Educational Review最新文献_第8页

Nine guiding principles for women in higher education Nine guiding principles for women in higher education , by Karyn Z. Sproles, United States, Johns Hopkins University Press, 2023, 184 pp., USD 27.95, £23.00 (paperback), ISBN: 9781421444963 《高等教育中女性的九项指导原则》，Karyn Z. spproles著，美国，约翰霍普金斯大学出版社，2023年，184页，27.95美元，23.00英镑(平装)，ISBN: 9781421444963

3区教育学

Educational Review Pub Date : 2023-10-10 DOI: 10.1080/00131911.2023.2254983

Guo Zhang

引用次数: 0

Second Language Literacy Pedagogy: A Sociocultural Theory Perspective Second Language Literacy Pedagogy: A Sociocultural Theory Perspective , by Kimberly Buescher Urbanski, Channel View Publications, Bristol, 2023, 184 pp., £89.95 (hardback), ISBN: 9781800417601 《第二语言素养教育学:社会文化理论视角》，金伯利·布舍尔·厄班斯基著，通道视图出版社，布里斯托尔，2023年，184页，89.95英镑(精装本)，ISBN: 9781800417601

3区教育学

Educational Review Pub Date : 2023-10-10 DOI: 10.1080/00131911.2023.2264665

Zhiyun Huang, Zhanhao Jiang

引用次数: 0

The evaluation game: how publication metrics shape scholarly communication The evaluation game: how publication metrics shape scholarly communication , by Emanuel Kulczycki, Cambridge University Press, 2023, pp. viii+228 pp., £29.99(hardback, paperback and e-book), ISBN-10: 1009351192, ISBN-13: 978-1009351195, Online ISBN:9781009351218. 《评估游戏:出版指标如何塑造学术交流》，伊曼纽尔·库奇奇著，剑桥大学出版社，2023年，第viii页+228页，29.99英镑(精装本、平装本和电子书)，ISBN-10: 1009351192, ISBN-13: 978-1009351195，在线ISBN:9781009351218。

3区教育学

Educational Review Pub Date : 2023-10-06 DOI: 10.1080/00131911.2023.2264663

Huw Morris

引用次数: 1

“It’s a financial decision”: students’ ethical understandings of non-government faith-based schooling in a neoliberal society “这是一个财务决定”:学生对新自由主义社会中基于信仰的非政府教育的道德理解

3区教育学

Educational Review Pub Date : 2023-09-27 DOI: 10.1080/00131911.2023.2254513

Ilana Finefter-Rosenbluh, Jane Wilkinson

{"title":"“It’s a financial decision”: students’ ethical understandings of non-government faith-based schooling in a neoliberal society","authors":"Ilana Finefter-Rosenbluh, Jane Wilkinson","doi":"10.1080/00131911.2023.2254513","DOIUrl":"https://doi.org/10.1080/00131911.2023.2254513","url":null,"abstract":"The expansion of faith-based schools as marketised non-government institutions raises ethical questions, including their appeal to students. This article utilises focus groups with 24 Australian secondary students to identify ethical virtues in their perceptions of non-government faith-based schooling in a neoliberal education market cultivating a conflicting ethics character seeking to respond to both collective and individual goals. Taking the virtue ethics approach, the paper portrays how students perceive faith-based schooling as a financial enterprise contesting the virtues of justice, self-improvement, and courage. Firstly, findings illustrate students’ ethical discomfort with how a push for more socially just outcomes in such schools has, ironically, resulted in greater injustice. Specifically, findings capture a disjuncture between the schools’ emphasis on fee/affordability programmes for greater accessibility and their implications, i.e., the creation of unjust social divides between the “haves” and “have-nots”. Secondly, a mixed picture portrays some students’ virtuous behaviour of self-improvement in a faith-based schooling space seen as a “client”-oriented environment that should be utilised for one’s advantage, while others illustrate how such a system can, in fact, alleviate their need to actively seek to improve their skills and/or social engagement. Correspondingly, some students highlight how being outside the non-government faith-based schooling system “forces” them to strive academically or be socially proactive– regarded as working towards developing their virtue of self-improvement. The paper concludes with the students’ call for a courageous course of action for faith-based schooling, envisioned to promote more affordable and equitable educational opportunities and produce ethical forms of socially just schooling.","PeriodicalId":47755,"journal":{"name":"Educational Review","volume":"39 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":"135537058","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 75th anniversary and the politics of commemoration 75周年纪念与纪念政治

3区教育学

Educational Review Pub Date : 2023-09-27 DOI: 10.1080/00131911.2023.2257492

Jane Martin

引用次数: 0

Facilitating students as partners: co-researching with undergraduates in Asian university contexts 促进学生成为合作伙伴:在亚洲大学背景下与本科生共同研究

3区教育学

Educational Review Pub Date : 2023-09-22 DOI: 10.1080/00131911.2023.2246674

Tracy X. P. Zou, Gray Kochhar-Lindgren, Andrew Pau Hoang, Kristy Lam, Tom J. Barry, Lily Y. Y. Leung

{"title":"Facilitating students as partners: co-researching with undergraduates in Asian university contexts","authors":"Tracy X. P. Zou, Gray Kochhar-Lindgren, Andrew Pau Hoang, Kristy Lam, Tom J. Barry, Lily Y. Y. Leung","doi":"10.1080/00131911.2023.2246674","DOIUrl":"https://doi.org/10.1080/00131911.2023.2246674","url":null,"abstract":"Students as partners (SaP) has become an impactful practice in higher education as it enables students to take ownership of their learning and exercise agency. However, the implementation of SaP, particularly in Asia, has encountered many challenges, including concerns about a large power distance between students and teachers. Despite the emerging interests in exploring SaP in several Asian regions, there have been few studies about students’ experiences of partnership throughout a project life cycle. This study explores students’ experiences of SaP in three projects spanning two research-intensive universities in Hong Kong based on the Cultural-Historical Activity Theory (CHAT) and positioning theory. Data were collected from exit interviews with student partners, their reflective writings, and their responses to open-ended questions in a post-project survey. Our main contribution is the discovery of multiple contradictions between the project designs and students’ enactment of partnership. Specifically, students’ hesitation in assuming a partner’s role was related to their disciplinary identity, the inquiry methods of the projects, and the pre-determined project specifications. In contrast, the cultural factors, which are largely framed as barriers in the literature, only affected the partnership development at the beginning of the project. Our study implies that future SaP projects need to ensure the alignment between project designs and a partner’s role to facilitate equal and sustainable contributions from students and staff members.","PeriodicalId":47755,"journal":{"name":"Educational Review","volume":"82 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136015175","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’ perceptions of national large-scale assessment: the pedagogical dimension 教师对国家大规模评估的看法:教学维度

3区教育学

Educational Review Pub Date : 2023-09-19 DOI: 10.1080/00131911.2023.2256996

Rinat Arviv Elyashiv, Orit Avidov-Ungar

{"title":"Teachers’ perceptions of national large-scale assessment: the pedagogical dimension","authors":"Rinat Arviv Elyashiv, Orit Avidov-Ungar","doi":"10.1080/00131911.2023.2256996","DOIUrl":"https://doi.org/10.1080/00131911.2023.2256996","url":null,"abstract":"ABSTRACTLarge-scale assessments have become a basic national policy for educational improvement encouraging standards, decentralisation and school accountability. The current study focuses on the pedagogical dimension of large-scale assessments, examining its uses as a policy instrument for effecting pedagogical change. The paper presents and discusses the case of the Israeli NLSA (national large-scale assessment) regime – the Meitzav (Hebrew acronym for: Growth and Effectiveness Measures for Schools) tests. Although it aimed to design a low-stakes testing regime, its implementation was a top-down procedure which, in practice, restricts principals’ and teachers’ autonomy. Using qualitative and quantitative methods, the findings showed that the Meitzav test results are barely used as a means leading to pedagogical change to improve learning. Teachers considered these tests an unreliable assessment tool that in the main, does not reflect the school curriculum or student learning, while producing a high level of pressure on the teaching routine. In consequence of the Meitzav test results, the most common pedagogical change in practice chosen by teachers was: “teaching to the test”. Other pedagogical changes following the Meitzav were implemented to a minor extent. Policy implications are discussed.KEYWORDS: Large-scale assessmentsschool accountabilitypedagogical change Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":47755,"journal":{"name":"Educational Review","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135014452","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

Meeting the needs of highly able readers in the primary classroom: teachers’ perceptions in China and Scotland 在小学课堂上满足高能力读者的需求:中国和苏格兰教师的看法

IF 3.3 3区教育学

Educational Review Pub Date : 2023-09-19 DOI: 10.1080/00131911.2021.2001437

Tingzhao Zhang

{"title":"Meeting the needs of highly able readers in the primary classroom: teachers’ perceptions in China and Scotland","authors":"Tingzhao Zhang","doi":"10.1080/00131911.2021.2001437","DOIUrl":"https://doi.org/10.1080/00131911.2021.2001437","url":null,"abstract":"ABSTRACT This study explored regular classroom teachers’ perceptions of highly able readers and their actual practice of gifted education in the educational contexts of China and Scotland. This study is qualitative in nature and questionnaires and interviews were used to gather data in Chinese and Scottish public primary schools. The analysis indicated that many teachers in both countries believed that compared to their similar-aged peers, highly able readers could demonstrate advanced linguistic, cognitive and socioemotional abilities, and additional support was needed to develop reading ability. However, divergence emerged in terms of the role of school education. While Scottish teachers believed that highly able readers could be developed by school education, Chinese teachers believed that the role of school education was to provide basic education rather than enriched and additional education for highly able students. Chinese teachers regarded family education as the main source to extend highly able children’s learning experience. A concern for lacking professional knowledge for properly identifying and addressing the needs of highly able children was revealed between Chinese and Scottish teachers. The findings suggest that teacher training for gifted education and the flexibility for planning differentiated instruction should be provided to teachers in both countries.","PeriodicalId":47755,"journal":{"name":"Educational Review","volume":"41 1","pages":"1150 - 1167"},"PeriodicalIF":3.3,"publicationDate":"2023-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82675040","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

Spatial–temporal enactments of home-schooling among low-income families of primary-aged children 低收入家庭小学学龄儿童在家上学的时空行为

3区教育学

Educational Review Pub Date : 2023-09-19 DOI: 10.1080/00131911.2023.2254512

Emma Wainwright, Kate Hoskins

引用次数: 0

“You’re just not real”. LGBTQ+ youth and the struggle for identity in school “你不是真的。”LGBTQ+青年和在学校为身份而奋斗

3区教育学

Educational Review Pub Date : 2023-09-15 DOI: 10.1080/00131911.2023.2254514

Richard Harris, Ann E. Wilson-Daily, Markus Kemmelmeier, Meggie Copsey-Blake

引用次数: 0