This article assesses the effects of early schooling in France, where children can access school-based preschool programmes from the age of 2. The aim of this policy is to increase readiness for sc...
这篇文章评估了法国早期教育的影响，在法国，儿童从两岁起就可以参加以学校为基础的学前教育计划。
{"title":"Can early schooling at age 2 narrow the gaps in child development? Evidence from the French Elfe cohort","authors":"Estelle Herbaut, Géraldine Farges, Jean-François Giret","doi":"10.1080/03054985.2024.2305474","DOIUrl":"https://doi.org/10.1080/03054985.2024.2305474","url":null,"abstract":"This article assesses the effects of early schooling in France, where children can access school-based preschool programmes from the age of 2. The aim of this policy is to increase readiness for sc...","PeriodicalId":47910,"journal":{"name":"Oxford Review of Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139762061","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 : 2024-01-29DOI: 10.1080/03054985.2023.2293185
Laurence Lasselle, Ian Smith
This paper examines the social influences determining S5/Year 12 and S6/Year 13 (final year) pupils’ expectations of progression to university in a Scottish rural context in which pupils are less l...
{"title":"Expectations of progression to university among pupils in rural communities: the role of social influences","authors":"Laurence Lasselle, Ian Smith","doi":"10.1080/03054985.2023.2293185","DOIUrl":"https://doi.org/10.1080/03054985.2023.2293185","url":null,"abstract":"This paper examines the social influences determining S5/Year 12 and S6/Year 13 (final year) pupils’ expectations of progression to university in a Scottish rural context in which pupils are less l...","PeriodicalId":47910,"journal":{"name":"Oxford Review of Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139761986","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 : 2024-01-24DOI: 10.1080/03054985.2023.2296097
Jeremy Rappleye, Hikaru Komatsu, Suzuka Nishiyama
As the sustainability imperative looms, mainstream educational research in the English-speaking world continues a long tradition of failing to see food as integral to education. Japan’s tradition o...
{"title":"School food, sustainability, and interdependence: learning from Japan’s Shokuiku?","authors":"Jeremy Rappleye, Hikaru Komatsu, Suzuka Nishiyama","doi":"10.1080/03054985.2023.2296097","DOIUrl":"https://doi.org/10.1080/03054985.2023.2296097","url":null,"abstract":"As the sustainability imperative looms, mainstream educational research in the English-speaking world continues a long tradition of failing to see food as integral to education. Japan’s tradition o...","PeriodicalId":47910,"journal":{"name":"Oxford Review of Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139587267","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 : 2024-01-17DOI: 10.1080/03054985.2023.2298577
Jo-Anne Baird, Victoria Elliott, Steve Strand
Published in Oxford Review of Education (Vol. 50, No. 1, 2024)
发表于《牛津教育评论》（第 50 卷第 1 期，2024 年）
{"title":"Foreword to the fiftieth volume","authors":"Jo-Anne Baird, Victoria Elliott, Steve Strand","doi":"10.1080/03054985.2023.2298577","DOIUrl":"https://doi.org/10.1080/03054985.2023.2298577","url":null,"abstract":"Published in Oxford Review of Education (Vol. 50, No. 1, 2024)","PeriodicalId":47910,"journal":{"name":"Oxford Review of Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139516621","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 : 2024-01-04DOI: 10.1080/03054985.2023.2296091
Georgios Sorkos, Christina Hajisoteriou, Panayiotis Angelides
Students’ agency in decision-making processes has aroused the interest of scholars in the field. However, little attention has been paid to how students themselves critically reflect on their roles...
{"title":"Students’ agency for critical interculturalism: from intercultural responsibility to informal leadership","authors":"Georgios Sorkos, Christina Hajisoteriou, Panayiotis Angelides","doi":"10.1080/03054985.2023.2296091","DOIUrl":"https://doi.org/10.1080/03054985.2023.2296091","url":null,"abstract":"Students’ agency in decision-making processes has aroused the interest of scholars in the field. However, little attention has been paid to how students themselves critically reflect on their roles...","PeriodicalId":47910,"journal":{"name":"Oxford Review of Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139375005","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 : 2024-01-04DOI: 10.1080/03054985.2023.2292640
Elena Lasso-Dela-Vega, Juan A. Campos-Soria, Alejandro García-Pozo
The economic effects of educational mismatch include its negative impact on economic growth, which is due to the inefficient allocation of resources it generates. The main causes of this phenomenon...
{"title":"Sectoral heterogeneity in patterns of educational mismatch in the Spanish tourism sectors: a gender comparison","authors":"Elena Lasso-Dela-Vega, Juan A. Campos-Soria, Alejandro García-Pozo","doi":"10.1080/03054985.2023.2292640","DOIUrl":"https://doi.org/10.1080/03054985.2023.2292640","url":null,"abstract":"The economic effects of educational mismatch include its negative impact on economic growth, which is due to the inefficient allocation of resources it generates. The main causes of this phenomenon...","PeriodicalId":47910,"journal":{"name":"Oxford Review of Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139375006","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 : 2023-12-18DOI: 10.1080/03054985.2023.2290640
Louise Badham
Different sources of assessment evidence are reviewed during International Baccalaureate (IB) grade awarding to convert marks into grades and ensure fair results for students. Qualitative and quant...
{"title":"Statistically guided grading judgements: contextualisation or contamination?","authors":"Louise Badham","doi":"10.1080/03054985.2023.2290640","DOIUrl":"https://doi.org/10.1080/03054985.2023.2290640","url":null,"abstract":"Different sources of assessment evidence are reviewed during International Baccalaureate (IB) grade awarding to convert marks into grades and ensure fair results for students. Qualitative and quant...","PeriodicalId":47910,"journal":{"name":"Oxford Review of Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138824856","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 : 2023-12-18DOI: 10.1080/03054985.2023.2292638
Louise Campbell
Policy cycles are initiated via a variety of context-bound causal drivers. In situations where systemic reform is desired, agenda-setting is vital to this process. This paper examines ‘The National...
{"title":"Agenda-setting for education reform: the case of the Vision Statement for the Future of Scottish Education","authors":"Louise Campbell","doi":"10.1080/03054985.2023.2292638","DOIUrl":"https://doi.org/10.1080/03054985.2023.2292638","url":null,"abstract":"Policy cycles are initiated via a variety of context-bound causal drivers. In situations where systemic reform is desired, agenda-setting is vital to this process. This paper examines ‘The National...","PeriodicalId":47910,"journal":{"name":"Oxford Review of Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138824643","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 : 2023-12-12DOI: 10.1080/03054985.2023.2265296
Andrés Pinzón, Pedro Gómez, María José González
The professional development for teachers is an important component of the quality of education. However, few systems for monitoring and analysing the quality and impact of teacher professional dev...
教师专业发展是教育质量的重要组成部分。然而，监测和分析教师专业发展的质量和影响的系统却很少。
{"title":"Effects of a professional development programme on teachers’ classroom practices in Colombia","authors":"Andrés Pinzón, Pedro Gómez, María José González","doi":"10.1080/03054985.2023.2265296","DOIUrl":"https://doi.org/10.1080/03054985.2023.2265296","url":null,"abstract":"The professional development for teachers is an important component of the quality of education. However, few systems for monitoring and analysing the quality and impact of teacher professional dev...","PeriodicalId":47910,"journal":{"name":"Oxford Review of Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138689118","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 : 2023-12-11DOI: 10.1080/03054985.2023.2287761
Pinyan Lin, Steven J. Courtney, Paul Armstrong, Amanda Heffernan
{"title":"Typologising formal school-to-school collaborations—education collectives—in China through the metaphor of Chinese landscape painting","authors":"Pinyan Lin, Steven J. Courtney, Paul Armstrong, Amanda Heffernan","doi":"10.1080/03054985.2023.2287761","DOIUrl":"https://doi.org/10.1080/03054985.2023.2287761","url":null,"abstract":"","PeriodicalId":47910,"journal":{"name":"Oxford Review of Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138978917","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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