Asia Pacific Education Review最新文献

Development of instructional design principles for using ICT in resource-limited learning environments: a case of Bangladesh 为在资源有限的学习环境中使用信息和通信技术制定教学设计原则：孟加拉国的一个案例

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2024-09-28 DOI: 10.1007/s12564-024-09996-9

Yoonjung Hwang, Cheolil Lim

{"title":"Development of instructional design principles for using ICT in resource-limited learning environments: a case of Bangladesh","authors":"Yoonjung Hwang, Cheolil Lim","doi":"10.1007/s12564-024-09996-9","DOIUrl":"10.1007/s12564-024-09996-9","url":null,"abstract":"<div><p>The integration of ICT in education in developing countries has become a significant focus in various ODA projects and educational research. With the increasing demand for teachers to incorporate ICT in their classrooms, the precise methods for effectively integrating ICT resources have not been thoroughly explored. Therefore, this research aimed to develop the most optimal instructional design principles that may systematically guide teachers in planning their lessons using ICT, specifically in the context of Bangladesh. By employing <i>the design and development research method</i>, this research developed an initial set of instructional design principles based on literature review and field research, then elaborated on the principles through three sets of internal validation tests and a usability test by conducting in-depth interviews to confirm the applicability of the principles in real classroom settings in Bangladesh. The final version of instructional design principles is composed of five components, ten principles, and 22 specific guidelines. Two distinct features of the principles are discussed for further research. In discussion, this research underscores the necessity of providing practical instructional design principles to guide teachers in effectively utilizing ICT, particularly within a resource-limited learning environment like Bangladesh.</p></div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2024-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s12564-024-09996-9.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142518916","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Teacher’s views on professional learning and development in primary schools in Fiji 斐济小学教师对专业学习和发展的看法

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2024-09-17 DOI: 10.1007/s12564-024-10004-3

Satish Prakash Chand

{"title":"Teacher’s views on professional learning and development in primary schools in Fiji","authors":"Satish Prakash Chand","doi":"10.1007/s12564-024-10004-3","DOIUrl":"10.1007/s12564-024-10004-3","url":null,"abstract":"<div><p>The importance of improving schools, increasing teacher quality, and improving student learning has led to an increased focus on teachers’ professional learning and development (PLD). When organising PLD sessions in schools, it is crucial that they are well understood and that the needs of teachers are considered. This study aimed to examine teachers’ views vis-à-vis their professional growth in primary schools in Fiji. Specifically, it investigated the type of PLD organised in schools and the factors that need to be considered during planning. Semi-structured interviews, participant observation, and document records were used as data collection instruments. Twelve participants were purposefully selected from twelve different primary schools. The data were analysed thematically in 3 phases: identifying patterns, creating codes, and arranging codes into themes. The results suggest that teacher education on PLD is vital and that all those involved in the education system understand what PLD entails and consider the teacher’s needs when planning such sessions. The study also revealed that teachers participate in various forms of PLD that include school-based training organised on a regular basis and or when a teacher returns from workshops, and that information needs to be communicated to other teachers in school. Moreover, the study also revealed the critical role of change agents in facilitating PLD initiatives. However, to gain widespread acceptance, these change agents must demonstrate competence and earn the respect of their colleagues.</p></div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2024-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142252111","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Effects of the English language intervention as a foreign language for struggling elementary readers in South Korea: a meta-analysis 在韩国，将英语作为外语对有困难的小学读者进行干预的效果：一项荟萃分析

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2024-09-15 DOI: 10.1007/s12564-024-09999-6

HyeYun Gladys Shin, Dongil Kim

{"title":"Effects of the English language intervention as a foreign language for struggling elementary readers in South Korea: a meta-analysis","authors":"HyeYun Gladys Shin, Dongil Kim","doi":"10.1007/s12564-024-09999-6","DOIUrl":"https://doi.org/10.1007/s12564-024-09999-6","url":null,"abstract":"<p>This meta-analysis comprehensively examined the effects of English language interventions on struggling elementary school learners in South Korea learning English as a foreign language. A total of 22 studies of experimental and quasi-experimental studies were separately analyzed by the study design using a random-effects model, and the mean effect size was medium (<i>g</i> = 0.68, <i>SE</i> = 0.26, CI<sub>95</sub> = 0.18, 1.18, <i>p</i> < 0.01) for the experimental studies while the mean effect size was large (<i>g</i> = 1.39, <i>SE</i> = 0.67, CI<sub>95</sub> = 0.08, 2.69,<i> p</i> < 0.05) for the quasi-experimental studies. Due to the large homogeneity statistics, subgroup analyses were additionally conducted for possible moderator effects contributing to the mean. The subgroup analyses indicated large effects in the affective (e.g., student’s motivation) and achievement (e.g., reading comprehension) type of outcome measures and effective intervention components (e.g., shared reading). Other effective contextual characteristics including the total session numbers, intervention frequency, and classroom type are also discussed along with the study limitations and future directions for the struggling readers learning English as a foreign language.</p>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2024-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142252030","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Foreign higher education and corruption: is host country knowledge a blessing or a curse? Empirical evidence from MENA countries 外国高等教育与腐败：东道国的知识是福是祸？中东和北非国家的经验证据

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2024-09-02 DOI: 10.1007/s12564-024-10000-7

Faris Alshubiri, Hyder Husni A. L. Mughrabi, Tareq Alhousary

{"title":"Foreign higher education and corruption: is host country knowledge a blessing or a curse? Empirical evidence from MENA countries","authors":"Faris Alshubiri, Hyder Husni A. L. Mughrabi, Tareq Alhousary","doi":"10.1007/s12564-024-10000-7","DOIUrl":"10.1007/s12564-024-10000-7","url":null,"abstract":"<div><p>The present study aimed to investigate the relationship between foreign higher education and corruption in 14 home countries in the MENA region and 13 host countries from 2007 to 2021. Panel-estimated generalized least squares, robust least squares MM estimation, dynamic panel data estimation, and one-step difference generalized method of moments was used to overcome heterogeneity and endogeneity issues and increase robustness. The study adopted the positive grease-the-wheels theory of corruption and the greed or need (GONE) theory in which the need for corruption develops into greed for corruption, revealing a significant positive relationship between foreign higher education and corruption in the MENA countries. Meanwhile, the sand-in-the-wheel theory of corruption and anti-corruption mechanisms that encourage less greed per the GONE theory revealed a significant negative relationship between foreign higher education and corruption in origin countries after students returned to their home countries. The study findings support the idea that foreign knowledge is a blessing for MENA countries. Furthermore, there was a significant positive relationship between foreign higher education and corruption in the host countries because students adapted to the host country’s environment. The main conclusion was that governments should encourage students to study abroad in countries with less corruption, supporting the main hypothesis, which posited that ethics and values are adopted abroad and transferred to home countries. Furthermore, constitutional reform and economic development should be adopted to implement the anti-corruption system and control public spending on education.</p></div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2024-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142214779","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The trajectory of teachers’ multicultural transformation: an analysis of teachers’ beliefs about mathematics as a school subject 教师多元文化转型的轨迹：教师对数学作为学校学科的信念分析

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2024-08-31 DOI: 10.1007/s12564-024-09986-x

Ryoon-Jin Song, Mi-Kyung Ju

{"title":"The trajectory of teachers’ multicultural transformation: an analysis of teachers’ beliefs about mathematics as a school subject","authors":"Ryoon-Jin Song, Mi-Kyung Ju","doi":"10.1007/s12564-024-09986-x","DOIUrl":"https://doi.org/10.1007/s12564-024-09986-x","url":null,"abstract":"<p>As schools have become ethnically, culturally, and linguistically diversified, multicultural mathematics education is emerging as the paradigm of school mathematics reform. When considering that an enacted curriculum is a set of beliefs put into action by a teacher, it is important to understand teachers’ beliefs for the successful implementation of multicultural mathematics education. From this perspective, this research analyzed mathematics teachers’ narratives to describe the multicultural transformation of their beliefs about mathematics as a school subject in the context of a multicultural mathematics teacher education course. The analysis shows that through the course participation, the teachers came to see mathematics as a cultural construct and challenged the Eurocentric perspective of mathematics. This change facilitated the teachers to seek ways to make school mathematics inclusive and equitable. The analysis also revealed the teachers’ contradicting beliefs, which led them to engage in dialogues for collective reflection to nurture their narratives of multicultural mathematics education. The results of this research imply that a multicultural teacher education program should be extended into a community to support teachers’ lifelong learning within a collaborative network of sharing and nurturing their narratives by integrating theory and practice about multicultural mathematics education.</p>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2024-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142214781","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Negotiating educational equities: Chinese middle-class parents’ distributive justice claims to school choice reform 协商教育公平：中国中产阶级家长对择校改革的分配正义诉求

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2024-08-28 DOI: 10.1007/s12564-024-10001-6

Cheng Zhong

{"title":"Negotiating educational equities: Chinese middle-class parents’ distributive justice claims to school choice reform","authors":"Cheng Zhong","doi":"10.1007/s12564-024-10001-6","DOIUrl":"10.1007/s12564-024-10001-6","url":null,"abstract":"<div><p>School choice policy in China aims to achieve educational equity by limiting school choice. Synchronous Admission Reform (SAR hereafter) is a recent school choice reform in China, which continues to limit parents’ autonomy and strengthen the equal distribution of school resources. This study explores Chinese middle-class parents’ (<i>n</i> = 21) justice claims in SAR. The findings suggest parents’ three distributive justice claims, including situational principles of distribution, institutional partiality in distribution, and entrepreneurship representative of distribution. Each claim contains contradictory interpretations of education equity. While parents admire SAR’s egalitarian promise, they recognize the present unbalanced school development and engage in a meritocratic way of hoarding opportunities. Despite their complaints over SAR’s institutional partiality, they acknowledge SAR’s political representation. Instead of participating in policy networks, parents adopt an entrepreneurial way of non-compliance. Parents’ contradictory discourse is shaped by an interplay of policy discourse, school gaps, and parents’ agency in a competitive and high-stakes education environment. Our analysis offers a micro-psychosocial lens for policymakers and practitioners to understand educational equity in everyday discourses.</p></div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2024-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142414367","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Change and continuity: a study of approved history textbooks for primary schools in Ghana 变化与延续：对已获批准的加纳小学历史教科书的研究

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2024-08-27 DOI: 10.1007/s12564-024-09998-7

Charles Adabo Oppong, Prince Essiaw

引用次数: 0

Setting off the dominoes: a theory of change for scaled interdisciplinarity at a Sino-American joint-venture liberal arts and sciences University in China 启动多米诺骨牌：中国一所中美合办文理大学的规模化跨学科变革理论

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2024-08-24 DOI: 10.1007/s12564-024-09987-w

Huiyuan Ye

{"title":"Setting off the dominoes: a theory of change for scaled interdisciplinarity at a Sino-American joint-venture liberal arts and sciences University in China","authors":"Huiyuan Ye","doi":"10.1007/s12564-024-09987-w","DOIUrl":"10.1007/s12564-024-09987-w","url":null,"abstract":"<div><p>Despite a key feature of the Fourth Industrial Revolution and a core strength of liberal arts and sciences education, interdisciplinarity is also a noisy buzzword which does not always make sense from an institutional point of view. Traditional interdisciplinary fields take it for granted like fish in the water while, somewhere else, people keep a distance with questions. <i>Doing</i> interdisciplinarity faces additional boundary challenges due to strong gravitational forces that are national, historical, and increasingly from between college and workplace. For a higher education institution whose vision for robust interdisciplinarity is rooted across these boundaries, it is not enough to set up a curriculum, hoping that once and for all the train of interdisciplinarity will roar on. In reality, it may take a higher magnitude of interdisciplinarity and constant enabling mechanisms to balance out certain gravitational forces, such as the pro-STEM and pro-exam tendencies in Chinese higher education. This study surveyed the inaugural undergraduate class of Duke Kunshan University (DKU) as well as its undergraduate faculty to propose a theory of change for scaled interdisciplinarity. The resulting theory of change elaborates on an actionable definition of interdisciplinarity using a vocabulary common to college and workplace, a mobility lens for measuring and leveraging different and especially higher magnitudes of interdisciplinarity, and a linchpin mechanism for energizing this mobility so that interdisciplinarity is more entwined with other institutional facets of teaching, learning, and research.Kindly check and confirm the edit made in the Article title. Checked and confirmed.</p></div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2024-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142518788","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Family structure and children’s academic performance in China: the roles of economic capital, social capital, and cultural capital 中国的家庭结构与儿童学业成绩：经济资本、社会资本和文化资本的作用

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2024-08-10 DOI: 10.1007/s12564-024-09995-w

Lixia Tang, Xingling Jiang

引用次数: 0

Design and analysis of cluster randomized trials 分组随机试验的设计与分析

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2024-08-10 DOI: 10.1007/s12564-024-09984-z

Wei Li, Yanli Xie, Dung Pham, Nianbo Dong, Jessaca Spybrook, Benjamin Kelcey

{"title":"Design and analysis of cluster randomized trials","authors":"Wei Li, Yanli Xie, Dung Pham, Nianbo Dong, Jessaca Spybrook, Benjamin Kelcey","doi":"10.1007/s12564-024-09984-z","DOIUrl":"10.1007/s12564-024-09984-z","url":null,"abstract":"<div><p>Cluster randomized trials (CRTs) are commonly used to evaluate the causal effects of educational interventions, where the entire clusters (e.g., schools) are randomly assigned to treatment or control conditions. This study introduces statistical methods for designing and analyzing two-level (e.g., students nested within schools) and three-level (e.g., students nested within classrooms nested within schools) CRTs. Specifically, we utilize hierarchical linear models (HLMs) to account for the dependency of the intervention participants within the same clusters, estimating the average treatment effects (ATEs) of educational interventions and other effects of interest (e.g., moderator and mediator effects). We demonstrate methods and tools for sample size planning and statistical power analysis. Additionally, we discuss common challenges and potential solutions in the design and analysis phases, including the effects of omitting one level of clustering, non-compliance, heterogeneous variance, blocking, threats to external validity, and cost-effectiveness of the intervention. We conclude with some practical suggestions for CRT design and analysis, along with recommendations for further readings.</p></div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2024-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141920486","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0