British Educational Research Journal最新文献_第5页

The lasting influence of an open climate of classroom discussion on political trust: Results from a seven-year panel study among English youth 课堂讨论的开放气氛对政治信任的持久影响：来自英国青年的7年小组研究结果

IF 3 3区教育学

British Educational Research Journal Pub Date : 2024-11-07 DOI: 10.1002/berj.4091

Ruoxi Sun, Jan Germen Janmaat

{"title":"The lasting influence of an open climate of classroom discussion on political trust: Results from a seven-year panel study among English youth","authors":"Ruoxi Sun, Jan Germen Janmaat","doi":"10.1002/berj.4091","DOIUrl":"https://doi.org/10.1002/berj.4091","url":null,"abstract":"This article investigates the impact of various educational conditions, including educational tracking, aspirations and aspects of citizenship education, on the development of political trust among English youth, and assesses whether these effects last into early adulthood. Data from the Citizenship Education Longitudinal Study show a tendency of distrust towards political institutions among English youth, with a fluctuating but overall downward trend in political trust as they grow older. Drawing on this dataset, we built hierarchical linear regression models to examine the effects of educational conditions on political trust during two major transitions experienced by English youth: from lower to upper secondary (or into work) and from upper secondary to university. As a participatory form of practicing citizenship education, open classroom climate in mid-adolescence has a positive and enduring effect on young people's political trust. The citizenship education curriculum – such as its volume and content—shows little impact, suggesting that free expression and democratic engagement in the classroom are more effective in shaping young people's political trust than simply acquiring political knowledge. Political trust is volatile during adolescence and into early adulthood, as later real-life experiences possibly lead to a more comprehensive and realistic sense of political trust.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"51 2","pages":"629-645"},"PeriodicalIF":3.0,"publicationDate":"2024-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.4091","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143778421","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

Digital learning technologies usage during Covid-19 lockdowns Covid-19封锁期间数字学习技术的使用

IF 3 3区教育学

British Educational Research Journal Pub Date : 2024-11-05 DOI: 10.1002/berj.4092

Alexandra Sandu, Chris Taylor

{"title":"Digital learning technologies usage during Covid-19 lockdowns","authors":"Alexandra Sandu, Chris Taylor","doi":"10.1002/berj.4092","DOIUrl":"https://doi.org/10.1002/berj.4092","url":null,"abstract":"The global impact of the Covid-19 pandemic on school education has been unprecedented, with widespread school closures and the need for education to be delivered remotely. By providing an overview of the continuity of learning and teaching during the 2019–2021 academic years, this study aims to contribute to a better understanding of the impact of the pandemic on the use of digital learning technologies in Wales. This study links usage data from the Government's National Learning Platform (Hwb) to national administrative school records for all pupils in maintained schools. It employs a quantitative methodology to model the inequalities in digital learning technology usage. Multiple linear regression is used to quantify the factors associated with pupils’ use of the national learning platform before and during the pandemic, with a particular emphasis on school closures. The study's findings show notable differences in the level of learning platform usage across school sectors, with primary school pupils using the platform the most. Furthermore, school-level teacher usage of the platform and household socioeconomic status are key factors influencing pupil usage. The analysis also reveals that levels of learning platform usage prior to the first school closure were associated with learning platform usage in the first school closure period, and usage in the second school closure period was also associated with usage in the first school closure period.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"51 2","pages":"607-628"},"PeriodicalIF":3.0,"publicationDate":"2024-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.4092","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143778462","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 review and development of professional standards through the lens of Democratic Anchorage points 通过民主安克雷奇的镜头审视和发展专业标准

IF 3 3区教育学

British Educational Research Journal Pub Date : 2024-11-01 DOI: 10.1002/berj.4090

Charlaine Simpson, Anna Beck, Louise Campbell

{"title":"The review and development of professional standards through the lens of Democratic Anchorage points","authors":"Charlaine Simpson, Anna Beck, Louise Campbell","doi":"10.1002/berj.4090","DOIUrl":"https://doi.org/10.1002/berj.4090","url":null,"abstract":"The recent review of the Scottish professional standards for teachers, led by the General Teaching Council for Scotland, offered a unique perspective to interrogate participative approaches in policy-making in the Scottish education context and to provide insights and implications for future policy-making. Using one of the authors’ experiences as a General Teaching Council Scotland Officer during the review of the professional standards, this paper conceptualises the consultation process as a form of democratic governance, using Sørensen and Torfing's framing of the four anchorage points that enable democratic legitimacy in governance networks. This perspective places policy-making within a governance structure that is created by networks that interact, overlap and are entangled with each other, implying a decentralised form of governance. An analysis of the stages of the review process demonstrated that it was participatory. However, there was an over-reliance on the established policy-making community. In addition, authentic participation was restricted as choices were limited by the metagovernor. We argue that Sørensen and Torfing's anchorage points for democratic legitimacy allow an interrogation of the extent to which policy-making in Scottish education is authentically democratic and conclude by offering a framework of critical questions for more transparent democratic participation in future iterations of similar professional standards reviews.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"51 2","pages":"572-591"},"PeriodicalIF":3.0,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.4090","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143778212","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 effects of free tuition policy on university academic performance in Chile 智利免学费政策对大学学习成绩的影响

IF 3 3区教育学

British Educational Research Journal Pub Date : 2024-11-01 DOI: 10.1002/berj.4094

Oscar Espinoza, Luis Sandoval, Bruno Corradi, Noel McGinn, Yahira Larrondo, Karina Maldonado

引用次数: 0

Pursuing systemic improvement through heterarchical school systems: A case of educational resources 通过分级学校制度追求系统改进：以教育资源为例

IF 3 3区教育学

British Educational Research Journal Pub Date : 2024-10-30 DOI: 10.1002/berj.4093

Catherine Gripton, Andrew Noyes

{"title":"Pursuing systemic improvement through heterarchical school systems: A case of educational resources","authors":"Catherine Gripton, Andrew Noyes","doi":"10.1002/berj.4093","DOIUrl":"https://doi.org/10.1002/berj.4093","url":null,"abstract":"England's schooling landscape is being remodelled and the move from hierarchical to heterarchical modes of governance has implications for systemic change strategies. Balancing local and networked autonomy with centralising policies complexifies choices for schools, creating tensions that this article explores through the context of curriculum resourcing policies. In particular, we consider the contemporary case of mathematics textbook schemes in England's heterarchical school system, comparing them with an earlier resource-driven systemic change programme—the National Numeracy Strategy—which was implemented in a more hierarchical governance system. Drawing on key ideas from implementation science and data from a Wellcome-funded study of primary teacher professional learning in mathematics in England, we exemplify the challenges of implementing centralised improvement policies in a nominally schools-led, self-improving, heterarchical education system. Each of the 19 participating schools had evolved a bespoke curriculum, and these hybridised ‘mashups’ of different resources were enacted with varying degrees of fidelity by teachers. We discuss the implications of this comparative case for systemic improvement, both in the use of educational resources and for policy implementation more generally.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"51 2","pages":"554-571"},"PeriodicalIF":3.0,"publicationDate":"2024-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.4093","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143778401","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

Analysis of digital capital for social inclusion in educational context 教育背景下促进社会包容的数字资本分析

IF 3 3区教育学

British Educational Research Journal Pub Date : 2024-10-29 DOI: 10.1002/berj.4087

Ida Cortoni

{"title":"Analysis of digital capital for social inclusion in educational context","authors":"Ida Cortoni","doi":"10.1002/berj.4087","DOIUrl":"https://doi.org/10.1002/berj.4087","url":null,"abstract":"This paper focuses on one of the aspects most investigated and monitored in recent years by the Digital Economy and Society Index on the digitisation process in Europe—human capital, with an in-depth focus on primary school teachers. Human capital is one dimension underlying school digital capital, closely related to integrating digital into daily practices. Starting from this framework, the paper will present the results of a survey on the digital competencies of teachers from five European countries (Italy, Spain, Lithuania, Romania and Poland), carried out in the framework of the European project Erasmus+ CAVE (Communication and Visual Education in homeschooling). This survey is preparatory to a training intervention and didactic experimentation on digital education, foreseen in the project, and used as a theoretical framework of reference for the DigCompEdu survey, promoted by the European Commission. The teachers' profiles, as the output of the research, will be able to give stakeholders a picture of the investment of schools and teachers, in terms of the application of digital competencies on different educational processes: classroom teaching, assessment, professional training, preparation of teaching materials for the lesson and the implementation of competencies, including digital ones, of students.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"51 2","pages":"533-553"},"PeriodicalIF":3.0,"publicationDate":"2024-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.4087","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143778202","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

Coached habitus: Mapping the role of shadow education in shaping students' educational trajectories 辅导习惯：影子教育在塑造学生教育轨迹中的作用

IF 3 3区教育学

British Educational Research Journal Pub Date : 2024-10-26 DOI: 10.1002/berj.4085

Achala Gupta

{"title":"Coached habitus: Mapping the role of shadow education in shaping students' educational trajectories","authors":"Achala Gupta","doi":"10.1002/berj.4085","DOIUrl":"https://doi.org/10.1002/berj.4085","url":null,"abstract":"Studies have shown how family (typically parents) and formal institutions (specifically schools and universities) shape individuals' dispositions—or habitus. However, other sites of academic socialisation, such as tutoring centres and coaching institutions (collectively forming a shadow education system), are seldom scrutinised for their role in this process. To address this gap in scholarship, this paper draws on interviews with 30 Indian students who narrated their experiences of shadow education in its diversified form, from schooling and higher education to moving to the United Kingdom for advanced education. The discussion of the research findings unveils how shadow education experiences impact students' (academic) dispositions throughout their scholastic lifespan, thus aiding in nurturing academic selves (in early schooling years), cultivating competitive selves (during the transition to university), harnessing enterprising selves (when transitioning within and from university education) and developing transnational selves (as students prepare for international mobility). A synthesis of these empirical realities culminates in introducing a new concept of coached habitus that accounts for the role of shadow education in orchestrating the practices by which students may inculcate specific values, beliefs and habits aiming to prepare them to navigate increasingly competitive educational fields throughout their academic trajectories successfully. The paper argues that shadow education is a key site for habitus formation, particularly in contexts such as India and other Asian countries where non-formal education is inextricably entwined with everyday schooling experiences.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"51 2","pages":"514-532"},"PeriodicalIF":3.0,"publicationDate":"2024-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.4085","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143778475","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

Factors affecting generative artificial intelligence, such as ChatGPT, use in higher education: An application of technology acceptance model 影响生成式人工智能（如ChatGPT）在高等教育中的应用的因素：技术接受模型的应用

IF 3 3区教育学

British Educational Research Journal Pub Date : 2024-10-19 DOI: 10.1002/berj.4084

Muhammad Farrukh Shahzad, Shuo Xu, Muhammad Asif

{"title":"Factors affecting generative artificial intelligence, such as ChatGPT, use in higher education: An application of technology acceptance model","authors":"Muhammad Farrukh Shahzad, Shuo Xu, Muhammad Asif","doi":"10.1002/berj.4084","DOIUrl":"https://doi.org/10.1002/berj.4084","url":null,"abstract":"The adoption of generative artificial intelligence (GAI) tools, such as ChatGPT, in higher education presents numerous opportunities and challenges. The use of GAI technologies in various fields, including education, has accelerated as technology develops. The widely used language model ChatGPT, developed by OpenAI, has become progressively more important, especially in the field of education. This study employs the technology acceptance model to investigate the factors influencing the employment of ChatGPT within the higher education sector of Pakistan. This study employed the PLS-SEM method for probing data collected from 368 Pakistani university students. The findings indicate that ChatGPT trust positively mediates the affiliation between ChatGPT self-efficacy, ChatGPT actual use, ChatGPT use for information and ChatGPT use for interaction. Further, ChatGPT usefulness and ChatGPT ease of use significantly moderate the association between ChatGPT self-efficacy and ChatGPT trust. Educators must encourage students to use ChatGPT safely to preserve their critical thinking, problem-solving abilities and creativity during assessments. This study contributes to understanding generative AI tools such as ChatGPT that are used in educational settings and provides insights for administrators and policymakers aiming to implement these technologies effectively.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"51 2","pages":"489-513"},"PeriodicalIF":3.0,"publicationDate":"2024-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143778472","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

Sociodemographic trends in special educational needs identification in Wales 威尔士特殊教育需要鉴定的社会人口趋势

IF 3 3区教育学

British Educational Research Journal Pub Date : 2024-10-18 DOI: 10.1002/berj.4083

Cathryn Knight, Emily Lowthian, Tom Crick, Carys Jones, Anna Rawlings, Hoda Abbasizanjani, Sarah Rees

{"title":"Sociodemographic trends in special educational needs identification in Wales","authors":"Cathryn Knight, Emily Lowthian, Tom Crick, Carys Jones, Anna Rawlings, Hoda Abbasizanjani, Sarah Rees","doi":"10.1002/berj.4083","DOIUrl":"https://doi.org/10.1002/berj.4083","url":null,"abstract":"In the context of an emerging new additional learning needs (ALN) system in Wales, this research explores who was likely to be identified with special educational needs (SEN) under the previous system. Our study reveals analysis of linked Welsh education and health data on SEN identification in learners in mainstream education settings born between 2002/3 and 2008/9. Using longitudinal multilevel modelling, we explore (i) who is likely identified with SEN and (ii) whether there is evidence of social patterning in SEN identification. We find that 48% of those born in the year 2002/3 were identified with SEN at some point during their schooling years. Furthermore, when controlling for health-related variables, those who are identified with SEN in Wales were more likely to be male, White, from a deprived background, with lower school attendance, had not experienced breastfeeding and were born later in the academic year. Taken together, the research findings suggest that SEN identification was influenced by a child's context. The study thus underscores the critical importance of examining the relationship between socioeconomic, environmental and biological factors in SEN identification, urging for a comprehensive and cross-organisation approach to enhance outcomes for learners with diverse needs. It also highlights the need for follow-up research to explore unfolding trends as the new ALN system in Wales becomes fully implemented and integrated over the coming years.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"51 1","pages":"466-487"},"PeriodicalIF":3.0,"publicationDate":"2024-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.4083","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143397047","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 visual perception and executive functions on writing skills with learning disabilities: The case of Turkish-speaking children 视觉知觉和执行功能对学习障碍儿童写作技能的影响：以土耳其语儿童为例

IF 3 3区教育学

British Educational Research Journal Pub Date : 2024-10-17 DOI: 10.1002/berj.4072

Kumaş Özlem Altindağ, Dodur Halime Miray Sümer

{"title":"The role of visual perception and executive functions on writing skills with learning disabilities: The case of Turkish-speaking children","authors":"Kumaş Özlem Altindağ, Dodur Halime Miray Sümer","doi":"10.1002/berj.4072","DOIUrl":"https://doi.org/10.1002/berj.4072","url":null,"abstract":"This study examined the effects of visual perception and executive function skills on the writing skills of Turkish students with learning disabilities and typically developing Turkish students. Given the unique features of the Turkish language, such as vowel harmony and articulatory structure, this research addresses a significant gap in understanding how these factors influence writing abilities in this population. The study employed a comparative design involving students with learning disabilities and typically developing students and analysed their writing errors, executive function and visual perception levels. Significant differences were found between the two groups, with students with learning disabilities performing worse across all the measures. Correlation analysis indicated significant relationships between writing errors and visual perception, working memory and executive functioning. Multiple regression analysis further revealed that these cognitive factors were crucial predictors of writing skills. These findings underscore the importance of considering visual perception and executive functions when formulating and implementing writing instruction strategies for Turkish students with learning disabilities.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"51 1","pages":"444-465"},"PeriodicalIF":3.0,"publicationDate":"2024-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.4072","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143396826","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