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Do participants in widening participation outreach programmes in England progress to selective universities at a higher rate than would otherwise be expected? British Educational Research Journal (IF 2.133) Pub Date : 2024-03-26 Paul Martin
Young people growing up in England from a poorer background are less likely to progress into higher education compared to their better off counterparts. This is especially true with respect to more selective universities. This study used government administrative data to gauge the effectiveness of the ‘Realising Opportunities’ programme, which provides a package of support to prospective university
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Teacher perspectives on the introduction of linguistics in the languages classroom: Evidence from a co‐creation project on French, German and Spanish British Educational Research Journal (IF 2.133) Pub Date : 2024-03-25 Michelle Sheehan, Anna D. Havinga, Jonathan R. Kasstan, Sascha Stollhans, Alice Corr, Peter Gillman
Linguistics is conspicuously absent from language teaching in UK schools. A‐level cultural topics cover a range of themes such as cyber‐society, cultural heritage and multiculturalism, but the approach taken to these topics is not informed by linguistics. In previous work, we have argued that this is an unfortunate omission not only because linguistics is appealing to many language students and perceived
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Manifestations of the ethics of hospitality at children's hospitality centres in Saudi Arabia British Educational Research Journal (IF 2.133) Pub Date : 2024-03-25 Abdullah Almutairi, Hanadi Fahad Alothman, Abdulaziz Salem Aldossari, Mousa S. Alfaifi, Abdulrahman A. Alshuaibi, Ahmad Yahya Aseery, Safana Aseri, Lina Bashatah
Early childhood education is an institutional introduction of children to the world, making it essential for policymakers, educators and society to find the best way to provide such an introduction. Following a new policy in Saudi Arabia, daycare centres have been renamed ‘hospitality centres’, bringing a set of duties and rights rooted deep in the ethics of hospitality. However, empirical research
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Children who experience misrecognition in primary education: A social justice perspective British Educational Research Journal (IF 2.133) Pub Date : 2024-03-20 Eleanore Hargreaves, Laura Quick, Denise Buchanan
Our research constructed school life histories with 23 ‘lower‐attaining’ primary school children in England. Previous research has often failed to focus on the social justice aspects of this group, and no attempt has been made to contextualise children's misrecognition experiences within their full school life history, nor to hear primarily from children. Our results reveal for the first time the feelings
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Legal apprenticeships: Enhancing capabilities, wellbeing, and diversity in the profession? British Educational Research Journal (IF 2.133) Pub Date : 2024-03-19 Caroline Casey, Anna Mountford‐Zimdars
This original study presents findings from a study of members of the first cohort of legal degree apprentices. Introduced in the UK in 2016, legal degree apprenticeships (LAs) remove uncertainty towards legal qualification in an otherwise competitive graduate recruitment environment and could help to increase social mobility into the professions. We examine the impact of the LA pathway on the development
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Mindfulness in education: Critical debates and pragmatic considerations British Educational Research Journal (IF 2.133) Pub Date : 2024-03-16 Winky Lee, Christopher T. McCaw, Nicholas T. Van Dam
Mindfulness has all but become a mainstay in modern education. Yet despite the incredible enthusiasm and increased application in schools, there remains significant divergence between advocates and critics. Advocates assert that mindfulness practice promotes individual and societal health and well‐being. Meanwhile, critics question the intention and the social and political implications of promoting
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An integrated conceptual model for enhancing refugee education British Educational Research Journal (IF 2.133) Pub Date : 2024-03-15 Mir Abdullah Miri
This paper introduces a unified conceptual framework for understanding refugee identity construction within educational contexts, drawing on theories of social justice (Fraser, 2008), affective relations (Lynch, 2012), the resumption of ordinary life (Kohli, 2011) and ecological systems (Bronfenbrenner, 1977). Addressing a gap in the existing scholarship, the model emphasises the importance of affective
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Fail to plan, plan to fail. Are education policies in England helping teachers to deliver on the promise of democracy? British Educational Research Journal (IF 2.133) Pub Date : 2024-03-14 Edda Sant, James Weinberg, Jonas Thiel
This paper examines three questions: (1) (How) Is democracy promoted in secondary schools in England? (2) How is the promotion of democracy understood in education and teacher education policy? and (3) To what extent does existing education policy benefit the promotion of democracy in schools in England? To explore these questions, we first discuss the policy landscape surrounding democratic education
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Students' preferences for setting and/or mixed‐ability grouping in secondary school physical education in England British Educational Research Journal (IF 2.133) Pub Date : 2024-03-11 Shaun D. Wilkinson, Dawn Penney
There is an extensive international literature on different forms of ability grouping in schools, much of which describes their impact on students' academic achievement, motivation, self‐concept and/or attitudes towards learning. Comparatively little research has focused on students' perspectives of these practices, while the research that has been conducted has primarily focused on mathematics, English
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Can the role of a personal tutor contribute to reducing the undergraduate degree awarding gap for racially minoritised students? British Educational Research Journal (IF 2.133) Pub Date : 2024-03-11 Josephine Gabi, Alison Braddock, Claire Brown, Denise Miller, Gwenda Mynott, Melissa Jacobi, Pallavi Banerjee, Karen Kenny, Andrew Rawson
The imperative to address the complex problem of degree awarding gaps within UK higher education institutions is multifaceted and messy. Various studies have continually highlighted this persistent undergraduate awarding gap (racial equity gap or/ethnicity gap) between White and racially minoritised students. This disparity in educational outcomes, where racially minoritised students compared to their
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Impact of COVID-19 lockdown in England on challenging behaviour and adaptive skills for children in a special school: A longitudinal study British Educational Research Journal (IF 2.133) Pub Date : 2024-03-04 Gemma Nicholls, Paul A. Thompson, Corinna F. Grindle, Richard P. Hastings
Longitudinal research is crucial to fully assess the putative impact of the COVID-19 pandemic on children with an intellectual disability in special school settings—ideally drawing on data pre-pandemic to be able to evaluate later impact. Data on challenging behaviour and adaptive skills were collected annually for 348 students in one special school across four time points pre-pandemic and one time
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To what extent do England's local offer websites adhere to the statutory guidance as set out in the special educational needs and disabilities code of practice? British Educational Research Journal (IF 2.133) Pub Date : 2024-02-28 Jacob Matthews, Kristine Black-Hawkins, Arina Basu, Andreea-Ioana Necula, Jonny Downs, Tamsin Ford, Jennifer Saxton
In England the 2014 Children and Families Act introduced wide ranging changes to the assessment of and provision for children and young people with special educational needs and disabilities (SEND). Guidance underpinning implementation was then published in the Code of Practice. Our study focuses on a key component of that legislation, known as the ‘local offer’, which requires local authorities to
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What are topic emotions? A comparison of children's emotional responses to climate change, climate change learning and climate change picturebooks British Educational Research Journal (IF 2.133) Pub Date : 2024-03-01 Rowan Oberman
Pekrun and his colleagues highlight the significance and diversity of emotion in education. Their analysis suggests that these emotions can be categorised by their stimuli into those related to the classroom: activities, outcomes, relationships, topics and knowledge processes (epistemic). Most research in this area has focused on achievement emotions, with relatively limited research exploring topic
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Pedagogical tact in the English language teacher education programme British Educational Research Journal (IF 2.133) Pub Date : 2024-02-28 Sezen Arslan
This study fills a major gap in English as a Foreign Language (EFL) teacher education by examining the integration of pedagogical tact (PT) in an EFL teacher education programme in Turkey. Through an in‐depth examination of the programme and semi‐structured interviews, this study investigated to what extent PT, including empathising with and motivating learners, effective classroom management, differentiated
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Widening Participation in Scotland 1997–2021: A semi‐systematic literature review and avenues for further research British Educational Research Journal (IF 2.133) Pub Date : 2024-02-24 Michelle O'Toole, Susan Dunnett, Mary Brennan, Thomas Calvard, Liudmila Fakeyeva
This article sets out and critically analyses the state of current knowledge on Widening Participation at higher education institutions in Scotland and sets forth avenues for further research. Through a semi‐systematic review of the literature, six discrete but overlapping themes relating to Widening Participation are identified, namely, (1) factors affecting the decision to apply to university, (2)
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Classroom social networks, students' peer‐related social experiences and sense of belonging: The specific case of students with SEN British Educational Research Journal (IF 2.133) Pub Date : 2024-02-22 Sofia Freire, Cláudia Roçadas, Joana Pipa, Cecília Aguiar
One main argument for inclusion refers to the social benefits that students with SEN might have from being in contact with typically developing classmates. Students' sense of belonging to the classroom is also a relevant dimension of inclusion, given its importance for positive emotional and social development and academic motivation. Yet, studies specifically focused on students with SEN show mixed
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The long‐term consequences of early school absences for educational attainment and labour market outcomes British Educational Research Journal (IF 2.133) Pub Date : 2024-02-22 Jascha Dräger, Markus Klein, Edward Sosu
School absences can negatively impact a child's schooling, including the loss of teacher‐led lessons, peer interactions, and, ultimately, academic achievement. However, little is known about the long‐term consequences of school absences for overall educational attainment and labour market outcomes. In this paper, we used data from the 1970 British Cohort Study to examine long‐term associations between
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String Figuring young children's perspectives of quality in English early childhood education and care British Educational Research Journal (IF 2.133) Pub Date : 2024-02-19 Nikki Fairchild, Éva Mikuska
Quality in early childhood education and care (ECEC) is a contested concept and has generally been conceptualised by inter‐related indicators such as staff qualifications, educational environment, policy or child‐to‐staff ratios. There has been a more limited emphasis on how young children might perceive and experience quality. This empirical paper employs a research‐creation methodology in combination
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Beyond the door frame: The role of educational policies and guidelines in (un)welcoming Black refugee students British Educational Research Journal (IF 2.133) Pub Date : 2024-02-14 Rebeca Heringer
Although present in large numbers, Black refugee students do not necessarily feel welcome in Canadian public schools. In fact, research has long demonstrated that they face all sorts of oppressions from peers and educators, despite the abundance of seemingly welcoming discourses in educational policies and guidelines. Through a critical analysis of six curriculum documents published by the Government
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‘Where do you feel it most?’ Using body mapping to explore the lived experiences of racism with 10- and 11-year-olds British Educational Research Journal (IF 2.133) Pub Date : 2024-02-13 L. Gorell Barnes, T. Podpadec, Verity Jones, J. Vafadari, C. Pawson, S. Whitehouse, M. Richards
This paper presents an overview of the arts-based methodology used in a research project that aimed to explore the impact of the lived experiences of racism on 10- and 11-year-old children in the United Kingdom. The research responds to the relative lack of literature concerning the racialised experiences of young children. We discuss how we developed the arts-based method of body mapping as an ethical
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‘You work, I copy’. Images, narratives and metaphors around academic plagiarism through Fotovoz British Educational Research Journal (IF 2.133) Pub Date : 2024-02-06 Silvia Sierra-Martínez, María-Esther Martínez-Figueira, María Dolores Castro Pais, Teresa Pessoa
Academic integrity is part of the process that explains the communication of information in an ethical manner. Although the prevalence of dishonest acts at university has been noted, it is an aim of the educational system to analyse what motivates them from an age prior to their incorporation into university studies. The aim of this work is to collect the visual-narrative representation of academic
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Mental health, bullying and school connectedness: A comparative analysis of school transition at age 11 from within the Welsh education system British Educational Research Journal (IF 2.133) Pub Date : 2024-02-06 Caitlyn Donaldson, Kelly Morgan, Nicholas Page, Lianna Angel, Graham Moore
While transition from primary to secondary school is a positive experience for many young people, for others, it may be a difficult period of adjustment. Socioeconomic status (SES) may influence the likelihood of a positive or negative transition experience owing to differences in psychosocial (self-esteem, self-efficacy, social support) and flexible (cultural capital, financial support, power) resources
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Setting research priorities for applied cognitive sciences—What do teachers want from research? British Educational Research Journal (IF 2.133) Pub Date : 2024-01-30 Lisa-Maria Müller, Victoria Cook
While research evidence has the potential to improve classroom practice, research–practice gaps continue to persist not least owing to the limited relevance of research findings for practice. A common approach in healthcare to address the research–practice gap is to form research priority setting partnerships (PSPs) in which stakeholders identify questions they would like research to answer. This paper
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Drivers of school choice: Primary school selection in a free choice context British Educational Research Journal (IF 2.133) Pub Date : 2024-01-29 Tommaso Agasisti, Andrea Parma, Costanzo Ranci
In Italy, parents are free to choose the primary school for their children without restrictions imposed by catchment areas. This freedom of choice, inspired by quasi-market mechanisms, aims to foster competition between schools and raise educational standards. Analysing the case of Milan using regression models and administrative data for the 2015–16 school year, we study the factors associated with
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Exploring teachers' views of cultural capital in English schools British Educational Research Journal (IF 2.133) Pub Date : 2024-01-29 Gareth Bates, Steve Connolly
This paper aims to raise questions about the role that cultural capital might have to play in English schooling. With the term being used by both the Department for Education and the Office for Standards in Education (Ofsted, the English schools' inspectorate) as a means of describing certain key characteristics of a school's curriculum, the authors of this paper consider what the term actually now
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Mental health trajectories in adolescents during Covid-19: ‘Are we all in this together’? British Educational Research Journal (IF 2.133) Pub Date : 2024-01-30 Dimitra Hartas
This study used a longitudinal probability sample survey, Understanding Society: Covid-19, to examine trajectories in adolescents' mental health, via the Strengths and Difficulties Questionnaire, at three timepoints during Covid-19 with a particular emphasis on vulnerable groups (i.e., young carers, adolescent girls, BAME—Black, Asian and minority ethnic, and adolescents in financially strained households)
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Supporting teacher judgement and decision-making: Using focused analysis to help teachers see students, learning, and quality in assessment data British Educational Research Journal (IF 2.133) Pub Date : 2024-01-29 Claire Wyatt-Smith, Lenore Adie, Lois Harris
This paper reports results from an Australian study into how teachers see features of quality in student work and connect these to next-step teaching. Data were drawn from a national 3 year project investigating teacher judgement using A–E standards. The project developed scaled exemplars of authentic student written performance assessments to support teacher judgement and inform next-step teaching
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The positioning tensions between early career teachers’ and mentors’ perceptions of the mentor role British Educational Research Journal (IF 2.133) Pub Date : 2024-01-26 Elizabeth Curtis, Hoa Thi Mai Nguyen, Ellen Larsen, Tony Loughland
Early career teacher (ECT) mentoring has never been so important with escalating levels of attrition reported in numerous countries, including Australia, the US and the UK. However, inconsistent understanding of what a mentor can or should do continues to compromise the ways in which early career teachers experience this support. While previous research has reported on mentors’ differing perspectives
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Mapping active civic learning in primary schools across England—A call to action British Educational Research Journal (IF 2.133) Pub Date : 2024-01-25 Alison Body, Emily Lau, Jack Cunliffe, Lindsey Cameron
Encouraging children to become ‘good citizens’ who positively contribute towards society through charitable and philanthropic action as part of their civic participation has become a core focus of policy and practice. Yet the opportunities afforded to children for active civic learning within primary education remain under-researched. This article presents findings from a multi-survey study that seeks
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Mental wellbeing among higher education students in England during the pandemic: A longitudinal study of COVID-19 experiences, social connectedness and greenspace use British Educational Research Journal (IF 2.133) Pub Date : 2024-01-23 Anaïs Lemyre, Benjamin W. Chrisinger, Emma Palmer-Cooper, Jane P. Messina
The COVID-19 pandemic control measures substantially impacted the life of university students in the UK. While multiple studies investigated early stages of the pandemic, focusing on risk factors for depression and anxiety, fewer studies assessed later phases of the pandemic or examined positive protective factors for mental wellbeing. Our longitudinal study investigated changes and associations between
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Teacher-composed cases of practice as and for dissemination, reflection and data British Educational Research Journal (IF 2.133) Pub Date : 2024-01-22 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
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How hermeneutics can guide grading in integrated STEAM education: An evidence-informed perspective British Educational Research Journal (IF 2.133) Pub Date : 2024-01-22 Christopher DeLuca, Michelle Dubek, Nathan Rickey
Addressing calls to develop assessment theories for integrated teaching and learning, we propose an evidence-informed perspective on grading in Science, Technology, Engineering, Arts and Mathematics (STEAM) education. We leveraged a qualitative collective case study design to generate rich profiles of three exemplary STEAM teachers' grading approaches and practices. Data sources included semi-structured
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Educational research in the global north and south; reflections on the field and future directions British Educational Research Journal (IF 2.133) Pub Date : 2024-01-19 Kate Hoskins, Billy Wong, Alison Mckenzie, Yuwei Xu, Ming Cheng, Barbara Read
CONFLICT OF INTEREST STATEMENT There are no conflicts of interest.
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Problematising teachers' accounts of privilege in elite high schools British Educational Research Journal (IF 2.133) Pub Date : 2024-01-18 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
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Mapping school-level language policies across multilingual secondary schools in England: An ecology of English, modern languages and community languages policies British Educational Research Journal (IF 2.133) Pub Date : 2024-01-17 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
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The quality of interaction with children in collective play: Children's agency British Educational Research Journal (IF 2.133) Pub Date : 2024-01-17 Liang Li
There is a growing body of studies on increasing the quality of infant–toddler education and care. Yet little attention has been directed towards how to bring toddlers' agency and perspective to their personally meaningful learning in collective play. In this paper, we draw on cultural–historical concepts of agency, play and imagination to investigate toddlers' collective play with their teacher. We
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Young children's right to be heard on the quality of their education: Addressing potential misunderstandings in the context of early childhood education British Educational Research Journal (IF 2.133) Pub Date : 2024-01-17 Laura Lundy, Colette Murray, Kylie Smith, Carmel Ward
In early childhood education many researchers and professionals across the world have embraced the United Nations Convention on the Rights of the Child's requirement to include young children in decision-making. In the context of ongoing discussion about young children's capacity to share their views and opinions about matters affecting them, there is often a focus on demonstrating ‘evidence’ that
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Teachers taking perceptions of student attributes into consideration when formulating track recommendations? British Educational Research Journal (IF 2.133) Pub Date : 2024-01-12 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
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‘… 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 British Educational Research Journal (IF 2.133) Pub Date : 2024-01-12 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
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Combatting conspiracies in the classroom: Teacher strategies and perceived outcomes British Educational Research Journal (IF 2.133) Pub Date : 2024-01-11 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
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Fair funding for pupils with special educational needs and disability in England? British Educational Research Journal (IF 2.133) Pub Date : 2024-01-10 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
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The link between teacher buy-in and intentions to continue working in their current school British Educational Research Journal (IF 2.133) Pub Date : 2024-01-10 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
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Learning from failure: A context-informed perspective on RCTs British Educational Research Journal (IF 2.133) Pub Date : 2024-01-08 Mike Coldwell, Nick Moore
Discussions of randomised controlled trials (RCTs) in education that do not show an impact regularly focus on the intervention and how it failed to impact on expected measures, with typologies identifying persistent critical points of failure. This paper uses one such RCT—the Integrating English programme—to exemplify the application of a new model to explain failure in RCTs. To do so, the paper develops
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Australian senior-secondary teachers’ perceptions of leadership and policy for differentiated instruction British Educational Research Journal (IF 2.133) Pub Date : 2024-01-07 Tom Porta, Nicole Todd, Lorraine Gaunt
Differentiated instruction (DI) is an educational praxis that is built on the premise that all students can be engaged in learning and achieve positive academic outcomes. Previous research in secondary schools has shown promise in the success of DI practices and outlines the importance of sustained professional development (PD) for teachers. There is, however, little research on DI within senior-secondary
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Education systems and academic stress—A comparative perspective British Educational Research Journal (IF 2.133) Pub Date : 2024-01-04 Björn Högberg
Academic stress among adolescents can undermine academic achievement and harm mental health. Levels of academic stress vary considerably across countries and education systems, but little is known regarding the causes of this variation. In this paper, I develop a theoretical framework positing that stress will be lower in education systems that reduce the stakes attached to academic achievements, temper
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‘Populism’ and competing epistemic communities in English educational policy: A response to Craske and Watson British Educational Research Journal (IF 2.133) Pub Date : 2024-01-03 Loic Menzies
This article constitutes a ‘reply and alternative’ to two papers that appeared in a 2021 Special Issue of British Educational Research Journal. Both articles drew on theories of populism as a political logic to explain recent trends in England's education policy. I begin by highlighting how the contributors mobilise ‘populist’ political logics within their own ‘anti-populist’ discourse. I then argue
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Impact of reciprocal peer observation on teacher collaboration perceptions British Educational Research Journal (IF 2.133) Pub Date : 2024-01-03 Mariona Corcelles-Seuba, Ingrid Sala-Bars, Mireia Soler, David Duran
This study aims to assess the effectiveness of reciprocal peer observation (RPO) as a form of professional collaboration among teachers in enhancing their perceptions of teacher collaboration within a school setting. The Teacher Collaboration Perceptions Questionnaire (TCPQ) was specifically designed and validated for this purpose, using exploratory factor analysis and confirmatory factor analysis
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‘The power to SAY what I want to and it gets written down’: Situating children's and adults' voices and silence in participatory research British Educational Research Journal (IF 2.133) Pub Date : 2024-01-02 Sabine Little, Hannah Raine, Ailin Choo, Ronia Joshi, Shanza J. Qarni, Ayden Sukri, Grace Horton, Sarah Pakravesh
This paper, co-authored between three adults and five children aged 8–11, adopts a ‘collaborative writing as inquiry’ approach to examine and discuss the authors' experiences of a participatory research project through the lens of critical dialectical pluralism. In the original project, children formed two ‘young advisory panels’, one online, comprising children from all over England, and one in a
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What are the success factors for schools in remote Indigenous communities? British Educational Research Journal (IF 2.133) Pub Date : 2024-01-01 Anthony Dillon, Philip Riley, Nicola Filardi, Alicia Franklin, Marcus Horwood, Jennifer McMullan, Rhonda G. Craven, Melissa Schellekens
Indigenous Australian students generally attain poorer educational outcomes compared to non-Indigenous students. However, some remote schools are challenging the status quo by providing schooling experiences where Indigenous students thrive. Using an Indigenous research paradigm and a comparative case study methodology, we conducted interviews with stakeholders from two different remote community schools
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The development of an interdisciplinary theoretical framework for Forest School in the United Kingdom British Educational Research Journal (IF 2.133) Pub Date : 2023-12-29 Sara Knight, Janine Kim Coates, Judith Lathlean, Rossana Perez del Aguila
A growing evidence base has demonstrated the value of Forest School as an outdoor learning approach which supports a range of benefits including improved physical, social and mental wellbeing, increased confidence and self-esteem and the development of problem-solving skills. However, critics of Forest School have argued that a lack of theoretical coherence and detail risks the misinterpretation of
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Funds of knowledge: Towards an asset-based approach to refugee education and family engagement in England British Educational Research Journal (IF 2.133) Pub Date : 2023-12-28 Jáfia Naftali Câmara
This paper reports findings from a doctoral study that investigated how young refugees and their families encounter England's education system. All children have the right to education in England; however, there are no specific educational policies for young refugees' education. Their invisibility in policy makes it more challenging for them to access appropriate support and contributes to them being
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Voices from the edge: Girls' experiences of being at risk of permanent exclusion British Educational Research Journal (IF 2.133) Pub Date : 2023-12-27 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
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How do higher degree research students and supervisors navigate ethics-in-practice for educational research in sensitive or ‘fragile’ contexts? British Educational Research Journal (IF 2.133) Pub Date : 2023-12-25 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
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Knowledge and (un)certainty in climate change education in India British Educational Research Journal (IF 2.133) Pub Date : 2023-12-21 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
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The impact of distributed leadership on teacher commitment: The mediation role of teacher workload stress and teacher well-being British Educational Research Journal (IF 2.133) Pub Date : 2023-12-21 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
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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 British Educational Research Journal (IF 2.133) Pub Date : 2023-12-19 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
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Helicopter mobility: Changing habitus without challenging structural inequalities, experiences of an international elite education programme British Educational Research Journal (IF 2.133) Pub Date : 2023-12-19 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
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Building sustainable and decent refugee livelihoods through adult education? Interplay between policies and realities of five refugee groups British Educational Research Journal (IF 2.133) Pub Date : 2023-12-19 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
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Practice, pedagogy and education as a discipline: Getting beyond close-to-practice research British Educational Research Journal (IF 2.133) Pub Date : 2023-12-19 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
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Middle leaders' identity–practice framings: A site-ontological view of identity in and as practice British Educational Research Journal (IF 2.133) Pub Date : 2023-12-18 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