Pub Date : 2023-11-07DOI: 10.1177/20965311231210570
Tingzhou Li (李廷洲), Luo Zhang (张罗)
Purpose This study introduces a policy with great strategic significance and far-reaching impact by analyzing the background, measures, and future development trends of teacher evaluation reform in China. Design/Approach/Methods This study primarily conducts a policy text analysis of the section on teacher evaluation of the Overall Plan for Deepening the Reform of Educational Evaluation in the New Era. Findings The Overall Plan for Deepening the Reform of Educational Evaluation in the New Era was drafted to enhance the quality of Chinese teachers and address many problems in teacher evaluation. It comprised four sections: teachers’ professional ethics, teaching effectiveness, evaluation models and methods, and honorary titles. The policy has distinctive features such as the high status and authority of the issuing body, a holistic and systematic nature, and an orientation toward practical issues. This article proposes three major policy foresights: promoting implementation through the force of political trends, giving schools autonomy in teacher evaluations, and implementing progressive reforms. Originality/Value This study conducted a specialist analysis of the policy in combination with the real scenario and institutional environment of Chinese teacher evaluation, which could encourage international peers to better understand Chinese teacher evaluation policies and promote policy learning and dissemination internationally.
{"title":"China's Policy Actions to Lead Teacher Development With Evaluation Reform","authors":"Tingzhou Li (李廷洲), Luo Zhang (张罗)","doi":"10.1177/20965311231210570","DOIUrl":"https://doi.org/10.1177/20965311231210570","url":null,"abstract":"Purpose This study introduces a policy with great strategic significance and far-reaching impact by analyzing the background, measures, and future development trends of teacher evaluation reform in China. Design/Approach/Methods This study primarily conducts a policy text analysis of the section on teacher evaluation of the Overall Plan for Deepening the Reform of Educational Evaluation in the New Era. Findings The Overall Plan for Deepening the Reform of Educational Evaluation in the New Era was drafted to enhance the quality of Chinese teachers and address many problems in teacher evaluation. It comprised four sections: teachers’ professional ethics, teaching effectiveness, evaluation models and methods, and honorary titles. The policy has distinctive features such as the high status and authority of the issuing body, a holistic and systematic nature, and an orientation toward practical issues. This article proposes three major policy foresights: promoting implementation through the force of political trends, giving schools autonomy in teacher evaluations, and implementing progressive reforms. Originality/Value This study conducted a specialist analysis of the policy in combination with the real scenario and institutional environment of Chinese teacher evaluation, which could encourage international peers to better understand Chinese teacher evaluation policies and promote policy learning and dissemination internationally.","PeriodicalId":33103,"journal":{"name":"ECNU Review of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135476127","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 : 2023-11-07DOI: 10.1177/20965311231210316
Sophia Jeong, Elena H. Silverman
Purpose This study draws on Bruno Latour's work, Down to Earth: Politics in the New Climatic Regime, to re-imagine issues of climate change in K-12 science teaching and learning. “Re-turning” to a dwelling place can become an investigation, while issues of gender, race, education, food, technology, and religion can be elicited in relation to climate change issues. This allows students to be able to map a political “geo-graphy” that would be meaningful and matter to them. Design/Approach/Methods We apply Latour's concepts of dwelling place and geo-graphies in the teaching and learning of climate change in the secondary science classroom. Our Latourian inquiry questioned, “How do students’ up-close and local-level descriptions of their dwelling place create geo-graphies that foster their understanding of the shared, inhabitable Earth and imagine an alternative way of belonging to the Earth?” Findings By re-orienting students’ thinking to be more inclusive about who has the capacity to act, we aim to make the issues of climate change local and relevant in students’ everyday lives. Originality/Value We respond to Latour's call to conceive of alternative ways of belonging to and inhabiting this world that are more ethical and responsible.
{"title":"Bringing the Politics of Climate Change Down to Earth: Student Descriptions of Dwelling Place and “Geo-Graphies” as Alternative Belongings","authors":"Sophia Jeong, Elena H. Silverman","doi":"10.1177/20965311231210316","DOIUrl":"https://doi.org/10.1177/20965311231210316","url":null,"abstract":"Purpose This study draws on Bruno Latour's work, Down to Earth: Politics in the New Climatic Regime, to re-imagine issues of climate change in K-12 science teaching and learning. “Re-turning” to a dwelling place can become an investigation, while issues of gender, race, education, food, technology, and religion can be elicited in relation to climate change issues. This allows students to be able to map a political “geo-graphy” that would be meaningful and matter to them. Design/Approach/Methods We apply Latour's concepts of dwelling place and geo-graphies in the teaching and learning of climate change in the secondary science classroom. Our Latourian inquiry questioned, “How do students’ up-close and local-level descriptions of their dwelling place create geo-graphies that foster their understanding of the shared, inhabitable Earth and imagine an alternative way of belonging to the Earth?” Findings By re-orienting students’ thinking to be more inclusive about who has the capacity to act, we aim to make the issues of climate change local and relevant in students’ everyday lives. Originality/Value We respond to Latour's call to conceive of alternative ways of belonging to and inhabiting this world that are more ethical and responsible.","PeriodicalId":33103,"journal":{"name":"ECNU Review of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135476352","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 : 2023-11-07DOI: 10.1177/20965311231210311
Yiyang Zhong (钟亦洋)
Purpose Chinese Educators, referred to as Jiaoyujia (教育家) in Chinese, are esteemed individuals dedicated to education with extensive expertise in theory and practice. Despite their influential pedagogical research, they have received limited scholarly attention. This study aimed to fill the gap by focusing on Jilin Li's (李吉林) contextualized teaching research informed by Chinese educational traditions. Design/Approach/Methods A case study format was adopted, and data were thematically analyzed using NVivo 12. In light of Kuan-Hsing Chen’s “Asia as method” idea, the analysis drew particular attention to the Asian resources employed in the pedagogical studies of interest. Findings Focusing on how Educators utilize diverse educational traditions, this paper presents three functions of Chinese educational traditions applicable to Li's case. The chosen case study demonstrates that elements of Chinese educational traditions still actively inform Educators working in a modern Western-style education system. This paper analyzes how Li combined Chinese and foreign traditions and reveals an element of subjectivity with its own strengths and deficiencies. Originality/Value This study is the first to present and analyze the phenomenon of Chinese educational traditions informing pedagogical studies conducted by Chinese Educators, an influential group that scholars usually overlook in modern China.
{"title":"The Educator Standing on Chinese Cultural Ground: A Case Study of Chinese Basic Education Pedagogical Research","authors":"Yiyang Zhong (钟亦洋)","doi":"10.1177/20965311231210311","DOIUrl":"https://doi.org/10.1177/20965311231210311","url":null,"abstract":"Purpose Chinese Educators, referred to as Jiaoyujia (教育家) in Chinese, are esteemed individuals dedicated to education with extensive expertise in theory and practice. Despite their influential pedagogical research, they have received limited scholarly attention. This study aimed to fill the gap by focusing on Jilin Li's (李吉林) contextualized teaching research informed by Chinese educational traditions. Design/Approach/Methods A case study format was adopted, and data were thematically analyzed using NVivo 12. In light of Kuan-Hsing Chen’s “Asia as method” idea, the analysis drew particular attention to the Asian resources employed in the pedagogical studies of interest. Findings Focusing on how Educators utilize diverse educational traditions, this paper presents three functions of Chinese educational traditions applicable to Li's case. The chosen case study demonstrates that elements of Chinese educational traditions still actively inform Educators working in a modern Western-style education system. This paper analyzes how Li combined Chinese and foreign traditions and reveals an element of subjectivity with its own strengths and deficiencies. Originality/Value This study is the first to present and analyze the phenomenon of Chinese educational traditions informing pedagogical studies conducted by Chinese Educators, an influential group that scholars usually overlook in modern China.","PeriodicalId":33103,"journal":{"name":"ECNU Review of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135540008","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 : 2023-11-05DOI: 10.1177/20965311231210318
Masako Kotake (小竹雅子)
Purpose The number of international faculty members in universities is increasing worldwide, and Japan is no exception. However, despite this quantitative expansion, these faculty remain peripheral. Though recent studies have identified various challenges faced by international faculty, they have focused on international faculty's individual experiences and have lacked perspectives from the host institution. To more accurately understand the challenges facing international faculty, this study aims to uncover compatibility issues between these faculty and their host environment. Design/Approach/Methods In this study, I adopted a qualitative case study approach targeting a local national university in Japan. Seven international and six Japanese faculty members were interviewed. Findings The analysis revealed various issues underlying the problems faced by international faculty, including new challenges arising from recent national university reforms. The compatibility issues they experienced can be categorized into the following six areas: organizational goals, systems and practices for hiring and evaluating faculty, division of roles between international and Japanese faculty, organizational support for international faculty, organizational culture and atmosphere, and Japanese society's overall system and values. Originality/Value This study responds to a crucial academic need to understand the host institution's perspective on international faculty recruitment by providing new evidence of the challenges facing international faculty and their host institution in a low-resource environment in the midst of reforms.
{"title":"Exploring Compatibility Issues Between International Faculty and Their Host Environment: A Case of a Local National University in Japan","authors":"Masako Kotake (小竹雅子)","doi":"10.1177/20965311231210318","DOIUrl":"https://doi.org/10.1177/20965311231210318","url":null,"abstract":"Purpose The number of international faculty members in universities is increasing worldwide, and Japan is no exception. However, despite this quantitative expansion, these faculty remain peripheral. Though recent studies have identified various challenges faced by international faculty, they have focused on international faculty's individual experiences and have lacked perspectives from the host institution. To more accurately understand the challenges facing international faculty, this study aims to uncover compatibility issues between these faculty and their host environment. Design/Approach/Methods In this study, I adopted a qualitative case study approach targeting a local national university in Japan. Seven international and six Japanese faculty members were interviewed. Findings The analysis revealed various issues underlying the problems faced by international faculty, including new challenges arising from recent national university reforms. The compatibility issues they experienced can be categorized into the following six areas: organizational goals, systems and practices for hiring and evaluating faculty, division of roles between international and Japanese faculty, organizational support for international faculty, organizational culture and atmosphere, and Japanese society's overall system and values. Originality/Value This study responds to a crucial academic need to understand the host institution's perspective on international faculty recruitment by providing new evidence of the challenges facing international faculty and their host institution in a low-resource environment in the midst of reforms.","PeriodicalId":33103,"journal":{"name":"ECNU Review of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135725840","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 : 2023-11-05DOI: 10.1177/20965311231210315
Yoonmi Lee
Purpose This article explores the literary work of a teacher and activist, Yi O-Deok, as a lens to approach historically and culturally embedded notions of humanization in education in Korea. Anchored in the ethos of “Asia as Method,” this study offers a unique perspective that exemplifies the importance of the local sociocultural context in Asia in enriching our understanding of universal concepts. Design/Approach/Methods This study adopts a methodological approach centered around the examination of Yi O-Deok's work and his influence on critical literacy education. Key source materials include Yi's extensive five-volume diary and the various literary pieces he edited from the 1950s to the 1980s. Findings Yi O-Deok's philosophy on humanizing education, deeply influenced by local contexts, provides a distinct, non-Western perspective. It offers a critical counterpoint to Western-centric educational paradigms and enriches the broader understanding of humanization in education. Originality/Value The uniqueness of this study resides in its focus on children's writings, affirming faith in the unfiltered expressions of their pure spirits encapsulated in the raw “languages of the soil,” which have persevered through the sociopolitical upheavals of Korea's modern history. This in turn strengthens the call for a nuanced, non-Western interpretation of the concept of “humanization” in education.
{"title":"“We’ll Be Farmers When We Grow Up”: Education for Humanization and the Legacy of Critical Literacy Education in Korea","authors":"Yoonmi Lee","doi":"10.1177/20965311231210315","DOIUrl":"https://doi.org/10.1177/20965311231210315","url":null,"abstract":"Purpose This article explores the literary work of a teacher and activist, Yi O-Deok, as a lens to approach historically and culturally embedded notions of humanization in education in Korea. Anchored in the ethos of “Asia as Method,” this study offers a unique perspective that exemplifies the importance of the local sociocultural context in Asia in enriching our understanding of universal concepts. Design/Approach/Methods This study adopts a methodological approach centered around the examination of Yi O-Deok's work and his influence on critical literacy education. Key source materials include Yi's extensive five-volume diary and the various literary pieces he edited from the 1950s to the 1980s. Findings Yi O-Deok's philosophy on humanizing education, deeply influenced by local contexts, provides a distinct, non-Western perspective. It offers a critical counterpoint to Western-centric educational paradigms and enriches the broader understanding of humanization in education. Originality/Value The uniqueness of this study resides in its focus on children's writings, affirming faith in the unfiltered expressions of their pure spirits encapsulated in the raw “languages of the soil,” which have persevered through the sociopolitical upheavals of Korea's modern history. This in turn strengthens the call for a nuanced, non-Western interpretation of the concept of “humanization” in education.","PeriodicalId":33103,"journal":{"name":"ECNU Review of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135725682","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 : 2023-11-05DOI: 10.1177/20965311231210006
Xiaozhe Yang (杨晓哲), Qingqing Wang (王晴晴), Jiyue Lyu (吕霁月)
Purpose ChatGPT is a generative artificial intelligence (AI) technology that can solve multiple complex tasks. ChatGPT-4 can facilitate educational empowerment in China through technology to understand and generate Chinese text. Although ChatGPT's benefits have been widely discussed, its educational capabilities have not been systematically assessed. This study provides evidence of and insights into the educational applications of AI tools in China. Design/Approach/Methods This study uses various tests to systematically assess the latest iteration of the AI chatbot ChatGPT-4, including the Watson-Glaser Critical Thinking Appraisal (WGCTA), Five Core Competencies Questionnaire, and written test of China's 2022 National Teacher Certificate Examination (NTCE). Findings The WGCTA results suggest that ChatGPT requires strong critical thinking. Compared with the other four competencies, the tool showed a lower aptitude for creativity. Regarding its educational applications, ChatGPT performed well on the 2022 NTCE written test. As technology enhances, ChatGPT and similar AI tools have potential applications in China for lesson planning, student self-learning, classroom interaction, and checking assignments. Originality/Value This study systematically tested ChatGPT at a logical level and assessed its core competencies and educational applications. The study innovatively used 2022 NTCE data to test ChatGPT, with results providing support for the application of generative AI in future curricula and instruction in China.
{"title":"Assessing ChatGPT’s Educational Capabilities and Application Potential","authors":"Xiaozhe Yang (杨晓哲), Qingqing Wang (王晴晴), Jiyue Lyu (吕霁月)","doi":"10.1177/20965311231210006","DOIUrl":"https://doi.org/10.1177/20965311231210006","url":null,"abstract":"Purpose ChatGPT is a generative artificial intelligence (AI) technology that can solve multiple complex tasks. ChatGPT-4 can facilitate educational empowerment in China through technology to understand and generate Chinese text. Although ChatGPT's benefits have been widely discussed, its educational capabilities have not been systematically assessed. This study provides evidence of and insights into the educational applications of AI tools in China. Design/Approach/Methods This study uses various tests to systematically assess the latest iteration of the AI chatbot ChatGPT-4, including the Watson-Glaser Critical Thinking Appraisal (WGCTA), Five Core Competencies Questionnaire, and written test of China's 2022 National Teacher Certificate Examination (NTCE). Findings The WGCTA results suggest that ChatGPT requires strong critical thinking. Compared with the other four competencies, the tool showed a lower aptitude for creativity. Regarding its educational applications, ChatGPT performed well on the 2022 NTCE written test. As technology enhances, ChatGPT and similar AI tools have potential applications in China for lesson planning, student self-learning, classroom interaction, and checking assignments. Originality/Value This study systematically tested ChatGPT at a logical level and assessed its core competencies and educational applications. The study innovatively used 2022 NTCE data to test ChatGPT, with results providing support for the application of generative AI in future curricula and instruction in China.","PeriodicalId":33103,"journal":{"name":"ECNU Review of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135725502","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 : 2023-11-05DOI: 10.1177/20965311231209503
Krisna Sujaya, Zeenat Abdul-Haq, Muhammad Imran
Highlights Pakistan's worst flooding occurred in 2022 and highlighted the critical link between educational and environmental sustainability. The 2022 floods took a heavy toll on the lives of 27,148 children. Educational sustainability suffered, affecting 33 million students at all levels. This study employed qualitative methods to examine the scenario post the 2022 flood in Pakistan, focusing on educational, psychological, and physical vulnerabilities. Information was drawn from newspaper reports, NGO documents, and data from the disaster management department. The research identified significant challenges faced by school-age children and proposed solutions. Setting up temporary schools, wetland restoration, urban planning reforms, and inter-agency coordination are vital. Moreover, training teachers and involving children in environmental education and awareness campaigns are recommended. Beyond infrastructure improvements, the study underscores the importance of incorporating climate change, disaster management, and natural catastrophe risks into the curriculum and teaching methods to prepare the youth for future environmental challenges.
{"title":"Educational Sustainability: An Anthropocenic Study in the Wake of the 2022 Floods in Pakistan","authors":"Krisna Sujaya, Zeenat Abdul-Haq, Muhammad Imran","doi":"10.1177/20965311231209503","DOIUrl":"https://doi.org/10.1177/20965311231209503","url":null,"abstract":"Highlights Pakistan's worst flooding occurred in 2022 and highlighted the critical link between educational and environmental sustainability. The 2022 floods took a heavy toll on the lives of 27,148 children. Educational sustainability suffered, affecting 33 million students at all levels. This study employed qualitative methods to examine the scenario post the 2022 flood in Pakistan, focusing on educational, psychological, and physical vulnerabilities. Information was drawn from newspaper reports, NGO documents, and data from the disaster management department. The research identified significant challenges faced by school-age children and proposed solutions. Setting up temporary schools, wetland restoration, urban planning reforms, and inter-agency coordination are vital. Moreover, training teachers and involving children in environmental education and awareness campaigns are recommended. Beyond infrastructure improvements, the study underscores the importance of incorporating climate change, disaster management, and natural catastrophe risks into the curriculum and teaching methods to prepare the youth for future environmental challenges.","PeriodicalId":33103,"journal":{"name":"ECNU Review of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135725719","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 : 2023-11-05DOI: 10.1177/20965311231210008
Yilmaz Soysal, Somayyeh Soysal
Purpose This study has two objectives. The first is to describe the conceptual diversification embedded in reported documentation of teacher educators regarding the conception/phenomenon of good question-asking. Second, based on systematically observed and qualitatively analyzed diversifications, this study aims to portray the conceptual sophistication of participants’ experience-based awareness of good question-asking by constructing a hierarchical illustration. Design/Approach/Methods A total of 56 participants were selected based on a maximum variation strategy to capture more diversified conceptions of good question-asking. Qualitative data were collected through one-on-one phenomenographic interviews. Inductive data analysis was conducted in three phases: open coding (extracting ways of experiencing), axial coding (collapsing categories of descriptions), and diagrammatizing (establishing an outcome space). Findings Seven conceptual meaning clusters were gathered around four hierarchically sophisticated themes: monological (level-1 sophistication, “lowest”) (diagnostic tool), declarative (level-2 sophistication) (cognitive-emotional, pre-organizer), dialogical (level-3 sophistication) (structural qualities, typological qualities, multivocality, negotiation, internalization), and metacognitive (level-4 sophistication, “highest”) (pedagogical content knowledge of question-asking and teachers’ meta-noticing regarding question-asking). Originality/Value Participants’ conceptions of good question-asking showed monological and dialogical dimensions in addition to transitional (declarative) and metacognitive comprehensions. Educational recommendations are offered, especially for developing teacher educators’ question-asking noticing.
{"title":"The Art of Asking Good Questions in the Classroom: A Phenomenographic Study of Teacher Educators’ Recommendations","authors":"Yilmaz Soysal, Somayyeh Soysal","doi":"10.1177/20965311231210008","DOIUrl":"https://doi.org/10.1177/20965311231210008","url":null,"abstract":"Purpose This study has two objectives. The first is to describe the conceptual diversification embedded in reported documentation of teacher educators regarding the conception/phenomenon of good question-asking. Second, based on systematically observed and qualitatively analyzed diversifications, this study aims to portray the conceptual sophistication of participants’ experience-based awareness of good question-asking by constructing a hierarchical illustration. Design/Approach/Methods A total of 56 participants were selected based on a maximum variation strategy to capture more diversified conceptions of good question-asking. Qualitative data were collected through one-on-one phenomenographic interviews. Inductive data analysis was conducted in three phases: open coding (extracting ways of experiencing), axial coding (collapsing categories of descriptions), and diagrammatizing (establishing an outcome space). Findings Seven conceptual meaning clusters were gathered around four hierarchically sophisticated themes: monological (level-1 sophistication, “lowest”) (diagnostic tool), declarative (level-2 sophistication) (cognitive-emotional, pre-organizer), dialogical (level-3 sophistication) (structural qualities, typological qualities, multivocality, negotiation, internalization), and metacognitive (level-4 sophistication, “highest”) (pedagogical content knowledge of question-asking and teachers’ meta-noticing regarding question-asking). Originality/Value Participants’ conceptions of good question-asking showed monological and dialogical dimensions in addition to transitional (declarative) and metacognitive comprehensions. Educational recommendations are offered, especially for developing teacher educators’ question-asking noticing.","PeriodicalId":33103,"journal":{"name":"ECNU Review of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135725804","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 : 2023-11-01DOI: 10.1177/20965311231210310
Pu Yu (于普), Keigo Anezaki (姉崎敬吾)
Purpose During Japan's initial COVID-19 prevention and control period, the Ministry of Education, Culture, Sports, Science and Technology of Japan (MEXT) issued several notifications to ensure students’ continuous learning according to the “Leave No One Behind” philosophy. The study focuses on the comprehensive measures of the top-level arrangements to implement the “Suspending Classes Without Stopping Learning” initiative. Design/Approach/Methods The study reviewed MEXT's guide on ensuring learning for Japanese primary and secondary school students during the pandemic. Findings The COVID-19 pandemic has accelerated the progress of the information and communications technology educational environment and the implementation of the “Global and Innovation Gateway for All (GIGA) Schools” initiative. These developments laid the foundation for the evolution of diverse pedagogical models and feasible methods for promoting equity. The home-schooling experience during the pandemic provided a natural base for students to practice and foster survivability. Originality/Value This study provides scholars with a shared understanding of the opportunities and challenges encountered in educational innovation in Japan. It provides insights into the future direction of pedagogical development, capability development, and effective educational arrangements for extraordinary circumstances to facilitate educational development from a broader perspective, particularly under the new normal.
{"title":"“Suspending Classes Without Stopping Learning”: An Initiative to Ensure Learning During the COVID-19 Pandemic in Japan","authors":"Pu Yu (于普), Keigo Anezaki (姉崎敬吾)","doi":"10.1177/20965311231210310","DOIUrl":"https://doi.org/10.1177/20965311231210310","url":null,"abstract":"Purpose During Japan's initial COVID-19 prevention and control period, the Ministry of Education, Culture, Sports, Science and Technology of Japan (MEXT) issued several notifications to ensure students’ continuous learning according to the “Leave No One Behind” philosophy. The study focuses on the comprehensive measures of the top-level arrangements to implement the “Suspending Classes Without Stopping Learning” initiative. Design/Approach/Methods The study reviewed MEXT's guide on ensuring learning for Japanese primary and secondary school students during the pandemic. Findings The COVID-19 pandemic has accelerated the progress of the information and communications technology educational environment and the implementation of the “Global and Innovation Gateway for All (GIGA) Schools” initiative. These developments laid the foundation for the evolution of diverse pedagogical models and feasible methods for promoting equity. The home-schooling experience during the pandemic provided a natural base for students to practice and foster survivability. Originality/Value This study provides scholars with a shared understanding of the opportunities and challenges encountered in educational innovation in Japan. It provides insights into the future direction of pedagogical development, capability development, and effective educational arrangements for extraordinary circumstances to facilitate educational development from a broader perspective, particularly under the new normal.","PeriodicalId":33103,"journal":{"name":"ECNU Review of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135371816","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 : 2023-11-01DOI: 10.1177/20965311231210312
Lianxing Yang (杨连星), Yunzhe Hong (洪运哲)
Purpose Fintech provides material capital for educational investment and holds practical significance for achieving equity in education. Design/Approach/Methods Drawing on the indexes of fintech development and educational inequality, this study uses a variety of methods such as fixed effect models to explore the influence of fintech on education equity. Findings Results show that fintech can significantly advance educational equity, particularly in regions with lower levels of educational input, educational output, and economic development. Mechanism analysis reveals that fintech facilitates the sharing of educational resources through the application of digital financial platforms. It also drives the development of information technologies for education by promoting the creation of new infrastructure. Fintech can strengthen niche marketing and increase the use of financial services to narrow the digital divide, thereby reducing educational inequality. Moreover, fintech indirectly addresses educational inequality by increasing household income, household consumption, and public education expenditure. Originality/Value In the pursuit of educational equity, the positive influence of fintech should be harnessed by increasing investments in new infrastructure creation, advancing fintech e-learning platforms, and promoting the equal distribution of educational resources.
{"title":"Education Informationization and Education Power: The Influence of Fintech on Educational Equity","authors":"Lianxing Yang (杨连星), Yunzhe Hong (洪运哲)","doi":"10.1177/20965311231210312","DOIUrl":"https://doi.org/10.1177/20965311231210312","url":null,"abstract":"Purpose Fintech provides material capital for educational investment and holds practical significance for achieving equity in education. Design/Approach/Methods Drawing on the indexes of fintech development and educational inequality, this study uses a variety of methods such as fixed effect models to explore the influence of fintech on education equity. Findings Results show that fintech can significantly advance educational equity, particularly in regions with lower levels of educational input, educational output, and economic development. Mechanism analysis reveals that fintech facilitates the sharing of educational resources through the application of digital financial platforms. It also drives the development of information technologies for education by promoting the creation of new infrastructure. Fintech can strengthen niche marketing and increase the use of financial services to narrow the digital divide, thereby reducing educational inequality. Moreover, fintech indirectly addresses educational inequality by increasing household income, household consumption, and public education expenditure. Originality/Value In the pursuit of educational equity, the positive influence of fintech should be harnessed by increasing investments in new infrastructure creation, advancing fintech e-learning platforms, and promoting the equal distribution of educational resources.","PeriodicalId":33103,"journal":{"name":"ECNU Review of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135273019","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：