Pub Date : 2023-06-12DOI: 10.1080/20004508.2023.2223790
Karin Højbjerg, A. Hindhede
{"title":"Academic writing strategies among Danish students with a professional background","authors":"Karin Højbjerg, A. Hindhede","doi":"10.1080/20004508.2023.2223790","DOIUrl":"https://doi.org/10.1080/20004508.2023.2223790","url":null,"abstract":"","PeriodicalId":37203,"journal":{"name":"Education Inquiry","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46820212","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-16DOI: 10.1080/20004508.2023.2213473
P. Erixon, Åsa Jeansson, Stina Westerlund, Stina Wikberg
{"title":"Diversification and division – ‘academic drift’ in Swedish teacher education in the aesthetic school subjects in a new higher education structure","authors":"P. Erixon, Åsa Jeansson, Stina Westerlund, Stina Wikberg","doi":"10.1080/20004508.2023.2213473","DOIUrl":"https://doi.org/10.1080/20004508.2023.2213473","url":null,"abstract":"","PeriodicalId":37203,"journal":{"name":"Education Inquiry","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44451440","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-04DOI: 10.1080/20004508.2023.2207297
Marianna H Jonasdottir, G. Ragnarsdottir, Elsa Eiríksdóttir
{"title":"Cascading effect of upper secondary education policy reform: the experiences and perspectives of university teachers","authors":"Marianna H Jonasdottir, G. Ragnarsdottir, Elsa Eiríksdóttir","doi":"10.1080/20004508.2023.2207297","DOIUrl":"https://doi.org/10.1080/20004508.2023.2207297","url":null,"abstract":"","PeriodicalId":37203,"journal":{"name":"Education Inquiry","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47462455","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Play occupies a critical role in the kindergarten classroom, and the expansion of formal play-based learning programmes have brought connections between play and learning to the forefront. With respect to social and emotional learning (SEL), child-directed play has been viewed as critical, while teacher direction has been framed as a potential disruption to this learning. However, teachers facilitate different types of play in kindergarten with varying degrees of assistance, yet few studies have looked at the ways teachers target children’s SEL across different play configurations. The current study gathered observational data in 20 play-based kindergarten classrooms. Video data were coded according to the type of play (child-directed or teacher-facilitated), SEL competency, and type of teacher promotion. Across both types of play, teachers focused primarily on supporting children’s relationship skills and self-management skills in an incidental way, while other competencies not practiced spontaneously in play largely went overlooked. Skills were targeted most often during teacher-facilitated play, underscoring the importance of this context for children’s SEL. Overall, these findings illustrate positive examples of teacher promotion of SEL in play, while underscoring the need for more intentional targeting of broader competencies to promote all areas of children’s SEL in a developmentally appropriate manner.
{"title":"Kindergarten teachers’ facilitation of social and emotional learning in classroom play contexts","authors":"Nicole Larsen, Angela Pyle, Erica Danniels, Marsha Marzouca, Raadiyah Nazeem","doi":"10.1080/20004508.2023.2192900","DOIUrl":"https://doi.org/10.1080/20004508.2023.2192900","url":null,"abstract":"Play occupies a critical role in the kindergarten classroom, and the expansion of formal play-based learning programmes have brought connections between play and learning to the forefront. With respect to social and emotional learning (SEL), child-directed play has been viewed as critical, while teacher direction has been framed as a potential disruption to this learning. However, teachers facilitate different types of play in kindergarten with varying degrees of assistance, yet few studies have looked at the ways teachers target children’s SEL across different play configurations. The current study gathered observational data in 20 play-based kindergarten classrooms. Video data were coded according to the type of play (child-directed or teacher-facilitated), SEL competency, and type of teacher promotion. Across both types of play, teachers focused primarily on supporting children’s relationship skills and self-management skills in an incidental way, while other competencies not practiced spontaneously in play largely went overlooked. Skills were targeted most often during teacher-facilitated play, underscoring the importance of this context for children’s SEL. Overall, these findings illustrate positive examples of teacher promotion of SEL in play, while underscoring the need for more intentional targeting of broader competencies to promote all areas of children’s SEL in a developmentally appropriate manner.","PeriodicalId":37203,"journal":{"name":"Education Inquiry","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135951342","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-26DOI: 10.1080/20004508.2023.2194502
V. Kovač, D. Nome, A. R. Jensen, L. L. Skreland
{"title":"The why, what and how of deep learning: critical analysis and additional concerns","authors":"V. Kovač, D. Nome, A. R. Jensen, L. L. Skreland","doi":"10.1080/20004508.2023.2194502","DOIUrl":"https://doi.org/10.1080/20004508.2023.2194502","url":null,"abstract":"","PeriodicalId":37203,"journal":{"name":"Education Inquiry","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46140259","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-22DOI: 10.1080/20004508.2023.2193015
A. Traianou
The implementation of global teacher and school evaluation reform has often been contentious, in ways that differ according to national context. Teacher trade unions have frequently been active opponents of reform but their strategies and motivations have been relatively little studied. This article examines evaluation reform in Greece and the role of teacher trade unions in contest-ing it. It situates current collisions over policy in the context of Greek politico-administrative traditions, of past relations between unions and governments and of the austerity that followed post-2010 structural adjustment programmes. It places education policy change in the broader context of state reformation and contributes to understanding its inherent politics. Working with insights from Nicos Poulantzas, it identifies evaluation reform as a restructuring of the Greek state, where relationships between central authority and political actors such as unions have been reset, weakening the position of the latter. Drawing from inter-views with union representatives, it analyses their reading of policy change and the dilemmas that faced them in responding to evaluation policies. In doing so, it points out the political role of teacher trade unions in both historical and contemporary terms while also highlighting the uncertainty of their response to evaluation reform.
{"title":"Evaluation and its politics: trade unions and education reform in Greece","authors":"A. Traianou","doi":"10.1080/20004508.2023.2193015","DOIUrl":"https://doi.org/10.1080/20004508.2023.2193015","url":null,"abstract":"The implementation of global teacher and school evaluation reform has often been contentious, in ways that differ according to national context. Teacher trade unions have frequently been active opponents of reform but their strategies and motivations have been relatively little studied. This article examines evaluation reform in Greece and the role of teacher trade unions in contest-ing it. It situates current collisions over policy in the context of Greek politico-administrative traditions, of past relations between unions and governments and of the austerity that followed post-2010 structural adjustment programmes. It places education policy change in the broader context of state reformation and contributes to understanding its inherent politics. Working with insights from Nicos Poulantzas, it identifies evaluation reform as a restructuring of the Greek state, where relationships between central authority and political actors such as unions have been reset, weakening the position of the latter. Drawing from inter-views with union representatives, it analyses their reading of policy change and the dilemmas that faced them in responding to evaluation policies. In doing so, it points out the political role of teacher trade unions in both historical and contemporary terms while also highlighting the uncertainty of their response to evaluation reform.","PeriodicalId":37203,"journal":{"name":"Education Inquiry","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44981219","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-08DOI: 10.1080/20004508.2023.2173122
M. Graham
{"title":"Traditional bullying and cyberbullying as main drivers of low mathematics achievement in South African schools: Evidence from TIMSS 2019","authors":"M. Graham","doi":"10.1080/20004508.2023.2173122","DOIUrl":"https://doi.org/10.1080/20004508.2023.2173122","url":null,"abstract":"","PeriodicalId":37203,"journal":{"name":"Education Inquiry","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47528049","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-30DOI: 10.1080/20004508.2023.2173120
Johan Edin
{"title":"Segregated special educational solutions designated for pupils diagnosed with neurodevelopmental disorders: School leaders’ understandings","authors":"Johan Edin","doi":"10.1080/20004508.2023.2173120","DOIUrl":"https://doi.org/10.1080/20004508.2023.2173120","url":null,"abstract":"","PeriodicalId":37203,"journal":{"name":"Education Inquiry","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43139851","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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