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By design or by accident: the legacy of Thailand’s 1999 education reform and the cultural consequences of internationalization 有意还是无意：泰国1999年教育改革的遗产和国际化的文化后果
IF 2.3 3区 教育学
Cambridge Journal of Education Pub Date : 2023-07-11 DOI: 10.1080/0305764x.2023.2230170
M. Ferguson, Panya Lekwilai
{"title":"By design or by accident: the legacy of Thailand’s 1999 education reform and the cultural consequences of internationalization","authors":"M. Ferguson, Panya Lekwilai","doi":"10.1080/0305764x.2023.2230170","DOIUrl":"https://doi.org/10.1080/0305764x.2023.2230170","url":null,"abstract":"","PeriodicalId":47730,"journal":{"name":"Cambridge Journal of Education","volume":" ","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44053591","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
Re-engaging incarcerated children and young people with education and learning using authentic inquiry in Italy, Spain, Germany and the UK 在意大利、西班牙、德国和英国，通过真实的调查，让被监禁的儿童和年轻人重新接受教育和学习
IF 2.3 3区 教育学
Cambridge Journal of Education Pub Date : 2023-07-07 DOI: 10.1080/0305764x.2023.2230161
A. Shafi, T. Middleton, Chris Jones
{"title":"Re-engaging incarcerated children and young people with education and learning using authentic inquiry in Italy, Spain, Germany and the UK","authors":"A. Shafi, T. Middleton, Chris Jones","doi":"10.1080/0305764x.2023.2230161","DOIUrl":"https://doi.org/10.1080/0305764x.2023.2230161","url":null,"abstract":"","PeriodicalId":47730,"journal":{"name":"Cambridge Journal of Education","volume":"1 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41654668","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
Students drawing conclusions about assessment to inform school change 学生得出评估结论，为学校变革提供信息
IF 2.3 3区 教育学
Cambridge Journal of Education Pub Date : 2023-07-02 DOI: 10.1080/0305764x.2023.2228224
Jill Willis, L. Adie, Bruce Addison, M. Kimber
{"title":"Students drawing conclusions about assessment to inform school change","authors":"Jill Willis, L. Adie, Bruce Addison, M. Kimber","doi":"10.1080/0305764x.2023.2228224","DOIUrl":"https://doi.org/10.1080/0305764x.2023.2228224","url":null,"abstract":"ABSTRACT Student agency in assessment is evident when students make assessment choices, and their voices inform decisions. This paper presents an in-depth case study of a high performing school that sought student voice to reform its assessment culture to enhance student agency. Secondary students in an Australian school were invited to draw a visual metaphor: if assessment were a food, what would it be? Responses were analysed to identify: What can be learnt about assessment culture from students’ drawings and comments? And how did student voice inform changes in school assessment practices and assessment culture? Six years later, the student ideas were revisited by a school leader to identify how cultural and structural conditions for student agency within the assessment culture had changed. Using visual methodologies with students provided insightful commentary on how assessment practices may be modified to support learning and the challenges of engaging in assessment culture reform.","PeriodicalId":47730,"journal":{"name":"Cambridge Journal of Education","volume":" ","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49090495","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
Powerful knowledge, transposition/transformation and ICT: an empirical study across school subjects in primary education 强大的知识、转位/转型与信息通信技术:小学教育跨学科的实证研究
IF 2.3 3区 教育学
Cambridge Journal of Education Pub Date : 2023-06-09 DOI: 10.1080/0305764x.2023.2215185
Elena Ramírez, Jorge Martín-Domínguez, Inés Rodríguez, Alicia Pérez González, Inmaculada Martín-Sánchez
{"title":"Powerful knowledge, transposition/transformation and ICT: an empirical study across school subjects in primary education","authors":"Elena Ramírez, Jorge Martín-Domínguez, Inés Rodríguez, Alicia Pérez González, Inmaculada Martín-Sánchez","doi":"10.1080/0305764x.2023.2215185","DOIUrl":"https://doi.org/10.1080/0305764x.2023.2215185","url":null,"abstract":"","PeriodicalId":47730,"journal":{"name":"Cambridge Journal of Education","volume":" ","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43404432","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
Classroom management and emotional regulation in Holocaust education: a qualitative video-based single case study in a secondary school 大屠杀教育中的课堂管理和情绪调节：一项基于视频的中学个案研究
IF 2.3 3区 教育学
Cambridge Journal of Education Pub Date : 2023-06-06 DOI: 10.1080/0305764X.2023.2215195
Josef Hofman
{"title":"Classroom management and emotional regulation in Holocaust education: a qualitative video-based single case study in a secondary school","authors":"Josef Hofman","doi":"10.1080/0305764X.2023.2215195","DOIUrl":"https://doi.org/10.1080/0305764X.2023.2215195","url":null,"abstract":"ABSTRACT Holocaust education is supposed to equip students with historical knowledge. It also pursues moral learning goals with the objective of enabling students to actively engage for human rights. However, teachers frequently report concerns about teaching the Holocaust because they feel unprepared to deal with intense emotional responses by the students. Classroom research suggests that teachers usually apply classroom management strategies to deal with unexpected student behaviours. For this reason, it can be assumed that teachers also apply classroom management strategies to deal with students’ emotional responses when teaching the Holocaust. However, little is known about this specific function of classroom management in Holocaust teaching. Therefore, this paper reports on findings from an exploratory, video-based single-case study in an urban secondary school in Germany. The results suggest that the participating teacher uses an avoidant classroom management to establish a joyful lesson and repress latent fear and sadness among the students.","PeriodicalId":47730,"journal":{"name":"Cambridge Journal of Education","volume":"53 1","pages":"431 - 449"},"PeriodicalIF":2.3,"publicationDate":"2023-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48829562","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
Tracking technology: exploring student experiences of school datafication 跟踪技术:探索学生对学校数据化的体验
IF 2.3 3区 教育学
Cambridge Journal of Education Pub Date : 2023-06-04 DOI: 10.1080/0305764x.2023.2215194
Luci Pangrazio, N. Selwyn, Bronwyn J. Cumbo
{"title":"Tracking technology: exploring student experiences of school datafication","authors":"Luci Pangrazio, N. Selwyn, Bronwyn J. Cumbo","doi":"10.1080/0305764x.2023.2215194","DOIUrl":"https://doi.org/10.1080/0305764x.2023.2215194","url":null,"abstract":"","PeriodicalId":47730,"journal":{"name":"Cambridge Journal of Education","volume":" ","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49218258","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
Practical citizenship: how to learn and exercise participation in schools 实践公民:如何在学校学习和锻炼参与
IF 2.3 3区 教育学
Cambridge Journal of Education Pub Date : 2023-05-21 DOI: 10.1080/0305764X.2023.2206789
Héctor S. Melero, Belen Ballesteros, T. Aguado
{"title":"Practical citizenship: how to learn and exercise participation in schools","authors":"Héctor S. Melero, Belen Ballesteros, T. Aguado","doi":"10.1080/0305764X.2023.2206789","DOIUrl":"https://doi.org/10.1080/0305764X.2023.2206789","url":null,"abstract":"ABSTRACT This article presents research designed to support teachers in the promotion of learning practical citizenship through the provision of appropriate guidelines and strategies. Practical citizenship refers to critical participation in democratic processes for social transformation. The authors recognise schools’ transformative capacity, despite their hierarchical structure and the prevalence of individuality. They contend that the analysis of how people learn and exercise practical citizenship in diverse contexts generates useful knowledge to be applied in schools.They have analysed the experiences and discourses of the stakeholders involved in participatory movements and practices: those generally located in informal and open contexts. Their interpretation of the results has drawn practical guidelines for helping teachers to make school the most democratic environment possible.","PeriodicalId":47730,"journal":{"name":"Cambridge Journal of Education","volume":"53 1","pages":"645 - 664"},"PeriodicalIF":2.3,"publicationDate":"2023-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43779073","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
Definition and characteristic features of a ‘cultural flashpoint’: a case study of Exploring Masculinities, a controversial gender and education programme in Ireland “文化闪点”的定义和特征:探索男子气概的案例研究，这是爱尔兰一个有争议的性别和教育项目
IF 2.3 3区 教育学
Cambridge Journal of Education Pub Date : 2023-05-18 DOI: 10.1080/0305764X.2023.2206798
Joan Hanafin, P. Conway, Cormac Ó Beaglaoich, John J. Hanafin, Máirtín Mac an Ghaill
{"title":"Definition and characteristic features of a ‘cultural flashpoint’: a case study of Exploring Masculinities, a controversial gender and education programme in Ireland","authors":"Joan Hanafin, P. Conway, Cormac Ó Beaglaoich, John J. Hanafin, Máirtín Mac an Ghaill","doi":"10.1080/0305764X.2023.2206798","DOIUrl":"https://doi.org/10.1080/0305764X.2023.2206798","url":null,"abstract":"ABSTRACT The concept ‘cultural flashpoint’ (CF) has not been fully defined or described. The authors test this concept through the prism of a controversial gender-focused Irish school programme, Exploring Masculinities (EM). Adopting an instrumental case study methodology, they use media content analysis to develop a temporal trajectory of the CF, describe its shape, explicit and implied contentious themes, and its process. They identify characteristic features of a cultural flashpoint: (i) a focal issue, event and/or object; (ii) conflict; (iii) bounded time period; (iv) the involvement of exo- and multi-sectoral individuals and groups; (v) randomness, opaqueness and conflation among its expressions; and (vi) broadly cultural and not confined to its sector of origin. They offer a definition of a CF and suggest it as a conceptual device for identifying, analysing and understanding contestation about educational (and other) change occurring in the context of wider and more long-standing cultural, social and political movements.","PeriodicalId":47730,"journal":{"name":"Cambridge Journal of Education","volume":"53 1","pages":"683 - 703"},"PeriodicalIF":2.3,"publicationDate":"2023-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43024833","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 multilingualism and learning patterns on student achievement in English and other subjects in higher education 多语言和学习模式对学生在高等教育中英语和其他科目成绩的影响
IF 2.3 3区 教育学
Cambridge Journal of Education Pub Date : 2023-05-18 DOI: 10.1080/0305764X.2023.2206805
Raees Calafato, Kevin Simmonds
{"title":"The impact of multilingualism and learning patterns on student achievement in English and other subjects in higher education","authors":"Raees Calafato, Kevin Simmonds","doi":"10.1080/0305764X.2023.2206805","DOIUrl":"https://doi.org/10.1080/0305764X.2023.2206805","url":null,"abstract":"ABSTRACT Students’ mindsets, multilingualism, learning styles and self-regulation strategies, which represent parts of their learning patterns, can affect their academic achievement in various ways. This article presents the results of a study that utilised a 185-item online questionnaire to investigate the interplay among the mindsets, learning styles, self-regulation strategies, multilingualism and achievement of 191 undergraduate students in France who were studying English as a foreign language (EFL) as part of their non-language degrees. The findings indicated that students who held growth-oriented mindsets about EFL, used concrete experiences as part of their learning style, and were proficient in multiple languages performed better in EFL. At the same time, there were no statistically significant correlations between their mindsets, learning styles, self-regulation strategies or multilingualism and their achievement in non-language subjects. Interestingly, the students reported employing similar learning styles and self-regulation strategies for both EFL and non-language subjects.","PeriodicalId":47730,"journal":{"name":"Cambridge Journal of Education","volume":"53 1","pages":"705 - 724"},"PeriodicalIF":2.3,"publicationDate":"2023-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43654818","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
Lesson observations in sub-Saharan Africa: bringing learners into focus 撒哈拉以南非洲的课堂观察:使学习者成为焦点
IF 2.3 3区 教育学
Cambridge Journal of Education Pub Date : 2023-05-09 DOI: 10.1080/0305764X.2023.2206788
R. Mitchell, Lizzi O. Milligan
{"title":"Lesson observations in sub-Saharan Africa: bringing learners into focus","authors":"R. Mitchell, Lizzi O. Milligan","doi":"10.1080/0305764X.2023.2206788","DOIUrl":"https://doi.org/10.1080/0305764X.2023.2206788","url":null,"abstract":"ABSTRACT This article considers different approaches to lesson observation and their potential for understanding and evaluating classroom practice in sub-Saharan Africa. We start with a critical appraisal of Teach, a recent World Bank initiative. The evidence and assumptions underpinning this teacher-focused instrument are considered alongside its affordances and limitations. Following this, we review evidence from school-based research from the region to identify four salient aspects of conditions for learning: the use of languages; the role of peers; the use of resources to support learning; and differentiated support. An alternative framework for lesson observations is proposed as a means of developing understandings of these conditions through a spotlight on the activities of individual learners; learners’ interactions with teachers and peers; and the classroom environment. In conclusion we consider how this framework may be used alongside existing instruments for deeper insights into the nature and quality of education in the region.","PeriodicalId":47730,"journal":{"name":"Cambridge Journal of Education","volume":"53 1","pages":"627 - 644"},"PeriodicalIF":2.3,"publicationDate":"2023-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46618674","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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