Research in Education最新文献_第3页

The incommensurability of digital and climate change priorities in schooling: An infrastructural analysis and implications for education governance 学校教育中数字和气候变化优先事项的不可通约性:基础设施分析及其对教育治理的影响

Research in Education Pub Date : 2023-10-26 DOI: 10.1177/00345237231208658

Marcia McKenzie, Kalervo N Gulson

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引用次数: 0

Climate change and educational research: Mapping resistances and futurities 气候变化和教育研究:绘制阻力和未来

Research in Education Pub Date : 2023-10-25 DOI: 10.1177/00345237231207502

Marcia McKenzie, Joseph Henderson, Fikile Nxumalo

{"title":"Climate change and educational research: Mapping resistances and futurities","authors":"Marcia McKenzie, Joseph Henderson, Fikile Nxumalo","doi":"10.1177/00345237231207502","DOIUrl":"https://doi.org/10.1177/00345237231207502","url":null,"abstract":"Given that human-caused climate change is one of the defining educational contexts in the 21st Century, we ask this question of ourselves and our educational research community: What is the role of education and educational research as we attempt to “cultivate equitable educational systems” in a world dominated by climate breakdown and related emergencies? We suggest our scholarly community needs to examine the systems and ideologies that are responsible for climate change: human supremacy, colonialism, capitalism, industrialization, and white supremacy, among others. The perpetuation of these ideas via educational institutions and practices is a significant part of the problem that has led to the current climate crisis. Therefore, the aim of this special issue of Research in Education is to draw together scholarship that can help map out potential roles of education in both the possibilities and resistances of addressing climate change. Collectively the papers map possible and much-needed educational futures where climate change is a matter of urgent superordinate concern including through enacting resistance to human-centrism, coloniality, racial capitalism, and their interconnections. In these futures, climate change education inquires - at multiple scales - into possibilities for materializing less extractive and more livable worlds through education policy and data infrastructures to youth coalitions and even the small everyday encounters with the more-than-human world. The papers also illustrate the potentials of climate change pedagogical orientations that are affective, interdisciplinary and intergenerational. We hope this special issue prompts our colleagues to consider how the collective work of educational scholarship might produce desirable futures amid a rapidly changing climate.","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135112928","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

Inclusive education in higher education institution: Are Ukrainian faculty members’ ready for it? 高等教育机构的全纳教育:乌克兰教师准备好了吗?

Research in Education Pub Date : 2023-10-19 DOI: 10.1177/00345237231207721

Hanna Lopatina, Natalia Tsybuliak, Anastasiia Popova, Olha Hurenko, Yana Suchikova

{"title":"Inclusive education in higher education institution: Are Ukrainian faculty members’ ready for it?","authors":"Hanna Lopatina, Natalia Tsybuliak, Anastasiia Popova, Olha Hurenko, Yana Suchikova","doi":"10.1177/00345237231207721","DOIUrl":"https://doi.org/10.1177/00345237231207721","url":null,"abstract":"Quality higher education involves making it accessible to students with special needs and disabilities. Therefore, the implementation of inclusive education is a certain indicator of quality among higher education institutions (HEIs). At the same time, faculty members play a fundamental role in promoting inclusive learning environments working with students with disabilities. The aim of research is to determine the readiness of faculty members to implement an inclusive education in Ukrainian HEIs, because their willingness to work defines the practical implementation of legislative and regulatory initiatives regarding the organization of inclusive education in the actual educational practice. For this, we conducted a survey among 186 faculty members with different age, teaching experience, and professional category. The results confirm that the faculty of HEI are primarily focused on working with students with normative development and almost do not take into account the characteristics of educational difficulties of students with disabilities. In addition, their level of knowledge about basic legal and regulatory documents, elements of an inclusive learning environment, and typical problems of implementing an inclusive approach in the educational process of HEI are not uniform. But faculty members showed their readiness to master the practices of implementing an inclusive learning environment in higher education institutions. The results obtained can be useful for the development of institutional policies for the implementation of inclusive education in HEIs.","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":"192 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135728584","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

Research skills modules for further education college based top-up degrees 研究技能模块为继续教育学院为基础的充值学位

Research in Education Pub Date : 2023-10-19 DOI: 10.1177/00345237231207715

Martin Braun

{"title":"Research skills modules for further education college based top-up degrees","authors":"Martin Braun","doi":"10.1177/00345237231207715","DOIUrl":"https://doi.org/10.1177/00345237231207715","url":null,"abstract":"This case study investigated to what degree the research skills needed for college based top-up degrees differ from each other. The four academic areas studied ranged from natural and formal science subjects to social science and visual arts. They were explored by means of a thematic analysis of both their individual module handbooks on research skills and interviews with lecturers on these modules. The results were compared against the relevant subject benchmark statements, Biglan’s framework of classifying academic fields and related research. The interviews suggest that the research skills development needs of students at top up degree level can be met through a dedicated module in an effective way. Both the handbooks and the interviews intimated that there is a certain amount of overlap when it came to secondary research, which may be effectively met by a suitable librarian. Furthermore it was found that only two dimensions of Biglan’s framework are necessary to explain the needs of detailed ethics consideration for student projects and the existence of primary research tools and techniques peculiar to a certain field. Further work could include the definition of more generic primary research tools and techniques for academic fields where a paradigm consensus is relatively weak.","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":"124 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135730002","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

Public beliefs about good teaching 公众对良好教学的信念

Research in Education Pub Date : 2023-10-19 DOI: 10.1177/00345237231207717

Eric Haas, Gustavo Fischman, Margarita Pivovarova

引用次数: 0

Encountering creative climate change pedagogies: Cartographic interruptions 遇到创造性的气候变化教学法:制图中断

Research in Education Pub Date : 2023-10-06 DOI: 10.1177/00345237231207493

Fikile Nxumalo, Pablo Montes

{"title":"Encountering creative climate change pedagogies: Cartographic interruptions","authors":"Fikile Nxumalo, Pablo Montes","doi":"10.1177/00345237231207493","DOIUrl":"https://doi.org/10.1177/00345237231207493","url":null,"abstract":"In this paper, we highlight climate change pedagogies within the context of an Indigenous Summer Encounter for Latinx and Indigenous children led by Miakan-Band Elders, members of a Central Texas Coahuiltecan community. We focus on anticolonial cartographies activated through movement, sound and performance that enacted Indigenous fugitivity, futurity, and relationality; pedagogical attunements that remain undertheorized as approaches to climate change education. In engaging with these pedagogies as climate change education, we are interested in contributing to recent work that resists the disciplinary boundaries of what typically counts as climate education and invites expansive and interdisciplinary approaches to climate change education. This includes approaches that inquire into how climate change education can be a site to nurture reciprocal relations with the more than human world. In particular, we highlight the Summer Encounter as illustrating possibilities for anticolonial climate education that engages creative pedagogies in foregrounding Indigenous relational onto-epistemologies with young people. We discuss the potential of this work as climate change education that actualizes and dreams more livable futures.","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134944369","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

Climate change and educational research: Mapping resistances and futurities 气候变化和教育研究:绘制阻力和未来

Research in Education Pub Date : 2023-09-21 DOI: 10.1177/00345237231203073

Marcia McKenzie, Joseph Henderson, Fikile Nxumalo

{"title":"Climate change and educational research: Mapping resistances and futurities","authors":"Marcia McKenzie, Joseph Henderson, Fikile Nxumalo","doi":"10.1177/00345237231203073","DOIUrl":"https://doi.org/10.1177/00345237231203073","url":null,"abstract":"Given that human-caused climate change is one of the defining educational contexts in the 21st Century, we ask this question of ourselves and our educational research community: What is the role of education and educational research as we attempt to “cultivate equitable educational systems” in a world dominated by climate breakdown and related emergencies? We suggest our scholarly community needs to examine the systems and ideologies that are responsible for climate change: human supremacy, colonialism, capitalism, industrialization, and white supremacy, among others. The perpetuation of these ideas via educational institutions and practices is a significant part of the problem that has led to the current climate crisis. Therefore, the aim of this special issue of Research in Education is to draw together scholarship that can help map out potential roles of education in both the possibilities and resistances of addressing climate change. Collectively the papers map possible and much-needed educational futures where climate change is a matter of urgent superordinate concern including through enacting resistance to human-centrism, coloniality, racial capitalism, and their interconnections. In these futures, climate change education inquires - at multiple scales - into possibilities for materializing less extractive and more livable worlds through education policy and data infrastructures to youth coalitions and even the small everyday encounters with the more-than-human world. The papers also illustrate the potentials of climate change pedagogical orientations that are affective, interdisciplinary and intergenerational. We hope this special issue prompts our colleagues to consider how the collective work of educational scholarship might produce desirable futures amid a rapidly changing climate.","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136136414","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

Inefficiently mapping extinction: A research-creation, practice-led approach to visualising biodiversity loss 低效地绘制灭绝地图:一种以研究创造、实践为主导的可视化生物多样性丧失方法

IF 1.3

Research in Education Pub Date : 2023-09-04 DOI: 10.1177/00345237231200623

Linda Knight

引用次数: 0

Lived experiences of educators and leaders in multi-academy trusts in England: The colonisation of schools, the erosion of community engagement and the need for alternative futures 英国多学院信托的教育工作者和领导者的生活经历:学校的殖民化，社区参与的侵蚀以及对替代未来的需求

IF 1.3

Research in Education Pub Date : 2023-08-23 DOI: 10.1177/00345237231196779

Emma Walker, Andrew Pennington, M. Wood, F. Su

{"title":"Lived experiences of educators and leaders in multi-academy trusts in England: The colonisation of schools, the erosion of community engagement and the need for alternative futures","authors":"Emma Walker, Andrew Pennington, M. Wood, F. Su","doi":"10.1177/00345237231196779","DOIUrl":"https://doi.org/10.1177/00345237231196779","url":null,"abstract":"Reconceptualising the neoliberal project in education as a process of colonisation, this paper considers the effects of what the authors argue amounts to a reconstitution of schooling in England. This argument examines how the narrative about education’s liberatory purposes in support of human flourishing that gained particular prominence in the social democratic consensus following 1945, is becoming eroded and subjugated by a neo-colonial imaginary. This disavows past connections to local communities and undermines a democratic polity. The ontological colonisation of schools and teachers by ways of working rooted in neoliberalism is examined by drawing on research on the lived experience of schools and Multi Academy Trusts (MATs) and the narratives of educators and leaders who are part of them. The narratives illustrate how such neo-colonial processes appear to appropriate and reconstitute teacher identities and shape schools’ connections with their communities. The authors analyse and interpret narratives of those in schools and the spaces to re-construct and re-imagine possible alternative futures.","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":"34 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84383950","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

Teaching in uncertain times: Exploring links between the pandemic, assessment workload, and teacher wellbeing in England 不确定时期的教学:探索大流行、评估工作量和英格兰教师福祉之间的联系

IF 1.3

Research in Education Pub Date : 2023-08-09 DOI: 10.1177/00345237231195270

Martin Johnson, V. Coleman

{"title":"Teaching in uncertain times: Exploring links between the pandemic, assessment workload, and teacher wellbeing in England","authors":"Martin Johnson, V. Coleman","doi":"10.1177/00345237231195270","DOIUrl":"https://doi.org/10.1177/00345237231195270","url":null,"abstract":"In early 2021, schools in England went into a second period of lockdown due to the COVID-19 pandemic. We wanted to look at how the pandemic influenced teachers’ working experiences. In particular, our focus of interest was on changes to teachers’ pedagogic, curricular and assessment practices, and how these changes impacted on their workload and wellbeing. We involved 15 teachers from a spread of regions, localities, school types and sizes across England. The teachers were working with students in Year 11 and/or 13 across a range of subject areas that would be particularly prone to the effects of any moves towards remote learning or disruption to examined assessment. To capture the teachers’ working experiences we used a mixed methods approach. This approach involved teachers recording their experiences in a series of solicited diaries over a 4-month period in early 2021. We complemented the insights gleaned from the teachers’ diaries with data from teacher interviews and surveys. This approach allowed us to link teachers’ experiences during the pandemic to their workload and their perceptions of wellbeing. Our analyses suggest that there were some features of workload that negatively affected teacher wellbeing during the pandemic period, particularly around assessment-related tasks. We also found that some of the social dimensions of teachers’ work positively contributed to their wellbeing, particularly where teachers’ work involved interactions with students and with colleagues.","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":"87 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74927254","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