The COVID-19 pandemic dramatically expanded the increasingly important role of educational technology(“EdTech”)in K-16 education.EdTech is“the introduction of information and technology tools in teaching and learn...The COVID-19 pandemic dramatically expanded the increasingly important role of educational technology(“EdTech”)in K-16 education.EdTech is“the introduction of information and technology tools in teaching and learning”(Ganimian et al.,2020,p.5).Examples of EdTech include audio-visual aids,computer-assisted learning,mobile devices,smart technologies,and virtual reality(Huang et al.,2019).One sign of the growing importance of technology in schools is the rapid increase in EdTech investments,which tripled between 2019(pre-COVID)and 2021(during COVID;HolonIQ,2022).Nonetheless,inequality in access to technology remains a barrier for students in underserved schools(Chapman et al.,2010;Dorn et al.,2020).展开更多
Over the past three decades,mobilities—the study of the movement of ideas,people,capital,and things—has received significant attention from scholars in sociology and human geography,in what Urry(2003)called the“mob...Over the past three decades,mobilities—the study of the movement of ideas,people,capital,and things—has received significant attention from scholars in sociology and human geography,in what Urry(2003)called the“mobilities turn”and Sheller and Urry(2006)later termed the“new mobilities paradigm.”As Roy(2012,p.35)put it,this is a shift in emphasis“from the study of mobile policy to the study of the practices through which policy is made mobile.”展开更多
Purpose:This article maps the rise of venture philanthropy in public education in Australia,exploring how policy networks mobilize high-level systemic reform and governance technologies.This is philanthrocapitalism,a ...Purpose:This article maps the rise of venture philanthropy in public education in Australia,exploring how policy networks mobilize high-level systemic reform and governance technologies.This is philanthrocapitalism,a fundamental shift for policy mobility and modes of redistribution.Design/Approach/Methods:Drawing upon network ethnography,I focus on a node called Social Ventures Australia(SVA),an organization committed to revolutionizing venture philanthropy in Australian education reform.SVA,the brainchild of McKinsey&Company and multinational corporations,is a useful example to map how venture philanthropy leverages resources and,in the process,fundamentally changes the shape,functionality,and form of traditional government.Findings:SVA has successfully advocated for several intermediaries,such as an evidence broker(Evidence for Learning),a national charity(Schools Plus),and a national education research institute(Australian Education Research Organisation).Overlapping philanthropy and state,the intermediaries stand as a critical assemblage and technology of governance.Originality/Value:Venture philanthropy and the way in which these networks achieve high-level systemic reform is under-researched in Australia.It stands as a critical lever of policy reform in public education.This article will scrutinize and map the way these networks mobilize reform and function as an identifiable form of economic exchange.展开更多
It is said that comparative education should start by addressing three questions:What is being compared,how is it being compared,and why?However,there is a fourth,more important question:What is it being compared with...It is said that comparative education should start by addressing three questions:What is being compared,how is it being compared,and why?However,there is a fourth,more important question:What is it being compared with?The object of comparison is often a self-evident choice requiring little to no argument.展开更多
Purpose:Drawing on a study of international schools in Shanghai,this study explores how external experiences and curricula are mobilized as policy tools to inspire local educational innovations and how these experienc...Purpose:Drawing on a study of international schools in Shanghai,this study explores how external experiences and curricula are mobilized as policy tools to inspire local educational innovations and how these experiences are enacted differently by schools.Design/Approach/Methods:Based on a review of policy documents and interviews with school principals,senior management stakeholders,and teachers,this study identifies and compares the typologies of international schools in policy design and practice.Then,by deploying the network ethnography method following three key nodes,this study offers some explanations for the gaps between policy design and enactments.Findings:This study demonstrates the complex relations,interests,and struggles involved in constructing and shaping the meanings of international curricula within local education.The findings show the autonomy of policy networks and the difficulties of‘steering’them in a clear-cut way.Originality/Value:This study is one of the earliest attempts,if not the first,to experiment with the method of network ethnography in the context of China.These findings offer a nuanced account of the complex relations and ad hocery involved in policy learning.展开更多
Purpose:Meeting“others,”especially so-called“local”students,is usually seen as a sign of success for intercultural learning and integration in research on study abroad and internationalization of higher education....Purpose:Meeting“others,”especially so-called“local”students,is usually seen as a sign of success for intercultural learning and integration in research on study abroad and internationalization of higher education.Previous studies have focused on how international students themselves describe their(mis-)encounters.In this article,the authors consider lecturers’voices about this phenomenon.Lecturers have an influence on the students’experiences since they spend a lot of time together in and outside class.Design/Approach/Methods:Using a thematic analysis and social network analysis of interview data with lecturers,and a critical perspective toward the dichotomy of“local”versus“international”students,a university in Finland,a popular destination thanks to its positive image in global education,serves as a case study.Findings:The article identifies privileges,limits,and(missed)opportunities of encounters,as shared by the lecturers in focus group discussions.Furthermore,the lecturers created hierarchies in the way they described the encounters between different kinds of students.Some signs of pluralizing both local and international students were also found in some lecturers’discourses.Originality/Value:The article ends with recommendations for institutions regarding the lecturers’problematic role of gatekeepers in student encounters and the limiting categories used in institutions of higher education to refer to students.展开更多
Purpose This study examines the mechanism underlying the effect of parenting sense of competence(PSOC)on the emotional and behavioral adjustment of children with special education needs(SEN).Design/Approach/Methods Co...Purpose This study examines the mechanism underlying the effect of parenting sense of competence(PSOC)on the emotional and behavioral adjustment of children with special education needs(SEN).Design/Approach/Methods Convenience sampling method was used and 299 parents of children with SEN were surveyed using questionnaires.Amos 24.0 was used to perform the chain mediation analyses.Findings The results showed that PSOC was positively associated with emotional and behavioral adjustment of children with SEN;parenting satisfaction negatively predicted the total difficulty of children with SEN and parenting efficacy positively affected prosocial behavior.Mediation analysis indicated that PSOC(parenting satisfaction and parenting efficacy)influenced prosocial behavior of children with SEN through parental involvement and the chain mediation effect of parenting stress and parental involvement.Originality/Value This study reveals the different pathways that parenting satisfaction and parenting efficacy—the core dimensions of PSOC—affect the emotional and behavioral adjustment of children with SEN during the transition from kindergarten to primary school.展开更多
Highlights•One of the main shortcomings of the Iranian educational system is its focus on training students to succeed in different testing/assessment practices.In this regard,primary emphasis is still placed on memor...Highlights•One of the main shortcomings of the Iranian educational system is its focus on training students to succeed in different testing/assessment practices.In this regard,primary emphasis is still placed on memorization rather than learning dialogue,collaboration,tolerance,and life expectation for today’s globalized communities.•Few voices from Iranian teachers have been heard in international publications.This study collected focus group interviews from 84 Iranian primary school teachers in Tehran,Shiraz,and Yazd.•Findings show that the interviewed teachers agreed on the urgent curriculum changes,including English,Law,and Entrepreneurship in the primary teaching.Additionally,the educational focus should be broadened from the current emphasis on assessment from the early years of schooling.展开更多
Purpose:China has a long history of private school education.Since the founding of the People’s Republic of China,nongovernmental education(private school education)once disappeared from Chinese society until its rev...Purpose:China has a long history of private school education.Since the founding of the People’s Republic of China,nongovernmental education(private school education)once disappeared from Chinese society until its revival following the 3rd Plenary Session of the 11th Central Committee of the Communist Party of China.With its development of more than four decades,nongovernmental education has become an important part of China’s educational system and is vigorously promoting the modernization progress of Chinese education.Design/Approach/Methods:Being different from the overseas private school education,which is mostly funded by donations,China’s nongovernmental education sector has operated on the basis of private capital investments and contributions,with the organizers(contributors)typically expecting economic returns.Marked by the introduction of regulations and policies for nongovernmental education around the year of 2016,China’s nongovernmental education sector officially entered a new era of registration,support,and regulation by category.Findings:The macroscopic policies of China’s nongovernmental education in new era present the following new characters:(Ⅰ)Emphasizing education provision as a public interest and comprehensively strengthening private school leadership;(Ⅱ)managing negative lists and broadening the means by which social forces participate in operating schools;(Ⅲ)implementing preferential policies for private schools through categories based on the principle of being fair but different;(Ⅳ)supporting the development of private schools with the goal of improving education quality;(Ⅴ)standardizing private schools’operating practices in order to promote healthy and orderly development.Originality/Value:The implementing of the new policies on nongovernmental education shall have significant impact on the development and reform of China’s nongovernmental education in the future:(1)The rapid development of nonprofit private schools due to government support;(2)for-profit private schools may face polarization in a fiercely competitive market environment;(3)heavy burden of categorizing and transferring existing stock of schools due to various historical and realistic constraints.展开更多
Purpose:The relationship between private tutoring(PT)and mainstream education is among the complex themes characterizing PT discourses in the literature.This study examined the complications of practices and processes...Purpose:The relationship between private tutoring(PT)and mainstream education is among the complex themes characterizing PT discourses in the literature.This study examined the complications of practices and processes in tutoring and schooling to elucidate different roles played by PT and its relationship with mainstream education.Design/Approach/Methods:This study used qualitative data from a diverse set of 37 PT providers from the State of Maharashtra,India,to delineate their roles and explore their relationship with schooling in this context.Findings:The classification of PT providers roles into complementary,accommodating,competing,and substitutive ones demonstrated a diverse range of relationships between PT and mainstream education.Further analysis showed that these relationships are dynamic in nature,and the boundaries between them are blurred.Originality/Value:Research in the field of PT has been consistently pointing toward a perplexing mixture of positive and negative outcomes resulting from its relationship with mainstream education.This study transcended the positive vis-a-vis negative binary approach by contributing to the deeper understanding of PT relationships.Furthermore,it exemplified how future studies can disentangle the complexities of such relationships by deploying flexible,context-specific theoretical approaches.展开更多
Highlights New media formats such as podcasts are revolutionizing the production and dissemination of knowledge in and outside of higher education.One danger is the rise of EdTech companies that have used the pandemic...Highlights New media formats such as podcasts are revolutionizing the production and dissemination of knowledge in and outside of higher education.One danger is the rise of EdTech companies that have used the pandemic as an opportunity to increase profits as more individuals and systems of higher education rely on digital platforms and products.展开更多
Purpose:Universities assess and evaluate students concerning competence in essential disciplinary knowledge and skills.Those assessments impact learners’attitudes,beliefs,and emotions.Negative impacts may be overcome...Purpose:Universities assess and evaluate students concerning competence in essential disciplinary knowledge and skills.Those assessments impact learners’attitudes,beliefs,and emotions.Negative impacts may be overcome if students regulate their responses to assessment and feedback.Design/Approach/Methods:This article systematically locates research studies that cite three key early papers around student conceptions of assessment(SCoA).A narrative synthesis is based on 22 papers.Findings:In addition to the SCoA,11 different research inventories reveal a variety of regulatory responses that are enhanced when assessments are deliberately formative,fair,and trustworthy.There is broad interest in this phenomenon but little consistency in methods,and even the SCoA has little consistency in factor structure across jurisdictions.Only one study provided an objective behavioral measure to validate self-reports,which are the dominant form of research.Originality/Value:This review gives readers insights into how assessment influences student thinking and how student cognition can regulate success.展开更多
Purpose:This study systematically reviews the China’s progress in lifelong education(LLE)policies,theories,and practices in the 40 years since its reform and opening-up and provides several guidelines for developing ...Purpose:This study systematically reviews the China’s progress in lifelong education(LLE)policies,theories,and practices in the 40 years since its reform and opening-up and provides several guidelines for developing LLE going forward.Design/Approach/Methods:This study analyzes the characteristics of LLE in China through a review of its developmental process and prospects at the policy,theoretical,and practical levels.Findings:While following the goals of LLE set by the United Nations Educational,Scientific,and Cultural Organization,China has developed and implemented LLE with distinctly Chinese characteristics.The development of LLE in China has focused on protecting citizens’learning rights,improving civic literacy,and enhancing human resources.This study reveals four aspects of China’s experiences of LLE development.First,as the primary actor in promoting LLE,the government took responsibility for providing guidance and leadership in the development and implementation of LLE.Second,the people’s enthusiastic response to and expectation of the further enhancement of their spiritual cultivation and quality of life established LLE’s practical status.Third,the socioeconomic and political context consolidated the value foundation of LLE development.Fourth,the positive responses of the academic community and follow-up studies promoted policy-oriented processes and practice-based scientific development.Originality/Value:In addition to suggestions for the creation of an LLE system with Chinese characteristics,this study reveals several core theoretical topics of LLE development in China that warrant further research.展开更多
Purpose:This article aims to provide a portrait of classroom interactions supported by information technology and discuss the complex impact of technical elements on teaching and the time-space distance of student sub...Purpose:This article aims to provide a portrait of classroom interactions supported by information technology and discuss the complex impact of technical elements on teaching and the time-space distance of student subjectivity in a technology-dominated world.Design/Approach/Methods:Based on Foucault's panopticism,this study examines a smart classroom in East Asia to observe classroom teaching and learning processes;conducts semistructured interviews with teachers,students,parents,and other stakeholders;and analyzes the hidden mechanism of the smart classroom on interaction from the perspective of perceivers.Findings:The smart classroom has the distinctive structural features of a Panopticon.Artificial intelligence,which coalesces cultural capital through technological authority,has a significant capital advantage over students,producing a false spectacle of efficient learning.Refined information management mechanisms produce invisible digital walls that separate interactive groups,making it difficult for students to obtain sufficient information about the gestures and behaviors of their classmates to interact effectively.Originality/Value:This study reveals the ignorance of human subjectivity in the orientation of instrumental rationality by understanding the expressions of witnesses.展开更多
Purpose:The number of international faculty members in universities is increasing worldwide,and Japan is no exception.However,despite this quantitative expansion,these faculty remain per-ipheral.Though recent studies ...Purpose:The number of international faculty members in universities is increasing worldwide,and Japan is no exception.However,despite this quantitative expansion,these faculty remain per-ipheral.Though recent studies have identified various challenges faced by international faculty,they have focused on international faculty's individual experiences and have lacked perspectives from the host institution.To more accurately understand the challenges facing international faculty,this study aims to uncover compatibility issues between these faculty and their host environment.Design/Approach/Methods:In this study,I adopted a qualitative case study approach targeting a local national university in Japan.Seven international and six Japanese faculty members were interviewed.Findings:The analysis revealed various issues underlying the problems faced by international faculty,including new challenges arising from recent national university reforms.The compatibility issues they experienced can be categorized into the following six areas:organizational goals,systems and practices for hiring and evaluating faculty,division of roles between international and Japanese faculty,organiza-tional support for international faculty,organizational culture and atmosphere,and Japanese society's overall system and values.Originality/Value:This study responds to a crucial academic need to understand the host institution's perspective on international faculty recruitment by providing new evidence of the challenges facing inter-national faculty and their host institution in a low-resource environment in the midst of reforms.展开更多
Purpose:This article aims to explore how suburban public schools in Shanghai of China have implemented the top-down equity-minded migrant policies of free compulsory education and equal access to public education.Desi...Purpose:This article aims to explore how suburban public schools in Shanghai of China have implemented the top-down equity-minded migrant policies of free compulsory education and equal access to public education.Design/Approach/Methods:This qualitative study focuses on public schools in the suburb of Shanghai,one of the top migrant-receiving metropolitan cities in China.Using personal network,referral,snowballing,and“guerrilla interviewing,”the researcher recruited 13 migrant parents that represent 11 cities of 9 provinces and collected interview data between early January and late June of 2015.Data sources include 10 face-to-face interviews,3 telephone interviews,6 follow-up interviews,and supplementary policy documents.Findings:It finds that local public schools have fully implemented free compulsory education,but have not supported equal access,revealing an inconsistent and arbitrary policy enactment pattern.Although all the interviewees have worked and lived in Shanghai for an average of 10 years,only those that afford a real property,receive exceptions,or have personal connections can have children enrolled in public schools.Further,parents’perceptions of the policy implementation vary across cases with most of them not demonstrating an awareness of education equality.Originality/Value:This study synthesizes stories shared by migrant parents and reports an interesting policy implementation pattern.It contributes to the field of migrant education study and confirms that top-down equity-minded reform is likely to encounter challenges.展开更多
Chinese education,broadly defined as education in the greater China region and education under the influence of Chinese educational philosophy and culture,is a significant education phenomenon in the world for a numbe...Chinese education,broadly defined as education in the greater China region and education under the influence of Chinese educational philosophy and culture,is a significant education phenomenon in the world for a number of reasons.First,the outcome of Chinese education has significant implications for the entire world and our common future as China schools the largest population of youth in the world today.展开更多
Purpose:Informed by social imaginary,Canadian exceptionalism,and social inclusion,this study explores how teacher candidates experience and interpret internationalization at home at one university in Canada.Design/App...Purpose:Informed by social imaginary,Canadian exceptionalism,and social inclusion,this study explores how teacher candidates experience and interpret internationalization at home at one university in Canada.Design/Approach/Methods:Data were collected from three sources:(a)policy analyses of public documents related to internationalization in Canada and at the university;(b)a student survey on the internationalization of higher education;and(c)individual interviews with 12 teacher candidates.Eight interviewees were local,four White and four racialized minorities,and fourwere international.Findings:Findings indicate that most participants relate internationalization to student mobility.They present the Canadian society and themselves as open,tolerant,and accepting.Such an imaginary of Canadian exceptionalism does not necessarily coincide with everyday realities of international and racialized teacher candidates.They reported that they experienced Eurocentric curricula,different forms of exclusion,and racism.Some participants enacted agency todisrupt thedominance of White perspectives.Originality/Value:This research addresses knowledge gaps related to internationalization policy as teacher candidates'voices are not often heard in internationalization initiatives.The study suggests that the internationalization of teacher education requires decolonization of curriculum,bridging with anti-racism education,and the internationalization of teacher educators.展开更多
Purpose:This article presents the theoretical framework,research design,methodology,and main findings of the comparative measurement of ethical-moral competences of 15-year-old upper secondary students in Shanghai,und...Purpose:This article presents the theoretical framework,research design,methodology,and main findings of the comparative measurement of ethical-moral competences of 15-year-old upper secondary students in Shanghai,under the ETiK-International-Shanghai project.Design/Approach/Methods:By dividing the ethical-moral competences into the categories of basic ethical-moral knowledge,ethical-moral judgment competence,and competence in developing ethical-moral action plans,a survey of 2,036 students was conducted,using a reliable and valid testing instrument.Findings:In general,15-year-olds from homes with more educational resources perform higher in all three scales across all countries taken under consideration in our study.Furthermore,school practices,teaching,as well as quantity and quality of instruction play a very important role in the moral education process and especially in developing students’proficiency levels of ethical-moral knowledge,reasoning competence,as well as students’high abilities in developing moral action plans.When relevant educational background factors are held constant,Chinese students show lower average scores on basic ethical-moral knowledge and moral judgment competence.With exception of the tested Vienna students,all other European samples scored better than the Chinese students—also on the test for developing ethical-moral action plans.However,Chinese students are especially able to display outstanding empathy when dealing with suffering,misfortune,and sorrow,as well as in their willingness to help others.Originality/Value:The findings of this article can foster thinking about which topics should be further discussed to improve the ethical-moral knowledge and competences of Chinese students and highlight requirements for the further development of moral education in China at the levels of teaching,curriculum,teacher education,and research.展开更多
文摘The COVID-19 pandemic dramatically expanded the increasingly important role of educational technology(“EdTech”)in K-16 education.EdTech is“the introduction of information and technology tools in teaching and learning”(Ganimian et al.,2020,p.5).Examples of EdTech include audio-visual aids,computer-assisted learning,mobile devices,smart technologies,and virtual reality(Huang et al.,2019).One sign of the growing importance of technology in schools is the rapid increase in EdTech investments,which tripled between 2019(pre-COVID)and 2021(during COVID;HolonIQ,2022).Nonetheless,inequality in access to technology remains a barrier for students in underserved schools(Chapman et al.,2010;Dorn et al.,2020).
基金Jin Jin acknowledges the support of China’s National Social Science Fund Education Youth Project entitled“Globalization and China’s education governance through the lens of policy networks”(grant number CGA190250).
文摘Over the past three decades,mobilities—the study of the movement of ideas,people,capital,and things—has received significant attention from scholars in sociology and human geography,in what Urry(2003)called the“mobilities turn”and Sheller and Urry(2006)later termed the“new mobilities paradigm.”As Roy(2012,p.35)put it,this is a shift in emphasis“from the study of mobile policy to the study of the practices through which policy is made mobile.”
基金supported by the Australian Research Council(grant number DE210100513).
文摘Purpose:This article maps the rise of venture philanthropy in public education in Australia,exploring how policy networks mobilize high-level systemic reform and governance technologies.This is philanthrocapitalism,a fundamental shift for policy mobility and modes of redistribution.Design/Approach/Methods:Drawing upon network ethnography,I focus on a node called Social Ventures Australia(SVA),an organization committed to revolutionizing venture philanthropy in Australian education reform.SVA,the brainchild of McKinsey&Company and multinational corporations,is a useful example to map how venture philanthropy leverages resources and,in the process,fundamentally changes the shape,functionality,and form of traditional government.Findings:SVA has successfully advocated for several intermediaries,such as an evidence broker(Evidence for Learning),a national charity(Schools Plus),and a national education research institute(Australian Education Research Organisation).Overlapping philanthropy and state,the intermediaries stand as a critical assemblage and technology of governance.Originality/Value:Venture philanthropy and the way in which these networks achieve high-level systemic reform is under-researched in Australia.It stands as a critical lever of policy reform in public education.This article will scrutinize and map the way these networks mobilize reform and function as an identifiable form of economic exchange.
文摘It is said that comparative education should start by addressing three questions:What is being compared,how is it being compared,and why?However,there is a fourth,more important question:What is it being compared with?The object of comparison is often a self-evident choice requiring little to no argument.
基金supported by China’s National Social Science Fund Education Youth Project entitled“Globalization and China’s Education Governance Through the Lens of Policy Networks”(grant number CGA190250).
文摘Purpose:Drawing on a study of international schools in Shanghai,this study explores how external experiences and curricula are mobilized as policy tools to inspire local educational innovations and how these experiences are enacted differently by schools.Design/Approach/Methods:Based on a review of policy documents and interviews with school principals,senior management stakeholders,and teachers,this study identifies and compares the typologies of international schools in policy design and practice.Then,by deploying the network ethnography method following three key nodes,this study offers some explanations for the gaps between policy design and enactments.Findings:This study demonstrates the complex relations,interests,and struggles involved in constructing and shaping the meanings of international curricula within local education.The findings show the autonomy of policy networks and the difficulties of‘steering’them in a clear-cut way.Originality/Value:This study is one of the earliest attempts,if not the first,to experiment with the method of network ethnography in the context of China.These findings offer a nuanced account of the complex relations and ad hocery involved in policy learning.
基金of a Ministry of Education Youth Project on the Construction of Internationalization Quality Model of Teachers in Minzu Colleges and Universities(No.EMA200394).
文摘Purpose:Meeting“others,”especially so-called“local”students,is usually seen as a sign of success for intercultural learning and integration in research on study abroad and internationalization of higher education.Previous studies have focused on how international students themselves describe their(mis-)encounters.In this article,the authors consider lecturers’voices about this phenomenon.Lecturers have an influence on the students’experiences since they spend a lot of time together in and outside class.Design/Approach/Methods:Using a thematic analysis and social network analysis of interview data with lecturers,and a critical perspective toward the dichotomy of“local”versus“international”students,a university in Finland,a popular destination thanks to its positive image in global education,serves as a case study.Findings:The article identifies privileges,limits,and(missed)opportunities of encounters,as shared by the lecturers in focus group discussions.Furthermore,the lecturers created hierarchies in the way they described the encounters between different kinds of students.Some signs of pluralizing both local and international students were also found in some lecturers’discourses.Originality/Value:The article ends with recommendations for institutions regarding the lecturers’problematic role of gatekeepers in student encounters and the limiting categories used in institutions of higher education to refer to students.
基金supported by the National Office for Philosophy and Social Sciences[CHA 210263].
文摘Purpose This study examines the mechanism underlying the effect of parenting sense of competence(PSOC)on the emotional and behavioral adjustment of children with special education needs(SEN).Design/Approach/Methods Convenience sampling method was used and 299 parents of children with SEN were surveyed using questionnaires.Amos 24.0 was used to perform the chain mediation analyses.Findings The results showed that PSOC was positively associated with emotional and behavioral adjustment of children with SEN;parenting satisfaction negatively predicted the total difficulty of children with SEN and parenting efficacy positively affected prosocial behavior.Mediation analysis indicated that PSOC(parenting satisfaction and parenting efficacy)influenced prosocial behavior of children with SEN through parental involvement and the chain mediation effect of parenting stress and parental involvement.Originality/Value This study reveals the different pathways that parenting satisfaction and parenting efficacy—the core dimensions of PSOC—affect the emotional and behavioral adjustment of children with SEN during the transition from kindergarten to primary school.
文摘Highlights•One of the main shortcomings of the Iranian educational system is its focus on training students to succeed in different testing/assessment practices.In this regard,primary emphasis is still placed on memorization rather than learning dialogue,collaboration,tolerance,and life expectation for today’s globalized communities.•Few voices from Iranian teachers have been heard in international publications.This study collected focus group interviews from 84 Iranian primary school teachers in Tehran,Shiraz,and Yazd.•Findings show that the interviewed teachers agreed on the urgent curriculum changes,including English,Law,and Entrepreneurship in the primary teaching.Additionally,the educational focus should be broadened from the current emphasis on assessment from the early years of schooling.
文摘Purpose:China has a long history of private school education.Since the founding of the People’s Republic of China,nongovernmental education(private school education)once disappeared from Chinese society until its revival following the 3rd Plenary Session of the 11th Central Committee of the Communist Party of China.With its development of more than four decades,nongovernmental education has become an important part of China’s educational system and is vigorously promoting the modernization progress of Chinese education.Design/Approach/Methods:Being different from the overseas private school education,which is mostly funded by donations,China’s nongovernmental education sector has operated on the basis of private capital investments and contributions,with the organizers(contributors)typically expecting economic returns.Marked by the introduction of regulations and policies for nongovernmental education around the year of 2016,China’s nongovernmental education sector officially entered a new era of registration,support,and regulation by category.Findings:The macroscopic policies of China’s nongovernmental education in new era present the following new characters:(Ⅰ)Emphasizing education provision as a public interest and comprehensively strengthening private school leadership;(Ⅱ)managing negative lists and broadening the means by which social forces participate in operating schools;(Ⅲ)implementing preferential policies for private schools through categories based on the principle of being fair but different;(Ⅳ)supporting the development of private schools with the goal of improving education quality;(Ⅴ)standardizing private schools’operating practices in order to promote healthy and orderly development.Originality/Value:The implementing of the new policies on nongovernmental education shall have significant impact on the development and reform of China’s nongovernmental education in the future:(1)The rapid development of nonprofit private schools due to government support;(2)for-profit private schools may face polarization in a fiercely competitive market environment;(3)heavy burden of categorizing and transferring existing stock of schools due to various historical and realistic constraints.
文摘Purpose:The relationship between private tutoring(PT)and mainstream education is among the complex themes characterizing PT discourses in the literature.This study examined the complications of practices and processes in tutoring and schooling to elucidate different roles played by PT and its relationship with mainstream education.Design/Approach/Methods:This study used qualitative data from a diverse set of 37 PT providers from the State of Maharashtra,India,to delineate their roles and explore their relationship with schooling in this context.Findings:The classification of PT providers roles into complementary,accommodating,competing,and substitutive ones demonstrated a diverse range of relationships between PT and mainstream education.Further analysis showed that these relationships are dynamic in nature,and the boundaries between them are blurred.Originality/Value:Research in the field of PT has been consistently pointing toward a perplexing mixture of positive and negative outcomes resulting from its relationship with mainstream education.This study transcended the positive vis-a-vis negative binary approach by contributing to the deeper understanding of PT relationships.Furthermore,it exemplified how future studies can disentangle the complexities of such relationships by deploying flexible,context-specific theoretical approaches.
文摘Highlights New media formats such as podcasts are revolutionizing the production and dissemination of knowledge in and outside of higher education.One danger is the rise of EdTech companies that have used the pandemic as an opportunity to increase profits as more individuals and systems of higher education rely on digital platforms and products.
文摘Purpose:Universities assess and evaluate students concerning competence in essential disciplinary knowledge and skills.Those assessments impact learners’attitudes,beliefs,and emotions.Negative impacts may be overcome if students regulate their responses to assessment and feedback.Design/Approach/Methods:This article systematically locates research studies that cite three key early papers around student conceptions of assessment(SCoA).A narrative synthesis is based on 22 papers.Findings:In addition to the SCoA,11 different research inventories reveal a variety of regulatory responses that are enhanced when assessments are deliberately formative,fair,and trustworthy.There is broad interest in this phenomenon but little consistency in methods,and even the SCoA has little consistency in factor structure across jurisdictions.Only one study provided an objective behavioral measure to validate self-reports,which are the dominant form of research.Originality/Value:This review gives readers insights into how assessment influences student thinking and how student cognition can regulate success.
基金This article is based on the research findings of“China’s experiences in developing LLE:A 40-year historical review since the reform and opening-up,and future prospects”(Project No.2017BHA020)funded by Shanghai Planning Office of Philosophy and Social Science.
文摘Purpose:This study systematically reviews the China’s progress in lifelong education(LLE)policies,theories,and practices in the 40 years since its reform and opening-up and provides several guidelines for developing LLE going forward.Design/Approach/Methods:This study analyzes the characteristics of LLE in China through a review of its developmental process and prospects at the policy,theoretical,and practical levels.Findings:While following the goals of LLE set by the United Nations Educational,Scientific,and Cultural Organization,China has developed and implemented LLE with distinctly Chinese characteristics.The development of LLE in China has focused on protecting citizens’learning rights,improving civic literacy,and enhancing human resources.This study reveals four aspects of China’s experiences of LLE development.First,as the primary actor in promoting LLE,the government took responsibility for providing guidance and leadership in the development and implementation of LLE.Second,the people’s enthusiastic response to and expectation of the further enhancement of their spiritual cultivation and quality of life established LLE’s practical status.Third,the socioeconomic and political context consolidated the value foundation of LLE development.Fourth,the positive responses of the academic community and follow-up studies promoted policy-oriented processes and practice-based scientific development.Originality/Value:In addition to suggestions for the creation of an LLE system with Chinese characteristics,this study reveals several core theoretical topics of LLE development in China that warrant further research.
基金financial support for the research,authorship,and/or publication of this article:Teaching Reform and Development of Shaanxi Provincial Basic Education and Teaching Steering Committee in 2022(no.2022SXSJZW089).
文摘Purpose:This article aims to provide a portrait of classroom interactions supported by information technology and discuss the complex impact of technical elements on teaching and the time-space distance of student subjectivity in a technology-dominated world.Design/Approach/Methods:Based on Foucault's panopticism,this study examines a smart classroom in East Asia to observe classroom teaching and learning processes;conducts semistructured interviews with teachers,students,parents,and other stakeholders;and analyzes the hidden mechanism of the smart classroom on interaction from the perspective of perceivers.Findings:The smart classroom has the distinctive structural features of a Panopticon.Artificial intelligence,which coalesces cultural capital through technological authority,has a significant capital advantage over students,producing a false spectacle of efficient learning.Refined information management mechanisms produce invisible digital walls that separate interactive groups,making it difficult for students to obtain sufficient information about the gestures and behaviors of their classmates to interact effectively.Originality/Value:This study reveals the ignorance of human subjectivity in the orientation of instrumental rationality by understanding the expressions of witnesses.
基金supported by financial assistance from the Japan Society for the Promotion of Science(JSPS),funding number:19H01640.
文摘Purpose:The number of international faculty members in universities is increasing worldwide,and Japan is no exception.However,despite this quantitative expansion,these faculty remain per-ipheral.Though recent studies have identified various challenges faced by international faculty,they have focused on international faculty's individual experiences and have lacked perspectives from the host institution.To more accurately understand the challenges facing international faculty,this study aims to uncover compatibility issues between these faculty and their host environment.Design/Approach/Methods:In this study,I adopted a qualitative case study approach targeting a local national university in Japan.Seven international and six Japanese faculty members were interviewed.Findings:The analysis revealed various issues underlying the problems faced by international faculty,including new challenges arising from recent national university reforms.The compatibility issues they experienced can be categorized into the following six areas:organizational goals,systems and practices for hiring and evaluating faculty,division of roles between international and Japanese faculty,organiza-tional support for international faculty,organizational culture and atmosphere,and Japanese society's overall system and values.Originality/Value:This study responds to a crucial academic need to understand the host institution's perspective on international faculty recruitment by providing new evidence of the challenges facing inter-national faculty and their host institution in a low-resource environment in the midst of reforms.
文摘Purpose:This article aims to explore how suburban public schools in Shanghai of China have implemented the top-down equity-minded migrant policies of free compulsory education and equal access to public education.Design/Approach/Methods:This qualitative study focuses on public schools in the suburb of Shanghai,one of the top migrant-receiving metropolitan cities in China.Using personal network,referral,snowballing,and“guerrilla interviewing,”the researcher recruited 13 migrant parents that represent 11 cities of 9 provinces and collected interview data between early January and late June of 2015.Data sources include 10 face-to-face interviews,3 telephone interviews,6 follow-up interviews,and supplementary policy documents.Findings:It finds that local public schools have fully implemented free compulsory education,but have not supported equal access,revealing an inconsistent and arbitrary policy enactment pattern.Although all the interviewees have worked and lived in Shanghai for an average of 10 years,only those that afford a real property,receive exceptions,or have personal connections can have children enrolled in public schools.Further,parents’perceptions of the policy implementation vary across cases with most of them not demonstrating an awareness of education equality.Originality/Value:This study synthesizes stories shared by migrant parents and reports an interesting policy implementation pattern.It contributes to the field of migrant education study and confirms that top-down equity-minded reform is likely to encounter challenges.
文摘Chinese education,broadly defined as education in the greater China region and education under the influence of Chinese educational philosophy and culture,is a significant education phenomenon in the world for a number of reasons.First,the outcome of Chinese education has significant implications for the entire world and our common future as China schools the largest population of youth in the world today.
文摘Purpose:Informed by social imaginary,Canadian exceptionalism,and social inclusion,this study explores how teacher candidates experience and interpret internationalization at home at one university in Canada.Design/Approach/Methods:Data were collected from three sources:(a)policy analyses of public documents related to internationalization in Canada and at the university;(b)a student survey on the internationalization of higher education;and(c)individual interviews with 12 teacher candidates.Eight interviewees were local,four White and four racialized minorities,and fourwere international.Findings:Findings indicate that most participants relate internationalization to student mobility.They present the Canadian society and themselves as open,tolerant,and accepting.Such an imaginary of Canadian exceptionalism does not necessarily coincide with everyday realities of international and racialized teacher candidates.They reported that they experienced Eurocentric curricula,different forms of exclusion,and racism.Some participants enacted agency todisrupt thedominance of White perspectives.Originality/Value:This research addresses knowledge gaps related to internationalization policy as teacher candidates'voices are not often heard in internationalization initiatives.The study suggests that the internationalization of teacher education requires decolonization of curriculum,bridging with anti-racism education,and the internationalization of teacher educators.
基金This study was sponsored by the Peak Discipline Construction Project of Education at East China Normal University.
文摘Purpose:This article presents the theoretical framework,research design,methodology,and main findings of the comparative measurement of ethical-moral competences of 15-year-old upper secondary students in Shanghai,under the ETiK-International-Shanghai project.Design/Approach/Methods:By dividing the ethical-moral competences into the categories of basic ethical-moral knowledge,ethical-moral judgment competence,and competence in developing ethical-moral action plans,a survey of 2,036 students was conducted,using a reliable and valid testing instrument.Findings:In general,15-year-olds from homes with more educational resources perform higher in all three scales across all countries taken under consideration in our study.Furthermore,school practices,teaching,as well as quantity and quality of instruction play a very important role in the moral education process and especially in developing students’proficiency levels of ethical-moral knowledge,reasoning competence,as well as students’high abilities in developing moral action plans.When relevant educational background factors are held constant,Chinese students show lower average scores on basic ethical-moral knowledge and moral judgment competence.With exception of the tested Vienna students,all other European samples scored better than the Chinese students—also on the test for developing ethical-moral action plans.However,Chinese students are especially able to display outstanding empathy when dealing with suffering,misfortune,and sorrow,as well as in their willingness to help others.Originality/Value:The findings of this article can foster thinking about which topics should be further discussed to improve the ethical-moral knowledge and competences of Chinese students and highlight requirements for the further development of moral education in China at the levels of teaching,curriculum,teacher education,and research.
