Pub Date : 2024-02-04DOI: 10.1080/13803611.2024.2310859
Birgitta Fröjdendahl, Ylva Sandberg
This study detected patterns in teacher educators’ and pre-service teachers’ beliefs and practices regarding the degree project. Requirements in policy documents were also considered. The analysis ...
{"title":"Facing the validity gap. Perspectives on the final degree project","authors":"Birgitta Fröjdendahl, Ylva Sandberg","doi":"10.1080/13803611.2024.2310859","DOIUrl":"https://doi.org/10.1080/13803611.2024.2310859","url":null,"abstract":"This study detected patterns in teacher educators’ and pre-service teachers’ beliefs and practices regarding the degree project. Requirements in policy documents were also considered. The analysis ...","PeriodicalId":47025,"journal":{"name":"Educational Research and Evaluation","volume":"23 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139754954","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}
Pub Date : 2023-12-11DOI: 10.1080/13803611.2023.2292170
Lijuan Wang, Elina Lehtomaki
{"title":"Explaining persistent disparities in educational achievement: a comparative study of Yi minority and Han majority in China","authors":"Lijuan Wang, Elina Lehtomaki","doi":"10.1080/13803611.2023.2292170","DOIUrl":"https://doi.org/10.1080/13803611.2023.2292170","url":null,"abstract":"","PeriodicalId":47025,"journal":{"name":"Educational Research and Evaluation","volume":"65 7","pages":""},"PeriodicalIF":1.4,"publicationDate":"2023-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138979410","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}
Pub Date : 2023-12-11DOI: 10.1080/13803611.2023.2290508
M. A. Dijks, M. J. Warrens, H. Korpershoek, R. J. Bosker
Subject choices in secondary education are important decisions, since they critically determine the tertiary fields of study that pupils can pursue. Multiple variables may play a role in pupils’ de...
{"title":"Understanding Dutch students’ subject choices in secondary education using the Theory of Planned Behavior","authors":"M. A. Dijks, M. J. Warrens, H. Korpershoek, R. J. Bosker","doi":"10.1080/13803611.2023.2290508","DOIUrl":"https://doi.org/10.1080/13803611.2023.2290508","url":null,"abstract":"Subject choices in secondary education are important decisions, since they critically determine the tertiary fields of study that pupils can pursue. Multiple variables may play a role in pupils’ de...","PeriodicalId":47025,"journal":{"name":"Educational Research and Evaluation","volume":"9 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2023-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138576942","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}
Pub Date : 2023-11-30DOI: 10.1080/13803611.2023.2285440
Larissa M. Gaias, Clayton R. Cook, Stephanie K. Brewer, Eric J. Bruns, Aaron R. Lyon
Although evidence-based practices can enhance educational outcomes, a persistent gap exists between research and practice. Advancing the understanding and use of implementation science among educat...
{"title":"Addressing the “last mile” problem in educational research: educational researchers’ interest, knowledge, and use of implementation science constructs","authors":"Larissa M. Gaias, Clayton R. Cook, Stephanie K. Brewer, Eric J. Bruns, Aaron R. Lyon","doi":"10.1080/13803611.2023.2285440","DOIUrl":"https://doi.org/10.1080/13803611.2023.2285440","url":null,"abstract":"Although evidence-based practices can enhance educational outcomes, a persistent gap exists between research and practice. Advancing the understanding and use of implementation science among educat...","PeriodicalId":47025,"journal":{"name":"Educational Research and Evaluation","volume":"33 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138536041","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}
Pub Date : 2023-11-14DOI: 10.1080/13803611.2023.2281347
Youmen Chaaban, Hessa Al-Thani, Xiangyun Du
ABSTRACTThe study explored the emerging role identities of eleven faculty who served as discipline-specific facilitators in a multi-tiered PD program, as well as the affordances and constraints which contributed to the (mis)alignment between the role identity of facilitator and their other roles as faculty. Taking the collective as the unit-of-analysis, we showed that variations occurred in the salience of facilitators’ self-perceptions, beliefs, goals, and action possibilities. These variations occurred within and across their multiple roles including learner, teacher, researcher, middle leader, and peer roles, and were triggered mainly by the (1) in/compatibility of facilitators’ pedagogical beliefs with PD goals and activities, (2) un/confidence in the facilitator role, and (3) absence/presence of institutional support. We suggest that the PD program provides a useful model for professional learning in Higher Education contexts, and that facilitators’ role identities are important tools worthy of further support and exploration.KEYWORDS: Role identitydiscipline-specific facilitatorprofessional developmenthigher educationQatar AcknowledgementsOpen Access funding provided by the Qatar National Library.Disclosure statementNo potential conflict of interest was reported by the author(s).Code availabilityNot applicable.Additional informationFundingThis work was supported by the Qatar University [grant number QUCP-CED-2021-1].Notes on contributorsYoumen ChaabanYoumen Chaaban, Ph.D. is a Research Associate Professor at the Education Research Center, at the College of Education, Qatar University. Her research interests include teacher professional development, professional agency, and teacher leadership. Dr. Chaaban has over 40 research publications in international journals, including original research conducted in Lebanon and Qatar. She has also been actively involved in a number of teacher education programs and professional development programs, where she has held the positions of head of department, curriculum coordinator, and educational consultant.Hessa Al-ThaniHessa Al-Thani, Ph.D. is an Assistant Professor in Education Sciences at the College of Education, Qatar University. Al-Thani’s research focuses on character education, students’ motivation in learning and civic engagement. Al-Thani’s research on student’s achievement and civic engagement was presented at the Comparative and International Education Society in 2019 in San Francisco, California. At Qatar University, Al-Thani is involved in developing new approaches in teaching and learning and is mentoring QU faculty to improve on their teaching. Al-Thani has an extensive experience in the field of research and education in Qatar, having worked as a research assistant for RAND Qatar in 2005. Al-Thani graduated in 2017 from Teachers College at Columbia University earning a PhD degree in Educational Policy and Social Analysis.Xiangyun DuXiangyun Du, Ph.D. is a Professor at the College of Educ
{"title":"The role identities of discipline-specific facilitators in a multi-tiered professional development program in higher education","authors":"Youmen Chaaban, Hessa Al-Thani, Xiangyun Du","doi":"10.1080/13803611.2023.2281347","DOIUrl":"https://doi.org/10.1080/13803611.2023.2281347","url":null,"abstract":"ABSTRACTThe study explored the emerging role identities of eleven faculty who served as discipline-specific facilitators in a multi-tiered PD program, as well as the affordances and constraints which contributed to the (mis)alignment between the role identity of facilitator and their other roles as faculty. Taking the collective as the unit-of-analysis, we showed that variations occurred in the salience of facilitators’ self-perceptions, beliefs, goals, and action possibilities. These variations occurred within and across their multiple roles including learner, teacher, researcher, middle leader, and peer roles, and were triggered mainly by the (1) in/compatibility of facilitators’ pedagogical beliefs with PD goals and activities, (2) un/confidence in the facilitator role, and (3) absence/presence of institutional support. We suggest that the PD program provides a useful model for professional learning in Higher Education contexts, and that facilitators’ role identities are important tools worthy of further support and exploration.KEYWORDS: Role identitydiscipline-specific facilitatorprofessional developmenthigher educationQatar AcknowledgementsOpen Access funding provided by the Qatar National Library.Disclosure statementNo potential conflict of interest was reported by the author(s).Code availabilityNot applicable.Additional informationFundingThis work was supported by the Qatar University [grant number QUCP-CED-2021-1].Notes on contributorsYoumen ChaabanYoumen Chaaban, Ph.D. is a Research Associate Professor at the Education Research Center, at the College of Education, Qatar University. Her research interests include teacher professional development, professional agency, and teacher leadership. Dr. Chaaban has over 40 research publications in international journals, including original research conducted in Lebanon and Qatar. She has also been actively involved in a number of teacher education programs and professional development programs, where she has held the positions of head of department, curriculum coordinator, and educational consultant.Hessa Al-ThaniHessa Al-Thani, Ph.D. is an Assistant Professor in Education Sciences at the College of Education, Qatar University. Al-Thani’s research focuses on character education, students’ motivation in learning and civic engagement. Al-Thani’s research on student’s achievement and civic engagement was presented at the Comparative and International Education Society in 2019 in San Francisco, California. At Qatar University, Al-Thani is involved in developing new approaches in teaching and learning and is mentoring QU faculty to improve on their teaching. Al-Thani has an extensive experience in the field of research and education in Qatar, having worked as a research assistant for RAND Qatar in 2005. Al-Thani graduated in 2017 from Teachers College at Columbia University earning a PhD degree in Educational Policy and Social Analysis.Xiangyun DuXiangyun Du, Ph.D. is a Professor at the College of Educ","PeriodicalId":47025,"journal":{"name":"Educational Research and Evaluation","volume":"48 23","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134991315","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}
Pub Date : 2023-11-01DOI: 10.1080/13803611.2023.2276194
David Molina-Muñoz, José Miguel Contreras-García, Ana María Lara-Porras, María del Mar Rueda-García
ABSTRACTResults of the PISA 2018 tests show that the average score in mathematics of the Spanish students is below the European Union and the OECD averages. These differences may be caused by factors related to the student or by those related to the school the student belongs to. The aim of this work is to identify the variables causing the differences in the mathematical performance of the Spanish students. Taking into account its hierarchical structure, a methodology based on the two-level multilevel regression has been applied to the Spanish data of the PISA 2018 study. According to our results, the socioeconomic and cultural index, the gender of the student, the repeater status, being immigrant, the language spoken at home and the student-teacher ratio have a significant effect on the mathematical performance of the students.KEYWORDS: Mathematical performanceeducational assessmentmultilevel analysisPISA Disclosure statementNo potential conflict of interest was reported by the author(s).Data availability statementPISA data are publicly available (http://www.oecd.org/pisa/data/)Additional informationFundingThis work was partially supported by the Faculty of Education, Economics and Technology Ceuta of the University of Granada.Notes on contributorsDavid Molina-MuñozDavid Molina-Muñoz is Assistant Professor at the Department of Didactics of Mathematics at the University of Granada. He holds a PhD in Mathematics and Statistics from the University of Granada. His main line of research is the analysis and exploitation of data from educational surveys, such as TIMSS or PISA.José Miguel Contreras-GarcíaJosé Miguel Contreras-García is Associate Professor in the Department of Didactics of Mathematics at the University of Granada. He holds a PhD in Didactics of Mathematics and a PhD in Mathematics and Statistics. His research focuses on statistical education, with special interest in civic statistics. He has participated in numerous research projects (being principal investigator in some of them). He is the author of more than 60 publications related to his line of research.Ana María Lara-PorrasAna María Lara Porras is a retired Lecturer in the Department of Statistics and Operations Research at the University of Granada. She holds a PhD in Mathematics. She has published more than 30 scientific articles. Her research focuses on data analysis and statistical design of experiments.María del Mar Rueda-GarcíaMaría del Mar Rueda García is Professor in the Department of Statistics and Operations Research at the University of Granada. She holds a PhD in Mathematics. She has supervised 8 doctoral theses, in addition to having published 90 articles in journals included in the JCR in Sciences or Social Sciences to date. She has participated in more than 100 communications at conferences. Her research focuses mainly on the statistical analysis of data and more specifically on the design and analysis of surveys.
2018年国际学生评估项目(PISA)测试结果显示，西班牙学生的数学平均分低于欧盟和经合组织的平均水平。这些差异可能是由与学生有关的因素造成的，也可能是由与学生所属学校有关的因素造成的。这项工作的目的是确定导致西班牙学生数学成绩差异的变量。考虑到其层次结构，一种基于两级多水平回归的方法被应用于2018年PISA研究的西班牙数据。研究结果显示，社会经济文化指标、性别、复读生身份、移民身份、家庭语言和师生比例对学生的数学成绩有显著影响。关键词:数学成绩教育评估多层次分析pisa披露声明作者未报告潜在利益冲突。数据可用性声明pisa数据是公开的(http://www.oecd.org/pisa/data/)Additional information)资助本工作得到了格拉纳达大学教育、经济和技术学院的部分支持。作者简介:david Molina-MuñozDavid Molina-Muñoz，西班牙格拉纳达大学数学教学系助理教授。他拥有格拉纳达大学数学和统计学博士学位。他的主要研究方向是分析和利用来自TIMSS或PISA等教育调查的数据。jos Miguel Contreras-GarcíaJosé Miguel Contreras-García，西班牙格拉纳达大学数学教学系副教授。他拥有数学教学法博士学位和数学与统计学博士学位。他的研究重点是统计教育，对公民统计特别感兴趣。他参与了许多研究项目(在其中一些项目中担任首席研究员)。他发表了60多篇与其研究领域相关的论文。Ana María Lara- porrasana María Lara Porras是格拉纳达大学统计与运筹学系的退休讲师。她拥有数学博士学位。她发表了30多篇科学论文。主要研究方向为数据分析和实验统计设计。María del Mar Rueda-GarcíaMaría del Mar Rueda García，西班牙格拉纳达大学统计与运筹学系教授。她拥有数学博士学位。迄今为止，她指导了8篇博士论文，并在JCR的科学或社会科学期刊上发表了90篇文章。她参加了100多次会议交流。她的研究主要集中在数据的统计分析，更具体地说，是调查的设计和分析。
{"title":"Determinants of the Spanish students’ performance in Mathematics in PISA: a multilevel analysis","authors":"David Molina-Muñoz, José Miguel Contreras-García, Ana María Lara-Porras, María del Mar Rueda-García","doi":"10.1080/13803611.2023.2276194","DOIUrl":"https://doi.org/10.1080/13803611.2023.2276194","url":null,"abstract":"ABSTRACTResults of the PISA 2018 tests show that the average score in mathematics of the Spanish students is below the European Union and the OECD averages. These differences may be caused by factors related to the student or by those related to the school the student belongs to. The aim of this work is to identify the variables causing the differences in the mathematical performance of the Spanish students. Taking into account its hierarchical structure, a methodology based on the two-level multilevel regression has been applied to the Spanish data of the PISA 2018 study. According to our results, the socioeconomic and cultural index, the gender of the student, the repeater status, being immigrant, the language spoken at home and the student-teacher ratio have a significant effect on the mathematical performance of the students.KEYWORDS: Mathematical performanceeducational assessmentmultilevel analysisPISA Disclosure statementNo potential conflict of interest was reported by the author(s).Data availability statementPISA data are publicly available (http://www.oecd.org/pisa/data/)Additional informationFundingThis work was partially supported by the Faculty of Education, Economics and Technology Ceuta of the University of Granada.Notes on contributorsDavid Molina-MuñozDavid Molina-Muñoz is Assistant Professor at the Department of Didactics of Mathematics at the University of Granada. He holds a PhD in Mathematics and Statistics from the University of Granada. His main line of research is the analysis and exploitation of data from educational surveys, such as TIMSS or PISA.José Miguel Contreras-GarcíaJosé Miguel Contreras-García is Associate Professor in the Department of Didactics of Mathematics at the University of Granada. He holds a PhD in Didactics of Mathematics and a PhD in Mathematics and Statistics. His research focuses on statistical education, with special interest in civic statistics. He has participated in numerous research projects (being principal investigator in some of them). He is the author of more than 60 publications related to his line of research.Ana María Lara-PorrasAna María Lara Porras is a retired Lecturer in the Department of Statistics and Operations Research at the University of Granada. She holds a PhD in Mathematics. She has published more than 30 scientific articles. Her research focuses on data analysis and statistical design of experiments.María del Mar Rueda-GarcíaMaría del Mar Rueda García is Professor in the Department of Statistics and Operations Research at the University of Granada. She holds a PhD in Mathematics. She has supervised 8 doctoral theses, in addition to having published 90 articles in journals included in the JCR in Sciences or Social Sciences to date. She has participated in more than 100 communications at conferences. Her research focuses mainly on the statistical analysis of data and more specifically on the design and analysis of surveys.","PeriodicalId":47025,"journal":{"name":"Educational Research and Evaluation","volume":"97 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135372716","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}
Pub Date : 2023-10-26DOI: 10.1080/13803611.2023.2273540
Beng Huat See, Stephen Gorard, Nadia Siddiqui, Loraine Hitt, Nada El Soufi, Binwei Lu
The challenge of improving attainment in schools has been a longstanding issue, particularly in developing countries. This paper uses a structured review to examine causal evidence from research worldwide on the impact of finance-based interventions, including extra funding for school places, cash transfers and incentives to improve attainment in schools. The best evidence suggests that monetary incentives paid directly to students or families are the most effective strategy for raising attainment in less developed school systems. However, cash incentives may not be as effective in developed countries, where they are more useful for changing behaviour, such as completing homework, or attending classes, but not for improving attainment. This may be because students in developed countries already know how to complete homework, but may not know how to improve their test scores. The evidence for other approaches is less clear due to the lack of strong research in those areas.
{"title":"How finance-based interventions can improve attainment at school for disadvantaged students: a review of international evidence","authors":"Beng Huat See, Stephen Gorard, Nadia Siddiqui, Loraine Hitt, Nada El Soufi, Binwei Lu","doi":"10.1080/13803611.2023.2273540","DOIUrl":"https://doi.org/10.1080/13803611.2023.2273540","url":null,"abstract":"The challenge of improving attainment in schools has been a longstanding issue, particularly in developing countries. This paper uses a structured review to examine causal evidence from research worldwide on the impact of finance-based interventions, including extra funding for school places, cash transfers and incentives to improve attainment in schools. The best evidence suggests that monetary incentives paid directly to students or families are the most effective strategy for raising attainment in less developed school systems. However, cash incentives may not be as effective in developed countries, where they are more useful for changing behaviour, such as completing homework, or attending classes, but not for improving attainment. This may be because students in developed countries already know how to complete homework, but may not know how to improve their test scores. The evidence for other approaches is less clear due to the lack of strong research in those areas.","PeriodicalId":47025,"journal":{"name":"Educational Research and Evaluation","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135013371","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}
Pub Date : 2023-09-25DOI: 10.1080/13803611.2023.2261923
Ade Hamka, Sardi Pranata
Click to increase image sizeClick to decrease image size AcknowledgementsWe thank The Indonesia Endowment Funds for Education (LPDP), Lembaga Pengelola Dana Pendidikan, for making our book review publication possible to be conducted by financing our master’s program. Hopefully, this book review could contribute to education.Additional informationNotes on contributorsAde HamkaAde Hamka is a master’s student at Universitas Negeri Malang, East Java, Indonesia majoring in English Language Teaching (ELT). He is awarded The Indonesia Endowment Funds for Education to pursue a master’s degree. His main focus is English as a Foreign Language Teaching in Indonesia. He actively dedicates himself to English to Grow, an English community in North Sumatera, which he initiated back in 2018 and still runs until now. In addition, he has been dealing with adults and professionals to assist them in improving their English ability through teaching and training for over five years.Sardi PranataSardi Pranata is a master’s student at Universitas Negeri Malang, East Java, Indonesia majoring in Nonformal Education. He is awarded The Indonesia Endowment Funds for Education to pursue a master’s degree. His main concern is to educate more people about the equality of formal education and nonformal education for access to jobs and higher education. Nonformal education is designed to focus on empowerment, training and courses.
点击放大图片点击缩小图片致谢我们感谢印度尼西亚教育捐赠基金(lpda)， Lembaga Pengelola Dana Pendidikan，他们资助我们的硕士课程，使我们的书评出版成为可能。希望这篇书评能对教育有所帮助。ade HamkaAde Hamka是印度尼西亚东爪哇内格里玛琅大学的一名硕士研究生，主修英语教学(ELT)。他被授予印度尼西亚教育捐赠基金攻读硕士学位。他的主要研究方向是印度尼西亚的英语作为外语教学。他积极投身于北苏门答腊的英语社区“English to Grow”，该社区于2018年创立，至今仍在运营。此外，他还与成人和专业人士打交道，通过教学和培训帮助他们提高英语能力。Sardi Pranata是印度尼西亚东爪哇的Negeri Malang大学的一名硕士研究生，主修非正规教育。他被授予印度尼西亚教育捐赠基金攻读硕士学位。他主要关心的是教育更多的人关于正规教育和非正规教育在获得工作和高等教育方面的平等。非正规教育的重点是赋权、培训和课程。
{"title":"Teachers and leaders in vocational education and training <b>Teachers and leaders in vocational education and training</b> , by OECD, Paris, OECD Reviews of Vocational Education and Training, OECD Publishing, 2021, 189 pp. £16.00 (paperback), https://doi.org/10.1787/59d4fbb1-en, ISBN 978-92-64-37041-8 (print) ISBN 978-92-64-54545-8 (pdf)","authors":"Ade Hamka, Sardi Pranata","doi":"10.1080/13803611.2023.2261923","DOIUrl":"https://doi.org/10.1080/13803611.2023.2261923","url":null,"abstract":"Click to increase image sizeClick to decrease image size AcknowledgementsWe thank The Indonesia Endowment Funds for Education (LPDP), Lembaga Pengelola Dana Pendidikan, for making our book review publication possible to be conducted by financing our master’s program. Hopefully, this book review could contribute to education.Additional informationNotes on contributorsAde HamkaAde Hamka is a master’s student at Universitas Negeri Malang, East Java, Indonesia majoring in English Language Teaching (ELT). He is awarded The Indonesia Endowment Funds for Education to pursue a master’s degree. His main focus is English as a Foreign Language Teaching in Indonesia. He actively dedicates himself to English to Grow, an English community in North Sumatera, which he initiated back in 2018 and still runs until now. In addition, he has been dealing with adults and professionals to assist them in improving their English ability through teaching and training for over five years.Sardi PranataSardi Pranata is a master’s student at Universitas Negeri Malang, East Java, Indonesia majoring in Nonformal Education. He is awarded The Indonesia Endowment Funds for Education to pursue a master’s degree. His main concern is to educate more people about the equality of formal education and nonformal education for access to jobs and higher education. Nonformal education is designed to focus on empowerment, training and courses.","PeriodicalId":47025,"journal":{"name":"Educational Research and Evaluation","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135864179","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}
Click to increase image sizeClick to decrease image size AcknowledgementsThe authors would like to express their gratitude to the LPDP/Indonesia Endowment Fund for Education under the Ministry of Finance of the Republic of Indonesia and Puslapdik/Education Funding Service Center under the Ministry of Education and Culture for funding their doctorate degrees.Additional informationNotes on contributorsNurti RahayuNurti Rahayu is currently a Ph.D. student in English Language Education at Universitas Pendidikan Indonesia, sponsored by Lembaga Pengelola Dana Pendidikan (LPDP/the Indonesia Endowment Fund for Education) under the Ministry of Finance of the Republic of Indonesia. She teaches English for Specific Purposes (ESP) at the Department of Hotel Management, Trisakti Institute of Tourism, Jakarta, Indonesia.Laily Amin FajariyahLaily Amin Fajariyah is a doctoral student in Educational Research and Evaluation, Yogyakarta State University, sponsored by Lembaga Pengelola Dana Pendidikan (LPDP/the Indonesia Endowment Fund for Education) under the Ministry of Finance of the Republic of Indonesia. Her research interests are differentiated assessments, ICT in ELT, oral English teachings, digital storytelling, and materials and media development.Umi FarisiyahUmi Farisiyah is currently a Ph.D. student in Educational Research and Evaluation at Yogyakarta State University, Indonesia, sponsored by Lembaga Pengelola Dana Pendidikan (LPDP/the Indonesia Endowment Fund for Education) under the Ministry of Finance of the Republic of Indonesia. She teaches English Subject at Islamic Senior Secondary School of Al Hikmah 2, Brebes, Central Java, Indonesia. Her research interests include ELT, curriculum development, and language assessment.Bayu Andika PrasatyoBayu Andika Prasatyo is a Ph.D. student in English Applied Linguistics at Atma Jaya Catholic University of Indonesia, sponsored by Puslapdik / Education Funding Service Center under the Ministry of Education and Culture and Lembaga Pengelola Dana Pendidikan (LPDP/the Indonesia Education Endowment Fund) under the Ministry of Finance of the Republic of Indonesia for funding his doctorate degree. Currently, he is teaching English at the Department of English Literarature, The Higher School of Foreign Language of Technocrat, Tangerang, Indonesia. His research interests include World Englishes, Bilingualism, Multimodality in English Language Teaching, Second Language Acquisition, and Language Assessment.
点击放大图片点击缩小图片致谢作者感谢印度尼西亚共和国财政部下属的ldp /印度尼西亚教育捐赠基金和教育文化部下属的Puslapdik/教育资助服务中心为其博士学位提供资助。urti rahau目前是印度尼西亚彭迪迪肯大学英语语言教育专业的博士生，该大学由印度尼西亚共和国财政部下属的Lembaga Pengelola Dana Pendidikan (ldp /印度尼西亚教育捐赠基金)赞助。她在印度尼西亚雅加达Trisakti旅游学院酒店管理系教授特殊用途英语(ESP)。Laily Amin Fajariyah是日惹州立大学教育研究与评估专业的博士生，由印度尼西亚共和国财政部下属的Lembaga Pengelola Dana Pendidikan (ldp /印度尼西亚教育捐赠基金)赞助。她的研究兴趣包括差异化评估、英语教学中的信息通信技术、英语口语教学、数字故事讲述、材料和媒体发展。Umi Farisiyah目前是印度尼西亚日惹州立大学教育研究与评估专业的博士生，该专业由印度尼西亚共和国财政部下属的Lembaga Pengelola Dana Pendidikan (ldp /印度尼西亚教育捐赠基金)赞助。她在印度尼西亚中爪哇布里贝斯的Al Hikmah 2伊斯兰高中教英语。她的研究兴趣包括英语教学、课程开发和语言评估。babu Andika Prasatyo是印度尼西亚Atma Jaya天主教大学英语应用语言学博士研究生，由教育和文化部下属的Puslapdik /教育资助服务中心和印度尼西亚共和国财政部下属的Lembaga Pengelola Dana Pendidikan (ldp /印度尼西亚教育捐赠基金)资助，为其博士学位提供资金。目前，他在印度尼西亚坦格朗技术官僚高等外语学院英语文学系教授英语。主要研究方向为世界英语、双语、多模态英语教学、第二语言习得和语言评估。
{"title":"Challenges in language testing around the world: Insights for language test users <b>Challenges in language testing around the world: Insights for language test users</b> by Betty Lanteigne, Christine Coombe, and James Dean Brown, Springer, 553 pp., EUR 139.99 (hardcover), ISBN 978-981-33-4232-3","authors":"Nurti Rahayu, Laily Amin Fajariyah, Umi Farisiyah, Bayu Andika Prasatyo","doi":"10.1080/13803611.2023.2262999","DOIUrl":"https://doi.org/10.1080/13803611.2023.2262999","url":null,"abstract":"Click to increase image sizeClick to decrease image size AcknowledgementsThe authors would like to express their gratitude to the LPDP/Indonesia Endowment Fund for Education under the Ministry of Finance of the Republic of Indonesia and Puslapdik/Education Funding Service Center under the Ministry of Education and Culture for funding their doctorate degrees.Additional informationNotes on contributorsNurti RahayuNurti Rahayu is currently a Ph.D. student in English Language Education at Universitas Pendidikan Indonesia, sponsored by Lembaga Pengelola Dana Pendidikan (LPDP/the Indonesia Endowment Fund for Education) under the Ministry of Finance of the Republic of Indonesia. She teaches English for Specific Purposes (ESP) at the Department of Hotel Management, Trisakti Institute of Tourism, Jakarta, Indonesia.Laily Amin FajariyahLaily Amin Fajariyah is a doctoral student in Educational Research and Evaluation, Yogyakarta State University, sponsored by Lembaga Pengelola Dana Pendidikan (LPDP/the Indonesia Endowment Fund for Education) under the Ministry of Finance of the Republic of Indonesia. Her research interests are differentiated assessments, ICT in ELT, oral English teachings, digital storytelling, and materials and media development.Umi FarisiyahUmi Farisiyah is currently a Ph.D. student in Educational Research and Evaluation at Yogyakarta State University, Indonesia, sponsored by Lembaga Pengelola Dana Pendidikan (LPDP/the Indonesia Endowment Fund for Education) under the Ministry of Finance of the Republic of Indonesia. She teaches English Subject at Islamic Senior Secondary School of Al Hikmah 2, Brebes, Central Java, Indonesia. Her research interests include ELT, curriculum development, and language assessment.Bayu Andika PrasatyoBayu Andika Prasatyo is a Ph.D. student in English Applied Linguistics at Atma Jaya Catholic University of Indonesia, sponsored by Puslapdik / Education Funding Service Center under the Ministry of Education and Culture and Lembaga Pengelola Dana Pendidikan (LPDP/the Indonesia Education Endowment Fund) under the Ministry of Finance of the Republic of Indonesia for funding his doctorate degree. Currently, he is teaching English at the Department of English Literarature, The Higher School of Foreign Language of Technocrat, Tangerang, Indonesia. His research interests include World Englishes, Bilingualism, Multimodality in English Language Teaching, Second Language Acquisition, and Language Assessment.","PeriodicalId":47025,"journal":{"name":"Educational Research and Evaluation","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136064467","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}
Pub Date : 2023-08-18DOI: 10.1080/13803611.2023.2261911
Mohammad Alqahtani, Desmond Tutu Ayentimi, Kantha Dayaram
ABSTRACTThe Saudi Arabian higher education sector is unique because it depends on an international workforce comprising mostly non-Saudi academics. This study examined the relationship between HRM practices, trust, knowledge sharing and academic research output in Saudi Arabian universities. The study design supports the application of both exploratory and explanatory (mixed-method) approaches in examining the relationship between HRM practices and academic research output. Although the results suggest a positive relationship between HRM practices and academic research output, trust and knowledge sharing act as mediators. This study adds to the literature on higher education management, particularly from the Middle East Region – an under-researched area in education management research. Theoretically, this study contributes to understanding the relationship between HRM practices and academic research output in a higher education context. The findings have implications for advancing knowledge sharing and trust in Saudi Arabian universities.KEYWORDS: Saudi Arabiaresearch outputtrustknowledge sharinghigher education Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThe authors extend their appreciation to the Deanship of Scientific Research at King Khalid University for funding this work through Small Group Research Project under [grant number: RGP1/294/44].Notes on contributorsMohammad AlqahtaniDr Mohammad Alqahtani is Assistant Professor at the College of Business, King Khalid University, Abha, Saudi Arabia. He Holds a PhD from Curtin University Western Australia. His research interests include Human Resource Management in Higher Education in Saudi Arabia, Green and Sustainable Human Resource Management and Knowledge sharing.Desmond Tutu AyentimiDr Desmond Tutu Ayentimi is a Senior Lecturer in Management and holds a PhD in Management from Curtin University, Western Australia. His research interests include Multinational Enterprises HRM, Technology and Employment Relations, Cross Cultural Management, Diversity, Equality, and Inclusion and HRD in sub-Saharan Africa. He has published extensively in reputable international journals including Industrial Relations Journal, Personal Review, Journal of Industrial Relations, International Journal of Project Management, Education + Training, Asia Pacific Journal of Human Resources, Thunderbird International Business Review, Technology Analysis and Strategic Management, and the Journal of Social Entrepreneurship.Kantha DayaramKantha Dayaram Professor of Employment Relations and Management. She holds a doctorate in public policy and governance, with dual masters in leadership, and health policy and management from the London School of Economics. She researches in the areas of labour policy, gender-based violence, and work health and safety. She has contributed internationally towards sustainable labour practices and the decent work agenda. Her wor
{"title":"HRM practices and academic research output: evidence from universities in Saudi Arabia","authors":"Mohammad Alqahtani, Desmond Tutu Ayentimi, Kantha Dayaram","doi":"10.1080/13803611.2023.2261911","DOIUrl":"https://doi.org/10.1080/13803611.2023.2261911","url":null,"abstract":"ABSTRACTThe Saudi Arabian higher education sector is unique because it depends on an international workforce comprising mostly non-Saudi academics. This study examined the relationship between HRM practices, trust, knowledge sharing and academic research output in Saudi Arabian universities. The study design supports the application of both exploratory and explanatory (mixed-method) approaches in examining the relationship between HRM practices and academic research output. Although the results suggest a positive relationship between HRM practices and academic research output, trust and knowledge sharing act as mediators. This study adds to the literature on higher education management, particularly from the Middle East Region – an under-researched area in education management research. Theoretically, this study contributes to understanding the relationship between HRM practices and academic research output in a higher education context. The findings have implications for advancing knowledge sharing and trust in Saudi Arabian universities.KEYWORDS: Saudi Arabiaresearch outputtrustknowledge sharinghigher education Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThe authors extend their appreciation to the Deanship of Scientific Research at King Khalid University for funding this work through Small Group Research Project under [grant number: RGP1/294/44].Notes on contributorsMohammad AlqahtaniDr Mohammad Alqahtani is Assistant Professor at the College of Business, King Khalid University, Abha, Saudi Arabia. He Holds a PhD from Curtin University Western Australia. His research interests include Human Resource Management in Higher Education in Saudi Arabia, Green and Sustainable Human Resource Management and Knowledge sharing.Desmond Tutu AyentimiDr Desmond Tutu Ayentimi is a Senior Lecturer in Management and holds a PhD in Management from Curtin University, Western Australia. His research interests include Multinational Enterprises HRM, Technology and Employment Relations, Cross Cultural Management, Diversity, Equality, and Inclusion and HRD in sub-Saharan Africa. He has published extensively in reputable international journals including Industrial Relations Journal, Personal Review, Journal of Industrial Relations, International Journal of Project Management, Education + Training, Asia Pacific Journal of Human Resources, Thunderbird International Business Review, Technology Analysis and Strategic Management, and the Journal of Social Entrepreneurship.Kantha DayaramKantha Dayaram Professor of Employment Relations and Management. She holds a doctorate in public policy and governance, with dual masters in leadership, and health policy and management from the London School of Economics. She researches in the areas of labour policy, gender-based violence, and work health and safety. She has contributed internationally towards sustainable labour practices and the decent work agenda. Her wor","PeriodicalId":47025,"journal":{"name":"Educational Research and Evaluation","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136064466","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：