Asia Pacific Education Review最新文献_第9页

How are the cognitive mathematical modelling processes of third grade elementary school students? 小学三年级学生的认知数学建模过程如何？

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2024-11-06 DOI: 10.1007/s12564-024-10015-0

H. Beyza Canbazoğlu-Albayrak, Kamuran Tarım

{"title":"How are the cognitive mathematical modelling processes of third grade elementary school students?","authors":"H. Beyza Canbazoğlu-Albayrak, Kamuran Tarım","doi":"10.1007/s12564-024-10015-0","DOIUrl":"10.1007/s12564-024-10015-0","url":null,"abstract":"<div><p>Researchers, professional organizations and mathematics education standards emphasize the necessity and importance of mathematical modelling, especially from early school years. It is emphasized by various studies that elementary school students can create their own mathematical models by tackling model-eliciting activities and that students should encounter mathematical modelling and model-eliciting activities starting in the early school years and gather experience. The study aimed to examine the mathematical modelling processes of elementary school third grade students (8 years old) under the cognitive perspective and to determine the difficulties they encounter in this process. During the research process, a focus group study was conducted with four eight (8) years old elementary school third grade students. Data were collected by using task-based interviews. The mathematical thoughts developed by the third grade students in the study during the model-eliciting activities and the written solution process papers they presented were analyzed by descriptive analysis method. As a result of the research, it was determined that the students had difficulties demonstrating competence in understanding, simplifying, interpreting, and validating the problem.</p></div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":"26 4","pages":"885 - 899"},"PeriodicalIF":2.3,"publicationDate":"2024-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145706134","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 university ranking game in East Asia: the sensemaking of academic leaders between pressures and fatigue 东亚大学排名博弈：学术领袖在压力与疲劳之间的意义建构

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2024-11-05 DOI: 10.1007/s12564-024-10012-3

Licia Proserpio, Camille Kandiko Howson, Marie Lall

{"title":"The university ranking game in East Asia: the sensemaking of academic leaders between pressures and fatigue","authors":"Licia Proserpio, Camille Kandiko Howson, Marie Lall","doi":"10.1007/s12564-024-10012-3","DOIUrl":"10.1007/s12564-024-10012-3","url":null,"abstract":"<div><p>Rankings dominate higher education policy making, although little is known about the experiences of those involved in perpetuating rankings. This paper explores middle-level academic leaders’ sensemaking about university rankings and related policies in East Asia. Since university rankings have affected higher education policies and strategies more intensely in East Asia than in other regions of the world, our research aims to trace the process of meaning construction and reconstruction of the middle-level academic leaders directly involved with the rankings game. Qualitative data have been drawn from in-depth interviews with key informants across elite institutions in three East Asian countries (Mainland China, South Korea and Japan). Our findings show how even in the well performing countries (Mainland China and South Korea) the “ranking fever” has been replaced by the “ranking fatigue”. There is no running from rankings, but the paradox of not believing in them but engaging with them has created an affective response that is deeper than lack of trust towards the commercial system of ranking: it is a deeply rooted feeling of fatigue. This is leading the discussion on how to find an alternative to rankings and possibly forge a new path forward for East Asian universities, reshaping the geography of higher education in the region.</p></div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":"26 1","pages":"159 - 171"},"PeriodicalIF":2.3,"publicationDate":"2024-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143583444","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

Asian international graduate students’ experiences with their advisors in Korean higher education 亚洲国际研究生在韩国高等教育中与导师的经验

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2024-11-03 DOI: 10.1007/s12564-024-10011-4

Heeyoung Lee, Jae-Eun Jon, Eunyoung Kim

引用次数: 0

Impact of school leadership on reading literacy in rural China: the differentiated models of principals’ self-report and teachers’ report 学校领导对农村学生阅读素养的影响：校长自我报告与教师报告的差异模型

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2024-10-30 DOI: 10.1007/s12564-024-10006-1

Haixue Zhu, Ling Li, Hui Li

{"title":"Impact of school leadership on reading literacy in rural China: the differentiated models of principals’ self-report and teachers’ report","authors":"Haixue Zhu, Ling Li, Hui Li","doi":"10.1007/s12564-024-10006-1","DOIUrl":"10.1007/s12564-024-10006-1","url":null,"abstract":"<div><p>The impact of school leadership (SL) on reading literacy (RL) has been extensively examined using either principals' self-reports or teachers' reports. However, principals and teachers might have divergent, even contradictory, views on the path from SL to RL. Therefore, this study aimed to explore and compare the principals’ self-reported and teachers’ reported models with teacher commitment (TC) as a mediator and collaborative culture (CC) as a moderator of the relationship between SL and RL. Whole group sampling was employed to sample the 106 junior middle schools in City X from western China. About 841 teachers from 80 classes/schools were successfully matched with their 3134 students (<i>M</i><sub><i>age</i></sub> = 14.84, <i>SD</i> = 0.74, female = 1673, male = 1461), and about 34 principals from 34 classes/schools were matched with their 1223 students (<i>M</i><sub><i>age</i></sub> = 15.35, <i>SD</i> = 1.28, female = 647, 52.9%; male = 576, 47.1%). The results indicated that: (1) there were significant differences between principals’ self-reports and teachers’ reports regarding SL and RL; (2) the direct impact of SL on RL was found in the principals' self-reports but not in the teachers’ reports; and (3) an indirect effect of SL on RL with TC as the mediator and CC as the moderator was found in the teachers' report model. The distinctive models in this study demonstrate principals' and teachers' different views on SL's impact on RL and provide empirical evidence to support both the original and the revised Claim # 1.</p></div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":"27 2","pages":"639 - 651"},"PeriodicalIF":2.3,"publicationDate":"2024-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s12564-024-10006-1.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147865588","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

Transformative learning in times of crisis: exploring teachers’ experiences during the COVID-19 pandemic 危机时期的转型学习：探索教师在2019冠状病毒病大流行期间的经验

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2024-10-28 DOI: 10.1007/s12564-024-10014-1

Gökçe Güvercin-Seçkin, Melike Türkan Bağlı

{"title":"Transformative learning in times of crisis: exploring teachers’ experiences during the COVID-19 pandemic","authors":"Gökçe Güvercin-Seçkin, Melike Türkan Bağlı","doi":"10.1007/s12564-024-10014-1","DOIUrl":"10.1007/s12564-024-10014-1","url":null,"abstract":"<div><p>The COVID-19 pandemic was profoundly traumatic for the entire world as, during the period of the crisis, life was profoundly disrupted due to nobody knowing what would happen next. The purpose of our study was to specifically explore what impact the pandemic had on the experiences of teachers. The investigation involved expert interviews with 16 teachers using criterion-based snowball sampling, followed by analysis of the data using the documentary method. Mezirow’s transformative learning stages were reinterpreted in the presentation of the study’s findings in the creation of a new framework. This framework is composed of three orientations: despairing, conscientious, and surpassing. Partly due to poor management of the crisis, members of all three orientations were forced to rely on each other in their communal navigation. It was found that teachers in the despairing orientation group felt they were lacking in their professional belonging and commitment, while teachers with a conscientious and surpassing orientation were committed to the teaching profession, despite the systemic challenges they faced. It is hoped that the findings of the research offer a new perspective on how crises can be transformed into a space of emancipatory experience.</p></div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":"27 2","pages":"721 - 735"},"PeriodicalIF":2.3,"publicationDate":"2024-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147865772","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

Untangling the influence of data literacy and knowledge sharing willingness on academic achievement of college students in China: a moderated mediation model 数据素养和知识共享意愿对中国大学生学业成绩的影响：一个有调节的中介模型

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2024-10-23 DOI: 10.1007/s12564-024-10010-5

Haoxiang Hou, Lichao Ma, Dan Wang, Liaojian Qu

{"title":"Untangling the influence of data literacy and knowledge sharing willingness on academic achievement of college students in China: a moderated mediation model","authors":"Haoxiang Hou, Lichao Ma, Dan Wang, Liaojian Qu","doi":"10.1007/s12564-024-10010-5","DOIUrl":"10.1007/s12564-024-10010-5","url":null,"abstract":"<div><p>With the application and promotion of digital technology in higher education, college students are immersed in the virtual learning environment, and the data literacy has become an important factor affecting college students’ academic performance. According to DIKW Pyramid Model, which clarifies the transformation process of data into knowledge and wisdom, this study proposed a theoretical model to describe the relationship among data literacy, knowledge sharing willingness, self-efficacy and academic performance. 1816 college students were investigated using cluster random sampling. The statistical results suggested that data literacy of college students had a significant positive effect on their knowledge sharing willingness and academic performance. Knowledge sharing willingness mediated the relationship between data literacy and academic performance. Additionally, self-efficacy moderated the back radius of the structural equation model, which means that compared to college students with low self-efficacy, those with high self-efficacy demonstrated a stronger promoting effect of knowledge sharing willingness on academic performance. The conclusion enriched DIKW Pyramid Model, and provided inspirations for universities to cultivate data literacy of college students.</p></div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":"27 2","pages":"693 - 704"},"PeriodicalIF":2.3,"publicationDate":"2024-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147865632","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

Cultural capital, parenting styles and adolescent’s academic achievement in China: based on the cultural capital theory 文化资本、父母教养方式与中国青少年学业成绩：基于文化资本理论

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2024-10-16 DOI: 10.1007/s12564-024-10007-0

Rujing Zhao

{"title":"Cultural capital, parenting styles and adolescent’s academic achievement in China: based on the cultural capital theory","authors":"Rujing Zhao","doi":"10.1007/s12564-024-10007-0","DOIUrl":"10.1007/s12564-024-10007-0","url":null,"abstract":"<div><p>Based on Bourdieu’s cultural capital theory, this paper discusses the impact of family cultural capital and parenting style on adolescent’s academic achievement in China by employing the data from China Education Panel Study. The results show that, there is a significant class distinction in the family cultural capital, that is, with the promotion of socio-economic status, the amount of cultural capital is increasing as well. In addition to the objective family socio-economic status and parental economic involvement, the family cultural environment is of vital importance to adolescent’s academic achievement and educational attainment, in which both cultural capital and parenting styles are conducive to adolescent’s academic achievement. Furthermore, the mediation analysis indicates that there is an indirect positive effect of cultural capital on adolescent’s academic achievement via the mechanism of parenting style. Such findings remain stable after changing the measurement of parenting style based on latent class analysis. The above findings provide a micro-level explanation for understanding educational inequality and the transmission of educational intergenerational status. In order to create an active family education environment for adolescents’ comprehensive development, the conclusion is that relevant agents should promote the spreading of the advanced family education knowledge, cultivate various types of family cultural capital actively and achieve high-quality development of family education.</p></div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":"27 2","pages":"623 - 637"},"PeriodicalIF":2.3,"publicationDate":"2024-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147865769","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

Development of instructional design principles for using ICT in resource-limited learning environments: a case of Bangladesh 为在资源有限的学习环境中使用信息和通信技术制定教学设计原则：孟加拉国的一个案例

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2024-09-28 DOI: 10.1007/s12564-024-09996-9

Yoonjung Hwang, Cheolil Lim

{"title":"Development of instructional design principles for using ICT in resource-limited learning environments: a case of Bangladesh","authors":"Yoonjung Hwang, Cheolil Lim","doi":"10.1007/s12564-024-09996-9","DOIUrl":"10.1007/s12564-024-09996-9","url":null,"abstract":"<div><p>The integration of ICT in education in developing countries has become a significant focus in various ODA projects and educational research. With the increasing demand for teachers to incorporate ICT in their classrooms, the precise methods for effectively integrating ICT resources have not been thoroughly explored. Therefore, this research aimed to develop the most optimal instructional design principles that may systematically guide teachers in planning their lessons using ICT, specifically in the context of Bangladesh. By employing <i>the design and development research method</i>, this research developed an initial set of instructional design principles based on literature review and field research, then elaborated on the principles through three sets of internal validation tests and a usability test by conducting in-depth interviews to confirm the applicability of the principles in real classroom settings in Bangladesh. The final version of instructional design principles is composed of five components, ten principles, and 22 specific guidelines. Two distinct features of the principles are discussed for further research. In discussion, this research underscores the necessity of providing practical instructional design principles to guide teachers in effectively utilizing ICT, particularly within a resource-limited learning environment like Bangladesh.</p></div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":"25 5","pages":"1465 - 1481"},"PeriodicalIF":2.3,"publicationDate":"2024-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s12564-024-09996-9.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142518916","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 spirit of service in liberal arts education: the legacy from China’s former Christian universities and the influence of contrasting social contexts 博雅教育中的服务精神：中国前基督教大学的遗产与不同社会背景的影响

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2024-09-22 DOI: 10.1007/s12564-024-10008-z

Leping Mou

引用次数: 0

The impact of non-agricultural employment of parents on the cognitive abilities of left-behind children in rural areas 父母非农就业对农村留守儿童认知能力的影响

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2024-09-21 DOI: 10.1007/s12564-024-09991-0

Ji Zhengyi, Wang Luyan

{"title":"The impact of non-agricultural employment of parents on the cognitive abilities of left-behind children in rural areas","authors":"Ji Zhengyi, Wang Luyan","doi":"10.1007/s12564-024-09991-0","DOIUrl":"10.1007/s12564-024-09991-0","url":null,"abstract":"<div><p>With the accelerated progress of industrialization and urbanization in China, the rural migrant population has been increasing annually. Nearly half of rural children are affected by population mobility, with the total number of left-behind children in rural areas exceeding 9 million. The cognitive status of these children has attracted attention from various sectors of society. This study utilizes panel data from the China Family Panel Studies for the years 2014, 2016, 2018, and 2020 to construct fixed-effects models, empirically examining the impact of parental non-agricultural employment on the cognitive abilities of left-behind children in rural China. The results of the study indicate that parental non-agricultural employment can improve educational cognition and investment, compensate for the lack of companionship, and have a positive promoting effect on the cognitive abilities of rural left-behind children. However, this promoting effect is lower compared to non-left-behind children. Furthermore, this study explores the moderating effects of parental outmigration for work on the cognitive abilities of rural left-behind children. The results show that factors such as the distance of parental outmigration for work, rural teaching quality, rural education digitization, and rural economic development level all have positive moderating effects. The conclusions of the study provide insights for further improving the cognitive abilities of China’s large population of rural left-behind children and ensuring the quality of future labor force.</p></div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":"27 2","pages":"461 - 473"},"PeriodicalIF":2.3,"publicationDate":"2024-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147865657","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