British Educational Research Journal最新文献

Teachers’ understandings of barriers to Indigenous children's academic success in Taiwan 教师对台湾原住民学童学业成功障碍的理解

IF 3 3区教育学

British Educational Research Journal Pub Date : 2024-08-16 DOI: 10.1002/berj.4062

Yulia Nesterova, Daniel Couch, Hang Thi Thanh Nguyen

{"title":"Teachers’ understandings of barriers to Indigenous children's academic success in Taiwan","authors":"Yulia Nesterova, Daniel Couch, Hang Thi Thanh Nguyen","doi":"10.1002/berj.4062","DOIUrl":"https://doi.org/10.1002/berj.4062","url":null,"abstract":"This paper explores how non-Indigenous teachers understand challenges and barriers to academic progress and success for Indigenous students in Taiwan. Drawing on data from a study with 17 teachers of Han Taiwanese and Hakka background who had worked closely with Indigenous students from elementary to high school across Taiwan, we utilise Expectancy-Value Theory to explore teacher participants’ views of the barriers and challenges to educational success for their Indigenous students. Previous research suggests a deficit view among majority background teachers, depicting them as biased against Indigenous peoples and lacking relevant knowledge that would allow them to teach Indigenous students and about Indigenous cultures and histories. In contrast with this previous research, the teachers we interviewed exhibited a good and nuanced understanding of the obstacles and challenges of Indigenous students, families and communities which prevent their success. The teachers in our study indicated that they lack agency and are limited by structural forces in effecting meaningful change. Far from holding deficit views, the teachers interviewed pointed to the importance of working together with Indigenous families and communities to support the learning of Indigenous students. In our conclusion we point to ways of capitalising on the non-deficit positive views captured here to effect long-term sustainable change to support teachers to, in turn, support the learning of Indigenous students.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"50 6","pages":"2937-2956"},"PeriodicalIF":3.0,"publicationDate":"2024-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.4062","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142861525","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

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

IF 3 3区教育学

British Educational Research Journal Pub Date : 2024-08-16 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":"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":51410,"journal":{"name":"British Educational Research Journal","volume":"50 6","pages":"2920-2936"},"PeriodicalIF":3.0,"publicationDate":"2024-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.4060","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142223437","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

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":"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":"50 6","pages":"2899-2919"},"PeriodicalIF":3.0,"publicationDate":"2024-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.4059","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":"OA","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":"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":"50 6","pages":"2875-2898"},"PeriodicalIF":3.0,"publicationDate":"2024-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.4058","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":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Can the teaching style reduce inequality in the classroom? Evidence from a quasi-experiment 这种教学方式能减少课堂上的不平等吗？准实验的证据

IF 3 3区教育学

British Educational Research Journal Pub Date : 2024-07-31 DOI: 10.1002/berj.4051

Lei Xu, Massimiliano Tani, Yu Zhu

{"title":"Can the teaching style reduce inequality in the classroom? Evidence from a quasi-experiment","authors":"Lei Xu, Massimiliano Tani, Yu Zhu","doi":"10.1002/berj.4051","DOIUrl":"https://doi.org/10.1002/berj.4051","url":null,"abstract":"We investigate the effects of ‘lecture-based’ (LBT)—i.e. individual work and rote learning—vs. ‘discussion-based’ (DBT)—i.e. participative and focused on student-centred learning—teaching styles on the test scores and socio-economic inequality of middle-school students randomly assigned to classes using data from the China Education Panel Survey—a large-scale nationally representative survey. Estimates from unconditional quantile regressions and decompositions based on the recentred influence function suggest that LBT raises scores in mathematics, but the effect is non-linear, as students in the bottom and top quintiles are more likely to benefit from it. In contrast, LBT lowers scores in Chinese and English. Lecture-based teaching also has greater influence on socio-economically advantaged students, resulting in larger inequality within classrooms, especially between top and median students. These effects arise under various robustness checks, implying that (i) teaching styles affect scores and classroom inequality and (ii) they appear to be subject-specific. These results suggest that teaching styles can be used as a tool to influence students’ academic performance as well as the socio-economic heterogeneity that they bring to their classrooms.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"50 6","pages":"2849-2874"},"PeriodicalIF":3.0,"publicationDate":"2024-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.4051","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142862315","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

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":"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":"50 6","pages":"2813-2832"},"PeriodicalIF":3.0,"publicationDate":"2024-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.4055","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":"OA","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

IF 3 3区教育学

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

Reza Ahmadi, Nouroddin Yousofi

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 Langer Primdahl, Venka Simovska

{"title":"Untangling the threads of school wellbeing: Underlying assumptions and axes of normativity","authors":"Nis Langer Primdahl, Venka Simovska","doi":"10.1002/berj.4052","DOIUrl":"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":"50 6","pages":"2799-2812"},"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":"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":"50 6","pages":"2777-2798"},"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

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

IF 3 3区教育学

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":"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":51410,"journal":{"name":"British Educational Research Journal","volume":"50 6","pages":"2753-2776"},"PeriodicalIF":3.0,"publicationDate":"2024-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.4050","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141742986","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