Teachers’ self-efficacy and intercultural classroom practices in diverse classroom contexts: A cross-national comparison

This cross-national study provides new insights in teacher efficacy in today’s culturally diverse classrooms using survey data of 269 early childhood and primary school teachers in England, Italy, the Netherlands and Poland. Teacher efficacy can be viewed as a two dimensional concept in which both general beliefs are measured alongside (diversity-related) domain-specific beliefs. These beliefs are related to the cultural classroom context and the use of intercultural classroom practices. Our results indicate that policies and professional development targeted at the reciprocal relation between diversity-related efficacy and practices are important when preparing teachers for working in diverse classroom contexts.     

Mathematics achievement and mathematics learning strategies: Cognitive competencies and construct differentiation

Responding to a survey requires cognitive abilities similar to those for any other linguistic task. We argue that, when faced with a cognitively challenging task, individuals respond by simplifying the task, declining it, or performing it poorly. Using the 2003 Program for International Student Assessment (PISA 2003) data sets, we document that the extent of construct differentiation in students’ mathematics learning strategies is strongly associated with their level of mathematics achievement. Likewise, the higher the level of mathematics achievement, the lower is the probability of a non-response to the mathematics learning strategy questions. Finally, the higher the students’ level of mathematics achievement, the more varied were their responses to the learning strategies items. These associations were examined across 40 participating countries.     

Patterns of exclusion of ethno-religious minorities: The ethno-religious hierarchy across European countries and social categories within these countries

In this contribution, we set out to rigorously test previous theoretical propositions that people tend to have consensual and cumulative rankings of exclusion of ethnic and religious outgroups, often referred to as ‘ethnic hierarchies’ constituting a shared and particular pattern of ranking different outgroups, preferably excluded from possible social interaction. Crucial questions are (1) to what extent are European natives’ levels of exclusion of Muslim, Jewish and Gypsy minority groups consensually and, moreover, hierarchically ranked? (2) to what extent is this pattern of exclusion comparable across representative samples of European countries and (3) to what extent is it comparable across relevant social categories within these countries? We take advantage of high quality cross-national European data asking representative samples of respondents whether they would not allow particular ethno-religious groups into their country, analyzed with probabilistic scalogram analysis. We found convincingly strong empirical evidence for the consensual and cumulative ranking of exclusion of typical ethno-religious outgroups: most Europeans wish to allow no Gypsies to come into their country, followed by Muslims and finally Jews as the least excluded ethno-religious outgroup. This rank order of outgroups’ exclusionism was found in 18 out of 20 different European countries. Notwithstanding differences in the level of exclusion across countries, citizens within these countries rank order these ethno-religious groups in a similar, comparable and cumulative way. Moreover, we presented evidence that this cumulative rank order is present within many different social categories within these countries. Our contribution may be one of the first to rigorously test heavily cited theoretical propositions on social and polemic representations.     

The happy-fish-little-pond effect on enjoyment: Generalizability across multiple domains and countries

Academic enjoyment is an important educational construct given that it benefits students' engagement, persistence, wellbeing, and mental health. In this study, we examine two factors that determine this crucial emotion, namely student- and class-level achievement. Past research has been restricted to single-country or single-domain examinations of secondary school students, limiting generalizability of findings. To bridge this gap, we utilize the Trends in International Mathematics and Science Study and the Progress in International Reading Literacy Study (TIMSS-PIRLS) combined 2011 data (N = 180,084 4th-grade students, 37 countries). Our results provide robust evidence that student-level achievement positively predicts enjoyment in math, science, and reading, while the effects of class-level achievement are negative—the Happy-Fish-Little-Pond Effect. These results showed relative universality across the domains and countries examined.     

The effects of individual- and national-level factors on attitudes toward child maltreatment

Knowledge is lacking regarding the extent to which national norms and policies designed to protect minors influence individual attitudes toward child maltreatment. Relying on the tenets of cultural sociology, we examine whether the orientation of a nation influences individual attitudes toward child maltreatment. Specifically, nations with greater economic and political stability tolerate more self-expressive values, focusing on individual autonomy and enhancing quality of life. Conversely, nations with a survivalist orientation, often characterized by greater economic uncertainty, are less supportive of behaviors that may result in further instability. The current study builds on extant research by investigating the effects of national norms and policies and individual-level attitudes and characteristics on individual attitudes toward child maltreatment (N = 66,391) in 53 developing and developed nations. We analyze data from the World Values Survey using Hierarchical Generalized Linear Modeling. Overall, countries with a greater survivalist orientation appear less tolerant of child maltreatment. Moreover, greater support for violence in general at both the national- and individual-level are associated with more supportive attitudes toward child maltreatment. Policy implications and legislative reform are discussed.     

How do educational systems regulate the teaching profession and teachers’ work? A typological approach to institutional foundations and models of regulation

This cross-national study contributes to the comparative literature on institutional variations in the regulation of the teaching profession by developing a theoretical typology articulated around teacher education, labor market regulation, and the division of labor. Drawing on Freidson’s work on professionalism in the field of sociology of professions, our typology highlights four models of regulation – the ‘market’, the ‘rules’, the ‘training’, and the ‘professional skills’ models. We discuss how these models, embedded in a bureaucratic, market-oriented or professional approach, shape the regulation of the teaching profession and teachers’ work in different contexts.     

Who expects to become a teacher? The role of educational accountability policies in international perspective

In this study, I examine between-country differences in students' expectations of becoming teachers. I use data from 365,298 students from 50 countries participating in the Programme for International Student Assessment (PISA) 2015. The results reveal that high-achieving students in countries that implement test-based educational accountability policies are less likely to expect to work as teachers than students in systems that do not use such policies. This suggests that test-based accountability policies may discourage highly skilled candidates from entering the teaching profession and these policies may act as barriers to attracting high-quality teacher candidates.     

Diversity as an opportunity or a challenge? A cross-national study of ethnic diversity and students’ generalized trust

In this study, we explore how ethnic diversity at the macro-level relates to students’ generalized trust by using cross-national data. Our analysis shows a positive relationship between ethnic diversity and generalized trust. This relationship is, however, inverted U-shaped curvilinear rather than linear, indicating that the positive relationship levels off and turns negative. While we also find that students’ educational experiences such as social relations at school are positively associated with generalized trust, ethnic diversity at the macro-level is still the most powerful factor in our analysis predicting students’ generalized trust. Theoretical and practical implications are discussed.     

Explaining lower rates of sexual abuse in China

Accumulating research suggests that rates of child sexual abuse are comparatively low in China. This commentary is an effort to evaluate whether it reflects a true lower prevalence or alternatively the effect of inhibited disclosure by victims. We conclude that while some estimates have almost certainly been affected by inhibited disclosure, the overall magnitude of the contrast between Chinese and international rates, particularly for girls, and its consistency with other indicators do suggest a true lower prevalence, although the evidence is equivocal. We discuss some factors that could account for such lower rates including Confucian family values, definitions of masculinity and a collectivist culture that may be protective.     

A cross-national comparison of perceived strategic importance of RFID for CIOs in Germany and Italy

Purpose

Drawing from literature on innovation, strategy and culture the objective of this study is to explore the role of perceived potentials and perceived strategic importance on CIOs’ perspective on RFID technology in two different cultural settings.

Methodology

Based on survey responses from 463 German and 157 Italian IT decision makers we analyzed the data with PLS structural equation modeling.

Findings

We show that perceived potentials of RFID influence the perceived strategic importance which positively influences CIOs’ intention to invest in RFID. The composition of perceived potentials affecting the strategic importance of RFID differs significantly in both cultures. In Germany, potentials attributed to RFID are improving quality, automating manpower, reducing counterfeits, and improving customer service. Italian CIOs value reducing stock inconsistencies, optimizing stock keeping, and improving customer service as RFID potentials. Regardless of culture, findings show that company size hardly has impact on perceived strategic importance.

Originality/value

This research shows on a large empirical basis cultural differences in the perception of RFID in two countries using PLS.