences of trans and non-binary children in schools makes visible the ways in which all children are subject to heteronormatively gendered regulatory and disciplinary techniques in everyday school life. This article discusses the findings from a pilot study drawing on participatory action research techniques with 42 young people in six workshops in north-east England. Recruitment methods were required to be flexible given the context within which the study was conducted, which was with Covid-19 mitigations in place. This meant that we were not able to be fully inclusive of young people from local youth groups as they were either not meeting or only meeting online. We thus had to mainly recruit from university student societies and student residences from which we organised three workshops; sports organisations from which we organised one workshop, and a local youth group with which we ran one workshop. The final workshop was conducted with young people who had attended one of the previous five workshops, to enable feedback on our analysis. All participants were over 16 years of age. The majority of participants were women (25) with 16 men, including one transman, and one non-binary person. Most identified as white (31) with the rest identifying as Black, East Asian and British ‘Other’ (11). The focus of the workshops was to explore with young people their memories about where and how they first encountered being ‘gendered’ and/or having a sexuality. The data has been collected, recorded and transcribed within strict ethical guidelines. The workshop data has been analysed using a grounded theory approach, where we developed the theoretical models from the data. This article focuses on those key moments when their behaviours, presentation and/or ideas were subject to facilitators and/or regulators of their gender and/or sexuality. We draw out the contradictions inherent in, on the one hand, the essentialist rationales for difference and inequalities between genders and sexualities in schools and, on the other hand, the apparent need to enforce these ‘natural’ differences and inequalities. Participatory creative approaches were adopted in each workshop to promote conversations and drawings about who regulated/facilitated their gender and/or sexuality and how they did so. Each workshop cumulatively informed the next, leading to a sixth synthesising workshop that collectively analysed young people's reflections. Drawing on the conceptual frameworks of epistemic injustice (M. Fricker, <i>Epistemic Injustice: Power and the Ethics of Knowing</i>, Oxford University Press, 2007) and ‘space for action’ we conclude that young people want and need brave active spaces to discuss and ‘do’ gender and sexuali","PeriodicalId":45076,"journal":{"name":"Review of Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2023-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138693199","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}
Divya Jindal-Snape, Paul Bradshaw, Adam Gilbert, Neil Smith, Line Knudsen
Previous research suggests that primary–secondary school transitions can be problematic, with some children experiencing a negative impact on academic outcomes and a decline in wellbeing. The negative impact of primary–secondary transition experiences can be long term and lead to young people not completing high school with implications for their subsequent education and employment. However, there are several gaps in existing studies as a result of weak research designs, small samples and the timing of data collection. To better understand children's primary–secondary school transition experiences and the factors which may impact on them, we undertook secondary analysis of data from the Growing Up in Scotland (GUS) study. The analysis focused on data collected when children were in the penultimate year of primary school (Primary 6/P6) and then when they were in the first year of secondary school (Secondary 1/S1). This led to a final sample size of 2559 children and their parents. Results contradict many previous studies which tend to find primary–secondary transitions as overwhelmingly negative. In contrast, we found that 36% of children experienced a positive transition and 42% a moderately positive transition, with only 22% children experiencing a negative transition. This is the first large-scale, longitudinal and contemporaneous study able to provide a clear proportion of children with positive, moderate and negative transition experiences. Several factors seemed to play a part in children's transition experiences, namely gender, religion, household composition, socioeconomic status, child expectations, schoolwork, and relationships. Implications and recommendations for research, policy and practice have been outlined.
{"title":"Primary–secondary school transition experiences and factors associated with differences in these experiences: Analysis of the longitudinal Growing Up in Scotland dataset","authors":"Divya Jindal-Snape, Paul Bradshaw, Adam Gilbert, Neil Smith, Line Knudsen","doi":"10.1002/rev3.3444","DOIUrl":"https://doi.org/10.1002/rev3.3444","url":null,"abstract":"Previous research suggests that primary–secondary school transitions can be problematic, with some children experiencing a negative impact on academic outcomes and a decline in wellbeing. The negative impact of primary–secondary transition experiences can be long term and lead to young people not completing high school with implications for their subsequent education and employment. However, there are several gaps in existing studies as a result of weak research designs, small samples and the timing of data collection. To better understand children's primary–secondary school transition experiences and the factors which may impact on them, we undertook secondary analysis of data from the Growing Up in Scotland (GUS) study. The analysis focused on data collected when children were in the penultimate year of primary school (Primary 6/P6) and then when they were in the first year of secondary school (Secondary 1/S1). This led to a final sample size of 2559 children and their parents. Results contradict many previous studies which tend to find primary–secondary transitions as overwhelmingly negative. In contrast, we found that 36% of children experienced a positive transition and 42% a moderately positive transition, with only 22% children experiencing a negative transition. This is the first large-scale, longitudinal and contemporaneous study able to provide a clear proportion of children with positive, moderate and negative transition experiences. Several factors seemed to play a part in children's transition experiences, namely gender, religion, household composition, socioeconomic status, child expectations, schoolwork, and relationships. Implications and recommendations for research, policy and practice have been outlined.","PeriodicalId":45076,"journal":{"name":"Review of Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2023-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138567489","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}
The authors report there are no competing interests to declare.
利益冲突声明作者不存在需要声明的利益冲突。
{"title":"Special issue: Gender equality and education","authors":"Johny Daniel, Nadia Siddiqui","doi":"10.1002/rev3.3456","DOIUrl":"https://doi.org/10.1002/rev3.3456","url":null,"abstract":"<h2> CONFLICT OF INTEREST STATEMENT</h2>\u0000<p>The authors report there are no competing interests to declare.</p>","PeriodicalId":45076,"journal":{"name":"Review of Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2023-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138567276","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}
Samantha-Kaye Johnston, Joshua A. McGrane, Mireia Vendrell-Morancho, Therese N. Hopfenbeck
Critical thinking is an essential skill for life-long learning, and, given its increasing importance as a graduate attribute, it is vital to evaluate how educational systems can best improve students' critical thinking through their curricula and classroom practices. This study evaluates the differences in the critical thinking skills of students in the International Baccalaureate (IB) Middle Years Programme (MYP), which explicitly emphasises critical thinking development in its curriculum and has been shown to facilitate classroom strategies to develop critical thinking, versus students enrolled in the national curricula in Australia, England and Norway. The study comprised 870 students across the MYP (n = 386) and non-MYP (n = 484) curricula in Grades 9 and 10 across 21 schools. Data were remotely collected on their critical thinking skills, and several other relevant cognitive, non-cognitive and background characteristics. A propensity score matching approach was used to match the MYP and non-MYP groups on these characteristics and their critical thinking skills were compared using weighted regression. Findings showed that, overall, MYP students possessed higher levels of critical thinking skills than their non-MYP peers with a moderate effect size (β = 0.38). This advantage also held at both grade levels and across Australian and English students, with no difference for Norwegian students. Thus, the MYP appears to be a promising exemplar for enhancing critical thinking among secondary-aged students, although context needs to be considered. Based on these findings, recommendations of specific instructional strategies are offered, as well as future research to inform criticalthinking pedagogy.
{"title":"A multi-country comparison of lower secondary students' critical thinking under the International Baccalaureate and national curricula","authors":"Samantha-Kaye Johnston, Joshua A. McGrane, Mireia Vendrell-Morancho, Therese N. Hopfenbeck","doi":"10.1002/rev3.3442","DOIUrl":"https://doi.org/10.1002/rev3.3442","url":null,"abstract":"Critical thinking is an essential skill for life-long learning, and, given its increasing importance as a graduate attribute, it is vital to evaluate how educational systems can best improve students' critical thinking through their curricula and classroom practices. This study evaluates the differences in the critical thinking skills of students in the International Baccalaureate (IB) Middle Years Programme (MYP), which explicitly emphasises critical thinking development in its curriculum and has been shown to facilitate classroom strategies to develop critical thinking, versus students enrolled in the national curricula in Australia, England and Norway. The study comprised 870 students across the MYP (<i>n</i> = 386) and non-MYP (<i>n</i> = 484) curricula in Grades 9 and 10 across 21 schools. Data were remotely collected on their critical thinking skills, and several other relevant cognitive, non-cognitive and background characteristics. A propensity score matching approach was used to match the MYP and non-MYP groups on these characteristics and their critical thinking skills were compared using weighted regression. Findings showed that, overall, MYP students possessed higher levels of critical thinking skills than their non-MYP peers with a moderate effect size (<i>β</i> = 0.38). This advantage also held at both grade levels and across Australian and English students, with no difference for Norwegian students. Thus, the MYP appears to be a promising exemplar for enhancing critical thinking among secondary-aged students, although context needs to be considered. Based on these findings, recommendations of specific instructional strategies are offered, as well as future research to inform criticalthinking pedagogy.","PeriodicalId":45076,"journal":{"name":"Review of Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138539101","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}
Thomas Nordström, André Kalmendal, Lucija Batinovic
In order to produce the most reliable syntheses of the effectiveness of educational interventions, systematic reviews need to adhere to rigorous methodological standards. This meta-review investigated risk of bias occurring while conducting a systematic review and the presence of open science practices like data sharing and reproducibility of the review procedure, in recently published reviews in education. We included all systematic reviews of educational interventions, instructions and methods for all K-12 student populations in any school form with experimental or quasi-experimental designs (an active manipulation of the intervention) with comparisons and where the outcome variables were academic performance of any kind. We searched the database Education Resources Information Center (ERIC) through the years 2019–2021. In parallel we hand-searched four major educational review journals for systematic reviews: Educational Research Review (Elsevier), Educational Review (Taylor & Francis), Review of Education (Wiley), and Review of Educational Research (AERA). Systematic reviews were assessed with the risk of bias tool ROBIS and whether the studies had pre-registered protocols, shared primary research data, and whether a third party could reproduce search strings and details of where exactly primary research data were extracted. A total of 88 studies that matched our PICOS were included in this review; of these, 10 educational systematic reviews were judged as low risk of bias (approximately 11%) . The rest were classified as high risk of bias during a shortened ROBIS assessment or assessed as high risk or unclear risk of bias following a full ROBIS assessment. Of the 10 low risk of bias reviews, 6 had detailed their search sufficiently enough for a third party to reproduce, 3 reviews shared the data from primary studies, however none had specified how and from where exactly data from primary studies were extracted. The study shows that at least a small part of systematic reviews in education has a low risk of bias, but most systematic reviews in our set of studies have high risk of bias in their methodological procedure. There are still improvements in this field to be expected as even the low risk of bias reviews are not consistent regarding pre-registered protocols, data sharing, reproducibility of primary research data and reproducible search strings.
{"title":"Risk of bias and open science practices in systematic reviews of educational effectiveness: A meta-review","authors":"Thomas Nordström, André Kalmendal, Lucija Batinovic","doi":"10.1002/rev3.3443","DOIUrl":"https://doi.org/10.1002/rev3.3443","url":null,"abstract":"In order to produce the most reliable syntheses of the effectiveness of educational interventions, systematic reviews need to adhere to rigorous methodological standards. This meta-review investigated risk of bias occurring while conducting a systematic review and the presence of open science practices like data sharing and reproducibility of the review procedure, in recently published reviews in education. We included all systematic reviews of educational interventions, instructions and methods for all K-12 student populations in any school form with experimental or quasi-experimental designs (an active manipulation of the intervention) with comparisons and where the outcome variables were academic performance of any kind. We searched the database Education Resources Information Center (ERIC) through the years 2019–2021. In parallel we hand-searched four major educational review journals for systematic reviews: <i>Educational Research Review</i> (Elsevier), <i>Educational Review</i> (Taylor & Francis), <i>Review of Education</i> (Wiley), and <i>Review of Educational Research</i> (AERA). Systematic reviews were assessed with the risk of bias tool ROBIS and whether the studies had pre-registered protocols, shared primary research data, and whether a third party could reproduce search strings and details of where exactly primary research data were extracted. A total of 88 studies that matched our PICOS were included in this review; of these, 10 educational systematic reviews were judged as low risk of bias (approximately 11%) . The rest were classified as high risk of bias during a shortened ROBIS assessment or assessed as high risk or unclear risk of bias following a full ROBIS assessment. Of the 10 low risk of bias reviews, 6 had detailed their search sufficiently enough for a third party to reproduce, 3 reviews shared the data from primary studies, however none had specified how and from where exactly data from primary studies were extracted. The study shows that at least a small part of systematic reviews in education has a low risk of bias, but most systematic reviews in our set of studies have high risk of bias in their methodological procedure. There are still improvements in this field to be expected as even the low risk of bias reviews are not consistent regarding pre-registered protocols, data sharing, reproducibility of primary research data and reproducible search strings.","PeriodicalId":45076,"journal":{"name":"Review of Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138539102","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}
Lucy Hunt, Yousef Khalifa Aleghfeli, Joanna McIntyre, Chris Stone
This scoping review aims to explore the role of gender in refugees' educational access, experiences, and outcomes in Europe since 2015. Gender can act as a significant barrier to education, and gender stereotypes and bias can affect learning opportunities and outcomes. As a response, a scoping review was conducted to explore the role of gender in refugees' educational access, experiences, and outcomes in Europe since 2015. This review follows a systematic process of reviewing and synthesising texts compiled in the Hub for Education for Refugees in Europe (HERE) Knowledge Base to fill the gaps in knowledge about gender-related post-migration experiences of refugees and displaced individuals who have arrived in Europe. The review includes studies that focus on educational services for refugees in Europe and uses a meta-ethnographic synthesis approach to data analysis and synthesis. Using a socio-ecological framework, it was found that at the individual level, access and progression were shaped by previous educational attainment, health issues, survival tactics and future aspirations; at the micro-level, by relationships with family, educators and peers; at the meso-level, by public perceptions of refugee learners and home-school interactions; and at the macro-level, by administrative barriers, the asylum system, socio-economic factors and the tailored opportunities and community support available. The majority of the studies referred to the experiences of women and girls.
{"title":"Refugees' gendered experiences of education in Europe since 2015: A scoping review","authors":"Lucy Hunt, Yousef Khalifa Aleghfeli, Joanna McIntyre, Chris Stone","doi":"10.1002/rev3.3441","DOIUrl":"https://doi.org/10.1002/rev3.3441","url":null,"abstract":"This scoping review aims to explore the role of gender in refugees' educational access, experiences, and outcomes in Europe since 2015. Gender can act as a significant barrier to education, and gender stereotypes and bias can affect learning opportunities and outcomes. As a response, a scoping review was conducted to explore the role of gender in refugees' educational access, experiences, and outcomes in Europe since 2015. This review follows a systematic process of reviewing and synthesising texts compiled in the Hub for Education for Refugees in Europe (HERE) Knowledge Base to fill the gaps in knowledge about gender-related post-migration experiences of refugees and displaced individuals who have arrived in Europe. The review includes studies that focus on educational services for refugees in Europe and uses a meta-ethnographic synthesis approach to data analysis and synthesis. Using a socio-ecological framework, it was found that at the individual level, access and progression were shaped by previous educational attainment, health issues, survival tactics and future aspirations; at the micro-level, by relationships with family, educators and peers; at the meso-level, by public perceptions of refugee learners and home-school interactions; and at the macro-level, by administrative barriers, the asylum system, socio-economic factors and the tailored opportunities and community support available. The majority of the studies referred to the experiences of women and girls.","PeriodicalId":45076,"journal":{"name":"Review of Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2023-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138539105","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}
Abel Charles Kadikilo, Reeti Kulshrestha, Arunaditya Sahay, Parameswar Nayak
Abstract There are low levels of research productivity among higher education institutions (HEIs) in Africa, which will likely compromise the continent's development agenda if not addressed. This study intends to develop a research framework to create a strategic roadmap that leverages leadership perspectives to foster a thriving research culture and contribute meaningfully to Tanzania's growth and development. We conducted a qualitative study involving higher education policy makers, senior university officials and academic staff from four sampled universities and two non‐university institutions that regulate Tanzania's higher education sector. The secondary data sources supported us in assessing the current state of research in Tanzanian HEI and the way forward. A thematic analysis revealed seven themes: research governance; capacity development strategy; reinforcement strategy; collaboration, networking and teamwork; establishment of research centres; dissemination strategy; and institutionalisation of research activities that can increase research productivity in the Tanzanian HEI context. This research adds to the literature on HEIs by identifying contextual strategy that can enhance research promotion in Tanzania and guide other African countries. In today's global information economy, research production is critical to the viability of HEIs and national development. This research aims to equip HEI leaders with a customised framework to help them direct their institutions towards research excellence and innovation. Context and implications Rationale for this study Tanzania recognises the pivotal role of research in achieving socioeconomic objectives. The research productivity of higher education institutions (HEIs) is crucial in addressing local issues and fulfilling national agenda. Why the new findings matter The findings reveal novel strategies for promoting research and how institutionalising them will enhance research engagement and productivity. Implications The research framework acts as a strategic guide for HEI policy makers that informs on how to encourage faculty and scholars and generate a better research output. The study shows how HEIs can institutionalise research, making it a part of its culture and mindset. The study has implications for the authorities and government bodies also, as the research productivity has a socio‐economic impact on national development.
{"title":"Research promotion strategies to enhance research productivity in Tanzanian higher educational institutions","authors":"Abel Charles Kadikilo, Reeti Kulshrestha, Arunaditya Sahay, Parameswar Nayak","doi":"10.1002/rev3.3436","DOIUrl":"https://doi.org/10.1002/rev3.3436","url":null,"abstract":"Abstract There are low levels of research productivity among higher education institutions (HEIs) in Africa, which will likely compromise the continent's development agenda if not addressed. This study intends to develop a research framework to create a strategic roadmap that leverages leadership perspectives to foster a thriving research culture and contribute meaningfully to Tanzania's growth and development. We conducted a qualitative study involving higher education policy makers, senior university officials and academic staff from four sampled universities and two non‐university institutions that regulate Tanzania's higher education sector. The secondary data sources supported us in assessing the current state of research in Tanzanian HEI and the way forward. A thematic analysis revealed seven themes: research governance; capacity development strategy; reinforcement strategy; collaboration, networking and teamwork; establishment of research centres; dissemination strategy; and institutionalisation of research activities that can increase research productivity in the Tanzanian HEI context. This research adds to the literature on HEIs by identifying contextual strategy that can enhance research promotion in Tanzania and guide other African countries. In today's global information economy, research production is critical to the viability of HEIs and national development. This research aims to equip HEI leaders with a customised framework to help them direct their institutions towards research excellence and innovation. Context and implications Rationale for this study Tanzania recognises the pivotal role of research in achieving socioeconomic objectives. The research productivity of higher education institutions (HEIs) is crucial in addressing local issues and fulfilling national agenda. Why the new findings matter The findings reveal novel strategies for promoting research and how institutionalising them will enhance research engagement and productivity. Implications The research framework acts as a strategic guide for HEI policy makers that informs on how to encourage faculty and scholars and generate a better research output. The study shows how HEIs can institutionalise research, making it a part of its culture and mindset. The study has implications for the authorities and government bodies also, as the research productivity has a socio‐economic impact on national development.","PeriodicalId":45076,"journal":{"name":"Review of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136347030","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}
Abstract This study aims to investigate gender differences in the identification for special educational needs services within the context of England. Gender disparities in disability identification have long been of concern, impacting tailored support and opportunities for female students. By utilising population‐level data, we seek to ascertain the presence and extent of these gender differences, aligning our findings with existing literature and addressing gaps in knowledge about sex ratio differences in several disability categories. We conducted descriptive analyses of publicly accessible UK government datasets. In our study, we examine how gender differences have evolved over time, and vary across regions, disability types and educational phases (i.e., nursery, primary or secondary). Our observation of the data suggests persistent under‐identification of females compared to males across time, disability categories, across different regions and educational phases.
{"title":"Gender differences in special educational needs identification","authors":"Johny Daniel, Hsin Wang","doi":"10.1002/rev3.3437","DOIUrl":"https://doi.org/10.1002/rev3.3437","url":null,"abstract":"Abstract This study aims to investigate gender differences in the identification for special educational needs services within the context of England. Gender disparities in disability identification have long been of concern, impacting tailored support and opportunities for female students. By utilising population‐level data, we seek to ascertain the presence and extent of these gender differences, aligning our findings with existing literature and addressing gaps in knowledge about sex ratio differences in several disability categories. We conducted descriptive analyses of publicly accessible UK government datasets. In our study, we examine how gender differences have evolved over time, and vary across regions, disability types and educational phases (i.e., nursery, primary or secondary). Our observation of the data suggests persistent under‐identification of females compared to males across time, disability categories, across different regions and educational phases.","PeriodicalId":45076,"journal":{"name":"Review of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135037981","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}
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