Pub Date : 2023-04-03DOI: 10.1080/13803611.2023.2259872
Taher Hatahet, Ahmad Alkhaledi, Aya Tello, Lana Jarad, Ahmad Al Shihabi, Kate Campbell
Higher education in the developing world is challenged by high number of students and rigid curricula. These challenges require innovative ways to support students learning. In this paper, a new extracurricular activity was designed to promote academic research and self-learning skills using undergraduate – postgraduate peer learning. The course aims to fill the gap in active learning in the developing world. The newly designed course was delivered to 20 students from different fields of studies in Syria. Each group was mentored by a postgraduate student and supervised by an academic. Students provided positive feedback on the course design, aims and skills development. Comparison of students’ academic research skills was performed through pre- and post-course evaluation. Significant improvement in literature search skills was observed (p < 0.05). The proposed course can be replicated in other developing countries creating an educational opportunity for research and self-learning skills among students at different grades of studies.
{"title":"Extracurricular activity based on undergraduates – postgraduates peer learning to promote student’s academic research skills in developing countries higher education: experiences form Syria","authors":"Taher Hatahet, Ahmad Alkhaledi, Aya Tello, Lana Jarad, Ahmad Al Shihabi, Kate Campbell","doi":"10.1080/13803611.2023.2259872","DOIUrl":"https://doi.org/10.1080/13803611.2023.2259872","url":null,"abstract":"Higher education in the developing world is challenged by high number of students and rigid curricula. These challenges require innovative ways to support students learning. In this paper, a new extracurricular activity was designed to promote academic research and self-learning skills using undergraduate – postgraduate peer learning. The course aims to fill the gap in active learning in the developing world. The newly designed course was delivered to 20 students from different fields of studies in Syria. Each group was mentored by a postgraduate student and supervised by an academic. Students provided positive feedback on the course design, aims and skills development. Comparison of students’ academic research skills was performed through pre- and post-course evaluation. Significant improvement in literature search skills was observed (p < 0.05). The proposed course can be replicated in other developing countries creating an educational opportunity for research and self-learning skills among students at different grades of studies.","PeriodicalId":47025,"journal":{"name":"Educational Research and Evaluation","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135717409","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 : 2023-04-03DOI: 10.1080/13803611.2023.2257685
Anna Gruszczyńska-Thompson
Click to increase image sizeClick to decrease image size Additional informationNotes on contributorsAnna Gruszczyńska-ThompsonAnna Gruszczyńska-Thompson is a Research Associate at the School of Social and Political Sciences at the University of Glasgow, UK. Her research in sociology of culture and migration focuses on young adults from immigrant backgrounds and the processes of navigating cultural heritage and self-identifications.
{"title":"Lifelong learning, young adults and the challenges of disadvantage in Europe","authors":"Anna Gruszczyńska-Thompson","doi":"10.1080/13803611.2023.2257685","DOIUrl":"https://doi.org/10.1080/13803611.2023.2257685","url":null,"abstract":"Click to increase image sizeClick to decrease image size Additional informationNotes on contributorsAnna Gruszczyńska-ThompsonAnna Gruszczyńska-Thompson is a Research Associate at the School of Social and Political Sciences at the University of Glasgow, UK. Her research in sociology of culture and migration focuses on young adults from immigrant backgrounds and the processes of navigating cultural heritage and self-identifications.","PeriodicalId":47025,"journal":{"name":"Educational Research and Evaluation","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135717869","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 : 2023-04-03DOI: 10.1080/13803611.2023.2257683
Ian Kingsbury, Jay Greene, Corey DeAngelis
ABSTRACTCharter schools were originally intended to improve the American public education system by introducing innovative practices that could be replicated elsewhere. Charter critics and proponents alike, however, question the degree to which charter schools are truly innovative. While alarm has been raised about apparent conformity among charter schools, scant literature explores how this conformity came to pass. We test the hypothesis that innovation might be particularly hampered in states with stringent charter school authorizing regulation, which may induce charter authorizers and leaders to prefer schooling models that are pleasing to authorizers and focus narrowly on student achievement. To test this hypothesis, we develop a typology for charter schools that scores how innovative they are based on their curriculum, pedagogy, learning modality, themes, and population served. We evaluate how these innovation scores correlate with charter authorizing regulations. Overall, there is a strong and negative association between regulation and innovation.KEYWORDS: Charter schoolscharter authorizingschool choiceregulationinnovation Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 We assume a one-year lag between charter authorization and opening. In other words, we assume that a school that opened for the 2015-16 school year was authorized in 2014 and subject to the charter authorizing regulations in place at that time. Consequently, our analysis uses the 2014 NACSA score for schools opened in 2015-16, 2015 score for schools opened in 2016-17, and 2016 score for schools opened in 2017-18. The time between authorization and opening varies considerably from school to school (and some that are authorized are never opened) but a review of charter school petitions conducted for previous research indicates that schools typically open in the calendar year after which they are authorized.2 We assume that charters were subjected to the regulatory regime in place one calendar year before the school year in which they opened. For example, a charter that opened in 2016-17 is assumed to be subjected to the regulations in place in 2015. A sensitivity analysis confirms that the results are the same if we assume that there is no lag between the events.3 We omit a state fixed effects variable because NACSA scores are static year-to-year more often than they change. Therefore, state indicators and NACSA scores are highly collinear.Additional informationNotes on contributorsIan KingsburyIan Kingsbury is a senior fellow at the Educational Freedom Institute. He received his PhD in education policy from the University of Arkansas.Jay GreeneJay Greene is a senior research fellow in The Heritage Foundation’s Center for Education Policy. He received his PhD in government from Harvard University.Corey DeAngelisCorey DeAngelis is the national director of research for the American Federation for Children. He received his PhD in educat
{"title":"The relationship between regulation and charter school innovation","authors":"Ian Kingsbury, Jay Greene, Corey DeAngelis","doi":"10.1080/13803611.2023.2257683","DOIUrl":"https://doi.org/10.1080/13803611.2023.2257683","url":null,"abstract":"ABSTRACTCharter schools were originally intended to improve the American public education system by introducing innovative practices that could be replicated elsewhere. Charter critics and proponents alike, however, question the degree to which charter schools are truly innovative. While alarm has been raised about apparent conformity among charter schools, scant literature explores how this conformity came to pass. We test the hypothesis that innovation might be particularly hampered in states with stringent charter school authorizing regulation, which may induce charter authorizers and leaders to prefer schooling models that are pleasing to authorizers and focus narrowly on student achievement. To test this hypothesis, we develop a typology for charter schools that scores how innovative they are based on their curriculum, pedagogy, learning modality, themes, and population served. We evaluate how these innovation scores correlate with charter authorizing regulations. Overall, there is a strong and negative association between regulation and innovation.KEYWORDS: Charter schoolscharter authorizingschool choiceregulationinnovation Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 We assume a one-year lag between charter authorization and opening. In other words, we assume that a school that opened for the 2015-16 school year was authorized in 2014 and subject to the charter authorizing regulations in place at that time. Consequently, our analysis uses the 2014 NACSA score for schools opened in 2015-16, 2015 score for schools opened in 2016-17, and 2016 score for schools opened in 2017-18. The time between authorization and opening varies considerably from school to school (and some that are authorized are never opened) but a review of charter school petitions conducted for previous research indicates that schools typically open in the calendar year after which they are authorized.2 We assume that charters were subjected to the regulatory regime in place one calendar year before the school year in which they opened. For example, a charter that opened in 2016-17 is assumed to be subjected to the regulations in place in 2015. A sensitivity analysis confirms that the results are the same if we assume that there is no lag between the events.3 We omit a state fixed effects variable because NACSA scores are static year-to-year more often than they change. Therefore, state indicators and NACSA scores are highly collinear.Additional informationNotes on contributorsIan KingsburyIan Kingsbury is a senior fellow at the Educational Freedom Institute. He received his PhD in education policy from the University of Arkansas.Jay GreeneJay Greene is a senior research fellow in The Heritage Foundation’s Center for Education Policy. He received his PhD in government from Harvard University.Corey DeAngelisCorey DeAngelis is the national director of research for the American Federation for Children. He received his PhD in educat","PeriodicalId":47025,"journal":{"name":"Educational Research and Evaluation","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135718377","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 : 2023-04-03DOI: 10.1080/13803611.2023.2261908
Dilan Kuyurtar
Click to increase image sizeClick to decrease image size Additional informationNotes on contributorsDilan KuyurtarDilan Kuyurtar is a PhD candidate at Yıldız Technical University. She was born in İzmir and completed her bachelor’s degree in American Culture and Literature. Her master’s degree in educational administration and supervision. She has been working as an English teacher in the Ministry of National Education (MoNE) for ten years. The areas of study she is interested in including education policy, innovation and change in education, leadership for equity and social justice in education.
{"title":"Debating education: is there a role for markets? <b>Debating education: is there a role for markets?</b> by David Schmidtz and Harry Brighouse, New York, Oxford University Press, 2019, 272 pp., £20.19 (paperback), ISBN 978-0199300945","authors":"Dilan Kuyurtar","doi":"10.1080/13803611.2023.2261908","DOIUrl":"https://doi.org/10.1080/13803611.2023.2261908","url":null,"abstract":"Click to increase image sizeClick to decrease image size Additional informationNotes on contributorsDilan KuyurtarDilan Kuyurtar is a PhD candidate at Yıldız Technical University. She was born in İzmir and completed her bachelor’s degree in American Culture and Literature. Her master’s degree in educational administration and supervision. She has been working as an English teacher in the Ministry of National Education (MoNE) for ten years. The areas of study she is interested in including education policy, innovation and change in education, leadership for equity and social justice in education.","PeriodicalId":47025,"journal":{"name":"Educational Research and Evaluation","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135717269","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 : 2023-04-03DOI: 10.1080/13803611.2023.2263245
Lalli Gurpinder
{"title":"Educational research and evaluation editorial 2023","authors":"Lalli Gurpinder","doi":"10.1080/13803611.2023.2263245","DOIUrl":"https://doi.org/10.1080/13803611.2023.2263245","url":null,"abstract":"","PeriodicalId":47025,"journal":{"name":"Educational Research and Evaluation","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135717891","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 : 2023-02-20DOI: 10.1080/13803611.2023.2179073
Luna Yang
This edited book synthesises the outcomes of a three-year cross-institutional project, ENLIVEN, which engaged with original evidence and secondary data to examine the state and status of lifelong learning across the European Union. Using a wide range of concepts and methods – both qualitative and quantitative – the authors successfully showcase the individualised and complex nature of accessing and navigating learning in young adulthood. The book can be commended for its rigour and creativity in deploying di ff erent methodological tools (e
{"title":"The Routledge handbook of language testing","authors":"Luna Yang","doi":"10.1080/13803611.2023.2179073","DOIUrl":"https://doi.org/10.1080/13803611.2023.2179073","url":null,"abstract":"This edited book synthesises the outcomes of a three-year cross-institutional project, ENLIVEN, which engaged with original evidence and secondary data to examine the state and status of lifelong learning across the European Union. Using a wide range of concepts and methods – both qualitative and quantitative – the authors successfully showcase the individualised and complex nature of accessing and navigating learning in young adulthood. The book can be commended for its rigour and creativity in deploying di ff erent methodological tools (e","PeriodicalId":47025,"journal":{"name":"Educational Research and Evaluation","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2023-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41532662","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 : 2023-01-02DOI: 10.1080/13803611.2022.2161579
Satu Kaleva, I. Celik, Gloria Nogueiras, J. Pursiainen, H. Muukkonen
ABSTRACT Declining interests in STEM (science, technology, engineering, and mathematics) related careers are concerning at a time when the society is becoming more reliant on complex technologies and science. Our study examined the predictors of students' STEM career interests within cohort data (N = 601) collected from Finnish general upper secondary schools. We created a SEM research model based on the Social Cognitive Career Theory, to explore how (1) Career outcome expectations, (2) Natural science subject interests, (3) Mathematics self-efficacy beliefs, (4) Receiving career information from various sources, (5) Support for mathematics studies related to (6) students’ STEM career interests. A structural equation modelling (SEM) analysis showed receiving career information from various sources had a positive effect on STEM career interest. Likewise, mathematics self-efficacy beliefs positively related to natural science subject interest which, in turn, contributed to students’ interest towards STEM careers. GRAPHICAL ABSTRACT
{"title":"Examining the predictors of STEM career interest among upper secondary students in Finland","authors":"Satu Kaleva, I. Celik, Gloria Nogueiras, J. Pursiainen, H. Muukkonen","doi":"10.1080/13803611.2022.2161579","DOIUrl":"https://doi.org/10.1080/13803611.2022.2161579","url":null,"abstract":"ABSTRACT Declining interests in STEM (science, technology, engineering, and mathematics) related careers are concerning at a time when the society is becoming more reliant on complex technologies and science. Our study examined the predictors of students' STEM career interests within cohort data (N = 601) collected from Finnish general upper secondary schools. We created a SEM research model based on the Social Cognitive Career Theory, to explore how (1) Career outcome expectations, (2) Natural science subject interests, (3) Mathematics self-efficacy beliefs, (4) Receiving career information from various sources, (5) Support for mathematics studies related to (6) students’ STEM career interests. A structural equation modelling (SEM) analysis showed receiving career information from various sources had a positive effect on STEM career interest. Likewise, mathematics self-efficacy beliefs positively related to natural science subject interest which, in turn, contributed to students’ interest towards STEM careers. GRAPHICAL ABSTRACT","PeriodicalId":47025,"journal":{"name":"Educational Research and Evaluation","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46361245","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 : 2022-11-11DOI: 10.1080/13803611.2022.2143132
Keji Fan
{"title":"Infusing critical thinking into your course: A concrete practical approach","authors":"Keji Fan","doi":"10.1080/13803611.2022.2143132","DOIUrl":"https://doi.org/10.1080/13803611.2022.2143132","url":null,"abstract":"","PeriodicalId":47025,"journal":{"name":"Educational Research and Evaluation","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2022-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42131501","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 : 2022-07-29DOI: 10.1080/13803611.2022.2103571
Caroline Sahli Lozano, Kathrin Brandenberg, Anne Sophie Ganz, S. Wüthrich
ABSTRACT Students with special educational needs (SEN) are at risk of lower teacher expectations due to disability-related negative labelling effects. In most educational systems, students with SEN receive measures such as accommodations (adjustments of the learning/assessment conditions), curriculum modifications (adjustments of the learning objectives), or additional support from special education teachers to support inclusion in regular school. Here, we examine whether the receipt of such measures, even in the absence of a formally assessed SEN or disability diagnosis, is sufficient to evoke negative labelling effects. Using data from 110 lower secondary school classes in Switzerland, we show that students with reduced learning objectives or individual support by a special education teacher get systematically underestimated by their teachers regarding their cognitive abilities, although this is not the case for students receiving accommodations. These findings provide important implications for the application of such measures and the prevention of educational inequalities.
{"title":"Accommodations, modifications, and special education interventions: influence on teacher expectations","authors":"Caroline Sahli Lozano, Kathrin Brandenberg, Anne Sophie Ganz, S. Wüthrich","doi":"10.1080/13803611.2022.2103571","DOIUrl":"https://doi.org/10.1080/13803611.2022.2103571","url":null,"abstract":"ABSTRACT Students with special educational needs (SEN) are at risk of lower teacher expectations due to disability-related negative labelling effects. In most educational systems, students with SEN receive measures such as accommodations (adjustments of the learning/assessment conditions), curriculum modifications (adjustments of the learning objectives), or additional support from special education teachers to support inclusion in regular school. Here, we examine whether the receipt of such measures, even in the absence of a formally assessed SEN or disability diagnosis, is sufficient to evoke negative labelling effects. Using data from 110 lower secondary school classes in Switzerland, we show that students with reduced learning objectives or individual support by a special education teacher get systematically underestimated by their teachers regarding their cognitive abilities, although this is not the case for students receiving accommodations. These findings provide important implications for the application of such measures and the prevention of educational inequalities.","PeriodicalId":47025,"journal":{"name":"Educational Research and Evaluation","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2022-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47088144","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 : 2022-05-19DOI: 10.1080/13803611.2022.2041853
Malcolm Tight
ABSTRACT The internationalisation of higher education has typically been seen as a contemporary trend driven by Western developed nations, whereby particular elite models of provision, most frequently delivered in the English language, influence practice globally. This has involved either the recruitment of international students and staff, notably to the United States, Australia, the United Kingdom, and other Western countries, or the opening by their universities of branch campuses overseas. The picture is, however, rather more complex than this, with many other national and institutional players involved, in different ways at different levels, and patterns varying from region to region. This article explores the research evidence on the internationalisation of higher education beyond the West through a systematic review of recent academic writing. In doing so, it draws attention to the challenges and opportunities identified in the research literature, and questions whether the internationalisation of higher education is a truly global phenomenon.
{"title":"Internationalisation of higher education beyond the West: challenges and opportunities – the research evidence","authors":"Malcolm Tight","doi":"10.1080/13803611.2022.2041853","DOIUrl":"https://doi.org/10.1080/13803611.2022.2041853","url":null,"abstract":"ABSTRACT The internationalisation of higher education has typically been seen as a contemporary trend driven by Western developed nations, whereby particular elite models of provision, most frequently delivered in the English language, influence practice globally. This has involved either the recruitment of international students and staff, notably to the United States, Australia, the United Kingdom, and other Western countries, or the opening by their universities of branch campuses overseas. The picture is, however, rather more complex than this, with many other national and institutional players involved, in different ways at different levels, and patterns varying from region to region. This article explores the research evidence on the internationalisation of higher education beyond the West through a systematic review of recent academic writing. In doing so, it draws attention to the challenges and opportunities identified in the research literature, and questions whether the internationalisation of higher education is a truly global phenomenon.","PeriodicalId":47025,"journal":{"name":"Educational Research and Evaluation","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2022-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45031092","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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