Pub Date : 2023-10-10DOI: 10.1080/00131911.2023.2265259
Aysha Mazhar
"Writing well and being well for your PhD and beyond: how to cultivate a strong and sustainable writing practice for life." Educational Review, ahead-of-print(ahead-of-print), pp. 1–2 AcknowledgmentsAs this review is based on a title that explores doctoral writing, I express deep gratitude to my wonderful PhD supervisors, Stella Coyle and Sotirios Santatzoglou, who have treated my draft chapters and other thesis-adjacent writings with immense care and thought. I dedicate this review to Ellie Assaf, Amy Louise Blaney, Emma Bonfiglio, Laura Carter, Bethany Edge and Sophia Hayat Taha, for their camaraderie, strength and continued encouragement.
{"title":"Writing well and being well for your PhD and beyond: how to cultivate a strong and sustainable writing practice for life <b>Writing well and being well for your PhD and beyond: how to cultivate a strong and sustainable writing practice for life</b> , by Katherine Firth, Abingdon, Routledge, 2023, 200 pp., £21.99(Paperback), ISBN 9781032310817","authors":"Aysha Mazhar","doi":"10.1080/00131911.2023.2265259","DOIUrl":"https://doi.org/10.1080/00131911.2023.2265259","url":null,"abstract":"\"Writing well and being well for your PhD and beyond: how to cultivate a strong and sustainable writing practice for life.\" Educational Review, ahead-of-print(ahead-of-print), pp. 1–2 AcknowledgmentsAs this review is based on a title that explores doctoral writing, I express deep gratitude to my wonderful PhD supervisors, Stella Coyle and Sotirios Santatzoglou, who have treated my draft chapters and other thesis-adjacent writings with immense care and thought. I dedicate this review to Ellie Assaf, Amy Louise Blaney, Emma Bonfiglio, Laura Carter, Bethany Edge and Sophia Hayat Taha, for their camaraderie, strength and continued encouragement.","PeriodicalId":47755,"journal":{"name":"Educational Review","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136293861","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 : 2023-10-10DOI: 10.1080/00131911.2023.2263662
John Everatt, Jo Fletcher, Jean Kim, Yogeetha Bala Subramaniam
This paper explores the perceptions of New Zealand teachers and principals about how English as an additional language (EAL) students are faring in the profound changes to the architectural design of school building structures. A national online survey was sent to teachers, middle management and principals in schools and provided qualitative responses to gage the perceptions of participants. Additionally, semi-structured interviews were conducted with eight teachers at four primary schools. The perceptions of these key people provide a range of lenses to better understand the interplay between EAL students’ learning, physical classroom environments and culturally inclusive pedagogical practices. The study found that the innovative architectural design of classrooms may benefit EAL students when the following factors are taken into consideration: (i) peer teaching and student collaboration, (ii) teacher support for EAL students, (iii) classroom noise, and (iv) teachers’ perceptions of EAL students’ personality/cultural traits.
{"title":"What do New Zealand teachers and principals perceive is happening for English as an additional language students with the changing architecture of New Zealand schools?","authors":"John Everatt, Jo Fletcher, Jean Kim, Yogeetha Bala Subramaniam","doi":"10.1080/00131911.2023.2263662","DOIUrl":"https://doi.org/10.1080/00131911.2023.2263662","url":null,"abstract":"This paper explores the perceptions of New Zealand teachers and principals about how English as an additional language (EAL) students are faring in the profound changes to the architectural design of school building structures. A national online survey was sent to teachers, middle management and principals in schools and provided qualitative responses to gage the perceptions of participants. Additionally, semi-structured interviews were conducted with eight teachers at four primary schools. The perceptions of these key people provide a range of lenses to better understand the interplay between EAL students’ learning, physical classroom environments and culturally inclusive pedagogical practices. The study found that the innovative architectural design of classrooms may benefit EAL students when the following factors are taken into consideration: (i) peer teaching and student collaboration, (ii) teacher support for EAL students, (iii) classroom noise, and (iv) teachers’ perceptions of EAL students’ personality/cultural traits.","PeriodicalId":47755,"journal":{"name":"Educational Review","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136353592","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 : 2023-10-10DOI: 10.1080/00131911.2023.2260686
Tony Hall
"Emergent trends in comparative education: the dialectic of the global and the local." Educational Review, ahead-of-print(ahead-of-print), pp. 1–2
比较教育的新兴趋势:全球与地方的辩证关系。《教育评论》，印刷前，第1-2页
{"title":"Emergent trends in comparative education: the dialectic of the global and the local <b>Emergent trends in comparative education: the dialectic of the global and the local</b> edited by Lauren Ila Misiaszek, Robert F. Arnove and Carlos Alberto Torres (2022) Lanham, Maryland, U.S., Rowman and Littlefield, 316pp., £38.50Paperback, ISBN: 978-1-5381-4558-6","authors":"Tony Hall","doi":"10.1080/00131911.2023.2260686","DOIUrl":"https://doi.org/10.1080/00131911.2023.2260686","url":null,"abstract":"\"Emergent trends in comparative education: the dialectic of the global and the local.\" Educational Review, ahead-of-print(ahead-of-print), pp. 1–2","PeriodicalId":47755,"journal":{"name":"Educational Review","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136292857","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 : 2023-10-10DOI: 10.1080/00131911.2023.2254983
Guo Zhang
"Nine guiding principles for women in higher education." Educational Review, ahead-of-print(ahead-of-print), pp. 1–2
“高等教育中女性的九项指导原则。”《教育评论》，印刷前，第1-2页
{"title":"Nine guiding principles for women in higher education <b>Nine guiding principles for women in higher education</b> , by Karyn Z. Sproles, United States, Johns Hopkins University Press, 2023, 184 pp., USD 27.95, £23.00 (paperback), ISBN: 9781421444963","authors":"Guo Zhang","doi":"10.1080/00131911.2023.2254983","DOIUrl":"https://doi.org/10.1080/00131911.2023.2254983","url":null,"abstract":"\"Nine guiding principles for women in higher education.\" Educational Review, ahead-of-print(ahead-of-print), pp. 1–2","PeriodicalId":47755,"journal":{"name":"Educational Review","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136293608","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 : 2023-10-10DOI: 10.1080/00131911.2023.2264665
Zhiyun Huang, Zhanhao Jiang
"Second Language Literacy Pedagogy: A Sociocultural Theory Perspective." Educational Review, ahead-of-print(ahead-of-print), pp. 1–2
第二语言素养教学法:社会文化理论的视角。《教育评论》，印刷前，第1-2页
{"title":"Second Language Literacy Pedagogy: A Sociocultural Theory Perspective <b>Second Language Literacy Pedagogy: A Sociocultural Theory Perspective</b> , by Kimberly Buescher Urbanski, Channel View Publications, Bristol, 2023, 184 pp., £89.95 (hardback), ISBN: 9781800417601","authors":"Zhiyun Huang, Zhanhao Jiang","doi":"10.1080/00131911.2023.2264665","DOIUrl":"https://doi.org/10.1080/00131911.2023.2264665","url":null,"abstract":"\"Second Language Literacy Pedagogy: A Sociocultural Theory Perspective.\" Educational Review, ahead-of-print(ahead-of-print), pp. 1–2","PeriodicalId":47755,"journal":{"name":"Educational Review","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136355109","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 : 2023-09-27DOI: 10.1080/00131911.2023.2254513
Ilana Finefter-Rosenbluh, Jane Wilkinson
The expansion of faith-based schools as marketised non-government institutions raises ethical questions, including their appeal to students. This article utilises focus groups with 24 Australian secondary students to identify ethical virtues in their perceptions of non-government faith-based schooling in a neoliberal education market cultivating a conflicting ethics character seeking to respond to both collective and individual goals. Taking the virtue ethics approach, the paper portrays how students perceive faith-based schooling as a financial enterprise contesting the virtues of justice, self-improvement, and courage. Firstly, findings illustrate students’ ethical discomfort with how a push for more socially just outcomes in such schools has, ironically, resulted in greater injustice. Specifically, findings capture a disjuncture between the schools’ emphasis on fee/affordability programmes for greater accessibility and their implications, i.e., the creation of unjust social divides between the “haves” and “have-nots”. Secondly, a mixed picture portrays some students’ virtuous behaviour of self-improvement in a faith-based schooling space seen as a “client”-oriented environment that should be utilised for one’s advantage, while others illustrate how such a system can, in fact, alleviate their need to actively seek to improve their skills and/or social engagement. Correspondingly, some students highlight how being outside the non-government faith-based schooling system “forces” them to strive academically or be socially proactive– regarded as working towards developing their virtue of self-improvement. The paper concludes with the students’ call for a courageous course of action for faith-based schooling, envisioned to promote more affordable and equitable educational opportunities and produce ethical forms of socially just schooling.
{"title":"“It’s a financial decision”: students’ ethical understandings of non-government faith-based schooling in a neoliberal society","authors":"Ilana Finefter-Rosenbluh, Jane Wilkinson","doi":"10.1080/00131911.2023.2254513","DOIUrl":"https://doi.org/10.1080/00131911.2023.2254513","url":null,"abstract":"The expansion of faith-based schools as marketised non-government institutions raises ethical questions, including their appeal to students. This article utilises focus groups with 24 Australian secondary students to identify ethical virtues in their perceptions of non-government faith-based schooling in a neoliberal education market cultivating a conflicting ethics character seeking to respond to both collective and individual goals. Taking the virtue ethics approach, the paper portrays how students perceive faith-based schooling as a financial enterprise contesting the virtues of justice, self-improvement, and courage. Firstly, findings illustrate students’ ethical discomfort with how a push for more socially just outcomes in such schools has, ironically, resulted in greater injustice. Specifically, findings capture a disjuncture between the schools’ emphasis on fee/affordability programmes for greater accessibility and their implications, i.e., the creation of unjust social divides between the “haves” and “have-nots”. Secondly, a mixed picture portrays some students’ virtuous behaviour of self-improvement in a faith-based schooling space seen as a “client”-oriented environment that should be utilised for one’s advantage, while others illustrate how such a system can, in fact, alleviate their need to actively seek to improve their skills and/or social engagement. Correspondingly, some students highlight how being outside the non-government faith-based schooling system “forces” them to strive academically or be socially proactive– regarded as working towards developing their virtue of self-improvement. The paper concludes with the students’ call for a courageous course of action for faith-based schooling, envisioned to promote more affordable and equitable educational opportunities and produce ethical forms of socially just schooling.","PeriodicalId":47755,"journal":{"name":"Educational Review","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135537058","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 : 2023-09-27DOI: 10.1080/00131911.2023.2257492
Jane Martin
. (1) The dramatisation and visualisation of climate change for and by young people. (2) The need for culturally responsive frameworks for climate change education. (3) Alternative pedagogical approaches that bring climate activism and
{"title":"The 75th anniversary and the politics of commemoration","authors":"Jane Martin","doi":"10.1080/00131911.2023.2257492","DOIUrl":"https://doi.org/10.1080/00131911.2023.2257492","url":null,"abstract":". (1) The dramatisation and visualisation of climate change for and by young people. (2) The need for culturally responsive frameworks for climate change education. (3) Alternative pedagogical approaches that bring climate activism and","PeriodicalId":47755,"journal":{"name":"Educational Review","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135535886","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 : 2023-09-22DOI: 10.1080/00131911.2023.2246674
Tracy X. P. Zou, Gray Kochhar-Lindgren, Andrew Pau Hoang, Kristy Lam, Tom J. Barry, Lily Y. Y. Leung
Students as partners (SaP) has become an impactful practice in higher education as it enables students to take ownership of their learning and exercise agency. However, the implementation of SaP, particularly in Asia, has encountered many challenges, including concerns about a large power distance between students and teachers. Despite the emerging interests in exploring SaP in several Asian regions, there have been few studies about students’ experiences of partnership throughout a project life cycle. This study explores students’ experiences of SaP in three projects spanning two research-intensive universities in Hong Kong based on the Cultural-Historical Activity Theory (CHAT) and positioning theory. Data were collected from exit interviews with student partners, their reflective writings, and their responses to open-ended questions in a post-project survey. Our main contribution is the discovery of multiple contradictions between the project designs and students’ enactment of partnership. Specifically, students’ hesitation in assuming a partner’s role was related to their disciplinary identity, the inquiry methods of the projects, and the pre-determined project specifications. In contrast, the cultural factors, which are largely framed as barriers in the literature, only affected the partnership development at the beginning of the project. Our study implies that future SaP projects need to ensure the alignment between project designs and a partner’s role to facilitate equal and sustainable contributions from students and staff members.
{"title":"Facilitating students as partners: co-researching with undergraduates in Asian university contexts","authors":"Tracy X. P. Zou, Gray Kochhar-Lindgren, Andrew Pau Hoang, Kristy Lam, Tom J. Barry, Lily Y. Y. Leung","doi":"10.1080/00131911.2023.2246674","DOIUrl":"https://doi.org/10.1080/00131911.2023.2246674","url":null,"abstract":"Students as partners (SaP) has become an impactful practice in higher education as it enables students to take ownership of their learning and exercise agency. However, the implementation of SaP, particularly in Asia, has encountered many challenges, including concerns about a large power distance between students and teachers. Despite the emerging interests in exploring SaP in several Asian regions, there have been few studies about students’ experiences of partnership throughout a project life cycle. This study explores students’ experiences of SaP in three projects spanning two research-intensive universities in Hong Kong based on the Cultural-Historical Activity Theory (CHAT) and positioning theory. Data were collected from exit interviews with student partners, their reflective writings, and their responses to open-ended questions in a post-project survey. Our main contribution is the discovery of multiple contradictions between the project designs and students’ enactment of partnership. Specifically, students’ hesitation in assuming a partner’s role was related to their disciplinary identity, the inquiry methods of the projects, and the pre-determined project specifications. In contrast, the cultural factors, which are largely framed as barriers in the literature, only affected the partnership development at the beginning of the project. Our study implies that future SaP projects need to ensure the alignment between project designs and a partner’s role to facilitate equal and sustainable contributions from students and staff members.","PeriodicalId":47755,"journal":{"name":"Educational Review","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136015175","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 : 2023-09-19DOI: 10.1080/00131911.2023.2256996
Rinat Arviv Elyashiv, Orit Avidov-Ungar
ABSTRACTLarge-scale assessments have become a basic national policy for educational improvement encouraging standards, decentralisation and school accountability. The current study focuses on the pedagogical dimension of large-scale assessments, examining its uses as a policy instrument for effecting pedagogical change. The paper presents and discusses the case of the Israeli NLSA (national large-scale assessment) regime – the Meitzav (Hebrew acronym for: Growth and Effectiveness Measures for Schools) tests. Although it aimed to design a low-stakes testing regime, its implementation was a top-down procedure which, in practice, restricts principals’ and teachers’ autonomy. Using qualitative and quantitative methods, the findings showed that the Meitzav test results are barely used as a means leading to pedagogical change to improve learning. Teachers considered these tests an unreliable assessment tool that in the main, does not reflect the school curriculum or student learning, while producing a high level of pressure on the teaching routine. In consequence of the Meitzav test results, the most common pedagogical change in practice chosen by teachers was: “teaching to the test”. Other pedagogical changes following the Meitzav were implemented to a minor extent. Policy implications are discussed.KEYWORDS: Large-scale assessmentsschool accountabilitypedagogical change Disclosure statementNo potential conflict of interest was reported by the author(s).
{"title":"Teachers’ perceptions of national large-scale assessment: the pedagogical dimension","authors":"Rinat Arviv Elyashiv, Orit Avidov-Ungar","doi":"10.1080/00131911.2023.2256996","DOIUrl":"https://doi.org/10.1080/00131911.2023.2256996","url":null,"abstract":"ABSTRACTLarge-scale assessments have become a basic national policy for educational improvement encouraging standards, decentralisation and school accountability. The current study focuses on the pedagogical dimension of large-scale assessments, examining its uses as a policy instrument for effecting pedagogical change. The paper presents and discusses the case of the Israeli NLSA (national large-scale assessment) regime – the Meitzav (Hebrew acronym for: Growth and Effectiveness Measures for Schools) tests. Although it aimed to design a low-stakes testing regime, its implementation was a top-down procedure which, in practice, restricts principals’ and teachers’ autonomy. Using qualitative and quantitative methods, the findings showed that the Meitzav test results are barely used as a means leading to pedagogical change to improve learning. Teachers considered these tests an unreliable assessment tool that in the main, does not reflect the school curriculum or student learning, while producing a high level of pressure on the teaching routine. In consequence of the Meitzav test results, the most common pedagogical change in practice chosen by teachers was: “teaching to the test”. Other pedagogical changes following the Meitzav were implemented to a minor extent. Policy implications are discussed.KEYWORDS: Large-scale assessmentsschool accountabilitypedagogical change Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":47755,"journal":{"name":"Educational Review","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135014452","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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