Pub Date : 2023-08-13DOI: 10.1177/20965311231192675
Mohan Dhall
Highlights This article provides insights into stakeholders’ challenges while bringing educational accountability to private tutoring providers through a self-regulation model. There is no participant involved in this narrative inquiry study. Policymakers may be ambivalent about bringing accountability as their families may benefit from private tutoring. This account is written from the perspective of a teacher-trained tutor who has worked with policymakers to address some of the challenges. This first-person narrative describes the experience of establishing a national peak body to bring greater accountability to private tutoring providers. This peak body is unique because it positions the educational interests of students as at least equal to providers’ commercial interests. The author believes that greater accountability for tutoring businesses is required in all markets and that issues will not resolve through self-regulation alone.
{"title":"A Journey Along the Frontier: My Attempts to Bring Accountability to Shadow Education in Australia and Beyond","authors":"Mohan Dhall","doi":"10.1177/20965311231192675","DOIUrl":"https://doi.org/10.1177/20965311231192675","url":null,"abstract":"Highlights This article provides insights into stakeholders’ challenges while bringing educational accountability to private tutoring providers through a self-regulation model. There is no participant involved in this narrative inquiry study. Policymakers may be ambivalent about bringing accountability as their families may benefit from private tutoring. This account is written from the perspective of a teacher-trained tutor who has worked with policymakers to address some of the challenges. This first-person narrative describes the experience of establishing a national peak body to bring greater accountability to private tutoring providers. This peak body is unique because it positions the educational interests of students as at least equal to providers’ commercial interests. The author believes that greater accountability for tutoring businesses is required in all markets and that issues will not resolve through self-regulation alone.","PeriodicalId":33103,"journal":{"name":"ECNU Review of Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48320687","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-03DOI: 10.1177/20965311231189524
Lin Li (李林)
This study re-examines the relationship between jiao (lit. teaching) and xue (lit. learning)—the foundational education concepts in the traditional Chinese cultural context—to enlighten our contemporary understandings of education and educational research. This study first lays its foundation on an etymological investigation. It then integrates two mutually connected approaches— the classics and the self as method—to present a comprehensive analysis. Finally, it critically reviews the methodology used in this study. The interdependency of xue and jiao has an etymological foundation, supported by canonical doctrines and verified by individualized experiences. The interpretation of xue as xiao (to imitate) describes the origin and process of education in which the junior imitated and followed the elder, while the extended interpretation of xue as jue (to awaken) stresses the effects and functions of education. In the classical Chinese context, greater significance was placed on xue—the keyword concurrently connoting the meaning of teaching and learning in the modern sense. It is misleading to narrowly render the originally meaningful word group xuexi as learning in modern English. This study consults sources in multiple languages and integrates both the classics and the self as method. Based on this, the etymological investigation, canonical analysis, and experiential reflection are collated to provide a rich and deep discussion. By focusing on the core characteristics and the concepts they imply, this study also touches on the key characteristics of the hieroglyphic system and the unique way of thinking it represents.
{"title":"Teaching as Learning: Etymological Investigation, Canonical Analysis, and Experiential Reflection in the Chinese Cultural Context","authors":"Lin Li (李林)","doi":"10.1177/20965311231189524","DOIUrl":"https://doi.org/10.1177/20965311231189524","url":null,"abstract":"This study re-examines the relationship between jiao (lit. teaching) and xue (lit. learning)—the foundational education concepts in the traditional Chinese cultural context—to enlighten our contemporary understandings of education and educational research. This study first lays its foundation on an etymological investigation. It then integrates two mutually connected approaches— the classics and the self as method—to present a comprehensive analysis. Finally, it critically reviews the methodology used in this study. The interdependency of xue and jiao has an etymological foundation, supported by canonical doctrines and verified by individualized experiences. The interpretation of xue as xiao (to imitate) describes the origin and process of education in which the junior imitated and followed the elder, while the extended interpretation of xue as jue (to awaken) stresses the effects and functions of education. In the classical Chinese context, greater significance was placed on xue—the keyword concurrently connoting the meaning of teaching and learning in the modern sense. It is misleading to narrowly render the originally meaningful word group xuexi as learning in modern English. This study consults sources in multiple languages and integrates both the classics and the self as method. Based on this, the etymological investigation, canonical analysis, and experiential reflection are collated to provide a rich and deep discussion. By focusing on the core characteristics and the concepts they imply, this study also touches on the key characteristics of the hieroglyphic system and the unique way of thinking it represents.","PeriodicalId":33103,"journal":{"name":"ECNU Review of Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48415821","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-01DOI: 10.1177/20965311231189521
Md. Bayezid Alam, Zhiyong Zhu (朱志勇)
Highlights We explore the context, pattern, and outcomes of floating schools in Bangladesh. Floating schools provide mobile education in geographically isolated areas. The floating school is an indigenous solution for a local problem. Replicable in other communities facing similar challenges. Findings will benefit education policymaking in flood-prone areas.
{"title":"The Floating Schools of Bangladesh: An Indigenous Solution for the Lack of Access to Primary Education in Flood-Prone Areas","authors":"Md. Bayezid Alam, Zhiyong Zhu (朱志勇)","doi":"10.1177/20965311231189521","DOIUrl":"https://doi.org/10.1177/20965311231189521","url":null,"abstract":"Highlights We explore the context, pattern, and outcomes of floating schools in Bangladesh. Floating schools provide mobile education in geographically isolated areas. The floating school is an indigenous solution for a local problem. Replicable in other communities facing similar challenges. Findings will benefit education policymaking in flood-prone areas.","PeriodicalId":33103,"journal":{"name":"ECNU Review of Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48232667","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-28DOI: 10.1177/20965311231189826
Mengqian Wang (王梦倩), Wenge Guo (郭文革)
Highlights This review compares generative artificial intelligence with five representative educational technologies in history and concludes that AI technology can become a knowledge producer and thus can be utilized as educative AI to enhance teaching and learning outcomes. From a historical perspective, each technological breakthrough has affected education by changing how symbols are represented and how knowledge is carried. The emergence of new educational technology is always accompanied by doubt, vigilance, and rejection from the traditional community. The new educational technology, generative artificial intelligence, interacts with the old, creating an increasingly complex ecology of educational technology. Three suggestions are proposed for adjusting the education system: first, promoting small-scale, individualized, and conversational teaching in schools; second, developing teachers’ and students’ digital literacy in a multi-curricula system; and third, conducting research on grading and classification standards for the application of AI in education.
{"title":"The Potential Impact of ChatGPT on Education: Using History as a Rearview Mirror","authors":"Mengqian Wang (王梦倩), Wenge Guo (郭文革)","doi":"10.1177/20965311231189826","DOIUrl":"https://doi.org/10.1177/20965311231189826","url":null,"abstract":"Highlights This review compares generative artificial intelligence with five representative educational technologies in history and concludes that AI technology can become a knowledge producer and thus can be utilized as educative AI to enhance teaching and learning outcomes. From a historical perspective, each technological breakthrough has affected education by changing how symbols are represented and how knowledge is carried. The emergence of new educational technology is always accompanied by doubt, vigilance, and rejection from the traditional community. The new educational technology, generative artificial intelligence, interacts with the old, creating an increasingly complex ecology of educational technology. Three suggestions are proposed for adjusting the education system: first, promoting small-scale, individualized, and conversational teaching in schools; second, developing teachers’ and students’ digital literacy in a multi-curricula system; and third, conducting research on grading and classification standards for the application of AI in education.","PeriodicalId":33103,"journal":{"name":"ECNU Review of Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45348813","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-24DOI: 10.1177/20965311231189518
N. Sobe
At what point does a humble and/or realistic acknowledgment of unknowing tip over into ignorance-making of a misleading or dangerous sort? This article tackles this question by examining invocations of “uncertainty” that circulate in educational futures literature. Through a critical reading of a selected set of education futures publications from leading global actors (e.g., OECD and UNESCO) it aims to unpack the ways that certainty/uncertainty govern the future by installing norms and disabling certain possibilities while enabling others. The paper finds that not-knowing plays an important role in education futures work, with significant consequences that demand thoughtful, critical analysis of each concrete situation. Calculating certainty and taming chance has had a long (if checkered) career in educational planning. This is well recognized in the literature. However, less attention has been paid to “calculations of uncertainty,” specifically to the ontologies of indeterminacy that are generated through educational planning and policy that pretends to account for what is “known” and “unknown” about the future—which is the intellectual project of this article.
{"title":"Uncertainty as Ignorance? Governing Futures of Education","authors":"N. Sobe","doi":"10.1177/20965311231189518","DOIUrl":"https://doi.org/10.1177/20965311231189518","url":null,"abstract":"At what point does a humble and/or realistic acknowledgment of unknowing tip over into ignorance-making of a misleading or dangerous sort? This article tackles this question by examining invocations of “uncertainty” that circulate in educational futures literature. Through a critical reading of a selected set of education futures publications from leading global actors (e.g., OECD and UNESCO) it aims to unpack the ways that certainty/uncertainty govern the future by installing norms and disabling certain possibilities while enabling others. The paper finds that not-knowing plays an important role in education futures work, with significant consequences that demand thoughtful, critical analysis of each concrete situation. Calculating certainty and taming chance has had a long (if checkered) career in educational planning. This is well recognized in the literature. However, less attention has been paid to “calculations of uncertainty,” specifically to the ontologies of indeterminacy that are generated through educational planning and policy that pretends to account for what is “known” and “unknown” about the future—which is the intellectual project of this article.","PeriodicalId":33103,"journal":{"name":"ECNU Review of Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43060437","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-07DOI: 10.1177/20965311231182159
Deoksoon Kim (김덕순), Ho-Ryong Park (박호룡), Oksana Vorobel
This study investigates middle school students’ learning experiences through digital storytelling, applying a multimodal analytical framework to uncover patterns in digital stories. This study explores how participants engage in pedagogical activities, reflect on their learning experiences, and articulate their voices through digital stories. Employing qualitative case study methods, we purposefully selected three 12-year-old female students at an urban school in the northern US. Analyses of digital stories and other data sources (interviews, classroom observations, and reflective journals) show that the students were engaged in both teaching and reflection. The findings describe (1) participants and their learning experiences, (2) students’ representational and interpersonal constructs as used in their digital stories, and (3) their participation as teachers as well as learners. Our multimodal analytical framework illuminates how students express themselves through digital stories. Our discussion focuses on students’ learning, their identity development, the effectiveness of the analytical framework, and pedagogical implications.
{"title":"Enriching Middle School Students’ Learning Through Digital Storytelling: A Multimodal Analytical Framework","authors":"Deoksoon Kim (김덕순), Ho-Ryong Park (박호룡), Oksana Vorobel","doi":"10.1177/20965311231182159","DOIUrl":"https://doi.org/10.1177/20965311231182159","url":null,"abstract":"This study investigates middle school students’ learning experiences through digital storytelling, applying a multimodal analytical framework to uncover patterns in digital stories. This study explores how participants engage in pedagogical activities, reflect on their learning experiences, and articulate their voices through digital stories. Employing qualitative case study methods, we purposefully selected three 12-year-old female students at an urban school in the northern US. Analyses of digital stories and other data sources (interviews, classroom observations, and reflective journals) show that the students were engaged in both teaching and reflection. The findings describe (1) participants and their learning experiences, (2) students’ representational and interpersonal constructs as used in their digital stories, and (3) their participation as teachers as well as learners. Our multimodal analytical framework illuminates how students express themselves through digital stories. Our discussion focuses on students’ learning, their identity development, the effectiveness of the analytical framework, and pedagogical implications.","PeriodicalId":33103,"journal":{"name":"ECNU Review of Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45540213","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-06DOI: 10.1177/20965311231182726
Michael Yong Hwa Chia (谢永和), Verity Yu Qing Lua (赖玉晴), Deanna Tan (陈慧怡), Terence Buan Kiong Chua (蔡满镪)
Highlights More research is available on the on- and off-screen behaviors of typically developing children but substantially less research is available on these behaviors among children with developmental disabilities (CwDD). As CwDD have different lifestyle needs and profiles than typically developing children, there exists an unmet need for a lifestyle and time-use questionnaire which examines screen-viewing time, physical activity time, and sleep duration of CwDD. This behavioral research report presents pilot results on the lifestyle behaviors of CwDD in Singapore using a validated questionnaire called Parent-surveillance of digital media habits in childhood Questionnaire® (Parent-smalQ®) on this largely unexplored group of children. The Singapore integrated 24-h guidelines stipulate that for optimal development, children should acquire a lifestyle that integrates regular physical activity, limited sedentary behavior, adequate sleep, among other lifestyle behaviors. This research report provides additional insights into the prevalence of CwDD in meeting the Singapore integrated 24-h guidelines recommendations.
关于正常发育儿童的屏幕内外行为的研究更多，但关于发育障碍儿童(CwDD)这些行为的研究却少得多。由于残疾儿童的生活方式需求和情况与正常发育的儿童不同，因此对残疾儿童的生活方式和时间使用问卷调查的需求尚未得到满足，该问卷调查包括看屏幕时间、身体活动时间和睡眠时间。本行为研究报告展示了新加坡CwDD生活方式行为的试点结果，该调查使用了一份名为“儿童时期数字媒体习惯父母监测问卷®”(parent - small q®)的有效问卷，对这一基本上未被探索的儿童群体进行了调查。新加坡24小时综合指导方针规定，为了获得最佳发展，儿童应该养成一种生活方式，包括有规律的体育活动、有限的久坐行为、充足的睡眠以及其他生活方式行为。本研究报告提供了更多的见解，以了解CwDD的患病率是否符合新加坡24小时综合指南的建议。
{"title":"Physical Activity, Screen Media Use and Sleep of Children With Developmental Disorders in Singapore: A Pilot Study","authors":"Michael Yong Hwa Chia (谢永和), Verity Yu Qing Lua (赖玉晴), Deanna Tan (陈慧怡), Terence Buan Kiong Chua (蔡满镪)","doi":"10.1177/20965311231182726","DOIUrl":"https://doi.org/10.1177/20965311231182726","url":null,"abstract":"Highlights More research is available on the on- and off-screen behaviors of typically developing children but substantially less research is available on these behaviors among children with developmental disabilities (CwDD). As CwDD have different lifestyle needs and profiles than typically developing children, there exists an unmet need for a lifestyle and time-use questionnaire which examines screen-viewing time, physical activity time, and sleep duration of CwDD. This behavioral research report presents pilot results on the lifestyle behaviors of CwDD in Singapore using a validated questionnaire called Parent-surveillance of digital media habits in childhood Questionnaire® (Parent-smalQ®) on this largely unexplored group of children. The Singapore integrated 24-h guidelines stipulate that for optimal development, children should acquire a lifestyle that integrates regular physical activity, limited sedentary behavior, adequate sleep, among other lifestyle behaviors. This research report provides additional insights into the prevalence of CwDD in meeting the Singapore integrated 24-h guidelines recommendations.","PeriodicalId":33103,"journal":{"name":"ECNU Review of Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43060274","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-04DOI: 10.1177/20965311231182723
Duck-Joo Kwak (곽덕주)
This paper aims to exemplify how Chen's idea of “Asia as method” can be employed in a case study on Korean experiences of modern schooling. It does so by focusing on the author's personal experiences of modern schooling as both a student and a teacher in modern Korea. In this description, the author makes two seemingly contradictory moves: a move toward decolonialization by keeping a critical distance from her own native culture and a move toward deimperialization by keeping her distance from the West. This shows the challenges and tensions in the Korean experience of modern schooling as a student or teacher dealing with different moral languages such as Confucian and rationalist or rationalist and post-rationalist. This experimental work suggests the possibility of forming a uniquely East Asian subjectivity while showing how educational research in East Asia can be performative in the sense that it changes the way East Asians understand themselves and the world around them.
{"title":"Doing Educational Research by Taking Seriously Chen's Account of “Asia as Method”: In a Korean Case of Modern Schooling","authors":"Duck-Joo Kwak (곽덕주)","doi":"10.1177/20965311231182723","DOIUrl":"https://doi.org/10.1177/20965311231182723","url":null,"abstract":"This paper aims to exemplify how Chen's idea of “Asia as method” can be employed in a case study on Korean experiences of modern schooling. It does so by focusing on the author's personal experiences of modern schooling as both a student and a teacher in modern Korea. In this description, the author makes two seemingly contradictory moves: a move toward decolonialization by keeping a critical distance from her own native culture and a move toward deimperialization by keeping her distance from the West. This shows the challenges and tensions in the Korean experience of modern schooling as a student or teacher dealing with different moral languages such as Confucian and rationalist or rationalist and post-rationalist. This experimental work suggests the possibility of forming a uniquely East Asian subjectivity while showing how educational research in East Asia can be performative in the sense that it changes the way East Asians understand themselves and the world around them.","PeriodicalId":33103,"journal":{"name":"ECNU Review of Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43650646","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-02DOI: 10.1177/20965311231179737
F. Simanjuntak, S. Utomo, Francisia Saveria Sika Ery Seda, Tri Edhi Budhi Soesilo, S. Sumiyati
Highlights Using a new concept of “a plate of food” (aPoF), a symbol of meaningful chemical reaction products, this article addresses the Grade 10 students’ chemistry anxiety in Indonesia. In line with the ecological citizenship and pro-environmental behavior perspectives, the aPoF is conceptualized based on environmental concerns such as food sustainability, food-critical consciousness, and the earth's carrying capacity. This means that the aPoF is beneficial to support Sustainable Development Goals #2 Zero Hunger, #4 Quality Education, and #12 Responsible Consumption and Production. Based on our results, we suggest that chemistry teachers can give more space for students to express their difficulties in learning chemistry. The space can be delivered by giving assignments focusing on the students’ feelings and experiences related to a certain chemistry topic.
{"title":"Learning Chemistry, Connecting Ecological Citizenship and Environmental Sustainability: “A Plate of Food” as a Learning Medium","authors":"F. Simanjuntak, S. Utomo, Francisia Saveria Sika Ery Seda, Tri Edhi Budhi Soesilo, S. Sumiyati","doi":"10.1177/20965311231179737","DOIUrl":"https://doi.org/10.1177/20965311231179737","url":null,"abstract":"Highlights Using a new concept of “a plate of food” (aPoF), a symbol of meaningful chemical reaction products, this article addresses the Grade 10 students’ chemistry anxiety in Indonesia. In line with the ecological citizenship and pro-environmental behavior perspectives, the aPoF is conceptualized based on environmental concerns such as food sustainability, food-critical consciousness, and the earth's carrying capacity. This means that the aPoF is beneficial to support Sustainable Development Goals #2 Zero Hunger, #4 Quality Education, and #12 Responsible Consumption and Production. Based on our results, we suggest that chemistry teachers can give more space for students to express their difficulties in learning chemistry. The space can be delivered by giving assignments focusing on the students’ feelings and experiences related to a certain chemistry topic.","PeriodicalId":33103,"journal":{"name":"ECNU Review of Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47917899","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：