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Item Open Access TRANSLANGUAGING IN THE ACADEMIC WRITING PROCESS: EXPLORING CHINESE BILINGUAL POSTGRADUATE STUDENTS’ PRACTICES AT A BRITISH UNIVERSITY(Journal of English for Academic Purposes, 2023) Zheng, Zhe (Zoey); Drybrough, Andrew G.Written translanguaging within educational settings has drawn increasing attention in recent years, but research which explores translanguaging practice in detail in the postgraduate dissertation writing process is still limited. This study focuses on five Chinese postgraduate students who studied at a British university. It investigates their translanguaging practice in the outlining, note-taking and drafting phases of their master’s dissertation writing process with reference to Plakans’ reading-to-write test task model. We collected and analysed the texts from our participants and conducted interviews to introduce emic perspectives to our analysis. The findings reveal six translanguaging practices in the academic dissertation writing process, showing that translanguaging supports students’ development of self-regulation and serves as an efficient self-regulation tool for them to control the recursive and extensive dissertation writing process, to reach their immediate and global writing goals. The paper problematizes and challenges the orthodox academic discourse and practice and highlights the need for EAP tutors and dissertation supervisors to encourage translanguaging in students’ writing practice in response to the potential issues raised by the monolingual norms in the academic communitiesItem Open Access COGNITIVE LEARNING AND ROBOTICS: INNOVATIVE TEACHING FOR INCLUSIVITY(Multimodal Technologies and Interaction, 2022) Oralbayeva, Nurziya; Amirova, Aida; CohenMiller, Anna; Sandygulova, AnaraWe present the interdisciplinary CoWriting Kazakh project in which a social robot acts as a peer in learning the new Kazakh Latin alphabet, to which Kazakhstan is going to shift from the current Kazakh Cyrillic by 2030. We discuss the past literature on cognitive learning and script acquisition in-depth and present a theoretical framing for this study. The results of word and letter analyses from two user studies conducted between 2019 and 2020 are presented. Learning the new alphabet through Kazakh words with two or more syllables and special native letters resulted in significant learning gains. These results suggest that reciprocal Cyrillic-to-Latin script learning results in considerable cognitive benefits due to mental conversion, word choice, and handwriting practices. Overall, this system enables school-age children to practice the new Kazakh Latin script in an engaging learning scenario. The proposed theoretical framework illuminates the understanding of teaching and learning within the multimodal robot-assisted script learning scenario and beyond its scope.Item Open Access A PROTOCOL FOR ANALYZING REPEATED MEASURES OF ONLINE GROUP BEHAVIOR(MethodsX, 2022) Courtney, Matthew G.R.; Costley, Jamie; Fanguy, MikIn this article, we feature a novel protocol that enables the analysis of repeated measures of online group behavior. The protocol accounts for (1) the nested hierarchy of the data with weeks nested in persons, and persons nested in weeks, and (2) the temporal nature of the behavior at the early, mid, and late periods of each week. To manage and analyze such data in a general way, we first give an illustration of the data structure. Thereafter, we propose a five-step Courtney-Fanguy-Costley protocol that (1) considers the data structure, (2) defines the levels of data, (3) considers variable variation, timing, and necessary aggregation, (4) ensures necessary variation, and (5) specifies null and mixed-effects models. We also provide exemplary R code for readers to replicate our approach. •A general five-step protocol for analyzing repeated measures of online group behavior is offered. •A description of the complex nested data structure is offered. •Users can simulate data in R to run through the protocol.Item Open Access INDIVIDUAL VERSUS COLLABORATIVE NOTE-TAKING: RESULTS OF A QUASI-EXPERIMENTAL STUDY ON STUDENT NOTE COMPLETENESS, TEST PERFORMANCE, AND ACADEMIC WRITING(The Internet and Higher Education, 2022) Courtney, Matthew; Costley, Jamie; Baldwin, Matthew; Lee, Kyungmee; Fanguy, MikThere is research showing benefits to both collaboration and note-taking, but a lack of research into how they may both work together in an online context. More specifically, there is a gap in the research looking at how collaborative note-taking and individual note-taking can be compared when considering the quality of the notes taken, and how note-quality can impact student performance. The present study looks at the online note-taking behavior and performance of 186 graduate students studying at a Korean university. The results indicate that students who collaborate perform better than individual note-takers on measures of recall of course content, but that individual note-takers perform better on tasks focused on academic writing. Furthermore, the findings suggest that note-quality has no effect on collaborative note-takers’ recall of course content, and a slight negative impact on their writing, while individual note-takers benefit from higher quality notes for both recall and writing.Item Open Access MOTHERHOOD IN ACADEMIA DURING THE COVID-19 PANDEMIC: AN INTERNATIONAL ONLINE PHOTOVOICE STUDY ADDRESSING ISSUES OF EQUITY AND INCLUSION IN HIGHER EDUCATION(Innovative Higher Education, 2022) CohenMiller, Anna; Izekenova, ZhannaCombining motherhood and academic work in higher education has been discussed for decades with the pandemic further exposing the inequalities. This crisis has significantly impacted the daily life of mothers in academia as they devote more time to keep their careers on track, produce papers, and take on other parenting and schooling responsibilities. This paper employs photovoice as an online methodology to document the real-life experiences of 68 women from nine countries who work and parent children in the sudden transition to remote working and learning environments. By explaining the photographs from their perspective, the participants in this study were able to capture their lived experiences, discuss working from home while guiding children in online learning, and create suggestions for ways academic institutions can alleviate gender inequality. The article explores the critical issues of academic work and childrearing drawing international attention to address issues of equity and inclusion in higher education among researchers, policymakers, and institutionsItem Open Access THE EFFECTS OF THE COVID-19 PANDEMIC ON THE WELL-BEING OF CHILDREN WITH AUTISM SPECTRUM DISORDER: PARENTS’ PERSPECTIVES(Frontiers in Psychiatry, 2022-07-25) Amirova, Aida; CohenMiller, Anna; Sandygulova, AnaraThe COVID-19-related lockdown interrupted children’s learning progress and discontinued social learning and regular activities that children with autism spectrum disorder (ASD) rely on socially and physically. Negative consequences for children with ASD were reported far and wide. To investigate this problem in Kazakhstan, we conducted a mixed-methods study that drew on data from an online survey with 97 parents and semistructured interviews with 14 parents. While parent-report quantitative results suggest that children were likely to experience negative impacts of the pandemic due to disrupted educational and therapeutic services, qualitative findings confirm that they have experienced an elevated mental health and behavioral challenges during the lockdown. Remote educational and therapeutic services were not helpful as families coped with pandemic-caused problems on their own. We highlight that continued support and care during and after a crisis is vital not only for children with ASD but also for the families under-resourced mentally and socially.Item Open Access CONDUCTING FOCUS GROUPS IN MULTICULTURAL EDUCATIONAL CONTEXTS: LESSONS LEARNED AND METHODOLOGICAL INSIGHTS(International Journal of Qualitative Methods, 2022) CohenMiller, Anna; Durrani, Naureen; Kataeva, Zumrad; Makhmetova, ZhadyraWhat happens when focus groups are conducted in challenging situations across languages, cultures, and educational settings? What adjustments might need to be made? How can adaptations be made while still maintaining the integrity of the research? Drawing on a multi-year study of gender and schooling in post-Soviet Kazakhstan, this article brings together researcher data from (1) informal discussion occurring after each focus group between the researchers, (2) reflections and observations from notes written during the research process, and (3) individual reflexivity on the topic of conducting focus groups in multicultural contexts written retrospectively. Using a practical iterative framework, this work adds an important contribution to the qualitative research literature by leading the reader through our processes, considerations, and lessons learned for improving culturally relevant and inclusive focus groups in multicultural educational contexts.Item Open Access MULTILINGUAL ACADEMIC GENRE KNOWLEDGE: INSIGHTS FROM A MIXED-METHOD STUDY OF POST-GRADUATE STUDENTS IN KAZAKHSTAN(Journal of Second Language Writing, 2022) Chsherbakov, Andrey; Goodman, BridgetIn an increasing number of post-graduate programmes in Kazakhstan, students may be expected to produce academic or professional texts in up to three languages—Kazakh, Russian, and En glish. While previous research has shown the benefits of genre-based approaches to English ac ademic development, this study seeks to understand students’ development of genre knowledge in multiple languages simultaneously. Using Tardy’s (2009) four-part genre knowledge framework, a survey measuring self-reported genre knowledge in three languages was developed and administered to Master’s and PhD students (n=283) at 6 Kazakhstani universities, followed by interviews of students (n=43), teachers (n=34) and administrators (n=30) on approaches to genre knowledge development. Survey data revealed students generally have higher genre knowledge in Russian, followed by Kazakh and English. Students have higher Formal knowledge than other types of genre knowledge across languages. Interview findings suggest students are primarily influenced by IELTS exam-based, Formal knowledge approaches to education in En glish. The results suggest a need for both explicit instruction in non-structural elements of genre knowledge in three languages, and expanded identification of the key components of genre knowledge in languages other than English.Item Open Access MEASURING SOCIAL DESIRABILITY IN COLLECTIVIST COUNTRIES: A PSYCHOMETRIC STUDY IN A REPRESENTATIVE SAMPLE FROM KAZAKHSTAN(Frontiers in Psychology, 2022) Nurumov, Kaidar; Hernández-Torrano, Daniel; Mhamed, Ali Ait Si; Ospanova, UlzhanSocial desirability bias (SDB) is a pervasive measurement challenge in the social sciences and survey research. More clarity is needed to understand the performance of social desirability scales in diverse groups, contexts, and cultures. The present study aims to contribute to the international literature on social desirability measurement by examining the psychometric performance of a short version of the Marlowe-Crowne Social Desirability Scale (MCSDS) in a nationally representative sample of teachers in Kazakhstan. A total of 2,461 Kazakhstani teachers completed the MCSDS – Form C in their language of choice (i.e., Russian or Kazakh). The results failed to support the theoretical unidimensionality of the original scale. Instead, the results of Random Intercept Item Factor Analysis model suggest that the scale answers depend more on the method factor rather than the substantial factor that represents SDB. In addition, an alternative explanation indicates that the scale seems better suited to measuring two SDB correlated factors: attribution and denial. Internal consistency coefficients demonstrated unsatisfactory reliability scores for the two factors. The Kazakhstani version of the MCSDS – Form C was invariant across geographic location (i.e., urban vs. rural), language (i.e., Kazakh vs. Russian), and partially across age groups. However, no measurement invariance was demonstrated for gender. Despite these limitations, the analysis of the Kazakhstani version of the MCSDS – Form C presented in this study constitutes a first step in facilitating further research and measurement of SDB in post-Soviet Kazakhstan and other collectivist countries.Item Open Access PERFORMING, PASSING, AND COVERING MOTHERHOOD IN ACADEMIC SPACES: A HEARTFUL AUTOETHNOGRAPHY(LEARNing Landscapes, 2020) CohenMiller, Anna S.This study applies heartful autoethnography to demonstrate the performance of being a mother in academia. As such, the article addresses (1) motherhood versus mothering, (2) the concepts of presentation of self, passing, and covering, (3) systematic bias mothers face in academic spaces, and (4) the ultimate costs of covering motherhood in academiaItem Open Access ПОСТСОВЕТСКАЯ ИДЕНТИЧНОСТЬ В ПЕДАГОГИЧЕСКОМ ОБРАЗОВАНИИ: ПРОШЛОЕ, НАСТОЯЩЕЕ, БУДУЩЕЕ(Образование и саморазвитие, 2020) Калимуллин, Айдар М.; Жигалова, Мария П.; Ибрашева, Алима Х.; Кобылянская, Лариса И.; Лодатко, Евгений А.; Нурланов, Елдос Б.Формирование эффективных стратегий, моделей и содержания подготовки учителей насто ятельно требует исследования исторических предпосылок современных реформ на глобаль ном и национальном уровнях. Наиболее перспективны в этом отношении историко-антро пологические исследования в образовании, позволяющие, опираясь на междисциплинарные и кросс-культурные подходы широкого круга наук, более глубоко осмыслить социокультур ные процессы. В статье представлен опыт развития педагогического образования в постсоветских странах (Россия, Беларусь, Казахстан, Молдова, Украина) с момента его возникновения в дореволю ционной России до настоящего времени. Цель исследования заключается в анализе процесса подготовки учителей от его зарождения до конца ХХ века и последующей трансформации национальных систем в течение трех по следних десятилетий. Специфика исследования проявляется в том, что до начала 90-х годов ХХ века эти страны представляли единое образовательное пространство, которое характеризовалось общими подходами и содержанием педагогического образования, а затем трансформировалось под влиянием политических факторов. Сопоставление конвергентных тенденций и национальных особенностей систем педагоги ческого образования на постсоветском пространстве позволяет дать всестороннюю оценку современной образовательной политике в области подготовки учителей как с педагогических позиций, так и в контексте перспектив геополитического, экономического и культурного со трудничества стран Содружества независимых государств.Item Open Access STUDY OF NIS TEACHERS’ PERCEPTIONS OF TEACHER PROFESSIONALISM IN KAZAKHSTAN(IAFOR Journal of Education: Studies in Education, 2020) Amirova, BakytThe purpose of this study is to understand the central phenomenon of teacher professionalism, identify the perceptions of teacher professionalism and what factors contribute to or inhibit teacher professionalism. The main research question of this study is how do Nazarbayev Intellectual Schools teachers perceive teacher professionalism in the school? Subsidiary research questions were addressed in order to reach the purpose of the study: what are the teachers’ perceptions of the factors that contribute to teacher professionalism at school?and what are their perceptions of the factors that inhibit teacher professionalism? Semi-structured interviews were conducted with ten participants and analyzed with the help of thematic coding and interpretation. The researcher used purposeful sampling. The study is significant because it voices teachers’ perceptions of how teacher professionalism is defined in the educational system of independent Kazakhstan as well as in the Central Asia region. The research findings revealed that teacher professionalism in Kazakhstan is a complex notion that comprises various aspects of teaching and learning including commitment to the profession, school-based courses, professional learning communities, and supportive work environment. There are also certain factors that inhibit professionalism including lack of time-management skills, lack of motivation, burnout and paperwork. The study has limitations as only ten participants shared their perspectives on teacher professionalism. Future studies could extend the research by conducting a similar study in other Kazakhstani school contexts, or other schools in Central Asia, to explore other teachers’ perceptions regarding professionalism involving teachers of different subjects teaching in rural and urban areasItem Open Access FUNDING INCLUSIVE EDUCATION FOR EQUITY AND SOCIAL JUSTICE IN SOUTH AFRICAN SCHOOLS(South African Journal of Education, 2020) Makoelle, Tsediso Michael; Burmistrova, ValeriyaThe implementation of inclusive education in South African schools has resulted in more demands being placed on them to make provision for the inclusion of learners with special educational needs in mainstream classrooms. This has brought about substantial changes regarding school financing in order to cater for a diverse learner population. This generic qualitative study conducted through interviews with 9 secondary school principals from formerly disadvantaged and advantaged schools, as well as policy document analysis, investigated the current school financing practices for inclusive education in schools aimed at attaining equity and social justice. During this study data were analysed using inductive content analysis. The findings of the study suggest that although provision has been made in terms of the National Norms and Standards for School Funding policy, schools, especially those in previously disadvantaged communities, are not adequately and suitably resourced to implement inclusive education fullyItem Open Access PRESERVICE TEACHERS PERCEPTIONS ABOUT THE USE OF BLENDED LEARNING IN A SCIENCE EDUCATION METHODS COURSE(Smart Learning Environments, 2020) Yılmaz, Özkan; Malone, Kathy L.The purpose of this quantitative study was to determine the effectiveness of blended learning within the context of a science education methods course for early childhood elementary preservice teachers in Turkey. Elementary teachers historically fear science and avoid using it in their classes. This course was blended to allow the students to experience active science learning during face to face sessions. Student perceptions about their experiences in a blended methods course were collected using a previously validated survey. The data analysis of the post-test only survey research design demonstrated that students’ perceptions were positive towards the use of blended learning within their science education methods course. However, the analysis determined that students felt that certain technical aspects of the blended learning environment hindered their learningItem Open Access PARTICIPATORY ACTION RESEARCH: A TOOL FOR ENHANCING INCLUSIVE TEACHING PRACTICES AMONG TEACHERS IN SOUTH AFRICAN FULL-SERVICE SCHOOLS(SAGE Open, 2020) Ayaya, Gladys; Makoelle, Tsediso Michael; Merwe, Martyn van derPrevious studies conducted on the implementation of inclusive education in South African full-service schools showed that teachers lacked knowledge and expertise in inclusive teaching practices. Furthermore, in some international studies, it is recommended that, to enhance inclusive teaching, it was necessary to involve the teaching communities concerned, using their in-depth understanding of the problem at hand, to come up with emancipatory solutions that could assist in the design of effective teaching strategies to enhance inclusive teaching. Therefore, this study investigated the role of participatory action research (PAR) in enhancing teachers’ inclusive teaching practices in full-service schools. This qualitative PAR study was conducted for 6 months by a research team comprising 12 teachers in a full-service school in the Johannesburg East District of South Africa. Data were collected through PAR stages of planning, observation, action, and reflection. To analyze data, during PAR, group interpretative meetings were held with coresearchers and, after PAR process, an inductive qualitative thematic content data analysis was done by the researcher. Among the findings from the study was that teachers’ understandings of inclusive education were varied. Their conceptions about what it meant to be an inclusive teacher in a full-service school context were also vague. However, the study has found that through PAR participation teachers were able to share and develop own understandings of these concepts. Furthermore, the study identified a need for teachers in a full-service school to be reflective, critical, and innovative about their teaching practices to cater for diverse learner needs in the classroom, which are skills necessary for enhancing inclusive teaching and learning. The study has confirmed PAR as a viable change strategy of teaching toward inclusionItem Open Access EDUCATION UNDER SIEGE: EXPLORING HOW INTERNATIONAL ECONOMIC SANCTIONS CREATE CRISES OF PEDAGOGY(ECNU Review of Education, 2020) Hwami, MunyaradziThis article examines the adverse impact of international economic sanctions on pedagogy. The article considers the contemporary times as a period of misinformation, false news, and untruths. Utilizing anti-hegemonic literature, international economic sanctions are viewed as neoliberalism’s instrument of coercion, a Western weapon used to enforce Western values on those with different perceptions toward the free market system. Design/Approach/Methods: This article utilizes critical scholarship to unmask authoritarian neoliberalism and a scoping review of sanctioned societies. Critical analytics are deployed to interpret and make sense of the dominant educational policy framework that appears to be against diversity. Findings: Neoliberalism has caused a crisis in pedagogy. Education is under siege as academics and scientific evidence are being disregarded. The call is for pedagogues from all over the world to continue to avail evidence to power by practicing critical education. Literature is utilized to propose critical pedagogy when scientific evidence is disputed, and non-Western epistemologies are considered anachronousItem Open Access ‘BOYS MOSTLY JUST WANT TO HAVE SEX’: YOUNG INDIGENOUS PEOPLE TALK ABOUT RELATIONSHIPS AND SEXUAL INTIMACY IN REMOTE, RURAL AND REGIONAL AUSTRALIA(Sexualities, 2020) Senior, Kate; Chenhall, Richard; Helmer, JanetThis article seeks to understand Indigenous Australian young people’s relationships and their experiences of sexual intimacy. A cohort of Indigenous 16–25-year-olds from urban, rural and remote communities were invited to participate in a collaborative method involving scenario-based body mapping. In these activities, young people dis cussed the range and complexity of their relationships and how constructions and interpretations of relationships contribute to both positive and negative experiences. These rich understandings provide important insights into adolescent sexuality as ‘multidimensional, socially constructed and negotiated’. However, they also point to the continued gendered power inequalities that subordinate young women’s lives to the desires and control of young menItem Open Access EDUCATIONAL REFORM AND INTERNATIONALISATION: THE CASE OF SCHOOL REFORM IN KAZAKHSTAN(Cambridge University Press, 2021-12-13) Ibrayeva, LauraThis book includes contributions from 31 authors from Kazakhstan, the UK, and the US, and analyses reforms to the secondary education system of Kazakhstan. The primary purposes of these reforms were twofold: first, to “nationalise the curriculum to reflect the cultural and ethnic history of Kazakhstan” (p. xxxi); second, to internationalise the curriculum and improve educational quality to enable the country to compete in a global economy. Many authors were involved in enacting these reforms and in studying themItem Open Access EMPLOYMENT OF INTERNATIONAL EDUCATION GRADUATES: ISSUES OF ECONOMY AND RESISTANCE TO CHANGE(Higher Education Quarterly, 2021-03-30) Jonbekova, Dilrabo; Kim, Tatyana; Kerimkulova, Sulushash; Ruby, Alan; Sparks, JasonThe use of international scholarship programmes is part of a long-standing approach to human capital development in many developing and middle-income countries that finance studies at universities abroad and locally. Yet, many scholarship alumni struggle to thrive in their home country and encounter numerous difficulties in their transition to the job market. This paper examines the employment experiences of Kazakhstan's government scholarship alumni in science, technology, engineering and mathematics fields and identifies the challenges they encounter navigating the labour market. Our analysis of 45 interviews demonstrated that although alumni hold a positional advantage in the job market and many succeed, there are also many alumni whose employability and career success are impeded by an intersection of socioeconomic and cultural factors, intergenerational clashes and scholarship programme regulations. The implications for scholarship programmes and government policy goals are discussed.Item Open Access ‘THE FEARFUL KHAN AND THE DELIGHTFUL BEAUTIES’: THE CONSTRUCTION OF GENDER IN SECONDARY SCHOOL TEXTBOOKS IN KAZAKHSTAN(International Journal of Educational Development, 2021-11-19) Durrani, Naureen; Cohen Miller, Anna; Kataeva, Zumrad; Bekzhanova, Zhazira; Seitkhadyrova, Assem; Badanova, AisuluThis paper analyses how secondary school textbooks enact gender in post-Soviet Kazakhstan. As a ‘gender paradox’, with universal literacy and yet a higher representation of women at the tertiary level co-existing with multi-sectoral gaps at the expense of women, Kazakhstan offers an interesting context to empirically investigate the taken for granted relationship between education, gender equality and sustainable development. Poststructuralist discursive analysis is complemented with non-discursive methods to illuminate how textbooks entrench gender power relations, construct dominant masculinities and enact emphasised femininities, producing gender hierarchies and naturalising gendered national belonging. Possibilities for transforming gender relations in and through education are discussed.....