International Journal of Educational Development最新文献

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Students of the backyard: An ethnographic analysis of a ghetto school

IF 2.8 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Development

Pub Date : 2025-03-18 DOI: 10.1016/j.ijedudev.2025.103260

Selma Aydinoğlu Ünal , Birgül Ulutaş

The study aimed to contribute to the literature on education and spatial segregation in Türkiye, focuses on the similarities, parallels, and/or contrasts between the space in which a child lives and the cultural codes imparted to them at a poor public school located in a "ghetto" neighbourhood. Following a qualitative paradigm with an ethnographic approach, data were collected through participant observation at the ghetto school referred to as Backyard Elementary School. Data were gathered through unstructured interviews with the neighbourhood head, school administrators, and teachers, as well as semi-structured interviews and observations with seven teachers and six parents. The data were analysed using descriptive analysis. Findings of the study revealed that students' economic and cultural capital have negative reflections on their school life. While parents express aspirations for their children to achieve professional success, teachers view these ambitions as unattainable within the current educational framework. The families also perceived their children, whose academic performance declines yearly, as failures. Despite their dissatisfaction with their children's school experiences, parents advocated for 12 years of compulsory education, whereas teachers opposed compulsory education, advocating for vocational redirection at an earlier age. Teachers, viewing their own school as marginalized despite its central location, refer to other institutions as "central schools" and do not send their own children to the school where they work.

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引用次数: 0

Education governance, philanthropy and knowledge brokering: The case of a digital education programme by a private foundation in Portugal

IF 2.8 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Development

Pub Date : 2025-03-14 DOI: 10.1016/j.ijedudev.2025.103262

Sofia Viseu, Erika Martins, Luís Miguel Carvalho

This article focuses how philanthropy leverages knowledge brokering to promote the digitalisation of education and expand its influence on education governance. It presents an empirical study of a digital education programme launched in Portugal in 2020 by a private foundation. Through document analysis and an interview, the findings reveal that knowledge brokering enabled the foundation to bring together actors from different social worlds to conceive, legitimise and deliver the programme in public schools. Furthermore, knowledge brokering created new policy spaces that amplified the foundation’s role in educational governance, positioning Ed-Tech as a new topology for educational delivery.

引用次数: 0

Instructional alignment in Nigeria using the Surveys of Enacted Curriculum

IF 2.8 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Development

Pub Date : 2025-03-13 DOI: 10.1016/j.ijedudev.2025.103256

Adedeji Adeniran , Sixtus C. Onyekwere , Anthony Okon , Julius Atuhurra , Rastee Chaudhry , Michelle Kaffenberger

This study examines quantitative evidence on education system coherence in Nigeria. Available pieces of evidence indicate that alignment of instructional components, such as curriculum standards, assessments, and teachers’ instruction, is important for primary-level education. This study employed the Surveys of Enacted Curriculum (SEC) methodology to investigate alignment of instructional components in Nigeria's primary education system, covering two states, ‘Oyo and Jigawa’. The two states were carefully chosen to account for both geographical differences and student achievement levels in Nigeria. Oyo represents a high performing area in the south in terms of student achievements while Jigawa represents a low performing area in the North. We adopted the SEC common language to analyse curriculum standards, national exams, and classroom instructional content for mathematics and English language across all six primary-level grades (1−6) for the two states. We found that key foundational mathematics and English language skills are covered by all three components, with notable omission of some critical topic areas on the end-of-cycle English language exams. All three components give high emphasis to the low cognitive demand processes of ‘memorize’ ‘perform’, and ‘demonstrate’, and give low emphasis to the more demanding cognitive processes of ‘analyse’ and ‘apply ’. Both the curriculum standards and classroom instruction depict a slow pace of content progression across grades, manifested through broad but shallow content coverage. We observed high alignment between the curriculum standards and classroom instruction, implying a potentially well-functioning education system. However, we found low student performance on the exams for both subjects, thereby contradicting this hypothesis. These findings suggest the Nigerian primary education system may be operating in a low-achieving equilibrium in which the system is aligned for low levels of cognitive demand and student mastery.

本研究审查了尼日利亚教育系统一致性的定量证据。现有证据表明，课程标准、评估和教师教学等教学内容的一致性对初等教育非常重要。本研究采用了 "已颁布课程调查"（SEC）方法来调查尼日利亚初等教育系统中教学内容的一致性，涉及两个州，即 "奥约州 "和 "吉加瓦州"。这两个州是根据尼日利亚的地理差异和学生成绩水平精心挑选的。奥约州是南部学生成绩较好的地区，而吉加瓦州则是北部学生成绩较差的地区。我们采用 SEC 通用语言来分析这两个州小学六年级（1-6 年级）的数学和英语课程标准、国家考试和课堂教学内容。我们发现，所有三个部分都涵盖了关键的基础数学和英语语言技能，只是在期末英语语言考试中明显遗漏了一些关键的题目领域。所有三个部分都非常重视 "记忆"、"执行 "和 "演示 "等认知要求较低的过程，而对 "分析 "和 "应用 "等认知要求较高的过程重视不够。课程标准和课堂教学都反映出各年级内容进展缓慢，内容覆盖面广但较浅。我们观察到课程标准与课堂教学高度一致，这意味着教育系统可能运作良好。然而，我们发现学生在两个科目的考试中成绩都很低，从而与这一假设相矛盾。这些研究结果表明，尼日利亚的初等教育体系可能处于一种低成绩平衡状态，即该体系与低认知需求和学生掌握程度相一致。

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引用次数: 0

Does reputation matter? The impact of China’s double world-class policy on the attraction of high-quality students

IF 2.8 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Development

Pub Date : 2025-03-13 DOI: 10.1016/j.ijedudev.2025.103259

Tian-Tian Zhu , Hui Zeng

Based on the undergraduate entrance examination data from 2014 to 2021 in China, this study develops a difference-in-differences model and finds that developing world-class universities and disciplines (i.e., the double world-class, the DWC policy) leads to an increase of 4.48 and 5.51 points in the average entrance examination scores of undergraduates for the universities and disciplines included in the DWC policy. The DWC policy has improved the student quality of the world-class universities and disciplines mainly by raising their reputation. Moreover, the impact of the DWC policy on the world-class disciplines varies. Specifically, the DWC policy significantly improves student quality in science, agriculture, and medicine, but it has no significant effect on student quality in engineering; and the improvement in the scores for science is much higher than that for agriculture and medicine. Third, compared to the popular disciplines traditionally favored by students, the DWC policy has a more significant impact on improving the entrance examination scores for unpopular disciplines.

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引用次数: 0

How justified are the criticisms of bias against the OECD's global competence framework?

IF 2.8 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Development

Pub Date : 2025-03-11 DOI: 10.1016/j.ijedudev.2025.103258

Izzettin Aydogan , Osman Tat

In psychometric terms, bias is defined as the failure to ensure the psychological equivalence of the latent traits and related items intended to be measured by measurement procedures for different groups and therefore the measurements produce results in favor of or against at least one group. There has been both public and scientific criticism that it contains bias in terms of some features such as the OECD's global competence framework is designed according to the principles of the western liberal tradition, that students interpret words and expressions in some items differently, that their understanding of poverty and privilege is limited, and that students' lack of access to communication tools due to socio-economic conditions. In this research, we examined whether the OECD's global competence framework presented to students in the PISA 2018 assessment is statistically biased in terms of sociological features that encompass and even go beyond criticisms of the framework. In this context, we used six international classification indices and analyzed data on around 143 thousand students from 27 PISA participating countries. We believe that results will clarify criticisms of bias in the OECD's global competence framework.

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引用次数: 0

The policy game

IF 2.8 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Development

Pub Date : 2025-03-10 DOI: 10.1016/j.ijedudev.2025.103250

Jeffrey Puryear

引用次数: 0

Determinants of high returns and low rates of high school completion in Brazil

IF 2.8 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Development

Pub Date : 2025-03-08 DOI: 10.1016/j.ijedudev.2025.103255

Maíra Penna Franca , Danielle Carusi Machado , Carlos Henrique Corseuil

This study estimates wage returns associated with secondary education among young adults aged 20–24 years in Brazil, focusing on the role of secondary school scarcity as a barrier to attendance. We employ instrumental variables derived from school density in the region where individuals resided at age 15. IV estimates are much higher than OLS (roughly five times higher). Complementary, first stage estimates indicate that greater school availability significantly increases secondary school completion rates. High commuting costs, due to the lack of schools, may interact with opportunity costs in a way that selects individuals out of the educational system with relatively high opportunity costs even when they would experience high returns at high school. In particular, we interpret our IV results as the effects of secondary schooling for those with commuting time restrictions. That could be an opportunity cost more bidding for women who tend to devote more time to household responsibilities than men. In fact, IV estimates for wage returns of secondary school were consistently higher for women across all instrumental variable specifications.

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引用次数: 0

Student voice: Power relations and culture-sensitivity in authorship legitimacy of research publications in Iran

IF 2.8 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Development

Pub Date : 2025-03-06 DOI: 10.1016/j.ijedudev.2025.103261

Hiwa Weisi , Reza Ahmadi

Validating student voice in the higher education curriculum has been advocated in a variety of forms; however, the power relations within a particular culture may marginalize student voice, particularly in research practice. For this reason, this study explored how hearing student voice and the concept of power relations within Iran’s postgraduate curriculum might shape the processes of paper publication and authorship legitimacy. Drawing upon phenomenology research, 17 MA/PhD students in TEFL (Teaching English as a Foreign Language) participated in multiple forms of interviews and written narratives to describe their experiences of conducting research during their postgraduate studies. The findings suggested that student voice in discussing authorship decisions was not heard by professors/supervisors. Iranian professors often attributed the first author to themselves without consulting the students who had predominantly conducted the research. The study’s implications are further discussed to highlight how the notion of power relations plays a determining role in authorship legitimacy and its order, and how such misconduct may be accepted as cultural norms within Iran’s academic setting.

在高等教育课程中肯定学生的发言权已通过各种形式得到提倡；然而，特定文化中的权力关系可能会使学生的发言权边缘化，尤其是在研究实践中。因此，本研究探讨了在伊朗研究生课程中倾听学生的声音和权力关系的概念如何影响论文发表和作者合法性的过程。通过现象学研究，17 名 TEFL（对外英语教学）专业的硕士/博士研究生参与了多种形式的访谈和书面叙述，以描述他们在研究生学习期间开展研究的经历。研究结果表明，教授/导师没有听到学生在讨论作者身份决定时的声音。伊朗教授往往将第一作者归于自己，而不征求主要进行研究的学生的意见。我们进一步讨论了这项研究的意义，以强调权力关系的概念如何在作者合法性及其秩序中发挥决定性作用，以及这种不当行为如何在伊朗的学术环境中被接受为文化规范。

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引用次数: 0

Gender parity trends in STEM and non-STEM fields in Higher Education Institutions in Tanzania: A comparative analysis

IF 2.8 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Development

Pub Date : 2025-03-05 DOI: 10.1016/j.ijedudev.2025.103233

Rose Ephraim Matete , Godlisten G. Kombe

In this study, we examined gender parity trends in Science, Technology, Engineering, and Mathematics (STEM) and non-STEM-related fields in Tanzanian Higher Education Institutions (HEIs) through comparative analysis. The study employed a quantitative research approach with a descriptive correlational research design. Data were collected from the Tanzania Commission for Universities (TCU) VitalStats handbooks, covering the academic years 2017/2018–2023/2024, and were analyzed through correlation, ANOVA, and regression analysis. The results indicate an increased trend of students’ enrolment in STEM programs in HEIs with a significant but gradual and narrow gender parity gap from 2018/2019–2023/2024 in both STEM and non-STEM education programs. The results also indicate a decline rate in the STEM Gender Parity Index (GPI) in recent years. It was again found that although the standard deviation for non-STEM fields was slightly higher, the difference was insignificant. However, the results suggest a statistically significant positive trend in the GIP in STEM-related fields. The results further indicate that the relevance of HEI programs in the labor market is still questionable. The key argument in this study is that while the increased trend in GIP has shown a significant improvement in both STEM and non-STEM programs in HEIs, continuous efforts and targeted interventions need to be in place to ensure that the gains achieved so far are sustained. Thus, having policies and directives that strengthen the scholarships for female students and ensure that HEIs offer relevant programs through project-based learning and research-based activities remains imperative.

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引用次数: 0

Children’s data protection in education: A case study of Google Workspace for Education in the European Economic Area

IF 2.8 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Development

Pub Date : 2025-03-04 DOI: 10.1016/j.ijedudev.2025.103237

Elora Fernandes

Digital technologies are increasingly embedded in education, transforming not only the means of delivery, but also its values and purposes. The COVID-19 pandemic has caused a significant surge in the edtech industry, resulting in greater involvement of private entities in shaping the future of education and processing extensive volumes of children’s data. Challenges related to protecting children’s data in this realm have already been raised by several authorities across Europe. This paper analyzes cases related to Google Workspace for Education through a data colonialism lens, seeking to understand the strengths and limitations of public authorities’ positions and whether the measures taken are adequate to address data protection issues associated with data colonialism. The findings suggest that an adequate enforcement of the General Data Protection Regulation is possible and powerful to protect children’s data. However, this demands strong political and economic power to ensure compliance. It also falls short of addressing broader challenges posed by the prevailing business model, including familiarizing children with technologies that process data for predatory commercial purposes outside the school environment, as well as concerns regarding competition, public procurement, and data sovereignty.

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