British Educational Research Journal最新文献_第4页

Education and ideological polarisation: Cross-country evidence and recommendations for higher education 教育与意识形态两极化：跨国证据和对高等教育的建议

IF 3 3区教育学

British Educational Research Journal Pub Date : 2024-10-09 DOI: 10.1002/berj.4081

Ines Lee, Eileen Tipoe

{"title":"Education and ideological polarisation: Cross-country evidence and recommendations for higher education","authors":"Ines Lee, Eileen Tipoe","doi":"10.1002/berj.4081","DOIUrl":"https://doi.org/10.1002/berj.4081","url":null,"abstract":"In many developed countries, disagreement on important policy issues between groups with different social identities (‘ideological polarisation’) is increasing. In professional settings, these disagreements undermine cooperation and trust between employees, which negatively affects work relationships and managerial decision-making. We investigate whether people with more education tend to express attitudes that are more (or less) polarised. Using nationally representative data for 18 OECD countries from 2010 to 2018, we find that in most countries, ideological polarisation between liberals (political left) and conservatives (political right) on three key policy issues (income inequality, immigration and gay rights) increases with education. This ‘education–polarisation’ gradient varies across countries, is strongest in the United States and is linked to stronger alignment between political ideology and non-political values, and greater internet use among more-educated individuals. This finding can explain why polarisation can persist and even increase, despite the growing availability of information. We conclude with implications and recommendations for higher education.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"51 1","pages":"369-393"},"PeriodicalIF":3.0,"publicationDate":"2024-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.4081","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143396932","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

Institutional reverse mentoring: Bridging the student/leadership gap 机构反向指导：缩小学生/领导力差距

IF 3 3区教育学

British Educational Research Journal Pub Date : 2024-10-09 DOI: 10.1002/berj.4078

Rachael O'Connor, Lauren Barraclough, Steven Gleadall, Lucinda Walker

{"title":"Institutional reverse mentoring: Bridging the student/leadership gap","authors":"Rachael O'Connor, Lauren Barraclough, Steven Gleadall, Lucinda Walker","doi":"10.1002/berj.4078","DOIUrl":"https://doi.org/10.1002/berj.4078","url":null,"abstract":"There is growing interest in reverse mentoring from an equity, diversity and inclusion (EDI) perspective across the higher education (HE) sector. An interesting and under-explored area is the extent to which reverse mentoring may be utilised to connect the student body with university leadership, a significant category of people making decisions that impact on student experiences but whom students may rarely (or in some cases never) interact with, often being associated with the idea of the faceless ‘university’. Consideration of the disconnect between students and university leaders and what, if anything, reverse mentoring conversations can bring to this space, has been limited. This paper shines a light on these relationships (and their importance) through its critical exploration of a reverse mentoring scheme via which students at a range of levels and from diverse disciplines and under-represented backgrounds mentored senior leaders within a Russell Group university on EDI-related topics. It is one of the first studies to collaboratively consider the perspectives of mentors (students from under-represented backgrounds) and mentees (those in senior leadership positions), exploring the role and impact of reverse mentoring via novel applications of adapted indicators of leader–member exchange theory and facets of multicultural, ecological and relational mentoring. Key themes include understanding diverse identities, navigating hierarchies, influencing institutional change, creating compassionate, safe spaces and transforming practice through engagement with lived-experience expertise. This paper seeks to further develop understanding of the intersections between student belonging and HE leadership through the vehicle of reverse mentoring.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"51 1","pages":"344-368"},"PeriodicalIF":3.0,"publicationDate":"2024-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.4078","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143396931","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

Understanding teacher ethico-political identity formation from a Foucauldian perspective

IF 3 3区教育学

British Educational Research Journal Pub Date : 2024-10-07 DOI: 10.1002/berj.4079

Desmond Carswell, Paul F. Conway

{"title":"Understanding teacher ethico-political identity formation from a Foucauldian perspective","authors":"Desmond Carswell, Paul F. Conway","doi":"10.1002/berj.4079","DOIUrl":"https://doi.org/10.1002/berj.4079","url":null,"abstract":"In recent years, we have seen an increased politicisation and objectification of what teachers should know, what teachers should do and who teachers should be while they are doing it. While evident across the continua of teacher education, such politicised constructions are particularly acute at initial teacher education. Given such attention to constructing what has been described as a ‘preferred’ teacher identity, this paper explores how prospective teachers construct themselves in ethico-political terms (i.e., how prospective teachers construct the relationship that they have with themselves and how they account for themselves in that regard). Informed by a Foucauldian perspective and using a composite case that draws on interview data (photovoice and semi-structured interviews) from a small sample (n = 4) of prospective Irish primary school teachers at various stages during their final semester of initial teacher education, this paper addresses ethico-political identity in terms of substance, authority sources, self-practices and telos. Findings illuminate prospective teacher ethico-political identity as: (i) substance as the basis for nascent teacher practical knowing-in-action and pedagogical sensitivities; (ii) temporally organised authority sources; (iii) dynamic and interrelated self-practices; and (iv) telos as a form of identity prolepsis that emphasises three major valuational endpoints. The paper concludes by contemplating the generativity of an ethico-political conceptualisation of teacher identity (re)formation for teacher education purposes in terms of its conceptual, contextual, critical and reflective utility.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"51 1","pages":"321-343"},"PeriodicalIF":3.0,"publicationDate":"2024-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.4079","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143397097","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

Using hope theory to understand changes from professional learning in inclusive education 运用希望理论理解全纳教育专业学习带来的变化

IF 3 3区教育学

British Educational Research Journal Pub Date : 2024-10-07 DOI: 10.1002/berj.4076

Eunjae Park, Loraine McKay, Suzanne Carrington, Keely Harper-Hill

{"title":"Using hope theory to understand changes from professional learning in inclusive education","authors":"Eunjae Park, Loraine McKay, Suzanne Carrington, Keely Harper-Hill","doi":"10.1002/berj.4076","DOIUrl":"https://doi.org/10.1002/berj.4076","url":null,"abstract":"Professional learning for quality teaching is a lifelong enterprise. Nevertheless, it entails a considerable cost with varying outcomes. Drawing on Snyder's hope theory and Pantic's teacher agency, this paper aims to present a model aimed at deepening our understanding of teachers' intentions and competencies in inclusive education. The model formulates a professional learning cycle tailored to address their unique needs. This study draws on data from a larger qualitative dominant mixed-methods study exploring 18 teachers' professional learning experience with the inclusionEd online platform. The process involved a pre-training online survey and interviews and employed multiple strategies for data analysis. Descriptive statistics were used for pre-training survey data to assess teacher-participants' attitudes towards inclusion and efficacy levels in this area. Subsequently, using Snyder's hope theory and Pantic's teacher agency, we deductively analysed interview data. The quantitative results showed that teacher-participants had positive beliefs about inclusive education with high efficacy. However, qualitative data analysis uncovered a misalignment between their stated beliefs and enacted beliefs, revealing diverse pathways to both success and challenges in their implementation of inclusive practices. The qualitative analysis, combined with the preliminary survey findings, unveiled the fluidity of hope and identified the influences on shifting hope and maintaining a positive stance. We offer an illustration of teacher professional learning pathways. Understanding how these pathways might be used to increase the value and outcomes of professional learning programmes is discussed. This study concludes with a discussion of theoretical and practical implications and directions for future research.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"51 1","pages":"299-320"},"PeriodicalIF":3.0,"publicationDate":"2024-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.4076","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143397096","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 predictive power of Dutch end of primary school tests for educational attainment in ninth grade

IF 3 3区教育学

British Educational Research Journal Pub Date : 2024-10-07 DOI: 10.1002/berj.4074

N. H. Douma, M. J. Warrens, E. Fleur, M. A. Dijks, H. Korpershoek

{"title":"The predictive power of Dutch end of primary school tests for educational attainment in ninth grade","authors":"N. H. Douma, M. J. Warrens, E. Fleur, M. A. Dijks, H. Korpershoek","doi":"10.1002/berj.4074","DOIUrl":"https://doi.org/10.1002/berj.4074","url":null,"abstract":"Dutch secondary education is a multi-tiered system, and many students are placed in a single track in the first year (seventh grade) of secondary education. As part of the placement procedure, all sixth-grade students take an end of primary school test. Although these standardised attainment tests (SATs) are considered high-stakes tests, the predictive accuracy of many of these SATs has not been studied comprehensively. In the current study, three SATs commonly used in The Netherlands (CET, IEP and R8) were compared on their predictive accuracy of educational attainment in ninth grade. The predictive accuracy was also investigated for particular track recommendations, using multiple cohorts of population data, each of around 160,000 students. For the two most recent cohorts, CET was overall a more accurate predictor of educational attainment in ninth grade than R8, which in turn was a more accurate predictor than IEP. All three attainment tests had only mediocre to acceptable predictive power overall. Furthermore, all three tests had very poor predictive power for certain single-track recommendations. For these track recommendations, many students attained a lower or higher educational level in ninth grade. This study is the first to compare the predictive accuracy of these SATs. While statistical noise is normal when using tests, since different tests are used that vary widely in predictive accuracy, there is much more noise than is acceptable. As long as the predictive accuracy is poor to mediocre, these SATs should not have a large role to play in the Dutch placement procedure for secondary education.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"51 1","pages":"280-298"},"PeriodicalIF":3.0,"publicationDate":"2024-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.4074","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143397095","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 antecedents, manifestations and coping strategies of boredom in the language classroom: A dynamic perspective

IF 3 3区教育学

British Educational Research Journal Pub Date : 2024-10-04 DOI: 10.1002/berj.4075

Ramazan Yetkin, Zekiye Özer-Altınkaya

{"title":"Exploring the antecedents, manifestations and coping strategies of boredom in the language classroom: A dynamic perspective","authors":"Ramazan Yetkin, Zekiye Özer-Altınkaya","doi":"10.1002/berj.4075","DOIUrl":"https://doi.org/10.1002/berj.4075","url":null,"abstract":"In the realm of foreign language learning, emotions play a pivotal role, yet boredom remains a largely overlooked aspect, with scant research exploring its dynamics in classroom settings. Addressing this gap, this study delves into the Turkish English as a Foreign Language (EFL) context to investigate the multifaceted nature of boredom, examining its fluctuations, antecedents, manifestations and coping strategies. Four elementary level EFL learners engaged in self-ratings, reflective journals, and focus group interviews to provide insight. The findings highlight the dynamic nature of boredom, which fluctuates within and across classes and is influenced by factors such as long lectures, language proficiency, presentations and uninteresting topics. Ultimately, boredom manifests in various formats, including students using their phones, talking to friends, dealing with other things and daydreaming. Strategies such as giving full focus, a sense of understanding, note-taking and avoiding distractions were utilised to cope with boredom. Through this exploration, this study contributes to the evolving discourse on boredom in language learning, offering tailored strategies to assist language educators in addressing this often-neglected aspect of the classroom experience.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"51 1","pages":"259-279"},"PeriodicalIF":3.0,"publicationDate":"2024-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.4075","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143397093","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 moderation effect of morphological awareness on the relationship between word detection skills and reading comprehension in Chinese children with and without dyslexia 形态认知对有阅读障碍和无阅读障碍中国儿童的检词能力与阅读理解之间关系的调节作用

IF 3 3区教育学

British Educational Research Journal Pub Date : 2024-09-25 DOI: 10.1002/berj.4073

Li-Chih Wang, Duo Liu, Zhengye Xu

{"title":"The moderation effect of morphological awareness on the relationship between word detection skills and reading comprehension in Chinese children with and without dyslexia","authors":"Li-Chih Wang, Duo Liu, Zhengye Xu","doi":"10.1002/berj.4073","DOIUrl":"https://doi.org/10.1002/berj.4073","url":null,"abstract":"This study aimed to investigate the moderating effect of morphological awareness on the relationship between word detection skills and reading comprehension in Chinese children with and without dyslexia. The study included 116 Chinese children in third to sixth grades, with 60 children diagnosed with dyslexia and 56 matching typically developing children. ANCOVAs revealed significant group differences in word detection skills and morphological awareness, with children with dyslexia performing significantly worse than their typically developing peers. Partial correlation analyses showed significant correlations between reading comprehension and morphological awareness in typically developing children and between reading comprehension and both word detection skills and morphological awareness in children with dyslexia. Moderation analyses revealed that morphological awareness significantly moderated the relationship between word detection skills and reading comprehension in both groups. For typically developing children, the relationship was significant at higher levels of morphological awareness, while for children with dyslexia, the relationship was significant at lower levels of morphological awareness. The findings suggest that word detection skills may serve as a compensatory mechanism for children with dyslexia when morphological awareness is at lower levels, highlighting the need for targeted interventions and individualised approaches to reading instruction.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"51 1","pages":"244-258"},"PeriodicalIF":3.0,"publicationDate":"2024-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143397210","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

A critical analysis of Athena Swan as a policy-scoring scheme 对雅典娜-天鹅作为政策评分计划的批判性分析

IF 3 3区教育学

British Educational Research Journal Pub Date : 2024-09-16 DOI: 10.1002/berj.4071

John Armstrong, Alice Sullivan

引用次数: 0

Grading exams using large language models: A comparison between human and AI grading of exams in higher education using ChatGPT

IF 3 3区教育学

British Educational Research Journal Pub Date : 2024-09-16 DOI: 10.1002/berj.4069

Jonas Flodén

{"title":"Grading exams using large language models: A comparison between human and AI grading of exams in higher education using ChatGPT","authors":"Jonas Flodén","doi":"10.1002/berj.4069","DOIUrl":"https://doi.org/10.1002/berj.4069","url":null,"abstract":"This study compares how the generative AI (GenAI) large language model (LLM) ChatGPT performs in grading university exams compared to human teachers. Aspects investigated include consistency, large discrepancies and length of answer. Implications for higher education, including the role of teachers and ethics, are also discussed. Three Master's-level exams were scored using ChatGPT 3.5, and the results were compared with the teachers' scoring and the grading teachers were interviewed. In total, 463 exam responses were graded. With each response being graded at least three times, a total of 1389 gradings were conducted. For the final exam scores, 70% of ChatGPT's gradings were within 10% of the teachers' gradings and 31% within 5%. ChatGPT tended to give marginally higher scores. The agreement on grades is 30%, but 45% of the exams received an adjacent grade. On individual questions, ChatGPT is more inclined to avoid very high or very low scores. ChatGPT struggles to correctly score questions closely related to the course lectures but performs better on more general questions. The AI can generate plausible scores on university exams that, at first glance, look similar to a human grader. There are differences but it is not unlikely that two different human graders could result in similar discrepancies. During the interviews, teachers expressed their surprise at how well ChatGPT's grading matched their own. Increased use of AI can lead to ethical challenges as exams are entrusted to a machine whose decision-making criteria are not fully understood, especially concerning potential bias in training data.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"51 1","pages":"201-224"},"PeriodicalIF":3.0,"publicationDate":"2024-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.4069","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143396968","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

Special Educational Needs and Disability tribunals: Dyslexia, scientific validity and equity

IF 3 3区教育学

British Educational Research Journal Pub Date : 2024-09-15 DOI: 10.1002/berj.4070

Julian Elliott, Joanna Stanbridge, Kirsten Branigan

引用次数: 0