British Educational Research Journal最新文献_第9页

How do higher degree research students and supervisors navigate ethics-in-practice for educational research in sensitive or ‘fragile’ contexts? 在敏感或 "脆弱 "的环境中，攻读高级学位的研究生和导师如何把握教育研究的实践伦理？

IF 2.3 3区教育学

British Educational Research Journal Pub Date : 2023-12-25 DOI: 10.1002/berj.3945

Rachel Burke, Sally Baker, Tebeje Molla, Bonita Cabiles, Alison Fox

{"title":"How do higher degree research students and supervisors navigate ethics-in-practice for educational research in sensitive or ‘fragile’ contexts?","authors":"Rachel Burke, Sally Baker, Tebeje Molla, Bonita Cabiles, Alison Fox","doi":"10.1002/berj.3945","DOIUrl":"10.1002/berj.3945","url":null,"abstract":"The past decade has seen increased attention paid to the ethical complexities of educational research undertaken in sensitive or ‘fragile’ settings, where trauma, marginalisation and socio-political precarity are prevalent. Yet, despite increased awareness of micro-ethical issues encountered in the field, there is limited research that engages with these issues from the perspective of higher degree research (HDR) students, and few studies that focus on supervisory practices to promote micro-ethical reflexivity. Here, we draw on interviews with HDR students and supervisors researching in the fragile context of forced migration and related settings of conflict and crisis, exploring issues of gendered violence, sexuality, cultural and linguistic marginalisation, and mental and physical well-being, to explore their experiences with micro-ethical complexities in fieldwork. We consider student and supervisor sense of preparedness to engage reflexively with micro-ethical challenges and identify key supports for navigating ethics-related dilemmas. Importantly, in exploring gaps in extant supports, we consider issues of individual, collective and institutional responsibility regarding HDR student and supervisor engagement with micro-ethics, posing key questions about duty of care for novice researchers working in fragile or sensitive contexts.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"50 2","pages":"837-854"},"PeriodicalIF":2.3,"publicationDate":"2023-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.3945","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139055502","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 impact of distributed leadership on teacher commitment: The mediation role of teacher workload stress and teacher well-being 分布式领导对教师承诺的影响：教师工作量压力和教师幸福感的中介作用

IF 2.3 3区教育学

British Educational Research Journal Pub Date : 2023-12-21 DOI: 10.1002/berj.3944

Mehmet Şükrü Bellibaş, Sedat Gümüş, Junjun Chen

{"title":"The impact of distributed leadership on teacher commitment: The mediation role of teacher workload stress and teacher well-being","authors":"Mehmet Şükrü Bellibaş, Sedat Gümüş, Junjun Chen","doi":"10.1002/berj.3944","DOIUrl":"10.1002/berj.3944","url":null,"abstract":"This research aims to investigate the relationship between distributed leadership in a school and teacher commitment, emphasising the mediating roles of teachers' workload stress and teacher well-being using the Teaching and Learning International Survey dataset 2018 with 47 regions. Structural equation modelling on pooled and separate country samples was used to analyse the data. Results indicate that the impact of distributed leadership on teacher commitment is mediated by workload stress and well-being across all jurisdictions, with a few exceptions. The study also suggests that distributed leadership is necessary to support teacher well-being via the lens of their workload, which may lead to an increase in teacher sense of commitment. The results recommend practitioners and policymakers support and sustain the distribution of decision-making powers among the school community and establish a culture of collaboration and mutual responsibility for the operation of the school. In this way, a less stressful work environment and consequently increased teacher mental and physical well-being and commitment might be possible.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"50 2","pages":"814-836"},"PeriodicalIF":2.3,"publicationDate":"2023-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138824887","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

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":"50 2","pages":"794-813"},"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":"50 2","pages":"732-752"},"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":"50 2","pages":"772-793"},"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":"50 2","pages":"753-771"},"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":"50 2","pages":"694-712"},"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":"50 2","pages":"676-693"},"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