Pub Date : 2019-10-11DOI: 10.1108/ijced-03-2019-0025
Kao Sovansophal
Purpose The purpose of this paper is to explore the trends of Cambodian government scholarship students’ choice of academic major; the significant association between family socioeconomic status (SES) and Science, Technology, Engineering, and Mathematics (STEM) majors, and the patterns of STEM major choices across demographic and geographical characteristics. Design/methodology/approach Descriptive analysis and cross-tabulation statistical tests were employed to analyze the data of 1,000 students drawn from the Ministry of Education, Youth and Sport scholarships database of 2018. The study employed a correlational study design. Findings Findings revealed that the Cambodian government scholarship students were more inclined to major in social science than science and engineering-related fields. Findings also positioned that students’ choice of STEM majors was significantly associated with family SES, gender and locality. Students from families with higher SES, male students and students from the provinces were more likely to choose STEM majors than their counterparts. Originality/value These findings point to some practical considerations on how to maximize low SES students’ enrollment in STEM majors at a higher education of Cambodia.
{"title":"Family socioeconomic status and students’ choice of STEM majors","authors":"Kao Sovansophal","doi":"10.1108/ijced-03-2019-0025","DOIUrl":"https://doi.org/10.1108/ijced-03-2019-0025","url":null,"abstract":"\u0000Purpose\u0000The purpose of this paper is to explore the trends of Cambodian government scholarship students’ choice of academic major; the significant association between family socioeconomic status (SES) and Science, Technology, Engineering, and Mathematics (STEM) majors, and the patterns of STEM major choices across demographic and geographical characteristics.\u0000\u0000\u0000Design/methodology/approach\u0000Descriptive analysis and cross-tabulation statistical tests were employed to analyze the data of 1,000 students drawn from the Ministry of Education, Youth and Sport scholarships database of 2018. The study employed a correlational study design.\u0000\u0000\u0000Findings\u0000Findings revealed that the Cambodian government scholarship students were more inclined to major in social science than science and engineering-related fields. Findings also positioned that students’ choice of STEM majors was significantly associated with family SES, gender and locality. Students from families with higher SES, male students and students from the provinces were more likely to choose STEM majors than their counterparts.\u0000\u0000\u0000Originality/value\u0000These findings point to some practical considerations on how to maximize low SES students’ enrollment in STEM majors at a higher education of Cambodia.\u0000","PeriodicalId":51967,"journal":{"name":"International Journal of Comparative Education and Development","volume":"36 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2019-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80000264","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 : 2019-09-30DOI: 10.1108/ijced-07-2019-0041
M. Chiu, C. Woo, A. Shiu, Yun Liu, Bonnie X. Luo
Purpose A team member might exert little effort and exploit teammates’ work (free riding), which can discourage their efforts. The purpose of this paper is to examine whether free riding devalues team projects and whether an online assessment system for individual scores (OASIS) system can reduce student perceptions of free riding and its harmful effects. OASIS includes: contractual commitment, team discussion, median peer assessment of each member’s contribution, assessment revision opportunities, conditional teacher participation and final appeal. Design/methodology/approach University students (238 in India and 60 in Hong Kong) completed pre-and post-surveys. Findings Students who valued team projects more than others experienced fewer past free riders, viewed team members as contributing equally, or viewed free riding as harming fair grading. After OASIS, these students reported that only 3 percent of their teammates were free riders, and were less likely to perceive that free riders had harmed them or hindered fair grading. Results did not differ across gender or regions. Research limitations/implications These data are correlational rather than longitudinal, and hence cannot determine causality. Practical implications The OASIS system requires a computer. Originality/value This is the first study to test a system for reducing free riders across countries.
{"title":"Reducing costly free-rider effects via OASIS","authors":"M. Chiu, C. Woo, A. Shiu, Yun Liu, Bonnie X. Luo","doi":"10.1108/ijced-07-2019-0041","DOIUrl":"https://doi.org/10.1108/ijced-07-2019-0041","url":null,"abstract":"\u0000Purpose\u0000A team member might exert little effort and exploit teammates’ work (free riding), which can discourage their efforts. The purpose of this paper is to examine whether free riding devalues team projects and whether an online assessment system for individual scores (OASIS) system can reduce student perceptions of free riding and its harmful effects. OASIS includes: contractual commitment, team discussion, median peer assessment of each member’s contribution, assessment revision opportunities, conditional teacher participation and final appeal.\u0000\u0000\u0000Design/methodology/approach\u0000University students (238 in India and 60 in Hong Kong) completed pre-and post-surveys.\u0000\u0000\u0000Findings\u0000Students who valued team projects more than others experienced fewer past free riders, viewed team members as contributing equally, or viewed free riding as harming fair grading. After OASIS, these students reported that only 3 percent of their teammates were free riders, and were less likely to perceive that free riders had harmed them or hindered fair grading. Results did not differ across gender or regions.\u0000\u0000\u0000Research limitations/implications\u0000These data are correlational rather than longitudinal, and hence cannot determine causality.\u0000\u0000\u0000Practical implications\u0000The OASIS system requires a computer.\u0000\u0000\u0000Originality/value\u0000This is the first study to test a system for reducing free riders across countries.\u0000","PeriodicalId":51967,"journal":{"name":"International Journal of Comparative Education and Development","volume":"33 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2019-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74615210","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 : 2019-08-27DOI: 10.1108/ijced-11-2018-0050
Timothy G. Cashman
Purpose The purpose of this paper is to provide comparative perspectives on how educators teach issues that affect two countries with a history of governmental tensions. The investigation examines how teachers in Cuban classrooms engage in discourses on the recent developments in Cuban and US relations, including the teaching of historical and territorial issues. This research considers border pedagogy, critical border dialogism and critical border praxis as approaches for those who educate on the effects of US international policies. Ultimately, pragmatic hope offers the possibilities for an emergent third space for Cuban and US relations, including educational exchanges. Design/methodology/approach The research took place in Cuba during an educational exchange to Cuban secondary and university educational sites. Cuban educators of pedagogy and social education engaged in dialogue and shared information on how they address US international policies during their classroom discussions. The researcher employed methodologies that followed Stake’s (2000) model for a substantive case study. Impressions, data, records and salient elements at the observed site were recorded. Transcriptions were documented for face-to-face interviews and hour-long focus group sessions. Participants also logged responses to written survey questions. The study focused on how Cuban educators taught, discussed and addressed the US international policies in classrooms. Findings Heteroglossia, meliorism, critical cosmopolitanism, nepantla, dialogic feminism and pragmatic hope were components of the data analysis. Heteroglossia was an essential consideration throughout the study as multiple interpretations of Cuban and US interconnectedness emerged. Meliorism factored into Cuban educators’ commitments to their professions. Critical cosmopolitanism developed as educators put forth different conceptualizations of human rights and democracy. Nepantla emerged as a key aspect as indigenous and self-determined viewpoints emerged. Dialogic feminism was preeminent as patriarchy continues to exist, despite a new awareness of gender roles and gender violence. Pragmatic hope offers possibilities for a transnational community of inquiry and collaboration. Research limitations/implications The most obvious limitation to this study is, as a case study, the limited scope of perception. Practical implications If future relations between Cuban and the US are deemed uncertain, critical border praxis has an essential role in addressing new sets of uncertainties. This study recommends that educational communities engage in discourses addressing ongoing issues facing the dynamic, fluid border environs. Critical border praxis provides conditions in which we, as educators and members of diverse communities of learners, become cross-borders and broaden the possibilities to achieve what had been considered the unattainable. Resources need to be prioritized and redirected toward educational eff
{"title":"“In spite of the way the world is”","authors":"Timothy G. Cashman","doi":"10.1108/ijced-11-2018-0050","DOIUrl":"https://doi.org/10.1108/ijced-11-2018-0050","url":null,"abstract":"\u0000Purpose\u0000The purpose of this paper is to provide comparative perspectives on how educators teach issues that affect two countries with a history of governmental tensions. The investigation examines how teachers in Cuban classrooms engage in discourses on the recent developments in Cuban and US relations, including the teaching of historical and territorial issues. This research considers border pedagogy, critical border dialogism and critical border praxis as approaches for those who educate on the effects of US international policies. Ultimately, pragmatic hope offers the possibilities for an emergent third space for Cuban and US relations, including educational exchanges.\u0000\u0000\u0000Design/methodology/approach\u0000The research took place in Cuba during an educational exchange to Cuban secondary and university educational sites. Cuban educators of pedagogy and social education engaged in dialogue and shared information on how they address US international policies during their classroom discussions. The researcher employed methodologies that followed Stake’s (2000) model for a substantive case study. Impressions, data, records and salient elements at the observed site were recorded. Transcriptions were documented for face-to-face interviews and hour-long focus group sessions. Participants also logged responses to written survey questions. The study focused on how Cuban educators taught, discussed and addressed the US international policies in classrooms.\u0000\u0000\u0000Findings\u0000Heteroglossia, meliorism, critical cosmopolitanism, nepantla, dialogic feminism and pragmatic hope were components of the data analysis. Heteroglossia was an essential consideration throughout the study as multiple interpretations of Cuban and US interconnectedness emerged. Meliorism factored into Cuban educators’ commitments to their professions. Critical cosmopolitanism developed as educators put forth different conceptualizations of human rights and democracy. Nepantla emerged as a key aspect as indigenous and self-determined viewpoints emerged. Dialogic feminism was preeminent as patriarchy continues to exist, despite a new awareness of gender roles and gender violence. Pragmatic hope offers possibilities for a transnational community of inquiry and collaboration.\u0000\u0000\u0000Research limitations/implications\u0000The most obvious limitation to this study is, as a case study, the limited scope of perception.\u0000\u0000\u0000Practical implications\u0000If future relations between Cuban and the US are deemed uncertain, critical border praxis has an essential role in addressing new sets of uncertainties. This study recommends that educational communities engage in discourses addressing ongoing issues facing the dynamic, fluid border environs. Critical border praxis provides conditions in which we, as educators and members of diverse communities of learners, become cross-borders and broaden the possibilities to achieve what had been considered the unattainable. Resources need to be prioritized and redirected toward educational eff","PeriodicalId":51967,"journal":{"name":"International Journal of Comparative Education and Development","volume":"2014 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2019-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83163467","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 : 2019-08-12DOI: 10.1108/IJCED-05-2019-0032
L. Li, M. Mok, Weidong Wu
Purpose The purpose of this paper is to examine the writing development of Hong Kong kindergarten students over 12 months. They attended 18 kindergartens territory-wide and were followed from June 2002 to June 2003 for the collection of three waves of teacher-rated data at six-month intervals. Design/methodology/approach First, the construct validity of the translated and culturally adapted version of Morrow’s (2012) checklist which assesses writing development was confirmed, considering that the students attended Hong Kong kindergartens who wrote in the Chinese language. The multilevel analysis, which employed corrected measures captured through Wolfe and Chiu’s (1999a, 1999b) five-step Rasch scaling method for a common frame of reference, estimated the effects of the factors, namely, student age, gender, class level and schools. Findings The children’s progress over the second six months was also apparently much smaller than the first SIX months for this cohort. The dramatic slow-down in the second six-month period for both cohorts might be partly attributed to the peculiar arrangement of schooling at that time. Research limitations/implications The recommendation from this study is that random sampling and student test scores on writing need to be taken for the identification of the general trend of young children’s writing development in Hong Kong, as well as other Chinese communities alike. Originality/value The profile of the student’s emergent writing development at each six-month follow-up and over the 12 months was explored. Differences between the groups based on age, gender, class level and school in terms of student writing development on average were statistically significant.
{"title":"Chinese writing development of Kindergarten students over 12 months","authors":"L. Li, M. Mok, Weidong Wu","doi":"10.1108/IJCED-05-2019-0032","DOIUrl":"https://doi.org/10.1108/IJCED-05-2019-0032","url":null,"abstract":"\u0000Purpose\u0000The purpose of this paper is to examine the writing development of Hong Kong kindergarten students over 12 months. They attended 18 kindergartens territory-wide and were followed from June 2002 to June 2003 for the collection of three waves of teacher-rated data at six-month intervals.\u0000\u0000\u0000Design/methodology/approach\u0000First, the construct validity of the translated and culturally adapted version of Morrow’s (2012) checklist which assesses writing development was confirmed, considering that the students attended Hong Kong kindergartens who wrote in the Chinese language. The multilevel analysis, which employed corrected measures captured through Wolfe and Chiu’s (1999a, 1999b) five-step Rasch scaling method for a common frame of reference, estimated the effects of the factors, namely, student age, gender, class level and schools.\u0000\u0000\u0000Findings\u0000The children’s progress over the second six months was also apparently much smaller than the first SIX months for this cohort. The dramatic slow-down in the second six-month period for both cohorts might be partly attributed to the peculiar arrangement of schooling at that time.\u0000\u0000\u0000Research limitations/implications\u0000The recommendation from this study is that random sampling and student test scores on writing need to be taken for the identification of the general trend of young children’s writing development in Hong Kong, as well as other Chinese communities alike.\u0000\u0000\u0000Originality/value\u0000The profile of the student’s emergent writing development at each six-month follow-up and over the 12 months was explored. Differences between the groups based on age, gender, class level and school in terms of student writing development on average were statistically significant.\u0000","PeriodicalId":51967,"journal":{"name":"International Journal of Comparative Education and Development","volume":"10 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2019-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82837654","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 : 2019-08-12DOI: 10.1108/ijced-11-2018-0051
Donghui Zhang
Purpose The purpose of this paper is to examine the life worlds of Tibetan students who participate in China’s inland boarding programs and seek to understand the social networks they develop in the Han-culture dominant school settings. Design/methodology/approach This study is based on ethnographic fieldwork with two Tibetan students (Dorji and Lhamo) in a Beijing inland boarding high school. Findings This study found that the Tibetan students are capable social actors who construct two kinds of social networks, the “we” group (co-ethnics) vs the “they” group (cross-ethnics), and mobilize different social capitals strategically. The former provides them with emotional support, cultural affinity and a sense of belonging, while the latter helps them achieve instrumental outcomes, such as Mandarin proficiency, academic improvement and broadened horizons. Research limitations/implications However, the group boundary they draw between the two kinds of networks reflects the futility of government efforts to promote interethnic integration through the inland schools. Originality/value The issue of minority students as active agents in constructing social networks and mobilizing social capital in unfamiliar sociocultural settings is a relatively new research area (Reynolds, 2007; Holland et al., 2007), whereas the Tibetan students in China are among the least known in the existing scholarship.
{"title":"Constructing social networks and mobilizing social capital","authors":"Donghui Zhang","doi":"10.1108/ijced-11-2018-0051","DOIUrl":"https://doi.org/10.1108/ijced-11-2018-0051","url":null,"abstract":"\u0000Purpose\u0000The purpose of this paper is to examine the life worlds of Tibetan students who participate in China’s inland boarding programs and seek to understand the social networks they develop in the Han-culture dominant school settings.\u0000\u0000\u0000Design/methodology/approach\u0000This study is based on ethnographic fieldwork with two Tibetan students (Dorji and Lhamo) in a Beijing inland boarding high school.\u0000\u0000\u0000Findings\u0000This study found that the Tibetan students are capable social actors who construct two kinds of social networks, the “we” group (co-ethnics) vs the “they” group (cross-ethnics), and mobilize different social capitals strategically. The former provides them with emotional support, cultural affinity and a sense of belonging, while the latter helps them achieve instrumental outcomes, such as Mandarin proficiency, academic improvement and broadened horizons.\u0000\u0000\u0000Research limitations/implications\u0000However, the group boundary they draw between the two kinds of networks reflects the futility of government efforts to promote interethnic integration through the inland schools.\u0000\u0000\u0000Originality/value\u0000The issue of minority students as active agents in constructing social networks and mobilizing social capital in unfamiliar sociocultural settings is a relatively new research area (Reynolds, 2007; Holland et al., 2007), whereas the Tibetan students in China are among the least known in the existing scholarship.\u0000","PeriodicalId":51967,"journal":{"name":"International Journal of Comparative Education and Development","volume":"40 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2019-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88844968","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 : 2019-08-12DOI: 10.1108/IJCED-01-2019-0007
C. Brown, Natalia A. Ward, Benjamin H. Nam
Purpose While conceived to examine key factors affecting post-retirement career advancement of retired elite athletes in South Korea, the purpose of this paper is to report how English, as a de facto global lingua franca, functions as a powerful gatekeeper in the sports administration field. Design/methodology/approach Interpreted through the lens of Bourdieu’s linguistic capital and Gramsci’s hegemony of language, the present study draws on content analysis of semi-structured individual interviews, as well as focus group interviews, conducted with thirty former South Korean elite athletes. Findings Based on the data analysis, systematic bias toward athletes was uncovered, privileging English as the single determining factor for employment. Furthermore, the educational implications for adult learners of English as a Foreign or English an Additional Language reveal unrealistic expectations of top–down language policies. Originality/value Perspectives of athlete participants, an underrepresented group in educational research, within the South Korean globalization context shed critical light on the pervasive aspects of English hegemony and its unexamined dimensions.
{"title":"“Only English Counts”: the impact of English hegemony on South-Korean athletes","authors":"C. Brown, Natalia A. Ward, Benjamin H. Nam","doi":"10.1108/IJCED-01-2019-0007","DOIUrl":"https://doi.org/10.1108/IJCED-01-2019-0007","url":null,"abstract":"\u0000Purpose\u0000While conceived to examine key factors affecting post-retirement career advancement of retired elite athletes in South Korea, the purpose of this paper is to report how English, as a de facto global lingua franca, functions as a powerful gatekeeper in the sports administration field.\u0000\u0000\u0000Design/methodology/approach\u0000Interpreted through the lens of Bourdieu’s linguistic capital and Gramsci’s hegemony of language, the present study draws on content analysis of semi-structured individual interviews, as well as focus group interviews, conducted with thirty former South Korean elite athletes.\u0000\u0000\u0000Findings\u0000Based on the data analysis, systematic bias toward athletes was uncovered, privileging English as the single determining factor for employment. Furthermore, the educational implications for adult learners of English as a Foreign or English an Additional Language reveal unrealistic expectations of top–down language policies.\u0000\u0000\u0000Originality/value\u0000Perspectives of athlete participants, an underrepresented group in educational research, within the South Korean globalization context shed critical light on the pervasive aspects of English hegemony and its unexamined dimensions.\u0000","PeriodicalId":51967,"journal":{"name":"International Journal of Comparative Education and Development","volume":"28 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2019-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86623752","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 : 2019-08-05DOI: 10.1108/ijced-01-2019-0006
G. M. Alam
Purpose Commitment of governments and development partners in achieving both qualitative and quantitative measurements for primary and secondary provisions is the key reason for the development of private higher education (HE) and its rapid expansion in the developing world. A considerable amount of attention towards primary and secondary provisions has produced a large numbers of graduates who are theoretically qualified, but have questionable competences in meeting the needs of the market. This has a significant impact on the quality of HE which is delivered by private and public provisions. The purpose of this paper is to examine quality assurance (QA) mechanism set-up for the private HE sector in Bangladesh. Design/methodology/approach Qualitative methods were used because interviewees can express their views in a candid way, with a primary focus on the desired themes. Semi-structured interviews were conducted with personnel from the Ministry of Education, the University Grants Commission, students, staff and management from public and private universities. Documents review and secondary data also supplemented. Findings The mechanism set-up for QA is yet to mature. Formal arrangements for the governance and regulatory control of private HE provision in Bangladesh are neither sufficient nor up-to-date to help the sector function effectively. The current rules and regulations are suitable only for public HE, but not for the private sector HE. Originality/value A number of studies have been conducted in the area of private HE in Bangladesh. Only one of them covers QA, and none covers the impact of governance on QA. In the light of this background, this paper is the first of its kind.
{"title":"Quality assurance for private universities in Bangladesh","authors":"G. M. Alam","doi":"10.1108/ijced-01-2019-0006","DOIUrl":"https://doi.org/10.1108/ijced-01-2019-0006","url":null,"abstract":"\u0000Purpose\u0000Commitment of governments and development partners in achieving both qualitative and quantitative measurements for primary and secondary provisions is the key reason for the development of private higher education (HE) and its rapid expansion in the developing world. A considerable amount of attention towards primary and secondary provisions has produced a large numbers of graduates who are theoretically qualified, but have questionable competences in meeting the needs of the market. This has a significant impact on the quality of HE which is delivered by private and public provisions. The purpose of this paper is to examine quality assurance (QA) mechanism set-up for the private HE sector in Bangladesh.\u0000\u0000\u0000Design/methodology/approach\u0000Qualitative methods were used because interviewees can express their views in a candid way, with a primary focus on the desired themes. Semi-structured interviews were conducted with personnel from the Ministry of Education, the University Grants Commission, students, staff and management from public and private universities. Documents review and secondary data also supplemented.\u0000\u0000\u0000Findings\u0000The mechanism set-up for QA is yet to mature. Formal arrangements for the governance and regulatory control of private HE provision in Bangladesh are neither sufficient nor up-to-date to help the sector function effectively. The current rules and regulations are suitable only for public HE, but not for the private sector HE.\u0000\u0000\u0000Originality/value\u0000A number of studies have been conducted in the area of private HE in Bangladesh. Only one of them covers QA, and none covers the impact of governance on QA. In the light of this background, this paper is the first of its kind.\u0000","PeriodicalId":51967,"journal":{"name":"International Journal of Comparative Education and Development","volume":"110 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2019-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76111841","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 : 2019-07-08DOI: 10.1108/IJCED-01-2019-0012
N. Leech, K. Viesca, Carolyn A. Haug
Purpose The purpose of this paper is to investigate higher education faculty’s motivation to teach and to validate the Factors Influencing Teaching Choice (FIT-Choice) survey with this population. Design/methodology/approach Confirmatory factor analysis and t-tests on data from 101 higher education faculty and data from K-12 teachers show that the two samples fit the model similarly. Findings Results show that the similarities between the two groups are important to note as it suggests both the value of the FIT-Choice instrument as a research tool in higher education as well as the similarities in motivating factors between higher education faculty and in-service K-12 teachers. Originality/value This is one of the first studies to use the FIT-Choice scale with university education faculty.
{"title":"Motivation to teach","authors":"N. Leech, K. Viesca, Carolyn A. Haug","doi":"10.1108/IJCED-01-2019-0012","DOIUrl":"https://doi.org/10.1108/IJCED-01-2019-0012","url":null,"abstract":"\u0000Purpose\u0000The purpose of this paper is to investigate higher education faculty’s motivation to teach and to validate the Factors Influencing Teaching Choice (FIT-Choice) survey with this population.\u0000\u0000\u0000Design/methodology/approach\u0000Confirmatory factor analysis and t-tests on data from 101 higher education faculty and data from K-12 teachers show that the two samples fit the model similarly.\u0000\u0000\u0000Findings\u0000Results show that the similarities between the two groups are important to note as it suggests both the value of the FIT-Choice instrument as a research tool in higher education as well as the similarities in motivating factors between higher education faculty and in-service K-12 teachers.\u0000\u0000\u0000Originality/value\u0000This is one of the first studies to use the FIT-Choice scale with university education faculty.\u0000","PeriodicalId":51967,"journal":{"name":"International Journal of Comparative Education and Development","volume":"2 9","pages":""},"PeriodicalIF":0.8,"publicationDate":"2019-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/IJCED-01-2019-0012","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72454943","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 : 2019-07-03DOI: 10.1108/IJCED-11-2018-0049
J. L. Hsu, Chih-Hung Feng
Purpose The purpose of this paper is to examine factors influencing environmental behaviour of the general public and to develop educational implications that will enhance effectiveness in information dissemination for environmental sustainability in Taiwan. Design/methodology/approach A survey using personal interviews was administered in Taipei, Taichung and Kaohsiung metropolitan areas following stratified sampling method based on age and gender distributions of the population between the ages of 18 and 59 in Taiwan. Total valid samples were 481. Probit model was applied to examine factors influencing environmental behaviour. Findings Based on findings in the study, environmental knowledge, pro-environmental attitude (emphasising balance of nature), altruism and habitual behaviour positively influence environmental behaviour. Humancentric (emphasising human domination) negatively influence environmental behaviour. The following educational implications are capable to enlarge a spectrum of environmental behaviour in Taiwan: including topics of waste avoidance and reduction in chemical usage for cleaning or for insecticides in lessons/curricula; and promote general public to live a life which causes fewer burdens on the environment. Research limitations/implications Environmental education plays fundamental role in educating the public with concurrent environmental knowledge, in an expectation that the general public would take the information into consideration and modify behaviour in an effort to sustain the environment. Research implications of this study are: environmental behaviour is multidimensional and can be examined using a comprehensive set of statements including domains of energy conservation, mobility and transportation, waste avoidance, consumerism and recycling; and habitual behaviour is an influencing factor to explain environmental behaviour and can be examined thoroughly in future studies. Originality/value The study provides insights into environmental education based on examining factors influencing environmental behaviour. It advances the field by exploring environmental behaviour in five domains and revealing habitual behaviour as an influential factor. This allows educators to comprehend gaps in environmental behaviour and the needs for environmental education in Taiwan.
{"title":"Evaluating environmental behaviour of the general public in Taiwan","authors":"J. L. Hsu, Chih-Hung Feng","doi":"10.1108/IJCED-11-2018-0049","DOIUrl":"https://doi.org/10.1108/IJCED-11-2018-0049","url":null,"abstract":"\u0000Purpose\u0000The purpose of this paper is to examine factors influencing environmental behaviour of the general public and to develop educational implications that will enhance effectiveness in information dissemination for environmental sustainability in Taiwan.\u0000\u0000\u0000Design/methodology/approach\u0000A survey using personal interviews was administered in Taipei, Taichung and Kaohsiung metropolitan areas following stratified sampling method based on age and gender distributions of the population between the ages of 18 and 59 in Taiwan. Total valid samples were 481. Probit model was applied to examine factors influencing environmental behaviour.\u0000\u0000\u0000Findings\u0000Based on findings in the study, environmental knowledge, pro-environmental attitude (emphasising balance of nature), altruism and habitual behaviour positively influence environmental behaviour. Humancentric (emphasising human domination) negatively influence environmental behaviour. The following educational implications are capable to enlarge a spectrum of environmental behaviour in Taiwan: including topics of waste avoidance and reduction in chemical usage for cleaning or for insecticides in lessons/curricula; and promote general public to live a life which causes fewer burdens on the environment.\u0000\u0000\u0000Research limitations/implications\u0000Environmental education plays fundamental role in educating the public with concurrent environmental knowledge, in an expectation that the general public would take the information into consideration and modify behaviour in an effort to sustain the environment. Research implications of this study are: environmental behaviour is multidimensional and can be examined using a comprehensive set of statements including domains of energy conservation, mobility and transportation, waste avoidance, consumerism and recycling; and habitual behaviour is an influencing factor to explain environmental behaviour and can be examined thoroughly in future studies.\u0000\u0000\u0000Originality/value\u0000The study provides insights into environmental education based on examining factors influencing environmental behaviour. It advances the field by exploring environmental behaviour in five domains and revealing habitual behaviour as an influential factor. This allows educators to comprehend gaps in environmental behaviour and the needs for environmental education in Taiwan.\u0000","PeriodicalId":51967,"journal":{"name":"International Journal of Comparative Education and Development","volume":"6 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2019-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84771221","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 : 2019-06-13DOI: 10.1108/IJCED-10-2018-0039
J. Charteris
Purpose Teaching performance assessments (TPAs) have developed in the USA and Australia as a “bar exam” for the profession and are used means to assure that graduates are classroom ready. The purpose of this paper is to outline how these assessments have been implemented in teacher education in the USA and Australian contexts. The edTPA is embroiled in controversy in the USA and there are important lessons from the related research literature that could inform the how other countries engage with TPAs in pre-service teacher education. Design/methodology/approach This conceptual paper outlines how Australia has introduced TPAs in initial teacher education (ITE) through policy borrowing from the USA. The paper synthesises critiques of the edTPA (USA) from research literature and considers the implications of TPAs in the Australian context. Findings The TPA impacts the focus of pre-service teacher practicum teaching, and pedagogy and curriculum in ITE education. The TPA could be used to mobilise detrimental accountability mechanisms. With the outsourcing of assessment to edu-business, Pearson Education, teacher education institutions in the USA have a sense that they have lost control over determining which students are credentialed to teach. Although pre-service teacher assessment is still administered and assessed by ITE institutions in Australia, there is a concern that could change. It is argued that educators, administrators and policy makers should avoid moves to outsource TPAs in Australia. Originality/value Because it is in its infancy, there is a little robust research into the implication of introducing teacher performance assessments into the Australian teacher education context.
{"title":"Teaching performance assessments in the USA and Australia","authors":"J. Charteris","doi":"10.1108/IJCED-10-2018-0039","DOIUrl":"https://doi.org/10.1108/IJCED-10-2018-0039","url":null,"abstract":"\u0000Purpose\u0000Teaching performance assessments (TPAs) have developed in the USA and Australia as a “bar exam” for the profession and are used means to assure that graduates are classroom ready. The purpose of this paper is to outline how these assessments have been implemented in teacher education in the USA and Australian contexts. The edTPA is embroiled in controversy in the USA and there are important lessons from the related research literature that could inform the how other countries engage with TPAs in pre-service teacher education.\u0000\u0000\u0000Design/methodology/approach\u0000This conceptual paper outlines how Australia has introduced TPAs in initial teacher education (ITE) through policy borrowing from the USA. The paper synthesises critiques of the edTPA (USA) from research literature and considers the implications of TPAs in the Australian context.\u0000\u0000\u0000Findings\u0000The TPA impacts the focus of pre-service teacher practicum teaching, and pedagogy and curriculum in ITE education. The TPA could be used to mobilise detrimental accountability mechanisms. With the outsourcing of assessment to edu-business, Pearson Education, teacher education institutions in the USA have a sense that they have lost control over determining which students are credentialed to teach. Although pre-service teacher assessment is still administered and assessed by ITE institutions in Australia, there is a concern that could change. It is argued that educators, administrators and policy makers should avoid moves to outsource TPAs in Australia.\u0000\u0000\u0000Originality/value\u0000Because it is in its infancy, there is a little robust research into the implication of introducing teacher performance assessments into the Australian teacher education context.\u0000","PeriodicalId":51967,"journal":{"name":"International Journal of Comparative Education and Development","volume":"42 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2019-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91191328","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}
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