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Bridges, David – Cambridge Journal of Education, 2021
The founding editor of the "Cambridge Journal of Education" reflects on the educational context in which it was established 50 years ago and the changes that have taken place since then. The paper focuses in particular on: (1) the pre-service education of teachers, the processes of 'academicisation', the incorporation of monotechnic…
Descriptors: Periodicals, Editing, Preservice Teacher Education, Democracy
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Li, Jing; McLellan, Ros; Forbes, Karen – Cambridge Journal of Education, 2021
Language education has long been considered a female domain across many countries, with girls outnumbering and outperforming boys. The purpose of this mixed-methods study was to examine the nature and structure of gender stereotypes favouring girls among EFL (English as a Foreign Language) teachers. In the quantitative strand, 60 teachers from six…
Descriptors: Sex Stereotypes, Language Teachers, Gender Differences, Second Language Learning
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Bai, Barry; Wang, Jing; Nie, Youyan – Cambridge Journal of Education, 2021
This study aimed to examine the relationships between motivational variables, self-regulated writing strategy use and writing competence with 511 fourth graders in Hong Kong. The high writing achievers reported a higher level of motivation, i.e. self-efficacy, task values (i.e. interest and utility) and growth mindset in English writing than the…
Descriptors: Confucianism, Cultural Context, Learning Strategies, Elementary School Students
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Lam, Chi-Ming – Cambridge Journal of Education, 2021
This article reports the results of a study that assesses the effectiveness of a Philosophy in Schools (PIS) programme in developing students' thinking skills and English competence in Hong Kong. In the study, training and support were provided for three Integrated Humanities (IH) teachers to enable them to teach PIS to their Secondary 3 English…
Descriptors: Thinking Skills, Creative Thinking, Skill Development, Philosophy
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Mazzoli Smith, Laura – Cambridge Journal of Education, 2021
The paper argues that there is a reductive logic inherent in conceptualisations of academic ability in some Western education research as currently configured. Effective interrogation of this concept necessitates consideration across relevant fields of research, as outlined in three areas of critique: that research on educational stratification…
Descriptors: Academic Ability, Educational Research, Cognitive Ability, Cultural Influences
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Chiang, Tien-Hui; Trezise, Damien – Cambridge Journal of Education, 2021
This paper argues that through their proactive promotion of particular frameworks of teacher competence, governments and international organisations seek to create an institutionalised discourse that functions to win voluntary cooperation from teachers in redefining their professional roles, in order to meet the economic imperatives of…
Descriptors: Teacher Competencies, Teacher Role, Professionalism, Neoliberalism
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Brady, Jude; Wilson, Elaine – Cambridge Journal of Education, 2021
This qualitative study explores the types of school-level teacher wellbeing initiatives reported by 51 teachers. The authors argue that the most well-received wellbeing measures are those embedded within supportive whole school cultures which aim to minimise burdensome workloads and maximise feelings of autonomy, relatedness and competence.…
Descriptors: Well Being, Foreign Countries, School Culture, Teaching Load
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Berggren, L.; Olsson, C.; Rönnlund, M.; Waling, M. – Cambridge Journal of Education, 2021
In Sweden, pupils eat tax-funded school lunches, often in the company of teachers. This article focuses on Swedish compulsory school grade (ages 7-15) teachers' (n = 823) perceptions of the school lunch in terms of intentions and daily practice. Analysis was based on written answers for an open-ended question that was part of a questionnaire…
Descriptors: Foreign Countries, Teacher Attitudes, Lunch Programs, Elementary School Teachers
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Mohammed, Abdulai Kuyini; Kuyini, Ahmed Bawa – Cambridge Journal of Education, 2021
Based on 65 interviews and secondary information, this study evaluated the programme, process and political dimensions of the Ghana Free Senior High School Education (SHS) Policy. The evidence from the data showed that the programme and its political dimensions were emphasised to the neglect of the process dimension. Effectiveness, one of the…
Descriptors: Foreign Countries, Access to Education, High Schools, Educational Policy
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Liu, Shuiyun – Cambridge Journal of Education, 2021
University rankings have become increasingly popular and have penetrated higher education globally. However, it is disputable whether rankings can contribute to the quality assurance of higher education institutions. The present study examined this issue by exploring the mechanism of rankings as an external force influencing university change. It…
Descriptors: Foreign Countries, Universities, Institutional Evaluation, Quality Assurance
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Diamond, Aurel H.; Kislev, Elyakim – Cambridge Journal of Education, 2021
This paper investigates how different perceptions of STEM are related to the anticipated levels of discrimination in STEM-related fields for minority high-school students in Israel. Regression analyses of questionnaire data (N = 380) from Arab-Palestinian (minority) and Jewish (majority) high-school students are conducted. The results suggest that…
Descriptors: Scientific Attitudes, STEM Education, Minority Group Students, High School Students
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Ho, Li-Ching – Cambridge Journal of Education, 2021
This study explores how Singapore social studies, geography and history teachers make meaning of the concept of meritocracy and its role in the education system. The findings indicate the participants simultaneously adopted "and" challenged the meritocratic values and beliefs promoted by the Singapore state. The teachers strongly…
Descriptors: Foreign Countries, Teacher Attitudes, Equal Education, Secondary School Teachers
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Mayes, Eve; Black, Rosalyn; Finneran, Rachel – Cambridge Journal of Education, 2021
Student voice has the potential to prompt creative and transformative teacher professional learning and practice. However, contemporary conditions of education -- including policy priorities and institutional constraints -- shape how student voice is taken up. This article draws on data from an evaluation study of a student voice programme ('Teach…
Descriptors: Foreign Countries, Student Empowerment, Faculty Development, Educational Practices
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Caldwell, Helen; Whewell, Emma; Bracey, Paul; Heaton, Rebecca; Crawford, Helen; Shelley, Claire – Cambridge Journal of Education, 2021
Subject marginalisation is an on-going concern across the primary education sector, particularly for the arts and humanities. This poses issues for pre-service teacher partnerships and for higher education institutions (HEIs) evaluating the role of subjects within their teacher training courses as they reform their curricula to prepare students to…
Descriptors: Preservice Teachers, Foreign Countries, Student Attitudes, Elementary School Curriculum
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Plust, Urszula; Murphy, David; Joseph, Stephen – Cambridge Journal of Education, 2021
Teachers' authenticity is a topic of emerging interest in the field of education. This paper systematically reviews existing qualitative research on the subject of teachers' authenticity from the perspective of teachers and students. The findings from 12 studies are subject to a metasynthesis. Results show that the authentic teacher is…
Descriptors: Teacher Characteristics, Educational Research, Meta Analysis, Qualitative Research
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