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Trust in Educational Settings: Insights and Emerging Research Questions
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Bormann, Inka; Niedlich, Sebastian; Würbel, Iris – European Education, 2021
The theoretical and empirical foundations of research on trust in education are still weak. To contribute to a better understanding of the role of trust in educational systems, this final article of the special issue "Trust in educational settings. European perspectives" highlights the findings from the contributions in this special…
Descriptors: Trust (Psychology), Educational Practices, Educational Research, Interdisciplinary Approach
A Comprehensive View of Trust in Education: Conclusions from a Systematic Literature Review
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Niedlich, Sebastian; Kallfaß, Annika; Pohle, Silvana; Bormann, Inka – Review of Education, 2021
Trust is considered to be a crucial element of social cohesion. At the same time, as research has shown, education can be understood as an important precondition of trust. Furthermore, contextual conditions are important for the development of trust. In spite of this, the role of trust in the multi-level education system has been scarcely…
Descriptors: Trust (Psychology), Group Unity, Models, Governance
Home-School Interaction: A Vignette Study of Parents' Views on Situations Relevant to Trust
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Bormann, Inka; Killus, Dagmar; Niedlich, Sebastian; Würbel, Iris – European Education, 2021
This paper addresses parental trust in schools (hereafter referred to as "parent trust") in relation to different situations of school-based involvement. More precisely, the study seeks to examine how selected situations of parental school-based involvement (parent-teacher conferences and parents' evenings) are relevant to trust, and…
Descriptors: Family School Relationship, Parent Attitudes, Trust (Psychology), Parent Teacher Conferences
How Does Research Knowledge about Social Inequality in Education Matter during the Pandemic? Results of an Analysis of a Public Discourse in Germany
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Bormann, Inka – Cogent Education, 2021
The COVID-19 pandemic has led to significant changes around the world, including changes in education. Almost immediately after school closures were imposed in March 2020 and students in many cases had to take digital distance learning classes, educational researchers clearly pointed out that this could contribute to a worsening of existing social…
Descriptors: Foreign Countries, COVID-19, Pandemics, School Closing
Trust and Trusting Practices during Transition to Higher Education: Introducing a Framework of Habitual Trust
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Bormann, Inka; Thies, Barbara – Educational Research, 2019
Background: Transition to higher education (HE) confronts undergraduates with a variety of social and academic challenges. Research on how these challenges are dealt with often refers to a Bourdieusian perspective and links successful access to HE to the capital and habitus that students bring with them when adapting to unfamiliar institutional…
Descriptors: Trust (Psychology), Undergraduate Students, Student Adjustment, Foreign Countries
COVID-19 and Its Effects: On the Risk of Social Inequality through Digitalization and the Loss of Trust in Three European Education Systems
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Bormann, Inka; Brøgger, Katja; Pol, Milan; Lazarová, Bohumíra – European Educational Research Journal, 2021
This paper develops informed assumptions on the potential loss of trust as an unintended side-effect of the measures in education to contain the spread of the COVID-19 pandemic. Well-founded concerns according to which the pandemic-induced closure of educational facilities and the shift to digitalized distance education are contributing to…
Descriptors: COVID-19, Pandemics, Distance Education, Trust (Psychology)