European Educational Research Journal最新文献_第8页

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

Science students’ post-bachelor’s choice narratives in different disciplinary settings 不同学科背景下理科生的本科后选择叙事

IF 1.9 2区教育学

European Educational Research Journal Pub Date : 2022-06-02 DOI: 10.1177/14749041221095151

L. Madsen, H. Holmegaard

{"title":"Science students’ post-bachelor’s choice narratives in different disciplinary settings","authors":"L. Madsen, H. Holmegaard","doi":"10.1177/14749041221095151","DOIUrl":"https://doi.org/10.1177/14749041221095151","url":null,"abstract":"In this paper, we aim to understand the implications of the structural changes of the Bologna process from a student perspective. We investigate how bachelor’s degree students’ in a post-Bologna era with three-year bachelor’s degree and two-year master’s degree units construct their post-bachelor’s choice narratives in two different science degree programmes (chemistry and natural resources) at a Danish research-intensive university. We pay special attention to how science students’ narrative repertoires and imagined futures interact with and set the scene for their choice narratives in specific disciplinary settings. We draw on theoretical ideas of science identities including ‘narrative repertories’ and ‘imagined futures’, combined with disciplinary cultures and institutional capital. The analysis draws on small-scale rich qualitative material including 12 narrative interviews and focus groups with 44 students, including reflective essays, drawings and word-cloud brainstorms. Results show that the post-bachelor’s trajectory is a choice that students must relate themselves to in their identity negotiations. We document how students within the same faculty are presented with different narrative repertoires to construct and negotiate their choices from and as a result experience different choice processes and negotiations due to the different disciplinary settings they encounter. The implications for higher education institutions are given.","PeriodicalId":47336,"journal":{"name":"European Educational Research Journal","volume":"22 1","pages":"216 - 235"},"PeriodicalIF":1.9,"publicationDate":"2022-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41630664","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: 2

Cultures of economic education: Grammar school curricula in a multilingual comparison 经济教育的文化:多语言比较中的文法学校课程

IF 1.9 2区教育学

European Educational Research Journal Pub Date : 2022-05-21 DOI: 10.1177/14749041221099379

Thomas Ruoss, Nicole Ackermann, Talia Stadelmann

{"title":"Cultures of economic education: Grammar school curricula in a multilingual comparison","authors":"Thomas Ruoss, Nicole Ackermann, Talia Stadelmann","doi":"10.1177/14749041221099379","DOIUrl":"https://doi.org/10.1177/14749041221099379","url":null,"abstract":"Reinforcement of differences in educational systems and school curricula may be expected in Europe due to societal crises and transformations. Thus, it is likely that cultural “variants of a capitalist spirit” and different concepts of economic education will become evident in a corresponding curriculum analysis. In this study, we focused on cultures of economic education at the level of grammar school curricula in a federal, multilingual context. We aimed to compare subject content in curricula and identify structural characteristics (e.g. regional language, graduation rates, and cantonal university) associated with differences in subject content. Taking Switzerland as an example, we compiled a representative dataset with 47 curricula and qualitatively analyzed subject content. The results showed that subject content clearly differs in terms of curriculum language, but no clear pattern was found regarding other structural characteristics. We concluded that cultural “variants of a capitalist spirit” are present differently across language regions. This perspective on local differences may help us to understand conflicting goals and measures when facing economic crises on a global level.","PeriodicalId":47336,"journal":{"name":"European Educational Research Journal","volume":"11 2","pages":"781 - 797"},"PeriodicalIF":1.9,"publicationDate":"2022-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41268259","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: 2

Mobility for teacher students or teacher students for mobility? Unravelling policy discourses on international student mobility in the context of teacher education 教师学生的流动性还是教师学生的流动性?教师教育背景下国际学生流动政策话语的解读

IF 1.9 2区教育学

European Educational Research Journal Pub Date : 2022-05-19 DOI: 10.1177/14749041221097202

Tea Dyred Pedersen

{"title":"Mobility for teacher students or teacher students for mobility? Unravelling policy discourses on international student mobility in the context of teacher education","authors":"Tea Dyred Pedersen","doi":"10.1177/14749041221097202","DOIUrl":"https://doi.org/10.1177/14749041221097202","url":null,"abstract":"Forming part of the efforts to internationalise European higher education, international student mobility has become a key activity strongly supported and promoted by policymakers. In particular, the mobility of teacher students has become a more prominent issue over the past decades. However, to this date there is a lack of research focussing on this specific aspect of higher education mobility policies. Drawing on the analytical framework of discursive institutionalism, this article critically explores policy discourses on teacher student mobility as they emerge in a range of historical and contemporary European and Norwegian policy texts. Subsequently, it discusses how such discourses presuppose the function of teacher education and future teachers in the political agendas on internationalisation and mobility. The study finds that mobility in the context of teacher education is legitimated and promoted with discourses of harmonisation, professionalisation and instrumentalisation, and argues that these discourses are ambiguous and obscure the purpose of both the activity of mobility itself, as well as teacher education and what it educates for, with potential implications for how mobility policies can be realised. In doing so, the article contributes to a critical discussion about the drivers behind contemporary policies for internationalisation and mobility in higher education.","PeriodicalId":47336,"journal":{"name":"European Educational Research Journal","volume":"22 1","pages":"761 - 780"},"PeriodicalIF":1.9,"publicationDate":"2022-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46024661","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