Asia Pacific Education Review最新文献_第2页

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":"71 1","pages":""},"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

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":"25 5","pages":"1451 - 1463"},"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

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":"25 3","pages":"685 - 701"},"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

Causal research designs and analysis in education 教育领域的因果研究设计与分析

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2024-07-26 DOI: 10.1007/s12564-024-09988-9

Peter M. Steiner, Yongnam Kim

引用次数: 0

Why are low-income eligible students reluctant to apply for financial aid? An empirical study from Central Java, Indonesia 为什么符合条件的低收入学生不愿申请资助？印度尼西亚中爪哇的实证研究

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2024-07-12 DOI: 10.1007/s12564-024-09973-2

Tri Mulyaningsih, Riyana Miranti, Sarah Dong, Retno Tanding Suryandari

{"title":"Why are low-income eligible students reluctant to apply for financial aid? An empirical study from Central Java, Indonesia","authors":"Tri Mulyaningsih, Riyana Miranti, Sarah Dong, Retno Tanding Suryandari","doi":"10.1007/s12564-024-09973-2","DOIUrl":"10.1007/s12564-024-09973-2","url":null,"abstract":"<div><p>Despite generous financial aid provided by the government for low-income students studying at universities, eligible students are still reluctant to apply for such aid. This study aimed to assess the effects of students’ expectations; knowledge, attitudes, and actions toward higher education; financial aid; parental, school, and student characteristics; and intentions to apply for scholarships among low-income students in two districts of Central Java, Indonesia. Students from disadvantaged backgrounds were invited to participate in the survey, and logistic regression was employed to assess the determinants of students’ intentions to apply for financial aid. This study revealed that more than 70% of low-income students have low expectations, which is mainly attributed to a lack of academic performance. Moreover, expectations play a significant role in increasing students’ intention to apply for financial aid by 3.026. In addition, the level of knowledge, positive attitude toward higher education, and financial aid and action were demonstrated to be statistically significant in affecting students’ intention to apply for aid.</p></div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":"26 1","pages":"247 - 261"},"PeriodicalIF":2.3,"publicationDate":"2024-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s12564-024-09973-2.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141608986","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

Understanding the counterfactual approach to instrumental variables: a practical guide 理解工具变量的反事实方法：实用指南

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2024-07-10 DOI: 10.1007/s12564-024-09982-1

Stephen Porter

引用次数: 0

Introduction to causal graphs for education researchers 教育研究人员因果图入门

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2024-07-07 DOI: 10.1007/s12564-024-09980-3

Yi Feng

引用次数: 0

A longitudinal investigation of gifted students’ creative project production and management for real-life problem solving 资优学生为解决实际问题而进行的创意项目制作和管理纵向调查

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2024-07-03 DOI: 10.1007/s12564-024-09970-5

Gülnur Özbek, Miray Dağyar

{"title":"A longitudinal investigation of gifted students’ creative project production and management for real-life problem solving","authors":"Gülnur Özbek, Miray Dağyar","doi":"10.1007/s12564-024-09970-5","DOIUrl":"https://doi.org/10.1007/s12564-024-09970-5","url":null,"abstract":"<p>The aim of this study is to investigate the production and dissemination of mathematical modeling-based projects by gifted students, intended to solve real-life problems, over the four-year Project Production and Management Program (PPMP). The longitudinal research methodology was utilized to examine the project production process among participants enrolled in the mathematical modeling-based PPMP at Science and Art Centers. Throughout the four-year period, while participants engaged in producing mathematical modeling-based projects within the PPMP, data were systematically collected on an annual basis from various sources. These included personal information forms, project logs, project forms, as well as observation and evaluation forms pertinent to the project production and management program, complemented by project follow-up forms.The study's findings indicated that, over the four-year PPMP, gifted students demonstrated significant improvements in project production and management. These enhancements were observed across various dimensions, including progress, real-life applicability, project value, planning, originality, final product quality, and dissemination efforts. The findings of this study offer practical guidelines for assisting gifted students in leveraging their talents and potential to create original products and solutions.</p>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":"18 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141551694","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