International Journal of Educational Research最新文献

In recent decades, research has extensively explored the contextualized performances of women academics, primarily focusing on their academic achievements linked to career progression, predominantly within Western contexts. This study, however, delves into the nonacademic strategies employed by Chinese women academics to establish their professionalism within China’s neoliberal academic and institutional discourses. This approach contributes to a more nuanced understanding of women academics within the Asian higher education context. To unravel this issue, the study employs Butlerian theoretical concepts of drag and parody, qualitatively examining the experiences of two young Chinese women academics. It investigates how they navigate gender performance to portray professionalism through a feminist poststructural lens. The findings reveal that women academics encounter nonacademic assessments that significantly influence their career advancement. This paper provides valuable insights into the challenges faced by Chinese women academics concerning gender and academic subjectivities. It highlights their utilization of dragging and parodic acts as strategies to redefine their academic “excellence.” These discoveries prompt reflection on the profound impact of academic and institutional discourses as modes of governance on Chinese women academics.

This study investigates the intricacies of single-sex education in Pesantren/ Indonesian Islamic boarding schools by examining student social interactions and their impacts on wellbeing and learning outcomes. Using a two-stage-stratified sample of 547 students in single-sex classrooms, notable disparities were revealed through Independent sample t-tests. Boys displayed lower academic achievement and higher incidences of verbal and cyberbullying compared to girls. Multigroup Path analysis emphasized the greater impacts of peer belonging and bullying on girls' wellbeing and learning outcomes in contrast to boys. Within male classrooms, differences in happiness and learning motivation based on age were observed, indicating heightened positive emotions and enthusiasm for learning among younger male students. The study uncovered intricate relationships between wellbeing and learning attitudes in both groups, highlighting their interconnected nature. These findings underscore the importance of fostering collaborative, supportive, and tailored educational environments in single-gender settings to effectively address gender-specific challenges and promote effective learning.

In this research, the relationship between teachers’ cultural intelligence and multicultural education attitude was investigated with the mediating role of intercultural sensitivity. The main research aim was to contribute to the cultural intelligence and multicultural education literature. The research was conducted with a cross-sectional correlational method, and the data was gathered from 600 teachers working in the six of the provinces with the highest Syrian refugee population in Turkey. Convenient sampling and criterion sampling methods were employed in the sample design. In accordance with the aim of the research and criterion sampling method, the teachers with at least one Syrian student in their classes participated in the research. In the analysis of structural relationships among the variables, structural equation modeling was employed. Bootstrap method was used to estimate the effect size and confidence intervals and significance level. The research findings revealed that cultural intelligence had direct and indirect effects on teachers’ multicultural education attitude through intercultural sensitivity. The results showed that intercultural sensitivity had a significant role in the relationship between cultural intelligence and multicultural education attitude. This result underlines the importance of interpreting intercultural sensitivity as a promising factor in developing positive attitudes for multicultural education.

Discrimination and violence against LGBTIQ+ young people have direct and long-term effects on their health and well-being, with high levels of harassment, marginalisation, violence and, consequently, a higher likelihood of school absenteeism and suicidal thoughts. However, there is little systematisation of data showing which strategies are contributing to the prevention of this situation. The study reviews the scientific literature on the main findings. A systematic review was conducted in scientific databases, 41 studies that showed successful actions to reverse the reality of discrimination and violence against the group were selected. From literature review, it is concluded that interventions focusing on upstander training and community-based actions contribute to reducing bullying, gender-based violence and mitigating its adverse effects on LGBTIQ+ youth's well-being.

Teacher academic optimism (TAO) is crucial for student achievement, even considering background variables like SES and migration. This study investigates the variation of TAO in relation to classroom composition, educational track, and teachers' perception of school-level academic optimism (SAO). Bayesian multilevel structural equation modelling, conducted on data from 1061 teachers in 37 secondary schools, reveals that educational track significantly influences TAO, regardless of students' background characteristics. Furthermore, the relationship between SAO and TAO is emphasized. To cultivate inclusive and effective learning environments, policymakers and educators should prioritize investing in SAO, particularly in vocational tracks.

Cross-border cooperation was broadly defined by European Union in 1980s. The joint action taken by frontier territories are the key aspects of European integration and are the main aims of maintaining sustainable development in many aspects of life on both sides of the border. This article explores Polish–German cross-border cooperation within the Pomerania Euroregion taking into account educational dimension. In particular, this analysis focuses on involvement of Szczecin universities in the implementation of cross-border Small Projects Funds in years 1995–2022. The presented study analyze 64 projects from among 3,071 shared ones. The article raises important insights into a wide area of research that indicates not only the need to describe and identify the phenomenon of initiated cross-border cooperation of educational institutions within Euroregions, but also reveals the need for a deeper, individual and comparative analysis of many Euroregions and their activities in the field of creating educational policy

We observed stretches of peer-to-peer-talk during teacher-guided whole-classroom discussions aimed at sharing perspectives in Dutch Language and Literature lessons. This conversation-analytic study zooms in on how these stretches of peer-to-peer-talk emerge. Students are mainly found to respond to each other with challenges and assertions. A challenge is formulated as a wh-question - imperative, interrogative, declarative or phrasal - and is used for questioning the given response rather than obtaining information. An assertion is used to express a point of view and is formulated in two ways: as personal opinion, formulated in I-perspective, and as statement, formulated in second person singular or by the use of ‘generic you’. Both a challenge and an assertion subsequently elicit a student contribution. A challenge mostly provokes a contribution in which a student expresses to stick to his/her point of view. An assertion mostly provokes a subsequent assertion in which agreement or disagreement is expressed. This study reveals that students work on one another's contributions from moment to moment in interaction. The insights from this study can support teachers in encouraging dialogue during whole-classroom discussions.