Asia Pacific Education Review最新文献_第8页

Measurement issues in causal inference 因果推理中的测量问题

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2024-03-11 DOI: 10.1007/s12564-024-09942-9

Benjamin R. Shear, Derek C. Briggs

{"title":"Measurement issues in causal inference","authors":"Benjamin R. Shear, Derek C. Briggs","doi":"10.1007/s12564-024-09942-9","DOIUrl":"10.1007/s12564-024-09942-9","url":null,"abstract":"<div><p>Research in the social and behavioral sciences relies on a wide range of experimental and quasi-experimental designs to estimate the causal effects of specific programs, policies, and events. In this paper we highlight measurement issues relevant to evaluating the validity of causal estimation and generalization. These issues impact all four categories of threats to validity previously delineated by Shadish et al. (Experimental and quasi-experimental designs for generalized causal inference. Houghton Mifflin, Boston, 2002): internal, external, statistical conclusion, and construct validity. We use the context of estimating the effect of the COVID-19 pandemic on student learning in the U.S. to illustrate the important role of measurement in causal inference. We provide background related to the meaning of measurement, and focus attention on the evidence and argumentation necessary to evaluate the validity and reliability of the different types of measures used in statistical models for causal inference. We conclude with recommendations for researchers estimating and generalizing causal effects: provide clear statements for construct interpretations, seek to rule out potential sources of construct-irrelevant variance, quantify and adjust for measurement error, and consider the extent to which interpretations of practical significance are consistent with scale properties of outcome measures.</p></div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":"25 3","pages":"719 - 731"},"PeriodicalIF":2.3,"publicationDate":"2024-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140098855","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

Multiple voices and multiple interests: students’ lived experiences and understanding of university internationalization 多种声音和多种兴趣：学生对大学国际化的生活体验和理解

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2024-03-06 DOI: 10.1007/s12564-024-09947-4

Min-Chuan Sung, Yan Wang, Keang Ieng Peggy Vong

{"title":"Multiple voices and multiple interests: students’ lived experiences and understanding of university internationalization","authors":"Min-Chuan Sung, Yan Wang, Keang Ieng Peggy Vong","doi":"10.1007/s12564-024-09947-4","DOIUrl":"10.1007/s12564-024-09947-4","url":null,"abstract":"<div><p>With internationalization of higher education (HE) a worldwide trend in the past decades, a bulk of research has investigated various related issues, yet students’ voices have been largely absent from the current discussion of university internationalization. This study explored Chinese students’ constructive understandings of internationalization based on their actual experiences in one university of Greater China. Applying Habermas’s framework of knowledge-constitutive human interests to the focus-group interview data, the study uncovered students’ diversified voices, expressing views of internationalization as their “future business card(s)” and as cross-cultural learning experiences. Other views were represented by the metaphor of “neritic fish,” used to describe a university who lost its identity in pursuing internationalization, and by criticism of their own institution on “being internationalized” in the current wave of global HE internationalization, rather than, “internationalizing”, with suggestions of building a university’s internal strengths as the pre-condition for genuine internationalization. While some of these views showed congruence with the dominant discourse of internationalization in East Asia, the dissenting voices expressed a mismatch between students’ understanding of internationalization and that embraced by the policy direction of the focal university. Students’ views expressed new insights into some long-standing issues of internationalization in non-Western societies, which are crucial for HE researchers and policy-makers in re-thinking the fundamental purposes and ultimate goals of contemporary higher education harnessed by the leading force of internationalization.</p></div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":"26 2","pages":"347 - 358"},"PeriodicalIF":2.3,"publicationDate":"2024-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140262610","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

Chinese secondary school teachers’ views on ethical issues in classroom assessment 中国中学教师对课堂评价中道德问题的看法

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2024-03-05 DOI: 10.1007/s12564-024-09948-3

Xiumei Liu, Xumei Fan, Hongyan Guo, Xueyao Zhang, Ming Gu

{"title":"Chinese secondary school teachers’ views on ethical issues in classroom assessment","authors":"Xiumei Liu, Xumei Fan, Hongyan Guo, Xueyao Zhang, Ming Gu","doi":"10.1007/s12564-024-09948-3","DOIUrl":"10.1007/s12564-024-09948-3","url":null,"abstract":"<div><p>The study investigated Chinese secondary school teachers’ views on ethicality of teachers’ practices in classroom assessment. Participants included 1,871 teachers from 205 secondary schools in 23 provinces, 4 municipalities, and 4 autonomous regions in China. A survey study with 14 authentic assessment scenarios revealed that there is no evident consensus on ethicality of teachers’ practices in classroom assessment among the participant teachers, and discrepancies exist between teachers’ views and the views of assessment professionals in the literature. Chinese secondary school teachers reported low agreement with the literature in assessment confidentiality, communication about grading, grading practice, and test administration. Gender and subject taught are significantly associated with teachers’ ethical perceptions. The findings suggest that ethical issues in classroom assessment are complicated, and they are often interwoven with other factors including cultural background, educational policy, and institutional guidelines in assessments. The study findings are informative for the development of secondary school teacher education program, teachers’ professional learning, and educational policy making.</p></div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":"25 4","pages":"1097 - 1114"},"PeriodicalIF":2.3,"publicationDate":"2024-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140263934","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 comparison study on self-regulation and sense of presence in online learning: a meta-analytic review 在线学习中的自我调节和临场感比较研究：元分析综述

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2024-03-05 DOI: 10.1007/s12564-024-09937-6

Ahrong Beik

{"title":"A comparison study on self-regulation and sense of presence in online learning: a meta-analytic review","authors":"Ahrong Beik","doi":"10.1007/s12564-024-09937-6","DOIUrl":"10.1007/s12564-024-09937-6","url":null,"abstract":"<div><p>This study aims to compare the influence of learners’ self-regulation and sense of presence on online learning. Due to the increasing influence of online learning, self-regulation has received considerable attention. However, it is also claimed that an increased sense of presence can enhance online learning effects. For comparison, a meta-analysis was conducted on correlation studies. A total of 47 studies from 2000 to 2022 that investigated self-regulation or sense of presence in the context of online learning were analyzed. Average effect sizes were used to compare the influence of self-regulation and sense of presence on the levels of satisfaction with online learning. The moderating effects of self-regulation and sense of presence were also analyzed and compared. The results indicate that the average effect sizes of self-regulation and sense of presence were significant. Regarding the relationship between sense of presence and satisfaction with online learning, the type of sense of presence had no moderating effect. In addition, the average effect size of sense of presence was slightly greater than that of self-regulation. Based on these results, we conclude that sense of presence had a stronger influence on satisfaction with online learning. The importance of sense of presence and various ways to increase it in the context of online learning are also discussed.</p></div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":"26 1","pages":"211 - 225"},"PeriodicalIF":2.3,"publicationDate":"2024-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140036233","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

Effectiveness of the prediction–observation–explanation strategy on students with mild intellectual disabilities 预测-观察-解释策略对轻度智障学生的有效性

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2024-03-04 DOI: 10.1007/s12564-024-09940-x

Tulay Senel Coruhlu, Muammer Calik, Sibel Er Nas, Salih Cepni, Cevriye Ergul, Seyma Kurt Almalı

引用次数: 0

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":"25 2","pages":"541 - 553"},"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":"239 1","pages":""},"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":"25 4","pages":"1021 - 1036"},"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":"25 1","pages":"99 - 115"},"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