Showing papers in "Educational Review in 2015"
TL;DR: In this article, a framework for critical reflection that teacher educators can employ to analyze prospective teachers' reflection and support their transformative learning is presented, which provides implications for both teacher education and teacher research.
Abstract: This paper presents a framework for critical reflection that teacher educators can employ to analyze prospective teachers’ reflection and support their transformative learning. The author argues that teacher educators should not only pay attention to the cognitive processes of prospective teachers (how they reflect), but also the content of their thinking (what they reflect on), the goals of their thinking (why they reflect), and how their thinking influences their teaching practice in the classroom (what transformative learning they experience). The paper provides implications for both teacher education and teacher research.
159 citations
TL;DR: A review of studies of the use of rubrics in education settings published from 2005 to 2013 can be found in this article, where the review included studies only if the rubrics involved met the definition of having coherent sets of criteria and performance level descriptions for those criteria.
Abstract: This review synthesizes the findings of studies of the use of rubrics in education settings published from 2005 to 2013. The review included studies only if the rubrics involved met the definition of having coherent sets of criteria and performance level descriptions for those criteria. Compared to the results of a previous review by Jonsson and Svingby (Educational Research Review 2(2): 130–144, 2007), the frequency, scope, and rigor of studies of rubrics have increased in recent years. Rubrics yield information of sufficient quality if certain conditions are met, most notably having clear and focused criteria. Evidence regarding the effects of rubrics on performance is positive overall. Evidence of the effects of rubrics on self-regulation of learning is mixed, though positive associations between rubric use and motivation to learn were identified in some studies.
110 citations
TL;DR: In this paper, the authors present an overview of literature in order to establish which projects have been undertaken and supported the inclusion of students with disabilities in regular education, and examine the effects of these projects in terms of an increase in the number of disabled students in regular schools.
Abstract: The objective to provide education for all by the year 2015 includes students with disabilities. In the context of developing countries, this group of students is more excluded than included from educational services. This study presents an overview of literature in order to establish which projects have been undertaken and supported the inclusion of students with disabilities. The first aim is to examine the projects undertaken by governments and international organisations to include this group in regular education, the second aim is to examine the effects of these projects in terms of an increase in the number of students with disabilities in regular schools. An analysis of the literature was carried out by focusing on projects including the following four factors: external, school, teachers and parents. Fifteen empirical studies/reports were selected in which several undertaken projects were reported. The implemented projects focused mainly on school and teacher factors. Only two studies reported thei...
103 citations
TL;DR: The authors reviewed three kinds of programs related to citizenship education: character education, political simulations, and service-learning programs, and found that students in the primary grades are mainly exposed to character education programs, which emphasise the importance of developing ethical values.
Abstract: Few studies provide an overview of citizenship education from the primary to secondary grade levels in American schools. Citizenship education consists of specific teaching practices designed to encourage students to become more involved in their communities. This review critically evaluates three kinds of programmes related to citizenship education: (1) character education programmes, (2) political simulations and, (3) service-learning programmes. Students in the primary grades are mainly exposed to character education programmes, which emphasise the importance of developing ethical values. Political simulations are more common in high school civic courses, where students learn the importance of community-level civic engagement (e.g. volunteering). Service-learning programmes can help students in the secondary grades develop a broader range of civic engagement outcomes that pertain to the school and community-level context. This study reaffirms the importance of increasing students’ exposure to citizensh...
80 citations
TL;DR: The authors reframe the idea of culture to transcend the favored focus on background markers and include institutional and social practices to expand the unit of analysis beyond stereotyped groups or individuals, which will enable us to understand how the constructs of learning, ability, and culture get increasingly intertwined with damaging consequences that perpetuate historical injustices.
Abstract: I critique in this article the construct of culture because of its centrality in creating the notion of difference, which has been commonly applied to marginalized populations. I examine critically how the notion of culture has been theorized in educational research as a means to obtain theoretical clarity in research design and reporting, as well as inform future policy and reform efforts. I reframe the idea of culture to transcend the favored focus on background markers and include institutional and social practices to expand the unit of analysis beyond stereotyped groups or individuals. This perspective will enable us to understand how the constructs of learning, ability, and culture get increasingly intertwined with damaging consequences that perpetuate historical injustices. I illustrate the framework with a critique of Response to Intervention (RTI) by outlining the ways in which the idea of culture has been taken up in this research. The proposed standpoint empowers us to rely on a view of culture ...
70 citations
TL;DR: In this article, the authors draw on observational and interview data from an Australian study of three primary schools operating in open-plan spaces and argue that the ways in which teachers conceptualize and operationalize notions of "structure" is pivotal to the responsiveness of pedagogic approaches within openplan spaces.
Abstract: Non-traditional open-plan schools and classrooms are currently enjoying a resurgence in Australia, with proponents arguing for the necessity of educational spaces that more readily accommodate the needs of twenty-first century learners. However, these learning environments can pose considerable pedagogic challenges for teachers who must balance the ethos of spaces designed to facilitate autonomous and flexible student learning, while simultaneously managing the complexities of shared space and resources, decreased staff–student ratios, and highly variable student responses to learning in open-plan settings. This paper draws on observational and interview data from an Australian study of three primary schools operating in open-plan spaces. Informed by cultural theories of spatial practice, we argue that the ways in which teachers conceptualize and operationalize notions of “structure” is pivotal to the responsiveness of pedagogic approaches within open-plan spaces.
66 citations
TL;DR: In this article, the authors use a Bourdieuean framework of "legitimating principles" and the "symbolic capital" of dominant "discursive themes" to explore the genealogy and current state of the discourse on character education.
Abstract: The authors use a Bourdieuean framework of “legitimating principles” and the “symbolic capital” of dominant “discursive themes” to explore (a) the genealogy and (b) the current state of the discourse on “character education” (understood broadly as any approach to moral education that foregrounds the cultivation of moral character and moral virtue). After tracing the genealogy of the legitimating principles for the cultivation of pupils’ characters, from the “sinful pupils” of the eighteenth century to the “flourishing pupils” at the beginning of the twenty-first, the authors argue that although the battle for the symbolic capital of character education may be winning at the theoretical level and the level of empirical school-based practice, there is still a battle for legitimating principles that needs to be won – and which has barely begun – at institutional levels. Research findings and academic advances in current character education need to be adapted to the language used in official policy. To achiev...
62 citations
TL;DR: In this paper, the authors examined the reported evidence of problem-based learning effectiveness in secondary education and concluded that it is not possible to claim with a high degree of confidence that PBL is indeed more effective in increasing student content knowledge.
Abstract: The considerable impact of problem-based learning (PBL) on academic achievement of students in medical education has prompted the K-12 community to start implementing this non-traditional, student-centered, and inquiry-driven teaching approach in its classrooms. This paper examines the current reported evidence of PBL effectiveness in secondary education. To our knowledge, there has been no systematic review of the literature that evaluates the impact of PBL on student academic achievement in high school education. Based on the exhaustive review of the current literature it is not possible to claim with a high degree of confidence that PBL is indeed more effective in increasing student content knowledge. While it is evident from the results of the reviewed studies that PBL positively influences student academic achievement, there are several reasons that prevent the generalization of these findings to a wider, secondary education population. The current reported literature lacks sufficient, rigorous evide...
57 citations
TL;DR: The current policy gaze on teacher quality is resulting in significant shifts in how teacher education is conceptualized, designed and delivered as mentioned in this paper, leading to the need to align with curriculum and wider education reform.
Abstract: The current policy gaze on teacher quality is resulting in significant shifts in how teacher education is conceptualized, designed and delivered. Traditional approaches to teacher preparation and continuing professional development (CPD) are being challenged, and often displaced, by new models that expedite the process and experience of becoming a teacher, relocate teacher preparation from universities directly to schools and widen the pool of teacher education providers. This “reshaping” of teacher education and leadership development is at a critical point of reform in a number of systems, driven by the need to align with curriculum and wider education reform and the effect of the dual exposure of international comparative tests and economic performance. As a consequence the practice of teacher education, by which we mean the pedagogies, programmes and places through which and where teachers are prepared, must adapt to become more responsive to demands from government to deliver high quality teaching th...
52 citations
TL;DR: In this paper, the authors discuss the problem of unauthorized absence from school, commonly labelled truancy, absenteeism, and dropout, which has been increasingly noted in recent years by the National Agency for Education, county cou...
Abstract: Unauthorized absence from school, commonly labelled truancy, absenteeism, and dropout, is a problem that has been increasingly noted in recent years by the National Agency for Education, county cou ...
51 citations
TL;DR: A holistic definition on MOOCs is presented and an overview of the relevant theories and issues is provided.
Abstract: Massive Open Online Courses (MOOCs) have gained significance as a new paradigm in education. MOOCs are open to any interested person and provide education products for a scalable number of learners who have access to the Internet. In recent years, there has been an increasing interest in MOOCs including their types, theories and challenges. Although this is an important and challenging field for Information Systems researchers, a rich and structural literature review has not yet been conducted in this area. The purpose of this article is to present a short review of recent research into MOOCs. Thirty-two papers were selected for review through four search engines with a search of key terms related to MOOCs. On the basis of this review, a holistic definition on MOOCs is presented and an overview of the relevant theories and issues is provided.
TL;DR: The authors reviewed five types of bilingual education implemented in the United States: submersion, English as a second language instruction, transitional bilingual education, maintenance bilingual education and two-way immersion (TWI).
Abstract: Dramatic increases have occurred in the number of children who speak languages other than English at home in the United States and English language learners (ELLs) need support both for becoming proficient in English and for maintaining their first language. In this paper, five types of bilingual education implemented in the United States are reviewed: submersion, English as a second language instruction; transitional bilingual education; maintenance bilingual education; two-way immersion (TWI), with TWI programs being the focus for most of the paper. A brief history of the policy evolution of bilingual education in the United States is provided. Research reviewed suggests that compared to students exposed to other programs, students in TWI programs are better off in terms of achievement and in L1 and L2 development. Although benefits of TWI programs are demonstrated, limitations of the current research also exist, and are discussed. Challenges implementing TWI programs are discussed and policy recommenda...
TL;DR: This article explored constructions and understandings of laddism in higher education, particularly in teaching-learning contexts, and found that laddish behaviours in teaching learning contexts included: talking and generally being loud; being a joker; throwing stuff; arriving late; and being rude and disrespectful to lecturers.
Abstract: Over the last 2–3 years there has been a sharp increase in the UK in the number of concerns voiced about “laddism”, “laddish” or “lad” cultures in higher education (HE). Drawing on a project that explored laddism on a sports science degree in one university, this article explores constructions and understandings of laddism in HE, particularly in teaching-learning contexts. Undergraduates suggested that laddish behaviours in teaching-learning contexts included: talking and generally being loud; being a joker; throwing stuff; arriving late; and being rude and disrespectful to lecturers. Mature students (men and women) and women were particularly critical of these behaviours, and resented the ways they negatively impacted on their learning. The impacts of laddism on the lads themselves and on others are explored, as are the ways in which laddism is challenged.
TL;DR: In this article, a case study comprises one of three questionnaire surveys completed by UK secondary school pupils in Year 7 and Year 11, showing a complex range of pupil responses to different behaviour management strategies, as well as highlighting changes in pupil responses across the age groups.
Abstract: The use of systems of rewards and sanctions within behaviour policies has now been adopted formally in UK schools. Such systems potentially represent competing theoretical ideas when considered alongside current approaches to teaching and learning. There is also opportunity for inconsistent use of rewards and sanctions resulting from the absence of a distinction between incentives and punishments and again between pupils’ task-based work and their social behaviour. This case study comprises one of three questionnaire surveys completed by UK secondary school pupils in Year 7 and Year 11. The findings show a complex range of pupil responses to different behaviour management strategies, as well as highlighting changes in pupil responses across the age groups. Some sanctions for classroom behaviour are also found to lead pupils to stay quiet, potentially affecting their ability to engage in all learning activities. Sanctions such as asking pupils to miss break, or giving detentions, are seen to be counter-pro...
TL;DR: The authors discusses the expansion of education systems that now, following international declarations, are expected to offer an "Education for All" to children, young people and adults, since in these declarations special education and inclusive education are conjoined, sociological questions can be asked as to what sort of social relationships and conflicts are involved in this expansion.
Abstract: This article discusses the expansion of education systems that now, following international declarations, are expected to offer an “Education for All” to children, young people and adults. Since in these declarations special education and inclusive education are conjoined, sociological questions can be asked as to what sort of social relationships and conflicts are involved in this expansion of a sub-system that underpins mass education. The article uses recent research asking school and college heads, teachers and administrators, how they defined and treated the young people and what future they envisaged for them, given that an ideology of human capital dominates government thinking and policy.
TL;DR: The authors analyzes a ampliacao da Educacao a Distância (EaD) nos diferentes contextos das politicas publicas educacionais brasileiras.
Abstract: O presente trabalho tem como objetivo analisar a ampliacao da Educacao a Distância (EaD) nos diferentes contextos das politicas publicas educacionais brasileiras. O artigo promove uma discussao e analise do historico de politicas publicas de fomento a Educacao a Distância (EaD) e de suas implicacoes para a democratizacao da educacao no Ensino Superior no Brasil. O crescimento exponencial do numero de matriculados na EaD justifica a necessidade de se discutir o carater democratico do acesso, em contraposicao a um discurso que prima pelo atendimento quantitativo do Estado quanto a formacao da populacao brasileira em nivel superior. Como resultados, as analises realizadas revelaram uma ampliacao da oferta de cursos a distância e um movimento de promocao de politicas publicas "emergenciais" em EaD.
TL;DR: This paper explored the Europeanisation of intercultural education, specifically why and how national educational discourses are shaped by European directives and guidelines, and found that European discourses often run counter to national policies and that EU officials are deeply engaged in promoting intercultural educational philosophies and tackling the educational attainment gaps via the soft-law tool of the Open Method of Coo...
Abstract: European societies rely on different models to address cultural and religious diversity in education, with different potential consequences for the experiences youth have in schools. Some prefer the term intercultural education emphasising dialogue and interaction while others have historically followed the idea of multicultural education. In recent years, despite the principle of subsidiarity, European institutions have become a key player in education including intercultural education. This article draws on four semi-structured interviews with European Union (EU) education policy-makers to explore the Europeanisation of intercultural education, specifically why and how national educational discourses are shaped by European directives and guidelines. We found that European discourses often run counter to national policies and that EU officials are deeply engaged in promoting intercultural educational philosophies and tackling the educational attainment gaps via the soft-law tool of the Open Method of Coo...
TL;DR: This article reviewed empirical research from the last decade, including grey literature, in the school improvement (SI) and school effectiveness research (SER) traditions to draw implications for primary school principals in Ethiopia.
Abstract: In the last 20 years the Ethiopian education system has rapidly expanded, leading to a 500% increase in primary school enrolment. The Ministry of Education (MoE) has sought to address a perceived decline in educational quality through nationally-mandated programmes for school improvement and teachers’ professional development. Such programmes – imported on the advice of the United States Agency for International Development (USAID), Department for International Development (DfID) and other development partners – are implemented “mechanistically”, without adaptation for societal or organisational cultural contexts. This article reviews empirical research from the last decade, including “grey” literature, in the school improvement (SI) and school effectiveness research (SER) traditions to draw implications for primary school principals in Ethiopia.
TL;DR: In this article, a map of the pesquisas narrativas feitas no pais como modo de aproximacao e reconhecimento da diversidade delas na formacao and na pesquisa em educacao is presented.
Abstract: No presente artigo discutimos questoes como: o que se entende por investigacao narrativa? Quais sao os referenciais epistemologicos e teoricometodologicos dessas pesquisas e suas implicacoes em termos de produtos dos conhecimentos gerados? Apresentamos um mapa das pesquisas narrativas feitas no pais como modo de aproximacao e reconhecimento da diversidade delas na formacao e na pesquisa em educacao. Identificamos quatro tipos de usos de narrativas: 1) narrativa como construcao de sentidos de um evento; 2) narrativa (auto)biografica; 3) narrativa de experiencias planejadas para pesquisas; 4) narrativa de experiencias do vivido. Explicitamos objetos, metodos e implicacoes. Destacamos o quarto tipo com que estamos envolvidos em nossa experiencia como pesquisadores e formadores. Valemo-nos das visoes de sujeito e de mundo de Bakhtin, do conceito de experiencia de Larrosa e da narrativa e do conselho em Benjamin. Sinalizamos algumas categorias de analise e extraimos licoes sobre as pesquisas do vivido no processo de formacao docente.
Journal Article•
TL;DR: In this paper, a study of the effects of an intervention, designed to enhance motivation of students who are at the start of the lowest level of secondary school, was conducted and the results showed positive effects of the intervention on students' investment in schoolwork.
Abstract: After the transition to secondary school around age 12, a well-known decline in young adolescents’ motivation for learning causes particular concerns in the lowest level of secondary education, where the percentage of early school leavers is highest. This article focuses on a study of the effects of an intervention, designed to enhance motivation of students who are at the start of the lowest level of secondary school. An earlier intervention was further developed and tested with a random selection of students from classes in pre-vocational education by varying the components of the interventions in order to find possible effects of specific components or of the order of the two assignments of the intervention. Results showed positive effects of the intervention on students’ investment in schoolwork.
TL;DR: In this paper, an interpretive study that explores the micro-politics of parental involvement in school education in two primary schools in Hong Kong is presented. And the findings indicate that in the process of encouraging parents’ participation in education, teaching professionals demonstrated ethnocentric attitudes towards paren...
Abstract: The impact of parental involvement on school management has been recognized by many education professionals and policy-makers. Thus parental involvement in school education becomes one of the prime focuses in the current education reform movement in Hong Kong. Particularly, specific guidelines and policies for involving parents at various levels of children’s education have been spelled out in many governmental policy documents. This article reports on an interpretive study that explores the micro-politics of parental involvement in school education in two primary schools in Hong Kong. By analyzing the interviews with 14 parents, eight teachers and two principals, together with the field-notes of participant observations in two case study schools, three propositions of power relations between parents and teaching professionals emerge. The findings indicate that in the process of encouraging parents’ participation in school education, teaching professionals demonstrated ethnocentric attitudes towards paren...
TL;DR: In this paper, levels of achievement among boys who attended a selective school in Birmingham, UK through consideration of their attainment, social background and ethnicity was explored. But the results showed that the difference in academic attainment between students from different socio-economic groups and ethnic backgrounds was not significant.
Abstract: This paper explores levels of achievement amongst boys who attended a selective school in Birmingham, UK through consideration of their attainment, social background and ethnicity. It seeks to answer three main questions. Firstly, to what extent does academic attainment vary between students from different socio-economic groups and ethnic backgrounds? Secondly, what are the possible reasons for these variations? Thirdly, what can selective schools do to close the gaps in attainment between these groups? The research study sought to determine whether different groups of boys in the case study school experienced social mobility, or social reproduction, as a consequence of the education they received. Using quantitative data of student attainment (n = 625), combined with information on their residential location, areas of comparatively low achievement across the city of Birmingham were mapped. Spatial data for levels of deprivation and ethnicity were also considered. The resulting map identifies areas of hig...
TL;DR: Globalization has been the driving force of change in higher education causing many universities around the world to engage in internationalization efforts as mentioned in this paper, and global mobility is often at the center o...
Abstract: Globalization has been the driving force of change in higher education causing many universities around the world to engage in internationalization efforts. Global mobility is often at the center o...
TL;DR: In this paper, a pesquisa of acoes afirmativas no Ensino Superior colocam em pauta uma serie de questoes sobre a universidade publica e sobre as relacoes raciais na sociedade brasileira.
Abstract: As acoes afirmativas no Ensino Superior colocam em pauta uma serie de questoes sobre a universidade publica e sobre as relacoes raciais na sociedade brasileira. Trazem a cena uma discussao que nao pode mais ser adiada: o papel da universidade frente aos desafios contemporâneos e a sua efetiva democratizacao. O presente trabalho tem como objetivo analisar a cultura academico-curricular e suas configuracoes derivadas da presenca de estudantes negros cotistas no cotidiano da Universidade Federal de Santa Catarina. Para isso, utilizamos como procedimentos metodologicos: a analise dos documentos normativos e os projetos pedagogicos de nove cursos de graduacao; questionarios aplicados a professores e coordenadores de cursos e depoimentos de estudantes negras. A pesquisa permitiu identificar desafios e tensionamentos que a implantacao das acoes afirmativas traz ao cotidiano da universidade para assegurar o acesso e a permanencia (material e simbolica) com qualidade social aos estudantes cotistas negros.
TL;DR: In 2006, Shinzō Abe, who carried out the revision of the Fundamental Law of Education (FLE) during his first term as prime minister, was elected to his second term in December 2012 as discussed by the authors.
Abstract: In 1947 the Fundamental Law of Education (FLE) defined the pacifist principles for post-war Japanese education and was revised in 2006 for the first time in nearly 60 years. The revised FLE stipulates the importance of teaching love for country and region and Japanese culture and traditions with special emphasis on moral education. Today, this moral education is regarded as an essential program for promoting patriotism among children in line with the revised FLE. Critics, however, fear that the revision is a revival of pre-war patriotism and a rightward shift in Japan’s education. Their fear resurfaced more recently when Shinzō Abe, who carried out the revision of FLE during his first term as prime minister, was elected to his second term in December 2012. As Abe emphasized the importance of teaching patriotism in schools, the international media came to report that Japan’s education was taking a turn to the right under his administration. While critics expressed their concern that Japan’s education was b...
TL;DR: In this paper, a conceptual and operational framework for understanding the relationship between school culture and teenage substance use (smoking, drinking and illicit drug use) is proposed, which draws upon Bernstein's theory of cultural transmission, a theory of health promoting schools and a frame for understand the effects of place on health.
Abstract: This paper outlines a conceptual and operational framework for understanding the relationships between school culture and teenage substance use (smoking, drinking and illicit drug use). The framework draws upon Bernstein’s theory of cultural transmission, a theory of health promoting schools and a frame for understanding the effects of place on health. It is proposed that the strength/weakness of classification (boundaries within school and between the school and outside world) and framing (communication) determine each school’s (1) organisation, curriculum and pedagogic practice and (2) valued school identities and school-oriented learning opportunities for cognitive and affective development. These identities and learning opportunities are based either on performance or personal development and social relations. Likely teacher/student identity pairings in schools promoting performance and schools promoting personal development and social relations are discussed. Schools promoting performance-based ident...
TL;DR: In this article, a study about the role of the Educacao de Jovens e Adultos (EJA) ocupa na formacao inicial de professores promovida nos cursos de licenciatura, destacando especificidades e lacunas observadas.
Abstract: O presente estudo busca contribuir para o debate sobre o lugar que a Educacao de Jovens e Adultos (EJA) ocupa na formacao inicial de professores promovida nos cursos de licenciatura, destacando especificidades e lacunas observadas. Assinalando que o direito e a identidade propria da EJA estao garantidos desde a promulgacao da atual Constituicao Federal, retomam-se a legislacao referente a formacao de professores e, ainda, as Diretrizes Curriculares Nacionais de areas selecionadas, nas quais se omitiu a especificidade da Educacao de Jovens e Adultos. Por fim, avalia-se que o silencio em relacao a EJA nas licenciaturas se confunde com a situacao dessa propria modalidade de ensino no Brasil. Alvo de metas modestas, politicas descontinuadas e fragmentadas, iniciativas focais e aligeiradas, a EJA traduz um projeto societario no qual a universalizacao da educacao basica de qualidade para todos vem sendo assunto menor.