Asia Pacific Education Review最新文献_第6页

Multidisciplinary approaches to establishing trauma informed practice for pre-service teachers 以多学科方法为职前教师建立创伤知情做法

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2024-03-04 DOI: 10.1007/s12564-024-09944-7

Sharon Ann Louth, Alison Willis

{"title":"Multidisciplinary approaches to establishing trauma informed practice for pre-service teachers","authors":"Sharon Ann Louth, Alison Willis","doi":"10.1007/s12564-024-09944-7","DOIUrl":"10.1007/s12564-024-09944-7","url":null,"abstract":"<div><p>In response to the urgent need for teachers to be better equipped with strategies for responding to students who suffer the effects of complex trauma (CT), this inter-disciplinary study investigated the lived experiences of professionals (social workers, psychologists, criminal justice workers and community workers) working with school students with CT in out-of-school contexts. The aim of this study was to formulate strategic approaches from the expertise of out-of-school professionals and specialists that might be adapted for use within pre-service teacher education programs to better prepare the next generation of teachers with the skills needed for working with trauma-affected students. Using a phenomenological methodology and working through an ecological-psychosocial theoretical lens, this qualitative study found three key categories of understandings and skills used as a common approach amongst specialists working with students suffering the effects of CT: an applied understanding of child development, a capacity to read and adjust classroom environment and climate; and underpinning theoretical knowledge of the effects of trauma on young people’s behaviour.</p></div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2024-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s12564-024-09944-7.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140036119","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

Promoting the itemized educational spending of rural coastal households in Bangladesh through unconditional cash and food assistance 通过无条件现金和粮食援助促进孟加拉国沿海农村家庭的分项教育支出

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2024-03-03 DOI: 10.1007/s12564-024-09936-7

Md. Abdul Bari, Ghulam Dastgir Khan, Yuichiro Yoshida, Tatsuya Kusakabe

{"title":"Promoting the itemized educational spending of rural coastal households in Bangladesh through unconditional cash and food assistance","authors":"Md. Abdul Bari, Ghulam Dastgir Khan, Yuichiro Yoshida, Tatsuya Kusakabe","doi":"10.1007/s12564-024-09936-7","DOIUrl":"https://doi.org/10.1007/s12564-024-09936-7","url":null,"abstract":"<p>The vulnerable households in the rural coastal regions of Bangladesh have been suffering from chronic poverty because of a lack of resources to invest in the human capital development, such as education and training. The unconditional cash and food (UCF) assistance programs in Bangladesh have been designed to combat chronic poverty. This study examines the impact of the UCF assistance receipt on the itemized educational spending: the total spending on education, school tiffin, educational stationery, uniforms, admission fees, examinations, textbooks, education-related Internet, and education-related transportation by the households. A Fuzzy regression discontinuity design (RDD) is used as an identification strategy, in which the assignment variable is the land ownership by the households. The RDD method is based on the idea that the households just below and above the cutoff of the assignment variable are locally randomized, therefore free from any selection bias. The results consistently show that the UCF assistance increases the spending on all educational items, except for textbooks and education-related transportation. This study suggests that the UCF assistance can be used as a policy tool to accelerate the sustainable development goal of inclusive quality education for rural coastal areas by increasing the itemized spending on education.</p>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2024-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140036460","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

Relationships among the volitional strategies, task values, and goal commitment of remedial teaching teachers and differences in teaching experience and professional background 补习教师的意志策略、任务价值和目标承诺与教学经验和专业背景差异之间的关系

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2024-03-01 DOI: 10.1007/s12564-024-09938-5

Ju-Chieh Huang

{"title":"Relationships among the volitional strategies, task values, and goal commitment of remedial teaching teachers and differences in teaching experience and professional background","authors":"Ju-Chieh Huang","doi":"10.1007/s12564-024-09938-5","DOIUrl":"10.1007/s12564-024-09938-5","url":null,"abstract":"<div><p>This research applied the perspectives of volition theory and goal setting theory to analyze the effects of teachers’ volitional strategies and task value on goal commitment in remedial teaching. The samples were collected from 92 elementary schools and 460 teachers with remedial teaching experiences were invited to participate in this study. There were 296 responses, recovery rated of 64.3%. Multivariate analysis of variance and structural equation modeling were employed to analyze the data. The results revealed, first, significant differences in volitional strategies and goal commitment were observed among teachers with different degrees of teaching experiences. Those who possessed more remedial teaching experiences had better volitional strategies and goal commitment; Second, significant differences were displayed in volitional strategies between remedial teaching teachers from different professional backgrounds. Teachers with a good professional background had shown higher volitional strategies in self-efficacy enhancement dimension. Finally, teachers’ volitional strategies and task value were found with strong and moderate effects, respectively, on the goal commitment of remedial teaching. The findings provided useful information for teacher preparation programs.</p></div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140017646","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

A case study on a novel cross-sectoral complementary merger in China: from the perspectives of leadership 中国新型跨部门互补兼并案例研究：从领导力的角度看问题

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2024-02-22 DOI: 10.1007/s12564-024-09935-8

Min Hong, Tingzhu Chen, Yongtang Jia

引用次数: 0

The moderating effect of creative metacognition on adolescents’ risk-taking in creative performance 创造性元认知对青少年创造性表现中冒险行为的调节作用

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2024-02-22 DOI: 10.1007/s12564-024-09927-8

Jungmin Woo, Seon-Young Lee

{"title":"The moderating effect of creative metacognition on adolescents’ risk-taking in creative performance","authors":"Jungmin Woo, Seon-Young Lee","doi":"10.1007/s12564-024-09927-8","DOIUrl":"10.1007/s12564-024-09927-8","url":null,"abstract":"<div><p>Research has demonstrated the crucial role of creative metacognition and risk-taking in creativity. However, little empirical research has examined how creative metacognition and risk-taking work on creative performance in educational practice. This paper explored the moderating effects of creative metacognition on the relationships between different types of risk-taking (i.e., propensity for taking a risk, willingness to take a risk) and creative performance (i.e., general creativity, originality, usefulness) in a middle school context. The sample consisted of 350 7th- and 8th-grade students from three middle schools. They completed a survey and a creative performance task. Hierarchical regression analysis revealed that creative metacognition moderated the relationships between willingness to take a risk and both originality and usefulness. The results indicated that creative metacognition reinforces the positive effect of risk-taking on originality and mitigates the negative effect of risk-taking on usefulness. Our findings suggest a potential role for creative metacognition in enhancing curriculum-based creative performance in middle schools. In the end, practical implications, limitations, and future directions are discussed.</p></div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2024-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s12564-024-09927-8.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139920191","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

Evaluation method for the comprehensive quality of students based on multi-source data fusion 基于多源数据融合的学生综合素质评价方法

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2024-02-17 DOI: 10.1007/s12564-024-09933-w

Zhangfu Wang

引用次数: 0

Utilization of differentiated instruction in K-12 classrooms: a systematic literature review (2000–2022) 在幼儿园到 12 年级的课堂中采用分层教学：系统文献综述（2000-2022 年）

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2024-02-15 DOI: 10.1007/s12564-024-09931-y

Linlin Hu

{"title":"Utilization of differentiated instruction in K-12 classrooms: a systematic literature review (2000–2022)","authors":"Linlin Hu","doi":"10.1007/s12564-024-09931-y","DOIUrl":"10.1007/s12564-024-09931-y","url":null,"abstract":"<div><p>Differentiated instruction (DI) is a beneficial approach to addressing students’ diverse learning needs, abilities, and interests to ensure that each student has the opportunity to make academic progress. To answer the question of how teachers utilize DI in K-12 classrooms, this systematic review was based on 61 empirical studies on DI published between 2000 and 2022. It examined the current status and trends of implementing DI in K-12 education and integrated various factors involved in the process of DI, including educational levels, subjects, student difference analysis, instructional methods, content, tools, assessment methods, and instructional effectiveness. The findings indicated that (1) DI was most commonly used in primary school mathematics and language classrooms, with the majority of studies having sample sizes exceeding 100 and lasting for more than 6 months; (2) The most frequently employed form of DI was ability grouping, often grouped based on academic achievement; (3) Information technology tools and resources can empower differentiated instruction; (4) Most studies utilized standardized tests, questionnaires, and scales as evaluation tools, with a focus on the impact of DI on students’ academic achievement and skills; and (5) The effectiveness of DI was controversial and influenced by multiple factors, such as may be associated with the instructional methods. In response to these findings, the study introduces a comprehensive DI model. This model, rooted in the perspective of instructional design, elucidates the interconnected factors of DI. It serves as a valuable reference for the future design and implementation of DI, offering a practical guide for educators aiming to create inclusive and effective learning environments.</p></div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2024-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139769005","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

Characteristics explaining students’ creative behaviors in South Korea using random forest 利用随机森林解释韩国学生创造性行为的特征

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2024-02-14 DOI: 10.1007/s12564-024-09930-z

{"title":"Characteristics explaining students’ creative behaviors in South Korea using random forest","authors":"","doi":"10.1007/s12564-024-09930-z","DOIUrl":"https://doi.org/10.1007/s12564-024-09930-z","url":null,"abstract":"<h3>Abstract</h3> <p>There is limited research that holistically explains the characteristics of creative students in nurturing creative behaviors. This lack of a holistic approach to studying creative behaviors may inhibit accounting for the tangled dynamics among explanatory variables. Thus, the present study examined personal and environmental characteristics that predicted creative behaviors using a random forest (RF) analysis in a large-scale dataset collected in South Korea. The responses of eighth graders (<em>N</em> = 6,546) to the 20 questions measuring creative behaviors were explained by 67 explanatory variables in an RF analysis. Results indicated that the top five variables were identified for predicting creative behaviors by two types of importance indices: civic engagement, self-regulation, information and communication technology skills, career maturity, and positive attitudes toward school/learning. Environmental characteristics did not appear in the top five variables, emphasizing the importance of personal characteristics in shaping student creative behaviors. Educational and theoretical implications are discussed, with suggestions for future research.</p>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2024-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139769034","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

Agentic citizenship learning in China: official curriculum and student agency 中国的公民代理学习：官方课程与学生代理

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2024-02-12 DOI: 10.1007/s12564-024-09939-4

Jia Jiang

{"title":"Agentic citizenship learning in China: official curriculum and student agency","authors":"Jia Jiang","doi":"10.1007/s12564-024-09939-4","DOIUrl":"10.1007/s12564-024-09939-4","url":null,"abstract":"<div><p>Although citizenship education (CE) has been widely addressed in many countries’ curricula, few studies have sufficiently explored students’ learning of official CE curriculum content. Accordingly, in this study, students’ responses to the CE curriculum content are investigated in a constrained social context taking an agency perspective. Drawing on qualitative data set in two high schools in China, the study revealed that the students learned the official content of the CE curriculum with agency by critiquing textbooks, spending limited time on the subject, memorizing the textbooks’ contents without taking them seriously, and most importantly, deliberately determining what to be incorporated, reinterpreted, and resisted. The findings also showed that students’ agentic citizenship learning resulted from the interplay of four elements: students’ agentic orientations (interest and aspirations, prior political experience and knowledge, and practical evaluation); teachers’ modifications of the CE content; a high-stakes testing educational system; and China’s contested civic environment. The study extends the social constructivist understanding of citizenship learning and recommends reconstructing the Chinese CE curriculum, the educational system, and the civic environment to nurture agentic citizens.</p></div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2024-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139782034","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

Examining factors influencing students to leave science classes in Cambodia: a two-level hierarchical linear modeling 研究影响柬埔寨学生离开科学课的因素：两级分层线性模型

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2024-02-12 DOI: 10.1007/s12564-024-09928-7

Sokunrith Pov, Norimune Kawai, Ratha Chey, Sokha Khut, Saovorak Nov

{"title":"Examining factors influencing students to leave science classes in Cambodia: a two-level hierarchical linear modeling","authors":"Sokunrith Pov, Norimune Kawai, Ratha Chey, Sokha Khut, Saovorak Nov","doi":"10.1007/s12564-024-09928-7","DOIUrl":"10.1007/s12564-024-09928-7","url":null,"abstract":"<div><p>Cambodian upper secondary education is divided into two tracks: science and social science. Students make their track selection in grade 10 and begin their enrollment in grade 11. The enrollment in the science track has witnessed a steep decline from 96% in 2014 to 34% in 2020, while the enrollment in the social science track has seen a remarkable surge from 4% in 2014 to 66% in 2020. This tendency poses a significant challenge to the government’s endeavors aimed at promoting workforces in science, technology, engineering, and mathematics (STEM) fields. This survey study aimed to examine factors influencing students to leave science-track classes. The survey was administered to 696 grade-12 students from 20 upper secondary schools. The two-level hierarchical linear modeling (HLM) was used for data analysis. The findings revealed that at the individual level, age, ease of national examination, high passing rates, preference for good grades, expense on private tutoring, STEM major choices at the territory level, attitudes toward science, parental advice, and family income significantly influenced students’ decision to opt for social science track over science track. At the school level, school location was a significant predictor of track choices. The findings were discussed with practical implications to improve enrollment in the science track at Cambodian upper secondary schools.</p></div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2024-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s12564-024-09928-7.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139843803","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