Systematic review of protective factors related to academic resilience in children and adolescents: unpacking the interplay of operationalization, data, and research method.

Identifying protective factors that promote academic resilience is vital. Nevertheless, due to the variations in the operationalizations of academic resilience, timeframes, data sources, and employed research methods, it remains unclear whether the impact of protective factors identified across studies can be attributed to the factors themselves or to these variations. By addressing these uncertainties, this study aims to provide an overview of the protective factors that have been extensively investigated in academic resilience and their degree of influence.

Leveraging large-scale assessments for effective and equitable school practices: the case of the nordic countries.

One of the primary goals of educational research is to identify effective and equitable school practices that aim to promote desired educational outcomes for all students, regardless of their background. This pursuit raises the question of why certain countries or schools demonstrate more favourable outcomes than others. To shed light on this question, this special issue delves into the Nordic countries (Denmark, Finland, Iceland, Norway, and Sweden) as a showcase.

I Know I Can, but Do I Have the Time? The Role of Teachers' Self-Efficacy and Perceived Time Constraints in Implementing Cognitive-Activation Strategies in Science.

Considerable research has demonstrated that teachers' self-efficacy plays a major role in implementing instructional practices. Only few studies, however, have examined the interplay between how teachers' self-efficacy and the challenges that lie outside their influence are related to their implementation of cognitive-activation strategies (CASs), especially in science classrooms. Using the Trends in Mathematics and Science Study 2015 data from science teachers in Grades 4, 5, 8, and 9, we explored the extent to which teachers' self-efficacy in science teaching and the perceived time constraints explained variations in the enactment of general and inquiry-based CAS.