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Editorial: What is the next step for APER to become an international journal?
IF 2.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2025-02-25 DOI: 10.1007/s12564-025-10044-3
Duck-Joo Kwak
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引用次数: 0
Modernizing higher education with industrial forces in Asia: a comparative study of discourse of university-industry collaboration in China, Japan and Singapore
IF 2.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2025-01-11 DOI: 10.1007/s12564-024-10033-y
Tengteng Zhuang, Misao Oh, Keiko Kimura

University-industry collaboration (UIC) has emerged as a focal point in the contemporary global higher education landscape. Nevertheless, the underlying objectives for endorsing UIC often vary across national contexts despite a consensus on its collective benefits. This study endeavors to juxtapose the social imaginary surrounding UIC within three economically vigorous Asian countries: China, Japan, and Singapore through a multimodal discourse analysis. Findings reveal a consonant priority placed on the role of UIC as an innovation driver in all three contexts. However, whereas China has exhibited a pronounced tendency to harness industry sector dynamics to reform pedagogical frameworks within its higher educational institutions and promote economic development, Japan’s approach to UIC is more motivated by the intention to maintain international competitiveness and address societal challenges peculiar to the nation. Meanwhile, Singapore places research collaboration and internationalization at the heart of its UIC agenda and highlights them as the key factors driving its leadership in global cutting-edge technology. Practical implications for governments include placing equal emphasis on both education-focused and research-oriented UIC, fostering stronger R&D collaboration frameworks between universities and industries, designing policies that promote cross-sectoral trust-building, and aligning long-term goals with the more immediate needs of the industry.

产学合作(UIC)已成为当代全球高等教育领域的一个焦点。然而,尽管各国对产学研合作的集体利益已达成共识,但各国支持产学研合作的根本目的却往往各不相同。本研究试图并列三个经济蓬勃发展的亚洲国家围绕 UIC 的社会想象:中国、日本和新加坡。研究结果表明,在这三个国家中,UIC 作为创新驱动力的作用被放在了同等重要的位置。然而,中国明显倾向于利用产业部门的动力来改革高等教育机构的教学框架并促进经济发展,而日本对 UIC 的态度则更多是出于保持国际竞争力和应对本国特有的社会挑战的意图。与此同时,新加坡将研究合作和国际化作为其 UIC 议程的核心,并强调这是推动其在全球尖端技术领域取得领先地位的关键因素。这对各国政府的实际启示包括:同等重视以教育为重点的 UIC 和以研究为导向的 UIC;在大学和产业之间建立更强有力的研发合作框架;制定促进跨部门建立信任的政策;以及将长期目标与产业的近期需求结合起来。
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引用次数: 0
Self-directed computer-assisted professional development in Taiwanese bilingual schools: an exploratory study
IF 2.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-12-19 DOI: 10.1007/s12564-024-10029-8
Keith M. Graham, Tzu-Bin Lin, Hsi-Ling Huang

This exploratory study utilized a conceptual framework for self-directed computer-assisted professional development (PD) to evaluate the implementation and outcomes of a six-month PD pilot program. The program was designed to enhance the English proficiency of Taiwanese bilingual school teachers through a computer-assisted learning platform. Using a narrative-based methodology, we constructed and analyzed vignettes from seven participating teachers using a conceptual framework that integrates motivation, self-management, platform readiness (ease of use), and self-monitoring. While self-directed computer-assisted PD offers promising opportunities for teacher development, this study reveals significant challenges, particularly in sustaining engagement and ensuring the platform aligns with teachers’ specific needs. Drawing on these insights, we offer several recommendations for schools to enhance the effectiveness of self-directed computer-assisted PD across diverse educational contexts based on the study’s conceptual model. These recommendations convey an overarching message: Self-directed PD should not be viewed as an isolated endeavor for teachers. Specifically, we underscore the importance of appointing a PD program administrator to facilitate the program model and guide teachers throughout the self-directed learning process.

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引用次数: 0
Educational materials in East Asian English-medium higher education settings
IF 2.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-11-13 DOI: 10.1007/s12564-024-10017-y
Rachael Ruegg, Nicola Galloway

Despite posing challenges for teachers and students in English-medium instruction (EMI) contexts, materials are a relatively under-researched area of EMI. Our preliminary study takes a humanistic perspective to examine the extent of English-language material use, and faculty and student perceptions of materials used for EMI in Japan and China. Data in this concurrent mixed-methods research came from two selected-response and one open-ended questionnaire question, as well as interactions during interviews and focus groups with teaching staff and students. Although a wide range of English-language materials are available, many of them are not suitable for use by EFL, ESL and Anglophone students. There is also a lack of breadth of cultural content and of cultural perspectives on content in English-language materials. Therefore, although EMI aims to internationalize curricula, materials, which are usually sourced from Anglophone contexts, may have the effect of Westernizing the curriculum in EMI contexts.

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引用次数: 0
A sequential engagement theory for Chinese rural students: analysis based on longitudinal data from an elite Chinese university
IF 2.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-11-07 DOI: 10.1007/s12564-024-10009-y
Sunny X. Niu, Weiping Wang, Grace Y. Zheng, Yu Xiao

Scholars explain low levels of social engagement of disadvantaged students as self-isolation because they are endowed with lower levels of cultural and social capital. It renders a hopeless class reproduction conclusion, and it also reflects an implicit assumption that students engage academically and socially in parallel. To contribute both empirically and theoretically to student engagement research, we focus on rural students—a major disadvantaged student group in China—and whether they hold a student leadership role—a highly consequential social engagement activity in the Chinese setting. Utilizing a longitudinal survey, administrative records, and in-depth interviews of the 2014 freshmen cohort at an elite Chinese university, we find that rural students who progressed academically seemed to employ a sequential engagement strategy, “academics-first, social-second,” to catch up with urban students in holding a leadership role and have successfully coped with the challenges at both academic and social realms.

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引用次数: 0
The university ranking game in East Asia: the sensemaking of academic leaders between pressures and fatigue
IF 2.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-11-05 DOI: 10.1007/s12564-024-10012-3
Licia Proserpio, Camille Kandiko Howson, Marie Lall

Rankings dominate higher education policy making, although little is known about the experiences of those involved in perpetuating rankings. This paper explores middle-level academic leaders’ sensemaking about university rankings and related policies in East Asia. Since university rankings have affected higher education policies and strategies more intensely in East Asia than in other regions of the world, our research aims to trace the process of meaning construction and reconstruction of the middle-level academic leaders directly involved with the rankings game. Qualitative data have been drawn from in-depth interviews with key informants across elite institutions in three East Asian countries (Mainland China, South Korea and Japan). Our findings show how even in the well performing countries (Mainland China and South Korea) the “ranking fever” has been replaced by the “ranking fatigue”. There is no running from rankings, but the paradox of not believing in them but engaging with them has created an affective response that is deeper than lack of trust towards the commercial system of ranking: it is a deeply rooted feeling of fatigue. This is leading the discussion on how to find an alternative to rankings and possibly forge a new path forward for East Asian universities, reshaping the geography of higher education in the region.

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引用次数: 0
Development of instructional design principles for using ICT in resource-limited learning environments: a case of Bangladesh 为在资源有限的学习环境中使用信息和通信技术制定教学设计原则:孟加拉国的一个案例
IF 2.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-09-28 DOI: 10.1007/s12564-024-09996-9
Yoonjung Hwang, Cheolil Lim

The integration of ICT in education in developing countries has become a significant focus in various ODA projects and educational research. With the increasing demand for teachers to incorporate ICT in their classrooms, the precise methods for effectively integrating ICT resources have not been thoroughly explored. Therefore, this research aimed to develop the most optimal instructional design principles that may systematically guide teachers in planning their lessons using ICT, specifically in the context of Bangladesh. By employing the design and development research method, this research developed an initial set of instructional design principles based on literature review and field research, then elaborated on the principles through three sets of internal validation tests and a usability test by conducting in-depth interviews to confirm the applicability of the principles in real classroom settings in Bangladesh. The final version of instructional design principles is composed of five components, ten principles, and 22 specific guidelines. Two distinct features of the principles are discussed for further research. In discussion, this research underscores the necessity of providing practical instructional design principles to guide teachers in effectively utilizing ICT, particularly within a resource-limited learning environment like Bangladesh.

将信息和传播技术纳入发展中国家的教育已成为各种官方发展援助项目和教育研究的一个重要重点。随着教师将信息与传播技术融入课堂的需求日益增长,有效整合信息与传播技术资源的确切方法尚未得到深入探讨。因此,本研究旨在制定最佳教学设计原则,以便系统地指导教师利用信息和传播技术进行备课,特别是在孟加拉国的背景下。通过采用设计与开发研究方法,本研究在文献综述和实地调研的基础上制定了一套初步的教学设计原则,然后通过三套内部验证测试和深入访谈的可用性测试对这些原则进行了详细阐述,以确认这些原则在孟加拉国真实课堂环境中的适用性。教学设计原则的最终版本由五个组成部分、十条原则和 22 条具体指导原则组成。我们讨论了这些原则的两个显著特点,以供进一步研究。在讨论中,本研究强调了提供实用的教学设计原则的必要性,以指导教师有效利用 信息和传播技术,特别是在像孟加拉国这样资源有限的学习环境中。
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引用次数: 0
Teacher’s views on professional learning and development in primary schools in Fiji 斐济小学教师对专业学习和发展的看法
IF 2.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-09-17 DOI: 10.1007/s12564-024-10004-3
Satish Prakash Chand

The importance of improving schools, increasing teacher quality, and improving student learning has led to an increased focus on teachers’ professional learning and development (PLD). When organising PLD sessions in schools, it is crucial that they are well understood and that the needs of teachers are considered. This study aimed to examine teachers’ views vis-à-vis their professional growth in primary schools in Fiji. Specifically, it investigated the type of PLD organised in schools and the factors that need to be considered during planning. Semi-structured interviews, participant observation, and document records were used as data collection instruments. Twelve participants were purposefully selected from twelve different primary schools. The data were analysed thematically in 3 phases: identifying patterns, creating codes, and arranging codes into themes. The results suggest that teacher education on PLD is vital and that all those involved in the education system understand what PLD entails and consider the teacher’s needs when planning such sessions. The study also revealed that teachers participate in various forms of PLD that include school-based training organised on a regular basis and or when a teacher returns from workshops, and that information needs to be communicated to other teachers in school. Moreover, the study also revealed the critical role of change agents in facilitating PLD initiatives. However, to gain widespread acceptance, these change agents must demonstrate competence and earn the respect of their colleagues.

改善学校、提高教师素质和改善学生学习的重要性促使人们越来越重视教师的专业 学习与发展(PLD)。学校在组织教师专业学习与发展课程时,必须充分了解这些课程,并考虑教师的需要。本研究旨在考察斐济小学教师对其专业成长的看法。具体而言,它调查了学校组织的 PLD 类型以及在规划过程中需要考虑的因素。研究采用了半结构式访谈、参与观察和文件记录作为数据收集工具。从 12 所不同的小学有目的地挑选了 12 名参与者。研究分三个阶段对数据进行了主题分析:确定模式、创建代码和将代码排列成主题。研究结果表明,关于参与式教学的教师教育至关重要,教育系统的所有相关人员都应了解参与式教学的内涵,并在规划此类课程时考虑教师的需求。研究还显示,教师参与了各种形式的参与式教学,包括定期组织的校本培训,或在教师从研修班回来后组织的培训,而且需要将信息传达给学校的其他教师。此外,研究还揭示了变革推动者在促进参与式教学活动中的关键作用。然而,要获得广泛的接受,这些变革推动者必须表现出能力,并赢得同事的尊重。
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引用次数: 0
Effects of the English language intervention as a foreign language for struggling elementary readers in South Korea: a meta-analysis 在韩国,将英语作为外语对有困难的小学读者进行干预的效果:一项荟萃分析
IF 2.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-09-15 DOI: 10.1007/s12564-024-09999-6
HyeYun Gladys Shin, Dongil Kim

This meta-analysis comprehensively examined the effects of English language interventions on struggling elementary school learners in South Korea learning English as a foreign language. A total of 22 studies of experimental and quasi-experimental studies were separately analyzed by the study design using a random-effects model, and the mean effect size was medium (g = 0.68, SE = 0.26, CI95 = 0.18, 1.18, p < 0.01) for the experimental studies while the mean effect size was large (g = 1.39, SE = 0.67, CI95 = 0.08, 2.69, p < 0.05) for the quasi-experimental studies. Due to the large homogeneity statistics, subgroup analyses were additionally conducted for possible moderator effects contributing to the mean. The subgroup analyses indicated large effects in the affective (e.g., student’s motivation) and achievement (e.g., reading comprehension) type of outcome measures and effective intervention components (e.g., shared reading). Other effective contextual characteristics including the total session numbers, intervention frequency, and classroom type are also discussed along with the study limitations and future directions for the struggling readers learning English as a foreign language.

这项荟萃分析全面考察了英语语言干预对韩国小学英语作为外语学习的困难学生的影响。采用随机效应模型,按照研究设计分别分析了实验研究和准实验研究共 22 项研究,其中实验研究的平均效应大小为中等(g = 0.68,SE = 0.26,CI95 = 0.18,1.18,p < 0.01),而准实验研究的平均效应大小为大(g = 1.39,SE = 0.67,CI95 = 0.08,2.69,p < 0.05)。由于同质性统计量较大,因此还进行了亚组分析,以了解可能对平均值产生的调节效应。分组分析表明,情感(如学生的学习动机)和成绩(如阅读理解能力)类型的结果测量和有效的干预成分(如共享阅读)具有较大的影响。此外,还讨论了其他有效的情境特征,包括总课时、干预频率和课堂类型,以及研究的局限性和未来的方向,以帮助英语作为外语学习的困难读者。
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引用次数: 0
Foreign higher education and corruption: is host country knowledge a blessing or a curse? Empirical evidence from MENA countries 外国高等教育与腐败:东道国的知识是福是祸?中东和北非国家的经验证据
IF 2.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-09-02 DOI: 10.1007/s12564-024-10000-7
Faris Alshubiri, Hyder Husni A. L. Mughrabi, Tareq Alhousary

The present study aimed to investigate the relationship between foreign higher education and corruption in 14 home countries in the MENA region and 13 host countries from 2007 to 2021. Panel-estimated generalized least squares, robust least squares MM estimation, dynamic panel data estimation, and one-step difference generalized method of moments was used to overcome heterogeneity and endogeneity issues and increase robustness. The study adopted the positive grease-the-wheels theory of corruption and the greed or need (GONE) theory in which the need for corruption develops into greed for corruption, revealing a significant positive relationship between foreign higher education and corruption in the MENA countries. Meanwhile, the sand-in-the-wheel theory of corruption and anti-corruption mechanisms that encourage less greed per the GONE theory revealed a significant negative relationship between foreign higher education and corruption in origin countries after students returned to their home countries. The study findings support the idea that foreign knowledge is a blessing for MENA countries. Furthermore, there was a significant positive relationship between foreign higher education and corruption in the host countries because students adapted to the host country’s environment. The main conclusion was that governments should encourage students to study abroad in countries with less corruption, supporting the main hypothesis, which posited that ethics and values are adopted abroad and transferred to home countries. Furthermore, constitutional reform and economic development should be adopted to implement the anti-corruption system and control public spending on education.

本研究旨在探讨 2007 至 2021 年间中东和北非地区 14 个母国和 13 个东道国的外国高等教育与腐败之间的关系。研究采用了面板估计广义最小二乘法、稳健最小二乘法 MM 估计、动态面板数据估计和一步差分广义矩方法,以克服异质性和内生性问题,提高稳健性。研究采用了腐败的正向润滑理论和贪婪或需要(GONE)理论,即腐败的需要发展为腐败的贪婪,揭示了外国高等教育与中东和北非国家的腐败之间存在显著的正相关关系。同时,根据 GONE 理论,腐败的轮中沙理论和鼓励减少贪婪的反腐败机制揭示了外国高等教育与学生回国后原籍国的腐败之间存在显著的负相关关系。研究结果支持了外国知识是中东和北非国家之福的观点。此外,由于学生适应了东道国的环境,外国高等教育与东道国的腐败之间存在显著的正相关关系。主要结论是,政府应鼓励学生到腐败程度较低的国家留学,这支持了主要假设,即道德和价值观在国外被采纳,并转移到本国。此外,应通过宪法改革和经济发展来落实反腐败制度,控制教育方面的公共开支。
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引用次数: 0
期刊
Asia Pacific Education Review
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