British Educational Research Journal最新文献_第9页

Fair funding for pupils with special educational needs and disability in England? 为英格兰有特殊教育需求和残疾的学生提供公平资助？

IF 2.3 3区教育学

British Educational Research Journal Pub Date : 2024-01-10 DOI: 10.1002/berj.3954

Alan J. Marsh, Peter Gray, Brahm Norwich

{"title":"Fair funding for pupils with special educational needs and disability in England?","authors":"Alan J. Marsh, Peter Gray, Brahm Norwich","doi":"10.1002/berj.3954","DOIUrl":"10.1002/berj.3954","url":null,"abstract":"School funding formulas have been applied across a number of countries for at least the last 50 years. A national funding formula (NFF) was introduced in England in 2018 and aims to provide a platform for fair funding across the country. This study explores the variations in the NFF's high needs block (HNB) funding and examines links with the use of specialist provision by English local authorities (LAs) for children with special educational needs and disability. The findings demonstrate significant and continuing differences in HNB funding between demographically similar LAs, notwithstanding a £3.5 billion (75%) HNB increase in real terms in the decade since 2013, which could have supported a shift towards a more equitable position. Published HNB funding for 2023–24 now varies by up to £49m in comparator LAs. Differences are largely the result of the persistent use of a historical factor in the formula and a ceiling on levels of income growth for lower funded LAs. The research also shows a significant link between HNB funding and the use of specialist provision. The discussion investigates how far the UK government's policy commitment to a more equitable system of HNB funding is matched by the reality, and the degree to which funding is based on need rather than demand or history.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2024-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139463876","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

Learning from failure: A context-informed perspective on RCTs 从失败中学习：从情境角度看 RCT

IF 2.3 3区教育学

British Educational Research Journal Pub Date : 2024-01-08 DOI: 10.1002/berj.3960

Mike Coldwell, Nick Moore

引用次数: 0

Australian senior-secondary teachers’ perceptions of leadership and policy for differentiated instruction 澳大利亚高中教师对分层教学领导力和政策的看法

IF 2.3 3区教育学

British Educational Research Journal Pub Date : 2024-01-07 DOI: 10.1002/berj.3967

Tom Porta, Nicole Todd, Lorraine Gaunt

{"title":"Australian senior-secondary teachers’ perceptions of leadership and policy for differentiated instruction","authors":"Tom Porta, Nicole Todd, Lorraine Gaunt","doi":"10.1002/berj.3967","DOIUrl":"10.1002/berj.3967","url":null,"abstract":"Differentiated instruction (DI) is an educational praxis that is built on the premise that all students can be engaged in learning and achieve positive academic outcomes. Previous research in secondary schools has shown promise in the success of DI practices and outlines the importance of sustained professional development (PD) for teachers. There is, however, little research on DI within senior-secondary classrooms in the Australian context. This research is part of a larger study which recruited 12 participants from three schools across two states in Australia, and aimed to investigate teachers’ perceptions of school leadership and support in implementing DI in their classrooms as well as awareness of relevant policies. Findings indicated that when teachers were aware of policies involving DI, they tended to describe policies relating to special education. This suggests that DI is viewed by these teachers as an approach for students with additional needs rather than seen as a whole class philosophy. Similarly, the results indicated that when teachers said that leadership supported them in using DI, this support was commonly reported as isolated professional development in supporting students with additional needs. Discrepancies around awareness of DI policies were also found between teachers at the same school, with those in leadership roles indicating that requirements to utilise DI were embedded in their general teaching and learning policy. Implications for future practice and policy are discussed.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2024-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.3967","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139413723","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

Education systems and academic stress—A comparative perspective 教育体制与学习压力--比较视角

IF 2.3 3区教育学

British Educational Research Journal Pub Date : 2024-01-04 DOI: 10.1002/berj.3964

Björn Högberg

{"title":"Education systems and academic stress—A comparative perspective","authors":"Björn Högberg","doi":"10.1002/berj.3964","DOIUrl":"10.1002/berj.3964","url":null,"abstract":"Academic stress among adolescents can undermine academic achievement and harm mental health. Levels of academic stress vary considerably across countries and education systems, but little is known regarding the causes of this variation. In this paper, I develop a theoretical framework positing that stress will be lower in education systems that reduce the stakes attached to academic achievements, temper competition and high aspirations, and weaken the link between achievements and self-worth. I test observable implications of the framework by analysing if stress is influenced by the degree of external differentiation and vocational orientation of education systems, using harmonised survey data on pupils in more than 30 countries. The empirical analyses largely support the implications of the framework: pupils in more differentiated and vocationally orientated systems report significantly lower levels of stress, also in models adjusting for country fixed effects. Moreover, academic achievement is a less important predictor of stress in differentiated or vocational systems, possibly due to lower stakes attached to achievements. I end by proposing further predictions of the framework that can be tested in future research, and by discussing implications of the results with regard to possible trade-offs between different goals of education policy.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2024-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.3964","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139376054","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

Impact of reciprocal peer observation on teacher collaboration perceptions 互惠同伴观察对教师合作认知的影响

IF 2.3 3区教育学

British Educational Research Journal Pub Date : 2024-01-03 DOI: 10.1002/berj.3958

Mariona Corcelles-Seuba, Ingrid Sala-Bars, Mireia Soler, David Duran

{"title":"Impact of reciprocal peer observation on teacher collaboration perceptions","authors":"Mariona Corcelles-Seuba, Ingrid Sala-Bars, Mireia Soler, David Duran","doi":"10.1002/berj.3958","DOIUrl":"10.1002/berj.3958","url":null,"abstract":"This study aims to assess the effectiveness of reciprocal peer observation (RPO) as a form of professional collaboration among teachers in enhancing their perceptions of teacher collaboration within a school setting. The Teacher Collaboration Perceptions Questionnaire (TCPQ) was specifically designed and validated for this purpose, using exploratory factor analysis and confirmatory factor analysis. The study employed a longitudinal observational design, with 400 teachers in a pre/post-test study. The impact of RPO was examined on three dimensions related to professional collaboration: collaborative school culture, collective agency and teachers' attitudes towards collaboration. The results revealed that participants' perceptions of collaboration improved significantly after the implementation of RPO. The study confirms the utility of RPO as a professional collaborative practice that can foster changes in teachers' perceptions of the collaborative school culture, teachers' sense of collective agency and teachers' preference for collaboration over individual work. The study concludes with a discussion of its educational implications.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2024-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.3958","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139376122","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

‘Populism’ and competing epistemic communities in English educational policy: A response to Craske and Watson 英国教育政策中的 "民粹主义 "和相互竞争的认识论群体：对 Craske 和 Watson 的回应

IF 2.3 3区教育学

British Educational Research Journal Pub Date : 2024-01-03 DOI: 10.1002/berj.3950

Loic Menzies

{"title":"‘Populism’ and competing epistemic communities in English educational policy: A response to Craske and Watson","authors":"Loic Menzies","doi":"10.1002/berj.3950","DOIUrl":"10.1002/berj.3950","url":null,"abstract":"This article constitutes a ‘reply and alternative’ to two papers that appeared in a 2021 Special Issue of British Educational Research Journal. Both articles drew on theories of populism as a political logic to explain recent trends in England's education policy. I begin by highlighting how the contributors mobilise ‘populist’ political logics within their own ‘anti-populist’ discourse. I then argue that the theory of epistemic communities, borrowed from the field of public policy analysis, offers an alternative interpretation of the dynamics described in (and exemplified by) the two articles. This alternative interpretation foregrounds the values, beliefs and policy enterprises of two rival communities that seek to influence education policy through the supply of expertise. I argue that attending to how these communities function helps explain how a new group of policy entrepreneurs has come to constitute an increasingly influential ‘counter-epistemic community’ and established a mutually beneficial trade in legitimacy with English policy makers. To date, the theory of epistemic communities has been under-utilised in the study of education policy, but applying the theory to education policy in England provides new insights into how these communities function when the nature of expertise is contested. England's educational policy context also exemplifies the importance of ‘fit’ between policy makers and experts’ beliefs, and the role of policy makers in assembling and curating communities of experts.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2024-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139376057","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 power to SAY what I want to and it gets written down’: Situating children's and adults' voices and silence in participatory research 有权说出我想说的话，而且会被写下来"：将儿童和成人的声音与沉默置于参与式研究中

IF 2.3 3区教育学

British Educational Research Journal Pub Date : 2024-01-02 DOI: 10.1002/berj.3966

Sabine Little, Hannah Raine, Ailin Choo, Ronia Joshi, Shanza J. Qarni, Ayden Sukri, Grace Horton, Sarah Pakravesh

{"title":"‘The power to SAY what I want to and it gets written down’: Situating children's and adults' voices and silence in participatory research","authors":"Sabine Little, Hannah Raine, Ailin Choo, Ronia Joshi, Shanza J. Qarni, Ayden Sukri, Grace Horton, Sarah Pakravesh","doi":"10.1002/berj.3966","DOIUrl":"10.1002/berj.3966","url":null,"abstract":"This paper, co-authored between three adults and five children aged 8–11, adopts a ‘collaborative writing as inquiry’ approach to examine and discuss the authors' experiences of a participatory research project through the lens of critical dialectical pluralism. In the original project, children formed two ‘young advisory panels’, one online, comprising children from all over England, and one in a primary school in a suburban area in North England, informing and collaborating on the creation of 45 educational activities supporting critical digital literacy. Rather than focusing on the original research itself, the paper focuses on making a methodological contribution, through detailed and collaborative reflections on notions such as agency, power and control. Over a period of four 60 to 90 min-long meetings once the actual research was completed, adult and child authors considered their respective roles in the project, as well as detailing their understanding of the project as a whole. In co-framing our perceptions of participatory research, we problematise adult anxieties and highlight the importance of exploring ‘silence as voice’, arguing for an extension to participatory research projects, going beyond the research itself and creating a ‘third space’ which is un/familiar to all participants, openly inviting engagement with discomfort and normalising uncertainty.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2024-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.3966","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139376053","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

What are the success factors for schools in remote Indigenous communities? 偏远土著社区学校的成功因素是什么？

IF 2.3 3区教育学

British Educational Research Journal Pub Date : 2024-01-01 DOI: 10.1002/berj.3962

Anthony Dillon, Philip Riley, Nicola Filardi, Alicia Franklin, Marcus Horwood, Jennifer McMullan, Rhonda G. Craven, Melissa Schellekens

{"title":"What are the success factors for schools in remote Indigenous communities?","authors":"Anthony Dillon, Philip Riley, Nicola Filardi, Alicia Franklin, Marcus Horwood, Jennifer McMullan, Rhonda G. Craven, Melissa Schellekens","doi":"10.1002/berj.3962","DOIUrl":"10.1002/berj.3962","url":null,"abstract":"Indigenous Australian students generally attain poorer educational outcomes compared to non-Indigenous students. However, some remote schools are challenging the status quo by providing schooling experiences where Indigenous students thrive. Using an Indigenous research paradigm and a comparative case study methodology, we conducted interviews with stakeholders from two different remote community schools where students were predominantly Indigenous. Recognising the limitations of assessing student success solely on westernised concepts of success, we adopted a strengths-based approach. Using thematic analysis, qualitative data were analysed to yield themes that were sorted using a model of Indigenous wellbeing comprising five dimensions (academic, cultural, physical, psychological and social wellbeing). Responses from stakeholders (teachers, community leaders and students) show that success can be achieved when local culture is respected and incorporated into the curriculum by dedicated staff who maintain open communication with community. While both schools shared a largely common approach to Indigenous education, a hallmark was their responsiveness to local needs.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.3962","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139376698","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 development of an interdisciplinary theoretical framework for Forest School in the United Kingdom 为英国森林学校制定跨学科理论框架

IF 2.3 3区教育学

British Educational Research Journal Pub Date : 2023-12-29 DOI: 10.1002/berj.3953

Sara Knight, Janine Kim Coates, Judith Lathlean, Rossana Perez-del-Aguila

{"title":"The development of an interdisciplinary theoretical framework for Forest School in the United Kingdom","authors":"Sara Knight, Janine Kim Coates, Judith Lathlean, Rossana Perez-del-Aguila","doi":"10.1002/berj.3953","DOIUrl":"10.1002/berj.3953","url":null,"abstract":"A growing evidence base has demonstrated the value of Forest School as an outdoor learning approach which supports a range of benefits including improved physical, social and mental wellbeing, increased confidence and self-esteem and the development of problem-solving skills. However, critics of Forest School have argued that a lack of theoretical coherence and detail risks the misinterpretation of Forest School and its pedagogy by both practitioners and researchers. This paper responds to these concerns, establishing a comprehensive and detailed theoretical framework for Forest School. Through a thorough examination of evidence supporting Forest School delivery, we examine the theoretical keystones of this pedagogical approach to inform an interdisciplinary theoretical understanding of Forest School. We argue that Forest School is a particular socially constructed approach to outdoor education, which is informed by social constructivist experiential learning theory. This is driven by two core components. First, play-pedagogy, which includes the opportunity to experience risk and be creative. Next, biophilic interaction, which examines the human innate desire to be in nature. This is informed by the cultural origins of Forest School development as underpinned by Nordic notions of friluftsliv and by theories of place attachment. Taken together, this theoretical framework considers the breadth of knowledge that underpins Forest School and recognises its growing evidence base, which positions it as a rich and valuable pedagogical approach.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2023-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.3953","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139061984","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

Funds of knowledge: Towards an asset-based approach to refugee education and family engagement in England 知识基金：以资产为基础的英格兰难民教育和家庭参与方法

IF 2.3 3区教育学

British Educational Research Journal Pub Date : 2023-12-28 DOI: 10.1002/berj.3946

Jáfia Naftali Câmara

{"title":"Funds of knowledge: Towards an asset-based approach to refugee education and family engagement in England","authors":"Jáfia Naftali Câmara","doi":"10.1002/berj.3946","DOIUrl":"10.1002/berj.3946","url":null,"abstract":"This paper reports findings from a doctoral study that investigated how young refugees and their families encounter England's education system. All children have the right to education in England; however, there are no specific educational policies for young refugees' education. Their invisibility in policy makes it more challenging for them to access appropriate support and contributes to them being portrayed through a deficit-based lens. Due to limited school–home partnerships, educators may often be unaware that people with ‘refugee’ and ‘asylum seeker’ statuses face various barriers in and outside of school, further disadvantaging them. In this doctoral research, I drew on the concept of funds of knowledge (FofK) to highlight young refugees' and their families' practices and knowledge(s). I conducted a critical ethnography combined with arts-based activities to investigate young people's and their families' experiences and perspectives of education. Based on the research findings, I argue that families' FofK can be used as resources for teaching and learning and to help overcome deficit-based views of young learners. An FofK framework may help schools establish young people's and families' expectations, understand their circumstances in England and build deeper school–home partnerships.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2023-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.3946","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139055596","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