International journal of educational research open最新文献

Case-based learning has become increasingly adopted as a pedagogical approach in health professions education. The successful implementation of case-based learning programmes can be impacted by factors including resources, organisational attitudes and cultural dynamics. This protocol outlines a methodology for a realist review which aims to elucidate the mechanisms and contexts that influence the implementation of a case-based learning programme in health professions education. This study aims to understand the underlying causal mechanisms and contextual factors which can lead to the success or failure of case-based learning programmes. This review will involve a systematic literature review on case-based learning in health professions education, under a realist synthesis framework. A realist synthesis was chosen as the approach as it is suited to the review of such complex interventions, such as the implementation and delivery of a case-based learning programme. Through an iterative literature search and analysis, relevant literature will be explored in order to develop an understanding of the contextual elements and mechanisms which may affect the success of a case-based learning programme. This review will employ thematic analysis to synthesize findings across studies, iteratively refining a programme theory explaining how case-based learning programmes work, for whom, and in what contexts. This realist review protocol provides a systematic and rigorous approach to examining the complexities of case-based learning and the outcomes produced by its underlying mechanisms and contexts. This review aims to offer valuable insights for educators, curriculum developers, and policymakers to optimize the implementation of case-based learning interventions in medical education.

The present study investigates gender equality in Japanese university students’ leadership perception and examines the changes in their perspective through a nine-week action learning program at two private Japanese universities. A mixed-methods practical action research design was employed in four upper intermediate-level first-year Content and Language Integrated Learning (CLIL) classes (N = 107). First, quantitative content analysis was performed to determine how the students perceived the concepts of leadership and gender through the images and descriptions used in their PowerPoint presentation materials. Then, the study employed qualitative content analysis to determine the changes in the students’ perceptions of gender equality in leadership through the critical inquiry-based action learning experience. The results showed that integrating gender-inclusive leadership content into the CLIL courses was effective in helping the students develop an impartial and inclusive perspective of leadership and gender. Furthermore, the critical inquiry-based action learning experience enhanced the students’ motivation for language acquisition and engagement in the CLIL courses.

Millions of children live apart from their parents who migrate for work. This dynamic raises questions about parental migration's impact on children's schooling. This paper investigated how Chinese junior high school students’ educational performance was shaped by the specific patterns of parental migration: whether it was only the mother, only the father, or both who migrate. The study analyzed data from 4204 students through a nationally representative panel survey, comparing children who experienced parental migration between two survey waves and those who did not. Difference-in-differences models were paired with propensity score weighting to estimate the immediate effects of parental migration. Results indicated that children's educational performance was heterogeneously affected by different arrangements of parental migration. Children's academic performance declined when mothers migrated alone, a pattern not mirrored when only fathers or both parents migrated. The findings indicate that the adverse effects of parental absence outweigh the financial benefits from migration, particularly in the scenario of mother-only migration.

This work investigates the occurrence of post-event processing (PEP) in the context of test anxiety; PEP involves rumination and self-critical thinking following an event and commonly observed in social anxiety. Three short-term longitudinal studies in student samples examined whether PEP occurs after exams and how it is associated with test anxiety. University students (N = 35 in Study 1, N = 146 in Study 2, and N = 37 in Study 3) completed measures of trait and state test anxiety before an actual exam; PEP related to the exam was assessed at various time points afterward. Results revealed that PEP occurred to a meaningful extent after exam situations. Overall, it was positively associated with trait and state test anxiety, although some variations in the relations were found across the three studies. These findings underscore the relevance of PEP in the context of test anxiety, as PEP might contribute to maintaining test anxiety in the long term. Implications for future studies are discussed.

The lack of attention to teaching resources adapted to multigrade classrooms in rural schools is an issue that is beginning to be explored in international research. The invisibility of the school located in rural territories still persists in some fields of study, despite the fact that it represents an important part of the global educational ecosystem. An example of this is the still scarce editorial production and the lack of dissemination of teaching materials that support the classroom methodologies adopted and that also consider the rural school model, considering the diversity of ages and levels of the multigrade classroom and the characteristics of the territory. Along these lines, the aim of this article is to find out more about some of the challenges or problems related to the use and development of teaching materials in the multigrade classroom in order to formulate recommendations based on the needs detected in the information obtained. To address this issue, 32 semi-structured interviews and 4 focus groups were conducted with a total of 47 purposely selected key informants. The data collected were analysed using the grounded theory method with the help of the Atlas Ti software. The results identify barriers and opportunities, mainly associated with the attitude of teachers and their mastery of specific professional competences as well as the revision of teacher training plans. They also highlight the importance of disseminating specific curricular materials, outlining their development and analysis guidelines, influencing pedagogical leadership in schools, and promoting specific actions to support teachers.

1980s. The autonomous women's movement burst into the scene capturing the imagination of so many women – women who were trapped in families, women who were battling sexism in their workplace, women suffocating in abusive marriages, women struggling to be seen and heard in political organizations that still refused to see gender as a primary question - women from different backgrounds, professions, caste, class, religion, political beliefs – all of whom who were ill at ease with their worlds, their homes, their works and were struggling to find air, grappling for a new home, came together in solidarity, resistance, rage and imagination. While the rumblings of the women's movement, of feminist politics could be felt long back since the waging of the freedom struggle, there was a novelty in the way the 80s moment brought in scores of women to talk, scream, organize, sing, dance, shout slogans, march, ideate on things that moved them, on ‘women's issues’. The idea of sisterhood though soon encountered the anti-Mandal commission agitation, and the rise of Hindutva that exposed the cracks, faultlines of any notion of sisterhood that subsumed identities of caste, religion, sexuality. The journey of the feminist movement in India, therefore, has also been a journey of making and remaking of ideas of sisterhood, solidarity, of the collective ‘we’. While the critical interventions from identity based movements have torn down the inherent ‘naturalness’ of women's friendships – bringing to question the identities and political locations that make the collective ‘we’, the question arises, how do we then think of forging bonds of resilient comradeships, of waging collective struggles in times of cancel culture and neoliberal notions of ‘allyship’. Informed by and building on the debates on ‘intersectionality’ (Nivedita Mennon, Mary John, David Mcnally, etc.), learnings from identity based interventions in movements, and Marxist feminist interventions, this paper will examine Jodi Dean's theorization of the communicative ‘we’, Devika Jain's reconfiguration of Ambedkar's concept of ‘maitri’, and insights from activists in the struggle to unpack how we can think of building companionship of resistances in today's times. Furthermore, as we interrogate the possibilities of friendship in organizing social relations in the new world, we will also look into the possibilities it then holds in crafting a new morality, new ethics.

The study highlights how women bear the responsibility of perpetuating the cultural identity of the weaving community due to gendered norms around endogamous marriage, the dual burden that women bear within family enterprises, and the exit of male weavers in pursuit of more sustainable economic opportunities. Male weavers of these family enterprises rely on women's continuing allegiance to the ancestral craft to carry forward the economic gains of upholding the weaving craft when they embrace the option of mobility in order to alleviate the financial precarity and stabilise their livelihoods. The normative expectations of marriage within the weaving community, where women's labour is regulated and exploited via intra-community marriage, serve as the foundation for this practice. Women engage in complex negotiations, confront gendered expectations, and, in the worst situations, disrupt gender norms in the family, community, and the labour market throughout this process. The paper drawing from a qualitative study conducted in the handloom clusters of Nadia, West Bengal (India) critically examines the intricate negotiation of gender roles, presenting a nuanced portrayal of how women navigate societal expectations and contribute to reshaping gender norms within family enterprises and weaving community at large.

In recent years, some educational researchers have questioned the theory of a robust relationship between test scores in international large-scale assessments such as PISA and lagged economic growth. However, both the proponents and opponents of such a human capital approach have mainly focused on earlier growth patterns during the twentieth century. Hence, the current article analysed the relationship between PISA 2000 and economic growth in 2010–2019 for 31 countries, and composite cognitive skills for 80 countries and their relationships with economic growth in 2010–2019. The results indicate that PISA scores or other cognitive skill measures could to some extent predict economic growth between 2010 and 2019, even when controlling for a significant number of variables. In a consecutive analysis, the relations were substantially associated with Middle Eastern countries because many countries from this region experienced political instability and decreasing oil revenues throughout this period. Hence, it is possible that regional and contextual relationships affect these patterns.

Since its beginning in 2000, the OECD's Program for International Student Assessment (PISA) declared the promotion of educational equity as one of its core values and goals. For more than 2 decades, OECD and independent researchers have been taking advantage of the PISA datasets, using them to measure, explore and monitor the changes in educational equity, which has resulted in a comprehensive body of literature. This review offers a summary of official reports and independent studies regarding the change in socioeconomic equity in different countries based on PISA data analysis. We explore four types of educational equity (Equality of Opportunity, Equality of Outcome, Segregation, and Resilience) and summarize the results of the reviewed studies based on their method, geography, and reported trend of change.

The issue of microfinance and women's empowerment has been intensely debated in the last two decades or more. Most of the debates have been about whether microfinance leads to empowerment in the context of specific programmes. Many impact studies focus on specific quantifiable indicators, whether economic or social. This paper moves beyond such debates to understand which strategies work to create empowerment and how. It looks at three institutional models of microfinance across the minimalist and credit plus spaces to identify gender specific and other strategies which enable experiences of empowerment for members of microfinance institutions. Instead of quantitative indicators or specific achievements, the paper explores dimensions and processes of empowerment such as solidarity, leadership and challenge to patriarchal ideology. Although the study is located in a certain district of West Bengal, a state in India, the observations and findings have relevance globally because similar institutional models and strategies are present across the world, especially in the Global South.