British Educational Research Journal最新文献_第9页

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

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