Showing papers in "Asia Pacific Education Review in 2010"
TL;DR: In this article, the authors examined private tutoring systems in three East Asian countries (Japan, South Korea, and Cambodia) with the purpose of examining the relationship between those systems and formal education systems and revealed the inadequacies of the formal education system in meeting the ideal of equal opportunity of education in relation to high-stakes examinations.
Abstract: This paper examines private tutoring systems in three East Asian countries (Japan, South Korea, and Cambodia) with the purpose of examining the relationship between those systems and formal education systems. The study of private tutoring systems in each nation can be used to reveal the inadequacies of the formal education system in meeting the ideal of equal opportunity of education in relation to high-stakes examinations. In each nation, the private tutoring system functions as a “shadow education market” to absorb unmet demand for additional education in a parasitic relationship with the formal system. Governments have enacted various policies to respond to the growing private tutoring systems which have proven largely ineffective and often led to further expansion. Pedagogical and curricular practices in the private tutoring systems have functioned to increase “anxiety” and “insecurity” in regard to the formal education system with the purpose of expanding the market. Studies of mass schooling systems and equal opportunity are incomplete without due consideration toward the role of the private tutoring system. Efforts toward education policy-making and reform to further the ideal of equal opportunity of education must be informed by such research on private tutoring.
202 citations
TL;DR: In this paper, the authors examined pre-service teachers' self-reported behavioral intentions to use technology and found that facilitating conditions and subjective norm had significant effects on teachers' intention to use IT.
Abstract: This study examined pre-service teachers’ self-reported behavioral intentions to use technology. Three hundred and fourteen participants completed a survey questionnaire measuring their responses to six constructs from a research model that extends the technology acceptance model (TAM) by including facilitating conditions and subjective norm. Structural equation modeling was used as the main technique for data analysis. This study contributes to the growing interests in using information science models to explain intention to use technology in educational contexts. The results of this study showed that the TAM constructs were significant in explaining pre-service teachers’ intention to use technology. Although facilitating conditions and subjective norm had significant effects on behavioral intention to use technology, they were mediated by attitude toward usage, perceived usefulness, and perceived ease of use. Overall, this study indicated the TAM has sufficient explanatory powers to explain pre-service teachers’ intention to use technology in an educational environment.
169 citations
TL;DR: In this article, it is suggested that shadow education follows the institutional logic of formal education, and as this logic has become more homogenized and expansive globally, so have the forms and goals of shadow education.
Abstract: Prodigious growth in out-of-school, private educational activities meant to supplement formal schooling is observed worldwide. Why has shadow education expanded, and what does it mean for the future of education in postmodern society? Illustrated by the historical development and recent changes in the Japanese shadow education industry, it is suggested that shadow education follows the institutional logic of formal education. And as this logic has become more homogenized and expansive globally, so have the forms and goals of shadow education. Because of its focus on learning and achievement, which are central to formal education, it is predicted that shadow education will be increasingly incorporated into the broader culture of education.
140 citations
TL;DR: The field of shadow education is still in its infancy as mentioned in this paper, and data suffer from challenges in securing evidence from actors who may be unwilling or unable to respond to enquiries in a clear manner.
Abstract: Research on shadow education has considerably increased in volume and has helped to improve understanding of the scale, nature, and implications of the phenomenon. However, the field is still in its infancy. Literature on shadow education reflects confusion over terms and parameters, and data suffer from challenges in securing evidence from actors who may be unwilling or unable to respond to enquiries in a clear manner. Particular care is needed in cross-national and cross-cultural comparisons. Nevertheless, the trajectory of improvement in both conceptualisation and instrumentation gives ground for confidence that shadow education will be progressively better documented and better understood.
129 citations
TL;DR: The assumption on the possibility of reducing the demand mechanism led the policy to eliminate competitive high-stakes examinations and even prohibit participating in shadow education in South Korea as mentioned in this paper, however, the policy response with this assumption has not been effective.
Abstract: Shadow education has been a challenge to public education in South Korea since the 1960s. Government has responded to shadow education with various types of policy responses. The assumption on the possibility of reducing the demand mechanism led the policy to eliminate competitive high stakes examinations and even prohibit participating in shadow education. However, the policy response with this assumption has not been effective. The policy responses to the problematic symptoms had been short period prescription, which were able to bring about immediate effects. South Korean experiences suggest that we need to formulate long-term policy frameworks for developing the quality of public education in responding to shadow education.
100 citations
TL;DR: In this paper, the authors investigated the determinants of the demand for private tutoring in South Korea, especially focusing on the effectiveness of governmental regulations regarding the operating hours of cram schools in decreasing expenditure on PT.
Abstract: This study investigated the determinants of the demand for private tutoring (PT) in South Korea, especially focusing on the effectiveness of governmental regulations regarding the operating hours of cram schools in decreasing expenditure on PT. Survey data from 3,605 parents of 12th grade students were collected from 45 proportionally stratified high schools and analyzed using Tobit and censored least absolute deviation models. Results showed that among student and family background characteristics, students’ achievement level, household income, and parents’ educational level were positively associated with a higher consumption of PT. At the school level, students attending schools with higher student–teacher ratios were expected to spend more on PT. Urban schools under the high school equalization policy (HSEP) showed larger expenditure on PT than non-HSEP schools. Despite the public perception of the ineffectiveness of government policy on PT, this study finds that the local governmental regulation of PT positively contributes to decreasing the demand for PT.
82 citations
TL;DR: The purpose of this paper is to provide a synthesis of correlational analysis options when analyzing ordinal data, which span from the traditional methods, such as Pearson’s r, to more recent developments,such as Bayesian estimation of polychoric correlations.
Abstract: Correlational analyses are one of the most popular quantitative methods, yet also one of the mostly frequently misused methods in social and behavioral research, especially when analyzing ordinal data from Likert or other rating scales. Although several correlational analysis options have been developed for ordinal data, there seems to be a lack of didactically written literature illustrating the appropriate use and differences among them. The purpose of this paper is to provide a synthesis of correlational analysis options when analyzing ordinal data. These options span from the traditional methods, such as Pearson’s r, to more recent developments, such as Bayesian estimation of polychoric correlations. An illustration of these methods utilizing a contemporary dataset is provided.
82 citations
TL;DR: This paper investigated the origin and evolution of multicultural education in Korea, remaining issues, and global implications that the Korean case may provide to educators in other contexts, especially to those in Asia-Pacific countries.
Abstract: The purpose of this paper is to investigate the origin and evolution of multicultural education in Korea, remaining issues, and global implications that the Korean case may provide to educators in other contexts, especially to those in Asia–Pacific countries. To address these topics, this paper analyzes government documents, various survey data, and research literature related to historical, theoretical, and practical aspects of multicultural education in Korea. Major findings show that, despite substantial achievements in a short period of time, significant structural barriers against minority groups still remain, while an assimilationist approach tends to dominate multicultural education in Korea. It is also suggested that reforming teacher education programs to produce culturally competent teachers is crucial for the further development of multicultural education in Korea. Based on the Koran case, this paper calls for collective efforts among educators in the Asia–Pacific region to explore more diversified approaches to multicultural education, as theories and practices based on Western experiences may have limited application to this region.
63 citations
TL;DR: The rise of private tutoring through the internet is discussed in this paper, where the authors focus on one of the most interesting faces of this new phenomenon: the rise of Private Tutoring through Internet.
Abstract: The private tutoring industry has come forward as the third great sector of education. The common sense representation about private tutoring is changing. The growing search for supplementary educational support services and the technological innovation have created a new paradigm. This paper focuses on one of the most interesting faces of this new phenomenon: the rise of private tutoring through the internet. The very promising market is considered by some analysts as a true explosion on the offer and demand levels. Many families are feeling increasingly unable to provide their children the “extra help” they need to meet the requirements of further steps in the education system. So, for several reasons, they are outsourcing and even offshoring this so important and competitive task. The field is full of learning and market opportunities. This is the new globalized world of the less shadow and progressively growing private tutoring in the XXI century.
61 citations
TL;DR: In this paper, the authors identify dynamic relationships among organizational commitment, job satisfaction, and learning organization culture in a Korean private company using a sample of 669 employees from five subsidiaries of a Korean conglomerate.
Abstract: The purpose of this study is to identify dynamic relationships among organizational commitment, job satisfaction, and learning organization culture in a Korean private company. Using a sample of 669 employees from five subsidiaries of a Korean conglomerate, this research found that learning organization culture is moderately and positively related to job satisfaction. In addition, organizational commitment, except for continuance commitment, was found to be moderately and positively related to learning organization culture and job satisfaction. This research enables CEOs and HR practitioners to view organizational commitment, learning organization culture, and job satisfaction as important variables that can be applied in their management, interventions, and practices.
61 citations
TL;DR: The authors investigated Korean high school students' English learning motivation and attitudes and found that negative washback effects of the College Scholastic Ability Test in Korea and influences of peer group cohesion, mass media, and the Information Technology (IT) infrastructure play a crucial role in EFL motivation and attitude among Korean students.
Abstract: This paper investigates Korean high school students’ English learning motivation and attitudes. In this regard, the results of a 2002 study were compared with those of a 2006 study. Questionnaire data were obtained from a total of 1,037 high school students in a major city in South Korea, and the data were compared with those on the students’ English proficiency. Statistical analyses verified two distinctive Korean-specific constructs: competitive motivation and attitudes toward Americans among the participants. The results suggest that negative washback effects of the College Scholastic Ability Test in Korea and influences of peer group cohesion, mass media, and the Information Technology (IT) infrastructure play a crucial role in EFL motivation and attitudes among Korean high school students.
TL;DR: In this paper, the authors investigated the determinants of private tutoring participation of school-aged children and expenditures per child for such tutoring, and found that the participation of children in tutoring has a positive correlation with the mother's educational attainment (preference effect), a negative correlation with her employment status (time constraint effect), and a positive correlated with the household income (income effect).
Abstract: With the growing worldwide prevalence of private tutoring, the causes and effects of private tutoring have been drawing increasing attention both academically and policy wise. This study intends to draw policy implications by investigating the determinants of private tutoring participation of school-aged children and expenditures per child for such private tutoring. The logistic regression (for participation), OLS, and F.E. panel models (for expenditures) were adopted for the analysis, using the Korean panel data. The empirical findings indicate that private tutoring for children—both in terms of participation and expenditures—has a positive correlation with the mother’s educational attainment (preference effect), a negative correlation with the mother’s employment status (time constraint effect), and a positive correlation with the household income (income effect).
TL;DR: In this paper, the authors reviewed the adequacy of the infusion and acquisition of the entire range of skills embedded in taught courses and practical/industrial training from the students' perspective and identified what worked well and what had not in acquiring the skills designated in the teaching-learning process.
Abstract: A recent initiative or skill bridging measure taken by the Malaysian public universities is to build into the formal curriculum soft skills to produce graduates with a right balance of diverse abilities. However, to date, there is no comprehensive attempt to review the integration of soft skills in the formal curriculum (both coursework and training) of university programmes. The paper therefore reviews the adequacy of the infusion and acquisition of the entire range of skills embedded in taught courses and practical/industrial training from the students’ perspective. The specific focus of the study is to identify what worked well and what had not in acquiring the skills designated in the teaching–learning process. The key findings of the study are as follows. First, the perceived infusion–acquisition of skill types differs unequivocally between coursework and training, suggesting the complementary nature of both components of the formal curriculum for the integration of soft skills. Second, the infusion–acquisition of soft skills remains highly concentrated on specific items/skills for both coursework and training. For the coursework component, communication skills explain most of the total variance, whilst moral and professional ethics ranks first in explaining the total variance for the training component. In total, the perceived low and selective appreciation of skills by students signals the need to readdress the existing strategies within the teaching–learning process to ensure a better integration of soft skills.
Abstract: The concept of “professional learning community” (PLC) has been suggested as a tool to improve teachers’ professional competency and students’ learning outcomes since the mid-1990s. In such a community, teachers can share their individual practices with the aim of searching for “good practice” based on the outcome of collective inquiry. Such a learning process will result in a reculturing of the school community by reshaping the existing values and cultures and resolving problems such as teacher isolation and individualism. China already has a long tradition of teachers working and learning collaboratively, so investigating collaborative efforts in this context may provide a view of how to contextualize professional development of teachers in schools. This study attempts to access teachers’ lenses in order to explore their views on the effects of subject-based professional learning activities. This also helps to explain how teachers work and openly share their practices aiming at improving their professional competency and student learning outcomes within their communities. Also, factors influencing the sustainability of a professional learning community will be discussed.
TL;DR: In this article, a longitudinal survey of a nationally representative sample of South Korean seventh graders was used to assess the extent to which the high school equalization policy (HSEP) makes a difference in changes in household expenditures on shadow education during the middle school (grades 7-9).
Abstract: In 1972, the South Korean government proposed the high school equalization policy (HSEP) to eliminate high-stakes exams and introduce random school assignment to high school entrance. This policy was intended to reduce a financial burden imposed on families due to the costs of children’s shadow education. Since its first implementation in major cities in 1974, the HSEP has been increasingly expanded to many regions across South Korea. Yet little known is about whether the HSEP has achieved its policy goal in terms of decreasing the demand for shadow education. Using data from a longitudinal survey of a nationally representative sample of South Korean seventh graders, this study assesses the extent to which the HSEP makes a difference in changes in household expenditures on shadow education during the middle school (grades 7–9). Propensity score matching methods are used to remove selection bias and test the heterogeneity of the effects of the HSEP. Results show small effects for the HSEP in reducing the financial burden of shadow education spending on families, particularly for lower income families. The findings suggest that the government intervention by reducing disparities among schools and competition for entering a particular school makes a difference in shadow education spending.
TL;DR: In this article, the authors investigated the mathematical characteristics of the test reliability coefficient ρXX′ as a function of item response theory (IRT) parameters and presented the lower and upper bounds of the coefficient.
Abstract: The primary purpose of this study is to investigate the mathematical characteristics of the test reliability coefficient ρXX′ as a function of item response theory (IRT) parameters and present the lower and upper bounds of the coefficient. Another purpose is to examine relative performances of the IRT reliability statistics and two classical test theory (CTT) reliability statistics (Cronbach’s alpha and Feldt–Gilmer congeneric coefficients) under various testing conditions that result from manipulating large-scale real data. For the first purpose, two alternative ways of exactly quantifying ρXX′ are compared in terms of computational efficiency and statistical usefulness. In addition, the lower and upper bounds for ρXX′ are presented in line with the assumptions of essential tau-equivalence and congeneric similarity, respectively. Empirical studies conducted for the second purpose showed across all testing conditions that (1) the IRT reliability coefficient was higher than the CTT reliability statistics; (2) the IRT reliability coefficient was closer to the Feldt–Gilmer coefficient than to the Cronbach’s alpha coefficient; and (3) the alpha coefficient was close to the lower bound of IRT reliability. Some advantages of the IRT approach to estimating test-score reliability over the CTT approaches are discussed in the end.
TL;DR: The authors investigated the extent to which secondary school students' critical thinking could be promoted by writing reflections in the weblog and found that the types of interaction with peers and the teacher had a more positive effect on the extent of critical thinking.
Abstract: Critical thinking is an essential competency in the new information age But research shows that students commonly lack critical thinking skills and hence promoting students’ critical thinking becomes crucial This exploratory study investigated the extent to which secondary school students’ critical thinking could be promoted by writing reflections in the weblog Students’ critical thinking was measured by using the Newman’s model Results showed that writing reflections in the weblog could help promote students’ critical thinking and according to the Newman’s model, three categories of critical thinking were promoted the most, they were bringing outside knowledge or experience (O+), relevance (R+), and justification (J+) In addition, the study also found that the types of interaction with peers and the teacher had a more positive effect on the extent of critical thinking Implications for other research are discussed
TL;DR: In this paper, the authors examine the background of the owner-operators of small juku and the challenges they face in hiring teaching staff, and find that almost no operators or employees come to the shadow education business by design.
Abstract: The shadow education sector plays a centrally important role in the Japanese education system. Advocates of Japanese shadow education institutions, or juku, claim that the pedagogy employed in these schools leads to superior results compared to teaching methods used in conventional schools. The lack of value-added testing of juku results suggests that these claims have not been tested. In this article, I examine the background of the owner– operators of small juku and the challenges they face in hiring teaching staff. The small juku examined were mostly founded during the juku-boom of the early 1970s and continue to teach 100–200 students with a staff usually numbering more than 10 part-time or full-time teachers. I find that almost no operators or employees come to the shadow education business by design. Instead, owner–operators “slide into” their role for lack of alternative options, or through early success, or through frustration with previous careers. Subsequently, many of the owner–operators embrace their work as a pedagogical calling. In hiring teaching staff, owner–operators circumvent the larger employment market by hiring their own “graduates”.
TL;DR: In this article, a survey research study was conducted with a sample of 100 secondary students from a local secondary school about the motives of cheating, and the primary focus of this study was the interplay among variables of self-efficacy, peer influence and cheating.
Abstract: A survey research study was conducted with a sample of 100 secondary students from a local secondary school about the motives of cheating. The primary focus of this study was the interplay among variables of self-efficacy, peer influence and cheating. The results showed that students with low self-efficacy were more likely to cheat than those who perceived themselves as efficacious. It was further found that peers played a significant role in discouraging cheating by expressing disapproval and informing teachers of dishonest behaviour.
TL;DR: In this paper, the authors conducted a qualitative study to obtain deeper insights into teacher outcomes arising from this practice and to identify aspects of the lesson study structure and processes that afford such opportunities.
Abstract: Research shows teacher collaborative learning to be a powerful vehicle to mobilise teacher instructional change and pedagogical practices, and to improve student achievement. For such undertakings to have positive impact, understanding the visible features of collaborative structures may not be sufficient to ensure sustainable practice. Instead, there is a need to identify underlying pathways that provide for successful instructional improvement. The purpose of this qualitative study is to obtain deeper insights into teacher outcomes arising from this practice and to identify aspects of the lesson study structure and processes that afford such opportunities. Three subject groups consisting of ten teachers from a Singapore high school participated in this study. Implications on staff development programs will be discussed in the light of these findings.
TL;DR: This article examined teacher job satisfaction in Chinese middle schools from the aspects of school, community, and life and the relationships between these factors and teacher moving and found that teachers were more satisfied with their working conditions, but less satisfied with income.
Abstract: This study examined teacher job satisfaction in Chinese middle schools from the aspects of school, community, and life and the relationships between these factors and teacher moving. A convenience sample of 294 teachers was approached through a 35-item questionnaire. Data were analyzed using SPSS. Three major results were found: (1) Chinese middle school teachers were dissatisfied with their job in general. (2) Younger, less-experienced, junior teachers were more satisfied. Most groups of teachers were more satisfied with their working conditions, but less satisfied with income. (3) The sub-factors of leadership, professional opportunities, working conditions, and income had significant relationships with teachers’ future career planning. The reasons contributing to job dissatisfaction and teacher retention in schools are discussed.
TL;DR: Based on some longitudinal studies of private tutoring in twelve cities, towns, municipalities and provinces of China, the authors endeavours to depict demand intensity, articulate market parameters and reflect on policy responses towards the demand-supply mechanism of the vast shadowy educational phenomena at primary and secondary levels.
Abstract: Based on some longitudinal studies of private tutoring in twelve cities, towns, municipalities and provinces of China, the paper endeavours to depict demand intensity, articulate market parameters and reflect on policy responses towards the demand-supply mechanism of the vast shadowy educational phenomena at primary and secondary levels. Such educational phenomena are so hidden that there is a complete lack of official statistical figures in measuring the full scale of tutoring and identifying tutors in some cases. In Hong Kong and Macao, parents and their schooling children take up responsibilities to consume various types of tutoring without state intervention into quality assurance. In Mainland China, local ministries of education prohibit home tutoring delivered by daytime teachers to their daytime students whilst take a laissez-faire approach towards mass tutorials that run in private business sphere. Lastly, a multi-level societal movement framework is recommended with strategic action plans in school practitioners’ and policy-makers’ perspectives for effectively monitoring or hampering the growth of such shadowy educational phenomena in China.
TL;DR: The authors reported how ten Taiwanese Master's students perceived their experiences of receiving feedback given by their peers and writing consultants to revise a shortened version of their thesis proposals, collected over the course of one semester, data included students' writing portfolios and interviews with them.
Abstract: This study reported how ten Taiwanese Master’s students perceived their experiences of receiving feedback given by their peers and writing consultants to revise a shortened version of their thesis proposals. Collected over the course of one semester, data included students’ writing portfolios and interviews with them. Analysis of the data revealed three major themes: (1) The participants felt quite positive about providing and receiving peer feedback, although they seemed cautious toward language-related peer comments; (2) they generally had positive experience with the writing consultants, although the perceived usefulness of the consultants’ feedback varied with individual consultants and (3) the two types of comments served different functions for students, and questions arose from the peer editing process could serve as prompts for writing consultation sessions. Possible future research directions as well as pedagogical implication are outlined to conclude the paper.
TL;DR: In this paper, a project-based course and its application in graduate-level education is described, which includes many new elements such as projectoriented, up-to-date textbooks and research results, and peer-review grading systems.
Abstract: The goal of higher education is to cultivate graduates’ creative capability, critical thinking skills, and other professional qualities. This paper describes a project-based course and its application in graduate-level education. This course is to improve students’ creative capability, collaboration capability, and self-direction. It includes many new elements such as project-oriented, up-to-date textbooks and research results, and peer-review grading systems. Compared with conventional courses, the evidence suggests that the project-based learning approaches used in this study will be quite successful for providing postgraduate students with more autonomy and creative learning experience.
TL;DR: In this paper, the authors examined how the implementation of after-school programs in Korea's public schools is related to educational equality and private tutoring expenses, and found that low-income and rural students participated more than higher income and urban peers in after school programs.
Abstract: The purpose of this study was to examine how the implementation of after-school programs in Korea’s public schools is related to educational equality and private tutoring expenses. The analyzed data was from the Survey on the Status of Private Tutoring and the Study of the Policy Measures to Reduce Private Tutoring Expenses conducted by KEDI (Korea Education Development Institute) in (International conference for exploring the ways to activate the after-school program, KEDI, Seoul, 2007). The Chi-square test was employed to investigate (a) the relationship between after-school participation and family income and residential location of students (b) the association between after-school engagement and the reduction in private tutoring expenses. The study found that: (a) in general, low-income and rural students participated more than higher income and urban peers in after-school programs and (b) after-school participation was generally negatively associated with private tutoring engagement and the impact of after-school participation on the reduction in private tutoring expenses was stronger for low-income students in elementary and high schools and rural students in high schools. The overall findings provide further research issue regarding whether after-school programs can help foster educational equality by offering more opportunities for learning and achievement improvement for disadvantaged students. The results also imply the potential of after-school programs in reducing private tutoring expenses, particularly for low-income families.
TL;DR: The authors examines the challenges faced by the Turkish higher education system and exposes the inequities and realities educators in a developing nation must struggle with as they try to find a prestigious spot in the knowledge-production industry.
Abstract: This paper examines the challenges faced by the Turkish higher education system and exposes the inequities and realities educators in a developing nation must struggle with as they try to find a prestigious spot in the knowledge-production industry. After a brief overview of the literature that illustrates how globalization penetrated into each stage of development of Turkey’s modern institutions of higher education, the paper presents a discussion, based on national and international statistics, of the challenges these institutions face as a result of globalization, namely increasing demands for higher education; faculty shortages; the internationalization of higher education; research and knowledge production; and the process of financing higher education.
TL;DR: The authors examined university students' pre-university exposure to extra-curricular English instruction in tutorial or other private supplementary institutions in Korea and abroad and found that those with opportunities for study in venues outside the standard language sequence in Korean schools had significantly higher English proficiency and may affect their performance in their subsequent university-level English program.
Abstract: This study examines university students’ pre-university exposure to extra-curricular English instruction in tutorial or other private supplementary institutions in Korea and abroad. A questionnaire and an in-depth interview were administered to forty-three freshman students enrolled in a foreign language program at a comprehensive university in Korea. This study reports on the key findings in the questionnaire and on the personal language-learning experiences of seven interviewees chosen from the larger sample. The findings reveal that these students had undertaken widely different language instruction outside of school. Some had access to supplemental programs, while others relied completely on language training available in primary and secondary schools in Korea. Those with opportunities for study in venues outside the standard language sequence in Korean schools had significantly higher English proficiency and may affect their performance in their subsequent university-level English program. The paper concludes with the proposals for addressing discrepant English-learning backgrounds in order to remediate the significant differences in English language proficiency that characterize post-secondary programs at Korean universities.
TL;DR: Yanbian University, a Korean minority university in China, examines the challenges faced, strategies employed, and resources mobilized by a minority university to become a world-class university.
Abstract: This case study of Yanbian University, a Korean minority university in China, examines the challenges faced, strategies employed, and resources mobilized by a minority university in its attempt to become a world-class university. Specifically, this case study focuses on how the University is attempting to reach its goals within the context of the 211 Project, China’s plan to create 100 world-class universities capable of meeting the challenges of the 21st century. The rise of the knowledge economy has resulted in an increased link between economic prosperity and higher education. Thus, higher education reform has explicitly tied higher education to economic development and attempted to transform economic structures by turning the labor force into a highly skilled, technologically competent, educated work force capable of competing in a global economy. The socioeconomic changes that have occurred as a result of globalization and China’s transition to a market economy have also created new imperatives and challenges for higher education institutions, particularly among minority higher education institutions endeavoring to carve out a unique place in China’s higher education landscape.
TL;DR: This paper examined discourses in classroom and online learning environments where the Knowledge Building Community model was enacted to foster deep understanding in science learning in Singapore primary classes and found clear signs of IRE (Initiation-Response-Evaluation) patterns of discourse, while more diversity of ideas and questions were found in Knowledge Forum postings.
Abstract: This research examined discourses in classroom and online learning environments where the Knowledge Building Community model was enacted to foster deep understanding in science learning in Singapore primary classes. This study posited that discourse is a fundamental form of learning that reveals how knowledge building is enacted and embodied by a community of learners. Discourses in classroom lessons and online postings were analyzed from both quantitative and qualitative views. Overall, the discourse analysis of the verbal activities in classroom lessons showed clear signs of IRE (Initiation–Response–Evaluation) patterns of discourse, while more diversity of ideas and questions were found in Knowledge Forum postings. However, online discourse showed some instances of incorrect group thinking and fear of appearing ignorant. In conclusion, we discuss implications of findings and future research directions for creating pervasive knowledge building discourse.
TL;DR: In this article, the authors investigated current practice and future needs within the context of the implementation of educational reforms by the Hong Kong Government and found that experienced, well-qualified ESL teachers perceive the need for professional development from a broader perspective than their less qualified, less experienced peers who are driven by more immediate needs.
Abstract: In the light of changing needs for the professional development (PD) of ESL teachers in Hong Kong, this study investigates current practice and future needs within the context of the implementation of educational reforms by the Hong Kong Government. A cohort of ESL teachers, members of a knowledge sharing community project, participated in a survey to gauge their experience of, and attitudes towards, PD. The survey produced a 100% response. Data from the cohort indicated that experienced, well-qualified ESL teachers perceive the need for PD from a broader perspective than their less qualified, less experienced peers who are driven by more immediate needs. These findings resonate with those from countries where PD is viewed as an integral part of ongoing teacher development. The paper concludes with the recommendations that the current findings would be augmented by a further, qualitative study.