Research in Post-Compulsory Education最新文献_第10页

Perceptions of performativity in English Further Education 英语继续教育中的表演性认知

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Research in Post-Compulsory Education Pub Date : 2022-01-02 DOI: 10.1080/13596748.2021.2011518

Richard Poole

{"title":"Perceptions of performativity in English Further Education","authors":"Richard Poole","doi":"10.1080/13596748.2021.2011518","DOIUrl":"https://doi.org/10.1080/13596748.2021.2011518","url":null,"abstract":"ABSTRACT The notions of performativity and the use of accountability practices within the UK education sector are contentious. Although some commentators suggest that statistically driven performativity measures do not align with practitioner values, little research has investigated any potential differences in relation to job role and level of management responsibility. This study focused on whether perceptions of performativity change according to someone’s job role and whether there is a differential between managers and teachers. An electronic questionnaire was disseminated at a single FE college, with 107 participants surveyed across a wide range of subject areas. Quantitative analysis revealed that perceptions of managers differ from those of teaching staff regarding the effectiveness of statistical performativity targets to drive factors which are integral to an efficacious learning environment. Results are far from unequivocal though. As practitioners take on more of a managerial emphasis within their role, the perceived benefit of and their affinity for target setting and performativity measures increase. However, the magnitude of this more favourable outlook towards performativity is limited, with managers also broadly sceptical concerning any benefit and positive impact that target setting practices can have.","PeriodicalId":45169,"journal":{"name":"Research in Post-Compulsory Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46206567","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: 2

Academic staff governors’ power and professional status in the governance of further education colleges in England 英国继续教育学院管理中学术人员管理者的权力和职业地位

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Research in Post-Compulsory Education Pub Date : 2022-01-02 DOI: 10.1080/13596748.2021.2011512

A. Sodiq

{"title":"Academic staff governors’ power and professional status in the governance of further education colleges in England","authors":"A. Sodiq","doi":"10.1080/13596748.2021.2011512","DOIUrl":"https://doi.org/10.1080/13596748.2021.2011512","url":null,"abstract":"ABSTRACT At a time of the British government’s heightened interest in Further Education (FE) college governance, this paper explores Academic Staff Governor (ASG)’s professional and power status at three colleges in England. The study draws upon relevant literature to identify concepts related to ASGs’ power and professional status in governance. An interpretivist stance is used to collect predominantly qualitative data through a combined methods approach. During fieldwork, evidence from semi-structured interviews; questionnaire responses, observations of governance meetings and governance documents was analysed. Findings suggest that ASGs’ insiderness; relationships, professional status and the decision-making circumstances may limit their influence in the governance of the colleges, with implications for governance quality. From the exploration, ‘The Restricted Professional Model’ has been developed to highlight the restricted nature of the ASG role with implications for good governance. For governors, organisations and policymakers, the research recommends avoiding low-power and low-status governance roles; taking action to develop ASGs’ professionality as educators; removing structural and power barriers and allowing more opportunities for ASGs to contribute to governance. Finally, future research is identified including research to establish ASGs’ professional profiles in FE and the wider impact educators’ professionality has on governance in a variety of educational institutions.","PeriodicalId":45169,"journal":{"name":"Research in Post-Compulsory Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43902545","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

4th International Research Conference organised by the Association for Research in Post-Compulsory Education (ARPCE) at Harris Manchester College, University of Oxford, UK 第四届国际研究会议由后义务教育研究协会(ARPCE)在英国牛津大学哈里斯曼彻斯特学院举办

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Research in Post-Compulsory Education Pub Date : 2021-12-27 DOI: 10.1080/13596748.2021.2011520

Gary Husband

引用次数: 0

The horizontal stratification of the Catalonian university system: the role of the private university 加泰罗尼亚大学体系的横向分层：私立大学的作用

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Research in Post-Compulsory Education Pub Date : 2021-10-02 DOI: 10.1080/13596748.2021.1980665

Helena Troiano, Albert Sánchez-Gelabert, M. Elias

{"title":"The horizontal stratification of the Catalonian university system: the role of the private university","authors":"Helena Troiano, Albert Sánchez-Gelabert, M. Elias","doi":"10.1080/13596748.2021.1980665","DOIUrl":"https://doi.org/10.1080/13596748.2021.1980665","url":null,"abstract":"ABSTRACT The present paper explores the role the private university plays in the horizontal stratification of the university system in Catalonia, a context where, like in the rest of Spain, there has been little tradition of private universities but there has been a strong expansion in recent years. From a sample of 807 students who have accessed university and who we have been following since the last year of compulsory secondary education, we measure the importance attributed to two horizontal stratification criteria, the degree programme and whether the university is private. We then explore which socio-demographic and academic variables can explain the different assessments students make of the private university, differentiated by fields of study. The results show that in the Catalan university system, the degree programmes are more important than university ownership. Furthermore, students from higher sociocultural backgrounds and those with better marks do not value the prestige of the private university highly, except in the area of the social sciences and, to a small degree, the sciences. Thus, there has been a slight advance in the private university within the context of the university field in recent years, showing a weak capacity to generate horizontal stratification.","PeriodicalId":45169,"journal":{"name":"Research in Post-Compulsory Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46681931","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

Exploring quality teacher education programmes in Lebanon, Qatar, and China 探索黎巴嫩、卡塔尔和中国的优质教师教育项目

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Research in Post-Compulsory Education Pub Date : 2021-10-02 DOI: 10.1080/13596748.2021.1980663

M. El-Abd, Youmen Chaaban, Xiangyun Du, Li Wang

引用次数: 0

Supporting Apprentices’ Integration of School- and Workplace-Based Learning in Swiss Initial Vocational Education and Training 支持学徒在瑞士初级职业教育和培训中融入学校和工作场所的学习

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Research in Post-Compulsory Education Pub Date : 2021-10-02 DOI: 10.1080/13596748.2021.1980660

Florinda Sauli, M. Wenger, Jean-Louis Berger

{"title":"Supporting Apprentices’ Integration of School- and Workplace-Based Learning in Swiss Initial Vocational Education and Training","authors":"Florinda Sauli, M. Wenger, Jean-Louis Berger","doi":"10.1080/13596748.2021.1980660","DOIUrl":"https://doi.org/10.1080/13596748.2021.1980660","url":null,"abstract":"ABSTRACT In a dual initial vocational education and training (IVET) system, an integration between school- and work-based learning is essential to provide apprentices with necessary trade-specific skills and to ensure the quality of training. However, apprentices often perceive a disconnection between learning sites. Accordingly, based on the concepts of boundary crossing and school-workplace connectivity, this study aimed to investigate how the integration between school- and work-based learning contributed to the quality of Swiss IVET from the perspective of apprentices, vocational teachers and in-company trainers. Data were collected through focus groups (n = 64) and thematic data analysis was carried out following an inductive and deductive approach. Key findings indicated some issues related to sociocultural differences between school and training company: a general devaluation of school-based learning (non-aligned with workplace-learning or perceived as useless) and the diversity of apprentices’ experiences at the training company. Furthermore, the analysis revealed how these situations perceived as disconnected can become learning opportunities: by applying a skill acquired at school in the workplace that is not part of the routine (learning mechanism of transformation); by bringing in the classroom authentic situations experienced by apprentices at work (learning mechanism of reflection). Implications for training and teaching are addressed.","PeriodicalId":45169,"journal":{"name":"Research in Post-Compulsory Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43330907","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: 3

For the curious: A multi-method exploration of curiosity in further education colleges through the narratives of lecturers 对于好奇的人:通过讲师的叙述对继续教育学院好奇心的多方法探索

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Research in Post-Compulsory Education Pub Date : 2021-10-02 DOI: 10.1080/13596748.2021.1980666

Gemma R. Martin

引用次数: 0

Difficulties and support in the transition to higher education for non-traditional students 非传统学生向高等教育过渡的困难和支持

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Research in Post-Compulsory Education Pub Date : 2021-10-02 DOI: 10.1080/13596748.2021.1980661

A. Gill

引用次数: 5

Listening to further education students’ perspectives: examining student voice practice through the lens of auto-driven photo elicitation 倾听继续教育学生的观点:通过自动驱动的图片启发来审视学生的发声练习

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Research in Post-Compulsory Education Pub Date : 2021-10-02 DOI: 10.1080/13596748.2021.1980664

Damien Homer

{"title":"Listening to further education students’ perspectives: examining student voice practice through the lens of auto-driven photo elicitation","authors":"Damien Homer","doi":"10.1080/13596748.2021.1980664","DOIUrl":"https://doi.org/10.1080/13596748.2021.1980664","url":null,"abstract":"ABSTRACT This study explores student voice practice from a student’s viewpoint. Within England, United Kingdom (UK) student voice initiatives can manifest themselves in many ways, for example: surveys, councils, governors, representative groups, committees and student bodies such as the National Union of Students. The young people that took part in this study were between 16 and 20 years old. In total, 57 students took part in the research: 22 females and 35 males. The students were from a variety of socio-economic backgrounds. The setting was a Further Education College in an urban area of Central England, which serves students from areas of social and economic disadvantage. The project employed a mixed methods research design, with Bourdieu’s notions of social capital applied to the analysis. Students took part in focus groups and auto-driven photo-elicitation, followed by semi-structured interviews. The data was analysed thematically utilising an interpretivist approach. The themes demonstrated a student body that was largely dismissive of formal channels of student voice practice, preferring different modes of interaction with their teachers. The findings have implications for student voice practice across England and offer insight into how young people may better be enabled to shape their educational experiences.","PeriodicalId":45169,"journal":{"name":"Research in Post-Compulsory Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46300270","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

From care to caring. Using Bourdieu to explore care experienced students journeys into and through nurse education 从关心到关心。用布迪厄来探索护理经验丰富的学生进入和通过护士教育的旅程

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Research in Post-Compulsory Education Pub Date : 2021-09-11 DOI: 10.1080/13596748.2021.1980662

Lynette Shotton

引用次数: 0