International Journal of Educational Development最新文献_第6页

The world bank's Coach model of teacher professional development: The politics of recognition, regulation, and reframing 世界银行教师专业发展的Coach模式：承认、监管和重构的政治

IF 2.3 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Development

Pub Date : 2026-01-01 Epub Date: 2025-12-23 DOI: 10.1016/j.ijedudev.2025.103481

Yusuf Sayed , Joseph C. Pesambili

This paper critically examines how the World Bank's (WB) Coach initiative constructs a particular form of teacher professional development (TPD) aimed at reinforcing teacher accountability and performativity to enhance student learning. The paper problematises whether the current WB Coach initiative and its underlying assumptions provide an effective TPD approach for bolstering teacher performance and student achievement. Drawing on examples from the Global South, the paper argues that the WB Coach model instigates a shift towards a performance-driven and accountability-oriented continuing professional development (CPD) framework. This transition reflects a departure from teacher autonomy over pedagogical practices to a reductionist discursive framing of TPD and a standardised pedagogic skill set for attaining narrowly and instrumentally defined learning outcomes. The paper concludes by advocating for a holistic approach to teacher coaching, encompassing broader metrics that support teachers' professional growth while simultaneously improving educational policies and contextual factors that affect teachers' work.

本文批判性地考察了世界银行（WB） Coach计划如何构建一种特殊形式的教师专业发展（TPD），旨在加强教师的问责制和绩效，从而促进学生的学习。本文质疑当前的WB教练计划及其基本假设是否为提高教师绩效和学生成绩提供了有效的TPD方法。本文以全球发展中国家为例，认为世行教练模式推动了向绩效驱动和问责导向的持续专业发展（CPD）框架的转变。这种转变反映了教师对教学实践的自主权的背离，转向了TPD的还原论话语框架和标准化的教学技能集，以获得狭义和工具性定义的学习成果。论文最后提出了一种全面的教师培训方法，包括支持教师专业成长的更广泛的指标，同时改善影响教师工作的教育政策和环境因素。

{"title":"The world bank's Coach model of teacher professional development: The politics of recognition, regulation, and reframing","authors":"Yusuf Sayed , Joseph C. Pesambili","doi":"10.1016/j.ijedudev.2025.103481","DOIUrl":"10.1016/j.ijedudev.2025.103481","url":null,"abstract":"<div><div>This paper critically examines how the World Bank's (WB) <em>Coach</em> initiative constructs a particular form of teacher professional development (TPD) aimed at reinforcing teacher accountability and performativity to enhance student learning. The paper problematises whether the current WB <em>Coach</em> initiative and its underlying assumptions provide an effective TPD approach for bolstering teacher performance and student achievement. Drawing on examples from the Global South, the paper argues that the WB <em>Coach</em> model instigates a shift towards a performance-driven and accountability-oriented continuing professional development (CPD) framework. This transition reflects a departure from teacher autonomy over pedagogical practices to a reductionist discursive framing of TPD and a standardised pedagogic skill set for attaining narrowly and instrumentally defined learning outcomes. The paper concludes by advocating for a holistic approach to teacher coaching, encompassing broader metrics that support teachers' professional growth while simultaneously improving educational policies and contextual factors that affect teachers' work.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"120 ","pages":"Article 103481"},"PeriodicalIF":2.3,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145840721","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}

引用次数: 0

Examining the effects of gender representation on student academic performance in STEM subjects 研究性别代表性对STEM科目学生学习成绩的影响

IF 2.3 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Development

Pub Date : 2026-01-01 Epub Date: 2025-12-15 DOI: 10.1016/j.ijedudev.2025.103478

Gafaru Bakari Kassim , Yousueng Han , Sounman Hong

Gender disparities in Science, Technology, Engineering, and Mathematics (STEM) education persist in Sub-Saharan Africa, which limits the academic success of female students. This study examines how female teacher representation (FTR) affects the academic performance of Ghanaian female junior high school students in Mathematics and Science (M&S), exploring the moderating effects of organizational and environmental factors. Using a sequential explanatory mixed-methods design, it integrates OLS regression of district-level data (n = 215) with thematic analysis from seven female teacher interviews. Findings revealed FTR significantly enhances STEM performance through role modeling and tailored interventions. Additionally, high pupil-teacher ratios hinder support, while rural resource scarcity amplifies teachers’ symbolic impact. These findings advance understanding of gender equity in STEM education and provide evidence-based insights for educational policy development. The study recommends targeted policies to recruit and retain female teachers in underserved areas as a strategy to improve female students’ STEM outcomes.

在撒哈拉以南非洲，科学、技术、工程和数学（STEM）教育中的性别差异仍然存在，这限制了女学生的学业成功。本研究考察了女教师代表性（FTR）对加纳女初中生数学与科学（M&；S）学业成绩的影响，探讨了组织和环境因素的调节作用。采用顺序解释混合方法设计，将地区一级数据（n = 215）的OLS回归与7位女教师访谈的主题分析相结合。研究结果显示，FTR通过角色建模和量身定制的干预措施显著提高STEM成绩。此外，高生师比阻碍了支持，而农村资源稀缺放大了教师的象征性影响。这些发现促进了对STEM教育中性别平等的理解，并为教育政策制定提供了基于证据的见解。该研究建议制定有针对性的政策，在服务不足的地区招聘和留住女教师，作为改善女学生STEM成绩的一项战略。

{"title":"Examining the effects of gender representation on student academic performance in STEM subjects","authors":"Gafaru Bakari Kassim , Yousueng Han , Sounman Hong","doi":"10.1016/j.ijedudev.2025.103478","DOIUrl":"10.1016/j.ijedudev.2025.103478","url":null,"abstract":"<div><div>Gender disparities in Science, Technology, Engineering, and Mathematics (STEM) education persist in Sub-Saharan Africa, which limits the academic success of female students. This study examines how female teacher representation (FTR) affects the academic performance of Ghanaian female junior high school students in Mathematics and Science (M&S), exploring the moderating effects of organizational and environmental factors. Using a sequential explanatory mixed-methods design, it integrates OLS regression of district-level data (n = 215) with thematic analysis from seven female teacher interviews. Findings revealed FTR significantly enhances STEM performance through role modeling and tailored interventions. Additionally, high pupil-teacher ratios hinder support, while rural resource scarcity amplifies teachers’ symbolic impact. These findings advance understanding of gender equity in STEM education and provide evidence-based insights for educational policy development. The study recommends targeted policies to recruit and retain female teachers in underserved areas as a strategy to improve female students’ STEM outcomes.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"120 ","pages":"Article 103478"},"PeriodicalIF":2.3,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145790888","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}

引用次数: 0

Exploring effective teacher certificate requirements to benefit student achievement: Evidence from a global perspective 探索有效的教师证书要求以促进学生成绩：来自全球视角的证据

IF 2.3 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Development

Pub Date : 2026-01-01 Epub Date: 2025-12-20 DOI: 10.1016/j.ijedudev.2025.103476

Xin Xie , Qi Zheng

Drawing on variations in teaching licensure systems across forty economies participating in PISA 2018, this study provides descriptive evidence on the relationships between eight types of teacher certification requirements and student learning outcomes using three-level random slope models. Results show that countries requiring a written test for teacher certification tend to achieve higher PISA scores, whereas periodic renewal is associated with lower performance. Teaching practice is positively related to the returns from higher proportions of certified teachers within countries. Furthermore, the analysis suggests potential heterogeneity, with more established certification systems showing stronger associations with the performance of low-achieving students. These findings help explain the mixed results in the literature on the effectiveness of teacher certification in predicting student achievement.

本研究利用参与PISA 2018的40个经济体的教学执照制度的差异，利用三层随机斜率模型，为八种教师资格要求与学生学习成果之间的关系提供了描述性证据。结果表明，要求教师资格证书进行笔试的国家往往会获得更高的PISA分数，而定期更新则与较低的表现有关。教学实践与国家内部较高比例的认证教师的回报呈正相关。此外，分析表明了潜在的异质性，更成熟的认证系统与成绩较差的学生的表现有更强的联系。这些发现有助于解释文献中关于教师资格证书在预测学生成绩方面的有效性的混合结果。

引用次数: 0

How is international education related to democracy? Focus on transitional ex-Soviet context 国际教育与民主有何关系？关注前苏联的转型背景

IF 2.3 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Development

Pub Date : 2025-11-01 Epub Date: 2025-11-25 DOI: 10.1016/j.ijedudev.2025.103454

Dinara Ibrayeva , Amanzhol Bekmagambetov

Although some argue that authoritarian or post-authoritarian regimes should not be interested in investing in higher education, particularly its internationalization, many do. Moreover, the internationalization of higher education has become a central strategy for many governments, aiming to integrate global perspectives into their national educational systems. The economic rationale is typically the primary reason for investing in the internationalization of higher education to foster a knowledge-based economy. However, it not only boosts technical knowledge but may also have political implications, altering the attitudes and values of students exposed to international education, which remain underexplored. Employing a critical approach to modernization theory, this interdisciplinary study combines international education and political science perspectives to bridge this gap. Using survey data from 734 Kazakhstani citizens, we analyze how international education experiences, both abroad and at home, are related to individuals’ understanding of democracy, emancipatory values, and political engagement in an ex-Soviet context. With no claims for causality, the findings still suggest that exposure to international education is correlated with stronger liberal democratic attitudes and values, with no noticeable implications for the forms of political engagement. This contributes to broader discussions on international education as a tool for linear and predictable democracy development.

尽管一些人认为独裁或后独裁政权不应该对投资高等教育，特别是其国际化感兴趣，但许多国家确实有兴趣。此外，高等教育的国际化已成为许多政府的核心战略，旨在将全球视野纳入其国家教育体系。经济原理通常是投资高等教育国际化以促进知识型经济的主要原因。然而，它不仅提高了技术知识，而且可能具有政治影响，改变了接受国际教育的学生的态度和价值观，这一点仍未得到充分探索。采用现代化理论的批判方法，这个跨学科的研究结合了国际教育和政治学的观点来弥合这一差距。我们利用734位哈萨克公民的调查资料，分析在前苏联背景下，国际教育经验（无论是在国外还是在国内）如何与个人对民主、解放价值观和政治参与的理解相关。虽然没有因果关系，但研究结果仍然表明，接受国际教育与更强的自由民主态度和价值观相关，对政治参与的形式没有明显的影响。这有助于更广泛地讨论国际教育作为线性和可预测的民主发展工具的问题。

{"title":"How is international education related to democracy? Focus on transitional ex-Soviet context","authors":"Dinara Ibrayeva , Amanzhol Bekmagambetov","doi":"10.1016/j.ijedudev.2025.103454","DOIUrl":"10.1016/j.ijedudev.2025.103454","url":null,"abstract":"<div><div>Although some argue that authoritarian or post-authoritarian regimes should not be interested in investing in higher education, particularly its internationalization, many do. Moreover, the internationalization of higher education has become a central strategy for many governments, aiming to integrate global perspectives into their national educational systems. The economic rationale is typically the primary reason for investing in the internationalization of higher education to foster a knowledge-based economy. However, it not only boosts technical knowledge but may also have political implications, altering the attitudes and values of students exposed to international education, which remain underexplored. Employing a critical approach to modernization theory, this interdisciplinary study combines international education and political science perspectives to bridge this gap. Using survey data from 734 Kazakhstani citizens, we analyze how international education experiences, both abroad and at home, are related to individuals’ understanding of democracy, emancipatory values, and political engagement in an ex-Soviet context. With no claims for causality, the findings still suggest that exposure to international education is correlated with stronger liberal democratic attitudes and values, with no noticeable implications for the forms of political engagement. This contributes to broader discussions on international education as a tool for linear and predictable democracy development.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"119 ","pages":"Article 103454"},"PeriodicalIF":2.3,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145614462","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}

引用次数: 0

Fiscal decentralization of education: A social network analysis of values underlying local decision-making processes 教育财政分权：基于地方决策过程的价值的社会网络分析

IF 2.3 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Development

Pub Date : 2025-11-01 Epub Date: 2025-11-19 DOI: 10.1016/j.ijedudev.2025.103444

Ruth Meoded , Iris BenDavid-Hadar

Fiscal decentralization shifts financial responsibilities from central to local governments. Local policymakers make decisions based on diverse and sometimes conflicting values. Decision-making in public processes is inherently complex, involving a multitude of considerations and actors, like equity, liberty, efficiency, welfare, and security. Policymakers often face choices between competing values, necessitating compromises and prioritization. This study examines the values underlying the decision-making process of education policymakers in Israeli local authorities (LAs) through interviews. Using Mixed Method Semantic Network Analysis, we analyze these values and conceptualize different prototypes according to the LAs' socioeconomic status (SES). We identify four prototypes that reflect values conflict: High SES LAs emphasize allocation to promote innovation or excellence and choice, while low SES LAs promote educational equity or needs-based funding. Our research highlights that fiscal decentralization may exacerbate SES-based resource disparities, thereby increasing inequity in education finance between LAs. This research offers valuable insights for socially diverse countries implementing decentralization in education finance policy

财政分权将财政责任从中央转移到地方政府。地方决策者根据不同的、有时是相互冲突的价值观做出决策。公共过程中的决策本质上是复杂的，涉及许多考虑因素和行动者，如公平、自由、效率、福利和安全。政策制定者经常在相互竞争的价值观之间做出选择，需要妥协和优先考虑。本研究通过访谈探讨了以色列地方政府（LAs）教育决策者决策过程的价值基础。采用混合语义网络分析方法，对这些价值进行分析，并根据社会经济地位对不同原型进行概念化。我们确定了四个反映价值观冲突的原型：高社会经济地位强调分配以促进创新或卓越和选择，而低社会经济地位强调教育公平或基于需求的资助。我们的研究强调，财政分权可能会加剧基于ses的资源差距，从而加剧LAs之间的教育财政不平等。本研究为社会多元化国家实施分权化教育财政政策提供了有价值的见解

{"title":"Fiscal decentralization of education: A social network analysis of values underlying local decision-making processes","authors":"Ruth Meoded , Iris BenDavid-Hadar","doi":"10.1016/j.ijedudev.2025.103444","DOIUrl":"10.1016/j.ijedudev.2025.103444","url":null,"abstract":"<div><div>Fiscal decentralization shifts financial responsibilities from central to local governments. Local policymakers make decisions based on diverse and sometimes conflicting values. Decision-making in public processes is inherently complex, involving a multitude of considerations and actors, like equity, liberty, efficiency, welfare, and security. Policymakers often face choices between competing values, necessitating compromises and prioritization. This study examines the values underlying the decision-making process of education policymakers in Israeli local authorities (LAs) through interviews. Using Mixed Method Semantic Network Analysis, we analyze these values and conceptualize different prototypes according to the LAs' socioeconomic status (SES). We identify four prototypes that reflect values conflict: High SES LAs emphasize allocation to promote innovation or excellence and choice, while low SES LAs promote educational equity or needs-based funding. Our research highlights that fiscal decentralization may exacerbate SES-based resource disparities, thereby increasing inequity in education finance between LAs. This research offers valuable insights for socially diverse countries implementing decentralization in education finance policy</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"119 ","pages":"Article 103444"},"PeriodicalIF":2.3,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145569285","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}

引用次数: 0

Parental educational pairings and child physical abuse: Evidence from China 父母教育配对与儿童身体虐待：来自中国的证据

IF 2.3 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Development

Pub Date : 2025-11-01 Epub Date: 2025-11-21 DOI: 10.1016/j.ijedudev.2025.103449

Weidong Tian , Zhiyong Dai , Dongli Cao , Xiting Zhuang

This study investigates the effect of parental educational pairings on child physical abuse. Using data from the 2014 China Health and Retirement Longitudinal Study (CHARLS), we measure child physical abuse based on the frequency of parental corporal punishment. Our findings indicate that, homogamous marriages, where parents share the same education level, reduce punishment frequency compared to heterogamous marriages, with stronger effects in non-illiterate homogamous households. This finding proves robust to the inclusion of additional control variables, the application of the Oster bounding test, sample alterations, and variable substitutions. Mechanism analysis suggests that homogamy fosters marital harmony, curbing conflict-driven punishment, while educated homogamous parents face less economic stress, further lowering abuse risk. The protective effect is most pronounced in father-son and mother-daughter interactions but does not extend to neglect or sibling abuse. This study extends the literature on the effects of marital educational matching on parenting behaviors, offering new insights into the origins of child physical abuse and avenues for policy interventions.

本研究探讨父母教育配对对儿童身体虐待的影响。使用2014年中国健康与退休纵向研究（CHARLS）的数据，我们基于父母体罚的频率来衡量儿童的身体虐待。我们的研究结果表明，父母受教育程度相同的同性婚姻比异性婚姻减少了惩罚频率，对非文盲的同性婚姻家庭的影响更大。这一发现证明了对附加控制变量、奥斯特边界检验、样本改变和变量替换的鲁棒性。机制分析表明，同性婚姻促进了婚姻和谐，抑制了冲突驱动的惩罚，而受过教育的同性婚姻父母面临的经济压力较小，进一步降低了虐待风险。这种保护作用在父子和母女的互动中最为明显，但并不延伸到忽视或兄弟姐妹虐待。本研究扩展了婚姻教育匹配对父母行为影响的文献，为儿童身体虐待的起源和政策干预途径提供了新的见解。

{"title":"Parental educational pairings and child physical abuse: Evidence from China","authors":"Weidong Tian , Zhiyong Dai , Dongli Cao , Xiting Zhuang","doi":"10.1016/j.ijedudev.2025.103449","DOIUrl":"10.1016/j.ijedudev.2025.103449","url":null,"abstract":"<div><div>This study investigates the effect of parental educational pairings on child physical abuse. Using data from the 2014 China Health and Retirement Longitudinal Study (CHARLS), we measure child physical abuse based on the frequency of parental corporal punishment. Our findings indicate that, homogamous marriages, where parents share the same education level, reduce punishment frequency compared to heterogamous marriages, with stronger effects in non-illiterate homogamous households. This finding proves robust to the inclusion of additional control variables, the application of the Oster bounding test, sample alterations, and variable substitutions. Mechanism analysis suggests that homogamy fosters marital harmony, curbing conflict-driven punishment, while educated homogamous parents face less economic stress, further lowering abuse risk. The protective effect is most pronounced in father-son and mother-daughter interactions but does not extend to neglect or sibling abuse. This study extends the literature on the effects of marital educational matching on parenting behaviors, offering new insights into the origins of child physical abuse and avenues for policy interventions.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"119 ","pages":"Article 103449"},"PeriodicalIF":2.3,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145569279","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}

引用次数: 0

Policies on provincial examination pass rates: Lessons from the Ming and Qing dynasties for global assessment systems 省际考试通过率政策：明清对全球考核制度的启示

IF 2.3 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Development

Pub Date : 2025-11-01 Epub Date: 2025-11-10 DOI: 10.1016/j.ijedudev.2025.103423

Jinshan Yuan, Sixin Zeng

In the imperial examination system, the most competitive examination was the provincial examination. This study examines policy changes in provincial examination passing rates during the Ming and Qing dynasties. Research on the pass rate of the provincial examination in the Ming and Qing dynasties is conducive to getting historical facts, digging deeply into the influencing factors of the change in the pass rate, and exploring the common and individual characteristics behind the change in the pass rates. In the Ming and Qing dynasties, the provincial examination pass rates roughly experienced a process from high to low, from the recovery in the early years to stability in the prime years and then to low in the last years, reflecting the high competitiveness and high severity of the imperial examination, as well as the development of a dynasty from prosperity to decline. By contextualizing historical examination reforms within broader debates on meritocracy, fairness, and policy innovation in education, this research contributes to a global understanding of assessment systems and their role in shaping academic and professional pathways.

在科举制度中，竞争最激烈的考试是省科举。本研究考察明清两代省考通过率的政策变化。研究明清两代省考通过率，有利于获取史实，深入挖掘通过率变化的影响因素，探索通过率变化背后的共性和个体性特征。明清两代，省考通过率大致经历了一个由高到低，由初年回升到盛年稳定再到末年下降的过程，反映了科举考试的高竞争力和高严厉性，也反映了一个王朝由盛到衰的发展过程。通过将历史考试改革置于更广泛的关于精英管理、公平和教育政策创新的辩论中，本研究有助于对评估系统及其在塑造学术和职业道路方面的作用有一个全面的了解。

{"title":"Policies on provincial examination pass rates: Lessons from the Ming and Qing dynasties for global assessment systems","authors":"Jinshan Yuan, Sixin Zeng","doi":"10.1016/j.ijedudev.2025.103423","DOIUrl":"10.1016/j.ijedudev.2025.103423","url":null,"abstract":"<div><div>In the imperial examination system, the most competitive examination was the provincial examination. This study examines policy changes in provincial examination passing rates during the Ming and Qing dynasties. Research on the pass rate of the provincial examination in the Ming and Qing dynasties is conducive to getting historical facts, digging deeply into the influencing factors of the change in the pass rate, and exploring the common and individual characteristics behind the change in the pass rates. In the Ming and Qing dynasties, the provincial examination pass rates roughly experienced a process from high to low, from the recovery in the early years to stability in the prime years and then to low in the last years, reflecting the high competitiveness and high severity of the imperial examination, as well as the development of a dynasty from prosperity to decline. By contextualizing historical examination reforms within broader debates on meritocracy, fairness, and policy innovation in education, this research contributes to a global understanding of assessment systems and their role in shaping academic and professional pathways.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"119 ","pages":"Article 103423"},"PeriodicalIF":2.3,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145520254","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}

引用次数: 0

Does the language of instruction in schools affect educational attainments? An empirical analysis of Norwegian students 学校的教学语言会影响学生的教育成就吗？挪威学生的实证分析

IF 2.3 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Development

Pub Date : 2025-11-01 Epub Date: 2025-11-03 DOI: 10.1016/j.ijedudev.2025.103438

Morten Blekesaune

Norwegian has two written forms: Bokmål, which resembles the oral language in the cities, and Nynorsk, which resembles the oral language in rural areas of Western Norway. This study exploits this linguistic situation to test a hypothesis that discrepancies between non-standard oral language and standardised written language have negative effects on the educational attainment of young people. It compares the level of education completed at age 27 for a full population of 30,322 individuals who received their instruction in schools in either Bokmål or Nynorsk in rural municipalities of Southern Norway, while controlling for other factors. The findings show an educational disadvantage among students from rural areas with Bokmål instruction compared to similar Nynorsk areas. The study discusses possible socio-linguistic explanations for these findings and argues that language policies are important because they indirectly affect access to higher education.

挪威语有两种书面形式：bokm语，类似于城市中的口语；Nynorsk语，类似于挪威西部农村地区的口语。本研究利用这一语言情境来检验一个假设，即非标准口语和标准化书面语之间的差异对年轻人的教育成就有负面影响。在控制其他因素的情况下，该研究比较了在挪威南部农村自治市bokmamatl或Nynorsk学校接受教育的30,322名全体人口在27岁时完成的教育水平。研究结果表明，与纽诺斯克地区类似的地区相比，接受博克玛尔教学的农村学生在教育上处于劣势。该研究讨论了这些发现的可能的社会语言学解释，并认为语言政策很重要，因为它们间接影响到接受高等教育的机会。

引用次数: 0

Understanding teachers’ contribution to learning outcomes: Implications for teachers’ policy in Ethiopia 理解教师对学习成果的贡献：对埃塞俄比亚教师政策的启示

IF 2.3 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Development

Pub Date : 2025-11-01 Epub Date: 2025-10-23 DOI: 10.1016/j.ijedudev.2025.103425

Moses Oketch , Caine Rolleston , Cesar Burga Idrogo , Mesele Araya

Estimating teachers’ relative contribution to raising learning outcomes at scale is important for informing policy on teachers and teacher development. Much of the research dedicated to assessing the contribution of teachers to their pupils’ progress in quantitative terms uses value-added modelling (VAM). Value-added modelling is typically estimated based on students’ measured learning gains over a course of a fixed period such as an academic year. Unfortunately, value-added estimates generally describe a black box of mechanisms and do not identify which specific teacher practices and/or interactions with pupils lie behind students’ progress. Therefore, it is worth asking whether and to what extent VAM can be used to understand teacher contribution to pupils’ progress, and how it can help us to inform teacher policy. In this article, we examine both questions in the context of Ethiopia. We argue that VAM offers important potential, but that it needs careful contextualization to adequately inform teacher policy. While data suited for value-added analysis are rarely available in low- and middle-income contexts, we are able to make use of such data from the Research on Improving Systems of Education (RISE) Ethiopia programme. Ethiopia is a particularly interesting case study. Important reforms to improve both equity and quality of basic education have been implemented, with a strong focus on strengthening teacher training. Nonetheless, learning outcomes have declined in recent years. Our findings provide additional evidence supporting the critics of unconditional VAM approaches.

估计教师对大规模提高学习成果的相对贡献，对于为教师和教师发展政策提供信息非常重要。许多致力于定量评估教师对学生进步贡献的研究都使用了增值模型（VAM）。增值模型通常是根据学生在固定时期（如一学年）的课程中测量的学习收益来估计的。不幸的是，增值评估通常描述了一个机制的黑箱，并没有确定哪些具体的教师实践和/或与学生的互动是学生进步背后的原因。因此，VAM是否以及在多大程度上可以用来理解教师对学生进步的贡献，以及它如何帮助我们制定教师政策，这是值得探讨的问题。在本文中，我们在埃塞俄比亚的背景下研究这两个问题。我们认为，VAM提供了重要的潜力，但它需要仔细的情境化，以充分告知教师政策。虽然适合增值分析的数据在低收入和中等收入背景下很少可用，但我们能够利用来自改善教育系统研究（RISE）埃塞俄比亚项目的此类数据。埃塞俄比亚是一个特别有趣的案例研究。大力加强教师培训，实施了提高基础教育公平和质量的重要改革。尽管如此，近年来学生的学习成绩有所下降。我们的发现为无条件VAM方法的批评者提供了额外的证据。

{"title":"Understanding teachers’ contribution to learning outcomes: Implications for teachers’ policy in Ethiopia","authors":"Moses Oketch , Caine Rolleston , Cesar Burga Idrogo , Mesele Araya","doi":"10.1016/j.ijedudev.2025.103425","DOIUrl":"10.1016/j.ijedudev.2025.103425","url":null,"abstract":"<div><div>Estimating teachers’ relative contribution to raising learning outcomes at scale is important for informing policy on teachers and teacher development. Much of the research dedicated to assessing the contribution of teachers to their pupils’ progress in quantitative terms uses value-added modelling (VAM). Value-added modelling is typically estimated based on students’ measured learning gains over a course of a fixed period such as an academic year. Unfortunately, value-added estimates generally describe a black box of mechanisms and do not identify which specific teacher practices and/or interactions with pupils lie behind students’ progress. Therefore, it is worth asking whether and to what extent VAM can be used to understand teacher contribution to pupils’ progress, and how it can help us to inform teacher policy. In this article, we examine both questions in the context of Ethiopia. We argue that VAM offers important potential, but that it needs careful contextualization to adequately inform teacher policy. While data suited for value-added analysis are rarely available in low- and middle-income contexts, we are able to make use of such data from the Research on Improving Systems of Education (RISE) Ethiopia programme. Ethiopia is a particularly interesting case study. Important reforms to improve both equity and quality of basic education have been implemented, with a strong focus on strengthening teacher training. Nonetheless, learning outcomes have declined in recent years. Our findings provide additional evidence supporting the critics of unconditional VAM approaches.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"119 ","pages":"Article 103425"},"PeriodicalIF":2.3,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145365429","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}

引用次数: 0

Testing the impact of an education after-school support program on adolescents’ literacy and numeracy achievement in urban Kenya 测试教育课后支持计划对肯尼亚城市青少年识字和算术成绩的影响

IF 2.3 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Development

Pub Date : 2025-11-01 Epub Date: 2025-10-24 DOI: 10.1016/j.ijedudev.2025.103422

Benta A. Abuya, Nelson Muhia, Francis Kiroro, Amani Karisa

The goal of the study was to establish the impact of the Advancing Learning Outcomes and Transformational Change (A LOT) Change intervention on literacy and numeracy performance among adolescent girls and boys in the Urban Informal settlements of Kenya. Data were collected from the ALOT Change III study, both at baseline and endline, with follow-up and in the new cohorts.

Methods

Quantile regression was used to assess the impact of the intervention on low, average, and high-performing adolescents. The impact is modeled by an interaction term, which is a function of time at baseline and endline; and cohorts, follow-up—those being followed from primary school grade 6; and the new cohort—those recruited in Form One as a control group in 2019.

Results

The follow-up cohort had significantly higher scores at the 75th percentile, signifying a positive impact of the intervention on numeracy scores among higher achievers. Older learners performed worse in numeracy and literacy, particularly among higher achievers. Moreover, the benefits of reading at home for performance in literacy were more pronounced among lower and middle-achieving learners. In addition, in households where the head had a primary level of education, children showed significant positive effects on numeracy achievement at lower quantiles, suggesting that basic education for the household head has a positive impact on numeracy, particularly among lower and middle achievers.

Overall

The results show the need for tailoring interventions to the needs of different cadres of learners to improve the learning outcomes of students in marginalized contexts.

本研究的目的是确定推进学习成果和转型变革（LOT）变革干预对肯尼亚城市非正式住区青少年男女识字和计算能力的影响。数据收集自ALOT Change III研究，包括基线和终点，随访和新队列。方法采用分次回归法评估干预对低、中、高表现青少年的影响。影响由相互作用项来建模，它是基线和终点时间的函数；还有那些从小学六年级开始跟踪的人群；以及2019年新招募的一年级学生作为对照组。结果随访队列在第75百分位的得分显著提高，表明干预对高成就学生的计算成绩有积极影响。年龄较大的学生在计算和读写能力方面表现较差，尤其是在成绩较高的学生中。此外，在中低水平的学习者中，在家阅读对读写能力的好处更为明显。此外，在户主受过初等教育的家庭中，儿童在较低分位数的计算能力方面表现出显著的积极影响，这表明户主的基础教育对计算能力有积极影响，特别是在中低成就者中。总体而言，研究结果表明，需要针对不同骨干学习者的需求定制干预措施，以改善边缘化背景下学生的学习成果。

{"title":"Testing the impact of an education after-school support program on adolescents’ literacy and numeracy achievement in urban Kenya","authors":"Benta A. Abuya, Nelson Muhia, Francis Kiroro, Amani Karisa","doi":"10.1016/j.ijedudev.2025.103422","DOIUrl":"10.1016/j.ijedudev.2025.103422","url":null,"abstract":"<div><div>The goal of the study was to establish the impact of the Advancing Learning Outcomes and Transformational Change (A LOT) Change intervention on literacy and numeracy performance among adolescent girls and boys in the Urban Informal settlements of Kenya. Data were collected from the ALOT Change III study, both at baseline and endline, with follow-up and in the new cohorts.</div></div><div><h3>Methods</h3><div>Quantile regression was used to assess the impact of the intervention on low, average, and high-performing adolescents. The impact is modeled by an interaction term, which is a function of time at baseline and endline; and cohorts, follow-up—those being followed from primary school grade 6; and the new cohort—those recruited in Form One as a control group in 2019.</div></div><div><h3>Results</h3><div>The follow-up cohort had significantly higher scores at the 75th percentile, signifying a positive impact of the intervention on numeracy scores among higher achievers. Older learners performed worse in numeracy and literacy, particularly among higher achievers. Moreover, the benefits of reading at home for performance in literacy were more pronounced among lower and middle-achieving learners. In addition, in households where the head had a primary level of education, children showed significant positive effects on numeracy achievement at lower quantiles, suggesting that basic education for the household head has a positive impact on numeracy, particularly among lower and middle achievers.</div></div><div><h3>Overall</h3><div>The results show the need for tailoring interventions to the needs of different cadres of learners to improve the learning outcomes of students in marginalized contexts.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"119 ","pages":"Article 103422"},"PeriodicalIF":2.3,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145365427","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}

引用次数: 0