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Teaching and learning: what matters for intervention 教学:什么对干预很重要
IF 2 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-01-02 DOI: 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
新的学习对儿童的发展至关重要。上个世纪的研究已经确定了几个子技能,这些技能必须结合在一起,才能在早期实现显著的技能增长。这项研究提供了关于儿童发展的两个重要见解——各种基本过程是儿童学习的基础,而这些学习基础虽然普遍,但受到学习环境的影响。背景研究涵盖了多个层面,从家庭环境和教学实践到社区文化以及与幼儿保育和教育相关的政府政策。最近,新冠肺炎大流行期间的社会、健康和教育中断已成为另一个对学习产生深刻影响的强大背景因素。在这篇社论中,我考虑了五个前提,以提请人们注意干预的基本核心——接受干预的儿童将有新的学习。这五个前提是通过儿童早期观察到的典型学习成就的例子介绍的,然后引用本期特刊中的论文来研究背景和学习是如何相互作用的,以及这些对儿童早期干预研究的新方向可能意味着什么
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引用次数: 0
Insights on student-centred and knowledge-centred teaching: Jewish studies teachers, pedagogy and community 以学生为中心和以知识为中心的教学见解:犹太研究教师,教学法和社区
IF 2 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-12-22 DOI: 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.
通过对六位犹太研究教师的教学法(布鲁纳的“民间教学法”)进行定性案例研究,探讨以学生为中心和以知识为中心的教学之间的对比。这些教师来自英国和澳大利亚的正统犹太学校,他们在引导学生进入犹太社区的责任背景下讨论了他们作为教师的角色。他们似乎克服了(或至少缓解了)以学生为中心和以知识为中心之间的紧张关系,通过理解学生和知识的公共术语。这种以社区为中心的方法,借鉴了波兰尼(Polanyi)等“个人”知识哲学家,以及麦克默里(Macmurray)和诺丁斯(Noddings)等学校教育的个人主义方法,然后在关于学校教育和一般课程的辩论中提出了价值,远远超出了本特定研究的宗教背景。
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引用次数: 1
Participation and responsiveness: children’s rights in play from the perspective of play-responsive early childhood education and care and the UNCRC 参与和回应:从回应游戏的幼儿教育和照料以及联合国儿童权利委员会的角度看儿童在游戏中的权利
IF 2 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-12-19 DOI: 10.1080/03054985.2022.2154202
Pernilla Lagerlöf, Cecilia Wallerstedt, Niklas Pramling
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.
摘要:《联合国儿童权利公约》规定了儿童的游戏权利,本研究通过对学前叙事游戏的分析来探讨儿童的游戏权利。游戏反应性幼儿教育与护理(precc)是最近发展起来的一种理论,它为研究参与者在相互活动中的交际协调和重新定向提供了分析工具。通过对伦迪权利话语中空间、话语权、受众、影响力四个相互关联的要素的实证尝试,通过辨析响应性的含义,进一步发展precc理论。来自幼儿教育和保育机构的录像数据为本研究提供了实证基础。通过分析,我们发现叙事性游戏中的反应性是如何让孩子们表达自己、被倾听、被回应的,以及这需要什么。在活动中,孩子们被认为是有贡献的参与者,有共同叙述游戏发展的代理。
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引用次数: 0
School climate and resilience promoting characteristics: exploring latent patterns of student perceptions in California 学校氛围和韧性提升特征:探索加州学生认知的潜在模式
IF 2 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-11-21 DOI: 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.
摘要很少有研究全面考察学生如何体验学校氛围和恢复力提升特征的多个维度,或者这两个结构如何相互关联。这项研究使用了加利福尼亚州78550名七年级、九年级和十一年级学生的样本。大约一半的参与者是女性(52%),大约一半(49%)是拉丁裔。使用潜在类别分析来确定学校氛围的6个剖面模型和促进恢复力特征的2个剖面模型。经历过总体积极氛围的学生、经历过支持性成人关系的学生以及在学校有意义地参与工作的学生更有可能报告出更高的韧性提升特征。这些发现突出了培养积极和保护性的学校氛围的重要性。此外,研究结果支持了韧性的社会生态学理论,表明学校可能在培养中学生的韧性促进特征方面发挥重要作用。
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引用次数: 1
Track prejudice in Belgian secondary schools: examining the influence of social-psychological and structural school features 比利时中学的跟踪偏见:考察社会心理和学校结构特征的影响
IF 2 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-11-18 DOI: 10.1080/03054985.2022.2146078
Lorenz Dekeyser, Mieke Van Houtte, Charlotte Maene, P. Stevens
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引用次数: 1
Direct and indirect influences of familial socioeconomic status on students’ science achievement 家庭社会经济地位对学生科学成绩的直接和间接影响
IF 2 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-11-17 DOI: 10.1080/03054985.2022.2139672
C. Tan
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引用次数: 3
The perceived quality, fairness of and corruption in education in Europe 欧洲教育的质量、公平和腐败
IF 2 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-11-04 DOI: 10.1080/03054985.2022.2136152
B. Spruyt, Filip van Droogenbroeck, Leandros Kavadias
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引用次数: 0
Can earmarked admission places help address the perceived rural disadvantage in higher education access? Evidence from Romania 指定录取名额是否有助于解决农村地区在接受高等教育方面的明显劣势?来自罗马尼亚的证据
IF 2 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-10-31 DOI: 10.1080/03054985.2022.2136151
E. Țițan, Adrian Oţoiu, D. Paraschiv, D. Manea
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引用次数: 0
Breaks in the chain: using theories of social practice to interrogate professionals’ experiences of administering Pupil Premium Plus to support looked after children 打破这一链条:利用社会实践理论,询问专业人士使用“学生保险+”来支持被照顾儿童的经验
IF 2 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-10-13 DOI: 10.1080/03054985.2022.2124963
Stuart Read, A. Parfitt, M. Macer
ABSTRACT In England, Pupil Premium Plus is additional funding to help address the educational attainment gap experienced by looked after children. This paper explores the experiences of virtual school heads and designated teachers (n = 140) as they access Pupil Premium Plus-related information, guidance and training to support their practice; navigate the complexities of the Personal Education Plan (PEP) process; and measure the impact of Pupil Premium Plus-funded interventions. We explain professionals’ experiences using insights from social practice theories, and argue that the process of supporting the educational outcomes of looked after children via Pupil Premium Plus is made up of context- and audience-dependent ‘social practices’. When the social practices are aligned, virtual school heads and designated teachers may be effectively able to support looked after children, whereas barriers may emerge when social practices become disjointed. We conclude this paper by arguing that for Pupil Premium Plus to support educational outcomes of looked after children effectively, professionals need to reflect on their own cultures and practices.
摘要:在英国,“学生额外津贴”是一项额外的资助,旨在帮助解决被照顾儿童的教育成就差距。本文探讨了虚拟校长和指定教师(n = 140),因为他们可以获得学生高级附加费相关信息、指导和培训,以支持他们的实践;驾驭个人教育计划(PEP)过程的复杂性;并衡量由“学生津贴+”资助的干预措施的影响。我们利用社会实践理论的见解解释了专业人士的经验,并认为通过Pupil Premium Plus支持被照顾儿童的教育成果的过程是由依赖于情境和受众的“社会实践”组成的。当社会实践相一致时,虚拟校长和指定教师可能能够有效地支持被照顾的儿童,而当社会实践脱节时,可能会出现障碍。在本文的最后,我们认为,为了有效地支持被照顾儿童的教育成果,专业人士需要反思自己的文化和实践。
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引用次数: 0
‘Shi men’ as key doctoral practice: understanding international doctoral students’ learning communities and research culture in China “施门”作为重点博士实践:理解国际博士生在中国的学习社区和研究文化
IF 2 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-10-13 DOI: 10.1080/03054985.2022.2123309
Kun Dai, D. Elliot
ABSTRACT Research has been widely conducted to understand international student mobility, particularly from Global South to North. However, there is little attention paid to international doctoral students’ research and learning experiences in non-traditional destinations, particularly in the Chinese context. Drawing upon the concept of Communities of Practice, we administered semi-structured interviews with six international doctoral students and their supervisors at a prestigious Chinese university to understand how they experienced intercultural research and supervision in ‘shi men’, a culturally and pedagogically informed collective and semi-closed learning community. Our research findings help elucidate how the different social and academic practices have created various types of ‘shi men’. Each of these academic families reflects the unique features of doctoral learning in China and has implications for international doctoral students’ overall learning experience. This timely study offers distinct insights into cross-cultural learning, research, and supervision practices in China.
为了了解国际学生的流动性,特别是从全球南方到北方的流动,已经进行了广泛的研究。然而,国际博士生在非传统目的地的研究和学习经历却很少受到关注,尤其是在中国的背景下。根据实践社区的概念,我们对中国一所著名大学的六名国际博士生及其导师进行了半结构化访谈,以了解他们在“师门”(一个文化和教学上知情的集体和半封闭学习社区)中如何经历跨文化研究和监督。我们的研究结果有助于阐明不同的社会和学术实践如何创造不同类型的“仕门”。每一个学术家庭都反映了中国博士学习的独特特点,并对国际博士生的整体学习体验产生影响。这项及时的研究为中国的跨文化学习、研究和监督实践提供了独特的见解。
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引用次数: 6
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Oxford Review of Education
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