British Educational Research Journal最新文献

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

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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":"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.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"50 5","pages":"2495-2518"},"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

Effectiveness of educational interventions: An ecological systems analysis of initiatives from the UK opportunity areas programme 教育干预措施的有效性：对英国 "机会领域计划 "的各项举措进行生态系统分析

IF 3 3区教育学

British Educational Research Journal Pub Date : 2024-06-01 DOI: 10.1002/berj.4038

Sara Spear, Phil Kirkman

{"title":"Effectiveness of educational interventions: An ecological systems analysis of initiatives from the UK opportunity areas programme","authors":"Sara Spear, Phil Kirkman","doi":"10.1002/berj.4038","DOIUrl":"10.1002/berj.4038","url":null,"abstract":"Government interventions to address inequalities in education are common in the United Kingdom and internationally. Whilst there is a tendency for policy discourse to focus on benchmarks and indicators as measures of educational success, the inclusiveness and effectiveness of government interventions in education has been questioned. This paper uses the ecological systems perspective as a way of analysing how government interventions may, or may not, lead to real impact on young people's educational outcomes. Two case studies are presented on projects funded as part of the opportunity areas (OA) programme in England to tackle barriers to learning for young people: Ipswich ‘Learning Behaviour Leads’ and Norwich ‘Engagement Coaches’. The research team carried out an evaluation of these projects in seven schools, using a mixed methods approach which involved interviews and reflective journals by the staff delivering the projects (n = 7), interviews with members of the school senior leadership teams (n = 7), an online survey with teachers (n = 23) and focus groups with young people involved in the projects (n = 14). The evaluation found that although there was shared understanding of the purpose and priorities of the OA programme between the macro and exosystems, there were tensions between these and the microsystem, and a lack of interconnection with the mesosystem. Whilst the projects benefited the young people involved, they fell short of the initial intentions to foster engagement amongst the most at-risk groups, and failed to address the macro aims of fostering a pan-system response.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"50 5","pages":"2480-2494"},"PeriodicalIF":3.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.4038","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141193558","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

Brokering knowledge from laboratory experiments in evidence-based education: The case of interleaving 循证教育中实验室实验的知识中介：交错案例

IF 3 3区教育学

British Educational Research Journal Pub Date : 2024-05-31 DOI: 10.1002/berj.4037

Paul Rowlandson, Adrian Simpson

引用次数: 0

The effects of an online positive psychology intervention on pre-service teachers' efficacy, ability to cope and emotional regulation 在线积极心理学干预对职前教师的效能感、应对能力和情绪调节的影响

IF 3 3区教育学

British Educational Research Journal Pub Date : 2024-05-31 DOI: 10.1002/berj.4036

Frances Hoferichter, Armin Jentsch

{"title":"The effects of an online positive psychology intervention on pre-service teachers' efficacy, ability to cope and emotional regulation","authors":"Frances Hoferichter, Armin Jentsch","doi":"10.1002/berj.4036","DOIUrl":"10.1002/berj.4036","url":null,"abstract":"Pre-service teachers have been identified as a risk group for developing burnout syndromes over the course of their careers due to increased perceived psychological distress and, in particular, if there is a lack of coping strategies. To provide pre-service teachers with appropriate techniques and concepts that can be successfully applied in educational and work contexts, an online positive psychology intervention was designed to improve participants' resilience, in particular their self-efficacy, emotion regulation and ability to cope. Linear mixed models that simultaneously analyse variability between subjects and over time revealed that pre-service teachers who participated in the intervention benefited from the programme with respect to an increase of their emotion regulation strategies, self-efficacy and ability to cope compared to the control group—although at baseline, they exhibited less beneficial emotion regulation, self-efficacy and ability to cope. The findings suggest that such positive psychology interventions could help pre-service teachers build their resilience.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"50 5","pages":"2441-2460"},"PeriodicalIF":3.0,"publicationDate":"2024-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.4036","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141193488","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

Teacher perspectives on enhancing wellbeing education through integrating arts-based practices 教师对通过整合艺术实践加强幸福教育的看法

IF 3 3区教育学

British Educational Research Journal Pub Date : 2024-05-18 DOI: 10.1002/berj.4029

Sigrid Moar, Katie Burke, Marthy Watson

{"title":"Teacher perspectives on enhancing wellbeing education through integrating arts-based practices","authors":"Sigrid Moar, Katie Burke, Marthy Watson","doi":"10.1002/berj.4029","DOIUrl":"10.1002/berj.4029","url":null,"abstract":"Wellbeing education (WE) is increasingly offered among secondary schools internationally to promote the physical, social, emotional and mental health of young people. Current and emerging evidence proposes that scope exists for the enhancement of universal WE, and that arts-based approaches have significant potential for school programmes in enhancing the effectiveness of WE. This sits alongside a growing body of international literature that connects arts engagement with positive mental wellbeing across age groups. Existing research also shows that the evaluation of the goals, pedagogy and student engagement within WE from the perspectives of teachers is uncommon. To this end, this qualitative research investigated teacher perspectives on the potential for arts-based WE. Through an asynchronous group interview, 10 Australian secondary school arts teachers with expertise in a variety of visual and performing arts education reflected on current WE in light of their arts teaching practice, exploring possibilities for enhancement through art-based practices. Thematic analysis using a socio-ecological framework reveals strong support for arts-based WE, noting positive potential for arts engagement to facilitate increased teacher and student autonomy, relationship building, safe and inclusive environments, and enjoyable, embodied learning within WE.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"50 5","pages":"2422-2440"},"PeriodicalIF":3.0,"publicationDate":"2024-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.4029","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141058660","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

Tensions in the pursuit of equal opportunities: A case study of an innovative secondary school 追求平等机会过程中的紧张关系：一所创新型中学的案例研究

IF 3 3区教育学

British Educational Research Journal Pub Date : 2024-05-18 DOI: 10.1002/berj.4019

Pomme van de Weerd

{"title":"Tensions in the pursuit of equal opportunities: A case study of an innovative secondary school","authors":"Pomme van de Weerd","doi":"10.1002/berj.4019","DOIUrl":"10.1002/berj.4019","url":null,"abstract":"Equal opportunities in the context of education can be interpreted as ensuring equitable access to certain kinds of education (e.g. an academic track) or as equal opportunities to lead a fulfilling life regardless of the educational route followed (e.g. vocational or academic). These interpretations are in tension: the former implies a hierarchy where some forms of education are considered better than others, whereas the latter requires that they are all considered valuable. This paper presents a case study of a secondary school in the Netherlands that pursued both interpretations of equal opportunities and made systemic reforms to achieve this. Building on interviews, focus groups and participant observation with students, staff and management, the paper analyses the tension these actors experienced between the two interpretations of equal opportunities. It is argued that this stems from a societal context that endorses the first interpretation of equal opportunities but aligns less with the second interpretation. The analysis shows that individual institutions like schools have limited power to shift narratives surrounding educational tracks, especially when these do not align with prevailing trends in society. Additionally, the paper underlines the value of applying analysis of different interpretations of equal opportunities, which is usually undertaken by theoretical work, to empirical data.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"50 5","pages":"2407-2421"},"PeriodicalIF":3.0,"publicationDate":"2024-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.4019","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141058678","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

Do schools that employ an inspector get better inspection grades? 聘用督学的学校是否能获得更好的检查成绩？

IF 3 3区教育学

British Educational Research Journal Pub Date : 2024-05-17 DOI: 10.1002/berj.4025

Christian Bokhove, John Jerrim, Sam Sims

引用次数: 0

Cognitive ability or motivation, or both: An integrative path analysis of the interplay between two key factors in academic achievement 认知能力或学习动机，或两者兼而有之：学业成绩两个关键因素相互作用的综合路径分析

IF 3 3区教育学

British Educational Research Journal Pub Date : 2024-05-15 DOI: 10.1002/berj.4027

İbrahim Dadandı, Hikmet Yazıcı

{"title":"Cognitive ability or motivation, or both: An integrative path analysis of the interplay between two key factors in academic achievement","authors":"İbrahim Dadandı, Hikmet Yazıcı","doi":"10.1002/berj.4027","DOIUrl":"10.1002/berj.4027","url":null,"abstract":"While the individual roles of general cognitive ability and motivation in predicting academic achievement are well established, how they interact with one another and the extent of their combined effect on students' learning outcomes leave much to be explained. The present study investigates the relationships among general cognitive ability, selected motivational constructs (i.e., academic self-efficacy, academic self-concept, self-esteem and student engagement) and academic achievement within a structural model. A total of 346 (M = 52%, F = 48%; Mage = 12.98 ± 0.98) middle school students completed Primary Abilities Test 6–8, Myself as A Learner Scale, Academic Self-Efficacy Scale, School Short-Form of the Coopersmith Self-Esteem Inventory and Student Engagement Scale. Path analysis revealed that general cognitive ability had a direct effect on academic achievement and significant indirect effects on academic achievement through academic self-efficacy, as well as on student engagement through both academic self-efficacy and academic self-concept. Moreover, academic self-efficacy had significant direct effects on both academic achievement and student engagement. Additionally, self-esteem and academic self-concept had significant direct effects on student engagement, as well as indirect effects on both academic achievement and student engagement through academic self-efficacy. The present study contributes to the understanding of dynamics between cognitive and motivational variables in shaping academic achievement and provides valuable insights for educators and policymakers to develop effective pedagogical designs and strategies for improving student learning outcomes.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"50 5","pages":"2342-2362"},"PeriodicalIF":3.0,"publicationDate":"2024-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140974890","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