British Educational Research Journal最新文献_第2页

Does school matter for children's cognitive and non-cognitive learning? Findings from a natural experiment in Pakistan and India 学校对孩子的认知和非认知学习有影响吗？在巴基斯坦和印度进行的一项自然实验的结果

IF 2.1 3区教育学

British Educational Research Journal Pub Date : 2025-04-17 DOI: 10.1002/berj.4147

Nadia Siddiqui, Stephen Gorard, Smruti Bulsari, Beng See, Pauline Dixon, Saba Saeed, Hamza Safaraz, Kiran Pandya

{"title":"Does school matter for children's cognitive and non-cognitive learning? Findings from a natural experiment in Pakistan and India","authors":"Nadia Siddiqui, Stephen Gorard, Smruti Bulsari, Beng See, Pauline Dixon, Saba Saeed, Hamza Safaraz, Kiran Pandya","doi":"10.1002/berj.4147","DOIUrl":"https://doi.org/10.1002/berj.4147","url":null,"abstract":"This paper reports on the findings of a natural experiment based on a sample of 1123 children aged 4–8 from the provinces of Punjab in Pakistan, and Gujarat in India. It looks at the impact of attendance (or not) in early schooling on the cognitive and social–emotional development of young children. The role of school attendance was assessed over 1 year. Children and their families were assessed twice, in or near their village homes. The study confirmed that all children progressed in learning regardless of school attendance. The overall impact of schooling is clear but relatively small. Children who attended school over the year showed greater gains in numeracy and especially in social and emotional learning, which appear to be harder than literacy to pick up outside school. Parents and children offered a range of reasons for non-attendance, including safety at home for girls, household poverty and a perception that school will not matter for their child's envisaged future. The study therefore raises a variety of issues for central and local governments to address if they want to create a school system suitable for all citizens.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"51 5","pages":"2377-2400"},"PeriodicalIF":2.1,"publicationDate":"2025-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://bera-journals.onlinelibrary.wiley.com/doi/epdf/10.1002/berj.4147","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145272840","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

Widening participation in outward student mobility: Successes, challenges and opportunities 扩大参与校外学生流动：成功、挑战和机遇

IF 2.1 3区教育学

British Educational Research Journal Pub Date : 2025-04-11 DOI: 10.1002/berj.4176

Joseph Mellors, Alejandra Vicencio

{"title":"Widening participation in outward student mobility: Successes, challenges and opportunities","authors":"Joseph Mellors, Alejandra Vicencio","doi":"10.1002/berj.4176","DOIUrl":"https://doi.org/10.1002/berj.4176","url":null,"abstract":"This article utilises data obtained through evaluation processes at Northumbria University to contribute to the emerging discourse on widening participation and outward student mobility. The rationale behind the study stems from the significant financial and non-financial benefits associated with higher education and the UK's ongoing efforts to enhance social mobility through increased access to higher education. The study draws on a questionnaire, reflective video diaries, and interviews with outward student mobility participants from diverse widening participation backgrounds. The questionnaire (N = 24) was distributed before and after participation, while reflective video diaries (N = 28) and interviews (N = 32) provided subsequent insights. Data were analysed using a simplified template analysis of successes, challenges and opportunities. Findings show that outward student mobility fosters amplified personal and professional growth across students from widening participation backgrounds. Notably, participation in outward student mobility was not deterred by the COVID-19 pandemic or global conflicts, demonstrating the strong motivation and resilience of these students. However, financial constraints emerged as a major barrier, exacerbated by the need to balance part-time work and academic responsibilities. The study highlights the importance of enhanced communication strategies, detailed budgeting guides and tailored mental health services to support participants. Despite these challenges, the resilience of students from widening participation backgrounds underscores the transformative potential of outward student mobility, suggesting that targeted interventions can further enhance its inclusivity and effectiveness.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"51 5","pages":"2358-2376"},"PeriodicalIF":2.1,"publicationDate":"2025-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://bera-journals.onlinelibrary.wiley.com/doi/epdf/10.1002/berj.4176","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145272882","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

Artificial intelligence literacy in assessment: Empowering pre-service teachers to design effective exam questions for language learning 评估中的人工智能素养：赋予职前教师设计有效的语言学习试题的能力

IF 2.1 3区教育学

British Educational Research Journal Pub Date : 2025-04-09 DOI: 10.1002/berj.4177

Gamze Erdem Coşgun

{"title":"Artificial intelligence literacy in assessment: Empowering pre-service teachers to design effective exam questions for language learning","authors":"Gamze Erdem Coşgun","doi":"10.1002/berj.4177","DOIUrl":"https://doi.org/10.1002/berj.4177","url":null,"abstract":"The role of artificial intelligence (AI) in education plays a crucial role in teacher training digitalisation. Although AI has enormous potential, not much is known about how pre-service teachers perceive and utilise AI tools in professional practice. Hence, this study, guided by the Unified Theory of Acceptance and Use of Technology framework, investigates pre-service English as a foreign language teachers’ experiences using MagicSchool, an AI-based educational tool, to design exam questions, aiming to explore how AI tools can enhance assessment practices in teacher education. Participants were 27 fourth-year pre-service teachers. Data for this case study were collected through semi-structured interviews and reflective reports and subsequently subjected to thematic analysis. The findings reveal that MagicSchool improved time efficiency and reinforced the creation of various question types. Participants also mentioned its practicality in generating rubrics and materials for varied proficiency levels. However, challenges such as crafting effective prompts, verifying content and addressing cultural or contextual mismatches were recognised. Moreover, ethical concerns, such as plagiarism and minimised creativity, were highlighted, with participants warning against over-reliance on AI. The study underscores the potential of AI in exam preparation while emphasising challenges, advocating for a balanced approach that integrates AI responsibly. Implications for teacher education include fostering AI literacy, promoting critical engagement with AI-generated content and ensuring ethical and pedagogically sound implementation in assessment design.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"51 5","pages":"2340-2357"},"PeriodicalIF":2.1,"publicationDate":"2025-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://bera-journals.onlinelibrary.wiley.com/doi/epdf/10.1002/berj.4177","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145271993","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

A decade of grade inflation boosted by the COVID-19 pandemic—An empirical analysis of a top European university 新冠肺炎疫情推动的十年成绩通胀——一所欧洲顶尖大学的实证分析

IF 2.1 3区教育学

British Educational Research Journal Pub Date : 2025-04-07 DOI: 10.1002/berj.4172

Maxime François, Kristof De Witte

{"title":"A decade of grade inflation boosted by the COVID-19 pandemic—An empirical analysis of a top European university","authors":"Maxime François, Kristof De Witte","doi":"10.1002/berj.4172","DOIUrl":"https://doi.org/10.1002/berj.4172","url":null,"abstract":"The observed decline in academic performance among 15-year-old students, as reported by recent OECD-PISA surveys, alongside the democratisation of university admissions, points to a potential decrease in the marginal academic proficiency of incoming higher education students. Paradoxically, grades at the tertiary level have either remained stable or risen, suggesting the presence of grade inflation, i.e. a relaxation in grading standards. This trend may have been amplified by the ‘tolerance’ or ‘grade leniency’ requested during the COVID-19 pandemic. This paper explores three key areas: first, the existence and degree of grade inflation from 2012 to 2022; second, whether the pandemic exacerbated this inflation; and third, the effect of lenient grading on student outcomes, including pass rates, exam participation, graduation likelihood and dropout rates. Drawing on data from 28,520 students across 2000 courses at a major European university with an open admission policy, panel data fixed effects models reveal an average modest trend of grade of inflation (around 0.012–0.024 standard deviations), which significantly accelerated during the pandemic years, with increases reaching nearly 10 times the usual rate. A Coarsened Exact Matching analysis, used to account for shifts in student demographics and abilities over time, shows significant differences between weak (i.e. individuals with an average number of retake exams above 1.5 or bottom 40% of the grade distribution) and strong students (i.e. average number of retake exams below 1.2 or top 35% of the grade distribution). Grade inflation primarily benefited weaker students, while stronger ones remain unaffected.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"51 5","pages":"2271-2339"},"PeriodicalIF":2.1,"publicationDate":"2025-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145271838","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 positioning of parental engagement within England's current educational policy landscape 家长参与在英国当前教育政策格局中的定位

IF 2.1 3区教育学

British Educational Research Journal Pub Date : 2025-04-05 DOI: 10.1002/berj.4175

Cat Jones, Pallavi Banerjee, Luke Jackson

{"title":"The positioning of parental engagement within England's current educational policy landscape","authors":"Cat Jones, Pallavi Banerjee, Luke Jackson","doi":"10.1002/berj.4175","DOIUrl":"https://doi.org/10.1002/berj.4175","url":null,"abstract":"Parental engagement with children's learning is strongly linked with improved outcomes for children and has thus become a major focus of educational policy around the world. Yet to date, there has been little scrutiny of how parental engagement is positioned within policy documents, nor how this relates to parental engagement practices. This paper analyses the positioning of parental engagement in England's current national educational policy landscape. Through applying Taylor's et al.'s (1997) policy analysis framework, we identify seemingly inconsistent conceptualisations of parental engagement appearing across different policy documents. This may explain the apparent mismatch between the types of parental engagement supported by research and those being implemented in schools. The analysis also highlights a lack of focus on equity in relation to parental engagement policy statements. We recommend that the Department for Education work with other stakeholders—including parents, teachers, teacher educators, school leaders and researchers—to produce a clearly articulated vision for parental engagement, which could be used to ensure a coherent approach across policies. Furthermore, we suggest an explicit focus on engaging all parents. Without this, the potential of parental engagement for improving children's outcomes and narrowing attainment gaps is unlikely to be realised.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"51 5","pages":"2256-2270"},"PeriodicalIF":2.1,"publicationDate":"2025-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://bera-journals.onlinelibrary.wiley.com/doi/epdf/10.1002/berj.4175","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145271645","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 self-efficacy: Validating a new measurement scale to capture the elusive construct 教师自我效能：验证一种新的测量量表以捕捉难以捉摸的构念

IF 2.1 3区教育学

British Educational Research Journal Pub Date : 2025-04-04 DOI: 10.1002/berj.4163

Stuart Woodcock, Nelly Tournaki, John Ehrich

引用次数: 0

Resettlement and the Special Educational Needs and Disability Code of Practice: The influence and challenges of statutory guidance from professional perspectives for young people released from prison 重新安置和特殊教育需要和残疾行为守则：从专业角度出发的法定指导对出狱青年的影响和挑战

IF 2.1 3区教育学

British Educational Research Journal Pub Date : 2025-04-03 DOI: 10.1002/berj.4173

Gavin Tucker, Sarah Parsons

{"title":"Resettlement and the Special Educational Needs and Disability Code of Practice: The influence and challenges of statutory guidance from professional perspectives for young people released from prison","authors":"Gavin Tucker, Sarah Parsons","doi":"10.1002/berj.4173","DOIUrl":"https://doi.org/10.1002/berj.4173","url":null,"abstract":"This paper considers the views and experiences of local authority professionals in the policy context of the Special Educational Needs and Disability (SEND) Code of Practice (CoP) in the youth justice system in England, focusing on the resettlement transition. Resettlement is the period after a young person has been released from prison, during which time they receive support to facilitate rehabilitation from offending—including transitions back into education. It is a complex period of transition, presenting both challenges and opportunities. The youth justice population, and the resettlement cohort in particular, exhibit a wide array of needs and SEND are endemic. Despite this, the relationship between education, resettlement and SEND is largely unexplored. This paper reports on qualitative research, involving semi-structured interviews with professionals (n = 30) from youth justice agencies and education providers, across three English local authorities. The main findings are that the SEND CoP is broadly ineffective at supporting the resettlement population due to issues of funding, resource availability and difficult inter-agency relationships, but also has empowering potential which could be further leveraged and explored. These findings highlight that the CoP exists in a complex arena of practice and policy, involving the intersection of local and national factors. Theoretically informed implications of the CoP and its implementation are also discussed, including the roles of stigma and organisational culture in shaping the implementation of the CoP in the local authorities studied.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"51 5","pages":"2210-2228"},"PeriodicalIF":2.1,"publicationDate":"2025-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://bera-journals.onlinelibrary.wiley.com/doi/epdf/10.1002/berj.4173","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145271784","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

Engineering habits of mind in preschool children at Scottish forest nurseries and Australian bush kinders 苏格兰森林托儿所和澳大利亚丛林托儿所学龄前儿童的工程思维习惯

IF 2.1 3区教育学

British Educational Research Journal Pub Date : 2025-04-02 DOI: 10.1002/berj.4164

Rebecca Donnelly, Chris Speldewinde, Helen Bridle

{"title":"Engineering habits of mind in preschool children at Scottish forest nurseries and Australian bush kinders","authors":"Rebecca Donnelly, Chris Speldewinde, Helen Bridle","doi":"10.1002/berj.4164","DOIUrl":"https://doi.org/10.1002/berj.4164","url":null,"abstract":"Nature-based learning environments for early childhood are expanding, as is research into their affordances and pedagogies. Engineering in these environments is not well studied. Previous work considered engineering experiences through the lens of ‘designerly play’, finding that natural materials, the space for larger creations and constructions, the altered group dynamics and less gendered environments, promote engineering play. Other engineering frameworks have not been applied. In this study, we have identified ways in which preschool-aged children engage with Engineering Habits of Mind while at forest nursery and bush kinder. Ethnographic and video data from two Scottish forest nurseries and two Australian bush kinders have been collected and with our vignettes, we have shown that young children readily engage with all six Engineering Habits of Mind in a variety of different play scenarios when in natural learning environments. As well as demonstrating the benefits of forest nursery and bush kinder to young children's engineering learning, our examples can be used to guide educators looking for ways to increase engineering play in other learning contexts.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"51 5","pages":"2185-2209"},"PeriodicalIF":2.1,"publicationDate":"2025-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://bera-journals.onlinelibrary.wiley.com/doi/epdf/10.1002/berj.4164","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145271908","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 Georgia School Personnel Survey of school climate: Validity evidence from a sample of Portuguese teachers and support staff 乔治亚州学校人员对学校气氛的调查：来自葡萄牙教师和辅助人员样本的有效性证据

IF 2.1 3区教育学

British Educational Research Journal Pub Date : 2025-03-31 DOI: 10.1002/berj.4170

Sofia Abreu Mendes, Jorge Sinval, Irene Cadime, Bruna Rodrigues, Richard Inman, Jesslynn Rocha Neves-McCain, Tamika Patrice La Salle-Finley

{"title":"The Georgia School Personnel Survey of school climate: Validity evidence from a sample of Portuguese teachers and support staff","authors":"Sofia Abreu Mendes, Jorge Sinval, Irene Cadime, Bruna Rodrigues, Richard Inman, Jesslynn Rocha Neves-McCain, Tamika Patrice La Salle-Finley","doi":"10.1002/berj.4170","DOIUrl":"https://doi.org/10.1002/berj.4170","url":null,"abstract":"This study focuses on the adaptation of the Georgia School Personnel Survey (GSPS) to assess perceptions of school climate among Portuguese educational professionals, including teachers and support staff. Data from two samples (n1 = 1965; n2 = 2884) were analysed in the study. Through confirmatory factor analysis, the survey's structure was validated, revealing a second-order factor composed of six first-order dimensions. The adapted version of the GSPS exhibited high internal consistency, affirming its stability across diverse occupational and gender groups. The instrument revealed measurement invariance, ensuring its appropriateness for comparative analysis across different demographic groups. The validity evidence of the GSPS was rigorously tested through its relationships with related constructs. It demonstrated large positive correlations with job satisfaction and work engagement, and a large negative correlation with burnout, highlighting its role within the nomological network of constructs related to school climate. The results support the use of GSPS as a tool for assessing school climate within Portuguese school settings, providing key insights for school improvement initiatives. The study underscores the importance of accurate measurement of school climate to enhance the understanding of its impact on school personnel. By providing a tool with strong validity evidence, this research contributes to the ongoing efforts to improve school environments, which is fundamental for fostering staff well-being and enhancing institutional effectiveness.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"51 5","pages":"2161-2184"},"PeriodicalIF":2.1,"publicationDate":"2025-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://bera-journals.onlinelibrary.wiley.com/doi/epdf/10.1002/berj.4170","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145273072","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

Making up for lost time: University students' quest to reclaim missed opportunities while adjusting to post-Covid life in higher education 弥补失去的时间：大学生在适应新冠肺炎后高等教育生活的同时，寻求重新获得失去的机会

IF 2.1 3区教育学

British Educational Research Journal Pub Date : 2025-03-31 DOI: 10.1002/berj.4165

Jesse Potter, Anwesa Chatterjee, Jennie Bristow, Sarah Cant

{"title":"Making up for lost time: University students' quest to reclaim missed opportunities while adjusting to post-Covid life in higher education","authors":"Jesse Potter, Anwesa Chatterjee, Jennie Bristow, Sarah Cant","doi":"10.1002/berj.4165","DOIUrl":"https://doi.org/10.1002/berj.4165","url":null,"abstract":"A small-scale qualitative case study of students at a post-1992 university in England sought to understand the nuanced experiences of returning to face-to-face study following the pandemic. Whilst much has been written about the effects of studying online, much less is known about how students adapted once they returned to campus-based delivery. Specifically, the paper focuses on student motivations to pursue higher education, and the ways that they blended digital-learning habits learned during the pandemic with their experiences and demands of campus life in the immediate aftermath. This study expands on existing scholarship by detailing how students managed the isolation, loneliness and disrupted ‘sense of belonging’ emerging from and during pandemic-related lockdowns and online learning. We show how students returned to campus delivery invigorated and eager to immerse themselves in real-time pedagogic and extracurricular experiences. Notwithstanding the difficulties of adaptation, their hopeful narratives balance the findings of other studies that suggest students are struggling to re-engage with traditional modes of university delivery.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"51 5","pages":"2142-2160"},"PeriodicalIF":2.1,"publicationDate":"2025-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://bera-journals.onlinelibrary.wiley.com/doi/epdf/10.1002/berj.4165","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145273071","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