British Educational Research Journal最新文献_第2页

Do schools that employ an inspector get better inspection grades? 聘用督学的学校是否能获得更好的检查成绩？

IF 2.3 3区教育学

British Educational Research Journal Pub Date : 2024-05-17 DOI: 10.1002/berj.4025

Christian Bokhove, John Jerrim, Sam Sims

引用次数: 0

Cognitive ability or motivation, or both: An integrative path analysis of the interplay between two key factors in academic achievement 认知能力或学习动机，或两者兼而有之：学业成绩两个关键因素相互作用的综合路径分析

IF 2.3 3区教育学

British Educational Research Journal Pub Date : 2024-05-15 DOI: 10.1002/berj.4027

İbrahim Dadandı, Hikmet Yazıcı

{"title":"Cognitive ability or motivation, or both: An integrative path analysis of the interplay between two key factors in academic achievement","authors":"İbrahim Dadandı, Hikmet Yazıcı","doi":"10.1002/berj.4027","DOIUrl":"https://doi.org/10.1002/berj.4027","url":null,"abstract":"While the individual roles of general cognitive ability and motivation in predicting academic achievement are well established, how they interact with one another and the extent of their combined effect on students' learning outcomes leave much to be explained. The present study investigates the relationships among general cognitive ability, selected motivational constructs (i.e., academic self‐efficacy, academic self‐concept, self‐esteem and student engagement) and academic achievement within a structural model. A total of 346 (M = 52%, F = 48%; Mage = 12.98 ± 0.98) middle school students completed Primary Abilities Test 6–8, Myself as A Learner Scale, Academic Self‐Efficacy Scale, School Short‐Form of the Coopersmith Self‐Esteem Inventory and Student Engagement Scale. Path analysis revealed that general cognitive ability had a direct effect on academic achievement and significant indirect effects on academic achievement through academic self‐efficacy, as well as on student engagement through both academic self‐efficacy and academic self‐concept. Moreover, academic self‐efficacy had significant direct effects on both academic achievement and student engagement. Additionally, self‐esteem and academic self‐concept had significant direct effects on student engagement, as well as indirect effects on both academic achievement and student engagement through academic self‐efficacy. The present study contributes to the understanding of dynamics between cognitive and motivational variables in shaping academic achievement and provides valuable insights for educators and policymakers to develop effective pedagogical designs and strategies for improving student learning outcomes.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2024-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140974890","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

Exploring teachers' strategies for navigating compulsory digital transformations in Danish primary and lower secondary schools 探索丹麦小学和初中教师驾驭强制性数字化转型的策略

IF 2.3 3区教育学

British Educational Research Journal Pub Date : 2024-05-15 DOI: 10.1002/berj.4028

Ronni Laursen

{"title":"Exploring teachers' strategies for navigating compulsory digital transformations in Danish primary and lower secondary schools","authors":"Ronni Laursen","doi":"10.1002/berj.4028","DOIUrl":"https://doi.org/10.1002/berj.4028","url":null,"abstract":"This study employs Bourdieu's theory of practice to analyse 31 interviews with teachers, principals and administrators. I explore the strategies teachers use to handle the mandatory enactment of a Learning Management System (LMS) in Danish primary and lower secondary schools. Teachers are categorised into three groups: those mainly focused on teaching, those with digital responsibilities and those representing the Danish Teachers' Union. The findings reveal three distinct strategies adopted by these groups of teachers. Firstly, teachers solely focused on teaching developed a strategy of resistance, avoiding the use of the LMS in their daily teaching. In contrast, the other two groups of teachers responded to the changes by accumulating either digital or managerial capital to enhance their skills. This latter strategy positioned them as key figures in the eyes of local management, preparing them for advancement. Furthermore, since enhancing skills entails collaborating closely with management, it naturally leads these teachers to support the enactment of the LMS through their actions in the schools. The findings contribute to theoretical development and provide insights into teachers' practices when required to enact change in school.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2024-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140973446","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

Curriculum leadership in a rural indigenous high school in Taiwan implementing the 108 Curriculum Guidelines 台湾一所农村原住民高中实施 108 课程指南的课程领导力

IF 2.3 3区教育学

British Educational Research Journal Pub Date : 2024-05-06 DOI: 10.1002/berj.4023

Kuan‐Pei Lin, Chien‐Chih Chen

{"title":"Curriculum leadership in a rural indigenous high school in Taiwan implementing the 108 Curriculum Guidelines","authors":"Kuan‐Pei Lin, Chien‐Chih Chen","doi":"10.1002/berj.4023","DOIUrl":"https://doi.org/10.1002/berj.4023","url":null,"abstract":"The 108 Curriculum Guidelines (108CG) were implemented in high schools in Taiwan in 2019 and have increased the flexibility of curriculum offerings. Schools must now offer diverse curricula, flexible options and self‐directed learning courses based on students' needs and teachers' expertise. This study explores how rural high schools in Taiwan promote curriculum leadership following the implementation of the 108CG. Using a case school in southern Taiwan as the study site, it examines the current implementation of the 108CG in rural high schools, the processes and strategies that school members employ in applying curriculum leadership and the challenges they encounter. Six participants from the case school were interviewed, from August 2021 to May 2022. We also conducted observations and document analyses. The results show that the principal and mid‐level leaders' collaborative efforts are integral to advancing the 108CG. However, the school faces challenges in implementing the 108CG due to its environmental context. The principal's major challenge stems from the differing curriculum interpretations by tribal chiefs and families in the community. Mid‐level leaders also grapple with students' passive learning attitudes and the need for preparedness among teachers for curriculum reform. Although the 108CG have been in operation for more than 4 years, rural high schools continue to face challenges in implementing them. Introducing collaborative lesson planning and using checklists during curriculum review meetings could help track curriculum progress.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2024-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141007405","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

Reception Baseline Assessment and ‘small acts’ of micro‐resistance 接收基线评估和微抵抗 "小行动

IF 2.3 3区教育学

British Educational Research Journal Pub Date : 2024-04-23 DOI: 10.1002/berj.4016

G. Roberts-Holmes, Diana Sousa, Siew Fung Lee

{"title":"Reception Baseline Assessment and ‘small acts’ of micro‐resistance","authors":"G. Roberts-Holmes, Diana Sousa, Siew Fung Lee","doi":"10.1002/berj.4016","DOIUrl":"https://doi.org/10.1002/berj.4016","url":null,"abstract":"In September 2021, following the global COVID‐19 pandemic, the Department for Education introduced a national standardised digital Reception Baseline Assessment (RBA) for all English 4‐year‐old children. We analyse RBA and its associated Quality Monitoring Visits, as a further intensification of the new public management of early years education to produce ‘school‐ready’ human capital. This paper reports on professionals' and children's responses to RBA by analysing the mixed‐methods data from a nationwide survey of early years professionals (n = 1032) and six in‐depth case study Reception classes with teacher interviews (n = 14) and researcher observations (n = 12). An adult thematic analysis of the responses suggests that some children and their teachers used their agency in creative ‘small acts’ of micro‐resistance. These ‘small acts’ of resistance and refusal are theorised as micro‐political contestations of a policy that is antithetical to early education's socio‐cultural approach. More research is needed to further understand the politics of young children's rights, agency, micro‐resistance and refusal.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2024-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140668563","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

What's colour got to do with it? A psychometric assessment of Peggy McIntosh's white privilege 肤色有什么关系？佩吉-麦金托什的白人特权心理评估

IF 2.3 3区教育学

British Educational Research Journal Pub Date : 2024-04-22 DOI: 10.1002/berj.4018

John Ehrich, Stuart Woodcock

{"title":"What's colour got to do with it? A psychometric assessment of Peggy McIntosh's white privilege","authors":"John Ehrich, Stuart Woodcock","doi":"10.1002/berj.4018","DOIUrl":"https://doi.org/10.1002/berj.4018","url":null,"abstract":"Peggy McIntosh's (White privilege and male privilege: A personal account of coming to see correspondences through work in women's studies, Working Paper 189, Wellesley Center for Research on Women, 1988) list of 50 racial privileges, which purportedly benefit persons of white skin colour, has had enormous impact on social science research and educational curriculum and pedagogy. Surprisingly, to date, no attempt has been made to empirically explore the validity and reliability of her list of racial privileges. To address this issue, we conducted a psychometric analysis on McIntosh's list of racial privileges with 204 adult Australian university students. Using a combination of factor analyses and Rasch modelling on McIntosh's list of racial privileges we identified a 27‐item multidimensional scale consisting of three well‐functioning and reliable subscales (i.e. a 15‐item Racial Representation, a six‐item Social Interaction and a six‐item Culture and Politics subscale). Moreover, the derived multi‐dimensional white privilege instrument was found to have good criterion validity in that persons’ experiences of racism significantly predicted white privilege (i.e. the more racism experienced the less white privilege experienced and vice versa). Finally, analysis of variance comparisons indicated that persons with white skin colour had significantly more white privilege than persons with black skin colour and Asians, while Asians had more white privilege than persons with black skin colour. Overall, this study presents evidence of a psychometrically valid and reliable 27‐item multi‐dimensional white privilege instrument and lends empirical support to the theoretical underpinnings of McIntosh's contentions.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2024-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140675799","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 invisible support of community schools in a highly unequal education system: Exploring the experiences of minority pupils and teachers 在高度不平等的教育体系中，社区学校的无形支持：探索少数民族学生和教师的经历

IF 3 3区教育学

British Educational Research Journal Pub Date : 2024-04-11 DOI: 10.1002/berj.4015

Blansefloer Coudenys, Graziela Dekeyser, Orhan Agirdag, Noel Clycq

引用次数: 0

Does pedagogical metamorphosis exist? Exploring the practices of primary school teachers at different stages of their careers 教学蜕变是否存在？探索小学教师在其职业生涯不同阶段的做法

IF 3 3区教育学

British Educational Research Journal Pub Date : 2024-04-10 DOI: 10.1002/berj.4014

Stéphane Colognesi, Thibault Coppe, Louise Leroux, Christine Wiertz

{"title":"Does pedagogical metamorphosis exist? Exploring the practices of primary school teachers at different stages of their careers","authors":"Stéphane Colognesi, Thibault Coppe, Louise Leroux, Christine Wiertz","doi":"10.1002/berj.4014","DOIUrl":"10.1002/berj.4014","url":null,"abstract":"Research has highlighted the advantages of specific practices for enhancing student learning. However, the adoption of these practices varies among teachers. This disparity raises fundamental questions: Why do certain teachers use these practices while others do not? Does the use of these practices depend on the career stage of the teachers? This paper analyses the practices adopted by teachers at different career stages. We used a mixed-methods approach, combining a questionnaire (n = 300) and three focus group discussions (n = 13). The results revealed significant variability in the use of pedagogical practices among novice, experienced and senior teachers. Experienced and senior teachers demonstrate a deeper understanding of adapting teaching methods to student needs, establishing clear objectives and providing feedback. However, certain practices, such as metacognition, remain underused at all career stages. The study highlights the need for professional development concerning these practices, while emphasising the challenge of their implementation.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2024-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.4014","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140571367","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

Accept or challenge? Exploring the experiences of pre-service teachers from minoritised groups 接受还是挑战？探索来自少数群体的职前教师的经验

IF 3 3区教育学

British Educational Research Journal Pub Date : 2024-04-08 DOI: 10.1002/berj.4004

Karan Vickers-Hulse, Sarah Whitehouse

{"title":"Accept or challenge? Exploring the experiences of pre-service teachers from minoritised groups","authors":"Karan Vickers-Hulse, Sarah Whitehouse","doi":"10.1002/berj.4004","DOIUrl":"10.1002/berj.4004","url":null,"abstract":"The shortage of teachers from Black, Asian and minoritised groups is well documented. Over the past decade, a body of research has confirmed that discrimination and inequality is a factor in the recruitment of teachers from Black, Asian and minoritised groups in England. Drawing on findings from the 2017 Runnymede Trust Report, which highlighted Bristol's lack of racial diversity within the teaching community, this paper explores the experiences of a group of pre-service teachers on university teacher education routes who are minoritised within the general teaching population. The identified lack of diversity in the teacher workforce extends beyond race to other aspects of identity and representation in the classroom and is mirrored in teacher education. A series of focus group interviews were conducted across a 9-month period. Results are presented as vignettes to capture the voice of minoritised participants. The findings have implications for the recruitment and retention of a diverse teacher workforce, as well as highlighting the need to ensure a sense of belonging for all pre-service teachers entering the teaching community. This paper proposes a model relating to the analysis of critical incidents, which aims to inform future research into how pre-service teachers respond to critical incidents regarding their identity. This model seeks to clarify tensions in the diverse lived experiences of pre-service teachers and helps to explore the importance of context.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2024-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.4004","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140571354","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

To persist or not? Examining the relations between parental education, self-regulation, school engagement and persistence in post-compulsory education 坚持还是不坚持？研究义务教育后教育中父母教育、自我调节、学校参与和坚持之间的关系

IF 3 3区教育学

British Educational Research Journal Pub Date : 2024-04-06 DOI: 10.1002/berj.4012

Ioannis Katsantonis, Ryan Alberto Gibbons, Jennifer E. Symonds, Niall Costello

{"title":"To persist or not? Examining the relations between parental education, self-regulation, school engagement and persistence in post-compulsory education","authors":"Ioannis Katsantonis, Ryan Alberto Gibbons, Jennifer E. Symonds, Niall Costello","doi":"10.1002/berj.4012","DOIUrl":"10.1002/berj.4012","url":null,"abstract":"There are few longitudinal studies of adolescent students’ choice to persist in post-compulsory education. Hence, the present study introduces a longitudinal model that describes the interplay between sociological and psychological explanations of adolescents’ choice to persist in post-compulsory education in the UK. Data on parental education, early childhood self-regulation (age 5), sustained school engagement (ages 7, 11, 14) and persistence in education after the end of compulsory schooling (age 17) were utilised. The sample comprised 8333 (51.1% females, 89.5% white) children from the Millennium Cohort Study. Statistical analyses included state–trait modelling, longitudinal mediation and multigroup moderation. A trait–state–occasion model was run to disentangle the trait from state variance in school engagement. Afterwards, two hypotheses were formulated, namely the ‘instilment’ and the ‘differential’. The ‘instilment’ hypothesis involved a longitudinal predictive model, whereby parental education predicted early childhood self-regulation which, in turn, predicted sustained school engagement which predicted students’ choice to persist. The ‘differential’ hypothesis examined whether higher vs. lower parental education changed the nature of the predictive relations between self-regulation, sustained school engagement and persistence. The results were in favour of an ‘instilment’ hypothesis, whereby higher parental education was translated to higher levels of early self-regulation which predicted higher sustained engagement, which, in turn, predicted greater probability of persisting in post-compulsory education. The findings suggest a pathway from early childhood experiences to educational outcomes via the development of a trait of engaging with school.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2024-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.4012","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140571307","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