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Melissa Cain; Katie Burke; Eva Nislev – British Educational Research Journal, 2024
Pre-service teachers need to experience authentic arts activities to confidently impart the quality arts engagement that young learners deserve. Most importantly, these experiences should contribute to shaping emerging teacher identities. We sought to understand the student experience of online early childhood pre-service in their arts courses,…
Descriptors: Preservice Teachers, Preservice Teacher Education, Early Childhood Teachers, Art Teachers
Hanife Tasdemir; Gölge Seferoglu – British Educational Research Journal, 2024
The aim of this study was to explore how English language teachers construct and enact their teacher identities. The data was collected through semi-structured interviews with four in-service English language teachers at Turkish public schools. The findings revealed certain identity stabilizers: the fascination with subject and the job, caring for…
Descriptors: Language Teachers, Professional Identity, English (Second Language), Second Language Learning
Daniel Borbely; Markus Gehrsitz; Stuart McIntyre; Gennaro Rossi; Graeme Roy – British Educational Research Journal, 2024
Rurality is known to be associated with a number of weaker educational outcomes, from lower attainment through to lower social mobility. This is why so much policy and practitioner focus has been directed at addressing the rurality gap in educational outcomes. In this paper, we use pupil-level data for Scotland to contribute to two dimensions of…
Descriptors: Rural Areas, Disadvantaged, Elementary School Students, Classification
Rebecca Clarkson – British Educational Research Journal, 2024
Primary school teachers in England are responsible for the statutory assessment of writing, using a set of criteria. The aim of this research was to analyse the responses of teachers to the criteria "at the expected" standard. An elicitation exercise with 10 primary school teachers was conducted, where teachers talked through their…
Descriptors: Foreign Countries, Elementary School Teachers, Educational Assessment, Writing Evaluation
Lisa E. Kim; Keziah Owusu; Kathryn Asbury – British Educational Research Journal, 2024
Given the disruptions the COVID-19 pandemic has engendered in people's professional lives, the importance and contribution of certain workforces has been under particular scrutiny. In England, the teaching profession has been under particularly close public scrutiny, with concerns that teachers' perceived social appreciation may have decreased…
Descriptors: COVID-19, Pandemics, Social Attitudes, Teaching (Occupation)
Francisco Azpitarte; Louise Holt – British Educational Research Journal, 2024
This paper sets out original findings from analyses of the English National Pupil Database of Key Stage 1 (KS1) attainment, to examine educational outcomes of children with Special Educational Needs and Disabilities (SEND). The schooling of these children has been entirely within the context of the current SEND system, defined by the 2014-2015…
Descriptors: Special Education, Special Needs Students, Students with Disabilities, Outcomes of Education
Laura Scholes; Sarah McDonald; Garth Stahl; Barbara Comber – British Educational Research Journal, 2024
Sourcing information related to socio-scientific issues requires sophisticated literacies to read and evaluate conflicting accounts often signified by disagreement among experts, multiple solutions or misinformation. Much of the previous work exploring how young people approach conflicting information has tended to focus on students in the…
Descriptors: Middle School Students, Information Sources, Internet, Search Strategies
Mike Mimirinis; Annita Ventouris; Elina Wright – British Educational Research Journal, 2024
The persistence of degree-awarding gaps and anti-Black racism warrant an exploration of the quality and effectiveness of academic support offered to Black undergraduate students in British higher education, and how such support is perceived by students. Our phenomenographic study found that Black students' conceptions of academic support range…
Descriptors: Undergraduate Students, Blacks, Student Experience, COVID-19
Yueyang Shao; Hongyun Liu; Pingping Zhao; Qimeng Liu; Jian Liu – British Educational Research Journal, 2024
Inspired by complex system theory, this study adopts a multilevel piecewise regression model to examine the relationship between homework time and the development of students in different grades using a large-scale testing database in China. The results indicate that the relationship between homework time and students' performance is positive when…
Descriptors: Foreign Countries, Homework, Time on Task, Grade 4
John Jerrim; Laura Zieger – British Educational Research Journal, 2024
Large-scale international achievement studies such as PISA have been widely used to study how educational inequality compares across countries. Yet the various different biases that may affect these estimates are often not considered or are poorly understood. In this paper we draw upon the total survey error framework to provide a case study of…
Descriptors: Foreign Countries, Achievement Tests, International Assessment, Secondary School Students
Maruša Levstek; Daniel Elliott; Robin Banerjee – British Educational Research Journal, 2024
This paper investigates the relationship between music qualification choice and academic performance in secondary education in England at Key Stage 4 (KS4; usually at ages 15 and 16). We analysed data from 2257 pupils at 18 educational settings in a city in the southeast of England. Two regression analyses with clustered errors modelled KS4 music…
Descriptors: Music, Secondary School Students, Foreign Countries, English
Adam Poole; Yunyun Qin – British Educational Research Journal, 2024
Recent policy changes to the regulation of international schooling for Chinese nationals in China have seen restrictions on curriculum, admissions and ownership. While there is evidence of the impact of these changes at the institutional level, it is not clear how recent regulation has impacted the actors at the phenomenological level. In order to…
Descriptors: Foreign Countries, International Education, Teacher Attitudes, Educational Policy
Laura Oxley; Kathryn Asbury; Lisa E. Kim – British Educational Research Journal, 2024
Given the recruitment and retention crisis within the teaching profession, it is essential that the factors contributing to this are examined. Studies suggest that there has been a general decline in teacher wellbeing since the onset of the COVID-19 pandemic, and student conduct problems are known to be a key negative contributor to poor teacher…
Descriptors: Foreign Countries, COVID-19, Pandemics, Elementary School Teachers
Queralt Capsada-Munsech; Vikki Boliver – British Educational Research Journal, 2024
In 2018 the UK government launched a £50 million scheme to fund the expansion of existing grammar schools provided that they increase efforts to attract more pupils from socioeconomically disadvantaged backgrounds. This initiative assumed that grammar school attendance boosts the educational attainment and the higher education progression rates of…
Descriptors: Educational Legislation, Foreign Countries, Secondary Schools, Educational Attainment
Marloes Hagenaars; Naïma Lafrarchi; Wendelien Vantieghem; Peter A. J. Stevens – British Educational Research Journal, 2024
While most research has focussed on the experiences and consequences of ethnic discrimination for students, little is known about how teachers respond to ethnic discrimination. Teachers' responses are important as they may affect the outcomes of ethnic discrimination for students. Additionally, many studies have shown that teachers find it…
Descriptors: Foreign Countries, Secondary School Teachers, Ethnic Groups, Social Discrimination