Future in Educational Research最新文献

{"title":"Uncovering the complex relationships among distributed leadership, departmental teacher leadership, and professional learning community in Chinese schools","authors":"Xin Zheng,&nbsp;Chenxi Jiang,&nbsp;Chenlu Liu","doi":"10.1002/fer3.15","DOIUrl":"10.1002/fer3.15","url":null,"abstract":"<p>Professional learning community (PLC) has been widely recognized as an effective approach for promoting both student learning and teacher development. Existing research on PLC mainly focuses on the school-level, and less attention has been given to the departmental-level PLC. Given the complex nature of school structures, departmental PLC may be influenced by multiple leadership factors, including principal and teacher leadership (TL). This study investigates how the distributed leadership (DL) of principals and TL influence departmental PLC and individual teacher self-efficacy. Drawing on a sample of 602 teachers in China, the results showed that TL had a direct impact on teacher self-efficacy and had an indirect effect through PLC. Additionally, the DL of principals indirectly affects individual teachers through TL and PLC. The results indicate the complex leadership structure in schools with various levels of leadership exerting distinct influences on teachers and departments. It highlights the roles of principal leadership and TL in facilitating PLC and teacher development. Implications for school leadership and PLC development are discussed.</p>","PeriodicalId":100564,"journal":{"name":"Future in Educational Research","volume":"1 2","pages":"182-197"},"PeriodicalIF":0.0,"publicationDate":"2023-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/fer3.15","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134943852","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Toward the futures of educational research with hope","authors":"Hongbiao Yin","doi":"10.1002/fer3.12","DOIUrl":"https://doi.org/10.1002/fer3.12","url":null,"abstract":"<p>At the beginning of UNESCO's (<span>2021</span>) enlightening report, it is clearly stated that “[o]ur world is at a turning point” (p. 1). This assertion could not be more accurate when people worldwide have suffered and are gradually recovering from the COVID-19 pandemic; when people across the planet are experiencing various natural or man-made challenges or disasters such as climate transformation, the Russo-Ukrainian War, and the discharge of radioactive water in Japan; when the entire human population faces the excitement and uncertainty brought about by the new technologies including generative artificial intelligence, genetic modification, and human augmentation, etc. As of September 2023, it appears that we find ourselves navigating a sea of chaos and complexity. No one can predict with certainty where our journey will lead in the future.</p><p>However, education is undoubtedly a pathway to the future. As UNESCO (<span>2021</span>) pointed out, “[w]e already know that knowledge and learning are the basis for renewal and transformation” (p. 1). Education signifies our commitment to nurturing the growth of young generations who are the future heroes. Education is not value-free; it embodies hope. As educators, we aspire to form education as a common good worthy of our trust and dedication. Through education, we collectively shape the future.</p><p>This is why educational research today is indispensable and of utmost importance. At this turning point, “[n]o trend is destiny” (UNESCO, <span>2021</span>, p. 3). The future is plural. We need to identify the possible futures of education in particular and the world in general. We need to justify which futures are worthwhile, supported by adequate evidence. We need to imagine alternative futures for education and the world when people strive for a better one. Educational research allows us “to think differently about learning and the relationships between students, teachers, knowledge, and the world” (UNESCO, <span>2021</span>, p. 3).</p><p>Against this background, <i>Future in Educational Research</i> (FER) has been developed by Southwest University, a leading institution in education in China, with the assistance of Wiley, a cutting-edge academic publisher in the world. As a future-oriented, multi-disciplinary, international journal, FER encompasses a wide range of education-related issues and trends. Original articles that advance empirical, theoretical, and methodological understandings of education, teaching, and learning are welcome. FER invites innovative perspectives on the new policies, technologies, and theories across different levels of education. Interdisciplinary dialogs and multidisciplinary works aiming at shaping the sustainable development of education are cordially welcome. We hold great respect for all serious discussions about the future of education and educational research, because we believe that “[m]ultiple alternative futures are possible” (UNESCO, <span>2021</span>,","PeriodicalId":100564,"journal":{"name":"Future in Educational Research","volume":"1 1","pages":"2-4"},"PeriodicalIF":0.0,"publicationDate":"2023-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/fer3.12","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50129370","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Defining and preparing for diversity teacherhood—Chinese Minzu (“ethnic”) teacher education as an example","authors":"Ning Chen,&nbsp;Fred Dervin","doi":"10.1002/fer3.11","DOIUrl":"10.1002/fer3.11","url":null,"abstract":"<p>This qualitative study examines how teacher educators in Northwest China conceive of teacherhood and teacher preparation for working with diverse “Minzu” (“ethnic”) students. Based on multiple dataset collected among teacher educators, findings reveal that Minzu teacherhood was polysemic and complex. In their descriptions of how they prepare preservice teachers, the teacher educators presented, for example, aspects of learning to respect students, learning to remove prejudice, and focusing on individuality. These elements show some similarities between Minzu teacher education and, for example, (“Western”) multicultural/intercultural (teacher) education. However, because of the socioeconomic–political specificities of the Chinese context, many elements differed. There are clear signs that effective and consistent measures have been invested in and developed by the teacher educators. The authors argue that global scholarship on diversity in teacher education could be inspired by Chinese Minzu teacher education.</p>","PeriodicalId":100564,"journal":{"name":"Future in Educational Research","volume":"1 2","pages":"163-181"},"PeriodicalIF":0.0,"publicationDate":"2023-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/fer3.11","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75757573","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Future of education in the era of generative artificial intelligence: Consensus among Chinese scholars on applications of ChatGPT in schools","authors":"Ming Liu,&nbsp;Yiling Ren,&nbsp;Lucy Michael Nyagoga,&nbsp;Francis Stonier,&nbsp;Zhongming Wu,&nbsp;Liang Yu","doi":"10.1002/fer3.10","DOIUrl":"https://doi.org/10.1002/fer3.10","url":null,"abstract":"<p>ChatGPT is an artificial intelligence chatbot that utilizes advanced natural language processing technologies, including large language models, to produce human-like responses to user queries spanning a wide range of topics from programming to mathematics. As an emerging generative artificial intelligence (GAI) tool, it presents novel opportunities and challenges to the ongoing digital transformation of education. This article employs a systematic review approach to summarize the viewpoints of Chinese scholars and experts regarding the implementation of GAI in education. The research findings indicate that a majority of Chinese scholars support the cautious integration of GAI into education as it serves as a learning tool that offers personalized educational experiences for students. However, it also raises concerns related to academic integrity and the potential hindrance to students' critical thinking skills. Consequently, a framework called DATS, which outlines an optimization path for future GAI applications in schools, is proposed. The framework takes into account the perspectives of four key stakeholders: developers, administrators, teachers, and students.</p>","PeriodicalId":100564,"journal":{"name":"Future in Educational Research","volume":"1 1","pages":"72-101"},"PeriodicalIF":0.0,"publicationDate":"2023-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/fer3.10","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50118874","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Promoting engagement in online learning beyond COVID-19: Possible strategies and directions for future research","authors":"Khe Foon Hew,&nbsp;Weijiao Huang","doi":"10.1002/fer3.9","DOIUrl":"https://doi.org/10.1002/fer3.9","url":null,"abstract":"<p>In the aftermath of the global pandemic, online learning is now ubiquitous around the world. Yet, although online learning has become a common learning approach across the globe, it is still viewed as a weaker option than on-campus face-to-face learning. Specifically, the lack of student engagement in online learning poses a persistent problem to many educators. In this article, we describe three key challenges of fully online learning: students being more easily distracted, students lacking self-regulation skills and students feeling isolated. Next, we present three possible strategies to address these challenges: promoting active learning through the online flipped classroom model, promoting self-regulation skills and reducing the sense of isolation through the use of chatbots. For each of the three strategies, we provide a description with relevant empirical studies based on our own work as well as previous work in the literature and discuss possible directions for further research.</p>","PeriodicalId":100564,"journal":{"name":"Future in Educational Research","volume":"1 1","pages":"27-49"},"PeriodicalIF":0.0,"publicationDate":"2023-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/fer3.9","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50147904","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Education, neuroscience, and types of creativity","authors":"Arne Dietrich,&nbsp;Sandra Zakka","doi":"10.1002/fer3.7","DOIUrl":"https://doi.org/10.1002/fer3.7","url":null,"abstract":"<p>The concept of multiple intelligences has taken hold in education. The idea that there are different types of intelligence for different domains helps inform educational approaches to learning and development. Evidence in creativity research, particularly from neuroscience, is accumulating that there are also different types of creativity. This, however, has not been the predominant way neuroscience has approached creativity. Consequently, the idea of different types of creativity has also not yet taken hold in education. Despite psychology regarding creativity as being made up of many complex, multifaceted, and varied cognitive and emotional processes deployed across many different domains, we still think of, and test, creativity as if it were a single, separate, cohesive, and discrete thing. Having perseverated on experimental paradigms that are theoretically and conceptually incoherent, this paper explains why empirical neuroscience research has failed to identify and distinguish different types of creativity. This is particularly important because neuroscience can take a lead in establishing the idea of multiple creativity types. The paper then outlines the negative implications for education if creativity is continuously being treated as a single faculty or monolithic entity. Finally, the paper introduces a division of creativity into three types that could result in a more individual approach to teaching and promoting creativity in classrooms.</p>","PeriodicalId":100564,"journal":{"name":"Future in Educational Research","volume":"1 1","pages":"63-71"},"PeriodicalIF":0.0,"publicationDate":"2023-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/fer3.7","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50131122","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The current landscape and future direction of curriculum reform in China","authors":"Shengquan Luo","doi":"10.1002/fer3.8","DOIUrl":"https://doi.org/10.1002/fer3.8","url":null,"abstract":"<p>This article outlines the nine curriculum reforms at different stages since the founding of the People's Republic of China. Compared with the previous ones, the ninth curriculum reform emphasizes the operability of <i>Compulsory Education Curriculum Program and Standards (2022 edition)</i>, pays attention to the interpretation of <i>Curriculum Standards 2022</i> and teacher training, focuses on providing rich curriculum resources, and encourages curriculum innovation in regional and school-based levels. In terms of practical results, the ninth curriculum reform is significant in enhancing five-dimension integrative education and constructing the high-quality curriculum system; implementing the “Double Reduction” policy to foster all-rounded and harmonious development of individuals; and improving educational evaluation to promote educational ecosystem reform. Looking ahead, the Chinese government aims to enrich the content of curriculum to foster the students' moral character by establishing their global vision and comprehensive thinking. The future efforts will focus on optimizing the curriculum implementation, advancing localized implementation, and transformative approaches to nurturing students. Innovative models of curriculum reform will be further explored. Attention will be given to teacher practices, fostering increased enthusiasm and competence among teachers to actively participate in and contribute to the ongoing reform process.</p>","PeriodicalId":100564,"journal":{"name":"Future in Educational Research","volume":"1 1","pages":"5-16"},"PeriodicalIF":0.0,"publicationDate":"2023-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/fer3.8","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50150268","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Seeking pedagogical opportunities to engage university students in emergency online learning: The role of online course experiences","authors":"Hongbiao Yin","doi":"10.1002/fer3.6","DOIUrl":"https://doi.org/10.1002/fer3.6","url":null,"abstract":"<p>Echoing the call for improving the definition and measurement of online student engagement, this study examined the association between students' engagement and their online course experiences in emergency online learning during COVID-19. A sample of 5672 undergraduate students from eight higher education institutions in China participated in the study. The results of structural equation modeling analysis showed that students' online course experiences were significantly related to their motivation and/or engagement in emergency online learning. Three types of pedagogical factors influencing student engagement were identified, namely, three “extensively adaptive factors,” two “partially adaptive factors,” and one “dual-effect factor.” These findings indicate the importance of teacher training for instructors to make better use of online learning, and reveal the pedagogical opportunities to improve student engagement in technology-mediated learning in the postpandemic era.</p>","PeriodicalId":100564,"journal":{"name":"Future in Educational Research","volume":"1 1","pages":"50-62"},"PeriodicalIF":0.0,"publicationDate":"2023-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/fer3.6","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50123601","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The rights and wrongs of private schooling","authors":"John White","doi":"10.1002/fer3.5","DOIUrl":"https://doi.org/10.1002/fer3.5","url":null,"abstract":"<p>This is a discussion, from a largely global but partly British perspective, about whether private schools should be freely permitted, discouraged or abolished. This, it is claimed, depends on the kind of private school one has in mind. The paper moves on to three arguments against British private schools, especially prestigious so-called ‘public schools’: that they promote social exclusiveness, have created a ruling élite, and are unjust. This latter claim, which also has global relevance, is explored in some detail. The meritocratic conception of society which it presupposes is then also discussed and criticised. The final section of the paper is about future perspectives on private schooling across the world. It looks at proposed and actual measures to abolish or curtail them; educational proposals to limit the power of meritocracy, including reforms to the school examination system. It also discusses how likely it is that suggested reforms of any of these kinds will actually take place.</p>","PeriodicalId":100564,"journal":{"name":"Future in Educational Research","volume":"1 1","pages":"17-26"},"PeriodicalIF":0.0,"publicationDate":"2023-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/fer3.5","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50121326","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}