International Journal of Educational Research最新文献

In recent years, research on the professional development of young-learner language teachers has grown in an attempt to draw its boundaries in comparison to adult-learner teaching. However, little comparative research is available on the professionalism of young- and adult-learner teachers, especially on their social justice-oriented practices. Motivated by this conspicuous gap, the present study explored Iranian young- and adult-learner teachers’ social justice practices and the contributions of such practices for their professional identity construction. Data were collected from an open-ended questionnaire, narrative frames, and semi-structured interviews. Data analyses revealed that while the teacher groups were similar in relation to promoting social justice at the class (equal participation and group work) and institutional (developing communal sense of justice-oriented practices) levels, the young-learner teachers differed in focusing more on self-inquiry approaches to promoting just instruction. Such practices also defined the participants in claiming and adopting the identities of caring, supportive, powerful, and critical teachers. We conclude with implications for teacher educators regarding how to anchor the principles of social justice into teacher education programs in order to positively shape teachers’ developing identities relative to their proficiency level of teaching.

The cost of course materials has continued to increase over time. Consequently, the use of Open Education Resources (OER) have become increasingly popular among instructors and institutions as a method of reducing college costs. Furthermore, using OER also reduces inequity in higher education by increasing the accessibility of course materials to all students. The present study investigated the efficacy of courses that used OER compared to those that did not on student achievement. Twenty-six articles were included in this meta-analysis. In OER courses, there was a higher completion rate with students earning at least a C (k = 12; d = 0.29) or at least a D (k = 6; d = 0.61). Furthermore, OER courses were associated with a higher course grade (k = 26; d = 0.17). These findings suggest that adopting OER can be a scalable, cost-effective, powerful, and successful method for educators and institutions to reduce the cost of attending college while bolstering student success.

Suzhi education, as a long-term promoted slogan, has been promulgated for over two decades by the Chinese government. There is a heated debate over its meaning, utilisation and evaluation, which is important in comprehending China's recent educational reform. The current discussion tends to concentrate on the politically and institutionally embodied educational reforms in school settings, whereas how the suzhi discourse informs and reshapes informal/non-formal educational settings like museums remains scarce. Drawing on these gaps, this paper presents a deconstruction of suzhi discourse in a major Chinese museum, by exploring how the promoted suzhi discourse has influenced the educational practices at cultural institutions. It further examines the practices and experiences of participants through the notion of suzhi. The study finds out that the museum practice is deeply affected by this notion and participants buy into the idea, fostering its impact across different life stages and generations in various ways.

Neoliberal reforms in education led to the creation of elite schools which resulted in educational inequality that later often channels into economic and social inequalities. This research aims to deepen the understanding of the impact of elite secondary education on inequality in a post-Soviet context. The study empirically examines the gain in academic performance achieved by graduates of better-funded, better-quality, elite public secondary schools in Kazakhstan during their studies at a university, with a sequential mixed-method approach. Our quantitative analysis documents that they indeed perform better than their peers who have studied at mainstream public schools. The qualitative analysis underscores that elite schools in Kazakhstan, with superior infrastructure and academic standards, prioritize soft skill development, yet exacerbate educational inequality by limiting access to students without resources or means to relocate. This work has important policy implications most crucial of which is the efficiency of public funding policy that anchors educational inequalities. Our research highlights how neoliberal reforms in Kazakhstan have exacerbated educational inequality through the emergence of state-sponsored elite and private schools, echoing broader concerns about the negative impact of education marketization on equity in post-socialist contexts.

Education—both formal and informal—is a fundamental human right and key to individual and community-level health, economic sustainability, and social and (trans)cultural engagement. While previous research has examined the challenges of pursuing education in the context of migration and (re)settlement, the value of education as capital and the complexities of converting this capital in emergency international displacement requires further investigation. We conducted a pilot study with displaced people from Ukraine who arrived in Australia after February 2022 to explore the uptake and use of both formal and informal learning resources and opportunities. In this paper, we describe and analyse how displaced people employ these learning resources to complement, convert, and activate their educational (cultural, social, and symbolic) capital (Bourdieu, 1986) when (re)settling in a new place. We consider how during their time in Australia, participants’ patterns of utilising both informal and formal learning resources are neither linear nor homogenous and are subject to multiple adjustments along the way. We found that while there was no lack in learning resources available, their practical value in terms of capital conversion or activation was not immediately clear for these displaced people. To deal with this lack of information about the strategic value of different learning resources, our participants took up an array of informal and self-directed learning options, which proved useful both as pathways to more formal educational opportunities and as valuable sources of knowledge in themselves. Overall, in our participants’ experiences, a more accurate and timely informational guidance was needed to turn education into a valuable asset in (re)settlement.

This systematic review is based on the core database of foreign linguistics and applied linguistics from 2010 to 2022. 54 studies in the field of technology-enhanced cooperative English learning were screened from 3,249 relevant search titles, 11 experimental studies were identified to assess their validity, and the effects of specific variables on effects were explored. The analysis revealed that different forms of technology-enhanced cooperative learning had a significant positive impact on foreign language learners’ performance, with a mean effect size of 0.86. In addition to its impact on language proficiency, technology-enhanced cooperative learning can improve critical thinking skills, communication skills, enhance learners’ language awareness, increase motivation and encourage self-reflection. Some existing problems are worth noting, as students feel a lot of pressure during the collaborative writing process and some students question the reliability of peer feedback. Some researchers also argue that the effectiveness of technology-enhanced cooperative learning is not guaranteed in all cases and that the type of task being collaborated on should be taken into account. In addition, the composition of the team members, their learning styles and the way they interact also have an impact on the effectiveness of cooperation. The review gives implications to the future studies and the implementation of TECLL programs.

School belonging is an important positive feeling for students within schools. Guided by the ecological system theory (Bronfenbrenner, 1994) and teacher-emotion-student-outcome conceptual framework (Frenzel et al., 2021), this study investigates the mechanism underlying teachers’ enthusiasm and students’ school belonging with the mediation role of four teaching practices (i.e., teacher's support, teacher-directed instruction, teacher feedback, and adaptive instruction) in a Chinese school context. Data from 12,057 Chinese students in PISA 2018 were analyzed using multilevel mediation models. Results show that (1) teacher enthusiasm plays an important role in predicting students’ school belonging, where the mediating effects of the four teaching practices account for 33.14 % of the total effects; (2) teacher feedback is the most influential mediator; (3) mediation effect sizes vary to a moderate extent. Finally, discussion and future directions are provided.