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Promoting politically contested change by invisible education policies: the case of ultra-Orthodox public schools in Israel 以无形的教育政策推动政治上有争议的变革:以色列极端正统公立学校的案例
IF 2 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-11-22 DOI: 10.1080/03054985.2023.2274022
Shai Katzir, Lotem Perry-Hazan
Education policies are typically anchored in official texts that provide a foundation for their enactment in schools. What are the implications of an invisible policy not anchored in any official t...
教育政策通常以官方文本为基础,为在学校实施提供基础。一项看不见的政策意味着什么?
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引用次数: 0
University students’ interpretations of study-related peer sociality 大学生对学习相关同伴社会的解读
IF 2 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-11-22 DOI: 10.1080/03054985.2023.2282625
Toni Kosonen, Marita Mäkinen, Johanna Annala, Leena Penttinen
This article explores university students’ interpretations of peer sociality in the context of academic studies. The study draws on thematic interviews with Finnish students (n = 28) representing t...
本文从学术研究的角度探讨大学生对同伴社会性的理解。该研究采用了对芬兰学生(n = 28)的专题访谈。
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引用次数: 0
Young children’s pre-academic and social skills: role of parents’ locus of control and children’s ADHD behaviours 幼儿学业前和社交技能:父母控制点与儿童多动症行为的作用
3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-11-13 DOI: 10.1080/03054985.2023.2268517
Tony Xing Tan, Joy Huanhuan Wang, Yi Zhou, Yaxuan Deng
ABSTRACTOur study examined young children’s pre-academic and social skills in relation to parental locus of control and children’s behaviours of ADHD. The participants were parents of 1,502 children from four Chinese kindergartens (Mage = 4.59, SD = 0.93; Girls: 51.40%). Data on six domains of children’s pre-academic and social skills, parental external and internal locus of control, and children’s inattention and hyperactivity/impulsivity were obtained with the Early Learning and Development for Children Aged 3 to 6 years, the Parental Locus of Control scale, and the ADHD Rating Scale-IV Preschool Home Version respectively. Hierarchical regression results showed that controlling for other variables, higher scores in parental external locus of control and child inattention behaviours significantly predicted lower scores in all six domains, while higher scores in internal locus of control and child hyperactivity/impulsivity behaviours predicted higher scores in all six domains (R2 ranged from 18.0% to 47.0%). Noticeably, parental locus of control explained a smaller amount of the variance (1.0–5.0%) than behaviours of ADHD (5.0–11.0%) in the children’s outcomes.KEYWORDS: Preschool childrenADHDlocus of controlpre-academic skillssocial skills Disclosure statementNo potential conflict of interest was reported by the authors.Data availability statementData are available from the first author upon request.Supplementary materialSupplemental data for this article can be accessed online at https://doi.org/10.1080/03054985.2023.2268517.Additional informationNotes on contributorsTony Xing TanTony Xing Tan is a Professor of Educational Psychology at the University of South Florida. He was trained in Human Development and Psychology at Harvard Graduate School of Education, Cambridge, MA, USA.Joy Huanhuan WangJoy Huanhuan Wang is an Assistant Professor of School Psychology at Texas Tech University. She was trained in School Psychology at the College of Education, the University of South Florida, Tampa, FL, USA.Yi ZhouYi Zhou was trained in Early Childhood Education at Harvard Graduate School of Education, Cambridge, MA, USA.Yaxuan DengYaxuan Deng studies Statistics and Data Science at the Southern University of Science and Technology, Shenzhen, China
摘要一项研究考察了幼儿学业前技能和社交技能与父母控制点和儿童ADHD行为的关系。研究对象为来自4所中国幼儿园的1502名儿童的家长(Mage = 4.59, SD = 0.93;女孩:51.40%)。采用《3 ~ 6岁儿童早期学习与发展》、《父母控制源量表》和《学龄前家庭版ADHD评定量表- iv》分别对儿童学业前技能和社交技能、父母外部控制源和父母内部控制源、儿童注意力不集中和多动/冲动6个领域进行数据采集。层次回归结果显示,在控制其他变量的情况下,父母外部控制源和儿童注意力不集中行为得分较高的儿童在6个领域的得分较低,而父母内部控制源和儿童多动/冲动行为得分较高的儿童在6个领域的得分较高(R2范围为18.0% ~ 47.0%)。值得注意的是,父母控制点对儿童结局的解释差异(1.0-5.0%)小于ADHD行为(5.0-11.0%)。关键词:学龄前儿童adhd控制位点学前技能社交技能披露声明作者未发现潜在的利益冲突。数据可用性声明数据可根据要求从第一作者处获得。补充资料本文的补充资料可在https://doi.org/10.1080/03054985.2023.2268517.Additional info网站上获得。作者anthony Xing Tan是南佛罗里达大学的教育心理学教授。他曾在美国马萨诸塞州剑桥市哈佛大学教育研究生院接受人类发展和心理学培训。Joy Huanhuan Wang是德克萨斯理工大学学校心理学助理教授。她曾在美国佛罗里达州坦帕市南佛罗里达大学教育学院接受学校心理学培训。周毅毕业于美国马萨诸塞州剑桥市哈佛大学教育研究生院幼儿教育专业。邓亚轩(音译)就读于中国深圳南方科技大学统计与数据科学专业
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引用次数: 0
The limits to dialogue 对话的局限
3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-11-08 DOI: 10.1080/03054985.2023.2268513
Laura D’Olimpio
The great hope of dialogical pedagogy such as the Community of Philosophical Inquiry (CoPI) as advocated for by practitioners of philosophy for and with children (P4C) was to cultivate critical thinkers who would be guided by epistemic and moral virtues in their engagement with one another in an effort to uncover truth. And, further, that those democratic citizens could then take these newly honed skills out into the public square and enact good decision-making in their lives. The focus on equality and inclusion, with a respect for diversity of thought and opinion, guided a sense that every participant should feel as though they ‘belong’, and were free to engage in dialogue with others as equals. And yet, the question about how we might ensure the CoPI is a space in which everyone can meaningfully contribute is forefront in my mind. In this paper, I will focus on what might limit dialogue by explicating three main issues which I call ‘paying lip service’, ‘existing power dynamics’ and ‘the transfer problem’. I will see if I can respond to these in order to ultimately affirm the role for dialogical pedagogy to support radical listening and genuinely inclusive dialogue.
对话教学法的巨大希望,如哲学探究共同体(CoPI),是由儿童哲学实践者(P4C)倡导的,是培养批判性思想家,他们将在认识论和道德美德的指导下,在彼此的接触中努力发现真理。此外,这些民主公民可以将这些新磨练出来的技能运用到公共领域,并在他们的生活中制定出正确的决策。注重平等和包容,尊重思想和意见的多样性,引导了一种意识,即每个参与者都应该感到自己“属于”,并且可以自由地与他人平等对话。然而,我们如何确保CoPI是一个人人都能做出有意义贡献的空间,这个问题是我脑海中最重要的。在本文中,我将通过解释我称之为“口头承诺”、“现有权力动态”和“转移问题”的三个主要问题来关注可能限制对话的因素。我将看看我是否能回应这些问题,以便最终肯定对话教学法在支持激进倾听和真正包容对话方面的作用。
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引用次数: 0
Understanding how institutional dynamics can contribute to educational inequality in Nordic cities 了解制度动态如何导致北欧城市的教育不平等
3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-11-08 DOI: 10.1080/03054985.2023.2274027
Eli Smeplass, Anna Cecilia Rapp, Anabel Corral-Granados
This article explores the institutional dynamics that contribute to educational inequality within Nordic cities. The persistent issue of social inequality in education remains a prominent challenge for the Nordic welfare states. By investigating the gaps between educational policies and their practical implementation, this study sheds light on the mechanisms that drive educational inequality. Through the application of qualitative methods, the research examines the impediments to achieving educational equity within three distinct municipalities in Norway, Sweden, and Finland. The study identifies several contributing factors to the prevailing educational inequality, encompassing housing policies, urban spatial segregation, diverse principles governing school choice and marketisation, and variations in organisational models intended to promote equity. The research not only offers novel insights into the gaps between educational policy formulation and implementation but also underscores their pivotal role in both generating and perpetuating educational inequality. In the subsequent discussion, the study addresses these identified gaps and outlines their potential implications for future policy-making and practical implementation in Nordic education.
本文探讨了导致北欧城市教育不平等的制度动态。教育中的社会不平等问题一直存在,这对北欧福利国家来说仍然是一个突出的挑战。通过调查教育政策与实际执行之间的差距,本研究揭示了导致教育不平等的机制。通过应用定性方法,本研究考察了挪威、瑞典和芬兰三个不同城市实现教育公平的障碍。该研究确定了造成当前教育不平等的几个因素,包括住房政策、城市空间隔离、管理学校选择和市场化的不同原则,以及旨在促进公平的组织模式的变化。这项研究不仅对教育政策制定和实施之间的差距提供了新的见解,而且强调了它们在产生和延续教育不平等方面的关键作用。在随后的讨论中,该研究解决了这些已确定的差距,并概述了它们对北欧教育未来政策制定和实际实施的潜在影响。
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引用次数: 0
Do school preferences differ between mothers and fathers? International evidence from PISA 父母对学校的偏好不同吗?来自PISA的国际证据
3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-10-31 DOI: 10.1080/03054985.2023.2244880
John Jerrim, Claudia Prieto-Latorre, Luis Alejandro Lopez-Agudo, Oscar David Marcenaro-Gutierrez
A sizeable literature – spanning education, sociology and economics – has investigated the issue of parental school preferences and school choice. A notable gap in the existing evidence base is an exploration of how such preferences differ between mothers and fathers. We present new cross-national findings on this matter, drawing on survey data collected from more than 300,000 parents across 25 countries. Our findings suggest that mothers rate the school environment – whether the school is safe and has a pleasant atmosphere – to be more important than fathers. Differences are also observed with respect to the school’s reputation and whether it has a high level of achievement. Clearer evidence of such differences emerges for industrialised Western nations than for countries that are not members of the OECD. In most countries, mothers’ and fathers’ preferences do not vary substantially between sons and daughters.
相当多的文献——包括教育、社会学和经济学——研究了父母的择校偏好和择校问题。在现有的证据基础上,一个显著的差距是对母亲和父亲之间这种偏好的差异的探索。我们根据从25个国家的30多万名父母那里收集的调查数据,提出了关于这一问题的新的跨国调查结果。我们的研究结果表明,母亲认为学校环境——学校是否安全,是否有一个愉快的氛围——比父亲更重要。在学校的声誉和是否有高水平的成就方面也观察到差异。与非经合组织成员国相比,这种差异在西方工业化国家的表现更为明显。在大多数国家,母亲和父亲的偏好在儿子和女儿之间并没有很大的差异。
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引用次数: 0
Student voice and teacher voice in educational research: a systematic review of 25 years of literature from 1995–2020 教育研究中的学生声音和教师声音:对1995-2020年25年文献的系统回顾
3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-10-16 DOI: 10.1080/03054985.2023.2257132
Jenna Gillett-Swan, Aspa Baroutsis
In recent years, there has been an increasing interest in student and teacher voice in education. What distinguishes ‘teacher voice’ or ‘student voice’ from simply reflecting participants’ views as a source of data is the placement of participants in an empowered participatory position. It is the positioning of their voice as consisting of more than a process, and as something with value and power that extends voice engagement as one beyond that of informant. While research might focus on either student voice or teacher voice in isolation, there are few studies that position voice as something with power, and integrate the perspectives of both groups as being views that matter. This systematic review investigates and describes the nexus between student voice and teacher voice in educational research over 25 years and provides a framework for identifying the extent to which certain views and perspectives are prioritised in research, and whether the participatory function of the positioned research is doing what it sets out to do.
近年来,人们越来越关注学生和教师在教育中的声音。“老师的声音”或“学生的声音”与仅仅反映参与者的观点作为数据来源的区别在于将参与者置于被授权的参与地位。这是将他们的声音定位为不仅仅是一个过程,而且是一种具有价值和力量的东西,将声音参与扩展为一种超越信息提供者的东西。虽然研究可能会孤立地关注学生的声音或教师的声音,但很少有研究将声音定位为具有权力的东西,并将两个群体的观点整合为重要的观点。这篇系统综述调查并描述了25年来教育研究中学生声音和教师声音之间的联系,并提供了一个框架,用于确定某些观点和观点在研究中被优先考虑的程度,以及定位研究的参与功能是否正在做它所要做的事情。
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引用次数: 0
Conceptualising small rural school-community relationships within a divided society: people, meanings, practices and spaces 在一个分裂的社会中概念化小型农村学校-社区关系:人、意义、实践和空间
3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-10-12 DOI: 10.1080/03054985.2023.2262383
Montserrat Fargas Malet, Carl Bagley
Small rural schools have often been characterised as being at the heart of their communities. However, there is no clarity on what that means nor on the perceived meaning of ‘community’ within this context. The findings of the Small School Rural Community Study focused on the relationship between small rural schools and the communities they serve within the post-conflict context of Northern Ireland’s religiously divided schooling system. Using survey data and qualitatively derived data from this three-year study, we explore the ways in which community is understood and conceptualised by school principals, staff, parents, pupils and community members, in five case study areas. Similarly to another research study, our findings suggest that community can be conceptualised as having four key dimensions: people; meanings; practices; and spaces. The study found that a range of ‘community practices’ happened in school and around school, and that these practices had attached meanings, with schools helping to develop a sense of belonging and pride in the community, sometimes even a sense of ‘shared space’. Drawing on these key dimensions, the paper provides a theoretical framework of ‘community’ to expand our understanding of school-community relations and the potential value of small rural schools beyond simply the educational.
小型农村学校通常被认为是社区的核心。然而,在这种情况下,“社区”的含义和感知意义并不明确。小型学校农村社区研究的结果集中在北爱尔兰宗教分裂的学校制度冲突后背景下,小型农村学校与它们所服务的社区之间的关系。利用调查数据和从这个为期三年的研究中获得的定性数据,我们在五个案例研究领域探讨了学校校长、教职员、家长、学生和社区成员理解和概念化社区的方式。与另一项研究类似,我们的研究结果表明,社区可以被概念化为四个关键维度:人;含义;实践;和空格。研究发现,在学校和学校周围发生了一系列“社区实践”,这些实践具有附加意义,学校有助于培养对社区的归属感和自豪感,有时甚至是一种“共享空间”的感觉。根据这些关键维度,本文提供了一个“社区”的理论框架,以扩展我们对学校-社区关系和小型农村学校的潜在价值的理解,而不仅仅是教育。
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引用次数: 0
Politics of PISA in educational agenda-setting: an analysis of the media coverage of PISA 2000-2018 in South Korea 教育议程设置中的PISA政治:对韩国2000-2018年PISA媒体报道的分析
3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-10-10 DOI: 10.1080/03054985.2023.2259794
Subeen Jang
This article analyses the media coverage of the Programme for International Student Assessment (PISA) by progressive and conservative media outlets in South Korea from 2000 to 2018. Through systemic content analysis, the study reveals that the tones and content of PISA-related articles were largely influenced by the political alignment between the media outlet and the government in power, rather than the actual PISA results. This finding highlights the opportunistic and circumstantial nature of Korean media coverage of PISA, guided by their contrasting educational agendas towards excellence and equity. This research reveals PISA’s function as a projection screen for reflecting local political intentions and as ammunition data to protect specific agendas from criticism. By uncovering the political expediency inherent in media reports on PISA, this study illuminates the role of PISA as a politicised science that shapes educational agendas and strengthens the OECD governance.
本文分析了2000年至2018年韩国进步和保守媒体对国际学生评估项目(PISA)的媒体报道。通过系统的内容分析,研究发现,与PISA相关的文章的语气和内容在很大程度上受到媒体与执政政府之间的政治联盟的影响,而不是实际的PISA结果。这一发现突出了韩国媒体对PISA报道的机会主义和间接性质,它们在追求卓越和公平的截然不同的教育议程的指导下。这项研究揭示了PISA作为反映地方政治意图的投影屏幕的功能,以及作为保护特定议程免受批评的弹药数据。通过揭示媒体对PISA报道中固有的政治权宜之计,本研究阐明了PISA作为一种政治科学的作用,它塑造了教育议程,加强了经合组织的治理。
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引用次数: 0
Can a code-based approach to marking and feedback reduce teachers’ workload? An evaluation of the FLASH marking intervention 基于代码的评分和反馈方法能减少教师的工作量吗?对FLASH标记干预的评估
3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-10-10 DOI: 10.1080/03054985.2023.2258779
Rebecca Morris, Stephen Gorard, Beng Huat See, Nadia Siddiqui
Teacher workload is an important policy concern in many education systems around the world, often considered a contributory factor in teacher attrition. One aspect of workload that could be addressed is reducing the amount of written marking and feedback that teachers do. This article reports on the results of an evaluation of FLASH Marking, an intervention aimed at reducing teachers’ marking workload. FLASH Marking is a code-based feedback approach involving peer- and self-assessment, reducing the need to use alphanumeric grading while promoting the use of students’ metacognitive skills. The study involved a single cohort of 18,500 Key Stage 4 pupils (aged 14/15 at the start of the trial) and their English teachers (n = 990) in 103 secondary schools in England. The impact of the intervention was estimated as the difference in before and after measures of teacher workload, comparing teachers in 52 intervention schools and those in 51 control schools. The results suggest that the intervention had the effect of lessening teachers’ workload by reducing their working hours (effect size 0.16), including hours spent on marking and feedback (0.17). The intervention was largely implemented as designed and teachers were generally positive about the potential impact of FLASH on pupils’ learning outcomes.
教师工作量是世界各地许多教育系统的一个重要政策问题,通常被认为是教师流失的一个促成因素。可以解决的工作量的一个方面是减少教师的书面评分和反馈的数量。本文报告了FLASH阅卷的评估结果,这是一种旨在减少教师阅卷工作量的干预措施。FLASH Marking是一种基于代码的反馈方法,涉及同伴和自我评估,减少了使用字母数字评分的需要,同时促进了学生元认知技能的使用。这项研究涉及英国103所中学的18500名关键阶段四年级学生(试验开始时年龄为14/15岁)和他们的英语老师(n = 990)。干预的影响是通过比较52所干预学校和51所对照学校的教师在教师工作量测量前后的差异来估计的。结果表明,干预通过减少教师的工作时间(效应值为0.16)来减轻教师的工作量,其中包括用于评分和反馈的时间(效应值为0.17)。干预措施在很大程度上按照设计实施,教师们普遍对FLASH对学生学习成果的潜在影响持积极态度。
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引用次数: 0
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Oxford Review of Education
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