首页 > 最新文献

British Educational Research Journal最新文献

英文 中文
Voices from the edge: Girls' experiences of being at risk of permanent exclusion 来自边缘的声音女孩面临永久排斥风险的经历
IF 2.3 3区 教育学 Q1 Social Sciences Pub Date : 2023-12-27 DOI: 10.1002/berj.3956
Emma Clarke

This paper considers the experiences of education for girls at risk of permanent exclusion from mainstream secondary schools in England. The number of girls being permanently excluded from school is a growing issue, and data suggests that girls are being excluded at a percentage rate which exceeds boys, yet they have continued to receive comparatively little attention, either in policy, research or the media. This study uses ecomapping and semi-structured interviews to examine the challenges girls face and the resources they use to address or ameliorate them. The paper provides an overview of the data collected, considers how the prevalent challenges reported by girls compare to existing research and suggests a number of approaches which could be taken to support girls. It reflects on girls' lack of visibility and voice in policy and research on school exclusions, how this has continued to affect the services and support available to them, and schools' responses to their behaviour. It concludes by reviewing the recommendations previous studies have advocated to support girls at risk of exclusion and reflects on the progress made towards these, noting how current issues of school funding, teacher recruitment and attrition, performativity and accountability have impacted on the scope of action it is possible for individual schools to take.

本文探讨了有可能被英格兰主流中学永久开除的女孩的教育经历。被永久开除的女生人数是一个日益增长的问题,数据显示,女生被开除的比例超过了男生,但无论是政策、研究还是媒体,对她们的关注仍然相对较少。本研究利用电子测绘和半结构式访谈来研究女孩面临的挑战以及她们用来应对或改善这些挑战的资源。本文概述了所收集的数据,考虑了女童所报告的普遍挑战与现有研究的比较,并提出了一些可用于支持女童的方法。它反思了在有关学校排斥的政策和研究中,女孩缺乏能见度和发言权,这种情况是如何继续影响到为她们提供的服务和支持,以及学校对她们行为的反应。最后,本报告回顾了以往研究为支持面临被排斥风险的女童而提出的建议,并反思了在实现这些建议方面所取得的进展,同时指出了当前的学校资金、教师招聘和自然减员、绩效和问责制等问题是如何影响到个别学校可能采取的行动范围的。
{"title":"Voices from the edge: Girls' experiences of being at risk of permanent exclusion","authors":"Emma Clarke","doi":"10.1002/berj.3956","DOIUrl":"10.1002/berj.3956","url":null,"abstract":"<p>This paper considers the experiences of education for girls at risk of permanent exclusion from mainstream secondary schools in England. The number of girls being permanently excluded from school is a growing issue, and data suggests that girls are being excluded at a percentage rate which exceeds boys, yet they have continued to receive comparatively little attention, either in policy, research or the media. This study uses ecomapping and semi-structured interviews to examine the challenges girls face and the resources they use to address or ameliorate them. The paper provides an overview of the data collected, considers how the prevalent challenges reported by girls compare to existing research and suggests a number of approaches which could be taken to support girls. It reflects on girls' lack of visibility and voice in policy and research on school exclusions, how this has continued to affect the services and support available to them, and schools' responses to their behaviour. It concludes by reviewing the recommendations previous studies have advocated to support girls at risk of exclusion and reflects on the progress made towards these, noting how current issues of school funding, teacher recruitment and attrition, performativity and accountability have impacted on the scope of action it is possible for individual schools to take.</p>","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2023-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.3956","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139055593","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
How do higher degree research students and supervisors navigate ethics-in-practice for educational research in sensitive or ‘fragile’ contexts? 在敏感或 "脆弱 "的环境中,攻读高级学位的研究生和导师如何把握教育研究的实践伦理?
IF 2.3 3区 教育学 Q1 Social Sciences Pub Date : 2023-12-25 DOI: 10.1002/berj.3945
Rachel Burke, Sally Baker, Tebeje Molla, Bonita Cabiles, Alison Fox

The past decade has seen increased attention paid to the ethical complexities of educational research undertaken in sensitive or ‘fragile’ settings, where trauma, marginalisation and socio-political precarity are prevalent. Yet, despite increased awareness of micro-ethical issues encountered in the field, there is limited research that engages with these issues from the perspective of higher degree research (HDR) students, and few studies that focus on supervisory practices to promote micro-ethical reflexivity. Here, we draw on interviews with HDR students and supervisors researching in the fragile context of forced migration and related settings of conflict and crisis, exploring issues of gendered violence, sexuality, cultural and linguistic marginalisation, and mental and physical well-being, to explore their experiences with micro-ethical complexities in fieldwork. We consider student and supervisor sense of preparedness to engage reflexively with micro-ethical challenges and identify key supports for navigating ethics-related dilemmas. Importantly, in exploring gaps in extant supports, we consider issues of individual, collective and institutional responsibility regarding HDR student and supervisor engagement with micro-ethics, posing key questions about duty of care for novice researchers working in fragile or sensitive contexts.

在过去十年中,人们越来越关注在敏感或 "脆弱 "环境中开展教育研究的伦理复杂性,在这些环境中,创伤、边缘化和社会政治不稳定等问题普遍存在。然而,尽管人们越来越意识到这一领域所遇到的微观伦理问题,但从高等学位研究(HDR)学生的角度来探讨这些问题的研究却很有限,而且很少有研究关注督导实践,以促进微观伦理反思。在此,我们通过对在被迫移民的脆弱环境及相关冲突和危机背景下开展研究的高等学位研究学生和督导的访谈,探讨了性别暴力、性、文化和语言边缘化以及身心健康等问题,以探索他们在实地工作中面对微观伦理复杂性的经验。我们考虑了学生和督导在反思性地应对微观伦理挑战方面的准备情况,并确定了应对伦理相关困境的关键支持。重要的是,在探索现有支持的差距时,我们考虑了有关人类发展研究学生和导师参与微观伦理的个人、集体和机构责任问题,提出了有关在脆弱或敏感环境中工作的新手研究人员的照顾责任的关键问题。
{"title":"How do higher degree research students and supervisors navigate ethics-in-practice for educational research in sensitive or ‘fragile’ contexts?","authors":"Rachel Burke,&nbsp;Sally Baker,&nbsp;Tebeje Molla,&nbsp;Bonita Cabiles,&nbsp;Alison Fox","doi":"10.1002/berj.3945","DOIUrl":"10.1002/berj.3945","url":null,"abstract":"<p>The past decade has seen increased attention paid to the ethical complexities of educational research undertaken in sensitive or ‘fragile’ settings, where trauma, marginalisation and socio-political precarity are prevalent. Yet, despite increased awareness of micro-ethical issues encountered in the field, there is limited research that engages with these issues from the perspective of higher degree research (HDR) students, and few studies that focus on supervisory practices to promote micro-ethical reflexivity. Here, we draw on interviews with HDR students and supervisors researching in the fragile context of forced migration and related settings of conflict and crisis, exploring issues of gendered violence, sexuality, cultural and linguistic marginalisation, and mental and physical well-being, to explore their experiences with micro-ethical complexities in fieldwork. We consider student and supervisor sense of preparedness to engage reflexively with micro-ethical challenges and identify key supports for navigating ethics-related dilemmas. Importantly, in exploring gaps in extant supports, we consider issues of individual, collective and institutional responsibility regarding HDR student and supervisor engagement with micro-ethics, posing key questions about duty of care for novice researchers working in fragile or sensitive contexts.</p>","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2023-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.3945","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139055502","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
The impact of distributed leadership on teacher commitment: The mediation role of teacher workload stress and teacher well-being 分布式领导对教师承诺的影响:教师工作量压力和教师幸福感的中介作用
IF 2.3 3区 教育学 Q1 Social Sciences Pub Date : 2023-12-21 DOI: 10.1002/berj.3944
Mehmet Şükrü Bellibaş, Sedat Gümüş, Junjun Chen

This research aims to investigate the relationship between distributed leadership in a school and teacher commitment, emphasising the mediating roles of teachers' workload stress and teacher well-being using the Teaching and Learning International Survey dataset 2018 with 47 regions. Structural equation modelling on pooled and separate country samples was used to analyse the data. Results indicate that the impact of distributed leadership on teacher commitment is mediated by workload stress and well-being across all jurisdictions, with a few exceptions. The study also suggests that distributed leadership is necessary to support teacher well-being via the lens of their workload, which may lead to an increase in teacher sense of commitment. The results recommend practitioners and policymakers support and sustain the distribution of decision-making powers among the school community and establish a culture of collaboration and mutual responsibility for the operation of the school. In this way, a less stressful work environment and consequently increased teacher mental and physical well-being and commitment might be possible.

本研究旨在利用2018年47个地区的国际教学调查数据集,调查学校分布式领导与教师承诺之间的关系,强调教师工作量压力和教师幸福感的中介作用。数据分析采用了集合样本和独立国家样本的结构方程模型。结果表明,除少数例外情况外,分布式领导对教师承诺的影响在所有辖区都受到工作量压力和幸福感的中介作用。研究还表明,分布式领导对于从工作量的角度支持教师的幸福感是必要的,这可能会导致教师承诺感的增强。研究结果建议从业人员和政策制定者支持并维持学校社区决策权的分配,并在学校运作中建立协作和相互负责的文化。这样,就有可能减少工作环境的压力,从而提高教师的身心健康和敬业精神。
{"title":"The impact of distributed leadership on teacher commitment: The mediation role of teacher workload stress and teacher well-being","authors":"Mehmet Şükrü Bellibaş,&nbsp;Sedat Gümüş,&nbsp;Junjun Chen","doi":"10.1002/berj.3944","DOIUrl":"10.1002/berj.3944","url":null,"abstract":"<p>This research aims to investigate the relationship between distributed leadership in a school and teacher commitment, emphasising the mediating roles of teachers' workload stress and teacher well-being using the Teaching and Learning International Survey dataset 2018 with 47 regions. Structural equation modelling on pooled and separate country samples was used to analyse the data. Results indicate that the impact of distributed leadership on teacher commitment is mediated by workload stress and well-being across all jurisdictions, with a few exceptions. The study also suggests that distributed leadership is necessary to support teacher well-being via the lens of their workload, which may lead to an increase in teacher sense of commitment. The results recommend practitioners and policymakers support and sustain the distribution of decision-making powers among the school community and establish a culture of collaboration and mutual responsibility for the operation of the school. In this way, a less stressful work environment and consequently increased teacher mental and physical well-being and commitment might be possible.</p>","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2023-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138824887","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}
引用次数: 0
Knowledge and (un)certainty in climate change education in India 印度气候变化教育中的知识和(不)确定性
IF 2.3 3区 教育学 Q1 Social Sciences Pub Date : 2023-12-21 DOI: 10.1002/berj.3939
Steve Puttick, Paloma Chandrachud, Rahul Chopra, Radhika Khosla, James Robson, Sanjana Singh, Isobel Talks

This paper explores teachers' conceptions of climate change knowledge, contributing to the growing body of work on the geographies of climate change. The paper focuses on the data generated through in-depth semi-structured interviews with a sample of 48 teachers in India to address the research question: What discourses about climate change knowledge are being constructed by teachers in India? We argue that teachers' lesson planning and searches for information are at the forefront of the changing ways in which individuals engage with, find out and construct meaning about climate change. These teachers' beliefs about climate change are very strongly held, even in the face of a perceived lack of expertise or understanding: climate change is described as the ‘need of the hour’, which this work understands as not only involving material impacts and processes but also important epistemological, collaborative needs through which education might contribute to public reasoning about climate change. Through this analysis we present a ‘certainty problematic’ as a heuristic device that foregrounds tensions between the inherent uncertainty of knowledge and (against climate denialism) certainty about anthropogenic climate change.

本文探讨了教师对气候变化知识的理解,为日益增多的气候变化地理学研究做出了贡献。本文主要通过对印度 48 名教师进行深入的半结构式访谈获得的数据来探讨研究问题:印度教师构建了哪些关于气候变化知识的论述?我们认为,教师的备课和信息搜索是个人参与、发现和建构气候变化意义的不断变化方式的前沿。这些教师对气候变化的信念非常坚定,即使他们认为自己缺乏专业知识或理解:气候变化被描述为 "当务之急",这项工作将其理解为不仅涉及物质影响和过程,还涉及重要的认识论和合作需求,通过这些需求,教育可以促进公众对气候变化的推理。通过这一分析,我们提出了一个 "确定性问题",作为一种启发式工具,它强调了知识固有的不确定性与(反对气候否认主义的)人为气候变化确定性之间的紧张关系。
{"title":"Knowledge and (un)certainty in climate change education in India","authors":"Steve Puttick,&nbsp;Paloma Chandrachud,&nbsp;Rahul Chopra,&nbsp;Radhika Khosla,&nbsp;James Robson,&nbsp;Sanjana Singh,&nbsp;Isobel Talks","doi":"10.1002/berj.3939","DOIUrl":"10.1002/berj.3939","url":null,"abstract":"<p>This paper explores teachers' conceptions of climate change knowledge, contributing to the growing body of work on the geographies of climate change. The paper focuses on the data generated through in-depth semi-structured interviews with a sample of 48 teachers in India to address the research question: What discourses about climate change knowledge are being constructed by teachers in India? We argue that teachers' lesson planning and searches for information are at the forefront of the changing ways in which individuals engage with, find out and construct meaning about climate change. These teachers' beliefs about climate change are very strongly held, even in the face of a perceived lack of expertise or understanding: climate change is described as the ‘need of the hour’, which this work understands as not only involving material impacts and processes but also important epistemological, collaborative needs through which education might contribute to public reasoning about climate change. Through this analysis we present a ‘certainty problematic’ as a heuristic device that foregrounds tensions between the inherent uncertainty of knowledge and (against climate denialism) certainty about anthropogenic climate change.</p>","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2023-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.3939","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138953082","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Building sustainable and decent refugee livelihoods through adult education? Interplay between policies and realities of five refugee groups 通过成人教育建立可持续和体面的难民生计?五个难民群体的政策与现实之间的相互作用
IF 2.3 3区 教育学 Q1 Social Sciences Pub Date : 2023-12-19 DOI: 10.1002/berj.3943
Preeti Dagar

Most of the world's refugees live in Global South countries, where they struggle to find quality education and opportunities for decent livelihoods. This paper explores the underexamined yet highly relevant interlinkage between sustainable livelihoods and adult learning among urban refugees residing in three major cities in India. It speaks to the tight intersection of education, livelihoods and aspirations of five refugee communities: Afghan, Rohingya, Somali, Chin and Tibetan. Building on interviews, focus groups and participatory drawing sessions involving 66 refugee and staff respondents, the study highlights the refugees' extremely limited learning opportunities, which result in low skills and being forced to take discriminatory and undignified work in the informal sector. By integrating the capabilities approach with sustainable livelihoods, the paper argues for more diverse educational opportunities and a broader understanding of refugee livelihoods that goes beyond pure economics to encompass consideration of freedom and human dignity.

世界上大多数难民生活在全球南部国家,他们努力寻求优质教育和体面生计的机会。本文探讨了居住在印度三大城市的城市难民中的可持续生计与成人学习之间尚未得到充分研究但却具有高度相关性的相互联系。本文探讨了五个难民社区的教育、生计和愿望之间的紧密联系:这五个难民社区是:阿富汗、罗兴亚、索马里、钦族和藏族。在对 66 名难民和工作人员进行访谈、焦点小组讨论和参与式绘画的基础上,该研究强调了难民的学习机会极为有限,导致他们技能低下,被迫在非正规部门从事受歧视和不体面的工作。通过将能力方法与可持续生计相结合,本文主张提供更多样化的教育机会,并对难民生计进行更广泛的理解,超越纯粹的经济学,将自由和人类尊严纳入考虑范围。
{"title":"Building sustainable and decent refugee livelihoods through adult education? Interplay between policies and realities of five refugee groups","authors":"Preeti Dagar","doi":"10.1002/berj.3943","DOIUrl":"10.1002/berj.3943","url":null,"abstract":"<p>Most of the world's refugees live in Global South countries, where they struggle to find quality education and opportunities for decent livelihoods. This paper explores the underexamined yet highly relevant interlinkage between sustainable livelihoods and adult learning among urban refugees residing in three major cities in India. It speaks to the tight intersection of education, livelihoods and aspirations of five refugee communities: Afghan, Rohingya, Somali, Chin and Tibetan. Building on interviews, focus groups and participatory drawing sessions involving 66 refugee and staff respondents, the study highlights the refugees' extremely limited learning opportunities, which result in low skills and being forced to take discriminatory and undignified work in the informal sector. By integrating the capabilities approach with sustainable livelihoods, the paper argues for more diverse educational opportunities and a broader understanding of refugee livelihoods that goes beyond pure economics to encompass consideration of freedom and human dignity.</p>","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2023-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.3943","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138824882","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Helicopter mobility: Changing habitus without challenging structural inequalities, experiences of an international elite education programme 直升机流动:在不挑战结构性不平等的情况下改变习惯,国际精英教育计划的经验
IF 2.3 3区 教育学 Q1 Social Sciences Pub Date : 2023-12-19 DOI: 10.1002/berj.3947
Anna Mountford-Zimdars, Julia Gaulter, Neil Harrison

This original study followed up ten beneficiaries of a UK charity-led programme that supported disadvantaged students in applying to elite US universities. First interviewed in 2015 during their early university days in the United States, in our 2019 follow-up all participants had graduated. Six remained in the United States and four had returned to the United Kingdom, with only one returning to their pre-university community. They reported benefitting immensely from their international opportunities and were nearly all in high-paying graduate jobs or high-profile graduate programmes. Drawing on Bourdieu's concept of the ‘cleft habitus’, which can result from rapid and substantial shifts in field, we found that this was rare. Rather, the majority had undergone a ‘wholesale escape’, replacing their originary habitus with one that was consistent with their new field. The significance of the study is that the findings allow us to propose the concept of ‘helicopter mobility’ to describe individualised approaches to social mobility, whereby those considered to have merit are removed from their communities without questioning or affecting wider structural inequalities.

这项原创性研究对英国慈善机构主导的一项支持贫困学生申请美国名牌大学计划的十名受益者进行了跟踪调查。2015年,我们首次对他们在美国上大学初期的情况进行了访谈,在2019年的跟踪调查中,所有参与者都已毕业。其中六人留在美国,四人返回英国,只有一人回到了大学前的社区。他们表示从国际机会中获益匪浅,几乎都找到了高薪的研究生工作或知名度较高的研究生课程。布迪厄(Bourdieu)提出了 "习惯裂痕"(cleft habitus)的概念,认为快速、大量的领域转换会导致习惯裂痕,但我们发现这种情况并不多见。相反,大多数人都经历了 "全盘逃离",用与新领域一致的习性取代了原来的习性。这项研究的意义在于,研究结果使我们能够提出 "直升式流动 "的概念,以描述个性化的社会流动方式,即那些被认为有价值的人被带离社区,而不质疑或影响更广泛的结构性不平等。
{"title":"Helicopter mobility: Changing habitus without challenging structural inequalities, experiences of an international elite education programme","authors":"Anna Mountford-Zimdars,&nbsp;Julia Gaulter,&nbsp;Neil Harrison","doi":"10.1002/berj.3947","DOIUrl":"10.1002/berj.3947","url":null,"abstract":"<p>This original study followed up ten beneficiaries of a UK charity-led programme that supported disadvantaged students in applying to elite US universities. First interviewed in 2015 during their early university days in the United States, in our 2019 follow-up all participants had graduated. Six remained in the United States and four had returned to the United Kingdom, with only one returning to their pre-university community. They reported benefitting immensely from their international opportunities and were nearly all in high-paying graduate jobs or high-profile graduate programmes. Drawing on Bourdieu's concept of the ‘cleft habitus’, which can result from rapid and substantial shifts in field, we found that this was rare. Rather, the majority had undergone a ‘wholesale escape’, replacing their originary habitus with one that was consistent with their new field. The significance of the study is that the findings allow us to propose the concept of ‘helicopter mobility’ to describe individualised approaches to social mobility, whereby those considered to have merit are removed from their communities without questioning or affecting wider structural inequalities.</p>","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2023-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.3947","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138824889","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Practice, pedagogy and education as a discipline: Getting beyond close-to-practice research 实践、教学法和教育作为一门学科:超越贴近实践的研究
IF 2.3 3区 教育学 Q1 Social Sciences Pub Date : 2023-12-19 DOI: 10.1002/berj.3951
Zongyi Deng

The British Educational Research Association (BERA) has promulgated a concept of close-to-practice research that is seen as vital to defending and promoting education as an academic discipline. However, what is overlooked are the questions of what education is for and what educational practice is—questions that need to be addressed for any research aiming to understand and improve educational practice. Informed by Robin Alexander's conception of pedagogy, continental Pädagogik and Didaktik and Anglo-American sources, this paper advances an alternative, different way of thinking about close-to-practice research and education as a discipline. It makes a case for education as a distinctive discipline directed towards the understanding and development of practice for the advancement of education. This discipline necessitates an educational and Didaktik way of thinking and theorising, centred on the questions of what education is for, what educational practice is and how practice is supported and developed. This way of thinking and theorising calls for three interrelated lines of research that are significant and matter to practice, particularly within the current context of the National Curriculum in England.

英国教育研究协会(BERA)颁布了 "贴近实践研究 "的概念,认为这对于捍卫和促进教育这一学术学科至关重要。然而,被忽视的是教育的目的和教育实践是什么的问题--这些问题是任何旨在理解和改进教育实践的研究都需要解决的。本文以罗宾-亚历山大(Robin Alexander)的教育学概念、欧洲大陆的教育学(Pädagogik)和教学法(Didaktik)以及英美资料为基础,提出了一种关于贴近实践的研究和教育学作为一门学科的另类思维方式。本文认为,教育学是一门独特的学科,旨在理解和发展实践,以促进教育事业的发展。这门学科需要一种教育和 Didaktik 的思维和理论方式,其核心是教育的目的是什么、教育实践是什么以及如何支持和发展实践等问题。这种思维和理论方式要求开展三项相互关联的研究,这些研究对实践具有重要意义,尤其是在当前英格兰国家课程的背景下。
{"title":"Practice, pedagogy and education as a discipline: Getting beyond close-to-practice research","authors":"Zongyi Deng","doi":"10.1002/berj.3951","DOIUrl":"10.1002/berj.3951","url":null,"abstract":"<p>The British Educational Research Association (BERA) has promulgated a concept of close-to-practice research that is seen as vital to defending and promoting education as an academic discipline. However, what is overlooked are the questions of what education is for and what educational practice is—questions that need to be addressed for any research aiming to understand and improve educational practice. Informed by Robin Alexander's conception of pedagogy, continental <i>Pädagogik</i> and <i>Didaktik</i> and Anglo-American sources, this paper advances an alternative, different way of thinking about close-to-practice research and education as a discipline. It makes a case for education as a distinctive discipline directed towards the understanding and development of practice for the advancement of education. This discipline necessitates an educational and <i>Didaktik</i> way of thinking and theorising, centred on the questions of what education is for, what educational practice is and how practice is supported and developed. This way of thinking and theorising calls for three interrelated lines of research that are significant and matter to practice, particularly within the current context of the National Curriculum in England.</p>","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2023-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.3951","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138824162","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
School staff's views on causes of early school leaving in regular secondary and adult education: Identifying the role of individual, job-related and school climate characteristics 学校教职员工对普通中等教育和成人教育中过早辍学原因的看法:确定个人特征、工作相关特征和学校氛围特征的作用
IF 2.3 3区 教育学 Q1 Social Sciences Pub Date : 2023-12-19 DOI: 10.1002/berj.3948
David De Coninck, Noel Clycq, Lore Van Praag

Understanding early school leaving (ESL) remains a key issue on political and academic agendas. Most research focuses on the experiences of young people who intend to leave or have left school early without a qualification from secondary education. In addition, most studies focus on regular secondary schools. We aim to add to this literature by studying how school staff in regular secondary and adult education schools explain ESL, and to understand how both groups' views differ. We also study whether school climate has an effect on the explanations of ESL given by staff. We analysed survey data collected in Flanders (northern part of Belgium) among 780 staff members using exploratory factor analysis and multilevel modelling. Findings indicate that staff in adult education have moderate views on the causes of ESL compared to staff in regular education. Staff in adult education have a strong focus on student-focused explanations for ESL, rather than on contextual or systemic explanations. Future research could delve deeper into the impact of school characteristics, conduct more cross-comparative research and/or include more views on diversity. Policymakers could prioritise the follow-up of ESL, including feedback mechanisms to inform school staff on reasons why individual students decided to leave school early.

了解提前离校(ESL)仍然是政治和学术议程上的一个关键问题。大多数研究都侧重于那些打算离校或已经提前离校但未获得中等教育资格的青少年的经历。此外,大多数研究侧重于普通中学。我们的目的是通过研究普通中学和成人教育学校的教职员工如何解释 ESL,并了解这两个群体的观点有何不同,从而为这些文献添砖加瓦。我们还研究了学校氛围是否会影响教职员工对 ESL 的解释。我们采用探索性因子分析和多层次建模方法,分析了在佛兰德斯(比利时北部)收集的 780 名教职员工的调查数据。调查结果表明,与正规教育的教职员工相比,成人教育的教职员工对 ESL 的成因看法一般。成人教育的教职员工对 ESL 的解释主要集中在以学生为中心,而不是背景或系统性的解释。今后的研究可以深入探讨学校特点的影响,开展更多的交叉比较研究和/或纳入更 多关于多样性的观点。政策制定者可以优先考虑 ESL 的后续工作,包括建立反馈机制,让学校教职员工了解个别学生决定提前离校的原因。
{"title":"School staff's views on causes of early school leaving in regular secondary and adult education: Identifying the role of individual, job-related and school climate characteristics","authors":"David De Coninck,&nbsp;Noel Clycq,&nbsp;Lore Van Praag","doi":"10.1002/berj.3948","DOIUrl":"10.1002/berj.3948","url":null,"abstract":"<p>Understanding early school leaving (ESL) remains a key issue on political and academic agendas. Most research focuses on the experiences of young people who intend to leave or have left school early without a qualification from secondary education. In addition, most studies focus on regular secondary schools. We aim to add to this literature by studying how school staff in regular secondary and adult education schools explain ESL, and to understand how both groups' views differ. We also study whether school climate has an effect on the explanations of ESL given by staff. We analysed survey data collected in Flanders (northern part of Belgium) among 780 staff members using exploratory factor analysis and multilevel modelling. Findings indicate that staff in adult education have moderate views on the causes of ESL compared to staff in regular education. Staff in adult education have a strong focus on student-focused explanations for ESL, rather than on contextual or systemic explanations. Future research could delve deeper into the impact of school characteristics, conduct more cross-comparative research and/or include more views on diversity. Policymakers could prioritise the follow-up of ESL, including feedback mechanisms to inform school staff on reasons why individual students decided to leave school early.</p>","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2023-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.3948","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138825263","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Middle leaders' identity–practice framings: A site-ontological view of identity in and as practice 中层领导的身份--实践框架:从现场本体论的角度看待实践中的身份认同和作为实践的身份认同
IF 2.3 3区 教育学 Q1 Social Sciences Pub Date : 2023-12-18 DOI: 10.1002/berj.3952
Christine Edwards-Groves, Peter Grootenboer, Kirsten Petrie, Karin Rönnerman

This paper presents an examination of identity in and as practice as it relates to a group of educational practitioners known as middle leaders. Drawing on the theory of practice architectures as a site-ontological approach for conceptualising educational leading, the paper considers an individual's identity as being informed by, and accomplished amidst, the sayings, doings and relatings of practice. Although theorising the connections between identity and practice is not new, a central argument presented is that identity occurs at the nexus of the individual and social practices. Data are drawn from an empirical study of the practices of nine middle leaders responsible for facilitating a district-wide initiative aiming to improve literacy pedagogy in their particular primary schools. Thematic analysis of semi-structured interviews with the middle leaders revealed 11 identity–practice framings which evolve over time and space, negotiated in response to site-based conditions. Findings contribute to understandings about the dynamic multifaceted nature of middle leaders' identities.

本文探讨了与中层领导者这一教育实践者群体相关的实践中的身份认同问题。本文借鉴了实践架构理论,将其作为一种现场-本体论方法,对教育领导力进行概念化,认为个人的身份是由实践中的言行和关系所决定的,并在这些言行和关系中得以实现。尽管从理论上探讨身份认同与实践之间的联系并不新鲜,但本文提出的一个核心论点是,身份认同发生在个人与社会实践之间。研究数据来自一项实证研究,研究对象是九位中层领导,他们负责推动全区范围内的一项行动,旨在改善其所在小学的扫盲教学法。对中层领导的半结构式访谈进行的专题分析揭示了 11 种身份--实践框架,这些框架随着时间和空间的变化而演变,并根据现场条件进行协商。研究结果有助于理解中层领导身份的动态多面性。
{"title":"Middle leaders' identity–practice framings: A site-ontological view of identity in and as practice","authors":"Christine Edwards-Groves,&nbsp;Peter Grootenboer,&nbsp;Kirsten Petrie,&nbsp;Karin Rönnerman","doi":"10.1002/berj.3952","DOIUrl":"10.1002/berj.3952","url":null,"abstract":"<p>This paper presents an examination of identity <i>in</i> and <i>as</i> practice as it relates to a group of educational practitioners known as middle leaders. Drawing on the theory of practice architectures as a site-ontological approach for conceptualising educational leading, the paper considers an individual's identity as being informed by, and accomplished amidst, the sayings, doings and relatings of practice. Although theorising the connections between identity and practice is not new, a central argument presented is that identity occurs at the nexus of the individual and social practices. Data are drawn from an empirical study of the practices of nine middle leaders responsible for facilitating a district-wide initiative aiming to improve literacy pedagogy in their particular primary schools. Thematic analysis of semi-structured interviews with the middle leaders revealed 11 identity–practice framings which evolve over time and space, negotiated in response to site-based conditions. Findings contribute to understandings about the dynamic multifaceted nature of middle leaders' identities.</p>","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2023-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.3952","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138823484","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
A geopolitics of knowledge analysis of higher education internationalisation in Kazakhstan 哈萨克斯坦高等教育国际化的知识地缘政治分析
IF 2.3 3区 教育学 Q1 Social Sciences Pub Date : 2023-12-18 DOI: 10.1002/berj.3949
Munyaradzi Hwami

This critical interpretive paper deploys Walter Mignolo's geopolitics of knowledge concept to examine higher education internationalisation in Kazakhstan. Amidst growing concerns about economic and environmental sustainability, elitism and cognitive justice, among other critical issues, internationalisation remains a vital government policy. By tracing Kazakhstan's development since independence from the Soviet Union and focusing on key higher education development policy frameworks, the paper argues and illustrates that: (1) the internationalisation of higher education in Kazakhstan promotes a specific representation of the world that is considered universal and modern; (2) the internationalisation of higher education in Kazakhstan illustrates the existing hierarchical global higher education system that is dominated by the West as centres of knowledge and learning while allocating other countries peripheral roles; and (3) the geopolitics of knowledge concept enables the reading of higher education internationalisation beyond what is knowledge to who, why and where knowledge is produced. The data for this paper came from a qualitative study that involved 15 semi-structured interviews with graduates who studied abroad at Western universities through the government-sponsored Bolashak Scholarship. Three focus group sessions with 21 graduate students at Nazarbayev University complemented the interviews. The qualitative data suggest that Mignolo's geopolitics of knowledge offers a close-to-perfect description of the internationalisation of higher education in Kazakhstan. The conclusion drawn from this post-Soviet study is the universalisation of Western knowledge as nations utilise it for meaningful development, despite decolonial and cognitive justice concerns.

这篇批判性的解释性论文运用沃尔特-米尼奥洛的知识地缘政治学概念来研究哈萨克斯坦的高等教育国际化问题。在对经济和环境可持续性、精英主义和认知公正等关键问题的日益关注中,国际化仍然是一项重要的政府政策。通过追溯哈萨克斯坦自苏联独立以来的发展历程,并重点关注主要的高等教育发展政策框架,本文论证并说明了以下几点:(1) 哈萨克斯坦高等教育的国际化促进了被认为是普遍和现代的世界的特定表述;(2) 哈萨克斯坦高等教育的国际化说明了现有的分级全球高等教育体系,该体系由作为知识和学习中心的西方主导,而将其他国家分配为边缘角色;(3) 知识的地缘政治学概念使得对高等教育国际化的解读超越了什么是知识,而是谁、为什么和在哪里生产知识。本文的数据来源于一项定性研究,该研究对通过政府资助的博拉沙克奖学金在西方大学留学的毕业生进行了 15 次半结构化访谈。作为访谈的补充,还与纳扎尔巴耶夫大学的 21 名研究生进行了三次焦点小组讨论。定性数据表明,米尼奥洛的知识地缘政治学对哈萨克斯坦高等教育国际化的描述近乎完美。从这项后苏联研究中得出的结论是,尽管存在非殖民化和认知正义方面的担忧,但随着各国利用西方知识实现有意义的发展,西方知识也在普及。
{"title":"A geopolitics of knowledge analysis of higher education internationalisation in Kazakhstan","authors":"Munyaradzi Hwami","doi":"10.1002/berj.3949","DOIUrl":"10.1002/berj.3949","url":null,"abstract":"<p>This critical interpretive paper deploys Walter Mignolo's geopolitics of knowledge concept to examine higher education internationalisation in Kazakhstan. Amidst growing concerns about economic and environmental sustainability, elitism and cognitive justice, among other critical issues, internationalisation remains a vital government policy. By tracing Kazakhstan's development since independence from the Soviet Union and focusing on key higher education development policy frameworks, the paper argues and illustrates that: (1) the internationalisation of higher education in Kazakhstan promotes a specific representation of the world that is considered universal and modern; (2) the internationalisation of higher education in Kazakhstan illustrates the existing hierarchical global higher education system that is dominated by the West as centres of knowledge and learning while allocating other countries peripheral roles; and (3) the geopolitics of knowledge concept enables the reading of higher education internationalisation beyond what is knowledge to who, why and where knowledge is produced. The data for this paper came from a qualitative study that involved 15 semi-structured interviews with graduates who studied abroad at Western universities through the government-sponsored Bolashak Scholarship. Three focus group sessions with 21 graduate students at Nazarbayev University complemented the interviews. The qualitative data suggest that Mignolo's geopolitics of knowledge offers a close-to-perfect description of the internationalisation of higher education in Kazakhstan. The conclusion drawn from this post-Soviet study is the universalisation of Western knowledge as nations utilise it for meaningful development, despite decolonial and cognitive justice concerns.</p>","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2023-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138823586","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}
引用次数: 0
期刊
British Educational Research Journal
全部 Acc. Chem. Res. ACS Applied Bio Materials ACS Appl. Electron. Mater. ACS Appl. Energy Mater. ACS Appl. Mater. Interfaces ACS Appl. Nano Mater. ACS Appl. Polym. Mater. ACS BIOMATER-SCI ENG ACS Catal. ACS Cent. Sci. ACS Chem. Biol. ACS Chemical Health & Safety ACS Chem. Neurosci. ACS Comb. Sci. ACS Earth Space Chem. ACS Energy Lett. ACS Infect. Dis. ACS Macro Lett. ACS Mater. Lett. ACS Med. Chem. Lett. ACS Nano ACS Omega ACS Photonics ACS Sens. ACS Sustainable Chem. Eng. ACS Synth. Biol. Anal. Chem. BIOCHEMISTRY-US Bioconjugate Chem. BIOMACROMOLECULES Chem. Res. Toxicol. Chem. Rev. Chem. Mater. CRYST GROWTH DES ENERG FUEL Environ. Sci. Technol. Environ. Sci. Technol. Lett. Eur. J. Inorg. Chem. IND ENG CHEM RES Inorg. Chem. J. Agric. Food. Chem. J. Chem. Eng. Data J. Chem. Educ. J. Chem. Inf. Model. J. Chem. Theory Comput. J. Med. Chem. J. Nat. Prod. J PROTEOME RES J. Am. Chem. Soc. LANGMUIR MACROMOLECULES Mol. Pharmaceutics Nano Lett. Org. Lett. ORG PROCESS RES DEV ORGANOMETALLICS J. Org. Chem. J. Phys. Chem. J. Phys. Chem. A J. Phys. Chem. B J. Phys. Chem. C J. Phys. Chem. Lett. Analyst Anal. Methods Biomater. Sci. Catal. Sci. Technol. Chem. Commun. Chem. Soc. Rev. CHEM EDUC RES PRACT CRYSTENGCOMM Dalton Trans. Energy Environ. Sci. ENVIRON SCI-NANO ENVIRON SCI-PROC IMP ENVIRON SCI-WAT RES Faraday Discuss. Food Funct. Green Chem. Inorg. Chem. Front. Integr. Biol. J. Anal. At. Spectrom. J. Mater. Chem. A J. Mater. Chem. B J. Mater. Chem. C Lab Chip Mater. Chem. Front. Mater. Horiz. MEDCHEMCOMM Metallomics Mol. Biosyst. Mol. Syst. Des. Eng. Nanoscale Nanoscale Horiz. Nat. Prod. Rep. New J. Chem. Org. Biomol. Chem. Org. Chem. Front. PHOTOCH PHOTOBIO SCI PCCP Polym. Chem.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1