Oxford Review of Education最新文献_第8页

Inside mathematics learning inequality: an analysis of Young Lives Survey data, India 数学学习不平等内部：对印度青年生活调查数据的分析

IF 2 3区教育学

Oxford Review of Education Pub Date : 2023-04-26 DOI: 10.1080/03054985.2023.2194622

Aquib Parvez

引用次数: 0

Is a more selective exit exam related to shadow education use? An analysis of two cohorts of final-year secondary school students in the Netherlands. 更具选择性的毕业考试与影子教育的使用有关吗？荷兰两组中学四年级学生的分析

IF 2.3 3区教育学

Oxford Review of Education Pub Date : 2023-04-04 eCollection Date: 2024-01-01 DOI: 10.1080/03054985.2023.2187364

Daury Jansen, Louise Elffers, Suzanne Jak, Monique L L Volman

{"title":"Is a more selective exit exam related to shadow education use? An analysis of two cohorts of final-year secondary school students in the Netherlands.","authors":"Daury Jansen, Louise Elffers, Suzanne Jak, Monique L L Volman","doi":"10.1080/03054985.2023.2187364","DOIUrl":"10.1080/03054985.2023.2187364","url":null,"abstract":"<p><p>The prevalence of private supplementary tutoring (i.e. shadow education) is growing, particularly in nations with selective school exams. The hypothesis that tutoring attendance rises as pressure to perform increases has not yet been tested. Therefore, our research question is: does the likelihood of attending shadow education increase with an increase in educational system selectivity (in this case: stricter requirements to graduate)? Our study used an opportunity to study this question in the Dutch context, where performance standards on the nationwide secondary education exit exam were raised in 2011. We used data from two cohorts of Dutch exam year students: one before and one after the raised selectivity, hypothesising that the latter group had a higher likelihood of attending shadow education than the former. Results from Propensity Score Matching (PSM), applied to obtain cohorts as similar as possible on observable characteristics, provide support for our hypothesis. Our results on the Dutch policy change confirm that shadow education use might emerge at key moments of selection. In doing so, our study suggests that policymakers and researchers may want to include shadow education use in discussions on the merits and pitfalls of introducing more stringent performance standards into the education system.</p>","PeriodicalId":47910,"journal":{"name":"Oxford Review of Education","volume":" ","pages":"24-41"},"PeriodicalIF":2.3,"publicationDate":"2023-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11774255/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42080362","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Using GIS to analyse early years provision in Northern Ireland – adding another year of segregated education? 使用GIS分析北爱尔兰的早期教育——再增加一年的隔离教育？

IF 2 3区教育学

Oxford Review of Education Pub Date : 2023-03-27 DOI: 10.1080/03054985.2023.2190088

Stephen Roulston, Sally Cook

引用次数: 0

Factors influencing teachers’ grading standards in mathematics 影响数学教师评分标准的因素

IF 2 3区教育学

Oxford Review of Education Pub Date : 2023-03-09 DOI: 10.1080/03054985.2023.2185217

Daniel Doz

{"title":"Factors influencing teachers’ grading standards in mathematics","authors":"Daniel Doz","doi":"10.1080/03054985.2023.2185217","DOIUrl":"https://doi.org/10.1080/03054985.2023.2185217","url":null,"abstract":"ABSTRACT National assessments can be used to explore the strictness of teachers in grading students by comparing student grades to their scores on standardised tests. Several factors influence teacher-given grades, including student gender, school type, geographical regions, and socioeconomic status. In this paper, we used data from the Italian institute INVALSI, responsible for the organisation of national mathematics assessments, to investigate how these factors influence teachers’ grading standards. We considered a sample of 36,589 Grade 13 Italian students from 2,062 classes at 990 high schools. The relationships between the variables were analysed using hierarchical linear modelling. The findings reveal that teacher-given grades are related to student-level variables (e.g. gender, socioeconomic status, and score on the INVALSI test) and school-level variables (e.g. school type and location). When the difference between teacher-assigned grades and scores on the INVALSI test was considered, only student gender, school type, and location accounted for the gap in student achievements. Therefore, student socioeconomic status has a lower influence on their performance on the INVALSI test, suggesting that using standardised assessments might improve equity in assessment.","PeriodicalId":47910,"journal":{"name":"Oxford Review of Education","volume":"49 1","pages":"819 - 837"},"PeriodicalIF":2.0,"publicationDate":"2023-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44328073","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

The core content framework and the ‘new science’ of educational research 教育研究的核心内容框架与“新科学”

IF 2 3区教育学

Oxford Review of Education Pub Date : 2023-02-27 DOI: 10.1080/03054985.2023.2182768

J. Hordern, C. Brooks

{"title":"The core content framework and the ‘new science’ of educational research","authors":"J. Hordern, C. Brooks","doi":"10.1080/03054985.2023.2182768","DOIUrl":"https://doi.org/10.1080/03054985.2023.2182768","url":null,"abstract":"ABSTRACT This paper unpacks the assumptions underpinning England’s new Core Content Framework (CCF) in respect of the educational research required for teacher expertise, with particular attention to the sources referenced in the final part of the CCF and claims that these constitute the ‘best available educational research’. Drawing on sociological studies of educational knowledge, and assessments of the quality of educational research in England, in addition to the philosophy of expertise as related to teaching, it is argued that the CCF is currently orientated towards a scientism that (i) marginalises longstanding traditions of educational thought, and (ii) technicises and instrumentalises teaching practice. The predominance of a scientistic model of educational knowledge is demonstrated through a profile of the sources identified in the CCF, with a focus on the journals in which referenced material is published and an overview of subject matter via an analysis of keywords and titles. With an overwhelming preference for this ‘New Science’ as opposed to other traditions of educational knowledge, the CCF encourages an image of teaching as a decontextualised series of interventions with narrow objectives, and thus implicitly marginalises wider educational goods and purposes and deprofessionalises teachers work.","PeriodicalId":47910,"journal":{"name":"Oxford Review of Education","volume":"49 1","pages":"800 - 818"},"PeriodicalIF":2.0,"publicationDate":"2023-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42367975","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: 6

Educator views regarding young people’s aspirations in peripheral coastal communities in England: a Q study 教育工作者对英格兰周边沿海社区年轻人抱负的看法:一项Q研究

IF 2 3区教育学

Oxford Review of Education Pub Date : 2023-02-08 DOI: 10.1080/03054985.2023.2173163

A. Parfitt, Stuart Read

引用次数: 0

Development and validation of a questionnaire to assess classroom assessment from the self-regulated learning perspective 从自主学习角度评估课堂评估问卷的编制和验证

IF 2 3区教育学

Oxford Review of Education Pub Date : 2023-02-06 DOI: 10.1080/03054985.2023.2174092

Wenxiao Zhang, Yanqing Li

引用次数: 1

Job, career and calling: A teacher’s work orientation is/as discursive work during research interviewing 工作、职业和使命：教师的工作取向是研究性面试中的话语性工作

IF 2 3区教育学

Oxford Review of Education Pub Date : 2023-02-03 DOI: 10.1080/03054985.2023.2172389

Yew-Jin Lee

{"title":"Job, career and calling: A teacher’s work orientation is/as discursive work during research interviewing","authors":"Yew-Jin Lee","doi":"10.1080/03054985.2023.2172389","DOIUrl":"https://doi.org/10.1080/03054985.2023.2172389","url":null,"abstract":"ABSTRACT Three categories of work orientation – job, career and calling – have been widely used to characterise how people perceive and behave towards their work. While this typology has been generative, this paper adopts a different perspective (based on Discursive Psychology) by prioritising what and how teachers talk about their work on their own terms during research interviewing. Even though the sample of primary and secondary school teachers from Singapore drew on aspects of these work categories, these teachers were also flexibly managing moral accountability and identities for specific interactional purposes. Specifically, the three work orientations were discursively enlisted to validate, justify, censure and so forth during research interviews. We argue that social-science categories are not just ‘ready-made’ items to be transplanted from the world of research but are indubitably participants’ categories as part of their available rhetorical toolkit. The findings warrant a greater examination than what is currently being done methodologically to understand the world of teachers’ work through research interviews.","PeriodicalId":47910,"journal":{"name":"Oxford Review of Education","volume":"49 1","pages":"749 - 763"},"PeriodicalIF":2.0,"publicationDate":"2023-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41438557","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

Knowledge, expertise and policy in the examinations crisis in England 英国考试危机中的知识、专业知识和政策

IF 2 3区教育学

Oxford Review of Education Pub Date : 2023-02-01 DOI: 10.1080/03054985.2022.2158071

J. Ozga, J. Baird, Luke Saville, M. Arnott, Niclas Hell

引用次数: 1

Privacy, power, and relationship: ethics and the home-school partnership 隐私、权力和关系：伦理与家校合作

IF 2 3区教育学

Oxford Review of Education Pub Date : 2023-01-23 DOI: 10.1080/03054985.2023.2166481

P. Hart, Elena Bracey

引用次数: 0