European Educational Research Journal最新文献_第9页

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

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