Networks Archives - Page 2 of 13

Growing (with) EERA Network 14

by Dr Joana Lúcio | 30 Years of EERA, NW 14 Communities, Families, and Schooling in Educational Research

EERA is celebrating 30 years in 2024, and as part of our anniversary celebrations, we have invited people who have been at the heart of the association to share their memories and reflections. In a series of blog posts, which will run throughout 2024, we will share those precious memories, from the people who helped foster the global EERA community.

Joana Lúcio, former Link Convenor of Network 14, reflects on her time with EERA, and how the growth of the network went hand in hand with her professional and personal growth.

I attended my first ECER in 2010, during the second year of my doctorate. I presented two papers – one pertaining to my PhD and another related to a smaller group research project I was involved in at the time – both within Network 14, and in the context of a session chaired by then-Link Convenor Rune Kvalsund. Rune was (and has been) a very generous and engaging chairperson, and kindly invited me to attend the Network meeting the following day. I remember feeling very welcome and “at home” within that plural and international group of researchers. I was immediately keen to engage with the Network to the best of my ability. At the end of the following year’s conference, in Berlin, Rune and Linda Hargreaves (another one of NW14’s longest-serving convenors, and former Link Convenor) inquired about my availability to take over the role of Link Convenor in 2012, when Rune planned to step down. I was in equal parts thrilled and terrified by that invitation and the inherent responsibility. The following year, shadowing Rune Kvalsund and learning the ropes of EERA and ECER – while also completing my PhD – was one of much professional, academic and personal growth.

Network 14 thankfully experienced exponential growth during my tenure as Link Convenor (2012-2015). We grew from a group of 5-6 reviewers assessing 20-30 submissions a year, to a team of over 18 reviewers going through over 90 submissions annually, while also promoting collaborations (joint calls or sessions) with other networks. It was one of the most hectic, exciting, enriching and unforgettable experiences of my life!

Stepping down as Link Convenor after three years was an organic process, as it was in line with what previous Link Convenors had done. Nevertheless, I remained as connected with the Network as before. In 2015, I co-edited a special issue of the European Educational Research Journal with John I’Anson (Network 25), featuring contributions from a joint two-part symposium that took place at ECER 2013 (Istanbul). For ECER2015 (Budapest), I co-authored NW 14’s special call for papers. Later, I co-edited a special issue of the Australian and International Journal of Rural Educating, featuring contributions resulting from a special call for ECER 2016. I have remained a convenor (reviewing and moderating) and a participant in Network 14’s activities, both before, during, and in the aftermath of ECER.

Between special calls for papers, handbooks, edited journal issues, seasonal schools, etc., Network 14 has remained one of the most prolific, while also one of the longest-established networks within EERA.

In recent years, the number of submissions received annually by Network 14 has stabilized at around 60-70. Our convenor team continues to evolve, welcoming new collaborators whenever (or wherever, topic-wise) necessary. This is a testament to how the Network continues to foster young and less-experienced researchers, as it did for me fourteen years ago. It is just as much a testament to how the issues of schooling, communities and families remain pertinent within educational research. Finally, it is a clear indication that evidence-based research (in fields such as rural/urban schooling, place-conscious education, educational trajectories and transitions, school-family-community links, parental and familial involvement in schools, etc.) is, and should be, at the forefront of European and international agendas.

The EERA Office – The view from within the spaceship

Angelika Wegscheider explains what it is like to steer the ‘spaceship’ of the EERA office, the changes she has seen over the years, and the lessons she’s learned from her time with the organisation.

A European Space for Educational Research and Dialogue

Past Secretary General of EERA, Professor Lisbeth Lundahl on the importance of EERA as an open and welcoming space for educational research and discourse.

20 Years a-going – Reflecting on two decades with EERA

Past President, Professor Joe O’Hara takes a walk down memory lane to celebrate EERA’s 30th anniversary, and reflects on the developments and achievements of the organisation.

Twenty years of participating in EERA’s 30 years

In this blog post, Professor Emeritus of Educational Sciences at Utrecht University in the Netherlands, and previous EERA president, Dr Theo Wubbels reflects on his involvement in EERA over the years, and where the organisation’s future lies.

My EERA story – from novice doctoral researcher to ERG Link Convenor

ERG Link Convenor Dr Saneeya Qureshi looks back on her journey, from her first conference, to her professional and personal growth with EERA, and the friendships made along the way.

Establishing Network 27 – and trends in didactics of learning and teaching over the past decades

Professor Emeritus Brian Hudson on the establishment and development of Network 27, and the associated trends in didactics of learning and teaching over the past few decades.

EERA’s unique buzz – and the lessons I’ve learned

Professor Emeritus Terri Seddon explains why the European Conference on Educational Research became her ‘first-choice’ academic conference, and worth the long-haul flights from her home in Melbourne.

Experiences and benefits from collaborating in the international ethnography network

Four long-term Network 19 members, currently serving as network convenors, share their stories and insights into what the network means to them.

Developing an EERA Network Identity – NW 20 through the years

As part of our 30th anniversary celebration, Professor Raimonda Brunevičiūtė reflects on her EERA journey, and the development of Network 20, Research in Innovative Intercultural Learning Environment.

Past reflections and future horizons

Growing (with) EERA Network 14

As part of our 30 years of EERA celebrations, Dr Joana Lúcio reflects on her time as Link Convenor of Network 14, and her professional and personal growth.

Pleasure, confusion, and friendship – 30 years of EERA

EERA’s first Secretary General and founding editor of the EERJ, Professor Martin Lawn, looks back at the sometimes rocky road of EERA, the developments into the organisation it is today, and considers where the journey should go next.

Improving the quality of education – EERA Network 11 through the years

To celebrate EERA’s 30th anniversary, Dr Gento takes a look at the activities of Network 11 to improve the quality of education, within EERA and in the wider educational research community.

Serendipity in Action: Being a link convenor for the ERG was a vibrant thread in the vast tapestry of my academic life

For the 30th anniversary celebrations of EERA, Dr Patricia Fidalgo reflects on her time as Link Convenor of the Emerging Researchers’ Group, and the joy this fulfilling role brought her.

A Transformative Journey: Nurturing Emerging Researchers at the European Conference for Educational Research.

In our blog series celebrating 30 years of EERA, Professor Fiona Hallett reflects on the sense of belonging within a supportive community of scholars.

Dr Joana Lúcio

Dr. Joana Lúcio (PhD) holds a Doctorate in Education Sciences by the University of Porto (PT), with a thesis focused on the Educating Cities movement, through the lens of social and educational mediation. She has conducted and/or been a part of several research-intervention projects in the field of Local Development, with a particular interest on non-formal and informal educational processes, and the roles of citizens’ associations, local government and SMEs.

In 2018, she finished a post-doc in Sociology of Education, at the Institute of Education of the University of Minho, Braga (PT). She is currently a researcher at CIEd – Research Centre in Education, University of Minho, Braga (PT) and a convenor for Network 14. Communities, families, and schooling in Educational Research, at the EERA.

Hope and Community – A community of practitioners for social change

by EERA Summer School 2023 | Emerging Researchers' Group

Thriving communities of practice necessitate cultivating and adopting a shared repertoire of communal resources, such as stories, tools, and symbols, that encapsulate the collective knowledge of the community. Essentially, the community shares practices – approaches and tools collectively embraced by its members.

In pursuing their interest in their domain, it is important to provide members with the opportunity to engage in joint activities and discussions, help each other, and share information (Wenger-Trayner & Wenger-Trayner, 2015). Through offering and receiving help, we gain awareness of the richness of the community and build an expectation that we can contribute to others and that others reciprocate in some way. As Wenger (2000, p. 241) notes, “Identity needs a place where a person can experience knowing as a form of social competence.”

Could summer schools, workshops, and training sessions be this place for early career researchers to shape their identities as researchers?

To find out, the EERA summer school was organised at the Faculty of Philosophy, University in Belgrade, with the support of UNICEF Serbia. Under the title “Inclusive Approaches To Educational Research,” more than 30 early career researchers from over 20 countries gathered from July 12th to 14th, 2023, to explore and embody progressive and just methodologies in the field of education.

Inspired by the World as Classroom (bell hooks, 1994), we swayed from classrooms at the Faculty of Philosophy and the Institute for Philosophy and Social Theory, along the Sava Quay, through the socialist heritage of New Belgrade blocks, to the school courtyard in Ledineneighbourhood on the outskirts of Belgrade.

Our goal was not only to raise pivotal questions that shape our understanding of research but also to foster a close-knit community of early career researchers. We’re all passionate about finding answers that can make educational research more inclusive. As Tijana aptly describes, it guided us from isolation to a sense of belonging.

From ‘isolation’ to ‘belonging’

The EERA Summer School brought together a young group of researchers from diverse educational backgrounds. Despite the differences in our research topics, we all shared some common challenges, from finding the appropriate literature, writing, and conducting research to publishing. During our workshops, we agreed that creating a support group of peer young researchers in the field of education would help us overcome the various challenges, just as the Summer School provided us with the space to discuss them and share valuable advice. Moving from the position of an isolated researcher to a community of like-minded people helps us broaden our perspective and spark new ideas.

Tijana Gasi

University of Belgrade, Serbia

Using dialogue, walks, presentations, discussions, mental mapping, reflective logs, artistic expressions, and many other techniques, participants formed a community of learners, together with the organising team of tutors, lecturers, and volunteers. There was a heatwave this summer in Belgrade, but there was also a genuine need among us to merge academic with real–life knowledge from the ground and from the local communities. Together we asked:

What constitutes meaningful research? How can we create research methodologies that align with our shared values? What is the relationship between change and hope? Where do we find spaces of freedom, and where are the sources of marginalisation?

For many of us, participating in a summer school was something completely new, so we were even more surprised by how quickly we became an accepting and supportive community:

“As for me, I haven’t experienced such a strong sense of belonging to engaged and thoughtful people for years. Our shared engagement for the process of inclusion in education and society led to an almost tangible synergy manifested in mutual inspiration, cooperation, and enthusiasm we kept and took back home. The EERA Summer School provided me with a Socratic sense of how little I know about participatory research and how much I still have to learn. I felt the need to recognize and appreciate the diversity, perspective, and competence of children or minority groups at our concern. And I was confronted with some new ethical issues; now I feel committed to address them honestly whenever they arise.”

Jana Pleskotová

Jan Evangelista Purkyně University in Ústí nad Labem, Czech Republic

The keynote speakers inspired our discussions, developing our critical awareness of our participation in the summer school, as well as the participation of others in research, education settings and local communities. We experienced how participatory, caring workshop spaces can facilitate transdisciplinary collaboration and hopeful horizons for research.

Collaboration, community, and change

…through discussions, keynote presentations, and workshops, I learned about new research methods and began to consider how I could incorporate them into my study. Often, our approach to the world and to research is prescribed; we repeat the same patterns that are present in our nearest environment. As researchers, we need to learn new ways to be present in the world; we should try to do things differently, to evolve. This kind of opportunity helps us find partners who have the skills we lack so that we can become agents of change in our own communities.

Gamze Uçak Ersizer

Boğaziçi University, Turkey

A patchwork of experiences

In the realm of education, the term “professional learning community” has frequently been employed to denote any conceivable alliance of individuals sharing a common interest in education with a specific focus on the learning process rather than mere practice, as noted by DuFour (2004). However, the question that arises is: How do we truly transform into a community? Addressing this question involves drawing upon Wegner’s (1998) notion of learning as a social and situated process, predominantly derived from our engagements in various communities of practice.

Putting theory into practice

Part of our programme involved visiting local neighbourhoods. In one, New Belgrade blocks, our guide described the dynamic histories of the local area, and brought their research about critical utopianism to life, by intertwining personal memories with the architectural landscape. We visited the apartment blocks, designed to look like sails amongst the urban sea of Belgrade. We discussed transformations of these spaces, from shared spaces inherited during socialism (terraces, laundry rooms, spaces for leisure and relaxation), to illegal privatisations during the 1990s aimed at shrinking common good, to reconquesting it, and reimagining it today.

The other visit was to the local community Ledine, where the collective Škograd/Schoolcity has been working since 2016. Part of their efforts have involved trying to overturn the segregation trend taking hold in the local primary school, where there is harsh marginalisation of Roma and other minorities, and mitigating the effects of poverty, under-education and violence.

Moving around to move to

Walking through Belgrade’s scorching streets led to a profound reflection on the “community of learners” and the “community of practice.” The former involved sharing ideas and experiences, often failing to translate them into action in our contexts. The latter, “community of practice,” emphasised hands-on learning and collaboration, celebrating diversity as a strength. It highlighted the power of collaboration to turn inspiration into action, promoting change in our communities.

Bojana Milosavljević

University of Belgrade, Serbia

“It is imperative that we maintain hope even when the harshness of reality may suggest the opposite”.

Paulo Freire (1996)

In Ledine, a neighborhood in Belgrade, the sign on a trash can says, “I dream”.

Ledine, a neighborhood in Belgrade, the sign on a trash bin says, “I dream”

At Škograd, we could see tangible collaborations between researchers, children, and families. The artwork, games, and gardening, alongside the use of spaces, inspired us to question how we can promote inclusive community spaces and build meaningful collaborations with the local communities. As one participant said:

It was a completely new experience to deeply explore how the research is connected with the local community and expresses the hope visually. Witnessing the hope emanating from the pupils’ artworks in the “Imagine a Dream Path” project was truly inspiring. These remarkable pieces vividly demonstrate how the researcher’s involvement has ignited the children’s creativity.

Yupei Wei

University of Edinburgh, Scotland

Engaging in an open dialogue about the research journey, we witnessed and felt the joys and the challenges of participation, and recalibrated around the importance of researching with communities for social justice. This visit was an illuminating opportunity to engage with the local community, to attentively absorb their narratives, and to experience the intimate and respectful collaboration between researchers, children, and families.

I discovered more about different countries and contexts, where ‘Inclusion’ and inclusive practices were influenced by a range of legislation changes, socio-cultural factors, and how they can be implemented in various ways. Despite these differences, the summer school highlighted the ways in which our field of education connects us all. It was clear that we had a strong pursuit for social justice, and an intense curiosity for community-based learning. We came away with a sense of purpose in our field. I felt empowered, inspired and rejuvenated as the time during the summer school connected us as one community of researchers across the world.

Katherine Gulliver

Plymouth Institute of Education, Plymouth University, United Kingdom

Overall, the EERA Summer School was an embodied learning experience that is difficult to summarise. We carry this experiential learning forward in our souls and our actions, nourished by connecting, and empowered to embed participatory and inclusive approaches in our own research practice.

How the community can shape us, and how do we shape the community

Throughout Summer School, the emphasis on values was strong. The shared values of curiosity, collaboration, and respect guided our interactions and discussions. This commitment to values created an environment where learning was not just about acquiring knowledge but also about personal growth and ethical engagement…

The EERA Summer School was not just a one-time event; it was a catalyst for a habit of continuous lifelong learning. The knowledge transfer during those days in Belgrade planted seeds that continue to grow. We left with a renewed commitment to education and a network of colleagues and friends dedicated to making a positive impact. We came as individuals and became a Community of Learners, intending to become a Community of Practitioners for Social Change.

Adna Sokolović

COI Step by Step, Sarajevo, Bosnia and Herzegovina

Conclusion and final reflections

Image: Ledine, neighborhood in Belgrade, “Vlada Obradović Kameni” school courtyard, open classroom codesigned with children

The process of evolving into a community of practice or community of practitioners, as outlined by Wenger (1998), revolves around shared interests of personal or professional significance. Our community, rooted in a collective perspective on education, perceives it as a vital social practice and research in education as a catalyst for transformative change capable of recalibrating power dynamics.

The shared values among us have cultivated a common purpose– the pursuit of social change. Bojana encapsulated this sentiment by stating that the summer school highlighted the power of collaboration to turn inspiration into action – resulting in change in our communities.

Key Messages

Often, our approach to the world and to research is predetermined; we often replicate the same patterns found in our immediate surroundings. Therefore, you need to move around to move from.
Despite the differences in our research topics, we all encountered common challenges, ranging from finding suitable literature and conducting research to the process of publication.
Our community influences us, and in turn, we contribute to shaping the community.
We observed firsthand how participatory, supportive workshop environments can foster transdisciplinary collaboration and inspire optimistic research prospects.
Researchers and research have the potential to instigate change, or at the very least, offer hope for the possibility of change.

Authors

*We choose a circular representation of authorship in order to display different, but equally valuable contributions each of us made in writing this blog. Our affiliations are:

Adna Sokolović, COI Step by Step, Sarajevo, Bosnia and Herzegovina

Bojana Milosavljević, University of Belgrade, Serbia

Gamze Uçak Ersizer, Boğaziçi University, Turkey

Jana Pleskotová, Jan Evangelista Purkyně University in Ústí nad Labem, Czech Republic

Jelena Joksimović, Škograd, Serbia; Faculty of Education, Jagodina, University of Kragujevac

Julia Dobson, Institute of Education, University College London, United Kingdom

Katherine Gulliver, Plymouth Institute of Education, Plymouth University, United Kingdom

Tijana Gaši, University of Belgrade, Serbia

Yupei Wei, University of Edinburgh, Scotland

Olja Jovanović, University of Belgrade, Serbia

References and Further Reading

Add your list of references here. Use [1], [2], [3]… to mark where they are used in the text above.

The ERIKA Project to explore Ukrainian scholars’ digital mastery

by Drs Koblianska & Kostetska | NW 1 Professional Learning and Development, NW 9 Assessment, Evaluation, Testing and Measurement, UERA

In the ever-evolving landscape of academia, the intersection of the digital realm with traditional research methodologies underscores the pressing need for scholars to embrace evolving competencies. This blog post navigates the digital horizon, emphasizing the imperative integration of open science principles, data literacy, and research competencies for researchers to thrive in the dynamic academic ecosystem. Focusing on the insights gleaned from the 2022-2023Enhancing Empirical Academic Research in Ukraine (ERIKA) project, this exploration sheds light on a critical digital skills gap among Ukrainian academics.

The need for digital competency among researchers

As society transitions into an era where data shapes an intangible reality, the transformative role of science and innovation becomes evident (Lagoudakis et al., 2022; Tavares et al., 2022). Acknowledging that the very entities driving digital transformations must undergo significant changes (Ayris et al., 2018; European Commission, 2020a, 2020b), the expert community underscores the core competencies of a modern “Digital Scholar,” including Open Science practices, adherence to FAIR principles, and proficiency in data management (Van Petegem et al., 2021; Weller, 2018).

International studies further reveal a global lack of digital competencies among researchers, emphasizing the need for enhanced professional training programs and continuous education to meet the demands of the digital age (Cabero-Almenara et al., 2021; Dias-Trindade & Albuquerque, 2022; EU DGRI, 2017, 2020; Suyo-Vega et al., 2022; EU DGRI & EOSC EB, 2021).

Regrettably, the situation in Ukraine mirrors this global trend. Compared to many other countries, comprehensive studies assessing the digital competencies of researchers in Ukraine are notably limited (Hladchenko et al., 2018; Hladchenko, 2022). The absence of such research poses a significant challenge, as it inhibits our ability to identify specific areas of weakness and design targeted interventions to uplift the digital skills of Ukrainian academics.

The ERIKA project

The ERIKA project, conducted in 2023, provides a noteworthy snapshot of the digital competencies among Ukrainian scholars. This initiative, supported by the Ukrainian Educational Research Association and the European Educational Research Association, aimed to enhance empirical academic research capabilities in Ukraine.

The ERIKA project engaged over 50 participants from 13 Ukrainian regions, representing 29 higher education institutions. The participants, ranging from senior lecturers to professors, covered diverse disciplines and career levels, providing a comprehensive view of the academic landscape.

The training sessions, held in March and October 2023, facilitated in-depth discussions and insights into the digital competencies of Ukrainian academics. The multifaceted and nuanced responses of participants shed light on the challenges and opportunities within the country’s academic community.

The competency gap revealed by the ERIKA survey

It was found that 80% of surveyed respondents demonstrated only superficial awareness of open science principles. A further 40% needed to be made aware of the FAIR guidelines, underlining the urgent need for initiatives that promote open science literacy.

In a world dominated by vast datasets and interconnected information, only 19% of Ukrainian academics exhibited proficiency in working with common data file formats like CSV and JSON. The need for more understanding regarding metadata, reported by 71% of respondents, raises concerns about the effectiveness of data-sharing practices.

A significant gap exists in the awareness of available national open data resources, hindering the potential for impactful research studies that utilise real-world data. This knowledge gap is detrimental to the nation’s academic community, limiting their ability to engage in cutting-edge research.

The survey uncovered deficiencies in basic research skills, such as crafting focused search queries, applying Boolean operators, and locating relevant datasets. These fundamental skills are the building blocks of impactful, evidence-based research.

While most respondents demonstrated awareness of the risks associated with predatory publishing, only 15% could independently assign Digital Object Identifiers (DOIs) to enhance the discoverability of their research outputs. This finding is concerning, especially considering the increasing requirement for DOIs in academic publishing after 2022 (due to National regulations).

The survey revealed a need for more utilisation of reference management tools, with 63% of respondents admitting to never using platforms like Zotero, Mendeley, and EndNote. Additionally, 71% had minimal legal and ethical understanding regarding use of personal data in research studies.

Encouragingly, despite these challenges, nearly half of the surveyed researchers who had yet to gain prior grant application experience expressed eagerness to build expertise in this area. This enthusiasm bodes well for the future, as acquiring grant-writing skills opens avenues for accessing national and international funding opportunities.

The development of a training program on data skills for academics

The ERIKA project highlights the pressing need for tailored programs to build digital competencies among Ukrainian academics. Bridging the identified gaps in open science, data handling, and research fundamentals is crucial to unlocking the nation’s scientific potential and integrating it into the global and European research ecosystem. In this context, the importance and urgency of creating well-designed professional training programs at educational institutions is evident, and a more centralized approach under the Ministry of Education and Science Leadership could be the best choice.

The “ERIKA” case is a successful example of a professional training program. The final assessment results demonstrated that the topics proposed in the “ERIKA” course (Koblianska & Kostetska, 2023), their content, and the training organization help address the outlined problems and improve researchers’ competencies.

The project entails developing and teaching an integrated educational course with two modules:

1) “Data Collection for Academic Research” (3 ECTS)

2) “Academic Research in EU Countries: Institutional, Organizational and Motivational Dimensions” (3 ECTS)

The first module covers open science principles and its role in modern research; data collection, analysis, and management in academic research, including legal and ethical components; skills for finding scientific information and formulating search queries; and practical data work aspects.

The second module examines organizing academic research in EU countries, particularly the scientific personnel training system, graduate and doctoral program structures, establishing academic communication, publishing research results, review procedures, and motivational factors affecting researcher productivity. The “ERIKA” experience could be scalable.

Conclusion

As we navigate the increasingly digital and data-intensive academic world, sustained monitoring and responsive training programs are pivotal for ensuring researchers’ success in Ukraine. The collaboration between the Ukrainian Educational Research Association and the European Educational Research Association exemplifies the importance of such initiatives in enhancing research capabilities and quality. By addressing the digital skills gap, Ukraine can position itself as a formidable force in the global academic arena, contributing substantively to advancing knowledge and innovation. Bridging the digital divide is not just a necessity; it is a pathway to unlocking the full potential of Ukrainian scholarship on the world stage.

The post image was generated via Dream Studio AI

Key Messages

Digital Competency Urgency. In the evolving landscape of academia, there is a pressing need for scholars to embrace evolving digital competencies, emphasizing the integral role of skills like open science principles and data literacy.
Global Digital Competency Trends. International studies reveal a pervasive lack of digital competencies among researchers globally, sparking discussions on the necessity of enhanced professional training programs and continuous education.
Ukraine’s Digital Skills Gap. We shed light on the concerning trend in Ukraine, mirroring the global situation, where comprehensive studies assessing the digital competencies of researchers are notably limited, posing a significant challenge.
ERIKA Project Results. The ERIKA project in 2023 provides a snapshot of digital competencies among Ukrainian scholars, engaging participants from diverse disciplines and career levels, offering insights into challenges and opportunities within the academic community.
Survey Insights and Concerns. Surprising survey findings indicate gaps in open science principles awareness, proficiency in working with data file formats, and deficiencies in basic research skills, emphasizing the need for tailored programs.
Call to Action. The need for tailored programs to bridge identified gaps in open science, data handling, and research fundamentals, is urgent, positioning Ukraine as a formidable force in the global academic arena.

Dr Inna Koblianska

Associate Professor of the Department of Economics, Entrepreneurship, and Business Administration of Sumy State University

Dr Koblianska is an Associate Professor of the Department of Economics, Entrepreneurship, and Business Administration of Sumy State University. Her scientific interests include sustainable development, regional development, spatial economy, and logistics management. She is the laureate of the award of the President of Ukraine for young scientists (2019).

She is ERIKA Project Executor, responsible for the development and teaching of the Data Collection for Academic Research module.

Internship: Sustainable Farming Assessment (2017, Bern University of Applied Sciences); School of Agricultural Economics (IAMO, Halle (Saale), 2019); Educational training session on data collection (Statistics Germany and University of Applied Sciences Weinstein-Triesdorf, 2019); DAAD projects (University of Applied Sciences Weienstefan-Triesdorf, 2018-2022); Applied econometric analysis using R (German-Ukrainian Agricultural Policy Dialogue and IAMO, 2021).

She is the author of numerous scientific works.

https://orcid.org/0000-0002-7844-9786 https://econ.biem.sumdu.edu.ua/en/inna-koblianska

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Dr Iryna Kostetska

Senior Lecturer, Department of Economic Theory, Management and Marketing, National University of Ostroh Academy

Dr Kostetska is a Senior Lecturer at the Department of Economic Theory, Management and Marketing, National University of Ostroh Academy. Her scientific interests include business planning in agricultural enterprises and strategic planning of the development of rural areas.

She is ERIKA’s project manager, responsible for the development and teaching of the educational module Academic research in EU: institutional, organizational and motivational dimensions.

Internship under the programs of the French Agricultural Institute (SevrEurope de Bressuire, l’IREO de Bressuire, France 2009, 2010), the Polish-American Freedom Foundation (Lane Kirkland Program, Poland 2018-2019), the Polish UNESCO Committee (Poland 2019), the Visegrad Foundation (2021-2022). She worked on economic and regional development projects with the support of USAID, the British Council in Ukraine, and the Czech Republic.

She is the author of numerous scientific works.

https://orcid.org/0000-0001-5340-0145

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References and Further Reading

Ayris, P., Lopez de San Roman, A., Maes, K., & Labastida, I. (2018). Open Science and its role in universities: A roadmap for cultural change. LERU. https://www.leru.org/publications/open-science-and-its-role-in-universities-a-roadmap-for-cultural-change (access date: 10.09.2023)

Cabero-Almenara, J., Guillén-Gámez, F. D., Ruiz-Palmero, J., & Palacios-Rodríguez, A. (2021). Digital competence of higher education professor according to DigCompEdu. Statistical research methods with ANOVA between fields of knowledge in different age ranges. Education and Information Technologies, 26(4), 4691–4708. https://doi.org/10.1007/s10639-021-10476-5

Dias-Trindade, S., & Albuquerque, C. (2022). University Teachers’ Digital Competence: A Case Study from Portugal. Social Sciences, 11(10), 481. https://doi.org/10.3390/socsci11100481

EU DGRI & EOSC EB. (2021). Digital skills for FAIR and Open Science: Report from the EOSC Executive Board Skills and Training Working Group. European Commission. Directorate General for Research and Innovation. EOSC Executive Board. Publications Office. https://data.europa.eu/doi/10.2777/59065

EU DGRI. (2020). Country sheets analysis: Report from the EOSC Executive Board Working Group (WG) Landscape. Directorate-General for Research and Innovation (European Commission). Publications Office of the European Union. https://data.europa.eu/doi/10.2777/568900

EU DGRI. (2017). Providing researchers with the skills and competencies they need to practise Open Science.European Commission. Directorate General for Research and Innovation. Publications Office. https://data.europa.eu/doi/10.2777/121253

European Comission. (2020a). Digital Education Action Plan (2021-2027). European Education Area. https://education.ec.europa.eu/node/1518 (access date: 10.09.2023)

European Comission. (2020b). Research and innovation strategy 2020-2024. https://research-and-innovation.ec.europa.eu/strategy/strategy-2020-2024_en (access date: 10.09.2023)

Hladchenko, M. (2022). Implications of Publication Requirements for the Research Output of Ukrainian Academics in Scopus in 1999–2019. Journal of Data and Information Science, 7(3), 71–93. https://doi.org/10.2478/jdis-2022-0016

Hladchenko, M., Dobbins, M., &Jungblut, J. (2018). Exploring Change and Stability in Ukrainian Higher Education and Research: A Historical Analysis Through Multiple Critical Junctures. Higher Education Policy, 33. https://doi.org/10.1057/s41307-018-0105-9

Lagoudakis, M. G., Gkizeli, M., Fotiou, A., Fragkedaki, D., &Kollnig, S. (2022). Teaching and Research in the Digital World. BHM Berg- Und HüttenmännischeMonatshefte, 167(10), 489–494. https://doi.org/10.1007/s00501-022-01283-7

Koblianska I., Kostetska I. (2023). Enhancing Empirical Academic Research in Ukraine: training materials. Zenodo. 124 p. https://doi.org/10.5281/zenodo.7817137

Suyo-Vega, J. A., Meneses-La-Riva, M. E., Fernández-Bedoya, V. H., Ocupa-Cabrera, H. G., Alvarado-Suyo, S. A., da Costa Polonia, A., Miotto, A. I., & Gago-Chávez, J. de J. S. (2022). University teachers’ self-perception of digital research competencies. A qualitative study conducted in Peru. Frontiers in Education, 7. https://www.frontiersin.org/articles/10.3389/feduc.2022.1004967 (access date: 10.09.2023)

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Improving the quality of education – EERA Network 11 through the years

by Dr Samuel Gento | 30 Years of EERA, NW 11 Educational Improvement and Quality Assurance

In this blog post, Dr Samuel Gento, Honorary Link Convenor of Network 11, reflects on the activities of the network to improve the quality of education in Europe and beyond.

The celebration of the 30th Anniversary of the European Educational Research Association (EERA) is an important event to be enjoyed by all of us who are concerned with the study and improvement of education in Europe and in the rest of the world. Education is a fundamental factor in humanity’s progress and development of all human beings, wherever they are. In general, the contributions of EERA extend to different areas and responsible people, such as the following:

Quality of education in itself;
Professors from universities and other educational institutions;
Educators, in general (in their various positions and intervention modalities);
Researchers, in general, and, especially, those dedicated to the improvement of education;
Universities and other educational institutions;
Educational systems in countries around the world;
Progress of all countries, consolidated by a good education;
Interpersonal human relationships, optimized with a good educational level;
Democratic organizations, strengthened by their members’ good education.

Although the European Educational Research Association (EERA) has its headquarters and its priority field of activities in Europe, the impact of its research extends to all areas and countries of our planet, as has been demonstrated by participants from other continents, such as Asia, Africa, America, Australia and Oceania.

EERA Network 11 – part of the EERA family

In my role as convenor and link-convenor of Network 11, Educational Improvement and Quality Assurance, I have received the invaluable help provided by the Association, in general, and, in particular, by its components such as:

• The EERA Office in Berlin
• The Executive Board, with its President, General Secretary, Treasurer and their staff members
• The EERA Council
• The co-convenors, especially those from Network 11
• The reviewers of proposals, proceeding from all continents
• The presenters of papers, symposia, posters, round tables, etc.
• The participants in the different sessions, especially those of Network 11

My first presentation at the Association Conferences (ECER) took place in 1999 at the Conference held in Lahti (Finland).

After successive presentations, I was designated as ‘link convenor’ of Network 11 in 2007, at the ECER held in Ghent (Netherlands), a position previously implemented by Dr. Jan van Damme, from Holland).

With the support of Network co-convenors, I acted as Link Convenor’ until 2014, when I presented my resignation at the ECER held in Porto (Portugal).
In 2018, I was designated ‘Honorary Link Convenor, a position I continue to hold today.

After my resignation as Link Convenor, other co-convenors were appointed to this position in Network 11:

Linn Grant McMahon, from Scotland (from 2015 to 2016)
Heidi Flavian, from Israel (from 2016 to 2021)
Ineta Luka, from Latvia (from 2021 to 2024)

The purpose and activities of Network 11 over the years

The fundamental purpose of Network 11 has been to improve quality of education at its different levels and modalities. To this aim, we propose to investigate the procedures and strategies that contribute to a constant improvement of education. This will have an impact on an improvement in situations and conditions of every person, both in their personal sphere, as well as in the social, economic and stability ones in their particular context.

In the activities carried out by Network 11, we have received the aforementioned aid of EERA. In implementing interventions in conferences (ECER) we have had, in particular, the collaboration of Network 7, Social Justice and Intercultural Education, and Network 26, Educational Leadership.

We have had to overcome some challenges in operating Network 11, such as the designation of successive link-convenors. This difficulty results from the increased responsibility and dedication that the coordination of the network requires. We also changed the name of the network itself. The initial name of ‘educational effectiveness’ was changed to ‘educational improvement’, by understanding that the quality of education requires a continuous and endless process of continuous improvement.

Beyond EERA – Network 11 in the educational research community

In addition to the activities of network 11 within EERA, we have carried out some initiatives aimed at research and improvement of education in various contexts. Among them, we may mention the following:

The creation of the ‘Leadership and Quality in Education’ network www.leadquaed.com
The constitution of the ‘European Association of Leadership and Quality in Education’, registered in the Spanish Ministry of Internal Affairs
The collaboration with several European universities for the delivery of a Master’s Degree (Universities of Spain -UNED-, Latvia, Germany, and the Czech Republic)
The promotion of the Journal of Quality in Education
The publication of the book From Pedagogy to Quality Assurance in Education: An International Perspective, 2020, Heidi Flavian (ed.), Emerald Publishing Limited
The publication of various articles in education journals
Participation in conferences held in different countries of Europe and America.

Dr Samuel Gento

Emeritus Professor at the UCJC (University of Camilo José Cela), in Madrid

Brief professional and academic history

Primary School teacher in rural and urban schools.
Secondary Education teacher in different provinces in Spain.
Education Inspector of the Spanish Ministry of Education.
Secretary of Inspectorate Counsel in Burgos and Madrid.
Associate Professor at UNED (National University of Distance
Education), in Madrid.
Lecturer at the UNED.
Full Professor at the UNED.
Emeritus Professor at the UCJC (University of Camilo José Cela), in Madrid.
Doctor Honoris Causa from the University of Latvia (in Riga).
Link Convenor from Network 11 of the EERA.
Honorary Link Convenor of Network 11 of EERA.
Founder and President of the ‘European Association of
Leadership and Quality of Education’ (registered at the Spanish Interior Ministry).
Honorary President of the ‘European Association Leadership and Quality of Education’.

University academic positions

Curriculum Coordinator of the UNED.
First Vice Dean at the Faculty of Education of UNED.

Lines of research and professional development

Member of Spanish Delegation in international conferences and seminars, especially those organized by UNESCO.
Coordinator of research projects on: organization of educational institutions, teaching of foreign languages (especially English) and in-service teacher training (particularly in special education).
Professor of Didactics, School Organization, Educational School Supervision, and Special Education.
Promoter and director of the ‘European Joint Master on Educational Treatment of Diversity (120 ECTS)’, imparted by UNED (University of Distance Education) and Universities of Latvia (in Riga), Karlova (in the Czech Republic) and Reutlingen (in Germany).
Coordinator and publisher of 24 modules of Official Master’s Degree of Educational Treatment of Diversity.
Counsellor of the ‘State Education School Council’.
Presentations at conferences, seminars and courses in different Universities in Latvia, the United States and Latin America (especially in Argentina, Bolivia, Costa Rica, Mexico and Venezuela).
Presentations at international conferences, mainly those organized by the ‘AERA (American Association of Research in Education)’, ‘EERA (European Association of Research in Education)’, ‘World Curriculum Council’, ‘EADTU (European Association of Distance Teaching Universities)’ and ‘EDEN (European Distance Education Network)’.
Organization of 11 International face to face Conferences on ‘Educational Treatment of Diversity’ in Madrid and Palma de Mallorca (Spain), and 2 virtual ones.
Organization of the First International Conference on ‘Leadership and Quality of Education’.
Member of the scientific committee of education journals such as: Bordón (from the Spanish Society of Pedagogy), Participación Educativa (from the State Education School Council) and ‘Quality Assurance in Education’ (from the United Kingdom).
Founder and president of the ‘European Association of Leadership and Quality of Education’.
Participation in: English teacher training, evaluation of educational institutions, improvement of the quality of institutions, educational leadership and educational treatment of diversity.
Publications in books and scientific magazines on topics such as: organization of educational centres, quality of educational institutions, indicators and predictors of quality of educational institutions, pedagogical or educational leadership, special education, educational treatment of diversity, therapeutic pedagogy, adult training, educational inspection, school supervision, management and supervision of educational centres.

The EERA Office – The view from within the spaceship

A European Space for Educational Research and Dialogue

Past Secretary General of EERA, Professor Lisbeth Lundahl on the importance of EERA as an open and welcoming space for educational research and discourse.

20 Years a-going – Reflecting on two decades with EERA

Past President, Professor Joe O’Hara takes a walk down memory lane to celebrate EERA’s 30th anniversary, and reflects on the developments and achievements of the organisation.

Twenty years of participating in EERA’s 30 years

My EERA story – from novice doctoral researcher to ERG Link Convenor

ERG Link Convenor Dr Saneeya Qureshi looks back on her journey, from her first conference, to her professional and personal growth with EERA, and the friendships made along the way.

Establishing Network 27 – and trends in didactics of learning and teaching over the past decades

Professor Emeritus Brian Hudson on the establishment and development of Network 27, and the associated trends in didactics of learning and teaching over the past few decades.

EERA’s unique buzz – and the lessons I’ve learned

Experiences and benefits from collaborating in the international ethnography network

Four long-term Network 19 members, currently serving as network convenors, share their stories and insights into what the network means to them.

Developing an EERA Network Identity – NW 20 through the years

Past reflections and future horizons

Growing (with) EERA Network 14

As part of our 30 years of EERA celebrations, Dr Joana Lúcio reflects on her time as Link Convenor of Network 14, and her professional and personal growth.

Pleasure, confusion, and friendship – 30 years of EERA

Improving the quality of education – EERA Network 11 through the years

To celebrate EERA’s 30th anniversary, Dr Gento takes a look at the activities of Network 11 to improve the quality of education, within EERA and in the wider educational research community.

Serendipity in Action: Being a link convenor for the ERG was a vibrant thread in the vast tapestry of my academic life

For the 30th anniversary celebrations of EERA, Dr Patricia Fidalgo reflects on her time as Link Convenor of the Emerging Researchers’ Group, and the joy this fulfilling role brought her.

A Transformative Journey: Nurturing Emerging Researchers at the European Conference for Educational Research.

In our blog series celebrating 30 years of EERA, Professor Fiona Hallett reflects on the sense of belonging within a supportive community of scholars.

Embracing the Future of Environmental and Sustainability Education: Perspectives from Emerging Researchers

by Dr Lee & Dr Karaarslan-Semiz | NW 30 Environmental and Sustainability Education Research, ESER

At ECER 2023 in Glasgow Network 30, the Environmental and Sustainability Education Research (ESER) network celebrated its 10th anniversary.

Our network was initiated in 2013 in Istanbul, where we ran the first full programme of contributions from members across Europe and beyond. This means that 2023 was the 10th anniversary of our network, and it presented a seminal moment to reflect on where we started and where we are going with research into education’s role in this critical and urgent challenge of the 21st Century.

As part of this stock-taking, we convened two groups to address the whole network at key points during the conference. Our overarching goal for the linked events that we convened is to develop the network in respect of its geopolitical and generational diversity and representation to ensure that the research in our network remains relevant and world leading.

The first group was a panel of established researchers who have been participating in ESER for the last decade. They talked from their own perspectives, both within and outside of Europe, on critical ESE research topics and approaches. The second was a group of emerging researchers who we encouraged to take a creative approach to inspiring thinking about the future of the field. We are using the material from those events to write two linked blogs about ESE research in and beyond Europe.

As an aside, it is worth noting that at ECER 2023 there was also a MOOT in the form of a panel discussion organized by EERA’s journal (European Education Research Journal) that focused on Education in the Anthropocene: ‘Is it Time for Green Education in Europe?’. This event, which was not arranged as part of our network, is indicative of the way that ESER’s field of study has taken root across the range of topics that we in ESER have focused on for the past decade through the network, and for many years before that in different contexts.

In this blog we will focus on the emerging researcher inputs, in the next instalment we will focus on the input from the established academics’ panel.

The event for emerging researchers took the form of 30 minutes of ignite talks (5 minutes each), followed by 30 minutes of open discussions. Each talk was inspired by a material or creative object. Here we draw across the five submissions to elucidate the themes that these up-and-coming researchers indicated as important for the future of our field.

Saskia Weijzen,Wageningen Universit, Netherlands

With this poem, Saskia seeks to illuminate the importance of communicating our message beyond the boundaries of our network, and the boundaries of academia itself. She talks about how significant our work is NOW, but that our message is lost because of the way we use language and discourse that is not widely accessible. So, the significance of our criticality is lost to the wider world about which we talk. Despite us being critical of the system in which we are embedded, our very existence as researchers is a symptom of that system. She implores us to break from convention.

Annelie Ott, Oslo Metropolitan University, Norway

Saskia’s perspective was built on by Annelie Ott from Oslo Metropolitan University, Norway, in her quite stark and somewhat jarring presentation that incorporated the use of placards on brown cardboard that we have all become very familiar with as they have been used in so many recent protest movements, including youth green protest movements.

Annelie asks us “How can anarchism be relevant for environmental and sustainability education?” This is a somewhat arresting question to ask, especially in the context of broader political and educational policies, and it leads us to reflect further on our embeddedness within such a system.

Sarah Sharp, University of Cambridge, UK

Two emerging researchers, Rosalie Gwen Mathie from the Norwegian University of Life Sciences, Norway and Sarah Sharp from the University of Cambridge, UK, both with artistic backgrounds, delved into the importance of art and creativity in the field of Environmental and Sustainability Education Research.

Sarah focused on a mindset shift from reductionist learning to relational learning in Environmental and Sustainability Education, and asked the question, “How do we do relational learning in accessible educational spaces – i.e. schools?” and “For us as researchers, what are the relational methodologies needed to create a relational pedagogy?” She used the smoothie as a metaphor for explaining interconnectedness and learning in schools in her presentation. The smoothie symbolizes a complex mixture of different ingredients that cannot be separated and she emphasized that the learning process is like a smoothie, individual elements come together to create a blended experience.

Rosalie Gwen, Norwegian University of Life Sciences, Norway

Rosalie, in her talk, also highlighted the division in our way of learning and research methodology; specifically, she emphasized the disconnection between art and science. She noted that we need more time and space to foster creativity and collaboration within education, not only for students but also for adults. She brought some art materials (colorful pens) in her presentation to get researchers thinking about what individuals learn to recognize as art and what this might do for their creativity, and thus their capacity to problem-solving in the future. Overall, she highlighted the necessity of providing more time and space for nurturing creativity and collaboration in our educational settings.

Maria Kondratjuk, Dresden University of Technology, Germany

Lastly, Maria Kondratjuk from Dresden University of Technology, Germany, built her talk on her impressions from indigenous culture. She gave an example from a philosophical perspective called Ubuntu which comes from southern African societal traditions. This perspective focused on the one’s connectedness to the whole in the world.

As Maria noted, “I am part of a family, a group, a community, a peer-group, a region, a city, a country, a culture, a nation, the world”. Maria’s talk pointed out the need to find a balance between human beings and nature in order to create a sustainable life. For this purpose, she emphasized that individuals need to act responsibly to contribute to well-being and sustainability of the whole system.

Summary – and a call to action

These five emerging researchers from our network have highlighted the importance of crossing the boundaries in academia and in society, interconnectedness in the learning process, creativity and cooperation in environmental and sustainability education and living meaningfully and becoming with nature for a sustainable world.

We would like to thank all the presenters for sharing their valuable thoughts and insights, which have provided inspiration for the future direction of the environmental and sustainability education field.

We hope that readers can carry these insights into their own areas.

Key Messages

It is important that we are critical researchers and ensure our research findings are communicated beyond academia
We must question conventional perspectives and advocate alternative and marginalized principles in environmental and sustainability education.
We need a relational pedagogy in order to develop interconnected approaches in Environmental and Sustainability Education.
We need to foster creativity and collaboration across learning, teaching and research environments.
It is critical that we rediscover our (human) place within nature for the wellbeing of all forms of life on Earth

Dr. Elsa Lee

Senior Lecturer, Anglia Ruskin University, UK

Dr Lee’s work focuses on the intersection of education, environmental justice, arts and curriculum. She has led externally funded research projects investigating these issues, and this informs her teaching on undergraduate Education degrees and her doctoral supervision. Dr Lee convenes the Environmental Sustainability Education Research network and is an executive editor of the National Association of Environmental Education (NAEE) journal. She also convenes the Education and Environmental Justice Reading and Research Collective.

Dr. Güliz Karaarslan Semiz

Associate Professor of Science Education, Ağrı İbrahim Çeçen University, Türkiye

Dr. Güliz Karaarslan-Semiz is an Associate Professor of science education at Ağrı İbrahim Çeçen University, Türkiye. Her research interests are centered around education for sustainable development in teacher education, systems thinking skills, and whole school approach to sustainability. She has a co-convenor role at Network 30, Environmental and Sustainability Education Research (ESER).

Researchgate Profile

Annelie Ott

Lecturer in Social Studies and Social Studies Education, Oslo Metropolitan University, Norway

Annelie Ott is a Lecturer in Social Studies and Social Studies Education at Oslo Metropolitan University. She initiated the Norwegian research network for environmental and sustainability education, and she is also a convenor of the same network. Currently, Annelie is working on finishing her doctoral thesis where she is looking into theoretical and critical approaches to environmental and sustainability education. She has become especially interested in the semiotics of Charles Sanders Peirce and anarchism.

Dr. Maria Kondrajtuk

Professor, Organisational Development in Education, Dresden University of Technology, Germany

Dr. Maria Kondrajtuk holds professorship for Organisational Development in Education at Dresden University of Technology at the Faculty of Educational Science. Her research interests are socio-ecological transformation and education for sustainable development, professionality & professional action in pedagogical fields of action, organisational development in educational systems and decolonising and transforming education.

Rosalie Gwen Mathie

PhD candidate, Norwegian University of Life Sciences

Rosalie Gwen Mathie is a PhD candidate at the Norwegian University of Life Sciences working with sustainability-oriented Professional Development. Her main expertise and interests are concerning the role of reflexive and participatory processes in whole institution staff professional development, and co-developing methods to support sustainability-oriented education and institutional transitions.

Sarah Sharp

Phd candidate, University of Cambridge, UK

Sarah Sharp is a PhD Candidate at the University of Cambridge. Her research centres around beyond-anthropocentric stories and their pedagogic potential in environmental education. Sarah uses theories of entanglement and relationality to consider approaches to exploring ways we live with the world in school settings.

In addition to previously teaching Drama and Theatre Studies, Sarah is a practicing theatre maker and co-founder of the environmental arts organisation, One Step Theatre. She has supported a range of research in the environmental education field including for the Education and Environmental Justice Research Group and is an Associate Fellow at the Centre for Climate Change and Sustainability Education at UCL.

Saskia Weijzen

PhD candidate, Wageningen University, Netherlands

Saskia Weijzen is a pedagogical scientist and PhD candidate at Wageningen University in the Netherlands. Her research focusses on regenerative higher education, and on transcending educational and societal paradigms in this regard. She is an actionable researcher working on transformation as part of her reserach. She invites people within higher education to engage with the arts, nature and spirituality in order to generate knowledge while shaping new relations and new options for higher education to become.

References and Further Reading

Add your list of references here. Use [1], [2], [3]… to mark where they are used in the text above.

Children’s Rights and Crises: A Child-centred Perspective

by Alex Bidmead | NW 25 Research on Children's Rights in Education

Recognising the needs of children during a crisis

Within literature, children are frequently labelled as being in ‘crisis’, a term which broadly refers to a significantly threatening and seemingly unresolvable situation [1] [2]. Children are often considered to be one of the most vulnerable social groups affected by crises due to their need for a safe and stable environment to promote healthy development [3]. They are usually disproportionately impacted during times of economic depravity [4], political conflict [5] and natural disasters [6] due to infringements placed on their rights to access education and to participate in decisions which affect their lives [7].

Despite this, understanding how children interpret adverse experiences is vastly under-researched, and their capacity for knowledge about difficult events is consistently undervalued [8]. Research has found that children often have a unique interpretation of policy which affects them, and they can feel that their voices are being disregarded within decision-making [9]. However, post-crisis interventions designed for children have been shown either to be ineffective [10] or suffer from a high drop-off rate [11] [12], reflecting the adult-centric lens through which they are developed. As such, an urgent examination of how children are being shaped by their experiences of devastation and disaster is of critical importance.

A failure to protect the participatory rights of children

The United Nations Convention on the Rights of the Child (UNCRC), and its near universal ratification by state parties of the United Nations (UN), has promoted developmental, survival, protection and participation rights as fundamental for children [13]. Subsequently, the UNCRC has gained recognition in education systems and curricula. However, when it comes to a crisis, the obligation of adults to uphold children’s rights to provision and protection seemingly ‘overwrites’ children’s participatory rights [7].

Fundamentally, child-centred research strives to respect the child as a person with rights and entitlement to participation [14]. This necessitates that children are placed at the centre of research about and in relation to them [15]. Reframing children as active citizens in learning from and rebuilding following a crisis event may, therefore, help them to address their experience, stimulating post-crisis growth [16].

Aims and study design

The following study aimed to investigate how children attribute meaning to the term, ‘crisis’ through their narrative discourse. Two secondary aims were; firstly, to encourage children to evaluate the support systems which may provide aid to them during a crisis; and secondly, to delineate what children perceive to be their role within crisis management.

To understand the unique perspective of children, this qualitative, exploratory study deployed semi-structured focus groups with 37 UK primary school children (aged 9-11). Data was analysed through a mixture of thematic analysis and narrative inquiry, with a particular focus on how meaning is co-constructed in children through discussing individual narratives [17].

A collaboratively constructed meaning of crisis

The study found that children demonstrated the capacity to build a collectivist understanding of crisis as a scalable and deeply personally affecting event. Specifically, children emphasised that the phenomenon of a crisis can be distinguishable based on several distinct markers. These included the number of deaths caused, the publicity an event received, its personal significance and the length of time it lasted. These factors were described to have variable and intermingling effects upon how easy a crisis was to overcome, with the most severe examples, such as war, terrorist attacks and health epidemics being characterised as resistant to recovery and something which is learned to be lived with.

Child agency within crisis management

Children demonstrated disillusionment with the authorities who they viewed as disregarding the true needs of children in times of crisis. However, these feelings did not automatically translate into a desire for more involvement within organising crisis management. Instead, children primarily sought greater inclusion within discussions about difficult events as they played out. Children often attributed their stress during a crisis as being higher and less manageable when they felt under-informed about why certain events were occurring and what impact they could realistically have in controlling them. It was assumed that adults should bear the responsibility of deciding how much to share with children with sensitive consideration of their age and emotional resilience. Overall, children perceived that information about difficult events was generally being unnecessarily and indiscriminately withheld from them to the detriment of their mental health.

Reconceptualising children as active social agents within crisis management

These findings paint the picture of children as active social beings, desperately seeking out reasons to attribute meaning to the difficult events they have experienced. Rather than protecting the ‘best interests of the child’ by perpetuating their ignorance, adults may, in fact, be eliciting unnecessary stress in children by avoiding troubling yet important conversations. In light of this research, post-crisis intervention programmes for children should create careful guidelines to direct adults on how to sensitively hold these discussions with children. The priority must be to educate in order to address misinformation and help them to anticipate potential future outcomes [18]. Doing so is likely to encourage children to feel a shared sense of responsibility with adults for tackling crises, thereby reducing stress-inducing helplessness.

Overall, this study further highlighted the need for a theoretical shift in the tradition of viewing children as objects of inquiry, towards including them as social actors with a unique perspective to adults [19]. Children are disempowered from becoming active participants in resolving crises which may reflect propagated narratives that children are unknowledgeable, vulnerable and incompetent [20]. Subsequently, policy which campaigns for child participation rights is being compromised and requires reform to better actualise children’s participatory rights.

Key Messages

• There is no clear conceptualisation of what it means to be a child ‘in crisis’, despite them often being one of the most vulnerable social groups affected.

• Current crisis response interventions appear ineffective at mitigating the damaging impacts on children.

• Children value their own inclusion within conversations regarding crises, mandated by adults in an age-appropriate manner.

• Children’s participatory rights, as cited by the UNCRC, are being compromised in times of crisis and require reform to be actualized.

Alex Bidmead

Assistant Psychologist, Psychology of Education MSc graduate (University of Bristol)

Alex Bidmead is a Psychology of Education (MSc) graduate from the University of Bristol and is currently an Assistant Psychologist at an independent specialist school. Her professional background in residential childcare has involved cultivating safe and therapeutically supportive environments for children and young people with complex SEMH needs, utilizing principles of trauma-informed care.

Ms Bidmead’s research interests lie in evaluating the actualization of child agency and advocacy, with a focus on vulnerable children and young people. She presented her research on Children’s Rights and Crises: A Child-centered Perspective via an online portal through Edge Hill University on 7th December 2023: https://www.edgehill.ac.uk/event/childrens-rights-and-crises-a-child-centred-perspective/

Linkedin: www.linkedin.com/in/alex-bidmead-baab46a5

References and Further Reading

[1] Boin A, Ekengren M and Rhinard M (2020) Hiding in plain sight: Conceptualizing the creeping crisis. Risk, Hazards & Crisis in Public Policy 11(2): 116-138.

[2] MacNeil Vroomen J, Bosmans JE, van Hout HP and de Rooij SE (2013) Reviewing the definition of crisis in dementia care. BMC Geriatr 13: 10.

[3] Agrawal N and Kelley M (2020) Child Abuse in Times of Crises: Lessons Learned. Clinical Pediatric Emergency Medicine 21(3): 100801.

[4] Lawrence JA, Dodds AE, Kaplan I and Tucci MM (2019) The Rights of Refugee Children and the UN Convention on the Rights of the Child. Laws 8(3).

[5] Jones L (2008) Responding to the needs of children in crisis. Int Rev Psychiatry 20(3): 291-303.

[6] Curtis T, Miller BC and Berry EH (2000) Changes in reports and incidence of child abuse following natural disasters. Child Abuse & Neglect 24(9): 1151-1162.

[7] Harper C, Jones N and McKay A (2010) Including children in Policy responses to economic crises. Report no. Report Number|, Date. Place Published|: Institution|.

[8] Hohti R and Karlsson L (2014) Lollipop stories: Listening to children’s voices in the classroom and narrative ethnographical research. Childhood 21(4): 548-562.

[9] Perry-Hazan L and Lambrozo N (2018) Young children’s perceptions of due process in schools’ disciplinary procedures. British Educational Research Journal 44(5): 827-846.

[10] Thabet AA, Vostanis P and Karim K (2005) Group crisis intervention for children during ongoing war conflict. Eur Child Adolesc Psychiatry 14(5): 262-269.

[11] Hendricks-Ferguson VL (2000) Crisis intervention strategies when caring for families of children with cancer. J Pediatr Oncol Nurs 17(1): 3-11.

[12] Rhoades H, Rusow JA, Bond D, et al. (2018) Homelessness, Mental Health and Suicidality Among LGBTQ Youth Accessing Crisis Services. Child Psychiatry Hum Dev 49(4): 643-651.

[13] Assembly UNG (1989) Convention on the Rights of the Child. Available at: (accessed 3).

[14] Merriman B and Guerin S (2006) Using children’s drawings as data in child-centred research. The Irish journal of psychology 27(1-2): 48-57.

[15] Toros K, Tiko A and Saia K (2013) Child-centered approach in the context of the assessment of children in need: Reflections of child protection workers in Estonia. Children and Youth Services Review 35(6): 1015-1022.

[16] Mutch C (2011) Crisis, curriculum and citizenship. Curriculum Matters 7: 1-7.

[17]Savin-Baden M and Niekerk LV (2007) Narrative inquiry: Theory and practice. Journal of geography in higher education 31(3): 459-472.

[18] Harmey S and Moss G (2021) Learning disruption or learning loss: using evidence from unplanned closures to inform returning to school after COVID-19. Educational Review. DOI: 10.1080/00131911.2021.1966389. 1-20.

[19] Brady L-M and Davey C (2011) NCB Guidelines for Research With Children and Young People.

[20] Oakley A (2002) Women and children first and last: Parallels and differences between children’s and women’s studies. Children’s Childhoods. Routledge, pp.19-38.

How interdependent national and EU-level policies for apprenticeship training are spreading through Europe

by Prof. Dr. Graf, Dr. Marques, Dr. Rohde-Liebenau | DFG, NW 2 Vocational Education and Training (VETNET), NW 23 Policy Studies and Politics of Education

Education policy was being approached at a European level as early as the treaty of Rome in 1957, and its importance has been reaffirmed, again and again, through various monumental summits (e.g. Council of Lisbon), programmes (such as Erasmus), and processes (e.g. Bologna Process) ever since. The curious thing about education policy at a European level is that education is traditionally a mainly national policy field (Leibfried et al., 2007). Understanding how and by whom EU education policy is shaped, and how, in turn, it shapes and influences policy within the different member states, is a puzzle still to be deeper explored – and the puzzle is growing evermore relevant. Recently, the European-level policy suite for education has expanded even further. In vocational education and training (VET), a field typically bound to national borders, the European Alliance for Apprenticeships (EAfA) was launched in 2013.

EAfA brings together governments and key stakeholders in an effort to enhance the quality, availability, and perception of apprenticeships throughout Europe. In doing so, it promotes apprenticeship training that is collectively governed by multiple public and private actors (Graf and Marques, 2023). The extent of cooperation between these actors, the distribution of power amongst them, and the structures that bind them together can vary between different national contexts. However, more generally, in this collective approach, apprenticeship training is coordinated through regular, decentralised collective action and deliberation by the social partners (firms and unions) and the state, at national, regional, and local policy levels.

The EAfA, with its collective approach, was followed only one year later by the founding of the German Alliance for Initial and Further Training, a structure often referred to as a national equivalent to the European Alliance (European Commission, 2017). Both alliances create new platforms for VET stakeholders at local and national levels to jointly develop innovative training policies, foster apprenticeships, and exchange knowledge of ‘best practices’. Following the renewals of these programmes in 2020 and 2019, respectively, we have studied them in juxtaposition and found that the two alliances are interdependent, being shaped by each other through their evolution, and shaping other EU states’ policies in the process (Rohde-Liebenau and Graf, 2023).

Parallel and interdependent development of the European and German alliances for apprenticeships

Soft coordination in the EU regarding VET development is an arena for the exchange of experiences and insights rather than for the establishment of laws. This soft coordination can, for instance, be accomplished through experimentalist forms of governance. One of the mechanisms of such coordination is Working Groups of relevant stakeholders, which often pursue the tools of comparisons (Nóvoa, 2013; Tveit and Lundahl, 2018) and learning (Lange and Alexiadou, 2010) to foster policy development at both EU and national levels. This soft coordination, therefore, allows for mutual interchange of EU policy, with the European Commission having the greatest role as the driver of such coordination.

Since the German VET system has gained the reputation of being effective in securing a competent workforce, along with its support for a stable labour market, German policymakers are in the position to partly “upload” their successes to the broader EU system, which we observed in the case of the EAfA. To some extent, aspects of the German approach are adopted at the EU level, in the form of ‘best practices’ for developing a VET system. At the same time, the EAfA offers inspiration for the German Alliance for Apprenticeships, providing a synergetic European context (Rohde-Liebenau and Graf, 2023). In light of the continuing trend of such parallel and interdependent developments, and in the context of increasing EU involvement in educational policy, it is possible that these policy systems will, to some extent, arc towards convergence, supported by the mutual learning of both systems, such that each system in some way and to some extent becomes part of the other.

Collective skill formation in statist and liberal systems?

Such convergence can be seen beyond the almost parallel development of the Alliances in Germany and at the EU level. Furthermore, the EU as the driver of soft coordination across Europe, can also be seen as having an influence on other states. For example, both France and Ireland, despite following traditionally different models for their skill formation systems (statist and liberal, respectively), have both shown indications of progressing towards a collectively governed skills training model which bears striking resemblance to the one envisioned and professed by the EAfA (Graf and Marques, 2023).

Certainly, a partly collectivised French system will look different than an Irish one, given the different starting points they have been built upon (this is the key concept of path dependency). Indeed, the traditional French statist apprenticeship system is based more heavily around the role of the state. Yet, since the onset of the EAfA, several measures have been undertaken to decentralise the VET system. In 2014, regional power was enlarged through a funding increase; in 2016 public institutions gained autonomy in determining contracts; and in 2018 the system had a major reform to simplify the system for users. In the Irish case, despite having built some collective organizing in 1987 and 1993 for the regulation and standardisation of apprenticeships and job training, the VET model is conventionally based around the importance of employers and free market dynamics (liberal). However, following a fulsome review in 2013, the system underwent major reforms, pointing towards the influence which the EAfA had on it. Thus, the reforms of both the French and German models largely follow the model laid out in the EAfA, especially considering newer institutions for collective cooperation.

Outlook: New directions for European skill formation?

Ultimately, there is a noticeable trend of mutual influence between the German and European cases of apprenticeship systems. In the context of the EU’s increasing involvement in educational policy, as well as the almost parallel introduction of the European and German alliances for apprenticeships within one year of each other, it is unsurprising to observe that they have a mutual influence on each other.

Looking forward, it can be expected that this parallel development will progress into further interdependence and possibly convergence. Using the cases of the French and Irish apprenticeship systems, we can reinforce this prediction with our finding of some indicators of convergence, as both countries are increasingly showing signs of European-level influence, despite having previously-existing structures which do not lend themselves to such an outcome.

Key Messages

The European Alliance for Apprenticeships (EAfA), launched in 2013, brings together governments and key stakeholders to enhance apprenticeships throughout Europe.
The EAfA with its collective governance approach was followed only one year later by the founding of the German Alliance for Initial and Further Training.
Both alliances create new platforms for public and private VET stakeholders at local and national levels to jointly develop innovative training policies and exchange knowledge of ‘best practices’.
Following recent renewals of these programmes, we find that the two alliances are partly interdependent, being shaped by each other through their evolution, and shaping other EU states’ policies in the process.
For instance, both France and Ireland both show indications of progressing towards a collectively governed skills training model which bears resemblance to the one envisioned by the EAfA.

Prof. Dr. Lukas Graf

Swiss University for Vocational Education and Training, Switzerland

Lukas Graf is a Professor at the Swiss Federal University of Vocational Education and Training and Head of the Swiss Observatory for Vocational Education and Training. Previously, he was Assistant Professor of Educational Governance and Head of the Educational Governance Team at the Hertie School, Berlin. Lukas was a postdoctoral researcher at the University of St.Gallen, the University of Luxembourg, and the WZB Berlin Social Science Center. He gained his PhD from Freie Universität Berlin.

ORCID: https://orcid.org/0000-0002-1447-4165

ResearchGate: https://www.researchgate.net/profile/Lukas-Graf-2

Website: https://www.sfuvet.swiss/person/graf-lukas

Dr. Marcelo Marques

University of Luxembourg, Luxembourg

Marcelo Marques is a postdoctoral researcher at the University of Luxembourg. He holds degrees from the University of Lisbon (BA and MA), the University of Luxembourg (PhD), and the University of Essex (Bachelor of Laws). He was also a postdoctoral researcher at Hertie School in Berlin, Germany, and a visiting researcher at École Normale Supérieure de Lyon, France, and Brunel University, England. Marcelo works on transnational governance and Europeanisation processes.

ORCID: https://orcid.org/0000-0002-4833-1488

ResearchGate: https://www.researchgate.net/profile/Marcelo-Marques-14

Dr. Judith Rohde-Liebenau

Hertie School – The University of Governance in Berlin, Germany

Judith Rohde-Liebenau works as a public sector strategy consultant. She is a research fellow at the Jacques Delors Centre at the Hertie School – The University of Governance in Berlin. Her research interests include (transnational) education, identity and socialisation, European integration and policy learning, and qualitative methods. She completed her DPhil in Sociology at the University of Oxford and holds degrees in Political Science from UCL London, Humboldt University Berlin, Sciences Po Paris, and Free University Berlin.

ORCID: https://orcid.org/0000-0001-8692-6696

References and Further Reading

Further reading

Graf, L, Marques, M(2023) Towards a European model of collective skill formation? Analysing the European Alliance for Apprenticeships. Journal of Education Policy38(4): 665-685, https://doi.org/10.1080/02680939.2022.2097317

Rohde-Liebenau, J, Graf, L (2023) Two instruments, one melody: The parallel evolvement of European and German alliances for apprenticeships. European Educational Research Journal, Online first access: https://doi.org/10.1177/14749041221148282

References

European Commission (2017b) European Alliance for Apprenticeships – Assessment of Progress and Planning the Future. Brussels: DG Employment, Social Affairs and Inclusion. https://ec.europa.eu/social/main.jsp?catId=1147&langId=en

Graf, L, Marques, M (2023) Towards a European model of collective skill formation? Analysing the European Alliance for Apprenticeships. Journal of Education Policy38(4): 665-685, https://doi.org/10.1080/02680939.2022.2097317

Lange B, Alexiadou N (2007) New forms of European Union governance in the education sector? A preliminary analysis of the Open Method of Coordination. European Educational Research Journal 6(4): 321–335. https://journals.sagepub.com/doi/10.2304/eerj.2007.6.4.321

Leibried, S, Rusconi A., Leuze K. (2007) New Arenas of Education Governance. London: Palgrave Macmillan.

Nóvoa A (2013) Numbers do not replace thinking. European Educational Research Journal 12(1): 139–148. https://journals.sagepub.com/doi/abs/10.2304/eerj.2013.12.1.139

Tveit S, Lundahl C (2018) New modes of policy legitimation in education: (Mis)using comparative data to effectuate assessment reform. European Educational Research Journal 17(5): 631–655. https://journals.sagepub.com/doi/10.1177/1474904117728846

5 practical tips for maths teachers for the design of emotion-sensitive classrooms

by Dr. Başak Çalık | Emerging Researchers' Group, NW 24 Mathematics Education Research

“If I fill in this survey, will all mathematics classes be removed?”

That was one of the questions the participants asked most often when I was collecting my PhD data, aiming to examine middle school students’ academic emotions in mathematics classes. Many of the students completed the surveys in the hope that they would be excused from all future mathematics classes. The sad truth was that this sentence was a kind of reflection of those students’ feelings.

As described by Rosenberg (1998), emotions are “acute, intense, and typically brief psychophysiological changes that result from a response to a meaningful situation in one’s environment” (p. 250). Students experience such intense feelings during each phase of their academic lives in education, which foregrounds educators’ and researchers’ attention to work on this topical phenomenon. My study findings have motivated my continued interest in researching in this era to determine why students’ emotions matter at schools and what could be done to design emotion-sensitive classrooms.

Academic emotions are important, but why?

Imagine a fourteen-year-old child is taking a mathematics test on algebraic equations. Unfortunately, the questions are not easy, and the child cannot remember the formula. On the other hand, the child recognizes his parents’ expectations about the test, and time is passing. The heart and sweating rate of the child might increase; he might wish to have escaped from taking the test; the test might induce him to experience high stress, and all of these might reflect on his face. In short, the child is experiencing test anxiety.

As described in the given situations, emotion is a complex construct, including affective, cognitive, motivational, expressive, and physiological dimensions (Pekrun, 2006; Pekrun & Linnenbrink-Garcia, 2012, 2014). Based on Pekrun’s (2006) control-value theory of achievement emotions, students might experience various emotions due to achievement activities and achievement outcomes. These emotional experiences of students might exert an influence on their cognitive resources, motivation to learn, learning strategy use, and self-regulated learning, which have a place on their learning and achievement. The most crucial thing is that each element is reciprocally related, so the association between emotions, motivation, and learning-related variables would be dynamic. That foregrounds attention to why both educators and researchers should seek and construe students’ academic emotions.

Mathematics, in particular, has consequential effects on students’ emotions regarding the nature of the discipline, teaching quality, pedagogical knowledge and skills of mathematics teachers, and various student-related factors. Because of the rising focus on 21^st-century skills and the “frightening” reputation of math classes, distinct student emotions may stem from their learning activities and outcomes in this discipline. Therefore, my research route specifically addressed students’ achievement emotions in mathematics.

A short glance at students’ mathematics academic emotions in Turkey

My research addressed the antecedents and consequences of the emotional experiences of middle school students (10-14 years of age) in mathematics. In Turkey, where the context of the study was built, mathematics is an often feared subject domain with an increased level of education (Çalık, 2014). Students often fall behind on mathematics competencies regarding Programme for International Student Assessment (PISA) results (OECD, 2010, 2013, 2016, 2019).

In addition, students’ capability judgments towards accomplishing mathematics tasks were below, and their anxiety was above the OECD average (Education Reform Inıtiative, 2013). Those results might signify the changes in intensity and the variety of the experienced emotions in this subject domain across grade levels. As just a small part of my research, the findings indicated that 8th-grade students (13-14 years of age) tended to experience less enjoyment and more anxiety and anger than 7th-graders, which raises the first question of why such a decline occurs. Indeed, a number of student-related, teacher-related, parent-related, instruction-related, and assessment-related factors for this trend (Çalık, 2021) bring the second question to our minds: What could be done in designing emotion-sensitive classrooms?

5 practical tips for maths teachers for the design of emotion-sensitive classrooms

Here are several suggestions for designing emotion-sensitive classrooms regarding the potential sources and consequences of academic emotions based on the control-value theory of achievement emotions (Pekrun, 2006). These five tips might be beneficial for mathematics educators to improve the teaching quality of their classes. Those would also lend themselves to regulating students’ emotional experiences in mathematics.

Make a connection between the subject matter and real-life

As one of the basic process standards of NCTM (National Council of Teachers of Mathematics), students should be able to recognize and apply mathematics in contexts outside of mathematics, which requires the connection between subject matter in mathematics and real life. When maths teachers design authentic learning environments, students in those contexts could easily identify where they might apply the knowledge and skills they have learned in mathematics classes.

In particular, problem-based and project-based learning approaches might be adopted while creating lesson plans. In those cases, students would have the opportunity to learn, apply, and assess the knowledge by dealing with real-life problems, such as teaching how to calculate means or draw bar graphs through a given real-life scenario. Such practices promote the value of learning math and improve learning motivation for mathematics.

Plan the lesson around the student-centered learning activities to contribute to students critical and creative thinking, problem-solving, research, and communications skills

In line with the connection of mathematics with real life, planning mathematics classes around student-centered learning activities would ease students’ understanding of mathematics concepts. Accordingly, constructive learning practices, including problem-based and project-based learning approaches and cooperative learning strategies, would make students active in learning processes and hold them responsible for their learning.

During the teaching process, employing learning technologies, including Web 2.0 tools (e.g., concept mapping tools, assessment tools, interactive presentations, animation and video, Word clouds), dynamic geometry software, and statistical packages, make mathematics learning more enjoyable for students. Those tools captivate learners’ attention by cultivating inquiry, critical and creative thinking skills, and collaboration among learners. Besides, students have the opportunity to express themselves in more than one suggested way and receive immediate feedback from their teachers and peers in mathematics. That might also increase their engagement, motivation to learn, and positive emotions.

Give individual, prompt, and constructive feedback to students

Mathematics teachers may provide process feedback that reveals detailed information about students’ progress on what is expected of them and what they should do to achieve the intended knowledge and skills in mathematics. For instance, rather than comparing the student with his/her peers or telling the child, “Ok! You’re correct!,” for a typical mathematics problem, the mathematics teachers might come up with a statement, such as “I noticed that you came up with an original solution for this problem which you have not tried before, just amazing!”

In other words, teachers might individualize their feedback by highlighting the strengths and weaknesses of the child by relating their previous projects, homework, assignments, performances, etc. However, the weaknesses might be considered “yet to be accomplished sides” rather than deficits. Otherwise, students are more likely to attribute their failure and achievement in mathematics to unstable and uncontrollable situations, which might boost the rate of experiencing negative emotions. In short, individual and constructive process-oriented feedback foregrounds attention on the efforts put in by students, which also contribute to the level of interest in mathematics.

Make students feel successful by adding their mastery experiences

Self-efficacy is one of the strongest allies of positive emotions. In mathematics, students with high self-efficacy experience more positive and less negative emotions, so adding up self-efficacy beliefs might trigger students’ positive emotions in mathematics. Particularly, helping students reach success in mathematics adds to their mastery experiences in this field.

For this aim, mathematics teachers might divide the tasks into smaller chunks and make students form reasonable goals upon completing those chunks rather than at once. For instance, by giving short homework at first, then increasing the intensity and the number, or asking students to write math dairies or journals to see what they have accomplished and learned each day. Each student can learn at their own pace; however, completion of smaller steps would make students experience success and feel more capable, which, in return, would make them more optimistic and less of a ‘math hater’.

Display high enthusiasm for teaching and be sincere while communicating with students

As a last tip to design emotion-sensitive classrooms, teacher emotions are of value. Teaching is an emotion-laden job, so teacher enthusiasm is a key element for designing supportive teaching and learning environments. As well as enthusiasm and motivation, negative emotions, such as anxiety, anger, and boredom, would also be mirrored by students. Students are more likely to integrate the feelings experienced by teachers and experience similar feelings.

Therefore, the experience of high enthusiasm for teaching influences not only teachers but also students in the long term. In order to increase teaching enthusiasm and positive teacher emotions in mathematics, the bond between students and teachers should be so strong that both parties (teacher and student) would enjoy the teaching and learning process. That would be provided by ensuring sincerity during communicating with students. For example, mathematics teachers who make eye contact while talking with students, call students by their names, use humor while teaching math, mind their tone of voice, and are mindful of their body language. Those tips will not only support communication between students and teachers but also reduce the likelihood of experiencing negative emotions.

Key Messages

Teachers should design authentic learning environments in which students are provided with learning opportunities to apply their knowledge and skills in different disciplines and real life.
The mathematics lessons should be designed around student-centered learning activities that cultivate the 21st-century skills of students.
The feedback given to students should be individual, prompt, and constructive.
The increase in mastery experiences could make students feel successful and foster students’ self-efficacy beliefs so they may experience more positive emotions.
Teaching enthusiasm is also critical for students’ emotions, so the student-teacher interaction is of value.

Dr. Başak Çalık

Assistant Professor in the Educational Sciences Department of Istanbul Medeniyet University, Turkey & Postdoctoral Research Scholar in the Educational Psychology Department of City University of New York, Graduate Center, US

Dr. Başak Çalık is an Assistant Professor in the Educational Sciences Department of Istanbul Medeniyet University, Turkey & Postdoctoral Research Scholar in the Educational Psychology Department of City University of New York, Graduate Center, US. She holds a doctorate in Curriculum and Instruction from Middle East Technical University, Ankara, Turkey.

Her doctoral dissertation was supported by the Turkish National Science Foundation International Research Fellowship Program and the Middle East Technical University Academic Research Projects Grant. The dissertation study entitled “Investigation Of Middle School Mathematics Teacher Emotions And Their Students’ Mathematics Achievement Emotions: A Mixed-Methods Study” received the METU Outstanding Dissertation Award. Dr. Çalık received the Turkish National Science Foundation International Postdoctoral Research Fellowship to continue her studies at the City University of New York, Graduate Center. Her research interests include affective aspects in the teaching and learning process, academic emotions of teachers and students, self-efficacy, and teaching quality.

Profile in Researchgate: https://www.researchgate.net/profile/Basak-Calik

Profile in Linkedin: https://www.linkedin.com/in/ba%C5%9Fak-%C3%A7al%C4%B1k-57a23687/

University Profile: https://avesis.medeniyet.edu.tr/basak.calik

References and Further Reading

Çalık, B. (2014). The relationship between mathematics achievement emotions, mathematics self-efficacy, and self-regulated learning strategies among middle school students. (Unpublished Master Thesis). Middle East Technical University, Ankara.

Çalık, B. (2021). Investigation of middle school mathematics teacher emotions and their students’ mathematics achievement emotions: a mixed-methods study. (Unpublished Doctoral Dissertation). Middle East Technical University, Ankara.

Education Reform Initiative (2013). Türkiye PISA 2012 analizi:Matematikte öğrenci motivasyonu, özyeterlik kaygı ve başarısızlık algısı [Turkey PISA 2012 analysis: Student motivation, self-efficacy, anxiety and failure perception]. Retrieved from http://erg.sabanciuniv.edu/sites/erg.sabanciuniv.edu.

Organization for Economic Co-operation and Development (OECD) (2010). PISA 2009 results: What students know and can do – Student Performance in reading, mathematics and science (Volume I). Retrieved from https://www.oecd.org/pisa/pisaproducts/48852548.pdf 289

Organization for Economic Co-operation and Development (OECD) (2013). PISA 2012 results in focus: What 15-year-olds know and what they can do with what they know. Retrieved from https://www.oecd.org/pisa/keyfindings/pisa-2012-results-overview.pdf

Organization for Economic Co-operation and Development (OECD) (2016). PISA 2015 results in focus. Retrieved from https://www.oecd.org/pisa/pisa-2015-results-in-focus.pdf

Organization for Economic Co-operation and Development (OECD) (2019). PISA 2019: Insights and interpretations. Retrieved from https://www.oecd.org/pisa/PISA%202018%20Insights%20and%20Interpretations%20FINAL%20PDF.pdf

Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18, 315–341. https://doi.org/10.1007/s10648-006-9029-9

Pekrun, R., & Linnenbrink-Garcia, L. (2012). Academic emotions and student engagement. In S.L. Christenson et al. (eds.), Handbook of research on student engagement (pp. 259-282). Springer.

Pekrun, R. & Linnenbrick-Garcia, L. (2014). Introduction to emotions in education.

In R. Pekrun & L. Linnenbrick-Garcia (Eds), International handbook of emotions in education (pp. 1-109). New York and London: Routledge.

Rosenberg, E. L. (1998). Levels of analysis and the organization of affect. Review of

General Psychology, 2, 247–270. https://psycnet.apa.org/doi/10.1037/1089-2680.2.3.247

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