International journal of educational research open最新文献

One of the most reliable predictors of school effectiveness is student engagement, which is not only related to students’ current achievement but also long-term outcomes. Using linear regression and structural equation modeling procedures, the present study was aimed at examining the relationship between dropout risk, dimensions of student engagement, and family background. The survey study involved 3251 7th grade Hungarian students who completed the adapted Student Engagement Instrument and self-reported background questionnaire. According to the results, student performance is mainly related to parents’ educational attainment, but a moderate or weak correlation with behavioral, academic, and cognitive engagement is also detectable. While affective engagement shows a weak association with performance, it correlates with other engagement dimensions linked to achievement. This result suggests that support from parents, peers, and teachers may have an indirect effect on achievement; however, the present study could not confirm this hypothetical model. Based on our data, parental educational attainment and student engagement account for approximately 41 % of student performance which draws attention to the complexity of the relationship between student engagement and performance and highlights the importance of a comprehensive approach to dropout and student engagement in this context.

School violence is of international concern. However, the evidence regarding school violence may underestimate its prevalence. Consequently it is critical to develop effective interventions to address school violence. This study examined a psychosocial intervention based around a 10-week martial arts training program to address aggression. Two-hundred and eighty-three (N = 283) secondary students aged 12–14 years (M = 12.76, SD=0.68) participated in the study, which was evaluated using a randomized controlled trial. Results found that the intervention did not reduce, nor increase aggressive behaviour. This was inconsistent with most previous findings examining the impact of martial arts training on aggression, and points to a more nuanced perspective that martial arts training may have a limited effect on aggressive behaviour. While further research regarding the impact of martial arts training on aggressive behaviour may be warranted, this study recommends caution before considering martial arts as an intervention strategy to reduce or regulate aggressive behaviour in adolescents.

Since the introduction of technology in the classroom, there has been a growing demand for digital competencies, which has driven the need for validated instruments to assess this concept more prominently. Therefore, this study determined the psychometric properties of a self-assessment scale of digital competencies for teachers of Regular Basic Education. The study was carried out in the Unidad de Gestión Educativa Local (UGEL)/District Education Management Unit of Barranca and Huaura located north of Lima, Peru. A cross-sectional and instrumental quantitative methodological strategy was used, in which exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) techniques were used, and 534 teachers were surveyed. The results show an EFA with two factors and loadings greater than 0.4, a KMO equal to 0.957, and a cumulative variance of 51.30%. The CFA analysis validated three models, where model 2 with three factors, Evaluación y Promoción (EP)/Evaluation and Promotion; Recursos Digitales en la Enseñanza (RDE)/Digital Resources in Teaching; and Participación Profesional en el Aprendizaje (PPA)/Professional Participation in Learning, yielded high correlations and adequate goodness-of-fit indices close to unity (X²/df =1.476; RMSEA=0.042; TLI=0.97; and CFI=0.97). It can be observed that model 2, which includes three factors, presents more appropriate measures, which makes it the most suitable option for assessing digital competencies in teachers of Regular Basic Education.

Sample-based learning assessments are increasingly common in low- and middle-income countries but have yet to affect education programming in situations of conflict and displacement. Without identifying what children already know in the immediate aftermath of forced displacement, education practitioners are often unable to address the gaps and challenges learners face. The Holistic Assessment of Learning and Development Outcomes (HALDO) is a new tool that aims to identify children's learning needs in these situations. This article examines the tool's internal consistency, inter-rater reliability, concurrent validity, and construct validity in three locations and provides evidence of its effectiveness. The study found strong inter-rater reliability in two contexts, internal consistency in all contexts, and evidence of construct validity in all latent constructs in HALDO, except for literacy in Lebanon.

Concept mapping-based language learning (CMLL) has attracted increasing attention from the research community. Many studies have investigated non-technology-based CMLL (NTCMLL) and technology-based CMLL (TCMLL); however, the literature reveals no reviews comparing the two, which is needed because this can identify the differentiated applicability of technology-and non-technology-based CM activities for assisting language learning. Accordingly, the present study reviews 26 studies comparing NTCMLL with TCMLL regarding publication nature, theoretical framework, target language, learning outcomes, CM activities, and technologies used for concept mapping. The results show that (a) NTCMLL and TCMLL studies have become popular since 2016; (b) meaningful learning was the most common theoretical support; (c) English was the most commonly investigated language; (d) the most discussed learning outcomes were language acquisition and psychological states; (e) individual concept mapping was frequently used; and (f) ready-made tools were applied more than researchers’ self-developed systems. We also identify the similarities and differences between NTCMLL and TCMLL studies while discussing the important implications for their future design.

In Hungary, little attention has been devoted to the secondary level of music education, even though it is not only a transition between primary and tertiary education but also has predictive power regarding the future of music education. In our research, we surveyed students in their final year at a vocational secondary school with music specialisation using open-ended questions to investigate the factors influencing their career choice, their vision of the future, and the external and internal professional motivational factors. The questions focused on music-related career choice, practising, the attraction of a career in music, motivations for persevering, and the factors and people strengthening self-confidence. According to the respondents, healthy self-confidence and adequate motivation constitute an inevitable basis and source of professional success. Motivation is best derived from the positive feedback of the environment and the experience of success. Due to the individualised instruction in music education, the main subject teacher plays a decisive role, often influencing not only students’ professional career but also their personal path. In our research, we also examined students’ perception of the ideal main subject teacher. Students’ recognition of a main subject teacher is enhanced by personalised attention, setting realistic expectations to the student, exemplary professional knowledge, and interpersonal skills. Based on their professional experience and perceptions, students also commented on the qualities required from a musician and the personal meaning of music. According to the responses, the best characteristics of a musician are perseverance, humility, and diligence, whereas music is a means of self-expression, which provides relaxation, serenity, and refuge.

Restorative practice aims to build relationships, prosocial skills, guide behaviour and promote conflict resolution resulting in transformative culture change within schools. Educators are increasingly acknowledging the significance of relational aspects of teaching and learning in schools, with restorative practice emerging as a leading approach. This systematic review aimed to synthesise the experiences of teachers using restorative practice with early adolescents in mainstream school settings. A comprehensive search strategy was employed to identify current qualitative and mixed-method studies between 2012 and 2022. Eight peer-reviewed studies that met the inclusion criteria were analysed. Five key themes relating to teachers’ experiences of implementing restorative practice were identified using a thematic analysis. This review underscores the need for a systemic change in schools if restorative practice is to be effectively implemented. This includes a focus on understanding the importance of relationships between teachers, students and school staff as a foundation for developing an environment conducive to implementing restorative practice. Adjusting attitudes and school expectations is required to facilitate a restorative culture which is heavily influenced by leadership support within schools. When attempting to embed a lasting structure to support implementation, it is recommended that schools also consider their particular context, the experience levels of their teachers, their policies and availability of support structures. Broadly speaking, a wider change within the education system is needed in terms of re-evaluating the role of the teacher and the goal of the curriculum in terms of prioritising a relational approach to teaching and learning over a results-focused mindset.

Student well-being has gained prominence on both the scientific and political agendas, as it is recognized as a crucial skill in addressing the economic, ecological, and social challenges of the 21st century. Relationships that students form with teachers and peers in the classroom are important for their academic, social, and emotional development. Building and maintaining positive relationships contributes to psychological growth and well-being. This article strives for a deeper understanding of the association between student well-being and classroom relationships from the students’ perspective. Mediation regression analysis was conducted between student well-being, teacher–student relationships, and student–student relationships to overcome limitations of prior studies using a unidimensional approach on student well-being and considering relationships in separate models. This study shows that both relationships are related to student well-being, however associations differ regarding different dimensions of student well-being and students’ individual factors such as gender, migration background, and socio-economic status. Providing a multi-dimensional approach on student well-being as well as taking both relationships into account adds to a profound understanding of processes in classrooms. Insights on these relations can help educators, schools and researchers develop strategies to foster relationships in the classroom and, in succession, enhance well-being in school.

This study focuses on students’ approaches to learning, particularly in innovative learning environments. A person-oriented research perspective was chosen to search for nuances and details that add to existing knowledge on secondary students’ learning. The relation between students’ goal orientations, learning strategies, and different learning environments was investigated via questionnaires and interviews. The questionnaire study revealed four profiles of 673 students’ (meta-)cognitive learning strategies. Differences in student learning were found between students of an innovative school and students of regular schools, indicating that learning strategies are elicited by the learning environments students are confronted with. The interview study with 20 students from the innovative school illustrated their learning in learning environments typical for this school. Results revealed how students from different profiles differed in their goal orientations and learning strategies and that these differences were related to students’ need for teacher support when learning. The results of this study provide qualitative and quantitative insight in (enhancing) secondary students’ learning, doing justice to the learners as persons and individual differences.

This study explores the present status of inclusive and equal education in higher educational institutions in Bangladesh. This study aims to ascertain the impediments to creating equal and inclusive educational opportunities and explore the actual scenario of equality-based environments in higher educational institutions in Bangladesh. This study uses Justice theory and thematic analyses to discuss and analyze the data. Two semi-structured questionnaires have been made in English for the data collection. 55 interviewees were selected by purposive sampling from one Public University, and 2 experts and policymakers were selected by purposive sampling. For the reliability of the research, data has been collected from all socio-economic backgrounds, ethnic and minority backgrounds, students with special needs, and students of every gender. The findings of this research demonstrate that the Bangladesh government has taken numerous steps towards achieving the fourth SDG target. However, an unequal scenario in higher education institutions makes completing an equal and quality education difficult. In every aspect of education, there are disparities based on gender, economic, and social background that affect enrolment rates for males, females, ethnic groups, minorities, and students with special needs. Economic, social, institutional and educational factors impede inclusive and quality education. Furthermore, recommendations have been made regarding the issue, and measures that Japan has introduced have been discussed for a better outcome in this research.