教育工作者对英格兰周边沿海社区年轻人抱负的看法:一项Q研究

IF 2.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
A. Parfitt, Stuart Read
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引用次数: 0

摘要

在本文中,我们使用了通过对英格兰西南部教育工作者进行Q研究收集的数据。混合方法包括两个阶段的强迫选择陈述排序的教育参与者和随后的因素分析。通过溯因分析,确定了关于周边社区的愿望和年轻人的四种观点。在这些观点中,只有一种观点,即“承认找工作的障碍”,与鼓励学生在知识经济中追求职业的理所当然的叙述相一致,认为向高等教育的过渡是通往繁荣未来的公认途径。另外三种观点被识别和讨论。本文通过采用一种新颖的Q方法来阐明教育工作者在这些社区的生活经验,为理解周边地区的教育景观提供了新的见解。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Educator views regarding young people’s aspirations in peripheral coastal communities in England: a Q study
ABSTRACT In this paper, we deploy data collected through a Q study with educators in south-west England. The mixed methodology involved the two stages of forced choice statement sorting by educator participants and subsequent factor analysis. Through abductive analyses, four views regarding aspirations and young people in peripheral communities are identified. Of these, only one viewpoint, named ‘acknowledge the barriers to finding employment’, aligns with taken for granted narratives on encouraging school students to pursue careers in the knowledge economy, with transition to higher education being the acknowledged pathway to flourishing futures. Three further viewpoints are identified and discussed. The paper contributes new insights to understanding educational landscapes in peripheral places through employing a novel approach, that of Q method, to illuminate educators’ lived experiences in such communities.
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来源期刊
Oxford Review of Education
Oxford Review of Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.20
自引率
0.00%
发文量
39
期刊介绍: The Oxford Review of Education is a well established journal with an extensive international readership. It is committed to deploying the resources of a wide range of academic disciplines in the service of educational scholarship, and the Editors welcome articles reporting significant new research as well as contributions of a more analytic or reflective nature. The membership of the editorial board reflects these emphases, which have remained characteristic of the Review since its foundation. The Review seeks to preserve the highest standards of professional scholarship in education, while also seeking to publish articles which will be of interest and utility to a wider public, including policy makers.
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