British Educational Research Journal最新文献

{"title":"Tackling ignorance about law in human rights education","authors":"Suzanne Egan","doi":"10.1002/berj.4138","DOIUrl":"https://doi.org/10.1002/berj.4138","url":null,"abstract":"<p>This paper aims to unpack potential reasons why law and legal knowledge—despite its apparent importance and value in teaching and learning about human rights—appears to be largely conspicuous by its absence in human rights education (HRE) in schooling. Drawing on a range of contextually relevant categories of ignorance identified from discourse on epistemologies of ignorance, it argues that deficits in legal literacy on the part of the wide range of stakeholders involved in HRE can manifest in multiple guises, including: ignorance as a strategic choice for political ends; ignorance as a conscious, rational and practical (not necessarily self-interested) choice; and inadvertent ignorance or such that is unconsciously selective in nature. By approaching the issue from this novel standpoint, the overarching aim of the paper is to illuminate the prospects and possibilities for tackling instances of such ignorance going forward.</p>","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"51 3","pages":"1521-1537"},"PeriodicalIF":3.0,"publicationDate":"2025-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.4138","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144503094","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":"Supporting the supporters: How peer mentoring engagement reduces citizenship fatigue for sophomores in universities","authors":"Lin Ma,&nbsp;Yanan Dong,&nbsp;Haowen Jiang,&nbsp;Xin Wu,&nbsp;Huiwen Wang","doi":"10.1002/berj.4139","DOIUrl":"https://doi.org/10.1002/berj.4139","url":null,"abstract":"<p>Although peer mentoring has been widely adopted in universities, in which sophomores serve as mentors to help freshmen quickly adapt to university life, less attention has been given to the effect of these programmes on mentors. To address this gap in the literature, the impact of mentors' engagement in peer mentoring on citizenship fatigue in Chinese universities was investigated and framed within the conservation of resources theory. We collected data from 401 peer mentors across two survey waves and explored how and when engagement in peer mentoring affects mentors' citizenship fatigue. The results showed that higher engagement in peer mentoring significantly enhanced mentors' perceived meaningfulness, which in turn reduced citizenship fatigue. Additionally, mentor self-disclosure strengthened the positive relationship between engagement in peer mentoring and perceived meaningfulness. These findings highlight the importance of psychological resources in reducing mentors' citizenship fatigue and suggest that universities should support mentors by providing mental health resources and encouraging open communication to enhance the effectiveness and sustainability of peer mentoring programmes.</p>","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"51 3","pages":"1538-1558"},"PeriodicalIF":3.0,"publicationDate":"2025-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144503093","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":"Research–practice partnerships in education: Lessons from the United States","authors":"Rachel France","doi":"10.1002/berj.4132","DOIUrl":"https://doi.org/10.1002/berj.4132","url":null,"abstract":"<p>In response to a proposal to reframe the ‘research into practice’ agenda in UK education using partnership working, this paper examines a type of collaborative research known as a research–practice partnership (RPP), drawing on models established in education in the United States. It examines their characteristics and what has been learnt from several decades of experience before reflecting on the relevance of this literature for the UK context. RPPs can allow researchers to gain a better understanding of practice problems and, by involving practitioners and local policymakers, the resulting research is likely to be more relevant to local users. The paper highlights the importance of relationship building, considerations around locus of power and issues related to boundary working. It considers aspects of the underlying research infrastructure in the United Kingdom relevant to partnership working, including the role of local authorities, research funding structures and the general research environment. Changes to the Research Excellence Framework and funders' requirements, as well as shifts in policy approaches to research, all suggest that support for more collaborative working in the United Kingdom may be growing.</p>","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"51 3","pages":"1469-1480"},"PeriodicalIF":3.0,"publicationDate":"2025-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.4132","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144502990","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":"A study on the social integration of international secondary students in Canadian high schools","authors":"Yingling Lou","doi":"10.1002/berj.4135","DOIUrl":"https://doi.org/10.1002/berj.4135","url":null,"abstract":"<p>Research on the international secondary students (ISS) is scarce compared with the proliferating literature on their tertiary counterparts. This paper focuses on social integration experiences of ISS from diverse ethnic backgrounds, the undergirding macro-, meso-, and micro-mechanisms, and the supports needed for their successful integration. It draws on a subset of data from a longitudinal qualitative study through an interdisciplinary conceptual framework. This study employs multiple case study designs with critical intercultural hermeneutics as an interpretive approach. Research methods involve (a) serial interviews with six ISS that spanned the 2022–2023 school year; (b) in-depth interviews with their parents, homestays, teachers, and agents; (c) online observations of the students’ virtual communities; (d) documents; and (e) research journals. It uncovers three mechanisms undergirding ISS’ social integration challenges: lack of ethnic proximity, a departmentalised classroom system and capital defence. This study suggests that stakeholders and researchers of ISS must obviate deficit-oriented and assimilationist perspectives, which attribute social integration challenges solely to ISS’ limited knowledge of mainstream culture and language. Instead, a paradigm shift is necessary to redefine the criteria for successful social integration as harmonious interaction with students from diverse ethno-cultural backgrounds, encompassing both culturally dominant and minority groups, with educators playing a central role in fostering this integration.</p>","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"51 3","pages":"1498-1520"},"PeriodicalIF":3.0,"publicationDate":"2025-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.4135","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144502988","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 GCSE attainment gap: Assessing the influence of permanent school exclusion","authors":"Stephen Hills,&nbsp;Matthew Walker,&nbsp;James Guinn,&nbsp;Aubrey Kent","doi":"10.1002/berj.4133","DOIUrl":"https://doi.org/10.1002/berj.4133","url":null,"abstract":"<p>Permanent school exclusions continue to be a topic of keen interest to UK schools and policymakers. The debate over the practice has recently intensified owing to the perceived negative outcomes directly resulting from the exclusion event. Research has indeed shown that pupils who have been permanently excluded are at a greater risk for a variety of negative life outcomes when compared with their non-excluded peers. However, that disadvantaged groups are disproportionately represented among those excluded has not been accounted for in empirical testing. Accordingly, previous measures of the influence of permanent exclusion may have over-estimated its negative consequences because they have not controlled for disadvantageous pupil characteristics. This is a critical limitation of the research owing to the influence of confounding variables and sample selection bias. Using the National Pupil Database and a full cohort of UK pupils (<i>N</i> = 590,092), our analysis tracked a sample of 1490 pupils permanently excluded in year 11 of the English education system in 2018/2019. Using capped GCSE points as the academic attainment variable, we find that permanently excluded pupil scores were nearly 25 points lower than their non-permanently excluded peers. However, when controlling for disadvantageous pupil characteristics, this difference was cut roughly in half. As such, we conclude that permanent exclusion is neither the catalyst of disadvantage nor a continuation of disadvantage on the same trajectory, but rather an accentuation of existing disadvantage. In other words, the existing trajectory of disadvantage gets steeper following the permanent exclusion event. Therefore, considering that the GCSE attainment gap found is equally attributable to both permanent exclusion and disadvantageous pupil characteristics, policymakers should both limit permanent exclusion to being a last resort and provide additional support for pupils at risk of being permanently excluded. Including a permanently excluded pupil's GCSE attainment in their former school's academic league table data incentivises schools to act in the best interests of these highly disadvantaged and vulnerable pupils.</p>","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"51 3","pages":"1481-1497"},"PeriodicalIF":3.0,"publicationDate":"2025-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.4133","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144502951","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":"Effects of critical thinking instruction on Chinese college students with varying baseline critical thinking abilities: A quasi-experimental study","authors":"Qiongjiang Song,&nbsp;Yuhan Liu,&nbsp;Qinggen Zhang","doi":"10.1002/berj.4131","DOIUrl":"https://doi.org/10.1002/berj.4131","url":null,"abstract":"<p>This study aimed to contribute to the substantial body of research on critical thinking (CT) interventions by determining whether the effectiveness of two CT interventions (generic and infusion) varied according to students' baseline CT levels. Using a quasi-experimental design, we collected data from two universities, with 167 participants from University A and 76 from University B. Students' CT skills were measured before and after the interventions using the National Assessment of Collegiate Capacity (NACC) CT assessment. The analysis employed paired <i>t</i>-tests to evaluate within-group changes and independent <i>t</i>-tests with moderation analysis to compare CT gains between experimental and control groups across different baseline CT performance levels. Results showed that infusion CT interventions, rather than generic CT interventions, had a beneficial effect on these students' CT. Notably, the effectiveness of these interventions depended on students' baseline level of CT skills, suggesting that, while CT interventions may not result in substantial improvements for students with high and low baseline levels of CT skills, those with moderate levels can benefit significantly from these interventions. This study contributes to research on the effectiveness of embedding CT within course contents and differentiation based on baseline skills in maximising the impact of CT interventions within an educational context.</p>","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"51 3","pages":"1445-1468"},"PeriodicalIF":3.0,"publicationDate":"2025-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144503039","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":"Beyond the ‘dilemma of difference’: An analysis of stories from experienced teachers, about their inclusive practice","authors":"Tracy Edwards","doi":"10.1002/berj.4129","DOIUrl":"https://doi.org/10.1002/berj.4129","url":null,"abstract":"<p>Efforts to strengthen inclusive practice in education have been found to be underpinned by encounters with dilemmas. In particular, much has been written about the ‘dilemma of difference’, which is the perceived tension between wanting to provide for individual needs in education and wanting to avoid stigmatising individuals by treating them differently to others, in order to do this. This article outlines a research study that worked with 42 ‘dilemma stories’, from 19 experienced teachers. The majority of these stories (35) were crafted as part of a methodological approach which involved story-sharing dialogues with these teachers, transcription, and the (re)drafting of written narratives. Both phenomenography and hermeneutic phenomenology was applied to the analysis of the stories. This required an acceptance of the apparent ontological dissonance between the hermeneutic phenomenological preoccupation with the ‘pre-reflective’ and phenomenography's emphasis on conceptions. Through the analysis, a typology of ‘four dilemmas of inclusive practice’ was arrived at. This typology suggests that experienced teachers often look beyond the ‘dilemma of difference’ and find themselves in more nuanced predicaments, which are arguably less visible to policymakers and advisors.</p>","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"51 3","pages":"1421-1444"},"PeriodicalIF":3.0,"publicationDate":"2025-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.4129","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144503035","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":"University students' religiosity in the United Kingdom and Poland: An exploration of sociodemographic determinants","authors":"Stanisław Fel,&nbsp;Jarosław Kozak","doi":"10.1002/berj.4128","DOIUrl":"https://doi.org/10.1002/berj.4128","url":null,"abstract":"<p>The present paper aims to determine and compare religiosity levels in university students (<i>n</i> = 2098) from the United Kingdom (<i>n</i> = 1010) and Poland and to attempt an explanation of how nationality differences in the cultural context and affiliations with different religious traditions influence their religiosity. The current global trends regarding religiosity are marked by diversity, with an increasing polarisation between deeply religious and non-religious individuals. This phenomenon differs across cultural and national contexts, which makes its analysis crucial for the contemporary sociology of religion. ANOVA and multiple linear regression analysis were performed to determine the effect of sociodemographic factors on religiosity. The analysis revealed significant differences in religiosity level between national groups, with the highest religiosity level among students of nationalities other than British or Polish. Command of English, age, gender, religious development and academic performance influenced religiosity level. The results suggest that university students' religiosity is a complex phenomenon, shaped by numerous variables, including nationality, religious affiliation and personal and academic experience. The understanding of these relationships may contribute to a better understanding of the role of religion in the life of contemporary societies and help adjust educational and social policies to students' diverse religious needs.</p>","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"51 3","pages":"1401-1420"},"PeriodicalIF":3.0,"publicationDate":"2025-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.4128","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144503036","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":"Knowledge acquisition in science and the blurred boundary between perception and cognition","authors":"T. G. K. Bryce,&nbsp;E. J. Blown","doi":"10.1002/berj.4103","DOIUrl":"https://doi.org/10.1002/berj.4103","url":null,"abstract":"<p>This paper provides a critical and detailed study of what researchers in the fields of contemporary cognition and neuroscience have revealed about the blurred boundary between perception and cognition. We set out the arguments with a view to what researchers and teachers should now consider regarding the subtleties of their interrelationship in children's learning, and how individuals may be better helped to grasp difficult ideas. The analysis spotlights children's cosmologies in science education—their acquisition of ideas in basic astronomy concerning the Earth, Sun, Moon and so forth—and we use illustrative examples drawn from our own research to emphasise the implications of what <i>perceiving</i> and <i>cognising</i> actually mean. The role of carefully exercised Socratic dialogue as part of a constructivist approach to learning lies at the core of our deliberations.</p>","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"51 3","pages":"1372-1400"},"PeriodicalIF":3.0,"publicationDate":"2025-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.4103","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144503205","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":"Practice-based educational and theatre research: A scoping review","authors":"Kamila Lewandowska,&nbsp;Mikołaj Bojnarowicz","doi":"10.1002/berj.4127","DOIUrl":"https://doi.org/10.1002/berj.4127","url":null,"abstract":"<p>Practice-based research (PBR) has emerged as a valuable alternative to traditional scientific methods by generating knowledge through practice and enhancing the relevance of research to practitioners. However, knowledge about PBR has largely been developed within disciplinary silos, leading to its limited cross-disciplinary understanding. This paper addresses this gap by analysing 116 PBR studies in Educational Research and Theatre, two fields with very active but separately analysed PBR traditions. Our analysis produces a framework that categorises PBR into four distinct types based on key dimensions: the ‘Aim of research’ and the ‘Model of practice involvement’. The framework reveals discipline-specific patterns, including divergent tendencies in how PBR is utilised across these fields: in Educational Research, PBR is often employed to improve professional practice, whereas in Theatre, it is central to exploring and theorising practice itself. The proposed framework holds potential for broader applicability across other fields, contributing to a more cohesive understanding of PBR as a versatile research strategy.</p>","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"51 3","pages":"1342-1371"},"PeriodicalIF":3.0,"publicationDate":"2025-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.4127","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144503090","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}