British Educational Research Journal最新文献

{"title":"Novice teachers' classroom behaviour management: Situations, responses and impact on student behaviour","authors":"Jirina Karasova,&nbsp;Jan Nehyba","doi":"10.1002/berj.4166","DOIUrl":"https://doi.org/10.1002/berj.4166","url":null,"abstract":"<p>Classroom behaviour management is a persistent and often overwhelming challenge for novice teachers; they face frequent disruptive behaviours that they struggle to resolve effectively, which harms both the teaching process and classroom climate. This study investigates the specific strategies novice teachers use to manage behaviour, detailing what they experience, how they respond, the time each intervention takes and its impact duration. Through videotaped observations and interviews, our findings reveal that novice teachers predominantly rely on reactive strategies, commonly teacher-directed, such as directives. In contrast, they rarely use proactive, student-centred approaches, such as explanations or support. Although the directive responses provide immediate but short-term results, the less frequently used responses demonstrate more promising, longer-term impacts on student behaviour. These findings highlight the need for teacher preparation programmes and institutional support in schools to emphasise responsive, student-centred communication strategies, focusing on proactive approaches and emotional regulation skills to help teachers respond thoughtfully rather than reactively. Such support can guide novice teachers in becoming more aware of their responses and using more effective strategies for sustainable behaviour management.</p>","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"51 5","pages":"2116-2141"},"PeriodicalIF":2.1,"publicationDate":"2025-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://bera-journals.onlinelibrary.wiley.com/doi/epdf/10.1002/berj.4166","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145273058","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":"Rigour in interpretive qualitative research in education: Ideas to think with","authors":"Anthony J. Maher","doi":"10.1002/berj.4156","DOIUrl":"https://doi.org/10.1002/berj.4156","url":null,"abstract":"<p>There has been a proliferation of qualitative approaches to researching education. While this has resulted in the construction of a rich tapestry of knowledge about education, it has also resulted in disparate research ideas, processes and practices, and created tensions relating to what constitutes rigorous qualitative research in education. As such, the aim of this paper was to use a multidisciplinary perspective and draw on concepts and practices relating to research coherence, reflexivity, transparency, authenticity, sincerity, credibility and ethics to (1) problematise traditional approaches to rigour in qualitative education research and (2) support those who do interpretive qualitative education research to select and embed relevant concepts and practices to increase and evidence the rigour of their work. I end this paper with an attempt to galvanise interpretive qualitative researchers in education to reflexively consider and justify the ways and extent to which their research decisions, processes and practices are rigorous.</p>","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"51 5","pages":"2099-2115"},"PeriodicalIF":2.1,"publicationDate":"2025-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://bera-journals.onlinelibrary.wiley.com/doi/epdf/10.1002/berj.4156","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145273059","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":"Presidential address—Championing educational research: BERA's past in the present and leadership for the future","authors":"Marlon Lee Moncrieffe","doi":"10.1002/berj.4136","DOIUrl":"10.1002/berj.4136","url":null,"abstract":"<p>The year 2024 marks the 50th anniversary year of the founding of the British Educational Research Association (BERA). In reaching this special milestone, and in the context of BERA's 50th annual conference playing host to the World Educational Research Association (WERA) focal meeting with close to 2000 educational research colleagues from over 70 nations in attendance from across the globe, Marlon Lee Moncrieffe's inaugural presidential address celebrates BERA in its dynamic identity and outlook as a scholarly community of cultural leadership for championing the power of educational research. By seeing BERA's past in the present through the foundational principle of looking outwards to the future across the diverse educational research community, the challenges and opportunities of this perspective lead to critical discussion of educational research for teaching and learning about national community, identity and culture, the social complexities and political tensions in this, and specifically the making and possible remaking of national curriculum policy for schools in England in aiming to address issues of diversities in society. This address concludes by discussing the power of opportunity for the BERA community in consolidation of its expertise for taking leadership action in bringing forth quality research evidence to support the redefinition of national curriculum educational policy for national community and public benefit, thus demonstrating our renown as embodying the best that is being thought and said in society through educational research.</p>","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"51 4","pages":"2059-2072"},"PeriodicalIF":2.1,"publicationDate":"2025-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144843765","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":"A rights-informed and respecting approach to more inclusive schools: Based on a Citizens' Panel pilot project","authors":"Brahm Norwich","doi":"10.1002/berj.4171","DOIUrl":"https://doi.org/10.1002/berj.4171","url":null,"abstract":"<p>This paper is about how a rights perspective, both children's and others' rights, can be used to make sense of schooling which is more inclusive of children and young people with special educational needs/disabilities (SEN/D). It is based on a project that used deliberative democratic approaches, in the form of a Citizens' Panel, to address the question of how to make schools more inclusive for children with SEN/D. This paper aims to examine how the panellists' ideas about more inclusive schools are linked to rights-respecting school principles and to a balance of rights perspective. The project involved 28 panellists: young people (aged 12–16 years) with and without SEN/D, their parents and education professionals in an English local area. Thematic analyses showed links between the panel's ideas about more inclusive schools and rights-respecting school principles, with no panellists mentioning the term ‘rights-respecting’ schools. Analysis also showed that the panel's ideas about more inclusive schools recognised the distinctive and joint interests of learners with and without SEN/D and teachers. Through the <i>best interests of the child</i> principle, this was connected to the balance of rights perspective. This analysis has shown how a Citizens' Panel based on deliberative democratic methods has expressed such rights ideas relevant to more inclusive schools. The paper also discusses how these results might be due to the characteristics of the deliberative democratic process.</p>","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"51 5","pages":"2075-2098"},"PeriodicalIF":2.1,"publicationDate":"2025-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://bera-journals.onlinelibrary.wiley.com/doi/epdf/10.1002/berj.4171","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145272855","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":"Special school staff perspectives on how careers guidance is provided to their autistic young people","authors":"Sam Dexter,&nbsp;Anna Remington,&nbsp;Roan McAuley,&nbsp;Alice Willans,&nbsp;Joshua Gross,&nbsp;Katherine Culmer,&nbsp;Nimthiriel Littlebury,&nbsp;Laura Crane","doi":"10.1002/berj.4169","DOIUrl":"10.1002/berj.4169","url":null,"abstract":"<p>Careers guidance has long been positioned as a tool to improve young people's transition from education to employment. In addition, schools and colleges in England have a statutory requirement to provide careers guidance to their students. Yet limited research has investigated how careers guidance is provided in special schools for autistic pupils. We investigated this topic by eliciting the views and experiences of special school staff responsible for careers guidance in their setting. We used a participatory, mixed-method approach, which included an online survey and semi-structured interviews. Staff responsible for careers guidance from 103 special schools from across England completed the online survey, in which they self-reported on the careers guidance activities taking place within their schools. Twenty of these participants then took part in detailed semi-structured interviews about their experience of providing careers guidance to their autistic young people. Our online survey results showed that special schools are using a broad range of careers guidance activities with their autistic students, including embedding learning about careers within the curriculum, work experience and 1:1 careers advice. The results also highlight that special school staff value the Gatsby Benchmarks as a framework for providing careers guidance. Our interview results built on those of the survey to demonstrate that while special school staff take a hugely personalised approach to providing careers guidance to their autistic young people, they also report barriers in relation to some key aspects. Most notably, they highlighted how external factors often limited how accessible work experience was for their autistic young people. We discuss the implications of these findings for both policy and practice, including providing suggestions for how improvements could be made in the future.</p>","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"51 4","pages":"2036-2058"},"PeriodicalIF":2.1,"publicationDate":"2025-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://bera-journals.onlinelibrary.wiley.com/doi/epdf/10.1002/berj.4169","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144843359","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":"Choice and diversity in governance in the English alternative provision sector: Implications for educational equity","authors":"Jodie Pennacchia,&nbsp;Mark Axler,&nbsp;Stephanie King,&nbsp;Andrew Clapham","doi":"10.1002/berj.4161","DOIUrl":"10.1002/berj.4161","url":null,"abstract":"<p>Despite the continued global prevalence of discourses of educational inclusion, young people across local, national and international contexts continue to be educated outside of mainstream schools. In England, a diverse market of providers—known as alternative provision (AP)—cater for many of these young people. Unlike the mainstream school sector, where diversity of provision has been positioned as a key facilitator of parental choice and improved standards, there is limited evidence on how diversity and choice operate in the AP sector. This paper contributes to addressing this gap by analysing the range of organisations operating under the auspices of AP and their associated governance and regulatory mechanisms. Document analysis of the approved list of AP in a case study local authority demonstrates a diverse set of organisation types and associated governance arrangements, with a common focus on compliance and a lack of accessible publicly available information. We argue that as a result, the most disadvantaged children and families may be underserved in relation to diversity and choice policy imperatives. We conclude by highlighting potential consequences of poorly understood governance in AP for the achievement of equity goals—consequences which are of relevance across international educational contexts.</p>","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"51 4","pages":"1991-2012"},"PeriodicalIF":2.1,"publicationDate":"2025-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://bera-journals.onlinelibrary.wiley.com/doi/epdf/10.1002/berj.4161","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144843360","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":"‘I've always known that I would become a teacher’: How White women narrate their choice to teach, and what this means for teacher recruitment","authors":"Emily MacLeod","doi":"10.1002/berj.4162","DOIUrl":"10.1002/berj.4162","url":null,"abstract":"<p>Teacher shortages are not only severe and long term, but are strongly patterned by social inequities. In many Western countries the teaching workforce is dominated by White women, yet there is a lack of consideration as to why these patterns persist. This paper presents the first longitudinal exploration of young people's trajectories into teaching. It uses data from 31 interviews to examine the educational experiences and career aspirations of three young White women over 11 years: from primary school, through secondary school, further and higher education, and into initial teacher education. Analysing these data with an intersectional identity lens reveals how, despite each participant encountering significant obstacles on their pathway into teaching, once they were in teacher education all three participants narrated teaching as their ‘vocation’. An exploration of why these White women implied that they were ‘meant’ to teach is presented, along with consideration of how the discourse that teaching is a vocation may discourage those who do not feel that it applies to them. The paper ends with evidence-informed recommendations for those working to improve teacher recruitment in research and policy.</p>","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"51 4","pages":"2013-2035"},"PeriodicalIF":2.1,"publicationDate":"2025-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://bera-journals.onlinelibrary.wiley.com/doi/epdf/10.1002/berj.4162","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144843358","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":"Antecedents of environmental protection participation intentions among Chinese adolescents: The perspectives of rational choice, moral norms, and supporting environment","authors":"Mingyue Du,&nbsp;Muhammad Azeem Ashraf","doi":"10.1002/berj.4168","DOIUrl":"10.1002/berj.4168","url":null,"abstract":"<p>Environmental issues caused by human activities are posing a threat to the health and well-being of all humanity. Environmental education is a key component of global efforts to address and mitigate environmental change. Adolescents, who will be the future citizens combating climate change, are the primary group receiving this education. Building on the theory of planned behaviour, this research extends the norm activation model and social cognitive theory to examine the factors influencing adolescents’ engagement in environmental protection activities. The model integrates rational factors, moral responsibility and external environmental influences, offering a thorough exploration of the factors that shape behavioural intentions. Structural equation modelling is used to identify the key factors that significantly influence adolescents’ intention to participate in environmental protection. The results indicate that personal norms, resource support, social norms, perceived behavioural control and attitudes towards environmental protection all significantly influence adolescents’ behavioural intention. Social support does not significantly affect behavioural intention. Personal norms have a greater influence on behavioural intention than subjective norms. This study presents a comprehensive adolescent environmental intention model for understanding the factors influencing adolescents’ intention to engage in environmental protection and offers a reference for future research on environmental education programmes and the development of intervention strategies.</p>","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"51 4","pages":"1966-1990"},"PeriodicalIF":2.1,"publicationDate":"2025-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144843420","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":"Connected Belonging: A relational and identity-based approach to schools' role in promoting child wellbeing","authors":"Ceri Brown,&nbsp;Alison Douthwaite,&nbsp;Michael Donnelly,&nbsp;Marnee Shay","doi":"10.1002/berj.4112","DOIUrl":"10.1002/berj.4112","url":null,"abstract":"<p>With levels of mental health difficulties among young people rising and policymakers focusing on the state's role in promoting young people's wellbeing, educational institutions have become positioned on the front line as key sites to identify and implement wellbeing interventions. This paper draws on a series of policy analyses and qualitative studies with young people and educators, leading to recognition for the importance of a relational approach to wellbeing. We outline the case for an identity-based approach to school wellbeing support, arguing that this reflects a novel point of departure from the largely individualistic approach reflected in the prevailing policy positions of many countries in the Global North, including the United Kingdom, Australia and the United States. The paper advances an original relational approach, which we call <i>Connected Belonging</i>, that links identity-building and affirmation to wellbeing through strengthening students' sense of belonging across the different arenas of their daily lives: school, social life, local community and wider society. <i>Connected Belonging</i>'s focus on building connection across these social domains provides young people with identity resources such as trust and validation, ultimately generating a meaningful sense of belonging. We argue that policymakers need to find ways to adapt current strategies and schooling regimes to ensure that school leaders have space and opportunity to engage with wellbeing policy and practice. Given the clear links between students' wellbeing, their engagement with school life and educational achievement, we highlight, as a priority, policy directions that counter the impetus towards competition and academic results and instead foster collaboration and broader notions of success.</p>","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"51 4","pages":"1927-1965"},"PeriodicalIF":2.1,"publicationDate":"2025-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://bera-journals.onlinelibrary.wiley.com/doi/epdf/10.1002/berj.4112","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144843421","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":"Understanding the challenge of developing pedagogical reasoning in initial teacher education: Theorising as practice-focused research","authors":"David Morrison-Love,&nbsp;Fiona Patrick","doi":"10.1002/berj.4167","DOIUrl":"10.1002/berj.4167","url":null,"abstract":"<p>In this paper, we theorise our practice as teacher educators to understand a practice issue: the challenge our students had in developing pedagogical reasoning. The article discusses the findings of the theorising process to explore how pedagogical reasoning is developed and why it is challenging. It also provides an approach for theorising and exemplifies the process. We first explain our practice issue before outlining a framework for theorising adapted from the work of Stepney and Thomson, and Coghlan and Rigg. The approach involved abductive reasoning through reflexive conversations and written accounts of practice in relation to the findings of an integrative literature review, our personal practical theories and our earlier research into the practice issue. Theorising led us to understand pedagogical reasoning as a complex process emerging from the integration of different forms of knowledge across Initial Teacher Education programmes. This integration depends on the formation of epistemic relations and requires an explicit intellectual endeavour between students and teacher educators. We explore how we might encourage this endeavour through the ideas of intellectual space, epistemic coherence and slow pedagogy. We also make the case for theorising to be considered as a form of practice-focused research and hope to encourage others to engage with its transformative potential for understanding persistent practice issues.</p>","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"51 4","pages":"1904-1926"},"PeriodicalIF":2.1,"publicationDate":"2025-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://bera-journals.onlinelibrary.wiley.com/doi/epdf/10.1002/berj.4167","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144843351","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}