A Discussion of Future Time Perspective

A growing area of research in educational psychology is future time perspective and its relationship to desired educational outcomes. This article discusses and critiques five reviews of current research on future time perspective. Key questions addressed are when do individuals begin to articulate a future, how far into the future does this articulation extend, what is the nature of the future that individuals articulate for themselves, what is the relationship between future time perspective and other important psychological processes such as motivation and self-regulation, what is the relationship of future time perspective to gender, culture, and socioeconomic status, and how does future time perspective change over time as individuals grow and develop intellectually and socially? These key questions are fundamental to understanding the relevance and usefulness of future time perspective for interpreting and explaining variations in educational achievement across diverse group of learners internationally.     

Comparing the gender gap in educational attainment: the impact of emancipatory contexts in 33 cohorts across 33 countries

Nowadays, women outperform men in educational attainment in many countries. Still, large variation between countries remains. Emancipatory contexts in which individuals are raised might explain these differences in male–female educational attainment, both over time and across countries. This study examines individual and contextual factors that affect educational attainment of men and women for cohorts born between 1950 and 1982 across 33 countries. Possible explanations for differentiation over time and across countries relate to women’s labour market participation and an emancipatory normative climate, indicated by degree of religiosity. We employ multilevel models on data (N = 138,498) from 6 waves of the European Social Survey and the US General Social Survey (2002–2012) to test our hypotheses. Results show that a higher level of female labour market participation in early adolescence improves women’s performance in education, whereas high levels of religiosity during that phase negatively affect women’s educational attainment.     

论教育改革中的教师时间

教师时间是影响教育改革的重要因素。教师与教育改革者的时间观念存在差异。文章提供五对概念,用以分析这些差异,并认为时间观念的不同是教育改革措施被悬置或受到教师抗拒的重要原因。为了推进教育改革,教育改革者应具备时间视角,在管理、利用教师时间的同时,注意理解教师独特的时间观念。     

Exploring the potentials of educational robotics in the development of computational thinking: A summary of current research and practical proposal for future work

Educational robotics are increasingly appearing in educational settings, being considered a useful supporting tool for the development of cognitive skills, including Computational Thinking (CT), for students of all ages. Meanwhile, there is an overwhelming argument that CT will be a fundamental skill needed for all individuals by the middle of the twenty-first century and thus, should be cultivated in the early school years, as part of the child’s analytical thinking and as a principal component of Science-Technology-Engineering-Mathematics (STEM) education. This study reviews published literature at the intersection of CT and educational robotics, particularly focused on the use of educational robotics for advancing students’ CT skills in K-12. The reviewed articles reveal initial evidence suggesting that educational robotics can foster students’ cognitive and social skills. The paper discusses specific areas for further inquiry by learning researchers and learning practitioners. Such inquiry should start from a widely agreed definition of CT and validated measurement instruments for its assessment. A practical framework for the development of CT via robotics is next in demand, so as instructional designers and educators can implement it consistently and at scale.     

Researching the once-powerful in education: the value of retrospective elite interviewing in education policy research

While it is generally acknowledged that being ‘historically informed’ lies at the heart of critical accounts of education policy-making, the use of historically focused retrospective research methods within the field is rare. This paper makes the case for retrospective research at a time when some of the most significant episodes of post-war educational policy-making are fast passing into the realms of not-so-recent history. In particular, it is argued that current policy scholars now have an opportunity to revisit the issues and concerns regarding the formation of the ‘New Right’ education policy reforms 30?years ago. Drawing on the experiences of a recently completed study of educational policy-making during the 1979–1983 Thatcher administration, it is argued that retrospective methods offer a surprisingly rich opportunity to collect primary data from the policy elites of the 1980s. It is concluded that the time is right for the production of a useful addendum to the founding studies of educational policy sociology that were conducted at the time.     

Inoculation against Wonder: Finding an antidote in Camus,pragmatism and the community of inquiry

In this paper, we will explore how Albert Camus has much to offer philosophers of education. Although a number of educationalists have attempted to explicate the educational implications of Camus’ literary works, these analyses have not attempted to extrapolate pedagogical guidelines towards developing an educational framework for children’s philosophical practice in the way Matthew Lipman did from John Dewey’s philosophy of education, which informed his philosophy for children curriculum and pedagogy. We focus on the phenomenology of inquiry; that is, inquiry that begins with genuinely felt doubt, pointing to a problematic to which the inquirer seeks a solution or resolution. We argue that the central purpose of education is to develop lucid individuals. To this end, we concentrate on Dewey and the pragmatist tradition, starting from Peirce, leading to Lipman’s development of Dewey’s educational guidelines into classroom practice. We show where Camus and the pragmatists are congruent in their thinking, insofar as they can inform the educative process of the community of inquiry. What we conclude is that the role of the teacher is to develop lucid individuals facilitated in a classroom that is transformed into a community of inquiry embedded in contemporary historical moments.     

开放教育资源（OER）使用现状调查

自2003年中国开放教育资源协会（CORE：China Open Resources for Education）——推广、应用开放教育资源（OER）的高等学校联合机构,即中国开放教育资源共同体成立以来,我国开放教育资源共享事业有了一定的发展。然而,开放教育理念在中国内地的传播、发展与影响仍然较为有限。了解和掌握我国目前开放教育资源发展的实际状况与水平,对于进一步推动我国开放教育资源深入发展具有重要意义。我们通过调查和量化研究得出的初步结论是：我国大学的个人已经具备了发表和使用OER的基本硬件设施条件,免费的OER能够对大学和个人形成吸引。大学和个人都认同使用障碍主要来自缺少对OER本身的了解,在使用过程中担心产生知识产权问题,对于发表OER的阻碍则是激励机制的缺乏。对于发表和使用OER的动机,个人更看重对于个人职业发展的积极作用,大学更看重对大学自身知名度的影响和降低开发成本。     

论马克思人的教育思想的旨趣

解读马克思关于人的教育问题的语境、主旨与实质,是深化马克思教育思想研究的重要内容。马克思从人与社会相互关系的视角,把"现实中的个人"确定为教育对象,提出"现实中的个人"是"对象性存在"和人的发展的三阶段理论,阐释教育目的的内涵以及实现教育正义的道路。以此立场理解教育,使教育成为"现实中的个人"的"实践"活动,凸显教育理解的历史维度,实现教育思想方式的革命。因而,加强马克思人的教育思想的研究,有利于展示马克思教育思想的当代价值,为当前学校教育改革提供思想资源。     

Context-Sensitive Cognitive and Educational Testing

This article reviews four interrelated approaches to reducing an inequitable gap in cognitive and educational test scores between individuals of a dominant culture and individuals of other cultures or subcultures. These approaches include (a) use of broader measures, (b) performance- and project-based assessments, (c) direct measurement of knowledge and skills relevant to environmental adaptation, and (d) dynamic assessment. It is concluded that when appropriate assessment is done that recognizes students’ diverse cultural and social backgrounds, equity can increase, predictive validity of cognitive and educational tests can increase, and at the same time, racial/ethnic/culture differences can decrease.     

Network time for the European Higher Education Area

Abstract

In this article, we discuss the process of standardization of Higher education (HE) initiated by the Bologna Process bringing to the forefront the temporal politics of the standardization of European Higher Education Arena (EHEA). Empirically, we perform a comparative review of the Scorecards indicators at the base of the Bologna Process monitoring project. We argue that the fabrication of EHEA could be seen as the installation of new time-space ‘time’ and ‘space’ appear inevitably intertwined. Instead of being a simple addition, the time space of EHEA interferes with the multiple time spaces of educational institutions and is characterized by being a network time, an unbroken and fragmented temporality sustained, enacted through, and controlled by the fluidity and the malleability of standards. They change recurrently over time, playing with different rhythms. What emerges is an overall arrhythmia that maintains the field permanently in tension. This reconfigures temporality as intrinsically manifold: as multiple and heterogeneous. Moreover, the temporal politics of standards reconfigures perception of past, present and especially future. The current state of implementation is constantly being (re)shaped in relation to the present and future performances, where’s one today level of EHEA targets achievement forms the basis for improvement tomorrow. In this scenario, assessing standards and headline targets become a policy instrument for synchronizing the countries performances, by locating them in a temporal framework that encodes future-oriented dispositions.     

Supporting resilience in early years classrooms: the role of the teacher

It is an accepted fact that resilience is a multifaceted phenomenon which has been proven to affect the learning, growth and development of individuals. A child’s formative years are a time when resilience needs to be promoted so they can cope with the challenges of life. This paper reports some of the findings of an Australian Research Council-funded longitudinal study which investigated resilience in the context of significant transitions in the lives of children and young adults. This study explored the conditions and characteristics of resilience, looking at the educational, health, work-related or leisure interventions that support and foster resilience. Outlined in this paper are findings from the early years cohort of the study involving teachers’ pedagogy informing the practical approaches and strategies that promote and protect resilience in young children. It is argued that teachers working with young children need to be mindful of using enabling strategies in which their practice works purposively with the school environment and the building of relationships.     

Starting to make a difference: responding to the challenges of recent developments in the early years

Recent national changes in ‘Early Years’ policy are likely to have major impact on the practice and profession of educational psychology. In this paper, implications at the individual, service and systemic levels are examined and practice examples given of how an Educational Psychology Service (EPS) might rise to the new challenges these major changes engender. The paper concludes that in order to maintain a clear overview of the continuing developments and demands in this area and to ensure that there is a co-ordinated response, the ‘Early Years’ should increasingly become recognised as an area for a Senior Specialist educational psychologist (EP). This EP would be charged with the responsibility for drawing up the service development plan for the Early Years and at the same time ensuring that the opportunities offered by the ongoing developments in this area are capitalised upon.     

The educational expectations of Italian children: the role of social interactions with the children of immigrants

This paper aims to investigate to what extent the growing presence of children with immigrant background in the Italian school system has an impact on the educational expectations of Italian students in eighth grade. Educational expectations are individuals’ plans for their future educational career, adjusted to the subjectively estimated probabilities of achieving a given outcome. Multilevel analyses are performed using data from ITAGEN2 (Italian Second Generation) survey, the first nationwide survey on natives, first- and second-generation immigrants. Results demonstrate that attending a school with a high proportion of children of immigrants has no impact on realistic expectations about secondary education. In addition, students attending schools with high level of interethnic integration are more prone to having high educational expectations.     

Learning trajectories among educational psychologists

In this article, special attention is paid to psychologists’ experiences of learning trajectories in educational counseling. The data consists of two case studies. They were selected from a total of 15 interviews with psychologists conducted as part of a research project on ‘Changing Practices in Educational Psychological Practice (CPEPP) in Denmark’. The article analyses learning trajectories along what we refer to as the clinical versus the educational track in educational psychological practice. Learning trajectories are examples of how individuals combine and connect learning across both time and different places of work, formal education and further education. The clinical and the educational learning trajectories are analysed in relation to the psychologists’ previous educational and present work experience within a context of very substantial organizational change. A general theme of the article is therefore that learning should be analysed over (1) time, past–present–future over the course of a person's life; and (2) place, across contexts of activity and communities of practice with different and overlapping goals, values and rules. In this respect continued learning entails negotiating and coming to terms with a professional identity across time and space.     

论教育改革中的教师时间

教师时间是影响教育改革的重要因素。教师与教育改革者的时间观念存在差异。文章提供五对概念,用以分析这些差异,并认为时间观念的不同是教育改革措施被悬置或受到教师抗拒的重要原因。为了推进教育改革,教育改革者应具备时间视角,在管理、利用教师时间的同时,注意理解教师独特的时间观念。     

Time,things, teacher,pupil: engaging with what matters

This article presents an empirical study of everyday life in school and a methodological attempt to emphasise children’s views and to find ways other than representation to analyse them. The empirical portion took place in a Finnish elementary school in which the author was the class teacher. The ten-year-olds in the class engaged in an unstructured classroom diary activity in which they freely wrote their observations, thoughts and stories. The study takes a relational materialist approach to the children’s writings focusing on various moments and gatherings in the classroom as assemblages and illustrates how time, things, teacher and pupils are co-produced in them. Temporality and materiality are also considered in relation to research methodologies. Research with children is reconceptualised based on the focus on mattering. The analysis is enacted as a non-linear and nomadic process through retelling and responding to the children’s texts. It highlights particular situations, unstabilities, ‘tiny’ things and the complexities of children’s lives in educational environments.     

Eduscapes: interpreting transnational flows of higher education

‘Knowledge society’ and ‘knowledge economy’ are current buzzwords in the visions of the future made by nations, regions and federations on a global scale. A concrete outcome of this is the globalisation and intensification of higher education and research. The visions based on a knowledge component should be treated as expressions of an ideology. In this article we use the notion of ‘eduscapes’ and ‘imaginaries’ as analytics for an understanding of such visions as these are expressed by individuals and institutional actors involved in educational landscapes. The argument is made that this notion is less ideological and more apt for an analysis of globalisation of higher education.     

Valuing the future: should educational benefits be discounted?

The practice of assigning a lesser value to benefits the further they are into the future, or, in economic terms, discounting, has long played a significant role in shaping public policy. Recently, due to the growing influence of economic modes of thinking on the educational realm, the concept of discounting is also starting to have an influence on the way in which the future is dealt with in educational policymaking. While in other fields, such as health and environmental protection, much has been written about discounting and its far-reaching policy implications, little attention has been given to the subject in the educational domain. The purpose of this article is to discuss critically the role that discounting should play in the educational realm. The article provides a normative stance on the issue by examining the various justifications for discounting and assessing them in light of education’s special characteristics. It concludes that in education we should not rely on a single discount rate, and that certain educational benefits should either not be discounted at all or discounted using a very low rate.     

‘They think that if you're a teacher here … you're not clever enough to be a proper teacher’: the courtesy stigma experienced by teachers employed at schools for pupils with behavioural,emotional and social difficulties (BESD)

A wealth of literature has identified that children with behavioural, emotional and social difficulties (BESD) and their families are frequently stigmatised due to the perceived controllable and ‘invisible’ nature of this special educational need (SEN). Yet little research has considered the impact of this stigma on another group of individuals, educational practitioners employed in BESD schools. This is despite these professionals working in close contact with pupils with BESD, a heavily stigmatised group, on a regular basis. This paper therefore, details a study which explored perceptions of stigma specifically with educational professionals employed in schools for pupils with BESD. Semi‐structured interviews with nine practitioners (including head teachers and class teachers with additional responsibilities) were conducted, all of whom had worked within the BESD sector for at least 10 years, with data being analysed via Interpretative Phenomenological Analysis (IPA). Findings revealed how educational practitioners employed in BESD schools experienced courtesy stigma, with many not being perceived as ‘proper’ teachers due to a discourse of care surrounding BESD. Other professionals reported much confusion from their mainstream colleagues and other individuals about how they could want to work with such ‘challenging’ pupils. This courtesy stigma was linked to the wider stigma surrounding BESD schools, which were often ignorantly perceived to be full of ‘bad boys’ or ‘absolute horrors’. This paper concludes by considering the implications of these findings for policy and practice, and provides recommendations for addressing the identified stigma towards practitioners employed in BESD schools.