International journal of educational research open最新文献

Inequalities and education in South Africa: A scoping review 南非的不平等与教育：范围审查

Q1 Social Sciences

International journal of educational research open

Pub Date : 2024-12-01 DOI: 10.1016/j.ijedro.2024.100408

Godfrey Chitsauko Muyambi, Philip Kwashi Atiso Ahiaku

The pervasive issue of global inequality has been exemplified in South Africa, where a unique historical trajectory has led to remarkable disparities. The origins of these inequalities can be traced to the historical development of South Africa, reflecting the lasting impacts of colonialism and apartheid. The entrenched colonialism and apartheid systems have left an indelible mark, resulting in a significant sociological, psychological, legal, educational, political, economic, and technological imbalance within South Africa. We conducted this scoping review to present the latest academic and scholarly discourse on inequality and education in South African secondary schools. By employing the PRISMA-ScR approach to implement inclusion and exclusion criteria, we have curated a selection of 21 peer-reviewed publications. These articles, written in English, analyse the inequality and education in South Africa from 2000 to 2023. Although few studies on inequality and education have been identified, the reviewed articles provide in-depth insights into the current issues in South African secondary schools. The reviewed studies show that educational inequalities are still persistent in SA secondary schools. They also reflect persistent and profound influence of apartheid, which is intricately interwoven with the evolving contours of inequality. This is manifested in the form of amplified disparities, unmet promises of reparations, and resistance to efforts aimed at rectification. These elements are shown collectively highlighting the complex and multifaceted nature of the challenges that lie ahead in addressing the legacy of apartheid.

普遍存在的全球不平等问题在南非得到了体现，南非独特的历史轨迹导致了显著的不平等。这些不平等的根源可以追溯到南非的历史发展，反映了殖民主义和种族隔离的持久影响。根深蒂固的殖民主义和种族隔离制度留下了不可磨灭的印记，在南非造成了严重的社会、心理、法律、教育、政治、经济和技术不平衡。我们进行了这一范围审查，以介绍有关南非中学不平等和教育的最新学术和学术论述。通过采用PRISMA-ScR方法来实施纳入和排除标准，我们精心挑选了21篇同行评议的出版物。这些用英语写的文章分析了2000年至2023年南非的不平等和教育。虽然很少有关于不平等和教育的研究被确定，但所审查的文章提供了对南非中学当前问题的深入见解。经过审查的研究表明，教育不平等在南非中学仍然存在。它们还反映了种族隔离的持久和深刻影响，这种影响与不断演变的不平等轮廓错综复杂地交织在一起。其表现形式是差距扩大、赔偿承诺未兑现以及对旨在纠正的努力的抵制。这些因素综合在一起，突出了在处理种族隔离遗留问题方面所面临的挑战的复杂性和多面性。

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引用次数: 0

Resilience in higher education during the COVID-19 pandemic: A scoping literature review with implications for evidence-informed policymaking COVID-19 大流行期间高等教育的复原力：范围界定文献综述及其对循证决策的影响

Q1 Social Sciences

International journal of educational research open

Pub Date : 2024-11-24 DOI: 10.1016/j.ijedro.2024.100392

Oksana Celbis , Mindel van de Laar , Louis Volante

With the onset of the COVID-19 pandemic, the construct of resilience has received growing attention in the higher education literature. The pandemic, acting as an external stressor, impacted multiple higher education settings in 2020 during the period of lockdowns, when universities had to temporarily close on-campus activities and shift to online emergency responses. The objective of this scoping review is to explore how resilience was conceptualized in the higher education research literature during the initial emergency response phase of the pandemic, and how conceptual and research design choices in this early body of literature shaped policy recommendations aimed at enhancing the resilience of individuals and support systems in higher education. This article, thus, contributes to the ongoing discussion in the academic and policy-relevant literature on how to better prepare universities as organizations and communities for a response not only during the emergency pandemic, but also beyond, in post-pandemic higher education settings. We find that the first wave of academic literature on the subject largely focused on resilience at the individual level, and more so on the resilience of students rather than the resilience of faculty and academic support staff. Resilience as a group-level construct was the focus of empirical study only in a few articles in our review sample, and even then, there were differences in the ways the concept was defined and operationalized, making comparisons between studies virtually impossible. We also found support for the argument that depending on the operationalization of the concept, some forms of resilience inadvertently may decrease other forms of resilience– either when resilience is conceptualized differently, or operationalized at a different level of analysis. The fragmentation in the literature reflecting different conceptualizations and measurements of resilience as a construct complicates the academic conversation in the field and the process of making recommendations for the design of support policies. In conclusion, the article makes several suggestions on promising lines of further research which can advance the state of art in the field.

随着 COVID-19 大流行病的爆发，抗灾能力这一概念在高等教育文献中受到越来越多的关注。大流行病作为一种外部压力源，在 2020 年的封锁期影响了多个高等教育机构，当时大学不得不暂时关闭校内活动，转而采取在线应急措施。本综述旨在探讨在疫情初期的应急响应阶段，高等教育研究文献是如何将抗灾能力概念化的，以及早期文献中的概念和研究设计选择是如何形成旨在提高高等教育中个人和支持系统抗灾能力的政策建议的。因此，本文对学术界和政策相关文献中正在进行的讨论做出了贡献，即如何使大学作为组织和社区更好地做好准备，不仅在紧急大流行期间做出响应，而且在大流行后的高等教育环境中做出响应。我们发现，有关这一主题的第一波学术文献主要侧重于个人层面的抗灾能力，更多的是学生的抗灾能力，而不是教师和学术支持人员的抗灾能力。在我们的研究样本中，只有少数文章将抗逆力作为群体层面的概念进行了实证研究，即便如此，对这一概念的定义和操作方法也存在差异，因此几乎不可能对不同研究进行比较。我们还发现，根据概念的操作方法，某些形式的抗逆力可能会在无意中降低其他形式的抗逆力--如果抗逆力的概念不同，或者在不同的分析层面上进行操作，这种观点也会得到支持。文献中的支离破碎反映了对复原力这一概念的不同概念化和测量方法，这使得该领域的学术对话以及为支持政策的设计提出建议的过程变得更加复杂。最后，文章就有希望的进一步研究方向提出了若干建议，这些建议可以推动该领域的技术发展。

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引用次数: 0

Effectiveness of a locally developed cultural responsiveness tool for Australian teachers. 为澳大利亚教师开发的本地文化响应工具的有效性。

Q1 Social Sciences

International journal of educational research open

Pub Date : 2024-11-24 DOI: 10.1016/j.ijedro.2024.100404

T. Woodroffe, P. Yuhun, L. Ford, S. Worthington

Australian Indigenous students are underperforming academically. Northern Territory students show the most significant underperformance. Few studies investigate resources for preparedness of teachers to cater to Indigenous students. This study aimed to test a teacher tool created to support teacher professional development. The study participants comprised of teachers, department staff, registration board representatives, and education lecturers. Most respondents believed the tool had potential to improve cultural competence and suggested other improvements. The low response rate from teachers could be considered a limitation of the study but findings contribute to literature on teacher efficacy and Australian teacher development in reducing Indigenous disadvantage.

澳大利亚土著学生的学习成绩不佳。北部地区学生的学习成绩最差。很少有研究调查教师为照顾土著学生而准备的资源。本研究旨在测试为支持教师专业发展而开发的教师工具。研究参与者包括教师、部门工作人员、注册委员会代表和教育讲师。大多数受访者认为该工具具有提高文化能力的潜力，并提出了其他改进建议。教师的回复率较低，这可能是本研究的一个局限性，但研究结果有助于提高教师的工作效率，促进澳大利亚教师的发展，从而减少土著教师的不利处境。

引用次数: 0

Pre-service english teachers’ perceptions of language assessment in a colombian language teacher education program 哥伦比亚语言教师教育项目中职前英语教师对语言评估的看法

Q1 Social Sciences

International journal of educational research open

Pub Date : 2024-11-22 DOI: 10.1016/j.ijedro.2024.100405

Sonia Patricia Hernández-Ocampo, Pedro Antonio Chala-Bejarano, Magda Rodríguez-Uribe

This phenomenological study explored the perceptions of pre-service English teachers about language assessment in a private university in Colombia. Using a survey and a focus group, data were collected from 179 participants. Results show that many pre-service teachers limit their view of assessment merely to testing and tend to criticize teachers’ subjectivity, understood as the teacher's judgement on the basis of their opinion rather than stated criteria, and the adverse feelings caused by testing (e.g. frustration, anxiety and fear). Other participants see assessment as an integrative practice and highlight the benefits for their learning process, mainly as a result of feedback. For these pre-service teachers, feedback allows them to understand the topics and helps them to identify their weaknesses. Implications discuss the importance of leading processes of reflection and awareness about assessment as well as about the purposes and forms of feedback given to students, essential topics in the knowledge base of English language teachers. This could be achieved through in-class discussions that help students to understand what is assessed together with how and why they are assessed; in this way, they can reflect on their own learning process and later be able to assess their future students soundly.

本现象学研究探讨了哥伦比亚一所私立大学的职前英语教师对语言评估的看法。通过调查和焦点小组，收集了 179 名参与者的数据。结果表明，许多职前英语教师将其对评估的看法仅仅局限于测试，并倾向于批评教师的主观性（即教师根据自己的意见而非既定标准做出的判断）以及测试带来的不良情绪（如沮丧、焦虑和恐惧）。另一些参加者则认为评估是一种综合性的做法，并强调评估对他们学习过程的益处，主要是反馈的结果。对这些职前教师来说，反馈使他们能够理解题目，帮助他们找出自己的弱点。启示讨论了引导反思和认识评估过程以及向学生提供反馈的目的和形式的重要性，这些都是英语教师知识库中的基本主题。这可以通过课堂讨论来实现，帮助学生了解评估的内容以及评估的方式和原因；通过这种方式，他们可以反思自己的学习过程，并在以后能够正确地评估自己的学生。

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引用次数: 0

Emotional exhaustion faced by Italian female teaching staff during COVID-19 pandemic: A sequential mediation model applying coping strategies, self-efficacy for online teaching, and technostress 意大利女教职员工在 COVID-19 大流行期间面临的情感疲惫：应用应对策略、在线教学自我效能感和技术压力的序列中介模型

Q1 Social Sciences

International journal of educational research open

Pub Date : 2024-11-21 DOI: 10.1016/j.ijedro.2024.100403

Annalisa Levante , Serena Petrocchi , Federica Bianco , Ilaria Castelli , Flavia Lecciso

The study examines coping, tech attitudes, and burnout in 388 Italian female teachers during COVID-19. Results show coping predicts lower burnout via higher online teaching self-efficacy and lower technostress. Primary teachers report higher emotional exhaustion; older teachers experience more technostress. Findings emphasise the importance of coping strategies in reducing burnout, highlighting the need to enhance online teaching self-efficacy and address technostress. Training focusing on these aspects could effectively support teachers amid the pandemic and regular job stressors.

本研究考察了 COVID-19 期间 388 名意大利女教师的应对、技术态度和职业倦怠。结果表明，通过提高在线教学自我效能感和降低技术压力，应对可预测较低的职业倦怠。小学教师的情绪衰竭程度较高，而年龄较大的教师则面临更大的技术压力。研究结果强调了应对策略对降低职业倦怠的重要性，突出了提高在线教学自我效能感和解决技术压力的必要性。针对这些方面的培训可以有效地支持教师应对大流行病和常规工作压力。

引用次数: 0

Promoting a restorative culture in schools: Insights from school leaders 促进学校的恢复性文化：学校领导的见解

Q1 Social Sciences

International journal of educational research open

Pub Date : 2024-11-21 DOI: 10.1016/j.ijedro.2024.100397

Elaine Moran, Elaine Walsh, Seaneen Sloan

Restorative practice is widely acknowledged as an approach to conflict resolution centred on repairing harm and proactively building relationships. The current study aimed to investigate the factors that contribute to the establishment of a restorative culture in Irish primary schools. Using sociocultural theory, this study explores how school communities adopt a restorative culture considering the interplay between social interactions and cultural influences. Employing a qualitative research design, nine school leaders from mainstream primary schools across Ireland were interviewed about their insights into promoting a restorative culture in their schools. Data were analysed using reflexive thematic analysis. Findings suggest that the restorative practice journey begins with practical actions and evolves into a subtle cultural transformation, marked by enhanced student autonomy and a more harmonious school environment. This process underscores the enduring commitment required to fully integrate restorative practice into the fabric of a school's culture.

恢复性做法被广泛认为是一种以弥补伤害和积极主动地建立关系为中心的解决冲突的方法。本研究旨在调查有助于在爱尔兰小学建立恢复性文化的因素。本研究采用社会文化理论，探讨了学校社区如何在考虑到社会互动和文化影响之间的相互作用的情况下采用恢复性文化。采用定性研究设计，对来自爱尔兰主流小学的九位学校领导进行了访谈，了解他们对在学校推广恢复性文化的见解。采用反思性主题分析法对数据进行了分析。研究结果表明，恢复性实践之旅始于实际行动，并逐渐演变成一种微妙的文化转变，其特点是学生自主性得到增强，学校环境更加和谐。这一过程强调了将恢复性实践完全融入学校文化结构所需的持久承诺。

引用次数: 0

Challenges of implementing ChatGPT on education: Systematic literature review 在教育领域实施 ChatGPT 的挑战：系统文献综述

Q1 Social Sciences

International journal of educational research open

Pub Date : 2024-11-20 DOI: 10.1016/j.ijedro.2024.100401

Iván Miguel García-López , Carina Soledad González González , María-Soledad Ramírez-Montoya , José-Martín Molina-Espinosa

Since its launch in 2022, ChatGPT has sparked considerable interest in higher education, raising debates about its benefits, challenges, and ethical implications. This systematic literature review, spanning January 2019 to January 2024, analyzes 42 articles from Web of Science and Scopus to identify key opportunities and challenges in its academic integration. Four core issues emerge: (a) technological integration and obsolescence, emphasizing the need for scalable, modular infrastructures; (b) personalization and equity, focusing on the balance between individualized learning and avoiding algorithmic bias; (c) data quality and security, highlighting the importance of transparent data management and robust encryption to protect sensitive information; and (d) ethics and human-AI collaboration, stressing the importance of institutional policies and continuous teacher intervention to ensure responsible and effective use. This study advances the discourse by recommending sustainable strategies for AI adoption, including professional development and fairness audits, while underscoring the critical role of human oversight in maximizing ChatGPT's educational impact. Ultimately, it offers actionable insights for institutions to align AI use with ethical principles and long-term educational goals.

自 2022 年推出以来，ChatGPT 在高等教育领域引发了广泛关注，并引发了有关其益处、挑战和伦理影响的争论。本系统文献综述的时间跨度为 2019 年 1 月至 2024 年 1 月，分析了来自 Web of Science 和 Scopus 的 42 篇文章，以确定其学术整合中的关键机遇和挑战。其中出现了四个核心问题：(a) 技术整合与过时，强调需要可扩展的模块化基础设施；(b) 个性化与公平，关注个性化学习与避免算法偏见之间的平衡；(c) 数据质量与安全，强调透明的数据管理和强大的加密技术对保护敏感信息的重要性；(d) 道德规范与人类-人工智能合作，强调机构政策和教师持续干预对确保负责任和有效使用的重要性。本研究提出了采用人工智能的可持续战略建议，包括专业发展和公平性审计，同时强调了人类监督在最大限度发挥 ChatGPT 教育影响方面的关键作用，从而推动了相关讨论。最终，它为教育机构提供了可操作的见解，使人工智能的使用符合道德原则和长期教育目标。

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引用次数: 0

Professional learning facilitators' contribution to sustainable STEM teacher learning in regional contexts 专业学习促进者对地区背景下可持续 STEM 教师学习的贡献

Q1 Social Sciences

International journal of educational research open

Pub Date : 2024-11-19 DOI: 10.1016/j.ijedro.2024.100406

Anthony Sylvester Anning

Professional learning facilitators (PLFs) design, organize, and drive learning, yet their regional role, especially in sustainable STEM teacher learning, is underexplored in literature. This study investigates how PLFs adapt their strategies to support sustainable STEM teacher learning in the Geelong region, drawing on Bronfenbrenner's ecological model. This paper forms part of an ongoing broader study that seeks to understand the sustained impact of STEM teachers’ learning through professional learning programs in a regional setting. A range of programs (namely SS-STEM, STEM Catalyst, SEPS, STEPS, and GALS) have been offered to teachers and schools within the Geelong region by Deakin University researchers who act as facilitators. Through semi-structured interviews with three PLFs in the Geelong region, the research uncovers innovative practices, impacts, and recommendations for sustaining the effects of learning programs. PLFs utilize curriculum adaptation, collaborate with local industries and community groups, and engage university colleagues to enrich learning experiences. They observe immediate, intermediate, and enduring impacts on teachers, students, and schools. By offering detailed insights, it contributes to understanding effective PLF practices in regional STEM education, with implications for policymakers and stakeholders aiming to support sustainable teacher learning in underserved regions.

专业学习促进者（PLFs）设计、组织和推动学习，但他们在地区中的作用，特别是在STEM教师可持续学习中的作用，在文献中还没有得到充分的探讨。本研究借鉴布朗芬布伦纳（Bronfenbrenner）的生态模型，调查专业学习促进者如何调整其策略，以支持吉朗地区的可持续 STEM 教师学习。本论文是正在进行的更广泛研究的一部分，该研究旨在了解在地区环境中，STEM 教师通过专业学习项目进行学习的持续影响。迪肯大学的研究人员为吉朗地区的教师和学校提供了一系列项目（即 SS-STEM、STEM Catalyst、SEPS、STEPS 和 GALS）。通过对吉隆地区的三个 PLF 进行半结构化访谈，研究发现了创新实践、影响以及维持学习计划效果的建议。公共图书馆利用课程改编、与当地行业和社区团体合作以及大学同事的参与来丰富学习体验。他们观察对教师、学生和学校产生的直接、中期和持久影响。通过提供详细的见解，该报告有助于理解地区 STEM 教育中有效的 PLF 实践，并对旨在支持服务不足地区教师可持续学习的政策制定者和利益相关者产生影响。

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引用次数: 0

Navigating the virtual landscape: A systematic review of approaches to cultivating a sense of community among distance learners in health and allied health disciplines 驾驭虚拟环境：对培养卫生和联合卫生学科远程学习者社区感的方法进行系统审查

Q1 Social Sciences

International journal of educational research open

Pub Date : 2024-11-14 DOI: 10.1016/j.ijedro.2024.100400

Fredrik Nyman

Recent years have seen an increase of distance learning in higher education, particularly accelerated due the COVID-19 pandemic with necessary social distancing measures. The present study concerns a systematic review focused on how educators foster and maintain a sense of community among distance learners in health and allied health disciplines. It uses a theoretical framework of communities of practice, groups united by shared interests, learning, and pursuit enhancement. Allied health students need a supportive environment that fosters resilience and camaraderie, preparing them for the collaborative nature of their profession. For the analysis, thematic content analysis was used on the content of nine relevant studies. This stepwise procedure of content analysis revealed three interconnected themes: instructor presence, collaborative interactions, and the learning environment's impact on students' sense of community. The results highlight the need for community-building in distance learning education and emphasize the importance of collaborative learning in virtual learning platforms to foster allied health student engagement and persistence. This research provides valuable insights for allied health educators seeking to enhance distance learning practices and create a more connected and inclusive learning environment for their students.

近年来，高等教育中的远程学习越来越多，尤其是在 COVID-19 大流行病的影响下，远程学习的发展速度更快，同时还需要采取必要的社会隔离措施。本研究是一项系统性综述，重点关注教育者如何在卫生和专职医疗学科的远程学习者中培养和维持社区感。研究采用了实践社区的理论框架，即由共同兴趣、学习和追求进步而联合起来的群体。联合健康专业的学生需要一个支持性的环境，培养他们的适应能力和友爱精神，为其专业的协作性质做好准备。在分析中，我们对九项相关研究的内容进行了主题内容分析。这种循序渐进的内容分析程序揭示了三个相互关联的主题：教师的存在、协作互动以及学习环境对学生社区意识的影响。研究结果强调了远程学习教育中社区建设的必要性，并强调了虚拟学习平台中协作学习对促进专职医疗学生参与和坚持学习的重要性。这项研究为专职医疗教育工作者提供了宝贵的见解，帮助他们加强远程学习实践，为学生创造一个更具联系性和包容性的学习环境。

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引用次数: 0

Approaching a substantive theory of moral reckoning in special education leadership: Innovative grounded theory methods using extant data on principals 在特殊教育领导力中接近道德清算的实质性理论：使用现有校长数据的创新基础理论方法

Q1 Social Sciences

International journal of educational research open

Pub Date : 2024-11-09 DOI: 10.1016/j.ijedro.2024.100398

William C. Frick , Barbara L. Pazey

This original grounded theory research addresses leading for inclusion within the context of special education services and the educative outcome of equity as a moral aim of schooling in the United States. We pinpoint the critical positionality of the principalship in realizing both the letter and spirit of special education law in the US and its consequent practice. Through a secondary analysis of extant qualitative data, we examine dis/ability in schooling and administrative decision making in the day-to-day reality of implementation and present a working substantive theory of moral reckoning for special education leadership. Principals’ thinking and professional praxis revealed the existence of varying layers of ethical deliberation, ranging from surface appraisals, partial judgments, and conflicting calculations to deep, soul-searching deliberation. We conclude with recommendations for future research and practice.

这项原创性的基础理论研究探讨了美国特殊教育服务背景下的全纳领导以及作为学校教育道德目标的公平的教育成果。我们指出了校长在实现美国特殊教育法律的文字和精神以及由此产生的实践中的关键地位。通过对现有定性数据的二次分析，我们研究了学校教育中的残疾/无能力问题，以及在日常实施过程中的行政决策，并提出了一个有效的特殊教育领导道德考量的实质性理论。校长们的思考和专业实践揭示了不同层次的道德考量，从表面的评价、片面的判断、矛盾的计算到深刻的、反省的考量。最后，我们对未来的研究和实践提出了建议。

引用次数: 0