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Inside mathematics learning inequality: an analysis of Young Lives Survey data, India 数学学习不平等内部:对印度青年生活调查数据的分析
IF 2 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-04-26 DOI: 10.1080/03054985.2023.2194622
Aquib Parvez
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引用次数: 0
Is a more selective exit exam related to shadow education use? An analysis of two cohorts of final-year secondary school students in the Netherlands 更具选择性的毕业考试与影子教育的使用有关吗?荷兰两组中学四年级学生的分析
IF 2 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-04-04 DOI: 10.1080/03054985.2023.2187364
D. Jansen, L. Elffers, S. Jak, M. Volman
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引用次数: 0
Using GIS to analyse early years provision in Northern Ireland – adding another year of segregated education? 使用GIS分析北爱尔兰的早期教育——再增加一年的隔离教育?
IF 2 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-03-27 DOI: 10.1080/03054985.2023.2190088
Stephen Roulston, Sally Cook
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引用次数: 0
Factors influencing teachers’ grading standards in mathematics 影响数学教师评分标准的因素
IF 2 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-03-09 DOI: 10.1080/03054985.2023.2185217
Daniel Doz
ABSTRACT National assessments can be used to explore the strictness of teachers in grading students by comparing student grades to their scores on standardised tests. Several factors influence teacher-given grades, including student gender, school type, geographical regions, and socioeconomic status. In this paper, we used data from the Italian institute INVALSI, responsible for the organisation of national mathematics assessments, to investigate how these factors influence teachers’ grading standards. We considered a sample of 36,589 Grade 13 Italian students from 2,062 classes at 990 high schools. The relationships between the variables were analysed using hierarchical linear modelling. The findings reveal that teacher-given grades are related to student-level variables (e.g. gender, socioeconomic status, and score on the INVALSI test) and school-level variables (e.g. school type and location). When the difference between teacher-assigned grades and scores on the INVALSI test was considered, only student gender, school type, and location accounted for the gap in student achievements. Therefore, student socioeconomic status has a lower influence on their performance on the INVALSI test, suggesting that using standardised assessments might improve equity in assessment.
国家评估可以通过比较学生的成绩和标准化考试的成绩来考察教师对学生评分的严格程度。影响教师评分的因素有几个,包括学生性别、学校类型、地理区域和社会经济地位。在本文中,我们使用负责组织国家数学评估的意大利INVALSI研究所的数据来调查这些因素如何影响教师的评分标准。我们考虑了来自990所高中2062个班级的36,589名13年级意大利学生的样本。使用层次线性模型分析变量之间的关系。研究结果显示,教师给出的分数与学生水平变量(如性别、社会经济地位和INVALSI测试分数)和学校水平变量(如学校类型和地点)有关。当考虑到教师分配的分数和INVALSI测试分数之间的差异时,只有学生的性别、学校类型和位置可以解释学生成绩的差距。因此,学生的社会经济地位对他们在INVALSI测试中的表现的影响较小,这表明使用标准化评估可能会提高评估的公平性。
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引用次数: 1
The core content framework and the ‘new science’ of educational research 教育研究的核心内容框架与“新科学”
IF 2 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-02-27 DOI: 10.1080/03054985.2023.2182768
J. Hordern, C. Brooks
ABSTRACT This paper unpacks the assumptions underpinning England’s new Core Content Framework (CCF) in respect of the educational research required for teacher expertise, with particular attention to the sources referenced in the final part of the CCF and claims that these constitute the ‘best available educational research’. Drawing on sociological studies of educational knowledge, and assessments of the quality of educational research in England, in addition to the philosophy of expertise as related to teaching, it is argued that the CCF is currently orientated towards a scientism that (i) marginalises longstanding traditions of educational thought, and (ii) technicises and instrumentalises teaching practice. The predominance of a scientistic model of educational knowledge is demonstrated through a profile of the sources identified in the CCF, with a focus on the journals in which referenced material is published and an overview of subject matter via an analysis of keywords and titles. With an overwhelming preference for this ‘New Science’ as opposed to other traditions of educational knowledge, the CCF encourages an image of teaching as a decontextualised series of interventions with narrow objectives, and thus implicitly marginalises wider educational goods and purposes and deprofessionalises teachers work.
摘要本文揭示了英国新的核心内容框架(CCF)在教师专业知识所需的教育研究方面的假设,特别关注CCF最后部分引用的来源,并声称这些来源构成了“最佳可用教育研究”。根据对教育知识的社会学研究和对英国教育研究质量的评估,以及与教学相关的专业哲学,有人认为CCF目前倾向于科学主义,即(i)边缘化长期的教育思想传统,以及(ii)技术化和工具化教学实践。通过CCF中确定的来源简介,重点是发表参考材料的期刊,以及通过分析关键词和标题对主题的概述,证明了科学教育知识模式的优势。与其他传统的教育知识相比,CCF对这种“新科学”有着压倒性的偏好,它鼓励将教学视为一系列目标狭窄的非文本化干预措施,从而隐含地边缘化了更广泛的教育产品和目的,并使教师的工作失去了专业化。
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引用次数: 6
Educator views regarding young people’s aspirations in peripheral coastal communities in England: a Q study 教育工作者对英格兰周边沿海社区年轻人抱负的看法:一项Q研究
IF 2 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-02-08 DOI: 10.1080/03054985.2023.2173163
A. Parfitt, Stuart Read
ABSTRACT In this paper, we deploy data collected through a Q study with educators in south-west England. The mixed methodology involved the two stages of forced choice statement sorting by educator participants and subsequent factor analysis. Through abductive analyses, four views regarding aspirations and young people in peripheral communities are identified. Of these, only one viewpoint, named ‘acknowledge the barriers to finding employment’, aligns with taken for granted narratives on encouraging school students to pursue careers in the knowledge economy, with transition to higher education being the acknowledged pathway to flourishing futures. Three further viewpoints are identified and discussed. The paper contributes new insights to understanding educational landscapes in peripheral places through employing a novel approach, that of Q method, to illuminate educators’ lived experiences in such communities.
在本文中,我们使用了通过对英格兰西南部教育工作者进行Q研究收集的数据。混合方法包括两个阶段的强迫选择陈述排序的教育参与者和随后的因素分析。通过溯因分析,确定了关于周边社区的愿望和年轻人的四种观点。在这些观点中,只有一种观点,即“承认找工作的障碍”,与鼓励学生在知识经济中追求职业的理所当然的叙述相一致,认为向高等教育的过渡是通往繁荣未来的公认途径。另外三种观点被识别和讨论。本文通过采用一种新颖的Q方法来阐明教育工作者在这些社区的生活经验,为理解周边地区的教育景观提供了新的见解。
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引用次数: 0
Development and validation of a questionnaire to assess classroom assessment from the self-regulated learning perspective 从自主学习角度评估课堂评估问卷的编制和验证
IF 2 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-02-06 DOI: 10.1080/03054985.2023.2174092
Wenxiao Zhang, Yanqing Li
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引用次数: 1
Job, career and calling: A teacher’s work orientation is/as discursive work during research interviewing 工作、职业和使命:教师的工作取向是研究性面试中的话语性工作
IF 2 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-02-03 DOI: 10.1080/03054985.2023.2172389
Yew-Jin Lee
ABSTRACT Three categories of work orientation – job, career and calling – have been widely used to characterise how people perceive and behave towards their work. While this typology has been generative, this paper adopts a different perspective (based on Discursive Psychology) by prioritising what and how teachers talk about their work on their own terms during research interviewing. Even though the sample of primary and secondary school teachers from Singapore drew on aspects of these work categories, these teachers were also flexibly managing moral accountability and identities for specific interactional purposes. Specifically, the three work orientations were discursively enlisted to validate, justify, censure and so forth during research interviews. We argue that social-science categories are not just ‘ready-made’ items to be transplanted from the world of research but are indubitably participants’ categories as part of their available rhetorical toolkit. The findings warrant a greater examination than what is currently being done methodologically to understand the world of teachers’ work through research interviews.
摘要三类工作取向——工作、职业和职业——已被广泛用于描述人们对工作的看法和行为。虽然这种类型学是生成性的,但本文采用了一种不同的视角(基于话语心理学),优先考虑教师在研究面试中用自己的方式谈论自己的工作。尽管来自新加坡的中小学教师样本借鉴了这些工作类别的各个方面,但这些教师也在为特定的互动目的灵活管理道德责任和身份。具体来说,在研究访谈中,三种工作取向被随意地用来验证、证明、谴责等等。我们认为,社会科学类别不仅仅是从研究世界移植来的“现成”项目,而且无疑是参与者的类别,是他们可用修辞工具包的一部分。与目前通过研究访谈了解教师工作世界的方法相比,这些发现值得进行更深入的研究。
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引用次数: 0
Knowledge, expertise and policy in the examinations crisis in England 英国考试危机中的知识、专业知识和政策
IF 2 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-02-01 DOI: 10.1080/03054985.2022.2158071
J. Ozga, J. Baird, Luke Saville, M. Arnott, Niclas Hell
ABSTRACT The Covid-19 pandemic suspended established practices that, in normal times, are seen as central to the functioning of education systems. For example, in England, school closures led to the cancellation of national examinations in 2020, and their attempted replacement with an algorithmic model. Following public outcry about what were seen as the unjust effects of the application of that model, there was a very public policy reversal, and examination grades were awarded on the basis of moderated teacher assessments or Centre Assessed Grades, resulting in substantial grade inflation. This paper draws on research that investigated the actors involved in examinations policy in this period and focuses especially on the sources of expertise and the kinds of knowledge that were mobilised - or not - in the decision to cancel examinations, to develop the algorithm and to revert to Centre Assessed Grades.
2019冠状病毒病大流行暂停了在正常情况下被视为教育系统运作核心的既定做法。例如,在英国,学校关闭导致2020年的国家考试取消,并试图用算法模型取而代之。在公众强烈抗议这种模式的应用所产生的不公正影响之后,政府出台了一项非常公开的政策逆转,考试成绩是根据温和的教师评估或中心评估成绩颁发的,导致成绩大幅膨胀。本文借鉴了调查这一时期参与考试政策的行为者的研究,并特别关注在决定取消考试、开发算法和恢复中心评估成绩时动员(或不动员)的专业知识的来源和知识种类。
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引用次数: 1
Privacy, power, and relationship: ethics and the home-school partnership 隐私、权力和关系:伦理与家校合作
IF 2 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-01-23 DOI: 10.1080/03054985.2023.2166481
P. Hart, Elena Bracey
ABSTRACT Research on the ethics of the home-school partnerships in secondary education is scarce. This paper uses data from three case studies to argue: students have a right to privacy which home-school partnerships can circumvent, parents can be used as a resource to leverage compliance from students which undermines young people’s privacy, and developing trusting relationships between parents and teachers is complex when considering the power differentials within that relationship. This article concludes that specific areas around privacy that require greater consideration include: the use of parents to leverage behavioural change in students, the sharing of information students may legitimately believe is intimate without consent, and seeking a change in values within the home. We also consider the areas of resistance students have displayed towards an encroachment on their private spheres.
关于中等教育中家庭-学校伙伴关系的伦理研究很少。这篇论文使用了三个案例研究的数据来论证:学生有隐私权,家校合作可以绕过这一权利,父母可以被用作利用学生顺从性的资源,这会破坏年轻人的隐私,而在考虑到父母和老师之间的权力差异时,建立信任关系是复杂的。这篇文章的结论是,围绕隐私需要更多考虑的具体领域包括:利用父母来利用学生的行为变化,在未经同意的情况下分享学生可能合法认为亲密的信息,以及寻求家庭价值观的改变。我们还考虑到学生们对侵犯其私人领域表现出的抵制。
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Oxford Review of Education
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