London Review of Education最新文献_第4页

‘Dear Epsom’: a poetic autoethnography on campus as home of an international doctoral student in Aotearoa New Zealand 《亲爱的埃普森》:新西兰奥特罗阿一名国际博士生的家乡校园里一本充满诗意的自我民族志

IF 1.5

London Review of Education Pub Date : 2023-01-01 DOI: 10.14324/lre.21.1.28

A. Phan

引用次数: 0

Searching for belonging: learning from students’ photographs about their higher education experiences 寻找归属感:从学生的照片中了解他们的高等教育经历

IF 1.5

London Review of Education Pub Date : 2023-01-01 DOI: 10.14324/lre.21.1.27

Z. Huang, Heather Cockayne

{"title":"Searching for belonging: learning from students’ photographs about their higher education experiences","authors":"Z. Huang, Heather Cockayne","doi":"10.14324/lre.21.1.27","DOIUrl":"https://doi.org/10.14324/lre.21.1.27","url":null,"abstract":"Searching for belonging is the transformative individual process of developing connections, making homes and hoping in the ecologies of a community. Belongingness influences academic performance, confidence and well-being. Therefore, understanding how students embody and search for belongingness in their higher education experience provides insights into student agency during their learning and development. Through an arts-based method – photography – we facilitated postgraduate students’ reflections on their higher education experience at a UK university during the Covid-19 pandemic. This method decentres the dominant role of (usually English) language in producing knowledge about student experience. Our findings suggest that belonging is constructed through a liminal space of making embodied, material, affective, aesthetic and mental connections to a new environment and is grounded in the humanistic endeavour of being a connected person at a place. The students’ photographic insights about belonging are not confined by essentialist boundaries of their nationalities or student status, which might be foregrounded in the existing narratives about (‘international’) students and their experience in UK higher education. Instead, they reflect a humanistic, holistic sense making of students’ experience, in which the students are evident as agentive, confident, and capable of home-making and searching for belonging.","PeriodicalId":45980,"journal":{"name":"London Review of Education","volume":"386 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66996919","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

Book review: Digital Agency in Higher Education: Transforming teaching and learning, by Toril Aagaard and Andreas Lund 书评:《高等教育中的数字化机构:改变教与学》，作者:Toril Aagaard和Andreas Lund

IF 1.5

London Review of Education Pub Date : 2023-01-01 DOI: 10.14324/lre.21.1.22

Victoria I. Marín

引用次数: 0

Home-making in the internationalised university: a theoretical and personal encounter through SWANA Forum for Social Justice 国际化大学中的家庭建构:通过SWANA社会正义论坛的理论和个人遭遇

London Review of Education Pub Date : 2023-01-01 DOI: 10.14324/lre.21.1.36

Reem Ben Giaber, Nidal Al Haj Sleiman, Jumana Al-Waeli

{"title":"Home-making in the internationalised university: a theoretical and personal encounter through SWANA Forum for Social Justice","authors":"Reem Ben Giaber, Nidal Al Haj Sleiman, Jumana Al-Waeli","doi":"10.14324/lre.21.1.36","DOIUrl":"https://doi.org/10.14324/lre.21.1.36","url":null,"abstract":"In this article, the internationalised campus is understood as a higher education institution, a stage and a platform, with its own cultural and legal practices and processes, on which and in which social and multiple cultural interactions are performed. Sensitive to Braidotti’s concept of nomadic subjects, we – three postgraduate students from the South West Asia and North Africa (SWANA) region – describe an intercultural encounter with each other and with a higher education institution in which we create a sense of belonging. As the three co-founders of SWANA Forum for Social Justice, we describe our experience of community building at the UCL Institute of Education, London, UK. Using our preferred conceptual framework, and reflecting on our personal narratives bearing on the question of belonging and home-making, we offer a metatheoretical conversation that draws on Bourdieu’s notion of field, habitus and capital when describing what happens during community-building practices in internationalised university campuses; an engagement with social justice in education through concepts such as recognition, safety, belonging and success; and a pragmatist philosophical conceptualisation of community as a democratic public, and its potential for action and change.","PeriodicalId":45980,"journal":{"name":"London Review of Education","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136257077","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

Continuity and churn: understanding and responding to the impact of teacher turnover 连续性和流失:理解和应对教师流动的影响

IF 1.5

London Review of Education Pub Date : 2023-01-01 DOI: 10.14324/lre.21.1.20

L. Menzies

{"title":"Continuity and churn: understanding and responding to the impact of teacher turnover","authors":"L. Menzies","doi":"10.14324/lre.21.1.20","DOIUrl":"https://doi.org/10.14324/lre.21.1.20","url":null,"abstract":"Teacher turnover is a long-standing and worsening problem for schools in England. Strategies to reduce turnover have been extensively researched; however, in England, fewer studies have engaged with how turnover affects students and staff, or how this impact can be mitigated. This article synthesises research suggesting that the negative impact of high turnover is linked to its corrosive impact on trust, student-centric and institutional knowledge, and collaboration and collegiality. It proposes that schools need to intentionally nurture relationships, establish routines and culture at an institutional level and create opportunities for informal professional development. It also argues that decisions about teacher allocation or assignment can drive within-school churn, undermining continuity of care. Teacher allocation decisions have a particularly negative impact on socio-economically disadvantaged and minority ethnic students, but ‘looping’ may reduce within-school churn and enhance continuity of care. Looping has been studied in several countries, but further research is needed in the English context, particularly given that teachers report being open to the strategy, if it is supported by evidence. However, as this article highlights, there are potential tensions between reducing teachers’ influence over allocation and the impact this might have on teacher satisfaction and retention, as well as potential tradeoffs between grade-specific and student-specific expertise.","PeriodicalId":45980,"journal":{"name":"London Review of Education","volume":"1 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66996310","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 experiences of newly qualified teachers in 2020 and what we can learn for future cohorts 2020年新获得资格的教师的经历以及我们可以为未来的团队学习什么

IF 1.5

London Review of Education Pub Date : 2022-12-21 DOI: 10.14324/lre.20.1.50

A. Quickfall, Philip E. Wood, Emma Clarke

引用次数: 0

Book review: Gender, Culture, and Disaster in Post–3.11 Japan, by Mire Koikari 书评:《3.11后日本的性别、文化与灾难》，作者:小笠美

IF 1.5

London Review of Education Pub Date : 2022-12-21 DOI: 10.14324/lre.20.1.51

Sum Yue (Jessica) Ko

引用次数: 0

Climate change and sustainability education in India and the place for arts-based practice: reflections from East Kolkata Wetlands 印度的气候变化和可持续发展教育以及以艺术为基础的实践:来自东加尔各答湿地的反思

IF 1.5

London Review of Education Pub Date : 2022-12-14 DOI: 10.14324/lre.20.1.48

V. Jones, Saptarshi Mitra, Nobina Gupta

{"title":"Climate change and sustainability education in India and the place for arts-based practice: reflections from East Kolkata Wetlands","authors":"V. Jones, Saptarshi Mitra, Nobina Gupta","doi":"10.14324/lre.20.1.48","DOIUrl":"https://doi.org/10.14324/lre.20.1.48","url":null,"abstract":"In 2019 India was ranked seventh most affected nation by climate change, yet 65 per cent of the Indian population had not heard of climate change. India’s revised National Education Policy mentions climate change and environmental issues as part of its work towards reaching the United Nation’s Sustainable Development Goals. However, to date, climate education in India has tended to remain the responsibility of the secondary science teacher in many schools where resources are limited. Following calls for a more holistic and multidisciplinary approach – where students can link environmental issues with their lives – we reflect on three arts-based climate education exemplars with students from the East Kolkata Wetlands (EKW) (n = 150, 10–17-year-olds). We consider how these frame climate change and sustainable education as a collective learning experience, rather than as scientific concepts alone. We respond to Szczepankiewicz et al.’s model for climate education and propose that teacher training in the EKW context can be conceptualised through a three-stage, interconnected approach to pedagogy: building concepts, learning through hands-on activities and building communities is central. We suggest that these three generalisable tenets of student teacher practice should be explored in other areas of ecological fragility, as well as in spaces of economic insecurity.","PeriodicalId":45980,"journal":{"name":"London Review of Education","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2022-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41506686","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

Equality and diversity in secondary schools: teachers’ agentic and constrained enactments of the curriculum 中学的平等和多样性:教师对课程的自主和约束

IF 1.5

London Review of Education Pub Date : 2022-12-14 DOI: 10.14324/lre.20.1.49

Asma Lebbakhar, Katie Hoskins, A. Chappell

{"title":"Equality and diversity in secondary schools: teachers’ agentic and constrained enactments of the curriculum","authors":"Asma Lebbakhar, Katie Hoskins, A. Chappell","doi":"10.14324/lre.20.1.49","DOIUrl":"https://doi.org/10.14324/lre.20.1.49","url":null,"abstract":"In England educators have been concerned about ensuring equality and diversity in education due to ever-diversifying school populations, who find themselves positioned as outsiders to England’s National Curriculum. This article explores the accessibility and limitations of the curriculum from the perspective of ten secondary school teachers in nine different subjects in inner city state schools. We begin by examining the participants’ goals and aims when enacting the curriculum to make it accessible to all students. However, the prescriptive nature of the curriculum in most subjects makes this task challenging. We then examine how participants perceived that they enabled students’ access to the curriculum and the challenges encountered. We focus on art and English to highlight the different spaces to enact equality and diversity within the curriculum. In the nonprescriptive art curriculum, teachers choose their own resources and themes, allowing for greater creativity and cultural inclusivity. In contrast, in the English curriculum, teachers find the process of equalising and diversifying the curriculum difficult, particularly at Key Stage 4, due to the high status of the subject. To conclude, we argue that the more prescriptive a curriculum subject is, the more difficult it is to make it equal, diverse and inclusive of everyone.","PeriodicalId":45980,"journal":{"name":"London Review of Education","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2022-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49107940","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

Enquiring into a teacher performance assessment: towards intelligent professional responsibility in initial teacher education 教师绩效评估探讨:面向初级教师教育的智能专业责任

IF 1.5

London Review of Education Pub Date : 2022-12-07 DOI: 10.14324/lre.20.1.47

Nerida Spina, Rebecca Spooner-Lane, Julia Mascadri, Elizabeth Briant

{"title":"Enquiring into a teacher performance assessment: towards intelligent professional responsibility in initial teacher education","authors":"Nerida Spina, Rebecca Spooner-Lane, Julia Mascadri, Elizabeth Briant","doi":"10.14324/lre.20.1.47","DOIUrl":"https://doi.org/10.14324/lre.20.1.47","url":null,"abstract":"Teacher education is broadly seen as a policy problem in that it has failed to produce sufficient ‘classroom ready’ teachers. One accountability measure that has been introduced in Australia to address this purported problem is the capstone teacher performance assessments (TPAs). All Australian pre-service teachers must pass this hurdle assessment to be eligible for teacher registration, and all teacher education providers must provide evidence of the effectiveness of their programmes in producing classroom ready teachers to maintain accreditation. The research presented in this article investigated the experiences of a consortium of teacher educators from four Australian universities that implemented a nationally endorsed TPA known as the quality TPA (QTPA). Intelligent professional responsibility was used to consider the experiences and possibilities for educators working in a policy context characterised by increasing accountabilities. Our findings suggest that the introduction of the TPA in Australia created momentum for building collaborative national teacher education partnerships with a focus on improving programme quality and graduate readiness to teach. Our data illustrate how the introduction of a TPA policy mandate in Australia created an external accountability context that allowed for teacher educators to bolster the quality of teacher education programmes from within.","PeriodicalId":45980,"journal":{"name":"London Review of Education","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2022-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45169189","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