Pub Date : 2025-01-01DOI: 10.1016/j.ijer.2025.102534
Bakil Ghundol , Abdulghani Muthanna
This paper explores the perceptions and experiences of female academics on the main barriers that face female academics in obtaining and continuing leadership roles at Yemeni higher education institutions. By following a case study design, and employing semi-structured, in-depth interviews with fifteen female academics, the findings revealed a multifaceted interplay of barriers facing female academics. The main barriers for obtaining leadership positions relate to socio-cultural barriers such as traditional gender roles, societal stereotypes and patriarchal norms, female academics’ struggle to balance between professional and family responsibilities, the violation of work ethics and less collaboration between colleagues, and the invisible barrier of glass ceiling. The findings also revealed the factors for demotivating female academics to continuing their leadership roles. The key factors associate with the lack of motivation and the experience of leadership as a stressful activity, and the spousal refusal toward interaction with male colleagues. The paper concludes with proposing clear measures and implications for promoting and empowering female academics, achieving both social justice and inclusive academic environment.
{"title":"Perceptions and experiences of female academics on barriers in obtaining and continuing leadership roles at higher education","authors":"Bakil Ghundol , Abdulghani Muthanna","doi":"10.1016/j.ijer.2025.102534","DOIUrl":"10.1016/j.ijer.2025.102534","url":null,"abstract":"<div><div>This paper explores the perceptions and experiences of female academics on the main barriers that face female academics in obtaining and continuing leadership roles at Yemeni higher education institutions. By following a case study design, and employing semi-structured, in-depth interviews with fifteen female academics, the findings revealed a multifaceted interplay of barriers facing female academics. The main barriers for obtaining leadership positions relate to socio-cultural barriers such as traditional gender roles, societal stereotypes and patriarchal norms, female academics’ struggle to balance between professional and family responsibilities, the violation of work ethics and less collaboration between colleagues, and the invisible barrier of glass ceiling. The findings also revealed the factors for demotivating female academics to continuing their leadership roles. The key factors associate with the lack of motivation and the experience of leadership as a stressful activity, and the spousal refusal toward interaction with male colleagues. The paper concludes with proposing clear measures and implications for promoting and empowering female academics, achieving both social justice and inclusive academic environment.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"130 ","pages":"Article 102534"},"PeriodicalIF":2.6,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143093649","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-01-01DOI: 10.1016/j.ijer.2024.102533
May Alrudayni
In recent decades, inclusive education has gained international attention and governments around the world have aspired to embrace it in their policies and reform agendas. In 2016 the Saudi Arabian Ministry of Education launched an inclusive education initiative that aimed to shift the education system away from special education and segregation towards inclusion. This initiative has been implemented in a number of schools across the country. The study presented in this paper focused on education policy evolution in Saudi Arabia and examined whether, and how, educational discourse has moved from exclusion towards inclusion, particularly in relation to students with disability. Critical policy analysis was employed to scrutinise government education policy documents and to critically examine the ways in which policy discourse perpetuates and reproduces exclusion and unequal power relations within the education system. The findings suggest that, despite some changes in policy language driven by the global push for inclusive education, special education in Saudi Arabia remains dominant and the education system exclusionary. Education policy also privileges charitable discourse over the politics of inclusiveness. A more profound transformation of education policy is required before the nation can claim to have enacted inclusive education. It is hoped that the findings of this study will contribute to a better understanding of how to implement inclusive education policy, particularly for students with disability, in Saudi Arabia.
{"title":"Moving towards inclusive education: Policy evolution in Saudi Arabia","authors":"May Alrudayni","doi":"10.1016/j.ijer.2024.102533","DOIUrl":"10.1016/j.ijer.2024.102533","url":null,"abstract":"<div><div>In recent decades, inclusive education has gained international attention and governments around the world have aspired to embrace it in their policies and reform agendas. In 2016 the Saudi Arabian Ministry of Education launched an inclusive education initiative that aimed to shift the education system away from special education and segregation towards inclusion. This initiative has been implemented in a number of schools across the country. The study presented in this paper focused on education policy evolution in Saudi Arabia and examined whether, and how, educational discourse has moved from exclusion towards inclusion, particularly in relation to students with disability. Critical policy analysis was employed to scrutinise government education policy documents and to critically examine the ways in which policy discourse perpetuates and reproduces exclusion and unequal power relations within the education system. The findings suggest that, despite some changes in policy language driven by the global push for inclusive education, special education in Saudi Arabia remains dominant and the education system exclusionary. Education policy also privileges charitable discourse over the politics of inclusiveness. A more profound transformation of education policy is required before the nation can claim to have enacted inclusive education. It is hoped that the findings of this study will contribute to a better understanding of how to implement inclusive education policy, particularly for students with disability, in Saudi Arabia.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"130 ","pages":"Article 102533"},"PeriodicalIF":2.6,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143093650","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}
Pub Date : 2025-01-01DOI: 10.1016/j.ijer.2025.102548
Alejandro Acuyo Cespedes
This investigation examines the evolving landscape of professional development among higher education teachers, focusing on the long-term effects of the COVID-19 emergency-remote-teaching period. The aim is to better-understand how the pandemic has shaped current attitudes and practices in professional development. Using a qualitative approach, ten English for Academic Purposes teachers from a university in Kazakhstan were interviewed. Thematic analysis was used to determine how their experiences of professional development during the online pandemic have affected their perceptions and approaches to professional development in the current post-pandemic, and mostly face-to-face, teaching context. The findings indicate that COVID-19′s emergency-remote-teaching period has had a largely positive influence as teachers are now more likely to prioritize improving their technological competence, as well as engage in a wider variety of professional development topics and platforms. Professional development is also more likely to be flexible and individually tailored to the specific needs of each teacher. However, challenges including online fatigue as well as trauma caused by the pandemic have also emerged. The investigation makes significant contributions to the understanding of professional development under emergency-remote-teaching conditions in contrast with “non-emergency” operations. It also advances field knowledge on the increasing fluidity of the professional development landscape across both online and offline learning spaces. Lastly it enriches the understanding of how structured and unstructured forms of professional development can be balanced and tailored to individual teachers’ needs.
{"title":"Teachers in transition: A qualitative exploration into the impact of emergency remote teaching on professional development","authors":"Alejandro Acuyo Cespedes","doi":"10.1016/j.ijer.2025.102548","DOIUrl":"10.1016/j.ijer.2025.102548","url":null,"abstract":"<div><div>This investigation examines the evolving landscape of professional development among higher education teachers, focusing on the long-term effects of the COVID-19 emergency-remote-teaching period. The aim is to better-understand how the pandemic has shaped current attitudes and practices in professional development. Using a qualitative approach, ten English for Academic Purposes teachers from a university in Kazakhstan were interviewed. Thematic analysis was used to determine how their experiences of professional development during the online pandemic have affected their perceptions and approaches to professional development in the current post-pandemic, and mostly face-to-face, teaching context. The findings indicate that COVID-19′s emergency-remote-teaching period has had a largely positive influence as teachers are now more likely to prioritize improving their technological competence, as well as engage in a wider variety of professional development topics and platforms. Professional development is also more likely to be flexible and individually tailored to the specific needs of each teacher. However, challenges including online fatigue as well as trauma caused by the pandemic have also emerged. The investigation makes significant contributions to the understanding of professional development under emergency-remote-teaching conditions in contrast with “non-emergency” operations. It also advances field knowledge on the increasing fluidity of the professional development landscape across <em>both</em> online and offline learning spaces. Lastly it enriches the understanding of how structured and unstructured forms of professional development can be balanced and tailored to individual teachers’ needs.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"130 ","pages":"Article 102548"},"PeriodicalIF":2.6,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143093655","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}
Pub Date : 2025-01-01DOI: 10.1016/j.ijer.2024.102521
Xiaoran Wang , Sangmin-Michelle Lee
Oral language skills (OLSs) are essential for English language learners, but challenges remain in developing OLSs, especially in English-as-a-foreign-language (EFL) contexts where traditional teaching methods struggle to effectively engage students. In order to maneuver effective methods to improve Chinese students’ OLSs, the present study explores the use of an English video dubbing app in language learning tasks and investigates its effectiveness in improving OLSs. A mixed-methods approach was used to provide a robust and comprehensive empirical study, including two groups of learners with different proficiency levels. Results from pre- and post-tests, students’ reflection papers, and interviews indicated that the students’ high level of engagement in the dubbing tasks led to significant improvements in students’ OLSs. Particularly in speaking, significant improvements were observed in pronunciation, intonation, fluency, grammar, and lexical use. The study also examined the relationship between the learners’ English proficiency levels and their learning outcomes. The results showed that dubbing tasks had a more significant impact on improving pronunciation for students with lower proficiency levels, while those with higher proficiency levels showed greater improvements in fluency and grammar and lexical use. Pedagogical implications were discussed based on the findings.
{"title":"The impact of video dubbing app on chinese college students’ oral language skills across different proficiency levels","authors":"Xiaoran Wang , Sangmin-Michelle Lee","doi":"10.1016/j.ijer.2024.102521","DOIUrl":"10.1016/j.ijer.2024.102521","url":null,"abstract":"<div><div>Oral language skills (OLSs) are essential for English language learners, but challenges remain in developing OLSs, especially in English-as-a-foreign-language (EFL) contexts where traditional teaching methods struggle to effectively engage students. In order to maneuver effective methods to improve Chinese students’ OLSs, the present study explores the use of an English video dubbing app in language learning tasks and investigates its effectiveness in improving OLSs. A mixed-methods approach was used to provide a robust and comprehensive empirical study, including two groups of learners with different proficiency levels. Results from pre- and post-tests, students’ reflection papers, and interviews indicated that the students’ high level of engagement in the dubbing tasks led to significant improvements in students’ OLSs. Particularly in speaking, significant improvements were observed in pronunciation, intonation, fluency, grammar, and lexical use. The study also examined the relationship between the learners’ English proficiency levels and their learning outcomes. The results showed that dubbing tasks had a more significant impact on improving pronunciation for students with lower proficiency levels, while those with higher proficiency levels showed greater improvements in fluency and grammar and lexical use. Pedagogical implications were discussed based on the findings.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"130 ","pages":"Article 102521"},"PeriodicalIF":2.6,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143094150","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}
Pub Date : 2025-01-01DOI: 10.1016/j.ijer.2025.102555
Jessica Schulz, Ai Miyamoto, Matthias Nückles
{"title":"Corrigendum to “Navigating the academic road with an empty tank? The impact of financial and time scarcity mindsets on students’ sense of agency” [International Journal of Educational Research 130 (2025) 102542]","authors":"Jessica Schulz, Ai Miyamoto, Matthias Nückles","doi":"10.1016/j.ijer.2025.102555","DOIUrl":"10.1016/j.ijer.2025.102555","url":null,"abstract":"","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"130 ","pages":"Article 102555"},"PeriodicalIF":2.6,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143487238","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This exploratory study examines interprofessional collaboration and the ethical issues and dilemmas encountered by teachers in multigrade classes in France, in the context of the schooling of pupils with special educational needs (SEN). The overarching hypothesis is that the implementation of teamwork and the incorporation of ethical considerations within the context of multigrade classrooms facilitate the education of students with SEN in such settings. This exploratory study was conducted through a questionnaire and five accounts of ethical dilemmas experienced by teachers in multigrade classes in an inclusive context. A thematic analysis was conducted to identify the preference of teachers in multigrade classes for teamwork arrangements and their feelings in terms of team cohesion. Additionally, the analysis aimed to assess the mobilisation of their knowledge and skills acquired in an inclusive context to deal with ethical situations and to highlight the effects of this knowledge and skills on their professional practices.
{"title":"Inclusive professional practices of primary school teachers in multigrade classes in France catering for pupils with special educational needs","authors":"Karine Birot-Gautron , Magdalena Kohout-Diaz , Marie-Christine Deyrich","doi":"10.1016/j.ijer.2025.102598","DOIUrl":"10.1016/j.ijer.2025.102598","url":null,"abstract":"<div><div>This exploratory study examines interprofessional collaboration and the ethical issues and dilemmas encountered by teachers in multigrade classes in France, in the context of the schooling of pupils with special educational needs (SEN). The overarching hypothesis is that the implementation of teamwork and the incorporation of ethical considerations within the context of multigrade classrooms facilitate the education of students with SEN in such settings. This exploratory study was conducted through a questionnaire and five accounts of ethical dilemmas experienced by teachers in multigrade classes in an inclusive context. A thematic analysis was conducted to identify the preference of teachers in multigrade classes for teamwork arrangements and their feelings in terms of team cohesion. Additionally, the analysis aimed to assess the mobilisation of their knowledge and skills acquired in an inclusive context to deal with ethical situations and to highlight the effects of this knowledge and skills on their professional practices.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"131 ","pages":"Article 102598"},"PeriodicalIF":2.6,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143878581","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}
Pub Date : 2025-01-01DOI: 10.1016/j.ijer.2025.102581
Lihong Ma , Banban Li , Jian Liu
The direct association between teacher-student relationships and subjective well-being among foreign language (FL) learners has been validated. Nevertheless, the indirect pathways through which teacher-student relationships impact the subjective well-being of FL learners remain less understood. Drawing from control-value theory, this research examined the mediating role of emotions such as enjoyment and boredom in this relationship, and further investigated how socioeconomic status (SES) influences these mediating effects, guided by social capital theory. A total of 4,004 Chinese secondary school students from grades 7 to 9 (Mage = 13.47, SD = 0.62) participated in this study. Data were collected using self-reported questionnaires on teacher-student relationships, FL enjoyment, FL boredom, and subjective well-being. Mediation analysis revealed that the link between teacher-student relationships and subjective well-being was partially mediated via enjoyment and boredom in FL learning. Additionally, compared to low SES learners, the effect of teacher-student relationships on reducing boredom and thereby improving subjective well-being was more pronounced among high SES learners. These findings offer practical insights for enhancing FL teaching and learning, as well as for refining FL teacher education programs.
{"title":"Unraveling the dynamics of teacher-student relationships, emotions, and socioeconomic status in shaping subjective well-being among FL learners","authors":"Lihong Ma , Banban Li , Jian Liu","doi":"10.1016/j.ijer.2025.102581","DOIUrl":"10.1016/j.ijer.2025.102581","url":null,"abstract":"<div><div>The direct association between teacher-student relationships and subjective well-being among foreign language (FL) learners has been validated. Nevertheless, the indirect pathways through which teacher-student relationships impact the subjective well-being of FL learners remain less understood. Drawing from control-value theory, this research examined the mediating role of emotions such as enjoyment and boredom in this relationship, and further investigated how socioeconomic status (SES) influences these mediating effects, guided by social capital theory. A total of 4,004 Chinese secondary school students from grades 7 to 9 (<em>M<sub>age</sub></em> = 13.47, <em>SD</em> = 0.62) participated in this study. Data were collected using self-reported questionnaires on teacher-student relationships, FL enjoyment, FL boredom, and subjective well-being. Mediation analysis revealed that the link between teacher-student relationships and subjective well-being was partially mediated via enjoyment and boredom in FL learning. Additionally, compared to low SES learners, the effect of teacher-student relationships on reducing boredom and thereby improving subjective well-being was more pronounced among high SES learners. These findings offer practical insights for enhancing FL teaching and learning, as well as for refining FL teacher education programs.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"131 ","pages":"Article 102581"},"PeriodicalIF":2.6,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143697377","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}
Pub Date : 2025-01-01DOI: 10.1016/j.ijer.2025.102616
Hao Cheng , Hongfeng Yang , Yinguang Sun
Online learning for older adults has been developed and driven by social transformation, information technology, and digital media. Previous research has focused on examining the elements, processes, and improvements of online learning for older adults, while older adults’ understanding of online learning has not been systematically reported. Adhering to the qualitative research paradigm, eighteen older adults were interviewed in an unstructured at an older adult school located in central China. Inspired by dialectical thinking and learning theory, a theoretical framework for revealing older adults’ understanding of online learning was constructed. Based on deductive and inductive coding, the findings of two categories and six themes were dynamically identified and interpreted in the Chinese social context. Overall, a dialectical understanding balances older adults’ positive and negative results towards online learning. Specifically, the human-computer interaction learning mode, free learning time and space, and sufficient learning resources are positive understandings of online learning for older adults. Network access barriers, insufficient teacher-student dialog, and insignificant learning effects are the negative understanding of older adults toward online learning. The above respondents’ positive and negative understandings provide strong evidence for adding new knowledge about Chinese older adults’ dialectical understanding of online learning. In addition, the findings put forward a unique and groundbreaking ‘answer’ for exploring, validating, and constructing a theoretical framework of online learning for older adults. Furthermore, practical insights and policy implications on optimizing older adults’ understanding of online learning and eliminating the crises of population aging are discussed and constructed.
{"title":"Balancing positive and negative: A dialectical understanding of Chinese older adults toward online learning","authors":"Hao Cheng , Hongfeng Yang , Yinguang Sun","doi":"10.1016/j.ijer.2025.102616","DOIUrl":"10.1016/j.ijer.2025.102616","url":null,"abstract":"<div><div>Online learning for older adults has been developed and driven by social transformation, information technology, and digital media. Previous research has focused on examining the elements, processes, and improvements of online learning for older adults, while older adults’ understanding of online learning has not been systematically reported. Adhering to the qualitative research paradigm, eighteen older adults were interviewed in an unstructured at an older adult school located in central China. Inspired by dialectical thinking and learning theory, a theoretical framework for revealing older adults’ understanding of online learning was constructed. Based on deductive and inductive coding, the findings of two categories and six themes were dynamically identified and interpreted in the Chinese social context. Overall, a dialectical understanding balances older adults’ positive and negative results towards online learning. Specifically, the human-computer interaction learning mode, free learning time and space, and sufficient learning resources are positive understandings of online learning for older adults. Network access barriers, insufficient teacher-student dialog, and insignificant learning effects are the negative understanding of older adults toward online learning. The above respondents’ positive and negative understandings provide strong evidence for adding new knowledge about Chinese older adults’ dialectical understanding of online learning. In addition, the findings put forward a unique and groundbreaking ‘answer’ for exploring, validating, and constructing a theoretical framework of online learning for older adults. Furthermore, practical insights and policy implications on optimizing older adults’ understanding of online learning and eliminating the crises of population aging are discussed and constructed.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"131 ","pages":"Article 102616"},"PeriodicalIF":2.6,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143854837","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}
Pub Date : 2025-01-01DOI: 10.1016/j.ijer.2025.102595
Annette Morphett, Lisa O'Keeffe, Kathryn Paige
Rural Australia has long been framed from a metrocentric deficit stance and reported as underachieving in school mathematics according to standardised assessments. International evidence claims that factors contributing to low achievement in mathematics for rural students may include geographical isolation, equity issues including access, and socio-economic status and indigeneity. This paper reports on one aspect of a doctoral study, which responded to the central question, what is really happening in middle-primary mathematics education in rural Australia? The study presented a counter-narrative to the deficit discourse through an emic perspective of middle-primary mathematics on Yorke Peninsula (YP), a rural district in southern Australia. The YP schools investigated had high numbers of multigrade classes which is typical of small, rural schools. In this paper we share the key inclusive pedagogical approaches that YP teachers adopted in their teaching of mathematics to the multiple year levels in their rural classrooms. The study provides guidance for teachers around how to plan for and teach, with an inclusive lens, mathematics to students in multigrade classrooms.
{"title":"Researching mathematics in rural primary multigrade classrooms","authors":"Annette Morphett, Lisa O'Keeffe, Kathryn Paige","doi":"10.1016/j.ijer.2025.102595","DOIUrl":"10.1016/j.ijer.2025.102595","url":null,"abstract":"<div><div>Rural Australia has long been framed from a metrocentric deficit stance and reported as underachieving in school mathematics according to standardised assessments. International evidence claims that factors contributing to low achievement in mathematics for rural students may include geographical isolation, equity issues including access, and socio-economic status and indigeneity. This paper reports on one aspect of a doctoral study, which responded to the central question, <em>what is really happening in middle-primary mathematics education in rural Australia?</em> The study presented a counter-narrative to the deficit discourse through an emic perspective of middle-primary mathematics on Yorke Peninsula (YP), a rural district in southern Australia. The YP schools investigated had high numbers of multigrade classes which is typical of small, rural schools. In this paper we share the key inclusive pedagogical approaches that YP teachers adopted in their teaching of mathematics to the multiple year levels in their rural classrooms. The study provides guidance for teachers around how to plan for and teach, with an inclusive lens, mathematics to students in multigrade classrooms.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"131 ","pages":"Article 102595"},"PeriodicalIF":2.6,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143791381","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-01-01DOI: 10.1016/j.ijer.2025.102560
Sally Baker , Hazel Blunden , Jordana Hoenig , Kinne Ring , Anna Xavier
The underrepresentation of regional, rural, and remote (RRR) students in Australian higher education has been an enduring and consistent concern for governments and universities. Despite decades of policy and funding efforts, RRR student enrolments and completion levels remain stubbornly low. However, the Regional University Study Hub (RUSH) program, which includes Country Universities Centre (CUCs), have shifted the ‘business as usual’ model to enable students to study locally with support. The CUCs as part of the RUSH program provide high quality facilities in country Australia with computer and high-speed internet access, learning spaces and individualised learning and other support from on-site staff. This has disrupted dominant narratives around how RRR students can engage with higher education. These include the idea that residents need to leave regional areas to engage with higher education (‘go to grow’), that universities are best placed to determine how to engage RRR communities, and that online learning is second-best and isolating. Drawing on data from a mixed methods study we examine how CUCs leverage community assets to facilitate connections to support localised participation in higher education, engage with their local communities, and impact the liveability of RRR communities.
{"title":"“If we can grow them here it just makes sense”: Disrupting higher education narratives through Country University Centres in regional and rural Australia","authors":"Sally Baker , Hazel Blunden , Jordana Hoenig , Kinne Ring , Anna Xavier","doi":"10.1016/j.ijer.2025.102560","DOIUrl":"10.1016/j.ijer.2025.102560","url":null,"abstract":"<div><div>The underrepresentation of regional, rural, and remote (RRR) students in Australian higher education has been an enduring and consistent concern for governments and universities. Despite decades of policy and funding efforts, RRR student enrolments and completion levels remain stubbornly low. However, the Regional University Study Hub (RUSH) program, which includes Country Universities Centre (CUCs), have shifted the ‘business as usual’ model to enable students to study locally with support. The CUCs as part of the RUSH program provide high quality facilities in country Australia with computer and high-speed internet access, learning spaces and individualised learning and other support from on-site staff. This has disrupted dominant narratives around how RRR students can engage with higher education. These include the idea that residents need to leave regional areas to engage with higher education (‘go to grow’), that universities are best placed to determine how to engage RRR communities, and that online learning is second-best and isolating. Drawing on data from a mixed methods study we examine how CUCs leverage community assets to facilitate connections to support localised participation in higher education, engage with their local communities, and impact the liveability of RRR communities.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"131 ","pages":"Article 102560"},"PeriodicalIF":2.6,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143478639","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}
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