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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
{"title":"Insights on student-centred and knowledge-centred teaching: Jewish studies teachers, pedagogy and community","authors":"Julian Stern, Eli Kohn","doi":"10.1080/03054985.2022.2151994","DOIUrl":"https://doi.org/10.1080/03054985.2022.2151994","url":null,"abstract":"ABSTRACT The contrast between student-centred and knowledge-centred teaching is explored through a qualitative case study exploration of the pedagogies (Bruner’s ‘folk pedagogies’) of six teachers of Jewish studies. These teachers, based in orthodox Jewish schools in the UK and Australia, discussed their roles as teachers in the context of their responsibility for inducting students into the Jewish community. They appear to overcome (or at least mitigate) the tensions between being student-centred and knowledge-centred through understanding both students and knowledge in communal terms. This communally-focused approach, drawing on the philosophers of ‘personal’ knowledge such as Polanyi, and of personalist approaches to schooling such as those of Macmurray and Noddings, is then proposed as of value in debates on schooling and the curriculum in general, well beyond the religious context of this particular research.","PeriodicalId":47910,"journal":{"name":"Oxford Review of Education","volume":"49 1","pages":"681 - 697"},"PeriodicalIF":2.0,"publicationDate":"2022-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46256385","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
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
{"title":"Participation and responsiveness: children’s rights in play from the perspective of play-responsive early childhood education and care and the UNCRC","authors":"Pernilla Lagerlöf, Cecilia Wallerstedt, Niklas Pramling","doi":"10.1080/03054985.2022.2154202","DOIUrl":"https://doi.org/10.1080/03054985.2022.2154202","url":null,"abstract":"ABSTRACT While children’s rights to play is stated in the UNCRC, this study investigates children’s rights in play through an analysis of narrative play in preschool. Play-responsive early childhood education and care (PRECEC) is a recently developed theory that provides analytical tools for investigating participants’ communicative coordination and reorientation in mutual activities. By empirically trying out four interrelated elements – space, voice, audience, and influence from Lundy’s rights discourse, the aim is to further develop the theory of PRECEC by differentiating the meaning of responsivity. Video-recorded data from an early childhood education and care setting provide the empirical foundation for the study. What we find analytically is how responsiveness in narrative play affords children to express themselves, be heard and be responded to, and what this entails. In the activity, children are included and recognised as contributing participants, having agency to co-narrate the development of the play.","PeriodicalId":47910,"journal":{"name":"Oxford Review of Education","volume":"49 1","pages":"698 - 712"},"PeriodicalIF":2.0,"publicationDate":"2022-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43297397","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
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
{"title":"School climate and resilience promoting characteristics: exploring latent patterns of student perceptions in California","authors":"Gordon P. Capp, Kathrine S. Sullivan, Y. Park","doi":"10.1080/03054985.2022.2146079","DOIUrl":"https://doi.org/10.1080/03054985.2022.2146079","url":null,"abstract":"ABSTRACT Few studies holistically examine how students experience the multiple dimensions of school climate and resilience promoting characteristics, or how these two constructs may be interrelated. This study utilised a sample of 78,550 7th, 9th, and 11th grade students in California. Roughly half of the participants were female (52%), and roughly half (49%) were Latino. Latent Class Analysis was used to identify a 6-profile model for school climate and a 2-profile model for resilience promoting characteristics. Students experiencing overall positive climate, those experiencing supportive adult relationships, and those who engage meaningfully in their work at schools were more likely to report higher resilience promoting characteristics. These findings highlight the importance of fostering positive and protective school climate. In addition, findings support a social-ecological theory of resilience, indicating that schools are contexts that may play an important role in developing resilience promoting characteristics for secondary students.","PeriodicalId":47910,"journal":{"name":"Oxford Review of Education","volume":"19 5","pages":"664 - 680"},"PeriodicalIF":2.0,"publicationDate":"2022-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41303363","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
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
{"title":"Track prejudice in Belgian secondary schools: examining the influence of social-psychological and structural school features","authors":"Lorenz Dekeyser, Mieke Van Houtte, Charlotte Maene, P. Stevens","doi":"10.1080/03054985.2022.2146078","DOIUrl":"https://doi.org/10.1080/03054985.2022.2146078","url":null,"abstract":"","PeriodicalId":47910,"journal":{"name":"Oxford Review of Education","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2022-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47449868","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
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
{"title":"Direct and indirect influences of familial socioeconomic status on students’ science achievement","authors":"C. Tan","doi":"10.1080/03054985.2022.2139672","DOIUrl":"https://doi.org/10.1080/03054985.2022.2139672","url":null,"abstract":"","PeriodicalId":47910,"journal":{"name":"Oxford Review of Education","volume":"1 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2022-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44740472","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: 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
{"title":"The perceived quality, fairness of and corruption in education in Europe","authors":"B. Spruyt, Filip van Droogenbroeck, Leandros Kavadias","doi":"10.1080/03054985.2022.2136152","DOIUrl":"https://doi.org/10.1080/03054985.2022.2136152","url":null,"abstract":"","PeriodicalId":47910,"journal":{"name":"Oxford Review of Education","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2022-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49565788","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
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
{"title":"Can earmarked admission places help address the perceived rural disadvantage in higher education access? Evidence from Romania","authors":"E. Țițan, Adrian Oţoiu, D. Paraschiv, D. Manea","doi":"10.1080/03054985.2022.2136151","DOIUrl":"https://doi.org/10.1080/03054985.2022.2136151","url":null,"abstract":"","PeriodicalId":47910,"journal":{"name":"Oxford Review of Education","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2022-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46054894","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
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
‘Shi men’ as key doctoral practice: understanding international doctoral students’ learning communities and research culture in China “施门”作为重点博士实践：理解国际博士生在中国的学习社区和研究文化
IF 2 3区 教育学
Oxford Review of Education Pub Date : 2022-10-13 DOI: 10.1080/03054985.2022.2123309
Kun Dai, D. Elliot
{"title":"‘Shi men’ as key doctoral practice: understanding international doctoral students’ learning communities and research culture in China","authors":"Kun Dai, D. Elliot","doi":"10.1080/03054985.2022.2123309","DOIUrl":"https://doi.org/10.1080/03054985.2022.2123309","url":null,"abstract":"ABSTRACT Research has been widely conducted to understand international student mobility, particularly from Global South to North. However, there is little attention paid to international doctoral students’ research and learning experiences in non-traditional destinations, particularly in the Chinese context. Drawing upon the concept of Communities of Practice, we administered semi-structured interviews with six international doctoral students and their supervisors at a prestigious Chinese university to understand how they experienced intercultural research and supervision in ‘shi men’, a culturally and pedagogically informed collective and semi-closed learning community. Our research findings help elucidate how the different social and academic practices have created various types of ‘shi men’. Each of these academic families reflects the unique features of doctoral learning in China and has implications for international doctoral students’ overall learning experience. This timely study offers distinct insights into cross-cultural learning, research, and supervision practices in China.","PeriodicalId":47910,"journal":{"name":"Oxford Review of Education","volume":"49 1","pages":"588 - 603"},"PeriodicalIF":2.0,"publicationDate":"2022-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41603797","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
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