European Educational Research Association Research Articles

Letní škola Evropské asociace pedagogického výzkumu 2022

Report from European Educational Research Association Summer School 2022

Language and education in transnational school careers: An introduction

This special issue of the European Educational Research Journal (EERJ) addresses language and education in transnational school careers. The articles reflect an increased interest in transnationalization among members of the European Educational Research Association, Network on Language and Education (Network 31), and go back to a joint discussion in two sessions at the ECER 2019 Conference at the University of Hamburg. By focusing on research into multilingualism in transnational educational trajectories, the special issue links two research bodies that have so far existed separately: research on multilingualism and education, and research on transnational education. The contributions are situated in different national contexts and pursue a transnational perspective. They focus on different aspects in language-related transnational educational processes and center around challenges and possibilities that are encountered by individuals and families whose biographies are shaped by changes across national borders and educational systems. They also present and discuss different methodological frameworks and approaches, and a robust critique of monolingual educational institutions in Europe and beyond.

Pre-service teachers as researchers of educational practices: Effects on students’ narration of their learner autobiography

The pilot study was part of a project funded by the European Educational Research Association. The focus of the study was to explore possible effects on the pre-service teachers involved as student researchers in the project. In particular, the study investigated changes to the participants' narrated learner autobiographies at before, during, and at the end of the study. Participants supplied asynchronous audio narrations before, mid-way, and after the data collection of the project and contributed ideas to an asynchronously offered padlet board. The most salient change was a change of the participants’ self-perception as learners.

Special issue: 30 years of ICT and learning in education – major changes and challenges

Special issue: 30 years of ICT and learning in education – major changes and challenges

Between and Beyond. The Course of a Life in the Realms of History of Education, General Pedagogy and Comparative Studies. Interview with Edwin Keiner

Edwin Keiner held the chair for General Pedagogy and Social Pedagogy at the Free University of Bozen-Bolzano until his retirement in October 2019. From 2014 to 2017 he also served as Vice Dean of the Faculty of Education at the same university. Prior to that, he worked as a professor for the History of Education and Socialisation at the University of Bochum and as a professor for General Pedagogy at the University of Erlangen-Nuremberg. He has studied the theory and the history of education as an academic discipline with special interest in a comparative perspective. His academic focus is on methodology, historical and comparative research on educational research, and historical, empirical and comparative as well as interdisciplinary approaches to and in educational research. For several years he took over the role as chairman of the Commission for Research on Educational Research and of the Section for General Pedagogy of the German Educational Research Association. In addition, Keiner was very active in the European Educational Research Association (EERA) for example as the first elected representative of all networks and member of the EERA Council. In 2018, Keiner succeeded in bringing the annual «European Conference on Educational Research» (ECER) with about 3,000 participants to the Free University of Bozen-Bolzano, Italy, South Tyrol. He was a member of the «International Research Community ‘Philosophy and History of The Discipline of Education’» (University Leuven, Belgium) for almost 20 years and member of the editorial boards of Paedagogica Historica, European Educational Research Journal and Educational Assessment, Evaluation and Accountability. At present, Edwin Keiner works part-time as a senior professor at the Faculty of Education, University of Frankfurt/Main, Germany.

Interview with Joyce Goodman

Professor Joyce Goodman is a powerhouse in scholarship on the history of education. On the faculty at The University of Winchester, she is perhaps known best for her scholarship on women and girls’ education, but she also has written on educational cinematography and transnational education. Professor Goodman has served in many different capacities at the university and in her scholarly associations. At Winchester, she was Assistant Vice-Chancellor, Pro-Vice- Chancellor, Dean of the Faculty of Education, Health and Social Care, and Director of Research and Knowledge Transfer. She was also co-editor of the journal History of Education, president of the History of Education Society (UK), and secretary for the International Standing Conference on the History of Education (ISCHE). She is an honorary life member of ISCHE and an honorary member of Network 17 (Histories of Education) of the European Educational Research Association. Professor Goodman’s books include Social Change in the History of British Education (Routledge, 2008) with Gary McCulloch and William Richardson; Women and Education: Major Themes in Education (Routledge, 2011, four volumes) with Jane Martin; and Girls’ Secondary Education in the Western World (Palgrave 2010/2014) with James Albisetti and Rebecca Rogers. Her new book projects focus on women and international intellectual cooperation and women and comparative education. Professor Goodman has also published numerous articles and book chapters. We first met around seven years ago, when we both were invited to serve on the advisory board for the Albert M. Greenfield Digital Center for the History of Women’s Education at Bryn Mawr College (USA). I have always marveled at Professor Goodman’s intellectual dexterity, as well as her keen insight around theory, in which she effortlessly draws on seemingly disparate constructs to evince new and provocative findings in the history of education. Likewise, she embraces the power of technology to advance her scholarly agenda and to support peers and junior scholars. It was an honour to have this opportunity to interview her and learn more about her scholarly trajectory as well as her view of the future of the history of gender in education.

Internationalisation of higher education: Impacts, challenges and future possibilities

This article introduces the special edition entitled ‘Critical reflections on contemporary higher education and developments of and in internationalization’. The articles presented here have resulted from the growing interest in internationalisation among members of the European Educational Research Association Network 22, Research in Higher Education. The authors responded to a special call for papers at the ECER 2016 Conference held at University College, Dublin, taking a critical stance on the phenomenon of internationalisation in relation to higher education. In this special edition, we explore a range of contemporary issues impacting upon European and European-influenced higher education policies, dialogues and practices. Internationalisation is conceptualised as a process where cross-cultural challenges are addressed, deliberative pedagogies are developed, and curriculum and the broader higher education experience is enriched to encourage individual and collective agency and engagement with the complex challenges facing society (Shaffer et al., 2017). The papers explore and critique the conceptual and methodological challenges and possibilities of researching internationalisation. They transcend institutional, disciplinary and national boundaries, and aim to offer new research approaches, analytical tools and frameworks, and a robust critique of ideas around internationalising higher education in Europe and beyond.

Zpráva z Letní školy Evropské asociace pedagogického výzkumu

Report of the European Educational Research Association Summer School, Linz/Salzburg 10th to 14th July, 2017

Интервью «Мы объединились с европейской ассоциацией исследователей образования, чтобы помочь молодым, а значит, помочь российской науке»

This interview with Arkadiy Margolis, the first vice-rector of MSUPE, focuses on the issues related to the recently acquired membership of the Russian Educational Research Association in the European Educational Research Association (EERA). The Moscow State University of Psychology and Education played an important part in this process which enables Russian researchers to access the entire space of European educational research, to increase their publishing activity, and to participate in foreign international conferences. Also, this means support for young researchers allowing them, for instance, to take part in international schools for young scholars and to acquire new knowledge about modern research tools and design in educational research. All this became possible after a year and a half of hard work of improving ethical requirements and codes of research. MSUPE’s participation in the activities of the Educational Research Association corresponds with the University’s interest in promoting research which became obvious during the development and implementation of the innovative programme of education – the one that won the National Competition for Priority Project in Education all the way back in 2008.

Learning from Europe and for Europe with David Raffe - insights into early years of European cooperation in vocational education and training research

This article provides a picture on the contribution of David Raffe to European cooperation in the field of vocational education and training (VET). It is based on the experiences of the author and his colleagues on European events and projects in which David participated from the early 1990s until 2009. The Section 2 gives impressions of David’s contribution to the theme ‘Modularisation’ during the early years of European educational cooperation. The Section 3 gives insights into David’s role in the founding phase of the VETNET network (the European Vocational Education and Training Research Network) of the European Educational Research Association (EERA). The Section 4 takes a closer look at David’s contribution to the European cooperation project ‘Finding new strategies for post-16 education’ and to the theme ‘parity of esteem between general and vocational education’. The Section 5 discusses David’s role as a policy advisor and policy analyst at the level of European VET policies. The final section presents some concluding remarks on the way that David worked as a colleague and as policy analyst at the national and European level.

Critical perspectives on health and wellbeing education in schools

Purpose This Special Issue aims to place the spotlight on educational research and its contribution to the field of school-based health and wellbeing promotion. The purpose is to bring together scholars from across the world to consider current developments in research on curricula, interventions, policies and practices concerning health and wellbeing promotion and related professional development of teachers. Design/methodology/approach The members of European Educational Research Association (EERA) Network Research on Health Education (Network 8) were invited to submit their conceptual or empirical work addressing processes and outcomes in school health and wellbeing promotion. Additionally, an open call for papers was published on the Health Education website and on EERA website. Following the double blind peer review process and editorial work by the guest editors and the editor in chief, six of the submissions that were accepted for publishing are selected to be published in this issue and the rest w...

Quality of Higher Education and Current Researches in This Area

In his exclusive interview for our journal the President of the European Educational Research Association (EERA), Professor of Education at Utrecht University Theo Wubbels told about his professional development as an expert in the area of educational researches. He analyzed the process of establishing and further development of the internal quality assurance system at Utrecht University, which helps this university to be a leader in European and global academic space. For example, Professor Wubbels specially stressed the point, that system of quality assurance in higher education could not be reduced only to the formal mechanisms of assessment, but need to include the possibilities for professional development and intensive dialogue between teachers and students. Theo Wubbles discussed the main activities of the European Educational Research Association (EERA) and the possibilities for researchers, which membership in this association provides. He also shared his impressions from cooperation with Ukrainian colleagues.

European Educational Research Association (EERA)

Bibliographie : Rieckmann, Marco: European Educational Research Association (EERA), Erziehungswissenschaft, 2-2015, S. 103-106. https://doi.org/10.3224/ezw.v26i2.21073

Educational goals and the PISA assessments: introduction to symposium

At the European Conference on Educational Research in Budapest in September 2015, a joint symposium was hosted by two of the research networks of the European Educational Research Association (EERA): Network 9 ‘Assessment, Evaluation, Testing and Measurement’ and Network 13 ‘Philosophy of Education’. The three papers that follow this Introduction contain the Network 13 contributions to the Symposium, amended and expanded in the light of comments received during the Budapest conference. These contributions are by scholars whose research has been to the forefront in probing ethical and conceptual issues involved in the assessment of students’ achievements. The first paper is by Gert Biesta, Brunel University London and Artez, Institute of the Arts, Netherlands. The second is a joint paper by Andrew O’Shea and Francesca Lorenzi, Dublin City University. The third paper is by Andrew Davis, University of Durham, United Kingdom. A response from Network 9 was contributed by Eugenio Gonzalez, Director of the IEA-ETS Research Institute. This Introduction will outline the background to the symposium, illustrating the main reasons for hosting it as a joint initiative and identifying some of the key educational questions raised by the PISA assessments.

A panel discussion: the European Educational Research Association’s role in Europe – now and in the near future

The panel discussion at the European Conference on Educational Research (ECER) in September 2014: ‘EERA’s role in Europe – now and in the near future’ with the authors of this report, took as its point of departure the article ‘EERA: a participant or an agent in European research policy?’ (Moos and Wubbels, 2014). In this article, we stated that the European Educational Research Association (EERA) is an agent in the Europeanization and internalization process, working – intentionally or not and willingly or not – on harmonizing educational research internationally, all over Europe and in the European Union (EU). Furthermore, the EERA has been working on influencing research politics internationally, in Europe, in the EU and at the national levels for the past decade. The links between global development and local practices in universities and schools have become tighter over the past two or three decades through transnational agencies such as the United Nations Educational, Scientific and Cultural Organization (UNESCO), the Organisation for Economic Co-operation and Development (OECD) and the EU. They are important players in the

On organizing educational research communication in Europe: Past experiences and possible futures

In this note I will comment on the development of the European Educational Research Association (EERA) as a European educational research organization and the current situation. In doing so I will put forward a few matters concerning the social and intellectual organization of the EERA and the visibility of educational research in Europe.

EERA: A Participant or an Agent in European Research Policy? A Governance Perspective

In this article, the authors begin to frame a discussion of the educational research space that the European Educational Research Association (EERA) has been given and aims to take. The educational space is not merely a geographical phenomenon, but rather refers to the networks, flows and scapes that form the foundation for the construction of national or transnational cultural frames in which educational research works. This is a double-sided issue: EERA is a participant in the Europeanisation process working — intentionally or not and willingly or not — on harmonising educational research all over Europe and in the European Union (EU); furthermore, the EERA has been working on influencing research politics in Europe, in the EU and at the national levels for the past several years. The links between global development and local practices in universities and schools have become tighter over the past two or three decades. Transnational agencies such as the United Nations Educational, Scientific and Cultural Organization (UNESCO), the Organisation for Economic Co-operation and Development (OECD) and the EU are important channels in creating educational policies between global market initiatives and local practices. We can identify governance chains from these agencies through national authorities to local institutions.

EERA and its European Conferences on Educational Research: A Patchwork of Research on European Educational Research

The process of Europeanisation is closely linked to the process of an emerging European Educational Research Area and an education research identity. The European Conferences on Educational Research (ECER), European Educational Research Association (EERA) and its networks are involved in new directions and strands of educational research in particular European nations as well as in processes to construct a common European Educational Research Area. ECER to a large extent contributes to such developments both as observer and actor. Against the background of diverse functions and contexts of ECER for communication on and development of educational research in Europe, the authors describe some small-scale research studies about ECER that have been carried out during the past ten years dealing with attendance motives and assessments of ECER, and provide content analyses of proposal abstracts of ECER. In doing so, they would like to present a mirror to EERA at its 20th anniversary that could contribute to further systematic self-observation and self-governance of EERA and ECERs as vivid, inspiring, powerful, discursive, democratic and scholarly high-standing conferences in the future.

A Space for Critical Research on Education Policy: ECER Paper Sessions and the ‘Policy Studies and Politics of Education’ Network

The activities of the European Educational Research Association (EERA) and the yearly European Conference on Educational Research (ECER) are mainly organised in standing networks. Through the example of the Policy Studies and Politics of Education network, this article takes a closer look at network activity and the ways in which it contributes to the development of educational research. Since most network activity is focused around the yearly conferences, the first part of the article discusses the conference session space, its forms and its links to the broader community of educational researchers. The second part of the article traces the origin and development of the Policy Studies and Politics of Education network, emphasising how the network has provided a space for critical analysis and discussion of education policies and forms of governance being pursued by national and trans-national actors in and beyond Europe.

Transnational Lives in European Educational Research

Transnational collaboration by educational researchers in Europe has grown fast since the mid-1990s and the means to support it have become more easily accessible. A study of the growth of the European Educational Research Association (EERA) since its foundation in the mid-1990s shows how transnational research in European education began, and how it overcame organisational problems and created opportunities for new research identities and subjects to be constructed. Overcoming confusing mobilities, creating ‘homes' or nests inside the EERA in networks, and building necessary forms of sociality are explored in this article by means of interviews undertaken with a range of experienced and engaged researchers who have worked within the European Conference of Educational Research (ECER) since its early years. These researchers are clear that a stable European space for education research has been formed, and offer ideas about the association's role in relation to its function and value.