Research in Education最新文献_第2页

Working at the frontier: Swiss educational information and communication technology coordinators as mediators and intermediaries of the digital transformation 工作在前沿：瑞士教育信息和通信技术协调员作为数字化转型的中介和中间人

IF 1.3

Research in Education Pub Date : 2024-03-29 DOI: 10.1177/00345237241242989

M. Geiss, Tobias Röhl

引用次数: 0

Approaches to spatial inequalities in a Nordic welfare state – the case of Norway 北欧福利国家解决空间不平等问题的方法--挪威的案例

IF 1.3

Research in Education Pub Date : 2024-03-29 DOI: 10.1177/00345237241242992

Unn-Doris K Baeck

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Exploring the intermediary role of ed-tech consulting in Germany: In-between policy, pedagogy, and economics 探索德国教育技术咨询的中介作用：介于政策、教学法和经济学之间

IF 1.3

Research in Education Pub Date : 2024-03-27 DOI: 10.1177/00345237241242993

Lucas Joecks

{"title":"Exploring the intermediary role of ed-tech consulting in Germany: In-between policy, pedagogy, and economics","authors":"Lucas Joecks","doi":"10.1177/00345237241242993","DOIUrl":"https://doi.org/10.1177/00345237241242993","url":null,"abstract":"This paper presents a critical analysis of the multifaceted intermediary role played by ed-tech (educational technology) consulting providers in the realm of educational governance. The study draws on multidisciplinary research and uses illustrative examples from Germany to outline their impact on the integration of digital technologies in schools. By employing an analytical framework that encompasses three key perspectives—policy, pedagogy, and economics—the paper explores the complexities of consultancy between governance actors, sectors, and fields of knowledge. Considering these dimensions together, the study offers a comprehensive understanding of ed-tech consulting, shedding light on its influence on policy enactment, educational practices, and economic value chains. It underscores the challenges and tensions that consultants must navigate, while raising concerns about their potential to pre-empt pedagogical decisions and diffuse commercial interests into educational settings. As such, this paper aims to provide a conceptual foundation for investigating these ambiguities, with the goal of stimulating further research into the growing field of ed-tech consulting.","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2024-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140373929","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

Mutual learning through participatory storytelling: Creative approaches to climate adaptation education in secondary schools 通过参与式讲故事相互学习：中学气候适应教育的创新方法

IF 1.3

Research in Education Pub Date : 2024-03-02 DOI: 10.1177/00345237241236191

Catherine Heinemeyer, Matthew Reason, Natalie Quatermass, Natalie Wood, Olalekan Adekola

引用次数: 0

Impacts of neoliberal school reforms policy on students with disabilities in Nepal 新自由主义学校改革政策对尼泊尔残疾学生的影响

IF 1.3

Research in Education Pub Date : 2024-02-26 DOI: 10.1177/00345237241234606

Mukti Thapaliya

{"title":"Impacts of neoliberal school reforms policy on students with disabilities in Nepal","authors":"Mukti Thapaliya","doi":"10.1177/00345237241234606","DOIUrl":"https://doi.org/10.1177/00345237241234606","url":null,"abstract":"This article argues that special and inclusive education policies in Nepal have been influenced by neoliberal policy reforms. The study employs discourse analysis as a theoretical perspective to analyse the effects of market-based schooling practices on students with disabilities in Nepal. The findings of this study are informed to some extent by the outcomes of the doctoral research project (Thapaliya, 2018). Data was collected through policies and documents. A selection of key education policies and documents between 1990 to 2020 were examined and analysed. One core theme and five sub-themes were identified from the data analysis. Disability as a resource management issue was a main theme. (i) Managing resources; (ii) resource allocation criteria; (iii) professional experts deciding resource funds; (iv) competing for limited resources; and (v) competition and school choice were sub-themes. The available evidence signals that the marketisation model of education does not assist students with disabilities adequately. The findings of this study reveal that the current policy and practice signal changes in government structure rather than working to fulfil these commitments in the everyday practice of students with disabilities. The limitations of the study and recommendations of this research are also discussed.","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2024-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139978811","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

Governance by intermediarization. Insights into the digital infrastructuring of education in Estonia 中介化治理。对爱沙尼亚教育数字基础设施建设的启示

IF 1.3

Research in Education Pub Date : 2024-02-21 DOI: 10.1177/00345237241234613

Sigrid Hartong

{"title":"Governance by intermediarization. Insights into the digital infrastructuring of education in Estonia","authors":"Sigrid Hartong","doi":"10.1177/00345237241234613","DOIUrl":"https://doi.org/10.1177/00345237241234613","url":null,"abstract":"With the rising prevalence of digital data, infrastructures and platforms in education, the challenge of conceptualizing and investigating ‘intermediaries’ has substantially increased. This not only refers to various new types of actors that have been materializing around practices of data infrastructuring (e.g., data management), but equally to the rising empowerment of data infrastructures themselves as intermediaries of policy and governance. The aim of this article is to sharpen our conceptual understanding of this interrelation between intermediaries and data infrastructuring. More specifically, the article suggests to approach intermediaries through a lens on performative contexting, thus shifting the focus towards how ‘intermediary contexting’ is used, by whom and where exactly, rather than seeking to map intermediaries as an object ‘from the outside’. Data infrastructuring, then, can be regarded both as part, and as a result, of such contexting efforts. Using Estonia as a case study, it is shown what we see (differently) when applying such a lens to the digital transformation of education. The findings hereby indicate a gradual emergence of what could be described as ‘governance by intermediarization’: a process in which more and more actors are shifted into the (self)contexting as infrastructural stewards, while the politics of digital transformation become centered – i.e., seemingly depoliticized – around asserting continuous change through digital connection.","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2024-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139956851","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

The death of thought: Reading Bataille in the ruins of a university 思想之死在大学废墟中阅读巴塔耶

IF 1.3

Research in Education Pub Date : 2023-12-30 DOI: 10.1177/00345237231223902

Ansgar Allen

引用次数: 0

Digital utopia and dystopia of schools after the COVID-19 pandemic COVID-19 大流行后学校的数字乌托邦和乌托邦

IF 1.3

Research in Education Pub Date : 2023-12-07 DOI: 10.1177/00345237231219149

Nóra Fazekas

引用次数: 0

Unpacking English as a foreign language PhDs’ return mobility and identity (re)construction at Chinese universities: A qualitative case study 解读英语作为外语的博士在中国大学的回国流动和身份（再）建构：定性案例研究

IF 1.3

Research in Education Pub Date : 2023-11-24 DOI: 10.1177/00345237231219145

Bingbing Ai, Jie Zhang, Alexander Kostogriz

引用次数: 0

Youth educational mobility and the rural family in China 中国青年教育流动与农村家庭

IF 1.3

Research in Education Pub Date : 2023-11-24 DOI: 10.1177/00345237231216309

Haoyang Zhang, Li-Chung Hu, E. Hannum

{"title":"Youth educational mobility and the rural family in China","authors":"Haoyang Zhang, Li-Chung Hu, E. Hannum","doi":"10.1177/00345237231216309","DOIUrl":"https://doi.org/10.1177/00345237231216309","url":null,"abstract":"Urban-rural economic opportunity gaps drive rural youth to seek economic stability by migrating away from home and family. The links between educational attainment and economic outcomes for rural youth are well studied in China and elsewhere, but the implications of educational mobility for rural family relationships remain less understood. Extending tenets of second demographic transition theory, we posit that education sets the stage for “individualization:” geographic mobility for urban work distant from rural family networks. Educational mobility may thus set conditions for upending traditional family co-residence patterns, direct-support relationships, and family-gender attitudes. In this paper, we consider first whether educational advancement is associated with urban economic mobility for rural youth in young adulthood, and then ask whether education is linked to disruption of rural family relations. Specifically, using the case of children growing up in rural northwest China, we estimate relationships between secondary and tertiary educational attainment and (1) economic stability, (2) intergenerational geographic separation and material exchange, and (3) traditional family and gender role attitudes, after adjusting for potential confounders. Results show that for both men and women, education is associated with greater economic stability in young adulthood, across several measures, and with an erosion of adherence to traditional family and gender attitudes. Moreover, for men, education correlates to less family proximity and more material exchange.","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139239651","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