ECNU Review of Education最新文献_第5页

The Cause of Institutionlized Private Tutoring in Korea: Defective Public Schooling or a Universal Desire for Family Reproduction? 韩国私人补习制度化的原因:公共教育缺陷还是普遍的家庭生育欲望?

ECNU Review of Education Pub Date : 2023-07-02 DOI: 10.1177/20965311231182722

Sang Hoon Bae (배상훈), Kee Ho Choi (최기호)

{"title":"The Cause of Institutionlized Private Tutoring in Korea: Defective Public Schooling or a Universal Desire for Family Reproduction?","authors":"Sang Hoon Bae (배상훈), Kee Ho Choi (최기호)","doi":"10.1177/20965311231182722","DOIUrl":"https://doi.org/10.1177/20965311231182722","url":null,"abstract":"In Korea, private tutoring is considered a social evil that damages the capacity of public schooling and undermines social justice. Although the government has implemented various policies to reduce private tutoring, ranging from improving the quality of education to providing “quasi-private tutoring” programs and regulating the shadow education market, total spending on private tutoring has continued to increase. This study examines a little noticed but important cause of institutionalized private tutoring in Korea. The study employed a socio-ecological perspective to analyze both education and socio-structural factors. An extensive review of the government's private tutoring reduction policies and related literature was conducted. Private tutoring functions as a means by which parents can help their children compete for admission to prestigious universities and pass on wealth and social status to their children. Participation in private tutoring has become a social norm that is taken for granted. The root causes of institutionalized private tutoring lie in both educational and socio-structural factors. The study suggests that government policies, when ignoring the long-established “grammar” of parents about children's education, may either end in failure or produce unintended consequences.","PeriodicalId":33103,"journal":{"name":"ECNU Review of Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45598528","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Professional Collaboration and Collaborative Professionalism 专业协作和协作专业精神

ECNU Review of Education Pub Date : 2023-06-26 DOI: 10.1177/20965311231184562

Xiaolei Zhang (张晓蕾)

引用次数: 1

Impact of Meetings on the Network Governance and Mobility of UN Policy Programs on Environment and Education 会议对联合国环境和教育政策方案的网络治理和流动性的影响

ECNU Review of Education Pub Date : 2023-06-22 DOI: 10.1177/20965311231181404

Nicolas Stahelin, M. McKenzie

{"title":"Impact of Meetings on the Network Governance and Mobility of UN Policy Programs on Environment and Education","authors":"Nicolas Stahelin, M. McKenzie","doi":"10.1177/20965311231181404","DOIUrl":"https://doi.org/10.1177/20965311231181404","url":null,"abstract":"This paper adds to the understandings of how face-to-face meetings contribute to the network governance and global mobility of United Nations (UN) policy programs on environmental and sustainability education (ESE). Data from interviews with 13 international ESE policy leaders were transcribed, coded, and analyzed for key themes related to the research purpose. The findings indicate that meetings provide an arena for collaboration and influence on UN ESE policy programs, as well as facilitating the impact of the policy programs on UN member country policy. In addition, attending meetings enables the production of network relations that bind ESE policy communities together across distant locations. They are also a venue for the networking labor involved in forging new relationships and facilitating the social learning that supports global policy mobility. This pilot study enriches understanding of face-to-face meetings as a key vector of policy mobility and a significant factor in the overall network governance of UN organizations and their policy programs. We hope the study contributes to the fields of critical policy studies and ESE, as well as to informing policy actors on how important their participation in meetings can be for the network governance and mobility of UN policy programs.","PeriodicalId":33103,"journal":{"name":"ECNU Review of Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43101385","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Crossing the Rivers by Touching the Stones: Alternative Approaches in Technical and Vocational Education and Training From the People's Republic of China and the Republic of Korea 摸着石头过河：中华人民共和国和韩国技术职业教育与培训的替代途径

ECNU Review of Education Pub Date : 2023-06-20 DOI: 10.1177/20965311231182157

Wei Ha (哈巍), Po Yang (杨钋), Youngsup Choi (최영섭), Sungsup Ra (나성섭), Ryotaro Hayashi (はやし　りょうたろう), Conor McCutcheon

引用次数: 0

A Researcher With Conclusions in Search of Questions: On Wandering Toward Ignorance 带着结论寻找问题的研究者：走向无知

ECNU Review of Education Pub Date : 2023-06-20 DOI: 10.1177/20965311231182731

J. Corson

{"title":"A Researcher With Conclusions in Search of Questions: On Wandering Toward Ignorance","authors":"J. Corson","doi":"10.1177/20965311231182731","DOIUrl":"https://doi.org/10.1177/20965311231182731","url":null,"abstract":"The purpose of this paper is to provoke new understandings of the roles and uses of research. Specifically, I argue for the productive and creative potential of ignorance in educational research. This conceptual paper undertakes a playful experiment, beginning with conclusions and working backward to create a paper within a paper based on these conclusions. The paper then offers philosophical critiques on the generation and use of research. It is a thinkable discourse that educational research begins with conclusions and works backward to justify those prefigured conclusions. It would make sense, therefore, to suggest a re-centering of inquiry. Yet, this approach to research remains grounded in stable understandings of knowledge. Rather than the transcendent approach to research, which moves from ignorance toward knowledge, this paper finds that ignorance resides in a plane of immanence, situated within and pursuing new questions. It calls for ignorance not as a means of research but as an ends. The paper contributes new understandings of how research can be conducted and used, welcoming new playful understandings of research, attending to shifting roles, and blurring the lines drawn between the researcher and research subjects or academic research and creative projects.","PeriodicalId":33103,"journal":{"name":"ECNU Review of Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46991354","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

U.S. Preservice Teachers Learning With Multilingual Learners in Korea Through Educational Technology: Bringing Heteroglossic and Global Approaches to TESOL Teacher Education 美国通过教育技术保护教师与韩国多语言学习者的学习：将外语和全球方法引入TESOL教师教育

ECNU Review of Education Pub Date : 2023-06-20 DOI: 10.1177/20965311231183004

Ji Hye Shin (신지혜), Jayoung Choi (최자영), Tuba Angay-Crowder, Nihal Khote (निहाल खोटे)

{"title":"U.S. Preservice Teachers Learning With Multilingual Learners in Korea Through Educational Technology: Bringing Heteroglossic and Global Approaches to TESOL Teacher Education","authors":"Ji Hye Shin (신지혜), Jayoung Choi (최자영), Tuba Angay-Crowder, Nihal Khote (निहाल खोटे)","doi":"10.1177/20965311231183004","DOIUrl":"https://doi.org/10.1177/20965311231183004","url":null,"abstract":"This study aimed to explore how educational technology influenced a preparatory teacher education program using heteroglossic and global approaches. The researchers drew upon the theoretical framework of multilingual digital storytelling (MDST), which emphasizes the intercultural awareness attributes of multilingual learners (MLs) and takes a heteroglossic perspective in linguistic pedagogy. This qualitative case study examined the experiences of 11 U.S.-based preservice teachers (PSTs) and 12 MLs elementary students in Korea in the MDST project of a TESOL methods course. The findings showed that PSTs and MLs enhanced their appreciation for educational technology, multilingualism, and intercultural awareness. Although the project aimed to decenter English as a hegemonic language, both PSTs and MLs maintained traditional discourses that privileged English over MLs’ home language and targeted literacy correctness in written English only, moving away from the heterogeneous goals of the course project. PSTs and MLs also faced challenges in navigating technological tools, which negatively affected their perception of the project. This study contributes to heteroglossic approaches in preparatory TESOL teacher education programs and improves the understanding of challenges in educational technology use for global multilingual exchanges to promote global citizenship.","PeriodicalId":33103,"journal":{"name":"ECNU Review of Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45164759","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Technology-Assisted Reading Instruction for English Language Learners: A Methodological Review 英语学习者的技术辅助阅读教学：方法论综述

ECNU Review of Education Pub Date : 2023-06-16 DOI: 10.1177/20965311231179490

Xinyue Zuo (左心阅), D. Ives

{"title":"Technology-Assisted Reading Instruction for English Language Learners: A Methodological Review","authors":"Xinyue Zuo (左心阅), D. Ives","doi":"10.1177/20965311231179490","DOIUrl":"https://doi.org/10.1177/20965311231179490","url":null,"abstract":"By methodologically reviewing the literature on Technology-Assisted Reading Instruction (TARI) for English Language Learners (ELLs) in K-12 settings, this study aims to advance the knowledge of TARI research and guide future research directions. This study examines 32 peer-reviewed journal articles published between 2000 and 2020. Each article was analyzed for research objectives, reading skills, learner demographics and contexts, theoretical frameworks, research designs, and outcomes. A review of the literature reveals a strong focus on evaluating the efficacy of TARI through summative assessments, but limited attention to learners’ literacy practices and interactive engagement in digital contexts. Additionally, there is a marked lack of alternative approaches to assessing the effectiveness of technology in promoting ELLs’ reading progression and a continued emphasis on developing traditional literacy over multimodal literacy. TARI can enhance reading motivation, foster collaborative learning, provide scaffolding, improve reading performance, and expand semiotic resources. As one of the first comprehensive methodological reviews of TARI, this study elucidates ELL reading education in the era of multiliteracy. Results have implications for technology-mediated education, which expanded rapidly during the COVID-19 pandemic.","PeriodicalId":33103,"journal":{"name":"ECNU Review of Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42710438","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

To Separate or to Include: A Qualitative Study of Placement Decisions for Students With Special Education Needs in China 分离或纳入:中国特殊教育需要学生安置决策的质性研究

ECNU Review of Education Pub Date : 2023-06-15 DOI: 10.1177/20965311231180221

Meng Deng (邓猛), Ying Ma (马滢), Zhengli Xie (谢正立)

{"title":"To Separate or to Include: A Qualitative Study of Placement Decisions for Students With Special Education Needs in China","authors":"Meng Deng (邓猛), Ying Ma (马滢), Zhengli Xie (谢正立)","doi":"10.1177/20965311231180221","DOIUrl":"https://doi.org/10.1177/20965311231180221","url":null,"abstract":"This study aimed to explore the perspectives of students with special education needs (SEN) and of relevant stakeholders on how they make decisions when choosing educational placements. Eight students with SEN (four with intellectual disabilities and four with physical disabilities) who had transferred between special and regular education schools and their stakeholders, including parents, school principals, classroom teachers, and students without SEN, participated in the interviews. Findings revealed that students with SEN were torn between the two forms of conflict placement. Different educational placements implied different educational methods and effects, and educational effects contributed to placement choices in return. Placement decisions largely relied on SEN students’ abilities, stakeholders’ attitudes, and school policies, with SEN students’ abilities being the most dominant factor, implying a model based on personal ability instead of rights and support. The Chinese government should formulate and implement policies to bring about more systematic changes in the education system and ensure adequate resources and professional support for students with SEN.","PeriodicalId":33103,"journal":{"name":"ECNU Review of Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49225431","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Rethinking Ignorance Through Confucianism and Daoism: Propriety, Transcendence, and Their Educational Implications 儒道对无知的再思考:礼、超越及其教育意蕴

ECNU Review of Education Pub Date : 2023-06-12 DOI: 10.1177/20965311231180219

Yanzhen Zhu (朱彦臻)

{"title":"Rethinking Ignorance Through Confucianism and Daoism: Propriety, Transcendence, and Their Educational Implications","authors":"Yanzhen Zhu (朱彦臻)","doi":"10.1177/20965311231180219","DOIUrl":"https://doi.org/10.1177/20965311231180219","url":null,"abstract":"Ignorance has been seen as negative in the mainstream philosophical narrative and knowledge-based society. This study introduces Chinese epistemic traditions of Confucianism and Daoism as resources to reunderstand ignorance and current educational issues. Guided by hermeneutic openness, this study fuses ancient epistemic and modern educational horizons by reinterpreting early Confucian and Daoist classics. The boundary between ignorance and knowledge is flexible and blurry in Confucianism and Daoism, and ignorance is distinctively understood as Confucian admissible propriety and Daoist transcendence of conventional knowledge. Rooted in these epistemologies, Confucianism and Daoism have developed unique educational ideas and forms— congyou (从游) and zuowang (坐忘)—which advocate moral socialization and self-reflexivity beyond knowing through language. These traditions inspire today's educators and learners to find more space for self-formation, appropriate forgetting, and illuminating intuition in education. As an initial exploration, this study examines potential nonnegative ignorance and its educational implications in Confucian and Daoist wisdom. The findings are instructive for rethinking today's knowledge-based society and the text-oriented education of Chinese culture and can contribute to world epistemic diversity and cultural interactions.","PeriodicalId":33103,"journal":{"name":"ECNU Review of Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46656891","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Multimodal Literacy in a New Era of Educational Technology: Comparing Points of View in Animations of Children's and Adult Literature 教育技术新时代的多模式识字——儿童文学动画与成人文学动画的比较

ECNU Review of Education Pub Date : 2023-06-12 DOI: 10.1177/20965311231179738

L. Unsworth

{"title":"Multimodal Literacy in a New Era of Educational Technology: Comparing Points of View in Animations of Children's and Adult Literature","authors":"L. Unsworth","doi":"10.1177/20965311231179738","DOIUrl":"https://doi.org/10.1177/20965311231179738","url":null,"abstract":"The paper shows the interpretive impact of different constructions of the point of view available to the reader/viewer in book and animated movie versions of a children's picture book, a novel for pre-adolescents/early teenagers, and a graphic novel for adolescents and adults. Excerpts from book and animated movie versions of the same story are compared using multimodal analysis of interpersonal meaning to show how the reader/viewer is positioned in relation to the characters in each version, complemented by analyses of ideational meaning to show the effect of point of view on interpretive possibilities. Focusing mainly on multimodal construction of point of view, the analyses show how interpretive possibilities of ostensibly the same story are significantly reconfigured in animated adaptations compared with book versions even when the verbal narrative remains substantially unchanged. The study shows that it is crucial to students’ critical appreciation of, and their creative contribution to, their evolving digital literary culture that in this new era of educational technology, attention in literacy and literary education focuses on developing understandings of digital multimodal narrative art, and that animated movie adaptations are not presented pedagogically as isomorphic with, or simply adjunct to, corresponding book versions.","PeriodicalId":33103,"journal":{"name":"ECNU Review of Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44429361","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0