Asia Pacific Education Review最新文献_第3页

Profile analysis of students with reading comprehension difficulties 阅读理解困难学生的特征分析

IF 2.2 3区教育学

Asia Pacific Education Review Pub Date : 2025-07-23 DOI: 10.1007/s12564-025-10076-9

Jaeho Lee, Dongil Kim, Heeju Kim

{"title":"Profile analysis of students with reading comprehension difficulties","authors":"Jaeho Lee, Dongil Kim, Heeju Kim","doi":"10.1007/s12564-025-10076-9","DOIUrl":"10.1007/s12564-025-10076-9","url":null,"abstract":"<div><p>The ultimate goal of reading is ‘comprehension,’ and students with reading comprehension difficulties exhibit an inappropriate level of comprehension ability considering their age. From this perspective, this study analyzed the cognitive profiles of sixth-grade students by using the fusion model of cognitive diagnostic model and examined different levels of students (good, average, struggling). In order to conduct this study, a reading comprehension test was conducted for 1000 sixth-grade students in 28 elementary schools in Seoul, Gyeonggi-do, Gyeongsangbuk-do, Gyeongsangnam-do, Busan, Gwangju and Jeju-do. As a result, good, average and struggling students in reading comprehension showed differences in the ability to master cognitive attributes. Especially, struggling readers were classified into five types according to three levels of comprehension, namely literal, inferential and evaluative comprehension. The cognitive diagnosis of these types serves as an important source of information for identifying students’ strengths and weaknesses, and it is significant in that it is a statistical analysis of the complicated process of reading comprehension.</p></div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":"27 3","pages":"1115 - 1134"},"PeriodicalIF":2.2,"publicationDate":"2025-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s12564-025-10076-9.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148699639","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

IF 2.2 3区教育学

Asia Pacific Education Review Pub Date : 2025-07-23 DOI: 10.1007/s12564-025-10073-y

Jinhee Choi

{"title":"South Korean popular culture as a pedagogical tool for North Korean human rights","authors":"Jinhee Choi","doi":"10.1007/s12564-025-10073-y","DOIUrl":"10.1007/s12564-025-10073-y","url":null,"abstract":"<div><p>This conceptual paper explores what and how administrative and philosophical approaches detain the progress of North Korean human rights and how South Korean popular culture, <i>Hallyu</i> (the Korean wave), contributes to promoting North Korean human rights by encouraging freedom of thought, consistent with principles of adult education scholarship. The grey literature from UN documents (1948–2025), periodic reports and media releases (e.g., non-governmental organizations and North Korean news outlets), and North Korean defectors’ testimonies and autobiographies were scrutinized. I examined debates on accountability in the Universal Declaration of Human Rights context. Then, I illuminated the interpretative gap in North Korean human rights from the dilemmas of cultural relativism and absolutism, which the North Korean regime has applied. Finally, I accessed the landscape of adult education—How popular culture can influence North Korean people’s thoughts, cognitively and emotionally, in response to systematic indoctrination. Through the analysis, <i>Hallyu</i>, as a potential of change, can adjust North Korean people’s perspectives, catalyzing freedom of thought. This paper posits the potential for policy makers, educational scholars, educators, and activists to explore how adult education and popular culture can provide alternative perspectives and practical tools for advancing North Korean human rights.</p></div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":"27 3","pages":"1077 - 1085"},"PeriodicalIF":2.2,"publicationDate":"2025-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148699743","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

Teachers’ sensemaking of conducting a public lesson in China: through the lens of activity theory 中国教师进行公共课的意义：基于活动理论的视角

IF 2.2 3区教育学

Asia Pacific Education Review Pub Date : 2025-07-19 DOI: 10.1007/s12564-025-10068-9

Yingjun Liang, Benny Hin Wai Yung, Valerie Wing Yan Yip

引用次数: 0

Mobilising parental capital for integration: new immigrant parents’ strategies to facilitate 1.5- and second-generation immigrant children’s academic and socio-cultural integration in Singapore 为融合调动父母资本：新移民父母促进1.5代和第二代移民子女在新加坡的学术和社会文化融合的策略

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2025-07-17 DOI: 10.1007/s12564-025-10077-8

Peidong Yang, XinTong Chen

{"title":"Mobilising parental capital for integration: new immigrant parents’ strategies to facilitate 1.5- and second-generation immigrant children’s academic and socio-cultural integration in Singapore","authors":"Peidong Yang, XinTong Chen","doi":"10.1007/s12564-025-10077-8","DOIUrl":"10.1007/s12564-025-10077-8","url":null,"abstract":"<div><p>This article explores how new immigrant parents in Singapore deploy social, cultural, and economic capitals as strategies to support their 1.5- and second-generation children’s academic and socio-cultural integration. Based on in-depth interviews with 64 new immigrant parents from mainland China, India, the Philippines, Indonesia, and a few non-Asian countries, we identified foremost the distinct strategies parents employed to facilitate their children’s academic integration. Non-Chinese parents predominantly rely on bridging social capital, forming connections with local parents to navigate Singapore’s education system. In contrast, Chinese parents draw on bonding social capital derived from co-national networks, leveraging digital platforms like WeChat to exchange education-related resources. Beyond academics, immigrant parents also actively mobilise a variety of capitals—economic, social, and cultural—to support their children’s socio-cultural integration, whilst striking a balance between local integration with maintenance of socio-cultural connections with their homeland.</p></div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":"26 4","pages":"1099 - 1110"},"PeriodicalIF":2.3,"publicationDate":"2025-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145706098","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

“An academic chameleon”: navigating the localization and reproduction of cultural capital of Chinese returned scholars “学术变色龙”：导航中国归国学者文化资本的本土化与再生产

IF 2.2 3区教育学

Asia Pacific Education Review Pub Date : 2025-07-17 DOI: 10.1007/s12564-025-10075-w

Zhiyuan Liu, Jianhui Wang

{"title":"“An academic chameleon”: navigating the localization and reproduction of cultural capital of Chinese returned scholars","authors":"Zhiyuan Liu, Jianhui Wang","doi":"10.1007/s12564-025-10075-w","DOIUrl":"10.1007/s12564-025-10075-w","url":null,"abstract":"<div><p>This study examines the strategies employed by these returnees as they negotiate the localization and reproduction of their cross-cultural knowledge within the Chinese academic sphere, by drawing upon the experiences of 24 scholars who have returned to a university in southern China. Findings reveal that these individuals encounter symbolic violence, where their internationally acquired cultural capital is devalued by the domestic academic field. Such challenges prompt a recalibration of their academic identities and the adoption of a “dual capital strategy” involving a delicate balancing act: simultaneously accumulating capital recognized within the local Chinese academic field (e.g., Chinese-language publications and national grants) while maintaining their capital in the international arena. By framing the returnees’ experience as a struggle against symbolic violence and a strategic deployment of dual capital, this study contributes to our understanding of the intricate processes of capital reproduction in a globalized higher education landscape. It underscores not only the resilience of these “academic chameleons” but also the pervasive power structures that shape academic life.</p></div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":"27 3","pages":"1101 - 1114"},"PeriodicalIF":2.2,"publicationDate":"2025-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148699686","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

Differentiated instruction: an investigation into the effect of class compositional factors on teaching processes 差别化教学：课堂构成因素对教学过程影响的调查

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2025-07-16 DOI: 10.1007/s12564-025-10065-y

Nicky Dulfer, Tim Saito, Amy McKernan

{"title":"Differentiated instruction: an investigation into the effect of class compositional factors on teaching processes","authors":"Nicky Dulfer, Tim Saito, Amy McKernan","doi":"10.1007/s12564-025-10065-y","DOIUrl":"10.1007/s12564-025-10065-y","url":null,"abstract":"<div><p>Class composition factors including class size and the grade or other level of students are often studied for their impact on factors such as academic outcomes and student achievement, but less often address the impacts on teachers’ instructional strategies. This paper reports on an analysis of the relationship between class compositional factors, including class size and level of study, on differentiated instruction (DI) in the International Baccalaureate Diploma Programme (IBDP). In the IBDP, students take subjects at Standard Level (SL) or Higher Level (HL), and it is a common practice to combine classes of SL and HL students within each subject, often because enrolment numbers are too small to make streamed classes viable. Examining the practices of teachers in IBDP schools in Hong Kong, this paper outlines a typology of teachers’ approaches to DI, highlighting the ways compositional factors impact upon teaching and learning and reflecting on the relationship between teacher beliefs and actions in DI in their senior secondary classrooms.</p></div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":"26 4","pages":"1041 - 1054"},"PeriodicalIF":2.3,"publicationDate":"2025-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s12564-025-10065-y.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145706078","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

Exploring the relationship between sustainability and human rights: ecological transition education and its relevance to students’ human rights in South Korean education 探讨可持续性与人权的关系：韩国教育中的生态转型教育及其与学生人权的相关性

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2025-07-13 DOI: 10.1007/s12564-025-10070-1

Soonjung Kwon, Hayoung Kang

{"title":"Exploring the relationship between sustainability and human rights: ecological transition education and its relevance to students’ human rights in South Korean education","authors":"Soonjung Kwon, Hayoung Kang","doi":"10.1007/s12564-025-10070-1","DOIUrl":"10.1007/s12564-025-10070-1","url":null,"abstract":"<div><p>This research explores the integrated dialectic between human rights education and education for sustainability in the context of global crises, including climate change and unexpected pandemics. The authors examine disparities between students’ rights and citizenship education in South Korean educational policies, questioning their lack of alignment concerning sustainability. To address this issue, we adopted a document analysis of two key educational policies introduced by the Seoul Metropolitan Office of Education (SMOE), South Korea: the Development Plan for Ecological Transition Education (implemented since 2020) and the Master Plan for Students’ Human Rights (implemented since 2018). These documents were analyzed through the lens of transformative education, specifically drawing on the Freirean ecopedagogy approach. Our analysis of the transformative educational dimensions embedded in these policies reveals a tendency to emphasize one aspect of citizenship for sustainability—either rights or responsibilities—rather than integrating both. Based on these findings, we argue that both policies should more explicitly address the interconnectedness between civic and moral responsibilities and individuals’ inner cognition as moral and political agents. Ultimately, we propose that for a new paradigm of human-nature relations to influence existing discourses in South Korea, these two policies should not be treated separately. Instead, they should be integrated to cultivate moral and political agents based on cosmopolitan citizenship, centered on ecology and human rights, and emphasizing the reciprocal cycle of valuing both responsibility and rights.</p></div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":"26 3","pages":"839 - 850"},"PeriodicalIF":2.3,"publicationDate":"2025-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s12564-025-10070-1.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144918588","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

Translanguaging theorising: mobilising Chinese international postgraduate researchers’ bilingual capabilities in Australian Universities 跨语言理论：在澳大利亚大学调动中国国际研究生的双语能力

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2025-07-13 DOI: 10.1007/s12564-025-10072-z

Haibo Shen, Jing Qi, Wei Liu

{"title":"Translanguaging theorising: mobilising Chinese international postgraduate researchers’ bilingual capabilities in Australian Universities","authors":"Haibo Shen, Jing Qi, Wei Liu","doi":"10.1007/s12564-025-10072-z","DOIUrl":"10.1007/s12564-025-10072-z","url":null,"abstract":"<div><p>To investigate whether and how international postgraduate researchers’ bilingual capabilities may facilitate their postgraduate research in particular theorising, this qualitative study adopts the theoretical lens of the relationship between translanguaging and research theorising, and analyses data that were collected through semi-structured interviews from both postgraduate researchers and research supervisors and postgraduate theses from Australian universities. Thematic analyses have identified and distilled the <i>translanguaging theorising practices</i> where Chinese postgraduate researchers mobilised an expansive integrated intellectual repertoire for theorising through translanguaging. Their <i>translanguaging theorising practices</i> are exemplified through three research scenarios, where these postgraduate researchers have engaged in translanguaging practices for a) expanding intellectual resources, b) theorising the research process, and c) hybridising theoretical dimensions. We argue that such translanguaging theorising of bilingual postgraduate researchers can then create a translanguaging space for theorising that facilitate the development of academic skills, the enrichment of data, the comprehension and refinement of theoretical perspectives and tools for original contribution to research. By so doing supervisors may assist bilingual postgraduate researchers grow into independent bilingual researchers.</p></div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":"26 4","pages":"1085 - 1097"},"PeriodicalIF":2.3,"publicationDate":"2025-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145706005","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 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