Results 171 to 180 of about 995,038 (301)

Does education policy affect teachers' learning needs? An international comparison of trends in teachers' continuing professional learning needs in secondary schools in Australia, England, Japan and the Netherlands

British Educational Research Journal, EarlyView.
Abstract Education policy changes are believed to influence teachers' continuing professional learning (CPL) needs, but there is limited empirical evidence to support these claims. This lack of deep understanding has significant practical implications. This study used a new circular conceptual framework to analyse teachers' CPL needs. Leveraging public
Rikkert M. van der Lans, Remmert Daas, Joost Jansen in de Wal, Elaine Wilson, Noriyuki Inoue, Tracy L. Durksen, Frank Cornelissen   +6 more
wiley   +1 more source

Civilising pedagogies: An ethnography of instructional and regulative discourses in government schools in Delhi, India

British Educational Research Journal, EarlyView.
Abstract Over the years, surveys and data on learning outcomes have consistently shown inadequate levels of learning in schools in India, witnessing a further decline in recent years. Studies within the sociology of education have consistently highlighted the overarching role of class and caste on learning outcomes in schools. Neoliberal policy reforms
Akshita Rawat
wiley   +1 more source

What works in internal alternative provision? A salutogenic analysis

British Educational Research Journal, EarlyView.
Abstract Schools across England are setting up ‘internal alternative provision’ to meet the social, emotional and mental health needs of increasing numbers of pupils at risk of suspension, exclusion and absence. However, there is little guidance about what good practice looks like.
Emma Simpson
wiley   +1 more source

Emotional nourishment begets academic coping during the primary to secondary school transition

British Educational Research Journal, EarlyView.
Abstract The transition from primary to secondary school is widely viewed as the most demanding in a child's educational journey. Despite a wealth of research on this transition, little is known about the children's ‘lived experience’ of it across different contexts.
Peter Wood, Dave Putwain, Pedro Freitas Fernandes   +2 more
wiley   +1 more source

Corrigendum: How individual and situational factors influence measures of affective and cognitive theory of mind in psychiatric inpatients. [PDF]

Front Psychol
Knopp M, Burghardt J, Meyer B, Sprung M.
europepmc   +1 more source

Gender differences in cognitive Theory of Mind revealed by transcranial direct current stimulation on medial prefrontal cortex. [PDF]

Sci Rep, 2017
Adenzato M, Brambilla M, Manenti R, De Lucia L, Trojano L, Garofalo S, Enrici I, Cotelli M.   +7 more
europepmc   +1 more source

Young people's occupational aspirations beyond the aspiration discourse: A sociocultural perspective

British Educational Research Journal, EarlyView.
Abstract Young people's aspirations have been the focus of many educational, sociological and psychological studies. This paper argues, firstly, that the concept of aspirations holds greater generative potential than suggested by the policy‐oriented ‘aspiration discourse’.
Jelena Popov
wiley   +1 more source

Bridging home, school and community to address educational inequality: Supporting educational trajectories through community bridge work

British Educational Research Journal, EarlyView.
Abstract This paper explores the role of community stakeholders in supporting the educational trajectories of students experiencing socio‐economic disadvantage in the Irish context. Building on international and national policy debates, the study examines how community‐based organisations, statutory services and outreach initiatives work alongside ...
Aoife Joy Keogh, Deirdre McGillicuddy
wiley   +1 more source

‘It is not a topic that should be assessed by a test’: Understanding teachers' assessment literacy in the teaching of ‘difficult histories’ such as the Holocaust

British Educational Research Journal, EarlyView.
Abstract This paper explores how history teachers in secondary education in England (a) see their role as assessors and (b) how they make decisions about assessing a difficult history: learning about the Holocaust. Assessment literacy (AL) is recognised as a potentially valuable aspect of good teaching and central to supporting students' learning ...
Mary Richardson, Rebecca Hale, Tom Haward, Kwaku Adjepong   +3 more
wiley   +1 more source

Exposing the work of the market through the case of Alternative Provision for English school students

British Educational Research Journal, EarlyView.
Abstract Pupils in England who, for some reason, are not able to attend school often find themselves in Alternative Provision (AP). These are special arrangements designed to address their specific needs and help them return to mainstream schooling.
Nick Pratt, Elizabeth J. Done, Sam Morahan   +2 more
wiley   +1 more source