International Journal of Educational Research最新文献_第5页

Choreographing collaboration in European higher education through competition in the European Universities Initiative 通过欧洲大学倡议的竞争，在欧洲高等教育中编排合作

IF 2.5 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Research

Pub Date : 2025-12-11 DOI: 10.1016/j.ijer.2025.102902

Antonin Charret, Maia Chankseliani, Alis Oancea

In 2018, the European Commission launched a competitive call, the European Universities Initiative, to prioritise and reconfigure higher education cooperation in the European Union through the formation of transnational university alliances. This paper explores the recent dynamics of the European Universities Initiative by analysing 26 policy documents and 70 semi-structured interviews with key stakeholders operating at local, national, and European levels. It aims to offer empirical insights to interdisciplinary research in comparative and international higher education and public policy. This research uses a dance analogy to explore the impact of this competitive process for the formation of the alliances and the way in which collaboration has been incentivised and organised in this initiative. In the formation of some alliances, the search for partnerships was smooth, with partners coming together and potentially moving from one to the next in an orderly fashion; in other cases, the partnerships were more unexpected and the relationships more serendipitous. During the analysis, these processes reminded us of a dancing metaphor. We refer to the former through the metaphor of a ballroom dance such as a waltz, and to the latter through that of a mosh pit: contrasting dance forms that illustrate different configurations and dynamics of partnership initiation or consolidation. The paper also reflects on the consequences of this competition beyond the temporality of these first calls and explores shifts in alliance membership as well as the decision of certain institutions to remain formed as alliances despite not being selected in the framework of the call and remaining outside the Erasmus+ funding and its prestige.

2018年，欧盟委员会发起了一项竞争性呼吁，即欧洲大学倡议，通过组建跨国大学联盟，优先考虑并重新配置欧盟的高等教育合作。本文通过分析26份政策文件和对地方、国家和欧洲各级主要利益相关者的70次半结构化访谈，探讨了欧洲大学倡议的最新动态。它旨在为比较和国际高等教育和公共政策的跨学科研究提供实证见解。本研究使用舞蹈类比来探索这种竞争过程对联盟形成的影响，以及在这种倡议中激励和组织合作的方式。在一些联盟的形成过程中，寻找合作伙伴的过程很顺利，合作伙伴走到一起，可能会以有序的方式从一个联盟转移到另一个联盟；在其他情况下，伙伴关系更出人意料，关系更偶然。在分析过程中，这些过程让我们想起了一个舞动的隐喻。我们将前者比喻为交际舞，如华尔兹，而将后者比喻为mosh pit：对比的舞蹈形式说明了伙伴关系开始或巩固的不同配置和动态。本文还反映了这种竞争的后果，超越了这些第一次呼吁的临时性，并探讨了联盟成员的变化，以及某些机构的决定，尽管没有在呼吁的框架内被选中，也没有在伊拉斯谟+资助及其声望之外，但仍保持联盟的形式。

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引用次数: 0

Roma teachers’ resilience: A sociological study of life course experiences and professional impact 罗姆教师的弹性：生命历程经验与专业影响的社会学研究

IF 2.5 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Research

Pub Date : 2025-12-11 DOI: 10.1016/j.ijer.2025.102907

Tímea Ceglédi , Kitti Kozma , Ilona Dóra Dabney-Fekete

Ensuring equity for Roma students remains a critical concern across many countries. Roma teachers play an essential role in addressing this issue. Their life course experiences offer invaluable insights into the barriers faced by students from similar backgrounds. This study investigates the lives of Roma teachers who have demonstrated resilience, defined here as the capacity to succeed despite adverse circumstances. The study addresses two research questions: RQ1: What resources and obstacles characterized the life courses of Roma teachers on their way to obtaining a degree? RQ2: What markers does the legacy of the “resilient life course” leave in teachers’ current educational practice, and do these experiences manifest themselves as obstacles or resources?

Given the uniqueness of the target group, we employed snowball sampling. 16 semi-structured interviews were conducted in Hungary between 2019 and 2023. The interviews focused on both the participants’ biographical experiences of resilience and their pedagogical work. Data were analysed using thematic analysis following Brown and Clarke’s guidelines.

Findings suggest that resilient Roma teachers actively draw on their life course experiences in their teaching practice. A strong sense of mission – shaped by the experience of succeeding against the odds – appears to sustain long-term professional engagement. The present study argues that overcoming hardship can serve as a vital resource in the teaching profession. The insights generated have implications for teacher education programs, particularly in preparing educators from underrepresented backgrounds. Furthermore, the findings inform education policy by highlighting the value of lived experience in fostering inclusive and equitable school environments.

确保罗姆学生的公平仍然是许多国家关注的一个关键问题。罗姆教师在解决这一问题方面发挥着至关重要的作用。他们的人生经历为了解来自相似背景的学生所面临的障碍提供了宝贵的见解。本研究调查了表现出适应力的罗姆教师的生活，这里将其定义为在不利环境中取得成功的能力。该研究解决了两个研究问题：RQ1：罗姆教师在获得学位的过程中有哪些资源和障碍？RQ2：“弹性生命历程”的遗产在教师当前的教育实践中留下了哪些标志？这些经验是否表现为障碍或资源？考虑到目标群体的独特性，我们采用滚雪球抽样。2019年至2023年期间，在匈牙利进行了16次半结构化访谈。访谈的重点是参与者的韧性传记经历和他们的教学工作。根据Brown和Clarke的指导方针，使用主题分析来分析数据。研究结果表明，有弹性的罗姆教师在教学实践中积极借鉴他们的人生课程经验。一种强烈的使命感——由克服困难成功的经历塑造——似乎能维持长期的职业投入。本研究认为，克服困难可以成为教师职业的重要资源。所产生的见解对教师教育计划具有启示意义，特别是在培养来自代表性不足背景的教育工作者方面。此外，研究结果通过强调生活经验在促进包容和公平的学校环境中的价值，为教育政策提供了信息。

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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 : 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

Protecting academic freedom in the USA: Assessing the effectiveness of the American Association of University Professors’ Statement 保护美国的学术自由：评估美国大学教授协会声明的有效性

IF 2.5 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Research

Pub Date : 2025-12-08 DOI: 10.1016/j.ijer.2025.102889

Jennifer Johnston , Terence Karran

This paper examines the extent to which universities in the USA align with the American Association of University Professors’ 1940 Statement on the Principles on Academic Freedom and Tenure, acting as a professional “common” or customary law for the protection of academic freedom. Utilising a sample of circa 200 universities, comprising the largest and most research active private and public universities in each state (and representing >23 % of the USA university student population), the alignment with the different elements of the AAUP Statement is assessed, and the differences in the degree of alignment between private and publicly funded universities explored. The results show that alignment is below 50 % of the sample universities and is highest with respect to teaching and extramural utterance, and lowest with respect to governance. Moreover, full alignment with all the relevant elements of the Statement is relatively low (29 %), while publicly funded universities are more likely than privately funded universities to align their policies with the AAUP guidelines

本文考察了美国大学在多大程度上遵守美国大学教授协会1940年关于学术自由和终身教职原则的声明，作为保护学术自由的专业“共同”或习惯法。利用大约200所大学的样本，包括每个州最大和研究最活跃的私立和公立大学（占美国大学生人数的23%），评估与AAUP声明的不同要素的一致性，并探讨私立和公立资助大学之间一致性程度的差异。结果表明，样本大学的一致性低于50%，在教学和校外言论方面一致性最高，在治理方面一致性最低。此外，与声明的所有相关要素完全一致的比例相对较低（29%），而公立大学比私立大学更有可能将其政策与AAUP指导方针保持一致

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引用次数: 0

“I am rooted, but I flow”: A photovoice investigation into the (re)construction of professional identity among immigrant early childhood educators in Australia “我扎根，但我流动”：澳大利亚移民幼儿教育工作者职业认同（再）建构的光声调查

IF 2.5 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Research

Pub Date : 2025-12-08 DOI: 10.1016/j.ijer.2025.102890

Yue Xu, Sun Yee Yip, Eisuke Saito, Megan Adams

Immigrant ECEC educators in Australia navigate unique personal, cultural, and institutional conditions as they (re)construct their professional identities in a new sociocultural context. This study employs Photovoice and two rounds of in-depth interviews with twelve immigrant ECEC educators to explore the factors that facilitate or impede this identity construction process. Using a “garden elements” metaphor developed through constructivist grounded theory analysis, the findings highlight three key facilitators of identity construction, namely reflective practices that anchor growth (“roots”), community and institutional supports that provide emotional and professional nourishment (“soil”), and everyday acts of creative agency that energise practice (“sunlight”). Conversely, three impediments that disrupt continuity and contribute to moments of fragmentation include emotional and resource scarcity (“drought”), tensions arising from negotiating multiple cultural and professional expectations (“weeds”), and periods of reflective immobility (“pests”). Methodologically, this study extends Photovoice by adapting it to individual interviews and by giving equal analytic weight to visual and narrative data. Implications for supporting immigrant ECEC educators include strengthening culturally responsive induction structures, embedding reflective learning opportunities, and recognising theseeducators’ creative and cultural expertise as central to high-quality ECEC practice.

澳大利亚的移民ECEC教育工作者在新的社会文化背景下（重新）构建自己的职业身份时，要驾驭独特的个人、文化和制度条件。本研究采用Photovoice和对12位移民ECEC教育工作者的两轮深度访谈来探讨促进或阻碍这种身份建构过程的因素。通过构建主义基础理论分析得出的“花园元素”隐喻，研究结果强调了身份建构的三个关键促进因素，即锚定成长的反思实践（“根”），提供情感和专业营养的社区和机构支持（“土壤”），以及激励实践的创造性代理的日常行为（“阳光”）。相反，破坏连续性并导致碎片化的三个障碍包括情感和资源短缺（“干旱”），在协商多种文化和专业期望时产生的紧张关系（“杂草”），以及反思不动的时期（“害虫”）。在方法上，本研究扩展了Photovoice，使其适应于个人访谈，并对视觉和叙事数据给予同等的分析权重。支持移民ECEC教育者的意义包括加强文化响应性诱导结构，嵌入反思性学习机会，并认识到这些教育者的创造性和文化专业知识是高质量ECEC实践的核心。

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引用次数: 0

Regional imaginary meets individual reflexivity: International student learning experiences under the belt and road initiative in China 地域想象与个体反身：“一带一路”倡议下的中国留学生学习体验

IF 2.5 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Research

Pub Date : 2025-12-06 DOI: 10.1016/j.ijer.2025.102892

Jie Xu, Yuxiao Jiang, Kun Dai

Under the Belt and Road Initiative (BRI), China is positioning itself as a potential leading regional hub for international education. However, limited empirical research has examined how students from BRI countries experience and respond to international education shaped by BRI regional imaginaries in China. Drawing on interviews with 28 international students from BRI countries, this qualitative study employs theories of imaginaries and reflexivity to investigate how their learning experiences were shaped by BRI regional imaginaries and how they exercised reflexive agency in their responses. The analysis identified two intersecting imaginaries: a unidirectional regional imaginary, evident in the promotion of China’s greatness in cultural courses, co-curricular tours and an everyday emphasis on China’s economic productivity; and a connective regional imaginary, emerging through reciprocal exchanges in specialised programmes, business cooperation and experiential learning. Students’ reflexive responses ranged from reinforcement and instrumentalisation to contestation and transformation; however, all remained constrained by the dominance of the unidirectional imaginary, ultimately limiting epistemic diversity and prospects for shared regional development. The study calls for more reciprocal and equitable approaches to international education and contributes to the theorisation of host-country expectations and student agency in the BRI regional context.

在“一带一路”倡议下，中国将自己定位为潜在的国际教育领先区域中心。然而，有限的实证研究考察了来自“一带一路”国家的学生如何体验和应对中国的“一带一路”地区想象所塑造的国际教育。通过对28名来自“一带一路”沿线国家的国际学生的访谈，本定性研究运用想象和反身性理论来调查他们的学习经历是如何被“一带一路”沿线国家的想象所塑造的，以及他们如何在回应中发挥反身性作用。分析发现了两种相互交叉的想象：一种是单向的区域想象，在文化课程、课外旅游和日常强调中国经济生产力方面对中国伟大的宣传是显而易见的；通过专业项目、商业合作和体验式学习的互惠交流，形成一种相互联系的区域想象。学生的自反性反应从强化和工具化到争论和转化；然而，所有这些都受到单向想象主导地位的制约，最终限制了认知多样性和共同区域发展的前景。该研究呼吁采取更加互惠和公平的国际教育方法，并有助于将“一带一路”地区背景下的东道国期望和学生代理理论化。

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引用次数: 0

“It’s like being a band-aid until someone comes to dress the wound”: Gap-year volunteers as emergency educators in evacuation centers “这就像一个创可贴，直到有人来包扎伤口”：间隔年志愿者在疏散中心担任紧急教育工作者

IF 2.5 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Research

Pub Date : 2025-12-06 DOI: 10.1016/j.ijer.2025.102888

Ofir Sheffer

Since the early 21st century, the international aid community has recognized education as a fundamental right and a stabilizing force during crises. Following the Hamas attack on October 2023, thousands of Israeli families were displaced to evacuation centers. Civil society organizations, including youth movements, mobilized to provide educational and emotional support. Among them were 18–19-year-old gap-year volunteers who assumed unexpected roles as educators.

This qualitative study draws on interviews and ethnographic observations of 22 such volunteers, exploring how they navigated uncertainty, emotional strain, and blurred personal-professional boundaries while sustaining daily routines for displaced children and youth. Their accounts reveal how non-formal education served as a civic response before formal state systems were in place. The analysis situates their work within debates on youth activism, showing how civic agency emerges through care, responsibility, and community rebuilding.

The discussion highlights both the transformative potential and the structural vulnerabilities of relying on very young, non-certified educators in emergencies. The study’s limitations include its small, context-specific sample and its focus on volunteers from Israeli youth movements. Despite these constraints, it contributes to international debates on education in emergencies and youth civic engagement, offering new insight into how young people act as agents of stability and meaning in times of collective crisis.

自21世纪初以来，国际援助界已经认识到教育是一项基本权利，是危机期间的稳定力量。在哈马斯于2023年10月发动袭击后，成千上万的以色列家庭被转移到疏散中心。民间社会组织，包括青年运动，动员起来提供教育和情感支持。其中有18 - 19岁的间隔年志愿者，他们扮演了意想不到的教育者角色。这项定性研究利用了对22名志愿者的访谈和民族志观察，探索他们如何在为流离失所的儿童和青少年维持日常生活的同时，应对不确定性、情绪紧张和模糊的个人-职业界限。他们的描述揭示了非正规教育是如何在正式的国家体系形成之前成为一种公民回应的。分析将他们的工作置于青年行动主义的辩论中，展示了公民机构如何通过关怀、责任和社区重建而产生。讨论强调了在紧急情况下依赖非常年轻的、未经认证的教育工作者的变革潜力和结构性脆弱性。这项研究的局限性包括样本量小，具体情况不同，而且主要集中在以色列青年运动的志愿者身上。尽管存在这些制约因素，但它有助于就紧急情况下的教育和青年公民参与问题进行国际辩论，为了解年轻人在集体危机时期如何发挥稳定和意义的作用提供了新的见解。

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引用次数: 0

An innovative model for integrating urban and rural compulsory education in multi-ethnic regions of China: A longitudinal case study from the perspective of actor-network theory 中国多民族地区城乡义务教育整合的创新模式——行动者网络理论视角下的纵向个案研究

IF 2.5 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Research

Pub Date : 2025-12-05 DOI: 10.1016/j.ijer.2025.102887

Honghui Lin

The integration of urban and rural compulsory education is a common challenge in the field of global educational equity. In China, this challenge is more complex in ethnically mixed residential areas, leading many regions into a cycle of high investment and low effectiveness. Existing research predominantly approaches the issue from the perspectives of macro-level policies or resource allocation, with limited in-depth exploration of how multiple actors construct integration models through micro-level interactions. To address this gap, this study employs actor-network theory as an analytical framework and adopts a longitudinal case study method to systematically trace the construction process of the urban-rural compulsory education collaboration network in Jingning She Autonomous County, China. The study identifies three key stages in the integration process: in the initial collaboration stage, a three-tier education community model of "County-Township-School " was formed, breaking down urban–rural resource barriers through administrative leadership; in the deepening integration stage, a "three-dimensional integrated" teaching and research community was established, promoting collaborative lesson preparation and resource sharing between urban and rural teachers, achieving a leap from organizational linkage to professional symbiosis; in the integration leap stage, a model of mutual learning and integration emerged between rural "Three Essences " education and urban "Three Qualities" small-class education, facilitating a shift from one-way support to two-way construction and value co-creation in urban and rural education. The contribution of this study lies in expanding the localized application of actor-network theory in the field of educational integration and revealing the dynamic process through which multiple actors reconstruct urban-rural educational relationships via "translation" mechanisms. The research not only offers practical pathways for ethnically mixed residential areas but also provides a new theoretical perspective for understanding collaborative governance in urban and rural education.

城乡义务教育一体化是全球教育公平领域面临的共同挑战。在中国，这一挑战在多民族居住区更为复杂，导致许多地区陷入高投入低效益的循环。现有研究主要从宏观层面的政策或资源配置角度切入，对多主体如何通过微观层面的互动构建整合模型的深入探索有限。为了弥补这一空白，本研究以行动者-网络理论为分析框架，采用纵向案例研究方法，系统地追踪了静宁畲族自治县城乡义务教育协同网络的构建过程。研究确定了整合过程中的三个关键阶段：在合作初期，形成了“县-乡-校”三级教育社区模式，通过行政领导打破城乡资源壁垒；在深化融合阶段，建立“立体一体化”教研共同体，促进城乡教师协同备课和资源共享，实现了从组织联动到专业共生的跨越；在融合飞跃阶段，农村“三精”教育与城市“三质”小班教育形成了相互借鉴、相互融合的模式，推动城乡教育从单向支持向双向建设和价值共创转变。本研究的贡献在于拓展了行动者网络理论在教育整合领域的本土化应用，揭示了多行动者通过“翻译”机制重构城乡教育关系的动态过程。本研究不仅为民族混合居住区提供了实践路径，也为理解城乡教育协同治理提供了新的理论视角。

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引用次数: 0

Where is Russian higher education? The spatial imaginaries and realities of internationalization policy 俄罗斯的高等教育在哪里？国际化政策的空间想象与现实

IF 2.5 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Research

Pub Date : 2025-12-04 DOI: 10.1016/j.ijer.2025.102860

Svetlana Shenderova , Jeremy Morris , Giorgio Comai

The article considers how and at which recent historical and political junctures documents, experts and academics frame the internationalization of Russian higher education (HE) in the course of neoliberal reforms. Asking how new boundaries for Russian HE have re-emerged, re-imaged and aligned with internationalization policy, we explore whether the current trend of isolation for Russian HE is realistic. For this purpose, we examine the regional spaces and spatial imaginaries of Russian HE, investigate how and why they contradict with the principles and particularly, implementation of internationalization policy. We develop the concept of ‘shadows in internationalization’, exploring how a privileged internationalization, understood as a set of deliberately built decision-making mechanisms to provide the rent extraction for policy insiders, hinders quality and equity in Russian HE and its regional spaces outside. We outline how and why Russia’s leadership have incorporated quantitative evaluation criteria for internationalization policy amidst neoliberal reforms, and juxtapose them with implementation realities. In doing so, we focus on internationalization activities which Russian universities are obliged to develop in HE and dynamics of related publications of Russia-affiliated scholars to reveal their alignment with the spatial imaginaries. We conclude that implementation of internationalization policy based on Western criteria, coupled with monopolisation of privileges and a traditional rigidity of university governance, contradict spatial imaginaries of a globalising and internationalising of Russian HE in prioritised regional spaces and worldwide. We argue that this contradiction continues to undermine the quality and cohesion of national and regional spaces of Russian higher education from inside.

本文探讨了在新自由主义改革的过程中，文献、专家和学者如何以及在何种历史和政治关头构建俄罗斯高等教育的国际化。在询问俄罗斯高等教育的新边界如何重新出现、重新塑造并与国际化政策保持一致时，我们探讨了俄罗斯高等教育目前的孤立趋势是否现实。为此，我们研究了俄罗斯高等教育的区域空间和空间想象，调查它们如何以及为什么与原则相矛盾，特别是与国际化政策的实施相矛盾。我们提出了“国际化阴影”的概念，探索特权国际化如何阻碍俄罗斯高等教育及其外部区域空间的质量和公平。特权国际化被理解为一套刻意建立的决策机制，为政策内部人士提供租金提取。我们概述了俄罗斯领导人如何以及为什么在新自由主义改革中纳入国际化政策的量化评估标准，并将其与实施现实并列。在此过程中，我们关注俄罗斯大学有义务在高等教育中开展的国际化活动，以及俄罗斯附属学者的相关出版物的动态，以揭示它们与空间想象的一致性。我们的结论是，基于西方标准的国际化政策的实施，加上特权的垄断和大学治理的传统僵化，与俄罗斯高等教育在优先区域空间和全球范围内的全球化和国际化的空间想象相矛盾。我们认为，这种矛盾继续从内部破坏俄罗斯高等教育的国家和地区空间的质量和凝聚力。

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引用次数: 0

Affect, behaviour, cognition: To what extent can a randomised controlled trial of a Philosophy 4 Children intervention change young children’s attitudes and responses to Special Educational Needs and disabilities? 情感、行为、认知：哲学4儿童干预的随机对照试验能在多大程度上改变幼儿对特殊教育需求和残疾的态度和反应？

IF 2.5 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Research

Pub Date : 2025-12-04 DOI: 10.1016/j.ijer.2025.102856

Diana Fields, Kathryn Asbury

Countering widespread negative attitudes towards disability is understood to be a universal and critically important societal matter. Peer attitudes are important to inclusion within classrooms. However, we currently know very little about how young children perceive others with special educational needs and disabilities , or about how malleable these beliefs are. To understand whether children’s attitudes towards those who learn and behave differently from themselves can be changed, we designed a Philosophy for Children (P4C) intervention and evaluated it using a randomised control trial. The participants were children from two primary schools based in the north of England (n = 165). All children, irrespective of special educational needs and disabilities (SENDs), were invited to participate in the study. In total (n = 39) children, 24% of the sample had been diagnosed with SENDs. Two non-gendered puppet characters, Zig and Zag represented learning and behavioural differences to participants. Those in the experimental group took part in one-hour weekly P4C intervention sessions designed to enhance understanding and acceptance of special educational needs and disabilities, and their attitudes were measured pre- and post-intervention, along with those children in the control group. The Chedoke-McMaster Attitudes Towards Children with Handicaps Scale (CATCH) was used to assess older children’s attitudes (affective, behavioural and cognitive) and a measure developed by the researchers was used for the youngest children. Baseline pre-test scores for affective, behavioural and cognitive attitudes showed the intervention had a significant positive effect on affective attitudes towards those with learning disabilities. At 12 weeks delayed post-testing these effects had faded. The study offers preliminary evidence that a brief four-week P4C intervention can significantly alter children’s affective attitudes towards others with learning differences. Achieving longer-lasting effects will require further sustained, age-appropriate, multi-modal intervention. These findings also demonstrate very young children can meaningfully share their perspectives.

消除对残疾普遍存在的消极态度被认为是一项普遍和极其重要的社会问题。同伴的态度对课堂包容很重要。然而，我们目前对幼儿如何看待其他有特殊教育需要和残疾的人知之甚少，也不知道这些信念有多大的可塑性。为了了解儿童对那些学习和行为与自己不同的人的态度是否可以改变，我们设计了一个儿童哲学（P4C）干预，并使用随机对照试验对其进行评估。参与者是来自英格兰北部两所小学的儿童（n = 165）。所有儿童，不论是否有特殊教育需要或残疾，均获邀参与这项研究。在总共（n = 39）名儿童中，24%的样本被诊断为send。两个没有性别的木偶角色，Zig和Zag代表了参与者的学习和行为差异。实验组的孩子每周参加一小时的P4C干预课程，旨在提高对特殊教育需求和残疾的理解和接受程度，他们的态度在干预前和干预后与对照组的孩子一起被测量。切多克-麦克马斯特对残疾儿童的态度量表（CATCH）用于评估年龄较大的儿童的态度（情感、行为和认知），研究人员开发的一种测量方法用于最小的儿童。情感态度、行为态度和认知态度的基线测试前得分表明，干预对学习障碍学生的情感态度有显著的积极影响。延迟12周后测试，这些影响已经消退。这项研究提供了初步的证据，表明为期四周的P4C干预可以显著改变儿童对其他有学习差异的人的情感态度。要实现更持久的效果，需要进一步持续、适龄的多模式干预。这些发现还表明，很小的孩子可以有意义地分享他们的观点。

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