International Journal of Educational Research最新文献

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.

This study introduces an innovative AI-facilitated interview-like survey system generating a combination of qualitative and quantitative data insights for higher education research. We employed a goal oriented adaptive AI-based Conversational Agent (AICA) which collected data directly from 1223 participants globally and ran a double-blind true social experiment online. During interviews, the AI established strong rapport with the participants, offering them personalized guidance while fostering comfort, ownership, and commitment to the study. In this entirely automated experiment, we empirically tested 8 hypotheses related to students' university selection. The results confirmed 5 of these hypotheses while refuting 3 factors previously identified in the literature. The study showcases the potential of AICAs to efficiently collect and analyse data from substantial sample sizes in real-time, fostering a streamlined and harmonious research process producing results that are not only statistically reliable and bias-free but also broadly generalizable.

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.

The study explores the complexities Arab-Bedouin students face in balancing modern academic life with traditional societal norms, based on interviews with 30 students from education colleges in southern Israel.

The study highlights the pivotal role of education as a symbol of pride among students and their families, and emphasizes the significant impact of parental support, through financial aid and provision of educational resources, on students' academic achievements. A unique finding in this study concerned students from unrecognized villages, who reported that their parents contributed greatly to their progress and made internet accessible to them through cellular services despite the problematic conditions of non-regular power supply from the State.

A significant finding that emerges from the present study is the uniqueness of the teaching profession, as it allows women to fulfill their professional aspirations as educated women while presenting no conflict with the values of the Bedouin society and its views of women.

The present study aims to investigate how teachers interpret real-life situations in which children display intense emotions in classrooms, and how they explain their situation-specific decisions in their emotional interactions with these children. The study draws on research that acknowledges a teacher's role as a co-regulator of children's emotions and as a supporter of children's emotional development. The data material consists of seven stimulated recall interviews based on 103 hours of video recordings of actual everyday classroom teaching. The results indicate that a teacher's knowledge of the child was the foundation of their interpretation of the situations in which children displayed intense emotions. The teachers’ decision-making was based on this knowledge, as well as on the reported quality of their relationships with the children. Their decisions were also affected by the dilemma of where to focus during emotionally intense situations. The results indicate a need to focus on teachers’ decision-making processes in classroom interactions, and to find ways to enhance teachers’ abilities to support children's emotional development.

The posthumanist perspective implies a change in the consideration of the non-human and more-than-human in literacy practices from an ethical-onto-epistemological approach. This research is a systematic review that aims to understand how literacy studies with a posthuman lens host literacy practices at a young age from the relational-material language model, in a broad domain where the human, more-than-human and non-human are connected. This is developed according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) method, with a selection of 15 research articles from the WOS and Scopus databases. This review highlights the (re)conceptualisation of children's literacy practices from the understanding of the role of the human, non-human and more-than-human, that materials and discourse and literacy practices are indivisible and give rise to the configuration of new narratives - integrating movement, sound, digital, space, time, improvisation, sensations and affections, etc. - and the challenge to the humanist assumptions of literacy practices.