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(Re)-Building Educational Trust: Young NEET and the Importance of Trust Relations (再)-建立教育信任:年轻的啃老族和信任关系的重要性
IF 0.8
European Education Pub Date : 2021-10-02 DOI: 10.1080/10564934.2022.2080561
Anne Görlich
{"title":"(Re)-Building Educational Trust: Young NEET and the Importance of Trust Relations","authors":"Anne Görlich","doi":"10.1080/10564934.2022.2080561","DOIUrl":"https://doi.org/10.1080/10564934.2022.2080561","url":null,"abstract":"Abstract In Denmark as in Europe at large, there is a continued need for interventions helping young NEET (Not in Education, Employment or Training) into ordinary education. At the core of the educational challenges of young NEET is the breakdown of trust, which highlights the need for re-building trust as crucial for the success of the interventions. Building on 14 focus group interviews with 98 young NEET, the analysis will explore trust and vulnerability in learning situations.","PeriodicalId":44727,"journal":{"name":"European Education","volume":"17 1","pages":"218 - 230"},"PeriodicalIF":0.8,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89354552","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
Trust in Educational Settings—What It Is and Why It Matters. European Perspectives 教育环境中的信任——它是什么以及它为什么重要。欧洲的观点
IF 0.8
European Education Pub Date : 2021-10-02 DOI: 10.1080/10564934.2022.2080564
I. Bormann, Sebastian Niedlich, Iris Würbel
{"title":"Trust in Educational Settings—What It Is and Why It Matters. European Perspectives","authors":"I. Bormann, Sebastian Niedlich, Iris Würbel","doi":"10.1080/10564934.2022.2080564","DOIUrl":"https://doi.org/10.1080/10564934.2022.2080564","url":null,"abstract":"Abstract This editorial paper introduces the relevance of trust in educational settings. It discusses interdisciplinary approaches to trust, reflects upon the relationships between trust and education and how trust has so far been studied in educational research. In addition, a comprehensive model of trust is introduced as a framework for the individual papers of this special issue that altogether, through different disciplinary and methodological lenses, investigate trust in various realms of education in five European countries.","PeriodicalId":44727,"journal":{"name":"European Education","volume":"55 1","pages":"121 - 136"},"PeriodicalIF":0.8,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76958212","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: 6
Parental Trust in Teachers and Children’s Interest in Reading and Math: A Longitudinal Study 父母对教师的信任与儿童对阅读和数学的兴趣:一项纵向研究
IF 0.8
European Education Pub Date : 2021-10-02 DOI: 10.1080/10564934.2022.2080562
Marja‐Kristiina Lerkkanen, Eija Pakarinen
{"title":"Parental Trust in Teachers and Children’s Interest in Reading and Math: A Longitudinal Study","authors":"Marja‐Kristiina Lerkkanen, Eija Pakarinen","doi":"10.1080/10564934.2022.2080562","DOIUrl":"https://doi.org/10.1080/10564934.2022.2080562","url":null,"abstract":"Abstract This study investigated cross-lagged associations between parental trust in a child’s teacher and children’s academic interest across Grades 1–4 in primary school. Parents rated trust in their child’s teacher, and 576 children reported their interest in reading and math at each grade. The results showed that high parental trust in a child’s teacher predicted the child’s high interest in math. In addition, the child’s high interest in reading in Grade 2 was related to the father’s subsequent trust in the teacher.","PeriodicalId":44727,"journal":{"name":"European Education","volume":"80 1","pages":"152 - 167"},"PeriodicalIF":0.8,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77808073","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
Students’ Autonomous and Controlled Motivation in Different School Contexts: The Role of Trust 不同学校情境下学生自主与受控动机:信任的作用
IF 0.8
European Education Pub Date : 2021-10-02 DOI: 10.1080/10564934.2022.2039069
Mieke Van Houtte
{"title":"Students’ Autonomous and Controlled Motivation in Different School Contexts: The Role of Trust","authors":"Mieke Van Houtte","doi":"10.1080/10564934.2022.2039069","DOIUrl":"https://doi.org/10.1080/10564934.2022.2039069","url":null,"abstract":"Abstract Given the importance of relatedness for study motivation, motivation might be associated with faculty trust in students and, as such, with schools’ student composition. Representative Flemish data of 5162 students and 1247 teachers in 57 Flemish secondary schools, gathered at the end of the 2013/2014 school year (April–May 2014), reveal that the association between faculty trust in students and students’ autonomous motivation goes through students’ trust in teachers. In schools with a higher socioeconomic student composition, students are less autonomously motivated, but this does not show because faculty trust is high, which generates more autonomous motivation—via students’ trust in teachers.","PeriodicalId":44727,"journal":{"name":"European Education","volume":"5 1","pages":"203 - 217"},"PeriodicalIF":0.8,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88645811","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
Issues of Trust in the Implementation of Inclusion in Czech Schools 捷克学校实施包容性的信任问题
IF 0.8
European Education Pub Date : 2021-10-02 DOI: 10.1080/10564934.2022.2081086
Bohumíra Lazarová, M. Pol
{"title":"Issues of Trust in the Implementation of Inclusion in Czech Schools","authors":"Bohumíra Lazarová, M. Pol","doi":"10.1080/10564934.2022.2081086","DOIUrl":"https://doi.org/10.1080/10564934.2022.2081086","url":null,"abstract":"Abstract The implementation of inclusive education in Czech schools has required not only several changes in the behavior of teachers, schools, parents, and pupils. Change requires trust among all actors in inclusive education. This text aims to use qualitative data from three selected primary schools, to show the role that trust plays in the implementation of inclusive education. The data shows that the trust of people in schools in relation to inclusive education plays an important role, which may be inhibited if trust in the system, school leadership, and parents are disrupted.","PeriodicalId":44727,"journal":{"name":"European Education","volume":"1 1","pages":"231 - 245"},"PeriodicalIF":0.8,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75419798","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
Cross-national Analysis of Education and Trust: Context, Comparability, and Causal Mechanisms 教育与信任的跨国分析:背景、可比性和因果机制
IF 0.8
European Education Pub Date : 2021-10-02 DOI: 10.1080/10564934.2022.2081085
Sebastian Niedlich
{"title":"Cross-national Analysis of Education and Trust: Context, Comparability, and Causal Mechanisms","authors":"Sebastian Niedlich","doi":"10.1080/10564934.2022.2081085","DOIUrl":"https://doi.org/10.1080/10564934.2022.2081085","url":null,"abstract":"Abstract Based on existing studies on welfare and education regimes, the paper aims at strengthening the conceptual foundations of comparative research in education and trust by identifying relevant system-level characteristics, deriving analytical dimensions as a framework for cross-national comparison, and exploring how these dimensions might be linked to trust. The paper thus provides a better basis for dealing with context as well as its role in causal explanations and case selection in cross-national comparative research on trust in education.","PeriodicalId":44727,"journal":{"name":"European Education","volume":"37 1","pages":"181 - 202"},"PeriodicalIF":0.8,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87375508","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
“I’m Always in This Conflict” – Students’ Struggle of Plurilingual Identity Expression, Linguistic Insecurity, and Assimilation in Switzerland’s Higher Education “我总是在这场冲突中”——学生在瑞士高等教育中的多语身份表达、语言不安全感和同化的斗争
IF 0.8
European Education Pub Date : 2021-09-07 DOI: 10.1080/10564934.2021.1971542
Anna Becker-Cavallin
{"title":"“I’m Always in This Conflict” – Students’ Struggle of Plurilingual Identity Expression, Linguistic Insecurity, and Assimilation in Switzerland’s Higher Education","authors":"Anna Becker-Cavallin","doi":"10.1080/10564934.2021.1971542","DOIUrl":"https://doi.org/10.1080/10564934.2021.1971542","url":null,"abstract":"This article examines the connection among university students’ lived experiences of language, ideologies, and linguistic repertoires through visual and verbal representations. It demonstrates that linguistic repertoires are crucial for students’ identities, yet impeded by restricting, homogenizing policies, which reproduce the “monolingual habitus” even in officially multilingual contexts. It advocates multilingualism in Switzerland’s higher education to increase inclusive and equitable learning opportunities while addressing ideologies and their implications for students’ identities and academic trajectories.","PeriodicalId":44727,"journal":{"name":"European Education","volume":"173 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2021-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75482320","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
Time Allocation of Academics in Ukraine: Degree and Gender Correlates in a Semi-peripheral State 乌克兰学术的时间分配:半边缘国家的学位和性别关系
IF 0.8
European Education Pub Date : 2021-04-03 DOI: 10.1080/10564934.2021.1988858
Myroslava Hladchenko, D. Westerheijden
{"title":"Time Allocation of Academics in Ukraine: Degree and Gender Correlates in a Semi-peripheral State","authors":"Myroslava Hladchenko, D. Westerheijden","doi":"10.1080/10564934.2021.1988858","DOIUrl":"https://doi.org/10.1080/10564934.2021.1988858","url":null,"abstract":"Abstract This article, using the example of Ukraine, aims to explore the time allocation of academics at university in a semi-peripheral state sustaining means–ends decoupling. Data emanate from the responses of 205 academics in business studies. The analysis uses degrees (qualifications) and gender as main categorizations. Findings indicate that means–ends decoupling at the state and university levels hinders academics from allocating their time to activities prescribed by the research university model, specifically, research and service.","PeriodicalId":44727,"journal":{"name":"European Education","volume":"74 1","pages":"76 - 89"},"PeriodicalIF":0.8,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86341014","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
Moving on, Switching Gear or Staying Put: Tracking Social Inequality in Secondary School Pathways in Three European Cities 继续前进，换档还是原地不动:追踪三个欧洲城市中学教育路径中的社会不平等
IF 0.8
European Education Pub Date : 2021-04-03 DOI: 10.1080/10564934.2021.2010096
Elisabeth Hovdhaugen, Isis Vandelannote, Rafael Merino Pareja, J. Demanet
{"title":"Moving on, Switching Gear or Staying Put: Tracking Social Inequality in Secondary School Pathways in Three European Cities","authors":"Elisabeth Hovdhaugen, Isis Vandelannote, Rafael Merino Pareja, J. Demanet","doi":"10.1080/10564934.2021.2010096","DOIUrl":"https://doi.org/10.1080/10564934.2021.2010096","url":null,"abstract":"Abstract It is commonly known that education reproduces, rather than diminishes, social inequality, but how this takes place may vary between educational systems. This paper uses data from a unique longitudinal cross-national project to analyze differences in pathways through the upper years of secondary education between Bergen (Norway), Ghent (Flanders, Belgium) and Barcelona (Spain). Analyses show that social background has the greatest impact on destination in both Years 11 and 12 of upper secondary education, and engagement does not mediate this relationship. Further, we find more commonalities than differences between the cities, despite them representing different types of educational systems.","PeriodicalId":44727,"journal":{"name":"European Education","volume":"44 1","pages":"90 - 107"},"PeriodicalIF":0.8,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86193826","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
Decolonizing “the University” in Europe: Theoretical and Methodological Implications of an Affective Assemblage Approach 欧洲“大学”的非殖民化:情感组合方法的理论和方法含义
IF 0.8
European Education Pub Date : 2021-04-03 DOI: 10.1080/10564934.2022.2049974
Michalinos Zembylas
{"title":"Decolonizing “the University” in Europe: Theoretical and Methodological Implications of an Affective Assemblage Approach","authors":"Michalinos Zembylas","doi":"10.1080/10564934.2022.2049974","DOIUrl":"https://doi.org/10.1080/10564934.2022.2049974","url":null,"abstract":"Abstract The purpose of this paper is to discuss the theoretical and methodological implications of an affective assemblage approach in the study and practice of decolonizing “the University” in Europe. In particular, the analysis aims to better account for the affective dimensions of decolonizing “the University” in Europe, taking into consideration that neither “the University” in Europe assumes a monolithic institution nor “decolonization” constitutes a monolithic project. Although the paper is theoretical, it provides examples of the meaning and function of decolonizing “the University” in various settings within the European higher education context. The paper contributes to the critical problematics of ongoing efforts to decolonize universities in Europe by exploring the prospects of affective assemblages as a working concept that helps education theorists, researchers, and policymakers in European higher education come to terms with both the intellectual and affective demands of decolonization processes.","PeriodicalId":44727,"journal":{"name":"European Education","volume":"196 1","pages":"61 - 75"},"PeriodicalIF":0.8,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80888481","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
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