Showing papers in "International Journal of Educational Research in 2021"

TL;DR: In this paper, the authors examine how students in Mainland China and Hong Kong conceive overseas studies plans against the COVID-19 crisis and discuss the policy implications, particularly reflecting on how the current global health crisis would intensify social and economic inequalities across different higher education systems.

TL;DR: The authors provided the first systematic review of studies examining the consequences of teacher burnout for students, focusing on academic achievement and student-reported outcomes, and provided preliminary evidence that teachers' burnout can affect the students they teach.

TL;DR: In this article, an umbrella review of state-of-the-art gamification published between 2016 and 2020 is presented, highlighting the ongoing need in educational research for carefully structured examinations and rigorous methods that validate gamification's instructional advantages.

TL;DR: In this paper, the authors present a qualitative content analysis of reported learning outcomes by students of English in a Spanish university following their participation in one of thirteen online intercultural exchanges, based on the analysis of 345 learner portfolios, which provide insight into the type of learning which virtual exchange can contribute to second language classrooms.

TL;DR: This paper used latent profile analysis to identify multifaceted motivation profiles involving academic control and value appraisals and achievement emotions (boredom, anxiety, enjoyment) at the start of a two-semester online university course.

TL;DR: The Digital Learning Identity Survey (DLIS) as discussed by the authors was created to assist teachers in self-identification and recognition of their learning identity related to digital literacy (DL) and recognize how teachers use DL to learn (i.e., their digital learning identity).

TL;DR: In this paper, the predictive power of emotion regulation strategies (ERSs) on student engagement (SE) at different age groups was found to vary with age, with some having a linear developmental pattern (e.g. Positive Reappraisal) and others a non-linear pattern.

TL;DR: This article conducted a meta-narrative literature review, covering a range of disciplines (including education, medicine, and psychology), in an attempt to fill these knowledge gaps, finding that there are no existing interventions designed to foster reflective professional inquiry (RPI) that have been rigorously evaluated.

TL;DR: The authors found that professional development in multicultural education (PDME) helps teachers develop teacher self-efficacy in multicultural classrooms (TSMC), and that teacher classroom autonomy strengthened the positive relationship between PDME and TSMC.

TL;DR: In this paper, the authors examined a school in the US that has storified majority of their learning environment into various fictional and non-fictional worlds for students to learn in and for teachers to incorporate in their pedagogy.

TL;DR: In this article, the authors explored the relationship between STEM education and development of children's mathematics ability, as manifested in spatial ability, and found that STEM education was associated with significant spatial ability improvement in children aged 5 to 6, and especially in children with intermediate or lower apriori mathematical ability.

TL;DR: This article explored the interplay between students' group-level emotion regulation behavior and affective conditions and products of regulation (emotional valence, activation, participation) in a collaborative science task.

TL;DR: In this article, the influence of household wealth on parental involvement in low-achieving children's education in a resource-constrained area in rural Uttar Pradesh, India is analyzed.

TL;DR: This paper studied the role of teaching style for transitions between school alienation profiles, and found that student-oriented, supportive teaching styles might prevent students from transitioning towards more highly alienated profiles, leading to support for the idea that students prefer more supportive teachers.

TL;DR: The authors examined the role family and personal relationships play in Australian principals' turnover decision-making and found that push factors encouraging leaders to leave their schools included negative effects on families of highly visible leaders in small communities.

TL;DR: In this article, the authors examined the impact of a curriculum-aligned, home-based literacy activity intervention on Chinese low-SES parents' perceived engagement in their children's English language learning, which was composed of a series of take-home activities in which parents were encouraged to interact and practice with their first grade children in English speaking, listening, reading, and writing after school.

TL;DR: The authors examined China's response to issues of social inequity, talent management and social mobility through an analysis of HE policies aimed at transforming China into an innovation nation, alongside the views of corporate managers and executives.

TL;DR: Li et al. as discussed by the authors used random class assignment in the China Education Panel Survey to study the gender achievement gap of lower secondary students in China and found that the unexplained "girl premium" is largely monotonically decreasing in the conditional quantiles of the exam score distribution for all subjects, being particularly large at the lower tails, but vanishes altogether at the top decile in Math.

TL;DR: In this paper, the authors analyzed if the relationship between students with special educational needs (SEN), especially students with emotional needs, and the high burnout rates of teachers is moderated by teacher self-efficacy.

TL;DR: The authors conducted a systematic review to identify how differentiated instruction (DI) is used in Australian mainstream schools and found that teachers effectively used differentiated pedagogical practices in their mainstream classrooms, however, there is a need for a clearer definition of DI as a teaching practice.

TL;DR: This article found that French school staff generally believe that research evidence could inform educational practices as well as school organization at large, and a trusting environment was positively associated with positive perceptions of EIP, but it is relatively less important than a school climate that encourages and supports research use.

TL;DR: This article conducted a synthetic review of empirical studies examining the effects of typing and handwriting on Chinese language performance and found that typing has a greater effect on Chinese learners' phonology recognition and phonology-orthography mapping than handwriting, and this advantage was more salient in Chinese than in English.

TL;DR: A scoping review aimed to describe the use of three-dimensional (3D) technology to support teaching and learning in health care education and the outcomes related to 3D technology from the perspective of teaching.

TL;DR: In this article, the authors examined whether need supportive teaching would be associated with student reading achievement using 2018 Philippine data (n = 7233) and further tested if the association is generalizable across school types and socioeconomic strata.

TL;DR: The authors conducted a focus group discussion with five stakeholder groups and found that each group associated a number of different factors with teaching quality and some factors emerged more strongly than others, indicating that perceptions can differ in the extent of their perceived importance and be influenced by an individual's role and experience.

TL;DR: In this article, teachers participated in professional learning communities (PLCs) focusing on culturally responsive teaching, and the results showed that participating in a PLC seems to result in joint work or shared practices, and it seems to change the attitude and beliefs of all teachers and change the knowledge and skills of some teachers.

TL;DR: In this paper, a systematic review of questionnaires assessing school attendance problems (SAPs) was conducted in four databases (Web of Science, Scopus, PsycINFO and ERIC).

TL;DR: In this article, the role of unobserved heterogeneity in shaping gender differences in the predictive power of STEM-specific self-beliefs and interest was investigated using an endogenous treatment effects approach.

TL;DR: In this article, the authors examined the role of teachers' autonomy in making teaching decision and their collaboration in teaching practices in shaping their use of critical thinking focused teaching instruction from a comparative perspective.

TL;DR: In this article, the integration of the Key-Image method (KIM) into a Chinese curriculum and the effect on improving learning was examined with 143 first-grade students, and the results suggest that the KIM, an innovative design, is superior to the traditional instruction that first-language learners typically experience.