AbstractThe debates about what are the most effective ways to teach young children to learn to read have been described as ‘the reading wars’. In 2022 the research published in a paper by Wyse and Bradbury (2022) stimulated widespread attention including in the media. Wyse and Bradbury concluded on the basis of four major research analyses that although systematic phonics teaching was important the approach in England to synthetic phonics was too narrow and therefore in need of improvement. In 2023 the paper was the subject of a critique by Greg Brooks (2023). This paper responds to Brooks' critique by providing new information about the nature of the responses to the paper to contextualise Brooks' response. It is concluded that Brooks' response includes too many errors, and is too selective, to be regarded as a robust and reasonable critique. It is argued that the nature of Brooks' approach to criticism only serves to entrench the reading wars, and raises ethical considerations about the nature of the attack on Wyse and Bradbury (2022). Context and implicationsRationale for this studyThis paper responds to Greg Brooks' (2023) criticisms of Wyse and Bradbury (2022).Why the new findings matterIt is important that the erroneous views expressed in Brooks (2023) are corrected because the debates about reading have important consequences for young children's education.Implications for practitioners, policy makers, researchersUnderstanding the most effective ways to teach reading is important for children's education worldwide. Research is a source of vital knowledge about what are the most effective ways to teach reading. Interpreting research findings accurately and in a balanced way in order to make recommendations about curriculum policies and classroom practice is vital to ensure that any such recommendations are well justified. Imbalanced and erroneous accounts risk non‐optimal teaching and educational policies, and hence negative consequences for children's learning.

AbstractTwo commonly used approaches to capturing information about teachers are random probability surveys and teacher panels. This paper reviews the strengths and limitations of these two approaches in the context of capturing information about the teacher workforce. A case study is then presented drawing upon recent teacher survey data collections in England. Although both designs should continue to play an important role in generating evidence about the teaching profession, random probability surveys of teachers should be used sparingly, and only when they will be properly resourced.

AbstractThe scarcity of teachers worldwide has led to educators teaching multiple subjects outside their area of expertise. This challenge of teaching out‐of‐field or multi‐subject instruction raises the need for (re)constructing the identity of multi‐subject generalist teachers (M‐SGTs). However, the matter has received little attention in current literature. This study aimed to explore the process by which M‐SGTs develop a salient identity as EFL teachers and how this identity impacts their practices in teaching EFL. To achieve this, a case‐study approach was employed, and six M‐SGTs from three private kindergarten schools in rural Bangladesh were selected using convenient sampling. Data were gathered from observation protocols, semi‐structured interviews, and documents. The interviews and observation protocols were transcribed and coded, while the documents were reviewed thematically and categorically in line with Kvale's recommendations. The results of this investigation highlight the complex and multifaceted nature of the development of salient identity as EFL teachers among M‐SGTs. The study reveals that M‐SGTs develop a strong identity as EFL teachers through negotiation, adaptation, subject selection, confidence, language acquisition experience, pre‐service pedagogical skills, social support, positive feedback and endorsement by principals. The study also finds that M‐SGTs' salient identity is reflected in their teaching practices that involve being role models, adapting English language instruction, employing interactivity, differentiation in pedagogy, comprehensive feedback, whole‐class teaching and the use of supplementary materials. This paper ends with an important implication.

AbstractEmpathy plays a fundamental role in the prosocial development of young people today as an essential skill for interacting with other human beings. Music, particularly in a small group set up, offers a fitting context for its development. This article presents a review of the different studies and investigations that examine the effects that the development of empathic capacity can produce in small group instrumental practice, the capacity of empathy to induce modifications in the final result of a small group musical interpretation, and empathy and its relationship with small group musical interpretation from the field of education. The aim of this article is to review and analyse literature on how empathy is researched in the context of small group (between 2 and 10 individuals) music performance in order to enquire if the empathic ability constitutes a basic and decisive foundation in the development of multiple actions executed jointly with other individuals. For that purpose, different aspects are analysed: (1) definition of empathy and how it is measured; (2) the instruments used for its measurement; (3) the characteristics of the participants in the studies and their level of music experience; and (4) the type of activities undertaken. The analysis of the results indicates that defining empathy in this context is an ongoing process, and the concept is measured by standardised and ad hoc tests. It also shows that the type of studies and activities are related to the discipline in which they are carried out. Notably, there is a lack of studies regarding the field of study and the age and the level of musical experience of the performers. Context and implicationsRationale for this studyEmpathy is considered a fundamental social ability to communicate. This review aims to analyse how empathy is researched in the context of a small music group set up in order to explore the state of empathy in group music performance and its benefits of developing social and emotional abilities in music students.Why the new findings matterThis review provides details of research that reports the benefits of promoting empathy in a small music group set up and presents evidence that there are no standard ways of researching empathy in this sphere.Implications for researchers and music educatorsThe emerging findings of this review affirm that promoting empathy in the context of a small music group set up affects students' social and emotional abilities. However, there is still no consensus of a standardised way to research empathy. The implications extend to researchers, who need to do more investigations on empathy not only in the sphere of music performance or music education but also in other spheres in order to narrow a way of standardising methods to research empathy. Moreover, this review is a call for all music educators, to implement and develop empathy through their daily educational strategies.

AbstractFor young people, financial literacy is important because they face financial decisions that can have significant consequences throughout their lives, such as investing in a college education or a business, shopping, buying books or computer games. Therefore, this study examined the relationship between the financial literacy levels of young people and their perceived ICT competence, reading and mathematical literacy, which are measurable and observable phenomena. The research data were obtained from the 2018 PISA (Program for International Student Assessment) database, officially published by the OECD. The participants of this study were 15‐year‐old students from 15 different countries that participated in the PISA programme in 2018. Mathematical and reading literacy were found to be an important variable affecting the financial literacy performance of young people. However, ICT competencies did not significantly affect the financial literacy performance of young people. Additionally, this study tested the mediating effects of reading literacy, mathematical literacy and perceived ICT competence variables on financial literacy.

AbstractThe rapid and ongoing technological developments and the changes in societal practices require us to update our understanding and skills relating to digital technology use continuously. Various frameworks have been created in recent years to explore the different aspects of digital literacies or digital competencies and a range of newer concepts and dimensions have emerged in the literature aiming to capture the complexity of digital engagement. The main aim of this systematic literature review (SLR) was to map out which elements or issues of critical digital literacies (CDL) relevant for school education currently feature in the academic literature and international policy documents. The secondary aim was to use the findings of the SLR to inform the creation of a research‐based framework for school education. The review process followed a systematic protocol for answering specific research questions. Research articles were sought in two electronic databases—EBSCO (Academic Search Complete) and Web of Science—and policy documents were sought on the Internet using Google search. A total of 139 research articles and policy‐related documents were used for the analysis. The main dimensions based on the analysis were the following (in the order of most hits): E‐safety, Participation and presence, Digital literacy, Media literacy, Digital citizenship, Technology literacy, Information literacy, Data literacy, Digital game literacy, Online learning, Digital creativity and innovation, and Digital well‐being. The emphasis in the research articles was on negative issues, although publications also outlined several positive issues about digitality. The emphases of the research articles and policy‐related documents differed somewhat. The findings of this SLR have implications for researchers, policy makers and educators interested in the changing nature of critical digital literacies and the dimensions and subdimensions relevant for school education. Context and implicationsRationale for the study: This systematic literature review (SLR) identifies the key elements and issues of critical digital literacies (CDL) relevant to school education, as documented in academic literature and international policy documents. In addition, it utilises the findings of the SLR to develop a research‐based framework for CLD in school education.Why the new findings matter: Our findings contribute to capturing the different aspects of CDL in the context of compulsory education and offer original insights with regard to supporting the development of teachers and students' critical digital literacies in the future.Implications for researchers, practitioners and policy makers: This SLR has implications for research as it has highlighted the need to continuously update theoretical models and frameworks relating to CDL. Although certain accepted core dimensions can provide a stable foundation for representing emerging phenomena, it is essential to maintain flexibility to address the technological advancements. An implication for policy making is the recognition of the need for continuous professional development and pedagogical support for teachers and students. The value for educational practitioners is that it elucidates the emerging notions of CDL, and it enables educational institutions to enhance their practices and initiatives related to CDL.

AbstractThis study presents an extensive bibliometric review of research publications on tax evasion using the Scopus database. Data analysis was conducted using Microsoft Excel, Open Refine, Harzing's Publish or Perish, and VOSviewer. Since 1998, there has been a continuous growth in the number of research papers published on tax evasion. The United States emerged as the most productive country in terms of published tax evasion studies. Specifically, Florida International University ranked first as the most active institution in publishing important articles related to tax evasion research. The Journal of Public Economics stands out as the most renowned journal in this field. However, it should be noted that this research relies on the Scopus database, which may have certain limitations that can influence the results. Moreover, this study acknowledges the crucial role of education in comprehending and combating tax evasion. It highlights the significance of educational institutions, such as Florida International University, in generating valuable research on tax evasion. By promoting education and raising awareness about the intricate nature of tax evasion, scholars and practitioners can make well‐informed decisions and formulate effective strategies to mitigate its adverse effects. To the best of the researcher's knowledge, this study represents the first extensive bibliometric analysis that offers a comprehensive overview of tax evasion research while recognising education's vital role in tackling this issue. Context and implicationsRationale for this studyA bibliometric study on tax evasion provides valuable insights into the existing literature, research trends and knowledge gaps, which can inform educational interventions and the development of effective strategies to promote tax compliance. It helps identify best practices and evidence‐based approaches to enhance tax education and assess the impact of education on tax compliance.Why do the new findings matter?The findings of a tax evasion bibliometric study are crucial for education as they inform and enhance educational initiatives. They provide insights into the existing research landscape, allowing educators to tailor their approaches and incorporate best practices. Ultimately, integrating the findings of a tax evasion bibliometric study into education enhances the effectiveness of educational efforts in reducing tax evasion.Implications for researchers and practitionersTax evasion bibliometric study has significant implications for researchers and practitioners in education. Researchers can benefit from identifying research gaps, exploring collaborative opportunities, and gaining methodological insights to advance knowledge in the field. For practitioners, the findings support evidence‐based decision‐making, enable the tailoring of educational interventions, and foster collaboration with researchers. The study promotes a stronger connection between research and practice, enhancing the effectiveness of educational efforts in addressing tax evasion. Ultimately, the implications of a tax evasion bibliometric study contribute to the development of evidence‐based strategies and interventions in the education sector.

AbstractAlthough it is widely recognised that well‐being of teachers is important, not much is known about the effects of job characteristics in subjective well‐being. This paper is a report of a study that investigates the effects of job characteristics on subjective well‐being. Nationally representative employee data is used to investigate the effects of job characteristics and teachers' subjective well‐being among teachers in Britain (N = 954). The findings suggest that there is a prima facie case for schools to use the job demands‐resources model to maintain and raise levels of job satisfaction and negative affect among their teachers. Multiple regressions were performed to calculate the relative weight of job characteristics related to subjective well‐being. Results show, among other things, that job security, autonomy and employee voice increase, and work–life conflict decreases, the subjective well‐being of teachers. In addition, it is found that family policies, a supportive supervisor and employee voice can mitigate the detrimental effects of work–life conflict, workload and work hours on negative affect. Policy implications follow, which include, inter alia, that training and development programmes with an emphasis on communications skills and providing teachers more opportunities to participate in decisions could be used to achieve greater participation, better supportive supervision and more job security. In addition, workload can be reduced by giving teachers more non‐contact time and creating smaller classes. Context and implicationsRationale for this studyIt is widely recognised that lack of well‐being can potentially affect both workers and the organisation in negative ways. Within the teaching occupation well‐being is a serious and growing concern. Therefore, it is of paramount importance to generate insights into what job characteristics affect teacher well‐being.Why the new findings matterThis study demonstrated that the JD‐R model can be used successfully to investigate job characteristics. Furthermore, this study highlights the relationship of subjective well‐being of teachers with job characteristics. In addition, it is found that various job resources can mitigate the detrimental effects of several demands on negative affect.Implications for practiceThe present study suggests that increases in subjective well‐being can be made by increasing resources and decreasing demands and that special attention needs to be drawn to: supportive management, employee voice, autonomy, job security, workload and work–life conflict. Policy implications include that training and development programmes with an emphasis on communication skills and providing teachers more opportunities to participate in decisions could be used to achieve greater participation, better supportive supervision and more job security. In addition, workload can be reduced by giving teachers more non‐contact time and creating smaller classes.