Pub Date : 2022-10-02DOI: 10.1080/00131881.2022.2136099
Urszula Bartnikowska, Katarzyna Ćwirynkało, P. Fronek
ABSTRACT Background It is widely understood that children who enter foster care are likely to have had previous traumatic experiences which can affect many aspects of their lives, including their ability to thrive at school. In order to better support the educational needs of children who are fostered, deeper insight needs to be gained into the relationships between children in foster care, foster parents, and schools. As a contribution to this under-researched area, this study focuses attention on the viewpoints of foster parents in relation to their foster children’s school experiences, in a Polish context. Purpose This research sought to explore the perceptions of foster parents on the education of their foster children and investigate how they understood these experiences. Methods A qualitative, interpretive phenomenological study was undertaken to analyse foster parents’ lived experiences of their foster children’s education. A purposive sample of 62 foster parents participated across seven focus groups. An in-depth, interpretive analysis was conducted. Findings Overall, analysis of the rich data set identified four main themes, which crossed all focus groups: Experiences of discrimination; Advocating for the child, Feelings of futility, and Connecting positively. Conclusions The study highlights more widely how foster parents can feel routinely excluded from their foster children’s education and suggests that feelings of discrimination may be common experiences. It also draws attention to the opportunities for meaningful connectivity between school professionals, foster parents and children. Implications for practice, which may be of use in other settings internationally, are offered.
{"title":"What do foster parents think about their foster children’s education?","authors":"Urszula Bartnikowska, Katarzyna Ćwirynkało, P. Fronek","doi":"10.1080/00131881.2022.2136099","DOIUrl":"https://doi.org/10.1080/00131881.2022.2136099","url":null,"abstract":"ABSTRACT Background It is widely understood that children who enter foster care are likely to have had previous traumatic experiences which can affect many aspects of their lives, including their ability to thrive at school. In order to better support the educational needs of children who are fostered, deeper insight needs to be gained into the relationships between children in foster care, foster parents, and schools. As a contribution to this under-researched area, this study focuses attention on the viewpoints of foster parents in relation to their foster children’s school experiences, in a Polish context. Purpose This research sought to explore the perceptions of foster parents on the education of their foster children and investigate how they understood these experiences. Methods A qualitative, interpretive phenomenological study was undertaken to analyse foster parents’ lived experiences of their foster children’s education. A purposive sample of 62 foster parents participated across seven focus groups. An in-depth, interpretive analysis was conducted. Findings Overall, analysis of the rich data set identified four main themes, which crossed all focus groups: Experiences of discrimination; Advocating for the child, Feelings of futility, and Connecting positively. Conclusions The study highlights more widely how foster parents can feel routinely excluded from their foster children’s education and suggests that feelings of discrimination may be common experiences. It also draws attention to the opportunities for meaningful connectivity between school professionals, foster parents and children. Implications for practice, which may be of use in other settings internationally, are offered.","PeriodicalId":47607,"journal":{"name":"Educational Research","volume":"64 1","pages":"440 - 456"},"PeriodicalIF":3.5,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46405314","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 : 2022-10-02DOI: 10.1080/00131881.2022.2135121
Deborah Holt, Alice Y. Taylor
ABSTRACT Background The question of how best to support children who are refugees to resettle and thrive in a new country is important and complex. One of the many challenges experienced by such children is disrupted education. It is widely recognised that a sense of belonging and integration within a new school and community are key to enhancing children’s chances of achieving their potential. Tutoring programmes, where tutors work one-to-one with tutees, can offer a form of support in this regard. Purpose Set within the context of the COVID-19 pandemic, this study sought to explore experiences of tutors involved in a pilot project in Scotland for primary schoolchildren from a refugee community. The home-based, online tutoring project focused on building confidence and a sense of belonging in order to support achievement in school. Methods Participants were 18 tutors who had taken part in the pilot project. Semi-structured questionnaires were used to gather rich data about the tutors’ experiences of working with the children from the refugee community. Data were analysed qualitatively, using a reflexive thematic analytical approach. Findings Tutors believed that relationships between tutor and child were essential to success. Personalisation appeared key to building confidence and helping children progress. Tutors spent time getting to know their tutee and took care to let their tutee get to know them as a person, as a way of bringing down barriers and helping the child connect. Tutors reported that they needed knowledge of the local curriculum, liaison with class teachers and understanding of the refugee community. They described the peer support network as invaluable for sharing knowledge. Although each worked with a different child, tutors learned from and assisted each other through their support network, sharing resources and ideas. Conclusion The study highlights the value of a professional learning community, particularly when tutors are working in isolation. It also draws attention to the importance of training for tutors taking on such roles, including support with the pastoral aspects of working with a child, such as the personalisation and relationship-building that was of such significance in this study.
{"title":"Tutoring project for children from a refugee community: tutor perspectives","authors":"Deborah Holt, Alice Y. Taylor","doi":"10.1080/00131881.2022.2135121","DOIUrl":"https://doi.org/10.1080/00131881.2022.2135121","url":null,"abstract":"ABSTRACT Background The question of how best to support children who are refugees to resettle and thrive in a new country is important and complex. One of the many challenges experienced by such children is disrupted education. It is widely recognised that a sense of belonging and integration within a new school and community are key to enhancing children’s chances of achieving their potential. Tutoring programmes, where tutors work one-to-one with tutees, can offer a form of support in this regard. Purpose Set within the context of the COVID-19 pandemic, this study sought to explore experiences of tutors involved in a pilot project in Scotland for primary schoolchildren from a refugee community. The home-based, online tutoring project focused on building confidence and a sense of belonging in order to support achievement in school. Methods Participants were 18 tutors who had taken part in the pilot project. Semi-structured questionnaires were used to gather rich data about the tutors’ experiences of working with the children from the refugee community. Data were analysed qualitatively, using a reflexive thematic analytical approach. Findings Tutors believed that relationships between tutor and child were essential to success. Personalisation appeared key to building confidence and helping children progress. Tutors spent time getting to know their tutee and took care to let their tutee get to know them as a person, as a way of bringing down barriers and helping the child connect. Tutors reported that they needed knowledge of the local curriculum, liaison with class teachers and understanding of the refugee community. They described the peer support network as invaluable for sharing knowledge. Although each worked with a different child, tutors learned from and assisted each other through their support network, sharing resources and ideas. Conclusion The study highlights the value of a professional learning community, particularly when tutors are working in isolation. It also draws attention to the importance of training for tutors taking on such roles, including support with the pastoral aspects of working with a child, such as the personalisation and relationship-building that was of such significance in this study.","PeriodicalId":47607,"journal":{"name":"Educational Research","volume":"64 1","pages":"473 - 490"},"PeriodicalIF":3.5,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47647028","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 : 2022-09-28DOI: 10.1080/00131881.2022.2116348
Julia Holzer, Elena Sessig, Marko Lüftenegger
ABSTRACT Background Research suggests that students and teachers often tend to diverge in their perceptions of instructional practices that are part of their everyday classroom experience. This might include differing views about assessment and feedback, or the effectiveness of task design. Accordingly, there is a need to understand as much as possible about the reasons for such differences. Purpose Whilst it is important to investigate students’ and teachers’ views on the reasons for these differences, the present study aimed to contribute to the ‘why’ and ‘how’ behind student-teacher divergence in perception by specifically focusing on teachers’ perspectives. Method A total of 398 Austrian secondary school teachers responded to an open response question in an online survey. They were invited to reflect on the possible reasons for student–teacher divergence in terms of perceptions of instruction. The teachers’ statements written in response to the question were analysed, in detail, using qualitative content analysis. Data were grouped according to micro, meso and marcrolevel factors. Findings Analysis gave rise to a detailed categorisation of the reasons given by teachers, from their viewpoints, for student-teacher divergence in perception. The resultant categories and sub-categories revealed a wide range of explanations, including socio-demographic, motivational and emotional factors, and consideration of classroom features, and environmental factors. Conclusions As the themes that emerged were largely consistent with factors discussed in previous literature, the findings offer further in-depth insight into the possible underlying mechanisms, as well as highlighting some newly identified explanations, from teachers’ viewpoints, for student-teacher divergence in perception. The study generates some new ways to think about why teachers and students may have different perceptions of everyday instructional practices in the classroom, and draws attention to the significance of this complex area for all concerned with strengthening the quality of teaching and learning.
{"title":"When educator-learner perceptions of instruction diverge: teachers’ perspectives","authors":"Julia Holzer, Elena Sessig, Marko Lüftenegger","doi":"10.1080/00131881.2022.2116348","DOIUrl":"https://doi.org/10.1080/00131881.2022.2116348","url":null,"abstract":"ABSTRACT Background Research suggests that students and teachers often tend to diverge in their perceptions of instructional practices that are part of their everyday classroom experience. This might include differing views about assessment and feedback, or the effectiveness of task design. Accordingly, there is a need to understand as much as possible about the reasons for such differences. Purpose Whilst it is important to investigate students’ and teachers’ views on the reasons for these differences, the present study aimed to contribute to the ‘why’ and ‘how’ behind student-teacher divergence in perception by specifically focusing on teachers’ perspectives. Method A total of 398 Austrian secondary school teachers responded to an open response question in an online survey. They were invited to reflect on the possible reasons for student–teacher divergence in terms of perceptions of instruction. The teachers’ statements written in response to the question were analysed, in detail, using qualitative content analysis. Data were grouped according to micro, meso and marcrolevel factors. Findings Analysis gave rise to a detailed categorisation of the reasons given by teachers, from their viewpoints, for student-teacher divergence in perception. The resultant categories and sub-categories revealed a wide range of explanations, including socio-demographic, motivational and emotional factors, and consideration of classroom features, and environmental factors. Conclusions As the themes that emerged were largely consistent with factors discussed in previous literature, the findings offer further in-depth insight into the possible underlying mechanisms, as well as highlighting some newly identified explanations, from teachers’ viewpoints, for student-teacher divergence in perception. The study generates some new ways to think about why teachers and students may have different perceptions of everyday instructional practices in the classroom, and draws attention to the significance of this complex area for all concerned with strengthening the quality of teaching and learning.","PeriodicalId":47607,"journal":{"name":"Educational Research","volume":"65 1","pages":"99 - 120"},"PeriodicalIF":3.5,"publicationDate":"2022-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46563688","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 : 2022-09-28DOI: 10.1080/00131881.2022.2120514
Connie Cirkony, M. Rickinson, Lucas Walsh, J. Gleeson, M. Salisbury, Blake Cutler
ABSTRACT Background Rapid reviews involve a streamlined approach to knowledge synthesis. They are used to identify high-quality evidence for the purpose of informing decisions and initiatives, completed over relatively short timeframes, and have been found to reach conclusions that do not differ extensively from full systematic reviews. Although common in the health sector, rapid reviews are not as widespread in education. Purpose This paper reflects on the experiences of conducting a rapid review that applied review guidance from the health sector to a topic situated within education: effective Professional Learning (PL) for school-based educators. Our purpose is not to share the rapid review’s findings: rather, our interest lies in exploring the process of undertaking the review. We sought to investigate the methodological decisions we made for the education context as we carried out the review. Methods As part of a large-scale investigation focusing on practitioner use of research evidence in education, we undertook a rapid review to understand what is known about effective PL. Drawing on methodological literature from the health and education sectors, we documented the procedure involved in conducting our rapid review in education. At each step, we reflected on methodological issues encountered, decisions taken and the procedural adjustments we made to align the process to the education context. Findings Our reflections identify the key adaptations we made to ensure that review guidance was carefully attuned to the context of the education field and the wider purpose of the review: in our case, to inform an initiative in education. Considerations highlighted by our procedure also included the role of reviewer judgement in quality appraisal and attending to collaborative review team processes. These reflections support the notion that the use of research to inform decisions in education needs to be a dynamic, contextualised, and collaborative process. Conclusion Rapid reviews have a crucial part to play in efforts to strengthen evidence-informed practice in the education sector. Our methodological exploration offers insights for those conducting, using, and commissioning rapid reviews to provide systematic and transparent evidence-based guidance for initiatives in education.
{"title":"Reflections on conducting rapid reviews of educational research","authors":"Connie Cirkony, M. Rickinson, Lucas Walsh, J. Gleeson, M. Salisbury, Blake Cutler","doi":"10.1080/00131881.2022.2120514","DOIUrl":"https://doi.org/10.1080/00131881.2022.2120514","url":null,"abstract":"ABSTRACT Background Rapid reviews involve a streamlined approach to knowledge synthesis. They are used to identify high-quality evidence for the purpose of informing decisions and initiatives, completed over relatively short timeframes, and have been found to reach conclusions that do not differ extensively from full systematic reviews. Although common in the health sector, rapid reviews are not as widespread in education. Purpose This paper reflects on the experiences of conducting a rapid review that applied review guidance from the health sector to a topic situated within education: effective Professional Learning (PL) for school-based educators. Our purpose is not to share the rapid review’s findings: rather, our interest lies in exploring the process of undertaking the review. We sought to investigate the methodological decisions we made for the education context as we carried out the review. Methods As part of a large-scale investigation focusing on practitioner use of research evidence in education, we undertook a rapid review to understand what is known about effective PL. Drawing on methodological literature from the health and education sectors, we documented the procedure involved in conducting our rapid review in education. At each step, we reflected on methodological issues encountered, decisions taken and the procedural adjustments we made to align the process to the education context. Findings Our reflections identify the key adaptations we made to ensure that review guidance was carefully attuned to the context of the education field and the wider purpose of the review: in our case, to inform an initiative in education. Considerations highlighted by our procedure also included the role of reviewer judgement in quality appraisal and attending to collaborative review team processes. These reflections support the notion that the use of research to inform decisions in education needs to be a dynamic, contextualised, and collaborative process. Conclusion Rapid reviews have a crucial part to play in efforts to strengthen evidence-informed practice in the education sector. Our methodological exploration offers insights for those conducting, using, and commissioning rapid reviews to provide systematic and transparent evidence-based guidance for initiatives in education.","PeriodicalId":47607,"journal":{"name":"Educational Research","volume":"64 1","pages":"371 - 390"},"PeriodicalIF":3.5,"publicationDate":"2022-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44549960","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 : 2022-09-05DOI: 10.1080/00131881.2022.2112922
Karthigeyan Subramaniam
ABSTRACT Background As prospective teachers traverse the early stages of their careers, their first experiences of teaching (both in-course and in-classroom), and the transitions between them, need to support the growth of their professional learning. In the context of STEM education, more needs to be understood about pre-service teachers’ lived experiences of these initial sessions, and the transitions between them, so that teacher educators can better prepare and support pre-service teachers to learn from these experiences and advance along their professional pathways. Purpose This study sought to explore primary teachers’ lived experiences of teaching science for the first time, firstly within a science teaching methods course, and then within a practicum. Methods Participants were 24 pre-service primary teachers attending a primary school teacher preparation programme in the USA. A phenomenological approach was adopted to describe the essence of the pre-service teachers’ lived experiences in teaching science for the first time, initially in a science teaching methods course and then in a practicum. They were interviewed at two points in time: once after their micro-teaching on the methods course, and then again after they had taught science at least once in their practicum. Data were analysed qualitatively. Findings The analysis suggested that the essence of pre-service primary teachers’ first-time science teaching experiences appeared to be about constructing ‘operating systems’ for teaching science (in the methods course), and then, once they had transitioned to the practicum, reconfiguring their operating systems, in part to align with the mentor teachers’ conceptualisation of what constituted science instruction and learning. Conclusion These findings highlight how the notion of ‘experience as teacher’ could assist science teacher educators in helping pre-service primary teachers to adjust their expectations and support their learning as they transition through the early stages of their STEM teaching journeys.
{"title":"Journeys in STEM learning: first-time experiences of science teaching","authors":"Karthigeyan Subramaniam","doi":"10.1080/00131881.2022.2112922","DOIUrl":"https://doi.org/10.1080/00131881.2022.2112922","url":null,"abstract":"ABSTRACT Background As prospective teachers traverse the early stages of their careers, their first experiences of teaching (both in-course and in-classroom), and the transitions between them, need to support the growth of their professional learning. In the context of STEM education, more needs to be understood about pre-service teachers’ lived experiences of these initial sessions, and the transitions between them, so that teacher educators can better prepare and support pre-service teachers to learn from these experiences and advance along their professional pathways. Purpose This study sought to explore primary teachers’ lived experiences of teaching science for the first time, firstly within a science teaching methods course, and then within a practicum. Methods Participants were 24 pre-service primary teachers attending a primary school teacher preparation programme in the USA. A phenomenological approach was adopted to describe the essence of the pre-service teachers’ lived experiences in teaching science for the first time, initially in a science teaching methods course and then in a practicum. They were interviewed at two points in time: once after their micro-teaching on the methods course, and then again after they had taught science at least once in their practicum. Data were analysed qualitatively. Findings The analysis suggested that the essence of pre-service primary teachers’ first-time science teaching experiences appeared to be about constructing ‘operating systems’ for teaching science (in the methods course), and then, once they had transitioned to the practicum, reconfiguring their operating systems, in part to align with the mentor teachers’ conceptualisation of what constituted science instruction and learning. Conclusion These findings highlight how the notion of ‘experience as teacher’ could assist science teacher educators in helping pre-service primary teachers to adjust their expectations and support their learning as they transition through the early stages of their STEM teaching journeys.","PeriodicalId":47607,"journal":{"name":"Educational Research","volume":"64 1","pages":"391 - 406"},"PeriodicalIF":3.5,"publicationDate":"2022-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49623171","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 : 2022-07-03DOI: 10.1080/00131881.2022.2096092
Hee Jung Gong, Jihye Kwon, Megan P Brock
ABSTRACT Background Over recent years in colleges and universities, a peer-learning assistant (PLA) model has been introduced into Science, Technology, Engineering, and Mathematics (STEM) classes. Despite the significance of this alternative pedagogical approach in undergraduate education, studies of PLAs’ lived experiences of the approach, and hence a deep understanding of the model and its application in higher education, are limited. Purpose The study sought to gain insight into the learning and teaching experiences of PLAs in an undergraduate STEM class. The PLAs were required to take a pedagogical class as mentors, in addition to having previously undertaken the STEM class themselves. Method A phenomenological methodology underpinned the study design, supporting the in-depth analysis of rich interview data. Interviews were conducted with five PLAs in STEM majors in a public university in the United States. Interviews were focused on identifying the PLAs’ perceptions of their shared experiences, and the knowledge and skills they gained while mentoring peer STEM students and taking a peer-learning pedagogy class. Data were analysed qualitatively, using Kolb’s experiential learning as an analytical framework. Findings The analysis identified how the PLAs experienced the cycle of experiential learning by a) engaging in a STEM class as a student teacher; b) interacting with other PLAs in a pedagogical course; c) developing skills and learning from a pedagogy class; and d) readapting developed peer-teaching abilities and attitudes to a STEM class. Conclusions Our study contributes to an understanding of PLAs’ experiences of the PLA model. The elements we found offer a view into how the PLA students shaped their peer-learning and peer-teaching skills, through their reflections on experiences in both the STEM and pedagogical classes. Through the four elements, students were able to engage in a process that suggested transformative learning. Practical suggestions and scholarly implications for practitioners and researchers are discussed.
{"title":"Experiential learning through a peer learning assistant model in STEM","authors":"Hee Jung Gong, Jihye Kwon, Megan P Brock","doi":"10.1080/00131881.2022.2096092","DOIUrl":"https://doi.org/10.1080/00131881.2022.2096092","url":null,"abstract":"ABSTRACT Background Over recent years in colleges and universities, a peer-learning assistant (PLA) model has been introduced into Science, Technology, Engineering, and Mathematics (STEM) classes. Despite the significance of this alternative pedagogical approach in undergraduate education, studies of PLAs’ lived experiences of the approach, and hence a deep understanding of the model and its application in higher education, are limited. Purpose The study sought to gain insight into the learning and teaching experiences of PLAs in an undergraduate STEM class. The PLAs were required to take a pedagogical class as mentors, in addition to having previously undertaken the STEM class themselves. Method A phenomenological methodology underpinned the study design, supporting the in-depth analysis of rich interview data. Interviews were conducted with five PLAs in STEM majors in a public university in the United States. Interviews were focused on identifying the PLAs’ perceptions of their shared experiences, and the knowledge and skills they gained while mentoring peer STEM students and taking a peer-learning pedagogy class. Data were analysed qualitatively, using Kolb’s experiential learning as an analytical framework. Findings The analysis identified how the PLAs experienced the cycle of experiential learning by a) engaging in a STEM class as a student teacher; b) interacting with other PLAs in a pedagogical course; c) developing skills and learning from a pedagogy class; and d) readapting developed peer-teaching abilities and attitudes to a STEM class. Conclusions Our study contributes to an understanding of PLAs’ experiences of the PLA model. The elements we found offer a view into how the PLA students shaped their peer-learning and peer-teaching skills, through their reflections on experiences in both the STEM and pedagogical classes. Through the four elements, students were able to engage in a process that suggested transformative learning. Practical suggestions and scholarly implications for practitioners and researchers are discussed.","PeriodicalId":47607,"journal":{"name":"Educational Research","volume":"64 1","pages":"317 - 333"},"PeriodicalIF":3.5,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45368417","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 : 2022-06-30DOI: 10.1080/00131881.2022.2090982
S. N. van den Boom-Muilenburg, S. de Vries, K. van Veen, C. Poortman, K. Schildkamp
ABSTRACT Background The continual improvement of teaching and learning is vital for schools in order to meet the rapid changes in the world around us. Lesson study is considered a valuable professional development approach in that regard. It is focused on teachers collaboratively studying live classroom lessons. Sustaining lesson study, by making its core components part of the school’s organisational routines, can help schools continually and systematically to improve student learning and teaching. However, despite the value of this approach, sustaining lesson study turns out to be complex. Leadership seems to play a crucial role therein, but the question is: how? Purpose The study aimed to gain in-depth insight into what leadership looks like in schools that sustained lesson study. Method A case study design was used to investigate leadership in two secondary schools. We conducted over 300 hours of observations through immersion within practice, collected school policy documents, and interviewed the school leadership. Data were analysed qualitatively. Findings The analysis identified that both schools carried out various leadership practices for sustained lesson study. For leadership at schools that aim for sustained lesson study, it seems important to schedule lesson study, to be available, to have knowledge about lesson study and to appoint a lesson study coordinator. Whether and how leadership practices were carried out seemed to depend on the school’s context – for instance, by the policy reasons for working with lesson study. As such, it is important to examine the school and its leadership in context when considering sustainability. Conclusion Through immersion within practice, specific and real-life examples of leadership were identified. This study’s insights could help school leadership to sustain lesson study in their schools.
{"title":"Leadership practices and sustained lesson study","authors":"S. N. van den Boom-Muilenburg, S. de Vries, K. van Veen, C. Poortman, K. Schildkamp","doi":"10.1080/00131881.2022.2090982","DOIUrl":"https://doi.org/10.1080/00131881.2022.2090982","url":null,"abstract":"ABSTRACT Background The continual improvement of teaching and learning is vital for schools in order to meet the rapid changes in the world around us. Lesson study is considered a valuable professional development approach in that regard. It is focused on teachers collaboratively studying live classroom lessons. Sustaining lesson study, by making its core components part of the school’s organisational routines, can help schools continually and systematically to improve student learning and teaching. However, despite the value of this approach, sustaining lesson study turns out to be complex. Leadership seems to play a crucial role therein, but the question is: how? Purpose The study aimed to gain in-depth insight into what leadership looks like in schools that sustained lesson study. Method A case study design was used to investigate leadership in two secondary schools. We conducted over 300 hours of observations through immersion within practice, collected school policy documents, and interviewed the school leadership. Data were analysed qualitatively. Findings The analysis identified that both schools carried out various leadership practices for sustained lesson study. For leadership at schools that aim for sustained lesson study, it seems important to schedule lesson study, to be available, to have knowledge about lesson study and to appoint a lesson study coordinator. Whether and how leadership practices were carried out seemed to depend on the school’s context – for instance, by the policy reasons for working with lesson study. As such, it is important to examine the school and its leadership in context when considering sustainability. Conclusion Through immersion within practice, specific and real-life examples of leadership were identified. This study’s insights could help school leadership to sustain lesson study in their schools.","PeriodicalId":47607,"journal":{"name":"Educational Research","volume":"64 1","pages":"295 - 316"},"PeriodicalIF":3.5,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46213357","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 : 2022-06-30DOI: 10.1080/00131881.2022.2090981
Shauny Seynhaeve, B. Deygers, E. Simon, S. Delarue
ABSTRACT Background In order to continue educational provision during the Covid-19 pandemic, many education systems switched to some form of Emergency Remote Teaching (ERT) in 2020. Research suggests that this may have disproportionately affected students from underprivileged communities. In this context, there is, therefore, a pressing need to consider how ERT may have impacted learners who are likely to be most affected by educational inequalities, including newly arrived migrant students (NAMS). Purpose As studies have highlighted the particular importance of interaction for effective distance learning, the research aimed to examine how NAMS in Flemish secondary schools experienced interaction with learning content, teachers and fellow students in online classes during ERT. Methods A total of six semi-structured focus group interviews were conducted with 23 NAMS from six secondary schools in Belgium. The interviews were centred on questions about participants’ experiences with online interaction and participation. All focus groups were audio recorded and transcribed verbatim, after which transcriptions were coded and analysed qualitatively. Findings The analysis revealed that, during ERT, participants reported experiencing a higher amount of learner–content interaction, mainly consisting of self-study material and tasks. Participants also indicated a lack of learner–teacher interaction, which was attributed to the shortage of speaking opportunities and students’ decreased inclination to interact with instructors. In addition, most participants reportedly experienced few opportunities for learner–learner interaction during online classes. Conclusions Study findings provided insight into the NAMS’ experiences of being suddenly and unexpectedly compelled to be autonomous learners during ERT. Students’ reports suggest that the quality of learner–content interaction may have been compromised by limited learner–teacher interaction in the ERT situation. This draws attention more generally to the importance of interactive learning in the support of NAMS and the need for educators to be empowered to develop interactivity-rich remote learning environments.
{"title":"Interaction in online classes during Covid-19: the experiences of newly-arrived migrant students","authors":"Shauny Seynhaeve, B. Deygers, E. Simon, S. Delarue","doi":"10.1080/00131881.2022.2090981","DOIUrl":"https://doi.org/10.1080/00131881.2022.2090981","url":null,"abstract":"ABSTRACT Background In order to continue educational provision during the Covid-19 pandemic, many education systems switched to some form of Emergency Remote Teaching (ERT) in 2020. Research suggests that this may have disproportionately affected students from underprivileged communities. In this context, there is, therefore, a pressing need to consider how ERT may have impacted learners who are likely to be most affected by educational inequalities, including newly arrived migrant students (NAMS). Purpose As studies have highlighted the particular importance of interaction for effective distance learning, the research aimed to examine how NAMS in Flemish secondary schools experienced interaction with learning content, teachers and fellow students in online classes during ERT. Methods A total of six semi-structured focus group interviews were conducted with 23 NAMS from six secondary schools in Belgium. The interviews were centred on questions about participants’ experiences with online interaction and participation. All focus groups were audio recorded and transcribed verbatim, after which transcriptions were coded and analysed qualitatively. Findings The analysis revealed that, during ERT, participants reported experiencing a higher amount of learner–content interaction, mainly consisting of self-study material and tasks. Participants also indicated a lack of learner–teacher interaction, which was attributed to the shortage of speaking opportunities and students’ decreased inclination to interact with instructors. In addition, most participants reportedly experienced few opportunities for learner–learner interaction during online classes. Conclusions Study findings provided insight into the NAMS’ experiences of being suddenly and unexpectedly compelled to be autonomous learners during ERT. Students’ reports suggest that the quality of learner–content interaction may have been compromised by limited learner–teacher interaction in the ERT situation. This draws attention more generally to the importance of interactive learning in the support of NAMS and the need for educators to be empowered to develop interactivity-rich remote learning environments.","PeriodicalId":47607,"journal":{"name":"Educational Research","volume":"64 1","pages":"334 - 352"},"PeriodicalIF":3.5,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48468843","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 : 2022-06-29DOI: 10.1080/00131881.2022.2087711
Elissa M. Monteiro, Ashley Donham, Melissa Klaib
ABSTRACT Background Research suggests that there are gaps in teacher knowledge about attention-deficit/hyperactivity disorder (ADHD). Teachers report that their pre-service training did not prepare them to manage ADHD-related behaviour and that students with ADHD can be more stressful to teach. Although there has been an increase in studies aimed at increasing teachers’ knowledge of ADHD and improving interventions, there remains a need to address whether teacher factors (e.g. knowledge about ADHD and experience working with students with ADHD) may influence the effectiveness of an intervention for these students. Purpose The aim of this small-scale, in-depth literature review was to identify and explore studies that have investigated teacher characteristics alongside intervention effectiveness for students with ADHD. Method A literature search was conducted to identify studies on the topic of ADHD interventions that (a) demonstrated the use of a school-based intervention aimed at supporting students with an ADHD diagnosis, (b) measured a teacher factor, and (c) documented student outcomes. The search was limited to peer review articles published between 2006 and 2020 and written in English. Findings Within the broad body of work in school-based ADHD intervention research, the search identified a small subset of articles that addressed this specific area. An in-depth narrative synthesis of these articles explored the studies’ characteristics and outcomes. Conclusions The synthesis draws attention to the under-researched question of whether teacher factors are influencing or moderating an intervention’s effectiveness. It highlights the need for further research into teacher-level factors as possible explanatory variables for an intervention’s effectiveness. This may provide crucial information for improving ADHD interventions, thereby enabling teachers to better support learners with ADHD.
{"title":"Teacher characteristics and ADHD intervention outcomes in schools","authors":"Elissa M. Monteiro, Ashley Donham, Melissa Klaib","doi":"10.1080/00131881.2022.2087711","DOIUrl":"https://doi.org/10.1080/00131881.2022.2087711","url":null,"abstract":"ABSTRACT Background Research suggests that there are gaps in teacher knowledge about attention-deficit/hyperactivity disorder (ADHD). Teachers report that their pre-service training did not prepare them to manage ADHD-related behaviour and that students with ADHD can be more stressful to teach. Although there has been an increase in studies aimed at increasing teachers’ knowledge of ADHD and improving interventions, there remains a need to address whether teacher factors (e.g. knowledge about ADHD and experience working with students with ADHD) may influence the effectiveness of an intervention for these students. Purpose The aim of this small-scale, in-depth literature review was to identify and explore studies that have investigated teacher characteristics alongside intervention effectiveness for students with ADHD. Method A literature search was conducted to identify studies on the topic of ADHD interventions that (a) demonstrated the use of a school-based intervention aimed at supporting students with an ADHD diagnosis, (b) measured a teacher factor, and (c) documented student outcomes. The search was limited to peer review articles published between 2006 and 2020 and written in English. Findings Within the broad body of work in school-based ADHD intervention research, the search identified a small subset of articles that addressed this specific area. An in-depth narrative synthesis of these articles explored the studies’ characteristics and outcomes. Conclusions The synthesis draws attention to the under-researched question of whether teacher factors are influencing or moderating an intervention’s effectiveness. It highlights the need for further research into teacher-level factors as possible explanatory variables for an intervention’s effectiveness. This may provide crucial information for improving ADHD interventions, thereby enabling teachers to better support learners with ADHD.","PeriodicalId":47607,"journal":{"name":"Educational Research","volume":"64 1","pages":"257 - 276"},"PeriodicalIF":3.5,"publicationDate":"2022-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45402001","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 : 2022-06-22DOI: 10.1080/00131881.2022.2087712
Gonzalo Cifuentes Gomez, Pamela Guzmán, M. Santelices
ABSTRACT Background The transition from school to higher education (HE) involves multiple challenges including academic issues, motivation and identity adaptation. In this scenario, the role of family, peers and institutions can be fundamental in the success of the transition process. Purpose We sought to deepen our understanding of the transition phenomenon by studying students’ perceptions on HE expectations versus the reality encountered, identifying the main challenges they faced and analysing the strategies used to cope with the difficulties encountered in adjusting to HE. Method This is a follow-up interview study that examined the perceptions of 14 first- and second-year HE students in Chile, who had participated in a previous research study two years earlier whilst in secondary school. Interview data were analysed using a qualitative approach. Findings The analysis identified contrasts between students’ expectations and what occurred during the first two years of HE. Associated with academic difficulties, the students felt that the main challenges included increased complexity of content, time management and study strategies. To cope with these challenges, the evidence suggested that the students adapted their academic strategies and relied strongly on their families and peers. Conclusions Our findings draw attention to a mismatch that can occur between the expectations and the reality that students face once they have transitioned to HE. Implications for institutions include building a transition bridge between secondary and postsecondary education, which goes beyond providing information about funding or the labour market. In terms of supporting successful transition, issues such as academic demand, studying time, study strategies and prior familiarity with HE staff and peers are all relevant aspects for consideration.
{"title":"Transitioning to higher education: students’ expectations and realities","authors":"Gonzalo Cifuentes Gomez, Pamela Guzmán, M. Santelices","doi":"10.1080/00131881.2022.2087712","DOIUrl":"https://doi.org/10.1080/00131881.2022.2087712","url":null,"abstract":"ABSTRACT Background The transition from school to higher education (HE) involves multiple challenges including academic issues, motivation and identity adaptation. In this scenario, the role of family, peers and institutions can be fundamental in the success of the transition process. Purpose We sought to deepen our understanding of the transition phenomenon by studying students’ perceptions on HE expectations versus the reality encountered, identifying the main challenges they faced and analysing the strategies used to cope with the difficulties encountered in adjusting to HE. Method This is a follow-up interview study that examined the perceptions of 14 first- and second-year HE students in Chile, who had participated in a previous research study two years earlier whilst in secondary school. Interview data were analysed using a qualitative approach. Findings The analysis identified contrasts between students’ expectations and what occurred during the first two years of HE. Associated with academic difficulties, the students felt that the main challenges included increased complexity of content, time management and study strategies. To cope with these challenges, the evidence suggested that the students adapted their academic strategies and relied strongly on their families and peers. Conclusions Our findings draw attention to a mismatch that can occur between the expectations and the reality that students face once they have transitioned to HE. Implications for institutions include building a transition bridge between secondary and postsecondary education, which goes beyond providing information about funding or the labour market. In terms of supporting successful transition, issues such as academic demand, studying time, study strategies and prior familiarity with HE staff and peers are all relevant aspects for consideration.","PeriodicalId":47607,"journal":{"name":"Educational Research","volume":"64 1","pages":"424 - 439"},"PeriodicalIF":3.5,"publicationDate":"2022-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46037912","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：