Cambridge Journal of Education最新文献_第5页

How academics perceive their participation in applied projects: a case study of a third-tier university on the Chinese Mainland 学者如何看待他们参与应用项目:以中国内地一所三线大学为例

IF 2.3 3区教育学

Cambridge Journal of Education Pub Date : 2023-02-22 DOI: 10.1080/0305764X.2023.2175790

Manhong Lai, Lan Shi

引用次数: 0

Identifying teachers’ strengths to face COVID-19: narratives from across the globe 确定教师面对COVID-19的优势:来自全球各地的叙述

IF 2.3 3区教育学

Cambridge Journal of Education Pub Date : 2023-01-11 DOI: 10.1080/0305764X.2022.2159013

Paola Aiello, E. Pace, U. Sharma, R. Rangarajan, Laura Sokal, Fiona May, Francisca Gonzalez Gil, T. Loreman, Saiful Malak, Elena Martín, A. McIlroy, S. Schwab

引用次数: 3

Conducting school-based research during Covid: evaluating the Silver Stories programme 在新冠肺炎期间开展基于学校的研究：评估银故事计划

IF 2.3 3区教育学

Cambridge Journal of Education Pub Date : 2023-01-11 DOI: 10.1080/0305764X.2022.2161477

G. Koutsouris, Tricia Nash, B. Norwich

引用次数: 0

High-ability Aboriginal Australian students’ reasoning about source of effort 高能力澳洲原住民学生对努力来源的推理

IF 2.3 3区教育学

Cambridge Journal of Education Pub Date : 2023-01-10 DOI: 10.1080/0305764X.2022.2161475

C. Tikoft, R. Craven, A. Yeung, Janet Mooney

引用次数: 0

Decolonising higher education: Black and Minority Ethnic students’ experiences at an elite British university 高等教育非殖民化：英国精英大学黑人和少数民族学生的经历

IF 2.3 3区教育学

Cambridge Journal of Education Pub Date : 2023-01-10 DOI: 10.1080/0305764X.2022.2161476

Nozomi Sakata, Cynthia E. Winston-Proctor, L. Harris

{"title":"Decolonising higher education: Black and Minority Ethnic students’ experiences at an elite British university","authors":"Nozomi Sakata, Cynthia E. Winston-Proctor, L. Harris","doi":"10.1080/0305764X.2022.2161476","DOIUrl":"https://doi.org/10.1080/0305764X.2022.2161476","url":null,"abstract":"ABSTRACT Recent movements to decolonise the university have challenged the ideological and political position of authority, reflecting the power relations between different societal groups. Framed by postcolonial and decolonial perspectives, this paper attempts to represent the experiences, values and viewpoints of Black and Minority Ethnic (BME) students at an elite British university who speak for themselves about their lived realities at the institution. Semi-structured interviews and focus group discussions with seven undergraduate and two postgraduate students explored their university experience, academic success, sense of belonging, discrimination and racism. The findings revealed that the students lacked a sense of belonging at the university. Among the factors that undermined this are the predominantly White faculty bodies, exclusive curriculum representation and inter-group interactions divided by racial groups. Cultivating an inclusive university experience will allow BME students to feel a sense of belonging and integrate the racial and ethnic cultural diversity that they represent.","PeriodicalId":47730,"journal":{"name":"Cambridge Journal of Education","volume":"53 1","pages":"397 - 411"},"PeriodicalIF":2.3,"publicationDate":"2023-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46830259","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

Endogenous assets-mapping: a new approach to conceptualizing assets in order to understand young people’s capabilities and how these relate to their desired educational outcomes in disadvantaged neighbourhoods 内生资产映射：一种概念化资产的新方法，以了解年轻人的能力，以及这些能力与他们在弱势社区所期望的教育成果之间的关系

IF 2.3 3区教育学

Cambridge Journal of Education Pub Date : 2023-01-02 DOI: 10.1080/0305764X.2022.2083077

C. Forbes, K. Kerr

{"title":"Endogenous assets-mapping: a new approach to conceptualizing assets in order to understand young people’s capabilities and how these relate to their desired educational outcomes in disadvantaged neighbourhoods","authors":"C. Forbes, K. Kerr","doi":"10.1080/0305764X.2022.2083077","DOIUrl":"https://doi.org/10.1080/0305764X.2022.2083077","url":null,"abstract":"ABSTRACT Asset-based approaches to public service reform suggest a need for policymakers to shift attention from ‘fixing’ the perceived deficits of disadvantaged neighbourhoods, to recognising and building on the resources, or assets, they hold. However, these approaches have also been critiqued for interpreting assets so broadly that they effectively become meaningless, or so narrowly that they perpetuate deficit views. To counter these tendencies, a new conceptually and methodologically robust endogenous assets-mapping approach is proposed. This has been designed to enable nuanced insights into the assets young people living in disadvantaged neighbourhoods may draw upon to pursue positive educational and wider life outcomes. The approach’s utility is illustrated through the case of Ayesha, a 14-year-old student with a difficult relationship with school. The paper concludes that an endogenous assets-mapping approach can help to generate more positive narratives for vulnerable learners living in disadvantaged neighbourhoods than schooling may typically enable.","PeriodicalId":47730,"journal":{"name":"Cambridge Journal of Education","volume":"53 1","pages":"117 - 133"},"PeriodicalIF":2.3,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48125538","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

Applying a band-aid or building a bridge: ecological factors and divergent approaches to enhancing teacher wellbeing 贴创可贴还是搭桥梁:提高教师幸福感的生态因素与不同途径

IF 2.3 3区教育学

Cambridge Journal of Education Pub Date : 2022-12-26 DOI: 10.1080/0305764X.2022.2155612

Karen Hartcher, S. Chapman, C. Morrison

{"title":"Applying a band-aid or building a bridge: ecological factors and divergent approaches to enhancing teacher wellbeing","authors":"Karen Hartcher, S. Chapman, C. Morrison","doi":"10.1080/0305764X.2022.2155612","DOIUrl":"https://doi.org/10.1080/0305764X.2022.2155612","url":null,"abstract":"ABSTRACT Teacher wellbeing is important, not least for the role teachers play in supporting students’ social, emotional, physical and academic wellbeing. Effective teachers need to remain both physically and mentally healthy. This paper examines how teacher wellbeing is conceptualised through research to identify the influential ecological influences that support and sustain teachers. Through a scoping review methodology, this examination starts with a conceptualisation of teacher wellbeing, and is then organised into three interrelated themes. This thematic approach provides a basis to examine, first, the influential individual factors shaping teachers’ wellbeing; second, the relational factors that characterise teachers’ work; and, third, the contemporary contextual factors associated with enhancing or eroding teacher wellbeing. These themes highlight that many approaches to enhancing teachers’ wellbeing are often short-term band-aid fixes, and the authors argue that attention must be given to longer-term bridge-building strategies that place teacher wellbeing at the heart of teaching.","PeriodicalId":47730,"journal":{"name":"Cambridge Journal of Education","volume":"143 1-4","pages":"329 - 356"},"PeriodicalIF":2.3,"publicationDate":"2022-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41309124","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 teaching assistants improve attainment and attitudes of low performing pupils in numeracy? Evidence from a large-scale randomised controlled trial 助教能提高算术成绩差的学生的成绩和态度吗？来自大规模随机对照试验的证据

IF 2.3 3区教育学

Cambridge Journal of Education Pub Date : 2022-10-20 DOI: 10.1080/0305764X.2022.2093838

J. Hodgen, Michael Adkins, S. Ainsworth

引用次数: 0

Establishing understanding during student-initiated between-desk instructions in project work 在项目工作中，在学生开始的案头指导之间建立理解

IF 2.3 3区教育学

Cambridge Journal of Education Pub Date : 2022-09-05 DOI: 10.1080/0305764X.2022.2047890

M. Amri, Olcay Sert

{"title":"Establishing understanding during student-initiated between-desk instructions in project work","authors":"M. Amri, Olcay Sert","doi":"10.1080/0305764X.2022.2047890","DOIUrl":"https://doi.org/10.1080/0305764X.2022.2047890","url":null,"abstract":"ABSTRACT This study investigates how shared understanding is established during a rarely researched instructional and interactional context, namely teacher–student interactions during between-desk instructions (BDIs). Specifically, the authors focus on instructional interactions initiated by students during project-based language teaching in an upper-secondary Swedish classroom and probe into how students’ formulations of understanding of a teacher’s prior responses shape the subsequent interactional trajectories. Their conversation analytic investigation reveals that the teacher produces either confirming or disconfirming actions following students’ formulations of understanding. These response types accomplish two distinct forms of interactional work: (a) when the teacher confirms the students’ formulations, she expands the sequence with instruction-related elaborations; and (b) when the teacher does not confirm the formulations, she accounts for that, prompting students to reformulate their understanding. Overall, this study contributes to the body of research on BDIs as a recurring yet under-investigated lesson practice during project work.","PeriodicalId":47730,"journal":{"name":"Cambridge Journal of Education","volume":"52 1","pages":"667 - 689"},"PeriodicalIF":2.3,"publicationDate":"2022-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43126908","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

Structural barriers and processes of defunding of funds of identity of refugee-background children 难民背景儿童身份基金的结构性障碍和撤资过程

IF 2.3 3区教育学

Cambridge Journal of Education Pub Date : 2022-09-03 DOI: 10.1080/0305764X.2022.2046704

Eleni Oikonomidoy, Fares J. Karam

引用次数: 0