International Journal of Educational Research最新文献

This study investigates the impact of discourse goals on argumentative writing among Chinese elementary school students. Eight fourth-grade classes were assigned to one of three conditions—Persuasion Dialogue (PD), Deliberation Dialogue (DD) and Control—to discuss four controversial topics designed for the Morality and Law subject. Before writing on the intervention topics, PD and DD students engaged in direct peer-to-peer argumentative written dialogues, while Control students addressed the topics and textbook contents in traditional teacher-led whole-class discussions. In essays on multiple intervention topics and a post-assessment topic, PD and DD students outperformed Control students in considering an alternative viewpoint. PD students, however, showed an advantage over DD students and Control students, in rebutting a counterargument and in attributing these counterarguments to the preceding dialogues, as well as in employing evidence to support claims. DD students, in contrast, were more likely to employ a dismissal strategy over a refutation strategy. Strengths of the argumentative discourse goal of persuasion over deliberation for elementary school students are discussed.

Research published in specific contexts and in languages that are not widely read can contain diverse knowledges, often absent in international research published in English. As such PhD dissertations, especially when defended in a language other than English, represent important knowledge ‘in the making’ but they tend to be excluded from published research reviews. The focus of this paper is on diversity and intercultural education, examining how the specific form of Minzu (‘ethnic’) education is constructed in the Chinese language in Mainland China, by performing a systematic review of PhD dissertations from a top minority-serving institution (Minzu University of China). The paper shows that the dissertations represent a vast array of topics and contexts, much broader than e.g., publications available on Minzu education published in English. However, the ‘Westernization’ of theories and concepts/notions used is noted. Conclusions are drawn as to why it matters to take into account this kind of ‘underground’ knowledge in education research.

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.