British Educational Research Journal最新文献_第2页

‘School is their whole world’: Teachers' perspectives on loneliness among children and adolescents from England and mainland China

IF 3.3 3区教育学

British Educational Research Journal Pub Date : 2026-10-22 Epub Date: 2026-03-24 DOI: 10.1002/berj.70152

Yixuan Zheng, Charlotte Bagnall, Caroline Bond, Elizabeth Birchinall, Pamela Qualter

{"title":"‘School is their whole world’: Teachers' perspectives on loneliness among children and adolescents from England and mainland China","authors":"Yixuan Zheng, Charlotte Bagnall, Caroline Bond, Elizabeth Birchinall, Pamela Qualter","doi":"10.1002/berj.70152","DOIUrl":"https://doi.org/10.1002/berj.70152","url":null,"abstract":"As front-line observers and active participants in pupils' daily lives, teachers closely monitor pupils' social interactions, emotional states and behavioural changes. Their unique perspective enables them to detect problems in the social lives of their pupils that may not be immediately visible to peers, parents or mental health professionals. The current study captures the perspectives of 16 teachers (8 from England and 8 from China) on pupil loneliness through qualitative interviews; their pupils ranged in age from 6 to 18 years. Thematic analysis of the interviews found four core themes: different types of loneliness observed in schools, factors contributing to pupils' susceptibility to loneliness, emotional and behavioural responses of lonely pupils and the cyclical impact of loneliness. Cross-cultural comparisons highlighted that teachers' conceptualisations of loneliness show more similarities than differences between England and China, though cultural orientations, emotional norms and educational structures shaped its expression and detection. These findings suggest the potential for developing an integrated school-based framework to address loneliness; those would incorporate culturally sensitive approaches to ensure that interventions are effectively tailored to diverse cultural contexts.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"52 5","pages":"3534-3565"},"PeriodicalIF":3.3,"publicationDate":"2026-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.70152","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149235299","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

AI voice journaling for future language teachers: A path to well-being through reflective practices 未来语言教师的人工智能语音日志：通过反思实践通往幸福之路

IF 3.3 3区教育学

British Educational Research Journal Pub Date : 2026-10-22 Epub Date: 2025-04-07 DOI: 10.1002/berj.4174

Bora Demir, Duygu Özdemir

{"title":"AI voice journaling for future language teachers: A path to well-being through reflective practices","authors":"Bora Demir, Duygu Özdemir","doi":"10.1002/berj.4174","DOIUrl":"https://doi.org/10.1002/berj.4174","url":null,"abstract":"This study aimed to explore the perceived impact of using an AI-powered voice journaling app in overcoming the challenges and stressors encountered by senior students enrolled in teaching practicum at an English Language Teaching Bachelor's programme. The main objective of this study is to examine the perceived effect of an AI-powered audio diary app known as the ‘Audio Diary’ on the general well-being of prospective English language teachers. The study employed a qualitative methodology focusing on the themes created by the extensive data provided by the pre-service English teachers. Through the Audio Diary app, eight volunteer prospective English language teachers documented their daily and professional experiences, emotional states and encountered challenges over the period of 4 weeks. We collected data through the app in order to understand the participants' reflections about their daily and professional experiences. Participant entries and AI-generated output were stored by the app and used for content analysis. Participants characterised the AI-powered Audio Diary app as a helpful tool for reflecting on their personal and professional well-being, according to thematic analysis results. Furthermore, it made it easier for them to communicate and comprehend more deeply, and it gave them insightful information about their own experiences throughout the study. Additionally, the app's AI-categorised feedback assisted users in recognising trends and areas where their teaching methods needed to be improved. It demonstrates, for instance, how AI-powered apps can be used to promote the well-being and reflective practice of pre-service teachers in learning environments.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"52 5","pages":"3159-3190"},"PeriodicalIF":3.3,"publicationDate":"2026-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.4174","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149235163","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 impact of the current student loans regime on Muslim student engagement and retention in English higher education 当前学生贷款制度对穆斯林学生参与和留在英国高等教育的影响

IF 3.3 3区教育学

British Educational Research Journal Pub Date : 2026-10-22 Epub Date: 2026-04-03 DOI: 10.1002/berj.70142

Richard Hall, Yusraa Maryam, Sumeya Loonat

{"title":"The impact of the current student loans regime on Muslim student engagement and retention in English higher education","authors":"Richard Hall, Yusraa Maryam, Sumeya Loonat","doi":"10.1002/berj.70142","DOIUrl":"https://doi.org/10.1002/berj.70142","url":null,"abstract":"There is much interest in the potential for an alternative funding system for higher education students in England to support the spiritual and worldly needs of British Muslim students. At the heart of this issue lies a tension over whether the student financing system in English HE is haram, or forbidden under Islamic (Shari'ah) law, because it prohibits engagement with activities that are governed by interest-bearing engagement with money (classified as riba). Such interest-bearing activities are seen as unjust and as a form of exploitation, although there are diverging legal and scholarly rulings or interpretations (issued through fatwa) on the issue. As a result, tensions are revealed through the student experience between Islam as a deeply spiritual, faith-based way of life (known as deen) and the reality that this way of life is lived, materially, in a worldly existence (known as dunya). This article engages with this tension in relation to issues of retention in one English university in the 2023/24 academic session. Focusing on in-depth interviews with 12 British Muslim undergraduate and postgraduate taught students, the argument highlights how these struggles shaped complex ways in which individuals both engage with student finance and realise their spiritual intentions. The argument situates intentionality against retention, shaped by deep layers of faith, commitment, drive and hope for the future. These are also moulded with family and in community, and reiterate a desire for institutional and sector leaders to recognise their struggle for recognition and for an alternative finance system that respects faith-based identities.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"52 5","pages":"3341-3358"},"PeriodicalIF":3.3,"publicationDate":"2026-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.70142","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149235192","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

Unravelling teacher status through a socio-ecological lens: A comparative analysis of teacher and public perspectives in China 社会生态视角下的教师地位解析：中国教师与公众视角的比较分析

IF 3.3 3区教育学

British Educational Research Journal Pub Date : 2026-10-22 Epub Date: 2026-03-06 DOI: 10.1002/berj.70145

Jinqiu Jiang, Sun Yee Yip, Yanpin Li

{"title":"Unravelling teacher status through a socio-ecological lens: A comparative analysis of teacher and public perspectives in China","authors":"Jinqiu Jiang, Sun Yee Yip, Yanpin Li","doi":"10.1002/berj.70145","DOIUrl":"https://doi.org/10.1002/berj.70145","url":null,"abstract":"Raising the status of teachers is widely viewed as essential to addressing teacher shortages, yet the concept remains under-theorised and empirically fragmented. In this study, we draw on Bronfenbrenner's socio-ecological framework to explore how teacher status is constructed and perceived across multiple social levels. Using survey data from 2447 teachers and 5062 members of the public across 66 cities in 29 Chinese provinces, we apply LASSO regression to identify the key determinants of teacher status from both teachers' and the public's perspectives. Our findings reveal two distinct logics underpinning perceptions of status. Teachers emphasise experiential legitimacy, grounded in autonomy, participation in decision-making, and relational trust, while the public prioritises symbolic recognition, shaped by media portrayal, policy signals and formal credentials. Some factors, such as accountability, school-level involvement and parental respect, are significant only to teachers. Even for determinants that are shared between teachers and the public, the extent of their impact varies between the two groups. These differences reflect contrasting understandings of what constitutes teacher status. While teachers draw on their internal experiences and institutional engagement, the public's assessments rely on external cues. The study offers a theoretically grounded and empirically validated framework for understanding teacher status, with implications for education policy and cross-national research on the status of the teaching profession.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"52 5","pages":"3389-3419"},"PeriodicalIF":3.3,"publicationDate":"2026-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149235159","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

Creating space(s) for learning in prison: Developing an andragogical framework 在监狱中创造学习空间：发展一套教学框架

IF 3.3 3区教育学

British Educational Research Journal Pub Date : 2026-10-22 Epub Date: 2026-03-11 DOI: 10.1002/berj.70082

Morwenna Bennallick, Jayne Finlay, Ross Little, Helen Nichols

{"title":"Creating space(s) for learning in prison: Developing an andragogical framework","authors":"Morwenna Bennallick, Jayne Finlay, Ross Little, Helen Nichols","doi":"10.1002/berj.70082","DOIUrl":"https://doi.org/10.1002/berj.70082","url":null,"abstract":"Learning in prison is too often excluded from wider discussions of educational experiences, processes and impact. This paper proposes, for the first time, an iterative andragogical framework to conceptualise learning spaces within prison contexts. The authors followed a shared reflective process, drawing on the principles of collaborative autoethnography to consider our collective experiences and insights as researchers and practitioners who have worked across a diverse range of learning spaces within prisons. Through this analysis, we found four intersecting andragogical considerations, which we posit as fundamental to the curation of constructive learning spaces within prison contexts. The themes we present here are respecting the agency of participants, embedding co-production, and fostering trust and trustworthiness. In combination, these feed into an overarching theme which permeates the discussion: power. The article considers ways in which these themes shape the potential of learning spaces within prisons. These insights aim to spark further dialogue, inviting others to deepen, challenge, and evolve the propositions put forward in this framework.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"52 5","pages":"3256-3274"},"PeriodicalIF":3.3,"publicationDate":"2026-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.70082","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149235221","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

Beyond the phonics debate: Blending code and context in classroom reading instruction 超越语音之争：课堂阅读教学中语码与语境的融合

IF 3.3 3区教育学

British Educational Research Journal Pub Date : 2026-10-22 Epub Date: 2026-03-25 DOI: 10.1002/berj.70153

Rachelle Naidu, Stacey Campbell, Sue Walker

{"title":"Beyond the phonics debate: Blending code and context in classroom reading instruction","authors":"Rachelle Naidu, Stacey Campbell, Sue Walker","doi":"10.1002/berj.70153","DOIUrl":"https://doi.org/10.1002/berj.70153","url":null,"abstract":"This mixed-methods study adds to the body of knowledge around current reported practices of teachers of reading in the early years of schooling in Australia. It provides a comprehensive analysis of 254 teachers' practices and perspectives as reported by the study participants. The study found that teachers reported using a variety of instructional approaches to reading instruction, including both decontextualised, synthetic phonics approaches and contextualised, analytic phonics approaches. While emphasising the importance of phonics instruction for beginning readers, many teachers also discussed incorporating activities to support comprehension, including shared reading. Overall, the study provides rich insights into the current reality of code-based reading instruction in early primary classrooms in Australia, explored through the lens of teachers, and identifies implications for practice and research in this field. Most importantly, the study provides a platform for foregrounding teachers' voices in policy decisions that influence educational outcomes and classroom practices.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"52 5","pages":"3566-3585"},"PeriodicalIF":3.3,"publicationDate":"2026-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.70153","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149235519","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

English language teachers' perspectives on digital trust in AI-supported education 英语教师对人工智能教育中数字信任的看法

IF 3.3 3区教育学

British Educational Research Journal Pub Date : 2026-10-22 Epub Date: 2025-07-02 DOI: 10.1002/berj.4209

Deren Başak Akman Yeşilel

{"title":"English language teachers' perspectives on digital trust in AI-supported education","authors":"Deren Başak Akman Yeşilel","doi":"10.1002/berj.4209","DOIUrl":"https://doi.org/10.1002/berj.4209","url":null,"abstract":"In the last decade, there emerged a rapid increase in the use of digital platforms and applications in educational field and language education was no exception. Various technological tools and many platforms which provide interactive learning experience for language learners, taking their needs and interests into account, have been introduced. Among those tools, artificial intelligence (AI)-based ones have become quite popular and using them has resulted in crucial transformations in language education. This study aimed to investigate English language teachers' knowledge about AI and their attitudes and beliefs towards using AI-based tools in language teaching considering some variables such as age, gender, years of experience and so on. We also aim to find out whether they trust these tools. A mixed-method research design was used to collect the data. The participants were 144 English teachers from primary, secondary and higher education. They were given the instrument to measure teachers' trust in AI-based education technology first, and then 11 volunteer teachers were interviewed to reach their in-depth knowledge. The results indicated that English language teachers have positive attitudes towards AI, yet they have some pedagogical and ethical concerns such as data privacy, algorithmic bias, accountability, transparency, inclusivity and lack of human touch.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"52 5","pages":"3219-3240"},"PeriodicalIF":3.3,"publicationDate":"2026-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149235175","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

Exposing the work of the market through the case of Alternative Provision for English school students 通过英语学校学生替代条款案例揭示市场的作用

IF 3.3 3区教育学

British Educational Research Journal Pub Date : 2026-10-22 Epub Date: 2026-03-19 DOI: 10.1002/berj.70148

Nick Pratt, Elizabeth J. Done, Sam Morahan

{"title":"Exposing the work of the market through the case of Alternative Provision for English school students","authors":"Nick Pratt, Elizabeth J. Done, Sam Morahan","doi":"10.1002/berj.70148","DOIUrl":"https://doi.org/10.1002/berj.70148","url":null,"abstract":"Pupils in England who, for some reason, are not able to attend school often find themselves in Alternative Provision (AP). These are special arrangements designed to address their specific needs and help them return to mainstream schooling. AP involves a financial agreement between the provider and the organisation that commissions the provision and thus operates as an explicit form of education market in which educational services are traded directly for financial recompense. We report on a case study of one AP provider in the South-West of England undertaken over a one-year period, which generated data through individual, semi-structured interviews and observations. These are analysed using a Foucauldian framework to illuminate how truths are constructed, which then govern practices. We demonstrate how market arrangements affect the work of teachers and managers in the school, facing pressures which significantly distort the educational provision, but which satisfy the accountability that comes with the clear and specific market agreement about provision and its cost. We then use this instrumental account of one AP case to draw out more generally how markets operate through forms of accountability that change pedagogical and professional relationships. Specifically, these accountability pressures give teachers' work its moral and political form, signalling what the ‘right’ practices are for teachers to undertake and altering the epistemological shape of teaching and learning. We conclude by briefly considering some of the implications for teachers and students.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"52 5","pages":"3469-3483"},"PeriodicalIF":3.3,"publicationDate":"2026-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.70148","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149235226","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 impact of gamified learning in mathematics education on students' cognitive and affective outcomes: Insights from a second-order meta-analysis 数学教育中游戏化学习对学生认知和情感结果的影响：来自二阶元分析的见解

IF 3.3 3区教育学

British Educational Research Journal Pub Date : 2026-10-22 Epub Date: 2026-03-24 DOI: 10.1002/berj.70144

Dengming Yao

{"title":"The impact of gamified learning in mathematics education on students' cognitive and affective outcomes: Insights from a second-order meta-analysis","authors":"Dengming Yao","doi":"10.1002/berj.70144","DOIUrl":"https://doi.org/10.1002/berj.70144","url":null,"abstract":"Does the integration of games into mathematics instruction genuinely enhance learning? While numerous studies have explored this question, their findings remain inconsistent. To address this uncertainty, the present study employed a second-order meta-analysis approach, synthesizing 20 existing meta-analyses that encompass 688 primary studies. This methodological approach enabled an examination of how games influence students' cognitive and affective outcomes in mathematics education, along with the underlying moderating mechanisms. The results demonstrate that gamified learning yields a moderate yet statistically significant positive effect (g = 0.407) compared to traditional instruction. Further analysis revealed a significant positive effect on cognitive outcomes (g = 0.454), whereas the impact on affective outcomes, although directionally positive (g = 0.226), did not reach statistical significance. Regarding potential moderators, the methodological quality of the included studies emerged as a significant moderating variable, with lower-quality studies tending to overestimate the actual effects of games. Educational stage, game type, publication year and effect size independence failed to demonstrate significant moderating effects. Furthermore, robustness tests involving recursive elimination of overlapping samples confirmed that the core findings remained consistent across varying degrees of sample overlap. This study not only affirms the positive value of gamified learning in developing mathematical cognition but also underscores the crucial importance of research quality in determining the reliability of conclusions, thereby providing high-level evidence to inform future gamified teaching practices and related research.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"52 5","pages":"3359-3388"},"PeriodicalIF":3.3,"publicationDate":"2026-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149235298","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

Using art-based methods to explore processes of knowledge brokering in mathematics education 运用艺术方法探讨数学教育中的知识中介过程

IF 3.3 3区教育学

British Educational Research Journal Pub Date : 2026-08-06 Epub Date: 2026-01-21 DOI: 10.1002/berj.70116

Lucy Rycroft-Smith

{"title":"Using art-based methods to explore processes of knowledge brokering in mathematics education","authors":"Lucy Rycroft-Smith","doi":"10.1002/berj.70116","DOIUrl":"https://doi.org/10.1002/berj.70116","url":null,"abstract":"Knowledge brokering in education, particularly its application in practice and policy contexts, raises many questions around what ‘good’ evidence use might mean. Defined as a form of mediation and boundary spanning that facilitates knowledge flow between research, practice, and policy [this author, 2022], the specifics of who engages in this work, their motivations, and methodologies are still unclear (Malin & Brown, 2020). This study used art-based approaches to critically and reflexively examine processes of knowledge brokering within mathematics education contexts, specifically transformation. By integrating artistic methods, this research sought to analyse the themes, discourses, and boundaries that emerge for the knowledge broker (the author) through the creation of art as a form of knowledge brokering in mathematics education. The analysis revealed six key themes: storytelling; the duality of rule-abiding and rule-breaking in knowledge brokering; the inseparability of processes and products; the tension between accessibility and gatekeeping; and the dual roles of boundary-eliciting and boundary-blurring in knowledge brokering. These findings, contextualised, offer transferable implications for the field of educational knowledge brokering and advocate for the broader application of art-based methods as inquiry.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"52 4","pages":"2680-2706"},"PeriodicalIF":3.3,"publicationDate":"2026-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148696434","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