British Educational Research Journal最新文献

Making it explicit – Sustained shared thinking dialogue as a way to explore children's perspectives on quality in German early childhood education and care 明确--持续开展共同思考对话，以此探讨儿童对德国幼儿教育和保育质量的看法

IF 3 3区教育学

British Educational Research Journal Pub Date : 2024-08-10 DOI: 10.1002/berj.4054

Katrin Macha, Frauke Hildebrandt, Caroline Wronski, Jan Lonnemann, Mathias Urban

{"title":"Making it explicit – Sustained shared thinking dialogue as a way to explore children's perspectives on quality in German early childhood education and care","authors":"Katrin Macha, Frauke Hildebrandt, Caroline Wronski, Jan Lonnemann, Mathias Urban","doi":"10.1002/berj.4054","DOIUrl":"https://doi.org/10.1002/berj.4054","url":null,"abstract":"To negotiate quality in early childhood education and care, we must ask from different perspectives what constitutes a good centre for children. The children themselves have only recently been identified as a resource to contribute to that discussion. Several studies have described profound methodologies to obtain children's perspectives by observing, interviewing and conducting group discussions. This article introduces research that combines exploring children's perspectives with sustained shared thinking (SST). Focussing on the dialogue following the rules of SST, we conducted and analysed group discussions with children about their lives within a children's centre in Berlin, Germany. The children were asked to think about aspects of quality. They expressed their ideas, wishes, likes and dislikes within the centre explicitly and profoundly. Following the lead of these children, a dialogue developed in which children and researchers contributed equally and led the way. This showed how well children could act out their agency and were capable of expressing rational and reasonable opinions. Here, we argue that SST helps to see the pedagogical side of exploring children's perspectives and acknowledges this as a pedagogical and political act. Children experience being heard and having a say in shaping situations. This is in itself a pedagogical situation a researcher should be aware of.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2024-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141920654","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 QAA's subject benchmarks and critical pedagogy: The example of ‘gateway to King's’ QAA 的学科基准和批判性教学法：进入国王学院的途径 "范例

IF 3 3区教育学

British Educational Research Journal Pub Date : 2024-08-08 DOI: 10.1002/berj.4059

John Armstrong

{"title":"The QAA's subject benchmarks and critical pedagogy: The example of ‘gateway to King's’","authors":"John Armstrong","doi":"10.1002/berj.4059","DOIUrl":"https://doi.org/10.1002/berj.4059","url":null,"abstract":"The UK's Quality Assurance Association for Higher Education (QAA) recommend that all undergraduate courses at UK universities include in their curricula elements of Equality, Diversity and Inclusion; Enterprise and Entrepreneurship Education; and Education for Sustainable Development. This paper examines the detail of the QAA's recommendations and finds that they are significantly influenced by critical pedagogy. While the potential benefits of the QAA's recommendations are readily apparent, the paper identifies a number of potential risks, including opportunity costs for students, dumbing down and political bias. Alongside this theoretical analysis, this paper presents a case study which examines in detail the course materials of a cross‐curricular module piloted at King's College London called the ‘King's First Year: Gateway to King's’ which covered essentially the same themes. It appears that many of the risks identified with the QAA's approach would have been realised had this module been introduced as a compulsory module for all undergraduates at King's College London as was originally planned. As student take‐up was low, it was abandoned after the pilot, and so ultimately the risks were not realised. When introducing significant curriculum changes such as those proposed by the QAA, it is important to be certain that the benefits outweigh the risks. For this reason, a case study of an unsuccessful educational intervention is valuable and may correct for the possibility of publication bias in the literature if institutions choose not to publicise their less successful projects.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2024-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141928823","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

Personality‐sensitive pedagogies: A study of small group interactive behaviours among 9‐ to 10‐year‐olds 个性敏感教学法：对 9 至 10 岁儿童小组互动行为的研究

IF 3 3区教育学

British Educational Research Journal Pub Date : 2024-08-08 DOI: 10.1002/berj.4058

Marcus Witt, Ben Knight, Tom Booth

{"title":"Personality‐sensitive pedagogies: A study of small group interactive behaviours among 9‐ to 10‐year‐olds","authors":"Marcus Witt, Ben Knight, Tom Booth","doi":"10.1002/berj.4058","DOIUrl":"https://doi.org/10.1002/berj.4058","url":null,"abstract":"The learning and social development benefits associated with pupils collaborating in small groups have been well documented over recent decades; however, research exploring personality as a mediating factor in small group learning is sparse. In this study we identified pupils who self‐reported low levels of extraversion and/or high levels of neuroticism (tendency to worry) as personality traits and observed them working in small group collaborative learning situations. Using mixed methods social network analysis as a way of understanding group interactions, we combined a degree centrality measure and a novel concept of ‘provocatory participation’ with a qualitative analysis of group interactions. Data integration facilitated in‐depth interpretations of relationships between personality and pupil interactions. Findings suggest that low levels of extraversion and/or high levels of neuroticism can be, but are not always, associated with lower levels of participation and that a range of other factors, notably the personality traits of all pupils in a small group, affect participation. These findings are used to suggest ways that teachers could employ more personality‐sensitive pedagogies, particularly with respect to small group activities.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2024-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141928748","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

Chinese PhD candidates in British universities: Understanding the practices of international doctorate students 英国大学中的中国博士生：了解国际博士生的实践

IF 3 3区教育学

British Educational Research Journal Pub Date : 2024-07-26 DOI: 10.1002/berj.4055

Chenyiman Lou

{"title":"Chinese PhD candidates in British universities: Understanding the practices of international doctorate students","authors":"Chenyiman Lou","doi":"10.1002/berj.4055","DOIUrl":"https://doi.org/10.1002/berj.4055","url":null,"abstract":"This study aims to contribute to the themes expounded by Deuchar (2022; British Educational Research Journal, 48, 504‐518) concerning international students’ strengths, contributions, and practices in higher education by focusing on the experiences and practices of Chinese doctoral students across four English higher education institutions. The investigation deploys Bourdieu's tools of habitus, field and capital to understand how these students employ their capital and skills in the process of sense‐making in the English field. The findings revealed that Chinese students displayed signs of confrontation during their initial interaction with the English institutional milieu, stemming from discrepancies between the forms of capital and norms valued in the British system and those encouraged and developed within the Chinese system. However, interpretations of these challenges among Chinese students were not uniform. Their practices and responses to these challenges also exhibited variability, which provides insights into the evolving and enduring aspects of their habitus. The study advocates moving beyond a homogeneous ‘deficit’ view that focuses on what Chinese students ostensibly lack, built on the assumed norm of Western modes of thinking and learning. Instead, it emphasises recognising the strengths and unique capacities, such as their linguistic repertoire, developed in the Chinese system. This perspective could provide policymakers and stakeholders with valuable insights into recognising Chinese students as agentive and diverse actors, thus better supporting and protecting their interests. This, in turn, could unleash their potential and facilitate greater academic contributions in their respective disciplines.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2024-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141800359","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

Untangling the threads of school wellbeing: Underlying assumptions and axes of normativity 理清学校福祉的脉络：基本假设和规范性轴心

IF 3 3区教育学

British Educational Research Journal Pub Date : 2024-07-25 DOI: 10.1002/berj.4052

Nis L Primdahl, V. Simovska

{"title":"Untangling the threads of school wellbeing: Underlying assumptions and axes of normativity","authors":"Nis L Primdahl, V. Simovska","doi":"10.1002/berj.4052","DOIUrl":"https://doi.org/10.1002/berj.4052","url":null,"abstract":"At present, the concept of wellbeing in schools appears more muddled than ever, encompassing an even wider range of meanings, connotations and dimensions than when it first gained currency two decades ago. Drawing upon a systematic literature review on wellbeing in schools, this article conceptualises the normative tensions underpinning the understandings of wellbeing in schools and related critical discussions. Guided by the claim that educational notions of wellbeing are not neutral but always laden with values and interwoven with expansive ideas about what education in general, and school wellbeing in particular, should be and do, we analyse a range of conceptualisations by illuminating the underlying normative assumptions. Our argument is that the concept of wellbeing is not only shaped by but also subject to opposing forces and inherent tensions. We outline three ‘axes’ to highlight these central points of tension characterising the conceptualisations of wellbeing in the literature, thereby shedding light on the normative underpinnings. The three axes portray a spectrum of perspectives, moving from individual skills, competencies and affective states, through approaches that underscore the relational nature of wellbeing and the importance of interpersonal relationships, to more comprehensive conceptualisations that construe wellbeing as interconnected with aspects of the whole‐school environment and broader societal dynamics. Our conceptual analyses suggest that parallel to the concept of subjectivity, wellbeing can be construed as either detached, value‐neutral and decontextualised, or as enacted in specific social realms and co‐created in the interplay between interpersonal interactions and socio‐material dynamics.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2024-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141803621","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

Deciphering the layers of reading achievement: A multi‐level analysis of student and school‐level predictors in top‐performing PIRLS 2021 countries 解读阅读成就的层次：对 2021 年 PIRLS 成绩最佳国家的学生和学校层面预测因素的多层次分析

IF 3 3区教育学

British Educational Research Journal Pub Date : 2024-07-20 DOI: 10.1002/berj.4053

Pongprapan Pongsophon

{"title":"Deciphering the layers of reading achievement: A multi‐level analysis of student and school‐level predictors in top‐performing PIRLS 2021 countries","authors":"Pongprapan Pongsophon","doi":"10.1002/berj.4053","DOIUrl":"https://doi.org/10.1002/berj.4053","url":null,"abstract":"This study investigates the student‐ and school‐level predictors of reading performance across five top‐performing countries in the Progress in International Reading Literacy Study (PIRLS) 2021. Utilising a multilevel analysis, the research examines the influence of cognitive development, socio‐cultural contexts and educational environments on reading achievement. The results reveal significant variances both between and within schools, highlighting the critical role of educational policies and practices in shaping student outcomes. Finland, known for its equity‐focused education system, demonstrates low between‐school variance, while Russia shows high between‐school variance owing to socio‐economic disparities. Key student‐level predictors include gender, digital self‐efficacy and a sense of school belonging, varying in significance across countries. At the school level, factors such as the number of computers, principal experience and academic emphasis significantly influence reading scores. The full model, incorporating both student‐ and school‐level predictors, explains a substantial portion of the variance in reading scores, especially in Hong Kong and Russia. These findings underscore the importance of a comprehensive approach to educational research, considering both individual and institutional factors. Policy implications suggest targeted interventions for countries with high between‐school variances and support for inclusive learning environments where within‐school variances are significant. Future research should explore the impact of non‐cognitive factors and emerging educational practices on reading performance to develop more effective educational strategies globally.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2024-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141819812","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

Business education and its paradoxes: Linking business and biodiversity through critical pedagogy curriculum 商业教育及其悖论：通过批判教学法课程将商业与生物多样性联系起来

IF 3 3区教育学

British Educational Research Journal Pub Date : 2024-07-10 DOI: 10.1002/berj.4048

Helen Kopnina, Alice C. Hughes, Ruopiao (Scarlett) Zhang, Mike Russell, Engelbert Fellinger, Simon M. Smith, Les Tickner

{"title":"Business education and its paradoxes: Linking business and biodiversity through critical pedagogy curriculum","authors":"Helen Kopnina, Alice C. Hughes, Ruopiao (Scarlett) Zhang, Mike Russell, Engelbert Fellinger, Simon M. Smith, Les Tickner","doi":"10.1002/berj.4048","DOIUrl":"https://doi.org/10.1002/berj.4048","url":null,"abstract":"The Kunming‐Montreal Global Biodiversity Framework, launched during the United Nations Biodiversity Conference in December 2022, encourages governments, companies and investors to publish data on their nature‐related risks, dependencies and impacts. These disclosures are intended to drive businesses to recognise, manage and mitigate their reliance on ecosystem goods and services. However, there is a ‘biodiversity blind spot’ that is evident for most organisations and business schools. Business education rarely addresses the root causes of biodiversity loss, such as the unsustainable exploitation of natural resources. As the dominant positioning of Education for Sustainable Development Goals (ESDG) presents biodiversity in anthropocentric instrumental terms inadequate for addressing ecosystem decline, we posit that a more progressive and transformative ecocentric education through ecopedagogy and ecoliteracy is needed. Both approaches include the development of critical thinking about degrowth, the circular economy and conventional stakeholder theory to include non‐human stakeholders. Using comparative case studies from Northumbria University, the University of Hong Kong and Amsterdam University of Applied Sciences, we illustrate how business education can be transformed to address biodiversity loss, providing theoretical guidance and practical recommendations to academic practitioners and future business leaders.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2024-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141662929","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

Ethos within the British boarding school: A small-scale analysis of the ‘Head's Welcome’ as an act of legitimation 英国寄宿学校的伦理：对作为合法化行为的 "校长欢迎辞 "的小规模分析

IF 3 3区教育学

British Educational Research Journal Pub Date : 2024-06-14 DOI: 10.1002/berj.4042

Matthew Round

引用次数: 0

Teacher digital identity divergences: From teacher education to classroom 教师的数字身份差异：从师范教育到课堂教学

IF 3 3区教育学

British Educational Research Journal Pub Date : 2024-06-11 DOI: 10.1002/berj.4041

Ottavia Trevisan

引用次数: 0

British education research and its quality: An analysis of Research Excellence Framework submissions 英国教育研究及其质量：对 "卓越研究框架 "申报材料的分析

IF 3 3区教育学

British Educational Research Journal Pub Date : 2024-06-05 DOI: 10.1002/berj.4040

Matthew Inglis, Colin Foster, Hugues Lortie-Forgues, Elizabeth Stokoe

{"title":"British education research and its quality: An analysis of Research Excellence Framework submissions","authors":"Matthew Inglis, Colin Foster, Hugues Lortie-Forgues, Elizabeth Stokoe","doi":"10.1002/berj.4040","DOIUrl":"10.1002/berj.4040","url":null,"abstract":"<p>We analysed the full text of all journal articles returned to the education subpanel of the 2021 Research Excellence Framework (REF2021). Using a latent Dirichlet allocation topic model, we identified 35 topics that collectively summarise the journal articles that research units, typically schools of education, selected for submission. We found that the topics which units wrote about in their submitted articles collectively explained a large proportion (84.1%) of the variance in the quality assessments they received from the REF's expert peer review process. Further, with the important caveat that we cannot attribute causality, we found that there were strong associations between what the subpanel perceived to be excellent research and the adoption of particular methods or approaches. Most notably, units that returned more interview-based work typically received lower scores, and those which returned more analyses of large-scale data and meta-analyses typically received higher scores. Finally, we applied our 2021 model to articles submitted to the previous exercise, REF2014. We found that education research seems to have become less qualitative and more quantitative over time, and that our 2021 model could successfully predict the scores assigned by the REF2014 subpanel, suggesting a reasonable degree of between-exercise consistency.</p>","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2024-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.4040","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141383883","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