Pub Date : 2023-05-12DOI: 10.1080/03054985.2023.2207817
Mobarak Hossain
{"title":"Perceptions of key education actors towards PISA: the case of Scotland","authors":"Mobarak Hossain","doi":"10.1080/03054985.2023.2207817","DOIUrl":"https://doi.org/10.1080/03054985.2023.2207817","url":null,"abstract":"","PeriodicalId":47910,"journal":{"name":"Oxford Review of Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49061264","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 : 2023-05-04DOI: 10.1080/03054985.2022.2085086
Lauren Hammond
ABSTRACT This article critically considers the importance of educators asking, ‘who are the children we teach?’ before attending to questions of purpose, curriculum and pedagogy. Through examining the relationships between identities, place and time-space, the article contributes to wider debates about how geography can enhance our knowledge of educational institutions, systems, processes, experiences and landscapes. Written in the context of a ‘knowledge turn’ in England – in which supporting young people to engage with disciplinary and subject knowledge has been positioned by some as the central purpose of schooling – the article argues that the geographies of children and young people have, at times, been under-considered in education. To counter this, drawing on a case study of five young people’s narratives about London, the article uses the illustrative example of religion and identity to examine how the young people navigate multiple, sometimes contradictory, social spaces when constructing and representing their identities in London. The article concludes by arguing that for educators to truly empower young people in, and through, their schooling, it is of significant value for them to engage with the geographies of those they teach.
{"title":"Who are the children we teach? Considering identities, place and time-space in education","authors":"Lauren Hammond","doi":"10.1080/03054985.2022.2085086","DOIUrl":"https://doi.org/10.1080/03054985.2022.2085086","url":null,"abstract":"ABSTRACT This article critically considers the importance of educators asking, ‘who are the children we teach?’ before attending to questions of purpose, curriculum and pedagogy. Through examining the relationships between identities, place and time-space, the article contributes to wider debates about how geography can enhance our knowledge of educational institutions, systems, processes, experiences and landscapes. Written in the context of a ‘knowledge turn’ in England – in which supporting young people to engage with disciplinary and subject knowledge has been positioned by some as the central purpose of schooling – the article argues that the geographies of children and young people have, at times, been under-considered in education. To counter this, drawing on a case study of five young people’s narratives about London, the article uses the illustrative example of religion and identity to examine how the young people navigate multiple, sometimes contradictory, social spaces when constructing and representing their identities in London. The article concludes by arguing that for educators to truly empower young people in, and through, their schooling, it is of significant value for them to engage with the geographies of those they teach.","PeriodicalId":47910,"journal":{"name":"Oxford Review of Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47568330","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 : 2023-05-02DOI: 10.1080/03054985.2023.2197203
Elif Manuoğlu, Elis Güngör
Due to the global restrictions to decrease the risk of infection in classrooms, the transition from face-to-face education to distance learning was a necessity during the Covid-19 pandemic. Grounded in Self-Determination Theory, the present research sought to explore how the pandemic affects university students during distance learning. Specifically, the study examined the predictors of pressure/tension and attempted to identify the unique and mediator roles of correlates of pressure/tension of university students. This cross-sectional study was conducted with 432 university students from different departments of different universities in Turkey. The online survey was administered between the last week of October and the second week of December 2020. Our findings revealed that there is a positive association between pressure/tension and Covid-specific worry. Also, there is a negative association between learning climate and pressure/tension and between perceived competence and pressure/tension. Further, learning climate mediated the link between Covid-specific worry and pressure/tension. The data of the present study depends on students' academic (learning climate) and also non-academic (Covid worry) experiences during the pandemic. Methodological limitations concerning the research design are discussed.
{"title":"Predictors and mediators of pressure/tension in university students’ distance learning during the Covid-19 pandemic: A self-determination theory perspective","authors":"Elif Manuoğlu, Elis Güngör","doi":"10.1080/03054985.2023.2197203","DOIUrl":"https://doi.org/10.1080/03054985.2023.2197203","url":null,"abstract":"Due to the global restrictions to decrease the risk of infection in classrooms, the transition from face-to-face education to distance learning was a necessity during the Covid-19 pandemic. Grounded in Self-Determination Theory, the present research sought to explore how the pandemic affects university students during distance learning. Specifically, the study examined the predictors of pressure/tension and attempted to identify the unique and mediator roles of correlates of pressure/tension of university students. This cross-sectional study was conducted with 432 university students from different departments of different universities in Turkey. The online survey was administered between the last week of October and the second week of December 2020. Our findings revealed that there is a positive association between pressure/tension and Covid-specific worry. Also, there is a negative association between learning climate and pressure/tension and between perceived competence and pressure/tension. Further, learning climate mediated the link between Covid-specific worry and pressure/tension. The data of the present study depends on students' academic (learning climate) and also non-academic (Covid worry) experiences during the pandemic. Methodological limitations concerning the research design are discussed.","PeriodicalId":47910,"journal":{"name":"Oxford Review of Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48846749","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 : 2023-05-02DOI: 10.1080/03054985.2023.2194621
D. Vella-Brodrick, Kent J. Patrick, Rowan Jacques-Hamilton, Amanda Ng, Tan-Chyuan Chin, M. O’Connor, N. Rickard, D. Cross, J. Hattie
ABSTRACT Co-design and youth participatory action research are promising methodologies for increasing youth engagement in well-being interventions. The current study included 10 recent high school graduates employed as youth advisors to co-design a youth-friendly positive psychology intervention targeting the post-school transition. The youth advisors received foundational training in positive psychology, psychological needs theory and emerging adulthood. They held regular meetings to develop a Positive Transitions programme (PTP) text messaging intervention, informed by discussion of key themes, issues and relevant practical tips. This paper aims to examine the co-design process from the perspective of the youth advisors. Each youth advisor completed a survey, and six of the advisors also participated in a focus group exploring their co-design experiences. Youth advisors noted a range of personal benefits from the co-design experience including learning, enjoyment, teamwork, achievement, and pride. Areas for improvement included clarity of the project scope and the provision of support and feedback. Insights from this process are discussed, with the aim of guiding future work seeking to design youth-friendly well-being interventions.
{"title":"Youth experiences of co-designing a well-being intervention: reflections, learnings and recommendations","authors":"D. Vella-Brodrick, Kent J. Patrick, Rowan Jacques-Hamilton, Amanda Ng, Tan-Chyuan Chin, M. O’Connor, N. Rickard, D. Cross, J. Hattie","doi":"10.1080/03054985.2023.2194621","DOIUrl":"https://doi.org/10.1080/03054985.2023.2194621","url":null,"abstract":"ABSTRACT Co-design and youth participatory action research are promising methodologies for increasing youth engagement in well-being interventions. The current study included 10 recent high school graduates employed as youth advisors to co-design a youth-friendly positive psychology intervention targeting the post-school transition. The youth advisors received foundational training in positive psychology, psychological needs theory and emerging adulthood. They held regular meetings to develop a Positive Transitions programme (PTP) text messaging intervention, informed by discussion of key themes, issues and relevant practical tips. This paper aims to examine the co-design process from the perspective of the youth advisors. Each youth advisor completed a survey, and six of the advisors also participated in a focus group exploring their co-design experiences. Youth advisors noted a range of personal benefits from the co-design experience including learning, enjoyment, teamwork, achievement, and pride. Areas for improvement included clarity of the project scope and the provision of support and feedback. Insights from this process are discussed, with the aim of guiding future work seeking to design youth-friendly well-being interventions.","PeriodicalId":47910,"journal":{"name":"Oxford Review of Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43587564","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 : 2023-04-26DOI: 10.1080/03054985.2023.2194622
Aquib Parvez
{"title":"Inside mathematics learning inequality: an analysis of Young Lives Survey data, India","authors":"Aquib Parvez","doi":"10.1080/03054985.2023.2194622","DOIUrl":"https://doi.org/10.1080/03054985.2023.2194622","url":null,"abstract":"","PeriodicalId":47910,"journal":{"name":"Oxford Review of Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44989651","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 : 2023-04-04DOI: 10.1080/03054985.2023.2187364
D. Jansen, L. Elffers, S. Jak, M. Volman
{"title":"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","authors":"D. Jansen, L. Elffers, S. Jak, M. Volman","doi":"10.1080/03054985.2023.2187364","DOIUrl":"https://doi.org/10.1080/03054985.2023.2187364","url":null,"abstract":"","PeriodicalId":47910,"journal":{"name":"Oxford Review of Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42080362","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 : 2023-03-27DOI: 10.1080/03054985.2023.2190088
Stephen Roulston, Sally Cook
{"title":"Using GIS to analyse early years provision in Northern Ireland – adding another year of segregated education?","authors":"Stephen Roulston, Sally Cook","doi":"10.1080/03054985.2023.2190088","DOIUrl":"https://doi.org/10.1080/03054985.2023.2190088","url":null,"abstract":"","PeriodicalId":47910,"journal":{"name":"Oxford Review of Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45020812","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 : 2023-03-09DOI: 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.
{"title":"Factors influencing teachers’ grading standards in mathematics","authors":"Daniel Doz","doi":"10.1080/03054985.2023.2185217","DOIUrl":"https://doi.org/10.1080/03054985.2023.2185217","url":null,"abstract":"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.","PeriodicalId":47910,"journal":{"name":"Oxford Review of Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44328073","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 : 2023-02-27DOI: 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.
{"title":"The core content framework and the ‘new science’ of educational research","authors":"J. Hordern, C. Brooks","doi":"10.1080/03054985.2023.2182768","DOIUrl":"https://doi.org/10.1080/03054985.2023.2182768","url":null,"abstract":"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.","PeriodicalId":47910,"journal":{"name":"Oxford Review of Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42367975","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 : 2023-02-08DOI: 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.
{"title":"Educator views regarding young people’s aspirations in peripheral coastal communities in England: a Q study","authors":"A. Parfitt, Stuart Read","doi":"10.1080/03054985.2023.2173163","DOIUrl":"https://doi.org/10.1080/03054985.2023.2173163","url":null,"abstract":"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.","PeriodicalId":47910,"journal":{"name":"Oxford Review of Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46600804","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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