Pub Date : 2019-06-10DOI: 10.1080/10564934.2019.1619463
Justina Naujokaitienė, D. Passey
This article explores influences on the development of collaborative learning practices in schools. Evidence from three cases in three countries is detailed and analyzed, using a theoretical framework concerned with school curricula: aims and intended learning outcomes; syllabus, learning and teaching methods; and assessment. In each of the three cases (England, Germany, and Lithuania), a review of national statutory requirements and nonstatutory guidelines is supported by evidence from teacher practice (in-depth case studies), which are then viewed through a comparative case-study method approach. The article highlights influences on practice, and draws conclusions about developing effective future policy and practices.
{"title":"Influences on Developing Collaborative Learning Practices in Schools: Three Cases in Three Different Countries","authors":"Justina Naujokaitienė, D. Passey","doi":"10.1080/10564934.2019.1619463","DOIUrl":"https://doi.org/10.1080/10564934.2019.1619463","url":null,"abstract":"This article explores influences on the development of collaborative learning practices in schools. Evidence from three cases in three countries is detailed and analyzed, using a theoretical framework concerned with school curricula: aims and intended learning outcomes; syllabus, learning and teaching methods; and assessment. In each of the three cases (England, Germany, and Lithuania), a review of national statutory requirements and nonstatutory guidelines is supported by evidence from teacher practice (in-depth case studies), which are then viewed through a comparative case-study method approach. The article highlights influences on practice, and draws conclusions about developing effective future policy and practices.","PeriodicalId":44727,"journal":{"name":"European Education","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2019-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77909513","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 : 2019-06-07DOI: 10.1080/10564934.2019.1619464
S. Norozi
This article explores the perceptions and experiences of the professionals about integrational and academic programs for newly arrived minority language pupils in elementary reception classes in two Norwegian municipalities: Oslo and Trondheim. The data were collected through interviews, field conversations, and available relevant documents. The head teachers, subject coordinators, and reception teachers were interviewed. Framed by activity theory, the article offers a combinative analysis of all aspects of the reception classes. The findings reveal the complex layers of challenges built into the process of integrational and academic programs for newly arrived migrant pupils in the reception classes.
{"title":"How Do Norwegian Reception Schools Cater to the Academic and Integrational Needs of Newly Arrived Minority Language Pupils: Cases From Two Municipalities","authors":"S. Norozi","doi":"10.1080/10564934.2019.1619464","DOIUrl":"https://doi.org/10.1080/10564934.2019.1619464","url":null,"abstract":"This article explores the perceptions and experiences of the professionals about integrational and academic programs for newly arrived minority language pupils in elementary reception classes in two Norwegian municipalities: Oslo and Trondheim. The data were collected through interviews, field conversations, and available relevant documents. The head teachers, subject coordinators, and reception teachers were interviewed. Framed by activity theory, the article offers a combinative analysis of all aspects of the reception classes. The findings reveal the complex layers of challenges built into the process of integrational and academic programs for newly arrived migrant pupils in the reception classes.","PeriodicalId":44727,"journal":{"name":"European Education","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2019-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87600641","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 : 2019-06-07DOI: 10.1080/10564934.2019.1619465
S. Wollscheid, B. Stensaker, Markus M. Bugge
Evidence-informed policy and practice has been a trend as part of an effort to increase the use of research to improve education at all levels. In many countries, knowledge-brokering initiatives were established to stimulate links between research, policy, and practice. Drawing on a mapping of initiatives in seven countries, this article describes different organizational designs, and discusses potential dilemmas these might imply for the realization of these organizations’ roles. Given different interests involved, the article shows that organizational design is crucial for enhancing legitimacy. Findings indicate a trend toward locating the knowledge-brokering function in a combined policy–science logic.
{"title":"Evidence-Informed Policy and Practice in the Field of Education: The Dilemmas Related to Organizational Design","authors":"S. Wollscheid, B. Stensaker, Markus M. Bugge","doi":"10.1080/10564934.2019.1619465","DOIUrl":"https://doi.org/10.1080/10564934.2019.1619465","url":null,"abstract":"Evidence-informed policy and practice has been a trend as part of an effort to increase the use of research to improve education at all levels. In many countries, knowledge-brokering initiatives were established to stimulate links between research, policy, and practice. Drawing on a mapping of initiatives in seven countries, this article describes different organizational designs, and discusses potential dilemmas these might imply for the realization of these organizations’ roles. Given different interests involved, the article shows that organizational design is crucial for enhancing legitimacy. Findings indicate a trend toward locating the knowledge-brokering function in a combined policy–science logic.","PeriodicalId":44727,"journal":{"name":"European Education","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2019-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82160490","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 : 2019-05-30DOI: 10.1080/10564934.2019.1601020
C. Whitsel, B. Junisbai, A. Junisbai
This article investigates the contours of inequality in the context of institutional decline and polarization in educational attainment. Using household survey data collected in 2005–2006 by UNICEF, we conduct synthetic cohort analyses estimating the likelihood of transitioning to secondary and higher education for men and women; urban and rural residents; poor and wealthy; and ethnic majority and minority citizens. Overall, gender and ethnic differences appear to contribute most to the polarization, although poverty and rural residence play a role in some contexts.
{"title":"Polarization During Institutional Decline: Variation in Educational Attainment in Post-Soviet Central Asia in 1991–2006","authors":"C. Whitsel, B. Junisbai, A. Junisbai","doi":"10.1080/10564934.2019.1601020","DOIUrl":"https://doi.org/10.1080/10564934.2019.1601020","url":null,"abstract":"This article investigates the contours of inequality in the context of institutional decline and polarization in educational attainment. Using household survey data collected in 2005–2006 by UNICEF, we conduct synthetic cohort analyses estimating the likelihood of transitioning to secondary and higher education for men and women; urban and rural residents; poor and wealthy; and ethnic majority and minority citizens. Overall, gender and ethnic differences appear to contribute most to the polarization, although poverty and rural residence play a role in some contexts.","PeriodicalId":44727,"journal":{"name":"European Education","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2019-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73280723","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}
This article examines what resources religious education teachers draw upon, in what ways, and under what conditions, to navigate between national religious/confessional ideology and interreligious values in education. The article is based on a year-long ethnographic research project on religious education in Greek-Cypriot schools. It shows the importance of teachers’ personal and professional biography, political affiliations, religiosity, the sociopolitical context of schools, and the wider society of Cyprus.
{"title":"Navigating Between National Religious/Confessional Ideology and Interreligiosity: The Case of Greek-Cypriot Teachers in Religious Education","authors":"Michalinos Zembylas, Marios Antoniou, Loizos Loukaidis","doi":"10.1080/10564934.2019.1593047","DOIUrl":"https://doi.org/10.1080/10564934.2019.1593047","url":null,"abstract":"This article examines what resources religious education teachers draw upon, in what ways, and under what conditions, to navigate between national religious/confessional ideology and interreligious values in education. The article is based on a year-long ethnographic research project on religious education in Greek-Cypriot schools. It shows the importance of teachers’ personal and professional biography, political affiliations, religiosity, the sociopolitical context of schools, and the wider society of Cyprus.","PeriodicalId":44727,"journal":{"name":"European Education","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2019-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77415783","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 : 2019-02-26DOI: 10.1080/10564934.2019.1569470
Anne C. Campbell
Many international scholarship programs expect that graduates will return home to apply their education for socioeconomic development, yet national contextual factors shape these anticipated outcomes. Through comparing Georgia and Moldova, this research examines how one contextual factor—the home government’s reforms—influenced U.S. higher education graduates’ pathways. Notably, the decade-old, pro-democratic revolutions in each country were identified as “critical moments” that shaped how international scholarship alumni estimated their role and responsibility in their country’s progress. Findings contribute to nuanced understanding of how student mobility influences change in post-Soviet countries, leading to improved international education programs.
{"title":"Exploring the Relationship of Home Country Government Reforms and the Choices of International Higher Education Scholarship Program Participants","authors":"Anne C. Campbell","doi":"10.1080/10564934.2019.1569470","DOIUrl":"https://doi.org/10.1080/10564934.2019.1569470","url":null,"abstract":"Many international scholarship programs expect that graduates will return home to apply their education for socioeconomic development, yet national contextual factors shape these anticipated outcomes. Through comparing Georgia and Moldova, this research examines how one contextual factor—the home government’s reforms—influenced U.S. higher education graduates’ pathways. Notably, the decade-old, pro-democratic revolutions in each country were identified as “critical moments” that shaped how international scholarship alumni estimated their role and responsibility in their country’s progress. Findings contribute to nuanced understanding of how student mobility influences change in post-Soviet countries, leading to improved international education programs.","PeriodicalId":44727,"journal":{"name":"European Education","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2019-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83566304","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 : 2019-01-21DOI: 10.1080/10564934.2018.1500487
Christine Beresniova
This article examines how broader cultural practices influence teachers teaching the Holocaust in Lithuania. This article uses the concept of the “cultural curriculum” to examine how community “stories” intersect with formal education. It finds that teachers feel they have become responsible for challenging long-standing cultural practices as well now. This is not always welcome because most are uncertain how to engage with community behaviors and preserve their place in the community at the same time.
{"title":"“Children Who Speak in Their Parents’ Clichés”: Exploring the Broader Social Relationship Between Cultural Practices and Teacher Identity in Lithuanian Holocaust Education","authors":"Christine Beresniova","doi":"10.1080/10564934.2018.1500487","DOIUrl":"https://doi.org/10.1080/10564934.2018.1500487","url":null,"abstract":"This article examines how broader cultural practices influence teachers teaching the Holocaust in Lithuania. This article uses the concept of the “cultural curriculum” to examine how community “stories” intersect with formal education. It finds that teachers feel they have become responsible for challenging long-standing cultural practices as well now. This is not always welcome because most are uncertain how to engage with community behaviors and preserve their place in the community at the same time.","PeriodicalId":44727,"journal":{"name":"European Education","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2019-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76326541","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 : 2019-01-07DOI: 10.1080/10564934.2018.1520600
E. Boeren
This article demonstrates that foreign-born adults in Europe tend to participate less in adult education activities compared to native-born adults living in the same country. However, this is mainly explained through the job-related nature of nonformal education. Foreign-born adults tend to participate more in formal adult education than native-born adults in a range of countries. Based on analyses using data from the Organization for Economic Cooperation and Development Programme on the International Assessment of Adult Competencies (PIAAC), this article shows that participation rates in European countries are mainly determined by adults’ educational attainment and having a job and that countries with overall high participation rates have higher participation rates among foreign-born adults as well. Exploring the participation in adult education of foreign-born adults in European countries is important, as it is known that those adults perceive difficulties in finding a job and having their foreign credentials recognized in the new country context. Participation in adult education courses might help them in learning new or maintaining their already existing skills.
{"title":"Foreign-Born Adults’ Participation in Educational Activities: Evidence From Europe","authors":"E. Boeren","doi":"10.1080/10564934.2018.1520600","DOIUrl":"https://doi.org/10.1080/10564934.2018.1520600","url":null,"abstract":"This article demonstrates that foreign-born adults in Europe tend to participate less in adult education activities compared to native-born adults living in the same country. However, this is mainly explained through the job-related nature of nonformal education. Foreign-born adults tend to participate more in formal adult education than native-born adults in a range of countries. Based on analyses using data from the Organization for Economic Cooperation and Development Programme on the International Assessment of Adult Competencies (PIAAC), this article shows that participation rates in European countries are mainly determined by adults’ educational attainment and having a job and that countries with overall high participation rates have higher participation rates among foreign-born adults as well. Exploring the participation in adult education of foreign-born adults in European countries is important, as it is known that those adults perceive difficulties in finding a job and having their foreign credentials recognized in the new country context. Participation in adult education courses might help them in learning new or maintaining their already existing skills.","PeriodicalId":44727,"journal":{"name":"European Education","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2019-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83900293","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 : 2019-01-02DOI: 10.1080/10564934.2018.1489729
Hanna Laalo, Heikki Kinnari, Heikki Silvennoinen
In this article, we examine how the ideal university graduate is constructed in the European Commission’s documents on entrepreneurship education (EE). Our analysis illustrates how persuasive policy language determines the standards for educating entrepreneurial graduates to optimally meet the needs of the liberal market economy. We argue that the policy discourse on EE reformulates the idea of being academically educated. In the context of building the European knowledge economy, EE has become a significant theme that establishes neoliberal ideals, redefines the values of European university education, and generates instrumental and one-dimensional understanding of the purpose of university education.
{"title":"Setting New Standards for Homo Academicus: Entrepreneurial University Graduates on the EU Agenda","authors":"Hanna Laalo, Heikki Kinnari, Heikki Silvennoinen","doi":"10.1080/10564934.2018.1489729","DOIUrl":"https://doi.org/10.1080/10564934.2018.1489729","url":null,"abstract":"In this article, we examine how the ideal university graduate is constructed in the European Commission’s documents on entrepreneurship education (EE). Our analysis illustrates how persuasive policy language determines the standards for educating entrepreneurial graduates to optimally meet the needs of the liberal market economy. We argue that the policy discourse on EE reformulates the idea of being academically educated. In the context of building the European knowledge economy, EE has become a significant theme that establishes neoliberal ideals, redefines the values of European university education, and generates instrumental and one-dimensional understanding of the purpose of university education.","PeriodicalId":44727,"journal":{"name":"European Education","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2019-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84742215","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 : 2019-01-02DOI: 10.1080/10564934.2018.1556967
Simona Szakács-Behling
As a child of (post)socialism growing up in 1980s Romania and moving West for further education and work, I read this volume with a double sense of excitement and wonder: first – to find that I am ...
{"title":"Childhood and Schooling in (Post)Socialist Societies: Memories of Everyday Life","authors":"Simona Szakács-Behling","doi":"10.1080/10564934.2018.1556967","DOIUrl":"https://doi.org/10.1080/10564934.2018.1556967","url":null,"abstract":"As a child of (post)socialism growing up in 1980s Romania and moving West for further education and work, I read this volume with a double sense of excitement and wonder: first – to find that I am ...","PeriodicalId":44727,"journal":{"name":"European Education","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2019-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87794857","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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