Pub Date : 2022-11-04DOI: 10.1080/03054985.2022.2136152
B. Spruyt, Filip van Droogenbroeck, Leandros Kavadias
{"title":"The perceived quality, fairness of and corruption in education in Europe","authors":"B. Spruyt, Filip van Droogenbroeck, Leandros Kavadias","doi":"10.1080/03054985.2022.2136152","DOIUrl":"https://doi.org/10.1080/03054985.2022.2136152","url":null,"abstract":"","PeriodicalId":47910,"journal":{"name":"Oxford Review of Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49565788","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-31DOI: 10.1080/03054985.2022.2136151
E. Țițan, Adrian Oţoiu, D. Paraschiv, D. Manea
{"title":"Can earmarked admission places help address the perceived rural disadvantage in higher education access? Evidence from Romania","authors":"E. Țițan, Adrian Oţoiu, D. Paraschiv, D. Manea","doi":"10.1080/03054985.2022.2136151","DOIUrl":"https://doi.org/10.1080/03054985.2022.2136151","url":null,"abstract":"","PeriodicalId":47910,"journal":{"name":"Oxford Review of Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46054894","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-13DOI: 10.1080/03054985.2022.2124963
Stuart Read, A. Parfitt, M. Macer
ABSTRACT In England, Pupil Premium Plus is additional funding to help address the educational attainment gap experienced by looked after children. This paper explores the experiences of virtual school heads and designated teachers (n = 140) as they access Pupil Premium Plus-related information, guidance and training to support their practice; navigate the complexities of the Personal Education Plan (PEP) process; and measure the impact of Pupil Premium Plus-funded interventions. We explain professionals’ experiences using insights from social practice theories, and argue that the process of supporting the educational outcomes of looked after children via Pupil Premium Plus is made up of context- and audience-dependent ‘social practices’. When the social practices are aligned, virtual school heads and designated teachers may be effectively able to support looked after children, whereas barriers may emerge when social practices become disjointed. We conclude this paper by arguing that for Pupil Premium Plus to support educational outcomes of looked after children effectively, professionals need to reflect on their own cultures and practices.
{"title":"Breaks in the chain: using theories of social practice to interrogate professionals’ experiences of administering Pupil Premium Plus to support looked after children","authors":"Stuart Read, A. Parfitt, M. Macer","doi":"10.1080/03054985.2022.2124963","DOIUrl":"https://doi.org/10.1080/03054985.2022.2124963","url":null,"abstract":"ABSTRACT In England, Pupil Premium Plus is additional funding to help address the educational attainment gap experienced by looked after children. This paper explores the experiences of virtual school heads and designated teachers (n = 140) as they access Pupil Premium Plus-related information, guidance and training to support their practice; navigate the complexities of the Personal Education Plan (PEP) process; and measure the impact of Pupil Premium Plus-funded interventions. We explain professionals’ experiences using insights from social practice theories, and argue that the process of supporting the educational outcomes of looked after children via Pupil Premium Plus is made up of context- and audience-dependent ‘social practices’. When the social practices are aligned, virtual school heads and designated teachers may be effectively able to support looked after children, whereas barriers may emerge when social practices become disjointed. We conclude this paper by arguing that for Pupil Premium Plus to support educational outcomes of looked after children effectively, professionals need to reflect on their own cultures and practices.","PeriodicalId":47910,"journal":{"name":"Oxford Review of Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44559031","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-13DOI: 10.1080/03054985.2022.2128321
E. Smyth
ABSTRACT The way in which young people’s post-school intentions and pathways reflect their social background has been the subject of a good deal of research. However, much less attention has been paid to social differentiation in the amount and kind of career guidance information received by young people and its role in reinforcing or ameliorating social differentiation in transitions. This article contributes by examining the extent to which sources of information and guidance activities vary by social background and school social mix and the consequences of this variation for intentions to go on to higher education. The paper draws on data from a large-scale longitudinal study of young people in Ireland, the Growing Up in Ireland study. It finds that young people from more advantaged backgrounds are much more reliant on their parents as a source of information and advice, reflecting access to insider knowledge of the educational system, and are more likely to pay for private guidance services. In contrast, young people from less advantaged backgrounds and those attending schools with a concentration of working-class students are more reliant on school-based sources of information, though these resources are insufficient to boost their chances of making the transition to higher education.
{"title":"Social differentiation in career decision-making processes and higher education intentions: the role of family background and school composition in the use of different sources of information","authors":"E. Smyth","doi":"10.1080/03054985.2022.2128321","DOIUrl":"https://doi.org/10.1080/03054985.2022.2128321","url":null,"abstract":"ABSTRACT The way in which young people’s post-school intentions and pathways reflect their social background has been the subject of a good deal of research. However, much less attention has been paid to social differentiation in the amount and kind of career guidance information received by young people and its role in reinforcing or ameliorating social differentiation in transitions. This article contributes by examining the extent to which sources of information and guidance activities vary by social background and school social mix and the consequences of this variation for intentions to go on to higher education. The paper draws on data from a large-scale longitudinal study of young people in Ireland, the Growing Up in Ireland study. It finds that young people from more advantaged backgrounds are much more reliant on their parents as a source of information and advice, reflecting access to insider knowledge of the educational system, and are more likely to pay for private guidance services. In contrast, young people from less advantaged backgrounds and those attending schools with a concentration of working-class students are more reliant on school-based sources of information, though these resources are insufficient to boost their chances of making the transition to higher education.","PeriodicalId":47910,"journal":{"name":"Oxford Review of Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43779279","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-13DOI: 10.1080/03054985.2022.2123309
Kun Dai, D. Elliot
ABSTRACT Research has been widely conducted to understand international student mobility, particularly from Global South to North. However, there is little attention paid to international doctoral students’ research and learning experiences in non-traditional destinations, particularly in the Chinese context. Drawing upon the concept of Communities of Practice, we administered semi-structured interviews with six international doctoral students and their supervisors at a prestigious Chinese university to understand how they experienced intercultural research and supervision in ‘shi men’, a culturally and pedagogically informed collective and semi-closed learning community. Our research findings help elucidate how the different social and academic practices have created various types of ‘shi men’. Each of these academic families reflects the unique features of doctoral learning in China and has implications for international doctoral students’ overall learning experience. This timely study offers distinct insights into cross-cultural learning, research, and supervision practices in China.
{"title":"‘Shi men’ as key doctoral practice: understanding international doctoral students’ learning communities and research culture in China","authors":"Kun Dai, D. Elliot","doi":"10.1080/03054985.2022.2123309","DOIUrl":"https://doi.org/10.1080/03054985.2022.2123309","url":null,"abstract":"ABSTRACT Research has been widely conducted to understand international student mobility, particularly from Global South to North. However, there is little attention paid to international doctoral students’ research and learning experiences in non-traditional destinations, particularly in the Chinese context. Drawing upon the concept of Communities of Practice, we administered semi-structured interviews with six international doctoral students and their supervisors at a prestigious Chinese university to understand how they experienced intercultural research and supervision in ‘shi men’, a culturally and pedagogically informed collective and semi-closed learning community. Our research findings help elucidate how the different social and academic practices have created various types of ‘shi men’. Each of these academic families reflects the unique features of doctoral learning in China and has implications for international doctoral students’ overall learning experience. This timely study offers distinct insights into cross-cultural learning, research, and supervision practices in China.","PeriodicalId":47910,"journal":{"name":"Oxford Review of Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41603797","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-13DOI: 10.1080/03054985.2022.2124964
Jake Anders, L. Macmillan, Patrick Sturgis, G. Wyness
ABSTRACT While the health risks of Covid-19 for young people are low, they have borne a heavy cost of the pandemic through intense disruption to their education and social lives. These effects have not been experienced equally across social and demographic groups. Using data from a nationally representative survey of 4,000 young people in England linked to their education records, we study inequalities in late adolescents’ experiences of the Covid-19 pandemic. We find particularly stark inequalities by socio-economic status, with those from poorer families facing disadvantage on multiple fronts, particularly in their experiences of home learning, returning to school, and exam cancellations compared to their more advantaged peers. Gender and ethnic inequalities were more mixed, though young females reported significantly lower wellbeing scores than males. This evidence suggests that the pandemic has exacerbated existing inequalities, meaning policymakers concerned with increasing equity and social mobility now face an even bigger task than before.
{"title":"Inequalities in late adolescents’ educational experiences and wellbeing during the Covid-19 pandemic","authors":"Jake Anders, L. Macmillan, Patrick Sturgis, G. Wyness","doi":"10.1080/03054985.2022.2124964","DOIUrl":"https://doi.org/10.1080/03054985.2022.2124964","url":null,"abstract":"ABSTRACT While the health risks of Covid-19 for young people are low, they have borne a heavy cost of the pandemic through intense disruption to their education and social lives. These effects have not been experienced equally across social and demographic groups. Using data from a nationally representative survey of 4,000 young people in England linked to their education records, we study inequalities in late adolescents’ experiences of the Covid-19 pandemic. We find particularly stark inequalities by socio-economic status, with those from poorer families facing disadvantage on multiple fronts, particularly in their experiences of home learning, returning to school, and exam cancellations compared to their more advantaged peers. Gender and ethnic inequalities were more mixed, though young females reported significantly lower wellbeing scores than males. This evidence suggests that the pandemic has exacerbated existing inequalities, meaning policymakers concerned with increasing equity and social mobility now face an even bigger task than before.","PeriodicalId":47910,"journal":{"name":"Oxford Review of Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47469128","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-12DOI: 10.1080/03054985.2022.2101442
Y. Zhao, S. Bhattacharjea, B. Alcott
ABSTRACT There is near consensus that early childhood education and care (ECEC) is essential to children’s early development. A common corollary is that early learning will be pivotal to helping redress inequities in educational outcomes. We examine whether this is true among rural communities in the Indian states of Assam, Rajasthan, and Telangana. Specifically, we assess whether learning gains for the most disadvantaged are retained in comparison to more advantaged children who had lower initial learning levels. We find that lower-achieving, more advantaged children (as measured by mother’s education) soon overtake higher-achieving but less advantaged children. In contrast, higher-achieving girls remain ahead of lower-achieving boys in Assam and Telangana, although they are caught up in Rajasthan. Given the differing patterns across the states, we explore the extent to which these may be shaped by their respective social and policy contexts.
{"title":"A slippery slope: early learning and equity in rural India","authors":"Y. Zhao, S. Bhattacharjea, B. Alcott","doi":"10.1080/03054985.2022.2101442","DOIUrl":"https://doi.org/10.1080/03054985.2022.2101442","url":null,"abstract":"ABSTRACT There is near consensus that early childhood education and care (ECEC) is essential to children’s early development. A common corollary is that early learning will be pivotal to helping redress inequities in educational outcomes. We examine whether this is true among rural communities in the Indian states of Assam, Rajasthan, and Telangana. Specifically, we assess whether learning gains for the most disadvantaged are retained in comparison to more advantaged children who had lower initial learning levels. We find that lower-achieving, more advantaged children (as measured by mother’s education) soon overtake higher-achieving but less advantaged children. In contrast, higher-achieving girls remain ahead of lower-achieving boys in Assam and Telangana, although they are caught up in Rajasthan. Given the differing patterns across the states, we explore the extent to which these may be shaped by their respective social and policy contexts.","PeriodicalId":47910,"journal":{"name":"Oxford Review of Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45528134","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-11DOI: 10.1080/03054985.2022.2090324
Elinor Saiegh-Haddad
ABSTRACT All Arabic-speaking children grow up in diglossia. They use a spoken Arabic vernacular (SpA) for everyday speech but Standard Arabic (StA) for reading/writing. The current study reports a pilot diglossia-centred intervention among Palestinian-Arabic-speaking kindergarteners (N = 290; mean age 64.52 months). The study examines the effectiveness of an intervention programme grounded in the linguistic distance between StA and the children’s SpA vernacular in producing gains in children’s metalinguistic awareness in SpA and in StA. The intervention programme lasted for 4–5 weeks and followed two principles: a) train metalinguistic awareness first in SpA and then in StA; b) train linguistic representations in StA as a basis for metalinguistic awareness in StA. Using syllable blending to test phonological awareness and morphological analogies to test morphological awareness, the study produced preliminary experimental evidence for gains in metalinguistic awareness in the intervention group that were significantly larger than those observed in the control group, in SpA and StA. The results, though preliminary, support the effectiveness of diglossia-centred interventions in promoting pre-school children’s metalinguistic awareness in a sociolinguistic context in which two language varieties are used within the same community.
{"title":"Embracing diglossia in early literacy education in Arabic: A pilot intervention study with kindergarten children","authors":"Elinor Saiegh-Haddad","doi":"10.1080/03054985.2022.2090324","DOIUrl":"https://doi.org/10.1080/03054985.2022.2090324","url":null,"abstract":"ABSTRACT All Arabic-speaking children grow up in diglossia. They use a spoken Arabic vernacular (SpA) for everyday speech but Standard Arabic (StA) for reading/writing. The current study reports a pilot diglossia-centred intervention among Palestinian-Arabic-speaking kindergarteners (N = 290; mean age 64.52 months). The study examines the effectiveness of an intervention programme grounded in the linguistic distance between StA and the children’s SpA vernacular in producing gains in children’s metalinguistic awareness in SpA and in StA. The intervention programme lasted for 4–5 weeks and followed two principles: a) train metalinguistic awareness first in SpA and then in StA; b) train linguistic representations in StA as a basis for metalinguistic awareness in StA. Using syllable blending to test phonological awareness and morphological analogies to test morphological awareness, the study produced preliminary experimental evidence for gains in metalinguistic awareness in the intervention group that were significantly larger than those observed in the control group, in SpA and StA. The results, though preliminary, support the effectiveness of diglossia-centred interventions in promoting pre-school children’s metalinguistic awareness in a sociolinguistic context in which two language varieties are used within the same community.","PeriodicalId":47910,"journal":{"name":"Oxford Review of Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45381842","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-11DOI: 10.1080/03054985.2022.2093178
M. Jukes, N. L. Mgonda, Jovina L. Tibenda, Yasmin Sitabkhan
ABSTRACT Pedagogical reforms in sub-Saharan Africa have often been unsuccessful, arguably because they fail to account for the social and cultural context of teachers’ choices. Two studies in rural Tanzania examined the pedagogical decisions of teachers taking part in a programme of teacher professional development. Teachers reflected on their own decisions to conduct teaching activities, which were observed by the research team, and on the decisions taken by teachers in vignettes. Results suggested that pedagogical decisions were influenced by the social goals of togetherness, cooperation, and fairness. Pedagogical choices were also influenced by the need to avoid embarrassing students and to address conformity among student responses and students’ lack of confidence in addressing teachers. The findings broadly support the hypothesis that Tanzanian teachers pursue implicit social goals in their classroom, some of which are associated with the culture of historically agricultural societies. Teachers may be resistant to new pedagogies which do not support these social goals. Rather than seeing cultural values as ‘barriers’, we argue that teacher professional development programmes, particularly for early years education, should design teaching activities which are consistent with the culturally shaped social goals of teachers while remaining true to the learning goals of those activities.
{"title":"The role of teachers’ implicit social goals in pedagogical reforms in Tanzania","authors":"M. Jukes, N. L. Mgonda, Jovina L. Tibenda, Yasmin Sitabkhan","doi":"10.1080/03054985.2022.2093178","DOIUrl":"https://doi.org/10.1080/03054985.2022.2093178","url":null,"abstract":"ABSTRACT Pedagogical reforms in sub-Saharan Africa have often been unsuccessful, arguably because they fail to account for the social and cultural context of teachers’ choices. Two studies in rural Tanzania examined the pedagogical decisions of teachers taking part in a programme of teacher professional development. Teachers reflected on their own decisions to conduct teaching activities, which were observed by the research team, and on the decisions taken by teachers in vignettes. Results suggested that pedagogical decisions were influenced by the social goals of togetherness, cooperation, and fairness. Pedagogical choices were also influenced by the need to avoid embarrassing students and to address conformity among student responses and students’ lack of confidence in addressing teachers. The findings broadly support the hypothesis that Tanzanian teachers pursue implicit social goals in their classroom, some of which are associated with the culture of historically agricultural societies. Teachers may be resistant to new pedagogies which do not support these social goals. Rather than seeing cultural values as ‘barriers’, we argue that teacher professional development programmes, particularly for early years education, should design teaching activities which are consistent with the culturally shaped social goals of teachers while remaining true to the learning goals of those activities.","PeriodicalId":47910,"journal":{"name":"Oxford Review of Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48091434","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-11DOI: 10.1080/03054985.2022.2088488
Mirela Ramacciotti, H. Sousa, H. G. Silveira, C. Hulme, M. Snowling, D. Newbury, M. Puglisi
ABSTRACT Objective To report how improvements on a Brazilian language intervention for early childhood education settings (PROLIN) were made and evaluated. Study Design In the first phase, the programme layout and materials were improved. This involved redesigning the guidelines for the programme, adding videos (using a learning management system) and creating an observation checklist to monitor the fidelity of implementation. The second phase was a two-week pilot study (a seven-session intervention) involving two teachers and 22 students. Checklists and video footage were analysed to investigate implementation. Results Quality of implementation was generally good, but we identified additional areas for improvement. Teachers had some difficulties with aspects related to session dynamics, implementation of activities and use of techniques that reinforce learning. Conclusions The pilot study was instrumental in identifying obstacles for a scaled-up, high-quality implementation. The design of these materials took into consideration ways of guiding and supporting teachers to: (1) offer students adequate participation time; (2) help include children who are shy or have behaviour problems; (3) use teaching strategies properly; (4) bring sessions to a close; and (5) reach the objectives of each session. Further modification is still needed, especially in the manual, videos and supplementary materials.
{"title":"Scaling up early language intervention in educational settings: First steps matter","authors":"Mirela Ramacciotti, H. Sousa, H. G. Silveira, C. Hulme, M. Snowling, D. Newbury, M. Puglisi","doi":"10.1080/03054985.2022.2088488","DOIUrl":"https://doi.org/10.1080/03054985.2022.2088488","url":null,"abstract":"ABSTRACT Objective To report how improvements on a Brazilian language intervention for early childhood education settings (PROLIN) were made and evaluated. Study Design In the first phase, the programme layout and materials were improved. This involved redesigning the guidelines for the programme, adding videos (using a learning management system) and creating an observation checklist to monitor the fidelity of implementation. The second phase was a two-week pilot study (a seven-session intervention) involving two teachers and 22 students. Checklists and video footage were analysed to investigate implementation. Results Quality of implementation was generally good, but we identified additional areas for improvement. Teachers had some difficulties with aspects related to session dynamics, implementation of activities and use of techniques that reinforce learning. Conclusions The pilot study was instrumental in identifying obstacles for a scaled-up, high-quality implementation. The design of these materials took into consideration ways of guiding and supporting teachers to: (1) offer students adequate participation time; (2) help include children who are shy or have behaviour problems; (3) use teaching strategies properly; (4) bring sessions to a close; and (5) reach the objectives of each session. Further modification is still needed, especially in the manual, videos and supplementary materials.","PeriodicalId":47910,"journal":{"name":"Oxford Review of Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45961991","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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