In alignment with UNESCO's directives for ongoing teacher development in environmental awareness to achieve sustainable development goals, this study developed and evaluated a 14-week training curriculum aimed at enhancing Environmental and Health Education awareness among Syrian teachers. Fifty educators of both genders were selected to partake in a program tailored to their needs. The study employed a sequential explanatory mixed methods approach, which included pre- and post-testing; an online satisfaction survey as well as focus group discussions to explore the impact of the training. The findings revealed a statistically significant improvement in knowledge post-training, with average scores doubling from 31% to 65. The program received a high satisfaction rating of Very good-Excellent. Five themes emerged, namely acquired knowledge and skills, values instilled, personal and professional development and emerging topics. Participants overwhelmingly affirmed the training's value and impact, noting significant knowledge and value integration in Environmental and Health Education.
{"title":"Evaluating the effectiveness of a health and environmental education training program for Syrian teachers in Northern Syria","authors":"Mervan Y. Huseyin , Abdulmuhaimen Dershewi , Debbi Marais , Marwan Albuhtori","doi":"10.1016/j.ijedro.2025.100448","DOIUrl":"10.1016/j.ijedro.2025.100448","url":null,"abstract":"<div><div>In alignment with UNESCO's directives for ongoing teacher development in environmental awareness to achieve sustainable development goals, this study developed and evaluated a 14-week training curriculum aimed at enhancing Environmental and Health Education awareness among Syrian teachers. Fifty educators of both genders were selected to partake in a program tailored to their needs. The study employed a sequential explanatory mixed methods approach, which included pre- and post-testing; an online satisfaction survey as well as focus group discussions to explore the impact of the training. The findings revealed a statistically significant improvement in knowledge post-training, with average scores doubling from 31% to 65. The program received a high satisfaction rating of Very good-Excellent. Five themes emerged, namely acquired knowledge and skills, values instilled, personal and professional development and emerging topics. Participants overwhelmingly affirmed the training's value and impact, noting significant knowledge and value integration in Environmental and Health Education.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"8 ","pages":"Article 100448"},"PeriodicalIF":0.0,"publicationDate":"2025-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143372660","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-02-05DOI: 10.1016/j.ijedro.2025.100445
Ekaterina Enchikova , Tiago Neves , Cibelle Toledo , Gil Nata
The OECD's Programme for International Student Assessment (PISA) has reported on the levels of educational equity in participating countries since its inception in 2000. However, little attention has been paid to changes in equity levels over time. This study analyses data from the 2000 to 2018 PISA rounds, offering an overview of educational socioeconomic-related equity — specifically equality of opportunity (assessed through the relationship between R-squared and ESCS) — trends across 87 countries, comprising 37 OECD members and 50 partner countries. It provides insights into the dynamics of equity levels at the country level, the stability of these trends, and the consistency of the changes. By using all available PISA waves for each participating country, calculating an average R-squared between subjects (Reading, Math and Science), and combining the “absolute” position in the equity indicator with the change over time in that same indicator, this study presents the first comprehensive picture of the evolution of equality of opportunities (assessed through the R-squared indicator) in all PISA-participating countries. Results show that, on average, PISA-participating countries have only slightly improved their equality of opportunity. Additionally, there is an absence of clear patterns regarding the relationship between equity levels and equity change, highlighting the diversity of national pathways to equity and underscoring the importance of analysing specific contexts when assessing equity. Lastly, this study also helps to identify successful country cases that have demonstrated more solid and coherent positive trends in improving educational equity over the last two decades.
{"title":"A long road to educational equity: Tracking trends through PISA 2000–2018","authors":"Ekaterina Enchikova , Tiago Neves , Cibelle Toledo , Gil Nata","doi":"10.1016/j.ijedro.2025.100445","DOIUrl":"10.1016/j.ijedro.2025.100445","url":null,"abstract":"<div><div>The OECD's Programme for International Student Assessment (PISA) has reported on the levels of educational equity in participating countries since its inception in 2000. However, little attention has been paid to changes in equity levels over time. This study analyses data from the 2000 to 2018 PISA rounds, offering an overview of educational socioeconomic-related equity — specifically equality of opportunity (assessed through the relationship between R-squared and ESCS) — trends across 87 countries, comprising 37 OECD members and 50 partner countries. It provides insights into the dynamics of equity levels at the country level, the stability of these trends, and the consistency of the changes. By using all available PISA waves for each participating country, calculating an average R-squared between subjects (Reading, Math and Science), and combining the “absolute” position in the equity indicator with the change over time in that same indicator, this study presents the first comprehensive picture of the evolution of equality of opportunities (assessed through the R-squared indicator) in all PISA-participating countries. Results show that, on average, PISA-participating countries have only slightly improved their equality of opportunity. Additionally, there is an absence of clear patterns regarding the relationship between equity levels and equity change, highlighting the diversity of national pathways to equity and underscoring the importance of analysing specific contexts when assessing equity. Lastly, this study also helps to identify successful country cases that have demonstrated more solid and coherent positive trends in improving educational equity over the last two decades.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"8 ","pages":"Article 100445"},"PeriodicalIF":0.0,"publicationDate":"2025-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143141182","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
One of the sustainable development goals identified by the United Nations (UN) aims to ensure inclusive, equitable, quality education and promote lifelong learning opportunities for all. The report issued by the UN in 2022 highlighted that the global education crisis for vulnerable groups has worsened due to the COVID-19 pandemic, war, lack of infrastructure, and little or no psychosocial support. The prevalence of English as the medium of instruction in higher education, is a challenge for students who speak English as a second language. In South Africa, and Africa as a whole, the majority of the population speak in their mother tongue as a first language, which is problematic for students enrolled at English medium universities. This study focuses on accounting education from a South African perspective. Earlier research found that the number of African chartered accountants in South Africa are inadequately represented and cited one of the reasons as being a language barrier. We propose that the translation of accounting concepts into indigenous African languages can improve the understanding of accounting principles which will allow for inclusive, equitable, and quality education for all. In doing so, we develop a prototype application, which encompasses augmented reality and artificial intelligence-generated language translation functionalities to teach accounting principles in an indigenous African language, namely, IsiZulu. The application, named Zulu Augmented Reality Translation (ZART), aids the learning process of accounting principles, by providing an engaging and interactive learning experience in IsiZulu. The paper commences with a literature review on the teaching pedagogy and challenges in accounting education. Thereafter, the design science research applied in the development of ZART is discussed. Using questionnaires, an experiment is conducted to evaluate the usability of ZART, students’ perceptions and pedagogical experiences of using ZART. The results of the evaluation show that ZART was easy to install and use; students were captivated with the avatars in ZART; and the language translation functionality was useful for learning the basics of accounting. ZART is of importance to policy makers and standard setters in the accounting profession, accounting academics, and accounting students. This study provides a platform for the translation of the accounting curriculum into numerous indigenous African languages.
{"title":"Teaching accounting principles using augmented reality and artificial intelligence-generated IsiZulu language translations","authors":"Abejide Ade-Ibijola , Aneetha Sukhari , Solomon Sunday Oyelere","doi":"10.1016/j.ijedro.2025.100447","DOIUrl":"10.1016/j.ijedro.2025.100447","url":null,"abstract":"<div><div>One of the sustainable development goals identified by the United Nations (UN) aims to ensure inclusive, equitable, quality education and promote lifelong learning opportunities for all. The report issued by the UN in 2022 highlighted that the global education crisis for vulnerable groups has worsened due to the COVID-19 pandemic, war, lack of infrastructure, and little or no psychosocial support. The prevalence of English as the medium of instruction in higher education, is a challenge for students who speak English as a second language. In South Africa, and Africa as a whole, the majority of the population speak in their mother tongue as a first language, which is problematic for students enrolled at English medium universities. This study focuses on accounting education from a South African perspective. Earlier research found that the number of African chartered accountants in South Africa are inadequately represented and cited one of the reasons as being a language barrier. We propose that the translation of accounting concepts into indigenous African languages can improve the understanding of accounting principles which will allow for inclusive, equitable, and quality education for all. In doing so, we develop a prototype application, which encompasses augmented reality and artificial intelligence-generated language translation functionalities to teach accounting principles in an indigenous African language, namely, IsiZulu. The application, named Zulu Augmented Reality Translation (ZART), aids the learning process of accounting principles, by providing an engaging and interactive learning experience in IsiZulu. The paper commences with a literature review on the teaching pedagogy and challenges in accounting education. Thereafter, the design science research applied in the development of ZART is discussed. Using questionnaires, an experiment is conducted to evaluate the usability of ZART, students’ perceptions and pedagogical experiences of using ZART. The results of the evaluation show that ZART was easy to install and use; students were captivated with the avatars in ZART; and the language translation functionality was useful for learning the basics of accounting. ZART is of importance to policy makers and standard setters in the accounting profession, accounting academics, and accounting students. This study provides a platform for the translation of the accounting curriculum into numerous indigenous African languages.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"8 ","pages":"Article 100447"},"PeriodicalIF":0.0,"publicationDate":"2025-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143234296","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-01-30DOI: 10.1016/j.ijedro.2025.100441
Márta Miklósi , Karolina Eszter Kovács
Background
School attendance and school bonding have protective effects against later criminal behaviour, with young people who are not strongly attached to prosocial individuals and conventional institutions more likely to engage in criminal behaviour. Problems with school bonding reinforce the gradual disengagement of students from school, which, together with other personal, social and contextual variables, contributes to the development of deviant behaviour.
Methods
A systematic PRISMA review was conducted using EBSCO Discovery Service Search Engine (using 85 databases during searching) to access studies which investigated the association of school bonding of juvenile offenders with risk of subsequent reoffending and successful reintegration into society, finally 10 studies were reviewed. The PICOS format was used to define inclusion criteria, and the Joanna Briggs Institute (JBI) critical appraisal tool was used to assess the quality of the studies.
Results
The research reviewed confirmed our hypothesis that increasing school bonding and engagement can support the reintegration of juvenile offenders into society, particularly through extracurricular activities and mentoring. At the same time, we cannot ignore the study of social influences, because family dynamics, peer relationships and partner relationships have a strong influence on school bonding and consequently on the likelihood of delinquency.
Conclusions
Although this review has highlighted important links with school bonding among juvenile offenders, future research on this less researched topic would be worthwhile to better understand the nature of school bonding and the opportunities and good practices to strengthen school bonding, thereby increasing the chances of desistance.
{"title":"Factors influencing school bonding among juvenile offenders – The experience of a systematic review","authors":"Márta Miklósi , Karolina Eszter Kovács","doi":"10.1016/j.ijedro.2025.100441","DOIUrl":"10.1016/j.ijedro.2025.100441","url":null,"abstract":"<div><h3>Background</h3><div>School attendance and school bonding have protective effects against later criminal behaviour, with young people who are not strongly attached to prosocial individuals and conventional institutions more likely to engage in criminal behaviour. Problems with school bonding reinforce the gradual disengagement of students from school, which, together with other personal, social and contextual variables, contributes to the development of deviant behaviour.</div></div><div><h3>Methods</h3><div>A systematic PRISMA review was conducted using EBSCO Discovery Service Search Engine (using 85 databases during searching) to access studies which investigated the association of school bonding of juvenile offenders with risk of subsequent reoffending and successful reintegration into society, finally 10 studies were reviewed. The PICOS format was used to define inclusion criteria, and the Joanna Briggs Institute (JBI) critical appraisal tool was used to assess the quality of the studies.</div></div><div><h3>Results</h3><div>The research reviewed confirmed our hypothesis that increasing school bonding and engagement can support the reintegration of juvenile offenders into society, particularly through extracurricular activities and mentoring. At the same time, we cannot ignore the study of social influences, because family dynamics, peer relationships and partner relationships have a strong influence on school bonding and consequently on the likelihood of delinquency.</div></div><div><h3>Conclusions</h3><div>Although this review has highlighted important links with school bonding among juvenile offenders, future research on this less researched topic would be worthwhile to better understand the nature of school bonding and the opportunities and good practices to strengthen school bonding, thereby increasing the chances of desistance.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"8 ","pages":"Article 100441"},"PeriodicalIF":0.0,"publicationDate":"2025-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143141183","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study investigates the utilization of digital resources among students across three economic categories: lower-middle-income countries, upper-middle-income countries, and high-income countries. This study focuses on several dimensions, including digital resource usage, student engagement, self-efficacy, subject learning, and feedback mechanisms. Leveraging data from the Programme for International Student Assessment (PISA) 2022, we analyzed responses from 237,844 students. Statistical techniques included analysis of variance and structural equation modeling. The findings reveal that students from high-income countries demonstrate higher digital resource utilization and self-efficacy compared to their counterparts in upper-middle-income and lower-middle-income countries. However, educational software and digital feedback tools remain underutilized across all economic contexts. Digital resources for language, mathematics, and science learning exhibit poor usage patterns. A significant proportion of students rarely utilize these resources for academic purposes, raising concerns about digital distractions. Upper-middle-income countries’ students engage more actively in digital learning activities outside the classroom compared to their peers in lower-middle-income and high-income countries. Policymakers and educators should address disparities in digital resource utilization to enhance educational equity and bridge gaps, particularly in resource-limited settings.
{"title":"The impact of digital resource utilization on student learning outcomes and self-efficacy across different economic contexts: A comparative analysis of PISA, 2022","authors":"Dirgha Raj Joshi , Jeevan Khanal , Krishna Prasad Sharma Chapai , Krishna Prasad Adhikari","doi":"10.1016/j.ijedro.2025.100443","DOIUrl":"10.1016/j.ijedro.2025.100443","url":null,"abstract":"<div><div>This study investigates the utilization of digital resources among students across three economic categories: lower-middle-income countries, upper-middle-income countries, and high-income countries. This study focuses on several dimensions, including digital resource usage, student engagement, self-efficacy, subject learning, and feedback mechanisms. Leveraging data from the Programme for International Student Assessment (PISA) 2022, we analyzed responses from 237,844 students. Statistical techniques included analysis of variance and structural equation modeling. The findings reveal that students from high-income countries demonstrate higher digital resource utilization and self-efficacy compared to their counterparts in upper-middle-income and lower-middle-income countries. However, educational software and digital feedback tools remain underutilized across all economic contexts. Digital resources for language, mathematics, and science learning exhibit poor usage patterns. A significant proportion of students rarely utilize these resources for academic purposes, raising concerns about digital distractions. Upper-middle-income countries’ students engage more actively in digital learning activities outside the classroom compared to their peers in lower-middle-income and high-income countries. Policymakers and educators should address disparities in digital resource utilization to enhance educational equity and bridge gaps, particularly in resource-limited settings.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"8 ","pages":"Article 100443"},"PeriodicalIF":0.0,"publicationDate":"2025-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143097498","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-01-25DOI: 10.1016/j.ijedro.2025.100446
Riyan Hidayat , Mohd Rashid Mohd Saad
Currently, researchers have started to become interested in studying the impact of peer tutoring on academic achievement. Based on cognitive constructivism ideas. peer tutoring, founded on focuses on the significance of social interactions in learning and how they influence children's cognitive development. As such, this meta-analysis aims to look into the overall effect of peer tutoring, emphasising on STEM disciplines. The researchers utilised the PRISMA procedure to conduct a literature search across resources such as Web of Science, Scopus, and Google Scholar. The process yielded 24 works with 3311 participants. The researchers calculated the effect size with standardized mean differences (SMD) and 95 % confidence interval using the R software packages. The results indicated that peer tutoring has a significant effect on academic achievement (effect size [ES] = 1.23, 95 % confidence interval [CI] [0.75, 1.70], p < 0.001) and other learning outcomes (effect size [ES] = 0.40, 95 % CI [0.20, 0.59], p < 0.001). The subgroup analysis showed revealed substantial changes in effect sizes between subjects; however, no significant differences by the type of peer tutoring were found. Thus, this suggests that studying this effect has the potential to significantly improve academic performance, specifically in STEM fields.
{"title":"A Meta-analysis of the effect of peer tutoring in Science, Technology, Engineering and Mathematics (STEM) subjects","authors":"Riyan Hidayat , Mohd Rashid Mohd Saad","doi":"10.1016/j.ijedro.2025.100446","DOIUrl":"10.1016/j.ijedro.2025.100446","url":null,"abstract":"<div><div>Currently, researchers have started to become interested in studying the impact of peer tutoring on academic achievement. Based on cognitive constructivism ideas. peer tutoring, founded on focuses on the significance of social interactions in learning and how they influence children's cognitive development. As such, this meta-analysis aims to look into the overall effect of peer tutoring, emphasising on STEM disciplines. The researchers utilised the PRISMA procedure to conduct a literature search across resources such as Web of Science, Scopus, and Google Scholar. The process yielded 24 works with 3311 participants. The researchers calculated the effect size with standardized mean differences (SMD) and 95 % confidence interval using the R software packages. The results indicated that peer tutoring has a significant effect on academic achievement (effect size [ES] = 1.23, 95 % confidence interval [CI] [0.75, 1.70], <em>p</em> < 0.001) and other learning outcomes (effect size [ES] = 0.40, 95 % CI [0.20, 0.59], <em>p</em> < 0.001). The subgroup analysis showed revealed substantial changes in effect sizes between subjects; however, no significant differences by the type of peer tutoring were found. Thus, this suggests that studying this effect has the potential to significantly improve academic performance, specifically in STEM fields.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"8 ","pages":"Article 100446"},"PeriodicalIF":0.0,"publicationDate":"2025-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143141187","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-01-21DOI: 10.1016/j.ijedro.2025.100442
Gesa Klemp , Karolina Urton , Johanna Krull , Jannis Bosch , Jürgen Wilbert
The well-being of primary students at school plays a pivotal role in the emotional development of students and fosters a positive emotional connection with schooling and the learning process. In conceptualizing well-being and developing approaches to promote it, the voice of primary school children is increasingly being recognized as crucial. This study investigates primary school children's understanding of well-being, focusing on their perceptions of basic psychological needs according to the self-determination theory of Ryan & Deci (2000). Ten focus group interviews were conducted with a total of 42 primary students in order to explore their perspectives on well-being at school and their basic psychological needs for competence, autonomy, and social relatedness. The data was analyzed using qualitative content analysis. Our findings indicate, that children associate social relatedness and competence with well-being and, apparently, place less importance on autonomy for well-being at school.
{"title":"What does well-being at school mean to primary school students? Children's understanding of basic psychological needs","authors":"Gesa Klemp , Karolina Urton , Johanna Krull , Jannis Bosch , Jürgen Wilbert","doi":"10.1016/j.ijedro.2025.100442","DOIUrl":"10.1016/j.ijedro.2025.100442","url":null,"abstract":"<div><div>The well-being of primary students at school plays a pivotal role in the emotional development of students and fosters a positive emotional connection with schooling and the learning process. In conceptualizing well-being and developing approaches to promote it, the voice of primary school children is increasingly being recognized as crucial. This study investigates primary school children's understanding of well-being, focusing on their perceptions of basic psychological needs according to the self-determination theory of Ryan & Deci (2000). Ten focus group interviews were conducted with a total of 42 primary students in order to explore their perspectives on well-being at school and their basic psychological needs for competence, autonomy, and social relatedness. The data was analyzed using qualitative content analysis. Our findings indicate, that children associate social relatedness and competence with well-being and, apparently, place less importance on autonomy for well-being at school.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"8 ","pages":"Article 100442"},"PeriodicalIF":0.0,"publicationDate":"2025-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143141186","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-01-19DOI: 10.1016/j.ijedro.2025.100435
Yan Li
Existing studies focus on parental involvement in Japanese school PTAs as a mothers’ duty, due to the quasi-compulsory nature of PTA membership and the prevalence of mothers' participation. While the diversification of family structures may challenge the assumption that PTA involvement is solely the responsibility of mothers, these studies lack an understanding of the evolving role of fathers in PTA based on multiple social differences between parents within a family.
Through in-depth interviews with twenty-two parents from sixteen middle-class Chinese-Japanese intermarried families living in Japan, this study explores how class, gender, and ethnic differences between parents within each family interrelate to shape the division of PTA duties. Specifically, it examines whether fathers take on PTA duties and how they perceive their (non)involvement depending on the family structure. The study concludes by arguing that the diversification of family structures, along with the interplay of class, gender, and ethnicity between parents, shapes fathers' PTA involvement and may serve as a potential source for the transformation of inequalities in educational processes.
{"title":"Mothers' duty? Exploring interrelationships of class, gender and ethnicity in fathers' involvement in Japanese school PTAs","authors":"Yan Li","doi":"10.1016/j.ijedro.2025.100435","DOIUrl":"10.1016/j.ijedro.2025.100435","url":null,"abstract":"<div><div>Existing studies focus on parental involvement in Japanese school PTAs as a mothers’ duty, due to the quasi-compulsory nature of PTA membership and the prevalence of mothers' participation. While the diversification of family structures may challenge the assumption that PTA involvement is solely the responsibility of mothers, these studies lack an understanding of the evolving role of fathers in PTA based on multiple social differences between parents within a family.</div><div>Through in-depth interviews with twenty-two parents from sixteen middle-class Chinese-Japanese intermarried families living in Japan, this study explores how class, gender, and ethnic differences between parents within each family interrelate to shape the division of PTA duties. Specifically, it examines whether fathers take on PTA duties and how they perceive their (non)involvement depending on the family structure. The study concludes by arguing that the diversification of family structures, along with the interplay of class, gender, and ethnicity between parents, shapes fathers' PTA involvement and may serve as a potential source for the transformation of inequalities in educational processes.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"8 ","pages":"Article 100435"},"PeriodicalIF":0.0,"publicationDate":"2025-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143097497","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-01-17DOI: 10.1016/j.ijedro.2025.100437
Sarah L. Peller , Amanda M. Marcotte , Ketan , Craig S. Wells , Nancy Press , Maciej Kos
Efforts to address persistent intergenerational poverty in the Global South have focused, in part, on improving both access to and quality of schooling for all children, often including teacher training and provision of materials. Child Aid supports literacy development in hundreds of primary schools in indigenous communities in the rural highlands of Guatemala through an innovative and scalable teacher training program. The program works in over 100 schools at a time offering a four-year intervention with a three-pronged approach: workshops; professional instructional coaching; and providing thousands children's literature books to school libraries and classrooms. Child Aid's program is uniquely focused on improving not only basic reading ability, but reading comprehension skill and critical thinking among students. This study examined whether Child Aid's multifaceted but scalable intervention had a positive effect on children's reading comprehension through two large-scale quasi-experimental studies, with the first serving as the initial study and the second serving as a replication study. Hierarchical linear modeling was used to explore differences in reading comprehension gains between two large samples comparing students’ reading comprehension gains in Child Aid schools with those of students in control schools. In both studies, students in Child Aid schools consistently demonstrated significantly greater gains in their reading comprehension skills than students who were not in Child Aid schools. Additionally, we learned students with weaker skills at the start of the year had the greatest gains. These findings will be presented and implications for the Child Aid program and other literacy interventions will be discussed.
{"title":"Teacher training, coaching and school libraries in rural indigenous Guatemala: A multi-pronged approach to improving reading proficiency","authors":"Sarah L. Peller , Amanda M. Marcotte , Ketan , Craig S. Wells , Nancy Press , Maciej Kos","doi":"10.1016/j.ijedro.2025.100437","DOIUrl":"10.1016/j.ijedro.2025.100437","url":null,"abstract":"<div><div>Efforts to address persistent intergenerational poverty in the Global South have focused, in part, on improving both access to and quality of schooling for all children, often including teacher training and provision of materials. Child Aid supports literacy development in hundreds of primary schools in indigenous communities in the rural highlands of Guatemala through an innovative and scalable teacher training program. The program works in over 100 schools at a time offering a four-year intervention with a three-pronged approach: workshops; professional instructional coaching; and providing thousands children's literature books to school libraries and classrooms. Child Aid's program is uniquely focused on improving not only basic reading ability, but reading comprehension skill and critical thinking among students. This study examined whether Child Aid's multifaceted but scalable intervention had a positive effect on children's reading comprehension through two large-scale quasi-experimental studies, with the first serving as the initial study and the second serving as a replication study. Hierarchical linear modeling was used to explore differences in reading comprehension gains between two large samples comparing students’ reading comprehension gains in Child Aid schools with those of students in control schools. In both studies, students in Child Aid schools consistently demonstrated significantly greater gains in their reading comprehension skills than students who were not in Child Aid schools. Additionally, we learned students with weaker skills at the start of the year had the greatest gains. These findings will be presented and implications for the Child Aid program and other literacy interventions will be discussed.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"8 ","pages":"Article 100437"},"PeriodicalIF":0.0,"publicationDate":"2025-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143141189","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-01-17DOI: 10.1016/j.ijedro.2024.100416
Tom Parkinson
A large scholarly literature now exists concerning displaced Syrian students in the Turkish higher education system. This literature is multilingual, thematically diverse, and dispersed across several disciplines. No systematic review of this literature has been undertaken to date, and there is therefore a need for corpus-level work to summarise its characteristics and synthesise its key concerns and themes. Following a hybrid approach incorporating scoping review and thematic synthesis, this article summarises the state of this literature, before synthesising its key themes and debates, highlighting points of consensus and contradiction, and identifying limitations and gaps to inform further research in the field. The review reveals a broad range of rich, intersecting themes, but also identifies limitations including a lack of developed theory, a reliance on a limited range of qualitative methodologies, limited geographical coverage, and the absence of longitudinal and intervention-based studies. Addressing these limitations in future work will strengthen the interface between academic research and evidence-informed policy and practice to support refugee students.
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