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Grade retention and academic self‐concept: A multilevel analysis of the effects of schools’ retention composition British Educational Research Journal (IF 1.752) Pub Date : 2021-04-17 Timo Van Canegem, Mieke Van Houtte, Jannick Demanet
Previous studies on the impact of grade retention on academic self‐concept suffer from inconclusive findings. There is no consensus if retention yields long‐term benefits that could offset its opportunity costs and, if so, under what conditions. Therefore, this article examines whether grade retention decreases academic self‐concept and whether this relationship is mediated by sense of belonging. Moreover
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Cognition in art education British Educational Research Journal (IF 1.752) Pub Date : 2021-04-16 Rebecca Heaton
Whilst it is accepted that art education is a cognitive endeavour, the value and contribution of cognition to art education is often deliberated. By examining literature concerning conceptions of cognition and contextualising studies with the findings of a 5‐year artographic inquiry into cognition in the lived experiences of artist teachers, this article is able to present a case for the reinstatement
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Right‐wing populism and education: Introduction to the special section British Educational Research Journal (IF 1.752) Pub Date : 2021-04-08 Saba Hussain, Reva Yunus
This introduction offers an overview of the concept of populism, the debates around its definitions and its relationship with democracy and the significance of attending to populist politics in the context of education. It also lays out the political contexts in which authors have engaged with education and populist politics in the UK, Brazil and Israel, and the ways in which they understand populist
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Understanding higher education access: Inequalities and early learning in low and lower‐middle‐income countries British Educational Research Journal (IF 1.752) Pub Date : 2021-04-06 Sonia Ilie, Pauline Rose, Anna Vignoles
Globally, access to higher education has increased, but inequalities by socio‐economic background remain. This article explores the relationship between early schooling opportunities (and learning) and progression into higher education in four low and middle‐income countries. We analyse data from the Young Lives longitudinal study, following cohorts of young people from age 5 to 22 in four country
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Preventing violent extremism: Resourcing, stakeholder strategies and fostering belonging and connection in Australian schools British Educational Research Journal (IF 1.752) Pub Date : 2021-04-02 Garth Stahl, Melanie Baak, Sam Schulz, Ben Adams, Andrew Peterson
Countering violent extremism (CVE) continues to be a topic of national and international concern as well as media interest. In the field of CVE, educational institutions have an important role to play, but precisely how educators and policymakers should best respond to extremism within schools remains unclear. This article draws on interviews with multiple stakeholders implementing a small‐scale nationally
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Silence at school: Uses and experiences of silence in pedagogy at a secondary school British Educational Research Journal (IF 1.752) Pub Date : 2021-04-02 Amy Hanna
Silence infuses all aspects of our daily communications: what we say and what remains unspoken; those to whom we speak, and those we ignore; those we trust and respect, and those we do not. In the school environment, interactions between students and teachers lie at the heart of pedagogy. This relationship is also marked by its silences, and the concept of ‘student voice’ arose out of these silences
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Understanding school mobility and mobile pupils in England British Educational Research Journal (IF 1.752) Pub Date : 2021-04-02 Clara Rübne Jørgensen, Thomas Perry
A significant proportion of pupils move school during their school career for reasons other than standard structural moves between educational stages. Little is known about the underlying causes of these moves and the characteristics and experiences of mobile pupils are challenging to research. There is currently a large disconnect between the macro level of system structures, data and policy and the
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Embodying the least‐adult role British Educational Research Journal (IF 1.752) Pub Date : 2021-03-31 Lindsey Garratt
The aim of this article is to emphasise physicality and embodiment in child‐centred research, fieldwork and intellectual activity. It will argue that research is not a separate form of action, placing the researcher in a position of epistemological privilege, but an embodied capacity developed through practical activity. This will be explored through an examination of the ‘least‐adult’ positionality
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‘We came together on the idea of being “foreign”’: Teacher narratives for the teaching of immigrant and refugee youth British Educational Research Journal (IF 1.752) Pub Date : 2021-03-29 Brooke Harris Garad
In the midst of an international debate about immigration, this qualitative ethnographic study focuses on the stories and teaching practices of immigrant and refugee educators working with immigrant and refugee youth at a community‐based after‐school programme in the Midwestern region of the USA. Using existing literature to describe the educational experiences of immigrant and refugee youth and teacher
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Post‐abyssal ethics in education research in settings of conflict and crisis: Stories from the field British Educational Research Journal (IF 1.752) Pub Date : 2021-03-13 Hilary Cremin, Hogai Aryoubi, Basma Hajir, Nomisha Kurian, Hiba Salem
This article draws heavily on the post‐abyssal philosophy of Boaventura de Sousa Santos in order to theorise new ways of thinking about research ethics in settings affected by armed conflict and crisis, and to put them into practice. Our article explores the dilemmas and tensions faced by four graduate students and a supervisor across diverse international settings. For some of us, these are places
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Geographies of elite higher education participation: An urban ‘escalator’ effect British Educational Research Journal (IF 1.752) Pub Date : 2021-03-13 Joanne Davies, Michael Donnelly, Andres Sandoval‐Hernandez
Based on analysis of an administrative dataset, which includes granular detail on 800,000 English students over a 10‐year period, this article identifies an urban ‘escalator’ effect in entry to elite universities, with disadvantaged youth in the urban centres of England having higher rates of entry than similarly disadvantaged youth located rurally. Using multilevel modelling, as well as Geographic
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Giving the invisible hand a helping hand: How ‘Grants Offices’ work to nourish neoliberal researchers British Educational Research Journal (IF 1.752) Pub Date : 2021-01-05 Kristina S. Beime, Hans Englund, Jonas Gerdin
Neoliberalism has become a highly dominating and taken‐for‐granted way of organising the university sector around the world. In the critical educational literature, this market‐based rationality has been scrutinised in detail over the past decades. However, rather scant attention has been directed to how university managers and administrators, apart from setting up quasi‐markets, may intervene more
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(Re)framing a philosophical and epistemological framework for teaching and learning in STEM: Emerging pedagogies for complexity British Educational Research Journal (IF 1.752) Pub Date : 2021-03-11 Thomas Delahunty, Richard Kimbell
Today’s learners are engaging in study where access to knowledge is easier than it ever has been in human history. Rapid advancement of technology and the increasing ease with which communication and interaction can occur has dramatically changed the landscape in which teachers of science, technology, engineering and mathematics (STEM) operate. The contemporary skills that students are required to
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Contested childhoods across borders and boundaries: Insights from curriculum provisions in Northern Ireland and the Irish Free State in the 1920s British Educational Research Journal (IF 1.752) Pub Date : 2021-03-08 Leah O’Toole, Diane McClelland, Deirdre Forde, Suzanne O'Keeffe, Noel Purdy, Carl Anders Säfström, Thomas Walsh
Conceptualisations and constructs of children and childhood are temporally and contextually grounded. Historical documents are rich sources of insight and understanding regarding how children were understood, valued and treated at various times by particular societies. This article explores the conceptualisation of children and childhood in the 26‐county Irish Free State (South) and the 6‐county Northern
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Negotiating tensions between the high‐performing and socially just college: A consideration of the discursive construction of youth in English college governing boards British Educational Research Journal (IF 1.752) Pub Date : 2021-03-08 Jodie Pennacchia, Ann‐Marie Bathmaker
The English further education (FE) sector caters for young learners who are regularly defined as at risk due to a range of economic and social challenges, as transitions from youth to adulthood become more protracted, and inequalities amongst young people and between generations persist and deepen. At a time when policy places increasing responsibilities on governors and leaders to balance college
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Theorising policy and practice in refugee education: Conceptualising ‘safety’, ‘belonging’, ‘success’ and ‘participatory parity’ in England and Sweden British Educational Research Journal (IF 1.752) Pub Date : 2021-03-08 Joanna McIntyre, Sinikka Neuhaus
Across the world, children are forced to leave their homes for far‐flung destinations. This global phenomenon has particular impact in Europe, where there are now more child refugees than since World War II. Education plays an important role for children with extraordinary experiences seeking to build meaningful lives in their new context. This article offers a new theoretical approach to underpin
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Do less‐advantaged students avoid prestigious universities? An applicant‐centred approach to understanding UCAS decision‐making British Educational Research Journal (IF 1.752) Pub Date : 2021-03-08 Susan McGrath, Lynne Rogers
Less‐advantaged students are under‐represented at prestigious universities, but can we infer that they actively avoid them? This research measured university applicants’ knowledge of 115 UK universities. Using card‐sort tasks within an interview format, 56 Year 13 students from different types of 16–19 education described how they chose five courses for their application form. Significant cross‐cohort
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The importance of collaboration for knowledge co‐construction in ‘close‐to‐practice’ research British Educational Research Journal (IF 1.752) Pub Date : 2021-03-08 Sarah Parsons
This commentary is offered in response to the British Educational Research Association (BERA)’s commissioned report on close‐to‐practice research. In conducting a rapid evidence assessment coupled with a small number of qualitative interviews, the report represents an overly dichotomised and partial approach to understanding the relationships between research and practice, and the nature of knowledge
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‘Off‐rolling’ and Foucault’s art of visibility/invisibility: An exploratory study of senior leaders’ views of ‘strategic’ school exclusion in southwest England British Educational Research Journal (IF 1.752) Pub Date : 2021-03-04 Elizabeth J. Done, Helen Knowler
This article reports an unprecedented exploratory small‐scale investigation of the views of senior school leaders in southwest England relating to ‘off‐rolling’ (illegal exclusionary practices). ‘Off‐rolling’ is conceptualised as a policy technology, however, the conceptual framework used in data analysis derives from Foucault’s treatment of power and pleasure, and the constitution in discourse of
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Unequal childhoods: A case study application of Lareau’s ‘accomplishment of natural growth’ in British working‐class and poor families British Educational Research Journal (IF 1.752) Pub Date : 2021-02-24 Suzanne Wilson, Aidan Worsley
International authors have argued that social class inequalities can influence parental engagement in education. Lareau argued that middle‐class families possess the resources to actively cultivate their children to succeed academically, whereas working‐class and poor families feel they lack such resources and allow their children to develop limited and passive relations with school. This article applies
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Exploring the role of India’s secondary school compulsory curriculum textbooks in students’ national identity constructions in an overseas school British Educational Research Journal (IF 1.752) Pub Date : 2021-02-22 M. Habib Qazi, Alison Taysum
This study problematises the contribution of India’s school textbooks in students’ national identity constructions in an overseas school in the Kingdom of Saudi Arabia. The textbooks construct students’ national identity on the concepts of India’s secular democracy, colonial resistance and equal citizenship rights. Notwithstanding study participants’ ambivalent identification with these ideals, they
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Culturally relevant/sustaining pedagogy in a diverse urban classroom: Challenges of pedagogy for Syrian refugee youths and teachers in Turkey British Educational Research Journal (IF 1.752) Pub Date : 2021-02-20 Nihat Kotluk, Hasan Aydin
This study focused on whether and how teachers implemented the principles of culturally relevant and sustaining pedagogies and the challenges teachers faced while trying to implement these principles with Syrian students in Turkey. The study was built on the four components of pedagogies: academic achievement; cultural competencies; sociopolitical consciousness; and the sustainability of culture. Qualitative
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Changes in Brazilian education policy and the rise of right‐wing populism British Educational Research Journal (IF 1.752) Pub Date : 2021-02-16 Mário A. Alves, Catarina I. Segatto, Andrea M. Pineda
This article shows the intersections of right‐wing conservative discourse and evangelical religious proselytism in shaping right‐wing populist discourse in Brazil and its implications on the education policy in the last decade. Since re‐democratisation in the 1980s, the policy path sought to guarantee progressive and inclusive public education, which became under threat due to the escalation of right‐wing
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A tale of two algorithms: The appeal and repeal of calculated grades systems in England and Ireland in 2020 British Educational Research Journal (IF 1.752) Pub Date : 2021-02-15 Anthony Kelly
The Covid pandemic and the cancellation of state examinations caused unprecedented turmoil in the education systems on both sides of the Irish Sea. As the policy of calculating grades using purpose‐built algorithms came undone in the face of a barrage of appeal, protest and legal action, the context in which the policies had been devised collapsed. The British and Irish governments had initially adopted
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Newcomer refugee and immigrant youth negotiate transnational civic learning and participation in school British Educational Research Journal (IF 1.752) Pub Date : 2021-02-10 Liv T. Dávila
This article analyses the perspectives and experiences of refugee and immigrant secondary school students in the USA who are from the Democratic Republic of Congo to examine the interplay between identity and civic education, and broader socio‐political discourses around immigration and inclusion. Data are drawn from a 2‐year qualitative study that took place between 2016 and 2018, and included interviews
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Intergroup friendships between South Korean hosts and North Korean refugees: Implications for educational practices British Educational Research Journal (IF 1.752) Pub Date : 2021-01-09 Hwayeon Myeong, Ahlam Lee
While young South Koreans’ (SKs’) views on North Korean (NK) refugees, North Korea and Korean reunification have become increasingly negative or callous, less is understood about viable interventions to address their aggravating attitudes. Through the lens of Allport’s intergroup contact theory, the current study explored how SK college students’ friendships with NK refugees influence their perspectives
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Language, discipline and ‘teaching like a champion’ British Educational Research Journal (IF 1.752) Pub Date : 2020-12-13 Ian Cushing
This article presents an analysis of various language policy mechanisms currently circulating in secondary schools in England, with a particular focus on those that intermingle ‘language’, ‘standard English’ and ‘discipline’. Although the connections between language, ideology and behaviour are well established within critical educational linguistics, this has not been explored in relation to current
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Education, merit and mobility: Opportunities and aspirations of refugee youth in Kenya’s Kakuma refugee camp British Educational Research Journal (IF 1.752) Pub Date : 2020-12-13 Michelle J. Bellino
Drawing on observations and interviews with teachers and students enrolled in a camp secondary school, this article documents how youth aspirations are constructed, supported and constrained in the context of a limited opportunity structure. Data demonstrate that schools enforce cultural scripts of meritocracy, along with assurances that hard work in school will be rewarded with post‐secondary education
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Student mobility and school segregation in an (un)controlled choice system: A counterfactual approach British Educational Research Journal (IF 1.752) Pub Date : 2020-12-05 Xavier Bonal, Adrián Zancajo, Rosario Scandurra
This article explores the relationship between school choice, student mobility and school segregation in Barcelona. The case of Barcelona is particularly interesting because the school admissions policy combines a particular design of catchment area with a significant level of choice options. We work on students and school register datasets for the school year 2016–2017 to observe the association between
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Legitimising populist education in Israel: The role of religion British Educational Research Journal (IF 1.752) Pub Date : 2020-11-12 Roi Silberberg, Ayman Agbaria
This article analyses two case studies from the Israeli education system that demonstrate how religious themes and language are used in service of populist politics. First, ‘Being Citizens in Israel’ is the standard high school civics textbook that underwent a major revision in 2015. The second case study focuses on new school programmes that focus on the rebuilding of the Third Jewish temple, and
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Family engagement in alternative provision British Educational Research Journal (IF 1.752) Pub Date : 2020-11-06 Damien Page
This article presents findings from research focusing on family engagement within alternative provision. With the existing literature on alternative provision scant, this article analyses the extensive assemblage of family engagement within settings as practitioners navigate complex family environments often characterised by poverty, crime and substance abuse. While settings create formalised structures
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Can failure be prevented? Using longitudinal data to identify at‐risk students upon entering secondary school British Educational Research Journal (IF 1.752) Pub Date : 2020-11-03 Jennifer Vinas‐Forcade, Cindy Mels, Mieke Van Houtte, Martin Valcke, Ilse Derluyn
In 2016, Uruguay started gathering longitudinal student data to improve educational trajectories by putting in place an ‘early alert’ system. Underlying the system is the understanding that prior schooling predicts likelihood of grade repetition and grade repetition predicts later school dropout, while close follow‐up can help prevent both repetition and dropout. We used a database of administrative
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Disrupting the 'boys don't read' discourse: Primary school boys who love reading fiction British Educational Research Journal (IF 1.752) Pub Date : 2020-11-03 Laura Scholes, Nerida Spina, Barbara Comber
This article disrupts dominant discourses around boys and reading that often homogenise young males as reluctant, disengaged and, at times, adversarial readers. Rather than essentialising boys, we argue there is a need for a more sophisticated knowledge base about the influences, constraints and diverse experiences of boys as readers in society today. Drawing on interviews (n = 30) with Year 4 (8 to
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The British State’s production of the Muslim School: A simultaneity of categories of difference analysis British Educational Research Journal (IF 1.752) Pub Date : 2020-11-03 Mairtin Mac an Ghaill, Chris Haywood
Recently, national populist politics has been translated with the emergence of two overlapping narratives of Islamophobia and anti‐EU immigration media discourses. Such discourses have been made highly visible in the increased spike in hate crimes that have been a hidden cost of the national(ist) debate about Britain leaving the European Union (Brexit). This is the context in which we can trace a remarkable
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Discursive constructions of equity in Australian higher education: Imagined worlds and the case of people seeking asylum British Educational Research Journal (IF 1.752) Pub Date : 2020-11-03 Sally Baker, Rebecca Field, Rachel Burke, Lisa Hartley, Caroline Fleay
There is a strong rationale for people seeking asylum and refugees given temporary protection to be key beneficiaries of Australian higher education equity practices. However, despite the extreme precarity they face, this group remains among the most educationally disadvantaged populations in Australia. Here, we use critical discourse analysis to examine the publicly available statements of 38 Australian
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Should value‐added school effects models include student‐ and school‐level covariates? Evidence from Australian population assessment data British Educational Research Journal (IF 1.752) Pub Date : 2020-11-03 Gary N. Marks
There is an enduring issue on whether student‐ and school‐level covariates should be included in value‐added school effects models, in addition to prior achievement. Proponents argue that the addition of covariates allows fairer comparisons of schools, whereas opponents argue that it excuses poorly performing schools and obscures policy‐relevant school differences. School‐level covariates are problematic
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Stories of family in working‐class graduates’ early careers British Educational Research Journal (IF 1.752) Pub Date : 2020-11-03 Fiona Christie, Ciaran Burke
How do young graduates view the role of immediate families in influencing/supporting them as they start their working lives and how do those reflections affect how they think of themselves as graduates? Social, political and economic changes have led to many young people being dependent on family for longer, but how does this play out in their reflections? This article addresses these questions by
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Becoming digitally literate: Reinstating an educational lens to digital skills policies for adults British Educational Research Journal (IF 1.752) Pub Date : 2020-10-24 Rebecca Eynon
The development of digital skills for all is a key focus of many educational policies across the globe. Despite the significant attention paid to the nature and suitability of such policies targeted at young people, there has been far less focus on digital skills policies targeted at adults. This article contributes to this literature. It outlines current digital skills policy in England. Having established
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A key leadership issue of the twenty‐first century: Religion in schools in England, Wales and the Republic of Ireland British Educational Research Journal (IF 1.752) Pub Date : 2020-10-24 Jacky Lumby, Gerry Mac Ruairc
This article argues that engagement with religion is a key challenge for all leaders of schools in twenty‐first‐century multifaith societies. It outlines the historic and current context of the UK and the Republic of Ireland, and national and European policies that prioritise community cohesion in education. The functional and substantive roles of religion are considered as reflected in education,
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Destabilising data: The use of creative data visualisation to generate professional dialogue British Educational Research Journal (IF 1.752) Pub Date : 2020-10-24 Cathy Burnett, Guy Merchant, Ian Guest
Whilst there is plenty of debate on the nature and role of data in social science research, data in schools tend to be understood in terms of numbers and used in limited ways linked primarily to attainment. The ‘datafication’ of schooling has been strongly critiqued for its powerful impacts on policy and practice, pupils’ experience, the curriculum, teaching and learning, and —as is particularly relevant
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Logics, rhetoric and ‘the blob’: Populist logic in the Conservative reforms to English schooling British Educational Research Journal (IF 1.752) Pub Date : 2020-09-21 James Craske
A lot has been written about the lasting implications of the Conservative reforms to English schooling, particularly changes made by Michael Gove as Education Secretary (2010–2014). There is a lot less work, however, on studying the role that language, strategy and the broader political framework played in the process of instituting and winning consent for these reforms. Studying these factors is important
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I quit! Is there an association between leaving teaching and improvements in mental health? British Educational Research Journal (IF 1.752) Pub Date : 2020-09-16 John Jerrim, Sam Sims, Hannah Taylor
The mental health and well‐being of teachers is an issue of great policy concern. This is particularly true in England, where high workload and the associated stress is thought to be leading to a recruitment and retention crisis within the education profession. But do individuals who decide to leave teaching for another career actually see their well‐being and mental health improve? We provide new
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Integrating data in a complex mixed‐methods classroom interaction study British Educational Research Journal (IF 1.752) Pub Date : 2020-09-06 Sigrun K. Ertesvåg, Pamela Sammons, Ulf Blossing
Mixed‐methods (MM) designs have gained increasing interest in educational research. Still, many studies collect quantitative and qualitative data but report these data separately and do not attempt to integrate them in practice. The aim of this article is to discuss the purposes and processes of integrating qualitative and quantitative data in an MM classroom interaction study. Issues regarding mixing
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Recognising and responding to radicalisation at the ‘frontline’: Assessing the capability of school teachers to recognise and respond to radicalisation British Educational Research Journal (IF 1.752) Pub Date : 2020-09-06 David Parker, Lasse Lindekilde, Oluf Gøtzsche‐Astrup
Governments across the west have put teachers at the forefront of efforts to tackle radicalisation of young people based on their proximity to potentially vulnerable students. This has proven controversial, as critics claim that this securitises teachers’ work and that they cannot be expected to accurately identify and respond to extremism. Despite investment in P/CVE teacher training, research to
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Does research‐informed teaching transform academic practice? Revealing a RIT mindset through impact analysis British Educational Research Journal (IF 1.752) Pub Date : 2020-09-06 Paul Joseph‐Richard, Timos Almpanis, Qi Wu, Mohammad Golam Jamil
Integration of research into teaching is a major area of interest in the field of higher education. Considerable work has been done on how staff and students view this integration, how it can be achieved in practice and how it might best be researched by scholars. However, relatively little research has considered how research‐informed teaching (RIT) impacts teachers’ own practice, in multi‐disciplinary
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Understanding adult education in community contexts: A critical realist perspective British Educational Research Journal (IF 1.752) Pub Date : 2020-08-29 Katy Jones
Third‐sector community organisations are important sites for learning, especially for the most excluded groups in society. However, scant attention has been paid to the various factors shaping educational provision in community contexts, and how these interact to shape the provision available to marginalised populations. This article presents new evidence addressing this gap, through drawing on interview
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Education and psychological distress in adolescence and mid‐life: Do private schools make a difference? British Educational Research Journal (IF 1.752) Pub Date : 2020-08-26 Alice Sullivan, Samantha Parsons, George Ploubidis, Richard D. Wiggins, Francis Green
This article extends the evidence base on childhood circumstances, education and psychological distress. We examine the link between childhood advantage and disadvantage, the type of school attended during adolescence and psychological distress at ages 16 and 42. The analysis uses a large, population‐based birth cohort study, the 1970 British Cohort Study (BCS70) (n = 17,198) using a structural equation
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Knowledge hustlers: Gendered micro‐politics and networking in UK universities British Educational Research Journal (IF 1.752) Pub Date : 2020-08-19 Emily Yarrow
This article explores the role of gendered academic networks in the context of research evaluation, and women’s lived experiences of UK universities. Gendered power is conceptualised as an important aspect of inequality regimes, providing insight into how men maintain power and how power dynamics and informal networks function, characterised in this article as ‘the hustle’. A case study comprising
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The policy and practice of music education in England, 2010–2020 British Educational Research Journal (IF 1.752) Pub Date : 2020-08-11 Jonathan Savage
Since the introduction of the National Plan for Music Education there have been significant changes in music education within England. Whilst some celebrate figures that report increased access and engagement, many teachers and others continue to have legitimate concerns regarding the quality of the music education on offer in schools and Music Education Hubs. There are concerns that the provision
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Levelling the playing field between rural schools and urban schools in a HE context: A Scottish case study British Educational Research Journal (IF 1.752) Pub Date : 2020-08-11 Laurence Lasselle, Mike Johnson
At a time when interventions in widening access to, and participation in, higher education aim to maximise impact by engaging with schools located in the most deprived communities, school pupils in rural communities, and who experience deprivation, are, in practice, less likely to benefit. Using statistics available from the Scottish government, we show that state secondary schools located in Scottish
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Keeping company: Educating for online friendship British Educational Research Journal (IF 1.752) Pub Date : 2020-08-08 Mary Healy
The possibility of online Aristotelian virtue friendships via social network sites continues to be raised by philosophers, but as yet this has not been positioned within the realm of children or adolescents, who are known to be amongst the largest users of social media. Governmental agencies across the globe still struggle to define the boundaries of online usage for children, often depending on school‐based
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The role of school‐based research champions in a school–university partnership British Educational Research Journal (IF 1.752) Pub Date : 2020-08-06 Katharine Burn, Robin Conway, Anne Edwards, Eluned Harries
The value of teachers’ engagement in and with research is long recognised and it is acknowledged that school–university research partnerships are one way of enabling such engagement. But we know little about how research‐based knowledge is negotiated into school practices. Here we draw on data from nine ‘research champions’, who are teachers in schools which are part of the Oxford Education Deanery
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Variation in education doctoral students’ conceptions of university teaching British Educational Research Journal (IF 1.752) Pub Date : 2020-08-05 Mike Mimirinis, Kristina Ahlberg
The development of doctoral students as university teachers has received substantially less attention compared with their development as researchers, with a similar deficit extending to research on how they experience and understand university teaching. This article reports the results of a phenomenographic study of education doctoral students’ conceptions of teaching in higher education. Using samples
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Silencing and freedom of speech in UK higher education British Educational Research Journal (IF 1.752) Pub Date : 2020-08-05 Finlay Malcolm
Freedom of speech in universities is currently an issue of widespread concern and debate. Recent empirical findings in the UK shed some light on whether speech is unduly restricted in the university, but it suffers from two limitations. First, the results appear contradictory. Some studies show that the issue of free speech is overblown by media reportage, whilst others track serious concerns about
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Experiment’s persistent failure in education inquiry, and why it keeps failing British Educational Research Journal (IF 1.752) Pub Date : 2020-08-03 Gary Thomas
Natural scientists are relaxed about the multiple forms experiment takes in their various fields. Yet in education we have for many years constrained our notion of experiment. This methodological circumscription has been self‐imposed on the grounds that experiment of a particular, well‐defined form offers the clearest evidence of a link between cause and effect in assessing the impact of interventions
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Obscenity and fabrication in equity and widening participation methodologies British Educational Research Journal (IF 1.752) Pub Date : 2020-07-30 Matt Lumb, Penny Jane Burke, Anna Bennett
Equity and widening participation (EWP) initiatives in Australia are increasingly reimagined in policy as sites where participants are constructed as competitor‐individuals, with education considered only in terms of employability, social mobility and nation‐state market competition. In the context of EWP outreach, and with school students in particular, this can transpire into demands for narrow forms
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To Freire or not to Freire: Educational freedom and the populist right‐wing ‘Escola sem Partido’ movement in Brazil British Educational Research Journal (IF 1.752) Pub Date : 2020-07-29 Jorge Knijnik
This article addresses key topics of academic freedom and critical pedagogy during a time of right‐wing populist politics. The rise of the far‐right politician Jair Bolsonaro to Brazil’s presidency in 2019 was accompanied by a vow to eradicate any vestige of the ideas of Brazilian educator Paulo Freire from the country’s schools. Bolsonaro’s campaign was supported by ultra‐conservative groups that
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Disenchanting secularism (or the cultivation of soul) as pedagogy in resistance to populist racism and colonial structures in the academy British Educational Research Journal (IF 1.752) Pub Date : 2020-07-27 Claire Blencowe
This article explores pedagogic strategies for resisting the racism of contemporary populism and age‐old coloniality through challenging secularism in the academy, especially in social theory. Secularism sustains racism and imperialism in the contemporary academy and is inscribed, in part, through the norms of social theory. Post‐secular social theory has been positioned by some as the decolonial answer
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Theatre and drama education and populism: The ensemble ‘family’ as a space for dialogic empathy and civic care British Educational Research Journal (IF 1.752) Pub Date : 2020-07-26 Jennifer Kitchen
This article, understanding populism as an essentially undemocratic ideology, argues that the pro‐social theatre education approach of ensemble pedagogy can offer a model of educational practice which counters these anti‐democratic rhetorics by creating a shared space for the enactment of empathetic discourse. Via an ethnography of the UK Shakespeare Schools Foundation festival project, the notion
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The fantasy of the populist disease and the educational cure British Educational Research Journal (IF 1.752) Pub Date : 2020-07-25 Edda Sant, Tony Brown
The populist turn has produced contrasting conceptions of education. Research has suggested that individuals educated to university level are unlikely to support populist discourses. Meanwhile, populism is often understood as a social illness or disease that needs to be cured through education. This article argues that both populist and anti‐populist discourses are fantasies in which education comprises
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