Showing papers in "International Journal of Educational Research in 2022"

TL;DR: In this article , the authors explored the impact of digital leadership among school principals on teachers' technology integration during the COVID-19 pandemic in Kuwait and found that digital leadership had a positive impact on teachers" technology integration.

TL;DR: In this paper , reading assessment data from 97,073 Swedish primary school students (grades 1-3) were analyzed to investigate potential learning loss during the COVID-19 pandemic.

TL;DR: In this article , the authors explore how Design Thinking (DT) as a pedagogy can be conducive to transformative learning in the digital settings, in HSE, by incorporating the critical components of the Digital Transformative Pedagogy (DTP) framework.

TL;DR: This article explored the relationship between information and communications technology (ICT) training at teacher-and school-level and teachers' use of digital educational resources (DER) in rural schools and found that rural teachers should take the initiative to increase their training hours and be involved in as wide a variety of training topics as possible.

TL;DR: For instance, this article found that having a say with influential people, having choice, having influence, and working together significantly and positively predicted wellbeing, while simply having "voice" did not significantly predict wellbeing.

TL;DR: In this article , a short form (CIES-SF) of the Concerns about Inclusive Education Scale is presented, which reduces the CIES length by 42% and demonstrates excellent model fit in an additional validation sample (N 2 = 537).

TL;DR: In this article , a longitudinal study of a cohort of children in the Greater Accra Region of Ghana to survey children (N = 1,844), their caregivers, and teachers to examine learning experiences during the ten months of school closures in Ghana in 2020.

TL;DR: In this article , a study focusing on understanding how primary students conducted collaborative inquiry-based learning (CIBL) supported by a mobile app during the COVID-19 pandemic when all lessons were conducted online.

TL;DR: The authors explored identity management and disclosure decisions in a sample of 34 students from a Spanish open university through email interviews and found that these students carefully assess disclosing their disability due to the emotional risks involved and that the administrative process poses an obstacle.

TL;DR: In this paper , the authors examined students' understudied profiles of burnout symptoms and their relation to procrastination, dropout intentions, and study-and life satisfaction in two online-studies conducted in Germany in April 2020 amid the COVID-19 pandemic.

TL;DR: This paper examined parents' views of distance learning for students with disabilities during the COVID-19 crisis using a survey disseminated via social media, and found that special education and related service hours were decreased during virtual learning; parents reported that their children were unable to participate in virtual learning without significant adult support.

TL;DR: In this paper , the authors synthesize the empirical evidence by addressing the following two questions: (1) What are the effects of GBL in economics education compared to those of other media? (2) Which features of game-based learning are important for learning?

TL;DR: In this paper , the authors provide an overview of the factors that enable or frustrate school-based teacher collaboration in secondary schools, including personal, group, process, guidance, organizational, and structural factors.

TL;DR: In this paper , the authors analyzed educational needs of pre-service teachers' digital competence by gender and found that male and female teachers prioritized sub-competences differently and recognized five subcompetence in four areas of digital competence.

TL;DR: In this paper , the authors examined whether students' frequency of reading on digital devices and their frequency of and attitude toward using digital devices were related to digital reading achievement by using the PISA 2018 data across the United States, Singapore, and Finland.

TL;DR: In this article , the authors evaluated the impact of a social-emotional skills-building program (Pisotón) across ECD centers in Colombia and found that participation in Pisotón significantly increased children's social emotional development score by 0.37 standard deviation units.

TL;DR: This article reported on a classroom-based inquiry that investigates university students' learning experiences in a peer collaborative translation activity in a language classroom and found that the students fostered their metacognitive knowledge and strategies through a systematic process of text selection and translation, peer review, class conferencing and individual revisions and reflections.

TL;DR: In this paper , a review of the role of print books in reading is presented, in light of how reading and literacy have been redefined on the premises and affordances of digital technologies, and calls for a heightened attention to important aspects of reading that are now being marginalized.

TL;DR: In this paper , a meta-analysis systematically reviewed 36 experimental studies (N = 2617), with 27 studies testing the effects of self-monitoring on strategy use and 30 studies testing how selfmonitoring affects academic performance.

TL;DR: The authors conducted a correlational study grounded in Wolters' theory of MRSs and Ivannikov's adaptation of Leont'ev's activity theory to analyze the relationship between student motivation and self-regulation.

TL;DR: In this article , the authors analyzed the impact of back-to-back Crises, including the 2008 Economic Crisis and the ongoing Covid-19 pandemic, on young people in Greece.

TL;DR: In this paper , the authors examined what kinds of pedagogical practices predict perceived learning of university students' social skills in classes where these skills are not set as learning outcomes, and found that collaborative and active forms of learning are highly significant in the learning of social skills.

TL;DR: A scoping review of the existing literature on learning activities in pre-and post-operative nursing care for undergraduate nursing students is presented in this article . But, the review focuses on simulation-based learning and case studies.

TL;DR: In this paper , the authors examine a set of complexly related education policy issues that concern changes to the form and technologies of the state, and changing modalities of government and processes of policy and service delivery, and concomitantly, the reagenting of education policy within extensive but exclusive policy networks.

TL;DR: In this paper , the authors examined correspondence between PISA performance and school achievement and found that PISA proficiency levels were related to grades after controlling for gender and SES, indicating that the PISA test assesses a wide range of school achievement.

TL;DR: In this article , a training was carried out in order to improve pre-service teachers' digital competences with regards to technology integration based on the DigComp framework, and participants' progress in digital competence and technological pedagogical content knowledge (TPACK) were analysed.

TL;DR: The authors investigated the effects of teachers' social goals on perceived classroom engagement as mediated by their selfefficacy beliefs across six months and found that teachers' self-efficacy for engaging students was the predictor of their students' classroom engagement.

TL;DR: In this article , a scoping review that aims to identify the main characteristics and results of the strategies that have been used to assess and promote university students' socio-emotional competencies (SEC) in socio-educational and health fields is presented.

TL;DR: In this article , a systematic review produced a narrative account of consequences of and barriers to access to primary and secondary educational policies and interventions implemented during public health emergencies (PHEs) through an equity lens.

TL;DR: In this article , the authors propose a transdisciplinary approach to digital education, which integrates insights from education with concepts and methods from social anthropology, arguing that certain flourishing models of knowledge production in digital environments can be comprehended by online participant observation and by critically interrogating dominant western models of formal education.