British Educational Research Journal最新文献_第10页

Schools and food charity in England 英国的学校和食品慈善机构

IF 2.3 3区教育学

British Educational Research Journal Pub Date : 2023-11-28 DOI: 10.1002/berj.3931

William Baker

引用次数: 0

Music always helps: Associations of music subject choices with academic achievement in secondary education 音乐总是有帮助的:音乐学科的选择与中学教育的学术成就的联系

IF 2.3 3区教育学

British Educational Research Journal Pub Date : 2023-11-27 DOI: 10.1002/berj.3928

Maruša Levstek, Daniel Elliott, Robin Banerjee

{"title":"Music always helps: Associations of music subject choices with academic achievement in secondary education","authors":"Maruša Levstek, Daniel Elliott, Robin Banerjee","doi":"10.1002/berj.3928","DOIUrl":"10.1002/berj.3928","url":null,"abstract":"This paper investigates the relationship between music qualification choice and academic performance in secondary education in England at Key Stage 4 (KS4; usually at ages 15 and 16). We analysed data from 2257 pupils at 18 educational settings in a city in the southeast of England. Two regression analyses with clustered errors modelled KS4 music qualification choice and GCSE academic achievement in English, Mathematics and other English Baccalaureate subjects, while controlling for a range of demographic, academic and socio-economic variables. Choice of music as a subject at KS4 was positively associated with the total volume of KS4 qualifications entered for examination and was also predicted by coming from an affluent neighbourhood. Furthermore, this choice of music at KS4 was associated with greater academic performance on English Baccalaureate subjects above and beyond other significant predictors (gender, language, prior academic achievement, total volume of KS4 qualifications and neighbourhood socio-economic status; local Cohen's f-squared = 0.09). These results point to moderate but significant additive effect of studying music at KS4 in relation to performance on core GCSE subjects. We also found that schools with KS4 music qualification choice greater than the national average were higher in overall academic attainment, in the proportion of pupils attending extra-curricular instrumental lessons, and in our composite measure of school's engagement with a local music education hub. The results are interpreted in light of sociological theories of education in an attempt to better understand the underlying systemic factors affecting youth music engagement.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2023-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.3928","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138535426","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

How robust are socio-economic achievement gradients using PISA data? A case study from Germany 使用PISA数据的社会经济成就梯度有多强?一个来自德国的案例研究

IF 2.3 3区教育学

British Educational Research Journal Pub Date : 2023-11-27 DOI: 10.1002/berj.3934

John Jerrim, Laura Zieger

引用次数: 0

IF 2.3 3区教育学

British Educational Research Journal Pub Date : 2023-11-27 DOI: 10.1002/berj.3936

Jon Swain

{"title":"Popular boys, the ideal schoolboy, and blended patterns of masculinity for 10- to 11-year-olds in two London schools","authors":"Jon Swain","doi":"10.1002/berj.3936","DOIUrl":"10.1002/berj.3936","url":null,"abstract":"Generating data from small group interviews with 41 boys aged 10–11 years from two London schools in 2022, this paper contributes to the field of gender by introducing a new form of non-hegemonic and positive masculinity, which I am calling ‘blended’ masculinity, and which was the most common formation in each school. Although its features differed a little in each setting, this blended formulation broadly consisted of orthodox qualities of masculinity (e.g. athleticism, assertiveness, confidence, independence), combined with feminine-associated traits (e.g. kindness, caring, sociability, emotional literacy). I argue that this blended form is different from previous conceptualisations of hybrid masculinity in the gender literature and is more akin to recent conceptions of hybrid femininity. There were no dominant forms of masculinity with hierarchical connotations of superiority, and no hegemony that legitimated unequal relations, with obvious subordination of other masculinities or femininities. Boys and girls generally got on well with each other and there was also no evidence of homophobia or misogyny. The paper also explores notions of peer-group popularity, which was based on a series of resources, and delineates the characteristics of a fictional, ‘ideal’, schoolboy, whose features and attributes were connected to the different versions of masculinity on show.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2023-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.3936","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138535434","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

‘I feel like the Wicked Witch’: Identifying tensions between school readiness policy and teacher beliefs, knowledge and practice in Early Childhood Education “我觉得自己像坏女巫”:在幼儿教育中，确定入学准备政策与教师信仰、知识和实践之间的紧张关系

IF 2.3 3区教育学

British Educational Research Journal Pub Date : 2023-11-27 DOI: 10.1002/berj.3937

Louise Kay

{"title":"‘I feel like the Wicked Witch’: Identifying tensions between school readiness policy and teacher beliefs, knowledge and practice in Early Childhood Education","authors":"Louise Kay","doi":"10.1002/berj.3937","DOIUrl":"10.1002/berj.3937","url":null,"abstract":"This paper critically examines the tensions arising between Reception teachers' professional beliefs and knowledge, and the school readiness agenda in England. It scrutinises how the increasing academic expectations placed on children to ensure they are ‘ready for school’ may conflict with teachers' understanding of how young children learn, their pedagogical philosophies and classroom practices. In this paper, cultural-historical activity theory (CHAT) is utilised as a methodological and analytical framework, specifically harnessing Engeström and Sannino's work on ‘manifestations of contradictions’. This theoretical lens is applied to elucidate the specific contradictions that surface at the policy–practice interface and to explore how teachers navigate these conflicts and tensions. Data were gathered through interviews with two Reception teachers and analysed to identify four distinct contradiction categories: dilemmas, double binds, critical conflicts and conflicts. The findings make a critical contribution to ongoing debates about the implications of the school readiness agenda on teacher beliefs, professional knowledge and the impact on children. Furthermore, this paper extends an original contribution to the practical application of CHAT in Early Childhood Education (ECE) research and emphasises the utility of identifying linguistic cues as an effective strategy to reveal contradictions in textual data, thereby furthering understanding of policy–practice tensions in ECE.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2023-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.3937","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138535427","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

Failing children with Special Educational Needs and Disabilities in England: New evidence of poor outcomes and a postcode lottery at the Local Authority level at Key Stage 1 英国有特殊教育需要和残疾的失败儿童:在关键阶段1的地方当局一级的不良结果和邮政编码彩票的新证据

IF 2.3 3区教育学

British Educational Research Journal Pub Date : 2023-11-27 DOI: 10.1002/berj.3930

Francisco Azpitarte, Louise Holt

{"title":"Failing children with Special Educational Needs and Disabilities in England: New evidence of poor outcomes and a postcode lottery at the Local Authority level at Key Stage 1","authors":"Francisco Azpitarte, Louise Holt","doi":"10.1002/berj.3930","DOIUrl":"10.1002/berj.3930","url":null,"abstract":"This paper sets out original findings from analyses of the English National Pupil Database of Key Stage 1 (KS1) attainment, to examine educational outcomes of children with Special Educational Needs and Disabilities (SEND). The schooling of these children has been entirely within the context of the current SEND system, defined by the 2014–2015 policy of the Children and Families Act and Code of Practice. With a strong focus on children's needs and outcomes, the policy intends to achieve high educational outcomes for children with SEND. Our new results show, however, that children with SEND are one of the most disadvantaged groups in education, and they are far less likely to meet expected learning standards than their peers at KS1. For instance, about 44%, 31% and 23% of children with SEND met the standards in phonics, reading and writing, respectively, compared to 88%, 83% and 78% of children with no SEND. Further, our spatial analysis shows for the first time that this disadvantage displays large spatial variability across Local Authorities: there is a postcode lottery in the education of children with SEND. The new findings provide strong evidence that the new SEND policy is failing many children with SEND, and that this performance varies markedly across space. This adds further weight and evidence to a growing recognition, even from government, that the SEND system needs to change, and that the ambitious aims of the transformation of education and care for children with SEND in 2014 and 2015 are not being realised.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2023-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.3930","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138535432","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

Post-secondary vocational education for youth leaving care: Examining a potential pathway to successful outcomes 为离开护理的青年提供的中学后职业教育:检验通往成功结果的潜在途径

IF 2.3 3区教育学

British Educational Research Journal Pub Date : 2023-11-15 DOI: 10.1002/berj.3933

Mary Elizabeth Collins, Astraea Augsberger, Riana Howard

引用次数: 0

Nationalising the international in China: A phenomenological study on the purpose of international schooling in an era of regulation 中国的国际化：关于监管时代国际学校教育目的的现象学研究

IF 2.3 3区教育学

British Educational Research Journal Pub Date : 2023-11-12 DOI: 10.1002/berj.3932

Adam Poole, Yunyun Qin

{"title":"Nationalising the international in China: A phenomenological study on the purpose of international schooling in an era of regulation","authors":"Adam Poole, Yunyun Qin","doi":"10.1002/berj.3932","DOIUrl":"10.1002/berj.3932","url":null,"abstract":"Recent policy changes to the regulation of international schooling for Chinese nationals in China have seen restrictions on curriculum, admissions and ownership. While there is evidence of the impact of these changes at the institutional level, it is not clear how recent regulation has impacted the actors at the phenomenological level. In order to address this gap, we situate recent regulation within the concept of cosmopolitan nationalism, which highlights the interplay of local and global forces and places lived experience at the forefront of analysis. We also draw on qualitative survey and in-depth interview data with teachers from an international school in China that explored their understandings of international schooling. By analysing the teachers’ understandings of international schooling, we were able to gain an insight into the impact of regulation at the level of lived experience. Overall, we found little evidence that regulation had impacted the teachers’ beliefs about international schooling, suggesting either the normalisation of regulation or a lag between its implementation and internalisation. Our findings also suggested two main configurations of cosmopolitan nationalism held by the teachers. The first, which we refer to as ‘cosmopolitanism with national characteristics’, positions international schools as a more diverse and care-free alternative to domestic schooling. The second configuration of cosmopolitan nationalism, which we refer to as ‘nationalism with cosmopolitan characteristics’, positions the nation as the foundation and cosmopolitan-related aspects as peripheral.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2023-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135038817","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

Does grammar school attendance increase the likelihood of attending a prestigious UK university? 就读文法学校是否会增加进入英国名牌大学的可能性？

IF 2.3 3区教育学

British Educational Research Journal Pub Date : 2023-11-06 DOI: 10.1002/berj.3929

Queralt Capsada-Munsech, Vikki Boliver

{"title":"Does grammar school attendance increase the likelihood of attending a prestigious UK university?","authors":"Queralt Capsada-Munsech, Vikki Boliver","doi":"10.1002/berj.3929","DOIUrl":"10.1002/berj.3929","url":null,"abstract":"In 2018 the UK government launched a £50 million scheme to fund the expansion of existing grammar schools provided that they increase efforts to attract more pupils from socioeconomically disadvantaged backgrounds. This initiative assumed that grammar school attendance boosts the educational attainment and the higher education progression rates of pupils judged to be of high ability. It is already well established that grammar school pupils' higher average levels of educational attainment are due largely to their academic and social selectivity. The evidence in relation to higher education enrolment conditional on educational attainment, however, is more mixed. This paper sets out to update and improve on previous studies of the impact of grammar school attendance on higher education enrolment. Our analysis of data from the Next Steps longitudinal survey linked to National Pupil Database records finds that propensities to enrol in higher education generally, and at prestigious Russell Group universities specifically, are no better for grammar school pupils than for non-selective state school pupils with the same level of attainment at GCSE and A-level. This nil effect of grammar school attendance on progression to higher education net of the effects of educational attainment holds regardless of pupils' socioeconomic background, suggesting that grammar schools are no better than non-selective state schools as facilitators of upward social mobility.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2023-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.3929","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135682358","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

When constellations align: What early childhood pre-service teachers need from online learning to become confident and competent teachers of the arts 当星座一致时：幼儿职前教师需要从在线学习中获得什么，才能成为自信、称职的艺术教师

IF 2.3 3区教育学

British Educational Research Journal Pub Date : 2023-11-06 DOI: 10.1002/berj.3924

Melissa Cain, Katie Burke, Eva Nislev

引用次数: 0