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Teacher-composed cases of practice as and for dissemination, reflection and data 教师撰写的实践案例,作为传播、反思和数据之用
IF 2.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-01-22 DOI: 10.1002/berj.3971
Bronwen Cowie, Suzanne Trask, Frances Edwards

The need to make evidence and implications of educational research widely available has prompted a burgeoning interest in knowledge mobilisation, which is a set of strategies supporting the active and intentional dissemination of research knowledge. For this, it is important to consider who might be the intended audience and end-users of this knowledge, as this impacts decisions throughout the research process. Researcher–teacher collaborations are effective contexts for knowledge-building and sharing, where both partners have different but equally valuable roles and contributions to make to the conduct, analysis and dissemination of research. This paper illustrates the value and uses of teacher-composed written and video cases of colleague coaching. The cases were generated as part of the Zooming project, a seven-school, 3-year research–practice partnership focused on developing teachers' data literacy and capacity to coach colleagues in this. To craft the cases, the teachers reflected on their coaching practices and relationships and identified what would be most useful for new coaches to know. The cases proved to be engaging tools for research dissemination, especially to a professional audience. In addition, the case writing challenged teachers to reflect on and analyse their coaching actions and the assumptions they brought to collegial coaching. The cases as data also provided researchers with a deeper level of insights into what teachers viewed as salient when coaching colleagues in data use. Teacher case composition offers a useful approach to knowledge co-production and a pathway to research dissemination by and for teachers and researchers.

需要广泛提供教育研究的证据和影响,这促使人们对知识动员产生了浓厚的兴趣,知识动员是一套支持积极、有意传播研究知识的策略。为此,必须考虑谁可能是这些知识的目标受众和最终用户,因为这影响到整个研究过程中的决策。研究人员与教师的合作是知识建设和共享的有效环境,在这种环境中,合作双方在开展、分析和传播研究的过程中发挥着不同但同样有价值的作用和贡献。本文阐述了教师撰写的同事辅导书面和视频案例的价值和用途。这些案例是 "放大 "项目的一部分。"放大 "项目是一个为期 3 年的研究与实践合作项目,共有 7 所学校参与,重点是培养教师的数据素养和指导同事的能力。为了制作这些案例,教师们反思了他们的辅导实践和关系,并确定了新教练最需要了解的内容。事实证明,这些案例是引人入胜的研究传播工具,尤其是对专业受众而言。此外,撰写案例还促使教师反思和分析他们的教练行动以及他们为同事教练带来的假设。作为数据的案例也为研究人员提供了更深层次的见解,让他们了解教师在指导同事使用数据时认为什么是最重要的。教师案例写作为知识的共同生产提供了一种有用的方法,也为教师和研究人员提供了一种研究传播的途径。
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引用次数: 0
Educational research in the global north and south; reflections on the field and future directions 全球北方和南方的教育研究;对该领域的思考和未来方向
IF 2.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-01-19 DOI: 10.1002/berj.3978
Kate Hoskins, Billy Wong, Alison Mckenzie, Yuwei Xu, Ming Cheng, Barbara Read
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引用次数: 0
Problematising teachers' accounts of privilege in elite high schools 精英高中教师对特权的描述存在问题
IF 2.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-01-18 DOI: 10.1002/berj.3972
Ilanit Pinto-Dror, Avihu Shoshana

The research question at the core of this paper concerns how teachers in elite Israeli high schools explain their educational work in this context, given its central role in establishing and perpetuating privilege in the current polarised era. To answer this question, we conducted 28 interviews with teachers from three elite high schools in Israel. The findings reveal three ways teachers justified their educational work in elite schools: cultivating the ‘serving elite’, helping shape elite students' leftist political orientation and future voting behaviour (emphasising the idea that political leftism serves as a mitigating force against the excesses of plutocracy) and fulfilling elite children's right to a level of education commensurate with their ability. The discussion problematises these justifications by highlighting their features, which, in turn, contribute to a complex understanding of how privilege functions and how advantages and inequality are produced and perpetuated in exclusive and exclusionary elite spaces.

本文的核心研究问题涉及以色列精英高中的教师如何解释他们在这种背景下的教育工作,因为在当前两极分化的时代,教育工作在建立和延续特权方面发挥着核心作用。为了回答这个问题,我们对以色列三所精英高中的教师进行了 28 次访谈。访谈结果揭示了教师为其在精英学校的教育工作辩护的三种方式:培养 "服务精英"、帮助精英学生形成左派政治倾向和未来的投票行为(强调政治左派是抵制财阀过度行为的一种缓和力量),以及实现精英儿童获得与其能力相称的教育水平的权利。讨论通过强调这些理由的特点,对其进行了质疑,而这些特点反过来又有助于人们复杂地理解特权是如何发挥作用的,以及在排他性和排斥性的精英空间中,优势和不平等是如何产生和延续的。
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引用次数: 0
Lyceum and university aspirations among migrants and non-migrants in Italy 意大利移民和非移民对中学和大学的渴望
IF 2.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-01-18 DOI: 10.1002/berj.3970
Alessio Buonomo, Giustina Orientale Caputo, Giuseppe Gabrielli, Giuseppe Gargiulo

Scholars have argued that, on average, immigrant students are ‘optimists’ and have higher educational aspirations than non-migrant students after accounting for students' socio-economic background and educational performance. However, ethnic minority groups, which proxy the different origin backgrounds of migrants, may show mixed findings in terms of educational aspirations. This study aims to analyse the lyceum (the most theoretical school in Italy) and university aspirations of migrant-origin students and their Italian counterparts, enrolled respectively in Italian lower (Grade 8: age 13) and upper secondary state schools (Grades 9–11: ages 14–16). The analyses are based on data from the Italian Integration of the Second Generation survey conducted during the 2014/15 school year. Our results show that students having Chinese, Moroccan, Moldovan and other non-European Union Eastern European origins assume the lowest levels of lyceum aspiration after also considering compositional effects. Conversely, the largest proportion of migrants attending school in Grades 9–11 have higher levels of university aspiration compared to non-migrants. When considering the role of migratory generation, lyceum and university aspirations are positively associated with the acculturation process of migrants. Furthermore, we found that high family expectations, social relationships and self-perception benefits of studying have positive associations with both lyceum and university aspirations, especially among migrants.

学者们认为,平均而言,移民学生是 "乐观主义者",在考虑了学生的社会经济背景和教育表现后,他们的教育愿望高于非移民学生。然而,代表移民不同原籍背景的少数族裔群体在教育抱负方面可能表现出好坏参半的结果。本研究旨在分析分别就读于意大利初中(8 年级:13 岁)和国立高中(9-11 年级:14-16 岁)的移民学生及其意大利同龄人对中学(意大利最具理论性的学校)和大学的期望。分析基于2014/15学年进行的意大利第二代融合调查数据。我们的结果表明,在考虑了成分效应之后,中国、摩洛哥、摩尔多瓦和其他非欧盟东欧血统的学生对中学的期望水平最低。相反,与非移民相比,在 9-11 年级就读的最大比例的移民具有更高的大学理想。在考虑移民一代的作用时,中学和大学愿望与移民的文化适应过程呈正相关。此外,我们还发现,家庭的高期望值、社会关系和学习的自我感觉收益与中学和大学志向都有正相关,尤其是在移民中。
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引用次数: 0
Mapping school-level language policies across multilingual secondary schools in England: An ecology of English, modern languages and community languages policies 绘制英格兰多语种中学的校级语言政策图:英语、现代语言和社区语言政策生态学
IF 2.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-01-17 DOI: 10.1002/berj.3959
Karen Forbes, Nicola Morea

Language plays a crucial role in education; yet, while issues of language are undoubtedly relevant to all teachers, school-level language policies, which aim to provide explicit guidance underpinned by a clear set of principles, are too often conspicuous by their absence. In a range of educational contexts around the world it has been found that where such policies do exist, they are frequently fragmented and underpinned by monolingual ideologies that do not reflect the linguistic diversity of schools today. The aim of this study, therefore, is to map the provision of school-level policies from a representative sample of secondary schools in England (n = 998) and explore the extent to which they address (either implicitly or explicitly) the following dimensions of language: (a) English, both as the language of instruction and in relation to support for English as an additional language (EAL) learners; (b) modern languages in the curriculum; and (c) other home or community languages. Drawing on an ecologically informed approach, where these three dimensions of language are conceptualised as systems, analysis was conducted to identify areas of divergence and (potential for) intersection. Findings suggest that policies relating to languages, where they exist, are largely compartmentalised and tensions emerged between the various systems. However, we also note several promising points of intersection which indicate that there is scope for developing cohesive and holistic languages policies at a whole-school level.

语言在教育中起着至关重要的作用;然而,尽管语言问题无疑与所有教师息息相 关,但旨在提供以一套明确的原则为基础的明确指导的学校一级语言政策却往往明显缺 乏。在世界各地的一系列教育环境中,我们发现,即使存在这样的政策,它们也往往是支离破碎的,而且是以单一语言意识形态为基础的,不能反映当今学校的语言多样性。因此,本研究的目的是从英格兰具有代表性的中学样本(n = 998)中绘制出学校层面的政策规定,并探讨这些政策在多大程度上(或隐含或明确地)涉及以下语言层面:(a) 英语,既作为教学语言,也涉及对英语作为额外语言(EAL)学习者的支持;(b) 课程中的现代语言;(c) 其他家庭或社区语言。根据生态学的方法,语言的这三个方面被概念化为系统,进行分析以确定分歧和(潜在的)交叉领域。研究结果表明,与语言相关的政策(如果有的话)在很大程度上是各自为政的,不同系统之间出现了紧张关系。不过,我们也注意到了几个有希望的交叉点,这表明在全校层面制定具有凝聚力和整体性的语言政策是大有可为的。
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引用次数: 0
‘… They're talking to you as if they're kind of dumbing it down’: A thematic analysis of Black students' perceived reasons for the university awarding gap '......他们在跟你说话,好像他们把你说得很笨':对黑人学生认为的大学录取差距原因的专题分析
IF 2.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-01-12 DOI: 10.1002/berj.3963
Blessing N. Marandure, Jess Hall, Saima Noreen

It is widely acknowledged that there is an awarding gap in higher education, with proportionally more White students achieving a good honours degree compared to their minoritized ethnic counterparts. Furthermore, the gap is largest between Black and White students, hence necessitating initiatives to understand the perspectives of Black students on perceived reasons for the awarding gap. Thus, the present study aimed to explore the perspectives of Black undergraduate Psychology students through the use of qualitative methodology. Sixteen participants took part in two focus groups, which were transcribed verbatim, and thematic analysis was employed to analyse the data. Self-determination theory provided a framework for contextualising the findings. Three main themes emerged, with participants describing being exposed to signals of unbelonging such as negative racial stereotypes and microaggressions. Within this theme, they discussed their responses to these signals of unbelonging, such as conforming to perceived White norms in an effort to belong and feel ‘normal’. Participants also highlighted the role played by parental influence and relationships on their academic experience. They also discussed experiences with university tutors that were deemed unfavourable. Together, the racialised experiences identified threatened the fulfilment of their needs for competence, autonomy and relatedness. It is thus imperative that higher education institutions actively engage their Black and minoritized ethnic students in order to understand their experiences and foster a sense of belonging at university. Furthermore, the findings regarding parental influence provide an opportunity for structural redress through widening participation efforts and adequate pastoral support.

人们普遍承认,高等教育中存在着学位授予差距,与少数民族学生相比,白人学生获得良好荣誉学位的比例更高。此外,黑人和白人学生之间的差距最大,因此有必要了解黑人学生对造成这种差距的原因的看法。因此,本研究旨在通过使用定性方法探讨心理学本科黑人学生的观点。16 名参与者参加了两个焦点小组,研究人员逐字逐句地抄录了这些数据,并采用主题分析法对数据进行了分析。自我决定理论为分析结果提供了一个框架。在分析过程中,我们发现了三个主要的主题,参与者描述了他们所接触到的不认同的信 号,如负面的种族成见和微观诽谤。在这一主题中,他们讨论了自己对这些不合群信号的反应,例如为了归属感和 "正常 "感而遵从感知到的白人规范。与会者还强调了父母的影响和关系对他们学业经历的影响。他们还讨论了与大学导师相处的不利经历。这些种族化的经历加在一起,威胁到了他们对能力、自主性和相关性需求的满足。因此,高等教育机构必须积极与黑人和少数民族学生接触,以了解他们的经历,培养他们对大学的归属感。此外,有关父母影响的研究结果也为通过扩大参与和适当的教牧支持来进行结构性补救提供了机会。
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引用次数: 0
Teachers taking perceptions of student attributes into consideration when formulating track recommendations? 教师在制定赛道建议时是否考虑了学生的特质?
IF 2.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-01-12 DOI: 10.1002/berj.3957
Anne van Leest, Lisette Hornstra, Jan van Tartwijk, Janneke van de Pol

In some tracked educational systems, track recommendations are formulated by primary school teachers to determine the secondary school level that students will be allocated to. While teachers mostly base their track recommendations on students’ prior achievement, the extent to which teachers also consider perceived student attributes, such as students’ perceived work habits or parental involvement, and the extent to which these perceived student attributes are predictive for secondary school performance is unclear. Therefore, we first investigated the extent to which teachers consider their perceptions of student attributes in their track recommendations (RQ1). Differences between students from different backgrounds and differences between teachers were taken into account. Second, we examined the extent to which primary school teachers’ perceptions of student attributes are predictive for their secondary school performance (RQ2). Participants were 17,953 Grade 6 students from 1105 Dutch primary school teachers (RQ1) and 4150 Grade 9 students from 1289 Dutch secondary school classes (RQ2). Data used in this research were analysed using multilevel models. Findings indicated that teacher-perceived student attributes played only a minor role in track recommendations and secondary school performance. Yet the extent to which these attributes were considered by teachers differed based on students’ background and differed between teachers. For secondary school performance, teacher-perceived student attributes to have limited predictive value. The limited predictive value of teacher-perceived student attributes for students’ performance in secondary education suggests that teachers may need to be careful with taking perceived student attributes into account when formulating track recommendations.

在一些轨制教育体系中,小学教师会提出升学建议,以决定学生将被分配到哪所中学。虽然教师的升学建议大多基于学生之前的成绩,但教师在多大程度上也会考虑学生的感知属性,如学生的作业习惯或家长参与度,以及这些感知属性在多大程度上能预测学生的中学成绩,目前尚不清楚。因此,我们首先调查了教师在推荐升学方向时对学生特质的认知程度(问题 1)。我们考虑了不同背景学生之间的差异和教师之间的差异。其次,我们研究了小学教师对学生特质的认知在多大程度上能预测学生的中学成绩(研究问题 2)。参与者包括来自 1105 名荷兰小学教师的 17953 名六年级学生(研究问题 1)和来自 1289 个荷兰中学班级的 4150 名九年级学生(研究问题 2)。本研究使用多层次模型对数据进行分析。研究结果表明,教师感知到的学生特质在跟踪建议和中学成绩方面只起了很小的作用。然而,教师对这些特质的考虑程度因学生背景而异,教师之间也存在差异。就中学成绩而言,教师认为的学生特质的预测价值有限。教师认为的学生特质对学生中学成绩的预测价值有限,这表明教师在制定升学建议时可能需要谨慎考虑学生认为的特质。
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引用次数: 0
Combatting conspiracies in the classroom: Teacher strategies and perceived outcomes 打击课堂上的阴谋:教师的策略和预期结果
IF 2.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-01-11 DOI: 10.1002/berj.3955
Lee Jerome, Ben Kisby, Steve McKay

This article draws on data from a specially commissioned representative survey, which elicited responses from 7691 teachers in primary and secondary schools in England, to examine how teachers perceive young people's engagement with a variety of different conspiracy theories in school settings and how they respond to them. Approximately 40% of teachers report encountering students who supported conspiracy theories. In response, teachers use a wide range of contradictory strategies, including opening up discussion, closing it down, challenging students in class and reporting individuals as safeguarding concerns. The research evidence suggests that several of these strategies are likely to be ineffective or even backfire to reinforce conspiracy thinking. Unsurprisingly then, few teachers report successful responses. The article concludes that the evidence of possible negative impacts of unprepared teachers confronting conspiracy theories at school means that teachers need to be better equipped through training, support and further research.

本文利用专门委托进行的一项代表性调查的数据,研究了教师如何看待青少年在学校环境中参与各种不同的阴谋论,以及他们如何应对这些阴谋论。约 40% 的教师表示遇到过支持阴谋论的学生。作为回应,教师们使用了一系列相互矛盾的策略,包括开放讨论、关闭讨论、在课堂上质疑学生以及将个人作为安全问题上报。研究证据表明,其中几种策略很可能是无效的,甚至会适得其反,强化阴谋论思想。因此,很少有教师报告成功的应对措施,这也就不足为奇了。文章最后指出,有证据表明,没有做好准备的教师在学校面对阴谋论可能会产生负面影响,这意味着教师需要通过培训、支持和进一步研究来更好地装备自己。
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引用次数: 0
The link between teacher buy-in and intentions to continue working in their current school 教师的认同与继续在当前学校工作的意愿之间的联系
IF 2.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-01-10 DOI: 10.1002/berj.3961
John Jerrim

Previous research has found school working conditions—particularly school leadership—to be linked to teacher retention. At the same time, evidence from the management literature has suggested that obtaining ‘buy-in’ from staff is critical to employee performance and instigating change. This paper brings these two literatures together, being the first study to explore the relationship between buy-in and teachers' plans to continue working at their current school. The analysis illustrates how teachers who buy into the leadership team's strategy are much more likely to intend to continue working at the school, over and above their views on workload, pay and the quality of their relationships with their colleagues. We conclude by considering what school leaders might do to improve buy-in amongst their staff, while also highlighting areas where further research is needed.

以往的研究发现,学校的工作条件,特别是学校的领导能力,与教师的留任有 关。与此同时,管理文献中的证据表明,获得员工的 "认同 "对于员工的绩效和推动变革至关重要。本文将这两方面的文献结合起来,首次探讨了 "认同 "与教师继续在现有学校工作的计划之间的关系。分析表明,对领导团队的战略表示认同的教师更有可能打算继续在学校工作,而不是仅仅考虑他们对工作量、薪酬以及与同事关系质量的看法。最后,我们探讨了学校领导可以采取哪些措施来提高员工的认同度,同时也强调了需要进一步研究的领域。
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引用次数: 0
Fair funding for pupils with special educational needs and disability in England? 为英格兰有特殊教育需求和残疾的学生提供公平资助?
IF 2.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-01-10 DOI: 10.1002/berj.3954
Alan J. Marsh, Peter Gray, Brahm Norwich

School funding formulas have been applied across a number of countries for at least the last 50 years. A national funding formula (NFF) was introduced in England in 2018 and aims to provide a platform for fair funding across the country. This study explores the variations in the NFF's high needs block (HNB) funding and examines links with the use of specialist provision by English local authorities (LAs) for children with special educational needs and disability. The findings demonstrate significant and continuing differences in HNB funding between demographically similar LAs, notwithstanding a £3.5 billion (75%) HNB increase in real terms in the decade since 2013, which could have supported a shift towards a more equitable position. Published HNB funding for 2023–24 now varies by up to £49m in comparator LAs. Differences are largely the result of the persistent use of a historical factor in the formula and a ceiling on levels of income growth for lower funded LAs. The research also shows a significant link between HNB funding and the use of specialist provision. The discussion investigates how far the UK government's policy commitment to a more equitable system of HNB funding is matched by the reality, and the degree to which funding is based on need rather than demand or history.

至少在过去的 50 年中,许多国家都采用了学校资助公式。英格兰于 2018 年引入了国家资助公式(NFF),旨在为全国范围内的公平资助提供一个平台。本研究探讨了国家资助公式中高需求整笔资助(HNB)的差异,并研究了其与英格兰地方当局(LAs)为有特殊教育需求和残疾的儿童提供的专业服务之间的联系。研究结果表明,尽管自 2013 年以来的十年间,HNB 实际增长了 35 亿英镑(75%),但在人口结构相似的 LA 之间,HNB 拨款仍存在巨大差异,而这种差异本可支持向更公平的立场转变。已公布的 2023-24 年 HNB 资金目前在参照 LA 中的差异高达 4900 万英镑。出现差异的主要原因是公式中持续使用了历史因素,以及对资金较少的洛杉矶市的收入增长水平设置了上限。研究还表明,HNB 资助与专家服务的使用之间存在重要联系。讨论调查了英国政府关于建立更公平的 HNB 资助体系的政策承诺在多大程度上与现实相匹配,以及资助在多大程度上是基于需求而不是需求或历史。
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引用次数: 0
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British Educational Research Journal
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