International Journal of Educational Research最新文献_第7页

Trust between educators and migrant Arab parents in Germany: A qualitative study 德国教育工作者与阿拉伯移民父母之间的信任：一项定性研究

IF 2.6 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Research

Pub Date : 2025-01-01 DOI: 10.1016/j.ijer.2024.102522

Isabell Schuster , Inka Bormann , Sascha Hein

Past research has shown that trust between parents and educators is crucial for establishing effective relationships. However, for migrant parents, limited knowledge of the educational system of the host country and different expectations, as well as potential language barriers, may impact the perception of trust. Therefore, the present qualitative study examined the perceptions of trust among Arab migrant parents and educators in Germany, focusing on their definitions of trust and the perceived signs of trustworthiness and its absence. We conducted 21 interviews with Arab parents and 23 interviews with educators, which were analyzed using qualitative content analysis and thematic analysis. Both parents and educators provided elaborate definitions of trust, with parents strongly focusing on their child's well-being, whereas educators highlighted openness, reliability, and benevolence toward parents. We found little overlap between the themes raised by parents and educators regarding signs of perceived trustworthiness or the lack of perceived trustworthiness. Also, a partial mismatch between parents’ and educators’ perceptions was shown. Implications for improving communication and training for educators, as well as the advancement of trust theory, are discussed to foster trustful relationships that enhance children's developmental outcomes.

过去的研究表明，父母和教育者之间的信任对于建立有效的关系至关重要。然而，对于移民父母来说，对东道国教育制度的有限了解和不同的期望，以及潜在的语言障碍，可能会影响信任的感知。因此，本定性研究考察了在德国的阿拉伯移民父母和教育工作者对信任的看法，重点是他们对信任的定义和可信赖的感知迹象及其缺失。我们对阿拉伯家长进行了21次访谈，对教育工作者进行了23次访谈，使用定性内容分析和主题分析进行了分析。父母和教育工作者都对信任给出了详细的定义，父母强烈关注孩子的幸福，而教育工作者则强调对父母的开放、可靠和仁慈。我们发现，父母和教育工作者提出的关于感知可信或缺乏感知可信的迹象的主题之间几乎没有重叠。此外，家长和教育工作者的看法部分不匹配。本文讨论了改善教育工作者沟通和培训的意义，以及信任理论的发展，以促进促进儿童发展成果的信任关系。

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引用次数: 0

Use of radio to share information for supporting learning during and after a global pandemic: A positive deviance study in rural Uganda 在全球大流行期间和之后利用无线电交流信息以支持学习：乌干达农村的积极偏差研究

IF 2.6 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Research

Pub Date : 2025-01-01 DOI: 10.1016/j.ijer.2025.102583

Julius Atuhurra, Mikiko Nishimura

This article examines the impact of the first Positive Deviance (PD) study in rural Eastern Uganda conducted during the pandemic. The active interaction and information sharing among stakeholders had been found as a high-impact practice of schools that performed well over other schools in the disadvantaged areas before the pandemic in rural eastern Uganda. We implemented such PD practice through radio talk shows during the pandemic and examined its impact at child, household, and school-levels. The results showed a positive impact on children's performance, retention of pupils, increased learning time at home, and continuous blended learning at school. There was a significant difference in the effect of the radio talk shows on female-headed and male-headed households. Some challenges were also found in gender differences in performance, the lack of school-level initiatives, and equity in provision of private coaching after the pandemic. A further study will be necessary to clarify how parents, teachers, and community members share information more effectively, as the SMS did not work for most parents as an incentive for learning unlike the previous study.

本文考察了在大流行期间在乌干达东部农村进行的第一次积极偏差（PD）研究的影响。利益攸关方之间的积极互动和信息共享被认为是一种高影响力的学校做法，在乌干达东部农村大流行之前，这些学校的表现优于处境不利地区的其他学校。我们在大流行期间通过广播谈话节目实施了这种PD实践，并检查了其在儿童、家庭和学校层面的影响。结果显示，这对儿童的表现、学生的保留率、在家学习时间的增加以及在学校持续的混合式学习都有积极的影响。广播谈话节目对女户主和男户主家庭的影响有显著差异。在成绩方面的性别差异、缺乏学校一级的举措以及大流行病后提供私人辅导的公平性方面也存在一些挑战。进一步的研究将有必要澄清家长、教师和社区成员如何更有效地分享信息，因为与之前的研究不同，短信对大多数家长来说并没有起到激励学习的作用。

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引用次数: 0

Students’ identity repositioning after academic setbacks: A discourse analysis 学业挫折后的学生身份重新定位：一个话语分析

IF 2.6 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Research

Pub Date : 2025-01-01 DOI: 10.1016/j.ijer.2025.102614

Busayo Olamide Ige, Viki Janse van Rensburg

Higher education presents a dynamic environment where students constantly negotiate and refine their social identities. Each student brings a unique historical and cultural context to the university, shaping how they position and reposition themselves to cultivate a sense of belonging. These processes play a pivotal role in shaping students’ identities as learners. This study investigates how students who encountered academic setbacks during their first semester navigate identity repositioning. Adopting a qualitative longitudinal design, the research draws on positioning theory to analyse the experiences of five first-year students who were placed in an extended curriculum programme following academic failure. Each participant was interviewed three times over the course of three years. Through discourse analysis, the study identifies three emergent core identities: the reflex-self, marked by introspection and self-evaluation; the secondary-self, shaped by external influences and expectations and relational dynamics; and the blended-self, characterised by integration, growth and future aspirations. The findings underscore the importance of academic socialisation in higher education, highlighting its role in supporting students’ adaption to academic demands and preparing them for professional career readiness.

高等教育提供了一个动态的环境，学生不断协商和完善自己的社会身份。每个学生都为大学带来了独特的历史和文化背景，塑造了他们如何定位和重新定位自己，以培养归属感。这些过程在塑造学生作为学习者的身份方面起着关键作用。本研究调查了在第一学期遇到学业挫折的学生如何进行身份重新定位。该研究采用定性纵向设计，利用定位理论分析了五名一年级学生的经历，他们在学业失败后被安排在一个扩展课程计划中。每位参与者在三年的时间里接受了三次采访。通过语篇分析，本研究确定了三个新兴的核心身份：以反省和自我评价为标志的反射自我；第二自我，由外部影响、期望和关系动态塑造；混合自我，以融合、成长和对未来的渴望为特征。研究结果强调了学术社会化在高等教育中的重要性，强调了它在支持学生适应学术需求和为职业生涯做好准备方面的作用。

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引用次数: 0

Impact of social jetlag and chronotype on leisure activities in Brazilian high school students 社会时差和时间类型对巴西高中生休闲活动的影响

IF 2.6 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Research

Pub Date : 2025-01-01 DOI: 10.1016/j.ijer.2025.102643

Filipy Borghi, Priscila Cristina da Silva, Elisângela Farias-Silva, Heloísa Monteiro Amaral-Prado, João Antônio Rabelo Jório, Dora Maria Grassi-Kassisse

Adolescents often experience a misalignment between their biological rhythms (chronotype) and societal schedules, leading to social jetlag, which may impact stress, resilience and well-being. This study investigated the relationships between chronotype, perceived stress, resilience, sleep quality and leisure activity choices among Brazilian high school students. Ninety 11th-grade students (aged 16–17) completed validated questionnaires assessing these factors. Most students exhibited an intermediate chronotype. While morning types reported lower stress, higher resilience and better sleep quality, evening chronotypes showed significantly higher stress, lower resilience and poorer sleep outcomes. Leisure activities varied by chronotype: morning types engaged more in physical activities and academic tasks, while evening types prioritised social interactions and entertainment. Gender differences were also evident, with girls reporting higher stress and lower resilience than boys. The findings underscore the influence of chronotype on adolescent well-being and highlight the opportunities for educational policies that consider biological rhythms. Addressing social jetlag through flexible school schedules and promoting structured leisure activities may enhance resilience, reduce stress and support healthier lifestyle habits in adolescents.

青少年经常会经历生物节律（生物钟）和社会时间表之间的不协调，导致社会时差，这可能会影响压力、适应力和幸福感。本研究调查了巴西高中生的睡眠类型、感知压力、恢复力、睡眠质量和休闲活动选择之间的关系。90名11年级学生（16-17岁）完成了评估这些因素的有效问卷。大多数学生表现出中等时型。早起型的人压力更小，适应能力更强，睡眠质量更好，而晚睡型的人压力更大，适应能力更低，睡眠质量更差。休闲活动因时间类型而异：早起的人更多地参与体育活动和学术任务，而晚睡的人则优先考虑社交和娱乐。性别差异也很明显，与男孩相比，女孩的压力更大，适应力更低。研究结果强调了睡眠类型对青少年健康的影响，并强调了考虑生物节律的教育政策的机会。通过灵活的学校安排和促进有组织的休闲活动来解决社会时差问题，可以增强青少年的适应能力，减轻压力，并支持他们养成更健康的生活习惯。

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引用次数: 0

Exploration of teachers' experiences in the border conflict zone of Jammu region (India): Thriving need for peace building 印度查谟边境冲突地区教师经验探索：和平建设的旺盛需求

IF 2.6 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Research

Pub Date : 2025-01-01 DOI: 10.1016/j.ijer.2025.102653

Raveena Kousar , Subhasis Bhadra

Armed conflict affects every individual but students at their developmental age become the worst victims because they lose their learning environment and continue to live with the trauma that jeopardises growth opportunities. Teachers occupy central roles within the lives of children and the expectations have widened beyond providing instructions in academic skills in addition to ensuring a safe learning environment, supporting children’s emotional needs and fostering social cohesion. This study explored the experiences of the teachers in the border conflict between India and Pakistan using a qualitative transcendental phenomenological approach. Purposive sampling was used to select the 15 teachers experienced in teaching the children in border conflict areas of Jammu &Kashmir-India. Finding reveals that teachers are facing problems of regular disturbances in the academic calendar, heavy workload, burden to complete their syllabus, and lack of competence to deal with the traumatic experiences of the children. Teachers also recommend suggestive measures like hostel facilities, scholarship provisions, online learning, and psychosocial training for them.

武装冲突影响到每一个人，但处于发育年龄的学生成为最严重的受害者，因为他们失去了学习环境，继续生活在危及成长机会的创伤中。教师在儿童的生活中发挥着核心作用，人们对教师的期望已经超出了提供学术技能指导，还包括确保安全的学习环境、满足儿童的情感需求和促进社会凝聚力。本研究以质性先验现象学方法探讨印巴边境冲突中教师的经验。采用有目的抽样的方法，选取了在查谟-克什米尔-印度边境冲突地区从事儿童教学工作的15名教师。调查结果显示，教师面临的问题是：课程表经常受到干扰，工作量大，完成教学大纲的负担重，以及缺乏处理孩子创伤经历的能力。教师们还会为他们推荐一些有启发性的措施，比如宿舍设施、奖学金提供、在线学习和心理社会培训。

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引用次数: 0

Beyond the "Repeater" Label: Amplifying student perspectives on grade repetition and protective factors in Ghana 超越“留级生”标签：加纳学生对留级生和保护因素的看法

IF 2.5 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Research

Pub Date : 2025-01-01 DOI: 10.1016/j.ijer.2025.102714

Daniel Owusu Kyereko , William C Smith , Ishamel Hlovor , Richard Okai

This qualitative case study explores the lived experiences of students in Ghana who have repeated a grade, using labelling theory as a lens. Labelling theory posits that deviance arises from the social meanings and stigma attached to labels, rather than inherent characteristics. Through semi-structured interviews with 40 students who have repeated a grade, the study examines how the "repeater" label shapes students' selfperceptions, interactions, and educational trajectories. Findings illustrate the marginalising effects of labelling, including diminished self-efficacy, social stigma, and weakened school connections. However, protective factors like parental involvement, teacher support, and school interventions mitigated negative labelling impacts. The study underscores how labels are socially constructed and can be reshaped through supportive practices that challenge stigma and promote empowerment. By centering student voices, the research informs efforts to create more inclusive educational environments that recognize labelling's powerful influence on students' experiences and outcomes.

这个定性案例研究探讨了加纳学生的生活经历，他们重复了一个等级，使用标签理论作为镜头。标签理论认为，偏差源于标签的社会意义和污名，而不是固有的特征。通过对40名留级学生的半结构化访谈，该研究考察了“留级者”标签如何影响学生的自我认知、互动和教育轨迹。研究结果说明了标签的边缘化效应，包括自我效能降低、社会耻辱和学校联系减弱。然而，父母参与、教师支持和学校干预等保护性因素减轻了负面标签影响。该研究强调了标签是如何社会建构的，并可以通过挑战耻辱和促进赋权的支持性实践来重塑。通过集中学生的声音，该研究为创造更具包容性的教育环境提供了信息，这些环境认识到标签对学生的经历和结果的强大影响。

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引用次数: 0

Stereotyped perceptions of readers: an experimental vignette study with high school students and teachers 读者的刻板印象：对高中学生和教师的实验研究

IF 2.5 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Research

Pub Date : 2025-01-01 DOI: 10.1016/j.ijer.2025.102744

Ana María Espinoza , Katherine Strasser , Ursula Kessels , María Francisca Morales

In many countries, there are medium to large gender gaps in reading achievement and motivation in favor of female students. Since research does not show substantive gender differences in verbal skills, socio-cognitive factors, such as stereotypes associated with reading, become a plausible explanation for these gender gaps. A vignette study was conducted to test whether high school students and teachers have stereotypical perceptions about boys and girls who like to read. The study used a 2 (target’s gender: boy vs. girl) x 2 (target’s reading enjoyment: low vs. high) factorial design to examine the effect of a character’s gender and reading enjoyment on participants’ judgments about the character’s academic traits, popularity, and gender expression. Participants were 296 high school students and 135 Chilean high school language-teachers in Santiago (Chile). Multivariate analysis of variance (MANOVA) and follow-up univariate ANOVAs with Bonferroni corrections showed that students hold gender stereotypes about reading because they perceive reading to be more associated with femininity than masculinity. Additionally, both students and teachers perceive characters who like to read as having more academic traits and being less popular than characters who do not enjoy reading. Contrary to expectations, no interaction effects between gender and reading enjoyment were found. These findings provide empirical evidence regarding a relevant topic in education -sources of inequalities in reading achievement. Such results may offer a preliminary basis for identifying general directions for policies or interventions that promote more equitable literacy learning opportunities for male and female high school students.

在许多国家，女生在阅读成绩和阅读动机方面存在中等到较大的性别差距。由于研究没有显示语言技能的实质性性别差异，社会认知因素，如与阅读相关的刻板印象，成为这些性别差距的合理解释。进行了一项小插图研究，以测试高中学生和教师是否对喜欢阅读的男孩和女孩有刻板印象。该研究使用了2（目标性别：男孩vs女孩）× 2（目标阅读享受：低vs高）的因子设计来检验角色的性别和阅读享受对参与者对角色的学术特征、受欢迎程度和性别表达的判断的影响。研究对象为296名智利高中生和135名智利高中语言教师。多变量方差分析（MANOVA）和后续单变量方差分析（anova）经Bonferroni校正后显示，学生对阅读持有性别刻板印象，因为他们认为阅读与女性气质比男性气质更相关。此外，学生和老师都认为喜欢阅读的角色比不喜欢阅读的角色更有学术特征，更不受欢迎。与预期相反，性别与阅读享受之间没有交互作用。这些发现为教育中的一个相关话题——阅读成绩不平等的来源——提供了经验证据。这些结果可能为确定促进男女高中学生更公平的识字学习机会的政策或干预措施的总体方向提供初步基础。

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引用次数: 0

‘They don’t teach what we need to know’: Israeli youth activists challenge school climate change education “他们没有教我们需要知道的东西”：以色列青年活动人士挑战学校的气候变化教育

IF 2.5 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Research

Pub Date : 2025-01-01 DOI: 10.1016/j.ijer.2025.102749

Dafna Gan , Aya Nathan

This study examined the experiences of Israeli youths involved in climate activism, focusing on the role of schools in either supporting or hindering their engagement. Grounded in social movements theory, the research examined environmental citizenship and explored how Israeli youths perceive the role of schools in promoting climate change education (CCE). Using qualitative phenomenological approach, we conducted 19 interviews with youths participating in climate protests and analyzed the vision statements of their schools. The findings reveal a disconnect between young climate activists and their schools, which they perceive as ineffective in supporting environmental action. Students viewed their schools as operating within outdated frameworks that fail to address environmental challenges. As part of the education system, schools do not succeed in providing students with adequate resources, skills, and emotional support to effectively address climate issues. The results suggest a growing divergence between traditional education systems and climate-engaged youths. This trend reflects students’ perception that educational institutions neither serve as effective partners in climate advocacy nor offer spaces that meaningfully acknowledge their environmental concerns. Based on these findings, we recommend the following policy measures: Integrate CCE across disciplines through curriculum restructuring; establish formal mechanisms for youth participation in school-based environmental decision-making; provide professional development for educators on CCE and eco-anxiety support; create dedicated spaces within schools for climate activism; and develop recognition systems for environmental engagement as legitimate educational outcomes. Implementing these changes would help bridge the gap between schools and environmentally engaged youth.

这项研究考察了以色列青年参与气候行动主义的经历，重点关注学校在支持或阻碍他们参与方面的作用。该研究以社会运动理论为基础，考察了环境公民身份，并探讨了以色列年轻人如何看待学校在促进气候变化教育（CCE）方面的作用。采用定性现象学方法，我们对参与气候抗议的青年进行了19次访谈，并分析了他们学校的愿景陈述。调查结果揭示了年轻的气候活动家和他们的学校之间的脱节，他们认为学校在支持环境行动方面是无效的。学生们认为他们的学校在过时的框架下运作，无法应对环境挑战。作为教育系统的一部分，学校没有成功地为学生提供足够的资源、技能和情感支持，以有效地解决气候问题。研究结果表明，传统教育体系与参与气候变化的年轻人之间的分歧越来越大。这一趋势反映了学生的看法，即教育机构既不能作为气候倡导的有效合作伙伴，也不能提供有意义地承认他们对环境问题的空间。基于这些发现，我们建议以下政策措施：通过课程重组整合跨学科的CCE；建立青年参与校本环境决策的正式机制；为教育工作者提供CCE和生态焦虑支持方面的专业发展；在学校里为气候行动创造专门的空间；并建立认可系统，将环境参与作为合法的教育成果。实施这些变革将有助于弥合学校与参与环境保护的青年之间的差距。

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引用次数: 0

Gender, work and national identity: The image of women in school textbooks during the Spanish democracy 性别、工作与国家认同：西班牙民主时期学校教科书中的女性形象

IF 2.6 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Research

Pub Date : 2025-01-01 DOI: 10.1016/j.ijer.2025.102683

Virginia Guichot-Reina , Ana María De la Torre-Sierra

This research explores the dynamic intersection of gender, work, and national identity in the schooling process of primary school students during Spanish democracy through the school discourse (textual and iconographic) found in textbooks. Twelve textbooks from the period of the so-called transition period and the current decade are analyzed in order to identify changes and continuities in discursive practices throughout democracy. The methodological approach employed is Critical Discourse Analysis (CDA), incorporating various models of analysis. The results reveal unequal modes of inclusion and exclusion of women and men in the discourses of nation-building. Different attributes representing models of femininity and masculinity are identified as symbols that articulate the nation. Additionally, the assignment of occupational roles based on gender in the school discourse is observed, with specific implications for the development of citizenship. Finally, the study discusses the potential implications of this gender discrimination on the construction of students’ identities and underscores the urgency of adopting an egalitarian perspective in the selection of didactic resources.

本研究通过教科书中的学校话语（文本和图像），探讨了西班牙民主时期小学生上学过程中性别、工作和民族认同的动态交集。从所谓的过渡时期和当前十年的十二个教科书进行分析，以确定在整个民主的话语实践的变化和连续性。所采用的方法论是批评性话语分析（CDA），它结合了各种分析模型。研究结果揭示了在国家建设话语中对女性和男性的不平等包容和排斥模式。代表女性气质和男性气质模型的不同属性被确定为表达国家的符号。此外，还观察到学校话语中基于性别的职业角色分配，这对公民身份的发展具有具体的影响。最后，研究讨论了性别歧视对学生身份建构的潜在影响，并强调了在教学资源选择中采用平等主义观点的紧迫性。

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引用次数: 0

Fostering critically compassionate global citizens: A UK university study abroad experience in South Korea 培养具有批判性和同情心的全球公民：一所英国大学在韩国的留学经历

IF 2.6 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Research

Pub Date : 2025-01-01 DOI: 10.1016/j.ijer.2025.102672

Sarah A. Son, Gemma Ballard

This article explores how a short-term study abroad programme in South Korea cultivated a critically compassionate and morally engaged form of global citizenship among British East Asian Studies undergraduate students. Drawing on our pedagogical reflections, we examine student engagement with South Korean unification education via encounters with a range of government and non-governmental actors, each offering divergent perspectives on inter-Korean relations. We argue that structured reflection, emotional attunement, and agonistic engagement enabled students to develop confidence in navigating complexity while fostering a justice-oriented response to conflict and inequality. These outcomes were supported by a pedagogical approach that prioritised ethical deliberation, affective engagement, and reflexive positionality, encouraging students to interrogate assumptions and challenge dominant narratives. The study connects area studies education with broader debates in global citizenship education (GCE), advocating for in-country engagement that moves beyond skills acquisition toward ethical and political awareness. The findings support a call to embed GCE more deliberately in area studies curricula, enabling students to grapple with positionality, power, and global interdependence through critically informed, affective, and dialogic learning.

本文探讨了在韩国的短期留学项目是如何在英国东亚研究本科学生中培养出一种批判性的、富有同情心和道德参与的全球公民形式的。根据我们的教学反思，我们通过与一系列政府和非政府参与者的接触，研究了学生对韩国统一教育的参与情况，每个参与者都对朝韩关系提供了不同的观点。我们认为，结构化的反思、情感调节和激烈的参与使学生在驾驭复杂性的同时培养了对冲突和不平等的正义导向的反应的信心。这些结果得到了一种教学方法的支持，这种教学方法优先考虑伦理审议、情感参与和反身性，鼓励学生质疑假设和挑战主流叙事。该研究将区域研究教育与全球公民教育（GCE）中更广泛的辩论联系起来，倡导从技能获得到道德和政治意识的国内参与。研究结果支持了将普通教育证书更有意识地嵌入区域研究课程的呼吁，使学生能够通过批判性的信息、情感和对话学习来应对地位、权力和全球相互依存。

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引用次数: 0