Asia Pacific Education Review最新文献_第5页

Quasi-experimental designs for causal inference: an overview 用于因果推论的准实验设计：概述

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2024-06-26 DOI: 10.1007/s12564-024-09981-2

Heining Cham, Hyunjung Lee, Igor Migunov

引用次数: 0

How to select candidates for an undergraduate degree in psychology? Combining high-school GPA and admission test score 如何选择心理学本科候选人？结合高中 GPA 和入学考试成绩

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2024-06-16 DOI: 10.1007/s12564-024-09978-x

Angela Sorgente, Giada Pietrabissa, Alessandro Antonietti, Andrea Bonanomi, Gianluca Castelnuovo, Margherita Lanz, Semira Tagliabue, Daniela Traficante

{"title":"How to select candidates for an undergraduate degree in psychology? Combining high-school GPA and admission test score","authors":"Angela Sorgente, Giada Pietrabissa, Alessandro Antonietti, Andrea Bonanomi, Gianluca Castelnuovo, Margherita Lanz, Semira Tagliabue, Daniela Traficante","doi":"10.1007/s12564-024-09978-x","DOIUrl":"10.1007/s12564-024-09978-x","url":null,"abstract":"<div><p>The current study investigated whether the grade point average (GPA) of high school courses and the score on the test for admission to a bachelor’s degree in Psychology—assessing logical reasoning, reading comprehension, and general knowledge—can predict student academic success (AS) and to what extent. Archival data from 5147 candidates (82.4% female) collected over six years (2010–2016) were used. For 2559 of these, indicators of AS (graduation marks, average weighted marks, completion of the degree on time, and dropout) were also available. A series of hierarchical regressions were performed, in which the high school GPA was included as the first predictor, and the scores of the three sections of the admission test were included as the second set of predictors. Findings indicated high school GPA as the best predictor of AS. However, admission test scores predicted a portion of AS that the high school GPA was not able to account for. This result indicates that the administration of the admission test, which evaluates logical reasoning, reading comprehension, and general knowledge, can add relevant information to the high school GPA, thus increasing the efficacy in the selection of candidates, who can have the best chance to earn a bachelor’s degree in psychology.</p></div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":"26 2","pages":"459 - 471"},"PeriodicalIF":2.3,"publicationDate":"2024-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s12564-024-09978-x.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141335739","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 journey towards teacher empowerment in differentiated instruction: implications for a sustainable teacher professional development model 差异化教学中的教师赋权之旅：对可持续教师专业发展模式的影响

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2024-06-12 DOI: 10.1007/s12564-024-09977-y

Weijun Liang, Jessica To, Yuen Yi Lo

引用次数: 0

Effects of learners’ course network characteristics on continuous online learning: moderation roles of social learning and social exposure 学习者的课程网络特征对持续在线学习的影响：社会学习和社会接触的调节作用

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2024-06-03 DOI: 10.1007/s12564-024-09975-0

Shanshan Shang, Tianyun Yi, Wenfei Lyv

{"title":"Effects of learners’ course network characteristics on continuous online learning: moderation roles of social learning and social exposure","authors":"Shanshan Shang, Tianyun Yi, Wenfei Lyv","doi":"10.1007/s12564-024-09975-0","DOIUrl":"10.1007/s12564-024-09975-0","url":null,"abstract":"<div><p>Promoting continuous learning behavior is a key challenge for online learning. The present paper empirically examines the effects of course network characteristics including course network size, course network diversity, and course strong ties on continuance behavior, considering the moderating impacts of social learning and social exposure. Ordinary least squares regression is employed to validate the effects, using a data set of 2190 users and information on 65,080 courses that was collected from the Chinese University MOOC, which is the largest MOOC platform in China. The results show that those who registered for smaller course size, greater network diversity, and stronger ties between courses are more likely to engage in continuous learning in MOOCs. Further, social learning weakens and social exposure strengthens the positive relationship between course network diversity and continuance behavior. And the negative impact of course network size on continuance behavior is alleviated by social exposure. This research provides a deep understanding of continuance behavior in MOOCs and guidelines for reducing the high dropout rate in online learning.</p></div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":"26 3","pages":"733 - 748"},"PeriodicalIF":2.3,"publicationDate":"2024-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141268851","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 evolutionary course of mathematics literary writings: A case study 数学文学作品的演变过程：个案研究

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2024-05-30 DOI: 10.1007/s12564-024-09969-y

Tzu-Shan Chang

{"title":"The evolutionary course of mathematics literary writings: A case study","authors":"Tzu-Shan Chang","doi":"10.1007/s12564-024-09969-y","DOIUrl":"10.1007/s12564-024-09969-y","url":null,"abstract":"<div><p>Attention to the disconnection between culture and mathematics has been addressed then and now (Wilder (in: Graves et al., Proceedings of the international congress of mathematicians, American Mathematical Society, 1950; Liu in Taiwan Journal of Mathematics Education, 8:79–88, 2021b). Recently, studies, workshops, and contests about an approach to relating culture and mathematics, such as incorporating mathematics history or mathematics writings in class, have emerged. However, although the effectiveness of such an approach was proved, employing it as instruction was still significantly ignored, not to mention the approach to creating mathematics literary writings—the goal that the Mathematics-Literature Contest aimed to achieve. Additionally, no empirical studies have systematically assessed the contest, especially from the cultural perspective. Through teachers’ and students’ perceptions, this qualitative case study aims to examine the impact of mathematics literary writings on the development of mathematics teaching/learning and the mathematics culture represented in the contest. Ten teachers and 20 students were interviewed. Data were analyzed by following Yin’s five phases (2016). The study visualizes an evolutionary model of the contest, signifying the development of mathematics culture simultaneously. Results demonstrated that the contest caused teachers and students, who constituted the internal force, to consolidate the mathematics culture, which was enriched by the external force—to reinterpret the connection between mathematics as well as culture and the reform of general education. The developed mathematics culture included elements other than mathematics, such as the Chinese writings and their interactions with mathematics and life experiences. The findings hold implications for mathematics and general education: An interdisciplinary curriculum design can help cultivate teachers’ and students’ intellectual acumen; higher education communities worldwide must follow the trend.</p></div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":"25 4","pages":"1141 - 1159"},"PeriodicalIF":2.3,"publicationDate":"2024-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142415049","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 interventions using graphic organizer in Korea: a meta-analysis 韩国使用图形组织器进行干预的效果：荟萃分析

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2024-05-28 DOI: 10.1007/s12564-024-09965-2

Jechun An, Dong-il Kim

{"title":"Effects of interventions using graphic organizer in Korea: a meta-analysis","authors":"Jechun An, Dong-il Kim","doi":"10.1007/s12564-024-09965-2","DOIUrl":"10.1007/s12564-024-09965-2","url":null,"abstract":"<div><p>This study aimed to evaluate the effects of intervention using graphic organizers on the cognitive and affective improvement of students with intellectual disability (ID), with learning disability (LD), without disability, and at-risk learners in Korea. A total of 49 peer-reviewed journals and dissertations for the last 20 years were included for conducting this meta-analysis. The overall effect size of intervention using a graphic organizer was .78 (<i>d</i>) (95% CI [.63, .94], <span>({tau }^{2})</span> = .28) using a random-effects model. In order of strongest to weakest effects, at-risk learners (<i>d</i> = 1.38), students with LD (<i>d</i> = 1.15), students with ID (<i>d</i> = .76), and students without disability (<i>d</i> = .52). Among student variables, there is no statistically significant difference by school level, but by school type. Among intervention variables, instruction in math (<i>d</i> = 1.43) and Korean (<i>d</i> = .96); cognitive mapping (<i>d</i> = 1.05); 1–19 times, 1–9 weeks, 3–5 times per week; and small-size groups were the most effective intervention conditions. While several variables showed significant subgroup differences, meta-regression analyses revealed that only group size and frequency were significant moderators after controlling for other factors. In summary, intervention using a graphic organizer was more effective for students with disability and at-risk students than it was for students without disability.</p></div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":"25 5","pages":"1433 - 1449"},"PeriodicalIF":2.3,"publicationDate":"2024-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141170711","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 impact of resilience acquisition on students transitioning to university during covid-19: a follow up study with Myanmar students 抗逆力的获得对19世纪中期升入大学的学生的影响：对缅甸学生的后续研究

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2024-05-25 DOI: 10.1007/s12564-024-09972-3

Steve Gomersall, Alan Floyd

{"title":"The impact of resilience acquisition on students transitioning to university during covid-19: a follow up study with Myanmar students","authors":"Steve Gomersall, Alan Floyd","doi":"10.1007/s12564-024-09972-3","DOIUrl":"10.1007/s12564-024-09972-3","url":null,"abstract":"<div><p>In our previous study (Gomersall & Floyd, in Asia Pacific Education Review 24:447–459, 2022), we reported that a group of Myanmar students, who studied online for their high school qualifications during COVID-19, reported drawing on a range of factors to enable them to overcome the adversity and continue their education. Moreover, they claimed that they had benefited from the online experience and were ready to progress to university. This study returns one year later to interview some of the original participants to see if their perceptions became reality. In addition, a group of students from the 2020 cohort are also interviewed so that a comparison can be made between the last group of students who studied ‘normally’ before COVID-19, and those who experienced online learning for the first time. This study addresses a gap in the literature by examining student perspectives of the ways in which they thrived as a result of digitally enhanced learning. We conclude that learning online enabled students to develop personally, enhance their digital skills, and acquire skills and knowledge that could be utilised again in the future. Moreover, those who studied online in both high school and university found the process of commencing online studies at university easier, which supports the tentative conclusion that even in low resource settings, it would be beneficial for schools to explore integrating more digital skills into the classroom.</p></div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":"25 4","pages":"1161 - 1174"},"PeriodicalIF":2.3,"publicationDate":"2024-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s12564-024-09972-3.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141146088","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

Peer relationship instructions in inclusive educational settings in Korea: a meta-analysis 韩国全纳教育环境中的同伴关系指导：荟萃分析

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2024-05-20 DOI: 10.1007/s12564-024-09971-4

Jechun An, Seohyeon Choi, Jin Hyung Lim

引用次数: 0

Development of and interplay between grit and peer learning among adolescent English-as-a-foreign-language learners in China: a time series analysis study 中国青少年英语作为外语学习者的勇气与同伴学习之间的发展和相互作用：一项时间序列分析研究

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2024-05-11 DOI: 10.1007/s12564-024-09968-z

Li Dong

引用次数: 0

Defining, identifying, and estimating causal effects with the potential outcomes framework: a review for education research 用潜在成果框架定义、识别和估计因果效应：教育研究综述

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2024-05-10 DOI: 10.1007/s12564-024-09957-2

Bryan Keller, Zach Branson

{"title":"Defining, identifying, and estimating causal effects with the potential outcomes framework: a review for education research","authors":"Bryan Keller, Zach Branson","doi":"10.1007/s12564-024-09957-2","DOIUrl":"10.1007/s12564-024-09957-2","url":null,"abstract":"<div><p>Causal inference involves determining whether a treatment (e.g., an education program) causes a change in outcomes (e.g., academic achievement). It is well-known that causal effects are more challenging to estimate than associations. Over the past 50 years, the potential outcomes framework has become one of the most widely used approaches for defining, identifying, and estimating causal effects. In this paper, we review the potential outcomes framework with a focus on potential outcomes notation to define individual and average causal effects. We then show how three canonical assumptions, Unconfoundedness, Positivity, and Consistency, may be used to identify average causal effects. The identification results motivate methods for estimating causal effects in practice, which include model-based estimators, such as regression, inverse probability weighting, and doubly robust estimation, and procedures that target covariate balance, such as matching and stratification. Examples and discussion are grounded in the context of a running example of a study aimed at assessing the causal effect of receipt of special education services on 5th grade mathematics achievement in school-aged children. Practical considerations for education research are discussed.</p></div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":"25 3","pages":"575 - 594"},"PeriodicalIF":2.3,"publicationDate":"2024-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140930702","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