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Patterns of postgraduate transitions amongst care-experienced graduates in the United Kingdom 英国有护理经验的毕业生的研究生过渡模式
IF 2.3 3区 教育学
Cambridge Journal of Education Pub Date : 2021-12-09 DOI: 10.1080/0305764X.2021.1994922
Z. Baker, N. Harrison, J. Stevenson, P. Wakeling
{"title":"Patterns of postgraduate transitions amongst care-experienced graduates in the United Kingdom","authors":"Z. Baker, N. Harrison, J. Stevenson, P. Wakeling","doi":"10.1080/0305764X.2021.1994922","DOIUrl":"https://doi.org/10.1080/0305764X.2021.1994922","url":null,"abstract":"ABSTRACT Those who have spent time in state care as children, and are therefore ‘care-experienced’, are known to have lower life chances than the general population. While we know that care-experienced young people are significantly underrepresented in Higher Education nationally and internationally, little is known about their progression to postgraduate level study. Using data from the national Destinations of Leavers from Higher Education (DLHE) survey, this paper explores patterns of postgraduate progression for care-experienced graduates in the United Kingdom. As postgraduate qualifications have been found to provide numerous benefits, this is important to understand; these benefits could be particularly transformative for those with care experience – mitigating their background disadvantages. The authors’ data present a positive picture, showing that care-experienced graduates who successfully access and complete an undergraduate degree are significantly more likely to progress to postgraduate study than non-care-experienced graduates. We propose explanations for these findings, and make recommendations for practice to establish further equality in these patterns of progression.","PeriodicalId":47730,"journal":{"name":"Cambridge Journal of Education","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2021-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44437127","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: 5
Child participatory research methods: exploring grade 6 pupils’ experiences of private tutoring in Kazakhstan 儿童参与式研究方法:探讨哈萨克斯坦六年级小学生私教经历
IF 2.3 3区 教育学
Cambridge Journal of Education Pub Date : 2021-12-09 DOI: 10.1080/0305764X.2021.2004088
Anas Hajar, A. Sagintayeva, Zhanna Izekenova
{"title":"Child participatory research methods: exploring grade 6 pupils’ experiences of private tutoring in Kazakhstan","authors":"Anas Hajar, A. Sagintayeva, Zhanna Izekenova","doi":"10.1080/0305764X.2021.2004088","DOIUrl":"https://doi.org/10.1080/0305764X.2021.2004088","url":null,"abstract":"ABSTRACT This paper used three participatory methods- children’s drawings, photographs, and group interviews- along with a short questionnaire to explore Grade 6 pupils’ experiences and perceptions of the private tutoring (PT) they had received in Nur-Sultan, Kazakhstan. The questionnaire data suggest that 316 out of 406 (79.87%) attended PT. The qualitative data from 30 pupils reveal that the participants’ motives of having PT ranged from adult-imposed reasons (e.g. complying with parents’ wishes by studying for an elite school place) to reasons associated with achieving their ideal selves by boosting their interest in learning and imagining themselves working/studying abroad or pursuing an international career. The participants acted as proactive agents by explaining not only the PT benefits but also its disadvantages, including the unethical practices of some schoolteachers, increasing tiredness and it being a potentially unfair advantage in a competitive context. This study suggested pedagogical implications and areas for ongoing research.","PeriodicalId":47730,"journal":{"name":"Cambridge Journal of Education","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2021-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59337997","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: 5
Data, performativity and the erosion of trust in teachers 数据，绩效和对教师信任的侵蚀
IF 2.3 3区 教育学
Cambridge Journal of Education Pub Date : 2021-12-01 DOI: 10.1080/0305764X.2021.2002811
Rafaan Daliri-Ngametua, I. Hardy, S. Creagh
{"title":"Data, performativity and the erosion of trust in teachers","authors":"Rafaan Daliri-Ngametua, I. Hardy, S. Creagh","doi":"10.1080/0305764X.2021.2002811","DOIUrl":"https://doi.org/10.1080/0305764X.2021.2002811","url":null,"abstract":"ABSTRACT This paper explores how trust in teacher professional judgment has been reconstituted through the globalised trends of performative accountability and reductive data-driven logics. The article draws upon empirical research from interviews with teachers and school leaders as well as observations of teacher preparation days, classroom and staff professional learning communities (PLCs), as part of a larger study of schooling practices in two geographically and contextually bound Queensland public schools. The paper focuses attention upon the socio-political, material-economic and cultural-discursive conditions inscribed in how data are currently understood and deployed, and how these conditions constrain trust in teachers, devaluing teachers’ own professional judgment. Specifically, we flag how the practices and conditions that constrained trust were manifest in a) pressures to ensure teachers generated and collected data on an ongoing basis to substantiate their claims about student learning, and b) a perceived mistrust amongst parents and a subsequent need to justify decision-making on the basis of ‘hard evidence’.","PeriodicalId":47730,"journal":{"name":"Cambridge Journal of Education","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43105850","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: 12
Learning to Live Together Harmoniously: a conceptual framework 学习和谐相处:一个概念框架
IF 2.3 3区 教育学
Cambridge Journal of Education Pub Date : 2021-11-10 DOI: 10.1080/0305764X.2021.1993791
Jwalin Patel
{"title":"Learning to Live Together Harmoniously: a conceptual framework","authors":"Jwalin Patel","doi":"10.1080/0305764X.2021.1993791","DOIUrl":"https://doi.org/10.1080/0305764X.2021.1993791","url":null,"abstract":"ABSTRACT ‘Learning To Live Together’ (LTLT) has been emphasised in SDG 4.7 and the Delors report, with the latter suggesting it to be one of the four education pillars. LTLT has frequently been used as an umbrella-like term leading to difficulties in informing teaching practices and policies. In India, Aurobindo, Dalai Lama, Gandhi, Krishnamurti and Tagore have proposed synergetic ideologies like ‘education of the heart’. They founded schools, some more than a century ago, which pursue these goals. This paper develops a conceptual framework for LTLT using teachers’ perceptions of LTLT. The paper draws upon a larger multiple embedded case study involving a 10-month-long immersion in the five schools founded by the aforementioned philosophers, as well as ethnographic observations and interviews with 14 teachers and five headteachers. The findings reconceptualise LTLT as LTLT ‘Harmoniously’ (LTLTH) and builds an interconnected 2D framework with three domains, which are intersected with six dimensions.","PeriodicalId":47730,"journal":{"name":"Cambridge Journal of Education","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2021-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42249225","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
Educative mentoring in sport coaching: a reciprocal learning process 体育教练中的教育指导:一个相互学习的过程
IF 2.3 3区 教育学
Cambridge Journal of Education Pub Date : 2021-10-25 DOI: 10.1080/0305764X.2021.1990860
Thomas M. Leeder, Kate Russell, Lee C. Beaumont
{"title":"Educative mentoring in sport coaching: a reciprocal learning process","authors":"Thomas M. Leeder, Kate Russell, Lee C. Beaumont","doi":"10.1080/0305764X.2021.1990860","DOIUrl":"https://doi.org/10.1080/0305764X.2021.1990860","url":null,"abstract":"ABSTRACT Educative mentoring positions mentors and mentees as co-learners within a collaborative relationship, while emphasising reciprocal learning. However, research exploring educative mentoring is limited to teacher-mentors, restricting our understanding of the potential learning opportunities an educative stance provides mentors in other occupational fields. Consequently, the aim of this research was to explore the learning of sport coach mentors, with a specific focus on whether they were able to learn reciprocally from their mentees in a two-way process. As part of a wider project, semi-structured interviews were conducted with 10 sport coach mentors employed by a sport governing body, with interview transcripts subject to reflexive thematic analysis. Findings indicate that when an educative stance is adopted by a sport coach mentor, they are able to engage with collaborative learning opportunities with their mentees, which results in possibilities for growth and professional development. Practical implications for sport coach mentor training are discussed.","PeriodicalId":47730,"journal":{"name":"Cambridge Journal of Education","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2021-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47610477","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: 3
Improving students’ academic performance and reducing conflicts through family involvement in primary school learning activities: a Mexican case study 通过家庭参与小学学习活动提高学生学习成绩并减少冲突:墨西哥个案研究
IF 2.3 3区 教育学
Cambridge Journal of Education Pub Date : 2021-10-15 DOI: 10.1080/0305764X.2021.1973374
Alfonso Rodriguez-Oramas, T. Morlà-Folch, Maria Vieites Casado, Laura Ruiz-Eugenio
{"title":"Improving students’ academic performance and reducing conflicts through family involvement in primary school learning activities: a Mexican case study","authors":"Alfonso Rodriguez-Oramas, T. Morlà-Folch, Maria Vieites Casado, Laura Ruiz-Eugenio","doi":"10.1080/0305764X.2021.1973374","DOIUrl":"https://doi.org/10.1080/0305764X.2021.1973374","url":null,"abstract":"ABSTRACT Research shows that family involvement in learning activities at school improves students’ academic performance and social cohesion. This study analyses the impact of involving families through interactive groups, dialogic literary gatherings and tutored library in a Mexican primary school in a highly underprivileged urban area, within the framework of the Schools as Learning Communities (SaLeaCom), project in Latin America. Using communicative methodology, data were collected through interviews (school principal and members of the non-profit Vía Educación which manages the project locally), focus groups (mothers, teachers and students), observations in classes, internal school reports and the comparative results of the national 2015 and 2018 standardised tests. Results show a drastic improvement in academic performance, surpassing the national average in mathematics and language by 15% and 5% respectively, and reducing conflicts in 61%. This provides evidence of how academic success and social cohesion are possible in a Mexican school like the one studied.","PeriodicalId":47730,"journal":{"name":"Cambridge Journal of Education","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2021-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47093117","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: 3
Collateral human rights learning situations: what are they? 附带的人权学习情况：它们是什么？
IF 2.3 3区 教育学
Cambridge Journal of Education Pub Date : 2021-10-09 DOI: 10.1080/0305764X.2021.1977782
Lisa Isenström
{"title":"Collateral human rights learning situations: what are they?","authors":"Lisa Isenström","doi":"10.1080/0305764X.2021.1977782","DOIUrl":"https://doi.org/10.1080/0305764X.2021.1977782","url":null,"abstract":"ABSTRACT This article furthers pedagogical knowledge on educating children about their human rights, specifically in school contexts, with the aim of elucidating the features and the collateral learning of educative situations through which children are supported to grow as rights-holders. The data, obtained from fieldwork in three Year 1 classes in Swedish schools, were analysed drawing on John Dewey´s theory of experience, growth and collateral learning. The findings show that, in everyday classroom interactions, teachers’ actions have implications for human rights learning. Four categories of collateral content were identified: a) Experience and respect equal value; b) Form, express and respect opinions; c) Take part and participate in individual and collective matters; d) Demonstrate understanding, and tolerance. It is argued that teachers’ pedagogical actions support children’s human rights learning in various everyday situations in the classroom, often in unintended and unplanned ways.","PeriodicalId":47730,"journal":{"name":"Cambridge Journal of Education","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2021-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45962827","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: 1
Out-of-school girls’ lives in Zimbabwe: what can we learn from a storytelling research approach? 津巴布韦失学女孩的生活：我们可以从讲故事的研究方法中学到什么？
IF 2.3 3区 教育学
Cambridge Journal of Education Pub Date : 2021-10-09 DOI: 10.1080/0305764X.2021.1970718
Alison Buckler, Liz Chamberlain, Faith Mkwananzi, C. Dean, Obert Chigodora
{"title":"Out-of-school girls’ lives in Zimbabwe: what can we learn from a storytelling research approach?","authors":"Alison Buckler, Liz Chamberlain, Faith Mkwananzi, C. Dean, Obert Chigodora","doi":"10.1080/0305764X.2021.1970718","DOIUrl":"https://doi.org/10.1080/0305764X.2021.1970718","url":null,"abstract":"ABSTRACT This paper focuses on the experiences of out-of-school girls in Zimbabwe. It draws on a research strand of SAGE (Supporting Adolescent Girls’ Education), a UKAid programme funded through the Foreign, Commonwealth and Development Office’s (FCDO) Girls’ Education Challenge (GEC) initiative. Using a digital storytelling approach the research highlights critical events that have changed girls’ lives and impacted on how they see their futures. The paper explores insights made possible by this alternative methodology. Crucially, it challenges the often-static representation of ‘marginalised’ and ‘out-of-school’ girls in Sub-Saharan Africa by illustrating the unpredictability of individual circumstances and girls’ perceptions of these, within broader contexts of persistent vulnerability factors. Drawing on the capability approach the paper also offers new insights into the perceived value and purpose of school for out-of-school girls. The findings have implications for conceptualising more creative, contextually appropriate policies and practices for young people who miss out on formal school.","PeriodicalId":47730,"journal":{"name":"Cambridge Journal of Education","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2021-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46701048","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: 1
Democratic citizenship, critical literacy and educational policy in England: a conceptual paradox? 英国的民主公民身份、批判性识字和教育政策：一个概念悖论？
IF 2.3 3区 教育学
Cambridge Journal of Education Pub Date : 2021-10-08 DOI: 10.1080/0305764X.2021.1977781
Chloe Ashbridge, M. Clarke, Beth T. Bell, H. Sauntson, Emma Walker
{"title":"Democratic citizenship, critical literacy and educational policy in England: a conceptual paradox?","authors":"Chloe Ashbridge, M. Clarke, Beth T. Bell, H. Sauntson, Emma Walker","doi":"10.1080/0305764X.2021.1977781","DOIUrl":"https://doi.org/10.1080/0305764X.2021.1977781","url":null,"abstract":"ABSTRACT This article identifies a conceptual paradox between recent educational policy in England and a social-democratic understanding of critical literacy. Recent political events including Brexit, the 2020 U.S. Presidential Election, and the Coronavirus Pandemic reiterate the need for pedagogies that equip students to critique information circulated online. After setting out critical literacy’s genealogy as a democratic educational model, the authors situate these theoretical approaches within the context of English secondary education reform. The article then draws on teacher agency research to consider the practical barriers to implementing a critical literacy pedagogy capable of navigating the present political landscape. Addressing gaps within literary education and digital media research, the overall argument is that educational policy in England since 2010 has served the priorities of a neoliberal state system. In this context, enacting the democratic, social-justice orientated critical literacy demanded by the challenges of communicating in the twenty-first-century is both daunting and urgent.","PeriodicalId":47730,"journal":{"name":"Cambridge Journal of Education","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2021-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49019758","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: 4
‘I lost the faith in humanity.’ Using William Golding’s Lord of the Flies to explore ethical and moral issues through transnational, online literary exchange “我对人性失去了信心。利用威廉·戈尔丁的《蝇王》，通过跨国在线文学交流来探讨伦理和道德问题
IF 2.3 3区 教育学
Cambridge Journal of Education Pub Date : 2021-10-07 DOI: 10.1080/0305764X.2021.1959519
Amanda Naylor, N. Mcguinn, Ghazal Shaikh, Z. Varga, Hege Emma Rimmereide
{"title":"‘I lost the faith in humanity.’ Using William Golding’s Lord of the Flies to explore ethical and moral issues through transnational, online literary exchange","authors":"Amanda Naylor, N. Mcguinn, Ghazal Shaikh, Z. Varga, Hege Emma Rimmereide","doi":"10.1080/0305764X.2021.1959519","DOIUrl":"https://doi.org/10.1080/0305764X.2021.1959519","url":null,"abstract":"ABSTRACT Researchers into Literature and Education from Norway, Pakistan and the United Kingdom used William Golding’s Lord of the Flies to explore the potential of a literary text to encourage intercultural dialogue, employing an innovative teaching method, Google Circles, to provide a platform for asynchronous online discussion among three cohorts of students in higher education. The authors present here the ethical and moral responses to the novel. The authors’ analysis of the data explores the students’ thoughts about human nature and law and order, as well as responses made by the students to moral turning points in Golding’s novel. The authors report that – although the novel provided a space for students from three national contexts to debate major existential questions using the affordances of the asynchronous digital platform – the students found it difficult to distinguish between the writer, the implied author and the narrative voice.","PeriodicalId":47730,"journal":{"name":"Cambridge Journal of Education","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2021-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59337988","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: 1
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