Pub Date : 2023-10-16DOI: 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.
{"title":"Student voice and teacher voice in educational research: a systematic review of 25 years of literature from 1995–2020","authors":"Jenna Gillett-Swan, Aspa Baroutsis","doi":"10.1080/03054985.2023.2257132","DOIUrl":"https://doi.org/10.1080/03054985.2023.2257132","url":null,"abstract":"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.","PeriodicalId":47910,"journal":{"name":"Oxford Review of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136113825","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 : 2023-10-12DOI: 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.
{"title":"Conceptualising small rural school-community relationships within a divided society: people, meanings, practices and spaces","authors":"Montserrat Fargas Malet, Carl Bagley","doi":"10.1080/03054985.2023.2262383","DOIUrl":"https://doi.org/10.1080/03054985.2023.2262383","url":null,"abstract":"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.","PeriodicalId":47910,"journal":{"name":"Oxford Review of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135968276","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 : 2023-10-10DOI: 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.
{"title":"Politics of PISA in educational agenda-setting: an analysis of the media coverage of PISA 2000-2018 in South Korea","authors":"Subeen Jang","doi":"10.1080/03054985.2023.2259794","DOIUrl":"https://doi.org/10.1080/03054985.2023.2259794","url":null,"abstract":"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.","PeriodicalId":47910,"journal":{"name":"Oxford Review of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136353222","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 : 2023-10-10DOI: 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.
{"title":"Can a code-based approach to marking and feedback reduce teachers’ workload? An evaluation of the FLASH marking intervention","authors":"Rebecca Morris, Stephen Gorard, Beng Huat See, Nadia Siddiqui","doi":"10.1080/03054985.2023.2258779","DOIUrl":"https://doi.org/10.1080/03054985.2023.2258779","url":null,"abstract":"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.","PeriodicalId":47910,"journal":{"name":"Oxford Review of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136295562","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 : 2023-10-01DOI: 10.1080/03054985.2023.2249818
Tammy Campbell
Around 28 per cent of state primary school children attend ‘faith’ establishments in England, the majority in Catholic or Church of England schools. Research suggests ‘faith’ schools tend to educate proportionally fewer children from low-income families (proxied by eligibility for Free School Meals [FSM]). This paper examines whether they also under-admit children ‘disadvantaged’ according to another key dimension: having special educational needs and/or disability (SEND). Descriptive statistics and modelling use the National Pupil Database census and span 2010–2020. Across years, ‘faith’ primary schools are less likely to include children with SEND, and less likely to admit children with SEND to the first (Reception) year. Accounting for area-level factors, indications of under-admission to Catholic schools become more pronounced. Some disproportionality for Church of England schools is explained by confounders – but even after attenuation, they remain less likely to serve children with SEND than non-‘faith’ schools. Together, FSM and SEND predict a substantively meaningful lowered likelihood of children attending ‘faith’ schools, so these schools, at the national level, seem to have become hubs of relative ‘advantage’. Findings therefore demand interrogation of whose interests these institutions serve, and of their part within the current English system.
{"title":"Serving their communities? The under-admission of children with disabilities and ‘special educational needs’ to ‘faith’ primary schools in England","authors":"Tammy Campbell","doi":"10.1080/03054985.2023.2249818","DOIUrl":"https://doi.org/10.1080/03054985.2023.2249818","url":null,"abstract":"Around 28 per cent of state primary school children attend ‘faith’ establishments in England, the majority in Catholic or Church of England schools. Research suggests ‘faith’ schools tend to educate proportionally fewer children from low-income families (proxied by eligibility for Free School Meals [FSM]). This paper examines whether they also under-admit children ‘disadvantaged’ according to another key dimension: having special educational needs and/or disability (SEND). Descriptive statistics and modelling use the National Pupil Database census and span 2010–2020. Across years, ‘faith’ primary schools are less likely to include children with SEND, and less likely to admit children with SEND to the first (Reception) year. Accounting for area-level factors, indications of under-admission to Catholic schools become more pronounced. Some disproportionality for Church of England schools is explained by confounders – but even after attenuation, they remain less likely to serve children with SEND than non-‘faith’ schools. Together, FSM and SEND predict a substantively meaningful lowered likelihood of children attending ‘faith’ schools, so these schools, at the national level, seem to have become hubs of relative ‘advantage’. Findings therefore demand interrogation of whose interests these institutions serve, and of their part within the current English system.","PeriodicalId":47910,"journal":{"name":"Oxford Review of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135407229","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 : 2023-09-13DOI: 10.1080/03054985.2023.2243814
Bruce Macfarlane
This article provides a conceptual reformulation of Merton’s scientific ethos widely known by the acronym CUDOS (i.e. communism, universalism, disinterestedness and organised scepticism). While Merton perceived the threat to the autonomy of science as coming from outside the walls of academe, mainly in the form of nationalism and racism, the subsequent rise of neoliberalism and global market forces means that the scientific ethos is being undermined largely from within the university itself, leading to the DECAY (i.e. differentialism, egoism, capitalism and advocacy) of CUDOS. The STEM-ification of the humanities and social sciences academic community has led to the rise of a post-academic ethos. This manifests itself in professional pragmatism with academics facing both ways at the same time by remaining largely committed to Mertonian norms in theory but needing to adapt to the performative demands of DECAY as a new set of institutional norms that prevails in practice.
{"title":"The DECAY of Merton’s scientific norms and the new academic ethos","authors":"Bruce Macfarlane","doi":"10.1080/03054985.2023.2243814","DOIUrl":"https://doi.org/10.1080/03054985.2023.2243814","url":null,"abstract":"This article provides a conceptual reformulation of Merton’s scientific ethos widely known by the acronym CUDOS (i.e. communism, universalism, disinterestedness and organised scepticism). While Merton perceived the threat to the autonomy of science as coming from outside the walls of academe, mainly in the form of nationalism and racism, the subsequent rise of neoliberalism and global market forces means that the scientific ethos is being undermined largely from within the university itself, leading to the DECAY (i.e. differentialism, egoism, capitalism and advocacy) of CUDOS. The STEM-ification of the humanities and social sciences academic community has led to the rise of a post-academic ethos. This manifests itself in professional pragmatism with academics facing both ways at the same time by remaining largely committed to Mertonian norms in theory but needing to adapt to the performative demands of DECAY as a new set of institutional norms that prevails in practice.","PeriodicalId":47910,"journal":{"name":"Oxford Review of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135741940","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 : 2023-08-23DOI: 10.1080/03054985.2023.2246885
Eun-Young Choi, Jang Ho Lee
ABSTRACTIn line with increasing attention being paid to the role of positive emotions in second language (L2) proficiency and knowledge, this study set out to examine the relationships between domain-specific emotions (L2 grit, language learning curiosity, foreign language enjoyment, and foreign language classroom anxiety) and L2 vocabulary knowledge. To this end, we administered a questionnaire consisting of domain-specific instruments, which purport to measure the target emotions, as well as two widely used L2 vocabulary tests. College students studying English in the South Korean context participated in the study, and they completed both the questionnaire and the vocabulary tests. The results revealed that participants’ vocabulary test scores positively correlated with positive emotions, such as a sub-construct of L2 grit (consistency of interest), language learning curiosity, and foreign language enjoyment. In contrast, their scores negatively correlated with negative emotion – foreign language classroom anxiety. In the regression analysis, it was also found that a sub-construct of L2 grit (consistency of interest) and language learning curiosity were significant predictors for L2 vocabulary knowledge, while controlling for the effects of other variables.KEYWORDS: Foreign language enjoymentgritlanguage learning curiositypositive psychologyvocabulary knowledge Disclosure statementNo potential conflict of interest was reported by the authors.Additional informationNotes on contributorsEun-Young ChoiEun-Young Choi is a Ph.D student of English Education at Chung-Ang University. She ran a language school for elementary school students for 10 years. She graduated from the Department of Education at Ajou University with a Master’s Degree in English Education. Her interests are learners’ affective factors and teaching instructions in SLA.Jang Ho LeeJang Ho Lee received his DPhil in education from the University of Oxford. He is presently a Professor in the Department of English Education at Chung-Ang University, Republic of Korea. His work has been published in Oxford Review of Education, Journal of Multilingual and Multicultural Development, System, Language Learning & Technology, Language Learning, Applied Linguistics, ReCALL, The Modern Language Journal, Language Teaching Research, Language Awareness, ELT Journal, and so on.
摘要:随着积极情绪在第二语言能力和知识中的作用日益受到关注，本研究旨在探讨特定领域情绪(第二语言勇气、语言学习好奇心、外语享受和外语课堂焦虑)与第二语言词汇知识之间的关系。为此，我们使用了一份由领域特定工具组成的问卷，旨在测量目标情绪，以及两个广泛使用的第二语言词汇测试。在韩国语境下学习英语的大学生参与了这项研究，他们完成了问卷调查和词汇测试。结果显示，被试的词汇测试成绩与积极情绪呈正相关，如第二语言砂砾的子结构(兴趣一致性)、语言学习好奇心和外语享受。相反，他们的分数与负面情绪-外语课堂焦虑呈负相关。在回归分析中，我们还发现，在控制其他变量的影响下，第二语言砂砾(兴趣一致性)和语言学习好奇心是第二语言词汇知识的显著预测因子。关键词:外语享受;毅力;语言学习好奇心;积极心理;词汇知识;作者简介:崔承永(seun - young Choi)是中央大学英语教育专业的博士生。她经营了一所面向小学生的语言学校10年。她毕业于亚洲大学教育系，获得英语教育硕士学位。主要研究方向为学习者情感因素和二语习得教学指导。Jang Ho Lee在牛津大学获得教育学博士学位。他现为韩国中央大学英语教育系教授。曾在《牛津教育评论》、《多语言与多元文化发展》、《系统》、《语言学习与技术》、《语言学习》、《应用语言学》、《回忆》、《现代语言杂志》、《语言教学研究》、《语言意识》、《英语教学杂志》等刊物上发表文章。
{"title":"An exploratory study on the relationships between positive emotions and target language vocabulary knowledge","authors":"Eun-Young Choi, Jang Ho Lee","doi":"10.1080/03054985.2023.2246885","DOIUrl":"https://doi.org/10.1080/03054985.2023.2246885","url":null,"abstract":"ABSTRACTIn line with increasing attention being paid to the role of positive emotions in second language (L2) proficiency and knowledge, this study set out to examine the relationships between domain-specific emotions (L2 grit, language learning curiosity, foreign language enjoyment, and foreign language classroom anxiety) and L2 vocabulary knowledge. To this end, we administered a questionnaire consisting of domain-specific instruments, which purport to measure the target emotions, as well as two widely used L2 vocabulary tests. College students studying English in the South Korean context participated in the study, and they completed both the questionnaire and the vocabulary tests. The results revealed that participants’ vocabulary test scores positively correlated with positive emotions, such as a sub-construct of L2 grit (consistency of interest), language learning curiosity, and foreign language enjoyment. In contrast, their scores negatively correlated with negative emotion – foreign language classroom anxiety. In the regression analysis, it was also found that a sub-construct of L2 grit (consistency of interest) and language learning curiosity were significant predictors for L2 vocabulary knowledge, while controlling for the effects of other variables.KEYWORDS: Foreign language enjoymentgritlanguage learning curiositypositive psychologyvocabulary knowledge Disclosure statementNo potential conflict of interest was reported by the authors.Additional informationNotes on contributorsEun-Young ChoiEun-Young Choi is a Ph.D student of English Education at Chung-Ang University. She ran a language school for elementary school students for 10 years. She graduated from the Department of Education at Ajou University with a Master’s Degree in English Education. Her interests are learners’ affective factors and teaching instructions in SLA.Jang Ho LeeJang Ho Lee received his DPhil in education from the University of Oxford. He is presently a Professor in the Department of English Education at Chung-Ang University, Republic of Korea. His work has been published in Oxford Review of Education, Journal of Multilingual and Multicultural Development, System, Language Learning & Technology, Language Learning, Applied Linguistics, ReCALL, The Modern Language Journal, Language Teaching Research, Language Awareness, ELT Journal, and so on.","PeriodicalId":47910,"journal":{"name":"Oxford Review of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135571230","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 : 2023-08-22DOI: 10.1080/03054985.2023.2239702
T. Leach, Jordi Collet-Sabé, Antoni Tort Bardolet, Núria Simó Gil, M. Clarke
At a time when there are renewed expressions of concern about how our societies are organised and the health of our democracies, this paper focuses on the role of education in a democracy. Informed by John Dewey’s and Martin Buber’s accounts of what it is to be educated, and Homi Bhabha’s concept of third space work, the paper presents the case for a progressive education for democratic citizenship. Adopting an ethnologically-informed approach, the paper provides an in-depth look at two Catalan and two English schools, focussing on the ways in which they look to provide a democracy enabling education. The findings reveal how and why mutual cooperation, collaboration and dialogue in relationships are key elements in the modelling of an education for democratic citizenship.
{"title":"The role of education in a democracy: continuing the debate","authors":"T. Leach, Jordi Collet-Sabé, Antoni Tort Bardolet, Núria Simó Gil, M. Clarke","doi":"10.1080/03054985.2023.2239702","DOIUrl":"https://doi.org/10.1080/03054985.2023.2239702","url":null,"abstract":"At a time when there are renewed expressions of concern about how our societies are organised and the health of our democracies, this paper focuses on the role of education in a democracy. Informed by John Dewey’s and Martin Buber’s accounts of what it is to be educated, and Homi Bhabha’s concept of third space work, the paper presents the case for a progressive education for democratic citizenship. Adopting an ethnologically-informed approach, the paper provides an in-depth look at two Catalan and two English schools, focussing on the ways in which they look to provide a democracy enabling education. The findings reveal how and why mutual cooperation, collaboration and dialogue in relationships are key elements in the modelling of an education for democratic citizenship.","PeriodicalId":47910,"journal":{"name":"Oxford Review of Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47707390","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 : 2023-08-10DOI: 10.1080/03054985.2023.2236941
A. Keddie, Katrina MacDonald, J. Blackmore, B. Gobby
{"title":"Teacher professional autonomy in an atypical government school: matters of relationality and context","authors":"A. Keddie, Katrina MacDonald, J. Blackmore, B. Gobby","doi":"10.1080/03054985.2023.2236941","DOIUrl":"https://doi.org/10.1080/03054985.2023.2236941","url":null,"abstract":"","PeriodicalId":47910,"journal":{"name":"Oxford Review of Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47647071","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 : 2023-08-10DOI: 10.1080/03054985.2023.2229549
A. Clapham
{"title":"Examining Teaching for Mastery as an instance of ‘hyperreal’ cross national policy borrowing","authors":"A. Clapham","doi":"10.1080/03054985.2023.2229549","DOIUrl":"https://doi.org/10.1080/03054985.2023.2229549","url":null,"abstract":"","PeriodicalId":47910,"journal":{"name":"Oxford Review of Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45015276","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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