Nurhening Yuniarti, Yuni Rahmawati, Muhammad Anwar, Vando Gusti Al Hakim, Hendra Hidayat, Didik Hariyanto, Amelia Fauziah Husna, Jen‐Hang Wang
Preparing high‐quality graduates is a pressing challenge in teacher education, particularly among vocational high school graduates in Indonesia who face elevated unemployment rates. This experimental study explores the impact of integrating augmented reality (AR) and higher order thinking skills (HOTS) into vocational teacher education, empowering future educators with essential skills to meet evolving educational demands. The proposed learning media served to assist students in better comprehending abstract content through HOTS‐based learning activities, improving subject mastery. We investigated the effects of AR‐based HOTS learning media on learning performance based on self‐regulated learning, digital literacy, and critical thinking, using a mixed‐method research design with 241 participants. Our results demonstrate a positive impact on these factors, underscoring the significance of effective AR‐based learning tools in enhancing the quality of vocational teacher education.
培养高质量的毕业生是师范教育面临的一项紧迫挑战，尤其是在失业率较高的印度尼西亚职业高中毕业生中。本实验研究探讨了将增强现实技术（AR）和高阶思维技能（HOTS）融入职业教师教育的影响，以增强未来教育工作者的基本技能，满足不断发展的教育需求。拟议的学习媒体通过基于 HOTS 的学习活动帮助学生更好地理解抽象内容，从而提高对学科的掌握程度。我们采用混合方法研究设计，以 241 名参与者为对象，调查了基于 AR 的 HOTS 学习媒体对基于自我调节学习、数字素养和批判性思维的学习成绩的影响。我们的研究结果表明，基于 AR 的学习工具对这些因素产生了积极影响，凸显了基于 AR 的有效学习工具对提高职业教师教育质量的重要意义。
{"title":"Augmented reality‐based higher order thinking skills learning media: Enhancing learning performance through self‐regulated learning, digital literacy, and critical thinking skills in vocational teacher education","authors":"Nurhening Yuniarti, Yuni Rahmawati, Muhammad Anwar, Vando Gusti Al Hakim, Hendra Hidayat, Didik Hariyanto, Amelia Fauziah Husna, Jen‐Hang Wang","doi":"10.1111/ejed.12725","DOIUrl":"https://doi.org/10.1111/ejed.12725","url":null,"abstract":"Preparing high‐quality graduates is a pressing challenge in teacher education, particularly among vocational high school graduates in Indonesia who face elevated unemployment rates. This experimental study explores the impact of integrating augmented reality (AR) and higher order thinking skills (HOTS) into vocational teacher education, empowering future educators with essential skills to meet evolving educational demands. The proposed learning media served to assist students in better comprehending abstract content through HOTS‐based learning activities, improving subject mastery. We investigated the effects of AR‐based HOTS learning media on learning performance based on self‐regulated learning, digital literacy, and critical thinking, using a mixed‐method research design with 241 participants. Our results demonstrate a positive impact on these factors, underscoring the significance of effective AR‐based learning tools in enhancing the quality of vocational teacher education.","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142209330","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Specifically in the field of language teaching, it has been recognized that metacognitive strategies maximize language acquisition and improve performance. But despite this, it appears that few teachers currently consider metacognition in their teaching practices. The current study adopted a qualitative design to focus on the reasons that inhibit teachers in French‐speaking Belgium from prompting their students to engage in metacognition in first‐language (L1) lessons. Semistructured interviews were conducted with seven teachers. The teachers in our sample believed that use of metacognitive strategies can provide benefits for students. But despite this, they explicitly said that they do not prompt their students to engage in metacognition in L1 language lessons. And this for seven specific reasons, as outlined in the article. Knowing these reasons allows us to target the points of attention to be had in training teachers in metacognition in L1.
{"title":"Seven reasons why elementary school teachers do not encourage their students' metacognition in L1 language lessons","authors":"Stéphane Colognesi, Thibault Coppe, Lara Dannau, Elise Barbier","doi":"10.1111/ejed.12740","DOIUrl":"https://doi.org/10.1111/ejed.12740","url":null,"abstract":"Specifically in the field of language teaching, it has been recognized that metacognitive strategies maximize language acquisition and improve performance. But despite this, it appears that few teachers currently consider metacognition in their teaching practices. The current study adopted a qualitative design to focus on the reasons that inhibit teachers in French‐speaking Belgium from prompting their students to engage in metacognition in first‐language (L1) lessons. Semistructured interviews were conducted with seven teachers. The teachers in our sample believed that use of metacognitive strategies can provide benefits for students. But despite this, they explicitly said that they do not prompt their students to engage in metacognition in L1 language lessons. And this for seven specific reasons, as outlined in the article. Knowing these reasons allows us to target the points of attention to be had in training teachers in metacognition in L1.","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142209329","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Early childhood teachers' emotions have increasingly received the attention of researchers in the past decades. The present study conducted a systematic review of the research on early childhood teachers' emotions published in English up to 2022. Based on evidence from 103 empirical studies, the results presented the significant roles of early childhood teachers' emotions in teaching and learning in early childhood education. A conceptual model was developed to illustrate how early childhood teachers' emotions are viewed at the intrapersonal, interpersonal and sociocultural levels. Most of existing studies adopted quantitative methods to explore early childhood teachers' emotions at the intrapersonal level, and a strong link between research methods and research themes was revealed. Implications for future research are discussed.
{"title":"Depicting the landscape of research on teacher emotion in early childhood education: A systematic review","authors":"Han Qin, Konstanze Schoeps, Hongbiao Yin","doi":"10.1111/ejed.12741","DOIUrl":"https://doi.org/10.1111/ejed.12741","url":null,"abstract":"Early childhood teachers' emotions have increasingly received the attention of researchers in the past decades. The present study conducted a systematic review of the research on early childhood teachers' emotions published in English up to 2022. Based on evidence from 103 empirical studies, the results presented the significant roles of early childhood teachers' emotions in teaching and learning in early childhood education. A conceptual model was developed to illustrate how early childhood teachers' emotions are viewed at the intrapersonal, interpersonal and sociocultural levels. Most of existing studies adopted quantitative methods to explore early childhood teachers' emotions at the intrapersonal level, and a strong link between research methods and research themes was revealed. Implications for future research are discussed.","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142209326","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study investigates the integration of 21st‐century skills into the teaching practices of pre‐service teachers during their off‐campus experiences. Focusing on essential skills such as critical thinking, collaboration, communication, creativity, self‐direction, and the use of technology, this research aims to identify which skills are most effectively applied by pre‐service teachers in real‐world settings. Data were collected from 370 final‐year pre‐service teachers using a cross‐sectional design and a tailored survey instrument adapted from Ravitz's work. The findings indicate that pre‐service teachers most frequently integrated technology use and self‐direction into their teaching practices. Conversely, skills such as critical thinking, collaboration, communication, and fostering creativity were less commonly applied. No significant gender differences were found in the application of these skills among pre‐service teachers in the Central Region of Ghana. These results reveal insights into the readiness and capabilities of future teachers to integrate essential 21st‐century skills into their teaching practices, underscoring the critical role of teacher education programmes in preparing educators for the demands of modern classrooms. The study highlights the importance of continuous professional development and the incorporation of innovative teaching methodologies to enhance educational outcomes.
{"title":"Enhancing pre‐service teacher effectiveness: Integration of 21st‐century skills during off‐campus teaching experiences","authors":"Ruth Keziah Annan‐Brew, Ifesinachi Jude Ezugwu, Stacy Hughey Surman, Justice Dadzie","doi":"10.1111/ejed.12737","DOIUrl":"https://doi.org/10.1111/ejed.12737","url":null,"abstract":"This study investigates the integration of 21st‐century skills into the teaching practices of pre‐service teachers during their off‐campus experiences. Focusing on essential skills such as critical thinking, collaboration, communication, creativity, self‐direction, and the use of technology, this research aims to identify which skills are most effectively applied by pre‐service teachers in real‐world settings. Data were collected from 370 final‐year pre‐service teachers using a cross‐sectional design and a tailored survey instrument adapted from Ravitz's work. The findings indicate that pre‐service teachers most frequently integrated technology use and self‐direction into their teaching practices. Conversely, skills such as critical thinking, collaboration, communication, and fostering creativity were less commonly applied. No significant gender differences were found in the application of these skills among pre‐service teachers in the Central Region of Ghana. These results reveal insights into the readiness and capabilities of future teachers to integrate essential 21st‐century skills into their teaching practices, underscoring the critical role of teacher education programmes in preparing educators for the demands of modern classrooms. The study highlights the importance of continuous professional development and the incorporation of innovative teaching methodologies to enhance educational outcomes.","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142209331","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This review focuses on studies on students' views of inclusive education in the field of educational research. The studies reviewed in this study focused on research conducted in inclusive comprehensive schools. A total of 62 studies published between 2006 and 2022 were included, in which both qualitative and quantitative research methods were employed, with questionnaires and interviews being the most commonly used data collection methods. In addition, the connection was examined between the study's theoretical foundation and students' rights through the analysis of citations related to the UN Conventions (CRPD or CRC) or the Salamanca Statement. The results of this review are divided into three themes: attitudes towards inclusive education, academic inclusion, and social inclusion, and further into subthemes examining the differences in attitudes between students with and without special educational needs and disabilities (SEND), and elements promoting and inhibiting aspects of both academic and social inclusion.
{"title":"Students' views of inclusive education: A scoping literature review","authors":"Mirva Poikola, Eija Kärnä, Suvianna Hakalehto","doi":"10.1111/ejed.12731","DOIUrl":"https://doi.org/10.1111/ejed.12731","url":null,"abstract":"This review focuses on studies on students' views of inclusive education in the field of educational research. The studies reviewed in this study focused on research conducted in inclusive comprehensive schools. A total of 62 studies published between 2006 and 2022 were included, in which both qualitative and quantitative research methods were employed, with questionnaires and interviews being the most commonly used data collection methods. In addition, the connection was examined between the study's theoretical foundation and students' rights through the analysis of citations related to the UN Conventions (CRPD or CRC) or the Salamanca Statement. The results of this review are divided into three themes: attitudes towards inclusive education, academic inclusion, and social inclusion, and further into subthemes examining the differences in attitudes between students with and without special educational needs and disabilities (SEND), and elements promoting and inhibiting aspects of both academic and social inclusion.","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142209332","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The Irish higher education sector is undergoing transformation as many Institutes of Technology (IoTs) become Technology Universities (TUs). This paper aims to explore lecturer identity in higher education in the context of recent contract structure recommendations by the Organisation for Economic Co‐operation and Development (OECD) for lecturers in the emerging TU sector. This study is of significant relevance as the OECD recommendations are being used to inform future lecturer contracts. First, theoretical perspectives on identity development are explored, focussing on teacher identity, professionality, professionalism and ideal online teacher identity. Using this theoretical framework, lecturer identity as presented by TU lecturers of education in their public, online biographies is deconstructed. Qualitative, desk‐based analysis of these biographies explores (i) lecturers' imagined audience for their online identity; (ii) projected, ideal lecturer identity, including representations of professionality; and (iii) teaching and research values. By aligning lecturer identity portraits to proposed OECD contract structures, the discussion considers how well‐positioned TU lecturers are to changes across the IoT/TU sector nationally and implications for the sector.
{"title":"Refracting lecturers' digital identity through the lens of policy reform of technological universities in Ireland","authors":"Clare Finnegan, Regina Murphy","doi":"10.1111/ejed.12733","DOIUrl":"https://doi.org/10.1111/ejed.12733","url":null,"abstract":"The Irish higher education sector is undergoing transformation as many Institutes of Technology (IoTs) become Technology Universities (TUs). This paper aims to explore lecturer identity in higher education in the context of recent contract structure recommendations by the Organisation for Economic Co‐operation and Development (OECD) for lecturers in the emerging TU sector. This study is of significant relevance as the OECD recommendations are being used to inform future lecturer contracts. First, theoretical perspectives on identity development are explored, focussing on teacher identity, professionality, professionalism and ideal online teacher identity. Using this theoretical framework, lecturer identity as presented by TU lecturers of education in their public, online biographies is deconstructed. Qualitative, desk‐based analysis of these biographies explores (i) lecturers' imagined audience for their online identity; (ii) projected, ideal lecturer identity, including representations of professionality; and (iii) teaching and research values. By aligning lecturer identity portraits to proposed OECD contract structures, the discussion considers how well‐positioned TU lecturers are to changes across the IoT/TU sector nationally and implications for the sector.","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142209333","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The accelerating impacts of climate change present significant challenges to sustainable urban development, testing the resilience of current governance frameworks and stakeholder responsibilities. In alignment with the EU's Green Deal, robust adaptation strategies and proactive climate risk anticipation are essential. Traditional discussions emphasize overcoming technological, financial and institutional barriers; however, social and individual factors also significantly hinder adaptation. This study explores the pivotal role of citizen engagement in climate risk management and adaptation, focusing on the Lithuanian context and comparing the results with a survey in Sweden. The research evaluates both external influences, such as experiences with climate‐related hazards and adaptation actions, and internal factors, including beliefs, values and individual adaptive capacity. Key findings reveal that adaptation behaviour in Lithuania and in Sweden is deeply influenced by past experiences with extreme weather events and economic considerations, with a significant portion of the population having faced such events recently. Factors such as economic considerations (low costs, financial benefits) are identified as critical motivators for future adaptation actions in Lithuania. On the other hand, in Sweden, respondents first preferred ecological factors (such as contributing to climate change mitigation) when considering future adaptation actions. The study underscores the need for targeted educational interventions to enhance community resilience, highlighting the importance of socio‐cultural contexts in shaping adaptation strategies. It emphasizes the necessity for comprehensive, inclusive educational programmes that address local climate impacts and promote proactive community involvement. The findings advocate for further comparative studies across diverse socio‐cultural settings to deepen insights into effective adaptation measures and to support the development of resilient communities worldwide.
{"title":"Citizen engagement in climate adaptation surveyed: Identifying challenges in education and capacity building","authors":"Aelita Skarzauskiene, Monika Mačiulienė, Kristina Kovaitė","doi":"10.1111/ejed.12732","DOIUrl":"https://doi.org/10.1111/ejed.12732","url":null,"abstract":"The accelerating impacts of climate change present significant challenges to sustainable urban development, testing the resilience of current governance frameworks and stakeholder responsibilities. In alignment with the EU's Green Deal, robust adaptation strategies and proactive climate risk anticipation are essential. Traditional discussions emphasize overcoming technological, financial and institutional barriers; however, social and individual factors also significantly hinder adaptation. This study explores the pivotal role of citizen engagement in climate risk management and adaptation, focusing on the Lithuanian context and comparing the results with a survey in Sweden. The research evaluates both external influences, such as experiences with climate‐related hazards and adaptation actions, and internal factors, including beliefs, values and individual adaptive capacity. Key findings reveal that adaptation behaviour in Lithuania and in Sweden is deeply influenced by past experiences with extreme weather events and economic considerations, with a significant portion of the population having faced such events recently. Factors such as economic considerations (low costs, financial benefits) are identified as critical motivators for future adaptation actions in Lithuania. On the other hand, in Sweden, respondents first preferred ecological factors (such as contributing to climate change mitigation) when considering future adaptation actions. The study underscores the need for targeted educational interventions to enhance community resilience, highlighting the importance of socio‐cultural contexts in shaping adaptation strategies. It emphasizes the necessity for comprehensive, inclusive educational programmes that address local climate impacts and promote proactive community involvement. The findings advocate for further comparative studies across diverse socio‐cultural settings to deepen insights into effective adaptation measures and to support the development of resilient communities worldwide.","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141948294","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Aparecido José Couto Soares, Talita Fortunato‐Tavares, Débora Maria Befi‐Lopes
PurposeAlthough the knowledge of decoding acquisition has expanded in the past years, theoretical information is still needed to guide practices concerning decoding skills in clinical and educational scenarios in languages other than English. Thus, we aimed to investigate the word‐length effects on decoding acquisition regarding the time spent on decoding and the accuracy—the number of correct words/nonwords read per minute—in Brazilian Portuguese‐Speakers.MethodsThe study included 250 children enrolled in elementary school from first to fifth grade, and we used stratified random sampling to select the participants. To assess their decoding skills, we used a linguistically balanced list of words and nonwords designed according to Brazilian Portuguese decoding rules, word length variation, and the frequency of these words in the children's experiences.ResultsGenerally, data provide evidence of a stimuli length effect on accuracy and decoding time for words and nonwords. Data bring essential indicators for discussion in the acquisition and development of decoding since it adds another layer to investigate: intralinguistic features.ConclusionThe current findings contribute significantly to the area by indicating that the process of acquiring decoding has a multifactorial nature, and different interactions between variables can positively or negatively influence this process. Also, the present study may enlarge the knowledge by providing data from a transparent orthography encouraging more studies on the theme and cross‐linguistic studies to understand how such variables here studied may vary in different orthographies.
{"title":"Effects of word extension on decoding development in Brazilian young readers: Theoretical and practical implications","authors":"Aparecido José Couto Soares, Talita Fortunato‐Tavares, Débora Maria Befi‐Lopes","doi":"10.1111/ejed.12721","DOIUrl":"https://doi.org/10.1111/ejed.12721","url":null,"abstract":"PurposeAlthough the knowledge of decoding acquisition has expanded in the past years, theoretical information is still needed to guide practices concerning decoding skills in clinical and educational scenarios in languages other than English. Thus, we aimed to investigate the word‐length effects on decoding acquisition regarding the time spent on decoding and the accuracy—the number of correct words/nonwords read per minute—in Brazilian Portuguese‐Speakers.MethodsThe study included 250 children enrolled in elementary school from first to fifth grade, and we used stratified random sampling to select the participants. To assess their decoding skills, we used a linguistically balanced list of words and nonwords designed according to Brazilian Portuguese decoding rules, word length variation, and the frequency of these words in the children's experiences.ResultsGenerally, data provide evidence of a stimuli length effect on accuracy and decoding time for words and nonwords. Data bring essential indicators for discussion in the acquisition and development of decoding since it adds another layer to investigate: intralinguistic features.ConclusionThe current findings contribute significantly to the area by indicating that the process of acquiring decoding has a multifactorial nature, and different interactions between variables can positively or negatively influence this process. Also, the present study may enlarge the knowledge by providing data from a transparent orthography encouraging more studies on the theme and cross‐linguistic studies to understand how such variables here studied may vary in different orthographies.","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141948367","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study provides new evidence of the gender wage gap among recent university graduates at different stages of their early career. Using a unique administrative dataset from Russia, we estimate the gender wage gap at means and across wage distribution for a cohort of 2018 university graduates during the first 4 years after graduation. We explore the contribution of educational and job factors to the explanation of the gap. Although a substantial gap of 14% is already present at labour market entry, it is two times smaller compared to the gap for the overall working population. Eighty five percent of the entry wage gap can be explained with differences in fields of study, work experience, and job characteristics. More than 4 years after graduation, the gender wage gap experiences a dramatic increase, reaching 26%. Only 28% of the resulting gap can be explained by the observed characteristics, including industrial and occupational segregation. The size of the gap varies drastically in different parts of the wage distribution, suggesting the existence of a strong glass ceiling effect from the very beginning of graduate careers. The rapidly expanding early career gender wage gap with a growing unexplained component suggests that education policies may have limited ability to promote gender equality in the labour market.
{"title":"The dynamics of the early career gender wage gap among university graduates: The case of Russia","authors":"Ksenia Rozhkova, Sergey Roshchin, Natalya Yemelina","doi":"10.1111/ejed.12730","DOIUrl":"https://doi.org/10.1111/ejed.12730","url":null,"abstract":"This study provides new evidence of the gender wage gap among recent university graduates at different stages of their early career. Using a unique administrative dataset from Russia, we estimate the gender wage gap at means and across wage distribution for a cohort of 2018 university graduates during the first 4 years after graduation. We explore the contribution of educational and job factors to the explanation of the gap. Although a substantial gap of 14% is already present at labour market entry, it is two times smaller compared to the gap for the overall working population. Eighty five percent of the entry wage gap can be explained with differences in fields of study, work experience, and job characteristics. More than 4 years after graduation, the gender wage gap experiences a dramatic increase, reaching 26%. Only 28% of the resulting gap can be explained by the observed characteristics, including industrial and occupational segregation. The size of the gap varies drastically in different parts of the wage distribution, suggesting the existence of a strong glass ceiling effect from the very beginning of graduate careers. The rapidly expanding early career gender wage gap with a growing unexplained component suggests that education policies may have limited ability to promote gender equality in the labour market.","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141969773","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Astrid M. C. Jehle, Marleen G. Groeneveld, Tessa M. van de Rozenberg, Judi Mesman
This cross‐national European comparison examined gender representation and stereotypes in mathematics and language textbooks from Germany, Italy, Lithuania, the Netherlands and Romania. The results showed that female characters were numerically underrepresented. Female characters were also less often a main character or individually portrayed compared to male characters, but not proportionally to the overall lower number of female characters. Characters in occupational roles were less often female than male, whereas among characters with gender non‐conform characteristics, these were more often female than male in some textbooks. There was no sexual diversity among characters. The differences in gender representation are found within each country, but gender differences were smaller in more gender‐egalitarian countries. If textbooks are to offer the same learning benefits to both boys and girls, students should be equally represented in a diversity of roles and occupations.
{"title":"The hidden lessons in textbooks: Gender representation and stereotypes in European mathematics and language books","authors":"Astrid M. C. Jehle, Marleen G. Groeneveld, Tessa M. van de Rozenberg, Judi Mesman","doi":"10.1111/ejed.12716","DOIUrl":"https://doi.org/10.1111/ejed.12716","url":null,"abstract":"This cross‐national European comparison examined gender representation and stereotypes in mathematics and language textbooks from Germany, Italy, Lithuania, the Netherlands and Romania. The results showed that female characters were numerically underrepresented. Female characters were also less often a main character or individually portrayed compared to male characters, but not proportionally to the overall lower number of female characters. Characters in occupational roles were less often female than male, whereas among characters with gender non‐conform characteristics, these were more often female than male in some textbooks. There was no sexual diversity among characters. The differences in gender representation are found within each country, but gender differences were smaller in more gender‐egalitarian countries. If textbooks are to offer the same learning benefits to both boys and girls, students should be equally represented in a diversity of roles and occupations.","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141948293","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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