British Educational Research Journal 最新文献

Reshaping curriculum adaptation in the age of artificial intelligence: Mapping teachers' AI‐driven curriculum adaptation patterns 重塑人工智能时代的课程适应：绘制教师在人工智能驱动下的课程适应模式图

British Educational Research Journal Pub Date : 2024-09-14 DOI: 10.1002/berj.4068

Fatih Karataş, Barış Eriçok, Lokman Tanrikulu

{"title":"Reshaping curriculum adaptation in the age of artificial intelligence: Mapping teachers' AI‐driven curriculum adaptation patterns","authors":"Fatih Karataş, Barış Eriçok, Lokman Tanrikulu","doi":"10.1002/berj.4068","DOIUrl":"https://doi.org/10.1002/berj.4068","url":null,"abstract":"A national curriculum cannot be uniformly applied in all classrooms. Educators frequently adapt the official curriculum to suit their particular circumstances. In exploring the interplay between artificial intelligence (AI) technologies and curriculum adaptation in education, this study bridges a significant gap in the literature by exploring how AI tools influence teachers' strategies for adapting curricula. Employing an explanatory sequential design, the research analyses both qualitative and quantitative data from 440 teachers, using the Curriculum Adaptation Patterns Scale and focus group semi‐structured interviews. Results indicate a balanced approach among teachers towards extending and revising the curriculum, with less emphasis on omission. Notably, curriculum adaptation practices evolve positively with increased professional experience, differ across disciplines, but remain constant across school levels and educational levels. Qualitatively, teachers reported positive experiences using AI, particularly ChatGPT, to make their lessons better fit students' needs. They've used it to omit parts that aren't needed, add more relevant and personalised content, and revise or replace the content. The findings highlight AI's transformative potential in curriculum adaptation, making education more engaging, relevant and personalised. The study contributes to understanding how AI can support effective curriculum implementation and enhance learning experiences in the digital age.","PeriodicalId":501494,"journal":{"name":"British Educational Research Journal ","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142263838","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Physical education in alternative provision schools: A case of spatial (in)justice? 替代性学校的体育教育：空间（不）公正？

British Educational Research Journal Pub Date : 2024-09-13 DOI: 10.1002/berj.4064

Anthony J. Maher, Thomas Quarmby, Oliver Hooper, Victoria Wells, Lucy Slavin

{"title":"Physical education in alternative provision schools: A case of spatial (in)justice?","authors":"Anthony J. Maher, Thomas Quarmby, Oliver Hooper, Victoria Wells, Lucy Slavin","doi":"10.1002/berj.4064","DOIUrl":"https://doi.org/10.1002/berj.4064","url":null,"abstract":"Physical education has the potential to achieve the desired outcomes of alternative provision schooling by re‐engaging young people in learning, supporting their social and emotional development and facilitating their reintegration into mainstream schooling. To do so, however, it requires sufficient and appropriate space because, unlike other subjects, its focus on embodied curriculum, embodied pedagogy and embodied learning requires the mind–body–self of young people to move across, within and between space(s). As such, we embrace what Soja (Seeking Spatial Justice, University of Minnesota Press, 2010) termed the ‘spatial turn’ in research and draw on the concept of spatial (in)justice to explore social, economic and environment inequalities in the education and alternative provision landscapes in England. To do so, we gathered empirical evidence via individual interviews with 13 physical education practitioners working in alternative provision schools in England. With the permission of participants, interviews were audio‐recorded and audio transcribed, and the transcripts subjected to reflexive thematic analysis. We discuss spatial injustices in alternative provision physical education through the following themes: (1) accessing space for physical education off‐site; (2) low expectations for appropriate space and making the most of the limited space available for physical education; and (3) weather determining usage of outside space and difficulties gaining external funding for on‐site spaces. We end this article by calling on others to join our efforts to lobby government to ensure that alternative provision settings, new and old, are not exempt from the School Premises Regulations so that a clear, legally binding expectation is created so that sufficient space is provided to teach physical education.","PeriodicalId":501494,"journal":{"name":"British Educational Research Journal ","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142263910","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The ‘Friday effect’: School attendance over the weeki 星期五效应一周内的学校出勤率

British Educational Research Journal Pub Date : 2024-09-11 DOI: 10.1002/berj.4066

Joanna Clifton‐Sprigg, Jonathan James

{"title":"The ‘Friday effect’: School attendance over the weeki","authors":"Joanna Clifton‐Sprigg, Jonathan James","doi":"10.1002/berj.4066","DOIUrl":"https://doi.org/10.1002/berj.4066","url":null,"abstract":"Using newly released detailed data on absence from school, we find a ‘Friday effect’—children are much less likely to attend schools in England on Fridays. We use daily level data across the whole of England and find that this pattern holds for different schools and for different types of absence, including illness‐related authorised and unexplained unauthorised absence. The Friday absence rate is 1.5 percentage points (20%) higher relative to the rest of the week. For authorised absences, the Friday rate is 0.81 percentage points higher than that for Monday to Thursday, while for unauthorised absences it is 0.71 percentage points higher. Furthermore, we document a social gradient in the ‘Friday effect’ for unauthorised absences, where the effect is larger in more deprived areas. This is especially the case for secondary schools. Similarly, in secondary schools the ‘Friday effect’ is 51% larger in areas with the highest rates of persistent absence compared with areas with the lowest persistent absence rates. We explore reasons for the ‘Friday effect’ and do not find evidence that parents working from home explain the higher absence rate on Fridays. We do find that Friday absences are greater in weeks that precede either a bank holiday or half‐term—suggesting that the extension of holidays or trying to avoid holiday traffic might go some way to explain the patterns that we find. We show that eliminating the ‘Friday effect’ could lead to an improvement of 1.15% of a standard deviation in test scores and a 0.14–0.25% increase in later life income. Tackling weekly absence patterns may therefore help to raise attainment and reduce inequalities.","PeriodicalId":501494,"journal":{"name":"British Educational Research Journal ","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142177430","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

From challenge to innovation: A grassroots study of teachers’ classroom assessment innovations 从挑战到创新：教师课堂评价创新的基层研究

British Educational Research Journal Pub Date : 2024-09-11 DOI: 10.1002/berj.4065

Christopher DeLuca, Michael Holden, Nathan Rickey

{"title":"From challenge to innovation: A grassroots study of teachers’ classroom assessment innovations","authors":"Christopher DeLuca, Michael Holden, Nathan Rickey","doi":"10.1002/berj.4065","DOIUrl":"https://doi.org/10.1002/berj.4065","url":null,"abstract":"We are at a critical moment for assessment in schools. Teachers are called to navigate advances in classroom assessment research, top‐down assessment policies, and lingering effects of the COVID‐19 pandemic on teaching and learning. Embedded in this context are also systemic challenges to teachers’ assessment practice. This paper analyses these challenges to characterise the current context for teachers’ assessment work and considers teachers’ innovative responses to these challenges. Data are drawn from 168 qualitative responses to a baseline assessment innovation survey across 10 Canadian provinces and territories as well as 10 other international jurisdictions. Eight themes were identified related to teachers’ assessment challenges and innovations, including: negating innovation, the emotions of assessment, grade obsession and the gradeless spectrum, conflicting orientations towards assessment, the use of ‘assessment talk’, data overload, equitable assessment and actions that make learning and assessment visible. These findings directly support the widespread goal of implementing assessments that effectively and consistently serve student learning. The paper concludes with a discussion on how teachers move from facing assessment challenges to engaging in assessment innovations.","PeriodicalId":501494,"journal":{"name":"British Educational Research Journal ","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142177431","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Math task experiences and motivation to learn more: How prior knowledge and interest interact with Task‐Interest & Task‐Difficulty perceptions and feed a desire to reengage 数学任务体验与进一步学习的动机：先前的知识和兴趣如何与任务-兴趣和任务-难度感知相互作用，并激发重新参与的愿望

British Educational Research Journal Pub Date : 2024-09-02 DOI: 10.1002/berj.4057

Luke K. Fryer, Alex Shum

{"title":"Math task experiences and motivation to learn more: How prior knowledge and interest interact with Task‐Interest & Task‐Difficulty perceptions and feed a desire to reengage","authors":"Luke K. Fryer, Alex Shum","doi":"10.1002/berj.4057","DOIUrl":"https://doi.org/10.1002/berj.4057","url":null,"abstract":"How do task experiences support proximal and longer‐term desires to reengage? Central to this question is the interplay between perceptions of task difficulty and the situational interest. This interplay is increasingly researched but not yet well understood. Micro‐analytic, latent studies are important tools for replicating past findings and extending our understanding in this area. This study aimed to extend our understanding of the interplay between readiness (prior knowledge and individual interest), a sequence of mathematics task experiences (situational interest and perceived difficulty) and reengagement beyond the set of tasks (i.e. optional follow‐up engagement). Participants (ages 20–49; n = 301) completed a series of maths tasks online, self‐reporting their task experiences after each task. Participants were offered an optional opportunity to follow‐up with the task content as a measure of their continued interest. Both readiness components assessed were important predictors of future situational interest (positive) and perceptions of task difficulty (negative). Persistent interconnections between the task experience components across time supported past evidence regarding the important role of situational interest and the challenges of perceived difficulty for sustained engagement. Modelling indicated that task success (β = 0.36), situational interest (β = 0.16) and perceptions of task difficulty (β = 0.21) can converge on choices to reengage with an object going forward.","PeriodicalId":501494,"journal":{"name":"British Educational Research Journal ","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142177432","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Educating for living diversity: ‘Migrant’ identities, belonging and community‐Centred pedagogies for social justice 生活多样性教育："移民 "身份、归属感和以社区为中心的社会正义教学法

British Educational Research Journal Pub Date : 2024-08-29 DOI: 10.1002/berj.4063

Reza Gholami, Giada Costantini

{"title":"Educating for living diversity: ‘Migrant’ identities, belonging and community‐Centred pedagogies for social justice","authors":"Reza Gholami, Giada Costantini","doi":"10.1002/berj.4063","DOIUrl":"https://doi.org/10.1002/berj.4063","url":null,"abstract":"This paper addresses the continued conundrums of racial and religious diversity in education. While social diversity is steadily increasing in Global North countries, there is little evidence of meaningful conviviality. Conversely, despite decades of dedicated multiculturalist policymaking, there is ample evidence of persisting educational disparities affecting pupils from minority backgrounds, as well as de facto segregation inside classrooms. This paper examines two reasons for the ongoing situation. Firstly, we explore the history of ‘intercultural’ approaches to education and demonstrate that they are too detached from the unequal dynamics of social and political life in diverse contexts. Secondly, we employ the concept of ‘museumification’ to show that diversity is often performed and curated, which ultimately keeps dominant structures intact. We conducted multi‐stakeholder participatory research in Birmingham, UK. The research involved several stages and outcomes, including collecting stories from Birmingham denizens with a refugee/immigrant background, working with a celebrated photographer to produce portraits of participants and using these materials to co‐produce educational resources for primary and secondary schools. Our findings suggest that ‘diversity’ must be approached, taught and learned as a lived/living reality, which will account for its highly complex, iterative and dis/located dynamics at the level of individual and communal identities. We articulate this through the concept of ‘living diversity’.","PeriodicalId":501494,"journal":{"name":"British Educational Research Journal ","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142177433","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Exploring LGBTQ+ teacher professional identity through the power threat meaning framework 通过权力威胁意义框架探索 LGBTQ+ 教师职业认同

British Educational Research Journal Pub Date : 2024-08-17 DOI: 10.1002/berj.4060

Adam Brett, Kalum Bodfield, Aisling Culshaw, Ben Johnson

{"title":"Exploring LGBTQ+ teacher professional identity through the power threat meaning framework","authors":"Adam Brett, Kalum Bodfield, Aisling Culshaw, Ben Johnson","doi":"10.1002/berj.4060","DOIUrl":"https://doi.org/10.1002/berj.4060","url":null,"abstract":"In addition to the mounting stresses associated with teaching in the UK resulting from decades of neoliberal reform (Ball, 2021), lesbian, gay, bisexual, transgender and queer (LGBTQ+) teachers experience a range of challenges to their professional identity from institutions that perpetuate the gender binary and hegemonic heteronormativity. Consequently, there is an urgent need for a deeper understanding of how these teachers can be better supported to thrive in education settings. To begin to address this, this pilot study employs the Power, Threat, Meaning Framework (PTMF) with five LGBTQ+ teachers. The main findings from this study are that teachers experience power as a form of self‐surveillance and policing but also positively, as a tool to reclaim space for positive representation. Threats came principally from media and parents and impacted participants’ sense of inclusion/exclusion in practice. Finally, participants made meaning of their experience through channelling their LGBTQ+ activism into EDI leadership roles, reclaiming space as a role model and using visual tokens to prompt ‘micro‐moments’ of connection. The results of this study demonstrate the potential of the PTMF for future research to support LGBTQ+ teachers in practice and that the rigid nature of the framework may benefit from a more holistic approach to data analysis.","PeriodicalId":501494,"journal":{"name":"British Educational Research Journal ","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142223437","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Hearing student voice within the context of Iran: Building schools for the future 倾听伊朗学生的声音：建设面向未来的学校

British Educational Research Journal Pub Date : 2024-07-26 DOI: 10.1002/berj.4056

Reza Ahmadi, Nouroddin Yousofi

引用次数: 0

Digital Capital and Cultural Capital in education: Unravelling intersections and distinctions that shape social differentiation 教育中的数字资本和文化资本：揭示形成社会分化的交叉和区别

British Educational Research Journal Pub Date : 2024-07-17 DOI: 10.1002/berj.4050

Marco Pitzalis, Mariano Porcu

{"title":"Digital Capital and Cultural Capital in education: Unravelling intersections and distinctions that shape social differentiation","authors":"Marco Pitzalis, Mariano Porcu","doi":"10.1002/berj.4050","DOIUrl":"https://doi.org/10.1002/berj.4050","url":null,"abstract":"This article seeks to provide a clearer understanding of Digital Capital in education. It introduces a comprehensive analytical framework that explores the relationship between Digital Capital and Bourdieu's Cultural Capital Theory. Instead of treating digital skills and resources as separate entities, it integrates them into Cultural Capital Theory as complementary elements. This approach helps shed light on the disparities in ICT usage. Data from the 2018 OECD‐PISA survey conducted in Italy are analysed to assess whether Digital Capital can be considered a component of Cultural Capital. The findings indicate that differences in Cultural Capital do not significantly impact the possession and usage of digital assets. Instead, distinctions become apparent through students’ behaviours within the school environment. This underscores the connection between digital competencies and various dimensions of cultural and educational capital. The article posits that status and cultural disparities stem not solely from digital competencies but also from their interplay with social and cultural resources. This offers deeper insights into how the digital divide intersects with broader societal power dynamics.","PeriodicalId":501494,"journal":{"name":"British Educational Research Journal ","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141742986","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Interplay of teacher feedback, parental involvement and peer support on homework engagement of students 教师反馈、家长参与和同伴支持对学生参与家庭作业的相互影响

British Educational Research Journal Pub Date : 2024-07-11 DOI: 10.1002/berj.4049

Gokhan Bas, Jianzhong Xu

引用次数: 0