The Asia-Pacific Education Researcher最新文献

Differentiated instruction is an effective means of addressing student diversity, and is increasingly being adopted by educators within the higher education sector. However, the global pandemic and changes to content delivery have altered the educational landscape. Hybridised delivery has resulted in the need for more innovative and contemporary means of accommodating student diversity, to suit both in-situ and remote learning platforms. Additionally, increasing student diversity in higher education has prompted a rethinking of how to accommodate student variance. This qualitative study sought to gauge the views of four educators, who were faced with hybridisation of content delivery during the global pandemic. Led by an overarching objective of ascertaining educator perceptions, responses and attitudes toward differentiated instruction, the study utilised four in-depth case studies to reflect on the implementation of differentiated instruction in the higher education sector. Results from this qualitative analysis yielded the view that time constraints, the coverage of prescribed content and increasing student diversity continue to act as barriers to authentic differentiation. While all showcased educators embraced the underlying philosophy of differentiating instruction to suit student needs, many were hampered by administrative duties which compromised their time and effort with regard to differentiation.

The employability of graduates in South Africa is a crucial issue that requires attention from educational institutions due to its impact on the economy, the challenges faced by graduates, and the need to support students in developing employability skills. Therefore, the present study aims to explore educational perspectives on fostering graduate employability in South Africa. The study underscores the significance of adopting a comprehensive strategy for education, emphasizing practical training, technological integration, and theoretical knowledge. The research investigates the role of policy and curriculum design in shaping graduate employability, specifically by prioritizing cultural, creative industries, and economic sectors. The study also analyzes the importance of creative teaching methods and the role of educators in encouraging students to think creatively. The novelty of this investigation is in its emphasis on inclusivity in the classroom as a means to engage students and develop skills that boost employability. The research investigates the impact of practical training, technology integration in teaching, and theory-focused lectures on the employability of graduates, assessing the potential benefits and implications of reshaping higher education policies to prioritize cultural, creative industries, and the economy, and explores the relationship between the integration of creative teaching methods by educators, involvement of students in the educational journey, and the creation of an inclusive classroom environment. The study findings offer a significant understanding of the perspectives of students and academic faculty regarding the enhancement of employability in tertiary education in South Africa.

The application of Automated Writing Evaluation (AWE) has recently gained researchers’ attention worldwide. However, the impact of AWE feedback on student writing, particularly in languages other than English, remains controversial. This study aimed to compare the impacts of Chinese AWE feedback and teacher feedback on Chinese writing revision, writing quality, and writing motivation among 7th grade students. Using an experimental design, the study found the following results: (1) compared to students receiving teacher feedback, those receiving Chinese AWE feedback conducted fewer revisions, showed a higher proportion of low-level revisions, exhibited a higher frequency of “deleting” behavior, and had a lower success rate of revisions. (2) Both Chinese AWE feedback and teacher feedback could significantly improve students’ writing quality from the first to the final draft. However, the effect sizes in the AWE group were smaller than those in the teacher feedback group. (3) Chinese AWE feedback positively impacted students’ writing motivation. Students receiving Chinese AWE feedback exhibited significantly higher writing confidence and persistence in the post-test compared to those receiving teaching feedback. Chinese AWE has the potential to facilitate personalized writing instruction and evaluation. The trend toward human–computer collaboration in writing education is expected to gain popularity in the future.

Research has shown that teacher professional well-being (TPWB) is important in influencing teachers’ dedication as well as students’ well-being (Dreer in Educational Studies 50:61–77, 2024; Harding et al. in Journal of Affective Disorders 242:180–187, 2019). In the light of these past researches, the aim of this research was to develop a suitable TPWB scale for Malaysian teachers. 733 teachers participated in this exploratory sequential research consisting of focus group interviews, exploratory factor analysis, and confirmatory factor analysis. Results showed that TPWB comprises six factors which are meaning, relatedness, system, autonomy, hope and competence. Validity tests showed that TPWB has significant correlations with employee well-being and positive affect and negative correlation with negative affect. The theoretical contributions and practical implications of this research are discussed.

In the economics of education, an educational institution is considered as a firm that transforms inputs into outputs. It is similar to a production line wherein efficient returns are expected. An education system is efficient if it can achieve the best outcomes by maximizing the available resources. Determining how schools perform in terms of their efficiency may suggest ways to improve education outcomes for a given level of resources. The general objective of this study is to analyze the efficiency of an educational institution. This study employed a Poisson stochastic frontier analysis to formulate education production functions for the number of examinees achieving at least a minimum overall proficiency level. The model was also used to estimate the technical efficiency scores of some selected public schools. Technical inefficiency models were also constructed to identify predictors of inefficiency among public schools. In the case of the public schools in the Philippines, regional characteristics, school characteristics such as the presence of electrical supply, a higher number of Mathematics teachers, and community characteristics contribute to lowering inefficiency in public schools.

In the context of educational informatization, the Guide to Institutions of Higher Education in China have set clear expectations for Japanese language teachers’ educational information technology applications. There is an urgent need for research on information technology applications and the influencing factors of Japanese language teachers in universities. The results of this qualitative analysis based on grounded theory with 12 college Japanese teachers as interviewees showed that four factors (teacher, learner, technology, and support) influence teachers’ ICT applications. Among them, the teacher factor is the critical factor of ICT application, while a combination of the learner factor, technology factor, and support factor influences teachers’ ICT application behavior. This study also demonstrated that a combination of internal and external factors affects teachers’ willingness to use information technology, which in turn encourages application behavior, and that teachers themselves may benefit from the process.

This paper reports on a multiple case study classroom observation investigating the types and qualities of teachers’ AfL strategies among three English teachers across three distinct types of secondary schools in Indonesia. The study found that while teachers are integrating several AfL strategies, the quality issues persist. The study highlights a significant reliance on superficial questioning and frequent confirmatory rather than formative feedback practices. These findings may reflect a lack of the teachers’ understanding of formative assessment that hinders its substantive application in the class. There is an immediate need to provide teachers with professional development in questioning and feedback practice delivery to support teachers in integrating these assessment techniques tailored to the needs of students, foster an engaging learning environment, and maximize the potential of AfL to improve educational outcomes.

Based on the UTAUT model, many studies have analyzed the factors influencing the use of artificial intelligence by teachers and students, but the conclusions are not uniform. This study chose high quality studies and encoded them to do meta analysis. After heterogeneity testing, sensitivity analysis and publication bias test, it has been found that facilitating conditions, performance expectancy, effort expectancy, and social influence are the main factors affecting the use of artificial intelligence by teachers and students. At the same time, national regions, group identities, application fields, application stages, and tool types play varying degrees of moderating roles in influencing factors. To enhance the use of AI in education, some implications should be implemented.

This study investigates the impact of empowering leadership exhibited by school principals on teachers’ perspectives on organizational ostracism and well-being at work in educational settings in Türkiye. Applying a cross-sectional research design, we collected responses from 603 teachers in different provinces. The results reveal that empowering leadership has a positive impact on teachers’ well-being. Furthermore, empowering leadership practices significantly diminish teachers’ perceptions of ostracism, thus cultivating a positive and inclusive work environment. Our findings emphasize the pivotal role of organizational ostracism in mediating the relationship between empowering leadership and well-being at work, highlighting the importance of empowering leadership in creating a healthy and supportive school setting. These insights offer valuable guidance to school leaders, teachers, and policymakers in crafting conducive work environments, enhancing teacher–principal relationships, and promoting overall teacher well-being.

Drawing on Sutton and Levinson’s Socio-cultural Approach to policy, this study explores the experiences and collective language beliefs of 25 teachers implementing the Mother Tongue-Based Multilingual Education (MTBMLE) policy in two urban Philippine school districts. Mixed methods were used to understand policy enactment and teacher perspectives. Findings reveal that teacher beliefs about language significantly influence their appropriation of the MTBMLE policy. While some teachers accommodated the policy, others demonstrated negotiation and some showed nuanced resistance due to perceived pedagogical challenges hindering implementation. This research highlights the role of teachers as active agents in shaping policy, not simply passive recipients. By uncovering teachers’ deeply held language ideologies, the study offers valuable insights for MTBMLE policy reformulation.