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The journal, "Higher Education" (HE), was established in 1972 and is currently one of the leading international journals in higher education studies. By using bibliometric techniques, a systematic review, and a social network analysis, this review article provides an overview of the main patterns of publications in "HE" during its history. The findings show that (i) the volume of articles has been continuously increasing, with a particular marked uplift since 2007; (ii) while single-authored articles have dominated the publication pattern, collaborative articles have shown a particular growth over the last decade; (iii) the USA, the UK, and Australia have dominated the journal in terms of the number of articles, international collaboration, and the most prolific authors; (iv) while Chinese authors have become more evident, there has been a near-absence of contributions from Latin America, Eastern Europe, and most of Africa; (v) in the entire history of "HE," there has been a gender imbalance (in favour of male authors) across the most cited articles, but this pattern has changed in the last decade and; (vi) both teaching and learning and system policy have been key research themes in the journal although internationalisation and the student experience have recently gained traction. These patterns of publication in "HE," with their imbalances and absences, suggest several challenges ahead.

The journal, Higher Education (HE), was established in 1972 and is currently one of the leading international journals in higher education studies. By using bibliometric techniques, a systematic review, and a social network analysis, this review article provides an overview of the main patterns of publications in HE during its history. The findings show that (i) the volume of articles has been continuously increasing, with a particular marked uplift since 2007; (ii) while single-authored articles have dominated the publication pattern, collaborative articles have shown a particular growth over the last decade; (iii) the USA, the UK, and Australia have dominated the journal in terms of the number of articles, international collaboration, and the most prolific authors; (iv) while Chinese authors have become more evident, there has been a near-absence of contributions from Latin America, Eastern Europe, and most of Africa; (v) in the entire history of HE, there has been a gender imbalance (in favour of male authors) across the most cited articles, but this pattern has changed in the last decade and; (vi) both teaching and learning and system policy have been key research themes in the journal although internationalisation and the student experience have recently gained traction. These patterns of publication in HE, with their imbalances and absences, suggest several challenges ahead., Author(s): Carolina Guzmán-Valenzuela [sup.1] , Andrés Rojas-Murphy Tagle [sup.1] , Diego Palacios [sup.2] Author Affiliations: (1) grid.412182.c, 0000 0001 2179 0636, Facultad de Educación y Humanidades, Universidad de Tarapacá, , [...]

Cross-ethnic friendships offer a unique opportunity for improving intergroup relations and reduce prejudice, yet ethnic segregation of friendship networks is often seen as a major obstacle to the integration of immigrant students in educational contexts. This article examines the role of perspective-taking abilities and prejudice towards low social class peers on the probability of cross-ethnic friendships in a sample of 242 students from five multicultural classrooms in Chile (M[subscript age] = 12.3; SD = 0.69, 45% girls). It was expected that students who reported high levels of perspective-taking abilities and low levels of prejudice towards low social class peers were more likely to form and maintain cross-ethnic friendships. Longitudinal network analysis (RSiena) was used to examine these hypotheses, confirming the role of both variables in fostering (and reducing) friendships among Chilean and immigrant adolescents. Results are discussed in light of an intersectional framework between social class and ethnicity. Implications for social-emotional interventions in multicultural educational contexts are also discussed.

Background: Peers constitute an important developmental context for adolescent academic behaviour providing support and resources to either promote or discourage attitudes and behaviours that contribute to school success. When looking for academic help, students may prefer specific partners based on their social goals regarding academic performance. Aims: Based on the social goals for wanting to achieve academically (e.g., studying to be with friends, increasing/maintaining their own social status), we examine the extent to which adolescents' selection of preferred academic partners (with whom they would like to study) is driven by peers' academic performance, prosocial behaviour and friendships. Moreover, as high‐achieving students play an important role in academic settings, whether they are more likely to prefer to study with similar high‐achieving peers and friends was examined. Sample: A total of 537 seventh‐grade students from 13 classes over three waves. Methods: Longitudinal social network analyses (RSiena). Results: Adolescents were more likely to select high achievers, friends and prosocial peers as preferred academic partners. Furthermore, high achievers were more likely to choose other high achievers and friends as preferred academic partners. Conclusions: Adolescents are likely to prefer as study partners someone they can learn from and who is more approachable, cooperative and friendly. Regarding high achievers, they would choose not only academic partners with similar academic interests and motivations to help them boost their academic achievement but also classmates with whom they like to spend time and share personal issues. [ABSTRACT FROM AUTHOR]

Victimization in early adolescence can have severe negative consequences later in life. Friendships are especially important in this time period. The present study investigated friendship selection and influence (contagion) processes with regard to victimization, as well as prosocial and aggressive characteristics of victims' friends. Using social network analyses (RSiena), we longitudinally analyzed data of five fourth-grade classrooms, including 185 students (56.8% girls; [X-bar] age at Time 1 = 10 years old). Results showed that early adolescents who experience peer victimization were not likely to select peers with similar levels of victimization as friends but selected prosocial peers as friends. Moreover, friends did not become more similar over time in their victimization levels. Prosocial students selected similar peers as friends. The discussion highlights the relevance of fostering positive peer relations for targeting victimization and discusses the defending role of friends in victimization situations.

An important challenge in evaluating the quality of teaching is to arrive at valid distinctions between teachers, particularly in the middle of the performance distribution. This study addressed this issue for the Chilean national teacher evaluation system. Mathematics teachers (N = 51) from the 2 middle adjacent performance categories, and their students, were examined by videotaping classroom practice and coding the videos with the Classroom Assessment Scoring System for Secondary School, measuring students' perceptions of their teachers' practices and assessing student learning on standardized grade-level and unit-specific tests. Findings show that on almost all criterion variables, competent teachers outperformed basic teachers, but differences were usually small. Teachers evaluated as competent obtained consistently better results regarding their teaching practices, as assessed by trained observers, as well as based on reports by their own students. However, there was only weak indication of differences between the 2 groups in terms of student learning.

The present study aimed to evaluate the cross-cultural measurement invariance of the Pandemic Grief Scale (PGS) in ten Latin American countries. A total of 2,321 people who had lost a family member or other loved one due to COVID-19 participated, with a mean age of 34.22 years old (SD = 11.99). In addition to the PGS, a single item of suicidal ideation was applied. The unidimensional model of the PGS had adequate fit in most countries and good reliability estimates. There was evidence of measurement invariance by country and gender. Also, a one-point increase in the PGS was associated with an almost twofold increase in the odds of suicidal ideation. Scores greater than or equal to 4 on the PGS are proposed as a cut off to identify individuals with suicidal ideation. Strong evidence of the cross-cultural validity of the PGS is provided. [ABSTRACT FROM AUTHOR]

This paper investigates the validity of a national, standards-based teacher evaluation programme by examining the relationship between teachers' evaluation results and their students' learning progress. We used census achievement data that assessed the same cohort of students at the end of 8th and 10th grade. We applied multilevel modelling and calculated correlations between teachers' value-added estimates and their results based on the evaluation system's multiple measures of teaching quality, which include a portfolio of classroom teaching artefacts and a video-taped lesson, a peer interview, supervisor assessments and a self-assessment. Our study finds a medium-size positive relationship between value-added estimates in mathematics and teachers' portfolio results, while relationships with the other instruments are weaker. Correlations are lower for Spanish, but showing a similar pattern across instruments. We also find significant yet weak relationships between value-added estimates and three of six emerging factors of teaching practice based on the evaluation's portfolio data.