Education 3-13

With the realisation of motivation being an essential factor that determines the successful acquisition of English as a foreign language (EFL) in China, there has been a proliferation of studies investigating Chinese secondary school students' English learning motivation. However, empirical studies addressing motivation differences are scarce. Employing self-determination theory, this study examines the motivation differences of higher-achieving, average-achieving and lower-achieving junior secondary students in China. The Language Learning Orientation Scale questionnaire was adapted and administered to 773 students, and follow-up semi-structured interviews were conducted with 12 students to gain an enriched understanding of their English learning motivation and motivation differences. The findings revealed that there were both notable differences and similarities in motivation among the three-group students. The low-level students demonstrated the highest level of amotivation and were least intrinsically motivated to learn English. Different from the commonly held belief that higher-achieving students might be least extrinsically motivated, this study indicates that all students showed a similar level of extrinsic motivation. This paper suggests that it is crucial for English teachers to adopt various strategies to foster students' intrinsic and extrinsic motivation. Furthermore, teachers are advised to pay special heed to the motivation cultivation of lower-level English language learners.

Xuejun YE

EFL Learning motivation differences of Chinese junior secondary school students: A mixed-methods study

中国初中生英语学习动机差异：一项混合方法研究

This report offers insight into a reflective and critical practitioner's role in carefully planning an environment that reflects young children's need for independence. Education as an agent of liberation is the key to the child obtaining that freedom and achieving independence. It is argued that liberation can only be achieved when an effective pedagogy that considers children's perception and ideas is implemented. Information obtained from evaluating children helps in the construction and organisation of spaces within which young children can express their potential and satisfy their desire for independence. This process contributes to teachers' learning and professional development and strengthens teachers' relationships with parents and children. Danish society's values and customs have led to the development of the Forest School approach, in which kindergartens use the outdoors in a unique and cultural way. Forest School provides the ideal environment to nurture independence and promote children's well-being.

Anna Cerino

The importance of recognising and promoting independence in young children: the role of the environment and the Danish forest school approach

认识和促进幼儿独立性的重要性：环境与丹麦森林学校方法的作用

Teachers' discussions about their life histories and their practice were analysed to evaluate the possible application of reflection as a useful tool to promote gender equality. In semi-structured interviews, 14 teachers from English primary schools reflected on the influences which had shaped them, their exposure to gender stereotypes and how these may have contributed to their own pedagogic approaches and interactions with pupils. Findings suggest that this approach can be a powerful tool in changing attitudes; the teachers in the sample demonstrated a willingness to alter their practice, changing their behaviour, language, choice of resources, approaches to curriculum and management of the learning environment. The data suggest that inviting teachers to reflect on their personal experiences and their potential implications for their professional practice, may trigger long-lasting attitudinal change which can be effective in promoting equality to the benefit of pupils at an important stage in their gender construction.

Amanda Sheehy

Changing attitudes: teacher reflection as a tool to promote gender equality in primary schools

态度转变：教师反思作为促进小学性别平等的工具

Choosing a research approach is not an easy task, given the number and variety of viable alternatives in different educational research contexts. Educational research approaches hold different perspectives on reality and research. Foregoing these differences at a technical level, this article focuses on the fundamental questions that each research approach should address: Why do researchers conduct educational research? What is its aim? What is the object of study? What type(s) of entities exist? What is knowledge? Whose knowledge counts? How can knowledge be achieved? To such fundamental questions, different educational research approaches provide different answers. This article addresses these questions, with the aim to support educational researchers in selecting a research approach(es). The initial section discusses the Philosophical Backgrounds of Educational Research Approaches. Next, research approaches are presented and compared, divided into the following three broad groups based on the overall research aim: Discovering Causal Effects and Mechanisms, Transformative Approaches, and Investigating Realities. Within each group, various approaches are described. The last three sections discuss how research approaches can be compared and combined. Comparing Research Approaches: Handbooks on Education and Social Science Research discusses comparisons of approaches to education and social science research found in the methodological literature. In Comparing Research Approaches: Comparing Approaches in Action, to further underscore these differences, publications are presented in which various approaches have been used to examine the same real-life phenomenon. The final section presents the various ways in which researchers have been Combining Research Approaches.

Judith Schoonenboom

Educational Research Approaches: A Comparison

教育研究方法：比较研究

This study examined the effectiveness of Parent-Teacher Meetings (PTMs) and their impact on interpersonal relationships and mental health in Indian schools. Thirty participants, including 10 teachers, 10 parents, and 10 students, were purposively selected from both rural and urban areas in Assam and Delhi, ensuring equal gender representation. Data were collected through semi-structured interviews, allowing for an in-depth exploration of participants' experiences and perceptions. Thematic analysis highlighted several challenges, such as a lack of teacher support, socioeconomic barriers, and feelings of being dismissed during PTMs. Despite these challenges, effective PTMs were found to significantly improve parent-teacher communication, enhancing support for students' academic and emotional needs. The study emphasises the need to enhance PTMs by improving teacher receptivity, encouraging greater parental involvement, and overcoming socioeconomic challenges. However, the limited scale of the study, conducted solely in India, restricts the generalizability of findings to other contexts, highlighting the need for broader research.

Bahniman Boruah

Poonam Phogat

Amisha Singh

‘A qualitative exploration of parent-teacher meetings in Indian schools: assessing stakeholder engagement and systemic efficacy’

印度学校家长会定性探究：评估利益相关者参与和系统效能

The aim of this study is to examine the primary school readiness of preschool children receiving hybrid education in Turkıye during the Covid-19 pandemic. In order to make a comprehensive evaluation parent and teacher opinions were reviewed in addition to the school readiness assessment. A triangulation design and convenience sampling method were used for the present study which has a mixed methods model. The results revealed that most of the participating children were ready for the primary school and that school readiness scores differed by child technology use, child attendance to distant education and child duration of preschool attendance.

Ezgi Akşin-Yavuz

Öznur Arslan-Nizam

The effects of Covid-19 pandemic on Turkish children’s school readiness

新冠疫情对土耳其儿童入学准备的影响

Joanna Wheldon

Tom Dobson

‘Until now, nobody’s ever actually said straight out how do you feel about them’: children’s experiences of the impact of high-stakes testing through participatory methods

“到目前为止，还没有人直接说过你对他们有什么感觉”：通过参与式方法探讨高风险测试对儿童的影响

Mensah Prince Osiesi

Sylvan Blignaut

Role of gender and perceived poverty on learners’ educational life and academic engagement in Ekiti State primary schools, Nigeria

性别和感知贫困对尼日利亚埃基蒂州小学生教育生活和学术参与的影响

Abbreviation	Educ. 3. 13.
Journal Impact	0.84
Quartiles(Global)	EDUCATION & EDUCATIONAL RESEARCH(Q3)

ISSN	0300-4279, 1475-7575
h-index	31

Publication Information	Publisher: Routledge，Publishing cycle: ，Journal Type: journal，Open Access Journals: No
Basic data	Year of publication: 1973，Proportion of original research papers: 97.39%，Self Citation Rate:11.10%， Gold OA Rate: 28.32%

Education 3-13

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EFL Learning motivation differences of Chinese junior secondary school students: A mixed-methods study

The importance of recognising and promoting independence in young children: the role of the environment and the Danish forest school approach

Changing attitudes: teacher reflection as a tool to promote gender equality in primary schools

Educational Research Approaches: A Comparison

‘A qualitative exploration of parent-teacher meetings in Indian schools: assessing stakeholder engagement and systemic efficacy’

Changing attitudes: teacher reflection as a tool to promote gender equality in primary schools

The effects of Covid-19 pandemic on Turkish children’s school readiness

‘A qualitative exploration of parent-teacher meetings in Indian schools: assessing stakeholder engagement and systemic efficacy’

‘Until now, nobody’s ever actually said straight out how do you feel about them’: children’s experiences of the impact of high-stakes testing through participatory methods

Role of gender and perceived poverty on learners’ educational life and academic engagement in Ekiti State primary schools, Nigeria