British Educational Research Journal最新文献_第8页

Teacher-composed cases of practice as and for dissemination, reflection and data 教师撰写的实践案例，作为传播、反思和数据之用

IF 2.3 3区教育学

British Educational Research Journal Pub Date : 2024-01-22 DOI: 10.1002/berj.3971

Bronwen Cowie, Suzanne Trask, Frances Edwards

{"title":"Teacher-composed cases of practice as and for dissemination, reflection and data","authors":"Bronwen Cowie, Suzanne Trask, Frances Edwards","doi":"10.1002/berj.3971","DOIUrl":"10.1002/berj.3971","url":null,"abstract":"The need to make evidence and implications of educational research widely available has prompted a burgeoning interest in knowledge mobilisation, which is a set of strategies supporting the active and intentional dissemination of research knowledge. For this, it is important to consider who might be the intended audience and end-users of this knowledge, as this impacts decisions throughout the research process. Researcher–teacher collaborations are effective contexts for knowledge-building and sharing, where both partners have different but equally valuable roles and contributions to make to the conduct, analysis and dissemination of research. This paper illustrates the value and uses of teacher-composed written and video cases of colleague coaching. The cases were generated as part of the Zooming project, a seven-school, 3-year research–practice partnership focused on developing teachers' data literacy and capacity to coach colleagues in this. To craft the cases, the teachers reflected on their coaching practices and relationships and identified what would be most useful for new coaches to know. The cases proved to be engaging tools for research dissemination, especially to a professional audience. In addition, the case writing challenged teachers to reflect on and analyse their coaching actions and the assumptions they brought to collegial coaching. The cases as data also provided researchers with a deeper level of insights into what teachers viewed as salient when coaching colleagues in data use. Teacher case composition offers a useful approach to knowledge co-production and a pathway to research dissemination by and for teachers and researchers.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2024-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.3971","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139555315","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

Educational research in the global north and south; reflections on the field and future directions 全球北方和南方的教育研究；对该领域的思考和未来方向

IF 2.3 3区教育学

British Educational Research Journal Pub Date : 2024-01-19 DOI: 10.1002/berj.3978

Kate Hoskins, Billy Wong, Alison Mckenzie, Yuwei Xu, Ming Cheng, Barbara Read

引用次数: 0

Problematising teachers' accounts of privilege in elite high schools 精英高中教师对特权的描述存在问题

IF 2.3 3区教育学

British Educational Research Journal Pub Date : 2024-01-18 DOI: 10.1002/berj.3972

Ilanit Pinto-Dror, Avihu Shoshana

引用次数: 0

Lyceum and university aspirations among migrants and non-migrants in Italy 意大利移民和非移民对中学和大学的渴望

IF 2.3 3区教育学

British Educational Research Journal Pub Date : 2024-01-18 DOI: 10.1002/berj.3970

Alessio Buonomo, Giustina Orientale Caputo, Giuseppe Gabrielli, Giuseppe Gargiulo

{"title":"Lyceum and university aspirations among migrants and non-migrants in Italy","authors":"Alessio Buonomo, Giustina Orientale Caputo, Giuseppe Gabrielli, Giuseppe Gargiulo","doi":"10.1002/berj.3970","DOIUrl":"10.1002/berj.3970","url":null,"abstract":"Scholars have argued that, on average, immigrant students are ‘optimists’ and have higher educational aspirations than non-migrant students after accounting for students' socio-economic background and educational performance. However, ethnic minority groups, which proxy the different origin backgrounds of migrants, may show mixed findings in terms of educational aspirations. This study aims to analyse the lyceum (the most theoretical school in Italy) and university aspirations of migrant-origin students and their Italian counterparts, enrolled respectively in Italian lower (Grade 8: age 13) and upper secondary state schools (Grades 9–11: ages 14–16). The analyses are based on data from the Italian Integration of the Second Generation survey conducted during the 2014/15 school year. Our results show that students having Chinese, Moroccan, Moldovan and other non-European Union Eastern European origins assume the lowest levels of lyceum aspiration after also considering compositional effects. Conversely, the largest proportion of migrants attending school in Grades 9–11 have higher levels of university aspiration compared to non-migrants. When considering the role of migratory generation, lyceum and university aspirations are positively associated with the acculturation process of migrants. Furthermore, we found that high family expectations, social relationships and self-perception benefits of studying have positive associations with both lyceum and university aspirations, especially among migrants.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2024-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.3970","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139525995","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

Mapping school-level language policies across multilingual secondary schools in England: An ecology of English, modern languages and community languages policies 绘制英格兰多语种中学的校级语言政策图：英语、现代语言和社区语言政策生态学

IF 2.3 3区教育学

British Educational Research Journal Pub Date : 2024-01-17 DOI: 10.1002/berj.3959

Karen Forbes, Nicola Morea

{"title":"Mapping school-level language policies across multilingual secondary schools in England: An ecology of English, modern languages and community languages policies","authors":"Karen Forbes, Nicola Morea","doi":"10.1002/berj.3959","DOIUrl":"10.1002/berj.3959","url":null,"abstract":"Language plays a crucial role in education; yet, while issues of language are undoubtedly relevant to all teachers, school-level language policies, which aim to provide explicit guidance underpinned by a clear set of principles, are too often conspicuous by their absence. In a range of educational contexts around the world it has been found that where such policies do exist, they are frequently fragmented and underpinned by monolingual ideologies that do not reflect the linguistic diversity of schools today. The aim of this study, therefore, is to map the provision of school-level policies from a representative sample of secondary schools in England (n = 998) and explore the extent to which they address (either implicitly or explicitly) the following dimensions of language: (a) English, both as the language of instruction and in relation to support for English as an additional language (EAL) learners; (b) modern languages in the curriculum; and (c) other home or community languages. Drawing on an ecologically informed approach, where these three dimensions of language are conceptualised as systems, analysis was conducted to identify areas of divergence and (potential for) intersection. Findings suggest that policies relating to languages, where they exist, are largely compartmentalised and tensions emerged between the various systems. However, we also note several promising points of intersection which indicate that there is scope for developing cohesive and holistic languages policies at a whole-school level.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2024-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.3959","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139555168","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 quality of interaction with children in collective play: Children's agency 集体游戏中与儿童互动的质量：儿童的能动性

IF 2.3 3区教育学

British Educational Research Journal Pub Date : 2024-01-17 DOI: 10.1002/berj.3969

Liang Li

{"title":"The quality of interaction with children in collective play: Children's agency","authors":"Liang Li","doi":"10.1002/berj.3969","DOIUrl":"https://doi.org/10.1002/berj.3969","url":null,"abstract":"There is a growing body of studies on increasing the quality of infant–toddler education and care. Yet little attention has been directed towards how to bring toddlers' agency and perspective to their personally meaningful learning in collective play. In this paper, we draw on cultural–historical concepts of agency, play and imagination to investigate toddlers' collective play with their teacher. We explain how the teacher can take the toddlers' perspectives and values and acknowledge toddlers' agency in play, to sustain and share toddlers' agentic imagination, thus supporting their play engagement and personally meaningful learning. Herein, we select and analyse one activity in which six toddlers (aged 2–3 years, mean 2.6 years) collectively play with teachers in Melbourne, Australia. We use visual narrative methodology to perform a deep analysis of the dynamic interactions in the collective play. The lens is centred on toddlers' agency and perspectives and the dynamic interactions between them and their teacher in collective play, through which their agentic imagination is sustained. In contrast to previous studies which focus on the teacher's role in play with infants–toddlers to monitor the surrounding dangers, arrange the play space and observe from a distance, the results of this study identify how toddlers' perspectives and agency in play can be valued and acted on by the teacher in collective play, to support toddlers' meaningful learning and improve the quality of play in early childhood education.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2024-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139527127","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

‘… They're talking to you as if they're kind of dumbing it down’: A thematic analysis of Black students' perceived reasons for the university awarding gap '......他们在跟你说话，好像他们把你说得很笨'：对黑人学生认为的大学录取差距原因的专题分析

IF 2.3 3区教育学

British Educational Research Journal Pub Date : 2024-01-12 DOI: 10.1002/berj.3963

Blessing N. Marandure, Jess Hall, Saima Noreen

{"title":"‘… They're talking to you as if they're kind of dumbing it down’: A thematic analysis of Black students' perceived reasons for the university awarding gap","authors":"Blessing N. Marandure, Jess Hall, Saima Noreen","doi":"10.1002/berj.3963","DOIUrl":"10.1002/berj.3963","url":null,"abstract":"It is widely acknowledged that there is an awarding gap in higher education, with proportionally more White students achieving a good honours degree compared to their minoritized ethnic counterparts. Furthermore, the gap is largest between Black and White students, hence necessitating initiatives to understand the perspectives of Black students on perceived reasons for the awarding gap. Thus, the present study aimed to explore the perspectives of Black undergraduate Psychology students through the use of qualitative methodology. Sixteen participants took part in two focus groups, which were transcribed verbatim, and thematic analysis was employed to analyse the data. Self-determination theory provided a framework for contextualising the findings. Three main themes emerged, with participants describing being exposed to signals of unbelonging such as negative racial stereotypes and microaggressions. Within this theme, they discussed their responses to these signals of unbelonging, such as conforming to perceived White norms in an effort to belong and feel ‘normal’. Participants also highlighted the role played by parental influence and relationships on their academic experience. They also discussed experiences with university tutors that were deemed unfavourable. Together, the racialised experiences identified threatened the fulfilment of their needs for competence, autonomy and relatedness. It is thus imperative that higher education institutions actively engage their Black and minoritized ethnic students in order to understand their experiences and foster a sense of belonging at university. Furthermore, the findings regarding parental influence provide an opportunity for structural redress through widening participation efforts and adequate pastoral support.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2024-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.3963","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139464029","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

Teachers taking perceptions of student attributes into consideration when formulating track recommendations? 教师在制定赛道建议时是否考虑了学生的特质？

IF 2.3 3区教育学

British Educational Research Journal Pub Date : 2024-01-12 DOI: 10.1002/berj.3957

Anne van Leest, Lisette Hornstra, Jan van Tartwijk, Janneke van de Pol

{"title":"Teachers taking perceptions of student attributes into consideration when formulating track recommendations?","authors":"Anne van Leest, Lisette Hornstra, Jan van Tartwijk, Janneke van de Pol","doi":"10.1002/berj.3957","DOIUrl":"10.1002/berj.3957","url":null,"abstract":"In some tracked educational systems, track recommendations are formulated by primary school teachers to determine the secondary school level that students will be allocated to. While teachers mostly base their track recommendations on students’ prior achievement, the extent to which teachers also consider perceived student attributes, such as students’ perceived work habits or parental involvement, and the extent to which these perceived student attributes are predictive for secondary school performance is unclear. Therefore, we first investigated the extent to which teachers consider their perceptions of student attributes in their track recommendations (RQ1). Differences between students from different backgrounds and differences between teachers were taken into account. Second, we examined the extent to which primary school teachers’ perceptions of student attributes are predictive for their secondary school performance (RQ2). Participants were 17,953 Grade 6 students from 1105 Dutch primary school teachers (RQ1) and 4150 Grade 9 students from 1289 Dutch secondary school classes (RQ2). Data used in this research were analysed using multilevel models. Findings indicated that teacher-perceived student attributes played only a minor role in track recommendations and secondary school performance. Yet the extent to which these attributes were considered by teachers differed based on students’ background and differed between teachers. For secondary school performance, teacher-perceived student attributes to have limited predictive value. The limited predictive value of teacher-perceived student attributes for students’ performance in secondary education suggests that teachers may need to be careful with taking perceived student attributes into account when formulating track recommendations.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2024-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.3957","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139464098","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

Combatting conspiracies in the classroom: Teacher strategies and perceived outcomes 打击课堂上的阴谋：教师的策略和预期结果

IF 2.3 3区教育学

British Educational Research Journal Pub Date : 2024-01-11 DOI: 10.1002/berj.3955

Lee Jerome, Ben Kisby, Steve McKay

引用次数: 0

The link between teacher buy-in and intentions to continue working in their current school 教师的认同与继续在当前学校工作的意愿之间的联系

IF 2.3 3区教育学

British Educational Research Journal Pub Date : 2024-01-10 DOI: 10.1002/berj.3961

John Jerrim

引用次数: 0