British Educational Research Journal最新文献_第8页

An educated society is an ideas-informed society: A proposed theoretical framework for effective ideas engagement 一个受过教育的社会是一个思想知情的社会：一个有效的思想参与的理论框架

IF 2.1 3区教育学

British Educational Research Journal Pub Date : 2024-12-22 DOI: 10.1002/berj.4110

Chris Brown, Ruth Luzmore

{"title":"An educated society is an ideas-informed society: A proposed theoretical framework for effective ideas engagement","authors":"Chris Brown, Ruth Luzmore","doi":"10.1002/berj.4110","DOIUrl":"10.1002/berj.4110","url":null,"abstract":"The term ‘ideas-informed society’ describes democracies in which citizens believe in the value of staying well-informed and up-to-date with current affairs. They also put these beliefs into action: critically engaging with new ideas and perspectives, delving into scientific discoveries or emerging technologies and exploring aspects of history and culture. Likewise, they stay abreast of political, economic and health-related events, new products, new forms of media and so on. While ideas engagement can, in theory, lead to citizens becoming better informed, better able to engage in effective decision-making and better able to understand the world around them, these benefits do not reach everybody. Likewise, in the ideas ecosystem generally, we can often see ‘dark’ ideas winning through: resulting in less optimal outcomes for both citizens and nations. While interest in the notion of the ideas-informed society is burgeoning, we argue that, if future research is to be effectively positioned to support meaningful ideas engagement, what is now required is a theoretical frame to guide this research moving forward. We use this paper to argue for such a framework based on three principal elements: (1) whether individuals possess a prospective mindset, enabling them to value ideas engagement, as well as become more likely to commit to behaviours concomitant with ideas that have optimal and wide-reaching outcomes; (2) the features of individuals' social networks, and how these impact on citizens' access to ideas and the nature of their ideas engagement; and (3) individuals' levels of education and the extent to which the education people receive allows them to engage with ideas critically. As well as setting out the case for our proposed framework, we conclude by proposing future research to enable us to further specify and verify this framework as well as develop instruments to test it nationally and internationally.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"51 2","pages":"969-989"},"PeriodicalIF":2.1,"publicationDate":"2024-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.4110","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143778386","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

Navigating from industry to higher education: Practitioner transitions to academic life 从工业到高等教育的导航：从业者过渡到学术生活

IF 2.1 3区教育学

British Educational Research Journal Pub Date : 2024-12-20 DOI: 10.1002/berj.4109

Fran Myers, Jacqueline Baxter, Helen Selby-Fell, Andrés Morales Pachón

{"title":"Navigating from industry to higher education: Practitioner transitions to academic life","authors":"Fran Myers, Jacqueline Baxter, Helen Selby-Fell, Andrés Morales Pachón","doi":"10.1002/berj.4109","DOIUrl":"10.1002/berj.4109","url":null,"abstract":"In this paper, we entwine sympathetic concepts of liminality and workplace identity to capture processual, agential and emotional elements of transition for established professionals from other sectors taking up academic careers in a digitised UK business school. We undertake interpretative analysis of explicit and latent responses through three core themes exploring processes of transition, agencies of transition and emotions of transition through anonymised interviews conducted with 15 participants coming in from a variety of industrial and service roles. With a rationale of better understanding barriers and ambiguities experienced during times of transition, the paper considers perceptions of ambiguity and flux experienced by those undertaking second careers in the context of marketised higher education, arguing that coming in from a profession is complex and unsettling. The paper argues for greater institutional focus on improving perceptions of belonging, valorisation and recognition for those negotiating the ritual and contested space of transition, particularly in light of increasing collaboration between academia and practice and growing student numbers in this space. It concludes that in the light of continued policy decisions embracing rapid growth in apprenticeship and other practice-based degree programmes, university managers need active strategies to retain and develop those from industry and other professional backgrounds.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"51 2","pages":"930-948"},"PeriodicalIF":2.1,"publicationDate":"2024-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.4109","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143778302","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

Doctoral students' well-being through the lens of social practice theory: An auto-photography study 社会实践理论视角下的博士生幸福感：一项自动摄影研究

IF 2.1 3区教育学

British Educational Research Journal Pub Date : 2024-12-19 DOI: 10.1002/berj.4086

Paul Joseph-Richard, Janet McCray

{"title":"Doctoral students' well-being through the lens of social practice theory: An auto-photography study","authors":"Paul Joseph-Richard, Janet McCray","doi":"10.1002/berj.4086","DOIUrl":"10.1002/berj.4086","url":null,"abstract":"The aim of this study is to explore doctoral students' (DS) perceptions of social practices that contribute to their well-being. Utilising social practice theory, specifically the framework of social practices as an interplay of ‘materials’, ‘meanings’ and ‘competences’, we examine which social practices enhance DS well-being and the contexts in which these practices occur. We employ an auto-photography methodology. Twelve UK-based DS took photographs of places that relate to their well-being and participated in interviews to explain their photos. On completing a three-stage data analytic procedure, our findings show that DS well-being is shaped by social practices shared between students and supervisors, where informal settings and the significance of place play a crucial role. We demonstrate that such settings, both on and off campus, act as facilitators for the performance of well-being-enhancing practices. Instead of solely attributing DS well-being to micro-level individual choices or macro-level institutional factors, as is often conceptualised, we propose that scholars must focus on the dynamic interplay of social practices that shape DS well-being. By demonstrating how social practices connect micro-level experiences with macro-level structures, we provide a deeper understanding of what shapes well-being and highlight the essential role of place. Understanding these practices can inform targeted interventions and policies, ultimately enhancing well-being among doctoral students.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"51 2","pages":"897-929"},"PeriodicalIF":2.1,"publicationDate":"2024-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.4086","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143778469","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

Organizational and Psychological factors in teacher educators’ professional identity development: An empirical analysis 教师职业认同发展的组织与心理因素：实证分析

IF 2.1 3区教育学

British Educational Research Journal Pub Date : 2024-12-13 DOI: 10.1002/berj.4106

Umm E Farwa, Qiong Li, Juyan Ye, Muhammad Kaleem Khan, Salman Zulfiqar

{"title":"Organizational and Psychological factors in teacher educators’ professional identity development: An empirical analysis","authors":"Umm E Farwa, Qiong Li, Juyan Ye, Muhammad Kaleem Khan, Salman Zulfiqar","doi":"10.1002/berj.4106","DOIUrl":"10.1002/berj.4106","url":null,"abstract":"This paper proposes a research model that explores and tests a mediated moderation model of teacher educator's professional identity (TEPI). The model assesses the link between (a) triggering factor (leadership support, professional socialisation, training & development) and TEPI; (b) psychological arousals (role clarity and transformative learning) and TEPI; and (c) institutional support as a moderator of the effect of aforesaid psychological arousals on TEPI. We used cross-sectional data to gauge these relationships via data obtained from teachers’ educators from higher education institutes in Pakistan. Most of the hypothesised associations are supported, and the model we proposed is viable. Leadership support, professional socialisation, and training and development of teacher educators ignite the development process of teacher educators, whereas role clarity and transformative learning positively moderate the aforementioned relationship. However, this study could not find a constructive role of institutional support in the role clarity–TEPI and transformative learning–TEPI nexuses.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"51 2","pages":"869-896"},"PeriodicalIF":2.1,"publicationDate":"2024-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143778361","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

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 2.1 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":"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":2.1,"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 2.1 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":"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":2.1,"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 2.1 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":"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":2.1,"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 2.1 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":"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":2.1,"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 2.1 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":"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":2.1,"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 2.1 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":"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":2.1,"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