Research in Post-Compulsory Education最新文献_第6页

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Research in Post-Compulsory Education Pub Date : 2023-04-03 DOI: 10.1080/13596748.2023.2206703

Gary Husband

{"title":"The terror of the blank page","authors":"Gary Husband","doi":"10.1080/13596748.2023.2206703","DOIUrl":"https://doi.org/10.1080/13596748.2023.2206703","url":null,"abstract":"Sitting down to write this I face, as so many of you will have before me, the terror of the blank page. A hectic work schedule, multiple deadlines and a busy home life have meant that I have left writing this to the last minute, and the deadline is so close, it can sense my fear. However, this isn’t an unfamiliar situation and like anyone that has ever had to write to a specific brief for a specific audience for a very specific publication, I have found that the inspiration arrived at the last possible moment as I drove into a grey and dark Sunderland on this chilly February morning (thankfully the sun is now reflecting off the River Wear and silhouetting the outlines of the manoeuvring industrial shipping). As it transpires, the inspiration was there all along and thankfully for me, has been rather consistently for the last 13 years. My issue was overcoming the blank page induced terror and plucking up the courage to try and adroitly attempt to do some sort of justice to my commentary and description. I will undoubtedly fail or at least fall short in part but, hopefully, I will be able to at least convey some part of the story and in so doing, perhaps do it justice. The inspiration I’m drawing on comes from the community I have found myself a part of and working in. For the last two decades, I have been lucky enough to work with many hundreds of inspiring people who have all had the most fascinating stories, histories, interests and areas of expertise. It is the stories and community that have kept me afloat and inspired, and in this short introductory piece to the special issue for the 2022 ARPCE 4 International Conference I intend to share how and explore why. Firstly, a short but relevant story. In December of 2007, I was called out to an early hour’s vehicle breakdown by a distressed family attempting to reach Manchester airport from which they would be departing (as they described) to get some much-needed winter sun. Nearly two decades on, their","PeriodicalId":45169,"journal":{"name":"Research in Post-Compulsory Education","volume":"28 1","pages":"173 - 180"},"PeriodicalIF":0.7,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46611307","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}

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Long-range outreach: recognising and responding to the intermediate challenge to widening access posed by post-16 progression 长期外展:认识并应对16岁后发展对扩大获取机会构成的中间挑战

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Research in Post-Compulsory Education Pub Date : 2023-01-02 DOI: 10.1080/13596748.2023.2166693

Neil Raven

{"title":"Long-range outreach: recognising and responding to the intermediate challenge to widening access posed by post-16 progression","authors":"Neil Raven","doi":"10.1080/13596748.2023.2166693","DOIUrl":"https://doi.org/10.1080/13596748.2023.2166693","url":null,"abstract":"ABSTRACT A growing body of evidence has been assembled in recent years indicating the influence that early educational experiences can have on a young person’s prospects of progressing to university. These include experiences associated with the transition to post-16 study, which can also involve a move to a different educational institution. Whilst applicable to young people from wide range backgrounds, navigating the post-16 education system, and having the knowledge and confidence to advance through it, can be more challenging for those from backgrounds with limited experience of post-compulsory education. However, the nature of the challenges to post-16 educational progression faced by those from widening participation backgrounds, as well as what works and what is needed, remain comparatively under-researched. Moreover, evidence suggests that the disruptions to education wrought by the pandemic may have exacerbated and added to established challenges. This article reports on the findings from an investigation that sought to better understand these issues and how they might be addressed by hearing from those most directly impacted: the young people outreach initiatives seek to support.","PeriodicalId":45169,"journal":{"name":"Research in Post-Compulsory Education","volume":"28 1","pages":"70 - 90"},"PeriodicalIF":0.7,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42309779","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

How does the portrayal of civilian teacher training schemes affect the appeal of them for military personnel? 文职教师培训计划的描述如何影响其对军事人员的吸引力？

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Research in Post-Compulsory Education Pub Date : 2023-01-02 DOI: 10.1080/13596748.2023.2166694

D. Mather

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So, is there a teaching-research nexus in Cambodia? Evidence from EFL students at one public university 那么，在柬埔寨有教学研究关系吗？来自一所公立大学EFL学生的证据

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Research in Post-Compulsory Education Pub Date : 2023-01-02 DOI: 10.1080/13596748.2023.2166692

Davut Nhem

{"title":"So, is there a teaching-research nexus in Cambodia? Evidence from EFL students at one public university","authors":"Davut Nhem","doi":"10.1080/13596748.2023.2166692","DOIUrl":"https://doi.org/10.1080/13596748.2023.2166692","url":null,"abstract":"ABSTRACT Teaching-research nexus has become a hotspot topic of scholarly debates in the higher education field for decades, owing to the contesting views of intellectuals and the polarisation of empirical evidence reported from many higher education spaces. Sadly, previous studies have been mainly conducted in societies with well-developed research culture – meaning this area of inquiry remains baffling in many other higher education settings, especially the teaching-oriented ones. Thus, this study analyzes quantitative and qualitative data from 232 students who responded to an online survey and eight who participated in interviews at one long-standing public university in Phnom Penh, Cambodia, where academics’ dedication to teaching duties is typically treasured. The results indicate patchy connections between teaching and research not only at the institutional level but also at the classroom level. In particular, the results reveal that the teaching-research nexus appears more evidently in the form of research-skill development, inquiry-based activities, and students’ current knowledge sharing. Conversely, cutting-edge knowledge is far from being visible in the teaching-learning space. This invisibility is possibly the concomitant of the academics’ unattractive engagement in knowledge production. Unfortunately, such loose connections also make students’ learning less exciting.","PeriodicalId":45169,"journal":{"name":"Research in Post-Compulsory Education","volume":"28 1","pages":"48 - 69"},"PeriodicalIF":0.7,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44111166","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}

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Perceptions of conducting academic ELT research: the case of Iranian graduate-level students 进行学术英语研究的观念:以伊朗研究生为例

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Research in Post-Compulsory Education Pub Date : 2023-01-02 DOI: 10.1080/13596748.2023.2166696

Anna Hajizadeh, Saeedeh Mohammadi, Mohammad Reza Khodadust

{"title":"Perceptions of conducting academic ELT research: the case of Iranian graduate-level students","authors":"Anna Hajizadeh, Saeedeh Mohammadi, Mohammad Reza Khodadust","doi":"10.1080/13596748.2023.2166696","DOIUrl":"https://doi.org/10.1080/13596748.2023.2166696","url":null,"abstract":"ABSTRACT Research is an indispensable part of any educational endeavour generally and graduate/postgraduate studies particularly, since the Iranian educational system requires M.A. and Ph.D. candidates to submit a thesis or dissertation as partial fulfilment of the requirements for attaining their respective academic degrees. However, a review of the related research reveals that students’ perceptions of ELT research have largely gone unexplored. The current study is a step forward in attempting to fill the mentioned gap through an examination of Iranian graduate students’ perceptions of conducting ELT research. In this line, 32 Iranian graduate-level ELT students were initially selectedbased on convenient sampling. Their perceptions of ELT research were collected through interviews and later analysed using the framework of Grounded Theory Analysis (GTA). The data collected in the form of participants’ answers to interview questions were grouped into three general themes: a) definitions and conceptualisations, b) motivational drives, and c) challenges of conducting ELT research. The results revealed that by removing impediments to the way of conducting ELT research, the quality and quantity of research conducted by Iranian M.A./Ph.D. ELT candidates may be greatly improved. The findings may yield some implications for Iranian ELT policymakers, practitioners, instructors, researchers, and graduate students.","PeriodicalId":45169,"journal":{"name":"Research in Post-Compulsory Education","volume":"28 1","pages":"123 - 148"},"PeriodicalIF":0.7,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41462216","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

Advanced professional learning in England and Wales: the lost opportunity of the colleges and institutes of higher education 英格兰和威尔士的高等专业学习：高等教育学院失去的机会

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Research in Post-Compulsory Education Pub Date : 2023-01-02 DOI: 10.1080/13596748.2023.2166695

R. Simmons

{"title":"Advanced professional learning in England and Wales: the lost opportunity of the colleges and institutes of higher education","authors":"R. Simmons","doi":"10.1080/13596748.2023.2166695","DOIUrl":"https://doi.org/10.1080/13596748.2023.2166695","url":null,"abstract":"ABSTRACT This paper focuses on the colleges and institutes of higher education (CIHEs), major providers of HE, almost sixty of which existed in England and Wales between the 1970s and the early twenty-first century. Its central argument is that a failure to develop the CIHEs as specialist institutions of advanced professional learning along the lines of the German Berufsakademien (rather than being recast as universities of moderate standing) was a significant error, especially in terms of failing to provide a viable alternative to university-based higher education in England and Wales. This alternative trajectory would, I argue, have been beneficial both for the CIHEs as institutions and for those sections of the labour market most associated with them, especially in terms of resolving some of the long-standing tensions between academic and work-related learning in preparing aspiring professionals for employment in a range of people-centred occupations. The paper traces the historical development of the CIHEs and critically considers how they might have been alternatively fostered following the 1978 Oakes Report, a possibility, which, it is argued, was effectively extinguished following the neoliberal turn, which took place from the end of the 1970s onwards.","PeriodicalId":45169,"journal":{"name":"Research in Post-Compulsory Education","volume":"28 1","pages":"103 - 122"},"PeriodicalIF":0.7,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46551002","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

‘Below the surface’: power and professionalism in the further education sector “表面之下”:继续教育领域的权力和专业精神

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Research in Post-Compulsory Education Pub Date : 2023-01-02 DOI: 10.1080/13596748.2023.2166691

Paul Tully

{"title":"‘Below the surface’: power and professionalism in the further education sector","authors":"Paul Tully","doi":"10.1080/13596748.2023.2166691","DOIUrl":"https://doi.org/10.1080/13596748.2023.2166691","url":null,"abstract":"ABSTRACT Professionalism in the English Further Education (FE) system has been traditionally discussed in terms of superior teaching practices, attitudes and behaviours. The concept of ‘good work’ is therefore central to this paper’s analysis. Following a Bourdieusian tradition, professionalism is treated as a ‘site of struggle’ between FE teachers and managers, where managers hold the power to change the definition and substance of ‘good work’. This has implications for how teachers understand and speak about professionalism and highlights the discord that arises when teachers hold different viewpoints from managers. Drawing on a survey of 461 responses, the analysis makes three contributions: first, professionalism is theorised as a form of symbolic capital which actors attain by acquiring and deploying cultural, social and economic capital. Second, it shows how inequalities in capital can affect teachers’ perceived opportunities for professional recognition. Finally, it reveals that senior managers, with the greatest power, enforce a compliance model of professionalism based on the production of ‘good data’, which is the legitimate capital in the FE field, even when this is shown to be deprofessionalising to teachers.","PeriodicalId":45169,"journal":{"name":"Research in Post-Compulsory Education","volume":"28 1","pages":"26 - 47"},"PeriodicalIF":0.7,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44185970","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

‘Looking forward’: non-traditional students perceptions of their readiness and preparedness for the transition to work after graduation “向前看”：非传统学生对毕业后过渡到工作的准备和准备的看法

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Research in Post-Compulsory Education Pub Date : 2023-01-02 DOI: 10.1080/13596748.2023.2166697

A. Gill

引用次数: 0

Do the qualifications of vocational teachers make a difference to their teaching? 职业教师的资格对他们的教学有影响吗?

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Research in Post-Compulsory Education Pub Date : 2023-01-02 DOI: 10.1080/13596748.2023.2166690

Erica Smith, J. Tuck

{"title":"Do the qualifications of vocational teachers make a difference to their teaching?","authors":"Erica Smith, J. Tuck","doi":"10.1080/13596748.2023.2166690","DOIUrl":"https://doi.org/10.1080/13596748.2023.2166690","url":null,"abstract":"ABSTRACT A survey of over 500 teachers and trainers in the Australian Vocational Education and Training (VET) sector was carried out to examine whether their teaching practices and approaches varied with their qualification levels. The survey, carried out with teachers and trainers from different types of training providers – public and private – formed a major part of a larger research project on the topic. The project was carried out because of an overall decline in the qualification levels of the VET teaching workforce over a 20-year period, and national debate on the appropriate qualification level. Analysis of the survey results showed that those with pedagogical qualifications above the regulatory minimum were more confident overall, and were more able to deal with the demands of different teaching contexts and of diverse learner groups. Teachers with higher level qualifications also reported, in qualitative questions, specific gains from their qualifications. They were also more likely to undertake professional development, challenging an often-cited view that professional development activities can compensate for lower qualification levels. The findings have implications for policy development in Australia and elsewhere.","PeriodicalId":45169,"journal":{"name":"Research in Post-Compulsory Education","volume":"28 1","pages":"1 - 25"},"PeriodicalIF":0.7,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46341339","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

An unjust balance: a systematic review of the employability perceptions of UK undergraduates from disadvantaged socio-economic backgrounds 不公平的平衡:对来自弱势社会经济背景的英国本科生就业能力看法的系统回顾

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Research in Post-Compulsory Education Pub Date : 2022-10-02 DOI: 10.1080/13596748.2022.2110774

Hazel Mccafferty

{"title":"An unjust balance: a systematic review of the employability perceptions of UK undergraduates from disadvantaged socio-economic backgrounds","authors":"Hazel Mccafferty","doi":"10.1080/13596748.2022.2110774","DOIUrl":"https://doi.org/10.1080/13596748.2022.2110774","url":null,"abstract":"ABSTRACT A systematic review of qualitative primary data (2010–2021) was undertaken to understand how inequality is experienced by undergraduate students from disadvantaged socio-economic backgrounds transitioning to the UK labour market. A ten-step protocol for qualitative synthesis was adapted to guide the study, whilst the PRISMA flow diagram was used to report the search. Data was extracted from 14 papers with thematic synthesis used to analyse the results inductively. This review illustrates multiple barriers faced by disadvantaged socio-economic students in a competitive graduate labour market and the severe impact this may have on student career development. Disadvantaged students often apply more effort than advantaged counterparts in seeking work and internship opportunities and live more precariously, as they lack finance to buffer them. In contrast, advantaged socio-economic status students can act quickly to build their employability profiles from the beginning of their degree studies, with the strategic application of social, cultural and economic capital. The qualitative papers in this review complement previous quantitative research, illustrating that despite participation rates in high education increasing for disadvantaged students, their career outcomes have not generally improved relative to their more advantaged peers. The review includes recommendations for stakeholders including government, universities, careers services and employers.","PeriodicalId":45169,"journal":{"name":"Research in Post-Compulsory Education","volume":"27 1","pages":"570 - 593"},"PeriodicalIF":0.7,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44590956","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