British Educational Research Journal最新文献

The term ethos is common within schools, describing culture and ‘feel’ of the institution. Ethos is also a contested term, and one that becomes more problematic the more one tries to understand it. Because ethos is founded within philosophical, structural and geographical aspects of the community and associated power balances, it is argued here that it provides an opportunity to study one aspect of the Bordieuan field of power, more specifically doxa. This paper posits that it may be beneficial to consider the term ethos through the lens of doxa, specifically when considering elite schools, and that doing so helps to further link the research into elite English boarding school ethos and discussions surrounding power, inculcation, authority, elitism and class within such schools. An analysis of the Head's Welcome from the websites of English independent boarding schools was undertaken, which identified both institutional and sector-wide doxa, which were used to construct descriptive pictures of legitimation.

Despite high-quality initial teacher education (ITE), a notable proportion of newly graduated teachers encounter a stark reality shock upon entering the profession, facing burnout and suboptimal teaching performance. While internships during ITE are often seen as a potential solution to bridge the gap between theory and practice, their effectiveness is questioned. This multiple-case study (N = 38) delves into the ideals and attributes of teacher identities as perceived by preservice teachers in both ITE and internship contexts, with a specific focus on the role of digital technology in education. The interview findings highlight an expectation gap and a susceptibility to succumb to contextual pressures, even within the sheltered environments of internships. This study advocates for closer collaboration between ITE and internship settings to uphold the development of a sound teacher identity and sustain teacher resilience in the increasingly digitalised educational landscape.

We analysed the full text of all journal articles returned to the education subpanel of the 2021 Research Excellence Framework (REF2021). Using a latent Dirichlet allocation topic model, we identified 35 topics that collectively summarise the journal articles that research units, typically schools of education, selected for submission. We found that the topics which units wrote about in their submitted articles collectively explained a large proportion (84.1%) of the variance in the quality assessments they received from the REF's expert peer review process. Further, with the important caveat that we cannot attribute causality, we found that there were strong associations between what the subpanel perceived to be excellent research and the adoption of particular methods or approaches. Most notably, units that returned more interview-based work typically received lower scores, and those which returned more analyses of large-scale data and meta-analyses typically received higher scores. Finally, we applied our 2021 model to articles submitted to the previous exercise, REF2014. We found that education research seems to have become less qualitative and more quantitative over time, and that our 2021 model could successfully predict the scores assigned by the REF2014 subpanel, suggesting a reasonable degree of between-exercise consistency.