European Educational Research Journal最新文献_第3页

Inclusive education in the aftermath of the pandemic: Lessons from mainstream and special teachers who ‘escaped the room’ 大流行病后的全纳教育：从 "逃出房间 "的主流教师和特殊教师身上汲取的经验教训

IF 1.9 2区教育学

European Educational Research Journal Pub Date : 2024-03-12 DOI: 10.1177/14749041241236895

Simoni Symeonidou, Maria Tsakiri, Katerina Mavrou

{"title":"Inclusive education in the aftermath of the pandemic: Lessons from mainstream and special teachers who ‘escaped the room’","authors":"Simoni Symeonidou, Maria Tsakiri, Katerina Mavrou","doi":"10.1177/14749041241236895","DOIUrl":"https://doi.org/10.1177/14749041241236895","url":null,"abstract":"This paper reports on a study that sought to explore mainstream and special teachers’ inclusive practices during the Covid-19 pandemic and discusses issues that are relevant in the post-Covid-19 period. The study is contextualized with European and international studies and reports on teachers’ role in the inclusion of children with disabilities before and during the pandemic. The sample of the study comprised of 17 mainstream and special teachers based in public schools in the Republic of Cyprus. They were purposively selected due to their commitment to provide quality education. Following a thematic analysis of teachers’ interviews, some of the themes were mapped with Florian and Black-Hawkins’ Framework for Participation which was used as a tool to conceptualize how teachers promoted participation through ensuring access, collaboration and inclusive pedagogy in distance education. The discussion links the findings with key values of inclusive education, such as interdependence and belongingness and resistance of ableist policies. It is concluded that teachers’ inclusive responses during the pandemic may inform professionals who are committed to inclusive education to bring about change in competitive and individualistic education systems across Europe.","PeriodicalId":47336,"journal":{"name":"European Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140116407","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The European Union’s governance of teachers and the evolution of a bridging issue field since the mid-2000s 自 2000 年代中期以来欧盟对教师的管理和衔接问题领域的演变

IF 1.9 2区教育学

European Educational Research Journal Pub Date : 2024-03-06 DOI: 10.1177/14749041241234695

Tore Bernt Sorensen, Xavier Dumay

{"title":"The European Union’s governance of teachers and the evolution of a bridging issue field since the mid-2000s","authors":"Tore Bernt Sorensen, Xavier Dumay","doi":"10.1177/14749041241234695","DOIUrl":"https://doi.org/10.1177/14749041241234695","url":null,"abstract":"Concerned with European Union (EU) governance of teachers since the mid-2000s, this paper makes an empirical as well as theoretical contribution to education policy studies in the context of EU governance. Drawing on neo-institutional field theory and an empirical material of policy documents and interviews, the paper analyses the consolidation and evolution of a field at the EU level that is focused on the governance of the teaching profession. We argue that this field constitutes a bridging issue field, spanning several policy domains, including education, employment and economy, and characterised by non-linear and relatively slow change. We demonstrate how the field since the mid-2000s has become elaborated via the strategic framing of teacher skills and careers as policy issues, the mobilisation of actors and networks, and an expanding institutional infrastructure of mechanisms and policy instruments. Theoretically, the paper advances the debate on EU governance by highlighting the epistemic gains of neo-institutional field theory in making sense of soft governance contexts and their trajectories as an outcome of the interplay between issue framings, different types of actors, and institutional infrastructure.","PeriodicalId":47336,"journal":{"name":"European Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140073847","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

How auctions shape the value of education: Tendering-based procurement as management tool in adult education 拍卖如何塑造教育价值：将招标采购作为成人教育的管理工具

IF 1.9 2区教育学

European Educational Research Journal Pub Date : 2024-03-05 DOI: 10.1177/14749041241234084

Diana Holmqvist

{"title":"How auctions shape the value of education: Tendering-based procurement as management tool in adult education","authors":"Diana Holmqvist","doi":"10.1177/14749041241234084","DOIUrl":"https://doi.org/10.1177/14749041241234084","url":null,"abstract":"Management tools do more than manage and organise – they classify and contribute to the construction of education-as-concept. This article shows how tendering-based procurement, used by Swedish municipalities to outsource adult education to non-public providers, works to commensurate ‘education’ into measurable tender evaluation criteria. Drawing on the sociology of conventions approach and 47 procurement examples, I show that tendering evaluation criteria define what constitutes ‘desirable’ education through various degrees of commensuration. Further, I show how mechanisms intended to evaluate and compare bids also construct the value of education different – for example, promoting cost-efficiency as valuable; constructing education as an on-demand service; or by assuming a supply-and-demand approach and viewing value as fluid. Based on the exemplified commensurations and valuations, I discuss the consequences of education privatization via tendering-based procurement. Since competition is inherently built into the tool, it becomes valuable. Further, procurement recasts education stakeholders into market roles and reshapes their relationships. In short, the article underscores the importance of understanding how education privatization is organized and what role management tools play in shaping education, calling for critical education research to delve into their dynamics and impact.","PeriodicalId":47336,"journal":{"name":"European Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140046426","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Transculturation in Arabic literacy education within and beyond mainstream education in Norway and Sweden 挪威和瑞典主流教育内外阿拉伯语扫盲教育的跨文化性

IF 1.9 2区教育学

European Educational Research Journal Pub Date : 2024-03-04 DOI: 10.1177/14749041241235718

Jonas Yassin Iversen

{"title":"Transculturation in Arabic literacy education within and beyond mainstream education in Norway and Sweden","authors":"Jonas Yassin Iversen","doi":"10.1177/14749041241235718","DOIUrl":"https://doi.org/10.1177/14749041241235718","url":null,"abstract":"In Arabic literacy education in Europe, whether within mainstream education or in supplementary schools, instruction is a translocal endeavour at its core. The socio-historical conditions and ways of knowing embedded in traditional ways of teaching Arabic literacy are still deeply intertwined with the teaching of Arabic literacy in the diaspora. However, European expectations of education in general and literacy education in particular influence the purposes, content and materials of the Arabic literacy classroom, which leads to a process of transculturation. The current study investigates how Arabic literacy education as part of two Arabic heritage language settings in Norway and Sweden serves as a site for transculturation and how the entirely different ways of organising heritage language education in the two settings influence the transculturation processes of Arabic literacy education. This exploratory investigation is carried out through ethnographically inspired fieldwork in three mainstream schools in Sweden and in one supplementary school in Norway. The findings suggest that the inclusion of Arabic literacy education in mainstream schools in Sweden likely leads to an education closely aligned with official Swedish expectations about literacy education, while the supplementary school in Norway, to a greater extent, maintains traditional approaches to Arabic literacy education.","PeriodicalId":47336,"journal":{"name":"European Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140032532","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Re-articulating the form of the political: Contemporary education governance in the European Union. Introduction to the Special Issue 重新阐明政治的形式：欧盟的当代教育管理。特刊简介

IF 1.9 2区教育学

European Educational Research Journal Pub Date : 2024-02-13 DOI: 10.1177/14749041241231021

T. Sorensen, K. Eeva

引用次数: 0

Re-articulating the form of the political: Contemporary education governance in the European Union. Introduction to the Special Issue 重新阐明政治的形式：欧盟的当代教育管理。特刊简介

IF 1.9 2区教育学

European Educational Research Journal Pub Date : 2024-02-13 DOI: 10.1177/14749041241231021

T. Sorensen, K. Eeva

引用次数: 0

ChatGPT and the entangled evolution of society, education, and technology: A systems theory perspective ChatGPT 与社会、教育和技术的纠缠演变：系统理论视角

IF 1.9 2区教育学

European Educational Research Journal Pub Date : 2024-01-11 DOI: 10.1177/14749041231221266

Steven Watson, Jonathan Romic

{"title":"ChatGPT and the entangled evolution of society, education, and technology: A systems theory perspective","authors":"Steven Watson, Jonathan Romic","doi":"10.1177/14749041231221266","DOIUrl":"https://doi.org/10.1177/14749041231221266","url":null,"abstract":"This paper presents a novel contribution to the discourse surrounding Large Language Models (LLMs) like ChatGPT in relation to education and society by using systems theory. We argue that ChatGPT can be understood not just as an ‘artificial’ intelligence but that it is entangled in the evolution of society and therefore education. ChatGPT is a subsystem of the autopoietic system of technology, which in modern society mediates between individual thinking, the physical world, and between thought and society. It is an instrumental tool and a semantic communication medium. With this bimodal framing, we consider ChatGPT and its role in society and education and consider the uses and implications of the technology. In this we respond to the need to introduce a scientific understanding of ChatGPT. We consider its emerging role in promoting educational inclusion, while also reflecting on challenges and limitations. We conclude by identifying the critical multi-dimensional skill sets required for individuals in a ChatGPT-integrated society and calls for strategic educational policies to facilitate this integration responsibly. Overall, this study paves the way for further research by providing a foundational understanding of LLMs through systems theory, thereby informing their ethical and effective incorporation into education.","PeriodicalId":47336,"journal":{"name":"European Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139534205","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Are interest groups effective public action influencers in the field of education? Case studies of two school reforms in Switzerland 利益集团是教育领域有效的公共行动影响者吗？瑞士两所学校改革的案例研究

IF 1.9 2区教育学

European Educational Research Journal Pub Date : 2024-01-06 DOI: 10.1177/14749041231221468

Sonia Revaz

引用次数: 0

Entanglement of support and governance in digital curriculum instruments: The case of educational reform in Norway 数字课程工具中支持与管理的纠葛：挪威教育改革案例

IF 1.9 2区教育学

European Educational Research Journal Pub Date : 2023-11-27 DOI: 10.1177/14749041231213902

Simona Bernotaite, Eli Ottesen

{"title":"Entanglement of support and governance in digital curriculum instruments: The case of educational reform in Norway","authors":"Simona Bernotaite, Eli Ottesen","doi":"10.1177/14749041231213902","DOIUrl":"https://doi.org/10.1177/14749041231213902","url":null,"abstract":"Digital instruments developed to support education practices add new dimensions to education governance. Among such developments is the digitisation of the national curriculum through instruments that govern teachers’ planning practices. In this article, a semiotics of configurations approach is applied to analyse a digital instrument, the Curriculum Planning Tool (CPT), developed with a renewal of the Norwegian curriculum to close the gap between the national curriculum and local enactment. The findings demonstrate how the CPT produces a structured vision of the teaching planning process through a template-like arrangement of planning components. Simultaneously, through enabled forms of action, the instrument controls the teaching planning process while leaving a place for pedagogic autonomy to determine teaching and assessment forms within the limits of the national curriculum. Finally, the CPT operationalises the intentions of curriculum renewal by creating expectations for teacher collaboration which can also contribute to increased process control where teachers control each others’ practice. This article contributes to the understanding of the potential of digital curriculum support instruments to shape relations between hard and soft modes of governance.","PeriodicalId":47336,"journal":{"name":"European Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2023-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139231272","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The value of doctoral education in the intersection of the multiple purposes of higher education 博士教育在高等教育多重目的交汇中的价值

IF 1.9 2区教育学

European Educational Research Journal Pub Date : 2023-11-24 DOI: 10.1177/14749041231206197

Patrícia Alves, Amélia Lopes, Ricardo Cruz-Correia, Isabel Menezes

{"title":"The value of doctoral education in the intersection of the multiple purposes of higher education","authors":"Patrícia Alves, Amélia Lopes, Ricardo Cruz-Correia, Isabel Menezes","doi":"10.1177/14749041231206197","DOIUrl":"https://doi.org/10.1177/14749041231206197","url":null,"abstract":"In the knowledge society, conceptions about the value of DE have been challenged by transformations in its characteristics and finalities fostered by global drivers of change, including widening the purposes of higher education. This study explores the perceived value of DE in social and health sciences within the intersection of the purposes of higher education in the European knowledge society. Data were collected using 25 focus groups with members of scientific and monitoring commissions, supervisors, PhD candidates and holders from one Portuguese university's doctoral programmes in social and health sciences. The study identified three dimensions of the value of DE: personal, academic and career agency and development; knowledge and knowledge outputs and outcomes; and socioeconomic impact. These multiple dimensions of value coexist and interact in ways that may reinforce or hinder each other. Our findings reflect an ecological university constantly re-organising in the context of the knowledge society. The study stresses the need to strive for a better balance between the ecosystems involved in DE to foster its potential contribution to understanding and (re)creating a knowledge society that effectively strives for the betterment of the world.","PeriodicalId":47336,"journal":{"name":"European Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2023-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139240315","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0