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":"49 1","pages":"643 - 663"},"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: 10.1080/03054985.2022.2124964
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":"49 1","pages":"620 - 642"},"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":"49 1","pages":"93 - 113"},"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":"49 1","pages":"48 - 68"},"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":"49 1","pages":"10 - 28"},"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":"49 1","pages":"29 - 47"},"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}
Pub Date : 2022-10-11DOI: 10.1080/03054985.2022.2125371
P. Sammons, K. Sylva, James Hall, M. Evangelou, R. Smees
ABSTRACT This paper discusses the challenges facing a national evaluation of an early years intervention programme, Sure Start Children’s Centres (SSCCs), that was implemented across England in the first decade of the 21st century. The paper describes the rationale for the evaluation’s mixed methods research design and the ecological theoretical approach adopted. It investigates the SSCC policy aim of combatting the ‘impact’ of multiple disadvantage on outcomes for families, parents and children. Based on a clustered sample (2,600 families) it provides evidence of statistical effects for different user groups, including non-users. It points to the complexities in evaluation in non-experimental interventions where there was an emphasis on services to meet local needs and where families could choose which services to access and change patterns of service use over time. The paper synthesises findings and considers how complex, volatile and uncertain environments affected SSCC provision, particularly linked to a change of government and austerity policies after 2010. The paper identifies lessons learned, explores implications for future early years interventions in uncertain times, and proposes alternative approaches to evaluation (a realist approach based on mixed methods and theoretically driven models) where randomised experimental designs are inappropriate for the evaluation of certain complex policies.
{"title":"Challenges facing interventions to promote equity in the early years: exploring the ‘impact’, legacy and lessons learned from a national evaluation of Children’s Centres in England","authors":"P. Sammons, K. Sylva, James Hall, M. Evangelou, R. Smees","doi":"10.1080/03054985.2022.2125371","DOIUrl":"https://doi.org/10.1080/03054985.2022.2125371","url":null,"abstract":"ABSTRACT This paper discusses the challenges facing a national evaluation of an early years intervention programme, Sure Start Children’s Centres (SSCCs), that was implemented across England in the first decade of the 21st century. The paper describes the rationale for the evaluation’s mixed methods research design and the ecological theoretical approach adopted. It investigates the SSCC policy aim of combatting the ‘impact’ of multiple disadvantage on outcomes for families, parents and children. Based on a clustered sample (2,600 families) it provides evidence of statistical effects for different user groups, including non-users. It points to the complexities in evaluation in non-experimental interventions where there was an emphasis on services to meet local needs and where families could choose which services to access and change patterns of service use over time. The paper synthesises findings and considers how complex, volatile and uncertain environments affected SSCC provision, particularly linked to a change of government and austerity policies after 2010. The paper identifies lessons learned, explores implications for future early years interventions in uncertain times, and proposes alternative approaches to evaluation (a realist approach based on mixed methods and theoretically driven models) where randomised experimental designs are inappropriate for the evaluation of certain complex policies.","PeriodicalId":47910,"journal":{"name":"Oxford Review of Education","volume":"49 1","pages":"114 - 135"},"PeriodicalIF":2.0,"publicationDate":"2022-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41776943","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: 10.1080/03054985.2022.2093844
Ben Richards, N. Rao, Stephanie W. Y. Chan
ABSTRACT Sustainable Development Goal Target 4.2.1 is monitored by determining the proportion of children aged 24 to 59 months who are developmentally on track in the domains of health, learning, and psychosocial well-being. UNICEF has developed a caregiver report measure, the Early Childhood Development Index 2030 (ECDI2030), to measure progress towards this target. This paper examines whether a newly developed tool, the Early Childhood Development Assessment Scale-Direct Assessment (ECDAS-DA) can add value to the measurement of Target Indicator 4.2.1 by complementing UNICEF’s ECDI2030, and explores the psychometric properties of the ECDAS-DA. A total of 956 children (476 girls) aged 3 to 5 years from Bangladesh, China, India and Myanmar were administered the ECDAS-DA in individual sessions. Caregivers provided responses to a survey based on UNICEF’s ECDI2030. Confirmatory Factor Analyses indicated that learning, health, and psychosocial well-being domains of the ECDAS-DA were three component parts of one underlying construct of early child development. Significant correlations between the ECDAS-DA and the caregiver-reported ECDI2030 survey were found in the learning and health domains but findings were mixed for the psychosocial well-being domain. Multiple measures of early development could be important in measuring SDG Target 4.2.1 and the ECDAS-DA has the potential to complement UNICEF’s ECDI2030.
{"title":"Measuring indicators of Sustainable Development Goal Target 4.2.1: factor structure of a direct assessment tool in four Asian countries","authors":"Ben Richards, N. Rao, Stephanie W. Y. Chan","doi":"10.1080/03054985.2022.2093844","DOIUrl":"https://doi.org/10.1080/03054985.2022.2093844","url":null,"abstract":"ABSTRACT Sustainable Development Goal Target 4.2.1 is monitored by determining the proportion of children aged 24 to 59 months who are developmentally on track in the domains of health, learning, and psychosocial well-being. UNICEF has developed a caregiver report measure, the Early Childhood Development Index 2030 (ECDI2030), to measure progress towards this target. This paper examines whether a newly developed tool, the Early Childhood Development Assessment Scale-Direct Assessment (ECDAS-DA) can add value to the measurement of Target Indicator 4.2.1 by complementing UNICEF’s ECDI2030, and explores the psychometric properties of the ECDAS-DA. A total of 956 children (476 girls) aged 3 to 5 years from Bangladesh, China, India and Myanmar were administered the ECDAS-DA in individual sessions. Caregivers provided responses to a survey based on UNICEF’s ECDI2030. Confirmatory Factor Analyses indicated that learning, health, and psychosocial well-being domains of the ECDAS-DA were three component parts of one underlying construct of early child development. Significant correlations between the ECDAS-DA and the caregiver-reported ECDI2030 survey were found in the learning and health domains but findings were mixed for the psychosocial well-being domain. Multiple measures of early development could be important in measuring SDG Target 4.2.1 and the ECDAS-DA has the potential to complement UNICEF’s ECDI2030.","PeriodicalId":47910,"journal":{"name":"Oxford Review of Education","volume":"49 1","pages":"69 - 92"},"PeriodicalIF":2.0,"publicationDate":"2022-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47215721","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 : 2022-09-13DOI: 10.1080/03054985.2022.2105314
H. Gandolfi, Martin Mills
ABSTRACT Drawing on life history interviews, this paper seeks to explore the lives of a group of eight teachers, all with working experience in England, who self-identify as committed to a more socially just education system. Drawing on Levitas’ Utopia as method, this article examines these teachers’ perspectives on and practices around social justice in education, such as aiming to eradicate exclusion policies and processes, and organising with like-minded colleagues. We also explore the significant professional and emotional labour that goes into such kinds of work towards a socially just education system, and the satisfaction that comes from ‘making a difference’. Their perspectives also provide insight into what a vision of socially just education might look like for those in the teaching profession.
{"title":"Teachers for social justice: exploring the lives and work of teachers committed to social justice in education","authors":"H. Gandolfi, Martin Mills","doi":"10.1080/03054985.2022.2105314","DOIUrl":"https://doi.org/10.1080/03054985.2022.2105314","url":null,"abstract":"ABSTRACT Drawing on life history interviews, this paper seeks to explore the lives of a group of eight teachers, all with working experience in England, who self-identify as committed to a more socially just education system. Drawing on Levitas’ Utopia as method, this article examines these teachers’ perspectives on and practices around social justice in education, such as aiming to eradicate exclusion policies and processes, and organising with like-minded colleagues. We also explore the significant professional and emotional labour that goes into such kinds of work towards a socially just education system, and the satisfaction that comes from ‘making a difference’. Their perspectives also provide insight into what a vision of socially just education might look like for those in the teaching profession.","PeriodicalId":47910,"journal":{"name":"Oxford Review of Education","volume":"49 1","pages":"569 - 587"},"PeriodicalIF":2.0,"publicationDate":"2022-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45071053","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 : 2022-08-11DOI: 10.1080/03054985.2022.2091537
Zhuzhu Xu
ABSTRACT This study used large-scale regional monitoring data of eighth-grade mathematics students at the compulsory education stage from various areas of mainland China. It extracted a total of 156,661 students and 4,676 junior high school mathematics teachers from 146 districts and counties located in six regions (provinces or cities). The study analysed academic achievement in mathematics in these areas and established a hierarchical linear model to explore the factors affecting academic achievement at different levels. The results are as follows: (1) approximately 94% of eighth-grade students reached the level C academic benchmark - students in East China had the highest compliance rate with this level, followed by those in North, South, and Central China; (2) girls, non-leftover students, and children without siblings performed better, and urban students performed significantly better than county and rural students; (3) approximately 34% of students’ mathematics academic performance came from inter-school variability - regional background had a greater impact on mathematics than did teaching factors, while urban and rural background had the least impact. In contrast, the influence of individual characteristic variables was higher than that of student background variables, including a greater positive effect of self-efficacy and a greater negative effect of mathematics anxiety.
{"title":"Examining the factors influencing mathematics academic achievement in mainland China: A multilevel analysis","authors":"Zhuzhu Xu","doi":"10.1080/03054985.2022.2091537","DOIUrl":"https://doi.org/10.1080/03054985.2022.2091537","url":null,"abstract":"ABSTRACT This study used large-scale regional monitoring data of eighth-grade mathematics students at the compulsory education stage from various areas of mainland China. It extracted a total of 156,661 students and 4,676 junior high school mathematics teachers from 146 districts and counties located in six regions (provinces or cities). The study analysed academic achievement in mathematics in these areas and established a hierarchical linear model to explore the factors affecting academic achievement at different levels. The results are as follows: (1) approximately 94% of eighth-grade students reached the level C academic benchmark - students in East China had the highest compliance rate with this level, followed by those in North, South, and Central China; (2) girls, non-leftover students, and children without siblings performed better, and urban students performed significantly better than county and rural students; (3) approximately 34% of students’ mathematics academic performance came from inter-school variability - regional background had a greater impact on mathematics than did teaching factors, while urban and rural background had the least impact. In contrast, the influence of individual characteristic variables was higher than that of student background variables, including a greater positive effect of self-efficacy and a greater negative effect of mathematics anxiety.","PeriodicalId":47910,"journal":{"name":"Oxford Review of Education","volume":"49 1","pages":"390 - 407"},"PeriodicalIF":2.0,"publicationDate":"2022-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42127109","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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