The Buckingham Journal of Education最新文献

{"title":"Is International Qualified Teacher Status (iQTS) A Solution to the Growing Demand for Teachers Globally?","authors":"James McBlane","doi":"10.5750/tbje.v3i1.2060","DOIUrl":"https://doi.org/10.5750/tbje.v3i1.2060","url":null,"abstract":"Is International Qualified Teacher Status (iQTS) A Solution to the Growing Demand for Teachers Globally?","PeriodicalId":227296,"journal":{"name":"The Buckingham Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114805493","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Early Days of the Department of Education at the University of Buckingham: A Personal View","authors":"A. O'hear","doi":"10.5750/tbje.v3i1.2061","DOIUrl":"https://doi.org/10.5750/tbje.v3i1.2061","url":null,"abstract":"Early Days of the Department of Education at the University of Buckingham: A Personal View","PeriodicalId":227296,"journal":{"name":"The Buckingham Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117075989","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"What Do We Need to Teach New Teachers About Child Mental Health?","authors":"Laura Purser","doi":"10.5750/tbje.v3i1.2059","DOIUrl":"https://doi.org/10.5750/tbje.v3i1.2059","url":null,"abstract":"This paper introduces the context of mental health in education and the importance of the teacher being acknowledged as an essential component and contributor to the function of society (Bower, 2020). The paper suggests that the mental health crisis impacting children has implications for new teachers in meeting the demand in the current global climate. (Education Endowment Foundation (EEF), 2017; 2018); (Lortie-Forgues, 2021). It explores why the definition of mental health might be a problematic construct for teachers and considers whether the teacher has a significant role to play in mental health provision in schools beyond the wider community. It considers the role pathologization of behaviour plays in our approach to education and proposes that the approach teacher training takes towards critically reflecting on retributive discipline and restorative approaches in schools, subsequently supports teacher understanding of child mental health. It also looks at the current teacher training landscape and reforms and argues that policy makers and practice should be interdisciplinary with effective mental health knowledge. \u0000The paper emphasises the importance of developing teacher understanding of the role of psychological awareness in supporting effective child mental health provision across the field of education and argues that new teachers have a part to play in this application through effective training to support the influx of demand. The paper proposes that critical considerations should be given to the potential application of interpersonal neurobiological research (Siegel, 2020), exploring concepts of the embodied brain through polyvagal theory (Porges, 2011). It touches upon developing new teacher understanding of trauma, (Van der Kolk, 2014) informed practice and transdisciplinary therapeutic approaches for practical use in schools. It considers the future of mental health knowledge in pre-service initial teacher training and proposes that such a focus will have a profound impact on making some headway in meeting child mental health needs. \u0000The paper finishes by proposing that future research should look to develop a psychological, neurobiological, developmental sensitive approach to exploring child mental health and well-being within education and support the role of initial teacher training education (ITT/ITE) in creating confident new teachers with efficacy to meet the needs of child mental health in schools.","PeriodicalId":227296,"journal":{"name":"The Buckingham Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125717236","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Preparing Professionals for 45 Years of Learning and Teaching","authors":"M. Coates","doi":"10.5750/tbje.v3i1.2056","DOIUrl":"https://doi.org/10.5750/tbje.v3i1.2056","url":null,"abstract":"Editorial","PeriodicalId":227296,"journal":{"name":"The Buckingham Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126488907","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Understanding the Professional Learning of Beginning Teachers","authors":"Brian Marsh","doi":"10.5750/tbje.v3i1.2057","DOIUrl":"https://doi.org/10.5750/tbje.v3i1.2057","url":null,"abstract":"This article considers the processes involved in the professional learning of beginning teachers in England. In discussing the processes involved, this article considers the nature of professional knowledge needed to be learned by beginning teachers and the processes by which they may learn. Representing beginning teacher learning is framed in terms of a learning trajectory in contrast to the Teachers’ Standards (DfE, 2011) which describe a restrictive and technicist perspective. This draws from the novice / expert discourse but with the understanding that while there are a number of typical features in a beginning teacher’s development (Burn, Hagger, & Mutton, 2014) there is variation between individuals. Finally, implications are drawn for those involved in the training of beginning teachers.","PeriodicalId":227296,"journal":{"name":"The Buckingham Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125001977","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"THE WILDERNESS YEARS: AN ANALYSIS OF GOVES’S EDUCATION REFORMS ON TEACHER ASSESSMENT LITERACY","authors":"A. Chandler-Grevatt","doi":"10.5750/tbje.v2i1.1935","DOIUrl":"https://doi.org/10.5750/tbje.v2i1.1935","url":null,"abstract":"During Michael Gove’s educational reforms between 2010–2014, he imposed several policy changes that changed the nature of assessment in terms of grading, terminal examinations and classroom expectations. Despite his vision of England rising up the international league tables, there has been little change in England’s position and even signs of stagnation of attainment at upper secondary. This paper uses the Teacher Assessment Literacy in Practice (TALiP) framework to understand why the reforms associated with assessment have had little impact on attainment and reveals the devastating effect of such wholesale change to school assessment systems, without time or support to change, leaving teachers in a decade of assessment wilderness.","PeriodicalId":227296,"journal":{"name":"The Buckingham Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124385415","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"MICHAEL GOVE 2010–2014","authors":"B. Lenon","doi":"10.5750/tbje.v2i1.1932","DOIUrl":"https://doi.org/10.5750/tbje.v2i1.1932","url":null,"abstract":"The article provides an overview of the extensive and fast-moving reforms ­initiated by Michael Gove as the Secretary of State for Education in the years 2010–2014. These include the rapid acceleration of the academisation programme and the development of free schools. There is a more extensive exploration of the reform of the curriculum and the reformation of examination structures. This latter review is set in the context of university advice and against the backdrop of international performance. Much of the focus of the article considers the implementation of the intentions of a minster who had been in waiting for three years before taking office. However, consideration is also given to the unexpected, yet significant, issues which intersect a politician’s tenure of office. The Birmingham based ‘Trojan Horse Schools’ situation is considered both as an issue of accountability but also its implications for the nature of schooling, state funding and societal values.","PeriodicalId":227296,"journal":{"name":"The Buckingham Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123143176","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"THE EROSION OF TRUST – A REFLECTION","authors":"David Gumbrell, M. Deacon","doi":"10.5750/tbje.v2i1.1936","DOIUrl":"https://doi.org/10.5750/tbje.v2i1.1936","url":null,"abstract":"David Gumbrell was a Primary headteacher in a successful London school when Michael Gove was Education Secretary. He is now a successful writer, trainer and academic with a special interest in teacher induction, development and wellbeing. The following are some of his reflections from the position of school leadership on what he sees as fundamental flaws in Gove’s leadership of education. Whilst, Gumbrell remains aware of potential unconscious bias he uses trust as the pivot, for his reflections. He states ‘I hope to mitigate the inevitable emotional attachment to my profession and my view as to the effect that Michael Gove has had upon it, both at the time and also the resultant legacy of his ministerial post. Gove was and remains a polarising figure. For some Gove was the saviour of high-quality education, others regarded him as a ‘vandal’, busy sacking the person-centred education which had built up and refined since Plowden. Although never a consensus view, many teacher expressed their dismay at the reforms to the accreditation structure, curriculum, schemes of assessment and opportunities to control schools brought in by Gove.","PeriodicalId":227296,"journal":{"name":"The Buckingham Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123928843","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"RATIONALISM, RISK AND RIDICULE – EXPERTS, SCEPTICS AND THE MARK OF THE ‘BLOB’","authors":"R. Davies","doi":"10.5750/tbje.v2i1.1931","DOIUrl":"https://doi.org/10.5750/tbje.v2i1.1931","url":null,"abstract":"This article offers a perspective on the debate about experts and their value. It considers why expert claims for attention are often regarded as suspect. It does so by reflecting on the work of Arendt, Oakeshott, and Scruton. It notes that decision makers can easily find themselves in a bind - sometimes railing against experts, like those presumed to inhabit an education ‘Blob’ in the UK - and at other times seemingly becoming dependent upon them, as in ‘the Science’ and public health. It draws attention to the character of the distaste for scepticism about experts within education, and to the intellectual origin of that scepticism itself. It highlights the alleged contradictions in the minds of sceptics especially where they want to conserve or draw strength from inherited social norms, and yet at the same time regard them as a dehumanising trap. It suggests that the contradiction can be overcome by distinguishing between their concerns about the dangers of rationalism, and their rooted attachment to reason and reasonableness. It invites practitioners to take a principled interest in risk and in its resistance to elimination. It suggests that ridicule can be healthy in so far as it deftly challenges complacency amongst experts and practitioners alike.","PeriodicalId":227296,"journal":{"name":"The Buckingham Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116258399","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"SOCIAL MOBILITY","authors":"B. Lenon","doi":"10.5750/tbje.v1i1.1836","DOIUrl":"https://doi.org/10.5750/tbje.v1i1.1836","url":null,"abstract":"The article places the issue of Social Mobility at the heart of the debate about education. The suggestion is made that most people want is a decent income and good health and that people do not  necessarily aspire to be better than their parents.\u0000\u0000There is the declaration that half the population will always have below-average academic ability and school exam results. In order to overcome the divisions in society revealed by recent political events, all need to feel valued. The argument is advanced that there is need to  get back to a more balanced appreciation of those who perform essential jobs, albeit jobs of the hand or heart rather than academic intellect. There is a need, so Lenon suggests,  to stop talking about social mobility as simply a way of ‘rescuing’ people from working-class backgrounds and place more emphasis on valuing the full range of worthwhile occupations. Arguments about social mobility are too often based on exam results or incomes, not the value to society of different occupations.\u0000\u0000It is argued that there is a distortion in the way that social mobility is presented and that by many measures social mobility in the UK is better than most commentators have suggested. The upward mobility of women and almost all ethnic groups since 1970 has been remarkable. Improving education is not enough rather  education helps individuals become socially mobile but does not overall create more mobility. The latter is dependent upon a creation of more middle-class jobs.\u0000\u0000The issues around social mobility are presented as being less about education and as being more related to the expansion of the economy.  Increasing infrastructure projects and financial incentives to spread growth outside the south-east of England, allied to a massive expansion of high-quality technical and vocational training for the 50% who do not go to university should be seen as the drivers of social mobility.","PeriodicalId":227296,"journal":{"name":"The Buckingham Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126264951","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}