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The future of educational research: Observations from the outgoing editors of the British Educational Research Journal 教育研究的未来:《英国教育研究杂志》即将离任的编辑们的观察
IF 2.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-12-01 DOI: 10.1002/berj.3941
Gert Biesta, Emma Wainwright, David Aldridge
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引用次数: 0
Can teacher quality be profiled? A cluster analysis of teachers' beliefs, practices and students' perceptions of effectiveness 教师素质能被描述出来吗?教师信念、实践和学生有效性感知的聚类分析
IF 2.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-11-30 DOI: 10.1002/berj.3938
Michael Witter, John Hattie

A critical aim of teacher quality research is to identify and distil its multiple components. While many such components have been identified in the literature, there is a scarcity of research that has attempted to empirically investigate how these elements integrate within a larger profile of teacher quality, including how particular teachers' beliefs, behaviours and outcomes cluster into unique profiles of teachers. In this study, a group of Australian high-school teachers completed an extensive teacher beliefs questionnaire, undertook the Visible Classroom program to record and document their use of high-leverage teaching practices and had their students complete a survey based on perceptions of effective teaching. The results were analysed using cluster analysis to determine if distinct groups of teachers could be identified based on similarities in beliefs, behaviours and student perceptions of teaching. The results suggested multiple distinct clusters of teachers with distinguishing types of beliefs, frequency of practices and student perceptions of teaching. Most notably, the results pointed to a unique cluster of teachers who were most distinguishable in their self-efficacy, intrinsic motivation and personal responsibility beliefs, as well as highly active teaching behaviours in the classroom. This group also possessed the highest levels of student perceptions of teaching. The findings provide new insights into the complex profiles that shape teacher quality and implications for future research.

教师素质研究的一个关键目标是识别和提炼其多个组成部分。虽然在文献中已经确定了许多这样的组成部分,但缺乏试图在更大的教师质量概况中整合这些要素的研究,包括特定教师的信念,行为和结果如何聚集到教师的独特概况中。在这项研究中,一组澳大利亚高中教师完成了一份广泛的教师信念问卷,进行了“可见课堂”计划,记录和记录他们对高杠杆教学实践的使用,并让他们的学生完成了一份基于对有效教学的看法的调查。使用聚类分析来分析结果,以确定是否可以根据信仰,行为和学生对教学的看法的相似性来确定不同的教师群体。结果表明,不同类型的教师具有不同的信念类型、实践频率和学生对教学的看法。最值得注意的是,研究结果指出了一群独特的教师,他们在自我效能感、内在动机和个人责任信念以及课堂上高度活跃的教学行为方面最为显著。这一群体也拥有最高水平的学生对教学的感知。这些发现为塑造教师素质的复杂概况提供了新的见解,并对未来的研究产生了影响。
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引用次数: 0
Schools and food charity in England 英国的学校和食品慈善机构
IF 2.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-11-28 DOI: 10.1002/berj.3931
William Baker

This paper critically examines the development of food charity in schools in England. Growing numbers of schools, often in partnership with charities and businesses, are directly providing food to parents who are struggling to feed their families. This paper analyses how and why this is happening and its broader significance. The growth of food charity in schools is explained through a mixture of a retreating welfare state, an ongoing cost of living crisis, the continued diffusion of charitable food aid as a socially accepted response to poverty and hunger in the United Kingdom, and schools having to adopt increasing responsibility for making sure that children's basic needs are being met. Drawing on semi-structured interview data gathered from school staff, this paper highlights how schools are becoming a new frontier for charitable food aid.

本文批判性地考察了英国学校食品慈善事业的发展。越来越多的学校通常与慈善机构和企业合作,直接向那些难以养家糊口的父母提供食物。本文分析了这种现象是如何发生的,为什么会发生,以及其更广泛的意义。学校食品慈善的增长可以解释为福利国家的倒退,持续的生活成本危机,慈善食品援助作为社会接受的对英国贫困和饥饿的回应的持续扩散,以及学校必须承担越来越多的责任,以确保儿童的基本需求得到满足。利用从学校工作人员那里收集的半结构化访谈数据,本文强调了学校如何成为慈善食品援助的新前沿。
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引用次数: 0
Music always helps: Associations of music subject choices with academic achievement in secondary education 音乐总是有帮助的:音乐学科的选择与中学教育的学术成就的联系
IF 2.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-11-27 DOI: 10.1002/berj.3928
Maruša Levstek, Daniel Elliott, Robin Banerjee

This paper investigates the relationship between music qualification choice and academic performance in secondary education in England at Key Stage 4 (KS4; usually at ages 15 and 16). We analysed data from 2257 pupils at 18 educational settings in a city in the southeast of England. Two regression analyses with clustered errors modelled KS4 music qualification choice and GCSE academic achievement in English, Mathematics and other English Baccalaureate subjects, while controlling for a range of demographic, academic and socio-economic variables. Choice of music as a subject at KS4 was positively associated with the total volume of KS4 qualifications entered for examination and was also predicted by coming from an affluent neighbourhood. Furthermore, this choice of music at KS4 was associated with greater academic performance on English Baccalaureate subjects above and beyond other significant predictors (gender, language, prior academic achievement, total volume of KS4 qualifications and neighbourhood socio-economic status; local Cohen's f-squared = 0.09). These results point to moderate but significant additive effect of studying music at KS4 in relation to performance on core GCSE subjects. We also found that schools with KS4 music qualification choice greater than the national average were higher in overall academic attainment, in the proportion of pupils attending extra-curricular instrumental lessons, and in our composite measure of school's engagement with a local music education hub. The results are interpreted in light of sociological theories of education in an attempt to better understand the underlying systemic factors affecting youth music engagement.

本文研究了英国中学教育关键阶段4 (KS4;通常是15、16岁)。我们分析了来自英格兰东南部一个城市18个教育机构的2257名学生的数据。两个带有聚类误差的回归分析模拟了KS4音乐资格选择和GCSE英语、数学和其他英语学士学位科目的学业成绩,同时控制了一系列人口统计学、学术和社会经济变量。在小学四年级,选择音乐作为科目与参加考试的小学四年级资格总数呈正相关,这也与来自富裕社区的预测有关。此外,KS4的音乐选择与英语学士学位科目的更好的学习成绩相关,超出了其他重要的预测因素(性别、语言、先前的学术成就、KS4资格的总量和社区社会经济地位;局部Cohen's f²= 0.09)。这些结果表明,在小学四年级学习音乐与GCSE核心科目的表现之间存在适度但显著的叠加效应。我们还发现,KS4音乐资格选择高于全国平均水平的学校,在整体学术成就、参加课外器乐课程的学生比例以及我们对学校参与当地音乐教育中心的综合衡量方面都更高。为了更好地理解影响青少年音乐参与的潜在系统因素,研究人员根据教育社会学理论对研究结果进行了解释。
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引用次数: 0
How robust are socio-economic achievement gradients using PISA data? A case study from Germany 使用PISA数据的社会经济成就梯度有多强?一个来自德国的案例研究
IF 2.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-11-27 DOI: 10.1002/berj.3934
John Jerrim, Laura Zieger

Large-scale international achievement studies such as PISA have been widely used to study how educational inequality compares across countries. Yet the various different biases that may affect these estimates are often not considered or are poorly understood. In this paper we draw upon the total survey error framework to provide a case study of the potential biases affecting estimates of the socio-economic achievement gaps using PISA data from Germany. The results illustrate how procedural and measurement errors have a substantial impact upon estimates of socio-economic achievement gradients in Germany, including how it compares with other countries. This leads us to conclude that estimates of socio-economic achievement gaps using the PISA data for Germany do not seem to be particularly robust. More generally, we argue that better articulation and reporting of such challenges with comparing socio-economic achievement gaps using large-scale international assessment data such as PISA are needed.

大规模的国际成就研究,如PISA,已被广泛用于研究各国之间的教育不平等比较。然而,可能影响这些估计的各种不同的偏见往往没有被考虑或理解得很差。在本文中,我们利用总调查误差框架提供了一个案例研究,该研究使用来自德国的PISA数据,对影响社会经济成就差距估计的潜在偏差进行了研究。结果表明,程序和测量误差如何对德国社会经济成就梯度的估计产生重大影响,包括与其他国家的比较。这使我们得出结论,使用PISA数据对德国社会经济成就差距的估计似乎并不特别可靠。更一般地说,我们认为需要使用大规模的国际评估数据(如PISA)来比较社会经济成就差距,从而更好地表达和报告这些挑战。
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引用次数: 0
Popular boys, the ideal schoolboy, and blended patterns of masculinity for 10- to 11-year-olds in two London schools 在伦敦的两所学校里,他是受欢迎的男孩,是理想的学生,也是10到11岁孩子的混合男子气概
IF 2.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-11-27 DOI: 10.1002/berj.3936
Jon Swain

Generating data from small group interviews with 41 boys aged 10–11 years from two London schools in 2022, this paper contributes to the field of gender by introducing a new form of non-hegemonic and positive masculinity, which I am calling ‘blended’ masculinity, and which was the most common formation in each school. Although its features differed a little in each setting, this blended formulation broadly consisted of orthodox qualities of masculinity (e.g. athleticism, assertiveness, confidence, independence), combined with feminine-associated traits (e.g. kindness, caring, sociability, emotional literacy). I argue that this blended form is different from previous conceptualisations of hybrid masculinity in the gender literature and is more akin to recent conceptions of hybrid femininity. There were no dominant forms of masculinity with hierarchical connotations of superiority, and no hegemony that legitimated unequal relations, with obvious subordination of other masculinities or femininities. Boys and girls generally got on well with each other and there was also no evidence of homophobia or misogyny. The paper also explores notions of peer-group popularity, which was based on a series of resources, and delineates the characteristics of a fictional, ‘ideal’, schoolboy, whose features and attributes were connected to the different versions of masculinity on show.

从2022年对伦敦两所学校的41名10-11岁男孩的小组访谈中获得数据,本文通过介绍一种新的非霸权和积极的男子气概,为性别领域做出了贡献,我称之为“混合”男子气概,这是每所学校最常见的形式。尽管在不同的环境下,其特征略有不同,但这种混合配方大致包括正统的男性特质(如运动能力、果断、自信、独立),以及与女性相关的特质(如善良、关怀、社交能力、情感素养)。我认为这种混合形式不同于先前性别文学中对混合男性气质的概念,而更类似于最近对混合女性气质的概念。不存在具有等级优越感的男性主导形式,也不存在使不平等关系合法化的霸权,不存在其他男性或女性的明显从属关系。男孩和女孩通常相处得很好,也没有证据表明有恐同症或厌女症。这篇论文还探讨了基于一系列资源的同侪群体受欢迎程度的概念,并描绘了一个虚构的“理想”男生的特征,他的特征和属性与所展示的不同版本的男子气概有关。
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引用次数: 0
‘I feel like the Wicked Witch’: Identifying tensions between school readiness policy and teacher beliefs, knowledge and practice in Early Childhood Education “我觉得自己像坏女巫”:在幼儿教育中,确定入学准备政策与教师信仰、知识和实践之间的紧张关系
IF 2.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-11-27 DOI: 10.1002/berj.3937
Louise Kay

This paper critically examines the tensions arising between Reception teachers' professional beliefs and knowledge, and the school readiness agenda in England. It scrutinises how the increasing academic expectations placed on children to ensure they are ‘ready for school’ may conflict with teachers' understanding of how young children learn, their pedagogical philosophies and classroom practices. In this paper, cultural-historical activity theory (CHAT) is utilised as a methodological and analytical framework, specifically harnessing Engeström and Sannino's work on ‘manifestations of contradictions’. This theoretical lens is applied to elucidate the specific contradictions that surface at the policy–practice interface and to explore how teachers navigate these conflicts and tensions. Data were gathered through interviews with two Reception teachers and analysed to identify four distinct contradiction categories: dilemmas, double binds, critical conflicts and conflicts. The findings make a critical contribution to ongoing debates about the implications of the school readiness agenda on teacher beliefs, professional knowledge and the impact on children. Furthermore, this paper extends an original contribution to the practical application of CHAT in Early Childhood Education (ECE) research and emphasises the utility of identifying linguistic cues as an effective strategy to reveal contradictions in textual data, thereby furthering understanding of policy–practice tensions in ECE.

本文批判性地考察了英国接待教师的专业信念和知识与入学准备议程之间产生的紧张关系。该报告审视了对孩子们不断提高的学业期望,以确保他们“为上学做好准备”,这可能与教师对幼儿学习方式的理解、他们的教学理念和课堂实践相冲突。在本文中,文化历史活动理论(CHAT)被用作方法论和分析框架,特别是利用Engeström和Sannino关于“矛盾表现”的工作。这一理论视角被用于阐明在政策-实践界面中出现的具体矛盾,并探讨教师如何处理这些冲突和紧张关系。通过对两位接待教师的访谈收集数据并进行分析,确定了四种不同的矛盾类别:两难、双重约束、关键冲突和冲突。这些发现对正在进行的关于入学准备议程对教师信念、专业知识和对儿童影响的含义的辩论做出了重要贡献。此外,本文扩展了CHAT在幼儿教育(ECE)研究中的实际应用的原创性贡献,并强调了识别语言线索作为揭示文本数据矛盾的有效策略的效用,从而进一步理解幼儿教育中政策实践的紧张关系。
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引用次数: 0
Failing children with Special Educational Needs and Disabilities in England: New evidence of poor outcomes and a postcode lottery at the Local Authority level at Key Stage 1 英国有特殊教育需要和残疾的失败儿童:在关键阶段1的地方当局一级的不良结果和邮政编码彩票的新证据
IF 2.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-11-27 DOI: 10.1002/berj.3930
Francisco Azpitarte, Louise Holt

This paper sets out original findings from analyses of the English National Pupil Database of Key Stage 1 (KS1) attainment, to examine educational outcomes of children with Special Educational Needs and Disabilities (SEND). The schooling of these children has been entirely within the context of the current SEND system, defined by the 2014–2015 policy of the Children and Families Act and Code of Practice. With a strong focus on children's needs and outcomes, the policy intends to achieve high educational outcomes for children with SEND. Our new results show, however, that children with SEND are one of the most disadvantaged groups in education, and they are far less likely to meet expected learning standards than their peers at KS1. For instance, about 44%, 31% and 23% of children with SEND met the standards in phonics, reading and writing, respectively, compared to 88%, 83% and 78% of children with no SEND. Further, our spatial analysis shows for the first time that this disadvantage displays large spatial variability across Local Authorities: there is a postcode lottery in the education of children with SEND. The new findings provide strong evidence that the new SEND policy is failing many children with SEND, and that this performance varies markedly across space. This adds further weight and evidence to a growing recognition, even from government, that the SEND system needs to change, and that the ambitious aims of the transformation of education and care for children with SEND in 2014 and 2015 are not being realised.

本文通过分析英国国家学生关键阶段1 (KS1)成就数据库的原始发现,来检验特殊教育需要和残疾儿童(SEND)的教育成果。这些儿童的学校教育完全在现行的SEND系统的背景下进行,该系统由2014-2015年《儿童与家庭法》和《行为准则》的政策定义。该政策强烈关注儿童的需求和结果,旨在为SEND儿童实现高教育成果。然而,我们的新结果表明,SEND儿童是教育中最弱势的群体之一,他们比KS1的同龄人更不可能达到预期的学习标准。例如,有SEND的孩子在语音、阅读和写作方面分别达到标准的比例分别为44%、31%和23%,而没有SEND的孩子达到标准的比例分别为88%、83%和78%。此外,我们的空间分析首次表明,这一劣势在地方当局之间表现出巨大的空间差异:在SEND儿童的教育中存在邮政编码抽奖。新的发现提供了强有力的证据,表明新的SEND政策使许多患有SEND的儿童失望,而且这种表现在不同的空间有明显的差异。这进一步证明,即使是政府也越来越认识到,SEND系统需要改变,而2014年和2015年SEND儿童教育和护理转型的雄心勃勃的目标尚未实现。
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引用次数: 0
Post-secondary vocational education for youth leaving care: Examining a potential pathway to successful outcomes 为离开护理的青年提供的中学后职业教育:检验通往成功结果的潜在途径
IF 2.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-11-15 DOI: 10.1002/berj.3933
Mary Elizabeth Collins, Astraea Augsberger, Riana Howard

Post-secondary educational outcomes for care-experienced youth are poor. This has been a consistent finding across studies in many countries. Most studies do not distinguish between different types of post-secondary educational pathways and outcomes, however. There has been limited attention to the potential for post-secondary vocational education (PSVE) as a viable educational path that may lead to positive employment and social outcomes. In this paper we examine PSVE for care leavers by reviewing available data, examining policy context and utilising relevant theories. We offer next steps in policy, practice and theory development.

有护理经验的青年的中学后教育成果很差。这在许多国家的研究中都是一致的发现。然而,大多数研究并没有区分不同类型的高等教育途径和结果。中学后职业教育(pve)作为一种可能导致积极就业和社会结果的可行教育途径,其潜力受到的关注有限。在本文中,我们通过审查现有数据,检查政策背景和利用相关理论来检查护理人员的pve。我们提出了政策、实践和理论发展的下一步措施。
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引用次数: 0
Nationalising the international in China: A phenomenological study on the purpose of international schooling in an era of regulation 中国的国际化:关于监管时代国际学校教育目的的现象学研究
IF 2.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-11-12 DOI: 10.1002/berj.3932
Adam Poole, Yunyun Qin

Recent policy changes to the regulation of international schooling for Chinese nationals in China have seen restrictions on curriculum, admissions and ownership. While there is evidence of the impact of these changes at the institutional level, it is not clear how recent regulation has impacted the actors at the phenomenological level. In order to address this gap, we situate recent regulation within the concept of cosmopolitan nationalism, which highlights the interplay of local and global forces and places lived experience at the forefront of analysis. We also draw on qualitative survey and in-depth interview data with teachers from an international school in China that explored their understandings of international schooling. By analysing the teachers’ understandings of international schooling, we were able to gain an insight into the impact of regulation at the level of lived experience. Overall, we found little evidence that regulation had impacted the teachers’ beliefs about international schooling, suggesting either the normalisation of regulation or a lag between its implementation and internalisation. Our findings also suggested two main configurations of cosmopolitan nationalism held by the teachers. The first, which we refer to as ‘cosmopolitanism with national characteristics’, positions international schools as a more diverse and care-free alternative to domestic schooling. The second configuration of cosmopolitan nationalism, which we refer to as ‘nationalism with cosmopolitan characteristics’, positions the nation as the foundation and cosmopolitan-related aspects as peripheral.

最近,中国对中国公民的国际学校教育进行了政策调整,对课程、招生和所有权进行了限制。虽然有证据表明这些变化在制度层面上产生了影响,但在现象层面上,尚不清楚近期的法规对参与者产生了怎样的影响。为了弥补这一不足,我们将近期的监管置于世界民族主义的概念之中,这一概念强调地方和全球力量的相互作用,并将生活经验置于分析的前沿。我们还借鉴了对中国一所国际学校教师的定性调查和深入访谈数据,探讨了他们对国际学校教育的理解。通过分析教师对国际学校教育的理解,我们能够从生活经验的层面深入了解监管的影响。总体而言,我们发现几乎没有证据表明规章制度影响了教师对国际学校教育的看法,这表明规章制度已经常态化,或者规章制度的实施与内化之间存在滞后。我们的研究结果还表明,教师们持有两种主要的世界主义民族主义观念。第一种,我们称之为 "具有民族特色的世界主义",它将国际学校定位为比国内学校教育更多样化、更无忧无虑的选择。第二种世界性民族主义,我们称之为 "具有世界性特征的民族主义",它将民族作为基础,而将与世界性相关的方面作为边缘。
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引用次数: 0
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