British Educational Research Journal最新文献_第3页

Effectiveness of educational interventions: An ecological systems analysis of initiatives from the UK opportunity areas programme 教育干预措施的有效性：对英国 "机会领域计划 "的各项举措进行生态系统分析

IF 3 3区教育学

British Educational Research Journal Pub Date : 2024-06-01 DOI: 10.1002/berj.4038

Sara Spear, Phil Kirkman

{"title":"Effectiveness of educational interventions: An ecological systems analysis of initiatives from the UK opportunity areas programme","authors":"Sara Spear, Phil Kirkman","doi":"10.1002/berj.4038","DOIUrl":"10.1002/berj.4038","url":null,"abstract":"Government interventions to address inequalities in education are common in the United Kingdom and internationally. Whilst there is a tendency for policy discourse to focus on benchmarks and indicators as measures of educational success, the inclusiveness and effectiveness of government interventions in education has been questioned. This paper uses the ecological systems perspective as a way of analysing how government interventions may, or may not, lead to real impact on young people's educational outcomes. Two case studies are presented on projects funded as part of the opportunity areas (OA) programme in England to tackle barriers to learning for young people: Ipswich ‘Learning Behaviour Leads’ and Norwich ‘Engagement Coaches’. The research team carried out an evaluation of these projects in seven schools, using a mixed methods approach which involved interviews and reflective journals by the staff delivering the projects (n = 7), interviews with members of the school senior leadership teams (n = 7), an online survey with teachers (n = 23) and focus groups with young people involved in the projects (n = 14). The evaluation found that although there was shared understanding of the purpose and priorities of the OA programme between the macro and exosystems, there were tensions between these and the microsystem, and a lack of interconnection with the mesosystem. Whilst the projects benefited the young people involved, they fell short of the initial intentions to foster engagement amongst the most at-risk groups, and failed to address the macro aims of fostering a pan-system response.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"50 5","pages":"2480-2494"},"PeriodicalIF":3.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.4038","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141193558","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

Brokering knowledge from laboratory experiments in evidence-based education: The case of interleaving 循证教育中实验室实验的知识中介：交错案例

IF 3 3区教育学

British Educational Research Journal Pub Date : 2024-05-31 DOI: 10.1002/berj.4037

Paul Rowlandson, Adrian Simpson

引用次数: 0

The effects of an online positive psychology intervention on pre-service teachers' efficacy, ability to cope and emotional regulation 在线积极心理学干预对职前教师的效能感、应对能力和情绪调节的影响

IF 3 3区教育学

British Educational Research Journal Pub Date : 2024-05-31 DOI: 10.1002/berj.4036

Frances Hoferichter, Armin Jentsch

{"title":"The effects of an online positive psychology intervention on pre-service teachers' efficacy, ability to cope and emotional regulation","authors":"Frances Hoferichter, Armin Jentsch","doi":"10.1002/berj.4036","DOIUrl":"10.1002/berj.4036","url":null,"abstract":"Pre-service teachers have been identified as a risk group for developing burnout syndromes over the course of their careers due to increased perceived psychological distress and, in particular, if there is a lack of coping strategies. To provide pre-service teachers with appropriate techniques and concepts that can be successfully applied in educational and work contexts, an online positive psychology intervention was designed to improve participants' resilience, in particular their self-efficacy, emotion regulation and ability to cope. Linear mixed models that simultaneously analyse variability between subjects and over time revealed that pre-service teachers who participated in the intervention benefited from the programme with respect to an increase of their emotion regulation strategies, self-efficacy and ability to cope compared to the control group—although at baseline, they exhibited less beneficial emotion regulation, self-efficacy and ability to cope. The findings suggest that such positive psychology interventions could help pre-service teachers build their resilience.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"50 5","pages":"2441-2460"},"PeriodicalIF":3.0,"publicationDate":"2024-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.4036","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141193488","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 perspectives on enhancing wellbeing education through integrating arts-based practices 教师对通过整合艺术实践加强幸福教育的看法

IF 3 3区教育学

British Educational Research Journal Pub Date : 2024-05-18 DOI: 10.1002/berj.4029

Sigrid Moar, Katie Burke, Marthy Watson

{"title":"Teacher perspectives on enhancing wellbeing education through integrating arts-based practices","authors":"Sigrid Moar, Katie Burke, Marthy Watson","doi":"10.1002/berj.4029","DOIUrl":"10.1002/berj.4029","url":null,"abstract":"Wellbeing education (WE) is increasingly offered among secondary schools internationally to promote the physical, social, emotional and mental health of young people. Current and emerging evidence proposes that scope exists for the enhancement of universal WE, and that arts-based approaches have significant potential for school programmes in enhancing the effectiveness of WE. This sits alongside a growing body of international literature that connects arts engagement with positive mental wellbeing across age groups. Existing research also shows that the evaluation of the goals, pedagogy and student engagement within WE from the perspectives of teachers is uncommon. To this end, this qualitative research investigated teacher perspectives on the potential for arts-based WE. Through an asynchronous group interview, 10 Australian secondary school arts teachers with expertise in a variety of visual and performing arts education reflected on current WE in light of their arts teaching practice, exploring possibilities for enhancement through art-based practices. Thematic analysis using a socio-ecological framework reveals strong support for arts-based WE, noting positive potential for arts engagement to facilitate increased teacher and student autonomy, relationship building, safe and inclusive environments, and enjoyable, embodied learning within WE.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"50 5","pages":"2422-2440"},"PeriodicalIF":3.0,"publicationDate":"2024-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.4029","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141058660","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

Tensions in the pursuit of equal opportunities: A case study of an innovative secondary school 追求平等机会过程中的紧张关系：一所创新型中学的案例研究

IF 3 3区教育学

British Educational Research Journal Pub Date : 2024-05-18 DOI: 10.1002/berj.4019

Pomme van de Weerd

{"title":"Tensions in the pursuit of equal opportunities: A case study of an innovative secondary school","authors":"Pomme van de Weerd","doi":"10.1002/berj.4019","DOIUrl":"10.1002/berj.4019","url":null,"abstract":"Equal opportunities in the context of education can be interpreted as ensuring equitable access to certain kinds of education (e.g. an academic track) or as equal opportunities to lead a fulfilling life regardless of the educational route followed (e.g. vocational or academic). These interpretations are in tension: the former implies a hierarchy where some forms of education are considered better than others, whereas the latter requires that they are all considered valuable. This paper presents a case study of a secondary school in the Netherlands that pursued both interpretations of equal opportunities and made systemic reforms to achieve this. Building on interviews, focus groups and participant observation with students, staff and management, the paper analyses the tension these actors experienced between the two interpretations of equal opportunities. It is argued that this stems from a societal context that endorses the first interpretation of equal opportunities but aligns less with the second interpretation. The analysis shows that individual institutions like schools have limited power to shift narratives surrounding educational tracks, especially when these do not align with prevailing trends in society. Additionally, the paper underlines the value of applying analysis of different interpretations of equal opportunities, which is usually undertaken by theoretical work, to empirical data.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"50 5","pages":"2407-2421"},"PeriodicalIF":3.0,"publicationDate":"2024-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.4019","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141058678","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

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 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 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":"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":"50 5","pages":"2342-2362"},"PeriodicalIF":3.0,"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 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":"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":"50 5","pages":"2363-2382"},"PeriodicalIF":3.0,"publicationDate":"2024-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.4028","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":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Exploring the public's beliefs, emotions and sentiments towards the adoption of the metaverse in education: A qualitative inquiry using big data 探索公众对在教育中采用元数据的信念、情感和情绪：利用大数据进行定性调查

IF 3 3区教育学

British Educational Research Journal Pub Date : 2024-05-13 DOI: 10.1002/berj.4026

Ali B. Mahmoud

{"title":"Exploring the public's beliefs, emotions and sentiments towards the adoption of the metaverse in education: A qualitative inquiry using big data","authors":"Ali B. Mahmoud","doi":"10.1002/berj.4026","DOIUrl":"10.1002/berj.4026","url":null,"abstract":"The metaverse is rapidly reshaping our understanding of education, yet identifying the public's beliefs, emotions and sentiments towards its adoption in education remains largely uncharted empirically. Grounded in the Technology Acceptance Model (TAM) and Digital Diffusion Theory (DOI), this paper aims to fill this gap using a big-data approach and machine learning to scrape comments made by social media users on recent popular posts or videos related to adopting the metaverse in education from three prominent social media platforms. The cleaning process narrowed down 11,024 comments to 4277, then analysed them using thematic, emotion and sentiment analysis techniques. The thematic analysis revealed that adopting the metaverse in education evokes a complex range of public beliefs: (1) innovative learning methods; (2) accessibility and inclusion; (3) concerns about quality and effectiveness; (4) technological challenges and the digital divide; (5) the future of work and skills; and (6) privacy and security concerns. Integrating these themes with emotion and sentiment analyses reveals a landscape of a significant portion of neutral sentiments that corroborates enthusiasm attenuated by caution. This careful consideration stresses the urgent need for a balanced approach to adopting the metaverse in education to ensure that resulting educational advancements benefit all learners equitably. As one of the first studies to offer a multidimensional view of the public's beliefs about metaverse education using big data, this research not only contributes to TAM and DOI but also provides critical insights that could inform policy, enhance educational practices and guide future scholarship in this emerging field.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"50 5","pages":"2320-2341"},"PeriodicalIF":3.0,"publicationDate":"2024-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.4026","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140932440","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

Effects of educational disruption and changes in school context on children's mental health: Associations with school level disadvantage and individual bullying involvement 教育中断和学校环境变化对儿童心理健康的影响：与学校层面的不利条件和个人参与欺凌行为的关系

IF 3 3区教育学

British Educational Research Journal Pub Date : 2024-05-08 DOI: 10.1002/berj.4022

Julia R. Badger, Carolina Guzman Holst, Paul Thompson, Lucy Bowes, Rachel Hayes, Susy Clarkson, Judy Hutchings, Richard P. Hastings

{"title":"Effects of educational disruption and changes in school context on children's mental health: Associations with school level disadvantage and individual bullying involvement","authors":"Julia R. Badger, Carolina Guzman Holst, Paul Thompson, Lucy Bowes, Rachel Hayes, Susy Clarkson, Judy Hutchings, Richard P. Hastings","doi":"10.1002/berj.4022","DOIUrl":"10.1002/berj.4022","url":null,"abstract":"Natural disasters happen across the world. The situations are different but the disruption to children's education and wellbeing is similar. This study focused on the school context changes caused by the COVID-19 global disaster, and the impact of these changes on children's mental health. The aim was to better understand the associations between any mental health changes and children's school level of deprivation and pre-disaster involvement in bullying. Cross-sectional data were collected from 4316 children aged 6–11 years old, from 57 schools across England and Wales. Data were collected before the national lockdowns, early 2020, and 3–5 months after the final return to school, summer 2021, when schools were operating under a range of context restrictions. Child data included bullying involvement at school and health-related quality of life; teacher data included reports of each child's internalising, externalising and prosocial behaviours. School-level disadvantage was determined by the proportion of children in each school eligible to receive free school meals (an indicator of family disadvantage). The results showed that victims of bullying pre-lockdown, and pupils from schools with a higher concentration of disadvantage, had significantly reduced externalising behaviours once back in the restricted school context. Victims had also increased their prosocial behaviours. It is possible that the restricted school context may have been a relief for the most vulnerable pupils. This study adds a new phase of understanding to the global disaster literature and the initial return to school when the environment is the same but the context has changed.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"50 5","pages":"2300-2319"},"PeriodicalIF":3.0,"publicationDate":"2024-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.4022","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140932473","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