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More is more: exploring the relationship between young people’s experiences of school-based career education, information, advice and guidance at age 14–16 and wider adult outcomes at age 21–22 in England Res. Pap. Educ. (IF 2.173) Pub Date : 2024-03-22 Julie Moote, Louise Archer, Morag Henderson, Emma Watson, Jennifer DeWitt, Becky Francis, Henriette Holmegaard
Does school-based careers education, advice, information and guidance (CEAIG) have any influence on later life outcomes? This paper reports regression analyses using 7,635 survey responses from you...
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Exploring what student teachers do when preparing their lessons: four planning profiles Res. Pap. Educ. (IF 2.173) Pub Date : 2024-03-18 Agnès Deprit, Virginie März, Catherine Van Nieuwenhoven
Planning is an essential task in the work of a teacher. Very little research has been carried out on the way that student teachers understand this preparatory phase, nor on the way that professiona...
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Private higher education: a comparative study of Germany and the United Arab Emirates Res. Pap. Educ. (IF 2.173) Pub Date : 2024-02-21 Sanaa Ashour, Bernd Kleimann
This article compares the private higher education (HE) systems in Germany and the United Arab Emirates (UAE). We examine the historical, political, and demographic contexts of private universities...
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A structured discussion of the fairness of GCSE and A level grades in England in summer 2020 and 2021 Res. Pap. Educ. (IF 2.173) Pub Date : 2024-02-18 Victoria Crisp, Gill Elliott, Emma Walland, Lucy Chambers
In England, examinations for general qualifications (GCSE, AS and A level) were cancelled in summer 2020 and summer 2021 in response to the COVID-19 pandemic and replaced with contingency measures ...
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Understanding subject choices from report card grades: gender and educational level disparities Res. Pap. Educ. (IF 2.173) Pub Date : 2023-12-22 Monique A. Dijks, Matthijs J. Warrens, Roel J. Bosker, Hanke Korpershoek
Pupils’ subject choices at the level of secondary education critically determine the tertiary fields of study that they can pursue. This study used multinomial logistic regression models to investi...
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An exploration of the impact of science stratification in the English school curriculum: the relationship between ‘Double’ and ‘Triple’ Science pathways and pupils’ further study of science Res. Pap. Educ. (IF 2.173) Pub Date : 2023-11-26 Becky Francis, Morag Henderson, Spela Godec, Emma Watson, Louise Archer, Julie Moote
Supply of students to ‘the science pipeline’ remains an important imperative for economic policy, and for individual life chances. In England, Science courses from age 14–16 have been divided into ...
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Measuring parental income using administrative data. What is the best proxy available? Res. Pap. Educ. (IF 2.173) Pub Date : 2023-11-03 John Jerrim
Administrative data are increasingly being used to study inequalities in education. Yet a well-known difficulty with such resources is the limited information they hold. A commonly used proxy for c...
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What is a holistic judgement, anyway? Res. Pap. Educ. (IF 2.173) Pub Date : 2023-10-19 Tony Leech, Sylvia Vitello
Holistic judgement is an appealing approach for many assessment contexts due to its perceived simplicity and efficiency. However, it has been somewhat under-explored conceptually. Drawing on exampl...
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Intertextuality and the advance of mathematisation in young children’s inscriptions Res. Pap. Educ. (IF 2.173) Pub Date : 2023-09-11 Maulfry Worthington, Marjolein Dobber, Bert van Oers
ABSTRACT A fundamental question in early childhood mathematics concerns the relationship between young children’s own informal signs and the formal abstract symbolic language of mathematics. This study presents research investigating the genesis of mathematical semiosis from a Vygotskian cultural-historical (social-semiotic) perspective. In this study we look at the premature stages of dealing with
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Sociological perspectives on the mental health and wellbeing agenda in education Res. Pap. Educ. (IF 2.173) Pub Date : 2023-08-31 Lydia Lewis, Rob Smith
Published in Research Papers in Education (Vol. 38, No. 5, 2023)
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Career motivations and interest in teaching of tertiary students taking mathematics and science subjects Res. Pap. Educ. (IF 2.173) Pub Date : 2023-08-24 Suzanne Rice, Helen M.G. Watt, Paul W. Richardson, Susan Crebbin
ABSTRACT Many countries face mathematics and science teacher shortages. There is a need for greater knowledge about eligible individuals’ potential interest to teach and career motivations. We explored career motivations and interest in a teaching career, among 470 tertiary mathematics and science students from four Australian universities. Students with high interest in teaching were distinguished
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International students’ linguistic entrepreneurship: motivation, ‘Chinese fever’ and the neoliberal burden Res. Pap. Educ. (IF 2.173) Pub Date : 2023-08-21 Wen XU
ABSTRACT Against the backdrop of the Forum on China-Africa Cooperation (FOCAC) and the Belt and Road Initiative (BRI), the number of educational migrants from the member states, particularly African international students, has dramatically increased over the past decade in China. Much of previous research on international student mobility (ISM) and its ensuing language learning has exclusively focused
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Leadership for school mindfulness: the role of school ambidexterity and leaders’ cognitive complexity Res. Pap. Educ. (IF 2.173) Pub Date : 2023-08-11 Rima’a Da’as
ABSTRACT Using an information-processing approach and organisational learning theory (i.e. ambidexterity), the current innovative study examines a model for the prediction of schools’ collective mindfulness and its consequences, linking principals’ cognitive complexity (CC) with school ambidexterity and mindfulness, school ambidexterity with school mindfulness, and the effect of school mindfulness
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An immersive, ‘Faster Read’: a pilot, mixed-method study, developing whole-text reading comprehension and engagement with adolescent struggling readers Res. Pap. Educ. (IF 2.173) Pub Date : 2023-07-30 Julia Sutherland, Jo Westbrook, Jane Oakhill, Sue Sullivan
ABSTRACT Reading is fundamental to academic success, but international reading surveys indicate current pedagogy fails a fifth of adolescents, disproportionately from lower-socioeconomic groups. This UK, mixed-method study evaluated the impact of two whole-text reading approaches on comprehension, using standardised tests. Twenty teachers of English and 413 students (12–13 years) participated, 44%
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Teachers’ understandings of affective nationalism in a conflict-affected society: pedagogical and political implications Res. Pap. Educ. (IF 2.173) Pub Date : 2023-07-25 Michalinos Zembylas, Xanthia Aristidou, Constandina Charalambous
ABSTRACT The purpose of this paper is to explore how teachers understand the role of affects and emotions in manifestations of the nation and nationalism in schools. In particular, the paper examines how teachers’ political orientations – conservative or progressive – are entangled with their understandings of ‘affective nationalism.’ To do so, the authors use data from an exploratory qualitative study
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Why do students leave? Persistence in selective universities Res. Pap. Educ. (IF 2.173) Pub Date : 2023-07-21 Oscar Espinoza, Luis Eduardo González, Luis Sandoval, Noel McGinn, Bruno Corradi
ABSTRACT In Chile many university students do not persist to graduation. Some students dropped out in the first year, others later. The objective of this study, based on students admitted to but not graduating from selective universities, was to identify factors associated with their academic success and length of persistence before withdrawal. The 707 subjects for the study were a non-probabilistic
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Postgraduate research in a sick society Res. Pap. Educ. (IF 2.173) Pub Date : 2023-07-12 Fadia Dakka, Alex Wade
ABSTRACT This paper argues that contemporary Western societies’ fixation on different elements of capitalist production, consumption and distribution lies at the heart of the crisis in mental health and wellbeing increasingly experienced by individuals within key state institutions. The paper weaves together Lefebvre’s and Marcuse’s theoretical insights to explore the generation of (time-)spaces in
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Interpreting the mental health and wellbeing agenda in adult community learning Res. Pap. Educ. (IF 2.173) Pub Date : 2023-06-28 Lydia Lewis
ABSTRACT The purpose of this paper is to engage critically with debates surrounding the mental health and wellbeing agenda for adult community learning (ACL), with particular consideration of creative arts provision. It draws on a qualitative research project involving five creative arts ACL groups in the English West Midlands and two mental health participatory arts organisations based in London.
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Fostering culturally responsive pedagogy related competencies among pre-service teachers: a systematic review of the recent research literature Res. Pap. Educ. (IF 2.173) Pub Date : 2023-06-26 Nikoletta Gulya, Anikó Fehérvári
Cultural diversity is an important feature of today’s classrooms, where learners come from a wide range of cultural backgrounds. In order to teach every individual in an appropriate and motivating ...
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Mad student organizing and the growth of Mad Studies in Canada Res. Pap. Educ. (IF 2.173) Pub Date : 2023-05-31 Danielle Landry
ABSTRACT How might those of us located within post-secondary institutions support students who have experience of the mental health system in a meaningful way? Drawing on scholarship in social movement studies and a case study in Ontario, Canada, I distinguish between the prevailing mental health and wellness offerings of educational institutions and distinct forms of grassroots organising led by and
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Precision education governance and the high risks of fabrication of future-oriented learning human kinds Res. Pap. Educ. (IF 2.173) Pub Date : 2023-05-28 Kristiina Brunila, Daniel Nehring
ABSTRACT Education governance is shifting towards more individually and personally tailored governance, to pre-empt futures to manage the present. Managing the present requires the fabrication of a specific type of future-oriented learning human kinds. Economically driven imperatives, strengthening transnational stakeholder networks and advances in the life and behavioural sciences are important parts
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A national survey of ability grouping practices in secondary school physical education in England Res. Pap. Educ. (IF 2.173) Pub Date : 2023-05-25 Shaun D. Wilkinson, Dawn Penney
ABSTRACT This research sought to generate large-scale yet sophisticated data relating to ability grouping practices in physical education (PE) in secondary schools in England, with the intent of extending knowledge of the various ability grouping practices being adopted within and across schools. The prevalence of particular ability grouping practices, processes associated with their application, and
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Further education and mental health during the pandemic: the moral impasse of meritocracy Res. Pap. Educ. (IF 2.173) Pub Date : 2023-05-24 Jonathan Gadsby, Rob Smith
ABSTRACT Since 2010, government policy in England has positioned further education almost exclusively as employment-orientated training for school leavers whilst also imposing severe budget cuts. During this period, values-based pedagogies that foreground social justice for students, many of whom come from low-income households, have been undermined. Following the COVID-19 pandemic, there is evidence
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Early dropout, earnings and skills in later life: evidence from Spain Res. Pap. Educ. (IF 2.173) Pub Date : 2023-05-18 Oscar David Marcenaro-Gutierrez, Luis Alejandro Lopez-Agudo
ABSTRACT Most education systems have set a minimum age until which students must stay at school. In the case of Spain, students can drop out the same day they reach that age, even without finishing that academic year. In the present research work, we intend to analyse the influence of early dropout on later life outcomes for the Spanish population, i.e. literacy and numerical skills and earnings. In
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Primary preservice teachers’ exploration of possible selves through narrated metaphors during the COVID-19 pandemic Res. Pap. Educ. (IF 2.173) Pub Date : 2023-05-14 Jihea Maddamsetti, Rui (Eric) Yuan
Abstract This study examines how primary-level preservice teachers (PSTs) in an online asynchronous course (co-)constructed and (re)negotiated their professional identities through the use of metaphors in online asynchronous courses in the U.S. By using metaphors and narrating their lived experiences in relation to their chosen metaphors, participants expressed their desired and feared identities.
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The shared reading of digital storybooks with young children: Parents’ perspectives Res. Pap. Educ. (IF 2.173) Pub Date : 2023-04-28 Maria Nicholas, Louise Paatsch
ABSTRACT The possibilities and challenges of digital technologies for young children are widely documented. However, parental guidelines place greater emphasis upon potential harms, advocating that parents limit their children’s screen time, or advise that parents simply read digital texts as they would a printed text. Our study investigated 22 Australian parents’ perspectives of their 2–3-year-old
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New and old educational inequalities in socio-cultural minorities: exploring the school choice experiences of families under the new school admission system in Chile Res. Pap. Educ. (IF 2.173) Pub Date : 2023-03-14 Juan de Dios Oyarzún, Lluís Parcerisa, Alejandro Carrasco Rozas
ABSTRACT In 2016, the Chilean Ministry of Education implemented the new School Admission System (SAS) designed with the goal of equalizing access to schools for the most disadvantaged families and reduce educational segregation. Yet it is not clear if the SAS is sensitive to socio-cultural minorities and their particular conditions. Hence, in this article we explore the school choice experiences of
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Testing the social validity of the CATZ cross-age teaching zone anti-bullying intervention among school students Res. Pap. Educ. (IF 2.173) Pub Date : 2023-03-13 Michael J. Boulton, Peter J.R. Macaulay
ABSTRACT Bullying is a considerable problem among school students, and school-wide positive behaviour support interventions are regarded as helpful in addressing it. One approach is the CATZ Cross-age Teaching Zone anti-bullying intervention. The present study assessed the social validity of the CATZ anti-bullying intervention among a sample of 9–15-year-olds in a pre-post experimental design (N = 817
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Bilingual school choice and socio-economic segregation: an analysis for Spain based on PISA 2015 Res. Pap. Educ. (IF 2.173) Pub Date : 2023-03-13 Mauro Mediavilla, María-Jesús Mancebón, Luis Pires, José-María Gómez-Sancho
In the academic year of 2004–2005, the Spanish region of Madrid began to implement a bilingual educational programme (MBP hereinafter) in state schools. One of the objectives of this programme was ...
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Knotworking — not working: Interprofessional collaboration and co-figuration of pre-service special education teachers Res. Pap. Educ. (IF 2.173) Pub Date : 2023-03-05 Anitta Melasalmi, Saija Tanhuanpää, Teija Koskela
ABSTRACT The growing expectations and demands for teacher education highlight the need to provide future teachers with more knowledge and to prepare teachers as expert collaborators who can learn from each other. This qualitative case study based on video-recorded reflective assignments investigated how Finnish pre-service special education teachers’ experiences in relational interprofessional work
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Practicing voice: student voice experiences, democratic school culture and students’ attitudes towards voice Res. Pap. Educ. (IF 2.173) Pub Date : 2023-03-02 Willemijn F. Rinnooy Kan, Anke Munniksma, Monique Volman, Anne Bert Dijkstra
ABSTRACT The abilities of citizens to make themselves heard and listen to each other are essential for the functioning of democratic societies. Schools are practice grounds for these citizenship competences. This study investigates whether students’ experiences with voice in school are related to their attitudes towards voice (contributing and listening democratically), and how a democratic school
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Staying on track in higher secondary education in Flanders (Belgium). Mechanisms explaining social inequality in educational choice Res. Pap. Educ. (IF 2.173) Pub Date : 2023-02-19 Ilse Laurijssen, Ignace Glorieux
ABSTRACT This article analyses the mechanisms that contribute to differences in educational choice in the transition from the second to the third stage of secondary education in Flanders, a highly tracked educational system. The study programme chosen in the eleventh grade, besides being quite predictable from the educational position in the tenth grade and school performance, is also affected by social
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Exploring vulnerability from teachers’ and young people’s perspectives in school contexts in England and Germany Res. Pap. Educ. (IF 2.173) Pub Date : 2023-02-20 Michael Jopling, David Zimmermann
ABSTRACT The broad, contested notion of vulnerability is one of the areas of education in which concerns with the mental health and wellbeing of young people come together. This paper examines the theoretical and socio-political development of the ‘vulnerability Zeitgeist’ in recent years and the extent to which it has been applied to both young people and teachers in schools. We outline how the instrumental
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Teacher agency in the professional community and association with burnout: a longitudinal person-centred approach Res. Pap. Educ. (IF 2.173) Pub Date : 2023-02-16 Jenni Sullanmaa, Kirsi Pyhältö, Janne Pietarinen, Tiina Soini
ABSTRACT Agentic teacher learning is central for teachers’ professional development, school development and student achievement. The purpose of the study was to explore trajectories of teachers’ professional agency in the professional community during a three-year follow-up period. The data comprised surveys with Finnish comprehensive school teachers (N = 2645) and latent profile analysis was used
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The impact of school culture, school climate, and teachers’ job satisfaction on the teacher-student relationship: a case study in four Estonian schools Res. Pap. Educ. (IF 2.173) Pub Date : 2022-12-05 Eda Heinla, Tiiu Kuurme
ABSTRACT Teachers in Estonia are working in a tense environment of conflicting expectations which, on the one hand, involves a neoliberal approach to standards and, on the other, the humanistic values of education and well-being of students. The purpose of the study was to identify the factors of school climate which ensure both the job satisfaction of teachers and the satisfaction of students, and
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The effects of system type and characteristics on skills inequalities during upper secondary education: a quasi-cohort analysis of OECD data Res. Pap. Educ. (IF 2.173) Pub Date : 2022-12-01 Andy Green, Neil Kaye
ABSTRACT This article examines the effects of education system types and characteristics on changes in the distributions of literacy and numeracy skills during the upper secondary phase of education and training. Whereas there is a substantial literature on system effects on skills during the primary and lower secondary phases of education, much less has been written about these effects in relation
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Academic self- concept, self-esteem and school attitudes in pre and mid adolescents: gender, SES and parenting Res. Pap. Educ. (IF 2.173) Pub Date : 2022-11-29 Ahmet Kuscuoglu, Hartas Dimitra
ABSTRACT Children undergo significant changes as they enter secondary school, a time during which their social and academic self-concept is fluid and the pressures to adjust and show positive attitudes and behaviours are intense. Utilising data from the MCS (Waves 4 and 5) the purpose of this study was two-fold: to examine longitudinal changes in academic self-concept, self-esteem and school attitudes
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Teacher–student relationship and students’ social competence in relation to the quality of educational dialogue Res. Pap. Educ. (IF 2.173) Pub Date : 2022-11-03 Heli Muhonen, Eija Pakarinen, Helena Rasku-Puttonen, Marja-Kristiina Lerkkanen
Teacher–student relationship and students’ social competence were investigated in relation to the quality of educational dialogue. The data consisted of 151 video-recorded Grade 2 lessons. The teac...
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Is academic selection in Northern Ireland a barrier to social cohesion? Res. Pap. Educ. (IF 2.173) Pub Date : 2022-11-01 Joanne Hughes, Rebecca Loader
ABSTRACT Northern Ireland has a deeply divided education system with demarcation most notable along ethno/religious and social class lines. The former is largely attributable to the historical organisation of the schools estate based on religion, and the latter is associated with a system of academic selection that filters children into grammar and non-selective post-primary schools according to their
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It takes more than an interest in STEM: students’ experience of transition to study in STEM disciplines at university Res. Pap. Educ. (IF 2.173) Pub Date : 2022-10-17 Tiffani Apps, Karley Beckman, Lyn Cronin
ABSTRACT The journey to pursue and persist with a career in STEM is a complex process that begins at a young age, continues across secondary education and the end of school transition to university. Such decisions are influenced by a range of personal, social and environmental factors, highlighting the practical complexities of supporting young people in their transition to university. This paper explores
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Making decisions about attainment grouping in mathematics: teacher agency and autonomy in Norway Res. Pap. Educ. (IF 2.173) Pub Date : 2022-10-17 Elisabeta Eriksen, Yvette Solomon, Annette Hessen Bjerke, James Gray, Bodil Kleve
ABSTRACT Grouping by attainment is a relatively new and contested practice in Norway, where strong historical discourses of heterogeneous education are under pressure from international test comparisons, particularly in mathematics. At the same time, research indicates that Norwegian teachers have a high degree of autonomy in education policy enactment. Analysing thirteen Norwegian mathematics teachers’
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Playful punctuation in primary children’s narrative writing Res. Pap. Educ. (IF 2.173) Pub Date : 2022-09-24 Andrew Burrell, Roger Beard
Framed within the fields of applied linguistics and language play, the writing of three attainment groups of 9–11-year-old children was used to investigate their use of ludic (playful) punctuation ...
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A network approach to teachers’ interactional management in whole-class discussions Res. Pap. Educ. (IF 2.173) Pub Date : 2022-09-24 Jo Inge Frøytlog
Dialogic education advocates varied forms of interactional management by teachers. In the context of whole-class discussions, teachers are encouraged to both prompt student involvement through dire...
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Therapeutic discourse in teacher professional discourse: on multidimensionality and elasticity of psychology-based reasoning Res. Pap. Educ. (IF 2.173) Pub Date : 2022-09-24 Aliza Segal, Galia Plotkin Amrami
Educational discourses have embraced therapeutic discourse, a psychology-based system of assumptions about the self, its boundaries, development and social relations. While scholars have debated th...
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It’s a hard-knock life for us: a multilevel analysis on the association between grade retention and being bullied in 25 countries Res. Pap. Educ. (IF 2.173) Pub Date : 2022-09-20 Timo Van Canegem, Mieke Van Houtte, Jannick Demanet
Across the world, numerous students are being bullied at school. Bullying is often caused by a power imbalance between students. Therefore, identifying potential sources of such a power imbalance c...
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Experienced burnout and teacher–working environment fit: a comparison of teacher cohorts with or without persistent turnover intentions Res. Pap. Educ. (IF 2.173) Pub Date : 2022-09-19 Katariina Räsänen, Janne Pietarinen, Pertti Väisänen, Kirsi Pyhältö, Tiina Soini
This follow-up study compared two teacher cohorts: teachers with and without persistent turnover intentions. Burnout symptoms including exhaustion, cynicism towards the professional community, inad...
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Scoping review of conceptions of literacy in middle school science Res. Pap. Educ. (IF 2.173) Pub Date : 2022-07-29 Garth Stahl, Laura Scholes, Sarah McDonald, Reece Mills, Jo Lunn Brownlee, Barbara Comber
Literacy skills are essential if students are to access knowledge and achieve academic success in middle school science. A key difficulty with interpreting literacy practices in any discipline is t...
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Fair enough?! Investigating the specific challenges of diverse university first-year students Res. Pap. Educ. (IF 2.173) Pub Date : 2022-07-18 Mikaël De Clercq, Michaël Parmentier, Florence Van Meenen
The transition into higher education (HE) is a particularly challenging process for students due to a large variety of difficulties and requirements. Moreover, increasing student numbers and divers...
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Be true to your school? Teachers’ turnover intentions: the role of socioeconomic composition, teachability perceptions, emotional exhaustion and teacher efficacy Res. Pap. Educ. (IF 2.173) Pub Date : 2022-06-23 Lennart Van Eycken, Ama Amitai, Mieke Van Houtte
Teacher turnover negatively impacts educational quality. This study investigates whether schools’ socioeconomic composition (SES), teachers’ teachability perceptions, emotional exhaustion and teach...
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Social class and sex differences in absolute and relative educational attainment in England, Scotland and Wales since the middle of the twentieth century Res. Pap. Educ. (IF 2.173) Pub Date : 2022-06-20 Lindsay Paterson
Changes over time in social-class inequality of educational attainment have been shown by previous research to depend on whether attainment is measured absolutely or relatively. The pioneering work...
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Do School-Related Factors Affect Private Tutoring Attendance? Predictors of Private Tutoring in Maths and German among German Tenth-Graders Res. Pap. Educ. (IF 2.173) Pub Date : 2022-06-18 Anna Hawrot
Private tutoring is part of the everyday life of hundreds of thousands of students all around the world, and its prevalence is growing. However, despite a proliferation of research on private tutor...
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Transformative research collaboration as third space and creative understanding: learnings from higher education research and doctoral supervision Res. Pap. Educ. (IF 2.173) Pub Date : 2022-06-18 Natalia Veles, P. A. Danaher
Any research collaboration can potentially transform the participants’ understandings and enhance their professional relationships with one another and with significant others. If this transformati...
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Responding to Child Neglect in Schools: factors which scaffold safeguarding practice for staff in mainstream education in Wales Res. Pap. Educ. (IF 2.173) Pub Date : 2022-06-16 Victoria Sharley
Child neglect is a problem that presents many challenges to learning and teaching in schools. Children are unable to learn if their basic needs are not met. Neglect is the second most common reason...
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Distilling the comparative essence of teachers’ centres in England and Spain 1960-1990: past perspectives and current potential for teacher professional development? Res. Pap. Educ. (IF 2.173) Pub Date : 2022-06-16 Tamar Groves, Wendy Robinson
This paper seeks to examine a specific development in the history of teacher education to explore whether it might illuminate and inform contemporary debate. It offers a historical/comparative anal...
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School Educators’ Use of Research: Findings from Two Large-Scale Australian Studies Res. Pap. Educ. (IF 2.173) Pub Date : 2022-06-14 Joanne Gleeson, Jess Harris, Blake Cutler, Brooke Rosser, Lucas Walsh, Mark Rickinson, Mandy Salisbury, Connie Cirkony
Increasingly, there are expectations internationally that schools will use research to inform their improvement initiatives. Within this context, this paper brings together findings from two large-...
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Challenges for implementation in diverse settings: reflections on two randomised controlled trials of educational interventions in South American communities Res. Pap. Educ. (IF 2.173) Pub Date : 2022-04-27 Df Newbury, C Mesa, M. Puglisi, M Nash, S Nag, C. Hulme, Mj Snowling
Research in the UK suggests that multi-componential interventions focusing on language and pre-literacy skills can improve children’s reading and language skills. However, simple translations of su...
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The long road to secondary school: background, home learning environment, and transition difficulties in Scotland Res. Pap. Educ. (IF 2.173) Pub Date : 2022-04-21 Emer Smyth, Ivan Privalko
This paper explores the association between children’s difficulty in moving to secondary school and their family background. School transition difficulty is associated with a range of poor outcomes...
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Advantages and Disadvantages of Being ‘Gifted’: Perceptions of the Label by Gifted Pupils Res. Pap. Educ. (IF 2.173) Pub Date : 2022-04-19 Eva Klimecká
In addition to the opportunities afforded to them, the development of care for gifted pupils is also associated with the problematic handling of the ‘gifted’ label. These associations could affect ...
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Using pupils’ grade obtained in national examinations as an outcome measure in evaluations: some considerations for the design of randomised controlled trials Res. Pap. Educ. (IF 2.173) Pub Date : 2022-04-18 Ben Smith, Stephen P. Morris, Harry Armitage
It is not uncommon for randomised trials in education to have the performance of sample members in national examinations as their primary outcome. In many cases, examination results are available a...
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The what and why of supplementary schooling in Flanders: purposes and underlying motives as perceived by initiators Res. Pap. Educ. (IF 2.173) Pub Date : 2022-04-18 Julia Steenwegen, Noel Clycq, Jan Vanhoof
Supplementary schooling can play an important role in the educational trajectory of minoritised youth. Yet, our knowledge of the communities’ motives for organising education and the purposes the s...