Education Inquiry最新文献_第8页

An ethnic advantage: teacher-student ethnicity matching and academic performance in Nepal 民族优势:尼泊尔的师生民族匹配与学习成绩

Education Inquiry Pub Date : 2022-05-05 DOI: 10.1080/20004508.2022.2073055

Puskar R. Joshi, Marlon C. James

引用次数: 4

Towards a new paradigm of “Sustainable Intercultural and inclusive education”: A comparative “blended” approach 迈向“可持续跨文化和包容性教育”的新范式:一种比较的“混合”方法

Education Inquiry Pub Date : 2022-05-01 DOI: 10.1080/20004508.2022.2071016

Christina Hajisoteriou, Georgios Sorkos

引用次数: 2

More active lessons: teachers’ perceptions of student engagement during physically active maths lessons in Finland 更积极的课程:芬兰教师对学生在物理活跃的数学课上参与的看法

Education Inquiry Pub Date : 2022-04-17 DOI: 10.1080/20004508.2022.2058166

Sirpa Sneck, H. Syväoja, Sanna Järvelä, T. Tammelin

引用次数: 2

Delivering education reform in Wales: a flexible route into teaching 威尔士实施教育改革:灵活的教学路线

Education Inquiry Pub Date : 2022-03-11 DOI: 10.1080/20004508.2022.2051822

Alicia Glover, S. Hutchinson

引用次数: 1

“The question is not why I don’t work in a maths department; the question is why should I?” Women mathematicians’ experiences of power relations and gender symbols during their PhD “问题不在于我为什么不在数学系工作;问题是我为什么要这么做?”女数学家博士时期的权力关系与性别符号体验

Education Inquiry Pub Date : 2022-03-06 DOI: 10.1080/20004508.2022.2047445

L. Sumpter

{"title":"“The question is not why I don’t work in a maths department; the question is why should I?” Women mathematicians’ experiences of power relations and gender symbols during their PhD","authors":"L. Sumpter","doi":"10.1080/20004508.2022.2047445","DOIUrl":"https://doi.org/10.1080/20004508.2022.2047445","url":null,"abstract":"ABSTRACT This paper aims to investigate the reasons some female mathematicians give to justify their choice to not work in academia after finishing their doctoral studies. Nine female mathematicians who finished a PhD in Sweden answered a written questionnaire. Through collective narrative analysis, two main tracks were identified. One narrative described the struggle with self-identity in a gendered structure which included implicit power, while the other was more positive about exposure to discrimination, and highlighted the desire to work with applied mathematics. Through deductive thematic analysis, the results show that the main obstacle raised was the difficulty of getting a job in academia after their doctoral studies, especially permanent positions, without support. Compared to previous research, the lack of family-oriented political policies was not considered a main problem. Instead, the reasons provided by the respondents are structural problems, such as access to post-doc positions, and the stress of having to get research grants, as well as cultural aspects within the structure, including implicit and explicit use of power.","PeriodicalId":37203,"journal":{"name":"Education Inquiry","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45021180","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}

引用次数: 0

Practice-near school research in Sweden: tendencies and teachers’ roles 瑞典近学校研究实践：趋势与教师角色

Education Inquiry Pub Date : 2022-02-13 DOI: 10.1080/20004508.2022.2028440

Petra Magnusson, Martin Malmström

{"title":"Practice-near school research in Sweden: tendencies and teachers’ roles","authors":"Petra Magnusson, Martin Malmström","doi":"10.1080/20004508.2022.2028440","DOIUrl":"https://doi.org/10.1080/20004508.2022.2028440","url":null,"abstract":"ABSTRACT The Education Act from 2010 states that education in Sweden ought to be based on scientific knowledge and proven experience. The aim of this study is to explore practice-near school research published by Swedish researchers in the wake of the Education Act with the focus on the participation of teachers in research. As a background, the international and national roots of practice-near school research in Sweden are described. The study is focused on research projects in compulsory and upper secondary school, school years 1–12. 92 articles in 19 journals were detected through a literature search and purposive sampling. Based on the articles, a framework of aspects with categories was developed and the reported studies were analysed accordingly. The findings indicate a multifaceted research field; studies based on a variety of theories and methods and with different roles for teachers. The different categories for teacher’s participation in research and how teacher roles were described in the articles did not give a clear picture on what teachers’ roles could imply for the teachers involved. The article concludes with a discussion of the recent policy initiatives of practice-near school research in Sweden.","PeriodicalId":37203,"journal":{"name":"Education Inquiry","volume":"14 1","pages":"367 - 388"},"PeriodicalIF":0.0,"publicationDate":"2022-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47629383","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}

引用次数: 0

Immigration, education and insecuritisation. School principals’ small stories on national immigration and integration policies 移民、教育和证券化。学校校长关于国家移民和融合政策的小故事

Education Inquiry Pub Date : 2022-02-02 DOI: 10.1080/20004508.2022.2028996

Gro Hellesdatter Jacobsen, Anke Piekut

{"title":"Immigration, education and insecuritisation. School principals’ small stories on national immigration and integration policies","authors":"Gro Hellesdatter Jacobsen, Anke Piekut","doi":"10.1080/20004508.2022.2028996","DOIUrl":"https://doi.org/10.1080/20004508.2022.2028996","url":null,"abstract":"ABSTRACT International migration in general and the recent refugee crisis in particular are complex and much debated topics in European politics. Concurrently, education systems must operate under uncertain and unpredictable conditions. In this situation, migrant children become a group at particular educational risk of exclusion and marginalisation. This paper explores reflections of principals of schools with migrant students regarding how to navigate in those uncertainties related to how migrants are received in Denmark and whether current Danish policies on migration and integration affect the everyday practices in education. Thus, the paper looks at how problematisation and insecuritisation processes stemming from current immigration and integration policies in Denmark influence professionals’ working conditions in the field of education. Drawing on methodological perspectives from narrative theory, a selection of five out of 15 interviews with school principals are analysed, focusing on their small stories about approaching the complex processes of risk production when providing education for migrant children. The conclusion drawn from the study is that immigration and integration policies that do not stem from the field of education still influence the field of education in a way that creates complex dilemmas for school professionals when navigating in the (co-)production of risks.","PeriodicalId":37203,"journal":{"name":"Education Inquiry","volume":"14 1","pages":"406 - 425"},"PeriodicalIF":0.0,"publicationDate":"2022-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45400003","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}

引用次数: 1

Classroom management and teacher emotions in secondary mathematics teaching: a qualitative video-based single case study 中学数学教学中的课堂管理与教师情绪:基于视频的定性个案研究

Education Inquiry Pub Date : 2022-01-28 DOI: 10.1080/20004508.2022.2028441

Josef Hofman

引用次数: 2

Swedish teachers’ and school leaders’ rebellion groups on Facebook- collective formations and administrators as gatekeepers 脸书上的瑞典教师和学校领导叛乱团体-集体组织和管理员充当看门人

Education Inquiry Pub Date : 2022-01-04 DOI: 10.1080/20004508.2021.2022583

Annica Löfdahl Hultman, A. Bergh, Maria Lennartsdotter, Håkan Löfgren

{"title":"Swedish teachers’ and school leaders’ rebellion groups on Facebook- collective formations and administrators as gatekeepers","authors":"Annica Löfdahl Hultman, A. Bergh, Maria Lennartsdotter, Håkan Löfgren","doi":"10.1080/20004508.2021.2022583","DOIUrl":"https://doi.org/10.1080/20004508.2021.2022583","url":null,"abstract":"ABSTRACT This article explores Swedish teachers’ and school leaders’ Facebook rebellion groups as a medium where professional needs and actions can be formulated. Data consist of interviews with administrators representing the rebellion groups. Based on a theoretical perspective of teacher agency we searched for experiences and visions related to contextual aspects expressed in the groups. The results indicate a common experience of lacking resources among the groups. Through a well-balanced agency, they search for support among politicians in their striving to improve working conditions. However, the groups might develop different conditions for participating due to the formation of group-specific conversational climate about what is desirable and possible to post and discuss. Discussions on work-related issues might certainly be affected and the rebellion groups might contribute to preserve the specificity of each level in the school system. A split in the teachers’ rebellion group indicates virtual relationships between professionals are easy to give up in favour of new formations, making the virtual groups vulnerable. The results raise the question about changing cultural aspects and what it means to be a professional teacher/school leader. Will teacher agency in the future be dependent on participation in such social media groups?","PeriodicalId":37203,"journal":{"name":"Education Inquiry","volume":"14 1","pages":"352 - 366"},"PeriodicalIF":0.0,"publicationDate":"2022-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45151801","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}

引用次数: 1

Edu-business within the Triple Helix. Value production through assetization of educational research 三重螺旋中的教育业务。教育研究资产化的价值生产

Education Inquiry Pub Date : 2022-01-02 DOI: 10.1080/20004508.2021.2019375

M. Ideland, M. Serder

{"title":"Edu-business within the Triple Helix. Value production through assetization of educational research","authors":"M. Ideland, M. Serder","doi":"10.1080/20004508.2021.2019375","DOIUrl":"https://doi.org/10.1080/20004508.2021.2019375","url":null,"abstract":"ABSTRACT Growing demands on evidence-based teaching, combined with increasing business involve-ment, constitute a transformation of education in which research and research collaborations have become commodities and selling points for companies. This article, building on interviews with 30 Swedish edupreneurs, explores how the discursive trope of the Triple Helix organises collaborations between the business sector, research, and school. In what ways do people in edu-business use research and research collaborations and what kinds of values do they expect to produce through different practices? The study identifies five approaches to research – philanthropists, influencers, ambassadors, brokers, and engineers – and describe the edupreneurs’ manifold ways of using, relating to, and translating research into sellable products. Using the theoretical lens of assetization, we show how different values are produced: (1) economic – strengthening the company’s brand; (2) pedagogical – changing teaching practices; (3) political – lobbying for policy change and changing public conversations; (4) academic – defining useful research and funding research, and (5) social – building networks. We conclude that the striving for Triple Helix collaborations preserves the entrepreneurial right to define useful research and providing legitimacy through the power of research, an important asset on the edu-market.","PeriodicalId":37203,"journal":{"name":"Education Inquiry","volume":"14 1","pages":"336 - 351"},"PeriodicalIF":0.0,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47699485","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}

引用次数: 8