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School dropout in Cameroon and its determinants 喀麦隆的辍学率及其决定因素
IF 3.2 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-11-20 DOI: 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.

本文提出的研究考察了小学辍学的决定因素,同时强调了喀麦隆家庭特征的作用。数据来自2014年进行的喀麦隆第四次家庭调查(ECAM 4)。作者使用扩展生产函数来估计一个logit模型,该模型提出了解释变量的边际效应。结果表明,为满足家庭需要而必须工作的儿童,以及户主为农民或非正规部门工人的儿童,辍学的可能性较高,而教科书和其他学习用品的可获得性与辍学的可能性较低有关。
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引用次数: 0
Relationships between the perceptions of lifelong learning, lifelong learning competencies and learning strategies by teacher trainers in Myanmar 缅甸教师培训师终身学习观念、终身学习能力和学习策略之间的关系
IF 3.2 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-11-20 DOI: 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.

本研究的主要目的是探讨终身学习认知、终身学习能力和学习策略之间的关系。本研究采用三种研究工具:终身学习问卷、终身学习能力量表和教师学习策略问卷。它采用随机抽样的方法,从缅甸的教育学位学院招募了300名教师培训师。采用描述性和独立t检验、方差分析和Dunnett检验对研究问题进行分析。研究发现,培训师终身学习认知与终身学习能力呈显著正相关。此外,他们运用学习策略来提高自己的教学能力。具体来说,他们的最高能力是学习如何学习,而他们的最低能力是数学和科学。没有研究变量因性别、教育水平或教学服务而有差异。在各自的地理区域(下缅甸和上缅甸),发现终身学习的感知、终身学习能力和学习策略之间存在统计学上的显著差异。多语言能力、数字能力、学会学习能力、公民能力、创业能力和文化意识能力因地区而异,但识字、数学和科学能力没有差异。在终身学习认知和学习策略方面存在显著差异,但在终身学习能力方面不存在年龄差异。识字能力、数字能力和公民能力在年龄上存在差异,但教学任期仅对数字能力有影响。最后,研究发现终身学习能力与学习策略之间存在高度正相关。
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引用次数: 0
Distance education and work–family conflict during COVID-19: Evidence from Turkey for a gender-moderated model 2019冠状病毒病期间的远程教育和工作-家庭冲突:来自土耳其的证据:性别调节模式
IF 3.2 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-11-16 DOI: 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.

与世界上许多地方一样,在2019冠状病毒病大流行期间,土耳其在所有正规教育级别改为强制性远程教育,教师被要求在家工作。尽管在家工作具有灵活性,但基础设施方面的挑战对教学的有效性和质量产生了不利影响,并加剧了工作家庭冲突(WFC),造成了教师工作和家庭角色之间的兼容性问题。本文采用结构方程模型探讨了性别对土耳其教师基础设施和远程教育相关挑战与WFC之间关系的调节作用。数据来自于2021年12月进行的在线调查,该调查是tekirdaul Namık凯末尔大学硕士项目的一部分。在调查中,562名教师(367名女性,195名男性)被问及他们在COVID-19大流行期间在强制性远程教育中面临的挑战,这些挑战对他们的工作和家庭平衡产生了不利影响。结果显示,大流行期间,基础设施和远程教育相关的挑战与教师的WFC呈正相关。在强制性远程教育中,性别在基础设施相关挑战对WFC的影响中起着显著的调节作用,其中女性教师的交互作用更强。然而,性别在与远程教育相关的挑战和WFC方面没有发挥显著的调节作用。文章最后提出了一些实际意义,以帮助减轻教师的WFC,并改善未来的远程教育。
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引用次数: 0
Managing illegitimacies: Teachers and private tutoring in Myanmar’s shadow education sector 非法管理:缅甸影子教育部门的教师和私人辅导
Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-11-10 DOI: 10.1007/s11159-023-10027-9
Mark Bray, Peter Kamtungtuang Suante
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引用次数: 0
Un/common schooling: Educational experiments in twentieth-century India 非公立学校:20世纪印度的教育实验
Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-11-07 DOI: 10.1007/s11159-023-10047-5
Jandhyala B. G. Tilak
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引用次数: 0
An intercultural approach to English language teaching 跨文化的英语教学方法
Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-11-07 DOI: 10.1007/s11159-023-10048-4
Mostafa Morady Moghaddam
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引用次数: 216
Machine learning evidence from PISA 2018 data to integrate global competence intervention in UAE K–12 public schools 来自2018年PISA数据的机器学习证据,将全球能力干预整合到阿联酋K-12公立学校
Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-11-03 DOI: 10.1007/s11159-023-10026-w
Xin Miao, Ali Nadaf, Zhuotong Zhou
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引用次数: 0
Reimagining learning provisions for asylum seekers in Italy: An exploration of asylum seekers’ experiences of recognition and misrecognition in adult learning centres 重新构想意大利寻求庇护者的学习规定:探索寻求庇护者在成人学习中心的认可和误认经历
Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-10-30 DOI: 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.
本文采用叙事方法来呈现三个寻求庇护者在意大利伦巴第地区的两个成人学习中心注册的故事。作者借鉴了阿克塞尔·霍内斯的认知理论,为这些成人学习者的经历如何影响他们的自我认同提供了一个理解。根据参与者在笔者与他们进行访谈时所提供的叙述,本文强调了在意大利为寻求庇护者提供学习方面的一些缺点。使用解释性分析,参与者的经验分为三类进行讨论:(1)证书的价值增值;(2)教学方法的适宜性;(3)先验学习的识别。作者的结论是,应该更努力地认识到寻求庇护者以前的经历,并对与寻求庇护者一起工作的成人教育工作者进行成人学习原则方面的培训。
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引用次数: 0
Parents and teachers’ compensatory strategies during COVID-19 school closures: A scoping review COVID-19学校关闭期间家长和教师的补偿策略:范围审查
Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-10-13 DOI: 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.
新冠肺炎疫情爆发后,大多数国家决定在2020年关闭学校,以减缓病毒的传播。学校的突然关闭要求教师和家庭迅速适应学校活动的在线环境。本文的文献综述侧重于这一适应过程,总结了家长和教师如何试图减少学校关闭和远程教育对学生学习的潜在有害影响的研究,确定了所采用的补偿策略,并分析了它们对学生学习体验和表现的影响。回顾强调,从面对面学习到远程学习的转变导致了重大的学习损失,并导致了新的不平等现象的出现和旧的不平等现象的加剧。教师和家长在尽量减少因紧急远程教学而造成的学习损失方面发挥了关键作用。对父母而言,三种主要的策略类型与:(1)父母的社会经济和/或人口因素有关;(2)家长参与和支持学习活动;(3)家庭环境。关于教师,出现了两种策略:(1)实施有利于师生和/或学生之间互动的活动;(2)临时教学活动。在几乎所有情况下,除了少数例外,所确定的补偿策略与学生的学习经验呈正相关。
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引用次数: 0
Insights into senior foreign language education 高中外语教育感悟
Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-10-10 DOI: 10.1007/s11159-023-10043-9
Simin Zeng
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INTERNATIONAL REVIEW OF EDUCATION
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