Pub Date : 2023-08-18DOI: 10.1080/00131911.2023.2243393
Ellen Larsen, E. Curtis, Hoa T. M. Nguyen, Tony Loughland
{"title":"Perspectives on teacher standards in the mentoring process: insights from mentors and early career teachers in an Australian context","authors":"Ellen Larsen, E. Curtis, Hoa T. M. Nguyen, Tony Loughland","doi":"10.1080/00131911.2023.2243393","DOIUrl":"https://doi.org/10.1080/00131911.2023.2243393","url":null,"abstract":"","PeriodicalId":47755,"journal":{"name":"Educational Review","volume":"2 1","pages":""},"PeriodicalIF":3.3,"publicationDate":"2023-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78428305","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-18DOI: 10.1080/00131911.2023.2243394
F. Gao
{"title":"Examining the role of institutional agents and school-based social capital in minority university choice and access","authors":"F. Gao","doi":"10.1080/00131911.2023.2243394","DOIUrl":"https://doi.org/10.1080/00131911.2023.2243394","url":null,"abstract":"","PeriodicalId":47755,"journal":{"name":"Educational Review","volume":"19 1","pages":""},"PeriodicalIF":3.3,"publicationDate":"2023-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81748725","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-29DOI: 10.1080/00131911.2021.1984213
Holly Henderson
ABSTRACT The decision of whether and where to attend higher education is an inherently geographical decision. Amongst the structural inequalities that determine how decisions about higher education are made are a number of complex socio-spatial factors ranging from proximity of higher education institution to place of residence and availability of transport options, to national and locally-specific expectations of undergraduate mobility and personal relationships of belonging to place. This article situates these multi-layered factors in the particular geographical context of the United Kingdom (UK), and more specifically in the small islands that surround the UK, presenting findings from a multi-sited case study of three island colleges. The article adapts the language of cost and price, commonly used in discussions of social mobility, arguing for the importance of considering place and geographical mobility for higher education as part of the balancing of financial and social risks, benefits and investments that structure higher education decisions. Focusing on three aspects of cost and higher education, – costs of tuition, living expenses and travel expenses – the article asks how place and mobility shape higher education decision-making in the often-ignored context of the small island, and what might be learned from these contexts about the workings of geographies in places with more familiar and therefore more naturalised relationships to higher education.
{"title":"Calculating the cost: place, mobility and price in higher education decision-making for students on small islands around the UK","authors":"Holly Henderson","doi":"10.1080/00131911.2021.1984213","DOIUrl":"https://doi.org/10.1080/00131911.2021.1984213","url":null,"abstract":"ABSTRACT The decision of whether and where to attend higher education is an inherently geographical decision. Amongst the structural inequalities that determine how decisions about higher education are made are a number of complex socio-spatial factors ranging from proximity of higher education institution to place of residence and availability of transport options, to national and locally-specific expectations of undergraduate mobility and personal relationships of belonging to place. This article situates these multi-layered factors in the particular geographical context of the United Kingdom (UK), and more specifically in the small islands that surround the UK, presenting findings from a multi-sited case study of three island colleges. The article adapts the language of cost and price, commonly used in discussions of social mobility, arguing for the importance of considering place and geographical mobility for higher education as part of the balancing of financial and social risks, benefits and investments that structure higher education decisions. Focusing on three aspects of cost and higher education, – costs of tuition, living expenses and travel expenses – the article asks how place and mobility shape higher education decision-making in the often-ignored context of the small island, and what might be learned from these contexts about the workings of geographies in places with more familiar and therefore more naturalised relationships to higher education.","PeriodicalId":47755,"journal":{"name":"Educational Review","volume":"136 1","pages":"851 - 870"},"PeriodicalIF":3.3,"publicationDate":"2023-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77959753","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-29DOI: 10.1080/00131911.2021.1978400
Manuel T. Valdés
ABSTRACT Extant research has observed that educational expectations are malleable and adjust in response to educational inputs such as the position in a stratified level of education. Examining two distinct forms of curricular differentiation introduced in the comprehensive Spanish educational system (low-ability grouping programmes), I study whether two identical 15-year-old students with the same academic performance would differ in their educational expectations if one of them was diverted into these programmes. I use the 2018 PISA database and Entropy Balancing to balance the distribution of variables that confound the relationship between low-ability grouping and expectations. Results indicate that being diverted into a low-ability group exerts a substantial effect on the vertical and horizontal expectations about Upper Secondary and Tertiary Education. Programmes based on a simplification of the general curriculum mainly condition horizontal expectations (academic vs vocational education), while pre-vocational programmes also shorten the educational plans of participants. Therefore, the effects associated with the educational position of the student are not exclusive of highly stratified systems and other forms of curricular differentiation in otherwise highly comprehensive systems can be influential in the reconfiguration of educational expectations.
{"title":"Looking at the future from the periphery of the system: low-ability grouping and educational expectations","authors":"Manuel T. Valdés","doi":"10.1080/00131911.2021.1978400","DOIUrl":"https://doi.org/10.1080/00131911.2021.1978400","url":null,"abstract":"ABSTRACT Extant research has observed that educational expectations are malleable and adjust in response to educational inputs such as the position in a stratified level of education. Examining two distinct forms of curricular differentiation introduced in the comprehensive Spanish educational system (low-ability grouping programmes), I study whether two identical 15-year-old students with the same academic performance would differ in their educational expectations if one of them was diverted into these programmes. I use the 2018 PISA database and Entropy Balancing to balance the distribution of variables that confound the relationship between low-ability grouping and expectations. Results indicate that being diverted into a low-ability group exerts a substantial effect on the vertical and horizontal expectations about Upper Secondary and Tertiary Education. Programmes based on a simplification of the general curriculum mainly condition horizontal expectations (academic vs vocational education), while pre-vocational programmes also shorten the educational plans of participants. Therefore, the effects associated with the educational position of the student are not exclusive of highly stratified systems and other forms of curricular differentiation in otherwise highly comprehensive systems can be influential in the reconfiguration of educational expectations.","PeriodicalId":47755,"journal":{"name":"Educational Review","volume":"20 1","pages":"952 - 975"},"PeriodicalIF":3.3,"publicationDate":"2023-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87173931","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-21DOI: 10.1080/00131911.2023.2234662
T. Lee
{"title":"Homeschooling in Chinese cities: educational implications for post-pandemic schools","authors":"T. Lee","doi":"10.1080/00131911.2023.2234662","DOIUrl":"https://doi.org/10.1080/00131911.2023.2234662","url":null,"abstract":"","PeriodicalId":47755,"journal":{"name":"Educational Review","volume":"42 1","pages":""},"PeriodicalIF":3.3,"publicationDate":"2023-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75717813","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-20DOI: 10.1080/00131911.2023.2232559
James A. Smith, Garth D. Stahl, A. Harvey, Braden Hill, Himanshu Gupta, Sam Moore, Jianing Wang
{"title":"Understanding the identity work and aspirations of Indigenous males navigating elite Australian higher education","authors":"James A. Smith, Garth D. Stahl, A. Harvey, Braden Hill, Himanshu Gupta, Sam Moore, Jianing Wang","doi":"10.1080/00131911.2023.2232559","DOIUrl":"https://doi.org/10.1080/00131911.2023.2232559","url":null,"abstract":"","PeriodicalId":47755,"journal":{"name":"Educational Review","volume":"303 1","pages":""},"PeriodicalIF":3.3,"publicationDate":"2023-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79620130","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-18DOI: 10.1080/00131911.2023.2236366
Stuart Bracewell
The overrepresentation of Black students in subjective disability categories, specifically emotional/behavioral disturbance (E/BD), intellectual disability (ID)—previously referred to as educable mentally retarded (EMR), and learning disability (LD), as well as in disciplinary practices such as suspension and expulsion, is an enduring challenge within the U.S. education system (Losen & Orfield, 2002). Despite extensive efforts by scholars, policymakers, and educators at various levels, the issue continues to persist.
{"title":"The unteachables: disability rights and the invention of black special education","authors":"Stuart Bracewell","doi":"10.1080/00131911.2023.2236366","DOIUrl":"https://doi.org/10.1080/00131911.2023.2236366","url":null,"abstract":"The overrepresentation of Black students in subjective disability categories, specifically emotional/behavioral disturbance (E/BD), intellectual disability (ID)—previously referred to as educable mentally retarded (EMR), and learning disability (LD), as well as in disciplinary practices such as suspension and expulsion, is an enduring challenge within the U.S. education system (Losen & Orfield, 2002). Despite extensive efforts by scholars, policymakers, and educators at various levels, the issue continues to persist.","PeriodicalId":47755,"journal":{"name":"Educational Review","volume":"124 1","pages":""},"PeriodicalIF":3.3,"publicationDate":"2023-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76010301","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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