Pub Date : 2024-01-01DOI: 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..
{"title":"Towards a new approach for understanding educational inequality: The Sen– Bourdieu-Bernstein theoretical framework","authors":"Kostas Dimopoulos, Christos Koutsampelas","doi":"10.1016/j.ijer.2024.102347","DOIUrl":"https://doi.org/10.1016/j.ijer.2024.102347","url":null,"abstract":"<div><p>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..</p></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"125 ","pages":"Article 102347"},"PeriodicalIF":3.2,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140209293","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-01DOI: 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。
{"title":"Exploring the impact of an english talent program on college students' language proficiency: A mixed-methods study","authors":"Shifang Tang , Zhuoying Wang , Kara Sutton-Jones , Fuhui Tong , Xiuhong Lu , Lei Zhang","doi":"10.1016/j.ijer.2024.102362","DOIUrl":"https://doi.org/10.1016/j.ijer.2024.102362","url":null,"abstract":"<div><p>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.</p></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"125 ","pages":"Article 102362"},"PeriodicalIF":3.2,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140622001","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-01DOI: 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.
{"title":"Barriers to inclusion of Muslim migrant students in western schools. A systematic review","authors":"Lucía Torres-Zaragoza, Vicente Llorent-Bedmar","doi":"10.1016/j.ijer.2024.102363","DOIUrl":"https://doi.org/10.1016/j.ijer.2024.102363","url":null,"abstract":"<div><p>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.</p></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"125 ","pages":"Article 102363"},"PeriodicalIF":3.2,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0883035524000508/pdfft?md5=c3f61aed2c42656627403fd06520cfc4&pid=1-s2.0-S0883035524000508-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140639243","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-01DOI: 10.1016/j.ijer.2024.102477
Ruud Lelieur, Jan Vanhoof, Noel Clycq
This study aims to explore critical antecedents for fostering academic optimism in secondary schools. Academic optimism, comprising collective efficacy, academic emphasis, and trust, positively influences student performance, transcending background variables, such as SES or migration. We hypothesize that, according to teachers’ perceptions, school leaders who explicitly focus on academic optimism not only generate more academic optimism but also foster more alignment between teachers, students, and parents, which, in turn, will further elevate the level of school academic optimism. The study, conducted in Antwerp, Belgium, included 1061 teachers from 37 secondary schools. Structural equation modelling was employed for analysis. Fit indices were good, and the overall image confirms our hypothesis. Principals have opportunities to enhance academic optimism and alignment between teachers, students, and parents through performance management for academic optimism. The most remarkable finding shows that an increased level of parental involvement (connecting parents to what happens in school) is promising for academic optimism, whereas increased parental participation (giving parents a voice in what happens in schools) carries potential risks—a critical yet possibly overlooked insight. Recognizing the considerable challenges highlighted in prior research regarding parental engagement, especially in secondary schools, this study unveils promising avenues for further exploration.
{"title":"Explaining academic optimism in schools: The impact of performance leadership and alignment between teachers, students, and parents","authors":"Ruud Lelieur, Jan Vanhoof, Noel Clycq","doi":"10.1016/j.ijer.2024.102477","DOIUrl":"10.1016/j.ijer.2024.102477","url":null,"abstract":"<div><div>This study aims to explore critical antecedents for fostering academic optimism in secondary schools. Academic optimism, comprising collective efficacy, academic emphasis, and trust, positively influences student performance, transcending background variables, such as SES or migration. We hypothesize that, according to teachers’ perceptions, school leaders who explicitly focus on academic optimism not only generate more academic optimism but also foster more alignment between teachers, students, and parents, which, in turn, will further elevate the level of school academic optimism. The study, conducted in Antwerp, Belgium, included 1061 teachers from 37 secondary schools. Structural equation modelling was employed for analysis. Fit indices were good, and the overall image confirms our hypothesis. Principals have opportunities to enhance academic optimism and alignment between teachers, students, and parents through performance management for academic optimism. The most remarkable finding shows that an increased level of parental involvement (connecting parents to what happens in school) is promising for academic optimism, whereas increased parental participation (giving parents a voice in what happens in schools) carries potential risks—a critical yet possibly overlooked insight. Recognizing the considerable challenges highlighted in prior research regarding parental engagement, especially in secondary schools, this study unveils promising avenues for further exploration.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"128 ","pages":"Article 102477"},"PeriodicalIF":2.6,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142446369","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-01DOI: 10.1016/j.ijer.2024.102481
José-María Romero-Rodríguez, Alejandro Martínez-Menéndez, Santiago Alonso-García, Juan-José Victoria-Maldonado
The vision of a playful approach to teaching and learning, mediated by game elements, has been acquiring vast relevance in recent years in educational research, crystallizing in the gamification methodology. Therefore, the goal of this study is none other than to study the integration of this methodology in the Primary Education stage, determining the existing evidence in relation to its influence on the students’ learning results. In order to achieve it, a systematic review of the literature, centered around articles about gamification experiences in Primary Education (n = 31), published during the last five years and indexed either in Web of Science or Scopus, is conducted. The existing literature has been mainly published over the last biennium, focusing on the European context, therefore being in line with the existing gaming industry's temporary yet not geographical tendencies. Although the majority of analyzed experiences are mediated by technological resources, analogical gamification still holds a relevant position within the field. Areas linked to the STEM framework tend to be the most frequently gamified in Primary Education, in contrast to areas closely associated with Human and Social Sciences. The overall field results show positive effects on student engagement, motivation, and self-efficacy, while having retrieved negative results regarding collaboration, and mixed outcomes when it comes to learning result. Future research lines are discussed, aiming at building a framework of reference in relation to good practices in the use of gamification, as well as its proper implementation in teacher training courses.
近年来,以游戏元素为媒介的游戏化教学方法在教育研究中得到了广泛的应用,并在游戏化方法中得到了具体体现。因此,本研究的目标不外乎研究这种方法在小学教育阶段的整合,确定其对学生学习成绩影响的现有证据。为了实现这一目标,我们对过去五年中发表的有关小学教育游戏化经验的文章(n = 31)进行了系统的文献综述,这些文章均被Web of Science或Scopus收录。现有文献主要是在过去两年内发表的,主要集中在欧洲范围内,因此符合现有游戏产业的暂时性但非地域性趋势。虽然所分析的经验大多以技术资源为媒介,但类比游戏化仍在该领域占有重要地位。在初等教育中,与科学、技术、工程和数学(STEM)框架相关的领域往往是游戏化最频繁的领域,与之形成鲜明对比的是与人文和社会科学密切相关的领域。总体研究结果表明,游戏化对学生的参与度、积极性和自我效能产生了积极影响,但在协作方面却产生了负面影响,而在学习效果方面则喜忧参半。本文讨论了未来的研究方向,旨在为游戏化的使用及其在教师培训课程中的正确实施建立一个良好实践的参考框架。
{"title":"The reality of the gamification methodology in Primary Education: A systematic review","authors":"José-María Romero-Rodríguez, Alejandro Martínez-Menéndez, Santiago Alonso-García, Juan-José Victoria-Maldonado","doi":"10.1016/j.ijer.2024.102481","DOIUrl":"10.1016/j.ijer.2024.102481","url":null,"abstract":"<div><div>The vision of a playful approach to teaching and learning, mediated by game elements, has been acquiring vast relevance in recent years in educational research, crystallizing in the gamification methodology. Therefore, the goal of this study is none other than to study the integration of this methodology in the Primary Education stage, determining the existing evidence in relation to its influence on the students’ learning results. In order to achieve it, a systematic review of the literature, centered around articles about gamification experiences in Primary Education (<em>n</em> = 31), published during the last five years and indexed either in Web of Science or Scopus, is conducted. The existing literature has been mainly published over the last biennium, focusing on the European context, therefore being in line with the existing gaming industry's temporary yet not geographical tendencies. Although the majority of analyzed experiences are mediated by technological resources, analogical gamification still holds a relevant position within the field. Areas linked to the STEM framework tend to be the most frequently gamified in Primary Education, in contrast to areas closely associated with Human and Social Sciences. The overall field results show positive effects on student engagement, motivation, and self-efficacy, while having retrieved negative results regarding collaboration, and mixed outcomes when it comes to learning result. Future research lines are discussed, aiming at building a framework of reference in relation to good practices in the use of gamification, as well as its proper implementation in teacher training courses.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"128 ","pages":"Article 102481"},"PeriodicalIF":2.6,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142560880","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-01DOI: 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。
{"title":"The challenges and solutions of technology integration in rural schools: A systematic literature review","authors":"Faisal Mustafa , Hoa Thi Mai Nguyen , Xuesong (Andy) Gao","doi":"10.1016/j.ijer.2024.102380","DOIUrl":"https://doi.org/10.1016/j.ijer.2024.102380","url":null,"abstract":"<div><p>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, <em>meso</em> 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.</p></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"126 ","pages":"Article 102380"},"PeriodicalIF":3.2,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0883035524000661/pdfft?md5=c71dae3acd0bddde33f8ae648a36abe2&pid=1-s2.0-S0883035524000661-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140905377","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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.
{"title":"Language of instruction and learning achievements inequalities in francophone Sub-Saharan Africa: A residualized quantile regression analysis using PASEC data","authors":"Jean-Baptiste M.B. Sanfo , Abdoul-Karim Soubeiga , Keiichi Ogawa","doi":"10.1016/j.ijer.2024.102368","DOIUrl":"https://doi.org/10.1016/j.ijer.2024.102368","url":null,"abstract":"<div><p>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.</p></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"126 ","pages":"Article 102368"},"PeriodicalIF":3.2,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140914213","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-01DOI: 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.
{"title":"Agentic student science engagement: Highlighting open-ended pedagogical structures in a plurilingual classroom","authors":"Christina Siry, Sara E.D. Wilmes, Roger Frisch","doi":"10.1016/j.ijer.2024.102357","DOIUrl":"https://doi.org/10.1016/j.ijer.2024.102357","url":null,"abstract":"<div><p>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.</p></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"127 ","pages":"Article 102357"},"PeriodicalIF":3.2,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141294599","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-01DOI: 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.
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Pub Date : 2024-01-01DOI: 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.
{"title":"External accomplice factors in university success: Narratives of graduates with invisible disabilities in Italy","authors":"Anabel Moriña, Laura Tontini, Víctor H. Perera","doi":"10.1016/j.ijer.2024.102316","DOIUrl":"https://doi.org/10.1016/j.ijer.2024.102316","url":null,"abstract":"<div><p>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.</p></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"124 ","pages":"Article 102316"},"PeriodicalIF":3.2,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S088303552400003X/pdfft?md5=5c52494777b38fb4b1a2ed9c60cd7867&pid=1-s2.0-S088303552400003X-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139467820","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}