International Journal of Educational Research最新文献

Magnets, gatekeepers, surveillants, and refiners: The emergence of higher education institutions as migration governance actors in Australia, Canada, and Germany, 1990 to 2019 磁铁、看门人、监视者和精炼者：1990年至2019年澳大利亚、加拿大和德国高等教育机构作为移民治理参与者的出现

IF 2.6 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Research

Pub Date : 2024-11-29 DOI: 10.1016/j.ijer.2024.102490

Lisa Ruth Brunner , Roopa Desai Trilokekar , Simon Morris-Lange , Helen Liu , Melissa Laufer , Amira El Masri , Anumoni Joshi

The globally circulating policy discourse ‘international students are ideal immigrants’ merges three policy arenas: economic immigration, higher education, and international student mobility. This is part of a relatively new edugration (education + immigration) policy context in which international students transition to permanent residency status after graduation through targeted immigration pathways. We utilize critical discourse analysis to systematically examine select federal policy documents during critical time periods in edugration policy formation across three comparator countries (Australia, Canada, and Germany) from 1990 to 2019. In examining the ripple effect of international student mobility as it intersects with immigration policy, we show the impact of this policy discourse on higher education institutions: in edugration contexts, higher education institutions play new migration governance roles as magnets, gatekeepers, surveillants, and refiners of future economic immigrants. This raises broader questions regarding the long-term implications of international student mobility for university-government relations and the societal roles of higher education institutions more generally.

全球流传的政策话语“国际学生是理想移民”融合了三个政策领域：经济移民、高等教育和国际学生流动。这是一个相对较新的教育（教育+移民）政策背景的一部分，在这个背景下，国际学生在毕业后通过有针对性的移民途径过渡到永久居留身份。我们利用批判性话语分析系统地考察了1990年至2019年三个比较国（澳大利亚、加拿大和德国）在教育政策形成的关键时期选择的联邦政策文件。在研究国际学生流动与移民政策交叉时的连锁反应时，我们展示了这种政策话语对高等教育机构的影响：在教育背景下，高等教育机构扮演着新的移民治理角色，如磁铁、看门人、监督者和未来经济移民的精炼者。这就提出了更广泛的问题，即国际学生流动对大学-政府关系和高等教育机构的社会角色的长期影响。

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引用次数: 0

The impact of classroom environment on students' willingness to communicate in foreign language learning 外语学习中课堂环境对学生交流意愿的影响

IF 2.6 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Research

Pub Date : 2024-11-29 DOI: 10.1016/j.ijer.2024.102517

Hanife Salbaş (English Language Instructor) , Assoc. Prof. Dr. Emrah Ekmekçi

The primary goal of teaching a foreign language has undergone a substantial change in the context of modern language education, placing a greater emphasis on the pivotal role of efficient communication. In this evolving landscape of language education, where effective communication is the cornerstone, it has been of the utmost significance to investigate the factors that affect learners’ motivation to communicate. Hence, the concept of Willingness to Communicate (WTC) has emerged as a focal point for both scholars and researchers in the field. While scholars have devoted considerable attention to WTC, the existing body of literature remains predominantly focused on studies conducted in Western nations. Addressing this research gap, the current study explores WTC in the Turkish EFL setting through a rigorous mixed-methods research design with a varied cohort of 207 participants. This study aims to provide further understanding of this vital facet of language learning by a careful examination of the intricate relation between WTC and the learning environment in the classroom. The findings indicate a noteworthy impact of classroom components on the WTC among Turkish EFL students, revealing a robust connection between these factors and affective aspects as well. This correlation underscores the study's valuable insights for guiding language policies and strategies aimed at enhancing English proficiency within Turkey.

在现代语言教育的背景下，外语教学的主要目标发生了实质性的变化，更加强调有效交流的关键作用。在语言教育不断发展的背景下，有效的交际是语言教育的基石，因此研究影响学习者交际动机的因素就显得尤为重要。因此，沟通意愿（WTC）的概念已成为该领域学者和研究人员关注的焦点。虽然学者们对WTC投入了相当多的关注，但现有的文献仍然主要集中在西方国家进行的研究。为了解决这一研究缺口，本研究通过严格的混合方法研究设计，对207名参与者进行了不同的队列研究，探讨了土耳其英语背景下的WTC。本研究旨在通过对课堂学习环境与语感之间复杂关系的仔细研究，进一步了解语言学习的这一重要方面。研究结果表明，课堂因素对土耳其英语学生的语言表达有显著影响，揭示了这些因素与情感方面之间的密切联系。这种相关性强调了该研究对指导旨在提高土耳其英语水平的语言政策和战略的有价值的见解。

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引用次数: 0

Examining how domains of functional difficulties affect children's school enrollment in Egypt 研究功能障碍如何影响埃及儿童入学

IF 2.6 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Research

Pub Date : 2024-11-29 DOI: 10.1016/j.ijer.2024.102519

Soha Metwally, Somaya El-saadani

Acknowledging that children with functional difficulties are a heterogeneous group, our study assesses the impact of six functional difficulties (Seeing, Hearing, Self-care, Mobility, Remembering/concentrating, and Communication) on children's education. We also investigate the potential interaction between each disability and the child's sex, parental education, and residence. The study analyzed 10 % of the data from the 2017 Egypt Census, including 1,188,635 children aged 6 to 17. The random-intercept logistic technique was used to estimate six models, one for each functional domain. Each model considers that some children may have difficulties functioning in multiple domains. Results confirm that for single difficulty or combined with other difficulties, children with difficulties in communication and mobility faced the most significant challenges in school enrollment. On the other hand, children with difficulty hearing alone encountered weak obstacles to school enrollment; however, combined with other difficulties, they became more vulnerable to educational barriers, particularly in rural places and when belonging to illiterate parents. Children with difficulty seeing only or combined with other difficulties had the lowest odds of educational deprivation. The impact of parental education on the children's education was more significant than other factors. The study presents evidence that disability interacts with parental education and residence in such a way that it exacerbates the deprivation of education among vulnerable and marginalized groups of children more than others. This research is crucial for developing targeted interventions and policies to ensure equal educational opportunities for all children.

认识到功能障碍儿童是一个异质性群体，我们的研究评估了六种功能障碍（视觉、听觉、自理、行动、记忆/集中和沟通）对儿童教育的影响。我们还调查了每种残疾与儿童性别、父母教育和居住地之间的潜在相互作用。该研究分析了2017年埃及人口普查数据的10%，其中包括1188635名6至17岁的儿童。随机截距逻辑技术用于估计六个模型，每个功能域一个。每个模型都考虑到一些儿童可能在多个领域有困难。结果证实，对于单一困难或合并其他困难，沟通和行动困难的儿童在入学方面面临的挑战最大。另一方面，听力障碍儿童在入学方面遇到的障碍较弱；然而，加上其他困难，他们更容易受到教育障碍的影响，特别是在农村地区和父母是文盲的情况下。只有视觉障碍或伴有其他障碍的儿童被剥夺教育的几率最低。父母教育对子女教育的影响显著高于其他因素。这项研究提供的证据表明，残疾与父母的教育和居住地相互作用，使弱势和边缘儿童群体的受教育机会比其他群体更严重。这项研究对于制定有针对性的干预措施和政策以确保所有儿童享有平等的教育机会至关重要。

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引用次数: 0

Occupational classes and inequality in educational expenditures: Reproduction of social hierarchy through school education 职业阶级与教育支出不平等：社会等级通过学校教育的再生产

IF 2.6 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Research

Pub Date : 2024-11-28 DOI: 10.1016/j.ijer.2024.102516

Samyak Jain

We examine the role of educational expenditure in reproducing social hierarchy by focusing on occupational segmentation in India. Studies show quality of schools vary by medium of instruction (English/vernacular) and type of management (private/government) in terms of skills they impart to students. While these skills improve the prospects for students’ future upward mobility, educational expenditures vary across school types, with ‘better’ quality schools being more expensive. Educational expenditure is an important channel that shapes the pattern of school participation, which, in turn, may affect patterns of future mobility for children belonging to households located in a hierarchical occupational structure. Using data on school education and household occupational structure for 2007–08 and 2017–18, we classify schools based on their medium-of-instruction and type-of-management, and rank household types in terms of their primary occupation. Given the high economic growth and expansion of schooling opportunities during this period, an improvement in participation of low-ranked household types in ‘better’ schools may be expected, which may improve their future mobility prospects. Using a logistic regression framework, we, however, find that the correspondence between hierarchies of school-types and occupations has largely sustained, crucially mediated by educational expenditures incurred by households. Further investigation shows inequality in educational expenditures between household types has strengthened over this period. A decomposition of educational expenditures across household types shows that while some of the difference in expenditures is explained by the household characteristics in terms of their caste, religion, and educational status, the major part is attributed to differential returns to these characteristics that households reap due to their social positions. Given the structural nature of some of these characteristics, the inequality is likely to continue, thereby sustaining the correspondence between school and occupation types, which, in turn, is likely to reproduce the pattern of occupational and social hierarchy in India.

我们通过关注印度的职业细分来研究教育支出在再现社会等级中的作用。研究表明，学校的教学质量因教学媒介（英语/白话）和管理类型（私立/政府）而异，因为它们传授给学生的技能不同。虽然这些技能提高了学生未来向上流动的前景，但教育支出因学校类型而异，“更好”的学校成本更高。教育支出是形成学校参与模式的一个重要渠道，而学校参与模式反过来又可能影响属于等级职业结构家庭的儿童未来的流动模式。使用2007-08年和2017-18年的学校教育和家庭职业结构数据，我们根据教学媒介和管理类型对学校进行分类，并根据主要职业对家庭类型进行排名。鉴于这一时期经济的高速增长和受教育机会的扩大，低收入家庭类型在“较好”学校的参与可能会有所改善，这可能会改善他们未来的流动性前景。然而，使用逻辑回归框架，我们发现学校类型和职业等级之间的对应关系在很大程度上持续存在，关键是由家庭产生的教育支出介导。进一步的调查显示，这一时期不同家庭类型之间教育支出的不平等有所加强。对不同家庭类型的教育支出的分解表明，虽然支出的一些差异可以用家庭种姓、宗教和教育地位等家庭特征来解释，但主要原因是家庭因其社会地位而获得的这些特征的差异回报。鉴于其中一些特征的结构性，这种不平等可能会继续下去，从而维持学校和职业类型之间的对应关系，而这反过来又可能重现印度的职业和社会等级模式。

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引用次数: 0

Teaching insertion policies in Mexico: Cognitive tools and ideological vindication 墨西哥的教学插入政策：认知工具和意识形态证明

IF 2.6 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Research

Pub Date : 2024-11-27 DOI: 10.1016/j.ijer.2024.102502

Octavio C. Juárez Némer

This study analyzes the argumentative rhetoric of the national and supranational regulatory bodies that intervened in the deliberation of novice teachers’ insertion policies in Mexico between 2005 and 2020, with the purpose of identifying the cognitive tools and the ethical and political stances displayed to generate effects of consensus on the risks and expectations they are based on. Post-foundational policy analysis is used, articulated by categories of F. Fischer's post-positivism, Perelman's argumentative turn and E. Laclau's political discourse analysis, to analyze the discursive corpus of the aforementioned bodies, as well as the narrative of the novice teachers’ mentors, which were used to triangulate the proposals of the sources. It was found that, within the argumentative rhetoric of the government agencies, an empirical and rational perspective prevails, which is centered in the immediacy, externality, and comparability, and this activates the circulation of referents and legitimizes the hegemony of specific cultures of the professional practice.

本研究分析了 2005 年至 2020 年间墨西哥国家和超国家监管机构干预新手教师入职政策审议的论证修辞，目的是确定其认知工具以及所展示的伦理和政治立场，以产生对其所基于的风险和期望达成共识的效果。通过 F. Fischer 的后实证主义、Perelman 的论证转向和 E. Laclau 的政治话语分析，使用了后基础政策分析法来分析上述机构的话语语料以及新手教师导师的叙述，这些语料被用来对来源的建议进行三角测量。研究发现，在政府机构的论证修辞中，以直接性、外部性和可比性为中心的经验和理性视角占了上风，这激活了参照物的循环，并使特定专业实践文化的霸权合法化。

引用次数: 0

How to foster interdisciplinary project management efficacy beliefs in Challenge-based Learning? The role of attitudes and student engagement 如何在挑战式学习中培养跨学科项目管理效能信念？态度和学生参与的作用

IF 2.6 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Research

Pub Date : 2024-11-25 DOI: 10.1016/j.ijer.2024.102511

Selina Michel, Manuel Förster

Collaboration in interdisciplinary projects is essential for working on complex societal challenges. Challenge-based Learning (CBL) enables interdisciplinary learning and aims to prepare learners to tackle societal challenges in interdisciplinary teams. Student engagement in CBL can contribute to the development of relevant self-efficacy beliefs in interdisciplinary project management by targeting sources of self-efficacy in the instructional design. However, this might only be possible in teams sharing a positive perception of interdisciplinarity and the diverse perspectives in their team. This study examines the influence of the perception of interdisciplinary team composition on student engagement (RQ 1) and the influence of student engagement in CBL on interdisciplinary project management efficacy beliefs (RQ 2). In a cross-sectional design, N = 87 students in CBL courses were surveyed using standardized scales. The path model shows significant paths for the perception of interdisciplinary team composition on all components of student engagement. However, the results indicate that not every component of student engagement influences every efficacy belief relevant to interdisciplinary project management. The potential of CBL as an innovative learning environment to stimulate interdisciplinary learning to develop interdisciplinary project management skills is discussed, and implications for research and educational practice are derived.

跨学科项目合作对于应对复杂的社会挑战至关重要。基于挑战的学习（CBL）支持跨学科学习，旨在培养学习者在跨学科团队中应对社会挑战的能力。通过在教学设计中针对自我效能的来源，学生参与 CBL 可以促进跨学科项目管理中相关自我效能信念的发展。然而，这只有在团队对跨学科性和团队中的不同观点有积极看法的情况下才有可能实现。本研究探讨了对跨学科团队组成的看法对学生参与的影响（问题 1），以及学生参与 CBL 对跨学科项目管理效能信念的影响（问题 2）。研究采用横断面设计，使用标准化量表对 87 名 CBL 课程学生进行了调查。路径模型显示，跨学科团队构成对学生参与度所有组成部分的影响都有明显的路径。然而，结果表明，并非学生参与的每一个组成部分都会影响与跨学科项目管理相关的每一个效能信念。本文讨论了跨学科学习作为一种创新学习环境在激发跨学科学习以培养跨学科项目管理技能方面的潜力，并得出了对研究和教育实践的启示。

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引用次数: 0

The reproduction of social stratification through recontextualizing into forms of communication in Chinese secondary classrooms 在中国中学课堂上，通过重新语境化为传播形式再现社会分层

IF 2.6 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Research

Pub Date : 2024-11-25 DOI: 10.1016/j.ijer.2024.102494

Dan Li , Xin Jin

Schooling is widely acknowledged as an apparatus to legitimate and reproduce social inequality. However, its internal mechanisms through which it perpetuates social segregation remain under explored. Drawing on Bernstein's concept of recontextualization, this study takes various forms of communication in classroom practices as the indicator to recover their underlying regulative principle. Thirty-four classroom videotapes from three stream schools in China were coded and analyzed. The results show class disparities in the duration of peer interactions, the quality of classroom interaction, and the teachers’ instructional support across three streams of schools. Teachers from higher-stream schools allocate more time to peer interaction, which correlates with enhanced classroom interactional quality and teachers’ instructional support. In addition, the duration of peer interaction acts as a mediator, influencing the quality of interaction and teachers’ instruction, which are the direct predictors of students’ school achievements. These findings suggest that social class differences are transformed and legitimized into differential durations of peer interaction, which mediate classroom quality and then stratify students’ school achievements, ultimately reproducing social stratification.

人们普遍认为，学校教育是使社会不平等合法化和再生产的工具。然而，人们对学校教育延续社会隔离的内部机制仍缺乏深入探讨。本研究借鉴伯恩斯坦的 "再语境化"（recontextualization）概念，以课堂实践中的各种交流形式为指标，探寻其背后的调节原理。本研究对来自中国三所分流学校的 34 盘课堂录像带进行了编码和分析。结果显示，三类学校的学生在同伴互动的时间、课堂互动的质量和教师的教学支持方面存在班级差异。高年级学校的教师分配给同伴互动的时间更多，这与课堂互动质量的提高和教师的教学支持相关。此外，同伴互动时间的长短还起着中介作用，影响着互动质量和教师的教学，而教师的教学是学生学业成绩的直接预测因素。这些研究结果表明，社会阶层的差异转化为同伴交往持续时间的差异，并使之合法化，而同伴交往持续时间的差异是课堂质量的中介，进而影响学生的学业成绩，最终再现社会分层。

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引用次数: 0

Negotiating performative and professional accountability in inclusive mathematics education in Norway 在挪威的全纳数学教育中协商表演性和专业问责制

IF 2.6 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Research

Pub Date : 2024-11-24 DOI: 10.1016/j.ijer.2024.102518

Annette Hessen Bjerke, Cecilie Dalland, Sølvi Mausethagen, Hege Knudsmoen

Previous research often emphasises the negative consequences for inclusive education following the current dominance of performative accountability in education. However, contextual variations, as well as along what dimensions context matters, are often overlooked. Based on a qualitative analysis of inclusive mathematics education in Norway, what we described as the knowledge dimension of professional accountability in education is found to be important for understanding such contextual differences. Mathematics is an interesting case for examining performative accountability given its indispensable nature, importance for further education and often failure to enable all students to reach their full potential, raising an array of questions about teaching, differentiation, support and the learning environment. To study the meaning, operationalisation and enactment of inclusive mathematics education, we draw on theoretical perspectives on performative and professional accountability and ask: How do education actors at different institutional levels give meaning to and operationalise inclusive mathematics education? How does the negotiation between what we analytically describe as performative and professional accountability contribute to how inclusive mathematics education is enacted? This study shows that professional accountability was more prominent in the accounts than performative accountability, pointing to the need to study performative accountability in its national and local contexts, including the school and classroom contexts. To understand these contextual differences, however, there is a need to include a knowledge dimension, as the knowledge the actors draw upon clearly has implications for how ideas about both inclusion and performance are enacted.

以往的研究常常强调，当前教育中的表演性问责占主导地位，会对全纳教育造成负面影响。然而，背景的变化以及背景在哪些方面起作用往往被忽视。基于对挪威全纳数学教育的定性分析，我们发现，我们所描述的教育专业问责制的知识维度对于理解这种背景差异非常重要。考虑到数学的不可或缺性和对继续教育的重要性，以及数学往往无法让所有学生充分发挥潜能，从而引发了一系列有关教学、差异化、支持和学习环境的问题，因此，数学是一个值得研究的绩效问责案例。为了研究全纳数学教育的意义、可操作性和实施情况，我们借鉴了有关表演性和专业问责制的理论观点，并提出以下问题：不同机构层面的教育行为者如何赋予全纳数学教育以意义并使之可操作？我们在分析中所描述的表演性问责和专业问责之间的协商如何促进全纳数学教育的实施？本研究表明，与表演性问责相比，专业问责在叙述中更为突出，这说明有必要在国家和地方背景下，包括在学校和课堂背景下研究表演性问责。然而，为了理解这些背景差异，有必要纳入知识维度，因为行动者所利用的知识显然会影响到全纳理念和绩效理念的实施方式。

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引用次数: 0

High-crime environments and educational efficiency: A spatial case study 高犯罪率环境与教育效率：空间案例研究

IF 2.6 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Research

Pub Date : 2024-11-23 DOI: 10.1016/j.ijer.2024.102509

Alejandro Munoz-Galeano, Sebastian López-Estrada, Alexei Arbona

This study explores the relationship between urban crime and educational efficiency in 301 schools in Cali, Colombia in the year 2018, including results from the Saber 11 standardized test and school pass rates. The main objective is to assess how high-crime environments, measured by homicide rates, influence the loss of educational efficiency. To achieve this, a non-parametric approach is applied, incorporating homicides as an environmental variable. The analysis reveals three key findings. First, accounting for homicides in studies of educational efficiency proves essential in areas with elevated crime rates. Second, a significant negative association between homicides and school efficiency is observed, with schools experiencing an average efficiency loss of 1.05% when operating in high-crime areas. Third, the relationship between homicides and the loss of educational efficiency follows an inverted U-shaped pattern, suggesting that the effects of crime on education are complex and nonlinear.

本研究探讨了 2018 年哥伦比亚卡利 301 所学校中城市犯罪与教育效率之间的关系，包括 Saber 11 标准化测试的结果和学校及格率。主要目的是评估以凶杀率衡量的高犯罪环境如何影响教育效率的损失。为此，采用了一种非参数方法，将凶杀案作为一个环境变量。分析揭示了三个重要发现。首先，事实证明，在犯罪率较高的地区，将凶杀案纳入教育效率研究至关重要。其次，凶杀案与学校效率之间存在明显的负相关，在犯罪率高的地区，学校的平均效率损失为 1.05%。第三，凶杀案与教育效率损失之间的关系呈倒 U 型，表明犯罪对教育的影响是复杂和非线性的。

引用次数: 0

Evaluating the large-scale implementation of structured literacy teaching in New Zealand: Evidence from the Better Start Literacy Approach 评估新西兰大规模实施结构化识字教学的情况：来自 "更好开始 "识字方法的证据

IF 2.6 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Research

Pub Date : 2024-11-23 DOI: 10.1016/j.ijer.2024.102510

Megan Gath , Gail Gillon , Brigid McNeill , Amy Scott

Purpose

The Better Start Literacy Approach (BSLA) is an evidence-based classroom literacy approach for students aged 5-to 7-years-old being implemented at scale across New Zealand through professional development for teachers. This research aimed to evaluate the effectiveness of the BSLA at scale and to determine the predictors of reading and spelling success within BSLA students.

Method

Data came from assessment measures collected as part of the BSLA teaching approach, with students assessed by their classroom teachers at baseline and after 10 weeks and 30 weeks of BSLA teaching. We focus on 4,796 students who started the BSLA upon school entry, and also draw upon additional data from the full dataset of 56,122 students across 885 New Zealand schools.

Results

Students’ growth in foundational literacy skills in response to BSLA teaching was a key predictor of later reading and spelling success. Additionally, students performed at higher levels of reading and spelling after the first year of school when they attended schools with peers who had high rates of reading proficiency. Spelling performance was predicted by the length of time schools had been implementing BSLA. Predictive modelling indicates that students who receive BSLA teaching have a significantly greater probability of success in reading and spelling, compared to standard teaching.

Conclusion

These findings build upon previous controlled research trials of the BSLA to demonstrate the effectiveness of the BSLA within its national implementation across New Zealand and indicate its potential to uplift the literacy skills of children across the country.

目的 "更好起步识字教学法"（BSLA）是一种以证据为基础的课堂识字教学法，适用于 5 至 7 岁的学生，目前正在新西兰通过教师专业发展的方式大规模实施。本研究旨在评估 BSLA 的有效性，并确定 BSLA 学生在阅读和拼写方面取得成功的预测因素。方法数据来自作为 BSLA 教学方法一部分而收集的评估措施，由任课教师在基线以及 BSLA 教学 10 周和 30 周后对学生进行评估。我们重点关注了 4796 名在入学时就开始接受 BSLA 教学的学生，同时还参考了新西兰 885 所学校中 56122 名学生的完整数据集中的其他数据。此外，如果学生就读的学校里有阅读能力较强的同学，那么他们在入学一年后的阅读和拼写水平会更高。学校实施 BSLA 的时间长短也会影响拼写成绩。预测模型表明，与标准教学相比，接受 BSLA 教学的学生在阅读和拼写方面取得成功的可能性要大得多。结论这些研究结果建立在之前对 BSLA 的对照研究试验的基础上，证明了 BSLA 在新西兰全国范围内实施的有效性，并表明其具有提高全国儿童读写能力的潜力。

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引用次数: 0