Showing papers in "Asia Pacific Education Review in 2015"
TL;DR: In this article, a survey was conducted to assess students' perceptions of twenty-first-century learning practices in their classrooms and the resulting knowledge creation self-efficacy among the students.
Abstract: This study attempts to design a survey to assess students’ perceptions of twenty-first-century learning practices in their classrooms and the resulting knowledge creation self-efficacy among the students. In addition, it also explores the relationships among the various dimensions of twenty-first-century learning practices. Four hundred and eighty-two primary school students from a Singapore school that focuses on the pervasive use of ICT within its school curriculum responded to the survey. The validation of the survey yielded satisfactory reliability and validity through both exploratory and confirmatory factor analyses. The results also showed that the subscales that survey students’ perceptions of critical thinking, creative thinking, and authentic problem-solving were more dominant predictors of their knowledge creation efficacy as compared to their perceptions about the learning processes.
82 citations
TL;DR: For example, this article found that the avocational interests of the most successful professionals are unusually likely to involve fine arts such as painting or music; literary accomplishments; or crafts such as woodworking and metalworking, mechanics and electronics.
Abstract: Studies have found little correlation between creativity and being gifted or talented, but do show that creative people are more broadly trained, have more avocational interests, and display more ability in these interests than the average person. In the sciences, technology, engineering and mathematics (STEM) fields, the avocational interests of the most successful professionals are unusually likely to involve fine arts such as painting or music; literary accomplishments; or crafts such as woodworking and metalworking, mechanics and electronics. Four types of evidence are brought together in this review to explore why such avocations might stimulate the creative capacity of STEM professionals. First, STEM professionals themselves argue that beyond verbal and mathematical skill, success requires a vivid visual and spatial imagination; hand–eye coordination and manipulative ability; skill with making and interpreting models; and a highly developed aesthetic or artistic sensibility. Second, controlled statistical studies of large groups (hundreds to thousands) of STEM professionals reveal strong correlations between artistic, musical, literary and crafts activities and measures of success in STEM subjects such as Nobel Prizes, numbers of patents or companies founded. Third, STEM professionals involved in these statistical studies themselves can describe specific ways in which their avocations stimulate their vocational successes. And fourth, many of these specific stimuli (such as improved observational and visual thinking skills, manipulative skills and tool use, and improved learning and retention strategies) also improve STEM learning in well-controlled classroom trials. The knowledge and skills required to be professionally creative are, in short, learnable.
68 citations
TL;DR: In this article, the authors examined academic inbreeding in eight different countries: Argentina, China, Japan, Russia, Slovenia, Spain, South Africa, and Ukraine and found that faculty inbreeding is common worldwide and not just a concern in Russia.
Abstract: Why examine “academic inbreeding,” a seemingly small and peripheral aspect of the academic profession, involving the appointment of faculty members who graduated from the institution employing them? Academic Inbreeding and Mobility in Higher Education: Global Perspectives had its origins in a concern at the National Research University — Higher School of Economics in Moscow that the common practice in Russia of hiring one’s own graduates for faculty jobs has profound implications for academic culture, productivity, and the essential nature of the university. This interest led to a research project collaboratively organized by the Higher School of Economics and the Boston College Center for International Higher Education and centered on an examination of academic inbreeding in eight different countries: Argentina, China, Japan, Russia, Slovenia, Spain, South Africa, and Ukraine. We quickly discovered that faculty inbreeding is common worldwide — and not just a concern in Russia. Indeed, hiring one’s own graduates is not considered either unusual or problematic in many countries. The pattern has been in place for many years — often for centuries — and is quite often considered a point of pride for a higher education system, as clear evidence that the system is able to retain its best intellectual talent.
58 citations
TL;DR: In this article, a mixed method study of 81 students from 28 nationalities using dynamic social network analyses combined with embedded case studies of five potential bridge builders, the results indicate that students use a range of complex strategies to cope with mixed group work.
Abstract: Although many international students experience transitional issues, most research assumes that these issues will disappear over time with increased interaction. Using principles of social network theory, this study addressed why some students become bridge builders between international and host students, while others primarily interact with co-national students. In this innovative mixed method study of 81 students from 28 nationalities using dynamic social network analyses combined with embedded case studies of five (potential) bridge builders, the results indicate that students use a range of complex strategies to cope with mixed group work. After 11 weeks, two students stayed as strong bridge builders across groups, two had some bridge building characteristics, and one focussed more on her friends rather than on her assigned group. These findings indicate that even after 3 years of study, international and host students carry on using complex and dynamic social network strategies based on their particular characteristics as well as adaptation to their unique experiences.
45 citations
TL;DR: In this article, different leadership styles were combined, and the relationship between educational leadership and student achievement was analyzed, which revealed that educational leadership has a medium effect on students' achievement.
Abstract: In this meta-analysis study, different leadership styles were combined, and the relationship between educational leadership and student achievement was analyzed. In the literature review, 57 research articles/dissertations, independent from one another, were brought together, and 28,964 study subjects were included in the sample group. The results of the analyses performed with a random effects model revealed that educational leadership has a medium effect on students’ achievement. As was expected, the most comprehensive effect among leadership styles was found in distributive and transformational leadership. Considering the effect of educational leadership on students’ achievement, it is recommended to examine the effect of leadership on other components of school and shareholders in future studies.
44 citations
TL;DR: Based on the author's long-standing professional observation and recent empirical studies, the authors assesses China's higher education development, with a particular focus on the challenges brought forward by academic culture.
Abstract: During the past three and a half decades, China has been progressing in higher education in a surprisingly dramatic manner, evidenced especially by scientific publications and sheer numbers of graduates. Such a fact has national, regional and global implications. China’s higher education development and its future directions are now placed highly on the research agendas of many from various parts of the world. Unlike the general acknowledgment of China’s achievements, assessment of the future development of China’s higher education is wide open to question. To some, Chinese universities are on a trajectory to become “world-class” and China’s high-fliers challenge Western supremacy. To others, China’s notion of “world-class” status has been largely imitative. Pumping resources into universities will only lead to diminishing returns as Chinese culture and practices will act as a brake to the pursuit of academic excellence. An increasing deal of attention has been paid to where China will be located in a global higher education landscape and in what shape. Based on the author’s long-standing professional observation and recent empirical studies, this article assesses China’s higher education development, with a particular focus on the challenges brought forward by academic culture. It interrogates China’s pride of the idea that Chinese universities are not willing to assume that Western models define excellence, and asks how far Chinese universities could move within their current development model.
35 citations
TL;DR: In this paper, the authors explore internal and external quality assurance mechanisms used by quality assurance agencies in Asian nations, through an international survey of 17 APQN full members and their use of the International Network of Quality assurance Agencies in Higher Education and the Asia-Pacific Quality Network guidelines.
Abstract: As quality guardians of higher education, quality assurance agencies are required to guarantee the credibility of the review process and to ensure the objectivity and transparency of their decisions and recommendations These agencies are therefore expected to use a range of internal and external approaches to prove the quality of their review activities Quality assurance agencies in Asia are attempting to enhance their quality capacity through several internal and external approaches The purpose of this study is to explore internal and external quality assurance mechanisms used by quality assurance agencies in Asian nations, through an international survey of 17 APQN full members and their use of the International Network of Quality assurance Agencies in Higher Education and the Asia–Pacific Quality Network guidelines The balance between external review and autonomy is discussed at the national and international levels The challenges and strategies that Asian quality assurance agencies are facing and dealing with are presented as a conclusion at the end of the paper
34 citations
TL;DR: In this paper, a formal definition of academic talent development (ATD) inspired by the principles and practices adopted in education, music, and sports and seven constitutive characteristics of exemplary talent development programs is proposed.
Abstract: This article aims to describe how schools should structure the development of academic talent at all levels of the K-12 educational system. Adopting as its theoretical framework the Differentiating Model of Giftedness and Talent, the author proposes (a) a formal definition of academic talent development (ATD) inspired by the principles and practices adopted in education, music, and sports and (b) seven constitutive characteristics of exemplary talent development programs. He develops his proposal around an enriched K-12 curriculum as its keystone component. Other characteristics recommend that school administrators make this curriculum available on a daily basis, as early as the kindergarten level, to selected high-achieving students; they would belong to full-time high-ability groups. The author argues that most current so-called gifted programs, mainly exemplified by pullout classes and regular classroom enrichment, have little to do with ‘proper’ academic talent development. The article ends with a brief survey of existing ATD programs and a look at future implementation problems.
32 citations
TL;DR: Pabst et al. as mentioned in this paper describe two instructional modules designed for teaching self-regulated learning during regular classroom instruction and homework, and explain how the modules are theoretically grounded in Zimmerman's (Contemp Educ Psychol 16:307-313, 1986; Handbook of self-regulation).
Abstract: After defining self-regulated learning (SRL), explaining its importance for all ability groups, and summarizing findings on gifted learners’ scarcer use of and lower preference for SRL, we describe two instructional modules designed for teaching SRL during regular classroom instruction and homework. We then explain how the modules are theoretically grounded in Zimmerman’s (Contemp Educ Psychol 16:307–313, 1986; Handbook of self-regulation. Academic Press, San Diego, 2000) social-cognitive-theory-based SRL framework and designed according to a seven-step normative model of SRL (Ziegler and Stoeger in Accompanying manual for a training of self-regulated learning I: resource strategies for fourth-grade elementary school students to improve math skills. Pabst, Lengerich, 2005) and report empirical findings from seven studies—together involving 2019 participants—on the modules’ general and differential effectiveness for in-class primary school SRL interventions. We conclude with remarks on the implications of the modules for primary school gifted education.
29 citations
TL;DR: Sternberg’s framework for understanding intelligence–creativity work is used to examine research on this important topic, with an emphasis on several recent studies that exemplify the diversity of approaches to the topic.
Abstract: The relationship between intelligence and creativity is often discussed and debated, and it has significant implications for education, student development, and the workplace. We use Sternberg’s framework for understanding intelligence–creativity work to examine research on this important topic, with an emphasis on several recent studies that exemplify the diversity of approaches to the topic. The paper concludes with suggestions for future research in this area. Throughout the paper, we emphasize the importance of carefully defining constructs in social science research.
27 citations
TL;DR: This paper explored the relationship between tertiary teachers' goal orientations for teaching and their approaches to teaching in China and found that teachers' ability goals significantly predicted a teacher-focused approach to teaching.
Abstract: This study addresses a paucity of research into teacher motivation in higher education by exploring the relationship between tertiary teachers’ goal orientations for teaching and their approaches to teaching in China. A questionnaire gathered responses from 262 Chinese tertiary teachers, and the results showed these teachers reporting higher levels of relational and mastery goals for teaching and greater student-focused approach to teaching. Male teachers reported lower levels of ability-approach and mastery goals than female teachers, and teachers with no more than 5 years of teaching experience scored higher on both ability-approach and ability-avoidance goals than those with more than 15 years of teaching experience. The study also revealed that teachers’ ability goals significantly predicted a teacher-focused approach to teaching, and mastery goals predicted a student-focused approach to teaching.
TL;DR: In this article, the authors apply community-based education through art to elementary school students in an effort to enable the learners to experience the cultural facilities of their community and to cultivate their creativity and personality, thus fostering resilience in the face of the trauma of school violence.
Abstract: While creativity is discussed as a core competence for talented people around the world in the twenty-first century, its exhibition is determined by one’s character. Creativity and character education, therefore, should not be considered as separate matters, but the systematically related matters, and exhibition of creativity, can be carried away by character. The purpose of this study is to apply community-based education through art to elementary school students in an effort to enable the learners to experience the cultural facilities of their community and to cultivate their creativity and personality, thus fostering resilience in the face of the trauma of school violence. This study focuses on the importance of the experience of creating art, which can contribute to the building of a happy and safe school environment and to the cultural development of the community. First, school violence and trauma are initially investigated based on a literature review. Second, I discuss the important role of art projects to promote creativity and foster resilience. Third, community-based art education is developed and applied to elementary school students. Finally, it is concluded that community-based art education can encourage adolescents to cultivate a healthy personality and good creativity, ultimately helping them to become well-rounded. The development of practical community-based convergence education through art can contribute to establishing a happy school culture by promoting creativity and fostering resilience to the trauma of school violence.
TL;DR: In this article, problem-based learning (PBL) can be used to immerse students in authentic scenarios that necessitate creative thought and to promote various dimensions of creative thought from discrete strategies to more general characteristics of "flow".
Abstract: Contemporary real-world problems require creative solutions, necessitating the preparation of a new generation of creative experts capable of finding original solutions to ill-structured problems. Although much school-based training in creativity focuses on discrete skills, real-world creativity results from a multidimensional interaction between and among personal attributes, specific processes, internal or external Press for invention, and a valued Product. All of these are often set into action by an individual’s Passion to create something new. Creative experts also tend to see creativity and problem-solving as deeply intertwined, especially when solving ill-structured problems. Students must experience all of these elements, including the emotional catalyst, if they are to understand the full creative process. Problem-based learning (PBL) can be used to immerse students in authentic scenarios that necessitate creative thought. An alignment is drawn between creativity theory and the inquiry-based structure of PBL. Evidence is provided documenting the efficacy of using PBL to promote various dimensions of creative thought from discrete strategies to more general characteristics of “flow”. Evidence is also presented that PBL can be a tool in a reconceptualization of giftedness or talent by allowing teachers to see a more complete set of skills and abilities among their students.
TL;DR: In this paper, the authors explored whether the online counseling relationship could be developed using email communication and found that counselors describe the e-counseling relationship as having the following five features: initial establishment of a virtual relationship, structuring, text reinforcement, the development of a text relationship, and termination of the process.
Abstract: Despite numerous studies in increasingly popular online mental health service, the nature of the relationship between online counselors and their clients, particularly in the email modality, deserves more attention. To enhance the knowledge in this area, this study was conducted to explore whether the online counseling relationship could be developed using email communication. Six qualified counselors and 59 clients volunteered to participate in the study. Using a qualitative approach, we collected data from two focus groups, individual interviews with participating counselors, 206 email interactions, and counselors’ journals. To identify themes, we employed a grounded theory method. The emergent themes suggest that counselors describe the e-counseling relationship as having the following five features: initial establishment of a virtual relationship, structuring, text reinforcement, the development of a text relationship, and termination of the process. Each feature reflects a different level of relationship and different characteristics. Implications for future studies are also discussed.
TL;DR: This paper conducted a systematic literature review to identify the current foci and trends of faculty development in SEA higher education and found that teacher education and training were the leading providers of empirical evidence about FD activities.
Abstract: University faculty in Southeast Asia (SEA) is being required to take on new roles and responsibilities resulting from rapid changes in higher education. To date, a range of faculty development (FD) initiatives has been implemented, but little has been uncovered concerning the effectiveness of these FD activities. Using a predetermined review protocol, we conducted a systematic literature review to identify the current foci and trends of faculty development in SEA higher education. We found that Vietnam, Singapore, and Malaysia were the leading providers of empirical evidence about FD activities. Teacher education and training were found to rank first among the disciplines that performed FD. This aligns with results of the focus and type of FD which primarily concerned improvement of pedagogical competence and self-directed learning. In addition, the findings suggested that most FD outcomes were found to be predominantly at levels 1 and 2 of Kirkpatrick’s taxonomy (adapted from Hendricson et al. in J Dent Educ 71(12):1513–1533, 2007). Based on this review, we offered relevant recommendations for FD practice and research in this region.
TL;DR: In this paper, the authors examined the sources of satisfaction and frustration among Malaysian academics across three types of higher education institutions (HEIs): public research university, public comprehensive university and private non-profit university.
Abstract: This paper examines the sources of satisfaction and frustration among Malaysian academics across three types of higher education institutions (HEIs)—public research university, public comprehensive university and private non-profit university. Based on interview with 67 academics across six HEIs, there is a clear pattern and relationship between the sources of satisfaction and frustration and the types of institutions these academics were affiliated. The major sources of satisfaction are related to the nature of academic work, which includes supervising, mentoring, teaching and interacting with students, as well as conducting research and disseminating knowledge through publication. However, the major sources of frustration are predominantly related to the governance of higher education, resulting from unrealistic expectations, lack of transparency of the promotion and reward system, and a strong bureaucratic culture. The understanding of satisfaction and frustration has helped us to understand issues of morale, retention and, possibly, productivity of academics across these HEIs, and in turn, the understanding of these issues about academics has implications in understanding the governing structure of HEIs. Although this study is limited only to HEIs in Malaysia, the findings have wider implications in contributing to the understanding of governance and academic culture in the broader context of higher education.
TL;DR: In this paper, the authors discuss the understanding of the cognitive functions of creativity and relate these to curriculum and pedagogy, and deal with issues such as tapping on the powers of psychological habits and novelty, contextualizing learning, providing for serendipity, imagination, and play.
Abstract: The twenty-first century is often described as an age of uncertainty and ambiguity with unprecedented challenges. Those with a creative mind-set however might call this millennium an age of wonder. New technologies and digital media are facilitating imagination and inventiveness. How are we innovating education? Are schools and classroom fostering creativity? This chapter will discuss the understanding of the cognitive functions of creativity and relate these to curriculum and pedagogy. It will deal with issues such as tapping on the powers of psychological habits and novelty, contextualizing learning, providing for serendipity, imagination, and play.
TL;DR: In this article, the authors investigated gender achievement gap in the National College Entrance Exam in a typical municipality in China, which is the crucial examination for the transition from high school to higher education in that country.
Abstract: This is one of the first studies to investigate gender achievement gap in the National College Entrance Exam in a typical municipality in China, which is the crucial examination for the transition from high school to higher education in that country. Using ordinary least square model and quantile regression model, the study consistently finds that the gender difference on average is not significant in mathematics, but is significantly negative (females worse) at the top of the distribution and is significantly positive (females better) in Chinese and English. Negative gender gaps are found among some disadvantaged subgroup such as urban female students with sibling. For students at the bottom of the distribution, boys perform significantly worse than girls.
TL;DR: In this paper, the authors investigated the effects of policy-driven reform on universities in the context of neoliberal theory and found that implementing the internationalization policy has substantially increased the gap related to the input dimension.
Abstract: This research investigated the internationalization policy and involved evaluating the effects of policy-driven reform on universities in the context of neoliberal theory. In this study, 293 professors from various universities were invited to express their opinions on the selected indicators reflected the implementation of internationalization in institutional level. Fuzzy mean and defuzzification were applied to transform the fuzzy interval data. The concept of fuzzy distance was used to interpret the gap between importance and feasibility of implementation of internationalization in specific indicators. According to the data analysis, the policy-driven reform led to changes in academic culture. The result reveals most respondents in this research assessed internationalization-related indicators positively and assigned them a high value. However, there is a gap between the importance and feasibility of the internationalization in terms of specific indicators which reviewed at the university level. In particular, this study found that implementing the internationalization policy has substantially increased the gap related to the input dimension. The finding will provide suggestions for policy makers and university authorities to improve the current situation.
TL;DR: In this paper, the authors investigated the relationship between teachers' perceptions of the implementation of constructivist teaching and learning activities and constructivist curriculum change, and found that teachers’ perceptions of learning activities are positively correlated with and predicted by their perceptions of curriculum change.
Abstract: This study investigates the relationship between teachers’ perceptions of the implementation of constructivist teaching–learning activities and of constructivist curriculum change. Data were collected from 236 primary school teachers through a questionnaire measuring the perceptions of constructivist curriculum change and of the implementation of constructivist teaching–learning activities. The questionnaire was developed by the researchers based on the related literature. It was subjected to expert review for content validity, and its reliability was established through a pilot study. The data were analyzed through bivariate correlations and linear regression analyses. Results indicated that teachers’ perceptions of the implementation of constructivist teaching–learning activities are positively correlated with and predicted by their perceptions of constructivist curriculum change.
TL;DR: In this article, a survey of primary school mission statements in New Zealand and Japan was conducted to explore the degree of diversity that exists within the public school sector in both countries, and the overall differences that exist between the two nations' primary education systems and what these reveal about its role in the respective societies in terms of the fostering of citizens for potential future contribution in the world.
Abstract: Primary schooling, where the majority of students start learning formally about social interaction and civic expectations, reflects much about a nations’ approach to education and the goals for their citizens. After a brief comparison of the purpose of education in both New Zealand and Japan, through the use of textual and content analysis, this paper firstly analyzes school mission (vision) statements to explore the degree of diversity that exists within the public school sector in New Zealand and Japan. One hundred and fifty primary school mission statements in New Zealand and Japan were examined and grouped according to content and common themes based on a modified and simplified version of Stemler and Bebell (The school mission statement: values, goals, and identities in American education, Routledge, New York 2012)’s rubric. Next, the results of this survey were compared with a previous Japanese one (BERD) (School education statements. The present state of education 2010), then cross-culturally by an examination of the main concepts that emerged in both countries. Finally, the paper attempts to shed light on the overall differences that exist between the two nations’ primary education systems and what these reveal about its role in the respective societies in terms of the fostering of citizens for potential future contribution in the world.
TL;DR: In this article, the authors evaluate the presence and content of programming in creativity and leadership in the USA to develop an understanding of what strengths and barriers these aspects of giftedness may face in other settings.
Abstract: Definitions of giftedness developed in the USA have included both creative and leadership giftedness for over 40 years, but there has been relatively little empirical study of the implementation of programming in either of these areas. Because gifted education practices in the USA may provide models for the development of these practices in other countries, it seems important to evaluate the presence and content of programming in creativity and leadership in the USA to develop an understanding of what strengths and barriers these aspects of giftedness may face in other settings. In this pilot study, I examined gifted policies to identify US states that would be highly supportive of programming in leadership or creative giftedness. I then searched systematically for evidence of such programming on the gifted education pages of district Web sites within two of these states. Findings reveal that a widely varied level of detail is provided online at the district level; while there was at least one strong description evident in both the creativity and leadership areas, these were the exception rather than the rule. Further study is needed to confirm and extend these findings.
TL;DR: In this paper, the authors examine the issues of students' motivational beliefs in science learning and their relations with science achievement and conclude that students' self-concept has a greater predictive power than intrinsic interest for science scores in both grades.
Abstract: The purpose of this study is to examine the issues of students’ motivational beliefs in science learning and their relations with science achievement. Data of Taiwanese fourth and eighth graders from the Trends in International Mathematics and Science Study 2011 were examined. Students’ self-concept and intrinsic interest as motivational beliefs, and science scores in general and in different cognitive domains were used as measures in this study. A series of quantitative analyses along with statistical techniques accounting for the properties of international large-scale assessment data were utilized to investigate these issues. The results indicate that students’ motivational beliefs decrease over grades. The relations between the eighth graders’ motivational beliefs and science scores are positively stronger than those of the fourth graders. Meanwhile, students’ self-concept has a greater predictive power than intrinsic interest for science scores in both grades. Beyond documenting students’ motivational beliefs over grades, the conclusion also sheds light on the role of motivational beliefs, self-concept in particular, in explaining students’ science achievement.
TL;DR: In this paper, the promise and pitfalls of having a life purpose to make a creative contribution to one's culture are discussed through a cultural dynamics lens, and practical suggestions for helping such purpose development are discussed.
Abstract: Through a cultural dynamics lens, what are the promises and pitfalls of having a life purpose to make a creative contribution to one’s culture? Purpose is self-regulation that focuses on a personally meaningful intention to accomplish something prosocial. Although previously studied among older adults reflecting on their lives, a more recent perspective on purpose studies youth prospectively planning their lives. Creativity is the introduction of a novel yet appropriate meaning into a situation that, over time if it is adopted by enough others, can become a new cultural norm. Purpose is a stabilizing personal beacon for understanding and enacting one’s role within a culture, whereas creativity initiates and amplifies a ripple effect on the culture’s dynamics. A creativity-driven life purpose aims to change, redirect, or augment some aspect of culture. It brings the promise of deepening and elaborating cultural resources and the common good. Yet, creativity often requires that the creator provides most of the momentum to proceed. The uncertainty of creativity can lead to fewer social and institutional supports plus more challenges and resistance. Creators need to find tolerant early adopters to demonstrate and educate their novel contributions to others. Despite these challenges, many creators describe their purposes in strongly moral terms: they consider their aim a personal responsibility to share with other minds something “beloved” in their cultural domain as a way to enlarge cultural opportunities for all. Educators can support or thwart creativity-driven purposes in youth; practical suggestions for helping such purpose development are discussed.
TL;DR: In this article, the authors argue that teachers should and can encourage creativity among students by cultivating successful intellectual styles and propose strategies that teachers could use in promoting creativity through fostering successful intellectual style among students.
Abstract: Intellectual styles refer to people’s preferred ways of processing information and dealing with tasks. Individuals who have a propensity for using a wide range of styles—always including creativity-generating styles—are said to possess successful intellectual styles. The author argues that teachers should and can encourage creativity among students by cultivating successful intellectual styles. To make this argument, the author first presents two main controversial issues over the nature of intellectual styles: style value and style malleability. She then cites research evidence revealing that creativity-generating intellectual styles are more adaptive than are norm-favoring styles; that the positive growth in some domains of student learning and development calls for successful intellectual styles; and that styles can be developed. Following this, the author points out the limitations of the existing research and suggests ways to overcome the limitations. Finally, the author proposes strategies that teachers could use in promoting creativity through fostering successful intellectual styles among students.
TL;DR: In this paper, the authors investigated the effects of private tutoring expenditure on two types of Korean students' academic achievements as measured by standardized test achievement and by school performance achievement, applying 5-year data from Korean Educational Longitudinal Study (KELS).
Abstract: The purpose of this study was to investigate the effects of private tutoring expenditure on two types of Korean students’ academic achievements as measured by standardized test achievement and by school performance achievement, applying 5-year data from Korean Educational Longitudinal Study (KELS). It was found that private tutoring expenditure consistently appeared to have statistically significant effects on standardized test achievement. On the other hand, private tutoring expenditure did not have statistically significant effects on school performance achievement. It can be stated that regarding standardized test achievement, some portion of Korean students’ academic achievement could be a product of ‘shadow achievement.’
TL;DR: In this paper, the authors examined the need for civic education as a mode of talent dissemination among gifted students and found that it is instrumental for gifted students in developing academic, psychological, and social abilities; enhancing civic awareness, responsibility, and commitment; and taking the leading role to make a difference for local communities and the society.
Abstract: This study examined the need for civic education as a mode of talent dissemination among gifted students. Based on a comprehensive review of literature, civic education was found to be instrumental for gifted students in developing academic, psychological, and social abilities; enhancing civic awareness, responsibility, and commitment; and taking the leading role to make a difference for local communities and the society. While there are only a few gifted programs for civic education, research evidence suggested that civic education programs such as Civic Education Institute consisting of rigorous academic content, hands-on activities, and ongoing reflections and evaluations enabled gifted students to get engaged with community, society, and world issues. This study concluded that civic education would be an effective means of talent dissemination as well as talent development for gifted students. Talent dissemination coupled with talent development should be the major task and ultimate goal of gifted education by the help of high-quality civic education programs.
TL;DR: In this paper, the authors investigated the knowledge transfer (KT) processes between Indonesian and Australian universities through an undergraduate transnational program partnership (TPP), using an interorganisational KT theoretical framework from the business sector.
Abstract: As transnational programs are often advocated as a knowledge transfer opportunity between the partner universities, this case study investigated the knowledge transfer (KT) processes between Indonesian and Australian universities through an undergraduate transnational program partnership (TPP). An inter-organisational KT theoretical framework from the business sector was adapted and used to guide the study. The data were generated through semi-structured interviews with key university officers and document analysis from two partner universities. Based on the thematic analysis of the data, the findings demonstrated that the curriculum mapping process facilitated KT. However, different intentions of the partner universities in establishing the program led to declining interest to conduct more KT when expectations were not met. The Indonesian university’s existing knowledge, acquired from other sources through processes that were serendipitous and based on individual lecturers’ personal experience, meant that KT opportunities through the TPP were not always pursued despite written agreement to exchange knowledge with the Australian partner. While KT most evidently resulted in institutional capacity development for the Indonesian university’s school that managed the TPP, dissemination of knowledge to other units within the university was more challenging due to communication problems between the units. Hence, other universities seeking to conduct KT through TPPs need to understand each partner university’s intention in establishing the partnerships, identify the institutions’ needs before seeking knowledge input from the partner university and improve the communication between and within the universities for sustainable benefits.
TL;DR: In this article, an analysis of the characteristics of creativity as well as a description of the main features of problem-based learning (PBL) is discussed, along with the details of the alignment between PBL's affordance and the characteristic of creativity.
Abstract: After decades of research, we now know that creativity is a multidimensional construct that involves variables from the domains of personality, environment, and cognition. A construct with such level of complexity, as we know from past research, cannot be effectively learned through traditional lecture-based instruction. Rather, the formation of this type of ability is a cultivation process. Problem-based learning (PBL) is an instructional method that holds promise for cultivating students’ creativity. The characteristics of PBL provide well-aligned instructional affordance for not only fostering students’ development of necessary ability, knowledge, and skills for creativity to occur, but also providing a learning environment that supports the cultivation process. In this paper, an analysis of the characteristics of creativity as well as a description of the main features of PBL will be discussed. Furthermore, the details of the alignment between PBL’s affordance and the characteristics of creativity will also be provided.
TL;DR: In this paper, the authors examined the concerns of regular elementary school teachers in Gurgaon, India, in order to work with students with disabilities in inclusive education settings and found that significant difference existed in teacher concerns whether they taught in government versus privately managed schools.
Abstract: This study examined the concerns of regular elementary school teachers in Gurgaon, India, in order to work with students with disabilities in inclusive education settings. A total of 175 teachers responded to a two-part questionnaire. Data were analyzed using descriptive and inferential statistics. The data indicated that the teachers in Gurgaon, overall, were a little concerned about implementing inclusive education in their schools. Significant difference existed in teacher concerns whether they taught in government versus privately managed schools. Implications are discussed to address teacher concerns for inclusive education in India.