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The purpose of this study was to determine middle school students’ national belonging levels in terms of different variables. In this quantitative study, middle school students’ views on national belonging were determined by the “National Belonging Scale for Middle School Students”. The study was conducted with 1318 middle school students in Niğde province of Turkey during the Spring term of the 2019-2020 academic year. Research data were collected through “National Belonging Scale for Middle School Students” and were analysed with SPSS 24 software package. According to the study results, middle school students had a high positive view of their national belonging. Their gender did not make a statistical difference in terms of both reasons and results of their national belonging. On the other hand, students’ views on national belonging differed in terms of their grade level. Again, although there was no difference between the public and private schools in terms of reasons of their national belonging, there was a statistically significant difference between them in terms of the results of their national belonging in favor of the public school. Another difference was determined between Turkish and refugee students’ national belonging. Turkish students’ mean scores of reasons and results of their national belonging were statistically higher than the refugee students’ mean scores. Considering national belonging in terms of each variable, middle school students’ national belonging can be strengthened with some activities that can be done within the scope of the implicit program as well as the educational activities carried out within the curriculum at schools. Social Studies is the most important course into which works on this subject can be integrated.

This cross-cultural study investigated country and gender differences among American (U.S.A.) and Japanese students’ reading motivation. Fourth-grade students (94 from the United States and 102 from Japan) were administered a reading motivation questionnaire. Study results indicated American students had higher reading motivation than Japanese students on most dimensions, including Self-Efficacy, Challenges, Curiosity, Importance, Involvement, Recognition, Grades, Competition, and Social. We found that culture may impact students’ reading motivation and discuss how individualistic and collectivistic cultures influence students’ reading motivation. Contrasting with the existing research, this study did not show any significant gender differences in reading motivation across the two countries. The null effect of gender needs to be re-examined in future studies.

In this study, we worked with both Turkish and U.S. samples to reveal how cultural influences might manifest themselves in the context of child-teacher relationships from children's perspectives. There were 243 preschoolers and 26 classrooms included in the U.S. sample. In the Turkish sample, 211 preschool children from 41 classrooms participated. Data were obtained via interviews and analyzed based on thematic analysis method. Three main categories were identified as positive, negative, and neutral relationship perception. In the Turkish sample, the frequency of the negative relationship perception of children toward their teachers was found to be much higher than positive and neutral relationship perceptions. In the U.S. sample, the positive relationship perception of children was found to be higher than negative and neutral relationship perceptions. Neutral relationship perception was found to be more frequently expressed by children in the U.S. sample. This is one of the leading studies giving an opportunity to hear children's voices about their relationship perceptions with their teachers, specifically with a cross-cultural viewpoint.

This essay explores how stories of Tecum, Maya K’iche’ warrior, and the quetzal can serve as creative entry points to contextualize the racialization and ideological positioning in Guatemala of May...

Ethnicity is one of the critical factors in achieving learning outcomes. A specific learning model is needed to overcome the learning process with multi-ethnic students. Quasi-experimental research was carried out with four majoring ethnicities, i.e., Javanese, Banjar, Kutai and Buginese, in senior high school with class XI majoring in natural science in Samarinda. This study aimed to determine the effect of applying PBL supported by Think-Pair-Share learning models in empowering the understanding of concepts about cells and tissues of the four ethnicities’ students. The experimental design used a non-equivalent pretest-posttest control group. The instrument was a questionnaire for the survey and questions for the pretest-posttest. The data were analysed by Analysis of Co-Variance followed by the LSD test. The results showed that the application of PBL supported by Think-Pair-Share significantly affected (p < 0.05) the concepts understanding of multi-ethnic students about cells and tissues. Keywords: Cells, Tissues, Concepts understanding, Ethnicity, Problem-Based Learning, Think-Pair-Share

Prior research shows that participation within communities of practice shapes children’s development of repertoires of practice—ways of engaging in activities within a cultural community. Families ...

The #MeToo movement is descending upon the walls of the ivory tower. The day of reckoning has come for academia to end teaching staff1 sexual misconduct. As women of public2 and third sector3 educa...

SUMMARY STATEMENT Culture influences how we communicate, teach, and learn. Debriefings are laden with cultural influences. Without attention to cultural considerations, accepted debriefing techniques might not reach the desired outcome and, in certain cultures, may even harm teacher-learner relationships. We explore cultural considerations in healthcare simulation debriefing and offer guidance for debriefers to gain awareness of potential cultural biases.

For the last few decades there has been an increased growth for practice in Educational Drama in China. This pedagogical approach has caught the attention of Chinese language arts educators, who te...

This paper explores methodological questions in the study of identity through an examination and discussion of the empirical papers in this special issue. Particular attention is paid to the ways i...

This study aims to explore Chinese secondary teachers’ emotional patterns and regulation strategies from the perspective of social construction in the context of education reform, known as the new ...

The purpose of this study was to explore the experiences of female students enrolled in STEM majors in highly internationalised university to understand how the various sets of cultural gender-rela...

Social issues of today are rooted in history, and the study of contemporary issues would thus benefit from tracing their history. In Tanzania, Nyerere’s ujamaa philosophy and the accompanying educa...

The purpose of this study is to extend the literature on cultural reproduction theory and schools by problematizing the relationship between student background and student achievement. Using Progra...

In this article, the authors take a reflective, self-study journey that digs into their own embodied literacies as Chicana feminist literacy researchers. Chicana/Latina feminisms offer an/other angle for exploring embodied literacies and are one way to center bodies and knowledge from the margins. The authors emphasize Anzaldúa’s concept of geographies of selves as an entry point for theorizing the embodied literacies of Chicanas/Latinas. To support this excavation process, the authors demonstrate how autohistoria-teoría, as a methodological approach to literacies, can be used to locate, narrate, and document the embodied literacies of Chicanas/Latinas. The findings demonstrate how places and people shape knowledge and ways of reading the world and thus impact the literacies imprinted on bodies.

PurposeThe foundations of internally driven discipline are similar to self-directed learning (SDL). This study examines the effect of cultural orientation and SDL on the online performance of college students. It investigates how college students pursue SDL while maintaining a collectivist cultural orientation in their learning experience. It explains why students prefer SDL to learning constrained by an externally enforced discipline.Design/methodology/approachThe explanatory sequential mixed-method design uses a quantitative method, followed by qualitative enquiry. The research was conducted in an undergraduate non-credit online course in China.FindingsThe findings show that cultural orientation has no impact on students' online performance, while SDL abilities are positively related to it. When fully mediated by SDL, a horizontal-collectivist culture has a positive effect on students' online performance.Research limitations/implicationsData were collected in a non-credit online college course, where the final assessment used a peer-rating approach and team members shared the same final score. This scoring method may not fully reflect each student's online performance.Practical implicationsThe findings suggest that, when considering cultural influence on student performance, researchers should consider learning contexts, including educational level and learning mode. This study validates that colleges should focus on ability and skill development that enhance internal motivation to improve students' online performance, rather than focussing on their beliefs.Originality/valueThis paper introduces evidence to support the impact of culture on college students' online performance, showing that SDL abilities can drive performance.

This study aims to analyze anxiety, guilt and embarrassment changes of university students who do and who do not do sports depending on some socio-demographic factors. In the study conducted with university students, a total of 585 university students are included, 307 of students whom do sports and 278 of students who do not do sports. “Beck Anxiety Inventory”, developed by Beck et al. (1988) and adapted to Turkish and conducted reliability and validity studies by Ulusoy et al. (1998), has been used to determine depression levels and “Guilt-Embarrassment Scale” developed by Şahin and Şahin (1992) has been used to determine the levels of guilt and embarrassment. Independent sample t test for paired comparison, One-way ANOVA for multiple comparisons, Tukey HSD test to determine the source of difference were used. In the study, Cronbach's Alpha value has been determined as .75 for Beck Anxiety Inventory and .82 for Guilt-Embarrassment Scale. As a result, it has been determined that changes depending on doing sports and gender factors are statistically significant (p < 0.05). No statistical change has been observed depending on shelter and income factors. In the light of these findings, it has been found that anxiety scores are higher in males while guilt scores are higher in females. It is thought that this result can be caused by the physical and mental changes between male and female, as well as the socio-cultural structure, the social role and status given to female and male. It can also be said that the sport positively affects anxiety and does not have any effect on guilt and embarrassment.

In this article, co-authors Eagle Shield, Munson, and San Pedro connect with and extend the new vision and direction as guided by Equity & Excellence in Education’s new editorial leadership. They d...

This article argues that making dance performance is a resourceful means of self-production that is an aspect of resilience, through interrelationship, and that making dance is an act of resilience...

Higher education in Aotearoa New Zealand – we have a problem. Māori and Pasifika academics are not given time to talk together about Māori and Pasifika student success. Often framed by ‘the academy...

Comprehensive sexuality education (CSE) is promoted around the world to improve young people’s sexual and reproductive health and rights, and to address gender-based violence. Teachers play crucial roles in enacting CSE, yet only few studies have placed them centrally to understand CSE re-contextualisation in schools. Hence, drawing on interviews, focus group discussions, and classroom observations with 56 participants, this paper presents how CSE teachers enact CSE policy and which factors affect their enactments at schools in Ethiopia. The paper highlights that while CSE teachers were typically conceptualised as ‘facilitators’ of the CSE initiative presented here, in practice teachers seemed to perform what might be understood as ‘activist’ roles within and beyond the classroom and school. Despite this activism, teachers’ possibilities to address gender-based violence still seemed limited, in part due to lack of guidance from policy and programme designers, lack of support from community and school management, and socio-economic factors.

This paper reviews the progress made in washback studies over the quarter century since Hughes’ (1989) placed it at the centre of his textbook Testing for Language Teachers. Research into washback and the development of models of washback are described and an agenda is suggested for test developers wishing to build washback into their programmes. It is recommended that future projects should pay greater attention to test design features and to the outcomes of learning as well as continuing to explore learner motivation and cultural factors that might encourage participants to react to tests in certain ways, but not in others. Washback research itself is seen to be a potentially valuable tool in persuading participants to adopt new practices.

Unexpected developments in an environment often drive the evolutionary process. This is as true for the evolution of societies as it is for species. The effective evolution of education will involve knowing what the key adaptation factors are and making them central to how educators respond to shifts in socio-pedagogical environments on local, regional, and global levels. Five factors seem central to addressing evolutionary change in higher education—particularly in relation to online environments. Understanding these 5C factors will be essential to educational success in today’s COVID-19 context and in adapting to future educational challenges that emerge.

This article explores the academic trajectories of transnational postgraduates. We draw upon interrelated theories of globalization and transnational social fields to frame the globalizing social a...

Background A growing body of research highlights the experiences of Black men students who successfully navigate science, technology, engineering, and mathematics (STEM) educational pathways. Many Black men graduate students in engineering describe moments when their advisors, peers, and, at times, community members make them feel different because of their race and gender. Needed is a better understanding of what motivates Black men to persist in graduate school despite such challenges. Purpose This study advances a new theoretical model, “Black Men's Graduate Engineering Motivation” (BMGEM), to describe the overlaying factors and sources of motivation—and their interrelations—that influence Black men in engineering graduate programs to persist. Research Design To explore the motivational factors that influence Black men in graduate engineering programs at predominantly White institutions (PWIs) to persist, this study of 42 students used an eight-item demographic form, one-on-one semi-structured interviews, and follow-up focus groups. Data analysis was conducted using adapted grounded theory techniques. After the completion of data collection and multiple iterations of analyses (both inductive and deductive), existing conceptualizations of motivation were used to help make sense of data. The connection to existing literature, code development, their placement into categories, and placing categories into themes led to the creation of a substantive, practice-informing theory: Black Men's Graduate Engineering Motivation. Findings Data analysis resulted in the theory of Black Men's Graduate Engineering Motivation (BMGEM). The BMGEM explains the overlaying factors that influence individuals’ experiences and motivations to persist (i.e., sociocultural factors, personal factors, social identities, pre-graduate school experiences), and external and internal motivational sources that also influence students’ motivations to persist (i.e., desire to earn a graduate degree, desire to become an engineer, challenges during graduate school, peers, family members, [under]representation, self-coaching practices, career and professional goals). Conclusions and Recommendations The findings from this study inform future research, and practice-based strategies around broadening participation, that aid in Black men's progress through science and engineering pathways. With this new information, we charge engineering colleges to make true commitments to broadening participation, which means centering students—in this case, Black men—as contributors to STEM. In doing so, engineering colleges need to commit to helping Black men succeed. Assisting in their motivation to persist is a key to meeting this charge.

Equality education for indigenous minorities still remains less known. This qualitative study explores educational opportunities for the indigenous Baduy children in Indonesia. Framed by critical p...

Black male teachers possess an epistemological and pedagogical stance that is largely different from their non-color counterparts. Having a nontraditional stance can be problematic when evaluated b...

Higher education institutions (HEIs) demand from their faculty excellent teaching output and substantial number of quality productive scholarship, hence, balancing work and family demands becomes a central challenge among academics to maintain a healthy work-life balance. The decision to have children and family shapes the career trajectories of academics as well as their research productivity in particular. Striking a balance between attending to family matters and becoming scholarly productive is a tall order among Filipino women academics, having a culture that is just beginning to adopt to the more egalitarian aspect of attending to family matters. The empirical result of this study shows that indeed, parenting is a moderating factor between work-life balance and research productivity among Filipino women academics. Female faculty members in particular are susceptible to a balancing act between family commitments most especially in producing quality researches. Family life still pervades within the spectrum of research productivity on one side and work-life balance on the other end among women academics.

While a significant minority cohort, Australian Aboriginal women are increasingly attending university. However, their experiences remain largely undocumented in the literature. This study focused ...

This paper investigates the epistemic politics at work in radically contrasting academic representations of African university futures. Euro-American policy entrepreneurs and research funders call for major investments in Africa’s scientific research training capacity to strengthen the continent’s integration into a global knowledge system. Meanwhile, African social scientists and humanities scholars critique the epistemological hegemony of ‘Western’ models of the academy, and call for the decolonisation of African universities. This paper sets out a three-step approach to dealing with the politicisation of ‘academography’ (Thorkelson 2016) in this decolonial moment. The first step is to acknowledge how epistemic power relations shape all analytical moves. The second is to recognise that ‘generative antagonisms’ (Burawoy 2004) are inherent to disciplinary knowledge production. The third is to develop an ethnographic sensitivity to everyday academic practice within these institutional worlds and epistemic cultures. Together these moves offer space for dialogue between different visions of African higher education.

This paper examined the impact of culture on risk tolerance for students in Indonesia. By using surveys that had been completed by 309 college students, this research used logistic regression as the main method. This research found that there is no evidence that Western Indonesia would score as more risk-tolerant on standard risk assessment questionnaire and would choose portfolio allocations that are riskier than Central & Eastern Indonesia. Parents' higher education has given a significant result to the risk tolerance match. The theoretical and practical implications of this research are discussed. Our findings suggest that differences in risk tolerance are at least partially a product of a culture which is a tribe in each region, but such differences may not always be reflected in actual investment decisions.Keywords: Risk tolerance, cultural influences, tribeJEL Classifications: I0, Z0DOI: https://doi.org/10.32479/irmm.10224

The growth of technology has impacted billions of lives by allowing people to connect with others through social media platforms such as Facebook, Twitter, Skype, WhatsApp, and so on. Despite the advantages of technology, there has been notable resistance from employees, especially the older generations, who are not eager to adopt social media technologies into their everyday lives. The purpose of this research was to investigate the influence of culture in the adoption of social media by employees in Mafikeng. A questionnaire was utilized to collect data from 252 employees across various government and non-government departments around the Mafikeng business area. The findings revealed the cultural factors that influence employees’ adoption of social media platforms, employees’ readiness to adopt social media, and the impacts of culture on social media adoption by employees. https://doi.org/10.34105/j.kmel.2020.12.018

Extensive literature highlights positive outcomes experienced by students whose parents and teachers have strong relationships, but less is known about the factors that influence parent-tea...

Against the backdrop of an unprecedented increase in the number of older adults in Singapore, the escalating pace of change which necessitates continuous learning, and a dearth of empirical researc...

Purpose This paper aims to attempt to provide an overview of the valuable scientific contribution on learning organization in social science from the perspectives of Professor Silvia Gherardi and discusses the evolution of Silvia’s work over her long career. Design/methodology/approach With the collaboration of this leading scholar, Professor Silvia Gherardi, this paper investigates several topics pertaining to the debate on Learning Organization and provides a unique perspective on the development of these theories. Findings Starting from the Italian perspective, in which knowledge and learning are mainly social and cultural phenomena, the paper focuses on Professor Silvia Gherardi’s contribution to the emerging area of practice-based theorizing of knowing and learning in organizations. Originality/value In the light of different epistemological approaches and views, the discussion with Professor Silvia Gherardi reveals her practice-based perspective. She proposes a historical analysis of the evolution of the Learning Organization debate, thus providing fertile ground for both researchers and practitioners.

The purpose of this study was to investigate Japanese elementary teachers’ professional development experiences in physical education in Japan. Participants were nine teachers from four public elem...

The transformation of traditional values has forced people to engage in a never-ending search for their true identity. People have been given the ability to choose between different options: one of...

This article brings the work of cultural theorist Mieke Bal and historian Hayden White into a conversation, inviting the reader to consider framing, re-framing, and un-framing as historiographical ...

The literary museum tradition in Norway is dominated by a historical-biographical and site-specific approach to museum education. The Centre for Norwegian Language and Litterature, with its three m...

One of the affordances of the Every Student Succeeds Act (Every Student Succeeds Act. Pub. L. No. 114-95. 161 Stat. 1177(ESSA), 2015) was that it mandated U.S. districts and schools to take a close...

Children’s experiences in families, schools and neighbourhoods influence their childhoods as individuals learn to act in meaningful ways within social institutions. Many recent research works document challenges that economic and culturally disadvantaged students experience at colleges due to incongruence between their backgrounds and the culture at higher educational institutions. Rarely has early life experiences at one’s home and family been the focal point of inquiry. The present article explores the accounts of early family life provided by students first in their families to pursue higher education. It discusses the ways in which socialisation impacts one’s life trajectories related to education. Through emphasising on the process, the article focuses on the lived experiences of students marked by constraints due to poverty at home and its relation to the shaping of their academic decisions. In depth interviews with nine participants from Delhi studying in reputed colleges affiliated to a university at Delhi shows how one’s economic and cultural position affect one’s sense of belonging at home and educational spaces wherein students negotiate relationships and identity that are restructured and transformed while they navigate through them. Attempting to study student’s self-constructions, the article shows how formal education continues to function as a project of western modernity creating fragmented bourgeoisie subjects out of poor children.

Rural communities and school systems are the heart of many states across the nation. Yet, many of the challenges facing rural gifted education remain unanswered. There is limited research or policy focused on gifted students, teachers of the gifted, or gifted programming in rural settings. Understanding how culture defines rural communities and influences educational decisions is key in overcoming challenges within gifted programs. This study seeks to explore some of the perceived challenges and the influence of rural culture in providing gifted services in four rural school districts in Texas. Findings highlight the struggles of rural gifted programs to identify and serve gifted students. These struggles fall into three categories: limited funding, limited time, and limited resources available for gifted programs.

This article addresses how one girl uses social media to document her experience of the Syrian war. She contends that making sense of her networked media participation through the frame of democrat...