Circle Time: The perceptions of teachers and pupils

The interest of teachers and educational psychologists in circle time has grown over recent years, and there has been an explosion of publications offering activities and curriculum on the subject. Despite this expansion in publications, there has not been an accompanying growth in efficacy-based research about circle time. The current literature contains little evidence of its effectiveness. The present paper outlines a research study, undertaken within one local education authority and as part of the researcher's work on the Education Doctorate programme at Sheffield University, that aimed to investigate teacher and pupil perceptions of circle time. It concludes that both groups view circle time as a positive intervention. The study raises questions about the possibilities regarding socially mediated learning.     

Action research with principals: gain,strain and dilemmas

The scientific status of action research is characterised by confusion and disagreement. This article discriminates between action research identified with professional work in schools and action research as a research strategy. Action research as professional work, does not have the same claim on documentation and publication, and can better be described as critical inquiries or action learning to separate this from a research strategy. This article discusses strengths and weaknesses of action research as a research strategy, and its potential of generating theory about educational leadership. First, the article focuses on how practitioners in collaboration with external researchers played a generative role in developing an analytical framework which gave a better understanding of educational leadership within a specific context. A dilemma language for educational leadership was constructed in order to capture important aspects of principals' work, and the analysis of experienced dilemmas highlighted a perspective of leadership as relational and dialectic. Secondly, the article gives an analysis of the researcher's dilemmas which emerged as significant through action research methodology. The dilemmas were related to goals of action research, to the role as an external facilitator and to publications of findings. It was impossible to escape from situations where different interests emerged and there always seemed to be a trade-off. The article underlines that an analysis of the role of self in social inquiry serves as a critical context in order to understand the research findings.     

The roles and development needs of teachers to promote creativity: A systematic review of literature

A systematic review of 210 educational research, policy and professional literature between 2005–2011 identified only 17 publications that met the inclusion criteria and contained findings relating to teachers' roles in promoting creativity, and 18 on how teachers can be supported for this. The evidence suggests that teacher skills, attitudes, willingness to act as role model, awareness of learners' need, flexible lesson structure, particular types of classroom interaction are important for teaching for creativity. Review highlighted importance of school culture in supporting or impeding creativity, need to elicit teachers' conceptions of creativity, teachers developing their own creativity;, working co-constructively with a mentor, and the importance of action research and reflection.     

The Language of Schools’ Radio and Television Programmes in Geography

Although increasing attention has been given to the language of teachers, pupils and published materials the language of schools' broadcasting remains largely neglected as a topic of research, study and discussion. British educationists and teachers have access to a burgeoning literature on geographical education but the contribution of schools' television, radiovision and radio programmes and associated publications to the teaching of geography is rarely, if ever, treated as a topic for serious consideration. Not surprisingly, therefore, the language of schools' broadcasting in geography is new ground to explore. Geography has figured prominently in the annual provision of broadcasts during the fifty‐four years of educational broadcasting in Britain. Added to the currently transmitted programmes are the taped broadcasts, audio and video recorded, which teachers may have retained from previous years.     

Publication Productivity among Doctoral Graduates of Educational Psychology Programs at Research Universities before and after the Year 2000

Research suggests that new doctoral graduates face increased publication pressure to achieve tenure: doctoral programs may have also increased this expectation. We examined whether faculty graduating before and after the year 2000 differed significantly in total publications, peer-reviewed publications, and first-authored publications as of the year they graduated with their doctoral degrees along with peer-reviewed publications as of tenure. A sample of 197 curriculum vitae was retrieved from educational psychology departmental websites across the 24 universities; vitae were coded for year the faculty member completed his/her doctorate and total number of publications, number of peer-reviewed publications and number of first-authored, peer-reviewed publications. Results indicated that faculty who graduated in the year 2000 and beyond had a significantly greater number of total publications—more peer-reviewed publications, more first-authored, peer-reviewed publications as of the year they graduated with their doctoral degrees, along with more peer-reviewed publications as of tenure. Publication productivity among doctoral graduates of educational psychology programs at research universities before and after the year 2000.     

Religious Education Leading to Higher Education for Women: Historical Insights on Modern Japan

This article discusses what kinds of religious education led to the improvement of women's status and the realization of higher education for women in modern Japan, by reconsidering the educational views of Jinzo Naruse (1859–1919), both a pioneer of Japanese women's education and a promoter of the Concordia movement (1912–1941), within the national context. Comparing his publications and social actions with those of contemporary Christians in Japan and examining his stance in the Association Concordia provides insights on what the present-day religious education should be.     

Assessing Precollege Science Education Outreach Initiatives: A Funder's Perspective

We describe an assessment of the collective impact of 35 grants that the Howard Hughes Medical Institute (HHMI) made to biomedical research institutions in 1999 to support precollege science education outreach programs. Data collected from funded institutions were compared with data from a control group of institutions that had advanced to the last stage of review but had not been funded. The survey instrument and the results reveal outcomes and impacts that HHMI considers relevant for these programs. The following attributes are considered: ability to secure additional, non-HHMI funding; institution buy-in as measured by gains in dedicated space and staff; enhancement of the program director''s career; number and adoption of educational products developed; number of related publications and awards; percentage of programs for which teachers received course credit; increase in science content knowledge; and increase in student motivation to study science.     

Teachers' views on educational research

Exploring teachers' attitudes toward educational research has been an important subject for researchers. This study aimed to determine teachers' views on educational research. A three-part survey questionnaire, the first part of which consists of demographic questions, the second part of which consists of statements aiming to determine teachers' views on the impact of educational research, and the third part of which consists of 18 items aiming to determine teachers' views on the value of educational research, was used to elicit responses from teachers. Results showed that 68% of the participating teachers had seriously considered educational research findings since first qualifying as teachers.     

Dialogic literary gatherings: A systematic review of evidence to overcome social and educational inequalities

More than a decade after publications on Dialogic Literary Gatherings in indexed peer-review journals started, a systematic review that gathered the findings was necessary to provide further insight for future educational research, practice, and policymaking. The purpose of the present systematic review was to gather the existing evidence on the social, educational, and learning impact of DLGs on children, adolescents and adults involved in different settings. It has reviewed 46 articles published between 2010 and 2021. The findings of this systematic review provide a better understanding on the DLG as educational and learning action that enables dialogue and exchange, overcoming stereotypes and cultural barriers, self-improvement through education, increasing one's self-esteem, creating a non-violent and supportive environment, bringing the community in, and taking the new learnings out, building new possible worlds in all ages and in very divers settings such as primary, secondary, high, special, and adult schools, family and community education, foster care centre for minors, and prisons. Implications of the evidence on the impact of DLG for practice and policymaking could be considered for the promotion of educational and learning actions aimed at both the improvement linguistic and reading skills and the enhancement of values that promote social cohesión.     

Avoiding the perils and fulfilling the promises of microfinance: A closer examination of the educational outcomes of clients’ children in Nicaragua

Many microfinance advocates claim that micro-credit has a positive effect on the educational outcomes of the children of micro-credit borrowers, and that these educational improvements provide us with evidence that micro-credit institutions are serving the social function for which they have been designed. This paper draws attention to this area of microfinance-impact research, and explores the promises and perils associated with the impact of microfinance on children's educational outcomes. The goal of this discussion is to ensure that the pervasive spread of microfinance to all parts of the globe is accompanied by benefits to children's educational outcomes. Drawing on the research we conducted in Nicaragua in 2008, we, the joint authors of this paper share insights that we hope can help to upgrade the practices currently being employed by both microfinancers and children's educational institutions, and to thereby strengthen academic-credit linkages within client households.     

Partisanship in Educational Research

In his empirical study of educational research, James Tooley claims to have uncovered 'partisanship' in the 'focus content and argument of educational research'. The purpose of this paper is to suggest that Tooley's study is simply one more manifestation of the failure of many educational researchers to take account of the extensive theoretical and methodological developments that have occurred over the last four decades in the political and social sciences. It is suggested that a debate about partisanship and educational research which took these developments seriously would not be a narrow debate in which researchers with right wing affinities try to score political points against researchers of the left. Instead, it would be a more intellectually rigorous and theoretically informed debate about the complex relationship between educational values and political beliefs on the one hand and research methodologies and practices on the other.     

新世纪10年(2000-2009)陶研著作综述

选取新世纪10年(2000-2009)陶研71部著作做为研究对象,分"传记类""文集读本类""工具书""陶研之研究""专著研究类"和"陶行知教育思想实践类"等6个主题对10年来的陶研著作内容进行了统计、分析,以把握新世纪10年陶行知教育思想研究的基本走向,认清其理论研讨的新进展、新趋势。     

Exploring educational policy transfer: A structure–agency perspective

This study presents some of the current methodological issues regarding the analysis and comprehension of educational policy transfer, with particular emphasis on the issue of structure and agency. It suggests some shortcomings of current educational policy transfer research in dealing with the complex interaction between structure and agency. To fill those voids, drawing from Archer's morphogenetic approach in educational policy transfer, an alternative framework of educational policy transfer is presented. A case from the author's current research on China's interest in Japanese vocational education during the late Qing Dynasty is given to explain the usage of this new interpretive framework. It is hoped that this new conceptual framework will aid in analysing educational policy transfer and open up a new methodological and theoretical space for future educational policy transfer research.     

Neurophilia: Guiding Educational Research and the Educational Field?

For a decade or so there has been a new ‘hype’ in educational research: it is called educational neuroscience or even neuroeducation (and neuroethics)—there are numerous publications, special journals, and an abundance of research projects together with the advertisement of many positions at renowned research centres worldwide. After a brief introduction of what is going on in the ‘emerging sub‐discipline’, a number of characterisations are offered of what is envisaged by authors working in this field. In the discussion that follows various problems are listed: the assumption that ‘visual proof’ of brain activity is supposedly given; the correlational nature of this kind of research; the nature of the concepts that are used; the lack of addressing and possibly influencing the neurological mechanism; and finally the need for other insights in educational contexts. Following Bakhurst and others, a number of crucially relevant philosophical issues are highlighted. It is argued that though there are cases where neuroscience insights may be helpful, these are scarce. In general, it is concluded, not a lot may be expected from this discipline for education and educational research. A reminder is offered that the promise of neurophilia may be just another neuromyth, which needs to be addressed by philosophy and education.     

What (a) to do about ‘impact’: a Bourdieusian critique

This paper presents a research‐based, theoretically‐informed contribution to the debate on ‘impact’ in educational research, and specifically a response to Gardner's 2011 presidential address to the British Educational Research Association. It begins by discussing the development of the research ‘impact’ agenda as a global phenomenon, and reviews the current state of debate about ‘impact’ in the UK's Research Excellence Framework. It goes on to argue that a radical alternative perspective on this agenda is needed, and outlines Bourdieu's sociology—including his much‐neglected concept of illusio—as offering potential for generating critical insights into demands for ‘impact’. The term illusio in particular calls us to examine the ‘stakes’ that matter in the field of educational research: the objects of value that elicit commitment from players and are ‘worth the candle’. This framework is then applied first to analyse an account of how an ESRC‐funded project that I led was received by different research ‘users’ as we sought to generate impact for our findings. Second, it is used to show that the field of educational research has changed; that it has bifurcated between the field of research production and that of research reception; and that the former is being subordinated to the latter. The paper concludes by arguing that, despite many educational researchers' commitments to ‘make a difference’ in wider society, the research ‘impact’ imperative is one that encroaches on academic freedom; and that academics need to find collective ways in which to resist it.     

Dependence on state funding,local educational opportunities,and access to high school credentials in israel

A major shortcoming of macro-spatial research undertaken to date in Israel pertains to the neglect of state investment-related measures and the extent to which they mediate unequal opportunities to learn (OTL) and educational opportunities between localities. In the present study, OTL refer to class size and high-school tracking patterns. Educational opportunities refer to two measures: the school system's holding power and access to educational credentials. Two specific questions were raised in this respect: first, we looked into the extent to which the size and ethnic stratification of Israeli localities, and their differential dependence on state financial schemes, affect available OTL and educational opportunities. Second, we examined how a locality's OTL affect educational opportunities. The data on which the present study is based are aggregated at locality level and refer to 89 localities, of which 21 were Arab and 78 were Jewish. Bentler's EQS Structural Equation Modeling (SEM) program was applied to test the research questions. The findings suggest that locality characteristics and dependence on state finance directly affect both OTL and educational opportunities. However, the school system's holding power and access to educational credentials is affected by differential mechanisms. On the one hand, locality-level variables and average class size significantly affect the school system's holding power. On the other hand, access to educational credentials is affected primarily by a locality's ethnic affiliation and its dependence on state funding. The implications of these findings for educational policy and reform are then discussed.     

Vocational guidance in Nigeria

Chairman of the National Committee on Education of the Gifted/Talented Children. Current research on illiteracy and aspects of education of the gifted. Author of publications on counselling and educational psychology.     

The influence of research within religious education: the Westhill Seminars,RE professionals,pupils and schools

This article investigates the educational value of research studied by exploring the influence on a range of religious education professionals from a set of research seminars. The seminar series, sponsored by the Westhill Endowment Trust, has been running since 2004, bringing together teachers, advisors and higher education professionals working on religious education in UK schools and internationally. The seminars have been intended to develop the relationship between research and professionals, and they have generated a number of publications. Eleven seminars involving a total of 167 participants are analysed in terms of what participation in the seminars may have influenced (the professionals, pupils, schools), which aspects of the seminars were influential and why the seminars were influential. This article describes the process of developing appropriate methods to investigate both the influence of research seminars and the results of their use. The research includes a questionnaire and follow-up interviews. The most significant indications show that the seminars influenced pupils in schools and professionals; the publications from the seminars had a distinctive influence, and spending time to think and discuss about religious education was at least as influential as the presentations by researchers.