Pub Date : 2025-10-29DOI: 10.1016/j.ijedro.2025.100543
Yating Lyu
While university teachers increasingly conduct and publish educational research across disciplines, research on teacher research self-efficacy in university settings remains limited. Grounded in social cognitive theory, this mixed-methods study explores university teachers’ perceptions of teacher research self-efficacy, their teacher research environment, and influencing factors. Using a questionnaire and follow-up interviews, findings revealed significant positive correlations between teacher research self-efficacy and teacher research environment, and between teaching experience and publication output. A significant difference in perceptions of educational research environment was found between those who had and had not participated in professional development programmes. Interview data identified eight key influences on teacher research in higher education: time, funding, policy, leadership, professional development programmes, peer and mentor support, technology, and career progression. By informing professional development and policies, these findings can help universities create ecosystems that balance individual needs with systemic support, enabling university teachers to excel as both educators and researchers.
{"title":"Teacher research self-efficacy and teacher research environment in higher education: University teachers’ perceptions from a social cognitive perspective","authors":"Yating Lyu","doi":"10.1016/j.ijedro.2025.100543","DOIUrl":"10.1016/j.ijedro.2025.100543","url":null,"abstract":"<div><div>While university teachers increasingly conduct and publish educational research across disciplines, research on teacher research self-efficacy in university settings remains limited. Grounded in social cognitive theory, this mixed-methods study explores university teachers’ perceptions of teacher research self-efficacy, their teacher research environment, and influencing factors. Using a questionnaire and follow-up interviews, findings revealed significant positive correlations between teacher research self-efficacy and teacher research environment, and between teaching experience and publication output. A significant difference in perceptions of educational research environment was found between those who had and had not participated in professional development programmes. Interview data identified eight key influences on teacher research in higher education: time, funding, policy, leadership, professional development programmes, peer and mentor support, technology, and career progression. By informing professional development and policies, these findings can help universities create ecosystems that balance individual needs with systemic support, enabling university teachers to excel as both educators and researchers.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"9 ","pages":"Article 100543"},"PeriodicalIF":0.0,"publicationDate":"2025-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145424563","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-10-29DOI: 10.1016/j.ijedro.2025.100539
Eline van Rossum, Femke van der Wilt, Clasien de Schipper, Chiel van der Veen, Marjolein Dobber
While previous research has linked DCP interaction quality to children's language, social, and cognitive outcomes, its connection to play development remains underexplored. Therefore, this study investigates the interaction quality of day-care practitioners (DCPs) during pretend play and its impact on children's language and play development in early childhood education and care (ECEC) settings in the Netherlands.
Interaction quality was assessed using the Classroom Assessment Scoring System (CLASS) for Toddlers in a pretend play context for 89 DCPs from 45 toddler groups in 33 locations. CLASS scores were matched with 269 children, whose receptive language skills were measured using the Peabody Picture Vocabulary Test. Additionally, 58 pretend play videos were analyzed involving 176 children, for observations of expressive language, play involvement, social- and pretend play development.
Findings indicate that DCPs provided moderate to high emotional and behavioral support but demonstrated lower levels of engaged support for learning. Interestingly, a negative association emerged between emotional support and children's receptive language skills, possibly reflecting higher emotional support for younger children whose language skills are less developed. In contrast, positive associations were found when children engaged socially with DCPs. These results underscore the importance of practitioner involvement in pretend play to enhance developmental outcomes.
{"title":"How day-care practitioners support children’s language and play development","authors":"Eline van Rossum, Femke van der Wilt, Clasien de Schipper, Chiel van der Veen, Marjolein Dobber","doi":"10.1016/j.ijedro.2025.100539","DOIUrl":"10.1016/j.ijedro.2025.100539","url":null,"abstract":"<div><div>While previous research has linked DCP interaction quality to children's language, social, and cognitive outcomes, its connection to play development remains underexplored. Therefore, this study investigates the interaction quality of day-care practitioners (DCPs) during pretend play and its impact on children's language and play development in early childhood education and care (ECEC) settings in the Netherlands.</div><div>Interaction quality was assessed using the Classroom Assessment Scoring System (CLASS) for Toddlers in a pretend play context for 89 DCPs from 45 toddler groups in 33 locations. CLASS scores were matched with 269 children, whose receptive language skills were measured using the Peabody Picture Vocabulary Test. Additionally, 58 pretend play videos were analyzed involving 176 children, for observations of expressive language, play involvement, social- and pretend play development.</div><div>Findings indicate that DCPs provided moderate to high emotional and behavioral support but demonstrated lower levels of engaged support for learning. Interestingly, a negative association emerged between emotional support and children's receptive language skills, possibly reflecting higher emotional support for younger children whose language skills are less developed. In contrast, positive associations were found when children engaged socially with DCPs. These results underscore the importance of practitioner involvement in pretend play to enhance developmental outcomes.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"9 ","pages":"Article 100539"},"PeriodicalIF":0.0,"publicationDate":"2025-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145424564","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-10-28DOI: 10.1016/j.ijedro.2025.100538
Nella Escala, Teresa Romeu, Montse Guitert
This study explores how integrating the arts into curricular subjects, supported by digital technologies, can foster meaningful learning in primary education. Driven by the need to understand innovative teaching approaches that combine creativity and technology, the research investigates how these practices are implemented in authentic classroom environments. A qualitative methodology was employed, which included participant observations and semi-structured interviews with teachers, school leaders, and representatives from cultural organisations. Five schools in Catalonia were selected as exemplary cases of arts integration using digital tools in responsible and creative ways. The findings reveal that these schools share key features: they implement project-based and interdisciplinary methodologies, foster digital and 21st-century skills such as creativity, collaboration, communication, and critical thinking, and collaborate actively with cultural institutions to align their initiatives with the Sustainable Development Goals. Learning strategies include the use of digital media and recycled materials in various formats. Some schools promote service-learning projects, global themes, and trial-and-error learning to foster community involvement and resilience. Documentation practices, including digital field notebooks, support reflection and continuity of learning. Although these practices have considerable potential, the study concludes that there is a stronger need for a connection between artistic strategies and curriculum goals. Furthermore, systematic documentation guarantees the sustainability of arts-based digital approaches in different educational contexts.
{"title":"Arts integration with digital tools in primary schools: Innovative pedagogical practices in Catalonia","authors":"Nella Escala, Teresa Romeu, Montse Guitert","doi":"10.1016/j.ijedro.2025.100538","DOIUrl":"10.1016/j.ijedro.2025.100538","url":null,"abstract":"<div><div>This study explores how integrating the arts into curricular subjects, supported by digital technologies, can foster meaningful learning in primary education. Driven by the need to understand innovative teaching approaches that combine creativity and technology, the research investigates how these practices are implemented in authentic classroom environments. A qualitative methodology was employed, which included participant observations and semi-structured interviews with teachers, school leaders, and representatives from cultural organisations. Five schools in Catalonia were selected as exemplary cases of arts integration using digital tools in responsible and creative ways. The findings reveal that these schools share key features: they implement project-based and interdisciplinary methodologies, foster digital and 21st-century skills such as creativity, collaboration, communication, and critical thinking, and collaborate actively with cultural institutions to align their initiatives with the Sustainable Development Goals. Learning strategies include the use of digital media and recycled materials in various formats. Some schools promote service-learning projects, global themes, and trial-and-error learning to foster community involvement and resilience. Documentation practices, including digital field notebooks, support reflection and continuity of learning. Although these practices have considerable potential, the study concludes that there is a stronger need for a connection between artistic strategies and curriculum goals. Furthermore, systematic documentation guarantees the sustainability of arts-based digital approaches in different educational contexts.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"9 ","pages":"Article 100538"},"PeriodicalIF":0.0,"publicationDate":"2025-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145424565","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The COVID-19 pandemic had adverse impact on all human activities and led to lockdowns throughout the world. The education sector has been one of the worst-affected sectors in both India and the rest of the world. The pandemic accelerated the shift from traditional classroom-based instruction to virtual learning, exposing several challenges such as reduced student engagement, lower attendance rates, inconsistent academic performance, and difficulties in maintaining quality standards. SS is a quality control process adopted to reduce defects. The present paper illustrates the use of (SS) in improving the performance of students in an online teaching mode in an autonomous institution in Telangana state. This study uses (SS) DMAIC methodology to systematically address online learning challenges. Regression analysis shows that 70.20 % of academic success depends on attendance, and also that student academic performance increased from 58.33 % to 81.43 %. Tools like cause-and-effect diagrams and FMEA identify key issues, including technical barriers, lack of interaction, and low motivation. This research offers practical solutions for improving online education by ensuring better student engagement, quality control, and alignment with industrial expectations.
{"title":"Quality improvement strategies for online teaching in post-pandemic education","authors":"Vemula Anusha , Sathyanarayana Gardasu , Obbu Ramesh , Muhammad Rafiq , Nainaru Tarakaramu , Barno Abdullaeva , Diyorjon Abdullaev , M․Ijaz Khan","doi":"10.1016/j.ijedro.2025.100536","DOIUrl":"10.1016/j.ijedro.2025.100536","url":null,"abstract":"<div><div>The COVID-19 pandemic had adverse impact on all human activities and led to lockdowns throughout the world. The education sector has been one of the worst-affected sectors in both India and the rest of the world. The pandemic accelerated the shift from traditional classroom-based instruction to virtual learning, exposing several challenges such as reduced student engagement, lower attendance rates, inconsistent academic performance, and difficulties in maintaining quality standards. SS is a quality control process adopted to reduce defects. The present paper illustrates the use of (SS) in improving the performance of students in an online teaching mode in an autonomous institution in Telangana state. This study uses (SS) DMAIC methodology to systematically address online learning challenges. Regression analysis shows that 70.20 % of academic success depends on attendance, and also that student academic performance increased from 58.33 % to 81.43 %. Tools like cause-and-effect diagrams and FMEA identify key issues, including technical barriers, lack of interaction, and low motivation. This research offers practical solutions for improving online education by ensuring better student engagement, quality control, and alignment with industrial expectations.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"9 ","pages":"Article 100536"},"PeriodicalIF":0.0,"publicationDate":"2025-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145361857","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-10-22DOI: 10.1016/j.ijedro.2025.100535
Inga-Maria Eichentopf , Hans Dieter Kasperidus
In today's world, multiple global and national crises are unfolding simultaneously, underscoring the urgent need to prepare professionals for complex sustainability challenges and problem-solving. This article proposes an interdisciplinary educational framework that integrates Technology Assessment (TA), Systems Thinking (ST), and System Dynamics (SD) to support the development of sustainability-related competencies. These approaches facilitate the analysis of socio-technical systems, enable anticipation of long-term impacts, and support informed decision-making under uncertainty. Drawing on these methods, a conceptual model for a holistic academic program is proposed, targeting the integration of ecological, social, and economic dimensions of sustainability within higher education.
To explore expectations on a proposed set of disciplines, a survey was conducted among students and companies. Since the study concept was developed with a view to curricular considerations at Mittweida University of Applied Sciences (Germany), the survey was conducted among fifteen students from the Energy and Environmental Management program and ten Saxony-based companies affiliated with the university. The study investigated which topics both stakeholder groups consider essential for future graduates. Results indicate substantial agreement on the importance of systemic and future-oriented thinking, communication, and interdisciplinary collaboration—core elements of the TA, ST, and SD frameworks. These findings suggest that interdisciplinary methods and the integration of generalist skill profiles may help align educational offerings with societal and labor market needs. The proposed educational approach seeks to foster a generation of professionals equipped to tackle multifaceted climate challenges.
{"title":"Integrating technology assessment, systems thinking, and system dynamics in sustainability education: The need for an interdisciplinary framework","authors":"Inga-Maria Eichentopf , Hans Dieter Kasperidus","doi":"10.1016/j.ijedro.2025.100535","DOIUrl":"10.1016/j.ijedro.2025.100535","url":null,"abstract":"<div><div>In today's world, multiple global and national crises are unfolding simultaneously, underscoring the urgent need to prepare professionals for complex sustainability challenges and problem-solving. This article proposes an interdisciplinary educational framework that integrates Technology Assessment (TA), Systems Thinking (ST), and System Dynamics (SD) to support the development of sustainability-related competencies. These approaches facilitate the analysis of socio-technical systems, enable anticipation of long-term impacts, and support informed decision-making under uncertainty. Drawing on these methods, a conceptual model for a holistic academic program is proposed, targeting the integration of ecological, social, and economic dimensions of sustainability within higher education.</div><div>To explore expectations on a proposed set of disciplines, a survey was conducted among students and companies. Since the study concept was developed with a view to curricular considerations at Mittweida University of Applied Sciences (Germany), the survey was conducted among fifteen students from the Energy and Environmental Management program and ten Saxony-based companies affiliated with the university. The study investigated which topics both stakeholder groups consider essential for future graduates. Results indicate substantial agreement on the importance of systemic and future-oriented thinking, communication, and interdisciplinary collaboration—core elements of the TA, ST, and SD frameworks. These findings suggest that interdisciplinary methods and the integration of generalist skill profiles may help align educational offerings with societal and labor market needs. The proposed educational approach seeks to foster a generation of professionals equipped to tackle multifaceted climate challenges.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"9 ","pages":"Article 100535"},"PeriodicalIF":0.0,"publicationDate":"2025-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145361858","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-10-21DOI: 10.1016/j.ijedro.2025.100537
Floriano Viseu , Sara Gonçalves , Paula Mendes Martins
Current guidelines for mathematics education recommend carrying out activities within interdisciplinary contexts, specifically from an integrative STEAM perspective. Alongside promoting interdisciplinary contexts, this study implemented the STEAM approach to foster learning through collaborative problem-solving based on real-world scenarios. The aim was to explore the interconnections made in the implementation of STEAM in the learning of 11th-grade students regarding topics on functions. To achieve this objective, the study aims to answer the following research questions: What interconnections are promoted by the adoption of STEAM carried out? Which areas of knowledge and advantages of STEAM are identified by the students in the activities they perform? Employing a qualitative and interpretative approach, data were collected within the context of a pedagogical internship of a prospective mathematics teacher through lesson plans, students’ productions, recorded lessons, and questionnaires. The results indicate that in the learning of functions using the STEAM approach, the interconnection between Science and Mathematics was predominant, although, at times, different combinations included areas such as Technology, Engineering, and/or Arts. The students' identification of these areas reflected this trend, as they primarily recognized the presence of Science and Mathematics, yet all the other areas were also mentioned in their questionnaire responses.
{"title":"The interconnection of STEAM areas in the study of functions","authors":"Floriano Viseu , Sara Gonçalves , Paula Mendes Martins","doi":"10.1016/j.ijedro.2025.100537","DOIUrl":"10.1016/j.ijedro.2025.100537","url":null,"abstract":"<div><div>Current guidelines for mathematics education recommend carrying out activities within interdisciplinary contexts, specifically from an integrative STEAM perspective. Alongside promoting interdisciplinary contexts, this study implemented the STEAM approach to foster learning through collaborative problem-solving based on real-world scenarios. The aim was to explore the interconnections made in the implementation of STEAM in the learning of 11th-grade students regarding topics on functions. To achieve this objective, the study aims to answer the following research questions: What interconnections are promoted by the adoption of STEAM carried out? Which areas of knowledge and advantages of STEAM are identified by the students in the activities they perform? Employing a qualitative and interpretative approach, data were collected within the context of a pedagogical internship of a prospective mathematics teacher through lesson plans, students’ productions, recorded lessons, and questionnaires. The results indicate that in the learning of functions using the STEAM approach, the interconnection between Science and Mathematics was predominant, although, at times, different combinations included areas such as Technology, Engineering, and/or Arts. The students' identification of these areas reflected this trend, as they primarily recognized the presence of Science and Mathematics, yet all the other areas were also mentioned in their questionnaire responses.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"9 ","pages":"Article 100537"},"PeriodicalIF":0.0,"publicationDate":"2025-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145361859","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-10-14DOI: 10.1016/j.ijedro.2025.100534
Ying Liu
This bibliometric study employs CiteSpace to map the landscape of collaborative learning (CL) research, analyzing 3392 journal articles indexed in the Web of Science (2000–2023). The investigation examines publication patterns, geographic contributions, and influential authors and works. Key findings indicate: (1) sustained growth in CL publications over two decades; (2) the US, China, and UK as primary contributors; (3) significant scholarly influence of Dillenbourg and Vygotsky, alongside highly cited works by Stahl, Johnson, Weinberger, and Chi; (4) dominant research foci on technology-supported CL, its design, and effects; (5) prominent hotspots including evidence-based practices, computer-supported collaborative inquiry learning, and social knowledge construction; and (6) emerging trends concerning student experiences and metacognitive regulation. This analysis provides insights for second language instruction and advances CL scholarship.
本文献计量学研究使用CiteSpace来绘制协作学习（CL）研究的景观，分析了2000-2023年在Web of Science上被索引的3392篇期刊文章。调查考察了出版模式、地域贡献以及有影响力的作者和作品。主要发现表明：(1)近二十年来CL出版物持续增长；(2)美国、中国和英国是主要贡献者；(3)迪伦堡和维果茨基的重要学术影响，以及Stahl、Johnson、Weinberger和Chi的高引用作品；(4)以技术支持型协同学习、设计与效果为研究重点；(5)循证实践、计算机支持的协同探究学习、社会知识建设等突出热点；(6)学生体验与元认知调节的新趋势。这一分析为第二语言教学提供了见解，并推动了CL奖学金的发展。
{"title":"Collaborative learning and CSCL research trends: A CiteSpace bibliometric review (2000-2023)","authors":"Ying Liu","doi":"10.1016/j.ijedro.2025.100534","DOIUrl":"10.1016/j.ijedro.2025.100534","url":null,"abstract":"<div><div>This bibliometric study employs CiteSpace to map the landscape of collaborative learning (CL) research, analyzing 3392 journal articles indexed in the Web of Science (2000–2023). The investigation examines publication patterns, geographic contributions, and influential authors and works. Key findings indicate: (1) sustained growth in CL publications over two decades; (2) the US, China, and UK as primary contributors; (3) significant scholarly influence of Dillenbourg and Vygotsky, alongside highly cited works by Stahl, Johnson, Weinberger, and Chi; (4) dominant research foci on technology-supported CL, its design, and effects; (5) prominent hotspots including evidence-based practices, computer-supported collaborative inquiry learning, and social knowledge construction; and (6) emerging trends concerning student experiences and metacognitive regulation. This analysis provides insights for second language instruction and advances CL scholarship.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"9 ","pages":"Article 100534"},"PeriodicalIF":0.0,"publicationDate":"2025-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145332487","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-10-12DOI: 10.1016/j.ijedro.2025.100532
Safa Alqudah , Mohammed F. ALHarbi , Hind Maher Alenzi
Objective
To translate and validate the Arabic version of the Teachers’ Evaluation of Aural/Oral Performance of Children (TEACH) questionnaire for assessing students with hearing loss in quiet and noisy classroom environments.
Design
A cross-sectional study involving cultural and linguistic adaptation of a teacher-reported assessment tool.
Setting
Specialized schools and centers serving children with hearing loss.
Participants
One hundred fifty-three Arabic-speaking teachers working with students diagnosed with hearing loss.
Measures
The TEACH questionnaire was translated using forward translation, expert panel review, back-translation, pre-testing, and pilot testing. Teachers completed the tool based on classroom observations; a subgroup repeated it to assess temporal stability.
Analytic Approach
Internal consistency was evaluated using Cronbach’s alpha. Test–retest reliability was assessed via intraclass correlation coefficients (ICC). Discriminant validity was examined using the Mann–Whitney test, and Spearman’s rank correlation assessed associations with hearing loss severity.
Results
The Arabic TEACH demonstrated excellent psychometric properties, with Cronbach’s alpha of 0.96 (total), 0.94 (auditory functioning), and 0.95 (ease of listening). Test–retest reliability was also high (ICC = 0.985, 0.971, and 0.991, respectively). The tool effectively distinguished between students with and without hearing loss (p < .001). Negative correlations of small magnitude were observed between hearing loss severity and TEACH scores (rho = –0.13 to –0.16).
Conclusions
The Arabic TEACH questionnaire is a valid, reliable instrument for evaluating auditory performance in Arabic-speaking school-aged children with hearing loss.
{"title":"Psychometric evaluation of the Arabic version of the teachers’ evaluation of aural and oral performance of children questionnaire in quiet and noisy educational settings","authors":"Safa Alqudah , Mohammed F. ALHarbi , Hind Maher Alenzi","doi":"10.1016/j.ijedro.2025.100532","DOIUrl":"10.1016/j.ijedro.2025.100532","url":null,"abstract":"<div><h3>Objective</h3><div>To translate and validate the Arabic version of the Teachers’ Evaluation of Aural/Oral Performance of Children (TEACH) questionnaire for assessing students with hearing loss in quiet and noisy classroom environments.</div></div><div><h3>Design</h3><div>A cross-sectional study involving cultural and linguistic adaptation of a teacher-reported assessment tool.</div></div><div><h3>Setting</h3><div>Specialized schools and centers serving children with hearing loss.</div></div><div><h3>Participants</h3><div>One hundred fifty-three Arabic-speaking teachers working with students diagnosed with hearing loss.</div></div><div><h3>Measures</h3><div>The TEACH questionnaire was translated using forward translation, expert panel review, back-translation, pre-testing, and pilot testing. Teachers completed the tool based on classroom observations; a subgroup repeated it to assess temporal stability.</div></div><div><h3>Analytic Approach</h3><div>Internal consistency was evaluated using Cronbach’s alpha. Test–retest reliability was assessed via intraclass correlation coefficients (ICC). Discriminant validity was examined using the Mann–Whitney test, and Spearman’s rank correlation assessed associations with hearing loss severity.</div></div><div><h3>Results</h3><div>The Arabic TEACH demonstrated excellent psychometric properties, with Cronbach’s alpha of 0.96 (total), 0.94 (auditory functioning), and 0.95 (ease of listening). Test–retest reliability was also high (ICC = 0.985, 0.971, and 0.991, respectively). The tool effectively distinguished between students with and without hearing loss (<em>p</em> < .001). Negative correlations of small magnitude were observed between hearing loss severity and TEACH scores (rho = –0.13 to –0.16).</div></div><div><h3>Conclusions</h3><div>The Arabic TEACH questionnaire is a valid, reliable instrument for evaluating auditory performance in Arabic-speaking school-aged children with hearing loss.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"9 ","pages":"Article 100532"},"PeriodicalIF":0.0,"publicationDate":"2025-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145332494","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-10-11DOI: 10.1016/j.ijedro.2025.100533
Md Sabbir Hossain , Punam Chakrabarty , Kalyani Bain , Mahmud Uz Zaman
This study delves into the interplay between legal frameworks and the lived experiences of sex workers' children in Banishanta, a government-sanctioned brothel in southwestern Bangladesh, focusing on their access to primary education. Employing a qualitative methodology, the research integrates case studies and focus group discussions with 10 sex workers with school-going children, in-depth interview with their leader, two primary school-going children (aged 9 to 10), the teacher of the primary school (attended by the sex workers’ children), the regional focal point, and an executive director of the sex workers’ network, and also observation of the brothel and the school. Participants were selected using convenience sampling for sex workers and purposive sampling for school personnel and community leaders. The study examines national and international education laws, contrasting legal standards with the challenges present in practice. Although Bangladesh committed to compulsory primary education since 1990, and constitutional and other laws advocate equality and non-discrimination, the research uncovers stark discrepancies. Braun and Clarke’s (2006) thematic analysis framework was used to interpret the qualitative data. The findings indicates, children face steep barriers in school admissions, notably regarding essential identification documents. Despite legal assurances of equitable schooling, children in Banishanta encounter hidden fees, stigma, unsafe commutes, and insufficient home support. This study urges for coordinated action from policymakers, local government, schools, and welfare organizations to bridge these persistent gaps. It highlights the urgency for a more inclusive education system aligned with Bangladesh’s legal obligations and ethical standards.
本研究深入研究了法律框架与Banishanta性工作者孩子的生活经历之间的相互作用，Banishanta是孟加拉国西南部一家政府批准的妓院，重点关注他们接受小学教育的机会。本研究采用定性方法，将案例研究和与10名有学龄儿童的性工作者的焦点小组讨论结合起来，深入采访了他们的领导人、两名小学学龄儿童（9至10岁）、小学老师（性工作者子女就读的学校）、区域联络人和性工作者网络的执行主任，并对妓院和学校进行了观察。调查对象采用便利抽样法对性工作者进行抽样，对学校工作人员和社区领导进行有目的抽样。该研究考察了各国和国际教育法，将法律标准与实践中存在的挑战进行了对比。尽管孟加拉国自1990年以来一直致力于义务初等教育，宪法和其他法律也提倡平等和非歧视，但研究发现了明显的差异。本文采用Braun and Clarke（2006）的主题分析框架来解释定性数据。调查结果表明，儿童在入学方面面临巨大障碍，特别是在必要的身份证明文件方面。尽管法律保证了公平的教育，但Banishanta的儿童仍面临着隐性费用、耻辱、不安全的通勤和家庭支持不足的问题。本研究敦促政策制定者、地方政府、学校和福利组织采取协调行动，弥合这些持续存在的差距。报告强调了建立符合孟加拉国法律义务和道德标准的更具包容性的教育体系的紧迫性。
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Pub Date : 2025-10-04DOI: 10.1016/j.ijedro.2025.100530
Siddiqui Nadia, Carolina Gazmuri
The early years of childhood substantially shape cognitive development and long-term achievements. Synthesis of longitudinal studies is mainly based on different cohort study datasets; therefore, it lacks consistent cohort study protocols and measures of assessment. We selected two early-life cohort-based longitudinal studies conducted in Chile and China and reviewed 9 out of 75 research papers in which the two cohort study datasets were analyzed to assess the impact of attending formal school in early life. The selection of these 9 research pieces was based on stringent quality assessment criteria for reporting the analysis. None of the studies achieved the highest rating on the quality criteria. We synthesised findings from 9 studies, of which only 2 received a moderate quality rating, while 7 were rated low in quality. Therefore, claims on the role of factors remain inconclusive. The synthesis suggested that cognitive abilities in early childhood show positive associations with factors such as being a female child, having an older mother, high family income, and receiving cognitive stimulation at home. Conversely, negative factors such as low family income, being a left behind child, and maternal cigarette consumption are associated with adverse outcomes. Mixed factors such as early school attendance and maternal employment can have both positive and negative effects on child development, highlighting the intricate nature of the process.
{"title":"What do longitudinal studies from Chile and China tell us about early childhood and cognitive abilities?","authors":"Siddiqui Nadia, Carolina Gazmuri","doi":"10.1016/j.ijedro.2025.100530","DOIUrl":"10.1016/j.ijedro.2025.100530","url":null,"abstract":"<div><div>The early years of childhood substantially shape cognitive development and long-term achievements. Synthesis of longitudinal studies is mainly based on different cohort study datasets; therefore, it lacks consistent cohort study protocols and measures of assessment. We selected two early-life cohort-based longitudinal studies conducted in Chile and China and reviewed 9 out of 75 research papers in which the two cohort study datasets were analyzed to assess the impact of attending formal school in early life. The selection of these 9 research pieces was based on stringent quality assessment criteria for reporting the analysis. None of the studies achieved the highest rating on the quality criteria. We synthesised findings from 9 studies, of which only 2 received a moderate quality rating, while 7 were rated low in quality. Therefore, claims on the role of factors remain inconclusive. The synthesis suggested that cognitive abilities in early childhood show positive associations with factors such as being a female child, having an older mother, high family income, and receiving cognitive stimulation at home. Conversely, negative factors such as low family income, being a left behind child, and maternal cigarette consumption are associated with adverse outcomes. Mixed factors such as early school attendance and maternal employment can have both positive and negative effects on child development, highlighting the intricate nature of the process.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"9 ","pages":"Article 100530"},"PeriodicalIF":0.0,"publicationDate":"2025-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145227224","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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