International Journal of Educational Research最新文献

In March 2022, Ireland's minister for education announced that Irish schools were taking in student refugees from the Ukraine. This study explores Irish school leaders' experiences of this transition through qualitative research incorporating semi-structured interviews with six school leaders. Findings reveal a phased process focussing initially on introducing students to the school community followed by the introduction of students into the school system. Care beyond the curriculum and barriers to inclusive education emerged as participants explored their experiences dealing with student trauma, language barriers, and misaligning curricula in times of uncertainty. Considerations for policy, practice and future research are discussed.

This paper argues that while the Ghanaian government has made significant investments in specialized STEM schools, there has been insufficient focus on the professional learning of STEM teachers, which includes aspects of identity and decision-making. By understanding the intricate connection between teachers' characteristics and their learning processes, effective initiatives can be designed to support STEM teachers in the country and even beyond. Through multiple case studies, this research explores how STEM teachers' personal and socio-cultural particularities interact with their learning experiences and effectiveness in Ghana. The findings underscore the interconnected nature of STEM teachers' characteristics, their learning experiences, and their effectiveness within the Ghanaian educational landscape in the Ghanaian context. This symbiotic relationship suggests that the personal and socio-cultural factors that shape STEM teachers' learning significantly impact their professional growth and effectiveness in the classroom. This study provides insights into teaching practices, enabling the development of inclusive, context-appropriate pedagogical approaches that engage students and boost their interest and success in STEM subjects.

Science and engineering practices (SEPs) can help students make sense of, and engage with, the natural and designed world. Though using SEPs can support student epistemic agency, this is compromised when students do not perceive SEPs as meaningful to sensemaking. This study explores the relationship between students’ perspectives of the SEP of argumentation, and the epistemic agency they exhibit. Three themes emerged pertaining how students’ understandings of the design tasks’ participation framework and greater applications impacted their epistemic agency. Findings suggest the importance of making explicit to students the rationales behind new student expectations to prevent “pseudo-student epistemic agency,” and shed light on the significance of fostering equitable classroom communities where all members are viewed as valuable and capable sensemakers.

With the recent integration of artificial intelligence (AI) in the educational field, understanding the variables that are related to teacher attitudes towards AI can be crucial for understanding their perspectives in the classroom. That is why the present study aimed to investigate whether Teacher Digital Competence is related to Teacher Attitudes towards AI, and if so, whether this relationship is moderated by the teacher's educational stage, age, sex, years of experience, and field of knowledge. A total of 445 Spanish teachers from primary, secondary, and higher education participated in this study, responding to the Teacher Digital Competence Scale and the Teacher Attitudes towards AI Scale. The results revealed that, regardless of educational stage, sex, age, years of experience or field of knowledge, higher teacher digital competence is associated with a more positive teacher attitude towards AI. Moreover, high levels of willingness to use AI but low levels of personal experience with AI were found. Based on these results, it may be interesting to implement future interventions based on AI to enhance key dimensions of teacher digital competence, such as Information Management, Content Creation, and Problem-Solving. This could improve Teacher Digital Competence and subsequently enhance teachers' perception of using artificial intelligence in the educational context.

Participatory Action Research (PAR) with young people aims to centre their knowledge and experience in research which is meaningful to them. In recent years, there has been an increase in PAR approaches within education, yet there is still a need for greater methodological insight into this approach. In this project, which explored adolescents’ reading motivation and engagement, a young people's advisory panel was convened to ensure the perspectives and experiences of young people were central to the project. The panel consisted of 6 young people (13–15-years-old) from 3 geographically dispersed schools in Scotland. The panel worked with researchers at the Universities of Edinburgh and Dundee and a national literacy organisation across one academic year to plan and design the project, carry out data collection, and support interpretation the findings. In this article, young peoples’ perspectives on their role and adult perspectives on the methodological approach of working with a young people's advisory panel on a reading research project are explored. Discussion of the benefits (e.g., challenging systems of power and privilege, producing outcomes which are more relevant to pupils), limitations (e.g., truly disrupting hierarchies of power), and considerations (e.g., planning participatory projects, including diverse and representative voices, and ‘bounded empowerment’) for researchers interested in convening youth advisory panels for educational research are provided to contribute towards the growing interest in PAR approaches in educational research.

Global developments on migration have created new challenges in many education systems with regard to the inclusion and education of students with a refugee background during the last decade. This study aims to investigate teachers’ experiences and views on teaching students with a refugee background in Greek public schools. Following a qualitative design, semi-structured interviews were conducted with nine teachers. The thematic analysis used extracted seven core themes: teachers’ first feelings, challenges in teaching students with a refugee background, positive experiences from teaching students with a refugee background, facilitations for students with a refugee background, refugee-background students’ difficulties, teaching methods, and recommendations. Overall, the results revealed that despite their positive experiences, teachers have also experienced numerous challenges in teaching students with a refugee background due to various reasons that can be attributed to micro, meso, and macro level factors. Based on teachers’ recommendations, this study argues for the need for structural improvements in the Greek education system to further support the inclusion of students with a refugee background.

The aim of this research is to evaluate educational approaches and teaching methods in ideological and political education in China by assessing students' perceptions of ideological and political concepts and their participation in socio-political life. The study is based on the model of the International Civic and Citizenship Education Study (ICCS) and the longitudinal approach to civic education research. The results are moderate and demonstrate that the teaching methods do not promote youth participation in socio-political activities. Among the types of socio-political activities, students are most active in those encouraged by the university (student elections, volunteering), with the main motivation for political activity being additional points and recommendations for job searches. The theoretical contribution lies in the development of theoretical approaches to the thematic analysis of ideological and political education. The practical contribution is a simple and replicable approach for evaluating the methods and outcomes of ideological and political education. The empirical results enable the formation of more successful practices and the implementation of effective modern teaching methods in ideological and political education.