Asia Pacific Education Review最新文献

Educators and administrators in secondary and higher education in Kazakhstan have experienced significant reforms since 2010. New policies, curricula, pedagogy, assessment practices, accountability mechanisms, and legislation were implemented in an education revolution, to modernize Kazakh education and build human capital for economic prosperity. The development and use of educational research is a component of these reforms but little is known about practitioners’ understanding of and engagement with educational research. This qualitative study employed individual in-depth interviews with ten educational practitioners in secondary and higher education to address the knowledge gap. The findings suggest that practitioner understandings of research remain underdeveloped. While some practitioners both consume and produce research to improve practice and institutional decision-making, issues of access to research, the challenge of time within workload and perceptions of the limited relevance of externally produced research continue to be barriers to more extensive utilization of research. Further research is being undertaken to explore this issue with policymakers and researchers. The findings may be used to improve the mobilization of research to policy and practice, especially in other post-soviet contexts.

The majority of previous research on the language mindset (LM) and academic engagement (AEG) of learners was dominated by the focus on traditional in-person classrooms, whereas less is known about the influence of the beliefs of learners toward language learning on their AEG, which comprises behavioral, emotional, cognitive, and agentic engagement in the online setting. Toward this end, this study sought to investigate the influence of the LM of learners on their AEG in online classrooms and if and how this link is mediated by achievement emotions (e.g., anxiety and enjoyment). The results of partial least squares path modeling revealed that the growth LM positively predicted all components of AEG. While enjoyment functioned only as a mediator, which linked growth LM to emotional engagement, anxiety linked growth LM to all subcomponents of AEG. Moreover, out of the two emotions examined by this study, anxiety negatively predicted the four components of AEG, whereas enjoyment only influenced emotional engagement. On the basis of these findings, the study presented practical implications and future research directions.

The main objective of the study was to explore the main predictors that influence academic stress among fourth-grade elementary school students using data from the Panel Study on Korean Children via a least absolute shrinkage and selection operator (LASSO) regularized penalty regression model. The study examined 280 explanatory variables using the LASSO model. After preprocessing the data, it finally selected 21 variables. Out of them, the study found that children’s persistence, peer attachment, bullying, parental achievement pressure, and subjective socioeconomic status as significant predictors, which is consistent with previous studies. However, several variables, including children’s overall happiness, frequency of using slang, preference for mathematics, school life preference, daily time spent for homework and study, average monthly cost of private education, parents’ participation in school events, marital conflict, and residential area, which were newly explored in the study, were also significant. Finally, we presented the significance and implications of the results in relation to decreasing academic stress among fourth-grade elementary school children.

This study examines the effects of paternalistic leadership on teachers’ emotional labor strategies and absorption, and it explores the mediating role played by leader-member exchange. A sample of 2974 primary and secondary school teachers in China participated in the study. The results showed that paternalistic leadership had a dual effect on teachers. Benevolent and authoritarian leadership enhanced teachers’ deep and surface acting. Authoritarian leadership had a positive association with teachers’ absorption, while moral leadership had the opposite effect. Leader-member exchange played a significant role in mediating the influence of benevolent and moral leadership on teachers’ emotional labor strategies and absorption. The results highlight the importance of abandoning stereotyped leadership styles and utilizing all three dimensions of paternalistic leadership. It is suggested that school principals show benevolence with sincerity and to an appropriate degree. They should promote their communications with teachers to mitigate the negative effects of authoritarian leadership and promote leader-member exchange.

There is an ever-increasing demand for Higher Education Institutions (HEIs) to engage with the challenges of the changing labour market contexts and trends, such as the Fifth Industrial Revolution and the new normal. However, a major criticism is that higher education institutions do not often prepare graduates for real-life contexts. For that reason, it is not surprising that graduate employability and the competencies required have become the primary concerns of HEIs. Often, we see the phrases "competency" and "employability" presented in the literature as essential requirements for graduates to attain gainful employment streams. Some studies also present them as interrelated concepts. However, we seldom find studies that unravel their intertwined relationships. This article tries to bridge this gap by looking into the role of HEIs in promoting the development of competencies for employability. We used a structured questionnaire to collect the quantitative data from 389 postgraduate students enrolled in a generic stream from an Indian State, Kerala. This paper proposes and tests a structural model of relationships between the perceived competencies of the postgraduates and their perceived career preparedness and, subsequently, perceived employability. This paper also highlights the need to reimagine tertiary education to suit the demands of changing times.

Reasoning is the process of thinking used to make claims and reach conclusions. It is among the first skills that should be taught to students in mathematics lessons and contributes to the creation and development of mathematical foundations. This study identifies evolution and trends in research on mathematical reasoning over the last four decades. Bibliometric analysis was used to reveal the intellectual architecture of the field, as it provides a comprehensive method for exploring and analyzing large volumes of scientific data. The research is organized in a four-step framework, namely, investigation, representation, characterization, and confirmation. This study, which reveals other concepts in which mathematical reasoning is associated with the developmental stages, can help academics, instructors, students, and policymakers in mathematics and other fields obtain insight into areas that need additional research, as well as paving the way for future studies.

Based on two representative cases drawn from a larger multi-sited ethnographic project, this study examines the process of identity construction among Chinese international students in the U.S.A., focusing on how the students (re)negotiate their subject positions vis-à-vis their home and host societies. Building on a conceptualization of the students as borderland subjects, the study brings to the fore a critical and creative state of in-betweenness characterizing the positioning of the students, putting into question the paradigm of adjustment and adaption that has long dominated research on international student migration (ISM). To unveil the subtleties behind the students’ formation of borderland subjectivities, the study draws on the notion of scale. By examining the scaling practices of the students, the study provides a nuanced account of how the students discursively index and connect multiple spatial–temporal contexts to guide their journey toward becoming borderland subjects. By combining the notion of scale with the borderland trope, the study sheds light on an emerging avenue of research that aims to uncover the transformative and fluid underpinnings of ISM.

This systematic review consisted of 50 theoretical and empirical articles taking China as a specific case study for identifying efforts and challenges to teachers' digital competence, establishing an understanding of their use of concepts, disciplines, regions, methods, and analysis. The review follows the methodology based on the PRISMA statement and PICO strategy using the 2010–2023 search period. This research has four primary findings: (1) “teachers' ICT competency” and “teachers’ information literacy” are the main terms used for describing teacher’s use of technology for teaching and learning; (2) the current research mainly focused on investigating the status of teachers' digital competence, the influencing factors, and teacher training; (3) non-experimental study for the population of in-service teachers is the leading research directions related to teachers’ digital competence in the context of China; (4) creating good ICT atmosphere by government and schools, conducting teacher training, and using good pedagogical strategies are three main proposals have been made to improve teachers' digital competence in China. The research findings provide the starting points for a subject of reflection and analysis of the Chinese teachers' digital competence status, and it can also support future empirical research.