European Educational Research Journal最新文献_第8页

Research discourse in the programme for international student assessment: A critical perspective 国际学生评估计划的研究论述:一个批判的视角

IF 1.9 2区教育学

European Educational Research Journal Pub Date : 2022-11-07 DOI: 10.1177/14749041221127758

Dan Bart

{"title":"Research discourse in the programme for international student assessment: A critical perspective","authors":"Dan Bart","doi":"10.1177/14749041221127758","DOIUrl":"https://doi.org/10.1177/14749041221127758","url":null,"abstract":"More than 20 years after the first round of the OECD’s Programme for International Student Assessment (PISA), it has become one of the most important large-scale international assessments, at a global level and in particular in Europe. Thus, a growing number of scholars have examined or discussed its research design. Nonetheless, a key feature of PISA seems to have been less examined by critical works: the discourse of the research in the PISA literature. Indeed, the PISA reports appear to be scientific literature, both in textual form and in terms of the intentions expressed. Based on the reports published by the OECD since 1999, this article examines, in line with the French tradition of discourse analysis, the characteristics of research writing in PISA and the explanations of its conceptual approach, test design or result analysis. This analysis shows the differences between the research discourse in PISA and typical scientific rhetoric, particularly in terms of constructing a contradictory theoretical dialogue or a discussion of the limits of its approach. Finally, the article questions how these differences indicate a particular construction of education research within PISA and its possible relationship with the global or European dynamics of this scientific field.","PeriodicalId":47336,"journal":{"name":"European Educational Research Journal","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2022-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43203874","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

Transforming language brokering policies at school: Learning from students with transnational biographies 改变学校的语言中介政策:从具有跨国背景的学生身上学习

IF 1.9 2区教育学

European Educational Research Journal Pub Date : 2022-11-07 DOI: 10.1177/14749041221126563

Nadja Thoma, Anna-Katharina Draxl

{"title":"Transforming language brokering policies at school: Learning from students with transnational biographies","authors":"Nadja Thoma, Anna-Katharina Draxl","doi":"10.1177/14749041221126563","DOIUrl":"https://doi.org/10.1177/14749041221126563","url":null,"abstract":"Within discourses on education and transnationalism, much importance has been given to language, both for the educational success of migrants and their transition into the labor market. Among the many perspectives on multilingualism, there is a growing body of research on language brokering. In contrast to professional interpreting, this is often associated with interpreting without formal qualifications or payment in mostly informal settings. However, language brokering is embedded in complex social structures, and students who interpret often act within complex power relations. In our article, we address experiences with education-related language brokering. While focusing on the perspectives of the students, we will address the roles they take during language brokering activities between different actors and the power relations they experience. Our data were collected as part of an ethnographic research project which aimed to explore the experiences of refugee students following their arrival in Austria and during the adjustment period in their new sociolinguistic and educational context. Empirically, the article is based on a data set of small stories and reflections about language brokering. The analysis was carried out through contrastive comparisons between different cases. The paper will conclude with suggestions on the introduction of critical language brokering practices and policies in educational institutions.","PeriodicalId":47336,"journal":{"name":"European Educational Research Journal","volume":"22 1","pages":"463 - 481"},"PeriodicalIF":1.9,"publicationDate":"2022-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46448609","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

Does participation in non-formal adult education matter for individual subjective well-being as a multidimensional functioning? 作为一种多维功能，参加非正规成人教育对个人主观幸福感有影响吗?

IF 1.9 2区教育学

European Educational Research Journal Pub Date : 2022-10-06 DOI: 10.1177/14749041221116261

P. Boyadjieva, Petya Ilieva-Trichkova

{"title":"Does participation in non-formal adult education matter for individual subjective well-being as a multidimensional functioning?","authors":"P. Boyadjieva, Petya Ilieva-Trichkova","doi":"10.1177/14749041221116261","DOIUrl":"https://doi.org/10.1177/14749041221116261","url":null,"abstract":"The article synthesizes ideas from the capability approach, the embeddedness approach, and Nancy Fraser’s three-dimensional scale of justice and develops a theoretical framework for understanding subjective well-being (SWB) as a positive functioning. It also proposes an instrument for measuring SWB and its relationship with participation in non-formal adult education. Using data from the European Social Survey, carried out in 2012, for 24 European countries and applying multilevel linear models for the analysis, the study finds evidence for a positive association between participation in non-formal adult education and SWB. The results show that differences in the SWB among people who have participated in non-formal adult education and those who have not are higher for those who have no higher education and are unemployed than for those who have higher education and paid work. This study also reveals that when people live in countries with better economic and democratic development and a more individualistic culture, the differences in their SWB by participating in non-formal adult education are smaller than when they live in countries with worse economic and democratic development and a more collectivistic culture.","PeriodicalId":47336,"journal":{"name":"European Educational Research Journal","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2022-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43260391","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 policy idea of ‘the teacher assistant’: Construction and legitimation through a discursive institutionalist lens “教师助理”的政策理念：话语制度主义视角下的建构与合法化

IF 1.9 2区教育学

European Educational Research Journal Pub Date : 2022-09-21 DOI: 10.1177/14749041221123636

Tina Lidström

{"title":"The policy idea of ‘the teacher assistant’: Construction and legitimation through a discursive institutionalist lens","authors":"Tina Lidström","doi":"10.1177/14749041221123636","DOIUrl":"https://doi.org/10.1177/14749041221123636","url":null,"abstract":"Transnational policy discourses shape teacher professionalism through discursive patterns in policy initiatives from the global policy actor, OECD. The policy idea of ‘the teacher assistant’ has emerged through discourses on teacher professionalism, spurring ambiguities regarding what the policy idea is and ought to be in Sweden. The aim of this article is to critically examine the construction and legitimation of the policy idea of ‘the teacher assistant’, in relation to teachers and the educational institution, through the lens of discursive institutionalism and strands in Curriculum Theory. The focus is a critical understanding of the interplay between ideas, discourses, actors and institutional context. The analysis of policy documents shows how the policy idea is constructed and legitimised through actors’ coordinative and communicative discourses at the national level, influenced by the OECD at the transnational level. The policy idea is intertwined with ideas and discourses on teachers’ professional development through a national professional programme and institutional conditions for goal attainment in schools. Tensions emerge regarding underlying assumptions about teacher quality, highlighting ideas of what teachers are and ought to be, within comprehensive reform strategies. Tensions entail emerging ideas of standardisation and differentiation and ambiguities regarding the policy idea of ‘the teacher assistant’.","PeriodicalId":47336,"journal":{"name":"European Educational Research Journal","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2022-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43350415","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

‘Most Likely You Go Your Way (and I’ll Go Mine)’: School-level enactment of an educational innovation policy in Barcelona “你最有可能走你的路（我也会走我的路）”：巴塞罗那学校层面制定的教育创新政策

IF 1.9 2区教育学

European Educational Research Journal Pub Date : 2022-09-21 DOI: 10.1177/14749041221121477

Edgar Quilabert, Mauro C. Moschetti

{"title":"‘Most Likely You Go Your Way (and I’ll Go Mine)’: School-level enactment of an educational innovation policy in Barcelona","authors":"Edgar Quilabert, Mauro C. Moschetti","doi":"10.1177/14749041221121477","DOIUrl":"https://doi.org/10.1177/14749041221121477","url":null,"abstract":"Narratives on innovation in education are spreading fast and both national and local educational administrations have been recently promoting innovation policies and programmes in many different European contexts. Academic literature analysing the potential benefits of innovation in education has expanded accordingly, with some international organizations increasingly commissioning research aiming to study the impacts of educational innovation, especially on learning outcomes. Interestingly, less attention has been given to analysing how these policies and programmes are translated into different practices at the school level. Drawing on a policy enactment framework, this paper aims to analyse the ways in which schools interpret top-down policy text and prescription on innovation and enact innovation in education. To do so, we focus on the case of Xarxes per al Canvi (XC), an educational innovation programme launched by the educational administration of the city of Barcelona in 2017 that aims to create school networks in order to stimulate knowledge sharing and innovation. Findings show how schools make sense of the innovation policy diversely. Policy enactment outcomes appear to be context-sensitive, with schools enacting its precepts in different ways, especially to serve their needs in increasingly competitive local education markets.","PeriodicalId":47336,"journal":{"name":"European Educational Research Journal","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2022-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42887246","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

Education policy governance and the power of ideas in constructing the new European Education Area 构建新欧洲教育区的教育政策治理与思想力量

IF 1.9 2区教育学

European Educational Research Journal Pub Date : 2022-09-04 DOI: 10.1177/14749041221121388

Nafsika Alexiadou, Xavier Rambla

引用次数: 3

Transnational families’ social spaces ‘in between’: Expectations, decision-making and belonging in light of educational choices in Norway 跨国家庭“介于两者之间”的社会空间：从挪威的教育选择看期望、决策和归属

IF 1.9 2区教育学

European Educational Research Journal Pub Date : 2022-09-02 DOI: 10.1177/14749041221106846

Judith Purkarthofer

引用次数: 0

Unpacking ableist discourses in Cypriot education policy during the pandemic 解析流行病期间塞浦路斯教育政策中的残疾主义言论

IF 1.9 2区教育学

European Educational Research Journal Pub Date : 2022-08-30 DOI: 10.1177/14749041221117885

S. Symeonidou

引用次数: 1

Which child to which school? How local politicians shape catchment areas, school choice and diversity 哪个孩子上哪所学校？当地政客如何塑造集水区、学校选择和多样性

IF 1.9 2区教育学

European Educational Research Journal Pub Date : 2022-08-22 DOI: 10.1177/14749041221116252

Vito Dabisch

{"title":"Which child to which school? How local politicians shape catchment areas, school choice and diversity","authors":"Vito Dabisch","doi":"10.1177/14749041221116252","DOIUrl":"https://doi.org/10.1177/14749041221116252","url":null,"abstract":"Growing global debates surrounding parental school choice underscore the relevance of school place allocation. While there is much research on school choice, the enactment of such allocation policy is rarely analysed. Responding to this research gap, this article investigates how local politicians in Berlin put public primary school place allocation into practice. Building on approaches of policy enactment and policy field analysis, this article examines the ‘doing’ of Berlin primary school place allocation with the concurrency of catchment areas and parental school choice. Methodologically, this article draws on semi-structured interviews with three inner-city district school department heads in Berlin. Using qualitative content analysis, their political objectives, scope and strategies are analysed. The findings demonstrate that local politicians can interpret the allocation process in line with their political objectives. Consequently, there is surprising variation between the districts’ enactment of primary school place allocation policy. Policymakers’ political preferences for either school choice or social diversity are influential, as is the local context (e.g. school place shortages). The study highlights the importance of local actors and identifies three political strategies used to influence school place allocation, which might inform local politicians’ strategies elsewhere.","PeriodicalId":47336,"journal":{"name":"European Educational Research Journal","volume":"22 1","pages":"814 - 833"},"PeriodicalIF":1.9,"publicationDate":"2022-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49502335","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

Open Door Events: Positioning schools in urban post-compulsory education markets 开门活动:在城市义务教育后市场定位学校

IF 1.9 2区教育学

European Educational Research Journal Pub Date : 2022-07-12 DOI: 10.1177/14749041221099738

Marta Curran, A. Castejón, M. Manzano

引用次数: 0