International journal of educational research open最新文献

Lecturers teaching on English-medium instruction (EMI) programs are expected to deliver complex disciplinary content through English, a language which they themselves may not be fully proficient in. This can compromise student comprehension and learning unless lecturers are equipped with the necessary tools to effectively transmit knowledge in a second language. To provide EMI lecturers with training relevant to their specific needs, empirical evidence from EMI settings is crucial. However, little is known about what actually transpires in the EMI classroom, particularly concerning lecturer-student interaction and lecturers’ use of communication strategies (CSs). This study fills the gap by investigating how experienced and highly rated EMI lecturers in a Chinese university overseas campus use explicitness strategies to increase the clarity of instruction and facilitate student comprehension in interactive academic activities. The data, comprising 10 h of tutorials and 10 h of supervisor-student supervision meetings, is analyzed from an English as a lingua franca (ELF) perspective based on an adapted Conversation Analysis (CA) approach. In total, 12 types of explicitness strategies are identified, among which self-repetition, self-repair and self-paraphrase are the most frequently used. Different strategies are used depending on the specific situation, such as the use of self-repetition and self-repair when introducing new knowledge or concepts, the use of self-paraphrase when explaining a difficult technical term, and the use of self-expansion when giving instructions. The findings of this study have implications for the training of lecturers who face challenges in delivering disciplinary content in English and communicating effectively with multilingual students in the EMI setting.

It is widely acknowledged that early childhood education is vital to children's success in later years. However, there is a limited exploration of parental involvement in early school education. This study was conducted against contemporary societies' increasingly neoliberal and multicultural nature, which could influence parental involvement in their early education. Vygotsky's sociocultural learning theory was used as a guide to investigate the levels of parental involvement in children's schooling. First, parents' support at home correlated to parental school involvement. Second, language proficiency was posited to moderate parental involvement and school type. The participants comprised 498 parents of children attending primary schools across Abu Dhabi. Parents completed two newly developed parental involvement scales at school or home. The data were analysed using SPSS AMOS for confirmatory factor analysis, path and moderation analyses. The results showed a relationship between the two main domains, home and involvement in school-related activities. The paper finally discusses the study's contributions, limitations, and practical implications.

Teacher classroom behavior is an important factor in student learning and motivation. Past research within higher education has primarily concentrated on identifying teaching behaviors that teachers and students deem important in honors classrooms. Yet, what specific teaching behaviors either support or thwart the needs of students in real-world honors classrooms is currently not clear. This study, which utilizes video observation, sheds light on teaching behaviors that either support or thwart students’ needs, as viewed through the lens of self-determination theory, within the context of Dutch honors education. We developed an observation tool to analyze video recordings of 12 lessons from four different teachers, and identified the types of behaviors making up the various dimensions of need-supportive and need-thwarting behaviors. We found nine types of behaviors that had not previously been identified in observational studies. Structure-providing behaviors were the most common need-supportive behavior, while need-thwarting behaviors always occurred alongside need-supportive behaviors. The observation tool introduced here can be used for further study of teaching behaviors in honors education practice. These results also make an important contribution to teachers' further professionalization and instructional practices.

Online learning anxiety might be related to how university students perceived their learning and performance during the COVID-19 pandemic, and in course modules with mathematical content, math anxiety may also have come into play. The aim of this study was to examine the relationships between these types of anxiety, as well as to explore other possible factors associated with students’ experience of sudden transition to online learning in a module with high mathematical content. Participants were 125 psychology undergraduates enrolled in a Research Design module. The main results showed that students reporting greater online learning anxiety found online materials less useful and suffered from greater math anxiety; their self-perceived performance was also worse. In the year following lockdown, online learning anxiety was lower and the perceived usefulness of online material was greater than during lockdown. Finally, analysis of the association between psychological state in the use of e-learning tools during COVID-19 and online learning anxiety revealed that online learning readiness played a mediating role in this relationship. The paper concludes with a series of recommendations regarding how universities might better prepare for future unforeseen disruptions to face-to-face teaching. In particular, there is a need to improve students’ readiness for online learning and to ensure that online materials are perceived as useful.

In the teacher education literature, studies focusing on the developmental origins of teaching career aspirations in prospective teachers are limited. This study explores the motivations and potential career aspirations of Japanese teacher education students, within the context of higher education. Using an adapted FIT-Choice scale, the research assesses the model's applicability in the Japanese context, identifies motivational characteristics and examines the differences based on potential career aspirations. The FIT-Choice model was successfully replicated with modifications. Japanese teacher education students primarily draw motivation from past teaching and learning experiences, emphasising intrinsic value within the teaching profession and altruistic motives in working with children and adolescents. Conversely, respondents dismiss external opinions about a prospective teaching career and are less inclined to view it as a fallback option, aligning with the findings of global studies. Furthermore, choosing a teaching career early on correlated positively with perceiving it as a field demanding expertise and led to overall satisfaction with the chosen career. The implications highlight the crucial role of interactions in sustaining prospective teachers, such as colleagues’ support, encouragement from students’ parents and the personal fulfilment derived from these interactions. This study postulates that practical work experience and a clear understanding of personal career values emerge as crucial factors in aligning prospective teachers’ expectations with the realities of future working environment.

Early career educators (ECE) report feeling under-prepared to teach a classroom of diverse learners. In turn, students experience negative academic and social outcomes across their intersectional identities. Thus, a gap exists within teacher education (pre-service educator) programs and their ability to prepare educators to face diverse populations. Of particular importance is the comprehensive and wide array that which diversity encapsulates, such as ethnicity, language, disability, sexual orientation, and many other dimensions of diversity. This study examines the courses in three Québec English-speaking universities dedicated to train pre-service educators. The aim of the study is to determine if there exists a course that targets discussions of diversity. Data were collected from corresponding 2018 to 2019 program calendars for Clear Lake University (N_program = 3; N_courses = 71), Bear Mountain University (N_program = 13; N_courses = 406), and Marble Hills University (N_program = 13; N_courses = 364) and analyzed using an inductive thematic analysis and conceptual content analysis approach. Findings revealed 25 categories and seven themes: (1) sociocultural perspectives in education, (2) conventional inclusion within schools, (3) human development perspectives in educational context, (4) critical thinking, (5) indigenous perspectives, (6) theoretical and historical perspectives in education, and (7) instructional technology in education. Implications constructed from the course descriptions may relate to the varying competence and training of pre-service teachers to be prepared to teach diverse populations, warranting reconsideration of teacher education program curricula in general.

Amidst the rapid advancement of digital technology, proficiency in Logical Thinking Skills and Digital Literacy stands pivotal for adapting to societal shifts, with Self-Learning Capability being fundamental for knowledge updating and skill acquisition to ensure success; however, despite their paramount significance for accounting students' success, research probing the intricate interplay among these three facets remains notably limited. Thus, this study examined the intricate interplay among Logical Thinking Skills, Digital Literacy, and Self-Learning Capability in shaping the effectiveness of accounting internships for Generation Z students in Thailand. Using a quantitative research design with online surveys, this study engaged 559 respondents (90.7 % females and 9.3 % males). Analyzed using the Partial Least Squares Structural Equation Modeling (PLS-SEM), the study found that Logical Thinking Skills and Digital Literacy significantly influence internship performance. When complemented by Self-Learning Capability, it's observed that students with high competency in these areas can better apply their skills in real-world professional settings and demonstrate continuous learning. They actively incorporate online information and media into their learning and self-development, further enhancing their skill set and career proficiency. This study underscores the importance of accounting education in Thai educational institutions offering accounting programs. It emphasizes that these skills should be integrated into the curriculum, especially in the digital age, to equip students to adapt effectively to the evolving demands of the accounting profession.

In addition to expanding collaborative spaces, the dialogue among teachers as a formative and innovative strategy introduces new perspectives and reshapes the underlying conceptions in existing practices by the integration of new elements. For this dialogue to be constructive, it requires proposals and strategies that support it and encourage it. In this paper, we present a collaborative methodological proposal where, through dialogue, joint analysis, and reflection on specific practices, learning scenarios are reconstructed within the framework of cooperative learning, with the aim of improving equitable participation and simultaneous interaction. The study employs a qualitative research design, centred on the interpretative paradigm, with a methodological approach aligned with the case study. Participants include teachers or professionals from different educational centers in Spain, as well as teachers from three Spanish universities. Data collection methods include participant observation, video elicitation, and focus groups. The results indicate that for the successful implementation of cooperative learning, it is crucial for teachers to establish effective dialogue through constant communication and collaboration, creating an educational environment where cooperative learning becomes a school-wide project and has a positive impact on the entire educational community. The study concludes on the importance of dialogue among teachers for planning and designing cooperative activities to promote improved student interaction and the achievement of educational objectives.

Drawing on the resource-based view, the current study examines the direct effect of staffing autonomy (SA) on strategy implementation (SI) and organisational performance (OP) in public and private universities. The study also investigates the direct effect of SI on OP. It further explores whether SI mediates the link between SA and OP. Moreover, the study examines whether the type of universities moderates the relationship among the constructs. The hypotheses were tested based on survey data from 254 leaders of public and private universities in India. PLS-SEM-based results reveal that SA has a significant positive impact on both SI and OP. Further, the results show that SI has a significant positive impact on OP. Besides, the results find that SI mediates the relationship between SA and OP. Furthermore, the multi-group analyses show that the university type has no moderating effect on the effect of SA on SI and OP, as well as on the impact of SI on OP. The results of the current study support the anticipations derived from a resource-based view. The theoretical and practical contributions are discussed, and limitations and new lines of future research are presented.

Drawing upon Lareau's (2011) work on social class and family life, this study explored social-class differences in children's cognitive outcomes from the United States and Scotland—two nations that share a policy emphasis on parental engagement to reduce the achievement gap. At the same time, the two countries differ in the extent to which such policy orientations are enforced, in the overall levels of socioeconomic inequality, and in the form and extent of welfare support for families and children. We find that parental endeavors are not unequivocally associated with children's outcomes. Findings from our decomposition analyses indicate that some practices of concerted cultivation are positively associated with children's outcomes but that the strength and direction of the relation often depend on children's social background. Moreover, social-class differences in parenting practices are more pronounced and more often statistically significant in the United States than in Scotland.