British Educational Research Journal最新文献_第10页

Coached habitus: Mapping the role of shadow education in shaping students' educational trajectories 辅导习惯：影子教育在塑造学生教育轨迹中的作用

IF 2.1 3区教育学

British Educational Research Journal Pub Date : 2024-10-26 DOI: 10.1002/berj.4085

Achala Gupta

{"title":"Coached habitus: Mapping the role of shadow education in shaping students' educational trajectories","authors":"Achala Gupta","doi":"10.1002/berj.4085","DOIUrl":"10.1002/berj.4085","url":null,"abstract":"Studies have shown how family (typically parents) and formal institutions (specifically schools and universities) shape individuals' dispositions—or habitus. However, other sites of academic socialisation, such as tutoring centres and coaching institutions (collectively forming a shadow education system), are seldom scrutinised for their role in this process. To address this gap in scholarship, this paper draws on interviews with 30 Indian students who narrated their experiences of shadow education in its diversified form, from schooling and higher education to moving to the United Kingdom for advanced education. The discussion of the research findings unveils how shadow education experiences impact students' (academic) dispositions throughout their scholastic lifespan, thus aiding in nurturing academic selves (in early schooling years), cultivating competitive selves (during the transition to university), harnessing enterprising selves (when transitioning within and from university education) and developing transnational selves (as students prepare for international mobility). A synthesis of these empirical realities culminates in introducing a new concept of coached habitus that accounts for the role of shadow education in orchestrating the practices by which students may inculcate specific values, beliefs and habits aiming to prepare them to navigate increasingly competitive educational fields throughout their academic trajectories successfully. The paper argues that shadow education is a key site for habitus formation, particularly in contexts such as India and other Asian countries where non-formal education is inextricably entwined with everyday schooling experiences.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"51 2","pages":"514-532"},"PeriodicalIF":2.1,"publicationDate":"2024-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.4085","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143778475","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

Factors affecting generative artificial intelligence, such as ChatGPT, use in higher education: An application of technology acceptance model 影响生成式人工智能（如ChatGPT）在高等教育中的应用的因素：技术接受模型的应用

IF 2.1 3区教育学

British Educational Research Journal Pub Date : 2024-10-19 DOI: 10.1002/berj.4084

Muhammad Farrukh Shahzad, Shuo Xu, Muhammad Asif

{"title":"Factors affecting generative artificial intelligence, such as ChatGPT, use in higher education: An application of technology acceptance model","authors":"Muhammad Farrukh Shahzad, Shuo Xu, Muhammad Asif","doi":"10.1002/berj.4084","DOIUrl":"10.1002/berj.4084","url":null,"abstract":"The adoption of generative artificial intelligence (GAI) tools, such as ChatGPT, in higher education presents numerous opportunities and challenges. The use of GAI technologies in various fields, including education, has accelerated as technology develops. The widely used language model ChatGPT, developed by OpenAI, has become progressively more important, especially in the field of education. This study employs the technology acceptance model to investigate the factors influencing the employment of ChatGPT within the higher education sector of Pakistan. This study employed the PLS-SEM method for probing data collected from 368 Pakistani university students. The findings indicate that ChatGPT trust positively mediates the affiliation between ChatGPT self-efficacy, ChatGPT actual use, ChatGPT use for information and ChatGPT use for interaction. Further, ChatGPT usefulness and ChatGPT ease of use significantly moderate the association between ChatGPT self-efficacy and ChatGPT trust. Educators must encourage students to use ChatGPT safely to preserve their critical thinking, problem-solving abilities and creativity during assessments. This study contributes to understanding generative AI tools such as ChatGPT that are used in educational settings and provides insights for administrators and policymakers aiming to implement these technologies effectively.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"51 2","pages":"489-513"},"PeriodicalIF":2.1,"publicationDate":"2024-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143778472","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

Sociodemographic trends in special educational needs identification in Wales 威尔士特殊教育需要鉴定的社会人口趋势

IF 2.1 3区教育学

British Educational Research Journal Pub Date : 2024-10-18 DOI: 10.1002/berj.4083

Cathryn Knight, Emily Lowthian, Tom Crick, Carys Jones, Anna Rawlings, Hoda Abbasizanjani, Sarah Rees

{"title":"Sociodemographic trends in special educational needs identification in Wales","authors":"Cathryn Knight, Emily Lowthian, Tom Crick, Carys Jones, Anna Rawlings, Hoda Abbasizanjani, Sarah Rees","doi":"10.1002/berj.4083","DOIUrl":"10.1002/berj.4083","url":null,"abstract":"In the context of an emerging new additional learning needs (ALN) system in Wales, this research explores who was likely to be identified with special educational needs (SEN) under the previous system. Our study reveals analysis of linked Welsh education and health data on SEN identification in learners in mainstream education settings born between 2002/3 and 2008/9. Using longitudinal multilevel modelling, we explore (i) who is likely identified with SEN and (ii) whether there is evidence of social patterning in SEN identification. We find that 48% of those born in the year 2002/3 were identified with SEN at some point during their schooling years. Furthermore, when controlling for health-related variables, those who are identified with SEN in Wales were more likely to be male, White, from a deprived background, with lower school attendance, had not experienced breastfeeding and were born later in the academic year. Taken together, the research findings suggest that SEN identification was influenced by a child's context. The study thus underscores the critical importance of examining the relationship between socioeconomic, environmental and biological factors in SEN identification, urging for a comprehensive and cross-organisation approach to enhance outcomes for learners with diverse needs. It also highlights the need for follow-up research to explore unfolding trends as the new ALN system in Wales becomes fully implemented and integrated over the coming years.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"51 1","pages":"466-487"},"PeriodicalIF":2.1,"publicationDate":"2024-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.4083","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143397047","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 role of visual perception and executive functions on writing skills with learning disabilities: The case of Turkish-speaking children 视觉知觉和执行功能对学习障碍儿童写作技能的影响：以土耳其语儿童为例

IF 2.1 3区教育学

British Educational Research Journal Pub Date : 2024-10-17 DOI: 10.1002/berj.4072

Kumaş Özlem Altindağ, Dodur Halime Miray Sümer

{"title":"The role of visual perception and executive functions on writing skills with learning disabilities: The case of Turkish-speaking children","authors":"Kumaş Özlem Altindağ, Dodur Halime Miray Sümer","doi":"10.1002/berj.4072","DOIUrl":"10.1002/berj.4072","url":null,"abstract":"This study examined the effects of visual perception and executive function skills on the writing skills of Turkish students with learning disabilities and typically developing Turkish students. Given the unique features of the Turkish language, such as vowel harmony and articulatory structure, this research addresses a significant gap in understanding how these factors influence writing abilities in this population. The study employed a comparative design involving students with learning disabilities and typically developing students and analysed their writing errors, executive function and visual perception levels. Significant differences were found between the two groups, with students with learning disabilities performing worse across all the measures. Correlation analysis indicated significant relationships between writing errors and visual perception, working memory and executive functioning. Multiple regression analysis further revealed that these cognitive factors were crucial predictors of writing skills. These findings underscore the importance of considering visual perception and executive functions when formulating and implementing writing instruction strategies for Turkish students with learning disabilities.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"51 1","pages":"444-465"},"PeriodicalIF":2.1,"publicationDate":"2024-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.4072","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143396826","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

One way or another: An optimal matching analysis of students' educational pathways and the impact of socioeconomic background and engagement 一种方式或另一种方式：学生的教育途径与社会经济背景和参与的影响的最佳匹配分析

IF 2.1 3区教育学

British Educational Research Journal Pub Date : 2024-10-16 DOI: 10.1002/berj.4077

Isis Vandelannote, Jannick Demanet

{"title":"One way or another: An optimal matching analysis of students' educational pathways and the impact of socioeconomic background and engagement","authors":"Isis Vandelannote, Jannick Demanet","doi":"10.1002/berj.4077","DOIUrl":"10.1002/berj.4077","url":null,"abstract":"Understanding social disparities in educational attainment requires understanding of students' decision-making throughout their educational career. We focused on students' pathways throughout upper secondary and higher education (HE), identified common types of pathways and studied the role of SES as a determinant of students' pathways. Additionally, we researched the role of engagement for overcoming socioeconomic disadvantages in students' educational decision-making. Using data from 965 Flemish students, optimal matching analyses identified seven distinct pathways throughout upper secondary and HE. While pathways largely mirrored the tracked structure of the Flemish educational system, there was considerable within-track heterogeneity. Multinomial regression analyses demonstrated that even among the academic track students, socioeconomic background affected programme choice and long-term academic success. Less engaged students were less likely to follow university pathways. Moreover, higher cognitive engagement decreased disadvantaged students' chances of ending up in typical vocational pathways.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"51 1","pages":"416-443"},"PeriodicalIF":2.1,"publicationDate":"2024-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143397046","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

An analysis of attainment grouping policy in Singapore 新加坡成绩分组政策分析

IF 2.1 3区教育学

British Educational Research Journal Pub Date : 2024-10-12 DOI: 10.1002/berj.4080

Charlene Tan

引用次数: 0

Education and ideological polarisation: Cross-country evidence and recommendations for higher education 教育与意识形态两极化：跨国证据和对高等教育的建议

IF 2.1 3区教育学

British Educational Research Journal Pub Date : 2024-10-09 DOI: 10.1002/berj.4081

Ines Lee, Eileen Tipoe

{"title":"Education and ideological polarisation: Cross-country evidence and recommendations for higher education","authors":"Ines Lee, Eileen Tipoe","doi":"10.1002/berj.4081","DOIUrl":"10.1002/berj.4081","url":null,"abstract":"In many developed countries, disagreement on important policy issues between groups with different social identities (‘ideological polarisation’) is increasing. In professional settings, these disagreements undermine cooperation and trust between employees, which negatively affects work relationships and managerial decision-making. We investigate whether people with more education tend to express attitudes that are more (or less) polarised. Using nationally representative data for 18 OECD countries from 2010 to 2018, we find that in most countries, ideological polarisation between liberals (political left) and conservatives (political right) on three key policy issues (income inequality, immigration and gay rights) increases with education. This ‘education–polarisation’ gradient varies across countries, is strongest in the United States and is linked to stronger alignment between political ideology and non-political values, and greater internet use among more-educated individuals. This finding can explain why polarisation can persist and even increase, despite the growing availability of information. We conclude with implications and recommendations for higher education.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"51 1","pages":"369-393"},"PeriodicalIF":2.1,"publicationDate":"2024-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.4081","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143396932","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

Institutional reverse mentoring: Bridging the student/leadership gap 机构反向指导：缩小学生/领导力差距

IF 2.1 3区教育学

British Educational Research Journal Pub Date : 2024-10-09 DOI: 10.1002/berj.4078

Rachael O'Connor, Lauren Barraclough, Steven Gleadall, Lucinda Walker

{"title":"Institutional reverse mentoring: Bridging the student/leadership gap","authors":"Rachael O'Connor, Lauren Barraclough, Steven Gleadall, Lucinda Walker","doi":"10.1002/berj.4078","DOIUrl":"10.1002/berj.4078","url":null,"abstract":"There is growing interest in reverse mentoring from an equity, diversity and inclusion (EDI) perspective across the higher education (HE) sector. An interesting and under-explored area is the extent to which reverse mentoring may be utilised to connect the student body with university leadership, a significant category of people making decisions that impact on student experiences but whom students may rarely (or in some cases never) interact with, often being associated with the idea of the faceless ‘university’. Consideration of the disconnect between students and university leaders and what, if anything, reverse mentoring conversations can bring to this space, has been limited. This paper shines a light on these relationships (and their importance) through its critical exploration of a reverse mentoring scheme via which students at a range of levels and from diverse disciplines and under-represented backgrounds mentored senior leaders within a Russell Group university on EDI-related topics. It is one of the first studies to collaboratively consider the perspectives of mentors (students from under-represented backgrounds) and mentees (those in senior leadership positions), exploring the role and impact of reverse mentoring via novel applications of adapted indicators of leader–member exchange theory and facets of multicultural, ecological and relational mentoring. Key themes include understanding diverse identities, navigating hierarchies, influencing institutional change, creating compassionate, safe spaces and transforming practice through engagement with lived-experience expertise. This paper seeks to further develop understanding of the intersections between student belonging and HE leadership through the vehicle of reverse mentoring.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"51 1","pages":"344-368"},"PeriodicalIF":2.1,"publicationDate":"2024-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.4078","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143396931","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

Understanding teacher ethico-political identity formation from a Foucauldian perspective 从福柯的视角看教师伦理政治认同的形成

IF 2.1 3区教育学

British Educational Research Journal Pub Date : 2024-10-07 DOI: 10.1002/berj.4079

Desmond Carswell, Paul F. Conway

{"title":"Understanding teacher ethico-political identity formation from a Foucauldian perspective","authors":"Desmond Carswell, Paul F. Conway","doi":"10.1002/berj.4079","DOIUrl":"10.1002/berj.4079","url":null,"abstract":"In recent years, we have seen an increased politicisation and objectification of what teachers should know, what teachers should do and who teachers should be while they are doing it. While evident across the continua of teacher education, such politicised constructions are particularly acute at initial teacher education. Given such attention to constructing what has been described as a ‘preferred’ teacher identity, this paper explores how prospective teachers construct themselves in ethico-political terms (i.e., how prospective teachers construct the relationship that they have with themselves and how they account for themselves in that regard). Informed by a Foucauldian perspective and using a composite case that draws on interview data (photovoice and semi-structured interviews) from a small sample (n = 4) of prospective Irish primary school teachers at various stages during their final semester of initial teacher education, this paper addresses ethico-political identity in terms of substance, authority sources, self-practices and telos. Findings illuminate prospective teacher ethico-political identity as: (i) substance as the basis for nascent teacher practical knowing-in-action and pedagogical sensitivities; (ii) temporally organised authority sources; (iii) dynamic and interrelated self-practices; and (iv) telos as a form of identity prolepsis that emphasises three major valuational endpoints. The paper concludes by contemplating the generativity of an ethico-political conceptualisation of teacher identity (re)formation for teacher education purposes in terms of its conceptual, contextual, critical and reflective utility.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"51 1","pages":"321-343"},"PeriodicalIF":2.1,"publicationDate":"2024-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.4079","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143397097","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

Using hope theory to understand changes from professional learning in inclusive education 运用希望理论理解全纳教育专业学习带来的变化

IF 2.1 3区教育学

British Educational Research Journal Pub Date : 2024-10-07 DOI: 10.1002/berj.4076

Eunjae Park, Loraine McKay, Suzanne Carrington, Keely Harper-Hill

{"title":"Using hope theory to understand changes from professional learning in inclusive education","authors":"Eunjae Park, Loraine McKay, Suzanne Carrington, Keely Harper-Hill","doi":"10.1002/berj.4076","DOIUrl":"10.1002/berj.4076","url":null,"abstract":"Professional learning for quality teaching is a lifelong enterprise. Nevertheless, it entails a considerable cost with varying outcomes. Drawing on Snyder's hope theory and Pantic's teacher agency, this paper aims to present a model aimed at deepening our understanding of teachers' intentions and competencies in inclusive education. The model formulates a professional learning cycle tailored to address their unique needs. This study draws on data from a larger qualitative dominant mixed-methods study exploring 18 teachers' professional learning experience with the inclusionEd online platform. The process involved a pre-training online survey and interviews and employed multiple strategies for data analysis. Descriptive statistics were used for pre-training survey data to assess teacher-participants' attitudes towards inclusion and efficacy levels in this area. Subsequently, using Snyder's hope theory and Pantic's teacher agency, we deductively analysed interview data. The quantitative results showed that teacher-participants had positive beliefs about inclusive education with high efficacy. However, qualitative data analysis uncovered a misalignment between their stated beliefs and enacted beliefs, revealing diverse pathways to both success and challenges in their implementation of inclusive practices. The qualitative analysis, combined with the preliminary survey findings, unveiled the fluidity of hope and identified the influences on shifting hope and maintaining a positive stance. We offer an illustration of teacher professional learning pathways. Understanding how these pathways might be used to increase the value and outcomes of professional learning programmes is discussed. This study concludes with a discussion of theoretical and practical implications and directions for future research.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"51 1","pages":"299-320"},"PeriodicalIF":2.1,"publicationDate":"2024-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.4076","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143397096","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