Oxford Review of Education最新文献_第9页

Teaching and learning: what matters for intervention 教学：什么对干预很重要

IF 2 3区教育学

Oxford Review of Education Pub Date : 2023-01-02 DOI: 10.1080/03054985.2023.2161197

Sonali Nag

{"title":"Teaching and learning: what matters for intervention","authors":"Sonali Nag","doi":"10.1080/03054985.2023.2161197","DOIUrl":"https://doi.org/10.1080/03054985.2023.2161197","url":null,"abstract":"New learning is crucial for child development. Research in the last century has identified several sub-skills that must come together for the remarkable growth in skills seen during the early years. This research has provided two important insights about child development – a variety of basic processes underpin children’s learning and these bases of learning, while universal, are influenced by the learning context. The study of contexts has spanned multiple levels from home environments and teaching practices to the culture of communities and government policies related to early childhood care and education. More recently, the social, health and educational disruption during the COVID-19 pandemic has emerged as another powerful contextual factor that has deeply impacted learning. In this editorial, I consider five premises to draw attention to the essential core of intervention – the assumption that there will be new learning among children who receive the intervention. The five premises are introduced using examples of typical learning achievements observed in the early childhood years before drawing on papers in this special issue to examine how context and learning interact, and what these might mean for new directions in early childhood intervention research","PeriodicalId":47910,"journal":{"name":"Oxford Review of Education","volume":"49 1","pages":"1 - 9"},"PeriodicalIF":2.0,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43429835","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

Insights on student-centred and knowledge-centred teaching: Jewish studies teachers, pedagogy and community 以学生为中心和以知识为中心的教学见解:犹太研究教师，教学法和社区

IF 2 3区教育学

Oxford Review of Education Pub Date : 2022-12-22 DOI: 10.1080/03054985.2022.2151994

Julian Stern, Eli Kohn

引用次数: 1

Participation and responsiveness: children’s rights in play from the perspective of play-responsive early childhood education and care and the UNCRC 参与和回应：从回应游戏的幼儿教育和照料以及联合国儿童权利委员会的角度看儿童在游戏中的权利

IF 2 3区教育学

Oxford Review of Education Pub Date : 2022-12-19 DOI: 10.1080/03054985.2022.2154202

Pernilla Lagerlöf, Cecilia Wallerstedt, Niklas Pramling

引用次数: 0

School climate and resilience promoting characteristics: exploring latent patterns of student perceptions in California 学校氛围和韧性提升特征：探索加州学生认知的潜在模式

IF 2 3区教育学

Oxford Review of Education Pub Date : 2022-11-21 DOI: 10.1080/03054985.2022.2146079

Gordon P. Capp, Kathrine S. Sullivan, Y. Park

引用次数: 1

Track prejudice in Belgian secondary schools: examining the influence of social-psychological and structural school features 比利时中学的跟踪偏见:考察社会心理和学校结构特征的影响

IF 2 3区教育学

Oxford Review of Education Pub Date : 2022-11-18 DOI: 10.1080/03054985.2022.2146078

Lorenz Dekeyser, Mieke Van Houtte, Charlotte Maene, P. Stevens

引用次数: 1

Direct and indirect influences of familial socioeconomic status on students’ science achievement 家庭社会经济地位对学生科学成绩的直接和间接影响

IF 2 3区教育学

Oxford Review of Education Pub Date : 2022-11-17 DOI: 10.1080/03054985.2022.2139672

C. Tan

引用次数: 3

The perceived quality, fairness of and corruption in education in Europe 欧洲教育的质量、公平和腐败

IF 2 3区教育学

Oxford Review of Education Pub Date : 2022-11-04 DOI: 10.1080/03054985.2022.2136152

B. Spruyt, Filip van Droogenbroeck, Leandros Kavadias

引用次数: 0

Can earmarked admission places help address the perceived rural disadvantage in higher education access? Evidence from Romania 指定录取名额是否有助于解决农村地区在接受高等教育方面的明显劣势?来自罗马尼亚的证据

IF 2 3区教育学

Oxford Review of Education Pub Date : 2022-10-31 DOI: 10.1080/03054985.2022.2136151

E. Țițan, Adrian Oţoiu, D. Paraschiv, D. Manea

引用次数: 0

Breaks in the chain: using theories of social practice to interrogate professionals’ experiences of administering Pupil Premium Plus to support looked after children 打破这一链条：利用社会实践理论，询问专业人士使用“学生保险+”来支持被照顾儿童的经验

IF 2 3区教育学

Oxford Review of Education Pub Date : 2022-10-13 DOI: 10.1080/03054985.2022.2124963

Stuart Read, A. Parfitt, M. Macer

{"title":"Breaks in the chain: using theories of social practice to interrogate professionals’ experiences of administering Pupil Premium Plus to support looked after children","authors":"Stuart Read, A. Parfitt, M. Macer","doi":"10.1080/03054985.2022.2124963","DOIUrl":"https://doi.org/10.1080/03054985.2022.2124963","url":null,"abstract":"ABSTRACT In England, Pupil Premium Plus is additional funding to help address the educational attainment gap experienced by looked after children. This paper explores the experiences of virtual school heads and designated teachers (n = 140) as they access Pupil Premium Plus-related information, guidance and training to support their practice; navigate the complexities of the Personal Education Plan (PEP) process; and measure the impact of Pupil Premium Plus-funded interventions. We explain professionals’ experiences using insights from social practice theories, and argue that the process of supporting the educational outcomes of looked after children via Pupil Premium Plus is made up of context- and audience-dependent ‘social practices’. When the social practices are aligned, virtual school heads and designated teachers may be effectively able to support looked after children, whereas barriers may emerge when social practices become disjointed. We conclude this paper by arguing that for Pupil Premium Plus to support educational outcomes of looked after children effectively, professionals need to reflect on their own cultures and practices.","PeriodicalId":47910,"journal":{"name":"Oxford Review of Education","volume":"49 1","pages":"604 - 619"},"PeriodicalIF":2.0,"publicationDate":"2022-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44559031","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

Social differentiation in career decision-making processes and higher education intentions: the role of family background and school composition in the use of different sources of information 职业决策过程中的社会差异与高等教育意向:家庭背景和学校构成在不同信息来源使用中的作用

IF 2 3区教育学

Oxford Review of Education Pub Date : 2022-10-13 DOI: 10.1080/03054985.2022.2128321

E. Smyth

{"title":"Social differentiation in career decision-making processes and higher education intentions: the role of family background and school composition in the use of different sources of information","authors":"E. Smyth","doi":"10.1080/03054985.2022.2128321","DOIUrl":"https://doi.org/10.1080/03054985.2022.2128321","url":null,"abstract":"ABSTRACT The way in which young people’s post-school intentions and pathways reflect their social background has been the subject of a good deal of research. However, much less attention has been paid to social differentiation in the amount and kind of career guidance information received by young people and its role in reinforcing or ameliorating social differentiation in transitions. This article contributes by examining the extent to which sources of information and guidance activities vary by social background and school social mix and the consequences of this variation for intentions to go on to higher education. The paper draws on data from a large-scale longitudinal study of young people in Ireland, the Growing Up in Ireland study. It finds that young people from more advantaged backgrounds are much more reliant on their parents as a source of information and advice, reflecting access to insider knowledge of the educational system, and are more likely to pay for private guidance services. In contrast, young people from less advantaged backgrounds and those attending schools with a concentration of working-class students are more reliant on school-based sources of information, though these resources are insufficient to boost their chances of making the transition to higher education.","PeriodicalId":47910,"journal":{"name":"Oxford Review of Education","volume":"49 1","pages":"643 - 663"},"PeriodicalIF":2.0,"publicationDate":"2022-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43779279","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