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Oxford Review of Education最新文献

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Colour-evasive racial ideologies underpinning the hidden curriculum of a majority-minority occupational therapy school in London, England: an analysis of minoritised undergraduate students’ experiences 英国伦敦一所少数族裔占多数的职业治疗学校的隐性课程所蕴含的有色人种意识形态：对少数族裔本科生经历的分析
IF 2 3区 教育学
Oxford Review of Education Pub Date : 2024-08-12 DOI: 10.1080/03054985.2024.2379912
J. Y. Teoh, S. M. Lai, G. Sudhir, M. Fatimehin, P. Otermans, A. Horton, E. Saunders, G. Ludhra, S. Barbosa Bouças
{"title":"Colour-evasive racial ideologies underpinning the hidden curriculum of a majority-minority occupational therapy school in London, England: an analysis of minoritised undergraduate students’ experiences","authors":"J. Y. Teoh, S. M. Lai, G. Sudhir, M. Fatimehin, P. Otermans, A. Horton, E. Saunders, G. Ludhra, S. Barbosa Bouças","doi":"10.1080/03054985.2024.2379912","DOIUrl":"https://doi.org/10.1080/03054985.2024.2379912","url":null,"abstract":"The concept of ethnoracial ‘majority-minority’ was introduced to describe changing population demographics where racial or ethnic groups traditionally in the majority have become a numerical minori...","PeriodicalId":47910,"journal":{"name":"Oxford Review of Education","volume":"24 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142225593","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
Environment in the views of preschool children: an investigation of children’s drawings and narratives in Turkey 学龄前儿童眼中的环境：对土耳其儿童绘画和叙事的调查
IF 2 3区 教育学
Oxford Review of Education Pub Date : 2024-07-11 DOI: 10.1080/03054985.2024.2359978
Nur Alaçam
{"title":"Environment in the views of preschool children: an investigation of children’s drawings and narratives in Turkey","authors":"Nur Alaçam","doi":"10.1080/03054985.2024.2359978","DOIUrl":"https://doi.org/10.1080/03054985.2024.2359978","url":null,"abstract":"The environment consists of different interrelated elements including biotic, abiotic, and anthropic. It is essential to understand the interrelations between these systems to be able solve environ...","PeriodicalId":47910,"journal":{"name":"Oxford Review of Education","volume":"3 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141584812","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
Understanding the salary gap between academic faculty and top administrators: a New Public Management perspective 了解学术界教师与高层管理人员之间的薪酬差距：新公共管理视角
IF 2 3区 教育学
Oxford Review of Education Pub Date : 2024-05-29 DOI: 10.1080/03054985.2024.2357122
Daria Gerashchenko
{"title":"Understanding the salary gap between academic faculty and top administrators: a New Public Management perspective","authors":"Daria Gerashchenko","doi":"10.1080/03054985.2024.2357122","DOIUrl":"https://doi.org/10.1080/03054985.2024.2357122","url":null,"abstract":"Do university administrators receive significantly higher remuneration than faculty members? Can the adoption of New Public Management (NPM) principles in higher education governance contribute to ...","PeriodicalId":47910,"journal":{"name":"Oxford Review of Education","volume":"20 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141530344","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
Theory-informed beliefs in early childhood education: contradictions in child development theories and models of play 幼儿教育中的理论信念：儿童发展理论与游戏模式之间的矛盾
IF 2 3区 教育学
Oxford Review of Education Pub Date : 2024-04-22 DOI: 10.1080/03054985.2024.2331180
Anne Suryani, Marilyn Fleer
{"title":"Theory-informed beliefs in early childhood education: contradictions in child development theories and models of play","authors":"Anne Suryani, Marilyn Fleer","doi":"10.1080/03054985.2024.2331180","DOIUrl":"https://doi.org/10.1080/03054985.2024.2331180","url":null,"abstract":"Theory-informed practice has a long tradition within the profession of early childhood education in Australia and internationally. Aligned with longstanding policy and curriculum in Australia, the ...","PeriodicalId":47910,"journal":{"name":"Oxford Review of Education","volume":"20 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140636355","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 pronunciation of students’ names in higher education: identity work by academics and professional services staff 高等教育中学生姓名的发音：学者和专业服务人员的身份认同工作
IF 2 3区 教育学
Oxford Review of Education Pub Date : 2024-03-22 DOI: 10.1080/03054985.2024.2331158
Jane Pilcher, Hannah Deakin-Smith, Chloe G. Roesch
{"title":"The pronunciation of students’ names in higher education: identity work by academics and professional services staff","authors":"Jane Pilcher, Hannah Deakin-Smith, Chloe G. Roesch","doi":"10.1080/03054985.2024.2331158","DOIUrl":"https://doi.org/10.1080/03054985.2024.2331158","url":null,"abstract":"Changes in the national, linguistic and ethnic profiles of students in UK higher education mean that students’ names are also likely to have become increasingly culturally diverse. In this article,...","PeriodicalId":47910,"journal":{"name":"Oxford Review of Education","volume":"21 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140200917","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
Accountability as praxis: a dialectical conversation on decolonising teaching methods 问责即实践：关于非殖民化教学方法的辩证对话
IF 2 3区 教育学
Oxford Review of Education Pub Date : 2024-03-22 DOI: 10.1080/03054985.2024.2328606
Emily Alicia Affolter, Abby Yost
{"title":"Accountability as praxis: a dialectical conversation on decolonising teaching methods","authors":"Emily Alicia Affolter, Abby Yost","doi":"10.1080/03054985.2024.2328606","DOIUrl":"https://doi.org/10.1080/03054985.2024.2328606","url":null,"abstract":"This article engages two teacher educators committed to social justice. We dialogue about our different pedagogies, ideologies, and approaches to education, learning from each other’s mistakes and ...","PeriodicalId":47910,"journal":{"name":"Oxford Review of Education","volume":"43 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140201006","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
Socio-economic inequality and education 社会经济不平等与教育
IF 2 3区 教育学
Oxford Review of Education Pub Date : 2024-03-12 DOI: 10.1080/03054985.2024.2307771
Steve Strand
{"title":"Socio-economic inequality and education","authors":"Steve Strand","doi":"10.1080/03054985.2024.2307771","DOIUrl":"https://doi.org/10.1080/03054985.2024.2307771","url":null,"abstract":"Published in Oxford Review of Education (Vol. 50, No. 2, 2024)","PeriodicalId":47910,"journal":{"name":"Oxford Review of Education","volume":"120 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140152945","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 extended project qualification in England: does it provide good preparation for higher education? 英国的扩展项目资格证书：它能为高等教育做好准备吗？
IF 2 3区 教育学
Oxford Review of Education Pub Date : 2024-03-06 DOI: 10.1080/03054985.2024.2325966
Tim Gill
{"title":"The extended project qualification in England: does it provide good preparation for higher education?","authors":"Tim Gill","doi":"10.1080/03054985.2024.2325966","DOIUrl":"https://doi.org/10.1080/03054985.2024.2325966","url":null,"abstract":"The Extended Project Qualification (EPQ) is taken by students in England aged 16–18, usually alongside A levels. It consists of an in-depth project in an area of students’ choosing. Students are re...","PeriodicalId":47910,"journal":{"name":"Oxford Review of Education","volume":"60 1 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140076134","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
Shifting power relations in innovative learning environments: implications for initial teacher education and practicum 创新学习环境中不断变化的权力关系：对初始教师教育和实习的影响
IF 2 3区 教育学
Oxford Review of Education Pub Date : 2024-02-27 DOI: 10.1080/03054985.2024.2320369
Emily Nelson, Jennifer Charteris
{"title":"Shifting power relations in innovative learning environments: implications for initial teacher education and practicum","authors":"Emily Nelson, Jennifer Charteris","doi":"10.1080/03054985.2024.2320369","DOIUrl":"https://doi.org/10.1080/03054985.2024.2320369","url":null,"abstract":"Internationally, a dearth of literature exists on how preservice teachers (PSTs) should be prepared to engage in Innovative Learning Environments (ILE) while on practicum. These environments progre...","PeriodicalId":47910,"journal":{"name":"Oxford Review of Education","volume":"4 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140019335","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 Sisyphean continuum: countering the racial-colonial challenges of Indigenous education 西西弗连续体：应对土著教育的种族-殖民挑战
IF 2 3区 教育学
Oxford Review of Education Pub Date : 2024-02-27 DOI: 10.1080/03054985.2024.2320361
Troy Meston, Chesley Cutler, Tasha Riley, Harry Van Issum
{"title":"The Sisyphean continuum: countering the racial-colonial challenges of Indigenous education","authors":"Troy Meston, Chesley Cutler, Tasha Riley, Harry Van Issum","doi":"10.1080/03054985.2024.2320361","DOIUrl":"https://doi.org/10.1080/03054985.2024.2320361","url":null,"abstract":"Using the symbolism of what we consider to be a ‘Sisyphean continuum’, in this paper the Anglosphere countries of Canada, New Zealand, the United States, and Australia are grouped to strategically ...","PeriodicalId":47910,"journal":{"name":"Oxford Review of Education","volume":"17 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140001491","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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