<abstract xmlns="http://www.w3.org/1999/xhtml">This paper presents two studies examining the interrelation of grading and teacher judgment. Study 1 revealed the structure of teacher judgment two teachers and their classes, based on data from long-term ethnographic research. Through inductive analysis of teacher statements about students, four criteria by which teachers judge their students were identified: performance, aptitude, effort, and communicativeness. Using quantitative data from 639 students and 32 teachers, Study 2 explored the relationship between the criteria for teacher judgment identified in Study 1 and the grade assigned to a particular student. Evaluation questionnaires that teachers completed about their students were used. All four criteria identified in Study 1 positively correlated with the grade, but as the multiple linear regression analysis showed, the final grade was most influenced by the category of performance. However, a teacher’s perception of a student’s performance did not always fully align with their performance as measured by a standardized test.</abstract>

Faculty of Arts, Department of Educational Sciences

The relationship between grading and teacher judgment

<abstract xmlns="http://www.w3.org/1999/xhtml">The main aim of the article is to explore the role of Collaborative Action Research (CAR) in promoting inclusive education within a mainstream school in Cyprus. The preliminary data for this research were gathered using a mixed methodology approach. CAR was then carried out in a single school with 150 participants. The study then examined the extent to which CAR enhanced inclusive education, using interviews. Finally, the results showed that CAR is one of the factors which can lead to inclusion.</abstract>

Economics, Administration and Computer Science Economics and Business

Action research: The key to inclusive education in Cyprus

<abstract xmlns="http://www.w3.org/1999/xhtml">Everyday experience and a growing part of empirical research illustrate the changing reality of reading in our society in recent years. There are many empirical, pedagogical and philosophical studies that reflect on the falling level of general knowledge of the population and the superficiality of young people’s reading comprehension. In this study, we aim to identify and analyse how reading is changing with the emergence of a new text architecture and the replacement of alphabetic, print-based text with screen-based text, and ask whether this new ontological variant could also bring about a change in the epistemological “qualities” of reading. We go beyond the design of digital text itself to ask how changes in text design affect the role of alphabetic text in meaning-making. We then examine specific aspects of the change in the nature of reading itself and how they could lead to a paradigmatic change in pedagogy and literacy.</abstract>

Faculty of Humanities, Department of School Education Štefánikova

Faculty of Education, Department of School Education

Faculty of Theology, Department of Christian Philosophy

Changing reading paths in a digital age: What are the consequences for meaning-making?

<abstract xmlns="http://www.w3.org/1999/xhtml">This paper is a reflection on culturally relevant pedagogies of care to achieve more equitable outcomes for diverse cultures within early childhood. The authors are academics at a tertiary institute in Auckland, New Zealand. Our aim is to share our experiences as teachers in a diverse and multi-ethnic city in New Zealand. Authors draw on narrative methodology to deconstruct our experiences and share how we position ourselves in teaching and learning. The paper emphasises an enactment of pedagogy that recognises diverse cultural knowledge and other ways of knowing.</abstract>

Unitec Institute of Technology School of Community Studies Early Childhood Education

Culturally inclusive pedagogies of care: A narrative inquiry

<abstract xmlns="http://www.w3.org/1999/xhtml">It is argued that educational spaces often maintain certain forms of hierarchical cultural patterns to reproduce an unequal civil society. The history and contemporary nature of Indian civil society, ridden with relations of caste and class, often interpellates its agenda of hierarchical order in the cultures of schooling. Children from marginalized communities, particularly from the Adivasi (tribal) cultures, are more vulnerable to these undercurrents, and this often results in their dispirited autonomous participation in schooling. The content and nature of the curriculum and modes of pedagogical interactions are the focal channels of its operationalization. In recent times and earlier, various forms of contestations had emerged against this dominant agenda, particularly from subaltern contexts. These took the form of democratic resistances seeking to establish democratic cultures in classrooms and schools (Apple C James, 2007; Darder et.al, 2009). Creating a sphere of this order would promise to enable children to become transformative human beings and autonomous intellectuals. Viewing the regime of education as both liberatory and oppressive (McLaren, 2009), this paper is an attempt to engage with democratic concerns in the realm of schooling in India within the relations of culture, knowledge and its politics.</abstract>

Cultural democracy and schooling in India: A subaltern perspective

AHEAD OF PRINT

Volume 14 (2023): Issue 2 (December 2023)

Volume 14 (2023): Issue 1 (June 2023)

Volume 13 (2022): Issue 2 (December 2022)

Volume 13 (2022): Issue 1 (June 2022)

Volume 12 (2021): Issue 2 (December 2021)

Volume 12 (2021): Issue 1 (June 2021) Special Issue: Home-Based Education

Volume 11 (2020): Issue 2 (December 2020)

Volume 11 (2020): Issue 1 (June 2020) Special Issue: Geography of Education

Volume 10 (2019): Issue 2 (December 2019)

Volume 10 (2019): Issue 1 (June 2019) Special Issue: Negotiating the Local and Global Discourses Shaping Early Childhood Education Practices in the Global South: An act of Decolonialisation. Editor: Vina Adriany

Volume 9 (2018): Issue 2 (December 2018)

Volume 9 (2018): Issue 1 (June 2018) Special Issue Title: Spaces of Early Childhood: Spatial Approaches in Research on Early Childhood Education and Care

Volume 8 (2017): Issue 2 (December 2017)

Volume 8 (2017): Issue 1 (August 2017) Special Issue: Dominant and Silenced ECEC Discourses – The International Perspective on Power Relations

Volume 7 (2016): Issue 2 (December 2016)

Volume 7 (2016): Issue 1 (June 2016) Issue Title: Themed Issue: Resisting Normal Science in Educational Research

Volume 6 (2015): Issue 2 (December 2015) Special Issue Title: New Zealand Perspectives on Early Childhood Education

Volume 6 (2015): Issue 1 (June 2015) Special Issue Title: Trends in Cognitive Education

Volume 5 (2014): Issue 2 (December 2014) Special Issue Title: Body and Education II: Embodied Meaning, Emotions, Race and Communication

Volume 5 (2014): Issue 1 (June 2014) Curriculum Perspectives and Shaping the Lived Body, Issue Editors: Zuzana Bánovčanová, Jan Slavík

Volume 4 (2013): Issue 2 (December 2013)

Volume 4 (2013): Issue 1 (June 2013) Neoliberalism, Pedagogy and the Curriculum: A Global Perspective II. Themed Issue, Andrew Wilkins (ed.)

Volume 3 (2012): Issue 2 (December 2012) Neoliberalism, Pedagogy and the Curriculum: A Global Perspective I.
Themed Issue, Andrew Wilkins (ed.)

Volume 3 (2012): Issue 1 (June 2012)

Volume 2 (2011): Issue 2 (December 2011) Governmentality-Neoliberalism-Education: the Risk Perspective, Editors: Ondrej Kašcák and Branislav Pupala

Volume 2 (2011): Issue 1 (June 2011)

Volume 1 (2010): Issue 2 (December 2010)

Volume 1 (2010): Issue 1 (June 2010)

Journal of Pedagogy

 The Journal of Pedagogy (JoP) publishes outstanding educational research from a wide range of conceptual, theoretical, and empirical traditions. Diverse perspectives, critiques, and theories related to pedagogy – broadly conceptualized as intentional and political teaching and learning across many spaces, disciplines, and discourses – are welcome, from authors seeking a critical, international audience for their work. All manuscripts of sufficient complexity and rigor will be given full review. In particular, JoP seeks to publish scholarship that is critical of oppressive systems and the ways in which traditional and/or “commonsensical” pedagogical practices function to reproduce oppressive conditions and outcomes. Scholarship focused on macro, micro and meso level educational phenomena are welcome. JoP encourages authors to analyse and create alternative spaces within which such phenomena impact on and influence pedagogical practice in many different ways, from classrooms to forms of public pedagogy, and the myriad spaces in between. Manuscripts should be written for a broad, diverse, international audience of either researchers and/or practitioners. Accepted manuscripts will be available free to the public through JoP’s open-access policies, as well as featured in Elsevier's Scopus indexing service, ERIC, and others.  JoP publishes two issues per year, including Themed Issues. To propose a Special Themed Issue, please contact the Lead Editor Dr. Ondrej Kaščák (okascak@truni.sk). All submissions deemed of sufficient quality by the Executive Editors are reviewed using a double-blind peer-review process. Scholars interested in serving as reviewers are encouraged to contact the Executive Editors with a list of areas in which they are qualified to review manuscripts. The Journal of Pedagogy is published at Trnava University, Trnava, Slovakia.  Archiving  Sciendo archives the contents of this journal in Portico - digital long-term preservation service of scholarly books, journals and collections.  Plagiarism Policy  The editorial board is participating in a growing community of Similarity Check System's users in order to ensure that the content published is original and trustworthy. Similarity Check is a medium that allows for comprehensive manuscripts screening, aimed to eliminate plagiarism and provide a high standard and quality peer-review process. 