Pub Date : 2023-11-24DOI: 10.1080/02188791.2023.2286199
Chunli Lu, Zheping Huang, Huaxiang He, Yiting E
Considerable studies have examined the influence of family environment on adolescents’ hope, but few studies have discussed the influence of school environment on adolescents’ hope, and even fewer ...
{"title":"Teacher-student relationships and hope among rural adolescents: a moderated mediation model","authors":"Chunli Lu, Zheping Huang, Huaxiang He, Yiting E","doi":"10.1080/02188791.2023.2286199","DOIUrl":"https://doi.org/10.1080/02188791.2023.2286199","url":null,"abstract":"Considerable studies have examined the influence of family environment on adolescents’ hope, but few studies have discussed the influence of school environment on adolescents’ hope, and even fewer ...","PeriodicalId":47010,"journal":{"name":"Asia Pacific Journal of Education","volume":"9 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2023-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138531874","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-24DOI: 10.1080/02188791.2023.2283368
Josephine Lau, Katja Vähäsantanen, Kaija Collin
{"title":"The change and continuity of teachers’ professional agency: a two-year longitudinal study in the case of Hong Kong","authors":"Josephine Lau, Katja Vähäsantanen, Kaija Collin","doi":"10.1080/02188791.2023.2283368","DOIUrl":"https://doi.org/10.1080/02188791.2023.2283368","url":null,"abstract":"","PeriodicalId":47010,"journal":{"name":"Asia Pacific Journal of Education","volume":"2018 32","pages":""},"PeriodicalIF":1.7,"publicationDate":"2023-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139239633","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-23DOI: 10.1080/02188791.2023.2285704
Ruigang Wei, Ling Zhang
{"title":"Academic satisfaction and depressive symptoms in Chinese adolescents: the multiple mediating roles of interpersonal relationships and subjective well-being","authors":"Ruigang Wei, Ling Zhang","doi":"10.1080/02188791.2023.2285704","DOIUrl":"https://doi.org/10.1080/02188791.2023.2285704","url":null,"abstract":"","PeriodicalId":47010,"journal":{"name":"Asia Pacific Journal of Education","volume":"80 ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2023-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139246232","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-09DOI: 10.1080/02188791.2023.2270176
Asadullah Lashari, Waqar Ali Shah, Talha Memon
Language textbooks are discourse-led documents that contain official knowledge and construct specific learner subjectivities. Official knowledge embodies a worldview that serves the interests of dominant social group. In Pakistan, studies suggest that textbooks in general tend to distort the historical facts in favour of the national narrative. Using six language textbooks (Sindhi, Urdu, and English) taught at government-run schools in Sindh province of Pakistan, this study aims to understand how language is used to construct “Muslim identity”. Moreover, the study also considers minority faith language learners’ perspectives in order to understand their experiences and reactions. The analysis is informed by Fairclough’s (2001, 2003) writings on critical discourse analysis (CDA). The findings reveal that Muslim identity is constructed through a variety of discourses related to Islam. Furthermore, minority faith language learners perceive language learning spaces to be ideologically motivated, promoting a dominant religious identity narrative while disregarding diversity. The study recommends that the process of textbooks design should consider minority faiths to a considerable extent in the interest of inclusive and a sustainable society. The study has implications for wider global contexts, including Asia Pacific where language textbooks promote biases based on religion, gender, ethnicity, and language.
{"title":"‘Are we equal citizens?’: a critical discourse analysis (CDA) of language textbooks and minority faith learners’ insights in Pakistan","authors":"Asadullah Lashari, Waqar Ali Shah, Talha Memon","doi":"10.1080/02188791.2023.2270176","DOIUrl":"https://doi.org/10.1080/02188791.2023.2270176","url":null,"abstract":"Language textbooks are discourse-led documents that contain official knowledge and construct specific learner subjectivities. Official knowledge embodies a worldview that serves the interests of dominant social group. In Pakistan, studies suggest that textbooks in general tend to distort the historical facts in favour of the national narrative. Using six language textbooks (Sindhi, Urdu, and English) taught at government-run schools in Sindh province of Pakistan, this study aims to understand how language is used to construct “Muslim identity”. Moreover, the study also considers minority faith language learners’ perspectives in order to understand their experiences and reactions. The analysis is informed by Fairclough’s (2001, 2003) writings on critical discourse analysis (CDA). The findings reveal that Muslim identity is constructed through a variety of discourses related to Islam. Furthermore, minority faith language learners perceive language learning spaces to be ideologically motivated, promoting a dominant religious identity narrative while disregarding diversity. The study recommends that the process of textbooks design should consider minority faiths to a considerable extent in the interest of inclusive and a sustainable society. The study has implications for wider global contexts, including Asia Pacific where language textbooks promote biases based on religion, gender, ethnicity, and language.","PeriodicalId":47010,"journal":{"name":"Asia Pacific Journal of Education","volume":" 5","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135285690","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-24DOI: 10.1080/02188791.2023.2270725
Yan Wang, Shulin Yu
ABSTRACTWhile English as the medium of instruction (EMI) is becoming a popular institutional practice across the globe, the bulk of research has yielded inconsistent findings regarding its effectiveness for students’ content and language learning. Through a qualitative inquiry into students’ EMI experiences in a Macau university, the study discovered that content learning and language proficiency are vague terms to describe students’ learning outcomes, which consist of multiple dimensions, including knowledge mastery, access to information, disciplinary professionalism, academic/disciplinary English and Chinese proficiency, etc. While EMI promoted student learning in some dimensions, it failed in others, and it is unrealistic to judge the overall effectiveness of EMI as a curriculum provision. The study confirms previous research findings on EMI as an ineffective means for knowledge mastery and further exposes this as a problem that can hardly be remedied by raising admission requirements on students’ English proficiency in English as a foreign language (EFL) contexts. Additional issues and challenges of EMI were identified in the study, including a quandary in promoting students’ bilingual academic and disciplinary proficiency in English and their mother tongue. Suggestions for future research are given, and ideas for possible measures to help students cope with EMI in EFL contexts are discussed.KEYWORDS: English-medium instructionChinese-medium instructionhigher educationEMI programlanguage education Disclosure statementNo potential conflict of interest was reported by the author(s).Geolocation informationThe study was conducted in Macau SAR, China.Research ethicsThe study was reviewed and approved by the Sub-Panel on Social Science & Humanities Research Ethics, Panel on Research Ethics of the University of Macau. (the reference number is the same as the grant number above)Additional informationFundingThis work was supported by the University of Macau under Grant [number MYRG2014-00170-FED]Notes on contributorsYan WangYan Wang is an Assistant Professor at Faculty of Education, University of Macau, Macau SAR, China. She conducts research in areas including English as the medium of instruction, internationalization of higher education, and cross-cultural issues in education.Shulin YuShulin Yu is Associate Professor at Faculty of Education, University of Macau, Macau SAR, China. His research interests include second language writing and classroom feedback and assessment in higher education. His publications have appeared in Educational Research Review, Assessing Writing, Journal of Second Language Writing, Language Teaching Research, Language Teaching, and TESOL Quarterly.
{"title":"Learning through EMI (English-medium instruction) in a Macau university: students’ perspectives and content and language outcomes","authors":"Yan Wang, Shulin Yu","doi":"10.1080/02188791.2023.2270725","DOIUrl":"https://doi.org/10.1080/02188791.2023.2270725","url":null,"abstract":"ABSTRACTWhile English as the medium of instruction (EMI) is becoming a popular institutional practice across the globe, the bulk of research has yielded inconsistent findings regarding its effectiveness for students’ content and language learning. Through a qualitative inquiry into students’ EMI experiences in a Macau university, the study discovered that content learning and language proficiency are vague terms to describe students’ learning outcomes, which consist of multiple dimensions, including knowledge mastery, access to information, disciplinary professionalism, academic/disciplinary English and Chinese proficiency, etc. While EMI promoted student learning in some dimensions, it failed in others, and it is unrealistic to judge the overall effectiveness of EMI as a curriculum provision. The study confirms previous research findings on EMI as an ineffective means for knowledge mastery and further exposes this as a problem that can hardly be remedied by raising admission requirements on students’ English proficiency in English as a foreign language (EFL) contexts. Additional issues and challenges of EMI were identified in the study, including a quandary in promoting students’ bilingual academic and disciplinary proficiency in English and their mother tongue. Suggestions for future research are given, and ideas for possible measures to help students cope with EMI in EFL contexts are discussed.KEYWORDS: English-medium instructionChinese-medium instructionhigher educationEMI programlanguage education Disclosure statementNo potential conflict of interest was reported by the author(s).Geolocation informationThe study was conducted in Macau SAR, China.Research ethicsThe study was reviewed and approved by the Sub-Panel on Social Science & Humanities Research Ethics, Panel on Research Ethics of the University of Macau. (the reference number is the same as the grant number above)Additional informationFundingThis work was supported by the University of Macau under Grant [number MYRG2014-00170-FED]Notes on contributorsYan WangYan Wang is an Assistant Professor at Faculty of Education, University of Macau, Macau SAR, China. She conducts research in areas including English as the medium of instruction, internationalization of higher education, and cross-cultural issues in education.Shulin YuShulin Yu is Associate Professor at Faculty of Education, University of Macau, Macau SAR, China. His research interests include second language writing and classroom feedback and assessment in higher education. His publications have appeared in Educational Research Review, Assessing Writing, Journal of Second Language Writing, Language Teaching Research, Language Teaching, and TESOL Quarterly.","PeriodicalId":47010,"journal":{"name":"Asia Pacific Journal of Education","volume":"35 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135273408","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-23DOI: 10.1080/02188791.2023.2268851
Weisheng Chiu, Heetae Cho, Seungmo Kim
ABSTRACTThis study aimed to establish a research model and investigate the relationships among collegiate sport experience, social adjustment, and quality of college life. In addition, this study examined the moderating effect of the school year on the impact of collegiate sport experience on social adjustment and quality of college life. A total of 271 college students from South Korea were collected using convenience sampling. Data analysis was conducted using partial least square structural equation modelling (PLS-SEM) by SmartPLS 3.0. Results showed that collegiate sport experience positively influenced students’ social adjustment and quality of college life. Moreover, social adjustment positively affected the quality of college life. Also, this study identified that the school year positively moderated the impact of collegiate sport experience on both social adjustment and quality of college life. The findings provide implications for university administrators to offer various sport programmes and services to fulfil students’ needs and enhance their well-being.KEYWORDS: Collegiate sport experiencesocial adjustmentquality of college lifeschool yearPLS-SEMstudent involvement theory Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsWeisheng ChiuWeisheng Chiu is an Associate Professor and Department Head of Management and Strategy in the Lee Shau Kee School of Business and Adminstration at Hong Kong Metropolitan University. His research interests include sport management and adminstration in collegiate sports.Heetae ChoHeetae Cho is an Associate Professor in the Department of Sport Science at Sungkyunkwan University, South Korea. His research interests include sport psychology and well-being.Seungmo KimSeungmo Kim is an Associate Professor in the Department of Sport, Physical Education and Health at Hong Kong Baptist University. His research interests include organisational behaviour and human resource management.
{"title":"The role of collegiate sport experience in social adjustment and quality of college life: moderating role of the school year","authors":"Weisheng Chiu, Heetae Cho, Seungmo Kim","doi":"10.1080/02188791.2023.2268851","DOIUrl":"https://doi.org/10.1080/02188791.2023.2268851","url":null,"abstract":"ABSTRACTThis study aimed to establish a research model and investigate the relationships among collegiate sport experience, social adjustment, and quality of college life. In addition, this study examined the moderating effect of the school year on the impact of collegiate sport experience on social adjustment and quality of college life. A total of 271 college students from South Korea were collected using convenience sampling. Data analysis was conducted using partial least square structural equation modelling (PLS-SEM) by SmartPLS 3.0. Results showed that collegiate sport experience positively influenced students’ social adjustment and quality of college life. Moreover, social adjustment positively affected the quality of college life. Also, this study identified that the school year positively moderated the impact of collegiate sport experience on both social adjustment and quality of college life. The findings provide implications for university administrators to offer various sport programmes and services to fulfil students’ needs and enhance their well-being.KEYWORDS: Collegiate sport experiencesocial adjustmentquality of college lifeschool yearPLS-SEMstudent involvement theory Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsWeisheng ChiuWeisheng Chiu is an Associate Professor and Department Head of Management and Strategy in the Lee Shau Kee School of Business and Adminstration at Hong Kong Metropolitan University. His research interests include sport management and adminstration in collegiate sports.Heetae ChoHeetae Cho is an Associate Professor in the Department of Sport Science at Sungkyunkwan University, South Korea. His research interests include sport psychology and well-being.Seungmo KimSeungmo Kim is an Associate Professor in the Department of Sport, Physical Education and Health at Hong Kong Baptist University. His research interests include organisational behaviour and human resource management.","PeriodicalId":47010,"journal":{"name":"Asia Pacific Journal of Education","volume":"50 5","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135366812","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-23DOI: 10.1080/02188791.2023.2270172
Heetae Cho, Ye Hoon Lee
ABSTRACTAlthough leisure participation has been recognized as an essential life domain that contributes to university students’ lives and education, only a paucity of research has focused on the effects of past leisure experiences on education among university students. Accordingly, the purpose of this study was to explore the role of post-leisure experiences and their impact on education among university students. Specifically, the relationships among memorable leisure experience, nostalgia, positive emotions, and academic self-efficacy were examined. Results of a survey administered to 389 students at a university in Singapore revealed that memorable leisure experience had positive effects on nostalgia and positive emotions towards leisure activities. Furthermore, nostalgia had a positive influence on positive emotions towards favourite leisure activities, which affected university students’ academic self-efficacy. The findings showed that memorable leisure experience played significant roles in influencing university students’ academic self-efficacy. The findings provide empirical support to the existing body of research on nostalgia.KEYWORDS: Memorable experiencenostalgiapositive emotionsacademic self-efficacyuniversity students Disclosure statementNo potential conflict of interest was reported by the author(s).Ethical approvalAll procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional research committee.Informed consentInformed consent was obtained from all individual participants included in the study.Data availability statementThe datasets generated during and/or analysed during the current study are available from the first author on reasonable request.Additional informationFundingThis study was funded by Nanyang Technological University (PG 08/19 CHT), and supported by Sungkyunkwan University and Hankuk University of Foreign Studies (2023).Notes on contributorsHeetae ChoDr. Heetae Cho is an Associate Professor of Sport Science at Sungkyunkwan University. The primary focus of his research is to understand sport participants’ and coaches’ well-being and decision-making, and a large part of his research is related to the concept of sport nostalgia.Ye Hoon LeeDr. Ye Hoon Lee holds the position of Associate Professor within the Global Sport Industry department at Hankuk University of Foreign Studies. His area of expertise lies in the realm of organizational behavior, particularly within the dynamic world of sports. Dr. Lee's primary research interests revolve around emotions, well-being, and leadership behaviors in the domains of sports and physical activity.
{"title":"Enhancing university students’ academic self-efficacy: the roles of leisure experience, nostalgia, and positive emotions","authors":"Heetae Cho, Ye Hoon Lee","doi":"10.1080/02188791.2023.2270172","DOIUrl":"https://doi.org/10.1080/02188791.2023.2270172","url":null,"abstract":"ABSTRACTAlthough leisure participation has been recognized as an essential life domain that contributes to university students’ lives and education, only a paucity of research has focused on the effects of past leisure experiences on education among university students. Accordingly, the purpose of this study was to explore the role of post-leisure experiences and their impact on education among university students. Specifically, the relationships among memorable leisure experience, nostalgia, positive emotions, and academic self-efficacy were examined. Results of a survey administered to 389 students at a university in Singapore revealed that memorable leisure experience had positive effects on nostalgia and positive emotions towards leisure activities. Furthermore, nostalgia had a positive influence on positive emotions towards favourite leisure activities, which affected university students’ academic self-efficacy. The findings showed that memorable leisure experience played significant roles in influencing university students’ academic self-efficacy. The findings provide empirical support to the existing body of research on nostalgia.KEYWORDS: Memorable experiencenostalgiapositive emotionsacademic self-efficacyuniversity students Disclosure statementNo potential conflict of interest was reported by the author(s).Ethical approvalAll procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional research committee.Informed consentInformed consent was obtained from all individual participants included in the study.Data availability statementThe datasets generated during and/or analysed during the current study are available from the first author on reasonable request.Additional informationFundingThis study was funded by Nanyang Technological University (PG 08/19 CHT), and supported by Sungkyunkwan University and Hankuk University of Foreign Studies (2023).Notes on contributorsHeetae ChoDr. Heetae Cho is an Associate Professor of Sport Science at Sungkyunkwan University. The primary focus of his research is to understand sport participants’ and coaches’ well-being and decision-making, and a large part of his research is related to the concept of sport nostalgia.Ye Hoon LeeDr. Ye Hoon Lee holds the position of Associate Professor within the Global Sport Industry department at Hankuk University of Foreign Studies. His area of expertise lies in the realm of organizational behavior, particularly within the dynamic world of sports. Dr. Lee's primary research interests revolve around emotions, well-being, and leadership behaviors in the domains of sports and physical activity.","PeriodicalId":47010,"journal":{"name":"Asia Pacific Journal of Education","volume":"4 7","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135367077","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-19DOI: 10.1080/02188791.2023.2270173
Jia Zhang, Zhihui Liu
ABSTRACTThis study explored the mediating role of professional learning communities (PLCs) and the moderating role of principals’ perceived trust by teachers in the effect of transformational leadership on teacher collective efficacy from Chinese principals’ perspective. A survey was conducted among 822 principals in China. Data were analysed using structural equation modelling and bootstrapping. The results showed that transformational leadership had a significant and positive effect on teacher collective efficacy. PLCs significantly and fully mediated the effect of transformational leadership on teacher collective efficacy. Principals’ perceived trust by teachers significantly and negatively moderated the effect of transformational leadership on PLCs. This study advanced our understanding of how transformational leadership affected teacher collective efficacy, and added the crucial perspective of principals to research in this field. The study also enriches the existing literature on the relationship between principals’ transformational leadership and teacher collective efficacy in Chinese context. Practical implications and suggestions for future research are discussed.KEYWORDS: Transformational leadershipcollective efficacyprofessional learning communitiesprincipals’ perceived trust by teachersChina Disclosure statementNo potential conflict of interest was reported by the author(s).Data availability statementThe participants of this study did not give written consent for their data to be shared publicly, so due to the sensitive nature of the research supporting data is not available.Additional informationFundingThe work was supported by the National Social Science Fund of China [20CSH033].Notes on contributorsJia ZhangJia Zhang is an associate professor at the College of Education, Zhejiang University. Her research interests include teacher development, educational leadership, and school improvement. Her recent publications appear in Educational Management, Administration & Leadership, Teachers and Teaching: Theory and Practice, Cambridge Journal of Education and Teaching and Teacher Education.Zhihui LiuZhihui Liu is a postgraduate at Zhejiang University. Her research interests include teacher development, educational leadership, and school improvement.
{"title":"How transformational leadership affects teacher collective efficacy? the mediating role of professional learning communities and the moderating role of trust","authors":"Jia Zhang, Zhihui Liu","doi":"10.1080/02188791.2023.2270173","DOIUrl":"https://doi.org/10.1080/02188791.2023.2270173","url":null,"abstract":"ABSTRACTThis study explored the mediating role of professional learning communities (PLCs) and the moderating role of principals’ perceived trust by teachers in the effect of transformational leadership on teacher collective efficacy from Chinese principals’ perspective. A survey was conducted among 822 principals in China. Data were analysed using structural equation modelling and bootstrapping. The results showed that transformational leadership had a significant and positive effect on teacher collective efficacy. PLCs significantly and fully mediated the effect of transformational leadership on teacher collective efficacy. Principals’ perceived trust by teachers significantly and negatively moderated the effect of transformational leadership on PLCs. This study advanced our understanding of how transformational leadership affected teacher collective efficacy, and added the crucial perspective of principals to research in this field. The study also enriches the existing literature on the relationship between principals’ transformational leadership and teacher collective efficacy in Chinese context. Practical implications and suggestions for future research are discussed.KEYWORDS: Transformational leadershipcollective efficacyprofessional learning communitiesprincipals’ perceived trust by teachersChina Disclosure statementNo potential conflict of interest was reported by the author(s).Data availability statementThe participants of this study did not give written consent for their data to be shared publicly, so due to the sensitive nature of the research supporting data is not available.Additional informationFundingThe work was supported by the National Social Science Fund of China [20CSH033].Notes on contributorsJia ZhangJia Zhang is an associate professor at the College of Education, Zhejiang University. Her research interests include teacher development, educational leadership, and school improvement. Her recent publications appear in Educational Management, Administration & Leadership, Teachers and Teaching: Theory and Practice, Cambridge Journal of Education and Teaching and Teacher Education.Zhihui LiuZhihui Liu is a postgraduate at Zhejiang University. Her research interests include teacher development, educational leadership, and school improvement.","PeriodicalId":47010,"journal":{"name":"Asia Pacific Journal of Education","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135778661","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-05DOI: 10.1080/02188791.2023.2261648
Hawwa Shiuna Musthafa, Leonidas Kyriakides
ABSTRACTThis paper investigates the impact of the teacher factors included in the dynamic model of educational effectiveness on student achievement in English as a second language. It also examines the extent to which student ratings and/or external observations can be used to measure the teacher factors and detect their effects on student achievement gains. The participants were 31 teachers and all their grade 4 students (n = 350) from 8 schools in the urban capital city of Male’ in the Maldives. Achievement of students in English was measured at the beginning and end of school year and quality of teaching was measured through external observations and student questionnaire. Empirical support to the construct validity of student questionnaires and observation instruments was generated. Multilevel regression analysis revealed that through the student questionnaire, the effects of three factors (i.e., orientation, application and dealing with student misbehaviour) on student achievement were identified. However, observation data helped us to detect effects from all eight teacher factors of the dynamic model on student achievement but management of time. Implications for research, policy and practice are drawn.KEYWORDS: Educational effectiveness researchteacher evaluationquality of teachingclassroom observationstudent ratingsmultilevel modelling Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis research did not receive any specific grant from funding agencies in the public, commercial, or not-for-profit sectors.Notes on contributorsHawwa Shiuna MusthafaHawwa Shiuna Musthafa holds a Doctoral degree (PhD) in curriculum studies, teaching and comparative education from the University of Cyprus. She has worked as an Assistant Professor in the Maldives National University and presently works as an Adjunct Professor in the University Canada West. She is a gold medallist, presidential award winner for academic scholarship and has achieved the university first rank in her Master’s degree. She is also the recipient of the merit-based PhD scholarship from the University of Cyprus. She has published papers, written books, published reports in both education and social sciences genres.Leonidas KyriakidesLeonidas Kyriakides is Professor of Educational Research and Evaluation at the Department of Education, University of Cyprus. His main research interests are in the area of educational effectiveness and improvement and especially in modelling the dynamic nature of educational effectiveness and in using research to promote quality and equity in education. He acted as chair of the AERA SIG on School Effectiveness and Improvement and the EARLI SIG on Educational Effectiveness. He is the Editor-in-Chief of “Studies in Educational Evaluation” and member of the editorial board of various international journals with referee system. He has published 8 books and more than 130 papers in international jour
{"title":"Using student ratings and external observations to detect the effects of quality of teaching on student learning outcomes: a longitudinal study in the Maldives","authors":"Hawwa Shiuna Musthafa, Leonidas Kyriakides","doi":"10.1080/02188791.2023.2261648","DOIUrl":"https://doi.org/10.1080/02188791.2023.2261648","url":null,"abstract":"ABSTRACTThis paper investigates the impact of the teacher factors included in the dynamic model of educational effectiveness on student achievement in English as a second language. It also examines the extent to which student ratings and/or external observations can be used to measure the teacher factors and detect their effects on student achievement gains. The participants were 31 teachers and all their grade 4 students (n = 350) from 8 schools in the urban capital city of Male’ in the Maldives. Achievement of students in English was measured at the beginning and end of school year and quality of teaching was measured through external observations and student questionnaire. Empirical support to the construct validity of student questionnaires and observation instruments was generated. Multilevel regression analysis revealed that through the student questionnaire, the effects of three factors (i.e., orientation, application and dealing with student misbehaviour) on student achievement were identified. However, observation data helped us to detect effects from all eight teacher factors of the dynamic model on student achievement but management of time. Implications for research, policy and practice are drawn.KEYWORDS: Educational effectiveness researchteacher evaluationquality of teachingclassroom observationstudent ratingsmultilevel modelling Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis research did not receive any specific grant from funding agencies in the public, commercial, or not-for-profit sectors.Notes on contributorsHawwa Shiuna MusthafaHawwa Shiuna Musthafa holds a Doctoral degree (PhD) in curriculum studies, teaching and comparative education from the University of Cyprus. She has worked as an Assistant Professor in the Maldives National University and presently works as an Adjunct Professor in the University Canada West. She is a gold medallist, presidential award winner for academic scholarship and has achieved the university first rank in her Master’s degree. She is also the recipient of the merit-based PhD scholarship from the University of Cyprus. She has published papers, written books, published reports in both education and social sciences genres.Leonidas KyriakidesLeonidas Kyriakides is Professor of Educational Research and Evaluation at the Department of Education, University of Cyprus. His main research interests are in the area of educational effectiveness and improvement and especially in modelling the dynamic nature of educational effectiveness and in using research to promote quality and equity in education. He acted as chair of the AERA SIG on School Effectiveness and Improvement and the EARLI SIG on Educational Effectiveness. He is the Editor-in-Chief of “Studies in Educational Evaluation” and member of the editorial board of various international journals with referee system. He has published 8 books and more than 130 papers in international jour","PeriodicalId":47010,"journal":{"name":"Asia Pacific Journal of Education","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134975907","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-02DOI: 10.1080/02188791.2021.2016371
Tinh T.T Le, Dineke E. H. Tigelaar, Wilfried F. Admiraal
ABSTRACT Educational democratic (ED) values and their manifestation in school are related to the school context and the socio-political-cultural setting. In-depth interviews were conducted with nine participants, including two principals, four teachers, and three students in two secondary schools in Da Nang city, Central Vietnam. The participants indicated sixteen ED values, either instrumental (e.g., friendliness, autonomy) or terminal (e.g., fairness, equality). These ED values can be recognized in both formal and informal school spaces. The findings shed light on the Vietnamese stakeholders’ views on ED values, their manifestation, and their contribution to the democratic school, which could be a premise for further exploring stakeholders’ democratic commitment in the Vietnamese educational context.
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