International journal of educational research open最新文献

The aim of this study was to gain insight in knowledge mobilization (KM) in educational research, focusing on the type of collaboration, the strategies and the conditions. KM reflects the interaction and relationship between educational research and practice and requires specific effort over time. We studied 69 research reports and held 12 group interviews with consortia of researchers and teachers. Results show that the research projects could be characterized as researcher-directed or school-and- researcher directed collaboration. Strategies for KM found in these collaborations were mainly ‘transferring’ and ‘implementing’. ‘Co-creation’ as a strategy was found more often in school- and researcher collaboration projects. Finally, the conditions enabling or constraining KM were found at the level of research knowledge, the individual teacher and researcher, school organization, research organization, consortium, and communication. Implications for future research are discussed.

Widespread harmful gender stereotypes against adolescent pregnant school girls (APSGs) often characterise schools, teachers and education officials’ response to pregnancy in schools in sub Saharan Africa. These gender stereotype which underly school exclusion of APSGs include, for example, the stereotype that the girls got pregnant because they engaged in immoral sexual activity. In this regard, the exclusion is seen as a punitive measure—penalising the girls for their immorality and serving as a deterrent to other girls getting pregnant. In line with the theme of this special issue, the study argues that the gender stereotyping and exclusion of APSGs is discriminatory against the girls and by implication women, as it targets them based on their sex, their unique capacity to become pregnant and their actual pregnancy status. It therefore violates the rights to equality and non-discrimination in the area of education which are guaranteed under several international human rights treaties including the Convention on the Elimination of All Forms of Discrimination against Women 1979 (CEDAW) which this study focuses on. This study goes on to bring together the obligations of States Parties to eliminate harmful gender stereotypes These obligations which are scattered across the CEDAW Committee's jurisprudence, provide a clear framework for both upholding the rights of girls and holding States Parties accountable under an international human rights paradigm.

Workgroup methodology is often used to promote curricular learning. However, the intentionality in choosing a teaching strategy only sometimes has the best achievement in learning. This study aims to develop and validate an instrument (questionnaire) that is easy to apply and allows the professor to evaluate the effectiveness of the workgroup in learning (curricular) development. An exploratory factor analysis was conducted and three constructs were extracted: Practice, Motivation and Effectiveness. The correlation between the constructs indicates a good relationship and dependence between them. The results show that the instrument is valid and reliable, proving that it could be an essential tool to ascertain whether students see workgroup as a factor that promotes their learning and thus allow the professor to monitor and assess this method´s effectiveness in their teaching strategy. This study leads us to consider developing questionnaires to assess students' perceptions of other teaching–learning methodologies.

Domestic violence has long been a major concern for women's organisations globally. Despite decades of progressive legislation in India since the 1980s, this paper underscores the persistent and structural nature of domestic violence, which afflicts lives across gender identities. The study draws on findings from a survey of 2193 aggrieved women and select case studies across 13 districts of West Bengal who have accessed the Protection of Women from Domestic Violence Act (PWDVA), a civil law enacted in 2005 to give protection to victim-survivors from domestic violence (as opposed to punishing the perpetrators). The paper argues that even ‘radical’ legislation such as the PWDVA helps survivors manage and endure violence rather than eliminate it from their lives. In doing so, the legislation offers a coping strategy to the aggrieved rather than a means through which deep-seated social structures of patriarchy that perpetuate domestic violence can be challenged to ensure gender justice. Our study indicates that there is a greater degree of precarity among women survivors with psycho-social disabilities and members of gender-sexual minorities. The majority of actors in the socio-legal ecosystem who should be upholding survivors’ right to live a life free from violence instead place them primarily in the heterosexual patriarchal family. The feminist vision behind the enactment of PWDVA, which valued the assertion of a survivor's rights as a citizen of a democratic country to lead a life free from violence, is eschewed in favour of preserving the institution of family and marriage over gender justice.

The Covid-19 pandemic and the associated school closures have challenged teachers to quickly develop and implement effective distance learning concepts. This article examines the success of teachers in meeting these challenges by analysing their performance during the pandemic. Using a mixed-method approach, the study conducts a secondary data analysis of 135 questionnaires from a pupil and parent survey conducted by a German elementary school. These surveys are analysed across the three basic dimensions of teaching quality, elucidating the teaching experiences during the pandemic. The results reveal a considerable variation in teacher performance, highlighting instances where some teachers made inadequate decisions regarding the selection of teaching content or supporting strategies, while also displaying limited engagement with their students. Given the identical school conditions across the research setting for all teachers, this article focuses on individual effectiveness and efficiency of teachers during the pandemic, prompting an inquiry into the extent to which the high degree of teacher autonomy may have influenced performance. To address this further, this article introduces a framework based on current interdisciplinary research findings, which predicts a “too-much-of-a-good-thing” effect of teacher autonomy on teacher performance and integrates numerous established research approaches. This article contributes to a better insight into the performance of teachers during the pandemic and the identification of effective distance learning teaching approaches. Simultaneously, this article proposes a theoretically grounded framework for varying teacher performance, the exploration of which provides a compelling avenue for enhancing teacher performance and serves as a well-founded starting point for further research.

This systematic review considers recent evidence of the preparation of inclusive education implementation in the context of English as a Foreign Language (EFL) education across different countries. The study comprised of a comprehensive search of multiple databases which are accessible for scholars with visual impairments working with an open-source screen reader application: British Education Index, Education Source, ERIC subscription, Scopus, and Web of Science Core Collection. The searches generated 508 studies from January 1 2002, to December 31 2022,. 73 duplicated studies were removed, leaving 435 records to be screened for inclusion. 430 of these were rejected for not meeting the selection criteria, leaving five studies for inclusion. One additional relevant study from author's personal collection of references was also included in the review. The review discovered that the issue of disability and inclusive pedagogy in initial EFL teacher education scholarship is extremely under-studied. Only four relevant studies were conducted in the Global North, two in the Middle East, and none in the Global South, where an expanding population of pupils learning English are located. The findings of this study provide insights and recommendations for policy and practices of initial EFL teacher education.

Teacher well-being is becoming increasingly important in research and in education policy. However, studies that investigate the well-being of pre-service teachers empirically are still scarce and tend to use instruments that assess general well-being or focus only on negative aspects such as stress and strain. Therefore, this study tests the psychometric properties of the pre-service teacher well-being questionnaire. The questionnaire draws on research in well-being psychology and aims to capture pre-service teacher well-being as a multidimensional and context-specific construct. The underlying model consists of three positive dimensions, (1) positive attitudes towards initial teacher education, (2) enjoyment of initial teacher education, and (3) positive academic self-concept regarding initial teacher education, and three negative dimensions, (4) worries about initial teacher education, (5) physical complaints related to initial teacher education, and (6) social problems in initial teacher education. Evidence presented in this study is based on an online survey that pre-service teachers for primary and secondary school from Switzerland (n = 989; primary education: 76.8 %), Germany (n = 563; primary education: 16.3 %), and Austria (n = 197; primary education: 76.6 %) completed in spring 2022. Results confirmed the factor structure and the reliability of the instrument for all but one factor, and there is evidence for correspondence with other well-being constructs. Furthermore, partial measurement invariance was established between the three countries’ subsamples. These findings support the use of the instrument for assessing pre-service teacher well-being. Directions for future research and implications for initial teacher education institutions are discussed.

This systematic review provides a comprehensive overview of child sexual abuse prevalence globally, along with an examination of the effectiveness of school-based prevention education programmes for primary school-aged children. These prevention programmes utilise social cognitive learning theories to teach children the importance of identifying and responding to abusive situations. A total of 676 papers were evaluated with 13 Randomised Controlled Trial (RCT) or cluster RCT design studies identified as meeting the study's inclusion criteria. These studies were published in English between January 2000 and May 2022, and focus on outcomes of school-based prevention programmes designed for primary school-aged children (5–12 years old). To ensure a comprehensive and academically rigorous analysis, the following databases were included: Science Direct, Web of Science, Scopus, the American Psychiatric Association (APA) PsycINFO, Ovid Medline, and Embase. The studies reviewed aim to evaluate the effectiveness of various child sexual abuse prevention programmes in improving children's knowledge and recognition of, and response to potentially unsafe situations. In terms of outcomes and results, the interventions have significantly impacted knowledge, skills, confidence, and awareness in the short and long term. These studies used different intervention methods, including mobile applications, personal safety programmes, and protective behaviour programmes, delivered in various formats such as web-based, textbooks, and in-person sessions. This systematic review highlights the importance of child sexual abuse prevention programmes in schools and the need for further research.

Positive social and personal aspects have been described as factors behind student engagement. This study aimed to identify the direct effects of classroom climate and eudaimonic well-being on student engagement. In addition, research on student engagement in universities is scarce, and most research on this phenomenon is performed in developed countries (also known as WEIRD). Therefore, we include undergraduates from two Latin American countries. Participants were 625 students enrolled in one of the two collaborative institutions from Mexico and El Salvador. Data was collected through an online form. Three hypotheses were proved by comparative statistics analysis and a structural equation model (SEM). Results indicate that pupils in Mexico and El Salvador report classroom climate and eudaimonic well-being differently (H1). In addition, SEM analysis indicated that 49 % of Student engagement was explained by the direct effects of classroom climate (H2) and eudaimonic well-being (H3). Our findings highlight the importance of improving social and individual context in higher education institutions for these two Latin American countries. The implications of these findings are discussed.

In Ireland, 5 % of university students registering with disability services in higher education have ADHD, increasing annually. Student services nationally report a significant increase in requests for assessment, diagnosis, and support for ADHD in university. This mixed method study investigated the experiences of undergraduate and postgraduate students with a diagnosis of ADHD in one HEI in Ireland to determine (i) institutional and systemic challenges, (ii) facilitators of successful progression through university, and (iii) an evidence-base to inform effective support. Data analysis encompassed responses from an online survey, anonymized longitudinal data extracted from disability services student progression reports, and qualitative data extrapolated from open-ended survey responses and individual, in-depth interviews. Findings indicate a need for ADHD friendly university campuses, adoption of Universal Design for Learning, increasing ADHD awareness within the university community, targeted ADHD supports, and optimizing the sensory environment.