Asia Pacific Education Review最新文献_第10页

What does “Asia–Pacific” mean to APER? Toward high-quality scholarship and inclusive practices in international education 亚太地区 "对 APER 意味着什么？国际教育中的高质量学术研究和包容性实践

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2023-09-09 DOI: 10.1007/s12564-023-09894-6

Soonghee Han, Yongnam Kim, Yunreun Kwag, Kevin Kester

引用次数: 0

Scaling and the formation of borderland subjectivities: A study of identity construction among Chinese international students in the United States 边疆主体性的尺度化与形成:中国留美留学生身份建构研究

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2023-08-21 DOI: 10.1007/s12564-023-09893-7

Peng Yin

引用次数: 0

Digital competence of K-12 pre-service and in-service teachers in China: a systematic literature review 中国K-12职前和在职教师数字能力的系统文献综述

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2023-08-15 DOI: 10.1007/s12564-023-09888-4

Li Yang, Alicia García-Holgado, Fernando Martínez-Abad

{"title":"Digital competence of K-12 pre-service and in-service teachers in China: a systematic literature review","authors":"Li Yang, Alicia García-Holgado, Fernando Martínez-Abad","doi":"10.1007/s12564-023-09888-4","DOIUrl":"10.1007/s12564-023-09888-4","url":null,"abstract":"<div><p>This systematic review consisted of 50 theoretical and empirical articles taking China as a specific case study for identifying efforts and challenges to teachers' digital competence, establishing an understanding of their use of concepts, disciplines, regions, methods, and analysis. The review follows the methodology based on the PRISMA statement and PICO strategy using the 2010–2023 search period. This research has four primary findings: (1) “teachers' ICT competency” and “teachers’ information literacy” are the main terms used for describing teacher’s use of technology for teaching and learning; (2) the current research mainly focused on investigating the status of teachers' digital competence, the influencing factors, and teacher training; (3) non-experimental study for the population of in-service teachers is the leading research directions related to teachers’ digital competence in the context of China; (4) creating good ICT atmosphere by government and schools, conducting teacher training, and using good pedagogical strategies are three main proposals have been made to improve teachers' digital competence in China. The research findings provide the starting points for a subject of reflection and analysis of the Chinese teachers' digital competence status, and it can also support future empirical research.</p></div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2023-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s12564-023-09888-4.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45256565","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: 1

Profiles of instructional practices and associations with teachers’ self-efficacy, classroom autonomy, teacher collaboration, and school climate in Korea 韩国教学实践与教师自我效能感、课堂自主、教师合作和学校氛围的关系概况

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2023-08-12 DOI: 10.1007/s12564-023-09892-8

Jae-Hyuk Jang, Hawon Yoo, Ksan Rubadeau

引用次数: 0

Wenhua dacai (great cultural talent): paradoxical discourses and practices in the revival of Confucian classical education in contemporary China 文华大才：当代中国儒家经典教育复兴中的悖论话语与实践

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2023-08-02 DOI: 10.1007/s12564-023-09891-9

Canglong Wang, Shuo Wang, Youjiang Gao

{"title":"Wenhua dacai (great cultural talent): paradoxical discourses and practices in the revival of Confucian classical education in contemporary China","authors":"Canglong Wang, Shuo Wang, Youjiang Gao","doi":"10.1007/s12564-023-09891-9","DOIUrl":"10.1007/s12564-023-09891-9","url":null,"abstract":"<div><p>Cultivating <i>wenhua dacai</i> (great cultural talent) is a central goal of the ongoing <i>dujing</i> (classics reading) education movement, which is an integral part of the broad Confucian revival in contemporary China. Focusing on the concept of <i>wenhua dacai</i>, this article explores three interrelated issues. First, as a term used in the context of <i>dujing</i> education, <i>wenhua dacai</i> refers to an idealized Confucian subject shaped by an interweaving of nationalism and cosmopolitanism. Moreover, it is expected not only to revive Confucian/Chinese culture but also to contribute to human cultural exchange. Second, the tendency of students to embrace individualistic virtues in their experience of classics reading poses a challenge to the lofty and sacred ideal of <i>wenhua dacai</i>, which reinforces the need for rigid discipline in learners. Finally, contextualizing the idea of <i>wenhua dacai</i> into the general transformation of education in China can contribute to a more thorough understanding of it. This article concludes that the cultivation of <i>wenhua dacai</i> dreamed of by Confucian <i>dujing</i> education activists is constituted by paradoxical discourses and practices embedded in the ideological complexities of Chinese education.</p></div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2023-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46669956","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: 1

Student- and school-level perceived ICT competence and academic performance in Chinese rural schools: a multilevel analysis 中国农村学校学生和学校层面的信息与通信技术认知能力与学业成绩：多层次分析

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2023-08-02 DOI: 10.1007/s12564-023-09890-w

Wei Yang, Xiao Yang, Chun Lu, Miaoyun Li

{"title":"Student- and school-level perceived ICT competence and academic performance in Chinese rural schools: a multilevel analysis","authors":"Wei Yang, Xiao Yang, Chun Lu, Miaoyun Li","doi":"10.1007/s12564-023-09890-w","DOIUrl":"10.1007/s12564-023-09890-w","url":null,"abstract":"<div><p>The relationship between Information and Communication Technology (ICT) and academic performance is a controversial issue that has attracted increasing attention from administrators, policymakers, and researchers. The relationship between perceived ICT competence and the academic performance of rural students deserves particular attention. Although a small but growing body of research has examined the relationship between perceived ICT competence and student academic performance, few studies have viewed perceived ICT competence as a multilevel construct. This study aimed to fill this gap by examining the relationship between multilevel perceived ICT competence (i.e., student- and school-level perceived ICT competence) and student academic performance using a sample of 5530 students from 156 schools in rural China. Two-level hierarchical linear modeling results indicated that student- and school-level perceived ICT competence could predict academic performance. Furthermore, school-level perceived ICT competence could moderate the relationship between student-level ICT competence and academic outcomes. Specifically, the role of student-level perceived ICT competence showed heterogeneity across schools. Academic performance was strongly correlated with student-level perceived ICT competence in schools with a low level of perceived ICT competence; in contrast, this outcome was not observed in schools with a high level of perceived ICT competence. The findings suggest that administrators and policymakers in China should pay special attention to rural schools where perceived ICT competence is low and consider providing services for students in these schools to promote educational equity.</p></div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2023-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"52614880","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

Correction to: Tackling school-related gender-based violence through teacher professional development in Cambodia 更正:通过柬埔寨教师专业发展解决与学校有关的性别暴力

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2023-07-27 DOI: 10.1007/s12564-023-09886-6

Sofie Cabus, Serey Sok, Lotte Van Praet, Sarym Heang

引用次数: 1

Effect of personal belief in a just world on academic anxiety of college students during COVID-19 pandemic “公正世界”信念对大学生学业焦虑的影响

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2023-07-26 DOI: 10.1007/s12564-023-09887-5

Wei Na, Deng Tian

引用次数: 0

Revival of “internationalization” in mainland Chinese universities with Christian roots? Historical and empirical inquiries in overseas experienced talent recruitment 中国大陆基督教大学“国际化”的复兴？海外有经验人才招聘的历史与实证研究

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2023-07-26 DOI: 10.1007/s12564-023-09889-3

Jie Zheng, Hantian Wu

引用次数: 0

From a public school to an IB school: experiences and challenges for curriculum transformation in a junior high school in Taiwan 从公立学校到IB学校：台湾初中课程改革的经验与挑战

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2023-07-25 DOI: 10.1007/s12564-023-09884-8

LiChing Hung, MeiHui Liu

{"title":"From a public school to an IB school: experiences and challenges for curriculum transformation in a junior high school in Taiwan","authors":"LiChing Hung, MeiHui Liu","doi":"10.1007/s12564-023-09884-8","DOIUrl":"10.1007/s12564-023-09884-8","url":null,"abstract":"<div><p>In recent years, the Asia–Pacific region has experienced unprecedented expansion in the adoption of the International Baccalaureate (IB) program. The IB Middle Years Program (MYP) features interdisciplinary curriculum design, concept-based curriculum development, and multiple assessments, which significantly differ from the traditional structures of junior high school curriculum in Taiwan. This study investigates the experiential and challenging aspects of the transformation of a traditional public junior high school in Taiwan into an IB school. The study employs multiple data collection methods, including document analysis, participant observation, and interviews. The study findings are as follows. The agency of bottom-up school transformation stems from the awareness of teachers of the exigency of the school for survival, adherence to the educational philosophy of IB, and the politically correct demand for educational equity. Moreover, the challenges encountered during the transformation process include changing the mindset of teachers about educational philosophy, aligning the IBMYP with the national education system, restructuring the organization, and redistributing tasks with limited faculty. At last, by implementing the IBMYP, teachers can apply innovative pedagogies and actively adapt to the two distinct education systems regarding educational progression, curriculum organization, teaching approaches, and assessment methods. These changes foster continuous professional development and catalyze a transformative momentum for teachers. These findings pose implications for other public schools that are considering the implementation of IBMYP.</p></div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2023-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41852839","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