European Educational Research Journal最新文献_第9页

The power of policy translators: New university governing bodies in Hungary and Poland 政策翻译的力量:匈牙利和波兰的新大学管理机构

IF 1.9 2区教育学

European Educational Research Journal Pub Date : 2022-05-18 DOI: 10.1177/14749041221095275

Dominik Antonowicz, Z. Rónay, Marta Jaworska

{"title":"The power of policy translators: New university governing bodies in Hungary and Poland","authors":"Dominik Antonowicz, Z. Rónay, Marta Jaworska","doi":"10.1177/14749041221095275","DOIUrl":"https://doi.org/10.1177/14749041221095275","url":null,"abstract":"The study investigates the reforms of university governing boards in Hungary and Poland. It seeks to fill that void and advance existing knowledge about the implementation of boards (councils) in CEE countries despite the great interest in HE dynamics in the region. The juxtaposition of the two countries is intentional because both share key characteristics, such as a common historical background (e.g. a communist past), geopolitical location (Central and Eastern Europe), the same institutional foundation for universities (i.e. the Humboldtian tradition) and domestic politics dominated by right-wing populism. With this in mind, it is interesting to note that the two countries, which are inspired by the same hegemonic policy ideas of NPM and had considerable similarities with respect to HE, arrived at different outcomes. This study therefore focuses on the process of policy translation and attempts to identify critical junctures that have led to structural divergence in the university governance model in the two countries. To achieve this, the research examines two parallel reforming processes that led to the introduction of new university governing bodies: consistories (2015) in Hungary and university councils (2018) in Poland.","PeriodicalId":47336,"journal":{"name":"European Educational Research Journal","volume":"22 1","pages":"741 - 757"},"PeriodicalIF":1.9,"publicationDate":"2022-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48334406","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: 3

Managing critical transitions: Career support to young people risking ineligibility for upper secondary education 管理关键的转变:对有可能无法接受高中教育的年轻人的职业支持

IF 1.9 2区教育学

European Educational Research Journal Pub Date : 2022-05-17 DOI: 10.1177/14749041221094439

Åsa Sundelin, L. Lundahl

{"title":"Managing critical transitions: Career support to young people risking ineligibility for upper secondary education","authors":"Åsa Sundelin, L. Lundahl","doi":"10.1177/14749041221094439","DOIUrl":"https://doi.org/10.1177/14749041221094439","url":null,"abstract":"This paper focuses on the support given by schools to students who are likely to leave Swedish compulsory education without the grades required to enter upper secondary education (USE). The aim is to increase knowledge about career counselors’ and teachers’ strategies and work in lower secondary schools in order to facilitate this critical transition, and to examine factors influencing this support. It takes as its starting point theoretical frameworks stressing the agency of professionals in welfare organizations, and the importance of support during the educational transitions of young people at risk. The paper builds on interviews with 20 teachers and career counselors in six municipalities of varying character. Teachers’ and career counselors’ micro-choices have a major impact on the support provided to students. Their work consists of direct and indirect support, with the former referring to prescribed professional assignments. Indirect support, taking the form of advocacy, relational, and emotional work, is not officially recognized, but appears to be a necessary precondition for the direct support. The transition seems to be at risk of becoming overly fragile unless the support is characterized by sustained collaboration between school actors in compulsory school, and between compulsory and USE levels.","PeriodicalId":47336,"journal":{"name":"European Educational Research Journal","volume":"22 1","pages":"572 - 591"},"PeriodicalIF":1.9,"publicationDate":"2022-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47571557","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

Editorial special issue ‘Public Pedagogy and Sustainability Challenges’ 编辑特刊“公共教育学与可持续性挑战”

IF 1.9 2区教育学

European Educational Research Journal Pub Date : 2022-05-01 DOI: 10.1177/14749041221096914

Katrien van Poeck, C. Säfström

{"title":"Editorial special issue ‘Public Pedagogy and Sustainability Challenges’","authors":"Katrien van Poeck, C. Säfström","doi":"10.1177/14749041221096914","DOIUrl":"https://doi.org/10.1177/14749041221096914","url":null,"abstract":"This special issue is developed within the scientific research network ‘Public Pedagogy and Sustainability Challenges’ funded by the Research Foundation Flanders (FWO). The network has brought together educational theorists, sustainability education researchers, sustainability transition researchers, artists and activists from Belgium, Sweden, Denmark, Poland, Ireland, Norway and South Africa. They share an interest in the relation between education and societal transformation and wanted to deepen and widen the understanding of the public role of education in the face of sustainability challenges through interdisciplinary research collaboration. The aim of the network and, hence, the special issue is to progress theory development and research on public pedagogy with a focus on sustainability challenges. It addresses issues such as how education can play a democratic role in addressing sustainability challenges, the conditions and obstacles for that, implications for the design of sustainability education practices, and theoretical, methodological and empirical implications for researching sustainability education as public pedagogy.","PeriodicalId":47336,"journal":{"name":"European Educational Research Journal","volume":"21 1","pages":"399 - 404"},"PeriodicalIF":1.9,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47260706","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

School and democratic hope: The school as a space for civic literacy 学校与民主的希望:学校作为公民素养的空间

IF 1.9 2区教育学

European Educational Research Journal Pub Date : 2022-04-06 DOI: 10.1177/14749041221086721

N. Wahlström

引用次数: 3

Can participation in learning abroad mobility support pro-European Union attitudes among youth? 参与海外学习的流动性能否支持青年中亲欧盟的态度？

IF 1.9 2区教育学

European Educational Research Journal Pub Date : 2022-04-06 DOI: 10.1177/14749041221084849

Yakup Öz, L. Van Praag

{"title":"Can participation in learning abroad mobility support pro-European Union attitudes among youth?","authors":"Yakup Öz, L. Van Praag","doi":"10.1177/14749041221084849","DOIUrl":"https://doi.org/10.1177/14749041221084849","url":null,"abstract":"The role of education in the development of pro-EU attitudes is often examined by focusing on the association of educational attainment and the development of pro-EU attitudes. However, student exchanges and youth mobility have also become pillars of the foundation of the European Higher Education Area, figuring out the Maastricht Treaty and the Bologna Declaration. Accordingly, based on a utilitarian approach, the current study investigates the role of participation in learning abroad mobility in the development of positive views on the EU. In doing so, Flash Eurobarometer 478 data was used and multinomial logistic regression analyses were performed by student and non-students groups of youth in the new (NMS) and old (EU15) member states. The findings show that the role of participation depends on the degree of positive views, and it makes a significant contribution to having Very Positive views on the EU among non-students in both national groups and students in the NMS. Findings also demonstrate that participation is more important than consideration in the development of Very Positive views. So, even if respondents could have already been supportive of the EU before participation, participation also takes their positive views on the EU to a higher level.","PeriodicalId":47336,"journal":{"name":"European Educational Research Journal","volume":"22 1","pages":"538 - 554"},"PeriodicalIF":1.9,"publicationDate":"2022-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42588259","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

Comparing national identity discourses in history, geography and civic education curricula: The case of France and Ireland 比较历史、地理和公民教育课程中的国家认同话语:以法国和爱尔兰为例

IF 1.9 2区教育学

European Educational Research Journal Pub Date : 2022-04-06 DOI: 10.1177/14749041221086378

Adrien Sautereau, Daniel Faas

{"title":"Comparing national identity discourses in history, geography and civic education curricula: The case of France and Ireland","authors":"Adrien Sautereau, Daniel Faas","doi":"10.1177/14749041221086378","DOIUrl":"https://doi.org/10.1177/14749041221086378","url":null,"abstract":"National identities have been challenged by European integration, globalisation, migration and regionalisation. More recently, there has been a resurgence of nationhood and national identity which begs the question how education systems, and curricula in particular, are responding to this. This article explores how national identity is reflected in history, geography and civic education curricula in France and Ireland. More specifically, it examines how national, European and international aspects are intertwined in these state curricula. This question is explored through a case study of curriculum units and subunits as well as discourses of how identity is being promoted in the curriculum. Our analysis highlights that French curricula privilege national topics, especially in history and civic education, whereas Irish curricula veer between national, European and international (global) notions. Our analysis explores the extent to which macro-political discourses around national identity are reflected in the shaping of the subject curricula in two countries. While the article focuses on France and Ireland, the discussions are also of interest to other jurisdictions regarding the civic expectations and role of schools in promoting national (or other) identities.","PeriodicalId":47336,"journal":{"name":"European Educational Research Journal","volume":"22 1","pages":"555 - 571"},"PeriodicalIF":1.9,"publicationDate":"2022-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46045683","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: 3

UK membership(s) in the European Higher Education Area post-2020: A ‘Europeanisation’ agenda 2020年后英国加入欧洲高等教育区：“欧洲化”议程

IF 1.9 2区教育学

European Educational Research Journal Pub Date : 2022-03-16 DOI: 10.1177/14749041221083073

I. Kushnir, Ruby Brooks

{"title":"UK membership(s) in the European Higher Education Area post-2020: A ‘Europeanisation’ agenda","authors":"I. Kushnir, Ruby Brooks","doi":"10.1177/14749041221083073","DOIUrl":"https://doi.org/10.1177/14749041221083073","url":null,"abstract":"The European Higher Education Area (EHEA) is an international initiative for the harmonisation of higher education (HE) systems in 49 countries. Literature about UK’s participation in the EHEA is limited, and the role of EHEA’s membership for the UK, particularly after the end of the Brexit transitional period, has not been researched. The originality of the study reported in this paper is in addressing this gap by exploring the perspectives of key UK HE actors on the strategic significance of UK’s memberships in the EHEA post-2020 for the UK. The paper draws on the theoretical ideas of rational choice neo-institutionalism, differentiated Europeanisation and internationalisation, and a thematic analysis of 19 official communications of key stakeholders and six in-depth interviews with their representatives. The findings contribute to filling in a significant gap in the literature about Bologna in the UK in making a distinction between its two memberships in the EHEA and the differences and complexities of the roles they play in constructing UK’s overarching agenda in HE particularly in the post-Brexit context. The article has also contributed to the literature about Bologna more widely, presenting an investigation into differentiated Europeanisation that has been taking place within one unique post-EU country.","PeriodicalId":47336,"journal":{"name":"European Educational Research Journal","volume":"22 1","pages":"718 - 740"},"PeriodicalIF":1.9,"publicationDate":"2022-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47578644","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: 3

Learning lessons from the collaborative design of guidance for new build schools 新建学校协同设计指导的经验教训

IF 1.9 2区教育学

European Educational Research Journal Pub Date : 2022-03-11 DOI: 10.1177/14749041221080892

H. Daniels, Ian Thompson, H. Tse, J. Porter

{"title":"Learning lessons from the collaborative design of guidance for new build schools","authors":"H. Daniels, Ian Thompson, H. Tse, J. Porter","doi":"10.1177/14749041221080892","DOIUrl":"https://doi.org/10.1177/14749041221080892","url":null,"abstract":"This article focusses on the lessons learnt from the collaborative design of guidance for new build schools in England about the processes of school design, construction and occupation. The study involved headteachers, school building commissioners, teachers and wider school communities thinking about the pedagogic implications of the production of new school buildings. Professionals who had been involved with the development of new school buildings, and those currently involved, engaged in workshops to discuss their experiences of the process and designed guidance for those who would be involved in the future. This collaborative process pointed to possibilities but also significant potential risks involved in innovative school design. Theoretically, an activity theory framework was adopted to explore patterns of interaction and contradictions in the collaborative processes of the design, construction and occupation of new school builds and how these should be captured in a guidance document. We problematise the concept of innovation in the design of new build schools and the related risks. We suggest that collaborative school design calls for a new conception of collective action.","PeriodicalId":47336,"journal":{"name":"European Educational Research Journal","volume":"21 1","pages":"585 - 601"},"PeriodicalIF":1.9,"publicationDate":"2022-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49063067","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

Editorial: The diversification of the teaching profession in Europe and beyond. Ambivalences of recognition in the context of (forced) migration 编辑:欧洲及其他地区教学职业的多样化。(被迫)移民背景下的矛盾认知

IF 1.9 2区教育学

European Educational Research Journal Pub Date : 2022-03-03 DOI: 10.1177/14749041221078139

Henrike Terhart, Lisa Rosen

{"title":"Editorial: The diversification of the teaching profession in Europe and beyond. Ambivalences of recognition in the context of (forced) migration","authors":"Henrike Terhart, Lisa Rosen","doi":"10.1177/14749041221078139","DOIUrl":"https://doi.org/10.1177/14749041221078139","url":null,"abstract":"The topic of teacher diversification relating to migration has come to the fore in recent years in many European countries and beyond. This Special Issue focuses on the ambivalent structures of recognition in national school systems regarding the situation of international teachers on the one side, as well as teachers with a family migration history on the other. Addressing these teachers’ experiences of migration discourses and structural barriers in the respective societies, without framing them as ‘the other’ teachers, is central to the intertwining of the teaching profession and migration. First, the topic of teacher diversification is introduced as a policy issue on a European level as well as on a national level in European countries. Second, recognition as an ambivalent theoretical concept is presented. Third, we use this perspective to point out dimensions of ambivalence of recognition for migrant teachers that become visible in the research presented in this Special Issue from Australia, Austria, Germany, Ireland, Sweden and Switzerland: formal (non-)recognition of professional certificates and experiences of international teachers, social recognition and misrecognition as well as recognition as a (powerful) practice of subject constitution in the context of migration research.","PeriodicalId":47336,"journal":{"name":"European Educational Research Journal","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2022-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42398482","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

Curriculum policy and instructional planning: Teachers’ autonomy across various school contexts 课程政策与教学规划:教师在不同学校情境下的自主性

IF 1.9 2区教育学

European Educational Research Journal Pub Date : 2022-02-23 DOI: 10.1177/14749041221075156

Alessandra Dieudé, T. Prøitz

{"title":"Curriculum policy and instructional planning: Teachers’ autonomy across various school contexts","authors":"Alessandra Dieudé, T. Prøitz","doi":"10.1177/14749041221075156","DOIUrl":"https://doi.org/10.1177/14749041221075156","url":null,"abstract":"International trends promoting school diversity and choice have reshaped education across Europe, leading towards a multiplicity in ownership structures and varied governance configurations. More recently, this can also be seen in European countries with a long history of state-owned and governed public schools, such as in the Nordic states. The aim of this article is to explore autonomy and curriculum control in teacher’s work in public and independent schools within a country context where there are long traditions of ‘one public school for all’. The article draws on interviews with school leaders and teachers on a Waldorf school, an IB school, and a Norwegian public school as well as analysis of local school documents. The analysis shows that varying school contexts present both different and overlapping characteristics of curriculum control and teacher autonomy. All schools have accommodated to educational outcome governed regimes, however, teacher autonomy in the school context appears to differ. Teacher autonomy is more related to teachers’ practices, not the educational outcomes required. The study shows how policies intending for the standardisation of schooling may work in conflict with policy intentions of educational diversity, provided by independent schools of different character.","PeriodicalId":47336,"journal":{"name":"European Educational Research Journal","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2022-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44009374","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: 6