Pub Date : 2023-09-28DOI: 10.1080/00071005.2023.2258184
John Jerrim, Luis Alejandro Lopez-Agudo, Oscar David Marcenaro-Gutierrez
ABSTRACTInternational large-scale assessments have gained much attention since the beginning of the twenty-first century, influencing education legislation in many countries. This includes Spain, where they have been used by successive governments to justify education policy change. Unfortunately, there was a problem with the PISA 2018 reading scores for this country, meaning the OECD refused to initially release the results. Therefore, in this paper we attempt to estimate the likely PISA 2018 reading scores for Spain, and for each region within. The figure finally published by the OECD for Spain – in terms of reading scores – was 476.5 points, which is between the lower and upper bound of the interval we find (475 to 483 test points in 2018). Additionally, we report some robustness checks for the OCED countries participating in PISA 2018, which show that the difference between the actual scores and the ones we found with the imputation methods are quite close.Keywords: PISAmultiple imputationinternational large-scale assessmentsreading2018 7. Disclosure StatementNo potential conflict of interest was reported by the author(s).8. Supplementary DataSupplemental data for this article can be accessed online at https://doi.org/10.1080/00071005.2023.2258184Notes1 There are many other examples of problems with PISA data in specific countries; for example, in PISA 2012 Albania presented some serious irregularity (OECD, Citation2014a; Annex A4), in PISA 2015 Albania, Argentina, Kazakhstan and Malaysia (OECD, Citation2016; Annex A4) and, in PISA 2018, Viet Nam and Spain (OECD, Citation2019c; Annex A4).2 The list of countries participating on paper-based assessment in PISA 2018 can be found in OECD (Citation2019c; Annex A5).3 Many more competences (such as financial literacy, problem-solving skills or the global competence) are assessed by PISA, together with other background questionnaires (parental, teacher, ICT, well-being, educational career questionnaires); nevertheless, their administration has been performed irregularly by PISA cycles and not all countries took them, so we focus on the competences and student information which remain fixed through PISA cycles.4 Official information on other previous PISA subjects such as sample design and weighting can be found at OECD (Citation2009, Citation2012, Citation2014b, Citation2017, Citation2020a). A summary of this topic can be found in Jerrim et al. (Citation2017).5 Due to the change from a paper- to a computer-based assessment since PISA 2015 some of these PISA procedures changed from one cycle to the following; hence, we focus here on the last cycle (2018), but more information on this subject for PISA 2009, 2012 and 2015 can be found at OECD (Citation2012, Citation2014b, Citation2017).6 This global competence was new in PISA 2018 and it ‘“examines students” ability to consider local, global and intercultural issues, understand and appreciate different perspectives and world views, interact respectfully
{"title":"HOW DID SPAIN PERFORM IN PISA 2018? NEW ESTIMATES OF CHILDREN’S PISA READING SCORES","authors":"John Jerrim, Luis Alejandro Lopez-Agudo, Oscar David Marcenaro-Gutierrez","doi":"10.1080/00071005.2023.2258184","DOIUrl":"https://doi.org/10.1080/00071005.2023.2258184","url":null,"abstract":"ABSTRACTInternational large-scale assessments have gained much attention since the beginning of the twenty-first century, influencing education legislation in many countries. This includes Spain, where they have been used by successive governments to justify education policy change. Unfortunately, there was a problem with the PISA 2018 reading scores for this country, meaning the OECD refused to initially release the results. Therefore, in this paper we attempt to estimate the likely PISA 2018 reading scores for Spain, and for each region within. The figure finally published by the OECD for Spain – in terms of reading scores – was 476.5 points, which is between the lower and upper bound of the interval we find (475 to 483 test points in 2018). Additionally, we report some robustness checks for the OCED countries participating in PISA 2018, which show that the difference between the actual scores and the ones we found with the imputation methods are quite close.Keywords: PISAmultiple imputationinternational large-scale assessmentsreading2018 7. Disclosure StatementNo potential conflict of interest was reported by the author(s).8. Supplementary DataSupplemental data for this article can be accessed online at https://doi.org/10.1080/00071005.2023.2258184Notes1 There are many other examples of problems with PISA data in specific countries; for example, in PISA 2012 Albania presented some serious irregularity (OECD, Citation2014a; Annex A4), in PISA 2015 Albania, Argentina, Kazakhstan and Malaysia (OECD, Citation2016; Annex A4) and, in PISA 2018, Viet Nam and Spain (OECD, Citation2019c; Annex A4).2 The list of countries participating on paper-based assessment in PISA 2018 can be found in OECD (Citation2019c; Annex A5).3 Many more competences (such as financial literacy, problem-solving skills or the global competence) are assessed by PISA, together with other background questionnaires (parental, teacher, ICT, well-being, educational career questionnaires); nevertheless, their administration has been performed irregularly by PISA cycles and not all countries took them, so we focus on the competences and student information which remain fixed through PISA cycles.4 Official information on other previous PISA subjects such as sample design and weighting can be found at OECD (Citation2009, Citation2012, Citation2014b, Citation2017, Citation2020a). A summary of this topic can be found in Jerrim et al. (Citation2017).5 Due to the change from a paper- to a computer-based assessment since PISA 2015 some of these PISA procedures changed from one cycle to the following; hence, we focus here on the last cycle (2018), but more information on this subject for PISA 2009, 2012 and 2015 can be found at OECD (Citation2012, Citation2014b, Citation2017).6 This global competence was new in PISA 2018 and it ‘“examines students” ability to consider local, global and intercultural issues, understand and appreciate different perspectives and world views, interact respectfully","PeriodicalId":47509,"journal":{"name":"British Journal of Educational Studies","volume":"231 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135344778","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 : 2023-09-28DOI: 10.1080/00071005.2023.2256115
Geoff Hayward
{"title":"Education, work and social change in Britain’s former coalfield communities: the ghost of coal <i>Education, work and social change in Britain’s former coalfield communities: the ghost of coal</i> . Edited by Robin Simmons and Katherine Simpson. Pp 268. Cham: Palgrave Macmillan. 2022. £89.99 (hbk), £71.50 (ebk). ISBN 978-3-031-10791-7 (hbk), ISBN 978-3-031-10792-4 (ebk).","authors":"Geoff Hayward","doi":"10.1080/00071005.2023.2256115","DOIUrl":"https://doi.org/10.1080/00071005.2023.2256115","url":null,"abstract":"","PeriodicalId":47509,"journal":{"name":"British Journal of Educational Studies","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135387213","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 : 2023-09-25DOI: 10.1080/00071005.2023.2248289
Kaye Cleary, Gayani Samarawickrema, Trudy Ambler, Daniel Loton, Thomas Krcho, Trish McCluskey
ABSTRACTThis Australian university case study explores the transition to emergency, remote teaching (ERT) in an intensive Block Model curriculum during the COVID-19 pandemic. An online survey investigated academics’ experiences of factors that helped or hindered their transition. A thematic analysis of the data revealed a symbiotic relationship between the Block Model curriculum, professional learning, and academics’ sense of agency as they experienced their transition. We relate our findings to Whittle et al.’s 2020 framework and propose an extended framework based on how teaching was influenced by the changed environment. Drawing on the extended framework, we propose lessons for the future based on how academics were reflectively adapting to ERT. In the four-week Block Model, lessons were learned and applied in the subsequent Block. Critical lessons relevant to higher education institutions include increasing diversity of effective, un-invigilated assessment types, and fostering student wellbeing by facilitating learning spaces where students connect with peers and academics. Furthermore, academics need connections with peers and safe spaces in which to debrief on evolving situations and build confidence in using new learning technologies. Professional learning fostering an emergency-informed, safe learning environment effectively reduces isolation and better prepares institutions for future emergencies.Keywords: Block Modelemergency remote teachinghigher educationuniversitiesacademics 7. AcknowledgmentsThe authors thank the reviewers for their insights contributing to a more focused paper.8. Disclosure StatementNo potential conflict of interest was reported by the author(s).Notes1 A subject (Unit/Module/Paper/Course) comprises all teaching and assessments, which in traditional semesters occurs over a 13-week teaching-period and a 3-week examination-period. In Block Model, teaching and assessments are complete within 4-weeks. Students study one subject at a time.
{"title":"TRANSITIONING TO EMERGENCY REMOTE TEACHING IN A BLOCK MODEL CURRICULUM: A CASE STUDY OF ACADEMICS’ EXPERIENCES IN AN AUSTRALIAN UNIVERSITY","authors":"Kaye Cleary, Gayani Samarawickrema, Trudy Ambler, Daniel Loton, Thomas Krcho, Trish McCluskey","doi":"10.1080/00071005.2023.2248289","DOIUrl":"https://doi.org/10.1080/00071005.2023.2248289","url":null,"abstract":"ABSTRACTThis Australian university case study explores the transition to emergency, remote teaching (ERT) in an intensive Block Model curriculum during the COVID-19 pandemic. An online survey investigated academics’ experiences of factors that helped or hindered their transition. A thematic analysis of the data revealed a symbiotic relationship between the Block Model curriculum, professional learning, and academics’ sense of agency as they experienced their transition. We relate our findings to Whittle et al.’s 2020 framework and propose an extended framework based on how teaching was influenced by the changed environment. Drawing on the extended framework, we propose lessons for the future based on how academics were reflectively adapting to ERT. In the four-week Block Model, lessons were learned and applied in the subsequent Block. Critical lessons relevant to higher education institutions include increasing diversity of effective, un-invigilated assessment types, and fostering student wellbeing by facilitating learning spaces where students connect with peers and academics. Furthermore, academics need connections with peers and safe spaces in which to debrief on evolving situations and build confidence in using new learning technologies. Professional learning fostering an emergency-informed, safe learning environment effectively reduces isolation and better prepares institutions for future emergencies.Keywords: Block Modelemergency remote teachinghigher educationuniversitiesacademics 7. AcknowledgmentsThe authors thank the reviewers for their insights contributing to a more focused paper.8. Disclosure StatementNo potential conflict of interest was reported by the author(s).Notes1 A subject (Unit/Module/Paper/Course) comprises all teaching and assessments, which in traditional semesters occurs over a 13-week teaching-period and a 3-week examination-period. In Block Model, teaching and assessments are complete within 4-weeks. Students study one subject at a time.","PeriodicalId":47509,"journal":{"name":"British Journal of Educational Studies","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135858690","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 : 2023-09-22DOI: 10.1080/00071005.2023.2231526
Mei Yuan, Fred Dervin, Yuyin Liang, Heidi Layne
Meeting others abroad and/or online is considered important in the broad field of intercultural communication education (amongst others: international education, minority and migrant education, but also teacher education, language education) to test out one’s learning about interculturality. For several weeks, a group of university students from China and a group of local and international students studying at a Finnish university met regularly online to talk about global educational issues. Using a specific lens of interculturality, which focuses on the discursive co-construction of identities, we explore their initial interactions, how they deal with the uncertainty and potential awkwardness of their very first encounters, before they start working on their educational tasks. Based on the students’ self-disclosure (practices, thoughts, identity construction), and adopting a dialogical discourse analysis, the authors examine their co-construction of interculturality. The results show that the students try to facilitate interculturality while promoting it together more or less successfully. Reasons are discussed. The authors argue that research on the underexplored case of online initial interactions, which represent crucial moments in establishing and negotiating interculturality, could provide important research and pedagogical input for intercultural telecollaboration.
{"title":"“JUST TAKE YOUR TIME AND TALK TO US, OKAY?” – INTERNATIONAL EDUCATION STUDENTS FACILITATING AND PROMOTING INTERCULTURALITY IN ONLINE INITIAL INTERACTIONS","authors":"Mei Yuan, Fred Dervin, Yuyin Liang, Heidi Layne","doi":"10.1080/00071005.2023.2231526","DOIUrl":"https://doi.org/10.1080/00071005.2023.2231526","url":null,"abstract":"Meeting others abroad and/or online is considered important in the broad field of intercultural communication education (amongst others: international education, minority and migrant education, but also teacher education, language education) to test out one’s learning about interculturality. For several weeks, a group of university students from China and a group of local and international students studying at a Finnish university met regularly online to talk about global educational issues. Using a specific lens of interculturality, which focuses on the discursive co-construction of identities, we explore their initial interactions, how they deal with the uncertainty and potential awkwardness of their very first encounters, before they start working on their educational tasks. Based on the students’ self-disclosure (practices, thoughts, identity construction), and adopting a dialogical discourse analysis, the authors examine their co-construction of interculturality. The results show that the students try to facilitate interculturality while promoting it together more or less successfully. Reasons are discussed. The authors argue that research on the underexplored case of online initial interactions, which represent crucial moments in establishing and negotiating interculturality, could provide important research and pedagogical input for intercultural telecollaboration.","PeriodicalId":47509,"journal":{"name":"British Journal of Educational Studies","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136060061","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 : 2023-09-22DOI: 10.1080/00071005.2023.2258197
Kathryn Spicksley, Alison Kington
In this paper, we make initial advances towards building an argument for the inclusion of Critical Literacy Awareness within the new Early Career Framework in England. Using illustrative examples from recent research projects, we argue that post-2010 education policy has discursively divided practitioners, structuring relationships between different groups of teachers in schools as hierarchical and competitive, rather than collegial and supportive. We argue that such hierarchies may be a contributing factor to the teacher retention crisis, given that research indicates teachers working in schools with a collegial culture are more likely to remain committed and motivated. We propose that engagement with CLA may enable early career teachers to critique and resist dominant discourses which differentiate and hierarchically divide them from their colleagues, and therefore, the utility of CLA should be explored within future iterations of the Early Career Framework.
{"title":"UNITING TEACHERS THROUGH CRITICAL LANGUAGE AWARENESS: A ROLE FOR THE EARLY CAREER FRAMEWORK?","authors":"Kathryn Spicksley, Alison Kington","doi":"10.1080/00071005.2023.2258197","DOIUrl":"https://doi.org/10.1080/00071005.2023.2258197","url":null,"abstract":"In this paper, we make initial advances towards building an argument for the inclusion of Critical Literacy Awareness within the new Early Career Framework in England. Using illustrative examples from recent research projects, we argue that post-2010 education policy has discursively divided practitioners, structuring relationships between different groups of teachers in schools as hierarchical and competitive, rather than collegial and supportive. We argue that such hierarchies may be a contributing factor to the teacher retention crisis, given that research indicates teachers working in schools with a collegial culture are more likely to remain committed and motivated. We propose that engagement with CLA may enable early career teachers to critique and resist dominant discourses which differentiate and hierarchically divide them from their colleagues, and therefore, the utility of CLA should be explored within future iterations of the Early Career Framework.","PeriodicalId":47509,"journal":{"name":"British Journal of Educational Studies","volume":"118 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136061148","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 : 2023-09-20DOI: 10.1080/00071005.2023.2255894
Jim Hordern, Clare Brooks
This paper focuses on the structure and substance of the Core Content Framework (CCF), a controversial document which stipulates content that providers of teacher education in England must incorporate in their programmes. We identify both a concept of instrumental trainability and a lack of coherence in the CCF which suggests it is unsuitable as a guide to a curriculum for teacher education. Drawing on Bernstein’s work and its application by other sociologists of educational knowledge, we identify how the CCF embeds a ‘generic mode’ in teacher education that has roots outside of disciplinary structures of knowledge production and therefore foregrounds a type of official pedagogy that sees teaching as a technical performance and leaves gaps in the knowledge and understanding a new teacher requires to make sound educational judgements. Employing Muller’s distinction between conceptual and contextual coherence, we argue that the CCF is based upon an imaginary notion of instructional practice that does not fully grasp the context of teachers’ work. We illustrate the argument via an analysis of the language, structure, and three of the eight sections in the CCF.
{"title":"TOWARDS INSTRUMENTAL TRAINABILITY IN ENGLAND? THE ‘OFFICIAL PEDAGOGY’ OF THE CORE CONTENT FRAMEWORK","authors":"Jim Hordern, Clare Brooks","doi":"10.1080/00071005.2023.2255894","DOIUrl":"https://doi.org/10.1080/00071005.2023.2255894","url":null,"abstract":"This paper focuses on the structure and substance of the Core Content Framework (CCF), a controversial document which stipulates content that providers of teacher education in England must incorporate in their programmes. We identify both a concept of instrumental trainability and a lack of coherence in the CCF which suggests it is unsuitable as a guide to a curriculum for teacher education. Drawing on Bernstein’s work and its application by other sociologists of educational knowledge, we identify how the CCF embeds a ‘generic mode’ in teacher education that has roots outside of disciplinary structures of knowledge production and therefore foregrounds a type of official pedagogy that sees teaching as a technical performance and leaves gaps in the knowledge and understanding a new teacher requires to make sound educational judgements. Employing Muller’s distinction between conceptual and contextual coherence, we argue that the CCF is based upon an imaginary notion of instructional practice that does not fully grasp the context of teachers’ work. We illustrate the argument via an analysis of the language, structure, and three of the eight sections in the CCF.","PeriodicalId":47509,"journal":{"name":"British Journal of Educational Studies","volume":"71 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136308736","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 : 2023-09-15DOI: 10.1080/00071005.2023.2254373
Hamza R’boul, Osman Z. Barnawi, Benachour Saidi
ABSTRACTThis paper explores the epistemological affordances of Islamic ethics as alternative knowledge within intercultural education. Despite the calls for epistemological plurality in intercultural education that centre epistemologies of the South, educators may find it hard to reaffirm their situated knowledges and practices because they may have been overwhelmed by the wide endorsements of the mainstream literature. Drawing on in-depth interviews with 25 EFL teachers, this study aims to (a) unpack educators’ perspectives around the adoption of alternative knowledges anchored in local epistemologies and sensibilities, (b) foreground educators’ epistemic positioning around alternative knowledges and how they are perceived as sites for cognitive and pedagogical renewal to account for local particularities and conditions and (c) examine inter-epistemic tensions within educators’ reasoning in terms of how they navigate (in)congruencies between the mainstream and Islamic philosophy at the conceptual, pedagogical and practical levels. Findings reveal that educators acknowledge the legitimacy of Islamic ethics and their epistemological/pedagogical significance in intercultural education. However, some factors may problematize educators’ attempts at making use of Islamic ethics including the additional burden of reflecting alternative knowledges while attending to contextual factors (class size, the course’s orientation, exams, time constraints, etc.) and the lack of sufficient training in intercultural education.Keywords: Islamic ethicsintercultural educationalternative epistemologyeducators’ knowledgesmainstream literaturethinking otherwise 6. Disclosure StatementNo potential conflict of interest was reported by the author(s).
{"title":"ISLAMIC ETHICS AS ALTERNATIVE EPISTEMOLOGY IN INTERCULTURAL EDUCATION: EDUCATORS’ SITUATED KNOWLEDGES","authors":"Hamza R’boul, Osman Z. Barnawi, Benachour Saidi","doi":"10.1080/00071005.2023.2254373","DOIUrl":"https://doi.org/10.1080/00071005.2023.2254373","url":null,"abstract":"ABSTRACTThis paper explores the epistemological affordances of Islamic ethics as alternative knowledge within intercultural education. Despite the calls for epistemological plurality in intercultural education that centre epistemologies of the South, educators may find it hard to reaffirm their situated knowledges and practices because they may have been overwhelmed by the wide endorsements of the mainstream literature. Drawing on in-depth interviews with 25 EFL teachers, this study aims to (a) unpack educators’ perspectives around the adoption of alternative knowledges anchored in local epistemologies and sensibilities, (b) foreground educators’ epistemic positioning around alternative knowledges and how they are perceived as sites for cognitive and pedagogical renewal to account for local particularities and conditions and (c) examine inter-epistemic tensions within educators’ reasoning in terms of how they navigate (in)congruencies between the mainstream and Islamic philosophy at the conceptual, pedagogical and practical levels. Findings reveal that educators acknowledge the legitimacy of Islamic ethics and their epistemological/pedagogical significance in intercultural education. However, some factors may problematize educators’ attempts at making use of Islamic ethics including the additional burden of reflecting alternative knowledges while attending to contextual factors (class size, the course’s orientation, exams, time constraints, etc.) and the lack of sufficient training in intercultural education.Keywords: Islamic ethicsintercultural educationalternative epistemologyeducators’ knowledgesmainstream literaturethinking otherwise 6. Disclosure StatementNo potential conflict of interest was reported by the author(s).","PeriodicalId":47509,"journal":{"name":"British Journal of Educational Studies","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135436097","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 : 2023-09-14DOI: 10.1080/00071005.2023.2245441
Manuel Souto-Otero, Michael Donnelly, Mine Kanol
ABSTRACTThe relationship between students and higher education is seen to have become increasingly transactional. We approach the study of the student–HE relationship in a novel way, by focusing on students’ behaviour post-university, rather than on student narratives. Conceptually, the article builds on multidimensional views of student engagement and the differentiation between psychological transactional contracts – where students who achieve better academic results are more likely to donate – and relational contracts – where students donate more following engagement in social experiences. Making use of longitudinal data on donation behaviour from over 50,000 alumni from an English university over two decades, we find that while students who get better degree outcomes are more likely to donate, the association between participation in social experiences and donations is much stronger. This questions prevalent transactional models of HE and underlines the limitations of purely consumerist views of the relation between students and higher education institutions, even in the marketized UK context.Keywords: higher educationalumnidonationsstudent-consumersocial participationUK 6. AcknowledgementThe authors would like to thank Andres Sandoval Hernandez for valuable comments and suggestions on an earlier version of this paper. All remaining errors are ours.7. Disclosure StatementNo potential conflict of interest was reported by the author(s).8. Ethics StatementThis work is secondary analysis of de-identified institutional data. No new data collection took place, and ethical review and approval was not required.Data Availability StatementThe authors do not have institutional permission to share the data employed in the production of the article.Notes1 We thank reviewers for emphasising the importance of the role of solicitation, including through social media as mentioned later in the article.
{"title":"A Transactional or a Relational Contract? The Student-Consumer, Social Participation and Alumni Donations in Higher Education","authors":"Manuel Souto-Otero, Michael Donnelly, Mine Kanol","doi":"10.1080/00071005.2023.2245441","DOIUrl":"https://doi.org/10.1080/00071005.2023.2245441","url":null,"abstract":"ABSTRACTThe relationship between students and higher education is seen to have become increasingly transactional. We approach the study of the student–HE relationship in a novel way, by focusing on students’ behaviour post-university, rather than on student narratives. Conceptually, the article builds on multidimensional views of student engagement and the differentiation between psychological transactional contracts – where students who achieve better academic results are more likely to donate – and relational contracts – where students donate more following engagement in social experiences. Making use of longitudinal data on donation behaviour from over 50,000 alumni from an English university over two decades, we find that while students who get better degree outcomes are more likely to donate, the association between participation in social experiences and donations is much stronger. This questions prevalent transactional models of HE and underlines the limitations of purely consumerist views of the relation between students and higher education institutions, even in the marketized UK context.Keywords: higher educationalumnidonationsstudent-consumersocial participationUK 6. AcknowledgementThe authors would like to thank Andres Sandoval Hernandez for valuable comments and suggestions on an earlier version of this paper. All remaining errors are ours.7. Disclosure StatementNo potential conflict of interest was reported by the author(s).8. Ethics StatementThis work is secondary analysis of de-identified institutional data. No new data collection took place, and ethical review and approval was not required.Data Availability StatementThe authors do not have institutional permission to share the data employed in the production of the article.Notes1 We thank reviewers for emphasising the importance of the role of solicitation, including through social media as mentioned later in the article.","PeriodicalId":47509,"journal":{"name":"British Journal of Educational Studies","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134911775","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 : 2023-09-14DOI: 10.1080/00071005.2023.2254361
Francis Gilbert
ABSTRACTThis article explores a case study of a mindfulness teacher, Beth, and her experiences of teaching mindfulness to 11- to 16-year-olds in several English schools. It shows why Beth was drawn to teaching mindfulness, which was both to alleviate the stress amongst her pupils and improve her own mental health. It illustrates how and why she became a confident, successful mindfulness teacher: she learnt about mindfulness at various classes, retreats and teacher-education training sessions, spending thousands of pounds on her own training. It argues that her positioning as a mindfulness teacher in an unmindful school system created an overwhelming demand for her services, but also huge stress upon her. It develops McCaw’s conceptions of ‘thin’ and ‘thick’ mindfulness (2020), arguing that while Beth began by practising ‘thin’ mindfulness – seeing it as a way of solving exam stress amongst her pupils – she became increasingly a ‘thick’ practitioner; her experiences of mindfulness led to profound personal change and, ultimately, to her becoming very disillusioned about teaching mindfulness in an unwelcoming educational, ‘unmindful’ environment.Keywords: mindfulnessteachingthin mindfulnessthick mindfulnessUK schools 7. Disclosure StatementNo potential conflict of interest was reported by the author.
{"title":"TEACHING MINDFULNESS IN AN UNMINDFUL SYSTEM","authors":"Francis Gilbert","doi":"10.1080/00071005.2023.2254361","DOIUrl":"https://doi.org/10.1080/00071005.2023.2254361","url":null,"abstract":"ABSTRACTThis article explores a case study of a mindfulness teacher, Beth, and her experiences of teaching mindfulness to 11- to 16-year-olds in several English schools. It shows why Beth was drawn to teaching mindfulness, which was both to alleviate the stress amongst her pupils and improve her own mental health. It illustrates how and why she became a confident, successful mindfulness teacher: she learnt about mindfulness at various classes, retreats and teacher-education training sessions, spending thousands of pounds on her own training. It argues that her positioning as a mindfulness teacher in an unmindful school system created an overwhelming demand for her services, but also huge stress upon her. It develops McCaw’s conceptions of ‘thin’ and ‘thick’ mindfulness (2020), arguing that while Beth began by practising ‘thin’ mindfulness – seeing it as a way of solving exam stress amongst her pupils – she became increasingly a ‘thick’ practitioner; her experiences of mindfulness led to profound personal change and, ultimately, to her becoming very disillusioned about teaching mindfulness in an unwelcoming educational, ‘unmindful’ environment.Keywords: mindfulnessteachingthin mindfulnessthick mindfulnessUK schools 7. Disclosure StatementNo potential conflict of interest was reported by the author.","PeriodicalId":47509,"journal":{"name":"British Journal of Educational Studies","volume":"111 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134912916","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 : 2023-09-13DOI: 10.1080/00071005.2023.2258193
Malcolm Tight
This article examines the relation between education, voting and representation, and, in particular, the argument that more highly educated people should have more votes, as they should be better at judging important political decisions. In the past this issue attracted the attention of great thinkers such as Plato, Aristotle, Newman and Mill. In the UK there is also a practical precedent, rarely recalled today, where for centuries university graduates had their own representatives in Parliament. There are also some interesting contemporary arguments on the topic put forward in favour of an epistocracy (as some call it) by social scientists, but not educators. It seems that most educators would not now dare to suggest that the more highly educated might be given more votes, largely on the grounds of equity.
{"title":"SHOULD THE MORE HIGHLY EDUCATED GET MORE VOTES? EDUCATION, VOTING AND REPRESENTATION","authors":"Malcolm Tight","doi":"10.1080/00071005.2023.2258193","DOIUrl":"https://doi.org/10.1080/00071005.2023.2258193","url":null,"abstract":"This article examines the relation between education, voting and representation, and, in particular, the argument that more highly educated people should have more votes, as they should be better at judging important political decisions. In the past this issue attracted the attention of great thinkers such as Plato, Aristotle, Newman and Mill. In the UK there is also a practical precedent, rarely recalled today, where for centuries university graduates had their own representatives in Parliament. There are also some interesting contemporary arguments on the topic put forward in favour of an epistocracy (as some call it) by social scientists, but not educators. It seems that most educators would not now dare to suggest that the more highly educated might be given more votes, largely on the grounds of equity.","PeriodicalId":47509,"journal":{"name":"British Journal of Educational Studies","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135741925","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}
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