Asia Pacific Education Review最新文献_第2页

Family or school? Understanding the urban–rural achievement gap and its generating mechanisms in China 家庭还是学校？中国城乡成就差距及其产生机制探析

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2025-07-12 DOI: 10.1007/s12564-025-10066-x

Yutong Hu

引用次数: 0

EEG indicators of the influence of multimodal emotional stimuli on students’ creative thinking 多模态情绪刺激对学生创造性思维影响的脑电图指标

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2025-07-09 DOI: 10.1007/s12564-025-10071-0

Mingli Xie, Zhongteng Ma, Shijun Huang, Yanling Zhang

{"title":"EEG indicators of the influence of multimodal emotional stimuli on students’ creative thinking","authors":"Mingli Xie, Zhongteng Ma, Shijun Huang, Yanling Zhang","doi":"10.1007/s12564-025-10071-0","DOIUrl":"10.1007/s12564-025-10071-0","url":null,"abstract":"<div><p>Higher education is facing formidable challenges with the deepening of economic globalization and advances in technological informatization. Cultivating students’ creativity and entrepreneurial spirit is a key issue for this new era of higher education. In this study, 60 participants were randomly assigned to an aromatherapy classroom group and an ordinary classroom group. The EEG characteristics of individual creative cognition under multimodal emotional stimuli conditions and their effects on learning outcomes were investigated by introducing dynamic auditory and visual stimuli. The findings revealed that under multimodal stimuli involving olfactory, auditory, and visual cues, participants exhibited enhanced synchronization of <i>α</i><sub>1</sub> waves, indicating heightened creativity. Additionally, when introducing tangible rewards as a visual stimulus, participants showed a significant increase in the density and amplitude of <i>β</i> waves in the 20–30 Hz spectral range compared to singular olfactory or auditory stimuli, leading to optimum learning motivation and performance levels. These findings provide neurophysiological evidence for enhancing creative learning experiences and outcomes through multimodal emotional stimuli and offer a case study for brain-targeted teaching. This is significant for educators to improve teaching strategies in the creative cultivation of college students, enabling them to design scientific and personalized learning programs.</p></div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":"26 4","pages":"1071 - 1084"},"PeriodicalIF":2.3,"publicationDate":"2025-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145706106","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

Social justice and multiculturalism in Asia–Pacific education: seeking contextualized theories and practices 亚太地区教育中的社会正义与多元文化：寻求情境化的理论与实践

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2025-06-25 DOI: 10.1007/s12564-025-10052-3

Yun-Jeong Shin

引用次数: 0

The role of student–teacher college practicum experience on teaching self-efficacy, belief in the profession, and intention to teach in Kazakhstan 师生大学实习经历对哈萨克斯坦教学自我效能感、专业信念和教学意向的影响

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2025-06-23 DOI: 10.1007/s12564-025-10059-w

Assylbek Zhamalashov, Matthew Gordon Ray Courtney, Aliya Olzhayeva, Ayaulym Bauyrzhanova, Diana Kalemeneva

{"title":"The role of student–teacher college practicum experience on teaching self-efficacy, belief in the profession, and intention to teach in Kazakhstan","authors":"Assylbek Zhamalashov, Matthew Gordon Ray Courtney, Aliya Olzhayeva, Ayaulym Bauyrzhanova, Diana Kalemeneva","doi":"10.1007/s12564-025-10059-w","DOIUrl":"10.1007/s12564-025-10059-w","url":null,"abstract":"<div><p>In post-Soviet Kazakhstan, the increasing youth population, shortage of teachers, and low levels of novice teacher retention constitutes an impending national crisis. While the country attempts to resolve this issue by improving the status of the profession vis-à-vis improved pay and conditions, little empirical work has focused on evaluating the role that teacher training has on improving the supply of quality teachers. The study at hand contributes to this under-researched area by focusing on the role of the student–teacher practicum experience. Based on an online response-driven sampling approach, this study draws upon 213 student-teachers from 16 institutions in Kazakhstan. Descriptive statistics reveal that student-teachers were, on average, only slightly to moderately satisfied with their practicum experience with most of the variance in satisfaction existing within-institutions. Using structural equation modeling, we find evidence that the quality of the practicum experience is a major driver of student–teacher self-efficacy, belief in the profession, and intention to work in the profession. We conclude that teacher training institutions in the country should prioritize improving student-teachers’ general practicum experience by offering structured and authentic teaching experiences, adequate feedback, and support from experienced teachers. Future research directions are also offered.</p></div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":"26 3","pages":"827 - 838"},"PeriodicalIF":2.3,"publicationDate":"2025-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144918505","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

Comparing cultures of school leadership effectiveness: rural leadership behaviors between China and the U.S. 学校领导效能的文化比较：中美农村领导行为

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2025-06-12 DOI: 10.1007/s12564-025-10053-2

Andrew Pendola, Huacong Liu

引用次数: 0

The shared desire for third places on campus in Japan: a study of Japanese and American university undergraduate students with experience studying in both countries 对日本校园第三名的共同愿望：一项对在两国学习过的日本和美国大学本科生的研究

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2025-06-11 DOI: 10.1007/s12564-025-10060-3

Yan Li, Xiao Chen, Justin Sanders

{"title":"The shared desire for third places on campus in Japan: a study of Japanese and American university undergraduate students with experience studying in both countries","authors":"Yan Li, Xiao Chen, Justin Sanders","doi":"10.1007/s12564-025-10060-3","DOIUrl":"10.1007/s12564-025-10060-3","url":null,"abstract":"<div><p>This study investigates undergraduate students’ perceptions regarding physical campuses at Japanese universities. Through semi-structured interviews with Japanese and American university undergraduate students with experience studying in both countries, this paper examines their perceptions of physical campuses and the role they play in student university experience. The interviews revealed that students find physical campus spaces, such as libraries, cafeterias and gyms, at Japanese universities to be less flexible and accessible compared to their American counterparts. In spite of varying perceptions of individual facilities, the research results revealed a common desire among interviewed students for third places on campus at Japanese universities for socialisation, relaxation and restoration that cater to both group and individual student needs. This desire stems from comparisons drawn between their experiences at American universities where such places are more readily available, and those at Japanese universities, where such places are not readily available. These findings are instructive for administrators at Japanese universities who have responsibility for student experience, student satisfaction, campus management, or internationalisation initiatives, which often have the specific aim of fostering more interaction between local and international students.</p></div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":"26 4","pages":"1015 - 1026"},"PeriodicalIF":2.3,"publicationDate":"2025-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s12564-025-10060-3.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145706230","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

Unveiling identities: exploring emotional self-expression and bilingualism through digital storytelling in teacher education 揭示身份：教师教育中数字叙事的情感自我表达与双语探索

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2025-05-26 DOI: 10.1007/s12564-025-10049-y

Deoksoon Kim, Yoonmi Kang, Katrina Borowiec

引用次数: 0

But yet included: effects of classmates with special needs on elementary school students’ civic-mindedness 但还包括：特殊需要同学对小学生公民意识的影响

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2025-05-17 DOI: 10.1007/s12564-025-10043-4

Hoyong Jung

引用次数: 0

Fostering collaboration and professionalism: insights from a korean kindergarten teacher learning community 培养合作与专业精神：来自韩国幼儿园教师学习社区的见解

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2025-05-14 DOI: 10.1007/s12564-025-10050-5

Jaehee Kwon, Eunae Son

{"title":"Fostering collaboration and professionalism: insights from a korean kindergarten teacher learning community","authors":"Jaehee Kwon, Eunae Son","doi":"10.1007/s12564-025-10050-5","DOIUrl":"10.1007/s12564-025-10050-5","url":null,"abstract":"<div><p>This study investigates how the interplay between teachers and Korean kindergarten culture shapes a teacher learning community. Data were collected through group interviews, in-depth individual interviews, and participant observations, allowing for a rich exploration of both collective and individual perspectives. The data were analyzed iteratively, with a focus on the cultural and relational dynamics embedded within the teaching learning community. The findings underscore the critical role of emotional support, constructive dialogue, and balanced relationships within a community operating in a predominantly female, traditionally hierarchical culture. The study also highlights the essential leadership roles of lead teachers, demonstrating how humility and a balance between collectivism and individualism foster trust, align shared goals, and support collaborative growth. Furthermore, the study explores the dual aspects of Korean collectivist culture, emphasizing its role in promoting equitable education for children and addressing parental pressure, while paradoxically limiting teachers’ autonomy in decision-making. This dynamic is particularly evident in curriculum alignment, where teachers of the same age group collaborate to ensure cohesive educational practices. This analysis provides valuable insights into the processes that foster effective communication, collegial relationships, and a balanced sense of autonomy among teachers. These findings also offer practical implications for enhancing professional growth, leadership development, and collaboration within TLCs in culturally similar contexts.</p></div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":"26 4","pages":"985 - 996"},"PeriodicalIF":2.3,"publicationDate":"2025-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145706075","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

“Why do I risk my professional reputation to do it?” Vietnamese teachers’ motivations and identities in relation to private tutoring “我为什么要拿自己的职业声誉冒险呢？”越南教师私教的动机与认同

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2025-03-22 DOI: 10.1007/s12564-025-10046-1

Bich-Phuong Thi Nguyen, Hang Minh Le, Bich-Hang Duong

{"title":"“Why do I risk my professional reputation to do it?” Vietnamese teachers’ motivations and identities in relation to private tutoring","authors":"Bich-Phuong Thi Nguyen, Hang Minh Le, Bich-Hang Duong","doi":"10.1007/s12564-025-10046-1","DOIUrl":"10.1007/s12564-025-10046-1","url":null,"abstract":"<div><p>Private tutoring is a fact of life in many education systems, including Vietnam. However, limited scholarly attention has been paid to this phenomenon in Vietnam from the perspective of teachers who provide private tutoring, whilst public discourse mainly criticises them for being ‘corrupted’ and greedy. Our study responds to this research gap using a conceptual lens that focuses on teacher motivations, professionalism, and teacher identities as mediated by the neoliberalisation of education. A qualitative case study methodology was employed to examine the motivations of Vietnamese teachers who offer private tutoring and how those motivations reflect and/or challenge their broader sense of teacher identities. The findings shed light on how teacher motivations in private tutoring are largely driven by teacher–student bonds and demands for high academic performance. Also, fully acknowledging the clash between imperatives of educational equality/equity and the potential of unethical issues, teachers have their own ways to reconcile their ethics with private tutoring. Even in private tutoring lessons, they are still supposed to fulfil their duties, which shows a Vietnamese dimension of the ‘struggle for the teacher’s soul’ currently waged around the world under the pressure of neoliberalism in education.</p></div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":"26 3","pages":"781 - 794"},"PeriodicalIF":2.3,"publicationDate":"2025-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144918561","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