Asia Pacific Education Review最新文献_第3页

Educational materials in East Asian English-medium higher education settings 东亚英语高等教育教材

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2024-11-13 DOI: 10.1007/s12564-024-10017-y

Rachael Ruegg, Nicola Galloway

引用次数: 0

Faculty Members’ Perspective on the Internationalization of Higher Education in Taiwan 教师对台湾高等教育国际化的看法

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2024-11-13 DOI: 10.1007/s12564-024-10016-z

Ai-hsuan Sandra Ma

{"title":"Faculty Members’ Perspective on the Internationalization of Higher Education in Taiwan","authors":"Ai-hsuan Sandra Ma","doi":"10.1007/s12564-024-10016-z","DOIUrl":"10.1007/s12564-024-10016-z","url":null,"abstract":"<div><p>Faculty members are a key stakeholder group in the internationalization of higher education. However, there is scant research on faculty in higher education internationalization, especially in the non-English-speaking world. Taking Taiwan as a case study, this study examines faculty’s perspective on and role in internationalization. Based on the data collected through in-depth interviews with faculty members and participant observation at four universities, the study shows that while faculty unanimously agreed on internationalizing higher education, they held divergent imaginaries on internationalization and different perspectives on internationalization strategies. Furthermore, university internationalization affected faculty’s work lives through performancism in faculty evaluations, the emphasis on international publications for research output, and using English as a medium of instruction (EMI). In response, faculty either took an active role in internationalization by embracing the changes, or a passive role by avoiding, questioning, or resisting internationalization initiatives. Faculty’s imaginaries of internationalization and seniority ranking were crucial in shaping their responses to and roles taken in the internationalization of higher education. This study discusses the impact of higher education internationalization on faculty’s academic profession and illuminates the challenges that universities and faculty face in non-English-speaking countries that aspire to compete in the global market of higher education.</p></div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":"26 2","pages":"277 - 290"},"PeriodicalIF":2.3,"publicationDate":"2024-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s12564-024-10016-z.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145165022","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

A sequential engagement theory for Chinese rural students: analysis based on longitudinal data from an elite Chinese university 中国农村学生的连续参与理论：基于中国一所精英大学的纵向数据分析

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2024-11-07 DOI: 10.1007/s12564-024-10009-y

Sunny X. Niu, Weiping Wang, Grace Y. Zheng, Yu Xiao

引用次数: 0

The university ranking game in East Asia: the sensemaking of academic leaders between pressures and fatigue 东亚大学排名博弈：学术领袖在压力与疲劳之间的意义建构

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2024-11-05 DOI: 10.1007/s12564-024-10012-3

Licia Proserpio, Camille Kandiko Howson, Marie Lall

{"title":"The university ranking game in East Asia: the sensemaking of academic leaders between pressures and fatigue","authors":"Licia Proserpio, Camille Kandiko Howson, Marie Lall","doi":"10.1007/s12564-024-10012-3","DOIUrl":"10.1007/s12564-024-10012-3","url":null,"abstract":"<div><p>Rankings dominate higher education policy making, although little is known about the experiences of those involved in perpetuating rankings. This paper explores middle-level academic leaders’ sensemaking about university rankings and related policies in East Asia. Since university rankings have affected higher education policies and strategies more intensely in East Asia than in other regions of the world, our research aims to trace the process of meaning construction and reconstruction of the middle-level academic leaders directly involved with the rankings game. Qualitative data have been drawn from in-depth interviews with key informants across elite institutions in three East Asian countries (Mainland China, South Korea and Japan). Our findings show how even in the well performing countries (Mainland China and South Korea) the “ranking fever” has been replaced by the “ranking fatigue”. There is no running from rankings, but the paradox of not believing in them but engaging with them has created an affective response that is deeper than lack of trust towards the commercial system of ranking: it is a deeply rooted feeling of fatigue. This is leading the discussion on how to find an alternative to rankings and possibly forge a new path forward for East Asian universities, reshaping the geography of higher education in the region.</p></div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":"26 1","pages":"159 - 171"},"PeriodicalIF":2.3,"publicationDate":"2024-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143583444","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

Asian international graduate students’ experiences with their advisors in Korean higher education 亚洲国际研究生在韩国高等教育中与导师的经验

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2024-11-03 DOI: 10.1007/s12564-024-10011-4

Heeyoung Lee, Jae-Eun Jon, Eunyoung Kim

引用次数: 0

Development of instructional design principles for using ICT in resource-limited learning environments: a case of Bangladesh 为在资源有限的学习环境中使用信息和通信技术制定教学设计原则：孟加拉国的一个案例

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2024-09-28 DOI: 10.1007/s12564-024-09996-9

Yoonjung Hwang, Cheolil Lim

{"title":"Development of instructional design principles for using ICT in resource-limited learning environments: a case of Bangladesh","authors":"Yoonjung Hwang, Cheolil Lim","doi":"10.1007/s12564-024-09996-9","DOIUrl":"10.1007/s12564-024-09996-9","url":null,"abstract":"<div><p>The integration of ICT in education in developing countries has become a significant focus in various ODA projects and educational research. With the increasing demand for teachers to incorporate ICT in their classrooms, the precise methods for effectively integrating ICT resources have not been thoroughly explored. Therefore, this research aimed to develop the most optimal instructional design principles that may systematically guide teachers in planning their lessons using ICT, specifically in the context of Bangladesh. By employing <i>the design and development research method</i>, this research developed an initial set of instructional design principles based on literature review and field research, then elaborated on the principles through three sets of internal validation tests and a usability test by conducting in-depth interviews to confirm the applicability of the principles in real classroom settings in Bangladesh. The final version of instructional design principles is composed of five components, ten principles, and 22 specific guidelines. Two distinct features of the principles are discussed for further research. In discussion, this research underscores the necessity of providing practical instructional design principles to guide teachers in effectively utilizing ICT, particularly within a resource-limited learning environment like Bangladesh.</p></div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":"25 5","pages":"1465 - 1481"},"PeriodicalIF":2.3,"publicationDate":"2024-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s12564-024-09996-9.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142518916","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

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

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