Pub Date : 2024-01-04DOI: 10.1080/00071005.2023.2298776
Jordi Collet-Sabé, Stephen J. Ball
In this third paper in a series of four, we explore some ways of doing education differently. An education that moves beyond the persistent failures and irredeemable injustices of modern mass schoo...
{"title":"Without School: Education as Common(ing) Activities in Local Social Infrastructures – An Escape from Extinction Ethics","authors":"Jordi Collet-Sabé, Stephen J. Ball","doi":"10.1080/00071005.2023.2298776","DOIUrl":"https://doi.org/10.1080/00071005.2023.2298776","url":null,"abstract":"In this third paper in a series of four, we explore some ways of doing education differently. An education that moves beyond the persistent failures and irredeemable injustices of modern mass schoo...","PeriodicalId":47509,"journal":{"name":"British Journal of Educational Studies","volume":"52 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2024-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139376424","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}
Pub Date : 2023-12-18DOI: 10.1080/00071005.2023.2281148
Paul Watts
Published in British Journal of Educational Studies (Ahead of Print, 2023)
发表于《英国教育研究杂志》（2023 年提前出版）
{"title":"Ethical Dilemmas in Educational Research: Considering Challenges and Risks in Practice","authors":"Paul Watts","doi":"10.1080/00071005.2023.2281148","DOIUrl":"https://doi.org/10.1080/00071005.2023.2281148","url":null,"abstract":"Published in British Journal of Educational Studies (Ahead of Print, 2023)","PeriodicalId":47509,"journal":{"name":"British Journal of Educational Studies","volume":"20 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138717461","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}
Pub Date : 2023-12-18DOI: 10.1080/00071005.2023.2281147
Stephen Tuffnell
Published in British Journal of Educational Studies (Ahead of Print, 2023)
发表于《英国教育研究杂志》（2023 年提前出版）
{"title":"The Floating University: Experience, Empire, and the Politics of Knowledge","authors":"Stephen Tuffnell","doi":"10.1080/00071005.2023.2281147","DOIUrl":"https://doi.org/10.1080/00071005.2023.2281147","url":null,"abstract":"Published in British Journal of Educational Studies (Ahead of Print, 2023)","PeriodicalId":47509,"journal":{"name":"British Journal of Educational Studies","volume":"76 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138742486","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}
Pub Date : 2023-12-15DOI: 10.1080/00071005.2023.2276404
Foteini Tseliou, Chris Taylor, Sally Power
Historically Wales has been regarded as a country with relatively low levels of school exclusion, particularly in comparison with England. This has been used as an indicator of Wales’ commitment to...
威尔士历来被视为学校排斥现象相对较少的国家，尤其是与英格兰相比。这被视为威尔士致力于...
{"title":"Recent Trends in Formal School Exclusions in Wales","authors":"Foteini Tseliou, Chris Taylor, Sally Power","doi":"10.1080/00071005.2023.2276404","DOIUrl":"https://doi.org/10.1080/00071005.2023.2276404","url":null,"abstract":"Historically Wales has been regarded as a country with relatively low levels of school exclusion, particularly in comparison with England. This has been used as an indicator of Wales’ commitment to...","PeriodicalId":47509,"journal":{"name":"British Journal of Educational Studies","volume":"79 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138691955","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}
Pub Date : 2023-12-15DOI: 10.1080/00071005.2023.2279571
Sarah McDonald, Garth Stahl, Tin Nguyen, Kirsten Fairbairn
The relationship between career counselling and widening participation is increasingly capturing the attention of educational researchers, especially those interested in its social justice implicat...
{"title":"Resourcing Their Own Aspirations: First-Infamily Young People and DIY Career Counselling","authors":"Sarah McDonald, Garth Stahl, Tin Nguyen, Kirsten Fairbairn","doi":"10.1080/00071005.2023.2279571","DOIUrl":"https://doi.org/10.1080/00071005.2023.2279571","url":null,"abstract":"The relationship between career counselling and widening participation is increasingly capturing the attention of educational researchers, especially those interested in its social justice implicat...","PeriodicalId":47509,"journal":{"name":"British Journal of Educational Studies","volume":"28 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138691761","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}
Pub Date : 2023-11-28DOI: 10.1080/00071005.2023.2285599
Achala Gupta
Published in British Journal of Educational Studies (Ahead of Print, 2023)
发表于《英国教育研究杂志》(2023年出版前)
{"title":"The Degree Generation: The Making of Unequal Graduate Lives","authors":"Achala Gupta","doi":"10.1080/00071005.2023.2285599","DOIUrl":"https://doi.org/10.1080/00071005.2023.2285599","url":null,"abstract":"Published in British Journal of Educational Studies (Ahead of Print, 2023)","PeriodicalId":47509,"journal":{"name":"British Journal of Educational Studies","volume":"7 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138515700","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}
Pub Date : 2023-11-06DOI: 10.1080/00071005.2023.2266907
Michael Harpham
{"title":"Pedagogies for the future: a critical reimagining of education <i>Pedagogies for the future: a critical reimagining of education</i> . By Gary Beauchamp, Dylan Adams and Kevin Smith. Pp 107. London, UK: Routledge. 2023. £120.00 (hbk), £28.99 (pbk), £28.99 (ebk). ISBN 9781032025612 (hbk), ISBN 9781032025650 (pbk), ISBN 9781003183938 (ebk).","authors":"Michael Harpham","doi":"10.1080/00071005.2023.2266907","DOIUrl":"https://doi.org/10.1080/00071005.2023.2266907","url":null,"abstract":"","PeriodicalId":47509,"journal":{"name":"British Journal of Educational Studies","volume":"201 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135679723","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}
Pub Date : 2023-10-23DOI: 10.1080/00071005.2023.2267657
Kevin Proudfoot, Pete Boyd
This article considers the motivations of teachers to pursue ongoing professional learning. During recent decades, the international policy context has been characterised by high-stakes accountability, but the implications of this agenda for teachers’ motivations toward professional learning remains under-explored. In this mixed methods study, combining a large teacher survey and in-depth teacher interviews, a new and significant concept of ‘instrumental motivation’ is generated to capture how high-stakes performance management policies damage the motivation of teachers to learn professionally. This innovative approach, employing ordinal factor analysis and inductive/deductive hybrid thematic analysis inclusive of self-determination theory, reveals how the ‘instrumental motivation’ of teachers should be constrained and argues for the adoption of alternative motivational strategies to support effective professional learning in schools.
{"title":"THE INSTRUMENTAL MOTIVATION OF TEACHERS: IMPLICATIONS OF HIGH-STAKES ACCOUNTABILITY FOR PROFESSIONAL LEARNING","authors":"Kevin Proudfoot, Pete Boyd","doi":"10.1080/00071005.2023.2267657","DOIUrl":"https://doi.org/10.1080/00071005.2023.2267657","url":null,"abstract":"This article considers the motivations of teachers to pursue ongoing professional learning. During recent decades, the international policy context has been characterised by high-stakes accountability, but the implications of this agenda for teachers’ motivations toward professional learning remains under-explored. In this mixed methods study, combining a large teacher survey and in-depth teacher interviews, a new and significant concept of ‘instrumental motivation’ is generated to capture how high-stakes performance management policies damage the motivation of teachers to learn professionally. This innovative approach, employing ordinal factor analysis and inductive/deductive hybrid thematic analysis inclusive of self-determination theory, reveals how the ‘instrumental motivation’ of teachers should be constrained and argues for the adoption of alternative motivational strategies to support effective professional learning in schools.","PeriodicalId":47509,"journal":{"name":"British Journal of Educational Studies","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135413372","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}
Pub Date : 2023-10-12DOI: 10.1080/00071005.2023.2258191
Anne West, David Wolfe, Basma B. Yaghi
School-based education in England has undergone significant changes since 2010, with a huge expansion of academies, schools outside local authority control, funded directly by central government. Academies and local authority (LA) maintained schools are subject to different legislative and regulatory frameworks. This paper focuses on the governance of LA maintained schools, single academy trusts (SATs) and schools that are part of multi-academy trusts (MATs). The research involved analysing legislative provision, policy documents, and documents addressing the governance arrangements of a sample of 23 secondary schools. Our findings reveal a fragmented state-funded secondary school system as regards overall governance, school admissions, the curriculum, and the use of funding. Significantly schools in MATs, which are governed by the trust board, lack the autonomy of either SATs or maintained schools and are instead under the ultimate control of the trust board. The paper argues that there is a need for greater consistency regarding the governance of state-funded schools.
{"title":"GOVERNANCE OF ACADEMIES IN ENGLAND: THE RETURN OF “COMMAND AND CONTROL”?","authors":"Anne West, David Wolfe, Basma B. Yaghi","doi":"10.1080/00071005.2023.2258191","DOIUrl":"https://doi.org/10.1080/00071005.2023.2258191","url":null,"abstract":"School-based education in England has undergone significant changes since 2010, with a huge expansion of academies, schools outside local authority control, funded directly by central government. Academies and local authority (LA) maintained schools are subject to different legislative and regulatory frameworks. This paper focuses on the governance of LA maintained schools, single academy trusts (SATs) and schools that are part of multi-academy trusts (MATs). The research involved analysing legislative provision, policy documents, and documents addressing the governance arrangements of a sample of 23 secondary schools. Our findings reveal a fragmented state-funded secondary school system as regards overall governance, school admissions, the curriculum, and the use of funding. Significantly schools in MATs, which are governed by the trust board, lack the autonomy of either SATs or maintained schools and are instead under the ultimate control of the trust board. The paper argues that there is a need for greater consistency regarding the governance of state-funded schools.","PeriodicalId":47509,"journal":{"name":"British Journal of Educational Studies","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135969888","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}
Pub Date : 2023-10-05DOI: 10.1080/00071005.2023.2261736
Andrew Peterson, Hazel Bryan
Published in British Journal of Educational Studies (Vol. 71, No. 5, 2023)
发表于《英国教育研究杂志》2023年第71卷第5期
{"title":"EDITORIAL: EDUCATIONAL STUDIES TODAY AND FOR THE FUTURE: THREATS, HOPES AND COLLABORATIONS","authors":"Andrew Peterson, Hazel Bryan","doi":"10.1080/00071005.2023.2261736","DOIUrl":"https://doi.org/10.1080/00071005.2023.2261736","url":null,"abstract":"Published in British Journal of Educational Studies (Vol. 71, No. 5, 2023)","PeriodicalId":47509,"journal":{"name":"British Journal of Educational Studies","volume":"7 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138515697","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：