Pub Date : 2025-01-10DOI: 10.1016/j.ijedro.2024.100433
Cristian Molla-Esparza , María Isabel Gómez-Núñez , Fran J. García-García
Learning Analytics (LA) concerns the analysis of educational data to enhance learning processes and conditions. Its growing use in higher education has inspired synthesis studies on its applications and effectiveness in studying academic performance, which have had heterogeneous approaches and results. Previous meta-reviews have not provided comprehensive overviews, and have had methodological and substantive limitations, particularly in addressing socio-educational factors. The proposed meta-review outlined in this protocol aims to examine systematic literature reviews on applications of LA in the study of academic performance in higher education. This meta-review protocol has been preregistered in INPLASY (number 2024120119; doi: 10.37766/inplasy2024.12.0119), and has been developed following both the Preferred Reporting Items for Systematic Review and Meta-Analysis Protocols (PRISMA-P) and the Preferred Reporting Items for Overviews of Reviews (PRIOR) guidelines. The meta-review will include systematic reviews of LA applications in the study of academic performance in higher education, written in English or Spanish, and published from 2000 onwards. Bibliographic searches will be performed across Scopus, Web of Science, ERIC and PsycINFO databases, and other gray literature sources, and the reporting and methodological quality will be assessed using the PRISMA and AMSTAR 2 checklists. This study develops and empirically tests a systematic and replicable meta-review protocol, providing validated search equations and reliable processes for study selection and data coding. The meta-review will aim to describe the main features of how LA has been applied in the study of academic performance in higher education, and to explore practical implications and research challenges.
{"title":"Applications of learning analytics in the study of academic performance in higher education: A pilot-tested meta-review protocol","authors":"Cristian Molla-Esparza , María Isabel Gómez-Núñez , Fran J. García-García","doi":"10.1016/j.ijedro.2024.100433","DOIUrl":"10.1016/j.ijedro.2024.100433","url":null,"abstract":"<div><div>Learning Analytics (LA) concerns the analysis of educational data to enhance learning processes and conditions. Its growing use in higher education has inspired synthesis studies on its applications and effectiveness in studying academic performance, which have had heterogeneous approaches and results. Previous meta-reviews have not provided comprehensive overviews, and have had methodological and substantive limitations, particularly in addressing socio-educational factors. The proposed meta-review outlined in this protocol aims to examine systematic literature reviews on applications of LA in the study of academic performance in higher education. This meta-review protocol has been preregistered in INPLASY (number 2024120119; doi: 10.37766/inplasy2024.12.0119), and has been developed following both the Preferred Reporting Items for Systematic Review and Meta-Analysis Protocols (PRISMA-P) and the Preferred Reporting Items for Overviews of Reviews (PRIOR) guidelines. The meta-review will include systematic reviews of LA applications in the study of academic performance in higher education, written in English or Spanish, and published from 2000 onwards. Bibliographic searches will be performed across Scopus, Web of Science, ERIC and PsycINFO databases, and other gray literature sources, and the reporting and methodological quality will be assessed using the PRISMA and AMSTAR 2 checklists. This study develops and empirically tests a systematic and replicable meta-review protocol, providing validated search equations and reliable processes for study selection and data coding. The meta-review will aim to describe the main features of how LA has been applied in the study of academic performance in higher education, and to explore practical implications and research challenges.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"8 ","pages":"Article 100433"},"PeriodicalIF":0.0,"publicationDate":"2025-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143141184","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 : 2025-01-09DOI: 10.1016/j.ijedro.2024.100429
Daniel Hooper , Soyhan Egitim , Joep Hofhuis
Although near-peer role modeling (NPRM) has been suggested as an effective pedagogical intervention for boosting confidence, motivation, and self-efficacy, few studies have examined its connection with learner needs and well-being utilizing an established psychological framework. The present study investigates the pedagogical role of NPRM within English classes in Japanese higher education from the perspective of basic psychological need (BPN) satisfaction and frustration. In this two-phase explanatory mixed methods study, two quantitative scales were utilized to assess the significance of the connections between NPRM and six subcategories of BPN satisfaction or frustration. Subsequently, a qualitative investigation with a more limited sample size was conducted to elucidate and expand upon these associations. The quantitative findings revealed NPRM to be a significant predictor of students’ autonomy and relatedness satisfaction and exhibited a negative correlation with students' autonomy and relatedness frustration. However, no discernible association was observed between NPRM and competence satisfaction or frustration. The qualitative data revealed that the students’ mixed feelings of competence may have stemmed from low confidence and L2 self-concept with some students comparing themselves unfavorably to near-peer role models. The study highlights the need for NPRM interventions to be accompanied by instruction related to learner beliefs or growth mindsets.
{"title":"Exploring the impact of near-peer role modeling on learners’ basic psychological needs: Insights from English classes in Japanese higher education","authors":"Daniel Hooper , Soyhan Egitim , Joep Hofhuis","doi":"10.1016/j.ijedro.2024.100429","DOIUrl":"10.1016/j.ijedro.2024.100429","url":null,"abstract":"<div><div>Although near-peer role modeling (NPRM) has been suggested as an effective pedagogical intervention for boosting confidence, motivation, and self-efficacy, few studies have examined its connection with learner needs and well-being utilizing an established psychological framework. The present study investigates the pedagogical role of NPRM within English classes in Japanese higher education from the perspective of basic psychological need (BPN) satisfaction and frustration. In this two-phase explanatory mixed methods study, two quantitative scales were utilized to assess the significance of the connections between NPRM and six subcategories of BPN satisfaction or frustration. Subsequently, a qualitative investigation with a more limited sample size was conducted to elucidate and expand upon these associations. The quantitative findings revealed NPRM to be a significant predictor of students’ autonomy and relatedness satisfaction and exhibited a negative correlation with students' autonomy and relatedness frustration. However, no discernible association was observed between NPRM and competence satisfaction or frustration. The qualitative data revealed that the students’ mixed feelings of competence may have stemmed from low confidence and L2 self-concept with some students comparing themselves unfavorably to near-peer role models. The study highlights the need for NPRM interventions to be accompanied by instruction related to learner beliefs or growth mindsets.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"8 ","pages":"Article 100429"},"PeriodicalIF":0.0,"publicationDate":"2025-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143140851","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 : 2025-01-08DOI: 10.1016/j.ijedro.2024.100434
Mohamed Bukaie , Yasser Hussein , Juliet Millican
<div><div>The success of early recovery programs is a crucial entry point for ending conflict. Typically, the initiation of early recovery programs is associated with reaching a political settlement and agreeing on a national government to lead these programs. The Syrian context presents a different scenario where the conflict was relatively frozen between 2020 and 2024 and then resolved by the opposition. During the frozen period of conflict, there was no national government agreed upon by all parties to lead early recovery efforts. This situation will allow non-state actors to increase their roles in the early recovery process</div><div>This research looked at the potential and actual role of Sham University, a private university which has been operating in areas not controlled by the Syrian government in northwest Syria, in the field of early recovery. Traditionally, university activities have focused on three main sectors: education, scientific research, and public service, areas which can all serve to stimulate the university's contributions to early recovery. This paper discusses Sham University's contributions in the fields of local institutional governance, enhancing stability through the provision of essential services, promoting social cohesion through the integration of displaced persons, stimulating the economic cycle, peacebuilding, and reconstruction. The extent of these contributions is linked to three key factors:</div><div>First: The understanding of what early recovery means to university staff and lecturers and its future implications.</div><div>Second: The adoption of the principle of social responsibility by the university, and whether this is linked to a community vision adopted in its operations.</div><div>Third: The size and type of contributions made by the university that can be included in the field of early recovery.</div><div>However, while the research examined the role of universities in early recovery in northwestern Syria, while it was under opposition control, between 2020 and the end of 2024, since an analysis of the results the context has changed significantly. On November 27, 2024, the Syrian opposition launched a surprise military operation that ended with the overthrow of the regime and the opposition taking control. This is already having clear effects on role of universities and the contributions they may be able to make. While the situation is still very much one of early recovery it is no longer a frozen conflict and developments provide an important particularly to institutions, like Sham which were set up in areas that were under opposition control. A key example is overcoming the hurdle of recognition and accreditation.</div><div>Developments provide both an opportunity and a threat to Sham University in terms of increasing or decreasing its expected role, linked to its ability to adapt to political change, the emerging logistical, financial, and human challenges and the levels of stability that the
{"title":"The role of universities in early recovery in early recovery in northwestern Syria: Al -Sham University as a model","authors":"Mohamed Bukaie , Yasser Hussein , Juliet Millican","doi":"10.1016/j.ijedro.2024.100434","DOIUrl":"10.1016/j.ijedro.2024.100434","url":null,"abstract":"<div><div>The success of early recovery programs is a crucial entry point for ending conflict. Typically, the initiation of early recovery programs is associated with reaching a political settlement and agreeing on a national government to lead these programs. The Syrian context presents a different scenario where the conflict was relatively frozen between 2020 and 2024 and then resolved by the opposition. During the frozen period of conflict, there was no national government agreed upon by all parties to lead early recovery efforts. This situation will allow non-state actors to increase their roles in the early recovery process</div><div>This research looked at the potential and actual role of Sham University, a private university which has been operating in areas not controlled by the Syrian government in northwest Syria, in the field of early recovery. Traditionally, university activities have focused on three main sectors: education, scientific research, and public service, areas which can all serve to stimulate the university's contributions to early recovery. This paper discusses Sham University's contributions in the fields of local institutional governance, enhancing stability through the provision of essential services, promoting social cohesion through the integration of displaced persons, stimulating the economic cycle, peacebuilding, and reconstruction. The extent of these contributions is linked to three key factors:</div><div>First: The understanding of what early recovery means to university staff and lecturers and its future implications.</div><div>Second: The adoption of the principle of social responsibility by the university, and whether this is linked to a community vision adopted in its operations.</div><div>Third: The size and type of contributions made by the university that can be included in the field of early recovery.</div><div>However, while the research examined the role of universities in early recovery in northwestern Syria, while it was under opposition control, between 2020 and the end of 2024, since an analysis of the results the context has changed significantly. On November 27, 2024, the Syrian opposition launched a surprise military operation that ended with the overthrow of the regime and the opposition taking control. This is already having clear effects on role of universities and the contributions they may be able to make. While the situation is still very much one of early recovery it is no longer a frozen conflict and developments provide an important particularly to institutions, like Sham which were set up in areas that were under opposition control. A key example is overcoming the hurdle of recognition and accreditation.</div><div>Developments provide both an opportunity and a threat to Sham University in terms of increasing or decreasing its expected role, linked to its ability to adapt to political change, the emerging logistical, financial, and human challenges and the levels of stability that the ","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"8 ","pages":"Article 100434"},"PeriodicalIF":0.0,"publicationDate":"2025-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143140850","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 : 2025-01-03DOI: 10.1016/j.ijedro.2024.100432
Jocelyn Morales-Verdejo
There is robust evidence that the student-teacher relationship impacts students' cognitive, affective, and behavioural outcomes and contributes to the development of individual and academic secondary students; however, research carried out at disadvantaged school contexts shows that stereotypes and myths about poverty mediate the student-teacher relationship hindering the development of strong studentteacher relationships. This research explores the students' and teachers' social representations of the student-teacher relationship within the classroom at disadvantaged secondary schools. I conducted exploratory-qualitative research in four disadvantaged secondary schools in Chile, where 46 students and 27 teachers participated. The methods used were interviews and focus groups. The data were coded and interpreted using thematic analysis. The findings show that the studentteacher relationship could be understood: (1) as a social role, (2) as ways of treating, (3) so something related to classroom climate or (4) as an ideal student-teacher relationship. In this article, I argue that using social representations theory allows us to identify and understand more deeply the stereotypes and myths that underlie studentteacher relationships, which reinforce educational inequalities and inequities in disadvantaged school contexts. Implications for initial teacher education, teaching practice and educational public policies are discussed.
{"title":"Students’ and teachers’ social representations of the student-teacher relationships at disadvantaged secondary schools in Chile","authors":"Jocelyn Morales-Verdejo","doi":"10.1016/j.ijedro.2024.100432","DOIUrl":"10.1016/j.ijedro.2024.100432","url":null,"abstract":"<div><div>There is robust evidence that the student-teacher relationship impacts students' cognitive, affective, and behavioural outcomes and contributes to the development of individual and academic secondary students; however, research carried out at disadvantaged school contexts shows that stereotypes and myths about poverty mediate the student-teacher relationship hindering the development of strong studentteacher relationships. This research explores the students' and teachers' social representations of the student-teacher relationship within the classroom at disadvantaged secondary schools. I conducted exploratory-qualitative research in four disadvantaged secondary schools in Chile, where 46 students and 27 teachers participated. The methods used were interviews and focus groups. The data were coded and interpreted using thematic analysis. The findings show that the studentteacher relationship could be understood: (1) as a social role, (2) as ways of treating, (3) so something related to classroom climate or (4) as an ideal student-teacher relationship. In this article, I argue that using social representations theory allows us to identify and understand more deeply the stereotypes and myths that underlie studentteacher relationships, which reinforce educational inequalities and inequities in disadvantaged school contexts. Implications for initial teacher education, teaching practice and educational public policies are discussed.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"8 ","pages":"Article 100432"},"PeriodicalIF":0.0,"publicationDate":"2025-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143097495","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 : 2025-01-03DOI: 10.1016/j.ijedro.2024.100431
Easir Arafat, Nashrah Sharfuddin, John Paul Shimanto Sarkar, Tarannum Fatema Chowdhury
This hermeneutic phenomenological study explored the lived experiences of Bangladeshi university students using blogging as a writing tool. Semi-structured interviews were conducted with 20 students from public and private universities who were actively engaged in blogging as part of their English Composition coursework. Participants had varying levels of prior experience with blogging, ranging from beginners to those with up to three years of experience. This study employed the Social Cognitive Theory as its theoretical framework and data analysis was guided by the hermeneutic circle, investigator triangulation, and thematic analysis. Four key themes emerged: (1) Discovering the Joy of Writing, capturing the emotional fulfillment and creative exploration that blogging enables; (2) Skill Development and Confidence, referring to the gradual improvement in writing skills and self-assurance; (3) Autonomy and Ownership in Writing, emphasizing the control, creativity, and personal responsibility writers experience in shaping their work; and (4) Navigating Challenges and Fostering Community, exploring how overcoming obstacles can contribute to building a supportive writing community. The findings suggest that blogging holds significant pedagogical potential by fostering interactive learning, self-reflection, and writing experimentation. However, its successful integration into writing curricula requires addressing socio-cultural and infrastructural challenges specific to the Bangladeshi context. The findings also highlight the potential for Bangladesh to serve as a valuable reference point for other developing nations exploring the integration of blogging into writing instruction.
{"title":"University students’ lived experiences of blogging as a tool for writing: A hermeneutic phenomenological exploration in the Bangladeshi context","authors":"Easir Arafat, Nashrah Sharfuddin, John Paul Shimanto Sarkar, Tarannum Fatema Chowdhury","doi":"10.1016/j.ijedro.2024.100431","DOIUrl":"10.1016/j.ijedro.2024.100431","url":null,"abstract":"<div><div>This hermeneutic phenomenological study explored the lived experiences of Bangladeshi university students using blogging as a writing tool. Semi-structured interviews were conducted with 20 students from public and private universities who were actively engaged in blogging as part of their English Composition coursework. Participants had varying levels of prior experience with blogging, ranging from beginners to those with up to three years of experience. This study employed the Social Cognitive Theory as its theoretical framework and data analysis was guided by the hermeneutic circle, investigator triangulation, and thematic analysis. Four key themes emerged: (1) Discovering the Joy of Writing, capturing the emotional fulfillment and creative exploration that blogging enables; (2) Skill Development and Confidence, referring to the gradual improvement in writing skills and self-assurance; (3) Autonomy and Ownership in Writing, emphasizing the control, creativity, and personal responsibility writers experience in shaping their work; and (4) Navigating Challenges and Fostering Community, exploring how overcoming obstacles can contribute to building a supportive writing community. The findings suggest that blogging holds significant pedagogical potential by fostering interactive learning, self-reflection, and writing experimentation. However, its successful integration into writing curricula requires addressing socio-cultural and infrastructural challenges specific to the Bangladeshi context. The findings also highlight the potential for Bangladesh to serve as a valuable reference point for other developing nations exploring the integration of blogging into writing instruction.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"8 ","pages":"Article 100431"},"PeriodicalIF":0.0,"publicationDate":"2025-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143097496","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}
Learning to read in the first grade is essential for reducing educational inequalities, highlighting the need to evaluate and enhance reading programs. This study examines "Plan Leo Primero," an innovative national initiative to ensure that all first-grade students in Chile effectively learn to read and comprehend texts. A total of 715 educational stakeholders—including principals, technical leaders, teachers, and guardians—participated in the evaluation, which used validated questionnaires across two regions of the country. The study employed a quantitative and descriptive methodological approach to evaluate the implementation process of the program, fidelity, and impact on literacy outcomes. Despite challenges posed by the COVID-19 pandemic, such as reduced student attendance, shorter implementation periods, and limited resources, the findings indicated successful program implementation with significant improvements in first-grade literacy. Key results included high acceptance and frequent use of the program's instructional guides and pedagogical tools by teachers, widespread adoption of structured methods aligned with cognitive theory, enhanced teachers’ digital competencies, and strong engagement from guardians in reading activities. Grounded in action theory, the study emphasizes the alignment between program strategies, stakeholder participation, and systemic actions, fostering sustainable literacy progress. The process evaluation identified areas for improving program fidelity, demonstrating that structured evaluation frameworks ensure robust implementation and open avenues for future research. Future projections include assessing the use of technology and communication tools and promoting the social appropriation of knowledge among all stakeholders to drive inclusive and impactful literacy reforms in Chile and the broader Spanish-speaking world.
{"title":"Reading for all implementing public policies: Quantitative method and process evaluation in early literacy","authors":"Jesús Honorato-Errázuriz , Valentina Bastidas-Schade , Maria-Soledad Ramírez-Montoya","doi":"10.1016/j.ijedro.2024.100420","DOIUrl":"10.1016/j.ijedro.2024.100420","url":null,"abstract":"<div><div>Learning to read in the first grade is essential for reducing educational inequalities, highlighting the need to evaluate and enhance reading programs. This study examines \"Plan Leo Primero,\" an innovative national initiative to ensure that all first-grade students in Chile effectively learn to read and comprehend texts. A total of 715 educational stakeholders—including principals, technical leaders, teachers, and guardians—participated in the evaluation, which used validated questionnaires across two regions of the country. The study employed a quantitative and descriptive methodological approach to evaluate the implementation process of the program, fidelity, and impact on literacy outcomes. Despite challenges posed by the COVID-19 pandemic, such as reduced student attendance, shorter implementation periods, and limited resources, the findings indicated successful program implementation with significant improvements in first-grade literacy. Key results included high acceptance and frequent use of the program's instructional guides and pedagogical tools by teachers, widespread adoption of structured methods aligned with cognitive theory, enhanced teachers’ digital competencies, and strong engagement from guardians in reading activities. Grounded in action theory, the study emphasizes the alignment between program strategies, stakeholder participation, and systemic actions, fostering sustainable literacy progress. The process evaluation identified areas for improving program fidelity, demonstrating that structured evaluation frameworks ensure robust implementation and open avenues for future research. Future projections include assessing the use of technology and communication tools and promoting the social appropriation of knowledge among all stakeholders to drive inclusive and impactful literacy reforms in Chile and the broader Spanish-speaking world.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"8 ","pages":"Article 100420"},"PeriodicalIF":0.0,"publicationDate":"2024-12-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143140849","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 : 2024-12-24DOI: 10.1016/j.ijedro.2024.100427
Nurullah Eryilmaz
This study examines the role of school leadership support in moderating the relationship between student socioeconomic status (SES) and academic achievement in mathematics and science at the 8th-grade level. Using data from the 2019 Trends in International Mathematics and Science Study (TIMSS) across 46 countries, meta-analytic regression models were employed to analyze country-specific results. While SES was found to have a significant positive impact on achievement in both subjects, school leadership support exhibited a negative and significant relationship with mathematics achievement and a negative but non-significant relationship with science achievement. Contrary to expectations, no significant moderating effect of school leadership support on SES-related achievement gaps was observed at the country-specific level. These findings highlight the variability in the influence of leadership practices across diverse educational contexts and underscore the challenges of leveraging leadership support to reduce inequities in achievement. The study emphasizes the need for further research into the contextual factors shaping leadership effectiveness, advocating for tailored approaches that address the unique sociocultural and educational dynamics of individual countries.
{"title":"School leadership support and socioeconomic status inequalities in mathematics and science achievement: Evidence from TIMSS 2019","authors":"Nurullah Eryilmaz","doi":"10.1016/j.ijedro.2024.100427","DOIUrl":"10.1016/j.ijedro.2024.100427","url":null,"abstract":"<div><div>This study examines the role of school leadership support in moderating the relationship between student socioeconomic status (SES) and academic achievement in mathematics and science at the 8th-grade level. Using data from the 2019 Trends in International Mathematics and Science Study (TIMSS) across 46 countries, meta-analytic regression models were employed to analyze country-specific results. While SES was found to have a significant positive impact on achievement in both subjects, school leadership support exhibited a negative and significant relationship with mathematics achievement and a negative but non-significant relationship with science achievement. Contrary to expectations, no significant moderating effect of school leadership support on SES-related achievement gaps was observed at the country-specific level. These findings highlight the variability in the influence of leadership practices across diverse educational contexts and underscore the challenges of leveraging leadership support to reduce inequities in achievement. The study emphasizes the need for further research into the contextual factors shaping leadership effectiveness, advocating for tailored approaches that address the unique sociocultural and educational dynamics of individual countries.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"8 ","pages":"Article 100427"},"PeriodicalIF":0.0,"publicationDate":"2024-12-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143140848","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 : 2024-12-24DOI: 10.1016/j.ijedro.2024.100414
Othman Abu Khurma, Adeeb Jarrah, Nagla Ali
The purpose of the study is to investigate the predictive roles of intellectual curiosity and perspective-taking on science achievement among Emirati early adolescents. Utilizing data from 24,600 participants of the 2022 Program for International Student Assessment (PISA), this non-experimental, correlational study employs a Structural Equation Modeling Partial Least Squares (SEM-PLS) approach to explore these relationships. The study addresses four key research questions: (1) the direct impact of intellectual curiosity on science achievement, (2) the direct impact of perspective-taking on science achievement, (3) the combined predictive power of intellectual curiosity and perspective-taking, and (4) the mediating role of perspective-taking in the relationship between intellectual curiosity and science achievement. Results reveal that intellectual curiosity significantly predicts science achievement with a path coefficient of 0.19. Perspective-taking also shows a substantial direct effect with a path coefficient of 0.15 and additionally mediates the relationship between intellectual curiosity and science achievement with an indirect path coefficient of 0.09. These findings demonstrate the significant influence of these cognitive skills on educational outcomes, suggesting that both intellectual curiosity and perspective-taking are crucial for enhancing science achievement. This underscores the importance of integrating educational strategies that foster these cognitive skills to improve science education outcomes. Recommendations for educational policy include enhancing curricula to foster curiosity and perspective-taking and developing assessments that evaluate these competencies. The study highlights the need for further research using longitudinal designs and intervention studies to confirm these findings and refine educational practices.
{"title":"PISA 2022 insights on intellectual curiosity, perspective-taking, and science achievement: Examining the mediating pathways","authors":"Othman Abu Khurma, Adeeb Jarrah, Nagla Ali","doi":"10.1016/j.ijedro.2024.100414","DOIUrl":"10.1016/j.ijedro.2024.100414","url":null,"abstract":"<div><div>The purpose of the study is to investigate the predictive roles of intellectual curiosity and perspective-taking on science achievement among Emirati early adolescents. Utilizing data from 24,600 participants of the 2022 Program for International Student Assessment (PISA), this non-experimental, correlational study employs a Structural Equation Modeling Partial Least Squares (SEM-PLS) approach to explore these relationships. The study addresses four key research questions: (1) the direct impact of intellectual curiosity on science achievement, (2) the direct impact of perspective-taking on science achievement, (3) the combined predictive power of intellectual curiosity and perspective-taking, and (4) the mediating role of perspective-taking in the relationship between intellectual curiosity and science achievement. Results reveal that intellectual curiosity significantly predicts science achievement with a path coefficient of 0.19. Perspective-taking also shows a substantial direct effect with a path coefficient of 0.15 and additionally mediates the relationship between intellectual curiosity and science achievement with an indirect path coefficient of 0.09. These findings demonstrate the significant influence of these cognitive skills on educational outcomes, suggesting that both intellectual curiosity and perspective-taking are crucial for enhancing science achievement. This underscores the importance of integrating educational strategies that foster these cognitive skills to improve science education outcomes. Recommendations for educational policy include enhancing curricula to foster curiosity and perspective-taking and developing assessments that evaluate these competencies. The study highlights the need for further research using longitudinal designs and intervention studies to confirm these findings and refine educational practices.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"8 ","pages":"Article 100414"},"PeriodicalIF":0.0,"publicationDate":"2024-12-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143097455","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 : 2024-12-24DOI: 10.1016/j.ijedro.2024.100428
Marianne Rorije , Saskia Damen , Marleen J. Janssen , Alexander Minnaert
Video-feedback (VF) coaching is considered to be an effective part of interventions that aim to improve interactions between individuals with deafblindness and their communication partners. However, there is a lack of research on how VF coaching is implemented and the extent to which such implementation adheres to the designed intervention. Implementation fidelity is essential to successfully applying evidence-based practices, but a certain flexibility is needed to tailor interventions to individual circumstances. This study examined the process of implementing the newly developed Influencing Communication and Language (IC&L) intervention. It focused on implementation fidelity and the adherence and moderator elements described in Carroll et al.’s (2007) conceptual framework. Four coaches and thirteen communication partners participated in the study. Multiple data sources were used to examine the extent to which the coaches adhered to the content and dose of the VF coaching sessions as designed in the IC&L intervention and how potential moderators played a role in coaches’ implementation of the VF coaching sessions. The study underscores the importance of flexibility and adaptation in implementing the IC&L intervention. The variability in adherence and strategy use among coaches highlights the necessity of tailored approaches based on the specific needs and experiences of communication partners. Additionally, the intervention generally lasted longer than intended, primarily due to the COVID-19 pandemic. Despite challenges mostly related to the intervention's complexity, the IC&L intervention was overall well received and effectively implemented.
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Pub Date : 2024-12-22DOI: 10.1016/j.ijedro.2024.100412
Stuart Woodcock , Joanna Anderson
The broad and subjective nature of inclusive education has led to varied interpretations, posing a significant challenge for its advocates, as there is no universally agreed-upon method for its implementation. Additionally, ongoing concerns persist regarding the "inclusion for all" approach, with arguments suggesting it cannot adequately meet the educational needs of every student due to limitations in time, resources, and support. Teachers play a pivotal role in inclusive education. Their actions influence classroom culture, and the decisions they make about how lessons are taught and assessed, directly impact on student engagement and success in learning. This study examined 140 primary teachers’ perceptions of inclusion and inclusive education practices across New South Wales, Australia. Semi-structured interviews were carried out and thematic analysis was used to investigate and probe the qualitative data. Findings reveal that while teachers who perceive inclusive education as a categorical and ambivalent paradigm enact teaching practices supported by research, they may not necessarily demonstrate inclusion in all practices. Inclusion can often be conceptually confusing, making the need for consistency across all stakeholders (e.g., policymakers, school leaders) imperative if teachers are going to meet the educational and social needs of diverse cohorts of students.
{"title":"Conceptions to classrooms: The influence of teacher knowledge on inclusive classroom practice","authors":"Stuart Woodcock , Joanna Anderson","doi":"10.1016/j.ijedro.2024.100412","DOIUrl":"10.1016/j.ijedro.2024.100412","url":null,"abstract":"<div><div>The broad and subjective nature of inclusive education has led to varied interpretations, posing a significant challenge for its advocates, as there is no universally agreed-upon method for its implementation. Additionally, ongoing concerns persist regarding the \"inclusion for all\" approach, with arguments suggesting it cannot adequately meet the educational needs of every student due to limitations in time, resources, and support. Teachers play a pivotal role in inclusive education. Their actions influence classroom culture, and the decisions they make about how lessons are taught and assessed, directly impact on student engagement and success in learning. This study examined 140 primary teachers’ perceptions of inclusion and inclusive education practices across New South Wales, Australia. Semi-structured interviews were carried out and thematic analysis was used to investigate and probe the qualitative data. Findings reveal that while teachers who perceive inclusive education as a categorical and ambivalent paradigm enact teaching practices supported by research, they may not necessarily demonstrate inclusion in all practices. Inclusion can often be conceptually confusing, making the need for consistency across all stakeholders (e.g., policymakers, school leaders) imperative if teachers are going to meet the educational and social needs of diverse cohorts of students.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"8 ","pages":"Article 100412"},"PeriodicalIF":0.0,"publicationDate":"2024-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143097454","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}
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