Results 171 to 180 of about 6,783,579 (292)

‘…It was my choice to see how I can acquire this Western world education… and I'm happy…’: Structuration and the dialectic nature of being a Nigerian university student in the UK

British Educational Research Journal, EarlyView.
Abstract This paper examines the experiences of Nigerian cross‐border students in UK higher education, focusing on how colonial legacies continue to shape the interplay between structure and agency. Three key themes emerged in the analysis of the data: First, the persistence of a ‘West is Best’ mentality reflects the internalisation of colonial ...
Jennifer Marshall, Jack Bryne Stothard
wiley   +1 more source

Exploring the early observations of parents supporting their children with school attendance problems (SAPs): A co‐produced study

British Educational Research Journal, EarlyView.
Abstract School Attendance Problems (SAPs) represent a significant challenge requiring early identification and intervention. Current service provision often does not recognise early indicators that parents observe, creating gaps between when initial concerns are raised and formal support is provided.
Tereza Aidonopoulou‐Read, Michelle Pyer, Beth Bodycote, Jackie Campbell, Kirsteen Pyer   +4 more
wiley   +1 more source

Authentic leadership and organizational citizenship behavior: the mediating role of work engagement in a Confucian cultural context. [PDF]

Front Psychol
Tran VD, Le MTL, Nguyen TH, Nguyen PNT, Tran MV, Nguyen HT.   +5 more
europepmc   +1 more source

No other choice: The fracturing of reflexivity in families' pathways into (non‐)elective home education in England

British Educational Research Journal, EarlyView.
Abstract In England, education is compulsory, but schooling is not: it is legal for families to home educate their children. This form of education is officially termed by the Department for Education as ‘Elective Home Education’. As this designation implies, many families home educate as a positive and preferential ‘choice’.
Katherine Davey, Lisa Russell, Ron Thompson, Jo Bishop   +3 more
wiley   +1 more source

Leadership and Employees' Mental Health Under Disruption: A Scoping Review and Critical Interpretive Synthesis. [PDF]

Eur J Investig Health Psychol Educ
Santiago-Torner C, Tarrats-Pons E, Corral-Marfil JA.   +2 more
europepmc   +1 more source

What is a curriculum for life? Using youth participatory action research and applied arts to understand and amplify undergraduate students', children's and young people's mental health and wellbeing recommendations for education

British Educational Research Journal, EarlyView.
Abstract Mental health is a critical issue globally, with young people being one of the most affected groups. Young people have campaigned vehemently for a ‘curriculum for life,’ arguing that their education is failing to meet their needs (British Council, 2022).
Lisa Stephenson, Helen Young
wiley   +1 more source

Practice leadership development in intellectual disability services: A qualitative study of practice leaders' experiences. [PDF]

PLoS One
Doody O, O'Halloran M, Carey E, Kilduff M, Ryan R.   +4 more
europepmc   +1 more source

Single‐subject designs in character education: Methods for rigorous, contextual, and practitioner‐led research

British Educational Research Journal, EarlyView.
Abstract Character education research is often constrained by blunt methodological tools. Surveys capture breadth without depth; case studies offer richness but lack replicability; and randomised controlled trials (RCTs), though indispensable at the policy level, are costly, disruptive and ill‐suited to everyday practice with individual pupils.
Shane McLoughlin
wiley   +1 more source

The Unseen Side of Nursing Leadership: Conceptualizing Leadership Blind Spots in Healthcare Settings. [PDF]

Nurs Open
Abou Hashish EA.
europepmc   +1 more source

The situated professional: Preservice teachers' profiling of globally competent teachers and visions of their ‘possible professional self’

British Educational Research Journal, EarlyView.
Abstract In response to globalisation, teacher education programmes worldwide are tasked with preparing globally competent teachers (GCTs). Prevailing conceptions of global competence are largely derived from Western‐centric humanistic, neoliberal and transformative narratives, creating a complex landscape for teacher identity formation.
Ji Ying
wiley   +1 more source