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Authors:Sanjay Krishnapratap Pawar Abstract: International Journal of Educational Reform, Ahead of Print. Literature suggests that the international student industry faces increasing risk, given the substantial dependence on a few source countries. Inbound international student mobility (ISM) data of leading higher education (HE) destination countries were examined, with China and India as the source countries. This study classifies Australia, Canada, and the USA as host countries with a high international student source country dependency risk; the UK as a host country with a moderate dependency risk. By exploring the issue from a dependency risk mitigation perspective, this study identifies an elaborate two-step market diversification approach involving international market selection and marketing strategy. Citation: International Journal of Educational Reform PubDate: 2022-06-17T06:19:09Z DOI: 10.1177/10567879221106727
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Authors:Dong Jin Kim Abstract: International Journal of Educational Reform, Ahead of Print. This study presents an understanding of the influence of mindfulness in the educational field at student, teacher, and principal levels. The review includes a definition of mindfulness, value of mindfulness, and a new perspective of education based on physical and mental health. The prevailing COVID-19 pandemic subjects school academics to unexpected situations. I present in this paper the history, practice, and influence of mindfulness in both Eastern and Western traditions as a proven stress reliever. I also evaluate its impact on the training that students, teachers, and principals undergo, and are thus likely to provide, throughout their schools. Citation: International Journal of Educational Reform PubDate: 2022-06-14T06:10:45Z DOI: 10.1177/10567879221106715
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Authors:Laura S. Kabiri, Annie Chen, Brian D. Ray Abstract: International Journal of Educational Reform, Ahead of Print. Resilience could improve parental response to serving as schooling educators during the COVID-19 pandemic. This study aimed to determine whether schooling type (homeschool vs. public-school) and physical activity resulted in significantly different perceived resilience among 123 parents of school-aged youth. The main effect of schooling type, but not physical activity, on perceived parental resilience was significant. Homeschool parents perceived themselves as significantly more resilient than public-school parents. Public-school parents who did not meet physical activity recommendations perceived themselves as significantly less resilient than all other groups making physical activity particularly important for this demographic. Citation: International Journal of Educational Reform PubDate: 2022-06-07T05:46:40Z DOI: 10.1177/10567879221106718
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Authors:Miguel M. Gonzales, Maria B. Roberts Abstract: International Journal of Educational Reform, Ahead of Print. Limited research examines the process of leading innovative school change from the perspective of principals. In this case study, three school principals implement a novel school model, franchise model schools. Using interviews, the researchers examined the successes and challenges principals experienced while implementing and leading this change. Data analysis revealed three significant challenges leading franchise model schools: (1) low teacher morale at the inception of the model; (2) time management; and (3) alignment among franchise campuses. However, three significant successes surfaced. Franchise principals were able to increase (1) community engagement, (2) autonomy and creativity, and (3) the sharing of best practices. Authors recommend more research context-specific to the school's culture and a principal's level of experience in leading change. Researchers should identify successful innovative schools and examine what change models were used by those principals. Citation: International Journal of Educational Reform PubDate: 2022-06-06T05:13:27Z DOI: 10.1177/10567879221106713
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Authors:Sean Ring, Dean Cristol Abstract: International Journal of Educational Reform, Ahead of Print. Hip-Hop History exposes inequities within the social studies curriculum and the challenges facing those who seek to change it. In this article, we share the process for creating a new social studies course in a suburban high school in central Ohio, the need for the course, and the resources created to assist in its adoption. The article argues for the theoretical need for change in the social studies curriculum. Using Critical Race Theory (CRT) and Hip-Hop Pedagogies, we use Hip-Hop as a medium to shift the lens through which events are viewed. We use this course as an attempt to deconstruct the white, male, privileged version of American history and provide space for voices previously silenced by the dominant narratives. The article also outlines the many challenges educators and local school boards encounter trying to make such changes in current bureaucratic systems designed to perpetuate those narratives. Citation: International Journal of Educational Reform PubDate: 2022-05-27T06:19:44Z DOI: 10.1177/10567879221101570
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Authors:Mehmet Boyaci, Hasan Tabak Abstract: International Journal of Educational Reform, Ahead of Print. The aim of the study is to examine the mediator role of positivity in the relationship between loneliness at work and organizational identity in school counselors. The research group consists of 304 school counselors from preschool to high school at the time of the study. A personal information form, developed by researchers, along with a Positivity Scale, Loneliness at Work Scale, and Organizational Identity Perception Scale were administered to collect data. Mediation analysis revealed that positivity was a partial mediator in the relationship between loneliness at work and organizational identity in school counselors. Citation: International Journal of Educational Reform PubDate: 2022-05-13T07:04:02Z DOI: 10.1177/10567879221095847
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Authors:Helmke Jens Sartorius von Bach, Ernst August Nuppenau Abstract: International Journal of Educational Reform, Ahead of Print. This paper used graduation statistics of the Namibian secondary higher education over two decades to determine linkages to human capital of the youth and its multiplication into economic development. The paper assessed the effect of regional differences to show historic educational discrimination and why the education reform was required to correct the skewed past. It was hypothesized that the educational reform would result into improvements of the academic levels within the disadvantaged regions and anticipated that the correction will partly have negative effects on the previously advantaged regions. By applying panel data, the paper attempts to simultaneously address the complex relationships of development, education, and the underlying causalities within the economic system of Namibia. Concepts in the testing of socio-economic components are done by looking at confounding logics, stochastics, and the use of latent variables to determine linkages by using the canonical correlation method. This approach could be extended in future as guide for decisions on education. Our study shows that the implementation of the Namibian education reform resulted into increased enrolment numbers, but unfortunately also into the declining of academic levels, combined with the narrowing of learners’ outputs. The reform response in the previously disadvantaged regions was slower than expected. Findings of the longitudinal data show that education levels in Namibia partly contributed towards human capital formation to multiply into economic development. The study shows that the method of analyzing linkages between cause and effect by means of causality provides advantages for analysis. The results confirm findings that human capital formation has a positive effect on the country's economic status, but for efficacy analysis of policy, we need regional information. Citation: International Journal of Educational Reform PubDate: 2022-04-28T07:41:34Z DOI: 10.1177/10567879221097074
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Authors:Vikas Kumar, Pooja Nanda Abstract: International Journal of Educational Reform, Ahead of Print. Social networks have been recognized as a fertile learning environment, particularly in encouraging the exchange of knowledge. Students primarily use online communities and groups to read, exchange textbooks, make joint decisions, or share learning materials. Present work assesses the relationship between informal digital learning and formal education settings, with social media interventions. Applications of popular social media platforms have been explored in both formal and informal learning environments. Integration of social media platforms as a learning tool has been theorized by reviewing the contribution of social media and highlighting their specific outcomes. Citation: International Journal of Educational Reform PubDate: 2022-04-26T07:18:21Z DOI: 10.1177/10567879221094303
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Authors:Junko Oishi, Takahiro Sato, Ryan T. Miller, Shinichi Nagata, Maho Fuchikami, Satoshi Shimizu, Tsuyoshi Matsumoto, Taku Yamaguchi, Satbyul Estella Kim Abstract: International Journal of Educational Reform, Ahead of Print. The purpose of this study was to investigate five Japanese graduate (master's level) students’ experiences in online courses in international development and peace through sport that used English as the medium of instruction. The study was situated in the framework of andragogy theory and used a descriptive-qualitative design using an in-depth, semistructured interview approach using online oral and written interviews. Three emergent themes were established. These recurrent themes were (a) learning online specialized content using English as a second language, (b) students’ struggles in group projects through online education, and (c) students’ opinions about the improvement of online education. To better support Japanese graduate students’ online learning, this study encourages academic departments, administrators, and faculty to better design appropriate courses and online activities. This will contribute to a greater appreciation for the richness of sports development and peace and to increasing the availability of meaningful academic and social experiences for graduate students at Japanese universities. Citation: International Journal of Educational Reform PubDate: 2022-04-18T01:54:56Z DOI: 10.1177/10567879221094302
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Authors:Devinder K. Yadav, Dinesh Bhatia Abstract: International Journal of Educational Reform, Ahead of Print. Validation of ideas are of paramount importance in STEM fields. Learning and converting ideas into practical application is the main purpose of technical education. Aviation is a highly safety sensitive field where confusion and mistakes are not acceptable. This brings serious challenges for academia that provides higher education in this field. A yearlong observation of the reflective practices was done at an Australian university while teaching aviation students to analyse outcomes of reflection on teaching and learning. Reflection provides a powerful opportunity to a teacher in improving teaching qualities and to identify training needs for enhancing teaching capabilities. Citation: International Journal of Educational Reform PubDate: 2022-04-18T01:54:29Z DOI: 10.1177/10567879221094298
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Authors:Paris S Strom, Robert D Strom, Chih-hsuan Wang Abstract: International Journal of Educational Reform, Ahead of Print. Employers agree that high school graduates lack teamwork skills needed for workplace productivity. The lag in student readiness to meet employer expectations urges school reforms that implicate group interaction, empirical assessment, and reporting of teamwork competencies. The Teamwork Skills Inventory (TSI) evaluated how well individual students performed in cooperative learning teams as observed by peers and self with anonymous feedback. Field-testing involved 303 high school students in the United States from middle class and racially diverse families. Psychometric indicators of reliability, validity, exploratory factor analysis, and group analytics were determined. Qualitative responses by participants to TSI methodology were highly favorable. Citation: International Journal of Educational Reform PubDate: 2022-04-11T02:49:56Z DOI: 10.1177/10567879221082969
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Authors:Shubhendra Singh Parihar, Dheeraj Mishra, Kajal Srivastava Abstract: International Journal of Educational Reform, Ahead of Print. Online teaching is not a new method. The current pandemic forced online learning predominantly. This study attempted to study the determinants of online learning and mediating role of facilitator. The covariance analysis of the proposed model revealed that the facilitator along with technological factors is significant. Similarly, the covariance coefficient of interaction with mentoring was found to be significant. The data has been collected from the students of higher educational institutions located in the northern region of India. The confirmatory factor analysis (CFA) is done to analyze the impact on respective factors. The correlation matrix explained the relationship between different factors. The facilitator and interaction are significant determinants of learning which validate our hypothesis. The mediation model assesses whether a facilitator playing the mediating role in explaining the relationship between learning and interaction has come out to be significant. Citation: International Journal of Educational Reform PubDate: 2022-04-06T03:23:41Z DOI: 10.1177/10567879221091793
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Authors:Tamar Chen-Levi, Yaffa Buskila, Chen Schechter Abstract: International Journal of Educational Reform, Ahead of Print. The concept of agency has become widely used in education, social sciences, psychology, and more. This article explores the concept of agency and provides a critical review from two main bodies of work: The social cognitive theory and the structure agency theory. The two are not the same. Structure agency theory was used to illuminate agency from an organizational perspective. Social-cognitive theory was used to better understand leader agency from a social perspective. In order to understand the relationship between structure agency and leader agency, both of these theories are reviewed through the same lens: agency within the workplace, mainly in school structure and school leadership. Conclusions are drawn to a better understanding of how to develop a school leadership agency. We can summarize that the implications of agency in school are the key to effective school leadership. Citation: International Journal of Educational Reform PubDate: 2022-03-17T07:00:15Z DOI: 10.1177/10567879221086274
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Authors:Mazurina Mohd Ali, Nur Farhana Mohd Zaharon Abstract: International Journal of Educational Reform, Ahead of Print. Internet users are becoming ignorant with their data and the transparency of information due to the nature of high-speed internet today. Regrettably, internet users are deceived by engineering tactics performed by highly trained people, namely cybercriminals. Thus, in order to combat phishing attacks, internet users should be educated on security concerns, the influence of social engineering and anti-phishing knowledge. This paper presents a literature review of phishing, a type of cyber fraud, covering the types of phishing, the implications and governance. This study benefits the public to mitigate phishing attacks and increase phishing awareness. Citation: International Journal of Educational Reform PubDate: 2022-03-11T03:24:30Z DOI: 10.1177/10567879221082966
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Authors:George Wilson Ssenkande, Patrick Mugyenyi, Dinah Achola Abstract: International Journal of Educational Reform, Ahead of Print. Pedagogical reforms, specifically, the Thematic Curriculum and the Local Language Policy, have failed to improve literacy in Uganda despite a concerted effort from the Government of Uganda and its international development partners. This paper distills the major literacy programs used to scale up the reforms nationwide and summarizes what they did and their effects on the different components of reading. It concludes with a discussion on why the reforms and their intervention programs underperformed. It argues for a reform approach that ensures that the system has sufficient capacity to deliver the new content and pedagogy before implementation. Citation: International Journal of Educational Reform PubDate: 2022-03-03T04:49:44Z DOI: 10.1177/10567879221085208
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Authors:Papadakis Stamatios Abstract: International Journal of Educational Reform, Ahead of Print. Computational Thinking (CT) and the understanding of how programs are being executed is internationally acknowledging as a necessity for today's students and citizens of tomorrow. Despite the multifaceted nature of CT, the introduction of CT and associate concepts such as coding is regarded as developmental acceptable for preschool and kindergarten children. For a decade, there has been a focus on educational reform in the form of educational apps. For young children, an influx of mobile apps offering various interfaces and styles promote themselves as having educational value to introduce children aged 5–7 to essential CT, coding, and problem-solving skills. On the contrary, little is known about the educational value of these apps. The fast pace at which developers produce these apps and the breadth of the available apps have gone beyond what it is reasonable for researchers and experts in the domain to evaluate. This article presents a literature review on how the ScratchJr app affects young children's CT, coding, and general literacy skills. The literature review includes 18 studies. The main conclusion is that although ScratchJr is not a panacea, it seems to be a helpful app that positively affects children's CT and coding skills. Citation: International Journal of Educational Reform PubDate: 2022-02-21T06:05:49Z DOI: 10.1177/10567879221076077
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Authors:Xiaoxia Wei, Aeksing Weerasawainon Abstract: International Journal of Educational Reform, Ahead of Print. Being able to use a foreign language to communicate will increase an individual's opportunities of employment and personal growth, which implies the significance of adopting a lifelong learning approach to language learning. This study was conducted to explore language learners’ lifelong learning tendency in general and the key factors affecting this tendency in a humanities and language division in an international college in Thailand. By using stratified random sampling strategies, 383 full-time language learners participated in this study. The survey questionnaire was designed based upon the Lifelong Learning Tendency Scale developed by Coskun and Demirel (2010). The scale contained four dimensions with 27 statements: motivation (6), perseverance (6), self-regulation (6), and curiosity (9) with Cronbach alpha of 0.89 from the pilot study results (n = 50). After performing statistical analyses (T-test, analysis of variance, and multiple linear regression) to the data, it was found that students in the Thai context held a comparatively high level of inclination for lifelong learning. Among the selected demographic variables, only the year of learning at college was found to correlate with the lifelong learning tendency. Citation: International Journal of Educational Reform PubDate: 2022-02-21T05:25:07Z DOI: 10.1177/10567879221081112
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Authors:Tharcisio Leone Abstract: International Journal of Educational Reform, Ahead of Print. How can a bonus program affect the performance of teachers in classrooms' This paper collected data from teachers employed in Brazilian state-run schools to examine the key mechanisms through which a teacher bonus scheme can have a causal effect on the academic achievements of students. Using mixed-methods research and data triangulation from questionnaires and semi-structured interviews with teachers, this study finds limited empirical evidence supporting the bonus program of the state of São Paulo. The bonus program created no additional incentive for educators to start/continue working in state schools, and it was not responsible for the improvement of teaching activities. Citation: International Journal of Educational Reform PubDate: 2022-02-15T02:13:55Z DOI: 10.1177/10567879221076082
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Authors:Wei Zhang Abstract: International Journal of Educational Reform, Ahead of Print. This qualitative case study explores the Chinese school principals’ experiences in building a learning community through the Fifth Discipline (shared vision, personal mastery, mental models, team learning, and system thinking) in helping them embrace student engagement, teacher commitment, and parents’ involvement for school improvement and student achievement. Findings show that principals face three challenges, including (1) testing score limits to create a learning community; (2) saving cost causes difficulty to hire a highly professional teacher; (3) high expectations cause the high rate of dropout. This study also finds three ways in using the Fifth Discipline for student engagement, teacher commitment, and parent involvement which are (1) communication, (2) self-improvement, and (3) self-reflection. Findings show that principals use three strategies of nurturing school capacity, including (1) visibility, (2) educational core values, and (3) lifelong learning. The future qualitative grounded theory research design of using the Fifth Discipline was suggested by interviewing principals, teachers, parents, and students to create a leadership framework in leading the school change in the 21st century. Citation: International Journal of Educational Reform PubDate: 2022-02-14T04:27:11Z DOI: 10.1177/10567879221076083
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Authors:Ali A. Carr-Chellman, Allen Kitchel, James L. Olive Abstract: International Journal of Educational Reform, Ahead of Print. Recent articles have introduced ideas from Physics, specifically, negentropy, to the social sciences. Applications have been primarily in higher education, online learning, and organizations. This article applies negentropy to PK-12 school contexts, discussing the principles for application of systemic school reform and improvement. Negentropy is the reversal of common disintegration and degradation of systems through explicit attention to the reversal of energy losses. Negentropic actions can be taken by school stakeholders to release new energy and recapture energy that is leaving the organization. This paper describes the principles of negentropy in schools, distinguishes it from other common school change theories (systemic school change, entrepreneurial, innovation) and offers implementation advice. Citation: International Journal of Educational Reform PubDate: 2022-02-07T11:23:38Z DOI: 10.1177/10567879221076078
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Authors:Rubaiya Murshed, Firdousi Naher Abstract: International Journal of Educational Reform, Ahead of Print. Retention, or readmission as it is commonly known in the case of the University of Dhaka—the largest public university in Bangladesh—has gradually been becoming more of an important educational issue as Bangladesh moves toward her development goals and the education system struggles to keep up. This study is an institutional departmental case study that focuses on the readmission of students at the Department of Economics, University of Dhaka. The article asks, what are the determinants of readmission' We use a probit model analysis to explore the factors that may be associated with students’ probability of attaining or seeking readmission. We find that students who are active members in Department clubs are less likely while students who opt for job/tuition/internship while studying and those who are involved in student politics are more likely to pursue readmission. Citation: International Journal of Educational Reform PubDate: 2022-02-03T02:25:56Z DOI: 10.1177/10567879211052524
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Authors:Vollan Okoth Ochieng, Moses Waithanji Ngware Abstract: International Journal of Educational Reform, Ahead of Print. The onset of COVID-19 made governments and other education actors prioritize distance learning, particularly through education technologies (EdTechs). Most sub-Saharan African countries adopted and adapted this approach. This paper examines the extent of EdTechs’ deployment in Kenya during the COVID-19 pandemic among marginalized and vulnerable populations. A cross-sectional study design was adopted for the study from which this paper drew its data, with both secondary and primary data utilized. The findings show that marginalized/vulnerable learner populations are still left out on EdTech supported learning. This article proposes salient recommendations that could help advance inclusive education discussion and related EdTechs’ discourse. Citation: International Journal of Educational Reform PubDate: 2022-02-03T02:25:26Z DOI: 10.1177/10567879221076081
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Authors:Hatice Odacı, Neslihan Çıkrıkçı, Fatma İrem Değerli Abstract: International Journal of Educational Reform, Ahead of Print. The aim of this study was to determine the role of university students’ problem-solving skills in their career decision-making self-efficacy and vocational outcome expectations (VOE). The research study group comprised 327 female (70.6%) and 136 male (29.4%) students; a total of 463. Statistical analysis showed positive significant correlations between problem-solving points, career decision-making self-efficacy, and VOE. Additionally, problem-solving points explained 25% of variability in career decision-making self-efficacy and 17% of variation in VOE. The results were interpreted in comparison with literature findings and recommendations proposed for applications and similar research to be completed in the future. Citation: International Journal of Educational Reform PubDate: 2022-01-31T11:54:11Z DOI: 10.1177/10567879221076084
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Authors:Velayutham Senthil Kumaran, Ramanathan M. Periakaruppan Abstract: International Journal of Educational Reform, Ahead of Print. Few things exist in life from the beginning but you don't realize until they become a habit. Education is also one of those things which cannot be exempted from this. The lockdown forced most of the academicians to take some determining decisions and new interests to revamp the teaching–learning process. The objective of this study is to analyze the impact of technology in teaching–learning process before and after a pandemic. This analysis is done by statistical tests using paired t-test and z-test by collecting data from students and teachers. Results show that this pandemic is an eye-opener for academicians to use the technology in teaching–learning process. Citation: International Journal of Educational Reform PubDate: 2022-01-28T01:26:16Z DOI: 10.1177/10567879221076079
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Authors:Desalegn Amsalu, Seyoum Mesfin Abstract: International Journal of Educational Reform, Ahead of Print. Since 1995 and until it apparently eased with the coming of Prime Minister Abiy Ahmed, ethnicity has become the dogmatic principle of the country for its social and political policies. Consequently, it has permeated through university campuses and affected relationships among students belonging to different ethnic groups. This study makes a micro-sociological ethnographic description and analysis of different “sites” of student interactions in curricular activities such as in classroom learning, extracurricular activities such as sporting, and service deliveries such as common residential compounds and dining halls at Addis Ababa University’s Main Campus. Citation: International Journal of Educational Reform PubDate: 2022-01-07T11:09:46Z DOI: 10.1177/10567879211069953
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Authors:Timothy E. Morse, Amany Habib, Garry Hornby, William Evans First page: 235 Abstract: International Journal of Educational Reform, Ahead of Print. This manuscript reports the results of a pilot study that investigated the views of an international cohort of teacher educators regarding the efficacy of flipped classrooms. In particular, the study addressed an existing void in the literature pertaining to the value of flipped classrooms with respect to K-12 subgroups, including students who are culturally and linguistically diverse or manifest disabilities. Key findings from the participants’ responses to a 12-item survey were that they believed that the flipped classroom paradigm is efficacious for both elementary and high school students, as well as those who are culturally and linguistically diverse—particularly with respect to teaching complex subjects. Conversely, respondents did not believe the paradigm is appropriate for students with disabilities, and that noteworthy barriers involving a digital divide impede its use with students living in impoverished rural areas. Future research topics are discussed. Citation: International Journal of Educational Reform PubDate: 2022-02-15T02:13:48Z DOI: 10.1177/10567879221076080
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Authors:Cemile Dogan, Yasemin Kirkgoz First page: 246 Abstract: International Journal of Educational Reform, Ahead of Print. The current study adopts a mixed-method research design to foster English Language instructors’ attitude toward professional development, self-efficacy beliefs, and reflective thinking. Vygotsky's sociocultural theory constituted the base and the professional development program was designed accordingly.The participants of the study were nine English Language instructors working at three different universities. Throughout the 16-week program, it was aimed to equip the participants with action research skills to conduct their own study in their own context according to their needs and/or interests. All the participants completed the Plan, Act, Observe, and Reflect stages of the Action Research Cycle. Citation: International Journal of Educational Reform PubDate: 2022-01-07T02:21:47Z DOI: 10.1177/10567879211062224
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Authors:Jaime Whitley, William T. Smale First page: 317 Abstract: International Journal of Educational Reform, Ahead of Print. This paper addresses perceptions of how Ontario's response to the COVID-19 pandemica has changed the role of teachers. It explores the opportunity for Ontario's teachers to reframe their approach to curricula and pedagogy through their own personal leadership and to use the current pandemic landscape as a gateway rather than a barrier to growth. It chronicles the first wave of the pandemic response in Ontario's education sector, reveals windows of opportunity that have existed and continue to exist within current education policy, and explores scholarly work in the areas of currere, lived curriculum, localized curricula, and leadership in the spirit of learning and living. Citation: International Journal of Educational Reform PubDate: 2022-02-03T02:25:09Z DOI: 10.1177/10567879211015943
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