British Educational Research Journal最新文献_第9页

Knowledge and (un)certainty in climate change education in India 印度气候变化教育中的知识和（不）确定性

IF 2.3 3区教育学

British Educational Research Journal Pub Date : 2023-12-21 DOI: 10.1002/berj.3939

Steve Puttick, Paloma Chandrachud, Rahul Chopra, Radhika Khosla, James Robson, Sanjana Singh, Isobel Talks

{"title":"Knowledge and (un)certainty in climate change education in India","authors":"Steve Puttick, Paloma Chandrachud, Rahul Chopra, Radhika Khosla, James Robson, Sanjana Singh, Isobel Talks","doi":"10.1002/berj.3939","DOIUrl":"10.1002/berj.3939","url":null,"abstract":"This paper explores teachers' conceptions of climate change knowledge, contributing to the growing body of work on the geographies of climate change. The paper focuses on the data generated through in-depth semi-structured interviews with a sample of 48 teachers in India to address the research question: What discourses about climate change knowledge are being constructed by teachers in India? We argue that teachers' lesson planning and searches for information are at the forefront of the changing ways in which individuals engage with, find out and construct meaning about climate change. These teachers' beliefs about climate change are very strongly held, even in the face of a perceived lack of expertise or understanding: climate change is described as the ‘need of the hour’, which this work understands as not only involving material impacts and processes but also important epistemological, collaborative needs through which education might contribute to public reasoning about climate change. Through this analysis we present a ‘certainty problematic’ as a heuristic device that foregrounds tensions between the inherent uncertainty of knowledge and (against climate denialism) certainty about anthropogenic climate change.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2023-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.3939","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138953082","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

Building sustainable and decent refugee livelihoods through adult education? Interplay between policies and realities of five refugee groups 通过成人教育建立可持续和体面的难民生计？五个难民群体的政策与现实之间的相互作用

IF 2.3 3区教育学

British Educational Research Journal Pub Date : 2023-12-19 DOI: 10.1002/berj.3943

Preeti Dagar

引用次数: 0

Helicopter mobility: Changing habitus without challenging structural inequalities, experiences of an international elite education programme 直升机流动：在不挑战结构性不平等的情况下改变习惯，国际精英教育计划的经验

IF 2.3 3区教育学

British Educational Research Journal Pub Date : 2023-12-19 DOI: 10.1002/berj.3947

Anna Mountford-Zimdars, Julia Gaulter, Neil Harrison

{"title":"Helicopter mobility: Changing habitus without challenging structural inequalities, experiences of an international elite education programme","authors":"Anna Mountford-Zimdars, Julia Gaulter, Neil Harrison","doi":"10.1002/berj.3947","DOIUrl":"10.1002/berj.3947","url":null,"abstract":"This original study followed up ten beneficiaries of a UK charity-led programme that supported disadvantaged students in applying to elite US universities. First interviewed in 2015 during their early university days in the United States, in our 2019 follow-up all participants had graduated. Six remained in the United States and four had returned to the United Kingdom, with only one returning to their pre-university community. They reported benefitting immensely from their international opportunities and were nearly all in high-paying graduate jobs or high-profile graduate programmes. Drawing on Bourdieu's concept of the ‘cleft habitus’, which can result from rapid and substantial shifts in field, we found that this was rare. Rather, the majority had undergone a ‘wholesale escape’, replacing their originary habitus with one that was consistent with their new field. The significance of the study is that the findings allow us to propose the concept of ‘helicopter mobility’ to describe individualised approaches to social mobility, whereby those considered to have merit are removed from their communities without questioning or affecting wider structural inequalities.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2023-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.3947","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138824889","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

Practice, pedagogy and education as a discipline: Getting beyond close-to-practice research 实践、教学法和教育作为一门学科：超越贴近实践的研究

IF 2.3 3区教育学

British Educational Research Journal Pub Date : 2023-12-19 DOI: 10.1002/berj.3951

Zongyi Deng

{"title":"Practice, pedagogy and education as a discipline: Getting beyond close-to-practice research","authors":"Zongyi Deng","doi":"10.1002/berj.3951","DOIUrl":"10.1002/berj.3951","url":null,"abstract":"The British Educational Research Association (BERA) has promulgated a concept of close-to-practice research that is seen as vital to defending and promoting education as an academic discipline. However, what is overlooked are the questions of what education is for and what educational practice is—questions that need to be addressed for any research aiming to understand and improve educational practice. Informed by Robin Alexander's conception of pedagogy, continental Pädagogik and Didaktik and Anglo-American sources, this paper advances an alternative, different way of thinking about close-to-practice research and education as a discipline. It makes a case for education as a distinctive discipline directed towards the understanding and development of practice for the advancement of education. This discipline necessitates an educational and Didaktik way of thinking and theorising, centred on the questions of what education is for, what educational practice is and how practice is supported and developed. This way of thinking and theorising calls for three interrelated lines of research that are significant and matter to practice, particularly within the current context of the National Curriculum in England.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2023-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.3951","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138824162","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

School staff's views on causes of early school leaving in regular secondary and adult education: Identifying the role of individual, job-related and school climate characteristics 学校教职员工对普通中等教育和成人教育中过早辍学原因的看法：确定个人特征、工作相关特征和学校氛围特征的作用

IF 2.3 3区教育学

British Educational Research Journal Pub Date : 2023-12-19 DOI: 10.1002/berj.3948

David De Coninck, Noel Clycq, Lore Van Praag

{"title":"School staff's views on causes of early school leaving in regular secondary and adult education: Identifying the role of individual, job-related and school climate characteristics","authors":"David De Coninck, Noel Clycq, Lore Van Praag","doi":"10.1002/berj.3948","DOIUrl":"10.1002/berj.3948","url":null,"abstract":"Understanding early school leaving (ESL) remains a key issue on political and academic agendas. Most research focuses on the experiences of young people who intend to leave or have left school early without a qualification from secondary education. In addition, most studies focus on regular secondary schools. We aim to add to this literature by studying how school staff in regular secondary and adult education schools explain ESL, and to understand how both groups' views differ. We also study whether school climate has an effect on the explanations of ESL given by staff. We analysed survey data collected in Flanders (northern part of Belgium) among 780 staff members using exploratory factor analysis and multilevel modelling. Findings indicate that staff in adult education have moderate views on the causes of ESL compared to staff in regular education. Staff in adult education have a strong focus on student-focused explanations for ESL, rather than on contextual or systemic explanations. Future research could delve deeper into the impact of school characteristics, conduct more cross-comparative research and/or include more views on diversity. Policymakers could prioritise the follow-up of ESL, including feedback mechanisms to inform school staff on reasons why individual students decided to leave school early.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2023-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.3948","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138825263","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

Middle leaders' identity–practice framings: A site-ontological view of identity in and as practice 中层领导的身份--实践框架：从现场本体论的角度看待实践中的身份认同和作为实践的身份认同

IF 2.3 3区教育学

British Educational Research Journal Pub Date : 2023-12-18 DOI: 10.1002/berj.3952

Christine Edwards-Groves, Peter Grootenboer, Kirsten Petrie, Karin Rönnerman

{"title":"Middle leaders' identity–practice framings: A site-ontological view of identity in and as practice","authors":"Christine Edwards-Groves, Peter Grootenboer, Kirsten Petrie, Karin Rönnerman","doi":"10.1002/berj.3952","DOIUrl":"10.1002/berj.3952","url":null,"abstract":"This paper presents an examination of identity in and as practice as it relates to a group of educational practitioners known as middle leaders. Drawing on the theory of practice architectures as a site-ontological approach for conceptualising educational leading, the paper considers an individual's identity as being informed by, and accomplished amidst, the sayings, doings and relatings of practice. Although theorising the connections between identity and practice is not new, a central argument presented is that identity occurs at the nexus of the individual and social practices. Data are drawn from an empirical study of the practices of nine middle leaders responsible for facilitating a district-wide initiative aiming to improve literacy pedagogy in their particular primary schools. Thematic analysis of semi-structured interviews with the middle leaders revealed 11 identity–practice framings which evolve over time and space, negotiated in response to site-based conditions. Findings contribute to understandings about the dynamic multifaceted nature of middle leaders' identities.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2023-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.3952","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138823484","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

A geopolitics of knowledge analysis of higher education internationalisation in Kazakhstan 哈萨克斯坦高等教育国际化的知识地缘政治分析

IF 2.3 3区教育学

British Educational Research Journal Pub Date : 2023-12-18 DOI: 10.1002/berj.3949

Munyaradzi Hwami

{"title":"A geopolitics of knowledge analysis of higher education internationalisation in Kazakhstan","authors":"Munyaradzi Hwami","doi":"10.1002/berj.3949","DOIUrl":"10.1002/berj.3949","url":null,"abstract":"This critical interpretive paper deploys Walter Mignolo's geopolitics of knowledge concept to examine higher education internationalisation in Kazakhstan. Amidst growing concerns about economic and environmental sustainability, elitism and cognitive justice, among other critical issues, internationalisation remains a vital government policy. By tracing Kazakhstan's development since independence from the Soviet Union and focusing on key higher education development policy frameworks, the paper argues and illustrates that: (1) the internationalisation of higher education in Kazakhstan promotes a specific representation of the world that is considered universal and modern; (2) the internationalisation of higher education in Kazakhstan illustrates the existing hierarchical global higher education system that is dominated by the West as centres of knowledge and learning while allocating other countries peripheral roles; and (3) the geopolitics of knowledge concept enables the reading of higher education internationalisation beyond what is knowledge to who, why and where knowledge is produced. The data for this paper came from a qualitative study that involved 15 semi-structured interviews with graduates who studied abroad at Western universities through the government-sponsored Bolashak Scholarship. Three focus group sessions with 21 graduate students at Nazarbayev University complemented the interviews. The qualitative data suggest that Mignolo's geopolitics of knowledge offers a close-to-perfect description of the internationalisation of higher education in Kazakhstan. The conclusion drawn from this post-Soviet study is the universalisation of Western knowledge as nations utilise it for meaningful development, despite decolonial and cognitive justice concerns.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2023-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138823586","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

Theorising educational engagement, transitions and outcomes for care-experienced people: Introduction to the special issue 对有护理经验者的教育参与、过渡和成果进行理论研究：特刊简介

IF 2.3 3区教育学

British Educational Research Journal Pub Date : 2023-12-14 DOI: 10.1002/berj.3942

Zoe Baker, Katie Ellis, Neil Harrison

引用次数: 0

The future of educational research: Observations from the outgoing editors of the British Educational Research Journal 教育研究的未来:《英国教育研究杂志》即将离任的编辑们的观察

IF 2.3 3区教育学

British Educational Research Journal Pub Date : 2023-12-01 DOI: 10.1002/berj.3941

Gert Biesta, Emma Wainwright, David Aldridge

引用次数: 0

Can teacher quality be profiled? A cluster analysis of teachers' beliefs, practices and students' perceptions of effectiveness 教师素质能被描述出来吗?教师信念、实践和学生有效性感知的聚类分析

IF 2.3 3区教育学

British Educational Research Journal Pub Date : 2023-11-30 DOI: 10.1002/berj.3938

Michael Witter, John Hattie

{"title":"Can teacher quality be profiled? A cluster analysis of teachers' beliefs, practices and students' perceptions of effectiveness","authors":"Michael Witter, John Hattie","doi":"10.1002/berj.3938","DOIUrl":"10.1002/berj.3938","url":null,"abstract":"A critical aim of teacher quality research is to identify and distil its multiple components. While many such components have been identified in the literature, there is a scarcity of research that has attempted to empirically investigate how these elements integrate within a larger profile of teacher quality, including how particular teachers' beliefs, behaviours and outcomes cluster into unique profiles of teachers. In this study, a group of Australian high-school teachers completed an extensive teacher beliefs questionnaire, undertook the Visible Classroom program to record and document their use of high-leverage teaching practices and had their students complete a survey based on perceptions of effective teaching. The results were analysed using cluster analysis to determine if distinct groups of teachers could be identified based on similarities in beliefs, behaviours and student perceptions of teaching. The results suggested multiple distinct clusters of teachers with distinguishing types of beliefs, frequency of practices and student perceptions of teaching. Most notably, the results pointed to a unique cluster of teachers who were most distinguishable in their self-efficacy, intrinsic motivation and personal responsibility beliefs, as well as highly active teaching behaviours in the classroom. This group also possessed the highest levels of student perceptions of teaching. The findings provide new insights into the complex profiles that shape teacher quality and implications for future research.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.3938","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138535430","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