Asia Pacific Education Review最新文献_第10页

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":"25 5","pages":"1391 - 1402"},"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":"10.1007/s12564-024-09999-6","url":null,"abstract":"<div><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></div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":"26 2","pages":"503 - 517"},"PeriodicalIF":2.3,"publicationDate":"2024-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s12564-024-09999-6.pdf","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":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Correction: Design and analysis of cluster randomized trials 校正：设计和分析聚类随机试验

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2024-09-14 DOI: 10.1007/s12564-024-10005-2

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

引用次数: 0

China’s use of virtual and augmented reality music simulators for teaching music 中国使用虚拟和增强现实音乐模拟器进行音乐教学

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2024-09-14 DOI: 10.1007/s12564-024-10003-4

Yueli Wang

{"title":"China’s use of virtual and augmented reality music simulators for teaching music","authors":"Yueli Wang","doi":"10.1007/s12564-024-10003-4","DOIUrl":"10.1007/s12564-024-10003-4","url":null,"abstract":"<div><p>The revolution in information and communication technology, as well as the development of augmented and virtual reality technologies, open up new avenues for the renewal of music curricula in Chinese universities. The experiment included 205 pianists and 169 drummers in their first year. They were assigned to either the control or experimental groups at random. Pianists used the augmented reality-based VRtuos Pro app (<i>N</i> = 103) and drummers used the virtual reality-based Smash Drums app (<i>N</i> = 85), while the others worked in a traditional environment with traditional instruments. The control group had higher mean values, and the difference between the groups was statistically significant (<i>p</i> = 0.00). In the drummer group, however, the interactive programme resulted in greater skill development and statistical significance (<i>p</i> = 0.00). As assessment tools, a 100-point ECTS scale and an expert assessment method were used. The information in this article will be useful to those who intend to use augmented reality or virtual reality music simulators in music universities to enhance the quality of their courses. This article aims, among other things, to spark academic debate about the viability of using augmented and virtual reality technologies in music universities in China and other countries.</p></div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":"27 2","pages":"613 - 622"},"PeriodicalIF":2.3,"publicationDate":"2024-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147865584","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

Involution life in the ivory tower: a Chinese university’s teacher perceptions on academic profession and well-being under the Double First-class Initiative 象牙塔中的内化生活：“双一流”倡议下中国高校教师对学术职业与幸福感的认知

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2024-09-11 DOI: 10.1007/s12564-024-10002-5

Youliang Zhang, Weiyan Xiong, Yun Yue

{"title":"Involution life in the ivory tower: a Chinese university’s teacher perceptions on academic profession and well-being under the Double First-class Initiative","authors":"Youliang Zhang, Weiyan Xiong, Yun Yue","doi":"10.1007/s12564-024-10002-5","DOIUrl":"10.1007/s12564-024-10002-5","url":null,"abstract":"<div><p>Since 2015, China has been implementing a new key university construction plan known as the “Double First-class Initiative” to establish world-class universities and disciplines. It still needs to examine whether the reforms that universities have undergone in the context of this initiative have affected the academic profession and teachers’ well-being. The academic profession in China is currently undergoing “involution,” which suggests that academic staff are experiencing fierce but unhealthy competition. Based on a case study of a province-level university selected for the Double First-class Initiative, this paper examines the professional behaviors and well-being of case university’s teachers through 19 semi-structured in-depth interviews. In addition, the case university’s personnel system reforms, such as the performance-based pay and tenure-track system, were reviewed. It was found that these reforms have had a significant influence on the teachers’ professional behaviors and well-being. Therefore, under the new excellence initiative, Chinese universities must guard against teachers’ excessive occupational burdens and physical and mental issues while seeking academic excellence and ensuring high rankings.</p></div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":"27 2","pages":"599 - 611"},"PeriodicalIF":2.3,"publicationDate":"2024-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147865768","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

Beyond test scores: exploring the multiple determinants of performance pay for teachers in China 超越考试成绩：探索中国教师绩效薪酬的多重决定因素

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2024-09-06 DOI: 10.1007/s12564-024-09997-8

Yi Long, Xin Fan

{"title":"Beyond test scores: exploring the multiple determinants of performance pay for teachers in China","authors":"Yi Long, Xin Fan","doi":"10.1007/s12564-024-09997-8","DOIUrl":"10.1007/s12564-024-09997-8","url":null,"abstract":"<div><p>Performance pay for teachers has been heightened on policy agendas worldwide, often determined by student test scores, reflecting the prevalent notion of test-based accountability. Controversies over which aspects of teachers’ work should be rewarded, however, persist within both academic discourse and practical implementation. In 2009, China promulgated a nationwide performance pay policy for teachers, delegating the formulation of specific allocation schemes to individual schools. This study examines whether and why China’s schools have moved beyond test scores to establish performance pay based on multiple criteria. Through interviews with managers and teachers across fourteen primary and secondary schools, we find that these schools have developed multifaceted performance metrics that prioritise workloads above test scores. Furthermore, most schools are also integrating aspects like research and innovation into these frameworks, broadening the scope of appraisal criteria. The transition is facilitated by a confluence of teachers’ shared preference and participation, and government initiatives aimed at dismantling the traditional exam-centric education system influenced by Confucian meritocracy. The tension between the Confucian meritocratic tradition and the pursuit of innovative education system provides a compelling rationale for China’s departure from test-based accountability when devising performance pay. This study underscores the importance of considering national contingencies when formulating such policies and highlights the synergy between government initiatives and teacher attitudes and responses. By shedding light on the distinct performance pay dynamics in a non-Western context, this research enriches the global conversation on education reform, contributing to a nuanced understanding of global policy trends and their localised adaptations.</p></div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":"27 2","pages":"583 - 597"},"PeriodicalIF":2.3,"publicationDate":"2024-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147865726","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

“One country, two values”: mainland Chinese/Hong Kong international students’ perspectives on the Hong Kong protests in 2019

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2024-09-03 DOI: 10.1007/s12564-024-09994-x

Tayden Fung Chan, Yating Yu

{"title":"“One country, two values”: mainland Chinese/Hong Kong international students’ perspectives on the Hong Kong protests in 2019","authors":"Tayden Fung Chan, Yating Yu","doi":"10.1007/s12564-024-09994-x","DOIUrl":"10.1007/s12564-024-09994-x","url":null,"abstract":"<div><p>Some Hong Kong students who studied overseas organized rallies to support the protesters in Hong Kong during the 2019 Anti-Extradition Protests. In response and in opposition to the actions of the Hong Kong students, some mainland Chinese students also went to the streets, which they saw as an act of nationalism. This disagreement in opinions can be traced to the fact that China has strongly emphasized national education while Hong Kong has had very little national education in the years before 2019. This study investigates the interview responses of students from both sides in New Zealand as a case study. The results suggest that Hong Kong and mainland China’s national education systems have ingrained separate sets of values about their respective regions. While some mainland students believed that they were beneficiaries of their country’s progress and felt a sense of national pride, some Hong Kong students harbored anti-China sentiments. The investigation reveals a prevailing hostility between the opposing factions, with the influence of mainland propaganda during the protests further exacerbating their divide. This research contributes to the study of how earlier schooling influences the shaping of national identity, as well as the exploration of the phenomenon commonly referred to as “angry youth”.</p></div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":"27 2","pages":"555 - 567"},"PeriodicalIF":2.3,"publicationDate":"2024-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147865810","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":"25 4","pages":"959 - 977"},"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":"10.1007/s12564-024-09986-x","url":null,"abstract":"<div><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></div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":"26 2","pages":"473 - 492"},"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":"25 4","pages":"979 - 992"},"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