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Cambridge Journal of Education最新文献

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Academisation, neoliberal technologies of governance and the rapid growth of multi-academy trusts (MATs) in England 学术化、新自由主义治理技术和英格兰多学院信托基金（MAT）的快速发展
IF 2.3 3区 教育学
Cambridge Journal of Education Pub Date : 2024-09-03 DOI: 10.1080/0305764x.2024.2392537
Andrew Pennington, Feng Su, Margaret Wood
{"title":"Academisation, neoliberal technologies of governance and the rapid growth of multi-academy trusts (MATs) in England","authors":"Andrew Pennington, Feng Su, Margaret Wood","doi":"10.1080/0305764x.2024.2392537","DOIUrl":"https://doi.org/10.1080/0305764x.2024.2392537","url":null,"abstract":"Academisation of schooling in England is a significant development with consequences for the disavowal of the role of community and democracy in education at the local level and wider resonance for...","PeriodicalId":47730,"journal":{"name":"Cambridge Journal of Education","volume":"13 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142226097","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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
“Sometimes it feels like we are puppets, here to listen to but not speak”: listening to the voices of young Bangladeshi students about barriers to well-being at school "有时感觉我们就像木偶，在这里只听不说"：倾听孟加拉国青年学生对学校幸福障碍的心声
IF 2.3 3区 教育学
Cambridge Journal of Education Pub Date : 2024-07-29 DOI: 10.1080/0305764x.2024.2377968
Saira Hossain, Iva Strnadová, Joanne Danker
{"title":"“Sometimes it feels like we are puppets, here to listen to but not speak”: listening to the voices of young Bangladeshi students about barriers to well-being at school","authors":"Saira Hossain, Iva Strnadová, Joanne Danker","doi":"10.1080/0305764x.2024.2377968","DOIUrl":"https://doi.org/10.1080/0305764x.2024.2377968","url":null,"abstract":"Well-being commonly refers to the concept that equates to a good life. What constitutes a good life at school for students has emerged as an important education agenda over time due to its wide-rea...","PeriodicalId":47730,"journal":{"name":"Cambridge Journal of Education","volume":"27 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141884008","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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
Funds of courage: advancing social justice in children’s reading for pleasure 勇气基金：在儿童快乐阅读中推进社会正义
IF 2.3 3区 教育学
Cambridge Journal of Education Pub Date : 2024-07-05 DOI: 10.1080/0305764x.2024.2369576
Natalia Kucirkova, Teresa Cremin
{"title":"Funds of courage: advancing social justice in children’s reading for pleasure","authors":"Natalia Kucirkova, Teresa Cremin","doi":"10.1080/0305764x.2024.2369576","DOIUrl":"https://doi.org/10.1080/0305764x.2024.2369576","url":null,"abstract":"Children’s reading for pleasure is associated with significant academic and personal benefits and is widely recognised as an effective way to leverage social change, yet in schools this is not full...","PeriodicalId":47730,"journal":{"name":"Cambridge Journal of Education","volume":"81 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141612682","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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
Indigenous youth wellbeing in higher education: a systematic literature review of qualitative studies 高等教育中土著青年的福祉：定性研究的系统文献综述
IF 2.3 3区 教育学
Cambridge Journal of Education Pub Date : 2024-05-26 DOI: 10.1080/0305764x.2024.2353032
Georgia Durmush, Rhonda G. Craven, Alexander Seeshing Yeung, Janet Mooney, Marcus Horwood, Diego Vasconcellos, Alicia Franklin
{"title":"Indigenous youth wellbeing in higher education: a systematic literature review of qualitative studies","authors":"Georgia Durmush, Rhonda G. Craven, Alexander Seeshing Yeung, Janet Mooney, Marcus Horwood, Diego Vasconcellos, Alicia Franklin","doi":"10.1080/0305764x.2024.2353032","DOIUrl":"https://doi.org/10.1080/0305764x.2024.2353032","url":null,"abstract":"Completing a higher education degree is a game changer for the success of Indigenous youth. However, there is a paucity of research which explores the enablers of and barriers to Indigenous higher ...","PeriodicalId":47730,"journal":{"name":"Cambridge Journal of Education","volume":"167 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141505709","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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
Adolescents’ and teachers’ experience of shared education: a small-scale qualitative study in Northern Ireland 青少年和教师对共同教育的体验：北爱尔兰小规模定性研究
IF 2.3 3区 教育学
Cambridge Journal of Education Pub Date : 2024-04-28 DOI: 10.1080/0305764x.2024.2343692
Caitlin Donnelly, Rebecca Loader, Aisling McLaughlin, Lesley Emerson
{"title":"Adolescents’ and teachers’ experience of shared education: a small-scale qualitative study in Northern Ireland","authors":"Caitlin Donnelly, Rebecca Loader, Aisling McLaughlin, Lesley Emerson","doi":"10.1080/0305764x.2024.2343692","DOIUrl":"https://doi.org/10.1080/0305764x.2024.2343692","url":null,"abstract":"This article explores adolescents’ and teachers’ interpretations of shared education through interviews with participating teachers and pupils in one school partnership in Northern Ireland. As an i...","PeriodicalId":47730,"journal":{"name":"Cambridge Journal of Education","volume":"11 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140840051","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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
‘I had forgotten what it was like to feel like you’re doing a good job’: a longitudinal thematic analysis of teachers’ experiences during the COVID-19 pandemic 我已经忘记了感觉自己做得很好的感觉"：对 COVID-19 大流行期间教师经历的纵向专题分析
IF 2.3 3区 教育学
Cambridge Journal of Education Pub Date : 2024-04-14 DOI: 10.1080/0305764x.2024.2336138
Lisa E. Kim, Abigail Bowling, Kathryn Asbury
{"title":"‘I had forgotten what it was like to feel like you’re doing a good job’: a longitudinal thematic analysis of teachers’ experiences during the COVID-19 pandemic","authors":"Lisa E. Kim, Abigail Bowling, Kathryn Asbury","doi":"10.1080/0305764x.2024.2336138","DOIUrl":"https://doi.org/10.1080/0305764x.2024.2336138","url":null,"abstract":"Examining the changes in teachers’ experiences of their job resources, job demands and personal resources can reveal important insights into the profession. Accordingly, semi-structured interviews ...","PeriodicalId":47730,"journal":{"name":"Cambridge Journal of Education","volume":"53 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140585505","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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 COVID-19 pandemic and children’s engagement with learning in rural Sierra Leone COVID-19 大流行与塞拉利昂农村儿童参与学习
IF 2.3 3区 教育学
Cambridge Journal of Education Pub Date : 2024-04-14 DOI: 10.1080/0305764x.2024.2336144
Aimee J. Smith, D. Devine, E. Samonova, D. Capistrano, C. Sugrue, S. Sloan, J. Symonds, R. Gibbons, A. Folan
{"title":"The COVID-19 pandemic and children’s engagement with learning in rural Sierra Leone","authors":"Aimee J. Smith, D. Devine, E. Samonova, D. Capistrano, C. Sugrue, S. Sloan, J. Symonds, R. Gibbons, A. Folan","doi":"10.1080/0305764x.2024.2336144","DOIUrl":"https://doi.org/10.1080/0305764x.2024.2336144","url":null,"abstract":"The COVID-19 pandemic caused worldwide educational disruption. This paper addresses a gap in the literature relating to the impact of the pandemic on learning experiences of children in rural commu...","PeriodicalId":47730,"journal":{"name":"Cambridge Journal of Education","volume":"53 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140585750","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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 an explanatory critique of social reality: how critical realism can frame the application of critical discourse analysis in educational research 走向对社会现实的解释性批判：批判现实主义如何为批判性话语分析在教育研究中的应用提供框架
IF 2.3 3区 教育学
Cambridge Journal of Education Pub Date : 2024-04-08 DOI: 10.1080/0305764x.2024.2335165
Pingping Huang, Shi Pu
{"title":"Towards an explanatory critique of social reality: how critical realism can frame the application of critical discourse analysis in educational research","authors":"Pingping Huang, Shi Pu","doi":"10.1080/0305764x.2024.2335165","DOIUrl":"https://doi.org/10.1080/0305764x.2024.2335165","url":null,"abstract":"Critical discourse analysis (CDA) is known for its capacity to reveal ideology reproduced through discourse, but when applied to educational research, its focus on mere language constrains its util...","PeriodicalId":47730,"journal":{"name":"Cambridge Journal of Education","volume":"52 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140585504","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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
Teaching as a corrective experience for self and others: narratives of teachers with ADHD 教学是自我和他人的矫正体验：多动症教师的叙述
IF 2.3 3区 教育学
Cambridge Journal of Education Pub Date : 2024-02-23 DOI: 10.1080/0305764x.2024.2316337
Erez C. Miller, Amos Fleischmann
{"title":"Teaching as a corrective experience for self and others: narratives of teachers with ADHD","authors":"Erez C. Miller, Amos Fleischmann","doi":"10.1080/0305764x.2024.2316337","DOIUrl":"https://doi.org/10.1080/0305764x.2024.2316337","url":null,"abstract":"Adults with ADHD face multiple challenges, some occupational. While many experienced numerous difficulties as pupils, some chose to train as teachers. Antonovsky’s salutogenic model argues that dev...","PeriodicalId":47730,"journal":{"name":"Cambridge Journal of Education","volume":"123 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139956899","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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
‘He’s actually learning’: an Appreciative Inquiry story of a student with complex learning characteristics 他真的在学习"：一个具有复杂学习特点的学生的欣赏式探究故事
IF 2.3 3区 教育学
Cambridge Journal of Education Pub Date : 2024-01-09 DOI: 10.1080/0305764x.2023.2294806
Gill Rutherford
{"title":"‘He’s actually learning’: an Appreciative Inquiry story of a student with complex learning characteristics","authors":"Gill Rutherford","doi":"10.1080/0305764x.2023.2294806","DOIUrl":"https://doi.org/10.1080/0305764x.2023.2294806","url":null,"abstract":"The compulsory education of students who have complex learning characteristics has received little attention in New Zealand research literature. This paper explores the positive educational experie...","PeriodicalId":47730,"journal":{"name":"Cambridge Journal of Education","volume":"90 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139412077","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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
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