Pub Date : 2021-07-03DOI: 10.1080/00131881.2021.1942118
Tessa H. S. Eysink, K. Schildkamp
ABSTRACT Background: To enable all students to reach their full potential, teachers have to adapt their instruction to students’ varying needs. In order to do this, teachers need to engage in activities associated with formative assessment, as well as those associated with differentiation. However, both of these types of activities are, in themselves, difficult for teachers to carry out. Furthermore, as both fields tend to use their own terminology, frameworks, and cycles of teacher activities, it can be even more difficult for teachers to navigate both. Although the notion of the strong relationship between formative assessment and differentiation is not new, we argue that a better understanding of the close relationship between the two is needed in the context of teacher education. Purpose: Our aim was to develop a conceptual framework which offers teachers and teacher educators a coherent set of teacher activities in which both formative assessment and differentiation are represented. Sources of evidence: International literature in the fields of formative assessment and differentiation was reviewed. Through this process, we sought to identify, describe and compare teacher activities regarded as crucial for formative assessment and for differentiation. The review was based on extant review studies and frameworks used in both fields and handbooks on both topics. Main argument: Our analysis demonstrated that both approaches have much in common, but differ substantially in terms of the emphasis placed on different activities and the depth of elaboration. As such, we argue that the approaches complement each other well and that it is feasible to present teachers with one coherent set of teacher activities in which both approaches are unified. We propose a conceptual framework for Assessment-Informed Differentiation (AID), which involves a continual cycle of in-depth activities related to preparing and providing differentiated instruction based on assessment data. Conclusion: Formative assessment and differentiation approaches need to be treated as an integrated set of activities in order to realise the full potential of all students. Further research should focus on the usability and effectiveness of the proposed cycle. The conceptual framework we propose could ultimately be used in many different teacher education settings internationally, forming a starting point for much-needed teacher professional development in this area.
{"title":"A conceptual framework for Assessment-Informed Differentiation (AID) in the classroom","authors":"Tessa H. S. Eysink, K. Schildkamp","doi":"10.1080/00131881.2021.1942118","DOIUrl":"https://doi.org/10.1080/00131881.2021.1942118","url":null,"abstract":"ABSTRACT Background: To enable all students to reach their full potential, teachers have to adapt their instruction to students’ varying needs. In order to do this, teachers need to engage in activities associated with formative assessment, as well as those associated with differentiation. However, both of these types of activities are, in themselves, difficult for teachers to carry out. Furthermore, as both fields tend to use their own terminology, frameworks, and cycles of teacher activities, it can be even more difficult for teachers to navigate both. Although the notion of the strong relationship between formative assessment and differentiation is not new, we argue that a better understanding of the close relationship between the two is needed in the context of teacher education. Purpose: Our aim was to develop a conceptual framework which offers teachers and teacher educators a coherent set of teacher activities in which both formative assessment and differentiation are represented. Sources of evidence: International literature in the fields of formative assessment and differentiation was reviewed. Through this process, we sought to identify, describe and compare teacher activities regarded as crucial for formative assessment and for differentiation. The review was based on extant review studies and frameworks used in both fields and handbooks on both topics. Main argument: Our analysis demonstrated that both approaches have much in common, but differ substantially in terms of the emphasis placed on different activities and the depth of elaboration. As such, we argue that the approaches complement each other well and that it is feasible to present teachers with one coherent set of teacher activities in which both approaches are unified. We propose a conceptual framework for Assessment-Informed Differentiation (AID), which involves a continual cycle of in-depth activities related to preparing and providing differentiated instruction based on assessment data. Conclusion: Formative assessment and differentiation approaches need to be treated as an integrated set of activities in order to realise the full potential of all students. Further research should focus on the usability and effectiveness of the proposed cycle. The conceptual framework we propose could ultimately be used in many different teacher education settings internationally, forming a starting point for much-needed teacher professional development in this area.","PeriodicalId":47607,"journal":{"name":"Educational Research","volume":null,"pages":null},"PeriodicalIF":3.5,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00131881.2021.1942118","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41510427","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 : 2021-07-03DOI: 10.1080/00131881.2021.1956989
Jill Steel, Joanne M. Williams, Sarah McGeown
ABSTRACT Background Reading to Dogs (RTD) interventions have become increasingly prevalent in UK primary schools. However, there is a need for research examining teachers’ perspectives on RTD, as this could be key in influencing the uptake and adherence to school RTD interventions. Purpose This study sought to examine primary school teachers’ views of RTD in schools, exploring perceived benefits and challenges, in addition to their experience of RTD interventions. Methods The sample was gathered through voluntary/self-selecting participation in an open questionnaire-based survey shared through UK online teaching forums. In total, 253 UK primary school teachers (with varying knowledge and experience of RTD) completed the questionnaire, which focused on benefits and challenges associated with RTD identified in existing literature. More specifically, teachers’ perspectives of reading, social, emotional and behavioural benefits, and challenges (e.g. paperwork, time commitment, allergies, child/staff/dog welfare) were examined. Also, 59 teachers provided additional written comments regarding benefits and challenges associated with RTD. Results Teachers’ perspectives on RTD were generally very positive; perceptions of benefits to social, emotional and behavioural outcomes were more positive than those associated with reading outcomes. Furthermore, teachers perceived greater benefits to children’s reading affect (e.g. motivation, confidence) than their reading frequency or skill. In general, teachers reported low concerns about the challenges associated with RTD; qualitative responses suggested that, while these challenges were real, they were not seen as insurmountable. Finally, teachers with greater knowledge and/or experience of RTD were more positive about its benefits and had fewer concerns about the challenges, although there were some exceptions. Additional written responses provided qualitative insights into teachers’ experiences of RTD. Implications and conclusion Overall, UK primary school teachers in our sample were very positive about RTD; while they acknowledged challenges, these were not regarded as barriers to implementation. Furthermore, teachers could provide useful insights into the benefits and challenges associated with RTD from a practical and pedagogical perspective. Indeed, this study highlights the importance of gaining teachers’ perspectives of interventions that affect them and their pupils. Understanding teachers’ varied perspectives, and experiences, of educational interventions is essential to ensure that their professional and pedagogical knowledge feeds into future intervention design and implementation, in addition to future research and evaluation.
{"title":"Reading to dogs in schools: an exploratory study of teacher perspectives","authors":"Jill Steel, Joanne M. Williams, Sarah McGeown","doi":"10.1080/00131881.2021.1956989","DOIUrl":"https://doi.org/10.1080/00131881.2021.1956989","url":null,"abstract":"ABSTRACT Background Reading to Dogs (RTD) interventions have become increasingly prevalent in UK primary schools. However, there is a need for research examining teachers’ perspectives on RTD, as this could be key in influencing the uptake and adherence to school RTD interventions. Purpose This study sought to examine primary school teachers’ views of RTD in schools, exploring perceived benefits and challenges, in addition to their experience of RTD interventions. Methods The sample was gathered through voluntary/self-selecting participation in an open questionnaire-based survey shared through UK online teaching forums. In total, 253 UK primary school teachers (with varying knowledge and experience of RTD) completed the questionnaire, which focused on benefits and challenges associated with RTD identified in existing literature. More specifically, teachers’ perspectives of reading, social, emotional and behavioural benefits, and challenges (e.g. paperwork, time commitment, allergies, child/staff/dog welfare) were examined. Also, 59 teachers provided additional written comments regarding benefits and challenges associated with RTD. Results Teachers’ perspectives on RTD were generally very positive; perceptions of benefits to social, emotional and behavioural outcomes were more positive than those associated with reading outcomes. Furthermore, teachers perceived greater benefits to children’s reading affect (e.g. motivation, confidence) than their reading frequency or skill. In general, teachers reported low concerns about the challenges associated with RTD; qualitative responses suggested that, while these challenges were real, they were not seen as insurmountable. Finally, teachers with greater knowledge and/or experience of RTD were more positive about its benefits and had fewer concerns about the challenges, although there were some exceptions. Additional written responses provided qualitative insights into teachers’ experiences of RTD. Implications and conclusion Overall, UK primary school teachers in our sample were very positive about RTD; while they acknowledged challenges, these were not regarded as barriers to implementation. Furthermore, teachers could provide useful insights into the benefits and challenges associated with RTD from a practical and pedagogical perspective. Indeed, this study highlights the importance of gaining teachers’ perspectives of interventions that affect them and their pupils. Understanding teachers’ varied perspectives, and experiences, of educational interventions is essential to ensure that their professional and pedagogical knowledge feeds into future intervention design and implementation, in addition to future research and evaluation.","PeriodicalId":47607,"journal":{"name":"Educational Research","volume":null,"pages":null},"PeriodicalIF":3.5,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49096790","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}
ABSTRACT Background: With the aim of augmenting graduate employability outcomes, higher education is increasingly challenged, via policy and practice, to increase Work Integrated Learning (WIL) as a mainstream component of university education. However, little attention has been given to the academic WIL practitioner, whose identity (personal – professional) is closely tied to current WIL roles and practices. Purpose: This article reports on the findings from a small-scale qualitative study that sought to investigate the identities of academic WIL practitioners at an Australian university. The study’s purpose was to gain a deeper understanding of the practitioners’ identities, at a time when universities are undergoing rapid changes in work integrated learning. Methods: Interviews were held with six academic WIL practitioners. Each was interviewed using the ‘interview to the double method’ as a way of gaining insight into WIL practices. In-depth data analysis involved a content analysis approach within a framework informed by possible selves theory, in order to capture individual practitioners’ identity beliefs. Findings: Analysis within the framework allowed the academic WIL identities of the practitioners to emerge, with the data reflecting representations of their hopes, fears and challenges. It also highlighted the judgements they were making, with insight gained into the practitioners’ working self-concept and identity. The analysis revealed a range of possible selves that continually evolve throughout a timespan influenced by shifting self-knowledge. Conclusions: Findings from this small-scale investigation draw attention to the important role academic WIL practitioners play in shaping current and future WIL practices, and the need for further research in this area. There are implications for the transferability and maintenance of WIL practices in higher education and the authenticity of WIL as it becomes mainstream.
{"title":"Work Integrated Learning (WIL) mainstreamed: the identity of the practitioner","authors":"Lynne Sheridan, Lynn Sheridan, O. Price, Ros Pocius, Taryn McDonnell, Renee Cunial","doi":"10.1080/00131881.2021.1927785","DOIUrl":"https://doi.org/10.1080/00131881.2021.1927785","url":null,"abstract":"ABSTRACT Background: With the aim of augmenting graduate employability outcomes, higher education is increasingly challenged, via policy and practice, to increase Work Integrated Learning (WIL) as a mainstream component of university education. However, little attention has been given to the academic WIL practitioner, whose identity (personal – professional) is closely tied to current WIL roles and practices. Purpose: This article reports on the findings from a small-scale qualitative study that sought to investigate the identities of academic WIL practitioners at an Australian university. The study’s purpose was to gain a deeper understanding of the practitioners’ identities, at a time when universities are undergoing rapid changes in work integrated learning. Methods: Interviews were held with six academic WIL practitioners. Each was interviewed using the ‘interview to the double method’ as a way of gaining insight into WIL practices. In-depth data analysis involved a content analysis approach within a framework informed by possible selves theory, in order to capture individual practitioners’ identity beliefs. Findings: Analysis within the framework allowed the academic WIL identities of the practitioners to emerge, with the data reflecting representations of their hopes, fears and challenges. It also highlighted the judgements they were making, with insight gained into the practitioners’ working self-concept and identity. The analysis revealed a range of possible selves that continually evolve throughout a timespan influenced by shifting self-knowledge. Conclusions: Findings from this small-scale investigation draw attention to the important role academic WIL practitioners play in shaping current and future WIL practices, and the need for further research in this area. There are implications for the transferability and maintenance of WIL practices in higher education and the authenticity of WIL as it becomes mainstream.","PeriodicalId":47607,"journal":{"name":"Educational Research","volume":null,"pages":null},"PeriodicalIF":3.5,"publicationDate":"2021-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00131881.2021.1927785","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46698514","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 : 2021-04-03DOI: 10.1080/00131881.2021.1915698
F. Kurniawati
ABSTRACT Background Indonesia’s implementation of inclusive education continues to help support students’ development of academic abilities and social skills. However, it also poses challenges for several parties involved in the administration of inclusive education in rural areas: in particular, teachers from general education backgrounds. Purpose This study aimed to investigate teachers’ teaching strategies in inclusive education in a sample of public primary schools in rural Indonesia, in order to better understand the strategies used and the teachers’ perspectives on inclusive education. Methods Participants were 40 classroom teachers from 10 public primary schools in rural Indonesia. The participants taught students from grades 2 to 6 (student ages 8 to 12) and had at least one student with special educational needs and disabilities (SEND) in their class. Observations were conducted to determine the extent to which teachers used differentiation, collaborative learning and inclusive classroom management strategies. After the observations, short interviews were conducted with the teachers in order to explore their perceptions of inclusive education. Data were analysed qualitatively. Findings Analysis of observation data showed that only a small number of teachers used teaching strategies that were considered effective inclusive strategies, such as differentiation and collaborative learning. The interview findings indicated that most of the teachers did not feel confident in using inclusive strategies, due to factors including limited knowledge of strategies, and class size. Conclusions This small-scale study suggests that the implementation of inclusive education remains at an early stage and is challenging in some parts of Indonesia. It highlights that sustaining and advancing teacher education is crucial: through professional development, teachers can be enabled to increase their competence and knowledge of inclusive education strategies, ultimately benefiting all students in the classroom.
{"title":"Exploring teachers’ inclusive education strategies in rural Indonesian primary schools","authors":"F. Kurniawati","doi":"10.1080/00131881.2021.1915698","DOIUrl":"https://doi.org/10.1080/00131881.2021.1915698","url":null,"abstract":"ABSTRACT Background Indonesia’s implementation of inclusive education continues to help support students’ development of academic abilities and social skills. However, it also poses challenges for several parties involved in the administration of inclusive education in rural areas: in particular, teachers from general education backgrounds. Purpose This study aimed to investigate teachers’ teaching strategies in inclusive education in a sample of public primary schools in rural Indonesia, in order to better understand the strategies used and the teachers’ perspectives on inclusive education. Methods Participants were 40 classroom teachers from 10 public primary schools in rural Indonesia. The participants taught students from grades 2 to 6 (student ages 8 to 12) and had at least one student with special educational needs and disabilities (SEND) in their class. Observations were conducted to determine the extent to which teachers used differentiation, collaborative learning and inclusive classroom management strategies. After the observations, short interviews were conducted with the teachers in order to explore their perceptions of inclusive education. Data were analysed qualitatively. Findings Analysis of observation data showed that only a small number of teachers used teaching strategies that were considered effective inclusive strategies, such as differentiation and collaborative learning. The interview findings indicated that most of the teachers did not feel confident in using inclusive strategies, due to factors including limited knowledge of strategies, and class size. Conclusions This small-scale study suggests that the implementation of inclusive education remains at an early stage and is challenging in some parts of Indonesia. It highlights that sustaining and advancing teacher education is crucial: through professional development, teachers can be enabled to increase their competence and knowledge of inclusive education strategies, ultimately benefiting all students in the classroom.","PeriodicalId":47607,"journal":{"name":"Educational Research","volume":null,"pages":null},"PeriodicalIF":3.5,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00131881.2021.1915698","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43863618","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 : 2021-04-03DOI: 10.1080/00131881.2021.1915173
P. Guzmán, Gonzalo Cifuentes Gomez, M. Santelices
ABSTRACT Background The transition of high school students to higher education can be an overwhelming experience which may impact on academic outcomes. Despite increases in access, course completion rates remain problematic in Chile. Students’ expectations of higher education can play an important role in their decision-making, especially in terms of choices made about programme and institution. Purpose The purpose of this study was to better understand Chilean high school students’ expectations of the benefits and costs involved in the transition process from secondary to postsecondary education. Also, it aimed to examine the factors that influence those expectations. Method We used a qualitative design to collect information from 76 university-tracked high-school seniors through nine focus groups. All focus group data were double coded using a directed content analysis approach. Findings The analysis indicated that students mentioned expectations of non-monetary benefits frequently, and in all focus groups. Though monetary benefits were not referred to directly, students identified them implicitly through non-monetary benefits. Expectations about costs were mentioned less often than were benefits. Conclusions Our study highlights that the construction of expectations appeared chiefly influenced by the information obtained through family and peers. The findings from this study should help focus institutional and educational policymakers’ efforts in supporting the decision-making process of students transitioning to higher education.
{"title":"Secondary students’ expectations on transition to higher education","authors":"P. Guzmán, Gonzalo Cifuentes Gomez, M. Santelices","doi":"10.1080/00131881.2021.1915173","DOIUrl":"https://doi.org/10.1080/00131881.2021.1915173","url":null,"abstract":"ABSTRACT Background The transition of high school students to higher education can be an overwhelming experience which may impact on academic outcomes. Despite increases in access, course completion rates remain problematic in Chile. Students’ expectations of higher education can play an important role in their decision-making, especially in terms of choices made about programme and institution. Purpose The purpose of this study was to better understand Chilean high school students’ expectations of the benefits and costs involved in the transition process from secondary to postsecondary education. Also, it aimed to examine the factors that influence those expectations. Method We used a qualitative design to collect information from 76 university-tracked high-school seniors through nine focus groups. All focus group data were double coded using a directed content analysis approach. Findings The analysis indicated that students mentioned expectations of non-monetary benefits frequently, and in all focus groups. Though monetary benefits were not referred to directly, students identified them implicitly through non-monetary benefits. Expectations about costs were mentioned less often than were benefits. Conclusions Our study highlights that the construction of expectations appeared chiefly influenced by the information obtained through family and peers. The findings from this study should help focus institutional and educational policymakers’ efforts in supporting the decision-making process of students transitioning to higher education.","PeriodicalId":47607,"journal":{"name":"Educational Research","volume":null,"pages":null},"PeriodicalIF":3.5,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00131881.2021.1915173","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41408607","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 : 2021-04-03DOI: 10.1080/00131881.2021.1917303
Shin Yen Tan
ABSTRACT Background With increasing recognition of the importance of lifelong learning, the skill of reflection has become ever more significant, especially in higher education. However, the quality of student reflection can vary and, when students are tasked with reflecting, an assumption is often made that they automatically understand how to reflect. As students continue to grapple with the act of reflecting, and the culture of being critically reflective, there is a need for greater understanding of students’ perceptions of reflection and the challenges encountered. Purpose The purpose of this small-scale, in-depth study was to understand the student perspective by inviting students to talk about reflection. There was a particular focus on exploring views and experiences from the standpoints of those directly undergoing and navigating the process. Method In this qualitative study, the participants were 11 undergraduate students from a university in Malaysia. The students completed a questionnaire and were then interviewed by the researcher. The data collected were analysed using a thematic approach. Findings Two core themes and six subthemes emerged from the data analysis: (1) views of reflection – initial experiences, understanding of reflection and transition; (2) challenges faced – the need for more process-focused feedback, vulnerability in reflection and inaction in reflection. The findings are discussed with relevant examples from the data. Conclusions The findings highlighted how reflection can be perceived as an ambiguous task, subject to a variety of interpretations. From the students’ viewpoint, reflection was often characterised as a product which was single-layered (non-iterative) and monologic, rather than iterative and dialogic. Insights offered by this analysis suggest the need for the student perspective to be more deeply understood and considered contextually, with the aim of designing teaching to better support and strengthen a reflective learning approach.
{"title":"Reflective learning? Understanding the student perspective in higher education","authors":"Shin Yen Tan","doi":"10.1080/00131881.2021.1917303","DOIUrl":"https://doi.org/10.1080/00131881.2021.1917303","url":null,"abstract":"ABSTRACT Background With increasing recognition of the importance of lifelong learning, the skill of reflection has become ever more significant, especially in higher education. However, the quality of student reflection can vary and, when students are tasked with reflecting, an assumption is often made that they automatically understand how to reflect. As students continue to grapple with the act of reflecting, and the culture of being critically reflective, there is a need for greater understanding of students’ perceptions of reflection and the challenges encountered. Purpose The purpose of this small-scale, in-depth study was to understand the student perspective by inviting students to talk about reflection. There was a particular focus on exploring views and experiences from the standpoints of those directly undergoing and navigating the process. Method In this qualitative study, the participants were 11 undergraduate students from a university in Malaysia. The students completed a questionnaire and were then interviewed by the researcher. The data collected were analysed using a thematic approach. Findings Two core themes and six subthemes emerged from the data analysis: (1) views of reflection – initial experiences, understanding of reflection and transition; (2) challenges faced – the need for more process-focused feedback, vulnerability in reflection and inaction in reflection. The findings are discussed with relevant examples from the data. Conclusions The findings highlighted how reflection can be perceived as an ambiguous task, subject to a variety of interpretations. From the students’ viewpoint, reflection was often characterised as a product which was single-layered (non-iterative) and monologic, rather than iterative and dialogic. Insights offered by this analysis suggest the need for the student perspective to be more deeply understood and considered contextually, with the aim of designing teaching to better support and strengthen a reflective learning approach.","PeriodicalId":47607,"journal":{"name":"Educational Research","volume":null,"pages":null},"PeriodicalIF":3.5,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00131881.2021.1917303","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45039094","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 : 2021-04-03DOI: 10.1080/00131881.2021.1918014
L. Kim, R. Leary, Kathryn Asbury
ABSTRACT Background Many countries around the world imposed nationwide school closures to manage the spread of COVID-19. England closed its schools for most pupils in March 2020 and prepared to reopen schools to certain year groups in June 2020. Understanding teachers’ lived experiences at this time of educational disruption is important, shedding light on challenges faced and support needed by schools and teachers in the event of further disruption. Purpose The research reported here represents the second timepoint in a longitudinal study investigating what it was like being a teacher in England during the pandemic. Our aim was to better understand teachers’ experiences at a time of partial reopening of schools in mid-June 2020. Method We used the framework of Self-Determination Theory to explore challenges to teachers’ basic psychological needs for autonomy, competence and relatedness. A total of 24 primary and secondary state school teachers from 20 schools across England were interviewed and asked to tell stories of a low point, a high point and a turning point. A reflexive thematic analysis, using a mix of inductive and deductive coding, was conducted. Findings Six themes were identified in the data: uncertainty, practical concerns, worry for pupils, importance of relationships, teacher identity, and reflections. Challenging their basic need for autonomy and competence, teachers were anxious about current and future uncertainties while navigating school reopenings. Challenging their basic need for relatedness, teachers described the importance of connecting with pupils and their families, and with colleagues. Lastly, teachers searched for holistic meaning, evaluating what it means to be a teacher and reflecting on how these circumstances have affected their personal and professional lives. Conclusions Our analysis of teachers’ experiences provides insight into how teachers’ psychological needs for autonomy, competence and relatedness have been challenged. It highlights the importance of supporting teachers to feel autonomous, competent and connected with colleagues, pupils and their families. Such support is likely to be beneficial to teachers’ wellbeing and their commitment to the profession, now and in the future.
{"title":"Teachers’ narratives during COVID-19 partial school reopenings: an exploratory study","authors":"L. Kim, R. Leary, Kathryn Asbury","doi":"10.1080/00131881.2021.1918014","DOIUrl":"https://doi.org/10.1080/00131881.2021.1918014","url":null,"abstract":"ABSTRACT Background Many countries around the world imposed nationwide school closures to manage the spread of COVID-19. England closed its schools for most pupils in March 2020 and prepared to reopen schools to certain year groups in June 2020. Understanding teachers’ lived experiences at this time of educational disruption is important, shedding light on challenges faced and support needed by schools and teachers in the event of further disruption. Purpose The research reported here represents the second timepoint in a longitudinal study investigating what it was like being a teacher in England during the pandemic. Our aim was to better understand teachers’ experiences at a time of partial reopening of schools in mid-June 2020. Method We used the framework of Self-Determination Theory to explore challenges to teachers’ basic psychological needs for autonomy, competence and relatedness. A total of 24 primary and secondary state school teachers from 20 schools across England were interviewed and asked to tell stories of a low point, a high point and a turning point. A reflexive thematic analysis, using a mix of inductive and deductive coding, was conducted. Findings Six themes were identified in the data: uncertainty, practical concerns, worry for pupils, importance of relationships, teacher identity, and reflections. Challenging their basic need for autonomy and competence, teachers were anxious about current and future uncertainties while navigating school reopenings. Challenging their basic need for relatedness, teachers described the importance of connecting with pupils and their families, and with colleagues. Lastly, teachers searched for holistic meaning, evaluating what it means to be a teacher and reflecting on how these circumstances have affected their personal and professional lives. Conclusions Our analysis of teachers’ experiences provides insight into how teachers’ psychological needs for autonomy, competence and relatedness have been challenged. It highlights the importance of supporting teachers to feel autonomous, competent and connected with colleagues, pupils and their families. Such support is likely to be beneficial to teachers’ wellbeing and their commitment to the profession, now and in the future.","PeriodicalId":47607,"journal":{"name":"Educational Research","volume":null,"pages":null},"PeriodicalIF":3.5,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00131881.2021.1918014","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45769630","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 : 2021-04-03DOI: 10.1080/00131881.2021.1914514
Auxiliadora Sales, T. Aguado, J. Lozano, Lucía. Pellejero
ABSTRACT Background For education to be underpinned deeply by the principles of inclusion and interculturality, there is a need for school to be reconceptualised as an institution which is strongly linked to its territory and capable of being an agent of social change. As part of a wider project exploring processes of democratic participation for social transformation, this article reports on a research study that supported schools to review and reformulate their educational practices through a school-based Participatory Action Research (PAR) project. Purpose The study sought to support participating schools to examine, review and transform practices by using participatory social diagnosis (PSD) strategies. In particular, it aimed to explore the ways in which PSD practices enabled the review of practices linked to territory, encouraging a process of transformative participation towards inclusion. Method Through participatory projects across four infant (3- to 6-year-old pupils) and primary (6- to 12-year-old pupils) schools in different locations in Spain, case studies were developed to examine participation and community building in the context of each case. Data, including recordings of focus group sessions, were transcribed and analysed qualitatively, using content analysis techniques. Findings Across the four case studies, analysis suggested that, in a variety of ways, spaces and times were created for shared reflection, and participatory techniques generated creative forms available to the entire community to contribute to the analysis and transformation of practices. The findings indicated that PAR techniques had enabled a means of participation that led to a process of circulation and collective production of knowledge, allowing a rethinking of inclusion and territory. Conclusions : Our small scale, in-depth study highlights the implications of opening up participatory spaces with regard to the concept of community, social change and territory. This research may provide insights for future researchers and school communities with similar goals of changing educational practices to address participation from an inclusive and intercultural approach.
{"title":"Opening up participatory spaces: a way of rethinking school practices linked to territory","authors":"Auxiliadora Sales, T. Aguado, J. Lozano, Lucía. Pellejero","doi":"10.1080/00131881.2021.1914514","DOIUrl":"https://doi.org/10.1080/00131881.2021.1914514","url":null,"abstract":"ABSTRACT Background For education to be underpinned deeply by the principles of inclusion and interculturality, there is a need for school to be reconceptualised as an institution which is strongly linked to its territory and capable of being an agent of social change. As part of a wider project exploring processes of democratic participation for social transformation, this article reports on a research study that supported schools to review and reformulate their educational practices through a school-based Participatory Action Research (PAR) project. Purpose The study sought to support participating schools to examine, review and transform practices by using participatory social diagnosis (PSD) strategies. In particular, it aimed to explore the ways in which PSD practices enabled the review of practices linked to territory, encouraging a process of transformative participation towards inclusion. Method Through participatory projects across four infant (3- to 6-year-old pupils) and primary (6- to 12-year-old pupils) schools in different locations in Spain, case studies were developed to examine participation and community building in the context of each case. Data, including recordings of focus group sessions, were transcribed and analysed qualitatively, using content analysis techniques. Findings Across the four case studies, analysis suggested that, in a variety of ways, spaces and times were created for shared reflection, and participatory techniques generated creative forms available to the entire community to contribute to the analysis and transformation of practices. The findings indicated that PAR techniques had enabled a means of participation that led to a process of circulation and collective production of knowledge, allowing a rethinking of inclusion and territory. Conclusions : Our small scale, in-depth study highlights the implications of opening up participatory spaces with regard to the concept of community, social change and territory. This research may provide insights for future researchers and school communities with similar goals of changing educational practices to address participation from an inclusive and intercultural approach.","PeriodicalId":47607,"journal":{"name":"Educational Research","volume":null,"pages":null},"PeriodicalIF":3.5,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00131881.2021.1914514","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43034507","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 : 2021-01-02DOI: 10.1080/00131881.2021.1874248
T. Heng, Lynn Song, K. Tan
ABSTRACT Background Assessment for learning (AfL) discourses and practices have gained popularity globally, as educational policies and ideas are transferred across borders. An important area of investigation is how AfL may be construed and enacted differently, according to context. Purpose By examining how teachers in Singapore understand and use AfL – a core principle embedded within differentiated instruction – this study explores how context influences assessment, learning and teaching beliefs and practices. Method As part of a larger study of how 10 public school teachers in Singapore understand and use differentiated instruction, the research reported here adopted a qualitative approach to elucidate teachers’ lived experiences. Data, which were analysed thematically, included 10 questionnaires, 30 semi-structured interviews, 39 lesson observation logs and pre- and post-lesson observation interviews. Findings The analysis identified three themes: (i) teaching and learning for Assessment of Learning (AoL) rather than AfL, (ii) teacher-directed rather than learner-driven AfL practices and (iii) behaviourist approaches in teaching and assessment practices. The finding suggested that teachers in Singapore face tensions as personal beliefs and practices around teaching, learning and assessment collide and/or coexist with their sociocultural and educational contexts. Conclusions Rather than assuming that educational ideas like AfL are acontextual or represent a ‘best practice’ that transfers easily across countries, scholars, policymakers and educators would benefit from considering more fully how AfL is a ‘situated’ concept, and reflecting more deeply on the complex interplay between source and destination contexts.
{"title":"Understanding the interaction of assessment, learning and context: Insights from Singapore","authors":"T. Heng, Lynn Song, K. Tan","doi":"10.1080/00131881.2021.1874248","DOIUrl":"https://doi.org/10.1080/00131881.2021.1874248","url":null,"abstract":"ABSTRACT Background Assessment for learning (AfL) discourses and practices have gained popularity globally, as educational policies and ideas are transferred across borders. An important area of investigation is how AfL may be construed and enacted differently, according to context. Purpose By examining how teachers in Singapore understand and use AfL – a core principle embedded within differentiated instruction – this study explores how context influences assessment, learning and teaching beliefs and practices. Method As part of a larger study of how 10 public school teachers in Singapore understand and use differentiated instruction, the research reported here adopted a qualitative approach to elucidate teachers’ lived experiences. Data, which were analysed thematically, included 10 questionnaires, 30 semi-structured interviews, 39 lesson observation logs and pre- and post-lesson observation interviews. Findings The analysis identified three themes: (i) teaching and learning for Assessment of Learning (AoL) rather than AfL, (ii) teacher-directed rather than learner-driven AfL practices and (iii) behaviourist approaches in teaching and assessment practices. The finding suggested that teachers in Singapore face tensions as personal beliefs and practices around teaching, learning and assessment collide and/or coexist with their sociocultural and educational contexts. Conclusions Rather than assuming that educational ideas like AfL are acontextual or represent a ‘best practice’ that transfers easily across countries, scholars, policymakers and educators would benefit from considering more fully how AfL is a ‘situated’ concept, and reflecting more deeply on the complex interplay between source and destination contexts.","PeriodicalId":47607,"journal":{"name":"Educational Research","volume":null,"pages":null},"PeriodicalIF":3.5,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00131881.2021.1874248","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45032825","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 : 2021-01-02DOI: 10.1080/00131881.2021.1871576
C. Stringher, Hugo Armando Brito Rivera, Salvatore Patera, Irene Silva Silva, Ana Castro Zubizarreta, Claudia Davis Leme, Daniela Torti, María Huerta, Francesca Scrocca
ABSTRACT Background: ‘Learning to Learn’ (L2L) is considered a key skill for the twenty-first century. It is understood here as a hyper-competence, which mobilises resources of the individual and/or groups in a sense-making effort to improve or update one’s own learning. By means of classroom assessment during the teaching-learning cycle, teachers can promote this competence in their daily practice. This paper focuses on the L2L–assessment relationship, presenting data from an international qualitative research project conducted in Brazil, Ecuador, Italy, Mexico, Spain and Uruguay from a comparative perspective. Purpose: The study sought to explore the relationship between teachers’ L2L conceptualisations and their assessments in a sample of preschool, primary and secondary school teachers. Key questions addressed were: how did interviewed teachers define L2L? What, if any, was the connection between teachers’ assessment methods and their own L2L definition? Methods: The analysis drew on data collected from 123 interviews with teachers, deploying a qualitative descriptive approach. L2L definitions were classified as broad or narrow according to Hounsell. A connection was assigned to each interview depending on whether teachers’ assessment and L2L responses included aspects related to L2L theory. Findings and conclusion: Around one-third of interviewees provided a definition of L2L consistent with the intended purposes of assessments that contribute to the development of L2L. Approximately one-fifth was classified with partial connection and almost half was classified as showing no connection. The L2L–assessment relationship is explored in terms of similarities and differences between countries. Overall, the study draws attention to the need for increasing teacher awareness of the L2L–assessment connection during initial and in-service teacher education, in order for teachers to develop assessment practices conducive to L2L.
{"title":"Learning to learn and assessment: Complementary concepts or different worlds?","authors":"C. Stringher, Hugo Armando Brito Rivera, Salvatore Patera, Irene Silva Silva, Ana Castro Zubizarreta, Claudia Davis Leme, Daniela Torti, María Huerta, Francesca Scrocca","doi":"10.1080/00131881.2021.1871576","DOIUrl":"https://doi.org/10.1080/00131881.2021.1871576","url":null,"abstract":"ABSTRACT Background: ‘Learning to Learn’ (L2L) is considered a key skill for the twenty-first century. It is understood here as a hyper-competence, which mobilises resources of the individual and/or groups in a sense-making effort to improve or update one’s own learning. By means of classroom assessment during the teaching-learning cycle, teachers can promote this competence in their daily practice. This paper focuses on the L2L–assessment relationship, presenting data from an international qualitative research project conducted in Brazil, Ecuador, Italy, Mexico, Spain and Uruguay from a comparative perspective. Purpose: The study sought to explore the relationship between teachers’ L2L conceptualisations and their assessments in a sample of preschool, primary and secondary school teachers. Key questions addressed were: how did interviewed teachers define L2L? What, if any, was the connection between teachers’ assessment methods and their own L2L definition? Methods: The analysis drew on data collected from 123 interviews with teachers, deploying a qualitative descriptive approach. L2L definitions were classified as broad or narrow according to Hounsell. A connection was assigned to each interview depending on whether teachers’ assessment and L2L responses included aspects related to L2L theory. Findings and conclusion: Around one-third of interviewees provided a definition of L2L consistent with the intended purposes of assessments that contribute to the development of L2L. Approximately one-fifth was classified with partial connection and almost half was classified as showing no connection. The L2L–assessment relationship is explored in terms of similarities and differences between countries. Overall, the study draws attention to the need for increasing teacher awareness of the L2L–assessment connection during initial and in-service teacher education, in order for teachers to develop assessment practices conducive to L2L.","PeriodicalId":47607,"journal":{"name":"Educational Research","volume":null,"pages":null},"PeriodicalIF":3.5,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00131881.2021.1871576","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46434383","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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