Pub Date : 2023-11-20DOI: 10.1007/s11159-023-10017-x
Olivier Ewondo Mbebi
The study presented here examines the determinants of primary school dropout while highlighting the role of household characteristics in Cameroon. Data were drawn from the fourth Cameroonian household survey conducted in 2014 (ECAM 4). The author uses an extended production function to estimate a logit model that puts forward the marginal effects of the explanatory variables. The results show that the probability of dropping out of school is higher for children who have to work in order to meet household needs, and when the head of the household is a farmer or a worker in the informal sector, while the availability of textbooks and other school supplies is associated with a lower probability of dropout.
{"title":"School dropout in Cameroon and its determinants","authors":"Olivier Ewondo Mbebi","doi":"10.1007/s11159-023-10017-x","DOIUrl":"https://doi.org/10.1007/s11159-023-10017-x","url":null,"abstract":"<p>The study presented here examines the determinants of primary school dropout while highlighting the role of household characteristics in Cameroon. Data were drawn from the fourth Cameroonian household survey conducted in 2014 (ECAM 4). The author uses an extended production function to estimate a <i>logit</i> model that puts forward the marginal effects of the explanatory variables. The results show that the probability of dropping out of school is higher for children who have to work in order to meet household needs, and when the head of the household is a farmer or a worker in the informal sector, while the availability of textbooks and other school supplies is associated with a lower probability of dropout.</p>","PeriodicalId":47056,"journal":{"name":"INTERNATIONAL REVIEW OF EDUCATION","volume":"36 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2023-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138540629","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 : 2023-11-20DOI: 10.1007/s11159-023-10029-7
Win Phyu Thwe, Anikó Kálmán
The main objective of the current study was to investigate the relationships between perceptions of lifelong learning, lifelong learning competencies and learning strategies. The study was exploratory in nature and used three research tools: the Lifelong Learning Questionnaire, Lifelong Learning Competencies Scale, and Teachers’ Learning Strategies Questionnaire. It recruited 300 teacher trainers from education degree colleges in Myanmar, using a random sampling method. A descriptive and independent t-test, ANOVA and Dunnett’s test were used to analyse the research questions. The findings indicated that teacher trainers’ perceptions of lifelong learning and lifelong learning competencies were positively correlated. Moreover, they used learning strategies to improve their teaching competencies. Specifically, their highest competency was in learning how to learn, while their lowest competency was in mathematics and science. None of the research variables differed according to gender, education level or teaching service. Statistically significant differences between perception of lifelong learning, lifelong learning competencies and learning strategies were found for the respective geographical regions (lower and upper Myanmar). Multilingual competence, digital competence, learning to learn competence, citizenship competence, entrepreneurship competence and cultural awareness competencies varied by region, but literacy, mathematics and science competencies did not. Significant differences were noted in perceptions of lifelong learning and learning strategies, but not lifelong learning competencies with respect to age. Literacy competence, digital competence and citizenship competence differed by age, but teaching tenure only had an influence on digital competence. Lastly, the study found a highly positive correlation between lifelong learning competencies and learning strategies.
{"title":"Relationships between the perceptions of lifelong learning, lifelong learning competencies and learning strategies by teacher trainers in Myanmar","authors":"Win Phyu Thwe, Anikó Kálmán","doi":"10.1007/s11159-023-10029-7","DOIUrl":"https://doi.org/10.1007/s11159-023-10029-7","url":null,"abstract":"<p>The main objective of the current study was to investigate the relationships between perceptions of lifelong learning, lifelong learning competencies and learning strategies. The study was exploratory in nature and used three research tools: the Lifelong Learning Questionnaire, Lifelong Learning Competencies Scale, and Teachers’ Learning Strategies Questionnaire. It recruited 300 teacher trainers from education degree colleges in Myanmar, using a random sampling method. A descriptive and independent <i>t</i>-test, ANOVA and Dunnett’s test were used to analyse the research questions. The findings indicated that teacher trainers’ perceptions of lifelong learning and lifelong learning competencies were positively correlated. Moreover, they used learning strategies to improve their teaching competencies. Specifically, their highest competency was in learning how to learn, while their lowest competency was in mathematics and science. None of the research variables differed according to gender, education level or teaching service. Statistically significant differences between perception of lifelong learning, lifelong learning competencies and learning strategies were found for the respective geographical regions (lower and upper Myanmar). Multilingual competence, digital competence, learning to learn competence, citizenship competence, entrepreneurship competence and cultural awareness competencies varied by region, but literacy, mathematics and science competencies did not. Significant differences were noted in perceptions of lifelong learning and learning strategies, but not lifelong learning competencies with respect to age. Literacy competence, digital competence and citizenship competence differed by age, but teaching tenure only had an influence on digital competence. Lastly, the study found a highly positive correlation between lifelong learning competencies and learning strategies.</p>","PeriodicalId":47056,"journal":{"name":"INTERNATIONAL REVIEW OF EDUCATION","volume":"89 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2023-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138540612","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 : 2023-11-16DOI: 10.1007/s11159-023-10030-0
Ayhan Görmüş, Meryem Baytur
As in much of the world, during the COVID-19 pandemic Turkey switched to mandatory distance education at all formal educational levels, and teachers were required to work from home. Despite the flexibility of working from home, infrastructural challenges adversely affected the effectiveness and quality of teaching and boosted work–family conflict (WFC), creating compatibility issues between teachers’ work and family roles. The study presented in this article used structural equation modelling to explore the moderating effects of gender on the relationship between infrastructural and distance education-related challenges and WFC among teachers in Turkey. Data were drawn from an online survey conducted in December 2021 as part of a master’s project at Tekirdağ Namık Kemal University. In the survey, 562 teachers (367 female, 195 male) were asked about challenges they faced in mandatory distance education that adversely affected their work and family balance during the COVID-19 pandemic. The results reveal that infrastructural and distance education-related challenges were positively associated with WFC among teachers during the pandemic. Gender was found to play a significant moderating role in the effect of infrastructure-related challenges on WFC during mandatory distance education: the interaction was stronger among female teachers. However, gender was not found to play a significant moderating role with regard to distance education-related challenges and WFC. The article concludes with several practical implications to help mitigate WFC for teachers and to improve distance education in the future.
{"title":"Distance education and work–family conflict during COVID-19: Evidence from Turkey for a gender-moderated model","authors":"Ayhan Görmüş, Meryem Baytur","doi":"10.1007/s11159-023-10030-0","DOIUrl":"https://doi.org/10.1007/s11159-023-10030-0","url":null,"abstract":"<p>As in much of the world, during the COVID-19 pandemic Turkey switched to mandatory distance education at all formal educational levels, and teachers were required to work from home. Despite the flexibility of working from home, infrastructural challenges adversely affected the effectiveness and quality of teaching and boosted work–family conflict (WFC), creating compatibility issues between teachers’ work and family roles. The study presented in this article used <i>structural equation modelling</i> to explore the moderating effects of gender on the relationship between infrastructural and distance education-related challenges and WFC among teachers in Turkey. Data were drawn from an online survey conducted in December 2021 as part of a master’s project at Tekirdağ Namık Kemal University. In the survey, 562 teachers (367 female, 195 male) were asked about challenges they faced in mandatory distance education that adversely affected their work and family balance during the COVID-19 pandemic. The results reveal that infrastructural and distance education-related challenges were positively associated with WFC among teachers during the pandemic. Gender was found to play a significant moderating role in the effect of infrastructure-related challenges on WFC during mandatory distance education: the interaction was stronger among female teachers. However, gender was not found to play a significant moderating role with regard to distance education-related challenges and WFC. The article concludes with several practical implications to help mitigate WFC for teachers and to improve distance education in the future.</p>","PeriodicalId":47056,"journal":{"name":"INTERNATIONAL REVIEW OF EDUCATION","volume":"90 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2023-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138540624","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 : 2023-11-10DOI: 10.1007/s11159-023-10027-9
Mark Bray, Peter Kamtungtuang Suante
{"title":"Managing illegitimacies: Teachers and private tutoring in Myanmar’s shadow education sector","authors":"Mark Bray, Peter Kamtungtuang Suante","doi":"10.1007/s11159-023-10027-9","DOIUrl":"https://doi.org/10.1007/s11159-023-10027-9","url":null,"abstract":"","PeriodicalId":47056,"journal":{"name":"INTERNATIONAL REVIEW OF EDUCATION","volume":"101 12","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135136274","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 : 2023-11-07DOI: 10.1007/s11159-023-10047-5
Jandhyala B. G. Tilak
{"title":"Un/common schooling: Educational experiments in twentieth-century India","authors":"Jandhyala B. G. Tilak","doi":"10.1007/s11159-023-10047-5","DOIUrl":"https://doi.org/10.1007/s11159-023-10047-5","url":null,"abstract":"","PeriodicalId":47056,"journal":{"name":"INTERNATIONAL REVIEW OF EDUCATION","volume":"40 8","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135475714","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 : 2023-11-07DOI: 10.1007/s11159-023-10048-4
Mostafa Morady Moghaddam
{"title":"An intercultural approach to English language teaching","authors":"Mostafa Morady Moghaddam","doi":"10.1007/s11159-023-10048-4","DOIUrl":"https://doi.org/10.1007/s11159-023-10048-4","url":null,"abstract":"","PeriodicalId":47056,"journal":{"name":"INTERNATIONAL REVIEW OF EDUCATION","volume":"32 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135476730","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 : 2023-11-03DOI: 10.1007/s11159-023-10026-w
Xin Miao, Ali Nadaf, Zhuotong Zhou
{"title":"Machine learning evidence from PISA 2018 data to integrate global competence intervention in UAE K–12 public schools","authors":"Xin Miao, Ali Nadaf, Zhuotong Zhou","doi":"10.1007/s11159-023-10026-w","DOIUrl":"https://doi.org/10.1007/s11159-023-10026-w","url":null,"abstract":"","PeriodicalId":47056,"journal":{"name":"INTERNATIONAL REVIEW OF EDUCATION","volume":"44 18","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135819722","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 : 2023-10-30DOI: 10.1007/s11159-023-10012-2
Darasimi Powei Oshodi
Abstract This article employs narrative methodologies to present the stories of three asylum seekers enrolled in two adult learning centres in the Lombardy region of Italy. The author draws on Axel Honneth’s theory of recognition to provide an understanding of how these adult learners’ experiences might impact their self-identity. Based on the narratives the participants provided in the course of interviews the author conducted with them, this article highlights some shortcomings in the learning provision for asylum seekers in Italy. Using interpretative analysis, the participants’ experiences are discussed under three categories: (1) valorisation of certificates; (2) appropriateness of teaching methods; and (3) recognition of prior learning. The author concludes that greater efforts should be put into recognising the asylum seekers’ previous experiences, and training adult educators who work with asylum seekers in adult learning principles.
{"title":"Reimagining learning provisions for asylum seekers in Italy: An exploration of asylum seekers’ experiences of recognition and misrecognition in adult learning centres","authors":"Darasimi Powei Oshodi","doi":"10.1007/s11159-023-10012-2","DOIUrl":"https://doi.org/10.1007/s11159-023-10012-2","url":null,"abstract":"Abstract This article employs narrative methodologies to present the stories of three asylum seekers enrolled in two adult learning centres in the Lombardy region of Italy. The author draws on Axel Honneth’s theory of recognition to provide an understanding of how these adult learners’ experiences might impact their self-identity. Based on the narratives the participants provided in the course of interviews the author conducted with them, this article highlights some shortcomings in the learning provision for asylum seekers in Italy. Using interpretative analysis, the participants’ experiences are discussed under three categories: (1) valorisation of certificates; (2) appropriateness of teaching methods; and (3) recognition of prior learning. The author concludes that greater efforts should be put into recognising the asylum seekers’ previous experiences, and training adult educators who work with asylum seekers in adult learning principles.","PeriodicalId":47056,"journal":{"name":"INTERNATIONAL REVIEW OF EDUCATION","volume":"108 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136105004","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 : 2023-10-13DOI: 10.1007/s11159-023-10011-3
Elena De Gioannis, Gabriele Ballarino, Davide Cartagini
Abstract After the outbreak of the COVID-19 pandemic, most countries decided to close schools in 2020 to slow down the spread of the virus. The abrupt closure of schools required teachers and families to adapt quickly to an online setting for school activities. The literature review presented here focuses on this adaptive process, summarising research on how parents and teachers tried to curtail the potentially detrimental effects of school closure and remote schooling on students’ learning, identifying the compensatory strategies adopted and analysing their impact on students’ learning experience and performance. The review highlights that the shift from in-person to remote learning led to significant learning losses, as well as to the emergence of new inequalities and the exacerbation of old ones. Teachers and parents played a pivotal role in minimising learning loss due to emergency remote teaching (ERT). Concerning parents, the three main types of strategies were related to: (1) parental socioeconomic and/or demographic factors; (2) parental involvement and support in learning activities; and (3) the family environment. Concerning teachers, two strategies emerged: (1) the implementation of activities favouring interaction between teachers and students and/or among students; and (2) ad-hoc teaching activities. In almost all cases, the compensatory strategies identified were positively associated with students’ learning experience, with a few exceptions.
{"title":"Parents and teachers’ compensatory strategies during COVID-19 school closures: A scoping review","authors":"Elena De Gioannis, Gabriele Ballarino, Davide Cartagini","doi":"10.1007/s11159-023-10011-3","DOIUrl":"https://doi.org/10.1007/s11159-023-10011-3","url":null,"abstract":"Abstract After the outbreak of the COVID-19 pandemic, most countries decided to close schools in 2020 to slow down the spread of the virus. The abrupt closure of schools required teachers and families to adapt quickly to an online setting for school activities. The literature review presented here focuses on this adaptive process, summarising research on how parents and teachers tried to curtail the potentially detrimental effects of school closure and remote schooling on students’ learning, identifying the compensatory strategies adopted and analysing their impact on students’ learning experience and performance. The review highlights that the shift from in-person to remote learning led to significant learning losses, as well as to the emergence of new inequalities and the exacerbation of old ones. Teachers and parents played a pivotal role in minimising learning loss due to emergency remote teaching (ERT). Concerning parents, the three main types of strategies were related to: (1) parental socioeconomic and/or demographic factors; (2) parental involvement and support in learning activities; and (3) the family environment. Concerning teachers, two strategies emerged: (1) the implementation of activities favouring interaction between teachers and students and/or among students; and (2) ad-hoc teaching activities. In almost all cases, the compensatory strategies identified were positively associated with students’ learning experience, with a few exceptions.","PeriodicalId":47056,"journal":{"name":"INTERNATIONAL REVIEW OF EDUCATION","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135858827","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 : 2023-10-10DOI: 10.1007/s11159-023-10043-9
Simin Zeng
{"title":"Insights into senior foreign language education","authors":"Simin Zeng","doi":"10.1007/s11159-023-10043-9","DOIUrl":"https://doi.org/10.1007/s11159-023-10043-9","url":null,"abstract":"","PeriodicalId":47056,"journal":{"name":"INTERNATIONAL REVIEW OF EDUCATION","volume":"76 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136352939","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}