London Review of Education最新文献_第5页

Unpacking the tensions between local and national skills policy: employers, colleges and Local Enterprise Partnerships as collaborative anchors 解开地方和国家技能政策之间的紧张关系：雇主、大学和地方企业伙伴关系作为合作支柱

IF 1.5

London Review of Education Pub Date : 2022-11-30 DOI: 10.14324/lre.20.1.46

Susan James Relly, J. Robson

{"title":"Unpacking the tensions between local and national skills policy: employers, colleges and Local Enterprise Partnerships as collaborative anchors","authors":"Susan James Relly, J. Robson","doi":"10.14324/lre.20.1.46","DOIUrl":"https://doi.org/10.14324/lre.20.1.46","url":null,"abstract":"Inherent tensions exist in skills policies that aim to combine national economic growth and productivity with localised implementation for education and training. This is particularly apparent in the over-emphasis on employer engagement in national education and training policy, where the localisation of skills formation is particularly envisioned through employer engagement. Yet further education colleges have acted as anchors within local skills ecosystems working successfully with employers, often through Local Enterprise Partnerships (LEPs), providing the key bridging mechanism between national skills policy and localised enactment. We unpack the tensions between national and local skills policy by presenting a case study of a local skills ecosystem. Through interviews with key stakeholders – representatives from the local college, the LEP, and employers – we deploy Stephen J. Ball’s approach to policy enactment to map the complex processes and tensions involved in the translation of national skills policy into local skills systems. Our findings highlight the critical role of colleges as anchor institutions in local skills ecosystems, with employers and LEPs working as ‘collaborative anchors’ in the policy cycle. We present the concept of ‘local collaborative anchors’ as a heuristic device for understanding tensions within local skills ecosystems and national skills policy enactment.","PeriodicalId":45980,"journal":{"name":"London Review of Education","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41953931","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

Creating value from co-designing CoMOOCs with teachers in challenging environments 在充满挑战的环境中与教师共同设计CoMOOC，创造价值

IF 1.5

London Review of Education Pub Date : 2022-11-23 DOI: 10.14324/lre.20.1.45

E. Kennedy, Chika Masuda, Rym El Moussaoui, E. Chase, D. Laurillard

{"title":"Creating value from co-designing CoMOOCs with teachers in challenging environments","authors":"E. Kennedy, Chika Masuda, Rym El Moussaoui, E. Chase, D. Laurillard","doi":"10.14324/lre.20.1.45","DOIUrl":"https://doi.org/10.14324/lre.20.1.45","url":null,"abstract":"Conditions of mass displacement and other complex crises create a need for widely accessible teacher professional development opportunities. This article reports on the forms of value created for participants through a scaled-up collaborative online peer-sharing experience developed to support teachers in challenging environments to become transformative educators. This is an approach we have conceptualised as a co-designed, massive open online collaboration (CoMOOC), since it uses massive open online course (MOOC) platforms, but extends the concept of a traditional MOOC. The CoMOOC was co-designed with teachers and teacher educators in Lebanon and hosted on two platforms to create an equivalent co-learning experience in two languages (Arabic and English). To assess the impact of the CoMOOC, we adopt a value creation approach to evaluation. This approach considers how educators’ perception of their participation in the CoMOOC can support and enhance their professional practice in the long term, creating value for themselves and those affected by their practice (for example, learners, colleagues and institutions). We present evidence of the forms of value created during and after participation, collected through impact survey responses and interviews with CoMOOC participants.","PeriodicalId":45980,"journal":{"name":"London Review of Education","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2022-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45948643","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

Conspiring to decolonise language teaching and learning: reflections and reactions from a reading group 对语言教学非殖民化的共谋：来自一个阅读小组的思考和反应

IF 1.5

London Review of Education Pub Date : 2022-11-16 DOI: 10.14324/lre.20.1.42

P. Browning, K. Highet, R. Azada-Palacios, Tania Douek, Eleanor Yue Gong, Andrea Sunyol

{"title":"Conspiring to decolonise language teaching and learning: reflections and reactions from a reading group","authors":"P. Browning, K. Highet, R. Azada-Palacios, Tania Douek, Eleanor Yue Gong, Andrea Sunyol","doi":"10.14324/lre.20.1.42","DOIUrl":"https://doi.org/10.14324/lre.20.1.42","url":null,"abstract":"Within the spirit of conspiration, this article brings together contributions from participants of the PhD-led UCL Reading and React Group ‘Colonialism(s), Neoliberalism(s) and Language Teaching and Learning’, which ran in 2019/20. Weaving together various perspectives, the article centres on the dialogic nature of the decolonial enterprise and challenges the colonial concept of monologic authorial voice. Across the reflections on participants’ own engagements with questions of decolonising language teaching and learning, we pull together three threads: the inherent coloniality of the concepts that shape the very disciplines we seek to decolonise; the need to place decolonial efforts within broader contexts and to be sceptical of projects claiming to have completed the work of decolonising language teaching and learning; and the affordances and limitations offered to us by our positionalities, which the reflexivity of the conspirational encounter has allowed us to explore in some depth. The article closes with a reflection on the process of writing this article, and with the assertion that decolonising the curriculum is a multifaceted and open-ended process of dialogue and conspiration between practitioners and researchers alike.","PeriodicalId":45980,"journal":{"name":"London Review of Education","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2022-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46457232","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

A primary school head teacher’s experience of pressure to join a multi-academy trust 一名小学校长迫于压力加入多学院信托的经历

IF 1.5

London Review of Education Pub Date : 2022-11-16 DOI: 10.14324/lre.20.1.44

Lee Faris

引用次数: 2

Book review: The Philosophy of Higher Education: A critical introduction, by Ronald Barnett 书评:《高等教育哲学:批判性导论》，罗纳德·巴内特著

IF 1.5

London Review of Education Pub Date : 2022-11-16 DOI: 10.14324/lre.20.1.43

P. Temple

引用次数: 0

Design in Gunther Kress’s social semiotics Gunther Kress的社会符号学中的设计

IF 1.5

London Review of Education Pub Date : 2022-11-09 DOI: 10.14324/lre.20.1.41

E. Adami, Sophia Diamantopoulou, Fei Victor Lim

{"title":"Design in Gunther Kress’s social semiotics","authors":"E. Adami, Sophia Diamantopoulou, Fei Victor Lim","doi":"10.14324/lre.20.1.41","DOIUrl":"https://doi.org/10.14324/lre.20.1.41","url":null,"abstract":"Gunther Kress’s multimodal and social semiotic theory of communication has moved beyond the realm of linguistics, which originally framed his work, and has reached out to inform other fields, such as those of education, museum studies, as well as the humanities and social sciences more broadly. This article brings together our insights in relation to a concept from Gunther Kress’s theory, that of design. Drawing from our research, we reflect on Kress’s conceptualisation of design in social semiotics and discuss how this idea has inspired us to advance research across the domains of formal learning in schools, informal learning and communication in museums, and in everyday communication and social interaction. We consider that the contribution of design is to challenge the boundaries of concepts such as ‘competence’, ‘interpretation’ and ‘critique’, associated respectively with the dominant discourses and practices in the worlds of education, museums and everyday communication and research practice. We look at design as: (1) learning; (2) transformation of resources; and (3) an engaged and engaging social semiotic research, and argue that as an interpretative resource it enables us to move beyond the limitations posed by institutions such as schools, museums and academia.","PeriodicalId":45980,"journal":{"name":"London Review of Education","volume":"1 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2022-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66996696","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

Phantasy and play: Susan Isaacs and child development 幻想与游戏:苏珊·艾萨克斯与儿童发展

IF 1.5

London Review of Education Pub Date : 2022-11-02 DOI: 10.14324/lre.20.1.40

Sandra Leaton Gray

引用次数: 2

Fred Clarke, the Institute of Education (London) and educational studies 弗雷德·克拉克，伦敦教育与教育研究所

IF 1.5

London Review of Education Pub Date : 2022-10-26 DOI: 10.14324/lre.20.1.39

G. McCulloch

引用次数: 1

Thomas Coram: the life and times of a research unit at the Institute of Education (London) 托马斯·科拉姆：伦敦教育学院研究单位的生活和时代

IF 1.5

London Review of Education Pub Date : 2022-10-19 DOI: 10.14324/lre.20.1.38

J. Brannen, P. Moss, C. Owen, A. Phoenix

{"title":"Thomas Coram: the life and times of a research unit at the Institute of Education (London)","authors":"J. Brannen, P. Moss, C. Owen, A. Phoenix","doi":"10.14324/lre.20.1.38","DOIUrl":"https://doi.org/10.14324/lre.20.1.38","url":null,"abstract":"For nearly 50 years, the Thomas Coram Research Unit (TCRU) has been integral to the IOE (Institute of Education), UCL’s Faculty of Education and Society (University College London, UK). This article is written from the perspectives of four researchers who have served in the TCRU’s formative years and over its lifetime. It chronicles the TCRU’s history and meaning, situating these reflections within the wider and much changed context of academia, politics and society. It begins with an overview of the TCRU’s origins as a dedicated government-funded research unit in 1973, the rationale and aims of its founder and first director, Jack Tizard, and the TCRU’s subsequent evolution, and its work in the fields of childhood, families and children’s services. This is followed by a consideration of some important features of the TCRU, which have created its distinct identity, for example multidisciplinarity, working with mixed methods, international collaborations, a convivial and collegiate environment and a continuing capacity to generate new ideas and directions for research. The article also reflects on some of the challenges faced by the TCRU and how it has responded to them. The article concludes by considering whether there is still a place today for a dedicated, university-based social research unit with a long-term and strategic orientation.","PeriodicalId":45980,"journal":{"name":"London Review of Education","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2022-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47856737","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

What determines logistics sub-degree students’ decision to pursue a bachelor’s degree? 是什么决定了物流副学位学生选择攻读学士学位?

IF 1.5

London Review of Education Pub Date : 2022-10-18 DOI: 10.14324/lre.20.1.37

Calvin Cheng, Simon S. M. Yuen

{"title":"What determines logistics sub-degree students’ decision to pursue a bachelor’s degree?","authors":"Calvin Cheng, Simon S. M. Yuen","doi":"10.14324/lre.20.1.37","DOIUrl":"https://doi.org/10.14324/lre.20.1.37","url":null,"abstract":"With the growing importance of the logistics industry and the increasing demand for logistics professionals with a bachelor’s degree qualification, the government and industry in China have long been looking for ways to attract more logistics sub-degree students to pursue higher education. This article aims to provide insights into the factors that determine logistics sub-degree students’ intention to pursue a bachelor’s degree. The study extended the theory of reasoned action (TRA) model to include four variables, namely perceived difficulty, job opportunities, job starting salary and genuine interest. The findings from the study involving 361 logistics sub-degree students from three institutions show that logistics sub-degree students’ decision to pursue a bachelor’s degree is determined by attitude, subjective norm, perceived difficulty, job opportunities, job starting salary and genuine interest. Genuine interest is identified as a new precursor of intention. The findings also show that there is a significant difference between students from different types of programmes. Based on the findings, this article proposes some measures for the relevant parties to motivate and attract logistics sub-degree students to further their study at bachelor’s degree level.","PeriodicalId":45980,"journal":{"name":"London Review of Education","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2022-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42268830","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