British Educational Research Journal最新文献_第4页

Supportive but suspicious: Ideology, institutional trust, electoral participation and gender shape public opinion on citizenship education in the UK 支持但怀疑：意识形态、制度信任、选举参与和性别塑造了英国公民教育的公众舆论

IF 3 3区教育学

British Educational Research Journal Pub Date : 2024-12-10 DOI: 10.1002/berj.4101

Annika Hecht, Sandra Obradović, Eleni Andreouli

{"title":"Supportive but suspicious: Ideology, institutional trust, electoral participation and gender shape public opinion on citizenship education in the UK","authors":"Annika Hecht, Sandra Obradović, Eleni Andreouli","doi":"10.1002/berj.4101","DOIUrl":"https://doi.org/10.1002/berj.4101","url":null,"abstract":"Citizenship Education (CE) has been found to be an effective tool in preparing young people to participate actively in a democracy. However, recent years have seen a decline in both the quality and provision of CE, coupled with a notable absence of public input on the subject. This paper provides an initial exploration of the British public's views on citizenship education through an exploratory survey conducted with a nationally representative sample of 1003 individuals. The survey examined public perceptions of the current quality of CE, general support for the subject, and specific educational aims. Our findings indicate that while CE is generally regarded as important, its quality is perceived as lacking. Respondents highlighted critical thinking skills, as well as financial and digital literacy as the most crucial components of CE, whereas communitarian aspects of citizenship were deemed less significant. Additionally, the study found that ideology, demographic factors, and political attitudes significantly influence public views on CE. The paper concludes with a discussion of policy and research implications, emphasising the need to incorporate public perceptions in the design of citizenship education and suggesting ways that CE can be developed to support democratic engagement.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"51 2","pages":"848-868"},"PeriodicalIF":3.0,"publicationDate":"2024-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.4101","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143778350","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

Towards sustainable school food: An experiential planetary health framework integrating meals and food education 迈向可持续学校食品：将膳食和食品教育结合起来的体验式全球健康框架

IF 3 3区教育学

British Educational Research Journal Pub Date : 2024-12-10 DOI: 10.1002/berj.4100

Fatma Sabet, Steffen Böhm

{"title":"Towards sustainable school food: An experiential planetary health framework integrating meals and food education","authors":"Fatma Sabet, Steffen Böhm","doi":"10.1002/berj.4100","DOIUrl":"https://doi.org/10.1002/berj.4100","url":null,"abstract":"This study addresses the complex challenges of childhood obesity, food poverty and environmental degradation by developing a planetary health framework for school food in education. Drawing on Dewey's experiential learning philosophy, it adopts an integrative approach where school meals and food education converge. Rooted in the planetary health model, the research explores the interdependence of human and environmental health within the context of school food. Employing a convergent mixed-methods approach, we conduct interviews, a web-based survey and observations in English primary schools to explore multiple stakeholders' perspectives on sustainable school food. Findings underscore three defining characteristics of sustainable school food: reversion to scratch cooking, prioritising local and agroecological food procurement and promoting plant-based meals. Findings stress the convergence of health and environmental sustainability within school food, highlighting the need for a planetary health approach to school food where meals and education are integrated into school food experiences. Experiential food education, such as cooking and farm visits, supports sustainable school meals provision and their use as a pedagogical tool, embedding sustainable food practices into pupils' everyday school experiences. The study underscores the role of ethical leadership in allocating scarce resources and empowering often marginalised stakeholders such as catering staff and local producers to mobilise school food partnerships. Such partnerships generate mutual benefits, such as supporting local agroecological food production and challenging the dominance of processed foods in school menus from large corporations.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"51 2","pages":"826-847"},"PeriodicalIF":3.0,"publicationDate":"2024-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.4100","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143778301","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

Gender, participation and attainment in STEM: A comprehensive overview of long-term trends in the United Kingdom STEM的性别、参与和成就：英国长期趋势的全面概述

IF 3 3区教育学

British Educational Research Journal Pub Date : 2024-12-08 DOI: 10.1002/berj.4102

Emma Smith, Patrick White

{"title":"Gender, participation and attainment in STEM: A comprehensive overview of long-term trends in the United Kingdom","authors":"Emma Smith, Patrick White","doi":"10.1002/berj.4102","DOIUrl":"https://doi.org/10.1002/berj.4102","url":null,"abstract":"There is a longstanding imperative from both government and industry for a workforce with the skills needed to drive forward the scientific and technological advances that are considered so crucial to the economic prosperity of the nation. However, the skills of this workforce have purportedly been both in short supply and inadequate for many decades, leading to the well-established narrative of Science, Technology, Engineering and Mathematics (STEM) skill shortages. One solution to this challenge has been to encourage, through myriad policies and initiatives, more young people, particularly young women, to study more science for longer. This paper contributes to the literature on the supply of STEM workers by documenting the long-term trends in the participation and attainment of girls and women in STEM education: from school science through to graduate entry into the highly skilled STEM labour market. Using population datasets that extend across seven decades and include millions of students, it shows that gendered patterns of participation in science subjects have varied little in recent decades, suggesting that efforts to increase the number of women studying science in school have not resulted in a substantial increase in well-qualified female graduates entering highly skilled STEM jobs. Furthermore, studying STEM appears to be generally advantageous for men, in terms of field-related employment outcomes, but is not always associated with such higher status occupations among women.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"51 2","pages":"802-825"},"PeriodicalIF":3.0,"publicationDate":"2024-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.4102","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143778422","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

Starting with trees: Between and beyond environmental education 从树木开始在环境教育之间和之外

IF 3 3区教育学

British Educational Research Journal Pub Date : 2024-11-27 DOI: 10.1002/berj.4099

Peter Kraftl, Samyia Ambreen, David Armson, Khawla Badwan, Elizabeth Curtis, Kate Pahl, J. Edward Schofield

{"title":"Starting with trees: Between and beyond environmental education","authors":"Peter Kraftl, Samyia Ambreen, David Armson, Khawla Badwan, Elizabeth Curtis, Kate Pahl, J. Edward Schofield","doi":"10.1002/berj.4099","DOIUrl":"https://doi.org/10.1002/berj.4099","url":null,"abstract":"This paper explores learning about environments with a focus on starting with trees. The paper examines children and young people's perceptions of and engagement with trees, as part of a large grant that sought to examine the dis/benefits of trees for children's lives and learning. In this paper, we attempt to move beyond notions of ‘education for sustainability’ in that we start with knowledges generated with trees. We are concerned that current educational discourses tend to incorporate extractivist perspectives. They also focus on humans rather than the inseparability of the natural world from the human experience as a starting point for research. The paper is based on a large-scale, transdisciplinary, UK-based project, rooted in in-depth, co-produced research with a total of 545 children and young people, across multiple primary and secondary schools in England and Scotland. The paper begins and exemplifies a new conversation about what starting with trees might enable for studies of education and childhood. We propose the concepts of dwelling, skilling and belonging as a novel framework for ‘starting with trees’.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"51 2","pages":"782-801"},"PeriodicalIF":3.0,"publicationDate":"2024-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.4099","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143778312","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The role of autonomy in forming an integrated identity among early career academics 自主性在形成早期职业学者的综合身份中的作用

IF 3 3区教育学

British Educational Research Journal Pub Date : 2024-11-26 DOI: 10.1002/berj.4098

Irena Kuzborska, David O'Reilly, Katie Smith, Agata A. Lambrechts, Annis Stenson

{"title":"The role of autonomy in forming an integrated identity among early career academics","authors":"Irena Kuzborska, David O'Reilly, Katie Smith, Agata A. Lambrechts, Annis Stenson","doi":"10.1002/berj.4098","DOIUrl":"https://doi.org/10.1002/berj.4098","url":null,"abstract":"The formation of teacher identity is a complex and strenuous process. Teachers are expected to form multiple identities based on institutional values and regulations; however, these identities can sometimes conflict with one's personal values and goals, leading to less integration. According to self-determination theory, forming an integrated identity is crucial for teachers' well-being and effective performance. To promote an integrated identity, it is essential to satisfy the need for autonomy, defined in this study as the need to have a choice and the ability to self-determine one's behaviours. While much is known about the construction of social identity, the formation of an integrated identity is less understood. To fill this gap and support the professional development of early career academics (ECAs), this study adopts the concepts of organismic integration and basic psychological needs. It examines the extent to which ECAs' identity adoption is integrated (autonomous) or introjected (controlled) and the degree to which autonomy satisfaction is associated with adopting particular identities. A total of 176 ECAs teaching at various UK universities completed an online questionnaire based on the Basic Psychological Need Satisfaction and Frustration Scale; 25 of them also participated in a semi-structured interview. Generally high levels of autonomy satisfaction were determined, but the reasons given indicated the formation of externally regulated and introjected identities. Implications for developing effective professional preparation programmes are discussed.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"51 2","pages":"755-781"},"PeriodicalIF":3.0,"publicationDate":"2024-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.4098","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143778474","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

Representations of schooling and childhood during the COVID-19 pandemic in England COVID-19大流行期间英格兰学校和儿童的代表

IF 3 3区教育学

British Educational Research Journal Pub Date : 2024-11-22 DOI: 10.1002/berj.4097

Kate Bacon, Sam Frankel

{"title":"Representations of schooling and childhood during the COVID-19 pandemic in England","authors":"Kate Bacon, Sam Frankel","doi":"10.1002/berj.4097","DOIUrl":"https://doi.org/10.1002/berj.4097","url":null,"abstract":"During the COVID-19 pandemic, questions abounded about how best to support children during the ‘new normal’ where homes, often instead of schools, were identified as the usual sites of learning. Educational research has explored the impact of COVID-19 on schools, education and learning, and childhood studies research has shown the impact on children's rights and paid attention to how constructs of childhood have shaped government responses. In this paper, we bring these fields together through exploring constructions of childhood alongside those of schooling. We systematically analyse the representations of schooling and childhood in 72 BBC news articles published on 1 June—the day that primary schools started to reopen in England. Our findings show that the dominant ‘frames’ of reporting centred around risk and fear. COVID-19 risks exist to health and safety, to children's education and to childhood more generally. The news media portrayed schooling as synonymous with learning, children as passive and childhood as a time of both happiness and ‘loss’. We argue that these normative discourses exploit children as symbols of hope, conceal alternative ways of thinking about learning and are restrictive and unreflective of children's agency and real-life experiences. In the aftermath of the pandemic, academics and policymakers need to continue to debate and explore the nature of learning and children's perspectives on school in order to critically examine the current system of schooling.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"51 2","pages":"737-754"},"PeriodicalIF":3.0,"publicationDate":"2024-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.4097","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143778388","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

Enhancing cross-cultural educational awareness: Experimental study on immersive experiences using virtual reality 增强跨文化教育意识：虚拟现实沉浸式体验的实验研究

IF 3 3区教育学

British Educational Research Journal Pub Date : 2024-11-20 DOI: 10.1002/berj.4089

Qingwen Chen

{"title":"Enhancing cross-cultural educational awareness: Experimental study on immersive experiences using virtual reality","authors":"Qingwen Chen","doi":"10.1002/berj.4089","DOIUrl":"https://doi.org/10.1002/berj.4089","url":null,"abstract":"The current cross-cultural education still faces problems such as low awareness and ability in cross-cultural education, low cultural sensitivity, shallow awareness of cross-cultural differences and poor cross-cultural ability to cooperate with others. The significance of this study lies in enhancing awareness and abilities in cross-cultural education to improve the current state of cross-cultural education and promote cross-cultural communication and understanding. The paper used Unity to build a virtual scene, and then selected 120 college students as research subjects and divided them into three classes: virtual reality immersive experience group (Class 1); traditional learning group (Class 2); and flipped classroom group (Class 3). A comparative experiment was designed. The research results found that the average scores of cultural differences and cultural conflict sensitivity among students in Class 1 reached 89.33 and 91.54, respectively. The average scores of cultural differences and cultural conflict sensitivity among students in Class 2 were 73.68 and 76.26, respectively. The average scores of cultural differences and cultural conflict sensitivity among students in Class 3 were 78.05 and 77.00, respectively. In addition, the cognitive depth and adaptability to cross-cultural cooperation of Class 1 students who use immersive virtual reality experiences are significantly better than those of the other two classes. The research results indicate that using immersive virtual reality experiences for cross-cultural education can help improve students' awareness and ability in cross-cultural education, increase their cultural sensitivity, enhance their cognitive level of cultural differences and enhance their cross-cultural cooperation ability.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"51 2","pages":"687-704"},"PeriodicalIF":3.0,"publicationDate":"2024-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143778305","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

Addressing the diversity principle–practice gap in Western higher education institutions: A systematic review on intersectionality 解决西方高等教育机构的多样性原则-实践差距：对交叉性的系统回顾

IF 3 3区教育学

British Educational Research Journal Pub Date : 2024-11-20 DOI: 10.1002/berj.4096

Tessa Lukkien, Trishna Chauhan, Lilian Otaye-Ebede

{"title":"Addressing the diversity principle–practice gap in Western higher education institutions: A systematic review on intersectionality","authors":"Tessa Lukkien, Trishna Chauhan, Lilian Otaye-Ebede","doi":"10.1002/berj.4096","DOIUrl":"https://doi.org/10.1002/berj.4096","url":null,"abstract":"Extant research has focused on the barriers faced by minority faculty in academia. Despite outward notions of commitment to diversity, higher education institutions remain largely exclusive to anyone who does not prescribe to the ‘ideal’ faculty. Recently, more attention has been given to minority faculty who possess intersectional identities, highlighting their increased marginalisation. Equality, diversity and inclusivity (EDI) initiatives have been identified as a primary enabler of supporting minority groups, yet research on intersectionality and its operationalisation into practice is relatively scattered across disciplines. To provide an evidence-based analysis and integration, this article systematically reviews the literature on intersectionality in the context of higher education using common intersectional categories. We systematically reviewed and thematically summarised key findings of 38 empirical studies conducted from 1990 to 2022, in which key recommendations related to EDI were identified. Recommendations were categorised into three levels based on where the onus for action lay: individual, organisational and institutional. Through an intersectional lens, our paper provides theoretical insights into the problematic nature of power and critiques of EDI initiatives. While we provide practitioners with tangible recommendations to redress intersectional inequality in academia, we heed caution on being overly reductionist and contend there is no single solution, delineating the importance of context in applying recommendations. Future research is needed to empirically evaluate the operationalisation of intersectionality vis-à-vis adopting a praxis lens.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"51 2","pages":"705-736"},"PeriodicalIF":3.0,"publicationDate":"2024-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.4096","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143778306","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

Students evaluating the trustworthiness of historical sources and internet sources: A comparison 学生评估历史资料和网络资料的可信度：比较

IF 3 3区教育学

British Educational Research Journal Pub Date : 2024-11-15 DOI: 10.1002/berj.4095

Maartje van der Eem, Jannet van Drie, Saskia Brand-Gruwel, Carla van Boxtel

{"title":"Students evaluating the trustworthiness of historical sources and internet sources: A comparison","authors":"Maartje van der Eem, Jannet van Drie, Saskia Brand-Gruwel, Carla van Boxtel","doi":"10.1002/berj.4095","DOIUrl":"https://doi.org/10.1002/berj.4095","url":null,"abstract":"Fake news and disinformation are easily spread in today's digital society. Therefore, it is important that students learn how to evaluate the trustworthiness of online information, but this skill is often confined to a limited number of subjects in secondary education. History classes can potentially contribute to developing this skill. Therefore, the first aim of this study was to investigate whether there is a relationship between how Grade 9 students (N = 112) perform while evaluating the trustworthiness of historical sources and internet sources. Average student performance on both kinds of sources was similar, but the distribution of the scores was significantly different. There was a moderate correlation between students’ total scores on the historical task and the internet task. Two of the three criteria of trustworthiness that could be used on both kinds of sources were used by a great majority in both tasks. The second aim was to gain more insight into students’ (N = 8) and teachers’ perspectives (N = 8) on the usefulness of the evaluation skill learned in history class for other contexts, especially when searching on the internet. While most of the teachers mentioned the importance of the skill when using the internet, none of the students did so spontaneously. We suggest that history classrooms are an appropriate place to teach students not only about historical sources but also about internet sources, provided that more explicit attention is given to the relationship between both types of sources.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"51 2","pages":"665-686"},"PeriodicalIF":3.0,"publicationDate":"2024-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.4095","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143778432","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

Economic impact of innovative entrepreneurship education: Dynamic modelling methods 创新创业教育的经济影响：动态建模方法

IF 3 3区教育学

British Educational Research Journal Pub Date : 2024-11-12 DOI: 10.1002/berj.4088

Liren Zhou, Sheng Wang

{"title":"Economic impact of innovative entrepreneurship education: Dynamic modelling methods","authors":"Liren Zhou, Sheng Wang","doi":"10.1002/berj.4088","DOIUrl":"https://doi.org/10.1002/berj.4088","url":null,"abstract":"This paper aims to explore the economic impact of innovative entrepreneurship education and proposes a dynamic modelling method to quantify this impact. The paper establishes a theoretical analysis framework, starting from the effects of innovative entrepreneurship education on the regional economy, and establishes a corresponding dynamic economic model. This model comprises processes such as variable definition, relationship establishment, parameter setting and architecture construction. Different levels of education and forms of innovative entrepreneurship education were experimentally analysed from multiple perspectives. In the comparative experiment between innovative entrepreneurship education and traditional education, the entrepreneurial intention score of the innovative entrepreneurship education group was scattered in the range of 90–100, higher than the 60–80 score of the traditional education group. In the experimental survey on investment return rates of different forms of innovative entrepreneurship education, it was found that the investment return rate of education was the lowest, only 6.82%, and the return rate of entrepreneurship competition was the highest, reaching 9.19%. The experimental results have proven a positive correlation between innovative entrepreneurship education and economic growth. It is suggested that the government and enterprises should increase their investment in innovative entrepreneurship education to promote sustainable economic development.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"51 2","pages":"646-664"},"PeriodicalIF":3.0,"publicationDate":"2024-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143778360","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