British Educational Research Journal最新文献

{"title":"Interplay of teacher feedback, parental involvement and peer support on homework engagement of students","authors":"Gokhan Bas,&nbsp;Jianzhong Xu","doi":"10.1002/berj.4049","DOIUrl":"10.1002/berj.4049","url":null,"abstract":"<p>The purpose of the present research was to examine the interplay between teacher feedback, parental involvement and peer support and on homework engagement of students. The research adopted correlation research model, and the participants of the research were students (<i>n</i> = 450) in the central region of Turkey. In the research, ‘Teacher Feedback in Homework Scale’, ‘Parental Involvement in Homework Scale’, ‘Peer Support in Homework Scale’ and ‘Homework Engagement Scale’ were used as data collection instruments. For the analyses, Pearson product–moment correlation and hierarchical multiple regression analyses were performed. The results showed that all research variables have a positive significant correlation with each other. Also, the analysis indicated that teacher feedback, parental involvement and peer support predicted homework engagement of students significantly.</p>","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"50 6","pages":"2735-2752"},"PeriodicalIF":3.0,"publicationDate":"2024-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141612515","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}

{"title":"Business education and its paradoxes: Linking business and biodiversity through critical pedagogy curriculum","authors":"Helen Kopnina,&nbsp;Alice C. Hughes,&nbsp;Ruopiao (Scarlett) Zhang,&nbsp;Mike Russell,&nbsp;Engelbert Fellinger,&nbsp;Simon M. Smith,&nbsp;Les Tickner","doi":"10.1002/berj.4048","DOIUrl":"10.1002/berj.4048","url":null,"abstract":"<p>The Kunming-Montreal Global Biodiversity Framework, launched during the United Nations Biodiversity Conference in December 2022, encourages governments, companies and investors to publish data on their nature-related risks, dependencies and impacts. These disclosures are intended to drive businesses to recognise, manage and mitigate their reliance on ecosystem goods and services. However, there is a ‘biodiversity blind spot’ that is evident for most organisations and business schools. Business education rarely addresses the root causes of biodiversity loss, such as the unsustainable exploitation of natural resources. As the dominant positioning of Education for Sustainable Development Goals (ESDG) presents biodiversity in anthropocentric instrumental terms inadequate for addressing ecosystem decline, we posit that a more progressive and transformative ecocentric education through ecopedagogy and ecoliteracy is needed. Both approaches include the development of critical thinking about degrowth, the circular economy and conventional stakeholder theory to include non-human stakeholders. Using comparative case studies from Northumbria University, the University of Hong Kong and Amsterdam University of Applied Sciences, we illustrate how business education can be transformed to address biodiversity loss, providing theoretical guidance and practical recommendations to academic practitioners and future business leaders.</p>","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"50 6","pages":"2712-2734"},"PeriodicalIF":3.0,"publicationDate":"2024-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.4048","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141662929","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}

{"title":"Data snapshots of the access and participation of ‘women’ academics in UK universities: Questioning continued gendered, racialised and geopolitical inequalities","authors":"Dina Zoe Belluigi,&nbsp;Jason Arday,&nbsp;Joanne O'Keeffe","doi":"10.1002/berj.4047","DOIUrl":"10.1002/berj.4047","url":null,"abstract":"<p>Replete with espoused discourses of equality, diversity and inclusion within public bodies, is the UK, wherein lauded initiatives reward its universities’ commitments to increasing the access and positioning of ‘women’ in higher education. This paper contributes a critical quantitative analysis of the state of representation and participation of academic staff within these universities generally, and the majority-female discipline of education particularly. Education is important because it has a direct relation to social change and ethicality. It may maintain or reproduce the status quo; however, exercising its transformative potential is essential for the success of various international frameworks aiming to address global inequality, including most recently the Sustainable Development Goals. Sensitised by QuantCrit principles, a descriptive statistical exploration was undertaken of the staff composition and employment conditions captured within the administrative datasets reported on academic staff by all the public universities in the devolved nations of England, Northern Ireland, Scotland, and Wales from 2015 to 2020. The findings of this study confirmed: (i) the continuation of gendered inequalities across the academic hierarchy, particularly as the pyramid narrows to the assigned intellectual leadership position of ‘professor’; (ii) racialised, gendered inequalities in access to employment, and in positioning once employed; and (iii) more adverse conditions where gendered, racialised and geopolitical inequalities intersect, most extremely for Black African female academics. The study demonstrates that the centring of ‘race’ and consideration of nationality are required to challenge coloniality, and to bring to the fore the differential impacts of systems of discrimination within this globally influential sector.</p>","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"50 6","pages":"2684-2711"},"PeriodicalIF":3.0,"publicationDate":"2024-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.4047","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141551493","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}

{"title":"Transitions from primary to secondary school in Greater Manchester: A qualitative exploration of the perspectives of Year 6 children who receive pupil premium funding","authors":"Elizabeth Garner,&nbsp;Charlotte Louise Bagnall","doi":"10.1002/berj.4045","DOIUrl":"10.1002/berj.4045","url":null,"abstract":"<p>Primary–secondary school transitions are widely recognised as pivotal developmental periods, which can have positive and negative longitudinal implications on the education, wellbeing and mental health of children. Yet few studies have sought the voice of children through interviews, and especially children in receipt of pupil premium funding (PPF) (a government grant given to schools in England to support disadvantaged pupils from low socio-economic status [SES] backgrounds). This is concerning, given that children who receive PPF are at greater risk of poorer academic, social and emotional outcomes and exclusion during this time. Our study aims to explore the perspectives of such children to better understand their lived experience of primary–secondary school transitions. The sample consisted of nine Year 6 (last year of primary school in England) children who received PPF, recruited from two schools in Greater Manchester. The children participated in semi-structured Zoom interviews. Transcribed audio-recordings were analysed using reflexive thematic analysis. The children discussed a mixture of contrasting feelings towards the emotional, social, academic and practical aspects of primary–secondary school transitions. In addition, children highlighted the supportive value of having older siblings, cousins and friends already at secondary school and discussed the range of support that had been offered by their schools and how this could be improved. The study makes a unique empirical contribution to understanding the lived experiences of children in receipt of PPF leading up to primary–secondary school transitions. In doing so, we make a unique theoretical contribution to multiple and multi-dimensional transitions theory in exploring the impact of wider social factors, such as SES, on primary–secondary school transitions experiences. This understanding has important implications for educational policy and practice, in addition to further research, especially given the methodological, theoretical and conceptual considerations discussed.</p>","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"50 6","pages":"2663-2683"},"PeriodicalIF":3.0,"publicationDate":"2024-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.4045","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141551501","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}

{"title":"Crossing the line? Exploring situated, interactional negotiations of parental involvement in primary homework in England and Italy","authors":"Rachel Lehner-Mear,&nbsp;Vittoria Colla","doi":"10.1002/berj.4046","DOIUrl":"10.1002/berj.4046","url":null,"abstract":"<p>Primary school homework is a common practice internationally, historically viewed as an independent child activity, but more recently recognised as a family accomplishment. Parental involvement in homework has been principally discussed in relation to general and fixed typologies, with parent behaviours categorised into pre-defined ‘types’. This paper challenges that framing by theorising homework as an interactional event. It illustrates that parental involvement is not simply determined by parents’ involvement ‘type’; rather, as an interactional exercise, homework is negotiated in-the-moment by parent and child, in linguistic, embodied and material ways. Based on a corpus of 74 video-recorded homework sessions collected in England and Italy, and adopting discourse analysis, the article reveals that parents display their understanding of what counts as ‘appropriate involvement’ and, at the same time, locally negotiate this with their children, often adapting their involvement practices to meet children's explicit or implicit requests. We present this phenomenon as a ‘flexible line of involvement’ which can shift during each interaction, according to local negotiations embedded within the homework encounter. This shapes the unfolding event, as the parent's moment-by-moment responses to their child may result in them ‘crossing the line’. By demonstrating the locally negotiated fluidity of parental involvement, this article highlights the complexity of parent–child primary homework, moving beyond common assumptions that homework is either a lone child's activity, a task solely shaped by schools, or the result of fixed types of parental involvement.</p>","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"50 6","pages":"2640-2662"},"PeriodicalIF":3.0,"publicationDate":"2024-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.4046","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141528502","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}

{"title":"Motivation and learning psychology of teachers in language translation learning","authors":"Suleyman Aksu","doi":"10.1002/berj.4044","DOIUrl":"10.1002/berj.4044","url":null,"abstract":"<p>This study aimed to understand pre-service teachers’ motivations and learning psychologies in language teaching. The study used a phenomenology pattern, a qualitative research method, to gather pre-service teachers’ views about language teaching, motivations and learning psychologies during translation activities. The study group consisted of 42 language department undergraduate students from the Education Faculty of a private university in TRNC in the 2022–2023 academic year, selected using the criterion sampling method. Data were collected through semi-structured interviews. The NVIVO-R1 qualitative data analysis program was used for categorisation and coding in the data analysis. The findings revealed that translation studies motivate and improve comprehension–explanation skills, increasing academic success, positively impacting learning psychology, and reducing anxiety. Effective teaching methods and motivation were influential factors in teaching language to pre-service teachers. The study also found that reinforcers, intrinsic motivation, exemplification–association, measurable goals, teaching environment, teaching method and applied learning significantly affect the language teaching process and academic success. It was concluded that pre-service teachers are attentive to their professional careers and motivations. Additionally, the study revealed that learning the historical development of the language and different types of translation positively contributed to the motivation levels, academic achievement and language learning knowledge and skills of pre-service teachers. Regarding grammar teaching, pre-service teachers highlighted the importance of focusing on the social and interactional dimensions of language in addition to grammar learning. They expressed that language learning anxiety stemmed from insufficient practice. Finally, the study suggested that the language-learning problems of pre-service teachers could be attributed to the neglect of translation studies.</p>","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"50 6","pages":"2623-2639"},"PeriodicalIF":3.0,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141500663","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}

{"title":"Teaching on the cheap? The extent and impact of teaching assistants covering classes and leading lessons","authors":"Rob Webster","doi":"10.1002/berj.4043","DOIUrl":"10.1002/berj.4043","url":null,"abstract":"<p>This study provides a detailed picture of how the on-going challenge of teacher shortages in England and Wales is driving the deployment of teaching assistants (TAs) to cover classes in place of teachers. Analyses of data from a survey of nearly 6000 TAs in mainstream and special schools found that TAs cover classes for up to 4 h a week, with one in four covering classes because schools do not have enough teachers and/or are unable to get external supply teachers. The conditions under which TAs cover classes are challenging and a cause of stress and anxiety. Unlike teachers, TAs cover classes without a lesson plan or support from another TA. The majority of TAs said that covering classes inevitably involves them having to teach pupils – despite national guidance stipulating that cover by TAs should not involve ‘active teaching’. Three in four TAs report that their own role is not covered when they cover for teachers. Being deployed to cover classes disrupts and diverts TAs from carrying out their regular duties of delivering curriculum interventions and providing classroom support. Consequently, TAs feel that undertaking cover negatively impacts the quality of learning and provision for pupils with additional needs, as well as their workload, wellbeing, sense of effectiveness and job satisfaction. The conclusion that TAs actively teach lessons to whole classes has potentially significant real-world consequences and implications for policy and practice. This paper calls for an urgent policy response to what is, in essence, a troubling symptom of the current teacher recruitment and retention crisis.</p>","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"50 6","pages":"2599-2622"},"PeriodicalIF":3.0,"publicationDate":"2024-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.4043","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141500665","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}

{"title":"Ethos within the British boarding school: A small-scale analysis of the ‘Head's Welcome’ as an act of legitimation","authors":"Matthew Round","doi":"10.1002/berj.4042","DOIUrl":"10.1002/berj.4042","url":null,"abstract":"<p>The term ethos is common within schools, describing culture and ‘feel’ of the institution. Ethos is also a contested term, and one that becomes more problematic the more one tries to understand it. Because ethos is founded within philosophical, structural and geographical aspects of the community and associated power balances, it is argued here that it provides an opportunity to study one aspect of the Bordieuan field of power, more specifically doxa. This paper posits that it may be beneficial to consider the term ethos through the lens of doxa, specifically when considering elite schools, and that doing so helps to further link the research into elite English boarding school ethos and discussions surrounding power, inculcation, authority, elitism and class within such schools. An analysis of the Head's Welcome from the websites of English independent boarding schools was undertaken, which identified both institutional and sector-wide doxa, which were used to construct descriptive pictures of legitimation.</p>","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"50 5","pages":"2542-2558"},"PeriodicalIF":3.0,"publicationDate":"2024-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.4042","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141343198","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}

{"title":"Teacher digital identity divergences: From teacher education to classroom","authors":"Ottavia Trevisan","doi":"10.1002/berj.4041","DOIUrl":"10.1002/berj.4041","url":null,"abstract":"<p>Despite high-quality initial teacher education (ITE), a notable proportion of newly graduated teachers encounter a stark reality shock upon entering the profession, facing burnout and suboptimal teaching performance. While internships during ITE are often seen as a potential solution to bridge the gap between theory and practice, their effectiveness is questioned. This multiple-case study (<i>N</i> = 38) delves into the ideals and attributes of teacher identities as perceived by preservice teachers in both ITE and internship contexts, with a specific focus on the role of digital technology in education. The interview findings highlight an expectation gap and a susceptibility to succumb to contextual pressures, even within the sheltered environments of internships. This study advocates for closer collaboration between ITE and internship settings to uphold the development of a sound teacher identity and sustain teacher resilience in the increasingly digitalised educational landscape.</p>","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"50 5","pages":"2519-2541"},"PeriodicalIF":3.0,"publicationDate":"2024-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141357263","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}

{"title":"British education research and its quality: An analysis of Research Excellence Framework submissions","authors":"Matthew Inglis,&nbsp;Colin Foster,&nbsp;Hugues Lortie-Forgues,&nbsp;Elizabeth Stokoe","doi":"10.1002/berj.4040","DOIUrl":"10.1002/berj.4040","url":null,"abstract":"<p>We analysed the full text of all journal articles returned to the education subpanel of the 2021 Research Excellence Framework (REF2021). Using a latent Dirichlet allocation topic model, we identified 35 topics that collectively summarise the journal articles that research units, typically schools of education, selected for submission. We found that the topics which units wrote about in their submitted articles collectively explained a large proportion (84.1%) of the variance in the quality assessments they received from the REF's expert peer review process. Further, with the important caveat that we cannot attribute causality, we found that there were strong associations between what the subpanel perceived to be excellent research and the adoption of particular methods or approaches. Most notably, units that returned more interview-based work typically received lower scores, and those which returned more analyses of large-scale data and meta-analyses typically received higher scores. Finally, we applied our 2021 model to articles submitted to the previous exercise, REF2014. We found that education research seems to have become less qualitative and more quantitative over time, and that our 2021 model could successfully predict the scores assigned by the REF2014 subpanel, suggesting a reasonable degree of between-exercise consistency.</p>","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"50 5","pages":"2495-2518"},"PeriodicalIF":3.0,"publicationDate":"2024-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.4040","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141383883","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}