Asia Pacific Education Review最新文献_第7页

An Exploration of Korean traditional parenting virtues among Korean-American parents and the impact of the Ottuki parenting program 探究韩裔美国父母的韩国传统教养美德及Ottuki教养计划的影响

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2025-01-17 DOI: 10.1007/s12564-024-10032-z

Younghee Cho, Rachel Yeji Lee, Sou Hyun Jang, Joon-Ho Yu, Jae Hyun Park, Korean Community Service Center, Sangho Kim, Eunjung Kim

{"title":"An Exploration of Korean traditional parenting virtues among Korean-American parents and the impact of the Ottuki parenting program","authors":"Younghee Cho, Rachel Yeji Lee, Sou Hyun Jang, Joon-Ho Yu, Jae Hyun Park, Korean Community Service Center, Sangho Kim, Eunjung Kim","doi":"10.1007/s12564-024-10032-z","DOIUrl":"10.1007/s12564-024-10032-z","url":null,"abstract":"<div><p>The purpose of this study was to explore the perception of 12 Korean traditional parenting virtues (KTPV), a set of cultural norms from ancient Korea guiding how parents ought to love and discipline their children, among Korean-American immigrant (KA) parents. This study examined 1) how KA parents practice KTPV, 2) which virtues KA parents desire to develop, and 3) the changes in the application of KTPV after receiving the Ottuki Parenting Program (OPP). The first phase of the study (Study 1) was a community needs assessment with 22 KA parents (13 Korean Speaking and 9 English Speaking) living in the greater Seattle area. Parents participated in focus group interviews and completed surveys. Results showed that both Korean-speaking parents and English-speaking parents had common perceptions of self-cultivation, responsibility, sacrifice, and respect. However, differences were noted in 8 of 12 virtues including example, patience, authority, attention, teaching, generosity, trust, and devotion. Korean-speaking parents desired to develop example, and generosity, authoritative while English-speaking parents desired to develop example. These findings led to the development of the Ottuki Parenting Program (OPP) for Korean-speaking parents. In study 2, 57 Korean-speaking parents participated in the OPP intervention. Post-intervention results showed a significant increase in the practice of self-cultivation, devotion, patience, authority, respect, and generosity among participants. These findings provide guidance for developing, implementing, and adapting parenting programs for immigrant families and demonstrate the importance of parenting programs for immigrant families to decrease disparity in parenting practices and promote equity in early childhood development.</p></div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":"26 2","pages":"333 - 345"},"PeriodicalIF":2.3,"publicationDate":"2025-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145165939","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

Modernizing higher education with industrial forces in Asia: a comparative study of discourse of university-industry collaboration in China, Japan and Singapore 以产业力量推动亚洲高等教育现代化：中、日、新三国校企合作话语比较研究

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2025-01-11 DOI: 10.1007/s12564-024-10033-y

Tengteng Zhuang, Misao Oh, Keiko Kimura

{"title":"Modernizing higher education with industrial forces in Asia: a comparative study of discourse of university-industry collaboration in China, Japan and Singapore","authors":"Tengteng Zhuang, Misao Oh, Keiko Kimura","doi":"10.1007/s12564-024-10033-y","DOIUrl":"10.1007/s12564-024-10033-y","url":null,"abstract":"<div><p>University-industry collaboration (UIC) has emerged as a focal point in the contemporary global higher education landscape. Nevertheless, the underlying objectives for endorsing UIC often vary across national contexts despite a consensus on its collective benefits. This study endeavors to juxtapose the social imaginary surrounding UIC within three economically vigorous Asian countries: China, Japan, and Singapore through a multimodal discourse analysis. Findings reveal a consonant priority placed on the role of UIC as an innovation driver in all three contexts. However, whereas China has exhibited a pronounced tendency to harness industry sector dynamics to reform pedagogical frameworks within its higher educational institutions and promote economic development, Japan’s approach to UIC is more motivated by the intention to maintain international competitiveness and address societal challenges peculiar to the nation. Meanwhile, Singapore places research collaboration and internationalization at the heart of its UIC agenda and highlights them as the key factors driving its leadership in global cutting-edge technology. Practical implications for governments include placing equal emphasis on both education-focused and research-oriented UIC, fostering stronger R&D collaboration frameworks between universities and industries, designing policies that promote cross-sectoral trust-building, and aligning long-term goals with the more immediate needs of the industry.</p></div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":"26 1","pages":"195 - 210"},"PeriodicalIF":2.3,"publicationDate":"2025-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143583658","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

Exploring Chinese teachers’ concerns about teaching artificial intelligence: the role of knowledge and perceived social good 探讨中国教师对人工智能教学的关注：知识的作用和感知社会利益

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2025-01-10 DOI: 10.1007/s12564-024-10034-x

Xiao-Fan Lin, Weipeng Shen, Sirui Huang, Yuhang Wang, Wei Zhou, Xiaolan Ling, Wenyi Li

{"title":"Exploring Chinese teachers’ concerns about teaching artificial intelligence: the role of knowledge and perceived social good","authors":"Xiao-Fan Lin, Weipeng Shen, Sirui Huang, Yuhang Wang, Wei Zhou, Xiaolan Ling, Wenyi Li","doi":"10.1007/s12564-024-10034-x","DOIUrl":"10.1007/s12564-024-10034-x","url":null,"abstract":"<div><p>This study aimed to investigate the factors accounting for Chinese teachers’ concerns about teaching artificial intelligence (AI). Based on the concerns-based adoption model and the pedagogical content knowledge framework, a hypothesized model associating teachers’ knowledge, perceived social good, and concerns about teaching AI was tested via structural equation modelling. The responses from 269K-12 AI teachers in southern China were utilized to test the hypothesized model. Structural equation modelling reveals that the association between teachers’ knowledge of teaching AI and teachers’ concerns about teaching AI is mediated by teachers’ perceived social good of teaching AI. Particularly, teachers’ perceived social good of teaching AI partially mediated relationships between teachers’ pedagogical AI knowledge and refocusing concern, as well as teachers’ conceptual AI knowledge and management concerns. These findings provide a more profound understanding of teachers’ perceived social good as a pedagogical belief. The results show that teachers’ knowledge (i.e. pedagogical AI knowledge and conceptual AI knowledge) predicted higher stages of concern (i.e. refocusing and management) when mediated by teachers’ perceived social good of teaching AI. This study contributes to a better understanding of factors contributing to teachers’ concerns about teaching AI, and how to address them for teacher professional development.</p></div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":"27 2","pages":"779 - 798"},"PeriodicalIF":2.3,"publicationDate":"2025-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147865586","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

College quality and initial employment: insights from the Japanese labor market 大学质量与初次就业：来自日本劳动力市场的见解

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2024-12-31 DOI: 10.1007/s12564-024-10022-1

Tomotaka Hirao, Masataka Murasawa, Osamu Umezaki

引用次数: 0

Adult educators as lifelong learners in Singapore: factors influencing lifelong learning participation and professional growth 新加坡成人教育工作者作为终身学习者：影响终身学习参与和专业成长的因素

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2024-12-30 DOI: 10.1007/s12564-024-10025-y

Zan Chen, Pavlova Margarita, Catherine Tangen

{"title":"Adult educators as lifelong learners in Singapore: factors influencing lifelong learning participation and professional growth","authors":"Zan Chen, Pavlova Margarita, Catherine Tangen","doi":"10.1007/s12564-024-10025-y","DOIUrl":"10.1007/s12564-024-10025-y","url":null,"abstract":"<div><p>Lifelong learning is pivotal for developing future-oriented capabilities required for addressing the challenges in the rapidly changing world of work and other areas of life. This paper firmly positions adult educators as integral lifelong learners and explore the intricate interplay between personal and environmental factors. These factors include education, age, gender, lifelong learning beliefs, self-efficacy, employment status, industry experience, income, professional development support, and the type of employer they are associated with. Our primary aim is to unravel the intricate connections between adult educators’ engagement in lifelong learning and these personal and environmental factors, thereby paving the way for a more strategic and informed approach to bolstering their professional development and capabilities. We harness data from the first nationwide survey on adult educators in Singapore focusing on their work-related learning activities and non-work-related learning activities. The findings highlight the importance of understanding the roles of personal and environmental factors to support lifelong learning and professional development. By taking an integrative approach, this paper advances the existing body of knowledge on adult education and learning on the determinants of learning activities amongst adult educators. It acknowledges the indispensable significance of both work-related and non-work-related learning, and also sheds light on the often-neglected realm of informal learning. In doing so, it provides a more comprehensive framework for examining skill development that considers a broader spectrum of factors and outcomes beyond individual economic benefits.</p></div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":"26 4","pages":"923 - 938"},"PeriodicalIF":2.3,"publicationDate":"2024-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145706087","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

STEM students’ self-perceptions of graduate employability: a gender, region, and gender-regional analysis in China STEM学生对毕业生就业能力的自我认知：中国的性别、地区和性别区域分析

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2024-12-27 DOI: 10.1007/s12564-024-10021-2

Yin Ma, William E. Donald, Ying Wang

{"title":"STEM students’ self-perceptions of graduate employability: a gender, region, and gender-regional analysis in China","authors":"Yin Ma, William E. Donald, Ying Wang","doi":"10.1007/s12564-024-10021-2","DOIUrl":"10.1007/s12564-024-10021-2","url":null,"abstract":"<div><p>Drawing on the framework of social cognitive career theory (SCCT), this work aims to understand whether self-perceived employability (PE) beliefs of STEM undergraduates in China differ by gender, region (urban/rural, and geographical divide), and/or gender-regional intersectionality. 1713 STEM undergraduates from multiple universities in China completed a self-reported questionnaire. Our findings showed that (i) gender impacts perceived employability (PE) such that men report higher PE than women; (ii) region impacts PE in such a way that urban regions report higher PE levels than their peers in rural regions; and (iii) intersectionality affects PE in such a way that women from rural regions report the lowest PE, then men from rural regions, then women from urban regions, with PE being highest for men from urban regions. The findings apply across three dimensions of PE: self-awareness (SPA), perceived program relevance (PPR), and career exploration and awareness (CEA). Theoretical contributions illuminate PE beliefs across gender, regional, and intersectional lines, pinpointing which PE belief dimensions need enhancement. Practical and policy implications suggest ways for individuals, higher education institutions, and society to address gender and regional inequalities, thereby bolstering STEM students' PE.</p></div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":"26 3","pages":"635 - 653"},"PeriodicalIF":2.3,"publicationDate":"2024-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144918273","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 moderating role of teacher collaboration in the association between job satisfaction and job performance 教师协作在工作满意度与工作绩效关系中的调节作用

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2024-12-23 DOI: 10.1007/s12564-024-10027-w

Zhengxi Liu, Yuyang Cai, Zuochen Zhang

{"title":"The moderating role of teacher collaboration in the association between job satisfaction and job performance","authors":"Zhengxi Liu, Yuyang Cai, Zuochen Zhang","doi":"10.1007/s12564-024-10027-w","DOIUrl":"10.1007/s12564-024-10027-w","url":null,"abstract":"<div><p>Teacher job performance is crucial for school success. Prior research has heavily focused on its positive effects, whilst neglecting the interaction of factors shaping teacher job performance. Drawing on self-determination theory, particularly basic psychological needs satisfaction, this study aimed to explore how teachers’ job satisfaction was associated with their job performance, and how teacher collaboration moderated this association, using the 2018 dataset from the Programme for International Student Assessment. Results of multilevel structural equation modelling and simple slope analysis confirmed that teachers’ job satisfaction served as a positive predictor of job performance, and teacher collaboration moderated the association significantly, but distinctly, at different levels. At the teacher level, job satisfaction positively predicted job performance as being stronger with higher teacher collaboration. However, at the school and cross levels, teacher collaboration moderated the relationship negatively. The findings demonstrate the critical role of teacher collaboration in improving teachers’ job performance through enhancing their job satisfaction in schools.</p></div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":"27 2","pages":"765 - 777"},"PeriodicalIF":2.3,"publicationDate":"2024-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147865774","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

Building a sustainable culture of giftedness: the organizational model of giftedness (OMoG) 构建可持续的资优文化：资优组织模式（OMoG）

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2024-12-23 DOI: 10.1007/s12564-024-10030-1

Kubra Kirca Demirbaga

{"title":"Building a sustainable culture of giftedness: the organizational model of giftedness (OMoG)","authors":"Kubra Kirca Demirbaga","doi":"10.1007/s12564-024-10030-1","DOIUrl":"10.1007/s12564-024-10030-1","url":null,"abstract":"<div><p>Over the past few decades, as the number of extraordinary achievements by research teams and science and technology companies has increased, the power behind the justification of only individual-dimension giftedness theories has decreased. This conceptual paper reveals the organizational dimension of giftedness in the background of scientific and technological developments in the twenty-first century and shows how it has become a necessary result of today’s world. In this paper, the emergence of the organizational model of giftedness (OMoG), its four foundational components (supportive and nurturing mentors, individuals with high performance, interdisciplinary collaboration, and innovative outcomes), its structure, and how it functions are explained, inspired by Eyre’s (2016) high-performance learning pedagogy and Amabile and Pratt’s (2016) dynamic componential model of creativity and innovation in organizations. By moving beyond the typical approaches in the field, this innovative model extends the boundaries of giftedness and shifts our giftedness understanding from the individual dimension to the organizational dimension. The model encourages empirical studies in the field to understand better and advance the organizational dimension of giftedness, intending to contribute to educational policy and practices.</p></div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":"26 2","pages":"317 - 332"},"PeriodicalIF":2.3,"publicationDate":"2024-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145167839","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

Emotional breakdown and inability to “lighten the burden”: a qualitative study of the emotional burden of contemporary rural teachers in China 情感崩溃与无力“减轻负担”：当代中国农村教师情感负担的定性研究

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2024-12-19 DOI: 10.1007/s12564-024-10023-0

Jingxun Zhong, Yiqing Zhong

{"title":"Emotional breakdown and inability to “lighten the burden”: a qualitative study of the emotional burden of contemporary rural teachers in China","authors":"Jingxun Zhong, Yiqing Zhong","doi":"10.1007/s12564-024-10023-0","DOIUrl":"10.1007/s12564-024-10023-0","url":null,"abstract":"<div><p>The emotional state and burden of rural teachers is a prominent issue in the current development of rural education in China. This paper has introduced relevant concepts from emotional geographies to its qualitative study that explores the emotional performance, the causes of emotional burden of 42 rural teachers of 10 primary and secondary schools in the less developed areas of Guangdong province in China, and focuses on analyzing why it is so difficult for rural teachers to “lighten the burden” at present. Research has found that the five different emotional geographies in the field of emotional geographies intertwine and interact to influence rural teachers. The interactions between students and parents, school administrators, administrative authorities, and teachers play a significant role in generating negative emotions among rural teachers in different emotional geographies. Especially, the administrative tasks assigned by administrative authorities, as mentioned in the concept of political geographies, and the lack of effective support for rural teachers’ emotional intelligence from schools lead emotional burden, even emotional breakdown. Among the five emotional geographies, political geographies has the greatest impact on teacher emotions, which is closely related to the power structure in Chinese schools, combined with the unique characteristics of rural school environments, creates a particularly challenging situation for “lighten the burden” of rural teachers in China.</p></div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":"27 2","pages":"737 - 748"},"PeriodicalIF":2.3,"publicationDate":"2024-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147865773","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

Self-directed computer-assisted professional development in Taiwanese bilingual schools: an exploratory study 台湾双语学校自主电脑辅助专业发展之探索研究

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2024-12-19 DOI: 10.1007/s12564-024-10029-8

Keith M. Graham, Tzu-Bin Lin, Hsi-Ling Huang

{"title":"Self-directed computer-assisted professional development in Taiwanese bilingual schools: an exploratory study","authors":"Keith M. Graham, Tzu-Bin Lin, Hsi-Ling Huang","doi":"10.1007/s12564-024-10029-8","DOIUrl":"10.1007/s12564-024-10029-8","url":null,"abstract":"<div><p>This exploratory study utilized a conceptual framework for self-directed computer-assisted professional development (PD) to evaluate the implementation and outcomes of a six-month PD pilot program. The program was designed to enhance the English proficiency of Taiwanese bilingual school teachers through a computer-assisted learning platform. Using a narrative-based methodology, we constructed and analyzed vignettes from seven participating teachers using a conceptual framework that integrates motivation, self-management, platform readiness (ease of use), and self-monitoring. While self-directed computer-assisted PD offers promising opportunities for teacher development, this study reveals significant challenges, particularly in sustaining engagement and ensuring the platform aligns with teachers’ specific needs. Drawing on these insights, we offer several recommendations for schools to enhance the effectiveness of self-directed computer-assisted PD across diverse educational contexts based on the study’s conceptual model. These recommendations convey an overarching message: Self-directed PD should not be viewed as an isolated endeavor for teachers. Specifically, we underscore the importance of appointing a PD program administrator to facilitate the program model and guide teachers throughout the self-directed learning process.</p></div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":"26 1","pages":"183 - 193"},"PeriodicalIF":2.3,"publicationDate":"2024-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143583566","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