Showing papers in "Asia Pacific Education Review in 2011"
TL;DR: The authors examined what Chinese international students' demographic trends are over decades, what their motivations are for studying in the United States, what the unique features of their group acculturation process are, and what special challenges they face in U.S. universities that are different from what they might face in Chinese universities.
Abstract: To date, few studies have focused solely upon understanding the unique characteristics of Chinese international students in the United States. This inquiry examines what Chinese international students’ demographic trends are over decades, what their motivations are for studying in the United States, what the unique features of their group acculturation process are, and what special challenges they face in U.S. universities that are different from what they might face in Chinese universities? This study reveals that the life of Chinese students in the United States is not easy and they have to endure multifaceted life-stresses. These results can be used to help Chinese international students adapt to the American educational environment and improve the services and programs American universities deliver to their foreign students.
129 citations
TL;DR: In this paper, the influence of transformational leadership on organizational innovation and whether organizational learning is a mediator between their relationships was investigated and found that if school principals use the strategies of Transformational Leadership and organizational learning at the same time, organizational learning was highly effectiveness to achieve organizational innovation in the postsecondary schools.
Abstract: Leadership is an important factor affecting organizational innovation. Many studies show that transformational leadership has positive and significant influence on organizational innovation. Based on a literature review and previous work, this study aims to investigate the influence of transformational leadership on organizational innovation and to examine whether organizational learning is a mediator between their relationships. Structural equation modeling was used to test the model. The research sample consisted of 330 teachers in charge of administration in postsecondary schools. The findings of this study provide evidence that transformational leadership and organizational learning have significant positive relationship influence on organizational innovation. The research also demonstrates that there is significant effect on the role of mediation in organizational learning on the relationship between transformational leadership and organizational innovation. The study suggests that if school principals use the strategies of transformational leadership and organizational learning at the same time, organizational learning was highly effectiveness to achieve organizational innovation in the postsecondary schools.
92 citations
TL;DR: In this paper, the authors analyze why and how academic inbreeding as a recruitment practice continues to prevail in Japan, a country with a mature higher education system, where high rates of academic inbred endure in most of the research-oriented universities in spite of several higher education reforms.
Abstract: This study analyses why and how academic inbreeding as a recruitment practice continues to prevail in Japan, a country with a mature higher education system, where high rates of academic inbreeding endure in most of the research-oriented universities in spite of several higher education reforms Based on a qualitative analysis, we disclose three characteristics that lead academics to become inbred at Japanese universities One characteristic—the adoption of “open recruitment processes” in detriment of “closed recruitment processes”—changed over time, limiting academic inbreeding practices, but two other characteristics remained unchanged over time: the “one university learning experience” and the “concentration of doctoral supervisors at the same university” These latter characteristics represent difficult challenges to be tackled as they are also traditional characteristics of the Japanese higher education system The research also shows that academic inbreeding practices are a means to assure organizational stability and institutional identity, features perceived as important by Japanese universities A central challenge for the Japanese universities is then to guarantee these features without needing to rely on academic inbreeding practices to obtain them However, devising policies to meet this challenge calls for institutional will to change, proactive strategies and time
86 citations
TL;DR: In this paper, the authors examined the factorial validity of the MBI-SS in Korean students and found that the original three-factor structure was appropriate for use with Korean students.
Abstract: The purpose of this study was to examine the factorial validity of the MBI-SS in Korean students. Specifically, we investigated whether the original three-factor structure of the MBI-SS was appropriate for use with Korean students. In addition, by running multi-group structural equation model analyses with factorial invariance tests simultaneously for both genders (i.e., males and females) and academic settings (i.e., middle school and high school), we tested whether the factor loading and correlations between factors can be similarly interpreted across the different groups. Results indicated that the MBI-SS is a valid instrument to measure academic burnout of Korean students. Furthermore, results presented the possibility that the MBI-SS could be used regardless of cultural background. Implications for future research and practice and limitations are discussed.
75 citations
TL;DR: In this article, a study was conducted to determine fifth-grade students' metacognitive knowledge and skills and its relationship with mathematics achievements, and the results demonstrated a significant and positive relationship between metacognition and mathematics achievement.
Abstract: The aim of this study is to determine fifth-grade students’ metacognitive knowledge and skills and its relationship with mathematics achievements. A total of 242 primary school students from six different schools were participated in the study. Turkish version of Metacognitive Knowledge and Skills Assessment (MSA-TR) was used to measure metacognitive knowledge and skills. The results demonstrated a significant and positive relationship (r = .648, p < .01) between metacognition and mathematics achievement. Furthermore, research results showed that 42% of total variance of mathematics achievement could be explained with metacognitive knowledge and skills.
75 citations
TL;DR: In this paper, a sample of 181 teachers from a Chinese primary and secondary school in Beijing participated in a survey that measured school organizational cultural characteristics and teacher organizational commitment and well-being as outcomes of school culture.
Abstract: This study aims to analyze and validate the dimensions and specific features of a school culture in a Chinese context. A sample of 181 teachers from a Chinese primary and secondary school in Beijing participated in a survey that measures school organizational cultural characteristics and teacher organizational commitment and well-being as outcomes of school culture. Specific cultural characteristics of this school and their impact on teacher organizational commitment and well-being were identified. The findings provide important information for understanding a school culture in the Chinese context. It enriches the theory related to school culture and the research findings that have been identified in the Western settings.
72 citations
TL;DR: In this article, the utility of the S-X2 fit index was extended to the model-fit analysis of the graded response model (GRM), and the performance of a modified version of the index in assessing item-fit of the GRM was investigated in light of empirical Type I error rates and power.
Abstract: The utility of Orlando and Thissen’s (2000, 2003) S-X2 fit index was extended to the model-fit analysis of the graded response model (GRM). The performance of a modified S-X2 in assessing item-fit of the GRM was investigated in light of empirical Type I error rates and power with a simulation study having various conditions typically encountered in applied testing situations. The results show that the Type I error rates were controlled adequately around the nominal alpha by S-X2. The power of the S-X2 statistic was much lower when the source of misfit was multidimensionality than when it was due to discrepancy from the true GRM curves. Once the data size increased sufficiently, however, appropriate power was obtained regardless of the source of the item-misfit. In summary, the generalized S-X2 appears to be a promising index for investigating item fit for polytomous items in educational and psychological assessments.
70 citations
TL;DR: In this paper, the authors provide a brief history of quality assurance, its evolution in higher education in Australia and current changes and trends in quality assurance in other developed countries and provide an analysis of the success and deficiencies of the current framework used in Australia.
Abstract: Higher education policies related to quality assurance are implemented in many countries. The purposes of such policies are to ensure the provision for high-quality education, university accountability and transparency in the use of public funding and meeting the needs of the diverse stakeholders. The current Australian Higher Education Quality Assurance Framework was implemented in the year 2000. It can be described that the framework has been enjoyed by universities, academics and other providers in Australia. This paper provides a brief history of quality assurance, its evolution in higher education in Australia and current changes and trends in quality assurance in other developed countries. It then provides an analysis of the success and deficiencies of the current framework used in Australia and suggestions which may be helpful in the development of the new framework. The analysis includes the thoughts of the three authors based on their experience in managing quality and reviews in seven different institutions and the views of more than 40 participants who are staff members from 25 Australian universities.
58 citations
Abstract: This study explores Korean elementary school students’ decreased motivation for English learning by analyzing the questionnaire data obtained from 6,301 students in a large city in South Korea. The students’ school grades and their prior experience in private institutes were considered as the major factors behind the decrease in their motivation. There was a statistically significant and consistent decrease in the students’ satisfaction with their English learning experience; expectation of ultimate success in English; and intrinsic/extrinsic motivation and integrative/instrumental motivation. Prior experience in attending private institutes had a substantial impact on the students’ motivation. Those who attended private institutes (hakwons) exhibited higher levels of instrumental and intrinsic motivation. However, in terms of other motivational constructs of integrative and extrinsic (parental, academic) motivation, private instruction had a negligible or negative impact. By comparing the results with those of Lamb (2007), the present study proposes that Korean students should be made to internalize the beneficial role played by English so that their English learning motivation can be maintained.
58 citations
TL;DR: Hammersley-Fletcher and Brundrett as mentioned in this paper investigated the leadership role of middle leaders in Singaporean primary schools, as seen from the perspectives of principals and vice principals.
Abstract: Middle leaders are ‘recognised as a significant source in ensuring that quality education reaches out to pupils’ (Low and Lim 1997, p. 77) for they are ‘the human link between national education policy as manifested in school-level strategic planning … and the teaching staff whose ‘field tactics’ are used to implement such strategies’ (Chew 2008, p. 135). This study investigated the leadership role of middle leaders in Singaporean primary schools, as seen from the perspectives of principals and vice principals. Principals’ perceptions are important as they are the ‘ultimate school leader’ (Hammersley-Fletcher and Brundrett 2008, p. 13) and ‘the extent of the middle leadership remit is delimited by the range and extent of tasks on offer and this is controlled by the head teacher’ (Hammersley-Fletcher and Strain 2009, p. 5). This study used a hermeneutic phenomenological methodology (van Manen 1997) to examine the leadership role of middle leaders in Singapore primary schools. Semi-structured one-on-one interviews were used to collect data from 12 principals and vice principals. The interview data were analysed using an interpretational analysis system adapted from in Tesch (1990, pp. 92–96). The purpose of this paper is to provide a rich description of the leadership role of middle leaders as perceived by the school leaders. Seven major themes were identified: (1) teaching and learning; (2) building vision and setting directions; (3) leading and managing teachers; (4) communicating; (5) continuing leadership development; (6) changing role; and (7) challenges. The findings reported in this paper corroborated with the findings presented in other studies of middle leadership (e.g. Adey and Jones 1998; Blandford 1997; Busher 2005; Busher and Harris 1999; Glover et al. 1999) and illustrated the complexity of the leadership role within the middle of the school hierarchy. The paper concludes with a discussion on the connections with the broader successful school leadership literature.
51 citations
TL;DR: In this paper, the authors describe teachers' professional development activities in Bangladesh and explore the hypotheses about the relationship between teachers' traditional development activities and school improvement Data from a representative sample of City secondary schools from Bangladesh (n = 127) were gathered through questionnaires from 127 principals and 694 teachers using hierarchical multiple regression analysis.
Abstract: This study seeks to describe the teachers’ professional development activities in Bangladesh and explores the hypotheses about the relationship between teachers’ traditional professional development activities and school improvement Data from a representative sample of City secondary schools from Bangladesh (n = 127) were gathered through questionnaires from 127 principals and 694 teachers Hierarchical multiple regression analysis was used in this research This study found significant impacts of some of teachers’ professional development activities on school improvement Also found that the maximum school improvement can be achieved if schools put more emphasis on teachers’ collaboration, in-service training and classroom observation and less emphasis on individual action enquiry The findings of this study provide important information for the policy makers, educational managers and especially for the headmasters and teachers concerned with the improvement of teachers’ quality in secondary schools of Bangladesh This study adopts a concurrent approach of data collection and analysis
TL;DR: In this article, the authors compared the Jigsaw III technique with the instructional teacher-centered teaching method in six grade students in terms of the effect of written expression on their academic success.
Abstract: The objective of this paper is to compare the Jigsaw III technique (of cooperative learning) with the instructional teacher-centered teaching method in six graders in terms of the effect of written expression on their academic success The universe of the study consists of 71 sixth-grade students studying during 2009–2010 academic term in a primary school in the province of Erzurum Two classes were randomly selected: one (n = 35) of which was the control group where teacher-centered teaching method was applied, the other being experimental group (n = 36) where the Jigsaw III technique was applied In the study, one of the most common application, pretest/posttest with control group experimental design, was chosen The data regarding the academic success of the groups were collected by means of the achievement test in Turkish course as pretest, posttest and retention test; the students’ opinions about the group works were obtained through feedback form, group work opinionnaire, and data were analyzed through 115 SPSS program The results of the statistical analysis of teaching a written expression course showed that the experimental group did significantly better than the control group in terms of academic success In addition, it can be said that the students had positive impressions on the Jigsaw III technique
TL;DR: This paper conducted a qualitative study in which eleven New Zealand secondary teachers in two focus groups discussed their conceptions of assessment and feedback processes to identify how these conceptions related to Assessment for Learning (AfL) perspectives on assessment Categorical analysis of these data found teachers identified three types of assessment with three distinct purposes (improvement, reporting and compliance, irrelevance).
Abstract: Within the Asia-Pacific community, the New Zealand Ministry of Education has been one of few educational authorities to adopt an Assessment for Learning (AfL) framework and actively promote formative uses of assessment This paper reports the results of a qualitative study in which eleven New Zealand secondary teachers in two focus groups discussed their conceptions of assessment and feedback These data were examined to see how teachers defined and understood assessment and feedback processes to identify how these conceptions related to AfL perspectives on assessment Categorical analysis of these data found teachers identified three types of assessment (formative, classroom teacher–controlled summative and external summative) with three distinct purposes (improvement, reporting and compliance, irrelevance) Feedback was seen as being about learning, grades and marks, or behaviour and effort; these types served the same purposes as assessment with the addition of an encouragement purpose This study showed that although these New Zealand teachers appeared committed to AfL, there was still disagreement amongst teachers as to what practices could be deemed formative and how to best implement these types of assessment Additionally, even in this relatively low-stakes environment, they noted tension between improvement and accountability purposes for assessment
TL;DR: This paper examined the effectiveness of collaborative learning pedagogies from the perspective of students and found that while collaboration was a part of the most highly rated learning experiences, these were typically described as ineffective.
Abstract: This research examines the effectiveness of collaborative learning pedagogies from the perspective of students. There is a rich history of research on collaborative learning demonstrating the effectiveness and this has led to indexing educational quality by student engagement. However, the findings from this study question the efficacy of collaborative pedagogies in their actual implementation. While collaboration was a part of the most highly rated learning experiences, these pedagogies were typically described as ineffective. Key factors that students see associated with effective collaboration are reported. The students’ perceptions of learning as reflected in their comments on collaborative learning, implications for setting expectations for college learning, and needs for faculty development are discussed.
TL;DR: In this paper, the authors investigated the effectiveness of some English teachers in these two school contexts in a foreign language setting, Iran and found that teachers who worked in private schools were more effective teachers than their colleagues in public schools.
Abstract: Over recent decades, educators have recognized the crucial importance of teaching environment and contextual factors in teaching and learning outcomes. Public and private schools are among those teaching contexts that have been in competition for teaching quality and effectiveness for many years. This study investigated the effectiveness of some English teachers in these two school contexts in a foreign language setting, Iran. Seventy-six public and private high schools in a small city in Iran were selected, and their English teachers’ performance was evaluated by an external observer and self-evaluation using a high-inference observation instrument and a questionnaire. The result of the data analysis showed that English teachers who worked in private schools were more effective teachers than their colleagues in public schools. The results also revealed that teacher effectiveness and their years of teaching experience and age were weakly but significantly related. Furthermore, it was found that teachers’ type of university degree and the location of schools (disadvantaged vs. privileged areas of the city) were not related to teachers’ effectiveness.
TL;DR: This paper found that the college matriculation rate of the poor is substantially lower than students from non-poor families; the same is true for rural women and minorities, and the real impediments keeping the rural poor from pursuing a college education arise long before high school and are present throughout the entire schooling system.
Abstract: Although universities have expanded in size, it is unclear whether the poor have benefited. If there are high returns to college education, then increasing access of the poor to college has important welfare implications. The objective of this paper is to document the rates of enrollment into college of the poor and to identify the hurdles to doing so. Relying on several sets of data, including a survey of college students from universities in three poor provinces in China, we have found that the college matriculation rate of the poor is substantially lower than students from non-poor families; the same is true for rural women and minorities. Clearly, there are barriers that are keeping the rural poor out. The paper also demonstrates that the real hurdles are not during the years of secondary schooling or at the time of admissions to college. The real impediments keeping the rural poor from pursuing a college education arise long before high school—as early as preschool and elementary school years—and are present throughout the entire schooling system.
TL;DR: Multicultural policy in South Korea faces variants of challenges endemic to multiculturalism These challenges are "dilemmas of difference, "variable terms of inclusion," and "legitimacy" as discussed by the authors.
Abstract: Multicultural policy in South Korea faces variants of challenges endemic to multiculturalism These challenges are “dilemmas of difference,” “variable terms of inclusion,” and “legitimacy” In Korea, these challenges arise in a setting in which ethnic diversity is of relatively recent origin, an ideology of ethnic homogeneity is prevalent, and official multicultural policy is limited in its reach to those who are designated as “multicultural families,” that is families in which one spouse is Korean and the other an immigrant, usually the wife, and their offspring The exclusion of migrant workers and their families from Korea’s multicultural framework poses a core contradiction in Korean multicultural policies This contradiction must be resolved if multiculturalism in education and other spheres is to promote equality and provide a foundation for national integration on terms that are equitable to the diverse constituents of Korean society Inevitably, this will require a redefinition of what it means to “be Korean” Even if multicultural policies fall short in their immediate effects on those toward whom they are directed, multiculturalism represents a significant shift in the discourse of Korean identity and will be terrain on which the status of diverse groups in Korea will be contested
TL;DR: In this article, the authors defined a practical SECI framework in which four phases of socialization, externalization, combination, internalization, and their required “ba” contexts are explained with regards to tasks and responsibilities of both students and facilitators.
Abstract: The research aims to define SECI model of knowledge creation (socialization, externalization, combination, and internalization) as a framework of Virtual class management which can lead to better online teaching–learning mechanisms as well as knowledge creation. It has used qualitative research methodology including researcher’s close observation and attendance in the online MBA classes of Iran University of Science and Technology for one academic semester as well as semi-structured interviews with the professional facilitators. The article has defined a practical SECI framework in which 4 phases of socialization, externalization, combination, internalization, and their required “ba” contexts are explained with regards to tasks and responsibilities of both students and facilitators.
TL;DR: The results show that the Asian medical students in this study generated significantly lower scores in terms of their satisfaction with social relationships compared with their non-Asian peers and appear to be more at risk than domestic Asian students with respect to test anxiety.
Abstract: Issues linked with the notions of quality of life (QOL) and motivation to learn among Asian medical students have not been well documented. This is true in both the international and the New Zealand contexts. Our paper addresses this lack of research by focusing on the QOL of international and domestic Asian students studying in New Zealand, where Asian students form a significant proportion of tertiary students. Although there is evidence to suggest that Asian students do well academically, it was felt that an investigation into their QOL would be instructive as QOL will likely have an impact on cognition, behavior, general well-being, and motivation. The present study surveyed fourth- and fifth-year medical students to examine the relationship between QOL and motivation to learn and to consider how Asian medical students compare against European medical and non-medical student peers. The study utilized the World Health Organization—Quality of Life questionnaire (BREF version) and a shortened version of the Motivated Strategies for Learning Questionnaire. The results show that the Asian medical students in this study generated significantly lower scores in terms of their satisfaction with social relationships compared with their non-Asian peers. In addition, international Asian medical students appear to be more at risk than domestic Asian students with respect to test anxiety. The paper considers the findings and the implications for quality of life, motivation to learn, medical education, and the Asian student community.
TL;DR: In this paper, a case study of a junior secondary school in Shanghai, China explores how teacher appraisal has been carried out and how teachers and administrators have perceived it in relation to teacher professional development.
Abstract: Literature has confirmed that teacher appraisal can and should facilitate the professional development of teachers. In the past, teacher appraisal in China has been conducted mainly for administrative purposes; nowadays, it is increasingly being viewed as a means of teacher professional development. However, the way in which teacher appraisal affects teacher professional development has not been fully recognized. This case study, of a junior secondary school in Shanghai, China, explores how teacher appraisal has been carried out and how teachers and administrators have perceived it in relation to teacher professional development. The research findings identify the mechanism by which the teacher appraisal system in question facilitates professional development. The system creates pressure and extrinsic incentives that ‘push and pull’ teachers to improve, and supports their growth through guidance and directions. In addition, environmental factors such as school culture contribute to the positive impacts that teacher appraisal has on professional development.
TL;DR: In this paper, a case study was conducted to reveal how conceptualization of native speakership was constructed and reinforced in a South Korean university classroom of English as a foreign language (EFL).
Abstract: This case study aims to reveal how conceptualization of native speakership was constructed and reinforced in a South Korean university classroom of English as a foreign language (EFL). In addition, it examines how this conceptualization positions native speakers, a non-native EFL teacher, and learners, and what learning opportunities were provided in this classroom. The participants of the study were one instructor and his students. The data include classroom observations, interviews with the teacher and students, and student surveys. The findings indicate that the students had been exposed to American English more frequently than any other English variety. Also, they wanted to learn American English in and outside of the classroom. Furthermore, this study shows that American English norms were revealed in the teacher’s beliefs and reinforced in his classroom through his instructional materials, classroom practices, and evaluation of the students. Thus, as a mediator between native speakers and learners, the teacher positioned native speakers as authoritative possessors of correct pronunciation and expressions for his students to imitate. Consequently, the students learned about pronunciation and informal expressions as modeled by American native speakers rather than learning to use the L2 communicatively as recommended by the institutional policy. This study has important implications for English language teaching in South Korea, specifically in terms of the concepts of native speakership, student learning, and teacher education.
TL;DR: This article investigated changes in beginning teachers' self-perceptions of their pedagogical knowledge and skills after their first year of teaching and found significant increases in teachers' perceptions of their knowledge, skills, and abilities in three factors: Instructional Support, Accommodating Diversity and Classroom Management.
Abstract: This study investigated changes in beginning teachers’ self-perceptions of their pedagogical knowledge and skills after their first year of teaching. Surveys were administered to 322 graduating student teachers at the end of the initial teacher preparation programme and at the end of their first year of teaching to compare if there were any differences in their self-perceptions. The results of the study showed significant increases in beginning teachers’ perceptions of their pedagogical knowledge and skills in three factors: Instructional Support, Accommodating Diversity and Classroom Management. Results established the development of teachers to be an ongoing process that is initiated but not completed in initial teacher preparation. Implications of findings for induction and mentoring of beginning teachers are discussed.
TL;DR: In this article, the authors used decomposition methods on PISA 2006 data to compare student academic performance across OECD countries and found that the explained portion of the achievement gap varies across countries.
Abstract: In this study, we use decomposition methods on PISA 2006 data to compare student academic performance across OECD countries. We first establish an empirical model to explain the variation in academic performance across individuals, and then use the Oaxaca-Blinder decomposition method to decompose the achievement gap between each of the OECD countries and the OECD average. Results indicate that the explained portion of the achievement gap varies across countries. In some countries, our empirical models are able to account for almost all the achievement gap, while unexplained country-specific effects still dominate in other countries. Finally, we use two Asian countries, Japan and Korea, to demonstrate how to identify major factors that have contributed to the observed achievement gap across countries.
TL;DR: In this paper, a study was conducted in order to determine the beliefs of students and teachers in different levels of education about their communicative competences, and it was observed that not a significant correlation at a considerable degree exists in the communicative abilities of students with their teachers, who are from different nationalities, gender and levels.
Abstract: This study was conducted in order to determine the beliefs of students and teachers in different levels of education about their communicative competences. The study group of this research is consisted of 600 secondary school, high school and undergraduate students and 41 of their teachers. In this study, it is observed that not a significant correlation at a considerable degree exists in the communicative competences of students with their teachers, who are from different nationalities, gender and levels. Furthermore, regarding students, educated at different levels, no relation has been observed in their communicative competences with their teachers. Moreover, while students consider their communicative competences with their teachers to be moderately adequate, teachers consider their communicative competences with their students to be adequate in general.
TL;DR: The authors examined interrelationships among social cognitive variables (self-efficacy, outcome expectations, and performance goals) and their role in predicting pre-service teachers' technology integration performance.
Abstract: The main objective of the study was to examine interrelationships among social cognitive variables (self-efficacy, outcome expectations, and performance goals) and their role in predicting pre-service teachers’ technology integration performance. Although researchers have examined the role of these variables in the teacher-education context, the present study was an examination of the manner in which variables may jointly function to predict technology integration performance. The Social Cognitive Career Theory (SCCT) served as the theoretic framework. Participants were 111 pre-service teachers enrolled in an introductory instructional technology course. Findings revealed that SCCT predictions were largely supported when the freshman students were excluded from the analyses. Self-efficacy and outcome expectations were related to each other and both contributed to the prediction of performance.
TL;DR: In this article, the authors examine the ways in which Christian schools can be a site for the construction and maintenance of religious, ethnic and class identities of the ethnic Chinese in Indonesia.
Abstract: Schools are not “innocent” sites of cultural transmission. They play an active and significant role in transmitting values and inculcating culture. Schools also serve as a site for the maintenance of boundaries and for the construction of identities. Previous studies have recognized the relationship between education and identity. Building on existing literature, this study examines the ways in which Christian schools can be a site for the construction and maintenance of religious, ethnic and class identities of the ethnic Chinese in Indonesia. The study surveys four prestigious “Chinese” Christian schools in Jakarta. Through a brief but thorough profiling of the schools, the study explores the complexity of and identifies issues associated to religion, ethnicity and class, in relations to Chinese-Indonesians and the Indonesian society at large.
TL;DR: In this paper, a case study of an English teacher in Turkey explores the implementation of learner autonomy in English as a foreign language classroom and identifies the challenges, such as students' negative attitudes towards classroom practices, dissatisfaction with the language learning activities and lack of motivation among the students.
Abstract: This article draws on qualitative interview data from a case study of an English teacher in Turkey. It explores the implementation of learner autonomy in English as a foreign language classroom and identifies the challenges, such as students’ negative attitudes towards classroom practices, dissatisfaction with the language learning activities and lack of motivation among the students, the teacher encountered while promoting learner autonomy. The main purpose of the paper is to analyse the issues that have emerged during the process of implementing learner autonomy in language learning with specific reference to the case study conducted and to discuss the themes relevant to its classroom practice.
TL;DR: In this article, a case study involving an 11-year old boy in a learning context commonly referred to as an informal learning environment is presented, where the trajectory of identity projection can be conceived in Ricoeurian terms of a plot where actors perform actions in role playing situations.
Abstract: In this paper we consider the significant issue of identity and how it relates to learning. Importantly, we narrow down the study in terms of how projective identity interplays with learning from the point of view of the learner and his/her social community. Self and community cannot be divorced. In order to illustrate this concept, we describe a case study involving an 11 years old boy in a learning context commonly referred to as an informal learning environment. This environment would include the community in which projective identity evolves. The trajectory of identity projection can be conceived in Ricoeurian terms of a plot where actors perform actions in role playing situations. This plot metaphor is consistent to the many interactions within MMPOGs and fictional worlds currently in existence. We conceive of an identity projection framework as our contributions to knowledge.
TL;DR: In this article, the authors adopt the complexity lens to study the systemic policy changes that are imbued in the different stages of Singapore's ICT-based reforms, and delves into the three constructs of complexity theory: self-organisation, coevolution and fitness landscape.
Abstract: The past two decades have witnessed an exponential growth in the use of technology in our daily life. Notwithstanding its phenomenal influence, the use of technology in education remains sporadic and disjointed. The promise that technology will bring deep-seated changes in the way that educators teach and students learn remains, disappointedly, elusive. This paper argues that the lack of systemic frame of reference may have explanatory power over such less than impressive performance of ICT in education. Tracing the trajectory of Singapore’s ICT-related policies in the educational sector, this paper adopts the complexity lens to study the systemic policy changes that are imbued in the different stages of Singapore’s ICT-based reforms. In particular, the paper delves into the three constructs of complexity theory: self-organisation, coevolution and fitness landscape. By juxtaposing the interdependencies of these three concepts against the backdrop of Singapore’s educational landscape, the paper contends that the complexity theory perspective has the potential to help policymakers understand the dynamic and complex nature of reforms so as to devise multi-faceted solutions that will address the concerns of all key stakeholders in the learning ecology. Implications for policymaking are also discussed.
TL;DR: In this paper, the authors argue that school diversification in Korea is deeply impaired and unfulfilled, such as in situations in which the school differentiation and elite high school credentials struggle are reinforced by the peculiar nature of the Korean educational market.
Abstract: Recent reforms of high school education in Korea have focused on transforming the uniform and standardized system into a deregulated and diversified system that has an emphasis on school choice and competition. Situating the high school diversification policy in the context of the recent controversy of the neoliberal educational reform, this study argues that school diversification in Korea is deeply impaired and unfulfilled, such as in situations in which the school differentiation and elite high school credentials struggle are reinforced by the peculiar nature of the Korean educational market, namely the hakbul-based society and the development of private educational markets. It suggests that special attention should be drawn to integrate the reform efforts for high school diversification into the ways in which the policy is being configured and delivered within the pursuit of educational equality and social justice.