Showing papers in "Oxford Review of Education in 2017"
TL;DR: In this article, the authors present a theoretical analysis of the trend, proposing new conceptual tools with which to map the normative implications of unbundling in higher education, highlighting the removal of possible synergies between teaching and research and the undermining of the ability of institutions to promote the public good and ensure equality of opportunity.
Abstract: Unbundling is the process through which products previously sold together are separated into their constituent parts. In higher education, this dynamic has been driven primarily by financial motivations, and spearheaded by the for-profit sector, but also has pedagogical motivations through its emphasis on personalisation and employability. This article presents a theoretical analysis of the trend, proposing new conceptual tools with which to map the normative implications. While appearing to offer the prospect of financial viability and increased relevance, unbundling presents some worrying signs for universities: first, the removal of possible synergies between teaching and research, and between different modes of learning; second, the undermining of the ability of institutions to promote the public good and ensure equality of opportunity; and third, the threat of hyperporosity to the conducting of basic research with long-term benefits.
87 citations
TL;DR: In this article, the authors focus on how the proliferation of digital devices has come to bear upon everyday experiences of school and highlight the ways in which staff and students negotiate (in)appropriate technology engagement; the ordinary (rather than extraordinary) ways that students make use of their devices in classrooms; and the device-related tensions now beginning to arise in schools.
Abstract: The past decade has seen the expansion of personal digital technologies into schools. With many students and teachers now possessing smartphones, tablets, and laptops, schools are initiating one-to-one and ‘Bring Your Own Device’ (BYOD) policies aiming to make use of these ‘personal devices’ in classrooms. While often discussed in terms of possible educational benefits and/or organisational risks, the actual presence of personal devices in schools tends to be more mundane in nature and effect. Drawing upon ethnographic studies of three Australian high schools, this paper details ways in which the proliferation of digital devices has come to bear upon everyday experiences of school. In particular, the paper highlights the ways in which staff and students negotiate (in)appropriate technology engagement; the ordinary (rather than extraordinary) ways that students make use of their devices in classrooms; and the device-related tensions now beginning to arise in schools. Rather than constituting a radi...
52 citations
TL;DR: The concept of student voice within education emerged as something to be "identified" and "captured" by a raft of government and institutional policies and strategic initiatives; initially within the compulsory sector, but soon followed by the postcompulsory sector as the 2000s moved on.
Abstract: As the last century closed, and a bright new millennium dawned, the concept of ‘student voice’ within education emerged as something to be ‘identified’ and ‘captured’. In effect, it became reified and driven by a raft of government and institutional policies and strategic initiatives; initially within the compulsory sector, but soon followed by the post-compulsory sector as the 2000s moved on. In an increasingly quasi-consumerist environment, a mechanism had emerged with potential to ‘measure’ student satisfaction. Institutions quickly took up the ‘call to arms’, assigning responsibilities to ensure there was evidence of ‘student voice’ engagement; but there was no conversation with the ‘students’ about how this was experienced by them. This concept had become a ‘portmanteau’ term; a ‘catch all’ competing between two narratives—student voice as democratic and transformational; and student voice as ‘policy’ and strategic initiative. Formal research that could contribute to this discussion has been ...
51 citations
TL;DR: In order to develop deeper and better understandings of what constitutes effective educational practices, and to bridge the gap between research and practice, there is a need for a paradigm shift i... as discussed by the authors.
Abstract: In order to develop deeper and better understandings of what constitutes effective educational practices, and to bridge the gap between research and practice, there is a need for a paradigm shift i...
51 citations
TL;DR: This article investigated the ways in which educational research has achieved impact on practice from the perspective of the researchers and found that most research is "invisible" to education practitioners because it is embedded in educational policies, technologies, and services.
Abstract: Although there are policy calls for educational research to discover ‘what works’ and thereby inform decision making directly, the research literature argues instead for research to have a ‘conceptual’ impact on practice. Empirical studies also suggest that, when teachers use research, their use is conceptual; research influences the content and the process of their thinking, changing attitudes and perceptions and making educational decision making more intelligent. This study investigates the ways in which educational research has achieved impact on practice from the perspective of the researchers. A sample of highly-rated impact case studies in the UK’s research assessment exercise (REF2014) were subject to content analysis, using qualitative coding techniques. Analysis shows that most research is ‘invisible’ to education practitioners because it is embedded in educational policies, technologies, and services. This ‘invisible use’ is unlikely to realise the conceptual benefits claimed for resear...
43 citations
TL;DR: This paper examined the trajectories of initially higher and lower-achieving children from lower and higher socio-economic status families from primary school through to university in England for the first time and provided new insights into when and why the performance of children with similar initial achievement diverges on the basis of their socioeconomic background.
Abstract: In this paper, we examine the trajectories of initially higher- and lower-achieving children from lower and higher socio-economic status families from primary school through to university in England for the first time. We also explore what explains these trajectories. This enables us to provide new insights into when and why the performance of children with similar initial achievement diverges on the basis of their socio-economic background. Our results indicate that pupils from poor backgrounds who are higher achievers in primary school fall behind their better-off but lower achieving peers during secondary school. This suggests that secondary school may be a critical period to intervene to prevent poor children from falling behind their richer peers. Our analysis suggests that there is less divergence in performance between pupils from different socio-economic backgrounds who attend the same schools. This result is particularly strong for children with low initial achievement. While we remain cautious about the implications of these findings, they provide suggestive evidence that schools (or the sorting of pupils into schools) play an important role in explaining why the test scores of richer and poorer children diverge over time.
39 citations
TL;DR: In this paper, a European comparative study was conducted to study the effects of school inspections across seven countries and found that increasing pressure in school inspection systems is associated with the undesired effect of narrowing and refocusing of the curriculum.
Abstract: It has been widely documented that accountability systems, including school inspections, bring with them unintended side effects. These unintended effects are often negative and have the potential to undo the intended positive effects. However the empirical evidence is limited. Through a European comparative study we have had the rare opportunity to collect empirical evidence and study the effects (both intended and unintended) of school inspections (a key system of accountability) in a systematic way, across seven countries. We present the findings of the unintended effects in this paper. Survey self-report responses from school principals in each country, with differing school inspection systems, are analysed to measure the prevalence of these unintended effects and to investigate the part played by pressure to do well in inspections. A key finding is that increasing pressure in school inspection systems is associated with the undesired effect of the narrowing and refocusing of the curriculum an...
34 citations
TL;DR: In this paper, the role of governments in contemporary networked political configurations is discussed and three policy frameworks in the field of education are organized around three "network-case" policies.
Abstract: This paper focuses on the role of governments in contemporary networked political configurations. Such networks constitute policy communities, usually based upon shared conceptions of social problems and their solutions. By enabling social, political, and economic connections at local, regional, national, and international levels, such networks become key policy players as well as a policy technology in different spaces. More specifically, the paper is organised around three policy frameworks in the field of education. Each framework is based on a ‘network-case’. In the first framework, governments represent the main driver for political change in legislating a landscape that creates the conditions for networks to develop around different aspects within the public sphere (e.g. organisation, co-funding, delivery, etc.). The second policy framework focuses on the activities of an already organised network in order to engage with existing political configurations as a ‘political actor’ in its own rig...
31 citations
TL;DR: In this article, the authors suggest that the secular norms which influence much of the Swedish school system silence the voices and experiences of young Muslims who also attend Islamic supplementary education, and they also suggest that this is the case in Sweden.
Abstract: This article suggests that the secular norms which influence much of the Swedish school system silence the voices and experiences of young Muslims who also attend Islamic supplementary education. I ...
29 citations
TL;DR: In this article, the authors investigated how the objects/motives of an educational vision which informed an initial school design, those of the final build, and those of people who occupy that building interact in a way which influences experiences of the end users.
Abstract: In this paper we present the findings of an investigation into the ways in which the discourses and practices of school design produce educational spaces which influence the discourses and practices of teaching and learning when the building is occupied. It expands notions of post occupancy evaluation (POE) research by exploring how the objects/motives of an educational vision which informed an initial school design, those of the final build, and those of the people who occupy that building interact in a way which influences experiences of the end users. Crucially we looked at the social interactions that arose within a building as it was used over time. The focus is on the changing relationships between design and practice through time.
28 citations
TL;DR: In this article, the authors argue that there is a marked need for a teacher-specific version of the technological literacy developed by the International Technology Education Association (ITEA), defined as the ability to use, manage, assess, and understand technology.
Abstract: Ongoing developments in educational technologies place increasing demands on teachers who have to make decisions on a daily basis concerning how, when, and where to make use of technologies in classrooms. Building on results from the Danish project Technucation, this paper argues that there is a marked need for a teacher-specific version of the technological literacy developed by the International Technology Education Association (ITEA). ITEA defines technological literacy as the ability to ‘use, manage, assess, and understand technology’. The Technucation project found that teachers were not simply in need of knowledge about how to manage technical challenges, they would also benefit from awareness of how new technologies change relations, identities, and complex power structures. The paper explicitly addresses this issue of the new skills and analytic capabilities that teachers need in order to engage effectively with technological development. The type of enhanced technological literacy teacher...
TL;DR: This article conducted a study of teacher and principal attitudes to newly mandated teacher standards in Australia and found positive attitudes to teacher standards from both teachers and principals, contextual reasons including teacher ownership over the standards and their implementation are discussed as possible reasons for the positive manner in which the participants in the study received these new standards for teachers.
Abstract: This article reports on a study of teacher and principal attitudes to newly mandated teacher standards in Australia. The qualitative study of 36 teachers and principals was conducted over 12 months as the new educators in five schools completed a mandatory teacher probation process framed by the teacher standards. The study found positive attitudes to teacher standards from both teachers and principals. Contextual reasons, including teacher ownership over the standards and their implementation, are discussed as possible reasons for the positive manner in which the participants in the study received these new standards for teachers.
TL;DR: This paper examined the English government's vision for how research is proposed to lead to improvements in the system in the context of a school-led, self-improving system and rapid and sweeping legislative reforms.
Abstract: This article examines the English government’s vision for how research is proposed to lead to improvements in the system in the context of a school-led, self-improving system and rapid and sweeping legislative reforms. The debate about the role of research in the teaching profession has been sharpened by a large consultation effort in the academic community. The BERA-RSA inquiry suggests an empowering vision for teachers where research engagement informs practice and a role for schools in providing a ‘research-rich environment’. However, the government’s proposals offer a rather less empowering vision. The author of the paper contrasts a version of research-informed teaching and leadership with one where teachers are supposed to follow and be led by the evidence. The government’s education policy, especially as set out in the 2016 White Paper ‘Educational Excellence Everywhere’ is analysed in relation to this position. Analysis of statements from the document are shown in the paper, and contextual...
TL;DR: The authors make a distinctive contribution to the current debates concerning the role of personal mobile technologies (PMTs) in public education, drawing attention to the imperative to integrate digitally-mediated personalised education with teacher-mediated pluralised education.
Abstract: This paper makes a distinctive contribution to the current debates concerning the role of personal mobile technologies (PMTs) in public education. It does this through drawing attention to the imperative to integrate digitally-mediated personalised education with teacher-mediated pluralised education. Premised on the notion that children’s learning needs to be both tailored to individuals’ aspirations (i.e. personalised) and participatory, entailing the consideration of multiple perspectives (i.e. pluralised), the argument is made that for optimal learning outcomes, both personalisation and plurality need to be integrated when deploying PMTs in schools. Vygotsky’s theory is mobilised to provide a theoretical rationale for emphasising the vital role educators play in harnessing PMTs to support the development of traditional as well as new, 21st-century skills, and for the argument that personalisation and pluralisation need to be conceptualised as complementary forces within 21st-century education ...
TL;DR: In this article, the authors trace the rise of religion as the predominant public identity attribute, challenge this phenomenon by showing its empirical vulnerability and detrimental social effects, and propose the need to reconceptualise the nature of identities attributed to people with Muslim heritage in pedagogical narratives.
Abstract: It is widely accepted in academia and state policies that recent years have seen an increasing stress on publicly enacted Muslim identity in Britain and in many other parts of the world. Less recognised is the fact that many among those who call themselves Muslims do not share religion as a predominant identity-attribute for themselves. Such people go by many appellations including secular Muslims, cultural Muslims etc. Similarly, that which goes by the name of Muslim culture is indeed a ‘religio-secular’ culture. Despite this reality, media, policy, and educational discourse about Muslims continues to work with the binary of Muslims as religious and the West as secular. This means we are raising a new generation in an empirically unsound and socially unhealthy image of the self and the other. This article will trace the rise of religion as the predominant public identity-attribute, challenge this phenomenon by showing its empirical vulnerability and detrimental social effects, and propose the need to reconceptualise the nature of identities attributed to people with Muslim heritage in pedagogical narratives.
TL;DR: The authors examined the similarities and differences between primary and secondary foreign language curricula and pedagogy along with the development of motivation for language learning and second language proficiency in English learners of French.
Abstract: The current longitudinal study examines the similarities and differences between primary and secondary foreign language curricula and pedagogy along with the development of motivation for language learning and second language proficiency. Data from 26 English learners of French (aged 10–11) were collected across three times points over a 12-month period. The study employed the use of lesson observations, along with questionnaires and focus group interviews to examine the development of attitudes and motivation. To measure linguistic progression an oral role play task, an oral photo description task, and a free writing task were administered at each time point. The results show that an abrupt shift in pedagogy may negatively influence learner attitudes and motivation in early secondary and, while early language learning does appear to generate positive attitudes to language learning, questions remain as to its effectiveness over the longer term when learners encounter language teaching that appears...
TL;DR: In this paper, the authors apply duration modelling techniques to the Longitudinal Study of Young People in England, analysing transitions in young people's expectations both from being "likely to apply" to being "unlikely" and vice versa.
Abstract: A much larger proportion of English 14-year-olds expect to apply to university than ultimately make an application by age 21, but the proportion expecting to apply falls from age 14 onwards. In order to assess the role of socioeconomic status in explaining changes in expectations, this paper applies duration modelling techniques to the Longitudinal Study of Young People in England, analysing transitions in young people’s expectations both from being ‘likely to apply’ to being ‘unlikely to apply’ and vice versa. Young people’s socioeconomic background has a significant association with changes in expectations, even after controlling for prior academic attainment and other potentially confounding factors; in addition, young people’s backgrounds affect their responsiveness to new evidence on academic attainment at age 16. This suggests more could usefully be done to maintain the educational expectations of academically able young people from less advantaged families, especially providing guidance on ...
TL;DR: In this article, the authors present studies carried out in three different settings where such schemes have been implemented, in order to consider the extent to which the benefits as presented in the research literature are working out in reality, and whether such benefits constitute an adequate argument in support of investing further in these technologies.
Abstract: The provision for every pupil in schools of one-to-one digital devices such as tablets and laptops is claimed to offer a range of benefits, both practical and educational. Opinions are still divided as to whether the benefits for teaching and learning in fact outweigh the cost, disruption to established teaching practice, and distraction for learners. This paper presents studies carried out in three different settings where such schemes have been implemented, in order to consider the extent to which the benefits as presented in the research literature are working out in reality, and whether such benefits constitute an adequate argument in support of investing further in these technologies. The paper finds that there is considerable evidence of practical benefit for processes of teaching and learning from the availability in schools of one-to-one devices, but limited evidence of concerted or systematic strategies on the part of schools for helping young people to engage profitably and wisely with t...
TL;DR: In this article, the authors examined the experiences of young people, parents, and teachers who were part of this digital inclusion scheme and examined how the long-standing essentialist discourses around digital youth and determinist ideas of technology and s
Abstract: Despite the ongoing discourse about the constantly connected and digitally savvy youth in the UK, a growing evidence base demonstrates that there are still significant inequalities in young people’s ability to access and use the internet There is a small, but significant, proportion of young people who do not have internet access at home, nor have sufficient digital skills to engage online in ways that are meaningful to them This paper presents findings from a two-year school and local council-run initiative in England to provide 30 such digitally disadvantaged young people with a laptop and stable internet connection at home as well as school support Drawing on rich qualitative data (home and school visits; parent, student, and teacher interviews), we explore the experiences of young people, parents, and teachers who were part of this digital inclusion scheme Specifically, we examine how the long-standing essentialist discourses around ‘digital youth’ and determinist ideas of technology and s
TL;DR: In this article, a longitudinal study of two apparently well-placed English mathematics departments attempting to make change aligned with both policy and internationally-valued "good practice" suggests deep teacher change draws on a wide range of both social and affective characteristics, as well as sophisticated professional skills and knowledge.
Abstract: Mathematics teachers across the Western world are faced with an expectation that they make significant change to their teaching, but repeated attempts have shown little embedded success. This paper draws on a longitudinal study of two apparently well-placed English mathematics departments attempting to make change aligned with both policy and internationally-valued ‘good practice’. It suggests deep teacher change draws on a wide range of both social and affective characteristics, as well as sophisticated professional skills and knowledge. The study supports a construct of ‘(mathematics) teacher capacity for change’ at both individual and group levels within teachers’ ‘personal domains’, synthesising the range of characteristics apparently needed by teachers in times of change. In particular, it argues for the development of dispositions for collaborative learning and of other learning-supportive affects. Such an approach has the potential to place teachers in a better position to respond to demand...
TL;DR: A renewed focus on religion across all areas of life, including politics, academia, and education (Bachmann-Medick, 2016) has been witnessed what could be called a "religious turn" as discussed by the authors.
Abstract: Recent decades have witnessed what could be called a ‘religious turn’—a renewed focus on religion across all areas of life, including politics, academia, and education (Bachmann-Medick, 2016). Akin...
TL;DR: This paper investigated the changes in educational policy in England regarding the implementing of the International Baccalaureate Diploma Programme (henceforth IBDP) into post-16 (sixth form) education.
Abstract: This paper investigates the changes in educational policy in England regarding the implementing of the International Baccalaureate Diploma Programme (henceforth IBDP) into post-16 (sixth form) education. The aim is to illustrate the unique trajectory of the IBDP in England: from its adoption in schools and colleges across the country, to its removal, due largely to a combination of specific changes, such as government funding criteria inside state education, and the tariff system for university entry that is deployed for qualifications at 18. This paper explores this combination of changes using interview data with 28 senior leaders from eight schools and colleges that have introduced the IBDP, including state centres that have subsequently had to remove it from their curriculum. Employing the idea of a neo-liberal social imaginary, this paper analyses the resulting level of social exclusion inside the English post-16 curriculum created by the educational policies adopted by successive governments...
TL;DR: In this paper, the authors contribute to recent comparative discussions about the shift of traditional referential points as a result of new global governance by the OECD through PISA, and propose a comparison of the shift in referentials.
Abstract: This paper seeks to contribute to recent comparative discussions about the shift of traditional referential points as a result of new global governance by the OECD through PISA. In doing so, the au...
TL;DR: The authors explored the impact of a Spoken Word Education Programme (SWEP hereafter) on young people's engagement with poetry in a group of schools in London, UK and found that an introduction to the social practices of this artistic community appeared to influence 11-18 year old students' attitudes to poetry study, discussion, writing, and performance both in school and beyond the parameters of traditional secondary school learning.
Abstract: This paper explores the impact of a Spoken Word Education Programme (SWEP hereafter) on young people’s engagement with poetry in a group of schools in London, UK. It does so with reference to the secondary Discourses of school-based learning and the Spoken Word community, an artistic ‘community of practice’ into which they were being inducted. It focuses on what happened when secondary students, already enculturated into school Discourses about learning (in their English lessons especially), learned about new ways of being readers, writers, listeners, and performers through the SWEP Discourse. The paper draws on qualitative data collected during the first three years of programme development to consider how an introduction to the social practices of this artistic community appeared to influence 11–18 year old students’ attitudes to poetry study, discussion, writing, and performance both in school and beyond the parameters of traditional secondary school learning.
TL;DR: In this article, a discourse in British media and politics of "Muslim education", a concept that often appears alongside words such as ‘extremism’ and ‘radical...
Abstract: This article has two aims. First, it is concerned with a discourse in British media and politics of ‘Muslim education’, a concept that often appears alongside words such as ‘extremism’ and ‘radical...
TL;DR: In this paper, the authors advocate for greater use of interdisciplinary and holistic learning approaches in progressive education, as these are considered beneficial in conceptual and conceptua... and support progressive education ideas.
Abstract: Interest in progressive education ideas has often been accompanied by advocacy for greater use of interdisciplinary and holistic learning approaches, as these are considered beneficial in conceptua...
TL;DR: In this article, the authors discuss the importance of tablet computers as a tool for learning and education in the form of tablets and how they support educational activities such as archiving, word processing, and genera...
Abstract: Today, technology in the form of tablet computers (e.g. iPads) is crucial as a tool for learning and education. Tablets support educational activities such as archiving, word processing, and genera...
TL;DR: The authors examines the role of the French state school classroom as a scene of moral pedagogy from the point of view of French state and Muslim community activists, and argues that in both sets o...
Abstract: This paper examines the role of the French state school classroom as a scene of moral pedagogy from the point of view of the French state and Muslim community activists. I argue that in both sets o...
TL;DR: The authors report on findings from a three-year ethnographic study of 24 young people in northern England who were classified as not in education, employment or training (NEET), or at risk of becoming so.
Abstract: This paper reports on findings from a three-year ethnographic study of 24 young people in northern England who were classified as not in education, employment or training (NEET), or at risk of becoming so. Drawing on conceptions of opportunity structure and educational marginality, the paper discusses the processes leading to young people becoming NEET after leaving school. It presents findings concerning the family backgrounds, school experiences, and educational attainment of participants, and traces their initial post-16 destinations and their pathways to NEET status. Although most participants did not become NEET immediately after leaving school, restricted labour market opportunities and a lack of high-quality education and training for middle- and low-attaining young people exacerbated social and educational disadvantage. Over time, participants became increasingly restricted to marginal forms of learning. The paper argues that a focus on opportunity structures provides a powerful way of und...
TL;DR: The Association of Southeast Asian Nations (ASEAN) has led the way in constructing the East Asian region with China, Japan, and South Korea, and an inter-regional entity with the European Union (EU).
Abstract: The Association of Southeast Asian Nations (ASEAN) has led the way in constructing the East Asian region with China, Japan, and South Korea, and an inter-regional entity with the European Union (EU...