Publication Date
In 2024 | 5 |
Since 2023 | 36 |
Since 2020 (last 5 years) | 103 |
Since 2015 (last 10 years) | 207 |
Since 2005 (last 20 years) | 492 |
Descriptor
Source
European Journal of Education | 906 |
Author
Neave, Guy | 17 |
Teichler, Ulrich | 8 |
Cerych, Ladislav | 6 |
Jallade, Jean-Pierre | 6 |
Gellert, Claudius | 5 |
Kehm, Barbara M. | 5 |
Amaral, Alberto | 4 |
Cowper, Henry | 4 |
Gordon, Jean | 4 |
Kivinen, Osmo | 4 |
Lane, Jan-Erik | 4 |
More ▼ |
Publication Type
Education Level
Audience
Practitioners | 11 |
Administrators | 10 |
Policymakers | 10 |
Teachers | 4 |
Researchers | 2 |
Students | 1 |
Location
France | 66 |
Europe | 57 |
Netherlands | 57 |
United Kingdom | 57 |
Germany | 52 |
Spain | 49 |
Sweden | 42 |
European Union | 41 |
United Kingdom (England) | 38 |
Norway | 37 |
Italy | 36 |
More ▼ |
Laws, Policies, & Programs
United Nations Convention on… | 2 |
Education Reform Act 1988… | 1 |
Assessments and Surveys
Program for International… | 21 |
Progress in International… | 1 |
Trends in International… | 1 |
What Works Clearinghouse Rating
Alice Dias Lopes; Jose Luis Mateos-Gonzalez; Paul Wakeling – European Journal of Education, 2024
This paper presents a descriptive analysis of the impact of tuition fee increases in England on the full-degree mobility of undergraduate students from the European Union. First, we investigated whether the increase in tuition fees reduced the number of EU students in English higher education institutions. Our analysis shows that, on average,…
Descriptors: Foreign Countries, Tuition, Higher Education, Foreign Students
Volha Chykina – European Journal of Education, 2024
Scholars have identified many factors that lead to changes in anti-immigrant sentiment. Less is known, however, about the effects of anti-immigrant sentiment on the academic experiences and outcomes of immigrant students. This manuscript examines the relationship between anti-immigrant sentiment and immigrants' expectations to achieve a college…
Descriptors: Social Bias, Immigrants, Academic Aspiration, Occupational Aspiration
Ruth Unsworth; Matthew Clarke; Dion Rüsselbaek Hansen – European Journal of Education, 2024
Since the latter half of the 20th century many political efforts and initiatives have been launched to ensure that teacher education provides teachers with a positive (orderly) knowledge base. This includes things like professional teacher standards and notions like 'best practices' and 'evidence-based practice'. Building on the work of Esposito…
Descriptors: Foreign Countries, Teacher Education, Knowledge Base for Teaching, Negative Attitudes
Zhao Cheng; Aysun Caliskan; Chang Zhu – European Journal of Education, 2024
This study illuminates the motivation and learning experience of Chinese and European academic members who attended an educational leadership training programme. Data were collected through participants' registration forms and learning reflection reports. A qualitative content analysis research method by MAXQDA2022 is adopted in this research. The…
Descriptors: Learning Experience, Foreign Countries, International Cooperation, Faculty
Marcelo Marques – European Journal of Education, 2024
The European Union Framework Programme (EUFP) is the most institutionalised form of supranational thematic programming in the world and the centrepiece of European Union research policy. Since 1994, the EUFP has also funded collaborative research projects in the social sciences. Surprisingly, little attention has been paid to its genesis,…
Descriptors: Foreign Countries, Financial Support, Educational Research, Change
Alcántara, Astrid Codana; Sánchez-Martí, Angelina; Pàmies Rovira, Jordi – European Journal of Education, 2023
European education policies have tended to cultivate linguistic hegemony and preserve cultural uniformity, which has made it difficult for schools to support different cultural backgrounds. This has contributed to the promotion of artificial monolingual interactions that reinforce linguistic decapitalisation processes. The aim of the review on…
Descriptors: Second Languages, Multilingualism, Educational Policy, Cultural Differences
Smith, William; Xu, Xiao – European Journal of Education, 2023
After eight years of piloting, China's National Assessment of Education Quality (NAEQ) was administered for the first time in 2015. The NAEQ was introduced during the country's transition from exam-oriented to quality-oriented education. The public, in particular parents and students, were required to subscribe to this reorientation. To ensure…
Descriptors: Trust (Psychology), Pilot Projects, Educational Quality, National Competency Tests
Camphuijsen, Marjolein K.; Parcerisa, Lluís – European Journal of Education, 2023
The global popularity of test-based accountability appears to signal political trust in standardised assessments as valid and relevant measures of education quality. Nonetheless, research shows that educators' perceptions of standardised testing and test-based accountability can vary significantly, as do their responses to accountability demands.…
Descriptors: Teacher Attitudes, Standardized Tests, Accountability, Comparative Analysis
Santos, Natalie Nóbrega; Monteiro, Vera; Carvalho, Carolina – European Journal of Education, 2023
Grade retention and inequalities that derive from grade retention can influence student school trajectories and careers. Grade retention can discourage students from education, and increase school failure and dropout. This study explored the relationship between grade retention and student intentions to enrol in higher education. We also studied…
Descriptors: Grade Repetition, Learner Engagement, Student School Relationship, Intention
Montecinos, Carmen; Cortez, Mónica; Zett, Isabel; Chávez, Sofía – European Journal of Education, 2023
The qualitative study on which this article reports explored how senior leaders, mathematics and Spanish language teachers (N = 72) in four high-performing, high-poverty, public secondary schools in Chile enact performance-based accountability policies related to standardised assessments. These four public schools were selected because prior to…
Descriptors: Accountability, High Achievement, Institutional Characteristics, Foreign Countries
Hayward, Louise; Baird, Jo-Anne; Allan, Simon; Godfrey-Faussett, Thomas; Hutchinson, Carolyn; MacIntosh, Ellen; Randhawa, Ashmita; Spencer, Ernest; Wiseman-Orr, Margaret Lesley – European Journal of Education, 2023
Scotland, traditionally, has high levels of confidence in teachers. Fairness and justice are key concepts in policy and practice in Scottish education. For more than 100 years, the high-stakes assessment system in Scotland, with the Scottish "Higher" qualification at its heart, has been crucial to that sense of opportunity and justice.…
Descriptors: COVID-19, Pandemics, Disadvantaged, Equal Education
Herbst, Mikolaj; Sobotka, Aneta; Wójcik, Piotr – European Journal of Education, 2023
This article reports on a study using data from nation-wide standardised examinations in Poland. We analysed the extent to which grade 9 student achievements have depended on the stability of their peer group over the course of middle school. We controlled for the fixed effects of schools attended by the students, as well as for individual…
Descriptors: Peer Influence, Academic Achievement, Low Achievement, Foreign Countries
Perifanou, Maria A.; Tzafilkou, Katerina; Economides, Anastasios A. – European Journal of Education, 2023
The aim of this study is to propose a new structural model for how teachers transfer their ICT training (TeTra-ICT), shedding light on the factors that tend to affect their intention to integrate digital technologies in educational practices as well as train their colleagues. The proposed model exploits training programme design characteristics…
Descriptors: Elementary School Teachers, Secondary School Teachers, Intention, Technology Integration
Kohout-Diaz, Magdalena – European Journal of Education, 2023
This article discusses paradoxes that, in theory and in practice, hinder the deployment of inclusive education. The first type of paradox is related to the confrontation between the humanist ideals conveyed by inclusive approaches and contemporary political discourses. These difficulties are linked to (1) the very concept of inclusion; in which…
Descriptors: Inclusion, Theory Practice Relationship, Barriers, Humanism
Heemskerk, Klaas – European Journal of Education, 2023
The increased diversity and autonomy of schools calls for a more professional approach to school governance. In response, attention has been directed to the structure of school boards in the Netherlands. However, previous research indicates that the effectiveness of governance is not so much about structure as it is about behaviour. Conflict, in…
Descriptors: Longitudinal Studies, Governance, Institutional Autonomy, Likert Scales