British Educational Research Journal最新文献

{"title":"Evaluating the worth of race, ethnicity and education over the last 5 years","authors":"Diane Carol Warner,&nbsp;Saima Salehjee","doi":"10.1002/berj.70000","DOIUrl":"10.1002/berj.70000","url":null,"abstract":"<p>Racism is a shapeshifter that adapts to silence minoritised ethnic voices, unless it is continually made visible. Race research therefore needs continuous development to challenge pervasive racisms within schools, higher education and government policy. This virtual special issue, curated by the BERA Race, Ethnicity and Education Special Interest Group, is an overview of recent scholarship that highlights trends and the evolution of epistemologies and ontologies pertaining to race in education.</p>","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"51 4","pages":"1559-1566"},"PeriodicalIF":2.1,"publicationDate":"2025-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://bera-journals.onlinelibrary.wiley.com/doi/epdf/10.1002/berj.70000","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144843489","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}

{"title":"Exploring the landscape of GenAI and education literature: A taxonomy of themes and sub-themes","authors":"Sam Clarke","doi":"10.1002/berj.4186","DOIUrl":"https://doi.org/10.1002/berj.4186","url":null,"abstract":"<p>The research landscape surrounding Generative Artificial Intelligence (GenAI) and education is rapidly expanding, characterised by a dynamic array of themes and sub-themes. This paper aims to construct a comprehensive taxonomy that categorises the current literature on the integration of GenAI in educational settings. To do so, a systematic analysis was conducted first, which filtered and selected 30 pieces of literature. Within this literature, 369 phrases were identified, which culminated in the development of 5 overarching themes and 38 sub-themes. These themes within the systematic review ran parallel to a taxonomy that was developed from them, which subsequently revealed a tension between them. Emphasising an interpretivist approach, this research acknowledges the subjective nature of knowledge formation and interpretation, enhancing understanding of the complex interplay between GenAI and educational practices, with a predominant focus on GenAI in higher education. Unlike previous literature reviews, this paper presents a subsequent taxonomy derived from the systematic review, which holds an original narrative: that a critical tension exists between technical discussions of GenAI and the pedagogical realities faced by educators. This taxonomy presents evidence that supports a notion that the fledging field of ‘GenAI and education’ research has two developing strands: the technical and the pedagogical. Not only are these two strands of foci emerging within the literature, but there is also a growing disconnect or void between the two. Without addressing this almost ‘siloed’ growth, conversations about GenAI's role in education risk becoming overly abstract, lacking practical relevance for educators. By illuminating this tension, this research invites further exploration into how educators can navigate the evolving landscape of GenAI in their classrooms.</p>","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"51 5","pages":"2573-2604"},"PeriodicalIF":2.1,"publicationDate":"2025-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://bera-journals.onlinelibrary.wiley.com/doi/epdf/10.1002/berj.4186","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145272914","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}

{"title":"The role of social capital in the job quality of Chilean university graduates","authors":"Oscar Espinoza,&nbsp;Catalina Miranda,&nbsp;Luis Sandoval,&nbsp;Bruno Corradi,&nbsp;Javier Loyola,&nbsp;Noel McGinn","doi":"10.1002/berj.4189","DOIUrl":"https://doi.org/10.1002/berj.4189","url":null,"abstract":"<p>The over-saturation of labour markets in some countries has led to a devaluation of university degrees and reshaped the factors determining employability for higher-quality jobs. As a result, the social capital of graduates has emerged as an essential resource in addressing these challenges. This study examines the influence of social capital on the job quality of Chilean university graduates, distinguishing between first-generation (FG) and continuing-generation (CG) graduates. The level of social capital was estimated based on the frequency of contact with professionals and managers. Latent class analysis was employed to identify four distinct classes of job quality. Two multinomial regression models were then estimated, one for FG graduates and one for CG graduates, to assess the impact of social capital on the probability of belonging to each job quality class. The results show that frequent contact with other professionals enhances the likelihood of graduates securing high-quality jobs, with the magnitude of this effect being more pronounced for CG graduates. Frequent contact with managers is relevant for FG graduates but not for CG graduates. These findings demonstrate the persistence of socioeconomic inequalities once graduates enter the labour market. However, they also highlight the role of social capital in levelling the playing field for access to good jobs.</p>","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"51 5","pages":"2555-2572"},"PeriodicalIF":2.1,"publicationDate":"2025-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145272908","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}

{"title":"Understanding Biesta's three purposes of education: A framework proposal","authors":"Dalila Pinto Coelho,&nbsp;Miriam Ham,&nbsp;Sarah-Louise Jones","doi":"10.1002/berj.4155","DOIUrl":"https://doi.org/10.1002/berj.4155","url":null,"abstract":"<p>The purpose of ‘doing’ education is often unconsidered or assumed in educational thinking and practice, despite the diversity of understandings. Gert Biesta's perspective that education has a threefold purpose of qualification, socialisation and subjectification is among the most known. However, the interpretation of Biesta's thinking is challenging, namely, due to intrinsic complexity and contradiction between the domains of purpose and a loose use of the author's theory that tends to conflate and overlook core elements of each purpose. The current work proposes an innovative framework to support the understanding and application of Biesta's three purposes of education and is a contribution in overcoming the theoretical and empirical constraints faced. The framework proposed is composed of two levels: a theoretical level, resulting from the deductive interpretation of Biesta's thinking on purpose, where the core domains and subdomains of education are depicted; and an empirical level, resulting from the application of the framework to research data, in which a potential expansion of the three purposes is presented. Overall, this original work demonstrated the framework's adequacy as an analytical tool for education research on the issue of purpose and the adaptability of Biesta's theory and the framework developed to future studies.</p>","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"51 5","pages":"2536-2554"},"PeriodicalIF":2.1,"publicationDate":"2025-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://bera-journals.onlinelibrary.wiley.com/doi/epdf/10.1002/berj.4155","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145272944","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}

{"title":"Linking students' grit and academic engagement: Mediating role of academic motivation and self-regulated learning","authors":"Paul Obeng,&nbsp;Medina Srem-Sai,&nbsp;Iddrisu Salifu,&nbsp;Mustapha Amoadu,&nbsp;Francis Arthur,&nbsp;Edmond Kwesi Agormedah,&nbsp;John Elvis Hagan Jr,&nbsp;Thomas Schack","doi":"10.1002/berj.4185","DOIUrl":"https://doi.org/10.1002/berj.4185","url":null,"abstract":"<p>The study investigated the relationships between students' grit, academic engagement, motivation and self-regulated learning (SRL). It explored the mediating role of academic motivation and SRL in the relationship between students' grit and academic engagement. Understanding these dynamics can help educators foster environments that enhance student engagement through targeted interventions. A predictive correlational design was used to model the relationships among the variables. Stratified random sampling selected 190 senior high school students from the Kwahu Afram Plains District in Ghana. Data were collected using validated instruments: the University Student Engagement Inventory (USEI); Academic Grit Scale (AGS); Motivated Strategies for Learning Questionnaire (MSLQ); and Self-Regulated Learning Scale (SRLS). Analysis was performed using partial least squares structural equation modelling to handle non-normality in the data. The results indicated that academic grit positively influenced academic motivation (<i>β</i> = 0.631, <i>p</i> &lt; 0.001), academic engagement (<i>β</i> = 0.320, <i>p</i> = 0.001) and SRL (<i>β</i> = 0.756, <i>p</i> &lt; 0.001). Academic motivation and SRL partially mediated the relationship between grit and academic engagement. The model demonstrated strong reliability and validity, with significant indicator loadings and acceptable variance inflation factors, indicating no multicollinearity issues. Grit significantly impacts academic engagement directly and indirectly through academic motivation and SRL. These findings highlight the importance of fostering grit, motivation and self-regulation in students to enhance their academic engagement. Hence, educators are encouraged to design cognitive-behavioural interventions to promote these attributes in order to ultimately improve educational outcomes.</p>","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"51 5","pages":"2511-2535"},"PeriodicalIF":2.1,"publicationDate":"2025-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://bera-journals.onlinelibrary.wiley.com/doi/epdf/10.1002/berj.4185","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145272569","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}

{"title":"Children's agency in England's primary schools: A case for structured freedom","authors":"Yana Manyukhina","doi":"10.1002/berj.4182","DOIUrl":"https://doi.org/10.1002/berj.4182","url":null,"abstract":"<p>This paper examines how children's agency operates within primary education in England through an in-depth qualitative study of three contrasting schools over two years. While children's right to participate in decisions affecting their education is increasingly recognised internationally, its practical implementation within formal education systems remains challenging. Drawing on critical realism and extensive empirical evidence, including classroom observations, interviews with school leadership and teachers, and innovative participatory methods capturing children's own voices, this study reveals how different institutional approaches create varying opportunities for children's agency. Through analysing structural conditions, daily practices, and children's experiences across two academic years, the research demonstrates how agency emerges through complex interactions between educational structures and children's lived experiences. The findings reveal that supporting children's agency does not require choosing between agency and structure; rather, thoughtfully designed structures can enable meaningful participation while maintaining educational standards. The paper presents the concept of ‘structured freedom’—a practical framework for systematically supporting children's agency through four key principles: three-domain integration, choice architecture, systematic mechanisms for agency, and experiential development. This study offers both theoretical insights into how children's agency operates within educational structures and practical guidance for schools navigating the tensions between enabling children's agency and meeting standardised requirements.</p>","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"51 5","pages":"2491-2510"},"PeriodicalIF":2.1,"publicationDate":"2025-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://bera-journals.onlinelibrary.wiley.com/doi/epdf/10.1002/berj.4182","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145271844","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}

{"title":"Beyond winning in physical education: The role of continuing professional development in fostering a learning-focused climate","authors":"Rui Marcelino","doi":"10.1002/berj.4183","DOIUrl":"https://doi.org/10.1002/berj.4183","url":null,"abstract":"<p>The shift towards student-centred learning in physical education (PE) underscores the importance of fostering supportive classroom climates that enhance engagement and motivation. Traditional teacher-centred approaches often emphasise performance goals, misaligning with contemporary educational paradigms prioritising holistic student development. This study examined the impact of a professional development intervention on classroom climates in PE, focusing on learning- and performance-oriented climates fostered by teachers and peers. Using a difference-in-differences approach with ordinary least squares regression models, data from 588 students across 43 classes in 12 Portuguese schools were analysed. The intervention involved a 25-h continuing professional development (CPD) programme that equipped teachers with student-centred pedagogical strategies. Post-training, these strategies were implemented and data were collected through the Learning and Performance Orientations in Physical Education Classes Questionnaire, comparing an experimental group (<i>n</i> = 390) to a control group (<i>n</i> = 198). The intervention significantly improved the learning climate, with higher scores for teacher- and peer-fostered learning climates (learning climate fostered by the teacher [LCT]: coefficient = 0.154, <i>p</i> = 0.001; learning climate fostered by peers [LCS]: coefficient = 0.186, <i>p</i> = 0.001). However, no significant changes were found in performance climates (performance climate fostered by the teacher [PCT], performance climate fostered by peers [PCS]). Low <i>R</i>² values (0.005–0.016) indicated that other factors influenced classroom climate, underscoring its complexity. This research highlights the effectiveness of student-centred models in enhancing learning climates and the potential of CPD programmes to transform instructional practices. While limited effects were observed on performance climates, the findings emphasise the value of prioritising learning-centred environments to promote student engagement and intrinsic motivation. Future research should investigate long-term impacts and address diverse student needs to further optimise training programmes and advance PE pedagogy.</p>","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"51 5","pages":"2474-2490"},"PeriodicalIF":2.1,"publicationDate":"2025-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145273079","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}

{"title":"Preservice teachers' assessment decisions: Exploring the role of fairness conceptions","authors":"Amirhossein Rasooli,&nbsp;Michael Holden,&nbsp;Jorge Sinval","doi":"10.1002/berj.4181","DOIUrl":"https://doi.org/10.1002/berj.4181","url":null,"abstract":"<p>Teachers' conceptions of fairness influence their approaches to assessment. Perceptions of fairness underpin how teachers legitimate their values and provide reasons for teachers to defend assessment decisions and actions. This study therefore examined fairness conceptions at a critical stage in teachers' journey towards assessment capacity: their perceptions as teacher candidates. Specifically, we investigated 228 preservice teachers' conceptions of assessment fairness using the Classroom Assessment Fairness Inventory (CAFI). The results of an exploratory factor analysis (EFA) showed four factors: <i>assessment communication acts</i>, <i>grading decisions</i>, <i>responses to cheating</i> and <i>firm assessment decisions</i>. These factors highlighted the domains and underpinning principles of fairness that participating preservice teachers used to evaluate issues of fairness in assessment. The results provide initial empirical foundations to promote nuanced understandings of fairness in assessment education.</p>","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"51 5","pages":"2450-2473"},"PeriodicalIF":2.1,"publicationDate":"2025-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145272776","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}

{"title":"Then and now: Twenty years of education research methods use in the United Kingdom","authors":"Emma Smith,&nbsp;Stephen Gorard,&nbsp;Rebecca Morris,&nbsp;Thomas Perry,&nbsp;Jess Pilgrim-Brown","doi":"10.1002/berj.4179","DOIUrl":"https://doi.org/10.1002/berj.4179","url":null,"abstract":"<p>There have been debates about the quality and usefulness of education research for a long time, with opinion often dividing along methodological lines. Those on different sides of an apparent methodological schism often bemoan the lack of recognition and resources afforded to their chosen approach. Whatever one's position on the existence, or persistence, of education research's own version of the ‘paradigm wars’, it is nevertheless the case that research design and methods are central to its identity, its usefulness and the impact it makes upon society. This paper contributes to wider debates around the status of education research as a field, or discipline, by exploring the extent to which the research methods used by education researchers working in UK higher education, and beyond, have varied over the last 20 years. It reports the findings from a comparative analysis of two large-scale surveys—the ESRC-funded Research Capacity Building Network survey of 2002 and the BERA-funded Higher Education Research Census 2022. Both surveys explored the methods used by education researchers, mainly based in higher education, and took place against a backdrop of concern, from within and outside the field, about the quality and reach of its research. The findings show that education researchers draw from a variety of different methods and approaches but that the range of tools that they use has narrowed a lot over the period considered. Furthermore, there appears to be an increase in methodological polarisation, particularly between a minority who only use numbers in their research and a majority who never do. This is despite the considerable resources devoted to building research capacity to undertake numeric and combined research.</p>","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"51 5","pages":"2426-2449"},"PeriodicalIF":2.1,"publicationDate":"2025-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://bera-journals.onlinelibrary.wiley.com/doi/epdf/10.1002/berj.4179","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145273064","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}

{"title":"Crafting agency in a host community: Accessing and participating in the English higher education sector by Ukrainian refugees","authors":"Iryna Kushnir,&nbsp;Ellis Richards","doi":"10.1002/berj.4178","DOIUrl":"https://doi.org/10.1002/berj.4178","url":null,"abstract":"<p>Following Russia's launch of a full-scale war against Ukraine in 2022, scholarship has not yet addressed how Ukrainian refugees in England have been navigating the challenges of developing their agency in pursuing opportunities to participate in the higher education (HE) sector. To address this gap, this paper thematically analyses 11 oral history interviews with Ukrainian refugees. The findings demonstrate that accessing and participating in the HE sector in a host community is a significantly complicated process not just for the (prospective) student population of Ukrainian refugees, as other studies about refugees highlight, but for academics too, despite special support measures. Unlike previous studies that emphasise the passive position of refugees, stripped of their agency, our findings highlight the active nature of Ukrainian refugees' limited agency. Pursuing participation in the HE sector becomes an active agency-seeking process, prompting refugees to craft ways to pull all available resources and connections far beyond the HE sector in the effort to overcome the constraints of their marginalised position with regard to access and effective participation in the HE sector. These findings are significant not only for addressing existing gaps in the literature on refugee agency and refugees in HE in general, as well as Ukrainian refugees in particular, but also for informing policymaking at the national and institutional levels in England and beyond. These findings highlight the effectiveness of current support measures for Ukrainian refugees in England and point to specific challenges related to the HE environment which require further policy interventions: recognition of prior qualifications, building social networks, utilising technology, enhanced English language support and financial assistance.</p>","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"51 5","pages":"2401-2425"},"PeriodicalIF":2.1,"publicationDate":"2025-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://bera-journals.onlinelibrary.wiley.com/doi/epdf/10.1002/berj.4178","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145272676","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}