European Educational Research Journal最新文献_第5页

‘Now we have gym, now we have to perform’: Norwegian students’ perceptions of assessment and grading in physical education “现在我们有体育，现在我们必须表现”:挪威学生对体育评估和评分的看法

IF 1.9 2区教育学

European Educational Research Journal Pub Date : 2023-05-25 DOI: 10.1177/14749041231175565

L. Røset, Ken Green, Thorsteinn Sigurjónsson, H. Tjomsland, Lorraine A Cale, M. Thurston

{"title":"‘Now we have gym, now we have to perform’: Norwegian students’ perceptions of assessment and grading in physical education","authors":"L. Røset, Ken Green, Thorsteinn Sigurjónsson, H. Tjomsland, Lorraine A Cale, M. Thurston","doi":"10.1177/14749041231175565","DOIUrl":"https://doi.org/10.1177/14749041231175565","url":null,"abstract":"Assessment has become a routine feature of school life, internationally. Little is known, however, about the consequences for young people of assessment and grading in physical education (PE) – a subject often associated with physical recreation. This paper explores young Norwegian’s perceptions of assessment and grading in PE from a sociological perspective. In doing so, it contemplates the penetration of neo-liberal discourses as part of wider processes of globalization and Europeanization in school PE in Norway. The study utilizes data generated by 31 focus groups involving 148 youngsters from the 10th grade (15–16-year-olds) in eight purposively sampled secondary schools in Norway. Norwegian PE teachers continue to use tests in order to set grades in PE. The upshot is that students’ enjoyment of and engagement in PE, as well as their self-identities and self-esteem, can be compromised by apprehension towards assessment and grading. These processes seem likely to undermine or even erode the potential sociopsychological benefits of PE for some young people by reinforcing the impression that the subject is fast becoming just one more outcome-oriented subject on an academic treadmill. In this regard, the ascendancy of neo-liberalism – associated with the twin challenges of globalization and European integration – appears to merely reinforce the hegemony of competitive individualism within PE in Norway, as elsewhere.","PeriodicalId":47336,"journal":{"name":"European Educational Research Journal","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43477691","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

Towards Earthly politics in education: Going beyond national, global and planetary environmental imaginaries 教育中的地球政治:超越国家、全球和地球环境的想象

IF 1.9 2区教育学

European Educational Research Journal Pub Date : 2023-05-23 DOI: 10.1177/14749041231170985

Z. Millei, Sirpa Lappalainen

引用次数: 1

Qualitative content analysis of school textbooks based on European Gender Equality Index 基于欧洲性别平等指数的学校教科书定性内容分析

IF 1.9 2区教育学

European Educational Research Journal Pub Date : 2023-04-18 DOI: 10.1177/14749041231167985

Aleksandra Gajda, Iwona Omelańczuk, A. Wołowicz

引用次数: 0

Informality as a resource: A systems-theoretical take on the open method of coordination in education 非正式资源：教育协调开放方法的系统理论思考

IF 1.9 2区教育学

European Educational Research Journal Pub Date : 2023-04-17 DOI: 10.1177/14749041231168952

Vivien Gain

{"title":"Informality as a resource: A systems-theoretical take on the open method of coordination in education","authors":"Vivien Gain","doi":"10.1177/14749041231168952","DOIUrl":"https://doi.org/10.1177/14749041231168952","url":null,"abstract":"Several authors have underlined that processes of Europeanisation of education emerge despite the European Union’s lack of formal power in this area. This article argues on the contrary that its lack of power precisely enables the EU to open up a range of possibilities for its involvement in this sector, among which the ET2020 Working Groups (WG) of the Open Method of Coordination (OMC). Based on observations of WG meetings and interviews with key actors, and using Niklas Luhmann’s systems-theory, we aim to show how the distance separating the ET2020 WG from the formal circuits of European decision-making acts as a resource for the development of a European discourse on education. Alongside the ordinary legislative procedure based on voting and implementing collectively binding decisions, the alternative political circuit of the OMC is based on the irritation of a set of education sector stakeholders through the creation and dissemination of reports of ‘good practices’. In doing so, the ET2020 Working Groups illustrate how politics transforms itself and redefines its boundaries when it is structured at the European level rather than at the level of the nation-state.","PeriodicalId":47336,"journal":{"name":"European Educational Research Journal","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49194948","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

Potentialising the potential: Dream of everything you can become, and become everything you dream of 发掘潜力：梦想你能成为的一切，成为你梦想的一切

IF 1.9 2区教育学

European Educational Research Journal Pub Date : 2023-04-16 DOI: 10.1177/14749041231167063

N. Andersen, H. Knudsen, Jette Sandager

引用次数: 1

Resisting Europeanisation: Poland’s education policy and its impact on the European Education Area 抵制欧洲化：波兰的教育政策及其对欧洲教育区的影响

IF 1.9 2区教育学

European Educational Research Journal Pub Date : 2023-03-16 DOI: 10.1177/14749041231155219

Gosia Klatt

{"title":"Resisting Europeanisation: Poland’s education policy and its impact on the European Education Area","authors":"Gosia Klatt","doi":"10.1177/14749041231155219","DOIUrl":"https://doi.org/10.1177/14749041231155219","url":null,"abstract":"Since the 2004 accession to the European Union (EU), Poland, like many other post-communist countries, have gone through a significant process of convergence to the EU institutions, laws and processes. In this process, the European values, policies and institutions have become an important reference point for the legitimacy of major national system reforms. In education, there have been a significant number of reforms aligned with ‘European standards’ as integration with the EU was seen as a priority for Poland’s national interest. This paper is interested in the changing policy discourses that have been defining and legitimising Poland’s education policy objectives, with a particular attention given to the idea of ‘quality education’ and the role of education. In this way, it is also interested in the processes of Europeanisation and de-Europeanisation – turning away from ‘EU-isation’ of policies. The emerging picture from the analysis illustrates the tensions between the neoliberal and populist policy discourses pursued by a variety of Polish governments, including significant policy shifts under the government of the Prawo i Sprawiedliwość (PiS) (Law and Justice) coalition.","PeriodicalId":47336,"journal":{"name":"European Educational Research Journal","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42258652","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

Choosing (not) to be a chemistry teacher: Students’ negotiations of science identities at a research-intensive university 选择(不)成为一名化学教师:研究型大学学生对科学身份的谈判

IF 1.9 2区教育学

European Educational Research Journal Pub Date : 2023-03-16 DOI: 10.1177/14749041231157919

Katia Bill Nielsen, L. Madsen

{"title":"Choosing (not) to be a chemistry teacher: Students’ negotiations of science identities at a research-intensive university","authors":"Katia Bill Nielsen, L. Madsen","doi":"10.1177/14749041231157919","DOIUrl":"https://doi.org/10.1177/14749041231157919","url":null,"abstract":"This paper explores how the culture within a Danish university study programme affects students’ aspirations of becoming a high school chemistry teacher. We draw on ethnographic fieldwork and qualitative interviews to describe and analyse the culture of the programme. In the analysis we foreground the case of two students to understand their identity negotiations and changes in their teacher aspirations over time. By combining a ‘domains-of-power framework’ with the concept of ‘science identity’, we show how everyday practices formed a culture of power that positioned research in the centre and teaching as a less attractive career path. By unfolding the subtle mechanisms that together form a culture of power, which works both to include and exclude, we show the ways in which the two student’s aspirations for becoming high school chemistry teachers somewhat diminished over time. The study concludes that negotiating a science identity at a research-intensive university programme, makes it almost impossible to develop and keep an aspiration for becoming a high school teacher. To address the current and future shortage of science teachers across Europe, our findings underline the need for a more inclusive culture at the university to support science students’ diverse aspirations.","PeriodicalId":47336,"journal":{"name":"European Educational Research Journal","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42414618","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 politics of language: The case of national examinations in English in Russia 语言的政治:以俄罗斯国家英语考试为例

IF 1.9 2区教育学

European Educational Research Journal Pub Date : 2023-03-07 DOI: 10.1177/14749041231156039

Nelli Piattoeva, Valeriia Smirnova, Íris Santos

{"title":"The politics of language: The case of national examinations in English in Russia","authors":"Nelli Piattoeva, Valeriia Smirnova, Íris Santos","doi":"10.1177/14749041231156039","DOIUrl":"https://doi.org/10.1177/14749041231156039","url":null,"abstract":"This article analyses discussions in the Russian media of the proposal to introduce the Unified State Exam (USE) in English as a mandatory test in the last year of (high) school education 2010s. The decision not to implement the mandatory USE in English was taken in August 2020. In the aftermath of the decision, we investigate the decade-long media debates. Building methodologically on frame analysis, we examine the frames used in the online media to present the pros and cons of English testing, and the qualitative modifications of these frames over time. We argue that media coverage of English as a compulsory test parallelled changes in the politics of nation-building and language policies. First it reflected the idea of Russia as a global economic actor, striving to reap the benefits of a global economy, and framed the acquisition of English as part of the global economic and political community. However, as the state’s prerogatives changed, English began to be discussed as a threat to national unity, national security and the mastery of Russian. Moreover, the ‘national’ became associated, with separation from the rest of the world and its perceived threat.","PeriodicalId":47336,"journal":{"name":"European Educational Research Journal","volume":"22 1","pages":"666 - 682"},"PeriodicalIF":1.9,"publicationDate":"2023-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45924240","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: 1

Designing vocational training policies in an outermost European region: Highlights from a participatory process 在欧洲最外围地区制定职业培训政策：参与过程的亮点

IF 1.9 2区教育学

European Educational Research Journal Pub Date : 2023-03-01 DOI: 10.1177/14749041231157445

Leonor Bettencourt, Francisco Simões, B. Fernandes, J. Fonseca

{"title":"Designing vocational training policies in an outermost European region: Highlights from a participatory process","authors":"Leonor Bettencourt, Francisco Simões, B. Fernandes, J. Fonseca","doi":"10.1177/14749041231157445","DOIUrl":"https://doi.org/10.1177/14749041231157445","url":null,"abstract":"This paper presents a systematic framework of the most needed Vocational Education and Training (VET) reforms in The Azores, a Portuguese outermost region. Our report is based on a participatory research approach involving the perspectives of five different groups of stakeholders. Our data was collected in 18 virtual world-café sessions ( n = 164 participants—58 trainees; 21 trainers; 42 institutional representatives; 21 unemployed people registered at local public employment agencies; and 22 businesspersons; M age = 45.20; 60.37 women). Based on content analysis, we identified three main priorities to restructure vocational training policies: (a) VET perception and valorization, comprising strategies to disseminate a more positive social representation of VET in the region; (b) horizontal coordination between stakeholders, including effective ways of coordinating and sharing information; and (c) vertical coordination in terms of VET improvements of curricula, funding models, and investments in the sector’s human capital. Our correspondence analysis did not show significant differences regarding the prevalence of the three priorities across the five groups of stakeholders. We interpret and contextualize our results according to relevant publicly available data about the region, and an integrated governance lens to inform policy design in outermost territories.","PeriodicalId":47336,"journal":{"name":"European Educational Research Journal","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47297461","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

Europeanisation in Teacher Education: A Comparative Case Study of Teacher Education Policies and Practices, Review essay 教师教育的欧洲化:教师教育政策与实践的比较案例研究，评论文章

IF 1.9 2区教育学

European Educational Research Journal Pub Date : 2023-02-22 DOI: 10.1177/14749041231158165

Ece Cihan Ertem

引用次数: 3