Cambridge Journal of Education最新文献_第6页

Does university participation facilitate young people’s citizenship behaviour in the UK? 大学教育是否促进了英国年轻人的公民行为?

IF 2.3 3区教育学

Cambridge Journal of Education Pub Date : 2022-08-09 DOI: 10.1080/0305764X.2022.2093837

Jinyu Yang, Bryony Hoskins

引用次数: 1

Conceptualisations and implications of ‘newness’ in education outside the classroom 课堂外教育中“新性”的概念化及其含义

IF 2.3 3区教育学

Cambridge Journal of Education Pub Date : 2022-08-09 DOI: 10.1080/0305764X.2022.2094893

Chris North, A. Hill, M. Cosgriff, Sophie Watson, David Irwin, M. Boyes

引用次数: 1

‘How come they struggle with such simple work?’: parents’ perceptions of language teacher identity and teaching practice “他们怎么会在这么简单的工作中挣扎？”：家长对语文教师身份的认知与教学实践

IF 2.3 3区教育学

Cambridge Journal of Education Pub Date : 2022-08-09 DOI: 10.1080/0305764X.2022.2094894

C. Nguyen, J. Trent, T. Nguyen

引用次数: 0

Investigating the mediating effects of professional learning communities on the relationship between leadership practices and teacher collective efficacy: a perspective of Chinese principals 专业学习社群对领导实践与教师集体效能的中介效应研究:基于中国校长的视角

IF 2.3 3区教育学

Cambridge Journal of Education Pub Date : 2022-08-09 DOI: 10.1080/0305764X.2022.2092070

Jia Zhang, Qinan Huang, Juyan Ye

引用次数: 0

The role of academic self-concept in post-compulsory achievement, transitions and labour market outcomes 学业自我概念在义务教育后成绩、转型和劳动力市场结果中的作用

IF 2.3 3区教育学

Cambridge Journal of Education Pub Date : 2022-08-09 DOI: 10.1080/0305764X.2022.2097644

K. Hansen, Morag Henderson, N. Shure

{"title":"The role of academic self-concept in post-compulsory achievement, transitions and labour market outcomes","authors":"K. Hansen, Morag Henderson, N. Shure","doi":"10.1080/0305764X.2022.2097644","DOIUrl":"https://doi.org/10.1080/0305764X.2022.2097644","url":null,"abstract":"ABSTRACT Pupils’ Academic Self-Concept (ASC) has been shown to be related to educational outcomes during compulsory school years, but there is little evidence on the role ASC plays beyond this stage. Using longitudinal data from the English Next Steps survey the authors examine whether young people with higher ASC are more likely to study A levels, participate in further education and attend university. For university attenders, they examine whether higher ASC is associated with attending high status universities or studying higher status subjects. Finally, they explore the relationship between ASC and employment status and income. They find ASC is associated with differences in some of the post-educational routes but not with all. ASC is associated with an increased likelihood of studying for A levels and, for those with the highest ASC, more ASC increases the likelihood of going to university. However, there is no evidence that ASC is associated with going to an elite Russell Group university or related to differences in subjects studied at university, nor is it directly associated with later labour market outcomes once background variables and prior educational attainment are included. However, there will be an indirect relationship which should not be overlooked, as ASC influences A levels and the likelihood of going to university, both of which are associated with improved labour market outcomes. Although not causal, this work suggests that policies aimed at increasing ASC might have the ability to improve students’ educational trajectories, increasing the likelihood that students will study A levels and, for some, increasing the likelihood of attending university. Both of these are pivotal educational cross-roads, so influencing routes at these points not only has the potential to improve opportunities for individuals, but also widen access to HE among groups with traditionally lower participation rates, thereby improving later outcomes, indirectly.","PeriodicalId":47730,"journal":{"name":"Cambridge Journal of Education","volume":"53 1","pages":"293 - 309"},"PeriodicalIF":2.3,"publicationDate":"2022-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45577030","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

Teachers’ experiences with positive education 教师积极教育的经验

IF 2.3 3区教育学

Cambridge Journal of Education Pub Date : 2022-08-09 DOI: 10.1080/0305764X.2022.2093839

Ditte Sandholm, Julia Simonsen, K. Ström, Å. Fagerlund

引用次数: 2

Love, care, and solidarity: understanding the emotional and affective labour of school leadership 爱、关怀和团结：理解学校领导的情感和情感劳动

IF 2.3 3区教育学

Cambridge Journal of Education Pub Date : 2022-08-02 DOI: 10.1080/0305764X.2022.2103099

Amanda Heffernan, Martin Mills

引用次数: 0

Measuring ethnic school segregation within local educational markets in England 衡量英格兰地方教育市场中的种族学校隔离

IF 2.3 3区教育学

Cambridge Journal of Education Pub Date : 2022-07-20 DOI: 10.1080/0305764X.2022.2061914

Peter Maurice Mitchell

引用次数: 0

Reflecting on teaching in low SES areas during COVID-19: an Australian experience 反思新冠肺炎期间低社会经济地位地区的教学：澳大利亚的经验

IF 2.3 3区教育学

Cambridge Journal of Education Pub Date : 2022-07-17 DOI: 10.1080/0305764X.2022.2092071

L. Baxter, F. Gardner, Anne E. Southall

引用次数: 1

And then there were three: (re-)distributing educational responsibilities in response to the growing use of shadow education in the Netherlands 然后有三个：（重新）分配教育责任，以应对荷兰越来越多地使用影子教育

IF 2.3 3区教育学

Cambridge Journal of Education Pub Date : 2022-07-07 DOI: 10.1080/0305764X.2022.2044760

D. Jansen, L. Elffers, M. Volman

{"title":"And then there were three: (re-)distributing educational responsibilities in response to the growing use of shadow education in the Netherlands","authors":"D. Jansen, L. Elffers, M. Volman","doi":"10.1080/0305764X.2022.2044760","DOIUrl":"https://doi.org/10.1080/0305764X.2022.2044760","url":null,"abstract":"ABSTRACT Over the past two decades, as in many countries, the use of private tutoring (‘shadow education’) has increased substantially in the Netherlands. Educators and policy makers are raising questions regarding the role that shadow education may play in relation to the traditional configuration of the home and school being assigned the responsibility for children’s education. In five mixed focus groups (n = 43), the authors explored what key players – teachers, parents and tutors – consider to be their own and each other’s pedagogical and educational responsibilities. Results show that two related tensions arise during role allocation: first, the normative question of whether a tripartite configuration which includes tutoring should be accepted or defied; and, second, concerns about tutoring not being equally accessible to students from all social classes. The study indicates that stakeholders’ explication of mutual perspectives on individual and shared roles may yield new schemes of cooperation that are based on collaborative responsibility, rather than competition about individual responsibilities, for student learning.","PeriodicalId":47730,"journal":{"name":"Cambridge Journal of Education","volume":"52 1","pages":"615 - 632"},"PeriodicalIF":2.3,"publicationDate":"2022-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48353995","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: 2