140 results
Search Results
2. Weekly Policy Papers.
- Subjects
EDUCATION policy ,LEGISLATIVE libraries ,BRITISH education system ,HOME schooling - Abstract
The article presents details of education policy papers by the three parliamentary libraries, including three parliamentary Office for Science and Technology, the House of Lords Library and the House of Commons Library. Topics include Government is committed to improving outcomes for children and young people who advocate and work with local and national system leaders; and information and the key issues on home education in England as well as current and past proposals for reform.
- Published
- 2022
3. Weekly Policy Papers.
- Subjects
BRITISH education system ,LOAN reimbursement ,EDUCATIONAL quality ,VOCATIONAL guidance ,EDUCATION policy - Abstract
The article gives details of all policy papers published by Government departments connected with education, training and children's services in Great Britain. Topics discussed include cost of loans to the taxpayer; increase in repayments of middle earners from any income group; and requirements on schools, colleges and universities in England to provide careers guidance.
- Published
- 2021
4. Weekly Policy Papers.
- Subjects
EDUCATION policy ,CHILD services ,BRITISH education system - Abstract
The article lists policy papers on education, training and children's services from government departments in Great Britain, including the Great Britain-Singapore COP26 universities network policy, academies benchmarking, and children's social care market study.
- Published
- 2021
5. Weekly Policy Papers.
- Subjects
BRITISH education system ,VIOLENCE against women ,TUTORS & tutoring ,ADULT education - Abstract
The article focuses on policy papers published by Government departments connected with education, training and children's services in United Kingdom (UK) from March 7-11, 2022. Topics discussed include reforms to initial teacher training (ITT), the early career framework (ECF); Area of Research Interest on ‘Violence against women and girls' to help support their ongoing scrutiny and House of Commons will consider estimates of spending on the National Tutoring Programme and adult education.
- Published
- 2022
6. Weekly Policy Papers.
- Subjects
EDUCATION policy ,BRITISH education system ,JUVENILE detention ,SCHOOL food -- Government policy - Abstract
This section offers information on policy documents related to education, training, and children's services, published by British government departments from January 24 to 28, 2022. Topics discussed include the review of recommendations on youth custodial remand, the challenges associated with the sharing of public sector data, and updates on policies concerning school meals and nutritional standards.
- Published
- 2022
7. Weekly Policy Papers.
- Subjects
COVID-19 pandemic ,SCHOOLS ,BRITISH education system ,CULTURAL industries ,HAIR care & hygiene - Abstract
The article offers insight to policy papers published by Great Britain government departments connected with education, training and children's services from 27 September to 1 October, 2021. Topics include the impact of the COVID-19 pandemic on schools and pupils; apprenticeships making creative industries more accessible; and transforming perceptions and driving up standards for hair and beauty.
- Published
- 2021
8. Skills and the Levelling Up White Paper, sector responses.
- Subjects
EDUCATION policy ,BRITISH education system ,LABOR market ,UNIVERSITIES & colleges - Abstract
The article informs that in response to education and skills commitments being made in the upcoming Levelling Up White Paper, David Hughes, Chief Executive, Association of Colleges, said that colleges had been looking forward. It mentions about the central role that they played in local communities, the labour market, and enhancing life chances for people.
- Published
- 2022
9. The Advanced Briish Standard Command Paper.
- Subjects
BRITISH education system ,SECONDARY education ,EDUCATIONAL change - Abstract
An introduction is presented on the Advanced British Standard (ABS), discussing government claims regarding education reforms, the need for changes in the post-16 education system, and ambitious proposals to introduce the ABS as a unified qualification for 16 to19 year-olds.
- Published
- 2023
10. Weekly Policy Papers.
- Subjects
EDUCATION policy ,BRITISH education system ,TEACHER training ,CHILD care services ,UNEMPLOYMENT - Abstract
The article focuses on policy papers published by Great Britain's Government departments connected with education, training and children's services from October 11-15, 2021 and beyond. It mentions expand coverage to include policy publications from the devolved administrations. It also mentions paper presents the latest statistics on youth unemployment in Great Britain as well as comparisons with European Union countries.
- Published
- 2021
11. Policy papers published last week.
- Subjects
MUSIC education ,BRITISH education system - Abstract
The article provides information on policy papers published last week, including one on the introduction of the Advanced British Standard for 16 to 19 year-olds, another on access to music education in schools, and details about their content and sources.
- Published
- 2023
12. Policy papers published last week.
- Subjects
CLIMATE change ,TEACHER recruitment ,TEACHER retention ,EDUCATIONAL fundraising ,BRITISH education system - Abstract
The article focuses on policy papers addressing climate change, school funding levels and recruitment and retention of teachers. Topics discussed include need of reducing poverty through the improvement of education for girls and addressing climate change, overview of school funding and mechanism in England, and Teacher Recruitment and Retention Strategy of the government.
- Published
- 2022
13. Levelling Up White Paper.
- Subjects
EDUCATION policy ,BRITISH education system ,LITERACY ,STUDY & teaching of numeracy ,PRIMARY schools - Abstract
The article informs on a White Paper on leveling published by the Great Britain government with a considerable emphasis on adult skills. It mentions a national mission to work towards eradicating illiteracy and innumeracy in primary school leavers by 2030 in England, and skills, schools and families at the heart of government plans to improve public services and level up left behind areas.
- Published
- 2022
14. Evaluating and reframing vocational education and training for refugees: insights from five refugee groups across three cities of India.
- Author
-
Dagar, Preeti
- Subjects
VOCATIONAL education ,EDUCATIONAL evaluation ,BRITISH education system ,EDUCATION policy ,REFUGEES ,INTERSECTIONALITY - Abstract
Contrary to common assumptions, the vast majority of the world's refugees reside in neighbouring countries in the Global South. This paper explores the complex interaction of global vocational education policies with the local realities of five communities within the under-researched yet highly relevant refugee context of India, across three major cities. It examines whether the stated policy purpose of VET addresses the practical requirements and aspirations of refugees. Drawing on interviews, focus groups, and participatory drawing with 66 respondents from Afghan, Rohingya, Somali, Chin, and Tibetan communities, and staff members from refugee organisations, this paper argues for a move away from the unidimensional goal of economic self-reliance for refugees. By bridging the capabilities approach with intersectionality, the paper calls attention to, and draws policy suggestions for, increment and diversification of VET opportunities to address multiple facets of refugees' lives, and their inclusion in national VET institutions. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
15. Policy papers published last week.
- Subjects
EDUCATION policy ,BRITISH education system ,EDUCATION of children with disabilities ,SCHOOLS ,MASTER'S degree - Abstract
The article offers insight to policy papers published in Great Britain. Topics include "Special Educational Needs and Children's Mental Health Services" by : House of Commons Library; "School Rebuilding Programme" by the Department for Education; and "Finding Funding for a Master's Degree" by House of Commons Library.
- Published
- 2022
16. The Levelling Up White Paper.
- Subjects
EDUCATION policy ,BRITISH education system ,EDUCATIONAL finance ,FEDERAL aid to education - Abstract
The article informs offers insight to the Levelling Up White Paper published by the Great Britain Government on education. It mentions health is an important part of the levelling up agenda, with an increased funding for the National Health Service, and raising productivity and empowering places so that everyone across the country can benefit from levelling up.
- Published
- 2022
17. Policy papers published last week.
- Subjects
EDUCATION policy ,APPROPRIATENESS (Ethics) ,RACISM ,STAKEHOLDER analysis ,LEGISLATION ,BRITISH education system - Abstract
The article informs that the Great Britain government response to the recommendations on children on remand made by the Independent Inquiry into child sexual abuse in 2019. Topics include Government examines the scale and appropriateness of youth custodial remand with stakeholder engagement; and explores racial disparity in remand outcomes and provides detail on the legislative measures in the Police, Crime, Sentencing and Courts Bill.
- Published
- 2022
18. Erasures and equivalences: negotiating the politics of culture in the OECD's global competence project.
- Author
-
Martini, Michele and Robertson, Susan L.
- Subjects
EDUCATION policy ,BRITISH education system ,EDUCATIONAL outcomes ,EDUCATIONAL equalization ,GLOBALIZATION - Abstract
In 2014, the OECD-PISA's Governing Board approved the addition of a set of global competence measures to its Programme of Student Assessment. In our paper, we explore whether and how there are discursive shifts between the two framing papers (2016/2018) and what the outcomes are for policy-shaping. To this end, we employ Network Text Analysis to map shifting semantic configurations. We show that (i) the concept of 'global competence' is radically redefined through the simplification and polarisation of the semantic universe surrounding it, (ii) that the concept 'global' becomes a shifting signifier which enables the establishment of an equivalence between the two studied documents, and that (iii) in this process, concepts such as 'culture' are now erased in the 2018 text. Our findings show the dramatic change of approach between the two documents reinforces a narrative that is familiar to the OECD around knowledge economy proxies. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
19. Visualising tensions in undergraduate education: Clark's triangle revisited.
- Author
-
Meth, Deanna
- Subjects
- *
UNDERGRADUATES , *HIGHER education , *UNIVERSITIES & colleges , *COLLEGE students , *CLASSROOM management , *CURRICULUM , *BRITISH education system - Abstract
This paper presents a new visualisation of tensions in developing and delivering undergraduate higher education. It links qualitative research on academics' perceptions of education in one English research-intensive university to known models of knowledge, curricula, pedagogies, student engagement and identities to propose a new conceptual framework. Reworking the 1980s Clark triangle, with its apices of academic oligarchy, state authority and market denoting system tensions, a common apex now merges state and market agendas, and societal pulls are introduced at the third. The paper acknowledges today's complex higher education environment and responds to critiques about the original triangle's static nature, recognising oscillation within the space and adding a fourth apex representing students' identities. The adapted model, supported through academics' lived experiences, makes explicit the spectrum of choices and desired educational outcomes. It offers an important aid to debates on the purpose of higher education and learning and teaching policy and practice. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
20. Policy papers published last week.
- Subjects
SOCIAL media ,CYBERBULLYING ,UNEMPLOYMENT ,COVID-19 pandemic ,BRITISH education system - Abstract
The article offers insight to policy papers published in Great Britain. Topics include "Social Media: Potential harm to children" by Charley Coleman; "Youth Unemployment Statistics" by Andy Powell, Brigid Francis-Devine and Harriet Clark; and "How Learning Continued During the COVID-19 Pandemic: Global Lessons from Initiatives to Support Learners and Teachers" by Stéphan Vincent-Lancrin, Cristóbal Cobo Romaní and Fernando Reimers.
- Published
- 2022
21. 'In most supermarkets food does not cost £3 per day ...' The impact of the school food voucher scheme during COVID‐19.
- Author
-
Lalli, Gurpinder Singh
- Subjects
SUPERMARKETS ,SCHOOL food ,COVID-19 pandemic ,BRITISH education system ,EDUCATIONAL equalization ,UNIVERSITIES & colleges ,HIGHER education - Abstract
Households with children eligible for Free School Meals are at risk of food insecurity. This paper reports on a rapid‐response study that investigated the impact of the school food voucher scheme during the COVID‐19 crisis on young people, families and schools. It pays close attention to the reliance of the state on the goodwill of society and its citizens in feeding those most in need. The Capabilities Approach is used to highlight factors that inhibited and restricted the use of the vouchers to produce the capability of having good nutrition for children in need of Free School Meals. The approach moves towards creating a society where children and young people are able to lead a life of their own choice and contribute to key policy decisions. This qualitative study funded by the British Education Research Association was conducted between September 2020 and March 2021. The study posed two research questions: (1) how have schools responded to COVID‐19 in relation to food during holiday provision; and (2) what have families identified as barriers to accessing the school food voucher scheme? Data collection involved online interviews with young people, schools and organisations (i.e. public health, director from the food industry. etc.). The findings highlight the difficulties with accessing and using the school food voucher and implications for future policy directions. Owing to this being a small‐scale study, it is not generalisable to the wider population but does highlight localised issues. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
22. Transition: a systematic review of literature exploring the experiences of pupils moving from primary to secondary school in the UK.
- Author
-
Mumford, Joanne and Birchwood, James
- Subjects
SECONDARY schools ,PRIMARY schools ,BRITISH education system ,EDUCATIONAL psychology ,EDUCATIONAL support - Abstract
This paper reports the findings of a systematic review of qualitative research exploring the views and experiences of pupils moving from primary to secondary school in England. The concept of transition is explored before a brief discussion of the policy and legislation surrounding educational transition. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework was used to ensure a systematic search, following which seven papers were identified. These were reviewed and appraised using the Critical Appraisal Skills Programme checklist. Analysis of the literature using thematic synthesis identified key concerns for children who had undergone transition from primary to secondary school and factors that supported this. A key theme highlighted was that of relationships, suggesting this as an area that would benefit from further support. Additional factors including emotions, identity, environment and strategies/recommendations were explored. This review is relevant for professionals working with children who will, or have, undergone the transition from primary to secondary school, and explores recommendations to support this transition. [ABSTRACT FROM AUTHOR]
- Published
- 2021
- Full Text
- View/download PDF
23. Empty Britain? Hegemony and ambiguity in British education policy.
- Author
-
Henshall, Cameron, Prosser, Howard, and Sanjakdar, Fida
- Subjects
EDUCATION policy ,BRITISH education system ,COUNTERTERRORISM ,TWENTY-first century ,CRITICAL discourse analysis - Abstract
The role of schools in developing a sense of common British identity has taken centre stage in the face of 'racialised' accounts of violence during the twenty first century. In this paper, we argue that certain British education policy documents can be understood as hegemonic interventions seeking to resolve ambiguities surrounding constructions of British identity. We do so by examining the Department for Education (DfE) 'Fundamental British Values' (FBV) guidance within the context of its relationship to the Prevent Duty anti-terrorism programme as well as the 'Political impartiality in schools' guidance released by the DfE in 2022. Utilising Critical Discourse Analysis (CDA) and applying Laclau and Mouffe (2014/1985) conception of hegemony with Hall's (2021/2000) claim that 'Britishness' is an empty signifier, this paper argues that the ambiguities of 'Britishness' present a number of opportunities for power to be exercised and consolidated. Finally, we explore the possible implications for demands to 'decolonise the curriculum' within schools' existing duties and propose possible structural limits placed upon these demands by said duties. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
24. Getting in, getting on, going further: Exploring the role of employers in the degree apprentice to graduate transition.
- Author
-
Jones, Katy, Christie, Fiona, and Brophy, Sean
- Subjects
GRADUATES ,LONGITUDINAL method ,APPRENTICESHIP programs ,COVID-19 pandemic ,EDUCATIONAL equalization ,BRITISH education system - Abstract
Transitions from education into work, or as part of career change and development, are increasingly central to policy debate and academic inquiry. However, the role that employers play in shaping transition is often overlooked. In this paper, we examine this issue through the experiences of a graduating cohort of 'degree apprentices'. We present original analysis of new empirical data from what we believe to be the first substantive qualitative longitudinal research conducted with those experiencing this new vocational pathway in the English Apprenticeships system. Through analysis of repeat semi‐structured interviews with 22 degree apprenticeship graduates (44 interviews in total), we provide early empirical insights into experiences of this new pathway and add to existing theoretical conceptualisations of transition within the educational literature and the employer's role within it. We show that the degree apprentice to graduate transition can be broken down into three key stages: 'getting in', 'getting on' and 'going further', and that employers—at both strategic and relational levels—shape experiences at each stage. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
25. A Critical Analysis of Mark Ravenhill's The Cane: Hegemonic Subjects' Revolt against Authority.
- Author
-
Özata, Cüneyt
- Subjects
HEGEMONY ,BRITISH education system - Abstract
Copyright of Çankaya University Journal of Humanities & Social Sciences is the property of Cankaya University Journal of Humanities & Social Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2023
- Full Text
- View/download PDF
26. Interviews with creative techniques: research with Russian-speaking migrant pupils.
- Author
-
Gundarina, Olena
- Subjects
CHILDREN of migrant laborers ,LINGUISTIC minorities ,BRITISH education system ,RUSSIAN language ,QUALITATIVE research - Abstract
This paper explores the use of creative techniques in a study of the experiences of Russian-speaking linguistic-minority migrant children in English state-funded primary schools at Key Stage Two (7-11 years old). The methodology is based on an interpretative paradigm using a qualitative research approach: a longitudinal multiple-case study with four embedded cases (each case representing one pupil). Focusing on specific examples from the research, the paper considers the benefits of using creative techniques within interviews to generate unique data with linguistic-minority pupils, the constraints of the techniques, and possible solutions for these. The cyclic (i.e. rounds of repeated interviews) research design, which focused on the processes of change, called for systematic alternation of the techniques. I demonstrate the unique integration of board games (the 'interview-through-game') and the 'filling-in exercise' in the interviews. This enabled a continuous adjustment of the techniques by me and by the children, retaining both the systematicity and flexibility (or constraint and emergence) of the creative techniques' development and application. This design helped to reveal the experiences/issues of the participating children, which would otherwise be challenging to explore using other methods. [ABSTRACT FROM AUTHOR]
- Published
- 2021
- Full Text
- View/download PDF
27. Caring for students by caring for ourselves first: comadre co-teaching during times of crisis.
- Author
-
Banda, Racheal M. and Reyes, Ganiva
- Subjects
- *
TEACHING teams , *HIGHER education , *UNIVERSITIES & colleges , *COLLEGE students , *CLASSROOM management , *CURRICULUM , *BRITISH education system , *COLLEGE teachers - Abstract
We reconceptualize co-teaching in higher education to be more than a method for professional development or adapting to student preferences. Instead, co-teaching offers community and collaboration that can sustain the holistic well-being of professors, especially marginalized faculty who navigate high service loads and extra scrutiny from students. Drawing upon our Chicana/Latina feminist onto-epistemologies, we leveraged embodied pedagogies of care and plática to self reflect and critically analyze our particular approach to co-teaching–what we term 'comadre co-teaching.' This paper demonstrates how co-teaching meets institutionalized expectations for teaching excellence, but most importantly, serves to sustain us as faculty of color and mothers. We present brief narratives of our co-teaching experiences as examples of what it looks and feels like to have support in navigating the chaos of teaching during a pandemic. We also offer lessons learned of what it takes to create and sustain a support network among historically marginalized faculty. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
28. Understanding equivocal feedback in PhD supervision meetings: a conversation analysis approach.
- Author
-
Nguyen, Ngoc Thi Bich and Mushin, Ilana
- Subjects
- *
DOCTOR of philosophy degree , *TEACHING methods , *HIGHER education , *CLASSROOMS , *BRITISH education system , *CURRICULUM , *DOCTORAL students - Abstract
A significant proportion of the teaching and learning in PhD programs is conducted independently by the candidate under the supervision of one or more supervisors. Supervisors and students are usually expected to meet regularly to ensure that students are on track to produce a dissertation as independent researchers. Yet few studies to date examine how teaching and learning within supervision meetings is interactionally achieved. In this paper we use a conversation analysis approach to study how supervisors formulate their student-solicited feedback. Specifically, we show that equivocation in giving feedback serves a pedagogical purpose that balances competition between the institutional goals of teaching with the expectations that PhD students should already be competent researchers. While supervisors provided equivocal feedback in both early and late stages of candidature, we show here how the nature of this feedback changes, showing the sensitivities of supervisors to the developing capacities of their supervisees. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
29. Disciplinary knowledge, pedagogy, and assessment in non-university marine engineering education – consequences for student academic success.
- Author
-
Hindhede, Anette Lykke and Højbjerg, Karin
- Subjects
- *
MARINE engineering , *ENGINEERING students , *CURRICULUM , *HIGHER education , *TEACHING methods , *CLASSROOMS , *BRITISH education system - Abstract
This paper explicates the codes that prescribe and shape the marine engineer student in times of massification and high attrition rates in Danish non-university higher education. In a case study of a Danish school of marine engineering, the Bernsteinian concept of knowledge structures and Legitimation Code Theory support analysing the official curriculum along with teacher and student interviews to determine what is considered knowledge and whose knowledge is deemed important. We find that teachers' pedagogical decisions are embedded in the epistemological and social conventions of their individual educational backgrounds. Their struggles on content and pedagogic approach make it difficult for students to understand what is legitimate knowledge and who can claim to be a legitimate knower. To offer more students epistemic access to non-university academic study and increase student success, the epistemic and evaluative logics of the pedagogic discourses to which students are exposed must be clarified and made explicit. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
30. Collaborative autoethnography in examining online teaching during the pandemic: from a 'teacher agency' perspective.
- Author
-
Kim, Grace Jue Yeon, Zhu, Jingyi, and Weng, Zhenjie
- Subjects
- *
AUTOETHNOGRAPHY , *ONLINE education , *COVID-19 pandemic , *HIGHER education , *CLASSROOMS , *UNIVERSITIES & colleges , *BRITISH education system , *CURRICULUM - Abstract
The COVID-19 pandemic outbreak forced universities to immediately shift to online teaching, and the transition presented unprecedented challenges. This paper reports our findings from a collaborative autoethnography study with a special focus on the challenges we encountered and our agentive responses in teaching online. Data reveal four major challenges (1) unpredictable situations, (2) shifting teacher roles in online context, (3) issues on course design, expectations, grading, and feedback, and (4) technology issues. Also, we reported four agentive responses (1) adopting a positive attitude, (2) reexamining our teaching practices and educational goals, (3) exploring alternative pedagogical approaches, and (4) strategically implementing technology to enhance teaching and learning. These intentional reflections became opportunities for us to revisit our positionality, analyze our teaching experiences, and transform them into tools in supporting students. This study calls for more resources for professional development, as well as further conversations and collaborations among teachers and researchers. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
31. The case for scaling authentic learning across undergraduate and postgraduate research skills courses.
- Author
-
Pallant, Jason I., Pallant, Jessica L., and Jopp, Ryan
- Subjects
- *
AUTHENTIC learning , *UNDERGRADUATES , *HIGHER education , *TEACHING methods , *COLLEGE teachers , *CLASSROOMS , *BRITISH education system - Abstract
Authentic learning is gaining popularity in higher education, particularly for courses related to research skills, where authentic assessments can overcome trepidation from both students and faculty. Prior literature has demonstrated the potential value of authentic client-based projects (CBPs) in such settings. However, questions remain about how best to scale authentic learning across different student cohorts, including both undergraduate and postgraduate courses. This paper explores two case studies of authentic learning applied across undergraduate and postgraduate research courses. We explore the impact of different forms of authentic learning, ranging from in-class activities to fully authentic client-based projects, on both student satisfaction and success rates. The results suggest that client-based projects represent a trade-off between satisfaction and learning at the undergraduate level but can be highly successful at postgraduate level if implemented effectively. We provide practical tips for how faculty may scale authentic learning and assessments across undergraduate and postgraduate courses. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
32. Language socialization and academic discourse in English as a Foreign Language contexts: A research agenda.
- Author
-
Friedman, Debra A.
- Subjects
LANGUAGE teachers ,TEACHING methods ,ACTIVE learning ,BRITISH education system ,FOREIGN language education ,ENGLISH as a foreign language - Abstract
In this paper, I argue for expanding language socialization research on the academic discourse socialization of speakers of English as an additional language to less-commonly researched settings outside of English-dominant countries. Following an overview of some theoretical and methodological issues involved in conducting such research, I lay out a research agenda, focusing on several topics and issues that have the potential to illuminate issues of interest in both language socialization and second language acquisition regarding how competence and community are defined in a globalized, multilingual world. These include: (a) closer investigation of presumed 'cultural differences' between 'Western' and 'Asian' academic discourse practices, (b) the effect of social categories such as ethnicity and 'nonnative speaker' status on the construction of 'expert' and 'novice' identities in these settings, (c) the role of socializing agents outside of the classroom, and (d) the extent to which students in these settings are being socialized into practices and ideologies that promote multicompetence. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
33. From replication to substantiation: A complexity theory perspective.
- Author
-
Al-Hoorie, Ali H., Hiver, Phil, Larsen-Freeman, Diane, and Lowie, Wander
- Subjects
COMPLEXITY (Philosophy) ,CURRICULUM planning ,LANGUAGE teachers ,BRITISH education system ,TEACHING methods ,ACTIVE learning - Abstract
In contemporary methodological thinking, replication holds a central place. However, relatively little attention has been paid to replication in the context of complex dynamic systems theory (CDST), perhaps due to uncertainty regarding the epistemology–methodology match between these domains. In this paper, we explore the place of replication in relation to open systems and argue that three conditions must be in place for replication research to be effective: results interpretability, theoretical maturity, and terminological precision. We consider whether these conditions are part of the applied linguistics body of work, and then propose a more comprehensive framework centering on what we call substantiation research, only one aspect of which is replication. Using this framework, we discuss three approaches to dealing with replication from a CDST perspective theory. These approaches are moving from a representing to an intervening mindset, from a comprehensive theory to a mini-theory mindset, and from individual findings to a cumulative mindset. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
34. What about the teacher?
- Author
-
Griffiths, Carol
- Subjects
HIGH school teachers ,ENGLISH language education ,ENGLISH teachers ,STAKEHOLDERS ,BRITISH education system ,LANGUAGE teachers - Abstract
Given that I have been a teacher of one kind or another for practically all of my working life, starting as a high school English teacher before moving into TESOL (teaching English to speakers of other languages), I would like to suggest (in all modesty, of course!) that I am in a good position to understand the stresses of the job. In this position paper, I would like to try to explain the background to the issues of teacher stress, to identify contemporary problem areas, to suggest some possible ways to address the problems, and also to explain why tackling teacher stress is so important – both for teachers themselves, and also for the other stakeholders, especially the learners. Although this article draws essentially on the experience of language teachers and related literature, many of the issues described could apply to teachers of any subject at any level anywhere, a point that will be taken up again when suggesting areas for further research. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
35. The Early Years Pupil Premium: practitioners' perspectives on if the funding supports 'closing the gap' for looked after children?
- Author
-
Williams-Brown, Zeta
- Subjects
EARLY childhood education ,PRESCHOOL teachers ,BRITISH education system ,GRANTS (Money) ,QUESTIONNAIRES - Abstract
The paper investigates practitioners' perspectives on the Early Years Pupil Premium (EYPP) and its use for looked after children (LAC) in England. The paper considers what practitioners in one Local Authority (LA) think now that the funding has passed its infancy. Specifically, does EYPP funding help 'close the gap' for LAC? Q-methodology was used to investigate 19 practitioners' perspectives; all were owners or managers in 19 different settings. This approach was complemented with a questionnaire survey and focus groups held with 14 practitioners in 13 different settings in the same LA. The findings revealed that practitioners consistently focused on whether all LAC should be eligible for this funding and/or whether the funding is able to 'close the gap' between them and their peers. It concludes that EYPP funding can support 'closing the gap' for LAC with developmental delay, but its purpose needs to be clarified. [ABSTRACT FROM AUTHOR]
- Published
- 2021
- Full Text
- View/download PDF
36. For the curious: A multi-method exploration of curiosity in further education colleges through the narratives of lecturers.
- Author
-
Martin, Gemma R.
- Subjects
FURTHER education (Great Britain) ,POST-compulsory education ,VOCATIONAL education ,EDUCATION policy ,BRITISH education system - Abstract
This paper explores curiosity of Further Education (FE) lecturers in the United Kingdom through personal narratives and focused group discussions. The paper identifies how curiosity is viewed by FE lecturers as a positive trait for learners to possess, yet when discussing their own curiosities, views changed. Narratives emerge of curiosity being more of a problematic trait to possess whilst lecturing within the business-like structures and an outcome driven environment of FE. The lack of space for lecturer's curiosity was viewed not as a specific institutions problem, but as a system wide problem across the culture of FE. Lecturers felt that creating curiosity, created more work for themselves and was neither celebrated nor embraced within their FE settings. [ABSTRACT FROM AUTHOR]
- Published
- 2021
- Full Text
- View/download PDF
37. The elite nature of International Schooling: a theoretical framework based upon rituals and character formation.
- Author
-
Bunnell, Tristan
- Subjects
BRITISH education system ,EDUCATIONAL planning ,EDUCATIONAL sociology ,CURRICULUM frameworks ,CURRICULUM planning - Abstract
The well-established yet under-theorised body of 'Traditional International Schools' warrant much greater sociological analysis and inquiry as 'elite' educational institutions. This paper uses Basil Bernstein's Sociology of the School to discuss the 'expressive culture' of such schools, representing an idealised model of conduct, character and manner. The role of rituals in transmitting this culture is discussed by applying Randall Collins' Interaction Ritual Chain Theory showing how every-day festivals and fundraising events (commonly conceptualised as forming the 'Five Fs') can help build up positive emotional energy, which can be used to facilitate action, and embed the expressive culture. Maurice Halbwachs' concept of Collective Memory is then used to show how interaction rituals can deliver a permanent group recollection, essential for enduring class solidarity and cohesion. Overall, an introductory and coherent theoretical framework for identifying a Sociology of International Schoolingis presented, focusing on what aspects of the schooling experience makmakes it an attractive and elite, privileged one. [ABSTRACT FROM AUTHOR]
- Published
- 2021
- Full Text
- View/download PDF
38. The performance effects of international study placements versus work placements.
- Author
-
Jones, Chris and Wang, Yuan
- Subjects
ABILITY grouping (Education) ,UNIVERSITIES & colleges ,HIGHER education ,COLLEGE students ,BRITISH education system - Abstract
To be competitive, universities across the world are embedding an international perspective into every layer of an institution's operational structure. For higher education (HE) providers that offer sandwich degrees (4-year undergraduate courses with a compulsory placement after the second year), this allows students to choose a range of options. Students can enter the labour market for one year, or they can go overseas to study at a foreign institution. For some students, it might even be possible to do both. However, regarding final year degree performance, which option leads to higher student performance? In this paper, we aim to shed light on this empirical question. Our results are drawn from Aston University (UK) which is a world-leading University in Advanced Technology. Overall, using a large student dataset, we find that for students who have a compulsory placement built into their degree programme, the work placement has a more powerful impact on student performance compared to an international study placement abroad. Our findings have important implications for universities across the world that offer sandwich degrees to their students. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
39. Government's approach to teaching reading is "uninformed and failing children".
- Subjects
READING ,EDUCATION policy ,TEACHING ,PHONICS ,BRITISH education system - Abstract
The article informs that according to UCL academics Great Britain government's approach to teaching reading is uninformed and failing children. It mentions the paper argued that, for the first time in modern history, the teaching of phonics and reading in primary schools in England had changed fundamentally, and that National Curriculum.
- Published
- 2022
40. Managerialism in UK business schools: capturing the interactions between academic job characteristics, behaviour and the 'metrics' culture.
- Author
-
McCarthy, Dermot and Dragouni, Mina
- Subjects
MANAGERIALISM ,BUSINESS schools ,PSYCHOLOGICAL burnout ,HIGHER education ,BRITISH education system - Abstract
Recent decades have seen the evolution of UK business schools into international mass education providers. This transformation has developed against a background of institutional changes that jeopardise work conditions in academia. As few studies have examined the relationships between organisational, social and psychological aspects of academic work life, this paper employs the Job Demands-Resources (JD-R) model to explore empirically the interplay between business school workplace conditions, burnout and retention rates, based on a national sample. We show that higher demands and lower resources are significant in increasing burnout and turnover, whereas the 'metrics' culture has done much to increase workloads and reduce academic freedom and workplace support. These negative impacts can be offset by creating a collegiate and engaged work environment that promotes greater skills utilisation, autonomy and recognition. Such findings are reported for the first time in the literature with important implications for higher education and the academic community. [ABSTRACT FROM AUTHOR]
- Published
- 2021
- Full Text
- View/download PDF
41. Three stories of institutional differentiation: resource, mission and social inequalities in higher education.
- Author
-
Carpentier, Vincent
- Subjects
EDUCATIONAL equalization ,EDUCATIONAL adequacy ,HIGHER education & state ,BRITISH education system ,EQUALITY - Abstract
This paper explores the historical relationship between the expansion of the UK HE system through sectorial diversification, processes of differentiation/convergence and (in)equalities since the 1960s. It examines the extent to which the connections and tensions between three stories of resource, mission and social differentiations might be influenced (alongside other forces) by the emergence and crisis of successive socio-economic regimes. The empirical analysis of the three types of differentiation compares and contrasts new historical data on funding, enrolment and qualifications for the whole system and its institutional segments. The analysis shows that the ongoing tensions between resource, mission and social differentiations were exacerbated by the effect of the crises of 1973 and 2008 which provoked their misalignment and the destabilisation of the phases of expansion started in the 1960s and the 1990s. This pleads for a new social compromise to overcome the 2008 crisis to which a new HE expansion based on a realignment of, rather than a trade-off between the three dimensions of differentiation might contribute. This realignment requires a reversal of the public/private substitution of funding ensuring that a less unequal resource differentiation reflects and drives fairer processes of mission differentiation or convergence rather than stratifying social inequalities. [ABSTRACT FROM AUTHOR]
- Published
- 2021
- Full Text
- View/download PDF
42. Photo-elicitation and photo-voice: using visual methodological tools to engage with younger children's voices about inclusion in education.
- Author
-
Shaw, Patricia A.
- Subjects
SCHOOLS ,SPEECH perception ,PHOTOGRAPHS ,VISUAL sociology ,BRITISH education system - Abstract
Whilst the importance of engaging with children's voices is now more widely recognized, there is still a dearth of representation of younger children's voices specifically. Visual methodological tools, such as photo-elicitation and photo-voice are used in research; however, there remains a lack of clarity about what they mean, how they are used, and whether they are effective in providing valuable insights into younger children's everyday worlds. This paper draws on the findings of two research projects utilizing the tools to engage with the voices of 56 children aged four to five years, in the classes of three schools in the UK. It identifies the differences between photo-elicitation and photo-voice and appraises their advantages and limitations when engaging with child voice. It explores whether through careful, critical and conscientious application, these tools might advance understandings of younger children's perceptions of matters affecting them. The definition of photo-elicitation is the insertion of a photograph by the researcher into a research interview to evoke information, feelings, and memories due to the photograph's particular form of representation; photo-voice is defined as a technique that enables people to record their own photographs. [ABSTRACT FROM AUTHOR]
- Published
- 2021
- Full Text
- View/download PDF
43. Instructional leadership as a predictor of collaborative culture in schools.
- Author
-
Parlar, Hanifi, Turkoglu, Muhammet Emin, and Cansoy, Ramazan
- Subjects
SCHOOL principals ,EDUCATIONAL leadership ,BRITISH education system ,SCHOOL environment ,MULTIPLE regression analysis - Abstract
The purpose of this study was to examine the relationship between school principals' instructional leadership and collaborative culture in schools. The study was conducted using a cross-sectional survey with a sample of 382 teachers. The data were collected through the Principal Instructional Management Rating Scale (PIMRS) and the School Culture Survey. Multiple regression analysis was used to estimate relationships among the variables. The study findings indicate that instructional leadership practices were significantly and positively related to collaborative culture in schools. The findings are discussed according to the related literature, and suggestions are made for policy and practice. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
44. Levelling Up statement.
- Subjects
BRITISH education system ,LITERACY ,STUDY & teaching of numeracy ,EDUCATION policy - Abstract
The article informs that during his statement on the Government's Levelling Up White Paper, the Secretary of State for Levelling Up, Michael Gove claimed that in terms of education and skills, the Government would eradicate illiteracy and innumeracy, by investing in the most-underperforming areas of the country. It mentions he stressed that higher education was critical to the economic future where there were outstanding universities, and increased research and development spending.
- Published
- 2022
45. Diversity in Islam in British RE.
- Author
-
Wood, Philip
- Subjects
RELIGIOUS education ,ISLAMIC education ,DIVERSITY in education ,RELIGIOUS diversity ,BRITISH education system - Published
- 2024
- Full Text
- View/download PDF
46. Weekly Written PQs.
- Subjects
BRITISH education system ,EDUCATION of refugee children ,EDUCATIONAL psychology - Abstract
The article offers information on the Education Parliamentary Monitor's Weekly parliamentary questions on education from the House of Commons and the House of Lords. Questions without a national interest are excluded. The questions were regarding the education of Ukrainian refugee children in the United Kingdom, Coronavirus catch-up premium, and educational psychology.
- Published
- 2022
47. Weekly Consultations - Whitehall.
- Subjects
BRITISH education system ,PUBLIC finance ,SCHOOL admission ,HIGHER education - Abstract
The article offers information on Education Parliamentary Monitor's Weekly Consultations in Whitehall, which lists all live UK Government consultations on education undertaken by departments and their agencies. It mentions meetings on approval of public funding for every qualification, revised version of the statutory school admission appeals code, and higher education policy statement and reform consultation.
- Published
- 2022
48. Weekly Debates.
- Author
-
Coryton, Demitri and Mangrove, Tim
- Subjects
EDUCATION policy ,BRITISH education system ,QUALITY assurance ,TEACHER training ,CONSERVATIVES ,CLIMATE change - Abstract
The article focuses on education debates and oral question sessions in the Great Britain's House of Commons and the House of Lords from October 11-15, 2021 and beyond. Topics discussed include outcomes of the quality assurance process had demonstrated the extent to which teachers had taken the process seriously and had followed the guidance and training provided; world of education than most Conservative education legislation and the dual crises of climate change and biodiversity loss.
- Published
- 2021
49. Weekly Debates.
- Subjects
STUDENT loans ,DIGITAL technology ,MENTAL health practitioners ,BRITISH education system ,DISTANCE education ,PUBLIC investments - Abstract
The article discusses debates and legislative discussions that took place in the British House of Commons and House of Lords from February 27 to March 1, 2024. Topics include a proposed Student Finance and Skills Shortages Bill, addressing student loan exemptions; concerns about digital exclusion and skills shortages in business; and the Schools Mental Health Professionals Bill, along with investments to support access to distance education and online social care services.
- Published
- 2024
50. Extending the school day in Wales.
- Subjects
SCHOOL day ,EXECUTIVES ,SCHOOL year ,EDUCATION policy ,BRITISH education system - Abstract
The article informs that following the announcement of plans to trial an extended school day in Wales, Laura Doel, Director of NAHT Cymru, said that while there may be some educational benefits to reforming the school year, schools were yet to be provided with any evidence that supported extending the school day. It mentions she argued that all the focus from the Government had been on the school day fitting in with family life and working patterns.
- Published
- 2022
Discovery Service for Jio Institute Digital Library
For full access to our library's resources, please sign in.