British Educational Research Journal最新文献_第2页

The potential of deep learning in improving K-12 students' writing skills: A systematic review 深度学习在提高K-12学生写作技能方面的潜力：一项系统综述

IF 3 3区教育学

British Educational Research Journal Pub Date : 2025-01-21 DOI: 10.1002/berj.4120

Mazhar Bal, Emre Öztürk

{"title":"The potential of deep learning in improving K-12 students' writing skills: A systematic review","authors":"Mazhar Bal, Emre Öztürk","doi":"10.1002/berj.4120","DOIUrl":"https://doi.org/10.1002/berj.4120","url":null,"abstract":"The purpose of this study is to examine the relationship between technology-supported writing instruction at the K-12 level and deep learning approaches and to understand the trends in this field. In the study, 12 articles selected from Web of Science, Scopus, ERIC and EBSCO databases were systematically analysed. The findings reveal that the methods differed in teaching writing, with the use of educational technologies varying according to educational level. While authentic learning environments were created with SVVR technology in primary school, artificial intelligence (AI)-supported assessment systems were used in secondary school and AI literacy and interdisciplinary approaches gained importance in high school. The diversity of research methods and the use of multiple data collection tools show that educational technology research has become more in-depth and comprehensive. The effectiveness of technology-supported writing processes varies according to students' cognitive development levels: in primary school, virtual and augmented-reality technologies improve writing performance; while in secondary school, AI-supported systems improve analytical thinking skills. In high school, NLP technologies and interdisciplinary applications strengthen higher-order thinking skills and writing abilities. At all levels, peer collaboration and feedback stand out as critical elements that support deep learning. The selection and application of educational technologies in accordance with students' cognitive development levels play an important role in determining the success of writing processes.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"51 3","pages":"1295-1312"},"PeriodicalIF":3.0,"publicationDate":"2025-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.4120","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144503087","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 mediating role of student engagement in the relationship between teacher and digital support and learner satisfaction in blended learning environments at higher education 高等教育混合式学习环境中，学生参与在教师、数字支持和学习者满意度关系中的中介作用

IF 3 3区教育学

British Educational Research Journal Pub Date : 2025-01-21 DOI: 10.1002/berj.4123

Xiao-Feng Kenan Kok, Ching Yee Pua, Shermain Puah, Oran Zane Devilly, Peng Cheng Wang, Eric Chern-Pin Chua

{"title":"The mediating role of student engagement in the relationship between teacher and digital support and learner satisfaction in blended learning environments at higher education","authors":"Xiao-Feng Kenan Kok, Ching Yee Pua, Shermain Puah, Oran Zane Devilly, Peng Cheng Wang, Eric Chern-Pin Chua","doi":"10.1002/berj.4123","DOIUrl":"https://doi.org/10.1002/berj.4123","url":null,"abstract":"Given the emergence of blended learning as the dominant mode of learning at university in a post-COVID-19 world, the need to examine students' perceptions of blended learning is increasingly becoming more important. This study examined the mediating role of student engagement in the relationship between the types of support (i.e., teacher, digital) and learner satisfaction in blended learning environments. A sample of 674 Year 1 and Year 2 students from a public university in Singapore participated in this study. Structural equation modelling showed that (1) teacher autonomy and digital relatedness support predicted agentic engagement, (2) digital competence and relatedness support predicted emotional engagement, (3) emotional engagement predicted all learner satisfaction facets except for learner–instructor interaction and (4) agentic engagement predicted all learner satisfaction facets except for learner–technology interaction. Of the four dimensions of student engagement, only emotional and agentic engagement mediated the relationships between various dimensions of support and learner satisfaction. Overall, these findings highlight the importance of emotionally engaging students and imbuing a sense of agency in them to enhance the relationships between the types of support and learner satisfaction.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"51 3","pages":"1313-1341"},"PeriodicalIF":3.0,"publicationDate":"2025-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144503088","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

How do principals’ paternalistic leadership impact teachers’ emotional labor and efficacy: Do gender or region of teachers make a difference? 校长家长式领导对教师情绪劳动和效能的影响：教师的性别或地域是否有影响？

IF 3 3区教育学

British Educational Research Journal Pub Date : 2025-01-20 DOI: 10.1002/berj.4115

Shenghua Huang, Yanan Zhang, Hongbiao Yin

引用次数: 0

How school principals' empowering leadership influences teacher autonomy: The mediating role of teachers' academic optimism 校长授权型领导对教师自主的影响：教师学术乐观的中介作用

IF 3 3区教育学

British Educational Research Journal Pub Date : 2025-01-17 DOI: 10.1002/berj.4125

Hülya Kasapoğlu Tankutay, İbrahim Çolak

{"title":"How school principals' empowering leadership influences teacher autonomy: The mediating role of teachers' academic optimism","authors":"Hülya Kasapoğlu Tankutay, İbrahim Çolak","doi":"10.1002/berj.4125","DOIUrl":"https://doi.org/10.1002/berj.4125","url":null,"abstract":"Over the past decade, teacher autonomy has become increasingly significant due to its positive impact on educational outcomes. The study explores the mediating role of teachers' academic optimism in the relationship between school principals' empowering leadership and teacher autonomy. In this study, we proposed teachers' academic optimism as a mediator in the relationship between empowering leadership and teacher autonomy. Data obtained from a sample of 384 teachers in Türkiye were analysed according to structural equation modelling. The results showed that school principals' empowering leadership positively and directly predicted both teachers' autonomy and their academic optimism. The results also indicated that teachers' academic optimism positively and directly predicted teacher autonomy. In addition, academic optimism was found to significantly mediate the relationship between empowering leadership and teacher autonomy. The findings highlight the importance of empowering teachers and strengthening their academic optimism as a means to enhancing their independent actions and decision-making capabilities. Our findings provide practical recommendations for developing principals' empowering leadership behaviours and in the enhancement of their academic optimism.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"51 3","pages":"1255-1270"},"PeriodicalIF":3.0,"publicationDate":"2025-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.4125","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144503186","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

Unsettling subject English in the twenty-first century 21世纪令人不安的主题英语

IF 3 3区教育学

British Educational Research Journal Pub Date : 2025-01-17 DOI: 10.1002/berj.4124

Victoria Elliott, Larissa McLean Davies

引用次数: 0

‘They have somewhere to turn to’: Wellbeing support for newly arrived refugee and migrant adolescents in English secondary schools “他们有地方可以求助”：为英国中学新来的难民和移民青少年提供的福利支持

IF 3 3区教育学

British Educational Research Journal Pub Date : 2025-01-16 DOI: 10.1002/berj.4121

Aimee Kelley, An Verelst, Ilse Derluyn

{"title":"‘They have somewhere to turn to’: Wellbeing support for newly arrived refugee and migrant adolescents in English secondary schools","authors":"Aimee Kelley, An Verelst, Ilse Derluyn","doi":"10.1002/berj.4121","DOIUrl":"https://doi.org/10.1002/berj.4121","url":null,"abstract":"Children continue to comprise a significant portion of refugees and migrants worldwide and may be impacted by challenges or trauma prior to or during their journey, or after arrival in the host country. School serves as a constant place in the lives of many of these newly arrived children, and a potential setting for wellbeing support. However, there is a gap in understanding how young newcomers are supported at school and by whom; this is especially unclear in an education system like England's, which has a default policy of directly mainstreaming non-English-speaking students, which many young newcomers are. We interviewed 29 school staff members at eight secondary schools to gather their perspectives on who provides wellbeing support to young newcomers and the nature of such support. Using thematic analysis, we found that the majority of wellbeing support for young newcomers is performed by English as an additional language (EAL) staff and that the main form of support provided is through individualised relationship building, which in turn mutually fosters other types of support. Using Gholami's framework of moral care and caring pedagogy as central to teachers' praxis, we discuss how care is at the core of EAL staff actions in supporting newcomer wellbeing and how these staff members at times prioritise care over learning. Our findings have important implications for both school staff and newcomer students, for which we provide several recommendations.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"51 3","pages":"1222-1239"},"PeriodicalIF":3.0,"publicationDate":"2025-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144503134","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

The education experiences of young people experiencing child criminal and sexual exploitation 遭受儿童犯罪和性剥削的青少年的教育经历

IF 3 3区教育学

British Educational Research Journal Pub Date : 2025-01-15 DOI: 10.1002/berj.4116

Jenny Lloyd

{"title":"The education experiences of young people experiencing child criminal and sexual exploitation","authors":"Jenny Lloyd","doi":"10.1002/berj.4116","DOIUrl":"https://doi.org/10.1002/berj.4116","url":null,"abstract":"School exclusion forms part of the processes that can increase young people's risk of offending and involvement in exploitation and harm. However, little is known about the education experiences of young people impacted by harm, such as child sexual and criminal exploitation. This paper presents findings from a survey with 17 children's and families' social care departments in England and Wales to understand the education experiences of children open to social care for extra-familial harm. The research was undertaken at a time of significant pressure on schools and teachers to improve academic performance. The findings evidence that 45% of young people were in mainstream settings, 85% of young people had experienced some form of exclusion and this differed across gender, disability and ethnicity. Finally, the reasons for exclusion were strongly associated with young people's experiences of exploitation and harm. Two theories of containment are used to understand school exclusion: psychosocial and geopolitical. I argue that exclusionary school practices spatially contain the perceived ‘threat’ young people impacted by extra-familial harm pose to wider school populations, to emotionally contain professional anxieties about exploitation and violence, in the absence of appropriate educational and safeguarding system responses.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"51 3","pages":"1201-1221"},"PeriodicalIF":3.0,"publicationDate":"2025-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.4116","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144503133","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

Applying the online language learners' characteristics model in connection with various personality traits: A latent profile analysis 在线语言学习者特征模型与各种人格特征的应用：一种潜在特征分析

IF 3 3区教育学

British Educational Research Journal Pub Date : 2025-01-13 DOI: 10.1002/berj.4118

Yuan Liang, Ting Ji, Shuying Zhou, Xiaolin Liu, Hao Yan

{"title":"Applying the online language learners' characteristics model in connection with various personality traits: A latent profile analysis","authors":"Yuan Liang, Ting Ji, Shuying Zhou, Xiaolin Liu, Hao Yan","doi":"10.1002/berj.4118","DOIUrl":"https://doi.org/10.1002/berj.4118","url":null,"abstract":"Constructing personalised and effective online language learning models based on individual personality differences is crucial in the field of education. However, there is little research on how to apply these models to students in science and engineering who have varying personality profiles. This study aimed to assess the validity of the Online Language Learners' Characteristics Model Questionnaire and investigate how its structure and performance differ among individuals with different personality traits. A total of 1015 college students completed a pen-and-paper questionnaire in online classes. The results showed that online characteristics were explained by a five-factor model consisting of language learning strategy, attitude, motivation, causal attribution, and self-efficacy. A latent profile analysis was conducted to identify four distinct personality profiles. Measurement invariance and differences in characteristics among the four personality types were examined. Our findings offer initial evidence of the specific connections between personality traits and online language learning characteristics at the individual level.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"51 3","pages":"1178-1200"},"PeriodicalIF":3.0,"publicationDate":"2025-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144503115","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

Tracking mathematics achievement gaps in England: Gender, socioeconomic status and ethnicity 追踪英格兰数学成绩差距：性别、社会经济地位和种族

IF 3 3区教育学

British Educational Research Journal Pub Date : 2025-01-11 DOI: 10.1002/berj.4117

Adam Coates

{"title":"Tracking mathematics achievement gaps in England: Gender, socioeconomic status and ethnicity","authors":"Adam Coates","doi":"10.1002/berj.4117","DOIUrl":"https://doi.org/10.1002/berj.4117","url":null,"abstract":"Educational inequality and mathematics achievement have been long-term concerns in England. However, most studies of inequalities focus on achievement across multiple-subjects, and studies of mathematics achievement gaps tend to look at a single test in a single year. This study provides an overview of mathematics achievement gaps in the last 13 years. Aggregate data for nearly 13 million pupils for Key Stages 1, 2, 4 and 5 are used to explore the achievement gaps by gender, Free School Meal (FSM) eligibility and ethnicity. The Common Language Effect Size is used as a measure of relative achievement for the different groups. The findings show virtually equal overall achievement in mathematics between boys and girls, but boys achieve more highest and lowest grades. In contrast, the gap for FSM eligible pupils is immense: at KS4 the average FSM pupil achieves lower grades than 66% of other pupils. Ethnicity achievement gaps show a generally consistent order, with Chinese achieving the highest average grades and Gypsy/Roma achieving the lowest. The gaps for ethnicity expand as pupils progress through their schooling. All achievement gaps have fundamentally remained constant over time, with the exception of a few ethnic groups whose relative achievement has increased. Overall, this study hopefully provides a reference point for future research that explores causes and ways to reduce the identified achievement inequalities.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"51 3","pages":"1149-1177"},"PeriodicalIF":3.0,"publicationDate":"2025-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.4117","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144503045","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

Teachers as epistemic agents: A case study of interdisciplinary pedagogy 教师作为认知主体：跨学科教育学的个案研究

IF 3 3区教育学

British Educational Research Journal Pub Date : 2025-01-08 DOI: 10.1002/berj.4113

Vered Resnick, Yifat Ben David Kolikant

引用次数: 0