URL:https://www.tandfonline.com/doi/full/10.1080/00131911.2022.2035685
In the critical and insightful article titled "Educational technology for learners with disabilities in primary school settings in low- and middle-income countries: a systematic literature review," the authors delve into the transformative potential of Educational Technology (EdTech) in fostering accessibility and inclusivity for learners with disabilities. This systematic review is particularly relevant for educators, policymakers, and researchers who are keen to understand and leverage EdTech to mitigate educational and social exclusion among primary school learners with disabilities, aged 6–12 years, in low- and middle-income countries. It stands as a vital contribution to the discourse on education equity, making it an essential read for those committed to making education accessible to all children, regardless of their physical or cognitive abilities.
Through meticulous examination of both peer-reviewed articles and conference papers, totaling 51 in the final sample, the study presents a comprehensive overview of how EdTech is currently being employed to support this demographic. The findings highlight instances where EdTech interventions have yielded positive outcomes, particularly within special school settings, underscoring the potential of technology in enhancing the educational experience for learners with disabilities.
However, the review also critically addresses the gaps in existing research, pointing out the weak evidence base regarding the efficacy of these interventions. This observation serves as a call to action for more rigorous, robust, and long-term research efforts. The authors advocate for studies that not only assess the technological tools themselves but also consider the crucial roles of learner involvement, pedagogical strategies, and curriculum design in maximizing the impact of EdTech on the educational experiences of children with disabilities.
"Educational technology for learners with disabilities in primary school settings in low- and middle-income countries: a systematic literature review" not only sheds light on the current state of EdTech interventions but also outlines a path forward for future research and policy formulation. By emphasizing the need for a comprehensive approach that integrates technology with pedagogy and curriculum considerations, the article serves as a foundational text for those aiming to harness the power of EdTech to create more inclusive learning environments. This systematic literature review is an invitation to reimagine how educational technology can break down barriers to learning, ensuring that every child has the opportunity to enjoy the full benefits of a school curriculum.
URL:https://www.tandfonline.com/doi/abs/10.1080/00131911.2024.2311195
In the illuminating article titled "Querying queer quantitative educational research: a systematic literature review," the authors embark on a comprehensive journey through the landscape of quantitative research within queer educational studies. This meticulously conducted review is an invaluable resource for scholars, educators, and advocates interested in the intersections of education, queer theory, and quantitative methods, making it a must-read for those engaged in or aspiring to contribute to this burgeoning field.
Spanning the years 2011 to 2022, the study meticulously combs through education journals to identify and analyze 55 articles that utilize quantitative methods and engage with the language of queerness. This exploration is critical in understanding how queer theoretical perspectives are integrated into quantitative research methodologies in education, an area that has witnessed notable growth over the past decade.
The authors provide a nuanced analysis of these articles, focusing on their theoretical engagements, the representation and inclusion of LGBTQ+ identities and people, the consideration of race and racism, and the specific analytic approaches employed. Their findings reveal a notable scarcity in the engagement with queer theory among these studies, with queerness often being simplified to encompass primarily gay, lesbian, and occasionally bisexual identities. This reductionism overlooks the rich diversity within the LGBTQ+ community and the complexity of queer identities.
Furthermore, the review highlights a predominant focus on white participants within these studies, with racial considerations typically framed in comparison to white benchmarks. Despite this trend, the authors acknowledge instances of race-conscious work that strive to bring a more inclusive lens to queer quantitative educational research.
The analytic techniques predominantly employed in the identified articles—t-tests, ANOVAs, and regression analyses—reflect traditional quantitative methodologies. This choice of methods underscores the necessity for ongoing critical reflection on how quantitative research can more effectively capture and reflect the complexities of queer experiences in educational settings.
"Querying queer quantitative educational research: a systematic literature review" stands as a seminal work that challenges researchers to deepen their theoretical engagement with queer perspectives and to strive for greater inclusivity in terms of LGBTQ+ identities and racial considerations. It calls for a critical reevaluation of quantitative methodologies to ensure they are fully responsive to the nuances of queer experiences in educational research. This article not only charts the current state of the field but also sets the stage for future inquiries that are more theoretically robust, inclusive, and reflective of the diversity within the LGBTQ+ community.
URL:https://www.tandfonline.com/doi/abs/10.1080/00131911.2023.2173726
In the thought-provoking article "Beyond a seat at the table: imagining educational equity through critical inclusion," the authors delve into the systemic barriers that hinder equitable access to high-quality learning opportunities in schools. This compelling piece offers a fresh perspective on how to conceptualize and achieve educational equity, making it a must-read for educators, policymakers, researchers, and advocates dedicated to dismantling oppressive structures within the educational system.
The paper meticulously unpacks the interlocking mechanisms of exclusion that serve as formidable gatekeepers in educational settings, perpetuating harmful notions of ability, learning, and intelligence. By examining the intricate ways in which racism, ableism, colonialism, and other intersecting forms of oppression are embedded in exclusionary practices, the authors highlight the urgent need for a comprehensive understanding of how these practices systematically deny certain groups the learning opportunities they deserve.
Challenging the theoretical fragmentation that has historically characterized the discourse on educational equity, the authors propose a groundbreaking conceptual framework known as Critical Inclusion (InCrit). This framework aims to bridge the gaps between disparate educational disciplines, advocating for a unified approach to understanding and addressing the deeply entrenched patterns of exclusion that plague educational systems.
Through a critical-historical review of educational inclusion, the article explores how inclusion has been theorized and implemented in both academic research and practical applications. By fostering a dialogue that transcends disciplinary boundaries, the authors pave the way for innovative, cross-disciplinary solutions to the pervasive issue of educational inequity.
"Beyond a seat at the table: imagining educational equity through critical inclusion" not only critiques existing approaches to inclusion but also boldly envisions a future where educational practices are truly inclusive, offering every student, irrespective of their background or identity, a genuine opportunity to thrive. This article is an invitation to reimagine what educational equity can and should look like, guided by the principles of Critical Inclusion, and is an invaluable contribution to the ongoing conversation about creating more just and inclusive educational environments.
URL:https://www.tandfonline.com/doi/full/10.1080/00131911.2022.2034749
In the pivotal article "Bullying and cyberbullying: a bibliometric analysis of three decades of research in education," readers are invited to explore the extensive landscape of bullying and cyberbullying research within the educational sector. This thorough bibliometric study meticulously examines documents indexed in the Web of Science Core Collection, spanning from 1991 to 2020, to offer a comprehensive overview of the evolution, characteristics, and trends in this critical area of study. It is an indispensable resource for researchers, educators, and policymakers who are keen on understanding the depth and breadth of bullying and cyberbullying research over the past three decades.
The study's main findings shed light on several key areas: the growth in publication trends over time, highlighting an increased academic interest in bullying and cyberbullying; the countries and institutions leading these research efforts, showcasing the global nature of this issue; and the journals, authors, and articles that have had significant influence in shaping the discourse around bullying and cyberbullying in educational contexts.
Furthermore, the article delves into the collaboration patterns among researchers and outlines the conceptual structure that underpins educational research on bullying and cyberbullying, offering valuable insights into how this research community has developed and interacted over time.
By providing a clear and detailed analysis, this study not only charts the historical trajectory of bullying research but also illuminates the current state of scholarship in this area. Additionally, it offers suggestions for future research directions, underscoring the need for continued investigation into this ever-relevant issue.
"Bullying and cyberbullying: a bibliometric analysis of three decades of research in education" stands as a testament to the complexity and significance of understanding bullying behaviors in educational settings. It encourages ongoing research and dialogue, aiming to contribute to more effective strategies for prevention and intervention, ensuring safer educational environments for all students. This article is a must-read for those committed to deepening their understanding of the academic discourse surrounding bullying and cyberbullying and its implications for educational practice and policy.
URL:https://www.tandfonline.com/doi/full/10.1080/00131911.2024.2324154
In an educational landscape where the involvement of parents is increasingly recognized as pivotal to students' academic success and overall well-being, "Preparing teachers for parent engagement: role of teacher educators in Canada" emerges as a significant contribution to the discourse on fostering effective collaboration between teachers and parents. This article is essential reading for educators, policy makers, and anyone interested in the dynamics of parent-teacher relationships and their impact on educational outcomes.
The study presents the insights gleaned from interviews with Canadian teacher educators, offering a rare glimpse into the perspectives of those responsible for shaping the next generation of teachers. It explores the critical role that teacher educators play in preparing aspiring teachers for one of the most nuanced aspects of their professional responsibilities: engaging with parents.
Despite acknowledging the importance of readiness for parent engagement as a vital competency for teachers, the teacher educators interviewed expressed concerns about the challenges of integrating parent engagement strategies into the already crowded curriculum of teacher education programs. This highlights a significant gap in teacher preparation that, if addressed, could enhance educational outcomes and foster a more collaborative school environment.
The paper makes a compelling case for the adoption of an integrated parent engagement framework, suggesting that such a framework should be centered around comprehensive parent engagement policies. These policies would not only support the inclusion of parent engagement in teacher education programs but also ensure that these competencies are a requirement for teacher certification.
"Preparing teachers for parent engagement: role of teacher educators in Canada" is a thought-provoking read that underscores the necessity of embedding parent engagement into the fabric of teacher education. By offering practical recommendations for bridging the existing gap, the article serves as a roadmap for enhancing teacher preparation in this vital area, ultimately contributing to the creation of a more inclusive and effective educational ecosystem. It invites educators, policy makers, and the wider educational community to reconsider and reaffirm the value of parent engagement in shaping students' educational journeys.
URL:https://www.tandfonline.com/doi/full/10.1080/00131911.2024.2325060
In an era where mental health awareness is increasingly at the forefront of societal concerns, the article titled "Wellbeing and the importance of going 'out of the realm of the classroom': secondary school teachers’ perspectives" offers crucial insights into the evolving role of schools in supporting student wellbeing. This comprehensive study is particularly timely, conducted during the tumultuous pandemic year of 2020-2021, making it an essential read for educators, policymakers, and mental health advocates.
Through a reflexive thematic analysis of focus group and interview data with English secondary teachers, the authors delve into the complex perspectives teachers hold regarding mental health and wellbeing in the educational environment. The research highlights a significant shift in school practices aimed at fostering wellbeing, emphasizing the need to extend these efforts beyond the traditional classroom setting.
Teachers in the study underscored the pivotal role schools play in addressing the mental health challenges faced by young people. The findings reveal a collective recognition among educators of the necessity for schools to adapt and embrace leadership strategies that prioritize the holistic wellbeing of their students. This includes implementing practices that acknowledge the importance of creating a supportive and inclusive school culture, which extends into all aspects of a student's life.
The paper not only sheds light on the challenges and opportunities in promoting student wellbeing within schools but also calls for a broader understanding and approach to wellbeing that transcends the confines of the classroom. By advocating for the integration of wellbeing into the very fabric of school culture and leadership, the study presents a compelling case for reimagining how schools can serve as vital support systems for young people navigating mental health issues.
"Wellbeing and the importance of going 'out of the realm of the classroom': secondary school teachers’ perspectives" is a poignant reminder of the crucial role educators play in the mental and emotional development of their students. It offers valuable recommendations for how schools can better support student wellbeing, making it an indispensable resource for anyone involved in shaping the future of education in a way that recognizes and addresses the mental health needs of young people.
URL:https://www.tandfonline.com/doi/full/10.1080/00131911.2024.2325660
In a landscape where educational policies and their impact are under constant scrutiny, "Embracing complexity: rethinking education inspection in England" serves as a pivotal exploration into the intricacies of the education inspection system governed by OfSTED. This theoretical paper is a must-read for educators, policymakers, and anyone involved in the education sector who is seeking a deeper understanding of the effectiveness and challenges of the current inspection framework in England.
Employing the lens of complexity theory, the paper embarks on a critical examination of the education inspection system, illuminating its characteristics such as path-dependence, self-organisation, co-evolution, emergence, interdependence, and adaptability. By tracing significant changes in the system from 2019 to the present, the authors offer a nuanced perspective on how education inspection operates within a complex and dynamic environment.
One of the paper's core discussions revolves around the power dynamics that have influenced the inspection system's evolution over the past three decades, leading to a gradual "lock-in" effect. This insightful analysis prompts readers to consider whether the system is at a tipping point, poised for a transition towards a new paradigm that better accommodates the complexities of modern education.
The application of complexity theory provides a robust theoretical framework for change agents, policymakers, policy implementers, and school practitioners. It equips them with the conceptual tools needed to navigate the educational inspection landscape and to implement meaningful changes that resonate with the system's inherent complexities.
Furthermore, the paper offers actionable recommendations for those aiming to reshape the inspection system. These include conducting thorough surveys of the evolving landscape, collecting new evidence, benchmarking against other inspection systems, rebalancing power dynamics between OfSTED and schools, and addressing the switching costs while incentivizing change adopters.
"Embracing complexity: rethinking education inspection in England" is not just an academic discourse; it is a clarion call to reimagine and transform the educational inspection system in England. It challenges readers to acknowledge and engage with the system's complexity, offering a path forward to ensure that education inspection not only assesses but also enhances the quality of education for all.
URL:http://radjapublika.com/index.php/IJERLAS/article/view/1514
In an era where educational policies and their implementation are increasingly scrutinized for their impact on teaching quality and student outcomes, "ANALYSIS OF THE IMPACT OF EDUCATIONAL RATIONALISATION AND REDEPLOYMENT POLICY: INSIGHTS FROM PRINCIPALS" emerges as a crucial piece of research that sheds light on the intricate dynamics of rationalisation and redeployment policies within the public school system. This article is a compelling read for policymakers, educational leaders, and scholars who are vested in understanding the nuances of educational reform and its implications on the ground.
Drawing on in-depth interviews with nine principals, who are at the forefront of managing the rationalisation and redeployment processes, this study provides a rare glimpse into the challenges and repercussions of implementing such policies in public schools. Through meticulous data collection via semi-structured interviews and document reviews, the authors have crafted a nuanced analysis that brings to the fore the unintended consequences of these policies on the educational ecosystem.
The findings of the paper are revealing, highlighting instances where rationalisation has led to the assignment of unqualified educators to roles that demand specific skills they lack. This mismatch not only undermines the quality of education but also disproportionately affects underprivileged learners, further exacerbating educational inequalities. The reluctance of educators to relocate, as unveiled in the study, leaves vulnerable students without the guidance and support they need, spotlighting a critical gap in policy implementation.
Presented thematically, the insights from this research underscore the complexity of educational rationalisation and redeployment, revealing that the presence of ineffectual educators as a result of these policies can detrimentally impact educational outcomes. The paper calls into question the efficacy of current rationalisation practices and highlights the need for more nuanced, context-sensitive approaches to educator deployment.
"ANALYSIS OF THE IMPACT OF EDUCATIONAL RATIONALISATION AND REDEPLOYMENT POLICY: INSIGHTS FROM PRINCIPALS" is an indispensable resource for those engaged in the discourse on educational policy and reform. It offers a critical examination of the real-world impacts of policy decisions, serving as a catalyst for dialogue and reflection among educational stakeholders aiming to foster a more equitable and effective educational landscape. This article is not just a study; it's a clarion call for a reassessment of how educational policies are crafted and implemented, ensuring they serve the best interests of both educators and learners alike.
URL:https://www.tandfonline.com/doi/full/10.1080/00131911.2022.2035686
In an insightful exploration of the educational landscape amidst the unprecedented challenges of the COVID-19 pandemic, "The challenges of language teaching in Polish complementary schools in the UK during the COVID-19 lockdown" offers a profound examination of the trials faced by Polish complementary schools during a time of global upheaval. This article is an essential read for educators, policymakers, and researchers interested in the nexus of language education, migration, and crisis response within the educational sector.
Through the lens of eight Polish complementary school heads, the paper delves into the adaptive strategies employed to navigate the tumultuous period of lockdowns in the UK, particularly during the spring and autumn of 2020. With state schools operating under different guidelines compared to complementary institutions, Polish schools encountered a unique set of challenges and ambiguities that demanded innovative solutions and resilience.
The study unveils a narrative of creativity and determination, showcasing how these schools transitioned to online learning platforms, thereby ensuring the continuity of education for their students. It highlights the enthusiastic participation of students in these new learning modalities and points to an increase in cooperation among complementary schools as well as support from external organizations. However, it does not shy away from addressing the difficulties inherent in online learning, including issues related to student retention, recruitment, and the potential long-lasting impacts on the schools' future.
Moreover, the paper critically engages with the broader implications of these experiences, stirring a conversation about the disparities between complementary and mainstream education sectors. It underscores how the pandemic has intensified existing inequalities, pressing for a reevaluation of the role and recognition of complementary schools within the UK's educational system.
"The challenges of language teaching in Polish complementary schools in the UK during the COVID-19 lockdown" is not just a testament to resilience in the face of adversity but also a call to action for greater inclusivity and equity in educational policy and practice. This article is a must-read for those committed to understanding and addressing the complex dynamics of education in multicultural and multilingual contexts, especially in times of crisis.
URL:https://www.tandfonline.com/doi/abs/10.1080/00131911.2024.2327575
In the contemporary landscape of education, where the privatization of educational systems marks a significant and growing trend, "The rise of for-profit teacher preparation programmes: investigating career outcomes for novice teachers" stands out as a pivotal piece of scholarship. This article delves into the burgeoning phenomenon of for-profit teacher preparation programs and their implications on the career trajectories of novice teachers. It is an essential read for educational leaders, policymakers, and scholars interested in the nexus between teacher education and workforce outcomes in the context of increasing market-driven approaches to education.
The study meticulously examines the relationship between new, alternative pathways into the teaching profession and retention patterns, a topic of paramount importance given the ongoing teacher shortages experienced by numerous countries. By analyzing longitudinal employment files and certification records of over 160,000 individual teachers, the research uncovers significant variations in demographic characteristics and retention outcomes for teachers prepared through for-profit programs. These findings not only enrich the limited body of literature on for-profit teacher preparation program outcomes but also extend discussions on educational market deregulation and its impacts on novice teachers.
What makes this article particularly compelling is its potential to inform and shape policy at multiple levels of governance. The nuanced insights provided by the study highlight the complex realities of for-profit teacher preparation programs and their far-reaching implications for educational leaders, program directors, and policymakers across state, national, and international levels. It urges a reevaluation of current approaches to teacher education and workforce development, emphasizing the need for a balanced consideration of for-profit models within the broader educational ecosystem.
"The rise of for-profit teacher preparation programmes: investigating career outcomes for novice teachers" is a clarion call to critically assess the burgeoning privatization of teacher education and its implications for the teaching profession. It offers invaluable insights into how alternative pathways into teaching are reshaping the educational landscape, making it a must-read for anyone committed to understanding and improving teacher preparation and retention in an era of increasing educational privatization.