Pub Date : 2021-10-02DOI: 10.1080/00131881.2021.1987152
Julia Holzer, Sarah Bürger, Sara Samek-Krenkel, C. Spiel, Barbara Schober
ABSTRACT Background Converging evidence points to the relevance of adolescent wellbeing as a resource for positive development and successful learning. As schools represent one of the most significant environments for adolescent development, there is increasing interest in students’ wellbeing in schools. However, the growing body of research reveals great heterogeneity regarding operationalisations of school-related wellbeing. Purpose The present study aims to contribute to the conceptualisation of the construct by taking a closer look at experiences within the context. In doing so, it takes a multi-informant approach and explores students’ and teachers’ perspectives. Method A survey was conducted among secondary school students (n = 150) and teachers (n = 197). Participants provided responses to open-ended questions, addressing their general understanding of the construct and indicators of high and low levels of school-related wellbeing. Data were analysed using a qualitative content analysis approach. The EPOCH model of Kern et al., with the dimensions Engagement, Perseverance, Optimism, Connectedness and Happiness, was applied as a categorisation framework. For coded segments that did not correspond to the EPOCH domains, the category system was expanded inductively. Findings Just over three quarters of all coded segments referred to the EPOCH domains. Three categories were inductively added: Physical health, Achievement and Framework conditions. Overall, in terms of the content addressed as well as frequencies of the themes, there was a degree of homogeneity across the responses of students and teachers, although findings suggested greater emphasis on eudaimonic aspects in the teacher sample. Conclusions The present study provides initial insights into students’ and teachers’ perspectives regarding the conceptualisation of school-related wellbeing and supports the approach of conceptualising it both in terms of hedonic and eudaimonic aspects. It supports the application of the EPOCH model to the school context, considers additional detailed aspects and underscores the multidimensionality of the construct. Future research is required to investigate the roles of all identified categories and whether they correspond to a statistical measurement model.
{"title":"Conceptualisation of students’ school-related wellbeing: students’ and teachers’ perspectives","authors":"Julia Holzer, Sarah Bürger, Sara Samek-Krenkel, C. Spiel, Barbara Schober","doi":"10.1080/00131881.2021.1987152","DOIUrl":"https://doi.org/10.1080/00131881.2021.1987152","url":null,"abstract":"ABSTRACT Background Converging evidence points to the relevance of adolescent wellbeing as a resource for positive development and successful learning. As schools represent one of the most significant environments for adolescent development, there is increasing interest in students’ wellbeing in schools. However, the growing body of research reveals great heterogeneity regarding operationalisations of school-related wellbeing. Purpose The present study aims to contribute to the conceptualisation of the construct by taking a closer look at experiences within the context. In doing so, it takes a multi-informant approach and explores students’ and teachers’ perspectives. Method A survey was conducted among secondary school students (n = 150) and teachers (n = 197). Participants provided responses to open-ended questions, addressing their general understanding of the construct and indicators of high and low levels of school-related wellbeing. Data were analysed using a qualitative content analysis approach. The EPOCH model of Kern et al., with the dimensions Engagement, Perseverance, Optimism, Connectedness and Happiness, was applied as a categorisation framework. For coded segments that did not correspond to the EPOCH domains, the category system was expanded inductively. Findings Just over three quarters of all coded segments referred to the EPOCH domains. Three categories were inductively added: Physical health, Achievement and Framework conditions. Overall, in terms of the content addressed as well as frequencies of the themes, there was a degree of homogeneity across the responses of students and teachers, although findings suggested greater emphasis on eudaimonic aspects in the teacher sample. Conclusions The present study provides initial insights into students’ and teachers’ perspectives regarding the conceptualisation of school-related wellbeing and supports the approach of conceptualising it both in terms of hedonic and eudaimonic aspects. It supports the application of the EPOCH model to the school context, considers additional detailed aspects and underscores the multidimensionality of the construct. Future research is required to investigate the roles of all identified categories and whether they correspond to a statistical measurement model.","PeriodicalId":47607,"journal":{"name":"Educational Research","volume":"63 1","pages":"474 - 496"},"PeriodicalIF":3.5,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45625598","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 : 2021-10-02DOI: 10.1080/00131881.2021.2004295
{"title":"The journal sincerely thanks reviewers who have given help during 2019 – 2020","authors":"","doi":"10.1080/00131881.2021.2004295","DOIUrl":"https://doi.org/10.1080/00131881.2021.2004295","url":null,"abstract":"","PeriodicalId":47607,"journal":{"name":"Educational Research","volume":"63 1","pages":"i - i"},"PeriodicalIF":3.5,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49172884","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 : 2021-07-30DOI: 10.1080/00131881.2021.1956988
Camilla Forsberg, Eva Hammar Chiriac, Robert Thornberg
ABSTRACT Background: School climate is crucial: its character can affect pupils’ academic achievement, teachers’ working conditions and the wellbeing of everyone at school. A major concern for teachers is how to prevent and manage disruptive behaviours. Against this backdrop, there is a need for thorough investigation of pupils’ perspectives to better understand their perceptions of the climate at their schools and their views about why disruptive behaviours occur. Purpose: In this small-scale, qualitative study, we aimed to contribute to the body of school climate research by exploring pupils’ perspectives on school climate, teachers and relationships at school. Method: We conducted an in-depth qualitative analysis, exploring pupils’ perspectives on these issues through focus group interviews. Eighteen semi-structured interviews were conducted (n = 104) with grade 1–9 (7- to 15-year-old) pupils from a school in Sweden. The interview guide included questions about sense of safety, relationships at school and in classrooms, and pupils’ views of teachers. Constructivist grounded theory was used as the analytical framework. Findings: A recurrent pattern identified in the data was the focus on disruptive behaviours and how these were connected to the pupils’ learning environment, sense of safety and teachers. Three core categories were conceptualised from the pupils’ perspectives: (a) within-pupil explanations, (b) teaching style explanations and (c) peer group process explanations. We adopted a social-ecological approach to conceptualise the complexities and interplay of factors addressed by the pupils in their perspectives on disruptive behaviours. Conclusions: Our findings provide insight into the way that different factors interplay in the emergence of disruptive behaviours in the classroom, nested within both contextual and structural aspects. This analysis of pupil perspectives also points to the importance of a whole-school approach in which teachers establish a warm, responsive and confident teaching style in the classroom and in the playground to influence the social dynamics.
{"title":"Exploring pupils’ perspectives on school climate","authors":"Camilla Forsberg, Eva Hammar Chiriac, Robert Thornberg","doi":"10.1080/00131881.2021.1956988","DOIUrl":"https://doi.org/10.1080/00131881.2021.1956988","url":null,"abstract":"ABSTRACT Background: School climate is crucial: its character can affect pupils’ academic achievement, teachers’ working conditions and the wellbeing of everyone at school. A major concern for teachers is how to prevent and manage disruptive behaviours. Against this backdrop, there is a need for thorough investigation of pupils’ perspectives to better understand their perceptions of the climate at their schools and their views about why disruptive behaviours occur. Purpose: In this small-scale, qualitative study, we aimed to contribute to the body of school climate research by exploring pupils’ perspectives on school climate, teachers and relationships at school. Method: We conducted an in-depth qualitative analysis, exploring pupils’ perspectives on these issues through focus group interviews. Eighteen semi-structured interviews were conducted (n = 104) with grade 1–9 (7- to 15-year-old) pupils from a school in Sweden. The interview guide included questions about sense of safety, relationships at school and in classrooms, and pupils’ views of teachers. Constructivist grounded theory was used as the analytical framework. Findings: A recurrent pattern identified in the data was the focus on disruptive behaviours and how these were connected to the pupils’ learning environment, sense of safety and teachers. Three core categories were conceptualised from the pupils’ perspectives: (a) within-pupil explanations, (b) teaching style explanations and (c) peer group process explanations. We adopted a social-ecological approach to conceptualise the complexities and interplay of factors addressed by the pupils in their perspectives on disruptive behaviours. Conclusions: Our findings provide insight into the way that different factors interplay in the emergence of disruptive behaviours in the classroom, nested within both contextual and structural aspects. This analysis of pupil perspectives also points to the importance of a whole-school approach in which teachers establish a warm, responsive and confident teaching style in the classroom and in the playground to influence the social dynamics.","PeriodicalId":47607,"journal":{"name":"Educational Research","volume":"63 1","pages":"379 - 395"},"PeriodicalIF":3.5,"publicationDate":"2021-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00131881.2021.1956988","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42146627","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: 10.1080/00131881.2021.1945476
Belén Massó-Guijarro, Purificación Pérez-García, C. Cruz-González
ABSTRACT Background Applied Theatre (AT) is a relatively recently-created interdisciplinary field that includes investigation of the social and educational uses of its practices. Since its emergence as a discipline in the 1990s, research has proliferated. However, to better understand the breadth and depth of AT’s social and educational applications, there is a need to review and synthesise the scientific literature in this developing area. Purpose We sought to address this gap by providing a qualitative synthesis of relevant literature focusing on theatre as a tool for social and educational intervention with socially disadvantaged groups, capturing some of the key achievements and challenges in the field. Design and methods A qualitative review of scientific literature published on this issue in the last decade was conducted. After obtaining an overview of the literature, we conducted a thematic analysis to identify the central themes of the research. Findings Scientific discussion on the social and educational uses of theatre has expanded significantly in the last decade. Our thematic analysis identified the documentation of a rich multiplicity of social and educational possibilities for applying theatre to contexts of social vulnerability, including: empowerment and development of critical awareness, promotion of personal and community development, construction of spaces of recognition, development of empathetic attitudes towards human differences, and the recovery of silenced narratives. This review also uncovered a number of challenges and dilemmas inherent to the field, such as the question of power distribution in applied theatre processes or the complexities created by an instrumental vision of the arts. Conclusions This qualitative synthesis of research demonstrates how AT, as a framework for reflection and action of an interdisciplinary nature, offers useful dialogical, creative and critical tools for generating viable alternatives in diverse social and educational contexts. The review of research draws attention to how AT may provide a platform for the recognition and participation of marginalised groups and individuals, and offer a potentially relevant mechanism for moderating social and educational inequality.
{"title":"Applied Theatre as a strategy for intervention with disadvantaged groups: a qualitative synthesis","authors":"Belén Massó-Guijarro, Purificación Pérez-García, C. Cruz-González","doi":"10.1080/00131881.2021.1945476","DOIUrl":"https://doi.org/10.1080/00131881.2021.1945476","url":null,"abstract":"ABSTRACT Background Applied Theatre (AT) is a relatively recently-created interdisciplinary field that includes investigation of the social and educational uses of its practices. Since its emergence as a discipline in the 1990s, research has proliferated. However, to better understand the breadth and depth of AT’s social and educational applications, there is a need to review and synthesise the scientific literature in this developing area. Purpose We sought to address this gap by providing a qualitative synthesis of relevant literature focusing on theatre as a tool for social and educational intervention with socially disadvantaged groups, capturing some of the key achievements and challenges in the field. Design and methods A qualitative review of scientific literature published on this issue in the last decade was conducted. After obtaining an overview of the literature, we conducted a thematic analysis to identify the central themes of the research. Findings Scientific discussion on the social and educational uses of theatre has expanded significantly in the last decade. Our thematic analysis identified the documentation of a rich multiplicity of social and educational possibilities for applying theatre to contexts of social vulnerability, including: empowerment and development of critical awareness, promotion of personal and community development, construction of spaces of recognition, development of empathetic attitudes towards human differences, and the recovery of silenced narratives. This review also uncovered a number of challenges and dilemmas inherent to the field, such as the question of power distribution in applied theatre processes or the complexities created by an instrumental vision of the arts. Conclusions This qualitative synthesis of research demonstrates how AT, as a framework for reflection and action of an interdisciplinary nature, offers useful dialogical, creative and critical tools for generating viable alternatives in diverse social and educational contexts. The review of research draws attention to how AT may provide a platform for the recognition and participation of marginalised groups and individuals, and offer a potentially relevant mechanism for moderating social and educational inequality.","PeriodicalId":47607,"journal":{"name":"Educational Research","volume":"63 1","pages":"337 - 356"},"PeriodicalIF":3.5,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00131881.2021.1945476","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45467291","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: 10.1080/00131881.2021.1956987
Rita Nádas, Irenka Suto, Rebecca Grayson
ABSTRACT Background Secondary school teachers sometimes teach and assess material outside their specialisms for reasons including staff shortages or the growing popularity of the interdisciplinary courses. We hypothesised that teacher-assessors with different subject specialisms may differ in their interpretations of frequently used words in teaching and assessment, such as ‘analyse’ and ‘evaluate’. Differing interpretations of these seemingly generic command words are worthy of investigation because they may have implications for the clarity and success of teaching and assessment. Purpose The aim of this small-scale study was to identify and analyse teacher-assessors’ interpretative differences of command words commonly used in teaching and assessment in order to draw out implications for students’ learning and assessment outcomes. Method Written definitions for five common command words (analyse, evaluate, review, synthesise and argue) were obtained from six published sources and also from nine experienced teacher-assessors in England covering seven subjects. A directed qualitative content analysis was conducted, entailing comparisons across individual definitions and across the humanities and sciences. Findings For all five command words, definitions were found to vary in both conceptual complexity and subject specificity, sometimes within the same subject. Fundamentally different concepts were identified for ‘review’ (which may or may not entail making a judgement about material) and ‘argue’ (which may or may not focus on reasoning). This could be an important cause of confusion for some students and may limit the depth of teaching and understanding for others. Furthermore, such differences could reduce agreement among assessors and undermine the appropriateness of the inferences drawn from the outcomes of assessments. Conclusion This small-scale investigation highlights the importance of building shared understandings of assessment criteria. Although assessor standardisation is the norm and occurs via formal procedures within large examination boards, the emphasis on it may be considerably weaker in less regulated teacher-assessor contexts. Further research could usefully focus on training and support the needs of non-specialist teachers and interdisciplinary course developers, strengthening communities of practice.
{"title":"Analyse, evaluate, review, synthesise, and argue: why teacher-assessors’ interpretations of command words matter","authors":"Rita Nádas, Irenka Suto, Rebecca Grayson","doi":"10.1080/00131881.2021.1956987","DOIUrl":"https://doi.org/10.1080/00131881.2021.1956987","url":null,"abstract":"ABSTRACT Background Secondary school teachers sometimes teach and assess material outside their specialisms for reasons including staff shortages or the growing popularity of the interdisciplinary courses. We hypothesised that teacher-assessors with different subject specialisms may differ in their interpretations of frequently used words in teaching and assessment, such as ‘analyse’ and ‘evaluate’. Differing interpretations of these seemingly generic command words are worthy of investigation because they may have implications for the clarity and success of teaching and assessment. Purpose The aim of this small-scale study was to identify and analyse teacher-assessors’ interpretative differences of command words commonly used in teaching and assessment in order to draw out implications for students’ learning and assessment outcomes. Method Written definitions for five common command words (analyse, evaluate, review, synthesise and argue) were obtained from six published sources and also from nine experienced teacher-assessors in England covering seven subjects. A directed qualitative content analysis was conducted, entailing comparisons across individual definitions and across the humanities and sciences. Findings For all five command words, definitions were found to vary in both conceptual complexity and subject specificity, sometimes within the same subject. Fundamentally different concepts were identified for ‘review’ (which may or may not entail making a judgement about material) and ‘argue’ (which may or may not focus on reasoning). This could be an important cause of confusion for some students and may limit the depth of teaching and understanding for others. Furthermore, such differences could reduce agreement among assessors and undermine the appropriateness of the inferences drawn from the outcomes of assessments. Conclusion This small-scale investigation highlights the importance of building shared understandings of assessment criteria. Although assessor standardisation is the norm and occurs via formal procedures within large examination boards, the emphasis on it may be considerably weaker in less regulated teacher-assessor contexts. Further research could usefully focus on training and support the needs of non-specialist teachers and interdisciplinary course developers, strengthening communities of practice.","PeriodicalId":47607,"journal":{"name":"Educational Research","volume":"63 1","pages":"357 - 377"},"PeriodicalIF":3.5,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43468488","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: 10.1080/00131881.2021.1936111
Anne Pienimaa, K. Talman, E. Haavisto
ABSTRACT Background Effective student selection methods are needed to identify applicants who are expected to complete their studies and succeed professionally. The assessment of emotional intelligence has recently been identified as an important element of student selection for nursing studies. Purpose This small-scale study, conducted in Finland, sought to capture the content of emotional intelligence that is considered relevant to social care and healthcare student selection from the perspectives of social care and healthcare educators and professionals. Methods Five semi-structured focus group interviews (n = 30) were conducted with the educators and professionals. The data were analysed qualitatively using both deductive and inductive content analyses. Findings The analysis of the data identified participants’ perspectives on: perception of emotions, understanding emotions, accepting emotions, emotional management, emotional expression, utilising emotions and emotional awareness in social contexts. The participating educators and professionals indicated that applicants should demonstrate basic abilities across all these aspects of emotional intelligence in order to cope with the demands of social care and healthcare studies. Conclusions Findings support the notion of the comprehensive assessment of emotional intelligence in student selection contexts. By ascertaining whether students have adequate basic emotional intelligence abilities, the risk of emotional exhaustion during clinical practice could be reduced; higher education institutions may better be able to select applicants who are likely to complete their studies and who are willing and able to work as social care and healthcare professionals.
{"title":"The assessment of emotional intelligence in social care and healthcare student selection: a qualitative descriptive study","authors":"Anne Pienimaa, K. Talman, E. Haavisto","doi":"10.1080/00131881.2021.1936111","DOIUrl":"https://doi.org/10.1080/00131881.2021.1936111","url":null,"abstract":"ABSTRACT Background Effective student selection methods are needed to identify applicants who are expected to complete their studies and succeed professionally. The assessment of emotional intelligence has recently been identified as an important element of student selection for nursing studies. Purpose This small-scale study, conducted in Finland, sought to capture the content of emotional intelligence that is considered relevant to social care and healthcare student selection from the perspectives of social care and healthcare educators and professionals. Methods Five semi-structured focus group interviews (n = 30) were conducted with the educators and professionals. The data were analysed qualitatively using both deductive and inductive content analyses. Findings The analysis of the data identified participants’ perspectives on: perception of emotions, understanding emotions, accepting emotions, emotional management, emotional expression, utilising emotions and emotional awareness in social contexts. The participating educators and professionals indicated that applicants should demonstrate basic abilities across all these aspects of emotional intelligence in order to cope with the demands of social care and healthcare studies. Conclusions Findings support the notion of the comprehensive assessment of emotional intelligence in student selection contexts. By ascertaining whether students have adequate basic emotional intelligence abilities, the risk of emotional exhaustion during clinical practice could be reduced; higher education institutions may better be able to select applicants who are likely to complete their studies and who are willing and able to work as social care and healthcare professionals.","PeriodicalId":47607,"journal":{"name":"Educational Research","volume":"63 1","pages":"302 - 318"},"PeriodicalIF":3.5,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00131881.2021.1936111","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47254505","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: 10.1080/00131881.2021.1942118
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":"63 1","pages":"261 - 278"},"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":"63 1","pages":"279 - 301"},"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":"63 1","pages":"319 - 336"},"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":"63 1","pages":"198 - 211"},"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}
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