International Journal of Educational Research最新文献

From the perspective of neoliberal governmentality, this study sets out to investigate the linear relation from agency to performance through a survey of junior-high-school teachers’ (n = 2,319) attitudes toward performance management. While this linear relationship is documented, the best model of the SEM analysis shows that intermediates positively mediate this linkage. It also distinguishes a theoretical path for the six factors, commencing from self-consciousness, technologies of agency, human capital, international competitiveness, to responsible subjects and finally technologies of performance. Unlike the Western literature, self-discipline serves as the primary element calibrating respondents’ perceptions of performativity. As this unique feature, resulting from Chinese culture, objectifies teachers’ subjectivities, self-discipline is embedded within the agency-performance association carrying out the mission of human capital discourse.

This study explored the relationship between tablet/computer use for at-home schoolwork and reading achievement using 2016 U.S. data from the Progress in International Reading Literacy Study. Multilevel analysis revealed that weekly and daily users had lower reading achievement than non-users, with gender moderating these associations. Subgroup analyses demonstrated that monthly users in the advanced-performing group had higher reading achievement than non-users, while daily users in the high-performing group had lower reading achievement. We suggest personalized support for primary school students, tailored to their reading proficiency, to improve their device use for at-home schoolwork and enhance their reading abilities. This research advances our understanding of the intricate relationship between digital device use and reading achievement, providing insights for educational stakeholders.

Understanding the mechanisms underpinning the transmission of educational inequalities is fundamental for fighting social injustice and promoting social mobility. Towards this aim, the paper proposes an extension of the synthetic theoretical framework of Sen-Bourdieu, incorporating the key sociological concepts of classification and framing and the corresponding rules of recognition and realization, as elucidated by Basil Bernstein. By elaborating on the complementarities of the adopted theoretical frameworks, the purpose of the paper is the development of a conceptual model capable of better unravelling the complex processes that influence educational choices and outcomes within contemporary educational systems. Τhe practical possibilities of the suggested theoretical model are demonstrated through its application to a topical issue of educational policy, namely the nexus between school choice and inequality. In this context, the role of educational policy is construed as facilitating individuals’ educational paths by eradicating restrictive factors and establishing emancipating ones..

This study examined the impact of an English talent (ET) program on the English language growth of college students in China. Using mixed methods, the researchers found that the ET program had a statistically significant impact on participants’ English proficiency scores across all subtests (i.e., listening, reading, and writing/translation) compared to those of a group of students enrolled in traditional English courses. ET teachers’ reflections indicated that the program improved their students’ listening, speaking, reading, and writing skills and prepared them to compete in national English competitions. The study highlights the effectiveness of ET programs in English language education at the college level.

At present, there has been a gradual increase in the number of migrant students in schools in Western societies, in which Muslim students are one of the largest groups. Their inclusion has become the main goal for governments and schools. However, this group sometimes face different barriers to their inclusion, which limit their educational experiences, and prevent or hinder their access and participation, promoting their marginalisation. Research on migration and education generally focuses on specific cases or communities, so it is interesting to analyse from a broader perspective what recurrent forms of inclusion and exclusion occur at the global level in schools. This systematic review aims to determine the barriers to inclusion faced by first and second generation Muslim migrant students at different stages of their formal education. It followed PRISMA guidelines and a PEO research strategy, conducted in two databases, Boolean as well as truncators were used for specific terms. It included assessments of methodological quality and validity. A total of 24 articles met the selection criteria. The study finds socio-cultural, linguistic and discrimination barriers as well as barriers produced by educational policy and the availability of resources and training. There are barriers in the pedagogical practice too. Furthermore, those barriers had a greater or lesser impact according to the generation or the educational stage the students are in. This not only favours the identification of barriers, but also the search for measures and solutions to reduce or eradicate them at both the micro and macro levels, by promoting the development of policies, the provision of resources and the creation of working networks in interculturality.

The digital divide between urban and rural schools challenges efforts to promote technology integration in education, and contributes to growing educational inequity in many contexts. Using the most current version of Preferred Reporting Items for Systematic Reviews and Meta-analysis (PRISMA 2020), we identified and extracted 36 articles and conference papers on the use of technology in rural schools from the Scopus and Web of Science databases. We used Critical Interpretive Synthesis to identify the challenges and solutions involved in integrating technology in rural schools. The analysis revealed 29 challenges, which were categorized using the framework of the ecological perspective into macro level, meso level, and micro level challenges. The analysis also identified solutions to the challenges discussed in these studies. By focusing on the challenges and proposed solutions at different contextual levels, this review is intended to identify what constitutes good practices when integrating technology in rural schools. Future research should focus on factors which facilitate the use of technology and how the integration of technology impacts students’ learning experiences and achievement in rural schools.

In multilingual settings, selecting a medium of instruction (MoI) has been widely debated. While proponents advocate for using the official MoI, others support using the mother tongue or adopting bilingual/multilingual MoI. Despite the potential for each MoI model to contribute to learning inequalities among students, there needs to be more evidence regarding the specific categories of students and contextual factors involved. This study focuses on fourteen French-speaking Sub-Saharan African countries (Benin, Burkina Faso, Burundi, Cameroon, Chad, Congo, Côte d'Ivoire, Democratic Republic of Congo, Gabon, Guinea, Madagascar, Niger, Senegal, and Togo) to investigate disparities in learning outcomes between students exposed to the official MoI and those exposed to a bilingual/multilingual MoI. Leveraging data from PASEC 2019, the study employs Residualized Quantile Regression (RQR) as its analytical method. The findings indicate that each MoI model may result in learning outcome disparities, with the extent of inequality varying according to students' performance levels (low, average, or high achievers). Additionally, these disparities are influenced by factors such as the student's urban or rural residence and the specific characteristics of the educational system in place. These findings underscore the importance of developing language-in-education policies that consider students' characteristics (e.g., ability) and contextual factors.