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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 EDUCATION & EDUCATIONAL RESEARCH 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
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 EDUCATION & EDUCATIONAL RESEARCH 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
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 EDUCATION & EDUCATIONAL RESEARCH 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
Explaining academic optimism in schools: The impact of performance leadership and alignment between teachers, students, and parents 解释学校中的学术乐观主义:绩效领导力以及教师、学生和家长之间协调一致的影响
IF 2.6 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-01-01 DOI: 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.
本研究旨在探讨在中学培养学术乐观主义的关键先决条件。学术乐观主义由集体效能、学术重视和信任组成,对学生成绩有积极影响,超越了社会经济地位或移民等背景变量。我们假设,根据教师的看法,明确关注学术乐观主义的学校领导不仅会产生更多的学术乐观主义,而且还会促进教师、学生和家长之间的更多协调,这反过来又会进一步提高学校的学术乐观主义水平。这项研究在比利时安特卫普进行,包括来自 37 所中学的 1061 名教师。研究采用了结构方程模型进行分析。拟合指数良好,整体图像证实了我们的假设。校长有机会通过对学术乐观主义的绩效管理来提高学术乐观主义,并加强教师、学生和家长之间的协调。最令人瞩目的发现表明,提高家长参与度(将家长与学校发生的事情联系起来)对提高学业乐观度大有裨益,而提高家长参与度(让家长对学校发生的事情发表意见)则存在潜在风险--这是一个至关重要但可能被忽视的见解。本研究认识到先前关于家长参与(尤其是中学家长参与)的研究中凸显出的巨大挑战,揭示了进一步探索的前景广阔的途径。
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引用次数: 0
The reality of the gamification methodology in Primary Education: A systematic review 游戏化方法在小学教育中的现实意义:系统回顾
IF 2.6 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-01-01 DOI: 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。
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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 EDUCATION & EDUCATIONAL RESEARCH 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 EDUCATION & EDUCATIONAL RESEARCH 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
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 EDUCATION & EDUCATIONAL RESEARCH 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
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 EDUCATION & EDUCATIONAL RESEARCH 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
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 EDUCATION & EDUCATIONAL RESEARCH 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
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International Journal of Educational Research
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