Pub Date : 2023-02-06DOI: 10.1080/03054985.2023.2174092
Wenxiao Zhang, Yanqing Li
{"title":"Development and validation of a questionnaire to assess classroom assessment from the self-regulated learning perspective","authors":"Wenxiao Zhang, Yanqing Li","doi":"10.1080/03054985.2023.2174092","DOIUrl":"https://doi.org/10.1080/03054985.2023.2174092","url":null,"abstract":"","PeriodicalId":47910,"journal":{"name":"Oxford Review of Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43524268","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 : 2023-02-03DOI: 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.
{"title":"Job, career and calling: A teacher’s work orientation is/as discursive work during research interviewing","authors":"Yew-Jin Lee","doi":"10.1080/03054985.2023.2172389","DOIUrl":"https://doi.org/10.1080/03054985.2023.2172389","url":null,"abstract":"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.","PeriodicalId":47910,"journal":{"name":"Oxford Review of Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41438557","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 : 2023-02-01DOI: 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.
{"title":"Knowledge, expertise and policy in the examinations crisis in England","authors":"J. Ozga, J. Baird, Luke Saville, M. Arnott, Niclas Hell","doi":"10.1080/03054985.2022.2158071","DOIUrl":"https://doi.org/10.1080/03054985.2022.2158071","url":null,"abstract":"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.","PeriodicalId":47910,"journal":{"name":"Oxford Review of Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47266268","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 : 2023-01-23DOI: 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.
{"title":"Privacy, power, and relationship: ethics and the home-school partnership","authors":"P. Hart, Elena Bracey","doi":"10.1080/03054985.2023.2166481","DOIUrl":"https://doi.org/10.1080/03054985.2023.2166481","url":null,"abstract":"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.","PeriodicalId":47910,"journal":{"name":"Oxford Review of Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49523708","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 : 2023-01-02DOI: 10.1080/03054985.2023.2161197
Sonali Nag
New learning is crucial for child development. Research in the last century has identified several sub-skills that must come together for the remarkable growth in skills seen during the early years. This research has provided two important insights about child development – a variety of basic processes underpin children’s learning and these bases of learning, while universal, are influenced by the learning context. The study of contexts has spanned multiple levels from home environments and teaching practices to the culture of communities and government policies related to early childhood care and education. More recently, the social, health and educational disruption during the COVID-19 pandemic has emerged as another powerful contextual factor that has deeply impacted learning. In this editorial, I consider five premises to draw attention to the essential core of intervention – the assumption that there will be new learning among children who receive the intervention. The five premises are introduced using examples of typical learning achievements observed in the early childhood years before drawing on papers in this special issue to examine how context and learning interact, and what these might mean for new directions in early childhood intervention research
{"title":"Teaching and learning: what matters for intervention","authors":"Sonali Nag","doi":"10.1080/03054985.2023.2161197","DOIUrl":"https://doi.org/10.1080/03054985.2023.2161197","url":null,"abstract":"New learning is crucial for child development. Research in the last century has identified several sub-skills that must come together for the remarkable growth in skills seen during the early years. This research has provided two important insights about child development – a variety of basic processes underpin children’s learning and these bases of learning, while universal, are influenced by the learning context. The study of contexts has spanned multiple levels from home environments and teaching practices to the culture of communities and government policies related to early childhood care and education. More recently, the social, health and educational disruption during the COVID-19 pandemic has emerged as another powerful contextual factor that has deeply impacted learning. In this editorial, I consider five premises to draw attention to the essential core of intervention – the assumption that there will be new learning among children who receive the intervention. The five premises are introduced using examples of typical learning achievements observed in the early childhood years before drawing on papers in this special issue to examine how context and learning interact, and what these might mean for new directions in early childhood intervention research","PeriodicalId":47910,"journal":{"name":"Oxford Review of Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43429835","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 : 2022-12-22DOI: 10.1080/03054985.2022.2151994
Julian Stern, Eli Kohn
ABSTRACT The contrast between student-centred and knowledge-centred teaching is explored through a qualitative case study exploration of the pedagogies (Bruner’s ‘folk pedagogies’) of six teachers of Jewish studies. These teachers, based in orthodox Jewish schools in the UK and Australia, discussed their roles as teachers in the context of their responsibility for inducting students into the Jewish community. They appear to overcome (or at least mitigate) the tensions between being student-centred and knowledge-centred through understanding both students and knowledge in communal terms. This communally-focused approach, drawing on the philosophers of ‘personal’ knowledge such as Polanyi, and of personalist approaches to schooling such as those of Macmurray and Noddings, is then proposed as of value in debates on schooling and the curriculum in general, well beyond the religious context of this particular research.
{"title":"Insights on student-centred and knowledge-centred teaching: Jewish studies teachers, pedagogy and community","authors":"Julian Stern, Eli Kohn","doi":"10.1080/03054985.2022.2151994","DOIUrl":"https://doi.org/10.1080/03054985.2022.2151994","url":null,"abstract":"ABSTRACT The contrast between student-centred and knowledge-centred teaching is explored through a qualitative case study exploration of the pedagogies (Bruner’s ‘folk pedagogies’) of six teachers of Jewish studies. These teachers, based in orthodox Jewish schools in the UK and Australia, discussed their roles as teachers in the context of their responsibility for inducting students into the Jewish community. They appear to overcome (or at least mitigate) the tensions between being student-centred and knowledge-centred through understanding both students and knowledge in communal terms. This communally-focused approach, drawing on the philosophers of ‘personal’ knowledge such as Polanyi, and of personalist approaches to schooling such as those of Macmurray and Noddings, is then proposed as of value in debates on schooling and the curriculum in general, well beyond the religious context of this particular research.","PeriodicalId":47910,"journal":{"name":"Oxford Review of Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46256385","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}
ABSTRACT While children’s rights to play is stated in the UNCRC, this study investigates children’s rights in play through an analysis of narrative play in preschool. Play-responsive early childhood education and care (PRECEC) is a recently developed theory that provides analytical tools for investigating participants’ communicative coordination and reorientation in mutual activities. By empirically trying out four interrelated elements – space, voice, audience, and influence from Lundy’s rights discourse, the aim is to further develop the theory of PRECEC by differentiating the meaning of responsivity. Video-recorded data from an early childhood education and care setting provide the empirical foundation for the study. What we find analytically is how responsiveness in narrative play affords children to express themselves, be heard and be responded to, and what this entails. In the activity, children are included and recognised as contributing participants, having agency to co-narrate the development of the play.
{"title":"Participation and responsiveness: children’s rights in play from the perspective of play-responsive early childhood education and care and the UNCRC","authors":"Pernilla Lagerlöf, Cecilia Wallerstedt, Niklas Pramling","doi":"10.1080/03054985.2022.2154202","DOIUrl":"https://doi.org/10.1080/03054985.2022.2154202","url":null,"abstract":"ABSTRACT While children’s rights to play is stated in the UNCRC, this study investigates children’s rights in play through an analysis of narrative play in preschool. Play-responsive early childhood education and care (PRECEC) is a recently developed theory that provides analytical tools for investigating participants’ communicative coordination and reorientation in mutual activities. By empirically trying out four interrelated elements – space, voice, audience, and influence from Lundy’s rights discourse, the aim is to further develop the theory of PRECEC by differentiating the meaning of responsivity. Video-recorded data from an early childhood education and care setting provide the empirical foundation for the study. What we find analytically is how responsiveness in narrative play affords children to express themselves, be heard and be responded to, and what this entails. In the activity, children are included and recognised as contributing participants, having agency to co-narrate the development of the play.","PeriodicalId":47910,"journal":{"name":"Oxford Review of Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43297397","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 : 2022-11-21DOI: 10.1080/03054985.2022.2146079
Gordon P. Capp, Kathrine S. Sullivan, Y. Park
ABSTRACT Few studies holistically examine how students experience the multiple dimensions of school climate and resilience promoting characteristics, or how these two constructs may be interrelated. This study utilised a sample of 78,550 7th, 9th, and 11th grade students in California. Roughly half of the participants were female (52%), and roughly half (49%) were Latino. Latent Class Analysis was used to identify a 6-profile model for school climate and a 2-profile model for resilience promoting characteristics. Students experiencing overall positive climate, those experiencing supportive adult relationships, and those who engage meaningfully in their work at schools were more likely to report higher resilience promoting characteristics. These findings highlight the importance of fostering positive and protective school climate. In addition, findings support a social-ecological theory of resilience, indicating that schools are contexts that may play an important role in developing resilience promoting characteristics for secondary students.
{"title":"School climate and resilience promoting characteristics: exploring latent patterns of student perceptions in California","authors":"Gordon P. Capp, Kathrine S. Sullivan, Y. Park","doi":"10.1080/03054985.2022.2146079","DOIUrl":"https://doi.org/10.1080/03054985.2022.2146079","url":null,"abstract":"ABSTRACT Few studies holistically examine how students experience the multiple dimensions of school climate and resilience promoting characteristics, or how these two constructs may be interrelated. This study utilised a sample of 78,550 7th, 9th, and 11th grade students in California. Roughly half of the participants were female (52%), and roughly half (49%) were Latino. Latent Class Analysis was used to identify a 6-profile model for school climate and a 2-profile model for resilience promoting characteristics. Students experiencing overall positive climate, those experiencing supportive adult relationships, and those who engage meaningfully in their work at schools were more likely to report higher resilience promoting characteristics. These findings highlight the importance of fostering positive and protective school climate. In addition, findings support a social-ecological theory of resilience, indicating that schools are contexts that may play an important role in developing resilience promoting characteristics for secondary students.","PeriodicalId":47910,"journal":{"name":"Oxford Review of Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41303363","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 : 2022-11-18DOI: 10.1080/03054985.2022.2146078
Lorenz Dekeyser, Mieke Van Houtte, Charlotte Maene, P. Stevens
{"title":"Track prejudice in Belgian secondary schools: examining the influence of social-psychological and structural school features","authors":"Lorenz Dekeyser, Mieke Van Houtte, Charlotte Maene, P. Stevens","doi":"10.1080/03054985.2022.2146078","DOIUrl":"https://doi.org/10.1080/03054985.2022.2146078","url":null,"abstract":"","PeriodicalId":47910,"journal":{"name":"Oxford Review of Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47449868","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 : 2022-11-17DOI: 10.1080/03054985.2022.2139672
C. Tan
{"title":"Direct and indirect influences of familial socioeconomic status on students’ science achievement","authors":"C. Tan","doi":"10.1080/03054985.2022.2139672","DOIUrl":"https://doi.org/10.1080/03054985.2022.2139672","url":null,"abstract":"","PeriodicalId":47910,"journal":{"name":"Oxford Review of Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44740472","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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