Abstract The scarcity of teachers worldwide has led to educators teaching multiple subjects outside their area of expertise. This challenge of teaching out‐of‐field or multi‐subject instruction raises the need for (re)constructing the identity of multi‐subject generalist teachers (M‐SGTs). However, the matter has received little attention in current literature. This study aimed to explore the process by which M‐SGTs develop a salient identity as EFL teachers and how this identity impacts their practices in teaching EFL. To achieve this, a case‐study approach was employed, and six M‐SGTs from three private kindergarten schools in rural Bangladesh were selected using convenient sampling. Data were gathered from observation protocols, semi‐structured interviews, and documents. The interviews and observation protocols were transcribed and coded, while the documents were reviewed thematically and categorically in line with Kvale's recommendations. The results of this investigation highlight the complex and multifaceted nature of the development of salient identity as EFL teachers among M‐SGTs. The study reveals that M‐SGTs develop a strong identity as EFL teachers through negotiation, adaptation, subject selection, confidence, language acquisition experience, pre‐service pedagogical skills, social support, positive feedback and endorsement by principals. The study also finds that M‐SGTs' salient identity is reflected in their teaching practices that involve being role models, adapting English language instruction, employing interactivity, differentiation in pedagogy, comprehensive feedback, whole‐class teaching and the use of supplementary materials. This paper ends with an important implication.
{"title":"Understanding identity salience and English as a Foreign Language teaching practices: A case study of <scp>multi‐subject</scp> generalist teachers","authors":"Md. Saiful Alam, Adelina Asmawi","doi":"10.1002/rev3.3424","DOIUrl":"https://doi.org/10.1002/rev3.3424","url":null,"abstract":"Abstract The scarcity of teachers worldwide has led to educators teaching multiple subjects outside their area of expertise. This challenge of teaching out‐of‐field or multi‐subject instruction raises the need for (re)constructing the identity of multi‐subject generalist teachers (M‐SGTs). However, the matter has received little attention in current literature. This study aimed to explore the process by which M‐SGTs develop a salient identity as EFL teachers and how this identity impacts their practices in teaching EFL. To achieve this, a case‐study approach was employed, and six M‐SGTs from three private kindergarten schools in rural Bangladesh were selected using convenient sampling. Data were gathered from observation protocols, semi‐structured interviews, and documents. The interviews and observation protocols were transcribed and coded, while the documents were reviewed thematically and categorically in line with Kvale's recommendations. The results of this investigation highlight the complex and multifaceted nature of the development of salient identity as EFL teachers among M‐SGTs. The study reveals that M‐SGTs develop a strong identity as EFL teachers through negotiation, adaptation, subject selection, confidence, language acquisition experience, pre‐service pedagogical skills, social support, positive feedback and endorsement by principals. The study also finds that M‐SGTs' salient identity is reflected in their teaching practices that involve being role models, adapting English language instruction, employing interactivity, differentiation in pedagogy, comprehensive feedback, whole‐class teaching and the use of supplementary materials. This paper ends with an important implication.","PeriodicalId":45076,"journal":{"name":"Review of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135425688","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 Two commonly used approaches to capturing information about teachers are random probability surveys and teacher panels. This paper reviews the strengths and limitations of these two approaches in the context of capturing information about the teacher workforce. A case study is then presented drawing upon recent teacher survey data collections in England. Although both designs should continue to play an important role in generating evidence about the teaching profession, random probability surveys of teachers should be used sparingly, and only when they will be properly resourced.
{"title":"Teacher surveys: The pros and cons of random probability surveys versus teacher panels","authors":"John Jerrim","doi":"10.1002/rev3.3428","DOIUrl":"https://doi.org/10.1002/rev3.3428","url":null,"abstract":"Abstract Two commonly used approaches to capturing information about teachers are random probability surveys and teacher panels. This paper reviews the strengths and limitations of these two approaches in the context of capturing information about the teacher workforce. A case study is then presented drawing upon recent teacher survey data collections in England. Although both designs should continue to play an important role in generating evidence about the teaching profession, random probability surveys of teachers should be used sparingly, and only when they will be properly resourced.","PeriodicalId":45076,"journal":{"name":"Review of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135425368","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}
Pablo Davila‐Barrio, Cristina Arriaga, Alberto Cabedo‐Mas
Abstract Empathy plays a fundamental role in the prosocial development of young people today as an essential skill for interacting with other human beings. Music, particularly in a small group set up, offers a fitting context for its development. This article presents a review of the different studies and investigations that examine the effects that the development of empathic capacity can produce in small group instrumental practice, the capacity of empathy to induce modifications in the final result of a small group musical interpretation, and empathy and its relationship with small group musical interpretation from the field of education. The aim of this article is to review and analyse literature on how empathy is researched in the context of small group (between 2 and 10 individuals) music performance in order to enquire if the empathic ability constitutes a basic and decisive foundation in the development of multiple actions executed jointly with other individuals. For that purpose, different aspects are analysed: (1) definition of empathy and how it is measured; (2) the instruments used for its measurement; (3) the characteristics of the participants in the studies and their level of music experience; and (4) the type of activities undertaken. The analysis of the results indicates that defining empathy in this context is an ongoing process, and the concept is measured by standardised and ad hoc tests. It also shows that the type of studies and activities are related to the discipline in which they are carried out. Notably, there is a lack of studies regarding the field of study and the age and the level of musical experience of the performers. Context and implications Rationale for this study Empathy is considered a fundamental social ability to communicate. This review aims to analyse how empathy is researched in the context of a small music group set up in order to explore the state of empathy in group music performance and its benefits of developing social and emotional abilities in music students. Why the new findings matter This review provides details of research that reports the benefits of promoting empathy in a small music group set up and presents evidence that there are no standard ways of researching empathy in this sphere. Implications for researchers and music educators The emerging findings of this review affirm that promoting empathy in the context of a small music group set up affects students' social and emotional abilities. However, there is still no consensus of a standardised way to research empathy. The implications extend to researchers, who need to do more investigations on empathy not only in the sphere of music performance or music education but also in other spheres in order to narrow a way of standardising methods to research empathy. Moreover, this review is a call for all music educators, to implement and develop empathy through their daily educational strategies.
{"title":"Empathy in group musical performance: A review of the literature","authors":"Pablo Davila‐Barrio, Cristina Arriaga, Alberto Cabedo‐Mas","doi":"10.1002/rev3.3426","DOIUrl":"https://doi.org/10.1002/rev3.3426","url":null,"abstract":"Abstract Empathy plays a fundamental role in the prosocial development of young people today as an essential skill for interacting with other human beings. Music, particularly in a small group set up, offers a fitting context for its development. This article presents a review of the different studies and investigations that examine the effects that the development of empathic capacity can produce in small group instrumental practice, the capacity of empathy to induce modifications in the final result of a small group musical interpretation, and empathy and its relationship with small group musical interpretation from the field of education. The aim of this article is to review and analyse literature on how empathy is researched in the context of small group (between 2 and 10 individuals) music performance in order to enquire if the empathic ability constitutes a basic and decisive foundation in the development of multiple actions executed jointly with other individuals. For that purpose, different aspects are analysed: (1) definition of empathy and how it is measured; (2) the instruments used for its measurement; (3) the characteristics of the participants in the studies and their level of music experience; and (4) the type of activities undertaken. The analysis of the results indicates that defining empathy in this context is an ongoing process, and the concept is measured by standardised and ad hoc tests. It also shows that the type of studies and activities are related to the discipline in which they are carried out. Notably, there is a lack of studies regarding the field of study and the age and the level of musical experience of the performers. Context and implications Rationale for this study Empathy is considered a fundamental social ability to communicate. This review aims to analyse how empathy is researched in the context of a small music group set up in order to explore the state of empathy in group music performance and its benefits of developing social and emotional abilities in music students. Why the new findings matter This review provides details of research that reports the benefits of promoting empathy in a small music group set up and presents evidence that there are no standard ways of researching empathy in this sphere. Implications for researchers and music educators The emerging findings of this review affirm that promoting empathy in the context of a small music group set up affects students' social and emotional abilities. However, there is still no consensus of a standardised way to research empathy. The implications extend to researchers, who need to do more investigations on empathy not only in the sphere of music performance or music education but also in other spheres in order to narrow a way of standardising methods to research empathy. Moreover, this review is a call for all music educators, to implement and develop empathy through their daily educational strategies.","PeriodicalId":45076,"journal":{"name":"Review of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135864603","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 preliminary study analyses children's and teachers' views towards gender stereotyping in children's literature for Malaysian ESL (English as a Second Language) classrooms. We employed focus groups with 14 children (aged 10–12) and interviews with 6 experienced ESL teachers, in which children and teachers reflected on selected literature taught in schools. Our findings suggested that both children and teachers overlooked gender stereotyping in the selected children's literature as they focused more on the storyline and moral values. However, our focus groups with children showed their potential in adapting the reading materials to their social context, despite the typical belief that young children blindly learn and accept anything presented to them. Comparison between the boys and girls also showed different gendered responses towards gender stereotyping, with the boys showing stronger support for gender equality. The children insisted that men and women are equals and suggested more active male participation in domestic settings could indicate their readiness to discuss gender‐related issues. In addition, our interviews with teachers led to their call for more reading materials that reflect gender equality. The teachers admitted to a lack of explicit discussions about gender in their current teaching/learning process and expressed their willingness to include gender discussions with their students in the future. This study hopes to give voices to Malaysian children and teachers in the Global South, highlighting their potential for agency in pedagogical review and gender advocacy in education. Context and implications Rationale for this study This study explores children's views' and teachers' strategies for addressing gender stereotyping in children's literature for Malaysian ESL classrooms. Why the new findings matter Our findings highlight the need for training for teachers and teaching/learning materials that reflect gender equality. Our findings signal children's readiness to discuss gender and the importance of teachers' role in fostering such discussions. Implications for practitioners and policy makers This study is significant for teachers and curriculum reviewers in highlighting how children's literature may influence children and foster gender equality. There is a need for support materials, training for teachers and careful selection of suitable reading materials for children in terms of cultural and gender values.
{"title":"What do the children and teachers say?: Voices on gender stereotyping in children's literature for Malaysian <scp>ESL</scp> classrooms","authors":"Hai Nin Yeoh, Huey Fen Cheong","doi":"10.1002/rev3.3427","DOIUrl":"https://doi.org/10.1002/rev3.3427","url":null,"abstract":"Abstract This preliminary study analyses children's and teachers' views towards gender stereotyping in children's literature for Malaysian ESL (English as a Second Language) classrooms. We employed focus groups with 14 children (aged 10–12) and interviews with 6 experienced ESL teachers, in which children and teachers reflected on selected literature taught in schools. Our findings suggested that both children and teachers overlooked gender stereotyping in the selected children's literature as they focused more on the storyline and moral values. However, our focus groups with children showed their potential in adapting the reading materials to their social context, despite the typical belief that young children blindly learn and accept anything presented to them. Comparison between the boys and girls also showed different gendered responses towards gender stereotyping, with the boys showing stronger support for gender equality. The children insisted that men and women are equals and suggested more active male participation in domestic settings could indicate their readiness to discuss gender‐related issues. In addition, our interviews with teachers led to their call for more reading materials that reflect gender equality. The teachers admitted to a lack of explicit discussions about gender in their current teaching/learning process and expressed their willingness to include gender discussions with their students in the future. This study hopes to give voices to Malaysian children and teachers in the Global South, highlighting their potential for agency in pedagogical review and gender advocacy in education. Context and implications Rationale for this study This study explores children's views' and teachers' strategies for addressing gender stereotyping in children's literature for Malaysian ESL classrooms. Why the new findings matter Our findings highlight the need for training for teachers and teaching/learning materials that reflect gender equality. Our findings signal children's readiness to discuss gender and the importance of teachers' role in fostering such discussions. Implications for practitioners and policy makers This study is significant for teachers and curriculum reviewers in highlighting how children's literature may influence children and foster gender equality. There is a need for support materials, training for teachers and careful selection of suitable reading materials for children in terms of cultural and gender values.","PeriodicalId":45076,"journal":{"name":"Review of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135817452","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}
Liisa Ilomäki, Minna Lakkala, Veera Kallunki, Darren Mundy, Marc Romero, Teresa Romeu, Gouseti Anastasia
Abstract The rapid and ongoing technological developments and the changes in societal practices require us to update our understanding and skills relating to digital technology use continuously. Various frameworks have been created in recent years to explore the different aspects of digital literacies or digital competencies and a range of newer concepts and dimensions have emerged in the literature aiming to capture the complexity of digital engagement. The main aim of this systematic literature review (SLR) was to map out which elements or issues of critical digital literacies (CDL) relevant for school education currently feature in the academic literature and international policy documents. The secondary aim was to use the findings of the SLR to inform the creation of a research‐based framework for school education. The review process followed a systematic protocol for answering specific research questions. Research articles were sought in two electronic databases—EBSCO (Academic Search Complete) and Web of Science—and policy documents were sought on the Internet using Google search. A total of 139 research articles and policy‐related documents were used for the analysis. The main dimensions based on the analysis were the following (in the order of most hits): E‐safety, Participation and presence, Digital literacy, Media literacy, Digital citizenship, Technology literacy, Information literacy, Data literacy, Digital game literacy, Online learning, Digital creativity and innovation, and Digital well‐being. The emphasis in the research articles was on negative issues, although publications also outlined several positive issues about digitality. The emphases of the research articles and policy‐related documents differed somewhat. The findings of this SLR have implications for researchers, policy makers and educators interested in the changing nature of critical digital literacies and the dimensions and subdimensions relevant for school education. Context and implications Rationale for the study: This systematic literature review (SLR) identifies the key elements and issues of critical digital literacies (CDL) relevant to school education, as documented in academic literature and international policy documents. In addition, it utilises the findings of the SLR to develop a research‐based framework for CLD in school education. Why the new findings matter: Our findings contribute to capturing the different aspects of CDL in the context of compulsory education and offer original insights with regard to supporting the development of teachers and students' critical digital literacies in the future. Implications for researchers, practitioners and policy makers: This SLR has implications for research as it has highlighted the need to continuously update theoretical models and frameworks relating to CDL. Although certain accepted core dimensions can provide a stable foundation for representing emerging phenomena, it is essential to maintain flexibility to
快速和持续的技术发展和社会实践的变化要求我们不断更新我们对数字技术使用的理解和技能。近年来，人们创建了各种框架来探索数字素养或数字能力的不同方面，并在文献中出现了一系列新的概念和维度，旨在捕捉数字参与的复杂性。本系统文献综述(SLR)的主要目的是绘制出当前学术文献和国际政策文件中与学校教育相关的关键数字素养(CDL)的哪些要素或问题。第二个目的是利用SLR的研究结果，为学校教育基于研究的框架的创建提供信息。审查过程遵循回答特定研究问题的系统方案。研究论文在ebsco(学术检索完整)和Web of science两个电子数据库中搜索，政策文件在互联网上使用Google搜索进行搜索。共有139篇研究论文和政策相关文件被用于分析。基于分析的主要维度如下(按点击次数最多的顺序):电子安全、参与和存在、数字素养、媒体素养、数字公民、技术素养、信息素养、数据素养、数字游戏素养、在线学习、数字创造力和创新以及数字福祉。研究文章的重点是负面问题，尽管出版物也概述了数字化的几个积极问题。研究文章和政策相关文件的侧重点有所不同。SLR的研究结果对研究关键数字素养的变化性质以及与学校教育相关的维度和子维度的研究人员、政策制定者和教育工作者具有启示意义。背景和含义研究的基本原理:本系统性文献综述(SLR)确定了学术文献和国际政策文件中记载的与学校教育相关的关键因素和关键数字素养(CDL)问题。此外，它利用SLR的研究结果为学校教育中的CLD开发了一个基于研究的框架。新发现的重要性:我们的发现有助于捕捉义务教育背景下CDL的不同方面，并为未来支持教师和学生批判性数字素养的发展提供了原创性见解。对研究人员、从业人员和政策制定者的启示:这一单反对研究具有启示意义，因为它强调了不断更新与CDL相关的理论模型和框架的必要性。尽管某些公认的核心维度可以为表示新兴现象提供稳定的基础，但保持灵活性以应对技术进步是至关重要的。对政策制定的影响是认识到需要持续的专业发展和对教师和学生的教学支持。教育从业者的价值在于，它阐明了CDL的新兴概念，并使教育机构能够加强与CDL相关的实践和倡议。
{"title":"Critical digital literacies at school level: A systematic review","authors":"Liisa Ilomäki, Minna Lakkala, Veera Kallunki, Darren Mundy, Marc Romero, Teresa Romeu, Gouseti Anastasia","doi":"10.1002/rev3.3425","DOIUrl":"https://doi.org/10.1002/rev3.3425","url":null,"abstract":"Abstract The rapid and ongoing technological developments and the changes in societal practices require us to update our understanding and skills relating to digital technology use continuously. Various frameworks have been created in recent years to explore the different aspects of digital literacies or digital competencies and a range of newer concepts and dimensions have emerged in the literature aiming to capture the complexity of digital engagement. The main aim of this systematic literature review (SLR) was to map out which elements or issues of critical digital literacies (CDL) relevant for school education currently feature in the academic literature and international policy documents. The secondary aim was to use the findings of the SLR to inform the creation of a research‐based framework for school education. The review process followed a systematic protocol for answering specific research questions. Research articles were sought in two electronic databases—EBSCO (Academic Search Complete) and Web of Science—and policy documents were sought on the Internet using Google search. A total of 139 research articles and policy‐related documents were used for the analysis. The main dimensions based on the analysis were the following (in the order of most hits): E‐safety, Participation and presence, Digital literacy, Media literacy, Digital citizenship, Technology literacy, Information literacy, Data literacy, Digital game literacy, Online learning, Digital creativity and innovation, and Digital well‐being. The emphasis in the research articles was on negative issues, although publications also outlined several positive issues about digitality. The emphases of the research articles and policy‐related documents differed somewhat. The findings of this SLR have implications for researchers, policy makers and educators interested in the changing nature of critical digital literacies and the dimensions and subdimensions relevant for school education. Context and implications Rationale for the study: This systematic literature review (SLR) identifies the key elements and issues of critical digital literacies (CDL) relevant to school education, as documented in academic literature and international policy documents. In addition, it utilises the findings of the SLR to develop a research‐based framework for CLD in school education. Why the new findings matter: Our findings contribute to capturing the different aspects of CDL in the context of compulsory education and offer original insights with regard to supporting the development of teachers and students' critical digital literacies in the future. Implications for researchers, practitioners and policy makers: This SLR has implications for research as it has highlighted the need to continuously update theoretical models and frameworks relating to CDL. Although certain accepted core dimensions can provide a stable foundation for representing emerging phenomena, it is essential to maintain flexibility to ","PeriodicalId":45076,"journal":{"name":"Review of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136375317","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 For young people, financial literacy is important because they face financial decisions that can have significant consequences throughout their lives, such as investing in a college education or a business, shopping, buying books or computer games. Therefore, this study examined the relationship between the financial literacy levels of young people and their perceived ICT competence, reading and mathematical literacy, which are measurable and observable phenomena. The research data were obtained from the 2018 PISA (Program for International Student Assessment) database, officially published by the OECD. The participants of this study were 15‐year‐old students from 15 different countries that participated in the PISA programme in 2018. Mathematical and reading literacy were found to be an important variable affecting the financial literacy performance of young people. However, ICT competencies did not significantly affect the financial literacy performance of young people. Additionally, this study tested the mediating effects of reading literacy, mathematical literacy and perceived ICT competence variables on financial literacy.
{"title":"Breaking the cycle: The mediating effects of reading, mathematical and <scp>ICT</scp> literacy skills on financial success in youth","authors":"Tülin Otbiçer Acar","doi":"10.1002/rev3.3421","DOIUrl":"https://doi.org/10.1002/rev3.3421","url":null,"abstract":"Abstract For young people, financial literacy is important because they face financial decisions that can have significant consequences throughout their lives, such as investing in a college education or a business, shopping, buying books or computer games. Therefore, this study examined the relationship between the financial literacy levels of young people and their perceived ICT competence, reading and mathematical literacy, which are measurable and observable phenomena. The research data were obtained from the 2018 PISA (Program for International Student Assessment) database, officially published by the OECD. The participants of this study were 15‐year‐old students from 15 different countries that participated in the PISA programme in 2018. Mathematical and reading literacy were found to be an important variable affecting the financial literacy performance of young people. However, ICT competencies did not significantly affect the financial literacy performance of young people. Additionally, this study tested the mediating effects of reading literacy, mathematical literacy and perceived ICT competence variables on financial literacy.","PeriodicalId":45076,"journal":{"name":"Review of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136314650","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}
Ala'a Zuhair Mansour, Aidi Ahmi, Abbas Saad Hamada Alkhuzaie, Mohammad Abedalrahman Alhmood, Oluwatoyin Muse Johnson Popoola, Marwan Altarawneh
Abstract This study presents an extensive bibliometric review of research publications on tax evasion using the Scopus database. Data analysis was conducted using Microsoft Excel, Open Refine, Harzing's Publish or Perish, and VOSviewer. Since 1998, there has been a continuous growth in the number of research papers published on tax evasion. The United States emerged as the most productive country in terms of published tax evasion studies. Specifically, Florida International University ranked first as the most active institution in publishing important articles related to tax evasion research. The Journal of Public Economics stands out as the most renowned journal in this field. However, it should be noted that this research relies on the Scopus database, which may have certain limitations that can influence the results. Moreover, this study acknowledges the crucial role of education in comprehending and combating tax evasion. It highlights the significance of educational institutions, such as Florida International University, in generating valuable research on tax evasion. By promoting education and raising awareness about the intricate nature of tax evasion, scholars and practitioners can make well‐informed decisions and formulate effective strategies to mitigate its adverse effects. To the best of the researcher's knowledge, this study represents the first extensive bibliometric analysis that offers a comprehensive overview of tax evasion research while recognising education's vital role in tackling this issue. Context and implications Rationale for this study A bibliometric study on tax evasion provides valuable insights into the existing literature, research trends and knowledge gaps, which can inform educational interventions and the development of effective strategies to promote tax compliance. It helps identify best practices and evidence‐based approaches to enhance tax education and assess the impact of education on tax compliance. Why do the new findings matter? The findings of a tax evasion bibliometric study are crucial for education as they inform and enhance educational initiatives. They provide insights into the existing research landscape, allowing educators to tailor their approaches and incorporate best practices. Ultimately, integrating the findings of a tax evasion bibliometric study into education enhances the effectiveness of educational efforts in reducing tax evasion. Implications for researchers and practitioners Tax evasion bibliometric study has significant implications for researchers and practitioners in education. Researchers can benefit from identifying research gaps, exploring collaborative opportunities, and gaining methodological insights to advance knowledge in the field. For practitioners, the findings support evidence‐based decision‐making, enable the tailoring of educational interventions, and foster collaboration with researchers. The study promotes a stronger connection between research and practice, enhanci
摘要本研究使用Scopus数据库对逃税研究出版物进行了广泛的文献计量学回顾。使用Microsoft Excel、Open Refine、Harzing’s Publish or Perish和VOSviewer进行数据分析。自1998年以来，有关逃税的研究论文数量持续增长。就已发表的逃税研究而言，美国成为最具生产力的国家。其中，佛罗里达国际大学(Florida International University)在发表与逃税研究相关的重要文章方面排名第一。《公共经济学杂志》是这一领域最著名的期刊。但需要注意的是，本研究依赖于Scopus数据库，可能存在一定的局限性，会影响研究结果。此外，本研究承认教育在理解和打击逃税方面的关键作用。它突出了教育机构的重要性，如佛罗里达国际大学，在产生有价值的逃税研究。通过促进教育和提高对逃税复杂本质的认识，学者和从业者可以做出明智的决定，并制定有效的策略来减轻其不利影响。据研究人员所知，这项研究代表了第一次广泛的文献计量分析，提供了逃税研究的全面概述，同时认识到教育在解决这一问题方面的重要作用。背景与意义本研究的基本原理对逃税的文献计量学研究提供了对现有文献、研究趋势和知识缺口的有价值的见解，可以为教育干预和制定有效的策略提供信息，以促进税收合规。它有助于确定最佳做法和基于证据的方法，以加强税务教育和评估教育对税务合规的影响。为什么这些新发现很重要?逃税文献计量学研究的结果对教育至关重要，因为它们为教育活动提供了信息并加强了教育活动。它们提供了对现有研究格局的见解，使教育工作者能够调整他们的方法并纳入最佳实践。最后，将逃税文献计量学研究的结果整合到教育中，可以提高教育工作在减少逃税方面的有效性。逃税文献计量学研究对教育领域的研究者和实践者具有重要意义。研究人员可以从确定研究差距、探索合作机会和获得方法见解中受益，从而推进该领域的知识。对于从业者来说，研究结果支持基于证据的决策，使教育干预措施能够量身定制，并促进与研究人员的合作。这项研究促进了研究与实践之间更紧密的联系，提高了解决逃税问题的教育工作的有效性。最终，逃税文献计量学研究的影响有助于发展基于证据的策略和教育部门的干预措施。
{"title":"State of art in tax evasion research: A bibliometric review","authors":"Ala'a Zuhair Mansour, Aidi Ahmi, Abbas Saad Hamada Alkhuzaie, Mohammad Abedalrahman Alhmood, Oluwatoyin Muse Johnson Popoola, Marwan Altarawneh","doi":"10.1002/rev3.3422","DOIUrl":"https://doi.org/10.1002/rev3.3422","url":null,"abstract":"Abstract This study presents an extensive bibliometric review of research publications on tax evasion using the Scopus database. Data analysis was conducted using Microsoft Excel, Open Refine, Harzing's Publish or Perish, and VOSviewer. Since 1998, there has been a continuous growth in the number of research papers published on tax evasion. The United States emerged as the most productive country in terms of published tax evasion studies. Specifically, Florida International University ranked first as the most active institution in publishing important articles related to tax evasion research. The Journal of Public Economics stands out as the most renowned journal in this field. However, it should be noted that this research relies on the Scopus database, which may have certain limitations that can influence the results. Moreover, this study acknowledges the crucial role of education in comprehending and combating tax evasion. It highlights the significance of educational institutions, such as Florida International University, in generating valuable research on tax evasion. By promoting education and raising awareness about the intricate nature of tax evasion, scholars and practitioners can make well‐informed decisions and formulate effective strategies to mitigate its adverse effects. To the best of the researcher's knowledge, this study represents the first extensive bibliometric analysis that offers a comprehensive overview of tax evasion research while recognising education's vital role in tackling this issue. Context and implications Rationale for this study A bibliometric study on tax evasion provides valuable insights into the existing literature, research trends and knowledge gaps, which can inform educational interventions and the development of effective strategies to promote tax compliance. It helps identify best practices and evidence‐based approaches to enhance tax education and assess the impact of education on tax compliance. Why do the new findings matter? The findings of a tax evasion bibliometric study are crucial for education as they inform and enhance educational initiatives. They provide insights into the existing research landscape, allowing educators to tailor their approaches and incorporate best practices. Ultimately, integrating the findings of a tax evasion bibliometric study into education enhances the effectiveness of educational efforts in reducing tax evasion. Implications for researchers and practitioners Tax evasion bibliometric study has significant implications for researchers and practitioners in education. Researchers can benefit from identifying research gaps, exploring collaborative opportunities, and gaining methodological insights to advance knowledge in the field. For practitioners, the findings support evidence‐based decision‐making, enable the tailoring of educational interventions, and foster collaboration with researchers. The study promotes a stronger connection between research and practice, enhanci","PeriodicalId":45076,"journal":{"name":"Review of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135206214","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}
Although emotions are vitally important for achievement and performance in learning a new language, prior research has mainly focused on negative emotions and the cognitive aspects of second language acquisition and foreign language learning. However, the number of studies on the relationship between positive psychology and language learning has increased since 2014. Nevertheless, research is still inconclusive. This study, using a systematic scoping review, aims to analyse and synthesise the studies on the relationship between positive psychology and of second language acquisition and foreign language learning to present implications for practice and future research. It concludes that the use of positive psychology elements effectively enhances foreign language enjoyment, decreases foreign language anxiety, and develops basic language skills. In light of the conclusions reached, implications for practice and further research are presented. Rationale for the study Emotions are vital for performance and achievement in the second language acquisition and foreign language learning processes. However, research on these processes has mainly focused on negative emotions and the cognitive aspects until 2014. Although the number of studies has significantly increased after 2014, the results are inconclusive in gaining insight and shaping practice and future research. Why do the new findings matter? The findings in the study are significant for positioning the elements of positive psychology in second language acquisition and foreign language learning and may lead to the emergence of a novel language learning approach. Implications for researchers, teachers, and policy makers Researchers should focus on the relationships between positive psychology and language learning in different cultures and educational and instructional contexts. Language teachers need to attach importance to the mediating role of positive psychology in their classes. To achieve this, they should collaborate with school counsellors. Last, curriculum developers and policy makers should integrate and implement positive psychology elements into the pre‐service and in‐service teaching programmes.
{"title":"Positive psychology and language learning: A systematic scoping review","authors":"Selami Aydın, Işıl Tekin","doi":"10.1002/rev3.3420","DOIUrl":"https://doi.org/10.1002/rev3.3420","url":null,"abstract":"Although emotions are vitally important for achievement and performance in learning a new language, prior research has mainly focused on negative emotions and the cognitive aspects of second language acquisition and foreign language learning. However, the number of studies on the relationship between positive psychology and language learning has increased since 2014. Nevertheless, research is still inconclusive. This study, using a systematic scoping review, aims to analyse and synthesise the studies on the relationship between positive psychology and of second language acquisition and foreign language learning to present implications for practice and future research. It concludes that the use of positive psychology elements effectively enhances foreign language enjoyment, decreases foreign language anxiety, and develops basic language skills. In light of the conclusions reached, implications for practice and further research are presented.\u0000\u0000Rationale for the study\u0000Emotions are vital for performance and achievement in the second language acquisition and foreign language learning processes. However, research on these processes has mainly focused on negative emotions and the cognitive aspects until 2014. Although the number of studies has significantly increased after 2014, the results are inconclusive in gaining insight and shaping practice and future research.\u0000Why do the new findings matter?\u0000The findings in the study are significant for positioning the elements of positive psychology in second language acquisition and foreign language learning and may lead to the emergence of a novel language learning approach.\u0000Implications for researchers, teachers, and policy makers\u0000Researchers should focus on the relationships between positive psychology and language learning in different cultures and educational and instructional contexts. Language teachers need to attach importance to the mediating role of positive psychology in their classes. To achieve this, they should collaborate with school counsellors. Last, curriculum developers and policy makers should integrate and implement positive psychology elements into the pre‐service and in‐service teaching programmes.\u0000","PeriodicalId":45076,"journal":{"name":"Review of Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72960778","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}
Interest is a variable that assists students in acquiring knowledge and instructors in creating an encouraging classroom environment. Situational interest, on the other hand, is a type of interest that will assist students' interest to develop by organising environmental conditions. The research on situational interest has been ongoing for more than two decades, and the bibliometric information of this research has grown. The current research aims to examine trends and advances to assist researchers in understanding the perspective of situational interest research. The bibliometric analysis was conducted with Biblioshiny and VOSviewer. The current study analysed WoS data about the meta‐information of 573 published articles on situational interest. The results obtained from the WoS database reveal a growing interest in applying situational interest. Bradford's law results show that 195 articles published in 15 journals were in Zone 1. The result of Lotka's law explained that theoretical and observed research data fit. Education‐related keywords such as achievement, motivation, text, recall, comprehension, and other education‐related variables such as self‐efficacy and design, gender, college students, biology, and context have been placed under the basic theme that is most relevant and developing. It can be said that other results of the current study guide authors about situational interest research. The studies on situational interest have increased over the last two decades, but there are few reviews of situational interest publications. This study has examined trends and advances in the studies to assist researchers in understanding the perspective of situational interest research with bibliometric analysis.The findings have highlighted trends and advances in the scientific output of situational interest with bibliometric analysis.In addition to revealing the trends and advances in situational interest research, the findings can help to focus more on some emerging research themes that can guide future situational interest researchers. According to findings, the recent research of situational interest focuses on cognitive load, motivation, achievement, and emerging technology such as augmented reality technology. The Four‐Phase Model of Interest Development is the most popular document among situational interest research to understand situational interest. The results show that researchers had an international collaboration from different countries and different institutions.
{"title":"A bibliometric analysis of situational interest research","authors":"C. Meşe","doi":"10.1002/rev3.3419","DOIUrl":"https://doi.org/10.1002/rev3.3419","url":null,"abstract":"Interest is a variable that assists students in acquiring knowledge and instructors in creating an encouraging classroom environment. Situational interest, on the other hand, is a type of interest that will assist students' interest to develop by organising environmental conditions. The research on situational interest has been ongoing for more than two decades, and the bibliometric information of this research has grown. The current research aims to examine trends and advances to assist researchers in understanding the perspective of situational interest research. The bibliometric analysis was conducted with Biblioshiny and VOSviewer. The current study analysed WoS data about the meta‐information of 573 published articles on situational interest. The results obtained from the WoS database reveal a growing interest in applying situational interest. Bradford's law results show that 195 articles published in 15 journals were in Zone 1. The result of Lotka's law explained that theoretical and observed research data fit. Education‐related keywords such as achievement, motivation, text, recall, comprehension, and other education‐related variables such as self‐efficacy and design, gender, college students, biology, and context have been placed under the basic theme that is most relevant and developing. It can be said that other results of the current study guide authors about situational interest research.\u0000The studies on situational interest have increased over the last two decades, but there are few reviews of situational interest publications. This study has examined trends and advances in the studies to assist researchers in understanding the perspective of situational interest research with bibliometric analysis.The findings have highlighted trends and advances in the scientific output of situational interest with bibliometric analysis.In addition to revealing the trends and advances in situational interest research, the findings can help to focus more on some emerging research themes that can guide future situational interest researchers. According to findings, the recent research of situational interest focuses on cognitive load, motivation, achievement, and emerging technology such as augmented reality technology. The Four‐Phase Model of Interest Development is the most popular document among situational interest research to understand situational interest. The results show that researchers had an international collaboration from different countries and different institutions.\u0000","PeriodicalId":45076,"journal":{"name":"Review of Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78559244","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}
Teuna Cornelia Jenny Ostermeier, W. Koops, R. Peccei
Although it is widely recognised that well‐being of teachers is important, not much is known about the effects of job characteristics in subjective well‐being. This paper is a report of a study that investigates the effects of job characteristics on subjective well‐being. Nationally representative employee data is used to investigate the effects of job characteristics and teachers' subjective well‐being among teachers in Britain (N = 954). The findings suggest that there is a prima facie case for schools to use the job demands‐resources model to maintain and raise levels of job satisfaction and negative affect among their teachers. Multiple regressions were performed to calculate the relative weight of job characteristics related to subjective well‐being. Results show, among other things, that job security, autonomy and employee voice increase, and work–life conflict decreases, the subjective well‐being of teachers. In addition, it is found that family policies, a supportive supervisor and employee voice can mitigate the detrimental effects of work–life conflict, workload and work hours on negative affect. Policy implications follow, which include, inter alia, that training and development programmes with an emphasis on communications skills and providing teachers more opportunities to participate in decisions could be used to achieve greater participation, better supportive supervision and more job security. In addition, workload can be reduced by giving teachers more non‐contact time and creating smaller classes. It is widely recognised that lack of well‐being can potentially affect both workers and the organisation in negative ways. Within the teaching occupation well‐being is a serious and growing concern. Therefore, it is of paramount importance to generate insights into what job characteristics affect teacher well‐being.This study demonstrated that the JD‐R model can be used successfully to investigate job characteristics. Furthermore, this study highlights the relationship of subjective well‐being of teachers with job characteristics. In addition, it is found that various job resources can mitigate the detrimental effects of several demands on negative affect.The present study suggests that increases in subjective well‐being can be made by increasing resources and decreasing demands and that special attention needs to be drawn to: supportive management, employee voice, autonomy, job security, workload and work–life conflict. Policy implications include that training and development programmes with an emphasis on communication skills and providing teachers more opportunities to participate in decisions could be used to achieve greater participation, better supportive supervision and more job security. In addition, workload can be reduced by giving teachers more non‐contact time and creating smaller classes.
{"title":"Effects of job demands and resources on the subjective well‐being of teachers","authors":"Teuna Cornelia Jenny Ostermeier, W. Koops, R. Peccei","doi":"10.1002/rev3.3416","DOIUrl":"https://doi.org/10.1002/rev3.3416","url":null,"abstract":"Although it is widely recognised that well‐being of teachers is important, not much is known about the effects of job characteristics in subjective well‐being. This paper is a report of a study that investigates the effects of job characteristics on subjective well‐being. Nationally representative employee data is used to investigate the effects of job characteristics and teachers' subjective well‐being among teachers in Britain (N = 954). The findings suggest that there is a prima facie case for schools to use the job demands‐resources model to maintain and raise levels of job satisfaction and negative affect among their teachers. Multiple regressions were performed to calculate the relative weight of job characteristics related to subjective well‐being. Results show, among other things, that job security, autonomy and employee voice increase, and work–life conflict decreases, the subjective well‐being of teachers. In addition, it is found that family policies, a supportive supervisor and employee voice can mitigate the detrimental effects of work–life conflict, workload and work hours on negative affect. Policy implications follow, which include, inter alia, that training and development programmes with an emphasis on communications skills and providing teachers more opportunities to participate in decisions could be used to achieve greater participation, better supportive supervision and more job security. In addition, workload can be reduced by giving teachers more non‐contact time and creating smaller classes.\u0000It is widely recognised that lack of well‐being can potentially affect both workers and the organisation in negative ways. Within the teaching occupation well‐being is a serious and growing concern. Therefore, it is of paramount importance to generate insights into what job characteristics affect teacher well‐being.This study demonstrated that the JD‐R model can be used successfully to investigate job characteristics. Furthermore, this study highlights the relationship of subjective well‐being of teachers with job characteristics. In addition, it is found that various job resources can mitigate the detrimental effects of several demands on negative affect.The present study suggests that increases in subjective well‐being can be made by increasing resources and decreasing demands and that special attention needs to be drawn to: supportive management, employee voice, autonomy, job security, workload and work–life conflict. Policy implications include that training and development programmes with an emphasis on communication skills and providing teachers more opportunities to participate in decisions could be used to achieve greater participation, better supportive supervision and more job security. In addition, workload can be reduced by giving teachers more non‐contact time and creating smaller classes.\u0000","PeriodicalId":45076,"journal":{"name":"Review of Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90232864","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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