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  Subjects -> EDUCATION (Total: 1900 journals)
    - ADULT EDUCATION (24 journals)
    - COLLEGE AND ALUMNI (9 journals)
    - E-LEARNING (24 journals)
    - EDUCATION (1602 journals)
    - HIGHER EDUCATION (122 journals)
    - INTERNATIONAL EDUCATION PROGRAMS (4 journals)
    - ONLINE EDUCATION (30 journals)
    - SCHOOL ORGANIZATION (13 journals)
    - SPECIAL EDUCATION AND REHABILITATION (35 journals)
    - TEACHING METHODS AND CURRICULUM (37 journals)

EDUCATION (1602 journals)                  1 2 3 4 5 6 7 8 | Last

Showing 1 - 200 of 857 Journals sorted alphabetically
#Tear : Revista de Educação, Ciência e Tecnologia     Open Access   (Followers: 2)
(Pensamiento), (palabra) y obra     Open Access   (Followers: 2)
@tic. revista d'innovació educativa     Open Access  
Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi     Open Access  
About Campus     Hybrid Journal   (Followers: 5)
Academic Medicine     Full-text available via subscription   (Followers: 62)
Academic Psychiatry     Full-text available via subscription   (Followers: 23)
Academic Questions     Hybrid Journal   (Followers: 8)
Academy of Educational Leadership Journal     Full-text available via subscription   (Followers: 60)
Academy of Management Learning and Education     Full-text available via subscription   (Followers: 50)
Accounting & Finance     Hybrid Journal   (Followers: 52)
Accounting Education: An International Journal     Hybrid Journal   (Followers: 18)
ACM Transactions on Computing Education (TOCE)     Hybrid Journal   (Followers: 5)
Acta Didactica Norge     Open Access   (Followers: 1)
Acta Scientiarum. Education     Open Access  
Acta Technologica Dubnicae     Open Access  
Action in Teacher Education     Hybrid Journal   (Followers: 60)
Action Learning: Research and Practice     Hybrid Journal   (Followers: 39)
Action Research     Hybrid Journal   (Followers: 45)
Active Learning in Higher Education     Hybrid Journal   (Followers: 268)
Actualidades Pedagógicas     Open Access  
Adelphi series     Hybrid Journal   (Followers: 14)
Administration & Society     Hybrid Journal   (Followers: 13)
Administrative Science Quarterly     Full-text available via subscription   (Followers: 166)
Adult Education Quarterly     Hybrid Journal   (Followers: 152)
Advanced Education     Open Access   (Followers: 9)
Advances in Building Education     Open Access   (Followers: 3)
Advances in Health Sciences Education     Hybrid Journal   (Followers: 27)
Advances in High Energy Physics     Open Access   (Followers: 18)
Advances in School Mental Health Promotion     Partially Free   (Followers: 9)
AERA Open     Open Access   (Followers: 7)
Africa Education Review     Partially Free   (Followers: 24)
African Journal of Chemical Education     Open Access   (Followers: 3)
African Journal of Educational Studies in Mathematics and Sciences     Full-text available via subscription   (Followers: 5)
African Journal of Health Professions Education     Open Access   (Followers: 6)
African Journal of Research in Mathematics, Science and Technology Education     Full-text available via subscription   (Followers: 8)
Agora     Full-text available via subscription   (Followers: 3)
AGORA Magazine     Open Access  
Ahmad Dahlan Journal of English Studies     Open Access   (Followers: 2)
AIDS Education and Prevention     Full-text available via subscription   (Followers: 7)
Akadémiai Értesítö     Full-text available via subscription  
Aksiologiya : Jurnal Pengabdian Kepada Masyarakat     Open Access  
AKSIOMA Journal of Mathematics Education     Open Access   (Followers: 1)
Al-Idarah : Jurnal Kependidikan Islam     Open Access  
Al-Jabar : Jurnal Pendidikan Matematika     Open Access   (Followers: 1)
Al-Tadzkiyyah : Jurnal Pendidikan Islam     Open Access  
Alexandria : Revista de Educação em Ciência e Tecnologia     Open Access  
Alsic     Open Access   (Followers: 17)
Alteridad     Open Access  
Amasya Universitesi Egitim Fakültesi Dergisi     Open Access  
Ambiente & Educação : Revista de Educação Ambiental     Open Access  
American Annals of the Deaf     Full-text available via subscription   (Followers: 13)
American Biology Teacher     Full-text available via subscription   (Followers: 14)
American Educational Research Journal     Hybrid Journal   (Followers: 160)
American Journal of Business Education     Open Access   (Followers: 12)
American Journal of Distance Education     Hybrid Journal   (Followers: 30)
American Journal of Education     Full-text available via subscription   (Followers: 177)
American Journal of Educational Research     Open Access   (Followers: 60)
American Journal of Health Education     Hybrid Journal   (Followers: 30)
American Journal of Physics     Full-text available via subscription   (Followers: 53)
American String Teacher     Full-text available via subscription   (Followers: 1)
ANALES de la Universidad Central del Ecuador     Open Access   (Followers: 3)
Annali dell'Universita di Ferrara     Hybrid Journal  
Annals of Dyslexia     Hybrid Journal   (Followers: 10)
Annals of Modern Education     Full-text available via subscription   (Followers: 4)
Apertura. Revista de innovación educativa‏     Open Access   (Followers: 2)
Applied Environmental Education & Communication     Hybrid Journal   (Followers: 15)
Applied Measurement in Education     Hybrid Journal   (Followers: 9)
Arabia     Open Access  
Art Design & Communication in Higher Education     Hybrid Journal   (Followers: 21)
Arts and Humanities in Higher Education     Hybrid Journal   (Followers: 35)
Arts Education Policy Review     Hybrid Journal   (Followers: 5)
Artseduca : Revista electrónica de educación en las ARTES     Open Access  
ASHE Higher Education Reports     Hybrid Journal   (Followers: 16)
Asia Pacific Education Review     Hybrid Journal   (Followers: 11)
Asia Pacific Journal of Education     Hybrid Journal   (Followers: 21)
Asia-Pacific Education Researcher     Hybrid Journal   (Followers: 12)
Asia-Pacific Journal of Health, Sport and Physical Education     Hybrid Journal   (Followers: 9)
Asia-Pacific Journal of Teacher Education     Hybrid Journal   (Followers: 22)
Asian Association of Open Universities Journal     Open Access   (Followers: 1)
Asian Education and Development Studies     Hybrid Journal   (Followers: 5)
Asian Journal of English Language Teaching     Full-text available via subscription   (Followers: 14)
Asian Journal of Legal Education     Full-text available via subscription   (Followers: 5)
ASp     Open Access   (Followers: 2)
Assessing Writing     Hybrid Journal   (Followers: 11)
Assessment & Evaluation in Higher Education     Hybrid Journal   (Followers: 139)
Assessment for Effective Intervention     Hybrid Journal   (Followers: 14)
Assessment in Education: Principles, Policy & Practice     Hybrid Journal   (Followers: 41)
Assessment Update     Hybrid Journal   (Followers: 4)
AStA Wirtschafts- und Sozialstatistisches Archiv     Hybrid Journal   (Followers: 5)
At-Ta'dib Jurnal Kependidikan Islam     Open Access  
At-Taqaddum     Open Access  
At-Turats     Open Access  
Athenea Digital     Open Access  
Aula Abierta     Open Access   (Followers: 1)
Australasian Journal of Educational Technology     Open Access   (Followers: 19)
Australasian Journal of Gifted Education     Full-text available via subscription   (Followers: 5)
Australasian Journal of Special Education     Full-text available via subscription   (Followers: 7)
Australasian Marketing Journal (AMJ)     Hybrid Journal   (Followers: 5)
Australian Art Education     Full-text available via subscription   (Followers: 7)
Australian Educational and Developmental Psychologist, The     Full-text available via subscription   (Followers: 8)
Australian Educational Computing     Open Access   (Followers: 1)
Australian Educational Researcher     Hybrid Journal   (Followers: 23)
Australian Journal of Adult Learning     Full-text available via subscription   (Followers: 15)
Australian Journal of Career Development     Hybrid Journal   (Followers: 3)
Australian Journal of Dyslexia and Learning Difficulties     Full-text available via subscription   (Followers: 8)
Australian Journal of Education     Hybrid Journal   (Followers: 33)
Australian Journal of Environmental Education     Full-text available via subscription   (Followers: 7)
Australian Journal of Indigenous Education, The     Full-text available via subscription   (Followers: 9)
Australian Journal of Learning Difficulties     Hybrid Journal   (Followers: 4)
Australian Journal of Music Education     Full-text available via subscription   (Followers: 3)
Australian Journal of Public Administration     Hybrid Journal   (Followers: 443)
Australian Journal of Teacher Education     Open Access   (Followers: 21)
Australian Mathematics Teacher, The     Full-text available via subscription   (Followers: 6)
Australian Primary Mathematics Classroom     Full-text available via subscription   (Followers: 4)
Australian Screen Education Online     Full-text available via subscription   (Followers: 2)
Australian TAFE Teacher     Full-text available via subscription   (Followers: 4)
Australian Universities' Review, The     Full-text available via subscription   (Followers: 4)
Autism     Hybrid Journal   (Followers: 242)
Avaliação : Revista da Avaliação da Educação Superior (Campinas)     Open Access  
Azalea: Journal of Korean Literature & Culture     Full-text available via subscription   (Followers: 4)
Bahastra     Open Access  
Balkan Region Conference on Engineering and Business Education     Open Access   (Followers: 1)
BELIA : Early Childhood Education Papers     Open Access   (Followers: 6)
BELT - Brazilian English Language Teaching Journal     Open Access   (Followers: 4)
Biblioteca Escolar em Revista     Open Access  
Biblioteka i Edukacja     Open Access   (Followers: 4)
Bildung und Erziehung     Hybrid Journal   (Followers: 4)
Bioedukasi : Jurnal Pendidikan Biologi FKIP UM Metro     Open Access  
Bioma : Jurnal Ilmiah Biologi     Open Access  
Biosaintifika : Journal of Biology & Biology Education     Open Access   (Followers: 7)
Biosfer : Jurnal Biologi dan Pendidikan Biologi     Open Access  
Biosfer : Jurnal Tadris Biologi     Open Access  
BMC Medical Education     Open Access   (Followers: 42)
BMJ Simulation & Technology Enhanced Learning     Full-text available via subscription   (Followers: 10)
BoEM - Boletim online de Educação Matemática     Open Access  
Boletim Cearense de Educação e História da Matemática     Open Access  
Boletim de Educação Matemática     Open Access  
Boletim Técnico do Senac     Open Access  
BOSAPARIS : Pendidikan Kesejahteraan Keluarga     Open Access  
British Educational Research Journal     Hybrid Journal   (Followers: 184)
British Journal of Educational Studies     Hybrid Journal   (Followers: 152)
British Journal of Educational Technology     Hybrid Journal   (Followers: 146)
British Journal of Music Education     Hybrid Journal   (Followers: 23)
British Journal of Religious Education     Hybrid Journal   (Followers: 8)
British Journal of Sociology of Education     Hybrid Journal   (Followers: 51)
British Journal of Special Education     Hybrid Journal   (Followers: 47)
British Journal of Visual Impairment     Hybrid Journal   (Followers: 12)
Brookings Trade Forum     Full-text available via subscription   (Followers: 3)
Business, Management and Education     Open Access   (Followers: 17)
Caderno Brasileiro de Ensino de Física     Open Access  
Caderno Intersabares     Open Access  
Cadernos CEDES     Open Access   (Followers: 1)
Cadernos de Educação     Open Access  
Cadernos de Educação, Tecnologia e Sociedade     Open Access  
Cadernos de Pesquisa     Open Access  
Cadernos de Pesquisa     Open Access   (Followers: 2)
Cadernos de Pesquisa em Educação     Open Access   (Followers: 1)
Cadmo     Full-text available via subscription   (Followers: 1)
Cahiers de la recherche sur l'éducation et les savoirs     Open Access   (Followers: 4)
Cakrawala Pendidikan     Open Access  
Calidad en la educación     Open Access   (Followers: 1)
Cambridge Journal of Education     Hybrid Journal   (Followers: 96)
Campus Legal Advisor     Hybrid Journal   (Followers: 2)
Campus Security Report     Hybrid Journal  
Canadian and International Education     Open Access   (Followers: 8)
Canadian Journal for New Scholars in Education/ Revue canadienne des jeunes chercheures et chercheurs en éducation     Open Access   (Followers: 7)
Canadian Journal for the Scholarship of Teaching and Learning     Open Access   (Followers: 15)
Canadian Journal of Education : Revue canadienne de l'éducation     Open Access   (Followers: 8)
Canadian Journal of Higher Education     Open Access   (Followers: 24)
Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie     Open Access   (Followers: 16)
Canadian Journal of School Psychology     Hybrid Journal   (Followers: 10)
Canadian Journal of Science, Mathematics and Technology Education     Hybrid Journal   (Followers: 18)
Career Development and Transition for Exceptional Individuals     Hybrid Journal   (Followers: 7)
Catalejos. Revista sobre lectura, formación de lectores y literatura para niños     Open Access  
Catharsis : Journal of Arts Education     Open Access  
CELE Exchange, Centre for Effective Learning Environments     Full-text available via subscription   (Followers: 1)
Cendekia : Jurnal Kependidikan dan Kemasyarakatan     Open Access  
Change: The Magazine of Higher Learning     Hybrid Journal   (Followers: 16)
Changing English: Studies in Culture and Education     Hybrid Journal   (Followers: 4)
Charrette     Open Access  
Chemical Engineering Education     Full-text available via subscription   (Followers: 1)
Chemistry Education Research and Practice     Free   (Followers: 5)
Chemistry in Education     Open Access   (Followers: 9)
Chi'e : Journal of Japanese Learning and Teaching     Open Access   (Followers: 3)
Child Language Teaching and Therapy     Hybrid Journal   (Followers: 30)
Child Psychiatry & Human Development     Hybrid Journal   (Followers: 9)
Childhood Education     Hybrid Journal   (Followers: 16)
Children's Literature in Education     Hybrid Journal   (Followers: 10)
Chinese Education & Society     Full-text available via subscription   (Followers: 4)
Christian Higher Education     Hybrid Journal   (Followers: 2)
Christian Perspectives in Education     Open Access   (Followers: 7)
Ciência & Educação (Bauru)     Open Access  
Ciência & Saúde Coletiva     Open Access   (Followers: 2)
Ciencia en Desarrollo     Open Access  
Ciencias Sociales y Educación     Open Access   (Followers: 4)
Citizenship, Social and Economics Education     Full-text available via subscription   (Followers: 5)
Classroom Discourse     Hybrid Journal   (Followers: 8)
Clinical Child and Family Psychology Review     Hybrid Journal   (Followers: 7)
Clio y Asociados     Open Access  

        1 2 3 4 5 6 7 8 | Last

Journal Cover Asia Pacific Education Review
  [SJR: 0.371]   [H-I: 17]   [11 followers]  Follow
    
   Hybrid Journal Hybrid journal (It can contain Open Access articles)
   ISSN (Print) 1876-407X - ISSN (Online) 1598-1037
   Published by Springer-Verlag Homepage  [2350 journals]
  • Development of pre-service teachers’ teaching self-efficacy beliefs
           through an online community of practice
    • Authors: Didem Inel Ekici
      Pages: 27 - 40
      Abstract: This explanatory research uses a mixed method design to investigate the effect of using an online community of practice within teaching practices on science and math pre-service teachers’ teaching self-efficacy beliefs. 102 science and math pre-service teachers participated in the research. “Teaching Self-Efficacy Belief Scale” and “The Questionnaire on Opinions about Using Online Communities of Practice within Teaching Practices” were the data collection tools of the study. Results showed that online communities of practice affected pre-service teachers’ teaching self-efficacy beliefs significantly and positively. Qualitative data of the research also supported this positive change. Science and math pre-service teachers mentioned several benefits of online communities of practice, such as sharing, recognizing common problems, freely expressing themselves, making comparison, realizing their shortcomings, and benefiting from the experiences of others. However, research findings also showed that online communities of practice have some limitations such as the lack of expressions of sincerity, the need for internet access, the need for additional time, and anxiety when it comes to criticism.
      PubDate: 2018-03-01
      DOI: 10.1007/s12564-017-9511-8
      Issue No: Vol. 19, No. 1 (2018)
       
  • The effectiveness and efficiency of China’s special admission policies:
           the case of X University
    • Authors: Sunny Xinchun Niu; Guofang Wan
      Pages: 63 - 78
      Abstract: The Chinese government has implemented a series of special admission policies in recent years to increase access to elite universities for disadvantaged students from rural areas and less developed inland regions. Using administrative data of 1996–2015 freshman cohorts and survey data of a 2014 freshman cohort at X University in the eastern China, we empirically assess the effectiveness, and the dual concerns of equity and efficiency of these policies. Findings show that these policies have effectively changed the geographic composition of enrollees at X University toward higher proportions of students from the central and western regions and lower share of the local students. While students from the western region underperformed academically, urban students in this region caught up quickly. Low family SES and weak academic preparation largely explained why rural students from the western region underperformed. Importantly, compared with the local students who scored lower in college entrance exam—the proxy for likely displaced students because of the policies, the likely admission policy beneficiaries performed about equally well. These results indicate that the current practice of Chinese special admission policies has effectively promoted equal access to Chinese elite universities with a limited loss in efficiency.
      PubDate: 2018-03-01
      DOI: 10.1007/s12564-018-9521-1
      Issue No: Vol. 19, No. 1 (2018)
       
  • The effects of client–counselor racial matching on therapeutic
           outcome
    • Authors: Eunha Kim; Minchul Kang
      Pages: 103 - 110
      Abstract: This study explored the effects of ethnic/racial matching on psychotherapy outcomes via the number of counseling sessions attended by clients, using clinical data collected from a university’s counseling center. A total sample of 644 clients (193 men, 448 women) was selected and the ethnic/racial distribution of the sample comprised 499 White/European American (77.5%), 81 African American (12.6%), 33 Asian American (5.1%), and 31 Hispanic clients (4.8%). As a result of a multilevel mediation analysis, it was found that the clients working with counselors of matching ethnicity/race attended more number of counseling sessions than those with counselors of different ethnicity/race. Moreover, the ethnic/racial matching between clients and counselors led to a higher improvement of global assessment of function (GAF). The analysis also revealed that the client–counselor ethic/racial matching showed significant, direct effects on the improvement of GAF. The effects of ethnic/racial matching on the number of counseling sessions and GAF improvement significantly differed at the counselor-level. Clinical implications to multicultural counseling and training are provided.
      PubDate: 2018-03-01
      DOI: 10.1007/s12564-018-9518-9
      Issue No: Vol. 19, No. 1 (2018)
       
  • Challenges for doctoral education in East Asia: a global and comparative
           perspective
    • Authors: J. C. Shin; Gerard A. Postiglione; K. C. Ho
      Abstract: East Asian higher education is experiencing a massive growth in doctoral education with the world-class university initiatives. The growth of doctoral education in the region is remarkable especially as seen in the Chinese system which became positioned as the world’s second largest doctoral degree-granting system. Yet, there are growing issues in doctoral education related to system reform, graduate employment in a changing job market, program quality, research funding, and even the identity of doctoral education (professional training vs. training next generation scholars). These are globally emerging issues for policy makers and higher education scholars. This article will encourage academic discussions on the challenges and global trends in doctoral education from the comparative perspective of Anglo-American and European systems.
      PubDate: 2018-04-27
      DOI: 10.1007/s12564-018-9527-8
       
  • PhD students’ self-perception of skills and career plans while in
           doctoral programs: are they associated'
    • Authors: Hugo Horta
      Abstract: This study explores the association between PhD students’ self-perception of skills and their career plans, which are analytically transformed into three non-academic sectors in relation to the academic sector (which serves as the baseline). Drawing on a representative sample of PhD students at a globally oriented research university in Asia (the University of Hong Kong), and using factor analysis, cluster analysis, and regressions, the study finds that self-perception of skills and career plans of PhD students are associated. These findings show that students with a strong perception of managerial skills are more inclined to consider career paths outside academia upon graduation. The study also finds that student perceptions of having strong managerial skills are more conducive for considering a career outside academia than having a strong aggregate self-perception in a broad set of skills. Further differences in the association between self-perception of skills and career plans are found for STEM and non-STEM PhD students. The initial motivation to earn a PhD remains strong throughout doctoral study programs and strongly predicts goal-associated career choices upon graduation. Finally, this study discusses the implications of these findings and makes policy recommendations.
      PubDate: 2018-04-26
      DOI: 10.1007/s12564-018-9532-y
       
  • International faculty at Japanese universities: their demographic
           characteristics and work roles
    • Authors: Futao Huang
      Abstract: The purpose of this study is to explore key aspects of the personal, educational, and professional characteristics of international faculty and their work roles at Japanese universities based on findings from a national survey of international faculty in 2017. Main findings include the following: first the demographic profile of international faculty differs from their Japanese colleagues in terms of their highest degree awarded, academic rank, and between disciplines; second, three broad types of international faculty could be practically identified, and which differ according to their size and professional roles within their institutions; third, in addition to both teaching and research, international faculty are also strongly expected to undertake any activities which cannot be accomplished by Japanese colleagues, especially help enhance the international reputation of their current universities.
      PubDate: 2018-04-26
      DOI: 10.1007/s12564-018-9536-7
       
  • The cultivation of research labor in Pacific Asia with special reference
           to Singapore
    • Authors: Yun Ge; K. C. Ho
      Abstract: This paper adopts a political economy perspective in understanding how the country context frames the development of higher education doctoral science, technology, engineering, and mathematics (STEM) programs. We argue that a country’s commitment to research and development spending as a strategy to maintain its economic competitiveness creates the market for research labor. This embeddedness of STEM doctoral training programs in the country’s science and technology system enlarges differences between STEM and non-STEM doctoral programs. This argument is validated from a survey of doctoral students in leading Pacific Asian universities which shows that STEM doctoral programs have stronger research networks, are better financed, use better facilities, and incorporate a variety of research placements. The embeddedness of STEM programs is further illustrated from the case of Singapore. Singapore-based STEM doctoral students mention enjoying better financial support and receiving better career advice from their supervisors. They depend on collaborative peer learning and cite more varied employment options when asked about their career plans.
      PubDate: 2018-04-25
      DOI: 10.1007/s12564-018-9531-z
       
  • Learning experience and perceived competencies of doctoral students in
           Hong Kong
    • Authors: Jisun Jung
      Abstract: This study focuses on doctoral students’ professionalisation as future academics across academic disciplines, using a Hong Kong research-oriented university as a case study. Doctoral students acquire the norms, knowledge/skills, and values required for the academic profession through their learning experiences. The study aims to explore how doctoral students perceive their professional competences and what are the major factors of learning experiences influencing perceived competencies among them. Data collection of the study is based on a questionnaire designed by international team members in a previous project entitled A Comparative Study of Doctoral Education in Asian Flagship Universities. Drawing on data from 490 respondents in Hong Kong, the current study uses descriptive and regression analyses to examine and compare the factors influencing doctoral students’ perceived competencies in terms of tasks, ideas and attitudes. The results show that the competencies of doctoral students are influenced by various factors, such as curricula, supervision style and learning culture. Overall, the study suggests that the formal and informal learning experiences of doctoral students must be carefully designed and implemented to foster the development of their professional knowledge, skills and values.
      PubDate: 2018-04-24
      DOI: 10.1007/s12564-018-9530-0
       
  • Expatriate academics and managing diversity: a Korean host
           university’s perspective
    • Authors: Jung Cheol Shin; Douglas R. Gress
      Abstract: Interest in the careers of expatriate academics has rapidly grown in recent years. The specified organizational and cultural norms to which a host-university expects expatriate academics to conform, however, have been left largely unexplored. A conjoined question, too, is whether or not the university is successfully managing for diversity. The present research therefore examines input from six senior managers at a leading Korean university, finding that it has its own expectations for expatriate academics although these expectations are not formally codified. The case university does not expect outstanding research from them because of acknowledged limitations in the research environment. Managers are satisfied with the teaching of expatriate academics with caveats, but their participation in service activities is a perceived challenge. This, language deficiency, and absences over paid term breaks diminish ‘we-ness’ and positive perceptions of expatriate faculty. Change, however, may come in time. For now, some colleges and departments may be defending the status quo rather than pursuing true ‘Leadership Practices for Diversity,’ but there are nonetheless positive developments in some academic units; expatriate academics are making their way up the ranks, and university level initiatives suggest that more change could be around the corner.
      PubDate: 2018-04-24
      DOI: 10.1007/s12564-018-9539-4
       
  • Translating transnational capital into professional development: a study
           of China’s Thousand Youth Talents Scheme scholars
    • Authors: Mei Li; Rui Yang; Jun Wu
      Abstract: Over the past decade or so, Chinese government has been strategically luring back overseas Chinese high-fliers to strengthen science, technology, and higher education. One of the major initiatives is the Thousand Youth Talents Scheme (TYTS) launched in 2011. By 2017, 2980 Thousand Youth Talents Scheme scholars (TYTSs) had been recruited into China’s universities, research institutes, and enterprises (Retrieved from http://www.1000plan.org). Enjoying favorable policies and possessing their unique capital, they are well positioned to transfer the knowledge, skills, and experiences obtained overseas to their home institutions, while at the same time face challenges and difficulties in their professional development at home. While China’s overseas talent policies, at both governmental and institutional levels, have been well documented, the lived experiences of such elite scholars have been little understood. Employing a qualitative method of semi-structure interviews, this article examines how they mobilize domestic and international resources and networks to construct their professional development spaces and navigate their careers in the Chinese academic environment. It reports that TYTSs have established advantageous conditions for their professional development in both national and global environment and participated in transnational knowledge production. They have made significant contributions to the development of their affiliated institutions by producing compelling publications, extending new research directions, and uplifting domestic academic communities.
      PubDate: 2018-04-24
      DOI: 10.1007/s12564-018-9533-x
       
  • Academia or enterprises: gender, research outputs, and employment among
           PhD graduates in China
    • Authors: Shen Wenqin; Gao Yao; Zhang Bin; Jiang Jin
      Abstract: PhD graduates play an important role in the national innovation system. However, only a few studies have explored Chinese PhD graduates’ employment and development prospects because of limited data. To fill in this gap, this study conducted a survey of doctoral recipients in 13 Chinese universities. The authors drew on the national survey data and in-depth interviews to critically analyze the PhD graduates’ job preferences, employment outcomes, and factors that affect their employment sectors. Results indicate a notable difference between the graduates’ job preferences and their employment outcomes. The proportion of employment in academia is substantially below expected, particularly among female graduates. This study specifically focuses on the impact of gender and scientific output (including articles and patents) on the employment outcomes of PhD graduates. Compared with graduates employed by the non-academic sectors, male graduates have a lower probability of employment in universities and research institutions. Compared with those working in enterprises, PhD graduates employed in universities and research institutions published more during their doctoral study. For graduates who majored in science, engineering, and agricultural sciences, having patents increases their probability of working in the enterprises.
      PubDate: 2018-04-23
      DOI: 10.1007/s12564-018-9538-5
       
  • Antecedents to teachers’ perceptions of the usefulness of ICTs for
           business education classroom instructions in Nigerian tertiary
           institutions
    • Authors: Dauda Dansarki Isiyaku; Mohd Ahmad Fauzi Ayub; Suhaida AbdulKadir
      Abstract: This study investigated the antecedents to Nigerian business education teachers’ perceptions of the usefulness of technology in the classroom. Theoretical support for the study was based on the work of Venkatesh and Bala’s (Decis Sci 39(2):273–315, 2008) Technology Acceptance Model III where computer self-efficacy and perceived enjoyment were identified as antecedents to perceived ease of use of technology while subjective norm was identified as an antecedent to perceived usefulness. The study proposed a structural model to investigate whether computer self-efficacy, perceived enjoyment, and subjective norm were antecedents to teachers’ perceived usefulness of ICTs in Business Education classrooms of Nigerian tertiary institutions. The study was a survey research involving 212 teachers sampled from the Business Education faculties of 13 tertiary colleges in Northwestern Nigeria, sub-Sahara Africa. The research instrument for data collection was a structured questionnaire using items adapted from previously validated studies. The questionnaire yielded high-reliability coefficients both at the pilot and actual study stages. SPSS version 22 was used for descriptive statistics analyses, and AMOS 22 was used for structural equation modeling. The study model explained about 33% of the variance in teachers’ perceptions of the usefulness of ICTs in the classroom. Two of the hypotheses of the study were statistically significant. Teachers’ computer self-efficacy and perceived enjoyment of ICTs were found to significantly influence their perceived usefulness of ICTs. The study recommends that Nigerian teachers should be trained to integrate ICTs in the curriculum and be provided with ICT support services in order to help them with ICT difficulties in the classroom.
      PubDate: 2018-03-22
      DOI: 10.1007/s12564-018-9525-x
       
  • Resolving the attitude–achievement paradox based on anchoring vignettes:
           evidences from the PISA 2012 mathematics study
    • Authors: Kwok-cheung Cheung; Soi-kei Mak; Pou-seong Sit
      Abstract: Secondary data analyses of large-scale international student assessment at the country level often reveal that educational systems which are high in academic achievement are found low in attitudinal outcomes of schooling, and vice versa. This is contrary to the non-negative attitude–achievement relationship frequently found at the student within-country level. Using attitudinal outcome mathematics self-concept, the afore-mentioned attitude–achievement paradox is hypothesized to stem from the incomparable student responses to Likert-type response scale of the attitude items. In this study, anchoring vignettes are used to examine whether it is feasible to tackle the effect of response style so as to improve the comparability of the self-concept measures across cultures and societies. Empirical evidences from PISA 2012 demonstrate that the paradox can be resolved satisfactorily, so that the attitude–achievement relationships at both student within-country and country levels are now in line with that predicted by contemporary self-concept theories in the literature. Using the anchored self-concept measure, Singapore’s and Shanghai-China’s 15-year-olds are found to perform pretty well cognitively and affectively in PISA 2012.
      PubDate: 2018-03-17
      DOI: 10.1007/s12564-018-9526-9
       
  • Correction to: The effects of client–counselor racial matching on
           therapeutic outcome
    • Authors: Eunha Kim; Minchul Kang
      Abstract: The original version of this article was published with the following error. This has been corrected with this erratum.
      PubDate: 2018-03-09
      DOI: 10.1007/s12564-018-9524-y
       
  • Alienated and disaffected students: exploring the civic capacity of
           ‘Outsiders’ in Asian societies
    • Authors: Xiaoxue Kuang; Kerry John Kennedy
      Abstract: As an important group of students, the alienated and disaffected students are often overlooked in more general studies of civic education. Based on data from the International Civics and Citizenship Education Study (ICCS 2009), the study investigated alienated and disaffected students in Asia and explored the development of their civic attitudes. Student samples from Chinese Taipei, Hong Kong, Korea, Indonesia, and Thailand were involved in the study. Latent profile analysis (LPA) was used to identify alienated and disaffected students across the five Asian societies, and multilevel multinomial logistic regression (MMLR) was used to explore factors related to group membership. Students’ future civic intentions were analyzed under the framework of Personal Investment Theory (PIT) by multilevel regression. Based on LPA, three groups were identified: the Outsiders, the Moderates, and the Active Participators. The results showed that Outsiders scored lower on all conventional civic values and tended to endorse negative civic behaviors. The results of MMLR showed that boys were more likely to be Outsiders than girls, students’ expected education level, their socio-economic background, and home literacy were negatively related with being in the Outsider group. By combining PIT with multilevel analysis, the study identified that students’ sense of self and facilitating condition accounted for their future civic engagement. Students’ positive attitudes toward traditional culture, morality of politicians, and good citizenship were predictors for conventional civic participation—adult electoral participation and negatively related to their future illegal protest. The study demonstrated the role of traditional values in promoting future civic engagement.
      PubDate: 2018-02-02
      DOI: 10.1007/s12564-018-9520-2
       
  • Family voices: promoting foundation skills of self-determination for young
           children with disabilities in Taiwan
    • Authors: Szu-Yin Chu
      Abstract: The purpose of this study was to investigate the perspectives of Taiwanese families regarding promoting foundations of self-determination for young children with disabilities. Twenty-one families of children with disabilities between 3 and 6 years of age in Taiwan were recruited for this study. Interviews were used to capture their perspectives. Data were coded, and four major themes emerged. First, all parents expressed positive regard for and used a variety of strategies to promote the foundations of self-determination at home. Second, parents mentioned the different challenges they faced while providing supports for their child’s foundation skills, including child’s disabilities, health condition, parents’ schedules, and family supports. The challenges varied depending on child’s characteristics, family values, and cultural environment. Third, these families had expectations that their child could be self-regulated, engage in choice-making, and be engaged in activities, but the specific expectations were adjusted by characteristics of child, family, or communities. Fourth, families emphasized the importance of positive partnership and parents’ roles to promote. Implications for research and practice are discussed in this study.
      PubDate: 2018-01-27
      DOI: 10.1007/s12564-018-9519-8
       
  • Predicting digital informal learning: an empirical study among Chinese
           University students
    • Authors: Tao He; Chang Zhu; Frederik Questier
      Abstract: Although the adoption of digital technology has gained considerable attention in higher education, currently research mainly focuses on implementation in formal learning contexts. Investigating what factors influence students’ digital informal learning is still unclear and limited. To understand better university students’ digital informal learning (DIL), this study proposed a model based on decomposed theory of planned behavior to investigate students’ behavioral intention to DIL. Different aspects of DIL behavior were further explored, through examining behaviors of cognitive learning, metacognitive learning, and social and motivation learning. This study also integrated digital competence as a new construct into the model, along with other variables to test the proposed model. A sample of 335 students selected from three universities in China took part in this study. The partial least square structural equation modeling was applied to analyze the data. The results provide support and better understanding for the importance of motivation factors such as digital competence and compatibility to explain students’ DIL.
      PubDate: 2018-01-17
      DOI: 10.1007/s12564-018-9517-x
       
  • A multilevel analysis of the effects of disciplinary climate strength on
           student reading performance
    • Authors: Siwen Guo; Lingyan Li; Danhui Zhang
      Abstract: Climate strength was first conceptualised in the organisational psychology literature as the within-group agreement on the perceptions of climate. In contrast to the deep study of climate level, climate strength has not been clarified by school climate research. The purpose of this cross-cultural study is to identify the main effect of disciplinary climate strength on student reading performance, and its moderating effect on the relationship between disciplinary climate level and student reading performance. A multilevel analysis was conducted on 2009 data from the Programme for International Student Assessment (PISA) from Shanghai-China, Japan, and the United States (US). The result showed a significantly positive relationship between climate strength and student reading performance in Shanghai-China and the US. Moreover, a moderating effect of climate strength was found in Shanghai-China and the US. The effects of climate strength were further examined in strong and weak conditions. School-level predictors of climate strength were also examined. The differences in disciplinary climate strengths and their effects on student reading performance suggested some culture differences in these countries/areas.
      PubDate: 2018-01-16
      DOI: 10.1007/s12564-018-9516-y
       
  • The perceptions of commoditisation and internationalisation of higher
           education in Australia: an interview study of Chinese international
           students and their lecturers
    • Authors: Mark McCrohon; Berenice Nyland
      Abstract: This paper examined domestic educator and Chinese international student (CIS) perspectives on their experience of the commoditisation of international higher education in Australia. Data consisted of semi-structured interviews with academic and student participants. A Trans-disciplinary Framework derived from grounded theory and the Auditable Systematised Qualitative Analysis tool, provided structure and a method to systematise interview data. An interpretation of positioning theory gave insights into the perceived reality of research participants. Findings indicated that a number of academics struggled in their role as teachers of CIS. Concerns varied from disquiet about high fees to a perception that the quality of the teaching and learning program was lower because of the university’s emphasis on international students as a source of income. Conversely, some international students paid a high price for a Western education and considered success a fait accompli.
      PubDate: 2018-01-12
      DOI: 10.1007/s12564-018-9515-z
       
  • Training preparation and the professional development of principals in
           Henan Province, China: formal and informal learning
    • Authors: Na Jiang; Bambang Sumintono; Corinne J. Perera; Alma Harris; Michelle S. Jones
      Abstract: Principal preparation and training is generally viewed as an important contributor to school and system improvement. While the international evidence based on leadership and leadership development is extensive, contemporary accounts of principal preparation in a number of Asian countries are not widespread. This article outlines the findings from a small-scale, exploratory investigation of principal preparation and training in one province in China. Open-ended questionnaire and interview data were collected from a sample of secondary school principals in Henan Province in China, as part of a larger comparative study. The findings show that while principals in this province appreciate their formal training, they also seek out other sources of informal preparation to assist them in their fulfilling their many obligations and responsibilities. The data also highlight that many principals in China are finding the demands of their formal leadership role very challenging, particularly in delivering, contemporary reforms such as the new curriculum. The article concludes by proposing that for principals in China, there are some contradictions and tensions associated with the current demands of this leadership role.
      PubDate: 2017-12-04
      DOI: 10.1007/s12564-017-9513-6
       
 
 
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