Pub Date : 2023-12-11DOI: 10.1080/03054985.2023.2282628
Intifar Sadiq Chowdhury, Ben Edwards, Andrew Norton
In theory, misalignment of education and career aspirations in high school is a crucial determinant of post-school education and career mismatch. However, existing scholarship investigates the soci...
{"title":"Youth education decisions and occupational misalignment and mismatch: evidence from a representative cohort study of Australian youth","authors":"Intifar Sadiq Chowdhury, Ben Edwards, Andrew Norton","doi":"10.1080/03054985.2023.2282628","DOIUrl":"https://doi.org/10.1080/03054985.2023.2282628","url":null,"abstract":"In theory, misalignment of education and career aspirations in high school is a crucial determinant of post-school education and career mismatch. However, existing scholarship investigates the soci...","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":"138688894","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 : 2023-12-05DOI: 10.1080/03054985.2023.2289510
Ansgar Allen
This paper considers the consequences of ‘The Death of the Author’, a short essay by Roland Barthes, for educational thought. Seeking to avoid a co-option of Barthes to the work of educational rede...
本文考察了罗兰·巴特的短文《作者之死》对教育思想的影响。试图避免巴尔特参与教育改革的工作……
{"title":"Roland Barthes and the death of the teacher","authors":"Ansgar Allen","doi":"10.1080/03054985.2023.2289510","DOIUrl":"https://doi.org/10.1080/03054985.2023.2289510","url":null,"abstract":"This paper considers the consequences of ‘The Death of the Author’, a short essay by Roland Barthes, for educational thought. Seeking to avoid a co-option of Barthes to the work of educational rede...","PeriodicalId":47910,"journal":{"name":"Oxford Review of Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138541028","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 : 2023-11-22DOI: 10.1080/03054985.2023.2281313
Miguel Requena
This article extends our understanding of early school leaving in developed countries by analysing whether the risk of dropping out depends on family characteristics such as number of siblings and ...
{"title":"Early school leaving, number of siblings and birth order in Spain","authors":"Miguel Requena","doi":"10.1080/03054985.2023.2281313","DOIUrl":"https://doi.org/10.1080/03054985.2023.2281313","url":null,"abstract":"This article extends our understanding of early school leaving in developed countries by analysing whether the risk of dropping out depends on family characteristics such as number of siblings and ...","PeriodicalId":47910,"journal":{"name":"Oxford Review of Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138505209","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 : 2023-11-22DOI: 10.1080/03054985.2023.2281314
Troy Heffernan
Since the beginning of higher education, universities have remained largely closed off spaces for disabled students. This paper examines how, and why, it has largely been in the last fifty years th...
{"title":"Failing at the basics: disabled university students’ views on enhancing classroom inclusion","authors":"Troy Heffernan","doi":"10.1080/03054985.2023.2281314","DOIUrl":"https://doi.org/10.1080/03054985.2023.2281314","url":null,"abstract":"Since the beginning of higher education, universities have remained largely closed off spaces for disabled students. This paper examines how, and why, it has largely been in the last fifty years th...","PeriodicalId":47910,"journal":{"name":"Oxford Review of Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138541046","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 : 2023-11-22DOI: 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?
{"title":"Promoting politically contested change by invisible education policies: the case of ultra-Orthodox public schools in Israel","authors":"Shai Katzir, Lotem Perry-Hazan","doi":"10.1080/03054985.2023.2274022","DOIUrl":"https://doi.org/10.1080/03054985.2023.2274022","url":null,"abstract":"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...","PeriodicalId":47910,"journal":{"name":"Oxford Review of Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138505208","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 : 2023-11-22DOI: 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...
{"title":"University students’ interpretations of study-related peer sociality","authors":"Toni Kosonen, Marita Mäkinen, Johanna Annala, Leena Penttinen","doi":"10.1080/03054985.2023.2282625","DOIUrl":"https://doi.org/10.1080/03054985.2023.2282625","url":null,"abstract":"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...","PeriodicalId":47910,"journal":{"name":"Oxford Review of Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138541051","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 : 2023-11-13DOI: 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
{"title":"Young children’s pre-academic and social skills: role of parents’ locus of control and children’s ADHD behaviours","authors":"Tony Xing Tan, Joy Huanhuan Wang, Yi Zhou, Yaxuan Deng","doi":"10.1080/03054985.2023.2268517","DOIUrl":"https://doi.org/10.1080/03054985.2023.2268517","url":null,"abstract":"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","PeriodicalId":47910,"journal":{"name":"Oxford Review of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136346999","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 : 2023-11-08DOI: 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.
{"title":"The limits to dialogue","authors":"Laura D’Olimpio","doi":"10.1080/03054985.2023.2268513","DOIUrl":"https://doi.org/10.1080/03054985.2023.2268513","url":null,"abstract":"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.","PeriodicalId":47910,"journal":{"name":"Oxford Review of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135342347","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 : 2023-11-08DOI: 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.
{"title":"Understanding how institutional dynamics can contribute to educational inequality in Nordic cities","authors":"Eli Smeplass, Anna Cecilia Rapp, Anabel Corral-Granados","doi":"10.1080/03054985.2023.2274027","DOIUrl":"https://doi.org/10.1080/03054985.2023.2274027","url":null,"abstract":"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.","PeriodicalId":47910,"journal":{"name":"Oxford Review of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135390492","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-31DOI: 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.
{"title":"Do school preferences differ between mothers and fathers? International evidence from PISA","authors":"John Jerrim, Claudia Prieto-Latorre, Luis Alejandro Lopez-Agudo, Oscar David Marcenaro-Gutierrez","doi":"10.1080/03054985.2023.2244880","DOIUrl":"https://doi.org/10.1080/03054985.2023.2244880","url":null,"abstract":"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.","PeriodicalId":47910,"journal":{"name":"Oxford Review of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135809506","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：