Pub Date : 2022-04-06DOI: 10.1080/0305764X.2022.2040951
Morag Henderson, Jake Anders, F. Green, G. Henseke
ABSTRACT Previous research has shown that there is a small but significant cumulative private school advantage in terms of educational attainment in Britain. However, research on how school type influences non-educational outcomes is more scarcer. This paper aims to identify the extent to which school type influences satisfaction with life and mental health from adolescence to early adulthood. Using Next Steps, a longitudinal study of young people in England born in 1989/90, the authors use multiple variable regression analyses to address the research questions. They find that for this cohort there is no evidence of a difference for mental health and life satisfaction by school type for either men or women in adolescence or early adulthood.
{"title":"Does attending an English private school benefit mental health and life satisfaction? From adolescence to adulthood","authors":"Morag Henderson, Jake Anders, F. Green, G. Henseke","doi":"10.1080/0305764X.2022.2040951","DOIUrl":"https://doi.org/10.1080/0305764X.2022.2040951","url":null,"abstract":"ABSTRACT Previous research has shown that there is a small but significant cumulative private school advantage in terms of educational attainment in Britain. However, research on how school type influences non-educational outcomes is more scarcer. This paper aims to identify the extent to which school type influences satisfaction with life and mental health from adolescence to early adulthood. Using Next Steps, a longitudinal study of young people in England born in 1989/90, the authors use multiple variable regression analyses to address the research questions. They find that for this cohort there is no evidence of a difference for mental health and life satisfaction by school type for either men or women in adolescence or early adulthood.","PeriodicalId":47730,"journal":{"name":"Cambridge Journal of Education","volume":"52 1","pages":"539 - 553"},"PeriodicalIF":2.3,"publicationDate":"2022-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47664802","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 : 2022-04-03DOI: 10.1080/0305764X.2022.2047893
P. Prendeville, W. Kinsella
ABSTRACT This paper examines the theoretical foundations of educational psychology from a meta-theoretical critical realist perspective focusing on ethics and values. This examination is considered in light of the increasingly complex educational contexts that require the support of educational psychologists (EPs). It reviews ethics frameworks that have informed ethical practice to date, and reframes this practice within critical realism. This paper presents Fulford’s Values Based Practice to strengthen theory and practice to support EPs to resolve ethical issues that can arise. Values Based Practice is presented as a laminated system within critical realism to inform this practice. As a framework, it allows for interdisciplinary practice and the integration of ethical practice, values and the centrality of the child or young person in shared decision making facilitated by an EP in collaboration with other professionals. An overview that demonstrates the applicability of this framework to the applied work of EPs is also presented.
{"title":"Ethics, values and Values Based Practice in educational psychology","authors":"P. Prendeville, W. Kinsella","doi":"10.1080/0305764X.2022.2047893","DOIUrl":"https://doi.org/10.1080/0305764X.2022.2047893","url":null,"abstract":"ABSTRACT This paper examines the theoretical foundations of educational psychology from a meta-theoretical critical realist perspective focusing on ethics and values. This examination is considered in light of the increasingly complex educational contexts that require the support of educational psychologists (EPs). It reviews ethics frameworks that have informed ethical practice to date, and reframes this practice within critical realism. This paper presents Fulford’s Values Based Practice to strengthen theory and practice to support EPs to resolve ethical issues that can arise. Values Based Practice is presented as a laminated system within critical realism to inform this practice. As a framework, it allows for interdisciplinary practice and the integration of ethical practice, values and the centrality of the child or young person in shared decision making facilitated by an EP in collaboration with other professionals. An overview that demonstrates the applicability of this framework to the applied work of EPs is also presented.","PeriodicalId":47730,"journal":{"name":"Cambridge Journal of Education","volume":"52 1","pages":"735 - 757"},"PeriodicalIF":2.3,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49486047","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 : 2022-04-03DOI: 10.1080/0305764X.2022.2047889
B. Wong, Meggie Copsey-Blake, Reham ElMorally
ABSTRACT Racism is harmful for minority ethnic students from compulsory to tertiary education. Whilst there appears to be renewed public interest in structural racism, the realities of lived racism are, for many, a part of everyday life. This paper explores the experiences of minority ethnic students in UK higher education, especially their approaches to racism and coping strategies. Drawing on 51 in-depth interviews, the authors discuss the different ways in which racism can affect students and the extent to which it is normalised. As a means of coping, students appear to develop different degrees of emotional detachment and desensitisation towards racist behaviours. They discuss how white privilege in higher education can contribute to the silencing of minority ethnic students in the battle against racism, especially in white university spaces where racist behaviours are generally accepted, overlooked or trivialised. They conclude with a discussion of implications for policy and practice.
{"title":"Silent or silenced? Minority ethnic students and the battle against racism","authors":"B. Wong, Meggie Copsey-Blake, Reham ElMorally","doi":"10.1080/0305764X.2022.2047889","DOIUrl":"https://doi.org/10.1080/0305764X.2022.2047889","url":null,"abstract":"ABSTRACT Racism is harmful for minority ethnic students from compulsory to tertiary education. Whilst there appears to be renewed public interest in structural racism, the realities of lived racism are, for many, a part of everyday life. This paper explores the experiences of minority ethnic students in UK higher education, especially their approaches to racism and coping strategies. Drawing on 51 in-depth interviews, the authors discuss the different ways in which racism can affect students and the extent to which it is normalised. As a means of coping, students appear to develop different degrees of emotional detachment and desensitisation towards racist behaviours. They discuss how white privilege in higher education can contribute to the silencing of minority ethnic students in the battle against racism, especially in white university spaces where racist behaviours are generally accepted, overlooked or trivialised. They conclude with a discussion of implications for policy and practice.","PeriodicalId":47730,"journal":{"name":"Cambridge Journal of Education","volume":"52 1","pages":"651 - 666"},"PeriodicalIF":2.3,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44571284","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 : 2022-04-03DOI: 10.1080/0305764X.2022.2030300
Honor Mackley, S. Edwards, K. Mclean, R. Cinelli
ABSTRACT This paper reports on the findings from a study investigating the provision of outdoor loose parts materials for upper primary school aged children. Conducted in Queensland, Australia, the study focused on loose parts materials as cultural tools, following the sociocultural argument that tools mediate activity and outcomes. The findings suggest that loose parts materials are used by children in the formation of sociodramatic play, including episodes of trading, bartering and advertising that support their shared understandings. Shared understandings precede collaborative competencies, including engagements with others, working towards and achieving common goals. With collaboration recognised as an important learning disposition for children in twenty-first-century societies, the findings suggest loose parts materials may be pedagogically appropriate for supporting these competencies in primary school settings.
{"title":"Building collaborative competencies through play with outdoor loose parts materials in primary school","authors":"Honor Mackley, S. Edwards, K. Mclean, R. Cinelli","doi":"10.1080/0305764X.2022.2030300","DOIUrl":"https://doi.org/10.1080/0305764X.2022.2030300","url":null,"abstract":"ABSTRACT This paper reports on the findings from a study investigating the provision of outdoor loose parts materials for upper primary school aged children. Conducted in Queensland, Australia, the study focused on loose parts materials as cultural tools, following the sociocultural argument that tools mediate activity and outcomes. The findings suggest that loose parts materials are used by children in the formation of sociodramatic play, including episodes of trading, bartering and advertising that support their shared understandings. Shared understandings precede collaborative competencies, including engagements with others, working towards and achieving common goals. With collaboration recognised as an important learning disposition for children in twenty-first-century societies, the findings suggest loose parts materials may be pedagogically appropriate for supporting these competencies in primary school settings.","PeriodicalId":47730,"journal":{"name":"Cambridge Journal of Education","volume":"52 1","pages":"431 - 451"},"PeriodicalIF":2.3,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49353201","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 : 2022-03-27DOI: 10.1080/0305764X.2022.2040953
Julie Waddington
ABSTRACT A study is presented with a twofold objective related to child voice: to explore children’s views on the use of video recordings in an EFL (English as a Foreign Language) class, and to promote the inclusion of child voice in decision-making processes in the foreign language classroom. The study was carried out in a primary school setting in Catalonia over a three-year period. Data was collected and analysed within an interpretative phenomenological approach, adopting an ethically symmetrical approach to children as research participants. Findings suggest that video recordings can be a useful classroom resource to encourage self-reflection, but that camera presence and subsequent self-viewing can provoke strong emotional reactions and generate overly critical and potentially debilitating attitudes to language learning. Child voice contributions provide insightful ideas to use video recordings strategically and ethically, while also raising important questions about children’s rights to privacy and data protection, and to express their views using their L1 in the EFL class.
{"title":"‘We are people, you know’: children’s views on the use of video recordings in the EFL class","authors":"Julie Waddington","doi":"10.1080/0305764X.2022.2040953","DOIUrl":"https://doi.org/10.1080/0305764X.2022.2040953","url":null,"abstract":"ABSTRACT A study is presented with a twofold objective related to child voice: to explore children’s views on the use of video recordings in an EFL (English as a Foreign Language) class, and to promote the inclusion of child voice in decision-making processes in the foreign language classroom. The study was carried out in a primary school setting in Catalonia over a three-year period. Data was collected and analysed within an interpretative phenomenological approach, adopting an ethically symmetrical approach to children as research participants. Findings suggest that video recordings can be a useful classroom resource to encourage self-reflection, but that camera presence and subsequent self-viewing can provoke strong emotional reactions and generate overly critical and potentially debilitating attitudes to language learning. Child voice contributions provide insightful ideas to use video recordings strategically and ethically, while also raising important questions about children’s rights to privacy and data protection, and to express their views using their L1 in the EFL class.","PeriodicalId":47730,"journal":{"name":"Cambridge Journal of Education","volume":"52 1","pages":"495 - 517"},"PeriodicalIF":2.3,"publicationDate":"2022-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42088824","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 : 2022-03-24DOI: 10.1080/0305764X.2022.2047891
Haiyan Qian, A. Walker
ABSTRACT As an acknowledged example of a carefully structured teacher learning system, Shanghai has a long tradition of using expert teachers to drive teacher learning both within and across schools. This article tracks the work voyages of eight expert teachers in Shanghai using three forms of capital. The purpose of the paper is to explore how these teachers obtained and accumulated their human, social and symbolic capital from when they entered the profession as novice teachers to their present standing as influential expert teachers. The article identifies the significant people and critical events that facilitated capital accumulation throughout their professional voyages. Conditions conducive for teacher leaders to emerge and exert leadership are unravelled and delineated. These conditions include a centralised and policy-driven structure and the dominant societal culture with high regard for education and seniority. More research is needed to know if the study’s findings hold currency across different contexts.
{"title":"Becoming a teacher leader: capital acquisition and accumulation","authors":"Haiyan Qian, A. Walker","doi":"10.1080/0305764X.2022.2047891","DOIUrl":"https://doi.org/10.1080/0305764X.2022.2047891","url":null,"abstract":"ABSTRACT As an acknowledged example of a carefully structured teacher learning system, Shanghai has a long tradition of using expert teachers to drive teacher learning both within and across schools. This article tracks the work voyages of eight expert teachers in Shanghai using three forms of capital. The purpose of the paper is to explore how these teachers obtained and accumulated their human, social and symbolic capital from when they entered the profession as novice teachers to their present standing as influential expert teachers. The article identifies the significant people and critical events that facilitated capital accumulation throughout their professional voyages. Conditions conducive for teacher leaders to emerge and exert leadership are unravelled and delineated. These conditions include a centralised and policy-driven structure and the dominant societal culture with high regard for education and seniority. More research is needed to know if the study’s findings hold currency across different contexts.","PeriodicalId":47730,"journal":{"name":"Cambridge Journal of Education","volume":"52 1","pages":"691 - 714"},"PeriodicalIF":2.3,"publicationDate":"2022-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48964977","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 : 2022-03-24DOI: 10.1080/0305764X.2022.2040954
Josie Maitland, Jonathan Glazzard
ABSTRACT This exploratory study reports on interviews carried out with 19 staff in UK schools during the early phase of the global Covid-19 pandemic. The focus of this qualitative study was to consider the impact of the pandemic on participants’ mental health and wellbeing, and to identify buffering mechanisms which may have mitigated against adverse effects. Participants were employed in a range of role types (including leaders, teachers and teaching assistants) in different educational settings (primary, secondary and alternative provision), and in different regions of the United Kingdom. A process of thematic analysis identified five key themes from the data set: change and adaptation; loss; impact on wellbeing; risk and protective factors; and opportunities to reflect. Data indicate that staff resilience during this time can be understood as emerging from a nuanced and complex interaction of internal and external factors, and thus conceptualised within a socio-ecological framework.
{"title":"Finding a way through the fog: school staff experiences of the Covid-19 pandemic","authors":"Josie Maitland, Jonathan Glazzard","doi":"10.1080/0305764X.2022.2040954","DOIUrl":"https://doi.org/10.1080/0305764X.2022.2040954","url":null,"abstract":"ABSTRACT This exploratory study reports on interviews carried out with 19 staff in UK schools during the early phase of the global Covid-19 pandemic. The focus of this qualitative study was to consider the impact of the pandemic on participants’ mental health and wellbeing, and to identify buffering mechanisms which may have mitigated against adverse effects. Participants were employed in a range of role types (including leaders, teachers and teaching assistants) in different educational settings (primary, secondary and alternative provision), and in different regions of the United Kingdom. A process of thematic analysis identified five key themes from the data set: change and adaptation; loss; impact on wellbeing; risk and protective factors; and opportunities to reflect. Data indicate that staff resilience during this time can be understood as emerging from a nuanced and complex interaction of internal and external factors, and thus conceptualised within a socio-ecological framework.","PeriodicalId":47730,"journal":{"name":"Cambridge Journal of Education","volume":"52 1","pages":"555 - 577"},"PeriodicalIF":2.3,"publicationDate":"2022-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44267106","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 : 2022-03-22DOI: 10.1080/0305764X.2022.2044759
Hangyan Lu
ABSTRACT The paper explores teachers’ endorsement of pastoral care, based on their socially and historically developed and interactively shaped understandings of teacher care, and how it surfaces in their practices. Participants are 25 academics in a self-financing teaching-oriented college in Hong Kong, in which teachers are also academic advisors for an assigned number of students and professional counselling is provided as another form of student support. The study identified three groups of teachers regarding their endorsement and enactment of pastoral care, namely, the supporters who are the overwhelming majority, the opponents and the bystanders. The author suggests that the relatively high level of endorsement and enactment of pastoral care found among the participants can be explained by its institutional, societal and cultural contexts. Implications of encouraging and facilitating teachers taking pastoral care as shared responsibility with professional counsellors in higher education are discussed.
{"title":"Pastoral care as shared responsibility: teachers’ perspectives in a private teaching college in Hong Kong","authors":"Hangyan Lu","doi":"10.1080/0305764X.2022.2044759","DOIUrl":"https://doi.org/10.1080/0305764X.2022.2044759","url":null,"abstract":"ABSTRACT The paper explores teachers’ endorsement of pastoral care, based on their socially and historically developed and interactively shaped understandings of teacher care, and how it surfaces in their practices. Participants are 25 academics in a self-financing teaching-oriented college in Hong Kong, in which teachers are also academic advisors for an assigned number of students and professional counselling is provided as another form of student support. The study identified three groups of teachers regarding their endorsement and enactment of pastoral care, namely, the supporters who are the overwhelming majority, the opponents and the bystanders. The author suggests that the relatively high level of endorsement and enactment of pastoral care found among the participants can be explained by its institutional, societal and cultural contexts. Implications of encouraging and facilitating teachers taking pastoral care as shared responsibility with professional counsellors in higher education are discussed.","PeriodicalId":47730,"journal":{"name":"Cambridge Journal of Education","volume":"52 1","pages":"595 - 613"},"PeriodicalIF":2.3,"publicationDate":"2022-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47983357","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 : 2022-03-06DOI: 10.1080/0305764X.2022.2031886
Anne Graham, Donnah Anderson, Julia Truscott, Catharine Simmons, N. Thomas, J. Cashmore, Sharon Bessell
ABSTRACT Children’s right to participate, at least in rhetoric, is well recognised, but what this means and the associated benefits in schools are less clear. This article synthesises findings of a large mixed-methods Australian study comprising policy analysis, qualitative interviews with students, teachers and policymakers, and the development of a Student Participation Scale, which was then used in a student survey to explore associations between participation and wellbeing. The study found that particular elements of participation (choice, influence and working together – but not ‘voice’) were strongly associated with greater wellbeing, both as a direct link and one mediated by intersubjective ‘recognition’ (relationships founded on reciprocal respect, valuing and care of others). The findings have considerable implications for both policy and practice in clarifying how participation is understood, practised and progressed in different ‘spaces’ in schools, as well as identifying the cultural conditions necessary for simultaneously fostering both participation and wellbeing.
{"title":"Exploring the associations between student participation, wellbeing and recognition at school","authors":"Anne Graham, Donnah Anderson, Julia Truscott, Catharine Simmons, N. Thomas, J. Cashmore, Sharon Bessell","doi":"10.1080/0305764X.2022.2031886","DOIUrl":"https://doi.org/10.1080/0305764X.2022.2031886","url":null,"abstract":"ABSTRACT Children’s right to participate, at least in rhetoric, is well recognised, but what this means and the associated benefits in schools are less clear. This article synthesises findings of a large mixed-methods Australian study comprising policy analysis, qualitative interviews with students, teachers and policymakers, and the development of a Student Participation Scale, which was then used in a student survey to explore associations between participation and wellbeing. The study found that particular elements of participation (choice, influence and working together – but not ‘voice’) were strongly associated with greater wellbeing, both as a direct link and one mediated by intersubjective ‘recognition’ (relationships founded on reciprocal respect, valuing and care of others). The findings have considerable implications for both policy and practice in clarifying how participation is understood, practised and progressed in different ‘spaces’ in schools, as well as identifying the cultural conditions necessary for simultaneously fostering both participation and wellbeing.","PeriodicalId":47730,"journal":{"name":"Cambridge Journal of Education","volume":"52 1","pages":"453 - 472"},"PeriodicalIF":2.3,"publicationDate":"2022-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44926603","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 : 2022-03-01DOI: 10.1080/0305764X.2022.2031885
Liv Kristin Bjorlykke Øvereng, Siv M. Gamlem
ABSTRACT The quality of teacher–pupil interactions is important for pupils’ learning and engagement, and teachers play an important role in facilitating learning. Tablets are often used in primary education. This study evaluated the quality of teacher–pupil interactions during first-grade lessons, with and without tablets, during a typical school day across 18 classrooms. The Classroom Assessment Scoring System® K-3 was used to assess the quality of the interactions, and the utilisation of tablets was coded using time sampling. Overall, the quality of teacher–pupil interactions for the domains of emotional support and classroom organisation were high, in contrast to the domain instructional support, which was low in quality. The quality of teacher–pupil interactions was generally consistent throughout the day; a small difference was identified where the quality was slightly lower for a positive climate, regard for student perspectives and language modelling in lessons with tablets, compared to those without.
{"title":"Mapping the quality of teacher–pupil interactions in lessons with and without the use of tablets during a typical school day in first grade","authors":"Liv Kristin Bjorlykke Øvereng, Siv M. Gamlem","doi":"10.1080/0305764X.2022.2031885","DOIUrl":"https://doi.org/10.1080/0305764X.2022.2031885","url":null,"abstract":"ABSTRACT The quality of teacher–pupil interactions is important for pupils’ learning and engagement, and teachers play an important role in facilitating learning. Tablets are often used in primary education. This study evaluated the quality of teacher–pupil interactions during first-grade lessons, with and without tablets, during a typical school day across 18 classrooms. The Classroom Assessment Scoring System® K-3 was used to assess the quality of the interactions, and the utilisation of tablets was coded using time sampling. Overall, the quality of teacher–pupil interactions for the domains of emotional support and classroom organisation were high, in contrast to the domain instructional support, which was low in quality. The quality of teacher–pupil interactions was generally consistent throughout the day; a small difference was identified where the quality was slightly lower for a positive climate, regard for student perspectives and language modelling in lessons with tablets, compared to those without.","PeriodicalId":47730,"journal":{"name":"Cambridge Journal of Education","volume":"52 1","pages":"473 - 493"},"PeriodicalIF":2.3,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49329879","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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