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Reading for digital futures: a lens to consider social justice issues in student literacy experiences in the digital age 数字未来的阅读:一个考虑数字时代学生读写经验中的社会公正问题的镜头
IF 2.3 3区 教育学
Cambridge Journal of Education Pub Date : 2023-11-30 DOI: 10.1080/0305764x.2023.2281695
Laura Scholes
{"title":"Reading for digital futures: a lens to consider social justice issues in student literacy experiences in the digital age","authors":"Laura Scholes","doi":"10.1080/0305764x.2023.2281695","DOIUrl":"https://doi.org/10.1080/0305764x.2023.2281695","url":null,"abstract":"Acceleration of digital communication has changed the nature of reading and young people today need to engage multimodal skills for reading success in the digital world. While historically there ha...","PeriodicalId":47730,"journal":{"name":"Cambridge Journal of Education","volume":" 27","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138514432","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
Rights consciousness, sense of constraint and the reproduction of inequalities: perceptions of rights among pupils of low socioeconomic status who completed a human rights education unit 权利意识、约束感和不平等的再生产:完成人权教育单元的低社会经济地位学生的权利观念
IF 2.3 3区 教育学
Cambridge Journal of Education Pub Date : 2023-11-27 DOI: 10.1080/0305764x.2023.2281674
Lotem Perry-Hazan, Rotem Kirma, Avihu Shoshana
{"title":"Rights consciousness, sense of constraint and the reproduction of inequalities: perceptions of rights among pupils of low socioeconomic status who completed a human rights education unit","authors":"Lotem Perry-Hazan, Rotem Kirma, Avihu Shoshana","doi":"10.1080/0305764x.2023.2281674","DOIUrl":"https://doi.org/10.1080/0305764x.2023.2281674","url":null,"abstract":"This study explores the intersection of rights consciousness, rights mobilisation and cultural capital among high school pupils of low socioeconomic status. The research design comprised interviews...","PeriodicalId":47730,"journal":{"name":"Cambridge Journal of Education","volume":" 41","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138514391","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
Long-term outcomes for students who attend alternative provision schools: analysis of a national dataset at national, regional, local and institutional levels 就读替代性供应学校的学生的长期结果:国家、地区、地方和机构层面的国家数据集分析
IF 2.3 3区 教育学
Cambridge Journal of Education Pub Date : 2023-11-21 DOI: 10.1080/0305764x.2023.2281669
Andrew Malcolm
{"title":"Long-term outcomes for students who attend alternative provision schools: analysis of a national dataset at national, regional, local and institutional levels","authors":"Andrew Malcolm","doi":"10.1080/0305764x.2023.2281669","DOIUrl":"https://doi.org/10.1080/0305764x.2023.2281669","url":null,"abstract":"Little is known about the long-term outcomes of students who attend alternative provision (AP) settings. This study set out to analyse data published by the Department for Education which presents ...","PeriodicalId":47730,"journal":{"name":"Cambridge Journal of Education","volume":" 17","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138514405","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 impact of school climate on teacher enthusiasm: the mediating effect of collective efficacy and teacher self-efficacy 学校氛围对教师积极性的影响:集体效能感和教师自我效能感的中介作用
3区 教育学
Cambridge Journal of Education Pub Date : 2023-09-27 DOI: 10.1080/0305764x.2023.2255565
Masoumeh Kouhsari, Xianhan Huang, Chan Wang
{"title":"The impact of school climate on teacher enthusiasm: the mediating effect of collective efficacy and teacher self-efficacy","authors":"Masoumeh Kouhsari, Xianhan Huang, Chan Wang","doi":"10.1080/0305764x.2023.2255565","DOIUrl":"https://doi.org/10.1080/0305764x.2023.2255565","url":null,"abstract":"ABSTRACTThis study investigated the critical roles of school climate and efficacy (collective teacher efficacy and teacher self-efficacy) in teachers’ enthusiasm throughout their teaching careers. Based on multigroup structural equation modelling and mediation analysis of a sample of 4594 primary school teachers in China, this study found that school climate significantly affected teachers’ enthusiasm. Furthermore, collective teacher efficacy had a stronger mediating effect than teacher self-efficacy on the relationship between aspects of school climate and teachers’ enthusiasm. Among the four aspects of school climate, teachers’ perception of student relations had the strongest influence on novice, mid-and late-career teachers’ enthusiasm. Moreover, the practical implications of the findings for improving teachers’ enthusiasm at different stages of their careers are discussed.KEYWORDS: School climatecollective efficacyself-efficacyenthusiasm Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1. The data of this study is drawn from a large-scale project. Some similar variables have been used to construct different analytical models in previously published journal articles.","PeriodicalId":47730,"journal":{"name":"Cambridge Journal of Education","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135537767","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
Czech primary school teachers’ experience with the Philosophy for Children (P4C) approach 捷克小学教师运用儿童哲学(P4C)方法的经验
3区 教育学
Cambridge Journal of Education Pub Date : 2023-09-20 DOI: 10.1080/0305764x.2023.2255540
Ivo Jirásek, Kateřina Jágerová
{"title":"Czech primary school teachers’ experience with the Philosophy for Children (P4C) approach","authors":"Ivo Jirásek, Kateřina Jágerová","doi":"10.1080/0305764x.2023.2255540","DOIUrl":"https://doi.org/10.1080/0305764x.2023.2255540","url":null,"abstract":"The study presents the basic features of the Philosophy for Children (P4C) pedagogical approach and asks about the experiences of Czech primary school teachers in using it. The empirical investigation of qualitative design is based on interviews (n = 4) and their analysis using the Interpretative Phenomenological Analysis (IPA) method. The results point to the benefits of incorporating P4C into the primary school curriculum, especially in the development of children’s thinking, communication and social skills, in the transformation of the teacher’s role into a facilitator and in the deepening of teacher–student relationships into a partnership.","PeriodicalId":47730,"journal":{"name":"Cambridge Journal of Education","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136313999","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 impacts of International Baccalaureate expansion on professional cultures and assessments in Hong Kong, Taiwan and Singapore 国际文凭扩展对香港、台湾和新加坡专业文化和评估的影响
IF 2.3 3区 教育学
Cambridge Journal of Education Pub Date : 2023-09-04 DOI: 10.1080/0305764x.2023.2246397
Jack Tsao, Y. C. Li, S. A. Hameed
{"title":"The impacts of International Baccalaureate expansion on professional cultures and assessments in Hong Kong, Taiwan and Singapore","authors":"Jack Tsao, Y. C. Li, S. A. Hameed","doi":"10.1080/0305764x.2023.2246397","DOIUrl":"https://doi.org/10.1080/0305764x.2023.2246397","url":null,"abstract":"","PeriodicalId":47730,"journal":{"name":"Cambridge Journal of Education","volume":"1 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59338053","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
Can culinary capital be (re) produced in school? 烹饪资本能在学校(再)产生吗?
IF 2.3 3区 教育学
Cambridge Journal of Education Pub Date : 2023-08-21 DOI: 10.1080/0305764x.2023.2246399
Gurpinder Singh Lalli
{"title":"Can culinary capital be (re) produced in school?","authors":"Gurpinder Singh Lalli","doi":"10.1080/0305764x.2023.2246399","DOIUrl":"https://doi.org/10.1080/0305764x.2023.2246399","url":null,"abstract":"","PeriodicalId":47730,"journal":{"name":"Cambridge Journal of Education","volume":" ","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43721739","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
Ownership and agency through learner-led design of shared learning spaces: a multi-case study approach 通过学习者主导的共享学习空间设计的所有权和代理:多案例研究方法
IF 2.3 3区 教育学
Cambridge Journal of Education Pub Date : 2023-07-31 DOI: 10.1080/0305764x.2023.2234848
Jonathan Hancock, Ramone Al Bishawi, D. Coyle
{"title":"Ownership and agency through learner-led design of shared learning spaces: a multi-case study approach","authors":"Jonathan Hancock, Ramone Al Bishawi, D. Coyle","doi":"10.1080/0305764x.2023.2234848","DOIUrl":"https://doi.org/10.1080/0305764x.2023.2234848","url":null,"abstract":"","PeriodicalId":47730,"journal":{"name":"Cambridge Journal of Education","volume":"20 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59338042","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
Responding to a cry in the wilderness: teachers’ perceptions of teaching the Apprentice of Fine Arts in Creative Writing and its impact on the signature pedagogies of English 回应荒野中的呼喊:教师对创意写作美术学徒教学的看法及其对英语签名教学法的影响
IF 2.3 3区 教育学
Cambridge Journal of Education Pub Date : 2023-07-30 DOI: 10.1080/0305764x.2023.2237955
Lorna Smith
{"title":"Responding to a cry in the wilderness: teachers’ perceptions of teaching the Apprentice of Fine Arts in Creative Writing and its impact on the signature pedagogies of English","authors":"Lorna Smith","doi":"10.1080/0305764x.2023.2237955","DOIUrl":"https://doi.org/10.1080/0305764x.2023.2237955","url":null,"abstract":"","PeriodicalId":47730,"journal":{"name":"Cambridge Journal of Education","volume":" ","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48166428","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
Threats to creative learning in the primary-school: energies diverted into performative orientations 对小学创造性学习的威胁:能量转移到表演取向
IF 2.3 3区 教育学
Cambridge Journal of Education Pub Date : 2023-07-24 DOI: 10.1080/0305764x.2023.2234846
E. Hargreaves, Denise Buchanan, L. Quick
{"title":"Threats to creative learning in the primary-school: energies diverted into performative orientations","authors":"E. Hargreaves, Denise Buchanan, L. Quick","doi":"10.1080/0305764x.2023.2234846","DOIUrl":"https://doi.org/10.1080/0305764x.2023.2234846","url":null,"abstract":"","PeriodicalId":47730,"journal":{"name":"Cambridge Journal of Education","volume":" ","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42455522","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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