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Revalidation of the homework distraction scale and multilevel antecedents 重新验证作业分心量表和多层次前因因素
IF 2.6 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-01-01 DOI: 10.1016/j.ijer.2024.102479
The current investigation examined students’ distractions in mathematics homework. Involving 1,072 middle school students, we performed confirmatory factor analysis (CFA) based on items regarding tech-related and conventional distractions. CFA results revealed that tech-related and conventional distractions could not be separated into distinct factors, and that the latent factor mean was invariant across grade level and gender. Multilevel analysis examined the predictive effects of student- and class-level variables on homework distraction. On an individual level, homework distraction showed positive correlations with time on videogame and extracurricular activities, while exhibiting negative associations with homework expectancy, value, favorability, environment, and effort. On the class level, homework distraction was inversely associated with feedback quality and parent education. The implications of these results for homework-related practices and further investigation are discussed.
本次调查研究了学生在数学作业中的分心情况。我们对 1,072 名初中生进行了确认性因素分析(CFA),分析项目包括与科技相关的分心和传统的分心。CFA结果表明,与科技相关的分心和传统的分心并不能分成不同的因子,而且潜因子平均值在不同年级和性别之间是不变的。多层次分析检验了学生和班级变量对作业分心的预测作用。在个人层面上,作业分心与电子游戏时间和课外活动时间呈正相关,而与作业期望、价值、好恶、环境和努力呈负相关。在班级层面,作业分心与反馈质量和家长教育成反比。本文讨论了这些结果对家庭作业相关实践和进一步调查的影响。
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引用次数: 0
Barriers to inclusion of Muslim migrant students in western schools. A systematic review 西方学校接纳穆斯林移民学生的障碍。系统回顾
IF 3.2 3区 教育学 Q1 Social Sciences Pub Date : 2024-01-01 DOI: 10.1016/j.ijer.2024.102363
Lucía Torres-Zaragoza, Vicente Llorent-Bedmar

At present, there has been a gradual increase in the number of migrant students in schools in Western societies, in which Muslim students are one of the largest groups. Their inclusion has become the main goal for governments and schools. However, this group sometimes face different barriers to their inclusion, which limit their educational experiences, and prevent or hinder their access and participation, promoting their marginalisation. Research on migration and education generally focuses on specific cases or communities, so it is interesting to analyse from a broader perspective what recurrent forms of inclusion and exclusion occur at the global level in schools. This systematic review aims to determine the barriers to inclusion faced by first and second generation Muslim migrant students at different stages of their formal education. It followed PRISMA guidelines and a PEO research strategy, conducted in two databases, Boolean as well as truncators were used for specific terms. It included assessments of methodological quality and validity. A total of 24 articles met the selection criteria. The study finds socio-cultural, linguistic and discrimination barriers as well as barriers produced by educational policy and the availability of resources and training. There are barriers in the pedagogical practice too. Furthermore, those barriers had a greater or lesser impact according to the generation or the educational stage the students are in. This not only favours the identification of barriers, but also the search for measures and solutions to reduce or eradicate them at both the micro and macro levels, by promoting the development of policies, the provision of resources and the creation of working networks in interculturality.

目前,西方社会学校中的移民学生人数逐渐增加,其中穆斯林学生是最大的群体之一。他们的融入已成为政府和学校的主要目标。然而,这一群体在融入教育时有时会面临不同的障碍,这些障碍限制了他们的教育体验,阻止或妨碍了他们的入学和参与,加剧了他们的边缘化。有关移民与教育的研究一般侧重于具体案例或社区,因此,从更广阔的视角来分析全球范围内学校中经常出现的包容和排斥形式是很有意义的。本系统性综述旨在确定第一代和第二代穆斯林移民学生在接受正规教育的不同阶段所面临的全纳障碍。它遵循了 PRISMA 准则和 PEO 研究策略,在两个数据库中进行,对特定术语使用了布尔和截断符。其中包括对方法质量和有效性的评估。共有 24 篇文章符合筛选标准。研究发现了社会文化、语言和歧视方面的障碍,以及教育政策和资源与培训的可用性所造成的障碍。教学实践中也存在障碍。此外,这些障碍根据学生所处的世代或教育阶段而产生或大或小的影响。这不仅有利于找出障碍,而且有利于寻找措施和解决办法,通过促进制定政策、提供资源和建立跨文化工作网络,在微观和宏观层面上减少或消除这些障碍。
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引用次数: 0
English language teaching in a globalised world: A sociological investigation of Indonesian higher education 全球化世界中的英语教学:对印度尼西亚高等教育的社会学调查
IF 3.2 3区 教育学 Q1 Social Sciences Pub Date : 2024-01-01 DOI: 10.1016/j.ijer.2024.102395
Fuad Arif Fudiyartanto

The impact of globalisation and neoliberalism on education – in the form of a globalised knowledge economy and an increasingly corporatised university sector – continues to affect English teaching (hereby called English studies) in Indonesian higher education. In this context, English should be understood as linguistic capital, a significant part of cultural capital, that can be accrued then transformed by exchanging it for a respected position or another form of symbolic recognition. This article evaluates how English studies in Indonesia can enable Indonesians to navigate these global trends. Considering this system of interactions, each university should seek to increase students’ capital by ensuring that English proficiency is emphasised in university life so that students become familiar with it. Through this balanced practice of consecration, Indonesians can accrue legitimate English (linguistic) capital, which is valued highly in the global world – and which may have been overlooked by policy makers and curriculum developers.

全球化和新自由主义对教育的影响--以全球化知识经济和日益企业化的大学部门的形式--继续影响着印度尼西亚高等教育中的英语教学(此处称为英语研究)。在这种情况下,英语应被理解为语言资本,是文化资本的重要组成部分,可以通过将其换成受人尊敬的职位或其他形式的象征性认可来积累和转化。本文评估了印度尼西亚的英语研究如何使印度尼西亚人能够驾驭这些全球趋势。考虑到这一互动系统,每所大学都应确保在大学生活中强调英语能力,使学生熟悉英语,从而努力增加学生的资本。通过这种平衡的 "神圣化 "实践,印尼人可以积累合法的英语(语言)资本,这种资本在全球范围内都受到高度重视,但却可能被政策制定者和课程开发者所忽视。
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引用次数: 0
Agentic student science engagement: Highlighting open-ended pedagogical structures in a plurilingual classroom 代理式学生科学参与:在多语言课堂中突出开放式教学结构
IF 3.2 3区 教育学 Q1 Social Sciences Pub Date : 2024-01-01 DOI: 10.1016/j.ijer.2024.102357
Christina Siry, Sara E.D. Wilmes, Roger Frisch

This manuscript presents a study exploring students' agentic engagement in science in an early-childhood classroom with a goal of examining how open-ended pedagogical structures mediate and shape children's possibilities for agentic actions. The study was conducted with a class of 17 plurilingual 4- to 6-year-olds as they participated in a five-week unit exploring worms, guided by sociocultural theoretical frameworks. Analysis demonstrates the role of open-ended structures for creating spaces for children's agency, and highlights how open spaces provide opportunities for children's learning in ways that go beyond adults’ expectations. Microanalysis of children’s interactions highlights how open-ended structures supported children’s science engagement and meaning making in multi-layered and creative ways. Implications for teacher education and research are discussed.

本手稿介绍了一项在幼儿课堂上探索学生代理参与科学活动的研究,旨在研究开放式教学结构如何调解和塑造儿童代理行动的可能性。研究对象是一个由 17 名 4 至 6 岁的多语言儿童组成的班级,他们在社会文化理论框架的指导下,参加了一个为期五周的探索蠕虫的单元。分析表明了开放式结构在创造儿童能动性空间方面的作用,并强调了开放式空间如何以超出成人期望的方式为儿童提供学习机会。对儿童互动的微观分析强调了开放式结构如何以多层次和创造性的方式支持儿童的科学参与和意义建构。本文还讨论了对教师教育和研究的启示。
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引用次数: 0
Exploring the impact of an english talent program on college students' language proficiency: A mixed-methods study 探索英语人才计划对大学生语言能力的影响:混合方法研究
IF 3.2 3区 教育学 Q1 Social Sciences Pub Date : 2024-01-01 DOI: 10.1016/j.ijer.2024.102362
Shifang Tang , Zhuoying Wang , Kara Sutton-Jones , Fuhui Tong , Xiuhong Lu , Lei Zhang

This study examined the impact of an English talent (ET) program on the English language growth of college students in China. Using mixed methods, the researchers found that the ET program had a statistically significant impact on participants’ English proficiency scores across all subtests (i.e., listening, reading, and writing/translation) compared to those of a group of students enrolled in traditional English courses. ET teachers’ reflections indicated that the program improved their students’ listening, speaking, reading, and writing skills and prepared them to compete in national English competitions. The study highlights the effectiveness of ET programs in English language education at the college level.

本研究探讨了英语人才(ET)项目对中国大学生英语水平提高的影响。研究人员采用混合方法发现,与参加传统英语课程的学生相比,ET 项目对参加者在所有分项测试(即听力、阅读和写作/翻译)中的英语水平得分都有显著的统计学影响。英语培训教师的反思表明,该项目提高了学生的听、说、读、写技能,为他们参加全国英语竞赛做好了准备。这项研究强调了 ET 课程在大学英语教育中的有效性。
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引用次数: 0
External accomplice factors in university success: Narratives of graduates with invisible disabilities in Italy 大学成功的外部因素:意大利隐形残疾毕业生的叙述
IF 3.2 3区 教育学 Q1 Social Sciences Pub Date : 2024-01-01 DOI: 10.1016/j.ijer.2024.102316
Anabel Moriña, Laura Tontini, Víctor H. Perera

This article explores the external factors that have influenced the university success of graduates with invisible disabilities and the recommendations they make to universities to encourage students with disabilities to stay and successfully complete their degrees. This qualitative study involved interviews with 15 graduates from eight Italian universities. The results identified family, peers, faculty, and disability offices as the main factors that influenced their continuation with university studies. Recommendations included the need to provide more information to both students with disabilities (about the services that universities offer to support them) and faculty (about the students with disabilities they have in their classrooms and the necessary accommodations). These factors can be seen as levers for inclusion that benefit the whole university community.

本文探讨了影响隐形残疾毕业生在大学取得成功的外部因素,以及他们为鼓励残疾学生留在大学并顺利完成学业而向大学提出的建议。这项定性研究采访了来自意大利八所大学的 15 名毕业生。结果发现,家庭、同学、教师和残疾人办公室是影响他们继续大学学业的主要因素。建议包括需要向残疾学生(介绍大学为他们提供的支持服务)和教师(介绍课堂上的残疾学生和必要的便利措施)提供更多信息。这些因素可被视为有利于整个大学社区的全纳杠杆。
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引用次数: 0
Student learning and instructional tasks in different curricular contexts: A longitudinal study 不同课程背景下的学生学习和教学任务:纵向研究
IF 3.2 3区 教育学 Q1 Social Sciences Pub Date : 2024-01-01 DOI: 10.1016/j.ijer.2024.102329
Jinfa Cai , John C. Moyer , Chuang Wang , Ning Wang , Bikai Nie

This paper compares the longitudinal effect of instructional tasks on algebra learning that used a Standards-based curriculum [Connected Mathematics Project (CMP)] to that of classrooms that used a traditional curriculum (non-CMP). CMP was developed based on the National Council of Teachers of Mathematics (NCTM) Standards and can be characterized as a problem-based curriculum. CMP teachers were more than three times as likely to implement high-level instructional tasks than non-CMP teachers. Increases in the cognitive demand were associated with enhanced growth rates in problem solving, computation, and equation solving. Notably, when controlling for the cognitive demand of the instructional tasks, the advantage of the CMP curriculum over the non-CMP curricula on students’ growth in problem solving disappeared. However, non-CMP curricula had an advantage on students’ growth over the CMP curriculum after the cognitive demand of the instructional tasks was controlled.

本文比较了使用基于标准的课程("数学联系项目"(CMP))和使用传统课程(非 CMP)的课堂教学任务对代数学习的纵向影响。CMP 是根据美国国家数学教师委员会(NCTM)的标准开发的,可以说是一种基于问题的课程。CMP 教师实施高水平教学任务的可能性是非 CMP 教师的三倍多。认知需求的增加与问题解决、计算和方程解法的增长率提高有关。值得注意的是,当控制了教学任务的认知要求后,CMP 课程与非 CMP 课程相比,在学生问题解决能力的增长方面的优势消失了。然而,在控制了教学任务的认知要求后,非 CMP 课程在学生的成长方面比 CMP 课程更具优势。
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引用次数: 0
The challenges and solutions of technology integration in rural schools: A systematic literature review 农村学校技术整合的挑战与解决方案:系统文献综述
IF 3.2 3区 教育学 Q1 Social Sciences Pub Date : 2024-01-01 DOI: 10.1016/j.ijer.2024.102380
Faisal Mustafa , Hoa Thi Mai Nguyen , Xuesong (Andy) Gao

The digital divide between urban and rural schools challenges efforts to promote technology integration in education, and contributes to growing educational inequity in many contexts. Using the most current version of Preferred Reporting Items for Systematic Reviews and Meta-analysis (PRISMA 2020), we identified and extracted 36 articles and conference papers on the use of technology in rural schools from the Scopus and Web of Science databases. We used Critical Interpretive Synthesis to identify the challenges and solutions involved in integrating technology in rural schools. The analysis revealed 29 challenges, which were categorized using the framework of the ecological perspective into macro level, meso level, and micro level challenges. The analysis also identified solutions to the challenges discussed in these studies. By focusing on the challenges and proposed solutions at different contextual levels, this review is intended to identify what constitutes good practices when integrating technology in rural schools. Future research should focus on factors which facilitate the use of technology and how the integration of technology impacts students’ learning experiences and achievement in rural schools.

城市和农村学校之间的数字鸿沟对促进技术融入教育的努力构成了挑战,并在许多情况下加剧了教育不公平。利用最新版本的《系统综述和元分析首选报告项目》(PRISMA 2020),我们从 Scopus 和 Web of Science 数据库中识别并提取了 36 篇有关农村学校使用技术的文章和会议论文。我们采用批判性解释综合法来确定农村学校整合技术所面临的挑战和解决方案。通过分析,我们发现了 29 项挑战,并利用生态学视角框架将这些挑战分为宏观层面、中观层面和微观层面。分析还确定了应对这些研究中讨论的挑战的解决方案。通过关注不同背景层面的挑战和建议的解决方案,本综述旨在确定在农村学校整合技术时什么是良好做法。未来的研究应重点关注促进技术使用的因素,以及技术整合如何影响农村学校学生的学习体验和成绩。
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引用次数: 0
Language of instruction and learning achievements inequalities in francophone Sub-Saharan Africa: A residualized quantile regression analysis using PASEC data 撒哈拉以南非洲法语国家的教学语言与学习成绩不平等:利用 PASEC 数据进行残差量化回归分析
IF 3.2 3区 教育学 Q1 Social Sciences Pub Date : 2024-01-01 DOI: 10.1016/j.ijer.2024.102368
Jean-Baptiste M.B. Sanfo , Abdoul-Karim Soubeiga , Keiichi Ogawa

In multilingual settings, selecting a medium of instruction (MoI) has been widely debated. While proponents advocate for using the official MoI, others support using the mother tongue or adopting bilingual/multilingual MoI. Despite the potential for each MoI model to contribute to learning inequalities among students, there needs to be more evidence regarding the specific categories of students and contextual factors involved. This study focuses on fourteen French-speaking Sub-Saharan African countries (Benin, Burkina Faso, Burundi, Cameroon, Chad, Congo, Côte d'Ivoire, Democratic Republic of Congo, Gabon, Guinea, Madagascar, Niger, Senegal, and Togo) to investigate disparities in learning outcomes between students exposed to the official MoI and those exposed to a bilingual/multilingual MoI. Leveraging data from PASEC 2019, the study employs Residualized Quantile Regression (RQR) as its analytical method. The findings indicate that each MoI model may result in learning outcome disparities, with the extent of inequality varying according to students' performance levels (low, average, or high achievers). Additionally, these disparities are influenced by factors such as the student's urban or rural residence and the specific characteristics of the educational system in place. These findings underscore the importance of developing language-in-education policies that consider students' characteristics (e.g., ability) and contextual factors.

在多语言环境中,教学语言(MoI)的选择一直广受争议。支持者主张使用官方教学语言,其他人则支持使用母语或采用双语/多语教学语言。尽管每种教学语言模式都有可能造成学生之间的学习不平等,但还需要更多有关具体学生类别和相关背景因素的证据。本研究以撒哈拉以南非洲的十四个法语国家(贝宁、布基纳法索、布隆迪、喀麦隆、乍得、刚果、科特迪瓦、刚果民主共和国、加蓬、几内亚、马达加斯加、尼日尔、塞内加尔和多哥)为研究对象,调查学习官方教学语言和双语/多语教学语言的学生在学习成绩上的差异。本研究利用 PASEC 2019 的数据,采用残差量子回归(RQR)作为分析方法。研究结果表明,每种教学语言模式都可能导致学习结果的差异,不平等的程度因学生的成绩水平(低分、中等或高分)而异。此外,这些差异还受到学生居住地是城市还是农村以及现行教育制度的具体特点等因素的影响。这些发现强调了制定考虑学生特点(如能力)和背景因素的语言教育政策的重要性。
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引用次数: 0
Towards a new approach for understanding educational inequality: The Sen– Bourdieu-Bernstein theoretical framework 为理解教育不平等问题寻找新方法:森-布迪厄-伯恩斯坦理论框架
IF 3.2 3区 教育学 Q1 Social Sciences Pub Date : 2024-01-01 DOI: 10.1016/j.ijer.2024.102347
Kostas Dimopoulos, Christos Koutsampelas

Understanding the mechanisms underpinning the transmission of educational inequalities is fundamental for fighting social injustice and promoting social mobility. Towards this aim, the paper proposes an extension of the synthetic theoretical framework of Sen-Bourdieu, incorporating the key sociological concepts of classification and framing and the corresponding rules of recognition and realization, as elucidated by Basil Bernstein. By elaborating on the complementarities of the adopted theoretical frameworks, the purpose of the paper is the development of a conceptual model capable of better unravelling the complex processes that influence educational choices and outcomes within contemporary educational systems. Τhe practical possibilities of the suggested theoretical model are demonstrated through its application to a topical issue of educational policy, namely the nexus between school choice and inequality. In this context, the role of educational policy is construed as facilitating individuals’ educational paths by eradicating restrictive factors and establishing emancipating ones..

了解教育不平等的传播机制对于消除社会不公和促进社会流动性至关重要。为此,本文对森-布迪厄(Sen-Bourdieu)的综合理论框架进行了扩展,纳入了巴塞尔-伯恩斯坦(Basil Bernstein)所阐明的分类和框架等关键社会学概念以及相应的承认和实现规则。通过阐述所采用理论框架的互补性,本文的目的是建立一个概念模型,以便更好地揭示影响当代教育体系中教育选择和结果的复杂过程。通过将所建议的理论模型应用于教育政策的一个热点问题,即学校选择与不平等之间的关系,证明了该模型的实用性。在此背景下,教育政策的作用被理解为通过消除限制性因素和建立解放性因素来促进个人的教育之路。
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引用次数: 0
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International Journal of Educational Research
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