Asia Pacific Education Review最新文献_第8页

COVID-19 pandemic and mathematics achievement gap in Korea: the role of private education and parental support 新冠疫情与韩国数学成绩差距：课外教育和家长支持的作用

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2024-12-18 DOI: 10.1007/s12564-024-10028-9

Jihyun Hwang

{"title":"COVID-19 pandemic and mathematics achievement gap in Korea: the role of private education and parental support","authors":"Jihyun Hwang","doi":"10.1007/s12564-024-10028-9","DOIUrl":"10.1007/s12564-024-10028-9","url":null,"abstract":"<div><p>This study aimed to elucidate the impact of the COVID-19 pandemic on exacerbating the achievement gap between high-achieving and low-achieving students. In addition, it delved into the relationship between the achievement gap and private education, as well as parental educational support. Utilizing the data from the Busan Education Longitudinal Study, this study compared two distinct cohorts: Cohort 1, consisting of students who were in grade 7 (the first grade of Korean middle schools) in 2016, and Cohort 2, consisting of students who were in grade 4 in 2016. While Cohort 1 graduated from middle school before the pandemic, Cohort 2 experienced it during their second year of middle school. To analyze changes in students’ achievements, the study used a longitudinal growth model based on k-mean cluster analysis to identify subgroups with distinct patterns of achievement changes. The study then focused on Cohort 2, scrutinizing the interplay between variations in private education modalities, expenditures, and the spectrum of parental educational support across six delineated growth cluster. The findings indicated an intensification of the achievement gap during the pandemic. However, students’ membership in the growth clusters was not related to parents’ educational support or private education. While changes in private education expenditure appear related to the characteristics of the growth cluster, more detailed data and theoretical discussions are necessary.</p></div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":"27 2","pages":"749 - 764"},"PeriodicalIF":2.3,"publicationDate":"2024-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147865585","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

Correction: Reflection on China’s higher vocational education entrance examination: lessons from the imperial examination in modern China 修正：对中国高等职业教育入学考试的反思：近代中国科举的教训

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2024-12-07 DOI: 10.1007/s12564-024-10026-x

Yijun Yang, Yeow‑Tong Chia

引用次数: 0

Job engagement among novice school counselors: Daily emotion regulation in the context of job demands and resources 新入职辅导员的工作投入：工作需求与资源背景下的日常情绪调节

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2024-12-06 DOI: 10.1007/s12564-024-10018-x

Soeun Hong, Sang Min Lee

引用次数: 0

Exploring the impact of feedback timing on student performance in online testing 探讨在线测试中反馈时间对学生表现的影响

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2024-11-28 DOI: 10.1007/s12564-024-10024-z

Guozhu Ding, Mailin Li, Shan Li, Hao Wu

{"title":"Exploring the impact of feedback timing on student performance in online testing","authors":"Guozhu Ding, Mailin Li, Shan Li, Hao Wu","doi":"10.1007/s12564-024-10024-z","DOIUrl":"10.1007/s12564-024-10024-z","url":null,"abstract":"<div><p>This study investigated the optimal feedback intervals for tasks of varying difficulty levels in online testing and whether task difficulty moderates the effect of feedback intervals on student performance. A pre-experimental study with 36 students was conducted to determine the delayed time for providing feedback based on student behavioral data. A formal experiment with 80 students was then conducted to explore the joint effects of feedback interventions and task difficulty on student performance improvement. The findings revealed that feedback conditions had no significant impact on student learning gains in easy or difficult tasks. However, for medium difficulty tasks, feedback delays of 23 and 30 s led to greater academic improvement compared to immediate feedback, while feedback with a 35-s delay resulted in worse performance. Overall, the study highlights the importance of considering task difficulty when determining optimal feedback intervals and suggests that well-timed feedback can significantly enhance student learning, especially for tasks of moderate complexity. This challenges the common practice of providing immediate feedback, which may not always be optimal. Moreover, the findings of this study provide valuable insights for educators and instructional designers when designing online assessments and feedback mechanisms.</p></div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":"26 2","pages":"303 - 315"},"PeriodicalIF":2.3,"publicationDate":"2024-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145171408","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 effectiveness of flipped classroom on autonomous learning ability: a meta-analysis 翻转课堂对自主学习能力的影响：一项元分析

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2024-11-25 DOI: 10.1007/s12564-024-10013-2

Qiaoying Yang, Chongbin Chen

{"title":"The effectiveness of flipped classroom on autonomous learning ability: a meta-analysis","authors":"Qiaoying Yang, Chongbin Chen","doi":"10.1007/s12564-024-10013-2","DOIUrl":"10.1007/s12564-024-10013-2","url":null,"abstract":"<div><p>In order to investigate the overall effectiveness of the flipped classroom in improving the autonomous learning ability of students, a Meta-analysis of 46 independent samples from 40 studies published by the international academic community from 2015 to 2023 was carried out with Review manager 5.4 software. The Meta-analysis results showed that the pooled effect size of 46 independent samples was SMD = 0.63, <i>P</i> < 0.05, indicating that the flipped classroom had a moderately high promotion effect on students’ autonomous learning ability. The results of subgroup analysis of 46 experimental variables also suggested that the influence of flipped classroom on students’ autonomous learning ability was not restricted by the moderating variables such as experimental period, education level, Implementation form and measuring tools, sub-factors such as discipline, sample size and ways of acquiring instructional videos have great influence on students’ autonomous learning ability. The main performance is: physics, chemistry, mathematics and English as the representative of the language course effect is good; The effect of small class teaching with less than 50 students and about 25 students is better than that of large class. The flipped classroom teaching without the help of teaching technology platform and self-made video has a greater role in improving students’ independent learning ability.</p></div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":"27 2","pages":"705 - 720"},"PeriodicalIF":2.3,"publicationDate":"2024-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147865633","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 relationship of parents’ filial piety beliefs to their children’s filial piety beliefs and mathematics performance 父母孝顺信念与子女孝顺信念与数学成绩的关系

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2024-11-24 DOI: 10.1007/s12564-024-10020-3

Meng Guo, Yiming Cao

{"title":"The relationship of parents’ filial piety beliefs to their children’s filial piety beliefs and mathematics performance","authors":"Meng Guo, Yiming Cao","doi":"10.1007/s12564-024-10020-3","DOIUrl":"10.1007/s12564-024-10020-3","url":null,"abstract":"<div><p>Filial piety is a key concept in Confucian culture that may shape Chinese students’ learning motivation and performance. It is important to explore how Chinese students’ filial piety beliefs are constructed within the family climate and further related to their achievement. Thus, this study aims to examine the relationship of Chinese parents’ filial piety beliefs to their children’s filial piety beliefs and mathematics learning performance. A total of 1195 primary school students from three public schools in China and one parent of each student participated in this study. Structural equation modeling was used to analyze the questionnaire data collected from students and parents. The results confirm the important role of parents’ filial piety beliefs in shaping their children’s filial piety beliefs and learning outcomes. The results also show that parents’ reciprocal filial piety positively predicted their children’s reciprocal and authoritarian filial piety beliefs. Parents’ authoritarian filial piety was positively and negatively related to their children’s authoritarian and reciprocal filial piety beliefs, respectively. Students’ mathematics achievement was positively affected by their reciprocal filial piety beliefs. Both parent and child authoritarian filial piety were negatively related to children’s mathematics achievement. A bootstrap analysis confirmed the mediating role of children’s filial piety in the relationship between parents’ filial piety and children’s mathematics performance. Our results can provide guidance for parents with regard to optimizing their beliefs and educational practices.</p></div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":"27 2","pages":"681 - 691"},"PeriodicalIF":2.3,"publicationDate":"2024-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147865771","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 global citizenship education for preservice early childhood teachers in South Korea: critical reflections on transformative pedagogy through journal writing 探索韩国职前幼儿教师的全球公民教育：通过期刊写作对变革教学法的批判性反思

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2024-11-13 DOI: 10.1007/s12564-024-10019-w

Hyun-Sun Suh, Hong-Ju Jun

{"title":"Exploring global citizenship education for preservice early childhood teachers in South Korea: critical reflections on transformative pedagogy through journal writing","authors":"Hyun-Sun Suh, Hong-Ju Jun","doi":"10.1007/s12564-024-10019-w","DOIUrl":"10.1007/s12564-024-10019-w","url":null,"abstract":"<div><p>This study aims to reveal how the “Global Citizenship Education (GCE) for Preservice Early Childhood Teachers” course offered at a teacher education program in South Korea fosters critical reflection in preservice early childhood teachers. Of the 21 preservice early childhood teachers who registered for this course, 11 agreed to participate in the research. The participants were asked to submit journals after each class, and the researchers analyzed the content of the participants' journals, focusing on the aspects of key concepts, inquiry, and change. Participants’ journal entries reevaluate the notion of child-centered education, critique institutional biases, and offer a clarifying perspective on the limitations of “equality” in achieving happiness for all. Participants also critically analyzed anthropocentric perspectives and behaviors, exploring how their thinking, being, feeling, and acting were shaped. By illuminating the possibility of providing opportunities to encourage GCE and critical reflection, albeit on a small scale, this study is expected to encourage teacher educators to implement GCE for preservice teachers.</p></div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":"27 2","pages":"667 - 679"},"PeriodicalIF":2.3,"publicationDate":"2024-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s12564-024-10019-w.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147865770","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

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