Asia Pacific Education Review最新文献_第9页

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":"25 2","pages":"507 - 525"},"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":"5 1","pages":""},"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":"25 1","pages":"243 - 254"},"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":"25 1","pages":"117 - 130"},"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

Governance reform of local university under the “Double World-Class” policy: are there unintended but not unanticipated consequences? 双一流 "政策下的地方大学治理改革：是否存在意料之外但并非预料之外的后果？

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2024-02-10 DOI: 10.1007/s12564-024-09926-9

Linhao Jiang, Youliang Zhang, Yucui Shen

{"title":"Governance reform of local university under the “Double World-Class” policy: are there unintended but not unanticipated consequences?","authors":"Linhao Jiang, Youliang Zhang, Yucui Shen","doi":"10.1007/s12564-024-09926-9","DOIUrl":"10.1007/s12564-024-09926-9","url":null,"abstract":"<div><p>Adoption of the “Double World-Class” policy in China has led to substantial changes in the country’s higher education governance system. Thus, to examine whether any undesired effects have occurred, in this study, we conducted document analysis along with purposive interviews to gather pertinent data on one local university that has been selected for inclusion in the national “Double World-Class” initiative as well as the Guangdong Province’s “High-Level Construction Universities” project. This investigation is guided by de Zwart’s (Theory and Society 44:283–297, 2015) concept of the “unintended but not unanticipated consequences” and a clear distinct perspective on how these consequences arise. Application of this analytical framework on unanticipated consequences of purposive social action allowed us to identify selective neglect, utility maximization, and the pursuit of the “world-class university” label to perpetuate the myth of superior educational quality as the main drawbacks of the recent policy change. The impact of these factors on the quality of higher education in China is discussed, along with the strategy that can be adopted to mitigate the noted drawbacks in future.</p></div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":"25 4","pages":"1009 - 1020"},"PeriodicalIF":2.3,"publicationDate":"2024-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139846668","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

International academics in national research institutes in Korea and Japan: contributions, reasons for migration, and challenges 韩国和日本国家研究机构中的国际学者：贡献、移民原因和挑战

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2024-02-06 DOI: 10.1007/s12564-024-09925-w

Yangson Kim, Inyoung Song, Noboru Miyoshi

{"title":"International academics in national research institutes in Korea and Japan: contributions, reasons for migration, and challenges","authors":"Yangson Kim, Inyoung Song, Noboru Miyoshi","doi":"10.1007/s12564-024-09925-w","DOIUrl":"10.1007/s12564-024-09925-w","url":null,"abstract":"<div><p>This study aims to explore and compare the experiences of international academics in government-funded research institutes in Korea and Japan and focuses on their integration through primary roles and contributions, reasons to stay, and the challenges they face in their academic and daily lives. Although international academics are critical human resources in academia, their experiences in northeast Asian research institutes, instead of universities, require thorough investigation. Additionally, policy initiatives and projects in these countries tend to emphasize international academics in universities instead of those in research institutes. The study conducted semi-structured interviews between October 2020 and July 2021 with 15 international academics from government-funded research institutes in Korea and Japan. We intend to illuminate their experiences outside of universities and demonstrate that a clear academic role, a (relatively) horizontal organizational culture, and systemic support are the major reasons for their decision to stay and integrate. We also highlight the challenges they face in relation to policy, language, and family issues. International academics help create an internationalized work environment, although they frequently struggle to bridge domestic and international academia. All interviewees were male academics working in the science, technology, engineering, and mathematics fields; thus, further studies are required to explore the experiences of female international academics and those working in other areas and to compare between the academic cultures of universities and research institutes in Korea and Japan.</p></div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":"25 4","pages":"993 - 1007"},"PeriodicalIF":2.3,"publicationDate":"2024-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s12564-024-09925-w.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139768981","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

Predictive factors for reading comprehension ability in indigenous high school students instructed through various teaching methods 通过各种教学方法指导土著高中生阅读理解能力的预测因素

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2024-01-16 DOI: 10.1007/s12564-023-09924-3

Tzu-Hua Huang

{"title":"Predictive factors for reading comprehension ability in indigenous high school students instructed through various teaching methods","authors":"Tzu-Hua Huang","doi":"10.1007/s12564-023-09924-3","DOIUrl":"10.1007/s12564-023-09924-3","url":null,"abstract":"<div><p>It is essential that students develop the skill of reading comprehension during their schooling, although it has been defined in various ways. The Programme for International Student Assessment indicates that a substantial proportion of students fail to develop sufficient reading skills during their schooling. While it is easy to understand the concept of reading comprehension, the various factors and processes involved in it make it quite complex as a task, and many factors can affect the performance of reading comprehension. This study, using an e-book experiment, explores the factors that predict reading comprehension ability among indigenous Taiwanese high school students using different teaching methods (teacher read aloud and teacher questioning). The participants were indigenous students studying at a high school in Hualien County, Taiwan. Using five scales, the study investigated correlations among two teaching methods and prior knowledge, reading comprehension, reading strategies, reading attitudes, and reading motivation. Correlation analysis and hierarchical regression were conducted to assess the impact of the two main teaching methods on reading comprehension scores and predictive factors. The results indicated that both methods showed a significant positive correlation with prior knowledge and with reading comprehension scores. In the teacher read-aloud method, reading motivation showed a significant positive correlation with reading comprehension scores, while for the use of teacher questioning, reading strategies provided a significant positive correlation with reading comprehension scores. This study sheds light on the predictive factors for reading learning among indigenous Taiwanese students under different teaching methods, which holds considerable significance.</p></div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":"25 2","pages":"489 - 506"},"PeriodicalIF":2.3,"publicationDate":"2024-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139528353","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

Inclusive education in Japan and its role in international cooperation: analysis of a project for children with disabilities in Mongolia 日本的全纳教育及其在国际合作中的作用：对蒙古残疾儿童项目的分析

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2024-01-11 DOI: 10.1007/s12564-023-09923-4

Subin Cho, Jeehwan Park

{"title":"Inclusive education in Japan and its role in international cooperation: analysis of a project for children with disabilities in Mongolia","authors":"Subin Cho, Jeehwan Park","doi":"10.1007/s12564-023-09923-4","DOIUrl":"10.1007/s12564-023-09923-4","url":null,"abstract":"<div><p>This study explores the influence of educational ideologies and practices of donor countries on the educational systems in recipient countries in the context of international cooperation. Previous research on international education cooperation has focused on international cooperation policies, ignoring the educational systems of both donor and recipient countries. This study seeks to fill this gap by examining how Japan’s dualistic model of inclusive education is reflected in the Strengthening Teachers’ Ability and Reasonable Treatments for Children with Disabilities (START) project in Mongolia. This study reviews the literature on inclusive education in Japan and Mongolia, and analyzes documents produced through the project. It finds that despite some instances of inclusive practices in Japanese schools, special needs education in Japan is still predicated on individualized and medicalized approaches to disabilities. Conversely, Mongolia has struggled to provide children with disabilities with accessible and quality schooling since its transition from a socialist to a capitalist regime in the early 1990s. The START project aims to identify children’s disabilities as early as possible, provide individualized support and guidance, and develop educational settings that allow the inclusion of children with disabilities in their peer groups. In implementing the project, Japanese-style inclusive education is negotiated between Mongolian teachers and officials rather than imposed by Japanese experts. By embracing the dualistic nature of Japanese inclusive education, Mongolia can better promote the ideal of inclusion for all children.</p></div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":"25 1","pages":"229 - 242"},"PeriodicalIF":2.3,"publicationDate":"2024-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s12564-023-09923-4.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139438271","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 pedagogy of emptiness: a daoist perspective 空性教学法：道家视角

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2024-01-03 DOI: 10.1007/s12564-023-09920-7

Ying Ma, Hongyu Wang

{"title":"A pedagogy of emptiness: a daoist perspective","authors":"Ying Ma, Hongyu Wang","doi":"10.1007/s12564-023-09920-7","DOIUrl":"10.1007/s12564-023-09920-7","url":null,"abstract":"<div><p>In a time of intellectual and emotional overload in education, this paper offers room for breathing through a pedagogy of emptiness from a Daoist perspective. It begins by introducing the concept of Daoist emptiness through three intertwining features—generative, transcendent, and inclusive—important for rethinking pedagogy. It then moves to four significant pedagogical implications: emptiness as opening pedagogical possibilities, pedagogical relationships in an empty space, self-transformation and self-transcendence in teaching and learning, and a playful pedagogy beyond dualism. First, emptiness opens pedagogical possibilities by clearing the ground and leaving space in the esthetic imagination. Second, pedagogical relationships in an empty space can be enacted through teaching without (or beyond) words, dwelling in time, suspending judgment, and creating space by cultivating the educator’s inner emptiness. Third, an empty space of relationality provides a generative condition for the possibility of personhood re/formation and self-transformation. Fourth, a playful pedagogy in a creative flow from emptiness breathes improvisational lightness to unsettle dualism, dissolve rigidity, and give birth to students’ new understandings, awareness, and relationships.</p></div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":"26 1","pages":"133 - 143"},"PeriodicalIF":2.3,"publicationDate":"2024-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139375561","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