International Journal of Educational Development最新文献

During an intractable conflict and amidst deep divisions in Israeli society and the challenges of the November 2022 elections, 68 Arab and Jewish teachers participated in the Shared Education program. Our study focused on two questions: How do these educators perceive shared life during political turmoil? What are the attitudes of Arab and Jewish teachers in response to Israel's political climate?

The findings reveal that teachers were aware of the situation's negative impact but remained determined to continue the shared learning program, seeing it as a positive engagement amidst adversity. However, Arab teachers were more concerned about program continuity, potential cancellations, and their students' negative emotions.

This research highlights educators committed to fostering shared life in a divided society, stressing the need to recognize varying needs and perspectives within these groups.

Despite the increasing scientific attention given to hate speech, there is a lack of empirical studies examining the effect of hate speech among secondary school students and its association with academic achievement. The objective of this research is to assess the associations between online and offline hate speech based on gender, religion, ethnic affiliation, and academic achievement. The results suggest that hate speech is not spread evenly across the distribution of students, but rather is concentrated primarily among students with lower academic performance, both online and offline. More specifically, hate speech based on gender and ethnicity was found to have significant and negative associations with educational outcomes when it occurred online. In contrast, hate speech based on religion also had a significant and negative associations with educational outcomes when it occurred offline. It is worth noting that a student's ability to connect to the internet from his or her own phone is positively associated with better school results, while presence on social networks is negatively associated with these results. These results may be helpful considering policies to improve healthy school environments in the future.

This paper contributes to the controversial literature on the nature, perceptions, causes, social contexts and consequences of school violence in Cameroon. This study adopts the process tracing method that is valuably instrumental in qualitative studies. On the causes of school violence, this study reveals that lack of parental guidance, abusive use of social media, sociocultural factors, poor working conditions of teachers, inadequate number of guidance counsellors in schools, lack of trained discipline masters/mistresses in security-related issues, and rigidity of the educational system to technological advancements constitute the main causes of school violence in Cameroon. On the consequences of school violence, the study reveals that school violence results to: (i) the disruption of the teaching-learning process, which impacts negatively on both the student and teacher’s output, thereby leading to falling educational attainment rates, (ii) psychological, emotional and mental trauma, depression, frustration, perpetual disability and death of the victimized individual (learners, teachers, and school administrators), and this negatively impacts on the educational life of students, (iii) destruction of school property, thereby leading to huge financial burdens on the educational stakeholders, which inevitably weakens existing social ties among students, teachers, parents and the school administration, thereby making it difficult to foster peace within the school environment, (iv) social unrest, high crime wave, school dropout, and loss of lives, which generally constitute an impediment to socioeconomic development of the country. Contingent on these findings, it is apparent that fostering peaceful school environments through the eradication of school violence requires the joint efforts of all education stakeholders (parents, teachers, students, school administrators and educational policymakers). Consequently, there is need for the creation of a National Violence Prevention Council (NVPC) in Cameroon. Besides, several preventive measures for practical policy implications are discussed in the context of this study.

This study examines shadow education research in Asia using bibliometric indicators and Scopus data. It uncovers this field’s leading scholars, scientific origins, and progression through various analyses, including co-citation, bibliographic coupling, co-authorship, and co-occurrence. H-classics publications are also reviewed to highlight impactful contributions. Mark Bray was identified as a key figure, and China, Hong Kong, and South Korea emerged as leading contributors, forming collaborative networks. Network analysis reveals thematic clusters aligning with diverse dimensions of shadow education, including economic, sociological, political, linguistic, and psychological aspects. The main themes in the corpus include the tangible benefits of private supplementary tutoring (PT) in achieving high scores during critical educational transitions, the impact of PT on the dynamics of mainstream schooling as demonstrated by the behaviour of some tutees and teachers, and the role of PT in exacerbating educational and social inequalities in Asia. Concerns about corruption in tutoring practices are also noted. This study depicts the multifaceted nature of shadow education, emphasising the importance of considering the soft benefits of PT and enhancing the quality of teaching in mainstream schooling, as well as implementing effective PT regulatory measures.

The focus of this paper is the ethnic representativeness of the teaching profession in England. The novel methodology does more than simply count how many ethnicities exist, but also takes into account the relative size of the different ethnicities and tracks changes in the diversity of the teaching workforce compared to that of the general population over the ten years between the 2011 and 2021 census. It finds that while the teaching profession is getting more diverse, it is becoming less representative of the general population, which is increasing in diversity more rapidly. The paper’s methodology shows the way forward for policy-makers and similar analyses in Developing and Global South economies where the collection of relevant data is less established.

With growing evidence of what works in education, governments and their partners strive towards scale. While implementation research to adapt solutions holds promise for testing what works, where and for whom, its use in education is limited. Sixty-three international education stakeholders from government, academia, think tanks, local and international non-governmental organizations, multi- and bi-laterals and foundations offer insight into three modes of implementation research that differ on responsiveness, timeliness and stakeholder collaboration. They speak to the primacy of government involvement, trust and curiosity in collaborative efforts. This study explores enabling factors for evidence-based implementation improvement on the pathway to scale.

Cyberbullying among Thai youths is one of crucial challenges. This study focused on what young people should know about cyberbullying and developed a learning innovation to combat cyberbullying. This research employed 7 steps of research and development from data collection to dissemination of innovation. The 122 participants included primary and lower secondary school students, their families, teachers, experts, and representatives from educational, law enforcement, relevant government, and public sectors. The findings indicate a learning innovation in the form of interactive game providing youngsters with how to combat cyberbullying. To get greater outcomes, teachers should facilitate self-directed learning for young learners.

After decades of continuous attempts to curb examination malpractices in higher education within Sub-Saharan Africa (SSA), some discussions have emerged but are scattered within the literature. This study, therefore, sought to map the distribution of studies by conducting a systematic review of examination practices incidence within the SSA higher education delivery. The studies reviewed were based on 96 examination malpractice-related studies spanning 2012–2023. The data extraction process was guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) protocol. Results obtained after the review, showed that the Western part of SSA had the highest frequency of studies, with 70 emanating from Nigeria and 8 from Ghana. Southern SSA produced only a single study from Zimbabwe, representing the region with the lowest frequency of studies on examination malpractice. From the review, the most frequently cited causes of examination malpractice were societal pressure and obsession for academic certificates, while the erosion of educational quality, and devaluation of certificates emerged as the major effects of examination malpractice. The promotion of educational values, and examination ethics emerged as the most effective strategies mentioned in the studies found. In essence, the discoveries and suggestions presented in this review significantly contribute to the ongoing efforts aimed at halting the spread of examination malpractice in the Sub-Saharan Africa (SSA) region.