The 10 most-cited articles in Journal of Education, 2022

Translanguaging pedagogy is an approach to educational equity that harnesses multilingual learners’ communicative repertoires (e.g., home languages, non-standard varieties, and gestures) by strategically incorporating them in the classroom to ensure students’ active participation and meaningful learning. This paper proposes a research-informed continuum that captures a range of possibilities for integrating translanguaging in language and literacy instruction. This continuum provides insight into how educators may make socially just instructional and curricular decisions that are based on recognizing multilingual students' languages, cultures, and ways of knowing as valuable assets in the classroom.

This study sought to develop and validate an instrument to measure teacher professional identity of student teachers. Through a literature review, three indicators, namely teacher self-efficacy, commitment to teaching and professional orientation, were chosen to form the construct for validation. The factor structure was first tested through confirmatory factor analysis using a sample of 185 student teachers and cross-validated using a new sample of 412. Evidence from goodness-of-fit statistics, parameter estimates and internal consistency indicated that the three indicators are valid factors of the construct. The instrument can provide information to better meet the developmental needs of student teachers.

The internationalization of higher education institutions (HEIs) often focuses almost exclusively on the number of students and staff involved in mobility programs. In contrast, internationalization at home (IaH) is a holistic and inclusive approach that focuses on change in different areas and levels of university structure and life. It considers the entire university community as a system and includes those students who never study abroad. This article analyses the elements of IaH programs described in the literature, identifying seven main areas common to them all and proposing a general IaH framework that may be used when implementing an IaH process.

This study investigated the self-reported school experiences of autistic students in Canada using a critical disability framework and a phenomenological research lens. Student perception data were collected using a mixed-method convergent parallel research design. Quantitative survey data ( n = 72) and qualitative data ( n = 19 open-ended responses and n = 10 email interviews) were collected using asynchronous and synchronous methods. Students reported most favorably on their school experiences when they felt welcome, respected, and supported by teachers. This study’s unique finding is that over half of participants preferred to use non-speaking modes of communication because methods such as typing and drawing helped improve the clarity of their messages and minimize feelings of stress and anxiety.

This article investigates how the secondary education expansion policy shapes the construction of teacher efficacy. Bandura’s self-efficacy theory underlies this article, and qualitative case study was the main approach. Around 12 and 16 teachers, respectively, participated in individual and group interviews. Findings indicate that the inadequate implementation of the policy affected the sources of teacher efficacy. The study identified that social persuasion is one of the most social self-efficacy contributors. It also pointed out factors which support a view of mastery experience as the most powerful source of self-efficacy, and the causes of teachers’ negative emotional states beyond school context.

With gendered organization theory and n = 201 Historically Black Colleges and Universities women faculty, the following is addressed: RQ1 Which Historically Black Colleges and University women faculty, those at schools with or without an anti-bullying policy, are more likely to report workplace bullying? RQ2 What is the relationship between workplace bullying intensity and time spent strategizing against bullying, health problems, and organizational distrust for Historically Black Colleges and University women faculty? RQ3 How does workplace bullying affect the experiences of Historically Black Colleges and University women faculty? The mixed methods findings confirm the need for preventative structural changes policies to empower women.

Gender representation in textbooks is of core importance in the classroom as textbooks are at the centre of the classroom in public sector schools in Sindh, Pakistan. This paper investigates teachers’ perceptions regarding the representation of gender in the textbooks. Data was collected through semi-structured interviews with 10 secondary school teachers in Sindh, Pakistan. The results show that most of the teachers conformed to the traditional roles of men and women. Moreover, they emphasised the need to revise textbooks as they thought textbooks had a greater influence on students. It is argued that teachers, other than a few exceptions, appear to be unaware of the influence they have on learners’ perceptions. It is recommended that teacher training need to focus on the role of the teachers with reference to the use of textbooks.

Literacy builds a foundation for further learning and necessitates human capital development that creates a knowledge economy. A clear focus on literacy policies is fundamental in achieving national and international socio-economic targets. In Tanzania, adult literacy growth has been slow, inconsistent, and characterized by regional gaps. A review of policies and practices has revealed several constraints associated with budget allocation and cultural perspectives. We suggest to the governments in the whole developing world to prioritize consistent funding and formulating culture-sensitive policies in ensuring mass literacy, poverty reduction, creation of high productive personnel, and eventually achieve the UNESCO’s Agenda 2030

The World Value Survey wave 6 was analysed to examine the relationship between gender and perceptions of gender roles among Nigerians. Descriptive and inferential statistics like frequency distribution, percentage, t-test, ANOVA and stepwise regression were used. The study found out that there is a positive relationship between gender and perception of gender, as well as between the region and perception of gender. Female had significantly higher ( p < .01) perception of gender scores than their male counterparts. Stepwise multiple regression analyses showed that the most parsimonious set of predictors of perception of gender included gender, educational background and religion.

This is a school-based intervention study to promote food label understanding among early adolescents. The researcher assessed the existing nutrition knowledge, attitude, and understanding of food labels. Based on Bandura’s social cognitive theory, an educational program was developed. The change was accessed from pre- and post-test intervention scores, using questionnaire technique. The sample comprised of 490 children. The developed program was implemented on an experimental group of 250 students. The control group consisted of 240 students. The test scores increased for nutrition knowledge from 2.62 to 8.24, attitude towards information from 20.41 to 29.92, practice of using information from 20.63 to 28.24, and understanding from 1.24 to 3.75, whereas no improvement in scores was observed in control group.