INTERNAL FACTOR STRUCTURE AND CONVERGENT VALIDITY EVIDENCE: THE SELF‐REPORT VERSION OF SELF‐REGULATION STRATEGY INVENTORY

Using a sample of 348 middle school students, we gathered evidence regarding the internal consistency of scores, as well as the internal factor structure and convergent validity evidence for inferences from a self‐report questionnaire called the Self‐Regulation Strategy Inventory–Self Report. Confirmatory factor analysis revealed that the fit indexes for a hierarchical model (composite, three factors) and a single‐level, three‐factor model were highly similar but mixed. Respecification of the hierarchical model based on conceptual overlap of items led to substantial improvement in the overall fit of the model, as indicated by the root mean square error of approximation, chi‐square/df, and the comparative fit index. Correlational analyses also provided strong convergent validity evidence, as the three subscales exhibited statistically significant relations with four motivation beliefs (i.e., self‐efficacy, perceived instrumentality, task interest, perceived responsibility) and two distinct markers of regulation‐related behaviors (i.e., teacher ratings, office discipline referrals).     

Education policy mobility: reimagining sustainability in neoliberal times

This paper is concerned with the twinning of sustainability with priorities of economic neoliberalization in education, and in particular via the mobility or diffusion of education policy. We discuss the literature on policy mobility as well as overview concerns regarding neoliberalism and education. The paper brings these analyses to bear in considering the uptake of sustainability in education policy. We ask to what extent sustainability as a vehicular idea may be twinning with processes of neoliberalization in education policy in ways that may undermine aspirations of, and action on, environmental sustainability. Toward the end of the paper, we draw on data from an empirical study to help elucidate how the analytic frames of policy mobility can inform our analyses of the potential concerns and possibilities of sustainability as a vehicular idea. In particular, we investigate how sustainability and related language have been adopted in the policies of Canadian post-secondary education institutions over time. The paper closes by suggesting the potential implications of the proceeding analyses for policymakers, practitioners, and researchers concerned with sustainability in education policy.     

Storylines in public news media about mathematics education and minoritized students

Educational Studies in Mathematics - Public media both reflects and shapes societal perceptions and attitudes. Teachers and others around students in mathematics classrooms have expectations for...     

Gender and age-appropriate enrolment in Uganda

Secondary school enrolment in Uganda has historically favoured males over females. Recently, however, researchers have reported that the secondary enrolment gender gap has significantly diminished, and perhaps even disappeared in Uganda. Even if gender parity is being achieved for enrolment broadly, there may be a gender gap concerning age-appropriate enrolment. This is an important next step in educational research concerning gender equity in education worldwide. There is little information about what individual, family and regional factors influence age-appropriate enrolment. Therefore, this study investigates a potential age-appropriate enrolment gender gap for secondary-aged youth, and examines the factors that influence gendered enrolment behaviours in Uganda. Implications for policy, practice, and further research are discussed.