Showing papers in "Educational Review in 2017"
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TL;DR: Art as Experience as discussed by the authors is a book that brings together the deep and enduring connection between art and human experience, and art is understood not as a commodity or solitary object but as an intensely meaningful experience.
Abstract: In Art as Experience, Dewey brings together the deep and enduring connection between art and human experience. Art is understood not as a commodity or solitary object but as an intensely meaningful...
1,149 citations
TL;DR: The authors explored the relationship between parental literacy activities with the child, socio-economic status (SES) and reading literacy and found that children with a lower SES experience more late parental involvement in literacy activities (during the fourth year of formal schooling).
Abstract: In this article, we explore the relationship between parental literacy activities with the child, socio-economic status (SES) and reading literacy. We draw upon the Bourdieusian theory of habitus development to explore this relationship. Multilevel analyses of a survey of 43,870 pupils (with an average age of 10 years) in 10 Western European regions reveal a positive relation between early parental involvement in literacy activities (before primary school) and an increasing level of reading literacy and parental education. Students with a lower SES also have lower reading literacy and reading attitudes than students with a higher SES. We also find that children with a lower SES experience more late parental involvement in literacy activities (during the fourth year of formal schooling) than children with a higher SES. We also show that late parental involvement in literacy activities is an adjustment for worse or better reading literacy during primary school.
89 citations
TL;DR: This article examined the role of school-family relationships, parents' school satisfaction, and their associations with educational achievement and concluded that the combination of strong school family relationships and high levels of school satisfaction provides a boost for young people's academic success.
Abstract: Families’ perceptions of, and interactions with, schools and teachers can play an essential role in young people’s educational outcomes. According to Bronfenbrenner’s (1979) ecological systems theory, young people grow within
multiple nested systems of influence interacting with each other. Thus, their development is affected by persons, processes, and institutions at all levels, from their
family, to the school they attend, to society. This study examined the role of school-family relationships, parents’ school satisfaction, and their associations with
educational achievement. Drawing upon data from over 10,000 students from the Longitudinal Study of Young People in England, the results of the multivariate analysis indicated that while positive school-family relationships are a predictor of achievement, this association is mediated by the degree of parents’ satisfaction with their child’s school. We concluded that the combination of strong school-family relationships and high levels of school satisfaction provides a boost for young people’s academic success.
Therefore, school policies and practices that enhance
relationships with families and improve levels of parent satisfaction can result in rewards for all young people including those from poor backgrounds.
80 citations
TL;DR: In this article, the authors synthesize student voice research by answering the following questions: (a) to what extent has student voice been studied at the K-12 levels in the US? (b) what are the conceptual characteristics of US student voice studies? (c) What are the methodological characteristics of this work at K -12 levels.
Abstract: Student voice research is a promising field of study that disrupts traditional student roles by reorganizing learning spaces that center youth voices. This review synthesizes student voice research by answering the following questions: (a) To what extent has student voice been studied at the K-12 levels in the US? (b) What are the conceptual characteristics of US student voice studies? (c) What are the methodological characteristics of this work at K-12 levels in the US? The review included 49 studies published in peer-refereed journals between 1990 and 2010. Results indicate student voice research is rapidly opening up spaces and capacities for racial and ethnic historically marginalized youth to play key roles in school change and hybrid learning spaces. The results open up new possibilities for building on this rapidly growing scholarship through interdisciplinary theory building, along with a need for broader attention to axes of marginalization across different geographical spaces.
55 citations
TL;DR: The nature and extent of schools' engagement with research is becoming an increasingly important subject for development in many countries as discussed by the authors. This trend is partly a result of a perception of research...
Abstract: The nature and extent of schools’ engagement with research is becoming an increasingly important subject for development in many countries. This trend is partly a result of a perception of research...
52 citations
TL;DR: In this article, the authors explored a variety of peer teacher professional development activities, conceptually divided into coaching, collaborating, and assessing activities, and examined which learning outcomes could be achieved through participating in such activities.
Abstract: Former literature reviews suggested that if (student) teachers learn together in their professional development activities, professional development is enhanced. In the present literature review, we explored a variety of peer teacher professional development activities, conceptually divided into coaching, collaborating, and assessing activities. Specifically, we examined which learning outcomes could be achieved through participating in such activities. By means of a meta-study approach, we additionally reviewed methods, data collection, and theories used in the included studies. Findings showed outcomes were achieved in terms of teacher knowledge, teacher skills, and student learning. At the same time, many studies had methodological weaknesses: many self-report and self-constructed instruments hardly based on theory were applied. Based on the findings, we urge for more rigorous studies that can move the field forward.
45 citations
TL;DR: In this paper, the idea of the institutional primary task was brought into institutionalisation theory where it assumes a significant but previously unacknowledged place and a key consideration in institutional legitimacy.
Abstract: The recent growth in the number and diversity of schools around the world classified as “International Schools” raises questions about what makes a school’s claim to be an International School legitimate. From the analysis we report here, the provision of an international curriculum emerges as what a school must do to be legitimate as an International School. It is an International School’s primary task and those in such a school ideally undertake institutional work on that task. We consequently bring the idea of the institutional primary task into institutionalisation theory where it assumes a significant but previously unacknowledged place and a key consideration in institutional legitimacy. In the article, we use the provision of the International Baccalaureate Diploma Programme in an International School to illustrate the notions of the institutional primary task and the pillars and carriers of institutionalisation in practice. The analyses reported in the article develop understandings of Int...
43 citations
TL;DR: In this article, a meta-ethnographic analysis of the Nordic education system is presented, which discusses education justice, equity and inclusion in education systems that have often been claimed to be more just, equal, inclusive than most.
Abstract: Based on a meta-ethnographic analysis this article discusses education justice, equity and inclusion in education systems that have often been claimed to be more just, equal, inclusive than most, specifically those of the Nordic countries. It finds these claims to be questionable and describes the education systems as ones that have promised justice, inclusion and equity for all in formal policy but in practice actually fail to do so. A turn in recent years to market politics as a means of appeasement is given attention and critiqued for having worsened the situation.
41 citations
TL;DR: In 2010, I was working at a Russell group university and was horrified to see it being “restructured” according to neoliberal managerialist prin...Carl Rogers changed my life as discussed by the authors.
Abstract: Carl Rogers changed my life. I met him in 2010. Posthumously. I was working at a Russell group university and was horrified to see it being “restructured” according to neoliberal managerialist prin...
38 citations
TL;DR: In this paper, the authors show a negative relationship between birth order and parental involvement, and significant positive medium to large effects of parental involvement through birth order on various measures of academic achievement.
Abstract: Theory and evidence indicate that, if family size grows, the younger children will get less parental involvement than the older children. These differences in parental involvement through birth order may impact academic achievement if, and only if, parental involvement is an important determinant of children’s educational attainment. The oldest child then benefits the most in terms of educational outcomes. Estimates for the Netherlands show a robust negative relationship between birth order and parental involvement, and significant positive medium to large effects of parental involvement through birth order on various measures of academic achievement. Furthermore, our findings indicate that academic achievement is rooted in a school-supportive home climate, and often created by the mother. However, when it comes to math performance and grade retention, it is better that both parents unduly interfere with school. We also find that parents with low socio-economic status and from immigrant families a...
37 citations
TL;DR: The concept of entrepreneurship in education has received growing scholarly attention in recent years, but no consensual definition exists regarding what exactly educational entrepreneurship involves as discussed by the authors, thus, no consensus definition exists.
Abstract: While the concept of entrepreneurship in the field of education has received growing scholarly attention in recent years, no consensual definition exists regarding what exactly educational entrepreneurship involves. A clear definition will promote research progress on this subject, as well as its accessibility in the general discourse. The present study aims to fill this gap in the academic discourse on entrepreneurship in education and propose an operational definition for this term. In the quest of such a definition, we applied a Delphi process involving scholars, school principals, and educational entrepreneurs. We found that relevant experts perceive entrepreneurship in education as a process whereby a vision of the entrepreneur based on the identification of a need or problem within the education system alongside an opportunity to resolve it innovatively leads to formulating goals and working to attain them in a manner that adds value, thereby influencing the immediate surroundings and the br...
TL;DR: A review of the evidence on the effectiveness and wider social impact of selective education is presented in this article, where the authors argue that issues around system performance and social segregation need to be examined more broadly and that the most fruitful debates to be had are around admissions and accountability mechanisms rather than structures and school types.
Abstract: In October 2015 the Department for Education (DfE) permitted a grammar school in Tonbridge, Kent, to open up an annexe in Sevenoaks, 10 miles away. Amidst claims that the annexe was essentially a new grammar school, the decision reignited an old debate about the value of academically-selective “grammar” schools in England. The intensity of feeling is perhaps surprising given that all but a small number of grammar schools have long been replaced by mixed-ability “comprehensive” schools. Yet, the matter taps into longstanding debates around standards, social mobility, opportunity and accessibility. A resurgence of these discussions is now playing out in a changed political and educational landscape characterised by school autonomy, diversity of provision and school choice. This article describes the key shifts that have taken place in English school organisation and policy thinking since the establishment of the tripartite system and the recent emergence of new roles and opportunities for grammar schools. This is followed by a review of the evidence on the effectiveness and wider social impact of selective education. The article concludes by reframing the grammar school debate in light of the evidence and the current system, arguing that issues around system performance and social segregation need to be examined more broadly and that the most fruitful debates to be had are around admissions and accountability mechanisms rather than structures and school types.
TL;DR: In this paper, a metodologia utiliza principios de estado de conhecimento e tem como fonte principal o banco de teses da Coordenacao de Aperfeicoamento de Pessoal de Nivel Superior.
Abstract: RESUMO: A internacionalizacao e inerente ao ente universidade, contudo e a partir do fim do seculo passado que a producao sobre o tema se expande e passa a abarcar nao so a ciencia, mas a educacao superior de forma geral. Este texto analisa a producao sobre internacionalizacao da educacao superior em pesquisas produzidas no Brasil entre 2011 e 2014. A metodologia utiliza principios de estado de conhecimento e tem como fonte principal o banco de teses da Coordenacao de Aperfeicoamento de Pessoal de Nivel Superior. Os resultados apontam a complexidade e ambiguidade do conceito de internacionalizacao da educacao superior e para uma pequena producao, em programas de diferentes areas de conhecimento, principalmente, ciencias humanas e ciencias sociais aplicadas, distribuida, de forma quase similar, entre as dimensoes: global/regional, nacional e institucional. Merece destaque a discussao das categorias tematicas de entendimento da producao sobre internacionalizacao da educacao superior na perspectiva de jovens pesquisadores.
TL;DR: In this paper, the authors investigated the moderating role of teachers' perceived employability on teachers' P-O fit, job satisfaction, and turnover intention, using survey data from 997 teachers across 74 schools.
Abstract: Teacher turnover is an international issue of continuing concern in education. While different antecedents of teachers’ turnover intention have been identified, teachers’ fit within the school (i.e. person-organisation [P–O] fit) in the context of turnover intention is still an emerging field of research. Building on the unfolding model of voluntary turnover, this study investigates the moderating role of teachers’ perceived employability on teachers’ P–O fit–job satisfaction–turnover intention relationship. Using survey data from 997 teachers across 74 schools, we conducted moderated mediation analysis. The analysis revealed different results for the hypothesised relationships depending on the specific dimension of turnover (i.e. intention to leave the profession or intention to move to another school). While P–O fit is directly related to the intention to move to another school, no evidence was found for a direct relation between P–O fit and the intention to leave the profession. Moreover, the r...
TL;DR: This paper explored how male and female primary school teachers at five selected schools in South Africa are sometimes complicit in reproducing men as managers and argued that eliminating the divisions of labour between men and women could work towards counteracting gender inequality within professions.
Abstract: In this article we argue that eliminating the divisions of labour between men and women could work towards counteracting gender inequality within professions. Globally women are over-represented in the teaching of young children in the early years of primary school, or Foundation Phase (FP), as it is known in South Africa. We are concerned to go beyond essentialist understandings of gender by exploring how male and female primary school teachers at five selected schools in South Africa are sometimes complicit in reproducing men as managers. Men tend to be positioned within dominant notions of masculinity which serve to reproduce masculine power in the realm of school management whilst FP teaching is characterised as “women’s work”. Teachers of both genders are complicit in safeguarding the FP as a nurturing female domain, whilst reproducing gendered binaries and unequal relations of power. We argue that there is a need to create alternate masculinities that leave behind rigid notions of appropriat...
TL;DR: The authors explored specific influences, confines, and conflicts that exist in urban schools, as a starting point to converse about the issues of race in science education and establish a strong theoretical rationale for the continued investigation of a race-based analysis of culturally relevant pedagogy (CRP).
Abstract: The racial and ethnic makeup of the United States is in constant flux and is expected to experience substantial increases in racial and ethnic diversity over the next four decades. The problem the American educational system faces is attempting to problematize race/racism in its educational system and creating a system to counteract educational impartialities present for children of color. The disparity we face grows as teacher education programs graduate primarily White female teacher candidates, who express trepidations teaching students of color. In this article, we explore specific influences, confines, and conflicts that exist in urban schools, as a starting point to converse about the issues of race in science education and establish a strong theoretical rationale for the continued investigation of a race-based analysis of Culturally Relevant Pedagogy (CRP). Finally, we propose a more inclusive model for teacher preparation programs that embrace and encourage critical conversations about race.
TL;DR: In this paper, an ethnographic case study is used to cast light on how schooling is actually experienced by South Korean students, and evidence is presented of an institutionalised school violence involving mechanisms of control, abusive and violent everyday language, explicit school violence and delinquent/deviant behaviour.
Abstract: This article explores some of the hidden background behind the highly praised school results in South Korea. An ethnographic case study is used to cast light on how schooling is actually experienced by South Korean students. Two main results are reported from these data. First, evidence is presented of damaging cultural elements such as internalised norms of resistance and conformity, symbolised helplessness, studying without any interest in controversial issues, an internalised culture of “dealing” and widespread playing with mobile phones, sleeping and applying make-up in class. Second, evidence is presented of an institutionalised school violence involving mechanisms of control, abusive and violent everyday language, explicit school violence and delinquent/deviant behaviour. The article concludes that there is something unique and deeply disturbing about institutionalised violence in South Korean schools and that the abysmally low subjective wellbeing levels of pupils are no coincidence.
TL;DR: In this article, analisam-se basicamente tres aspectos: o grau de eficiencia alcancado na ocupacao das vagas oferecidas no SiSU pela universidade, considerando-se os fenomenos da nao matricula de alunos aprovados e da evasao e mudanca de curso de parte dos matriculados; a possivel diversificacao do alunado em termos da origem geograf
Abstract: Com base em dados disponibilizados pela propria universidade, o artigo investiga as implicacoes da adesao da UFMG ao Sistema de Selecao Unificada – SiSU. Analisam-se basicamente tres aspectos: o grau de eficiencia alcancado na ocupacao das vagas oferecidas no SiSU pela universidade, considerando-se os fenomenos da nao matricula de alunos aprovados e da evasao e mudanca de curso de parte dos matriculados; a possivel diversificacao do alunado em termos da origem geografica; os possiveis efeitos do SiSU e da chamada Lei de Cotas sobre o perfil social dos alunos atendidos pela instituicao. O artigo evidencia que a adesao ao SiSU esta produzindo mudancas consideraveis na universidade. Argumenta-se que, para compreende-las, e necessario considerar que o sistema induz os candidatos a um comportamento mais estrategico e que os submete a uma forte concorrencia, inclusive no interior das diferentes modalidades de cotas.
TL;DR: In this paper, the authors examined the nature of inequality in schools and considered an alternative policy option for tackling inequality and segregation, respectively, in Northern Ireland, where a parallel system of schools continues to exist where Catholics largely attend "maintained" schools and Protestants "controlled" or state schools.
Abstract: Northern Ireland is now a post-conflict society but one of the legacies of the “troubles” is an education system which is defined by religious affiliation/identity. A parallel system of schools continues to exist where Catholics largely attend “maintained” schools and Protestants “controlled” or state schools. While segregation along religious grounds is the most obvious fault line in Northern Ireland schools, more insidious problems of access and performance inequalities exist which have been overshadowed by efforts to improve community relations between children and promote integrated education. This article uses school leavers’ data to examine the nature of inequality in schools and consider an alternative policy option for tackling inequality and segregation, respectively.
TL;DR: In this article, special needs educators (SNEs) and their counterparts are expected to play a significant role in schools' work towards inclusive practices, however, studies do indicate a rather diversified pictur...
Abstract: Special needs educators (SNEs) and their counterparts are expected to play a significant role in schools’ work towards inclusive practices. Studies do, however, indicate a rather diversified pictur ...
TL;DR: In this paper, it is suggested that reading to a calm, non-judgmental, well-trained canine companion makes the process and practice of reading both meaningful and enjoyable for children.
Abstract: A canine-assisted reading program, a form of animal-assisted intervention (AAI), is a goal-oriented program that incorporates trained animals – particularly canines – in formal human services. In recent decades, the positive effects of human–animal interaction in supporting the social, psychological, and physiological needs of humans have been expeditiously evaluated and compiled. In the field of education, there is also an emerging body of research of the effectiveness of canine-assisted reading programs. It is suggested that reading to a calm, non-judgmental, well-trained canine companion makes the process and practice of reading both meaningful and enjoyable for children. Drawing on humanistic theories of motivation and current studies exploring AAI, this article suggests that a canine-assisted reading program could be extended to benefit the population of children with special educational needs (SEN). The use of trained canines as an addition to dialogic reading, which is an established, evide...
TL;DR: In this article, a situacao academica and o significado das experiencias of retencao and evasao are analyzed for a curso noturno de Odontologia, criado a partir do REUNI, em uma universidade federal no Sul do Brazil.
Abstract: Este artigo analisa a situacao academica e o significado das experiencias de retencao e evasao na perspectiva de estudantes e professores do curso noturno de Odontologia, criado a partir do REUNI, em uma universidade federal no Sul do Brasil. Trata-se de estudo de caso, predominantemente qualitativo, realizado pela analise documental da situacao academica de estudantes (2010-2014) e por entrevistas semiestruturadas com estudantes e professores (n=24). Dos 121 estudantes, 49 estavam em situacao de retencao, especialmente por reprovacao, e 24 evadiram do curso. A partir da analise das entrevistas, emergiram cinco categorias de significado de retencao e evasao: chegada e adaptacao a universidade, conciliacao trabalho-estudo, vivencias em sala de aula, avaliacao da aprendizagem e papel da instituicao de ensino na permanencia dos estudantes. Acoes que contemplem as percepcoes de gestores, professores e estudantes devem ser consideradas para promover o sucesso academico e a permanencia dos estudantes no curso ate sua conclusao
TL;DR: The Bristol Papers in Education book series as discussed by the authors has made an important contribution to debates in international and comparative education, and has been used extensively in the last decade or two in the UK.
Abstract: This book is part of the long-established Bristol Papers in Education book series, which has made an important contribution to debates in international and comparative education. It was also made p...
TL;DR: In this article, critical discourse analysis (CDA) is used in exploring the three Codes of Practice for special educational needs and/or disability (SEND) with particular emphasis on the 2015 Code.
Abstract: Regardless of the differing shades of neo-liberalism, successive governments have claimed to champion the cause of “special educational needs and/or disability” (SEND) through official Codes of Practice in 1994, 2001 and 2015. This analysis and comparison of the three Codes of Practice aims to contribute to the debate by exploring aspects of the documents themselves. Each Code of Practice aims,
or at least claims, to overcome past barriers and the 2015 version explicitly heralds a radical overhaul of the SEND system. In this article,elements of critical discourse analysis (CDA) are used in exploring the
three documents, with particular emphasis on the 2015 Code. The conclusion is reached that while the fundamental stance on SEND remains unchanged in 2015, radical change is present and is all the more radical for being hidden in plain sight, delivering commissioning and procurement and a potentially arms-length approach to provision. As an integral part of the overall school system, the 2015 context for SEND is one of school diversity and choice and the model is of private sector competition and entrepreneurship in a context of austerity.
TL;DR: The authors reviewed quantitative empirical studies examining the relationship between cultural capital and student achievement, and found that researchers had conceptualized and measured the relationship and had conceptualised and measured cultural capital as a predictor of student achievement.
Abstract: The present study reviewed quantitative empirical studies examining the relationship between cultural capital and student achievement. Results showed that researchers had conceptualized and measure...
TL;DR: This paper investigated effective teaching factors and student reading strategies as predictors of student reading achievement in the United States and China and found that both effective instructional factors and reading strategies predicted student reading performance.
Abstract: This study investigated effective teaching factors and student reading strategies as predictors of student reading achievement in the United States and China. Participants were 10,348 students in the 2009 Program for International Student Assessment (PISA) study, 5115 from China and 5233 from the United States. Exploratory factor analysis (EFA) revealed 22 effective instructional indicators in a four-factor structure in the two countries: morality, environment, strategies, and stimulation. The results from hierarchical multiple regression (HMR) indicated that both effective instructional factors and student reading strategies predicted student reading achievement in the United States and China. In particular, morality and stimulation were significant for the Chinese sample and not significant for the US sample. Environment and strategy were significant for both countries. Text-summarize was not significant for both countries. Text-discuss content was not significant for the Chinese sample and sign...
Journal Article•
TL;DR: In this paper, the authors explore the role of outdoor residential experiences on the sense of efficacy and examination attainment of a group of under achieving students from socially disadvantaged backgrounds and conclude that outdoor residential experience has real educational value for those that take part and, given the evidence provided, believe that the classroom should remain the primary site of learning because of the ways it develops positive outcomes within school.
Abstract: In this paper we explore the role of outdoor residential experiences on the sense of efficacy and examination attainment of a group of under achieving students from socially disadvantaged backgrounds. The article reports on a three year project which focuses on two groups of Year 9 (age 14) to Year 11 (age 16) students. The results reported here strongly suggest that the impact of these visits has been significant in terms of students’ sense of confidence and efficacy and had a statistically significant impact on formal examination results in school. We conclude by suggesting that outdoor residential experiences have real educational value for those that take part and, given the evidence provided, believe this poses an interesting question as to whether the classroom should remain the primary site of learning because of the ways it develops positive outcomes within school.
TL;DR: The authors explored the participants' counternarratives with regard to success and failure in school and found that participants expressed resolve and flexibility in the face of difficult and unforgiving life circumstances, and they articulated new ways of envisioning success that challenge traditional notions of achievement.
Abstract: Research has shown how dominant narratives about teenage mothers in high school situate them as a problem population because they are at risk of dropping out of school without promising employment opportunities. Illustrating the narratives of three Latina and Black women who graduated from high school as mothers, this qualitative study responds to these dominant narratives. Data were collected through three in-depth, semi-structured interviews with each participant and one focus group interview with all participants. Guided by work on narrative portraits, this study explores the participants’ counternarratives with regard to success and failure in school. Findings show that participants expressed resolve and flexibility in the face of difficult and unforgiving life circumstances, and they articulated new ways of envisioning success that challenge traditional notions of achievement. By documenting the participants’ counternarratives, this study makes a case for renegotiating the physical, socio-eco...
TL;DR: In this paper, the authors identify seven distinct types of engagement with digital technologies and discuss the range of issues that underpin doctoral, digital scholarship practices, and argue that although the stereotypical portrayal of the PhD as a "lonely journey" is seen to be in decline, doctoral students at large exist and work "in a vacuum" rather than within interactive doctoral communities.
Abstract: Digital technologies now form an integral feature of the university student experience and there is a range of studies that explore digital technology use within a higher education context. However, very few of these studies focus on how doctoral students engage with digital technologies. This article aims to throw light on the digital practices of doctoral students and advance understandings of the changing nature of digital scholarship for them. Drawing on qualitative, in-depth interviews with 12 PhD students in a UK higher education institution, the article identifies seven distinct types of engagement with digital technologies and discusses the range of issues that underpin doctoral, digital scholarship practices. Furthermore, it argues that although the stereotypical portrayal of the PhD as a “lonely journey” is seen to be in decline, doctoral students at large exist and work “in a vacuum” rather than within interactive doctoral communities.