International Journal of Educational Research最新文献_第2页

Academic freedom and peace: Comparative insights from Africa 学术自由与和平：来自非洲的比较见解

IF 2.5 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Research

Pub Date : 2026-01-01 Epub Date: 2026-02-12 DOI: 10.1016/j.ijer.2026.102958

Liisa Laakso , Hajer Kratou

Building on earlier literature on the role of academic freedom in shaping public attitudes and policies, this study examines its impact on peace. Using the Institute for Economics and Peace’s Global Peace Index and the Varieties of Democracy Index on Academic Freedom, along with Generalised and Ordinary Least Squares econometric techniques, we find that the preceding level of academic freedom is associated with peace and the absence of violence in a sample covering 162 countries during the period 2012–2022. This result remains robust when tested in 50 African countries where intra-state conflicts have been frequent, including a sample of 25 countries with multiparty political competition and high levels of factionalism, which heightens the risk of conflict, as measured by the Factionalized Elites indicator in the Fragile States ranking of the Fund for Peace. The results are robust, when excluding oil-exporter countries and testing different lag-structures for academic freedom. A qualitative analysis of Cameroon, Kenya, Tunisia and Zimbabwe highlights how differences in the space available for scholars influence their contributions to fostering peace. Politicised ethnicity threatens academic freedom within universities, highlighting its importance not just in university-government relations but also in local and regional politics.

本研究以早期关于学术自由在塑造公众态度和政策方面作用的文献为基础，考察其对和平的影响。利用经济与和平研究所的全球和平指数和学术自由的民主多样性指数，以及广义和普通最小二乘计量经济学技术，我们发现，在2012-2022年期间覆盖162个国家的样本中，先前的学术自由水平与和平和没有暴力有关。在50个国家内部冲突频繁的非洲国家进行测试时，这一结果仍然强劲，其中包括25个多党政治竞争和高度派系主义的国家样本，根据和平基金脆弱国家排名中的派系化精英指标衡量，这增加了冲突的风险。当排除石油出口国并测试不同的学术自由滞后结构时，结果是稳健的。对喀麦隆、肯尼亚、突尼斯和津巴布韦的定性分析凸显了学者所能获得的空间差异如何影响他们对促进和平的贡献。政治化的种族威胁着大学内部的学术自由，凸显了它不仅在大学与政府的关系中，而且在地方和区域政治中的重要性。

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引用次数: 0

The impact of school experiences and relationships on high school students’ activism: Support, constraints and tensions 学校经历和人际关系对高中生行动主义的影响：支持、约束和紧张

IF 2.5 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Research

Pub Date : 2026-01-01 Epub Date: 2025-12-25 DOI: 10.1016/j.ijer.2025.102913

Thalia Thereza Assan , Gal Levy , Mohammad Massalha

This article responds to the global rise in activism led by high school-aged youth by asking: How do students perceive high schools as arenas for socialisation into political activism? Although non-religious Jewish state schools in Israel typically avoid encouraging political engagement, high school students were prominently involved in the 2023 Protest Movement against the government’s “judicial reform”, with some schools supporting and even initiating student protests. Drawing on interviews with high school activist students, the article investigates how and under what conditions schools facilitate political engagement. Our findings show that certain schools fostered students’ activism implicitly or explicitly — for example, through extra-curricular teaching about democracy, excusing protest-related absences, and other practices. Participants, however, described these schools as atypical. Indeed, these schools mostly serve higher socioeconomic communities closely identified with the protest milieu. Participants also pointed to clear limits of institutional support, such as barring criticism of politicians or the Occupation. Furthermore, while most research on political socialisation into activism and education for citizenship emphasises the role of adults, our findings highlight the importance of school peers. Activists engaged in meaningful political dialogue with classmates and encouraged their participation, yet these interactions also produced conflicts and strained relationships. This paper therefore draws attention to the informal, relational aspects of schooling that shape youth activism and calls on scholars, educators, and policymakers to recognise students’ political agency, their present stakes in society, and the ways political socialisation is facilitated by youth through their interactions with both school staff and peers.

这篇文章通过以下问题回应了由高中年龄青年领导的全球行动主义的兴起：学生如何看待高中作为社会化政治行动主义的舞台？虽然以色列的非宗教犹太公立学校通常避免鼓励政治参与，但高中生在2023年反对政府“司法改革”的抗议运动中发挥了重要作用，一些学校支持甚至发起了学生抗议活动。通过对高中积极分子学生的采访，本文调查了学校如何以及在什么条件下促进政治参与。我们的研究结果表明，某些学校或明或暗地培养了学生的激进主义——例如，通过有关民主的课外教学，为抗议相关的缺席找借口，以及其他做法。然而，参与者称这些学校是非典型的。事实上，这些学校大多服务于与抗议环境密切相关的较高社会经济群体。与会者还指出了机构支持的明确限制，例如禁止批评政治家或占领。此外，虽然大多数关于政治社会化行动主义和公民教育的研究都强调成年人的作用，但我们的研究结果强调了学校同龄人的重要性。积极分子与同学进行有意义的政治对话，并鼓励他们参与，但这些互动也产生了冲突和紧张的关系。因此，本文提请注意学校教育的非正式、关系方面，这些方面塑造了青年行动主义，并呼吁学者、教育工作者和政策制定者认识到学生的政治代理，他们目前在社会中的利益，以及青年通过与学校工作人员和同龄人的互动促进政治社会化的方式。

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引用次数: 0

The impact of a story-based intervention on language, literacy, and cognitive development in South African pre-schoolers: randomised controlled trials for two language groups 以故事为基础的干预对南非学龄前儿童语言、读写能力和认知发展的影响：两个语言组的随机对照试验

IF 2.5 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Research

Pub Date : 2026-01-01 Epub Date: 2025-12-25 DOI: 10.1016/j.ijer.2025.102920

Kate Cain , Jane Oakhill , Shelley O’Carroll , Daleen Klop , Monique Visser , James Jackson , Brian Francis

Literacy rates in South Africa are low and many children start school without the requisite levels of emergent language and literacy skills needed to succeed. We report two RCTs of a story-based intervention delivered by preschool teachers to two language groups of children from low income backgrounds (isiXhosa: N_children=82, N_teachers=20; Afrikaans, N_children=118, N_teachers=24). The story-based intervention involved a 36-week programme, of 2-week cycles, each using a different culturally-appropriate story in the target language with activities designed to foster emergent language and literacy skills. Training for the teachers before and during the intervention was provided. The post-intervention assessment took place after 26 weeks. For both language groups (compared with the corresponding control group), the intervention had a positive impact on vocabulary taught in the programme and also developmental status across key learning domains. For early language and emergent literacy measures, baseline ability was the most consistent predictor for all outcome measures, with additional important contributions of initial vocabulary for some measures. This study demonstrates the feasibility of conducting gold-standard randomised controlled trials in low-resource settings. We draw on the data to set out practice and policy recommendations, critically the need to support school and literacy-learning readiness in homes and preschools, to enhance practice and children’s outcomes.

南非的识字率很低，许多儿童入学时没有掌握成功所必需的新兴语言和识字技能。我们报告了两项随机对照试验，即学前教师对来自低收入背景的两个语言群体的儿童进行基于故事的干预（伊西科萨语：Nchildren=82, Nteachers=20；南非荷兰语，Nchildren=118, Nteachers=24）。以故事为基础的干预包括一个为期36周的项目，每两个周期，每个周期使用一个不同的文化上适合目标语言的故事，并进行旨在培养新兴语言和读写技能的活动。在干预前和干预期间对教师进行了培训。干预后评估于26周后进行。对于两个语言组（与相应的对照组相比），干预对项目中教授的词汇和关键学习领域的发展状况都有积极的影响。在早期语言和紧急读写能力测试中，基线能力是所有结果测试中最一致的预测指标，在一些测试中，初始词汇量也有额外的重要贡献。本研究证明了在低资源环境下进行金标准随机对照试验的可行性。我们利用这些数据制定实践和政策建议，重点是需要支持家庭和幼儿园的学校和扫盲学习准备，以加强实践和儿童的成果。

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引用次数: 0

Academic freedom challenged: Comparing France, Germany and the UK 学术自由受到挑战：比较法国、德国和英国

IF 2.5 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Research

Pub Date : 2026-01-01 Epub Date: 2025-12-25 DOI: 10.1016/j.ijer.2025.102917

Donatella della Porta , Sevgi Doğan

While violations of academic freedom seemed for a long time to be a problem that almost exclusively affected authoritarian regimes, in recent times a deterioration can also be noted in democratic regimes. As part of a right-wing backlash or democratic backsliding, attacks on both individual academics and entire fields of knowledge have been singled out in Europe as well as in North America. Focusing on France, Germany and the United Kingdom (UK), our research has addressed the different mechanisms of repression of academic freedom with particular attention paid to the movements in solidarity with Palestine that spread globally after 7 October 2023. The empirical research triangulates quantitative and qualitative analysis. Using various sources, we have constructed a database that we use to map episodes of repression in the three countries, specifying their targets and mechanisms. A qualitative analysis of various documents subsequently makes it possible to single out the frames used to justify the repression carried out by moral panic entrepreneurs, which include political parties and governments, university administrations, police and courts, pressure groups and the mainstream media.

虽然在很长一段时间里，侵犯学术自由似乎是一个几乎只影响威权政权的问题，但近年来，民主政权也出现了这种恶化。作为右翼反弹或民主倒退的一部分，对个别学者和整个知识领域的攻击在欧洲和北美都被单独挑出来。我们的研究以法国、德国和英国为重点，探讨了压制学术自由的不同机制，特别关注了2023年10月7日之后在全球传播的声援巴勒斯坦运动。实证研究将定量分析与定性分析相结合。利用各种来源，我们建立了一个数据库，用来绘制这三个国家的镇压事件，明确其目标和机制。随后对各种文件进行定性分析，可以找出道德恐慌企业家用来为其镇压辩护的框架，其中包括政党和政府、大学行政部门、警察和法院、压力集团和主流媒体。

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引用次数: 0

Supporting teacher well-being in post-earthquake southeastern Türkiye: The role of leader-member exchange, teacher resilience, and teacher work engagement 支持东南震灾后教师幸福感：领导-成员交换、教师弹性和教师工作投入的作用

IF 2.5 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Research

Pub Date : 2026-01-01 Epub Date: 2025-12-23 DOI: 10.1016/j.ijer.2025.102918

Tevfik Palaz , Gökhan Savaş , Fatih Aydın , Osman Çepni , Ali Çağatay Kılınç

This study examines the empirical relationships between leader-member exchange and the psychological well-being of teachers, with the mediation of teacher resilience and teacher work engagement. Survey data were collected from 504 teachers working in schools affected by the February 2023 earthquakes in southeastern Türkiye and analysed using confirmatory factor analysis and structural equation modelling. The results revealed that leader-member exchange is directly linked to teacher well-being and indirectly via teacher resilience and work engagement. Our findings offer critical insights into how relational dynamics between principals and teachers influence teacher well-being in disaster-affected educational settings. We provide implications for policy and practice.

本研究考察了领导-成员交换与教师心理健康之间的实证关系，并以教师弹性和教师工作投入为中介。调查数据来自504名在受2023年2月日本东南部地震影响的学校工作的教师，并使用验证性因子分析和结构方程模型进行分析。结果表明，领导-成员交换与教师幸福感直接相关，并通过教师弹性和工作投入间接相关。我们的研究结果对受灾害影响的教育环境中校长和教师之间的关系动态如何影响教师的幸福感提供了重要的见解。我们为政策和实践提供了启示。

引用次数: 0

Private vs. Public Schooling: The role of school composition 私立学校与公立学校：学校构成的作用

IF 2.5 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Research

Pub Date : 2026-01-01 Epub Date: 2025-11-13 DOI: 10.1016/j.ijer.2025.102863

Elke Claes , Léonard Moulin

Publicly funded private schooling is a common feature of many education systems, yet its implications for educational equity and effectiveness remain contested. While private schools often exhibit higher student achievement, the sources of this advantage are not well understood. In particular, differences in student composition—especially in terms of socioeconomic status (SES)—are likely to play a key role. This paper examines how school-level SES composition contributes to achievement differences between public and private schools. Using propensity score matching (PSM) on data from 22,441 French ninth-grade students, we find that private school students outperform their public school peers in mathematics and French, with especially large effects for low-SES students, an underrepresented group in private schools. While school composition explains only part of these effects, it accounts for a substantial share of the performance gap among high-SES students, rendering the adjusted effect statistically indistinguishable from zero. These findings highlight which students benefit most from private schooling and point to the need for further research into the mechanisms underlying performance differences across school sectors.

公共资助的私立学校是许多教育系统的共同特征，但其对教育公平和有效性的影响仍然存在争议。虽然私立学校通常表现出较高的学生成绩，但这种优势的来源尚未得到很好的理解。特别是，学生组成的差异——尤其是社会经济地位（SES）方面的差异——可能起着关键作用。本文研究了学校层面的社会经济地位构成如何影响公立和私立学校之间的成就差异。通过对22,441名法国九年级学生的数据进行倾向得分匹配（PSM），我们发现私立学校的学生在数学和法语方面的表现优于公立学校的同龄人，对低社会经济地位的学生（私立学校中代表性不足的群体）的影响尤其大。虽然学校构成只解释了这些影响的一部分，但它在高ses学生的表现差距中占了相当大的份额，使得调整后的影响在统计上几乎为零。这些发现强调了哪些学生从私立学校受益最多，并指出需要进一步研究不同学校部门之间表现差异的机制。

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引用次数: 0

‘Immersion’ at the cultural interface: How one university-school-community partnership approaches decolonising teacher education 文化界面的“浸入式”：大学-学校-社区伙伴关系如何实现教师教育的非殖民化

IF 2.5 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Research

Pub Date : 2026-01-01 Epub Date: 2025-12-14 DOI: 10.1016/j.ijer.2025.102867

Rose Amazan , Katherine Thompson , Aunty Maxine Ryan , Imogen Grant

In this paper, we discuss a university-school-community partnership model grounded in decolonial learning experiences that leverages local Aboriginal¹ community connections. We examine one community-led approach to teacher education that places initial teacher educators (ITE) in a position of relational accountability to Country and the community whose sovereign lands they live and learn on. The paper presents data from the Master of Teaching Aboriginal Education Immersion Program (2021–2023) aiming to address the historical and ongoing impacts of colonisation in education and create a more culturally responsive and equitable schooling experience for all children. We demonstrate that allied work with Aboriginal community built on respect and reciprocity has enriched the learning experiences for all involved, represents a successful example of decolonisation and relationally responsive work at the Cultural Interface, and has the potential for enabling self-determination.

在本文中，我们讨论了一种基于非殖民化学习经验的大学-学校-社区合作模式，该模式利用了当地土著社区的联系。我们研究了一种社区主导的教师教育方法，该方法将初级教师教育工作者（ITE）置于对他们生活和学习的主权土地上的国家和社区的关系问责的位置。本文介绍了土著教育浸入式教学硕士项目（2021-2023）的数据，旨在解决殖民对教育的历史和持续影响，并为所有儿童创造更具文化响应性和公平的学校教育体验。我们证明，建立在尊重和互惠基础上的与土著社区的联合工作丰富了所有参与者的学习经验，代表了非殖民化和文化界面关系响应工作的成功范例，并具有实现自决的潜力。

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引用次数: 0

Emotional competencies and physical activity in primary school children: A comparative study across levels of learning support 小学儿童情绪能力与身体活动：跨学习支持水平的比较研究

IF 2.5 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Research

Pub Date : 2026-01-01 Epub Date: 2025-12-19 DOI: 10.1016/j.ijer.2025.102909

Filipa Antunes , Hélio Antunes , Ana Rodrigues , Bebiana Sabino , Sadaf Ashraf , Duarte Sousa , Joana Carvalho

Children's emotional development is a determining factor for their school success and overall well-being. Additionally, physical activity is recognized as a relevant contribution in promoting emotional self-regulation, self-esteem, and social inclusion. This aspect is especially important in the inclusive educational context, where it seeks to respond to the needs of students with learning difficulties through diversified support measures. The study aimed to analyse the relationship between differentiation and emotional identification indices and levels of physical activity in primary school children (ages 6–10). Three distinct groups were considered: students without Learning and Inclusion Support Measures (No-LISM), with Selective Learning and Inclusion Support Measures (S-LISM), and with Universal Learning and Inclusion Support Measures (U-LISM). The sample size consisted of 69 children (mean age = 814 ± 1.13 years). Data were collected on sports practice and physical activity using accelerometry, as well as emotional indices were collected through the Inventory of Identification of Emotions and Feelings. The results revealed statistically significant differences in emotional indices between the groups, with No-LISM students presenting higher levels of differentiation and emotional identification. In contrast, students with U-LISM demonstrated higher levels of moderate to vigorous physical activity. It is concluded that, although physical activity is important in the inclusive educational context, its associations on emotional development are not always consistent. These results suggest the need for more structured psychoeducational strategies to enhance the potential impact of physical activity on emotional development, particularly in students with greater support needs.

儿童的情感发展是他们学业成功和整体幸福的决定性因素。此外，体育活动被认为是促进情绪自我调节、自尊和社会包容的相关贡献。在全纳教育的背景下，这方面尤其重要，因为它寻求通过多样化的支持措施来回应有学习困难的学生的需求。本研究旨在分析6-10岁小学生分化、情绪认同指数与体育活动水平的关系。研究考虑了三个不同的群体：没有学习和包容支持措施的学生（No-LISM），有选择性学习和包容支持措施的学生（S-LISM），以及普遍学习和包容支持措施的学生（U-LISM）。样本量为69例儿童（平均年龄= 814±1.13岁）。采用加速度计法收集体育锻炼和体育活动数据，采用情绪感受识别量表收集情绪指标。结果显示，两组学生的情绪指数差异有统计学意义，非lism学生表现出更高水平的分化和情绪认同。相比之下，患有U-LISM的学生表现出更高水平的中度至剧烈体育活动。结论是，尽管体育活动在全纳教育背景下很重要，但其与情感发展的联系并不总是一致的。这些结果表明，需要更有条理的心理教育策略来增强体育活动对情感发展的潜在影响，特别是对那些需要更多支持的学生。

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引用次数: 0

From regional alliances to global aspirations: University perspectives from East and Southeast Asia 从地区联盟到全球抱负：来自东亚和东南亚的大学视角

IF 2.5 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Research

Pub Date : 2026-01-01 Epub Date: 2025-11-14 DOI: 10.1016/j.ijer.2025.102872

You Zhang

Research on higher education regionalization often emphasizes policy influences and regional contexts while overlooking its intricate connections to global processes. This study theorizes the relationship between supra-national regional and global dynamics in higher education by examining the rationales behind university memberships in regional university associations in East and Southeast Asia. Drawing on interviews with 17 leaders from 15 universities in the region, the findings show that universities join regional university associations both to substantively advance internationalization by expanding international opportunities for students, faculty, and institutional partnerships, and to symbolically signal an identity as globally oriented, research-intensive, and multi-disciplinary institutions. Using the concept of cognitive legitimacy from organizational sociology, this study argues that memberships in regional university associations enhance universities’ cognitive legitimacy in the global higher education field through both substantive engagement in internationalization and symbolic alignment with a globally legitimized university model. Ultimately, the findings highlight that higher education regionalization is not merely a regional phenomenon but deeply interconnected with global processes shaping higher education. In practical terms, the study underscores the strategic importance of regional partnerships as pathways for universities to strengthen their influence on both regional and global stages.

高等教育区域化研究往往强调政策影响和区域背景，而忽视了其与全球进程的复杂联系。本研究通过考察东亚和东南亚地区大学协会成员背后的基本原理，将高等教育中超国家、区域和全球动态之间的关系理论化。通过对该地区15所大学的17位领导人的采访，研究结果表明，大学加入地区大学协会，既可以通过扩大学生、教师和机构合作伙伴的国际机会，实质性地推进国际化，也可以象征性地表明其作为面向全球、研究密集型和多学科机构的身份。利用组织社会学的认知合法性概念，本研究认为，区域性大学协会的成员资格通过实质性参与国际化和象征性地与全球合法化的大学模式保持一致，增强了大学在全球高等教育领域的认知合法性。最后，研究结果强调，高等教育区域化不仅是一种区域现象，而且与塑造高等教育的全球进程密切相关。实际上，该研究强调了区域伙伴关系作为大学加强其在区域和全球舞台上影响力的途径的战略重要性。

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引用次数: 0

Analyzing factors associated with student achievement in large-scale educational assessments: A two-stage machine learning approach 分析大规模教育评估中与学生成绩相关的因素：两阶段机器学习方法

IF 2.5 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Research

Pub Date : 2026-01-01 Epub Date: 2025-12-10 DOI: 10.1016/j.ijer.2025.102886

Biao Zeng, Jinyan Sun, Hongbo Wen

This study proposes a novel two-stage modeling approach utilizing the RE-EM tree and LightGBM algorithms to analyze factors associated with student achievement based on large-scale educational assessment data. The proposed method addresses the limitations of previous analytical approaches by effectively capturing both hierarchical structures inherent in educational data and complex relationships such as nonlinearities and interactions among variables. By applying this two-stage machine learning framework to a large-scale dataset on Chinese language achievement, the models demonstrated strong predictive performance and effectively identified and visualized nonlinear relationships and complex interactions between predictors. Empirical findings indicate that: (1) Student-level factors showed stronger associations with student achievement than school-level factors. In particular, higher academic self-expectation and self-confidence were strongly associated with students’ Chinese learning outcomes, with parental academic expectations also showing notable associations, particularly for students with low self-confidence. (2) Urban-rural disparities were significantly associated with variations in educational quality across schools in China, with urban schools substantially outperforming their rural counterparts. (3) Several critical school-level predictors demonstrated nonlinear relationships with student achievement, and complex interactions were evident, particularly between basic school conditions and teacher allocation, as well as between teacher resources and instructional equipment. Collectively, these interactions are associated with students’ achievement in Chinese language learning.

本研究提出了一种新的两阶段建模方法，利用RE-EM树和LightGBM算法来分析基于大规模教育评估数据的学生成绩相关因素。提出的方法通过有效地捕获教育数据固有的层次结构和变量之间的非线性和相互作用等复杂关系，解决了以前分析方法的局限性。通过将这一两阶段机器学习框架应用于中文成绩的大规模数据集，模型显示了强大的预测性能，并有效地识别和可视化了预测因子之间的非线性关系和复杂的相互作用。实证结果表明：(1)学生水平因素对学生成绩的影响强于学校水平因素。特别是，较高的学业自我期望和自信与学生的汉语学习成果密切相关，父母的学业期望也表现出显著的相关性，特别是对低自信的学生。(2)城乡差异与中国学校教育质量差异显著相关，城市学校的教育质量明显优于农村学校。(3)几个关键的校级预测指标与学生成绩表现出非线性关系，复杂的相互作用是显而易见的，特别是在基本学校条件和教师配置之间，以及教师资源和教学设备之间。总的来说，这些互动与学生的汉语学习成绩有关。

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引用次数: 0