Replete with espoused discourses of equality, diversity and inclusion within public bodies, is the UK, wherein lauded initiatives reward its universities’ commitments to increasing the access and positioning of ‘women’ in higher education. This paper contributes a critical quantitative analysis of the state of representation and participation of academic staff within these universities generally, and the majority‐female discipline of education particularly. Education is important because it has a direct relation to social change and ethicality. It may maintain or reproduce the status quo; however, exercising its transformative potential is essential for the success of various international frameworks aiming to address global inequality, including most recently the Sustainable Development Goals. Sensitised by QuantCrit principles, a descriptive statistical exploration was undertaken of the staff composition and employment conditions captured within the administrative datasets reported on academic staff by all the public universities in the devolved nations of England, Northern Ireland, Scotland, and Wales from 2015 to 2020. The findings of this study confirmed: (i) the continuation of gendered inequalities across the academic hierarchy, particularly as the pyramid narrows to the assigned intellectual leadership position of ‘professor’; (ii) racialised, gendered inequalities in access to employment, and in positioning once employed; and (iii) more adverse conditions where gendered, racialised and geopolitical inequalities intersect, most extremely for Black African female academics. The study demonstrates that the centring of ‘race’ and consideration of nationality are required to challenge coloniality, and to bring to the fore the differential impacts of systems of discrimination within this globally influential sector.
{"title":"Data snapshots of the access and participation of ‘women’ academics in UK universities: Questioning continued gendered, racialised and geopolitical inequalities","authors":"Dina Zoe Belluigi, Jason Arday, Joanne O'Keeffe","doi":"10.1002/berj.4047","DOIUrl":"https://doi.org/10.1002/berj.4047","url":null,"abstract":"Replete with espoused discourses of equality, diversity and inclusion within public bodies, is the UK, wherein lauded initiatives reward its universities’ commitments to increasing the access and positioning of ‘women’ in higher education. This paper contributes a critical quantitative analysis of the state of representation and participation of academic staff within these universities generally, and the majority‐female discipline of education particularly. Education is important because it has a direct relation to social change and ethicality. It may maintain or reproduce the status quo; however, exercising its transformative potential is essential for the success of various international frameworks aiming to address global inequality, including most recently the Sustainable Development Goals. Sensitised by QuantCrit principles, a descriptive statistical exploration was undertaken of the staff composition and employment conditions captured within the administrative datasets reported on academic staff by all the public universities in the devolved nations of England, Northern Ireland, Scotland, and Wales from 2015 to 2020. The findings of this study confirmed: (i) the continuation of gendered inequalities across the academic hierarchy, particularly as the pyramid narrows to the assigned intellectual leadership position of ‘professor’; (ii) racialised, gendered inequalities in access to employment, and in positioning once employed; and (iii) more adverse conditions where gendered, racialised and geopolitical inequalities intersect, most extremely for Black African female academics. The study demonstrates that the centring of ‘race’ and consideration of nationality are required to challenge coloniality, and to bring to the fore the differential impacts of systems of discrimination within this globally influential sector.","PeriodicalId":501494,"journal":{"name":"British Educational Research Journal ","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141551493","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Primary–secondary school transitions are widely recognised as pivotal developmental periods, which can have positive and negative longitudinal implications on the education, wellbeing and mental health of children. Yet few studies have sought the voice of children through interviews, and especially children in receipt of pupil premium funding (PPF) (a government grant given to schools in England to support disadvantaged pupils from low socio‐economic status [SES] backgrounds). This is concerning, given that children who receive PPF are at greater risk of poorer academic, social and emotional outcomes and exclusion during this time. Our study aims to explore the perspectives of such children to better understand their lived experience of primary–secondary school transitions. The sample consisted of nine Year 6 (last year of primary school in England) children who received PPF, recruited from two schools in Greater Manchester. The children participated in semi‐structured Zoom interviews. Transcribed audio‐recordings were analysed using reflexive thematic analysis. The children discussed a mixture of contrasting feelings towards the emotional, social, academic and practical aspects of primary–secondary school transitions. In addition, children highlighted the supportive value of having older siblings, cousins and friends already at secondary school and discussed the range of support that had been offered by their schools and how this could be improved. The study makes a unique empirical contribution to understanding the lived experiences of children in receipt of PPF leading up to primary–secondary school transitions. In doing so, we make a unique theoretical contribution to multiple and multi‐dimensional transitions theory in exploring the impact of wider social factors, such as SES, on primary–secondary school transitions experiences. This understanding has important implications for educational policy and practice, in addition to further research, especially given the methodological, theoretical and conceptual considerations discussed.
{"title":"Transitions from primary to secondary school in Greater Manchester: A qualitative exploration of the perspectives of Year 6 children who receive pupil premium funding","authors":"Elizabeth Garner, Charlotte Louise Bagnall","doi":"10.1002/berj.4045","DOIUrl":"https://doi.org/10.1002/berj.4045","url":null,"abstract":"Primary–secondary school transitions are widely recognised as pivotal developmental periods, which can have positive and negative longitudinal implications on the education, wellbeing and mental health of children. Yet few studies have sought the voice of children through interviews, and especially children in receipt of pupil premium funding (PPF) (a government grant given to schools in England to support disadvantaged pupils from low socio‐economic status [SES] backgrounds). This is concerning, given that children who receive PPF are at greater risk of poorer academic, social and emotional outcomes and exclusion during this time. Our study aims to explore the perspectives of such children to better understand their lived experience of primary–secondary school transitions. The sample consisted of nine Year 6 (last year of primary school in England) children who received PPF, recruited from two schools in Greater Manchester. The children participated in semi‐structured Zoom interviews. Transcribed audio‐recordings were analysed using reflexive thematic analysis. The children discussed a mixture of contrasting feelings towards the emotional, social, academic and practical aspects of primary–secondary school transitions. In addition, children highlighted the supportive value of having older siblings, cousins and friends already at secondary school and discussed the range of support that had been offered by their schools and how this could be improved. The study makes a unique empirical contribution to understanding the lived experiences of children in receipt of PPF leading up to primary–secondary school transitions. In doing so, we make a unique theoretical contribution to multiple and multi‐dimensional transitions theory in exploring the impact of wider social factors, such as SES, on primary–secondary school transitions experiences. This understanding has important implications for educational policy and practice, in addition to further research, especially given the methodological, theoretical and conceptual considerations discussed.","PeriodicalId":501494,"journal":{"name":"British Educational Research Journal ","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141551501","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Primary school homework is a common practice internationally, historically viewed as an independent child activity, but more recently recognised as a family accomplishment. Parental involvement in homework has been principally discussed in relation to general and fixed typologies, with parent behaviours categorised into pre‐defined ‘types’. This paper challenges that framing by theorising homework as an interactional event. It illustrates that parental involvement is not simply determined by parents’ involvement ‘type’; rather, as an interactional exercise, homework is negotiated in‐the‐moment by parent and child, in linguistic, embodied and material ways. Based on a corpus of 74 video‐recorded homework sessions collected in England and Italy, and adopting discourse analysis, the article reveals that parents display their understanding of what counts as ‘appropriate involvement’ and, at the same time, locally negotiate this with their children, often adapting their involvement practices to meet children's explicit or implicit requests. We present this phenomenon as a ‘flexible line of involvement’ which can shift during each interaction, according to local negotiations embedded within the homework encounter. This shapes the unfolding event, as the parent's moment‐by‐moment responses to their child may result in them ‘crossing the line’. By demonstrating the locally negotiated fluidity of parental involvement, this article highlights the complexity of parent–child primary homework, moving beyond common assumptions that homework is either a lone child's activity, a task solely shaped by schools, or the result of fixed types of parental involvement.
{"title":"Crossing the line? Exploring situated, interactional negotiations of parental involvement in primary homework in England and Italy","authors":"Rachel Lehner‐Mear, Vittoria Colla","doi":"10.1002/berj.4046","DOIUrl":"https://doi.org/10.1002/berj.4046","url":null,"abstract":"Primary school homework is a common practice internationally, historically viewed as an independent child activity, but more recently recognised as a family accomplishment. Parental involvement in homework has been principally discussed in relation to general and fixed typologies, with parent behaviours categorised into pre‐defined ‘types’. This paper challenges that framing by theorising homework as an interactional event. It illustrates that parental involvement is not simply determined by parents’ involvement ‘type’; rather, as an interactional exercise, homework is negotiated in‐the‐moment by parent and child, in linguistic, embodied and material ways. Based on a corpus of 74 video‐recorded homework sessions collected in England and Italy, and adopting discourse analysis, the article reveals that parents display their understanding of what counts as ‘appropriate involvement’ and, at the same time, locally negotiate this with their children, often adapting their involvement practices to meet children's explicit or implicit requests. We present this phenomenon as a ‘flexible line of involvement’ which can shift during each interaction, according to local negotiations embedded within the homework encounter. This shapes the unfolding event, as the parent's moment‐by‐moment responses to their child may result in them ‘crossing the line’. By demonstrating the locally negotiated fluidity of parental involvement, this article highlights the complexity of parent–child primary homework, moving beyond common assumptions that homework is either a lone child's activity, a task solely shaped by schools, or the result of fixed types of parental involvement.","PeriodicalId":501494,"journal":{"name":"British Educational Research Journal ","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141528502","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aimed to understand pre‐service teachers’ motivations and learning psychologies in language teaching. The study used a phenomenology pattern, a qualitative research method, to gather pre‐service teachers’ views about language teaching, motivations and learning psychologies during translation activities. The study group consisted of 42 language department undergraduate students from the Education Faculty of a private university in TRNC in the 2022–2023 academic year, selected using the criterion sampling method. Data were collected through semi‐structured interviews. The NVIVO‐R1 qualitative data analysis program was used for categorisation and coding in the data analysis. The findings revealed that translation studies motivate and improve comprehension–explanation skills, increasing academic success, positively impacting learning psychology, and reducing anxiety. Effective teaching methods and motivation were influential factors in teaching language to pre‐service teachers. The study also found that reinforcers, intrinsic motivation, exemplification–association, measurable goals, teaching environment, teaching method and applied learning significantly affect the language teaching process and academic success. It was concluded that pre‐service teachers are attentive to their professional careers and motivations. Additionally, the study revealed that learning the historical development of the language and different types of translation positively contributed to the motivation levels, academic achievement and language learning knowledge and skills of pre‐service teachers. Regarding grammar teaching, pre‐service teachers highlighted the importance of focusing on the social and interactional dimensions of language in addition to grammar learning. They expressed that language learning anxiety stemmed from insufficient practice. Finally, the study suggested that the language‐learning problems of pre‐service teachers could be attributed to the neglect of translation studies.
{"title":"Motivation and learning psychology of teachers in language translation learning","authors":"Suleyman Aksu","doi":"10.1002/berj.4044","DOIUrl":"https://doi.org/10.1002/berj.4044","url":null,"abstract":"This study aimed to understand pre‐service teachers’ motivations and learning psychologies in language teaching. The study used a phenomenology pattern, a qualitative research method, to gather pre‐service teachers’ views about language teaching, motivations and learning psychologies during translation activities. The study group consisted of 42 language department undergraduate students from the Education Faculty of a private university in TRNC in the 2022–2023 academic year, selected using the criterion sampling method. Data were collected through semi‐structured interviews. The NVIVO‐R1 qualitative data analysis program was used for categorisation and coding in the data analysis. The findings revealed that translation studies motivate and improve comprehension–explanation skills, increasing academic success, positively impacting learning psychology, and reducing anxiety. Effective teaching methods and motivation were influential factors in teaching language to pre‐service teachers. The study also found that reinforcers, intrinsic motivation, exemplification–association, measurable goals, teaching environment, teaching method and applied learning significantly affect the language teaching process and academic success. It was concluded that pre‐service teachers are attentive to their professional careers and motivations. Additionally, the study revealed that learning the historical development of the language and different types of translation positively contributed to the motivation levels, academic achievement and language learning knowledge and skills of pre‐service teachers. Regarding grammar teaching, pre‐service teachers highlighted the importance of focusing on the social and interactional dimensions of language in addition to grammar learning. They expressed that language learning anxiety stemmed from insufficient practice. Finally, the study suggested that the language‐learning problems of pre‐service teachers could be attributed to the neglect of translation studies.","PeriodicalId":501494,"journal":{"name":"British Educational Research Journal ","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141500663","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study provides a detailed picture of how the on‐going challenge of teacher shortages in England and Wales is driving the deployment of teaching assistants (TAs) to cover classes in place of teachers. Analyses of data from a survey of nearly 6000 TAs in mainstream and special schools found that TAs cover classes for up to 4 h a week, with one in four covering classes because schools do not have enough teachers and/or are unable to get external supply teachers. The conditions under which TAs cover classes are challenging and a cause of stress and anxiety. Unlike teachers, TAs cover classes without a lesson plan or support from another TA. The majority of TAs said that covering classes inevitably involves them having to teach pupils – despite national guidance stipulating that cover by TAs should not involve ‘active teaching’. Three in four TAs report that their own role is not covered when they cover for teachers. Being deployed to cover classes disrupts and diverts TAs from carrying out their regular duties of delivering curriculum interventions and providing classroom support. Consequently, TAs feel that undertaking cover negatively impacts the quality of learning and provision for pupils with additional needs, as well as their workload, wellbeing, sense of effectiveness and job satisfaction. The conclusion that TAs actively teach lessons to whole classes has potentially significant real‐world consequences and implications for policy and practice. This paper calls for an urgent policy response to what is, in essence, a troubling symptom of the current teacher recruitment and retention crisis.
{"title":"Teaching on the cheap? The extent and impact of teaching assistants covering classes and leading lessons","authors":"Rob Webster","doi":"10.1002/berj.4043","DOIUrl":"https://doi.org/10.1002/berj.4043","url":null,"abstract":"This study provides a detailed picture of how the on‐going challenge of teacher shortages in England and Wales is driving the deployment of teaching assistants (TAs) to cover classes in place of teachers. Analyses of data from a survey of nearly 6000 TAs in mainstream and special schools found that TAs cover classes for up to 4 h a week, with one in four covering classes because schools do not have enough teachers and/or are unable to get external supply teachers. The conditions under which TAs cover classes are challenging and a cause of stress and anxiety. Unlike teachers, TAs cover classes without a lesson plan or support from another TA. The majority of TAs said that covering classes inevitably involves them having to teach pupils – despite national guidance stipulating that cover by TAs should not involve ‘active teaching’. Three in four TAs report that their own role is not covered when they cover for teachers. Being deployed to cover classes disrupts and diverts TAs from carrying out their regular duties of delivering curriculum interventions and providing classroom support. Consequently, TAs feel that undertaking cover negatively impacts the quality of learning and provision for pupils with additional needs, as well as their workload, wellbeing, sense of effectiveness and job satisfaction. The conclusion that TAs actively teach lessons to whole classes has potentially significant real‐world consequences and implications for policy and practice. This paper calls for an urgent policy response to what is, in essence, a troubling symptom of the current teacher recruitment and retention crisis.","PeriodicalId":501494,"journal":{"name":"British Educational Research Journal ","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141500665","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Government interventions to address inequalities in education are common in the United Kingdom and internationally. Whilst there is a tendency for policy discourse to focus on benchmarks and indicators as measures of educational success, the inclusiveness and effectiveness of government interventions in education has been questioned. This paper uses the ecological systems perspective as a way of analysing how government interventions may, or may not, lead to real impact on young people's educational outcomes. Two case studies are presented on projects funded as part of the opportunity areas (OA) programme in England to tackle barriers to learning for young people: Ipswich ‘Learning Behaviour Leads’ and Norwich ‘Engagement Coaches’. The research team carried out an evaluation of these projects in seven schools, using a mixed methods approach which involved interviews and reflective journals by the staff delivering the projects (n = 7), interviews with members of the school senior leadership teams (n = 7), an online survey with teachers (n = 23) and focus groups with young people involved in the projects (n = 14). The evaluation found that although there was shared understanding of the purpose and priorities of the OA programme between the macro and exosystems, there were tensions between these and the microsystem, and a lack of interconnection with the mesosystem. Whilst the projects benefited the young people involved, they fell short of the initial intentions to foster engagement amongst the most at‐risk groups, and failed to address the macro aims of fostering a pan‐system response.
{"title":"Effectiveness of educational interventions: An ecological systems analysis of initiatives from the UK opportunity areas programme","authors":"Sara Spear, Phil Kirkman","doi":"10.1002/berj.4038","DOIUrl":"https://doi.org/10.1002/berj.4038","url":null,"abstract":"Government interventions to address inequalities in education are common in the United Kingdom and internationally. Whilst there is a tendency for policy discourse to focus on benchmarks and indicators as measures of educational success, the inclusiveness and effectiveness of government interventions in education has been questioned. This paper uses the ecological systems perspective as a way of analysing how government interventions may, or may not, lead to real impact on young people's educational outcomes. Two case studies are presented on projects funded as part of the opportunity areas (OA) programme in England to tackle barriers to learning for young people: Ipswich ‘Learning Behaviour Leads’ and Norwich ‘Engagement Coaches’. The research team carried out an evaluation of these projects in seven schools, using a mixed methods approach which involved interviews and reflective journals by the staff delivering the projects (<jats:italic>n</jats:italic> = 7), interviews with members of the school senior leadership teams (<jats:italic>n</jats:italic> = 7), an online survey with teachers (<jats:italic>n</jats:italic> = 23) and focus groups with young people involved in the projects (<jats:italic>n</jats:italic> = 14). The evaluation found that although there was shared understanding of the purpose and priorities of the OA programme between the macro and exosystems, there were tensions between these and the microsystem, and a lack of interconnection with the mesosystem. Whilst the projects benefited the young people involved, they fell short of the initial intentions to foster engagement amongst the most at‐risk groups, and failed to address the macro aims of fostering a pan‐system response.","PeriodicalId":501494,"journal":{"name":"British Educational Research Journal ","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141193558","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The turn to ‘evidence‐based education’ in the past three decades favours one type of evidence: experiment. Knowledge brokers ground recommendations for classroom practice on reports of experimental research. This paper distinguishes field and laboratory experiments, on the basis of control and precision of causal ascription. Briefly noting problems with knowledge brokers’ extrapolating from field experiments, the paper's main focus is on extrapolating from laboratory experiments, using the case of ‘interleaving’. It argues that knowledge brokers often extrapolate from laboratory experiments as if they are field experiments. By considering both laboratory and ‘extra‐lab’ interleaving studies, it suggests that an alternative extrapolation—creating laboratory effects in the classroom—has little pedagogical value. The conclusion suggests focussing on mechanisms, contexts and outcomes as a more useful basis for brokering pedagogical knowledge from laboratory experiments.
{"title":"Brokering knowledge from laboratory experiments in evidence‐based education: The case of interleaving","authors":"Paul Rowlandson, Adrian Simpson","doi":"10.1002/berj.4037","DOIUrl":"https://doi.org/10.1002/berj.4037","url":null,"abstract":"The turn to ‘evidence‐based education’ in the past three decades favours one type of evidence: experiment. Knowledge brokers ground recommendations for classroom practice on reports of experimental research. This paper distinguishes <jats:italic>field</jats:italic> and <jats:italic>laboratory</jats:italic> experiments, on the basis of control and precision of causal ascription. Briefly noting problems with knowledge brokers’ extrapolating from field experiments, the paper's main focus is on extrapolating from laboratory experiments, using the case of ‘interleaving’. It argues that knowledge brokers often extrapolate from laboratory experiments as if they are field experiments. By considering both laboratory and ‘extra‐lab’ interleaving studies, it suggests that an alternative extrapolation—creating laboratory effects in the classroom—has little pedagogical value. The conclusion suggests focussing on mechanisms, contexts and outcomes as a more useful basis for brokering pedagogical knowledge from laboratory experiments.","PeriodicalId":501494,"journal":{"name":"British Educational Research Journal ","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141193392","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
All children should have access to quality education through a child‐centred pedagogy. An inclusive, child‐centred pedagogy uses a strength‐based view of children that recognises each child as unique and competent, providing children with multiple opportunities to explore and learn at their own pace. However, competing tensions in mainstream primary education in England can impact this through a performative school culture that focusses on progress and attainment rather than the successful inclusion of all children including those with disabilities. This adult‐centric view of education quality does not consider children's experiences of what happens in mainstream primary education, through their perspectives. The research described here uses methodology that actively listens to young children with developmental disabilities themselves to understand what is important and valuable to them. Four case studies present children's experience of education in different English primary schools, using a range of photography activities, guided tours and interviews. Methods illicit rich detail and novel understandings of experiences from the views of young children with developmental disabilities, whose voices have tended to be excluded from research. The study demonstrates ways in which young children can develop self‐advocacy through opportunities to share their voice and understanding of education. Findings reveal the significance of children's involvement in the different spaces and objects associated with experiencing mainstream education, and the different types of pedagogy found in education that may or may not offer opportunities for self‐advocacy for children with developmental disabilities.
{"title":"Listening to young children with disabilities: Experiences of quality in mainstream primary education","authors":"Katherine Gulliver","doi":"10.1002/berj.4039","DOIUrl":"https://doi.org/10.1002/berj.4039","url":null,"abstract":"All children should have access to quality education through a child‐centred pedagogy. An inclusive, child‐centred pedagogy uses a strength‐based view of children that recognises each child as unique and competent, providing children with multiple opportunities to explore and learn at their own pace. However, competing tensions in mainstream primary education in England can impact this through a performative school culture that focusses on progress and attainment rather than the successful inclusion of all children including those with disabilities. This adult‐centric view of education quality does not consider children's experiences of what happens in mainstream primary education, through their perspectives. The research described here uses methodology that actively listens to young children with developmental disabilities themselves to understand what is important and valuable to them. Four case studies present children's experience of education in different English primary schools, using a range of photography activities, guided tours and interviews. Methods illicit rich detail and novel understandings of experiences from the views of young children with developmental disabilities, whose voices have tended to be excluded from research. The study demonstrates ways in which young children can develop self‐advocacy through opportunities to share their voice and understanding of education. Findings reveal the significance of children's involvement in the different spaces and objects associated with experiencing mainstream education, and the different types of pedagogy found in education that may or may not offer opportunities for self‐advocacy for children with developmental disabilities.","PeriodicalId":501494,"journal":{"name":"British Educational Research Journal ","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141193486","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pre‐service teachers have been identified as a risk group for developing burnout syndromes over the course of their careers due to increased perceived psychological distress and, in particular, if there is a lack of coping strategies. To provide pre‐service teachers with appropriate techniques and concepts that can be successfully applied in educational and work contexts, an online positive psychology intervention was designed to improve participants' resilience, in particular their self‐efficacy, emotion regulation and ability to cope. Linear mixed models that simultaneously analyse variability between subjects and over time revealed that pre‐service teachers who participated in the intervention benefited from the programme with respect to an increase of their emotion regulation strategies, self‐efficacy and ability to cope compared to the control group—although at baseline, they exhibited less beneficial emotion regulation, self‐efficacy and ability to cope. The findings suggest that such positive psychology interventions could help pre‐service teachers build their resilience.
{"title":"The effects of an online positive psychology intervention on pre‐service teachers' efficacy, ability to cope and emotional regulation","authors":"Frances Hoferichter, Armin Jentsch","doi":"10.1002/berj.4036","DOIUrl":"https://doi.org/10.1002/berj.4036","url":null,"abstract":"Pre‐service teachers have been identified as a risk group for developing burnout syndromes over the course of their careers due to increased perceived psychological distress and, in particular, if there is a lack of coping strategies. To provide pre‐service teachers with appropriate techniques and concepts that can be successfully applied in educational and work contexts, an online positive psychology intervention was designed to improve participants' resilience, in particular their self‐efficacy, emotion regulation and ability to cope. Linear mixed models that simultaneously analyse variability between subjects and over time revealed that pre‐service teachers who participated in the intervention benefited from the programme with respect to an increase of their emotion regulation strategies, self‐efficacy and ability to cope compared to the control group—although at baseline, they exhibited less beneficial emotion regulation, self‐efficacy and ability to cope. The findings suggest that such positive psychology interventions could help pre‐service teachers build their resilience.","PeriodicalId":501494,"journal":{"name":"British Educational Research Journal ","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141193488","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Wellbeing education (WE) is increasingly offered among secondary schools internationally to promote the physical, social, emotional and mental health of young people. Current and emerging evidence proposes that scope exists for the enhancement of universal WE, and that arts‐based approaches have significant potential for school programmes in enhancing the effectiveness of WE. This sits alongside a growing body of international literature that connects arts engagement with positive mental wellbeing across age groups. Existing research also shows that the evaluation of the goals, pedagogy and student engagement within WE from the perspectives of teachers is uncommon. To this end, this qualitative research investigated teacher perspectives on the potential for arts‐based WE. Through an asynchronous group interview, 10 Australian secondary school arts teachers with expertise in a variety of visual and performing arts education reflected on current WE in light of their arts teaching practice, exploring possibilities for enhancement through art‐based practices. Thematic analysis using a socio‐ecological framework reveals strong support for arts‐based WE, noting positive potential for arts engagement to facilitate increased teacher and student autonomy, relationship building, safe and inclusive environments, and enjoyable, embodied learning within WE.
国际上越来越多的中学开展幸福教育（WE），以促进青少年的身体、社交、情感和心理健康。现有的和新出现的证据表明，普遍的幸福教育还有很大的提升空间，以艺术为基础的方法在提高幸福教育效果的学校计划中具有巨大的潜力。与此同时，越来越多的国际文献将艺术参与与各年龄组的积极心理健康联系起来。现有的研究还表明，从教师的角度对世界教育大会的目标、教学法和学生参与情况进行评估的情况并不多见。为此，本定性研究调查了教师对基于艺术的 WE 的潜力的看法。通过异步小组访谈，10 位澳大利亚中学艺术教师结合自己的艺术教学实践，对当前的世界教育大会进行了反思，探讨了通过艺术实践提高世界教育大会水平的可能性。采用社会生态框架进行的专题分析表明，以艺术为基础的 "我们的世界 "得到了强有力的支持，并指出艺术的参与在促进教师和学生自主性的提高、关系的建立、安全和包容性的环境以及在 "我们的世界 "中愉快的、体现性的学习方面具有积极的潜力。
{"title":"Teacher perspectives on enhancing wellbeing education through integrating arts‐based practices","authors":"Sigrid Moar, Katie Burke, Marthy Watson","doi":"10.1002/berj.4029","DOIUrl":"https://doi.org/10.1002/berj.4029","url":null,"abstract":"Wellbeing education (WE) is increasingly offered among secondary schools internationally to promote the physical, social, emotional and mental health of young people. Current and emerging evidence proposes that scope exists for the enhancement of universal WE, and that arts‐based approaches have significant potential for school programmes in enhancing the effectiveness of WE. This sits alongside a growing body of international literature that connects arts engagement with positive mental wellbeing across age groups. Existing research also shows that the evaluation of the goals, pedagogy and student engagement within WE from the perspectives of teachers is uncommon. To this end, this qualitative research investigated teacher perspectives on the potential for arts‐based WE. Through an asynchronous group interview, 10 Australian secondary school arts teachers with expertise in a variety of visual and performing arts education reflected on current WE in light of their arts teaching practice, exploring possibilities for enhancement through art‐based practices. Thematic analysis using a socio‐ecological framework reveals strong support for arts‐based WE, noting positive potential for arts engagement to facilitate increased teacher and student autonomy, relationship building, safe and inclusive environments, and enjoyable, embodied learning within WE.","PeriodicalId":501494,"journal":{"name":"British Educational Research Journal ","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141058660","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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