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Abstract: Abstract This paper employs narrative research methods to provide new theoretical and empirical insights into the role of individual agency in student migration. The paper begins with a theoretical exploration of agency in international migration, broadly conceived, and applies this to student migration specifically. This exploration emphasizes the strengths of a life-course perspective in analyzing the role of individual agency in student-migration journeys, as this perspective is sensitive to temporality. Following this approach, the paper offers a novel theoretical framework for analyzing student-migration, drawing on Emirbayer & Mische’s (Emirbayer and Mische, American Journal of Sociology 103:962–1023, 1998) ‘chordal triad’ model of agency, and presents analysis of 18-months of narrative data collection with 26 international student-migrants in the UK and Japan. Interview data demonstrate how three agentive orientations—habit, imagination, and judgment—are each associated with specific tactics that individuals can use to navigate the challenging terrain of their student migration trajectories. Participants also exhibited changing agentive orientations over time. The results of this analysis indicate that the role of agency is dynamic within the education-migration nexus, changing in relation to: (1) the evolving relationship between individual student-migrants and their contexts, and (2) the simultaneous evolution of each individual’s life-course project. In summary, while student-migrants are influenced by context, they also exhibit the capacity to evolve and adapt agentively in the pursuit of their goals. PubDate: 2023-12-01
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Abstract: Abstract Cellphone-use in class has many negative effects on students' overall performance. By using a self-developed monitoring-app to record students' cellphone-use in class, this study attempts to explore the relationships of cellphone-use and self-control on academic performance. The subjects of this study are 207 freshmen who take part in advanced mathematics courses, and the research period lasts for 16 weeks. Two-factor ANOVA showed that cellphone-use duration and self-control had an interactive influence on students' academic performance. There was no statistical significance in the influence of cellphone-use frequency and self-control on academic performance. Simple slopes analysis revealed a negative relationship between cellphone-use duration and academic performance for those who were low on self-control, whereas there was no relationship between these constructs for those who were high on self-control. The results show that self-control plays a moderating role in the relationship between cellphone-use duration and academic performance. Self-control could weaken the influence of cellphone-use on academic performance. Furthermore, this study is helpful to better understand the way of cellphone-use affecting academic performance, and suggests appropriate intervention of cellphone-use to help poor self-controlled students achieve better academic performance. PubDate: 2023-12-01
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Abstract: Abstract Although scholars have proposed school climate as a key mediator through which school-based management (SBM) can improve educational outcomes, empirical evidence on the relationship between SBM and school climate improvement is sparse. In this article, we use three waves of Programme for International Student Assessment (PISA) data across 57 countries to examine the association between SBM autonomy and different dimensions of school climate (academic, community, and safety). We find that greater school autonomy is associated with significant improvements in all dimensions of school climate, although the strongest improvements occur in safety. Our results show that these improvements primarily occur when schools are given greater autonomy over students (student assessment, admission, and discipline), whereas giving schools greater autonomy over teachers, budgets, or curricula is not associated with climate improvement. Heterogeneity analysis indicates that increased school autonomy is overall associated with improvement in all three dimensions of school climate in high-income countries but not in low- and middle-income countries. However, the positive association between autonomy over students and school climate is observed in both groups of countries. The results suggest that increased autonomy over students should be prioritized in the sequencing of SBM reforms. PubDate: 2023-12-01
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Abstract: Abstract Based on the higher education reform experience in Taiwan, this research elucidates the conditions for the marketization of universities. It draws on critical discourse analysis to explore power relations between higher education, society, and the government and suggests that the university has always been considered a valuable resource for state development. By analyzing the heterogeneity of discourses used in official documents and the academic literature, this research identifies the social contradictions that triggered the education reform movement in the 1990s, including humanistic resistance against economic utility, educational inequality, and demand for academic autonomy. Neoliberalization in higher education is shown as a contemporary model for mobilizing academic resources in indirect but effective ways, with the aim of mapping both neoliberal practices in Taiwan and their connections with the global trend of marketizing higher education. PubDate: 2023-12-01
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Abstract: Abstract Arab society in Israel is a minority in the process of change. Teachers are at the heart of these processes as agents of progress, education, and integration, while belonging at the same time to a traditional, religious, and patriarchal society that seeks to preserve its identity. The purpose of this study was to examine the ethical dilemmas that Arab teachers in Israel face in teaching students in Arab schools and to understand what considerations and values guide them in making ethical decisions and how they act on them. We interviewed 15 teachers who teach in Arab schools. The findings of the study show that four categories related to ethical dilemmas characterize the work of teachers: an ethics of fairness versus an ethics of care, the neoliberal concept of ethics versus a professional ethics, a cultural ethics versus a professional ethics, and a professional ethics versus an ethics of care. Teachers adopted five key strategies to address these dilemmas: equal treatment, customized teaching, compromise and appeasement, extra effort on the part of the teacher, and collaboration. This research contributes to the growing literature on ethics and education and adds a unique perspective that addresses the ethical dilemmas of teachers in traditional and conservative societies. The findings of the study suggest that the professional ethics of Arab teachers, who in Israel belong to an ethnic minority, should be strengthened. PubDate: 2023-12-01
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Abstract: Abstract This paper addresses the pervasive absence of verbal student participation in the online class, a phenomenon observed by many lecturers and instructors expressing the frustrating and uncomfortable experiences of encountering silence from their students, particularly when it came to responding to their questions. Added to the frustration is the observed preference of students to not turn on their videos. Whilst studies on student silence in classroom discourse have been well documented in the research literature, this phenomenon has taken on new significance in the virtual classroom, the new norm in the learning context during, and most likely after, the COVID-19 situation. This study attempts to capture the perceptions of the students themselves on student silence in terms of frequency, reasons and its impact on classroom communication and meaningful learning. A questionnaire was distributed to students at a local university, followed by student focus group interviews. Data collected were then subjected to a combination of quantitative and qualitative methods of analysis. The results show that student silence is a common feature in the online classroom and that students do perceive their silence to negatively affect the flow of communication both between themselves and with their lecturers. However, the question of whether meaningful learning still occurs despite the silence is more complex and less clear, raising questions not only about what is meant by meaningful learning but also the claim by classroom discourse studies and writings that student verbal participation is key to successful learning. PubDate: 2023-12-01
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Abstract: Abstract The interactive whiteboard is an innovative technological tool that is becoming increasingly popular in educational settings. Using two different methods of instruction—traditional and interactive—this study aims to investigate the effects of the interactive whiteboard on classroom interaction, student achievement, and student attitudes. Drawing on a quasi-experimental research design, this study divided fifth-grade students from a primary school into experimental (n = 32) and control (n = 34) groups. The findings indicate that the achievement of the experimental group in the post-test is higher than in the pretest after students learned with the interactive method of instruction. In addition, the difference between the attitudes of the two groups is statistically significant. The interactive method of instruction can improve classroom interaction compared with the traditional method. Finally, the relationship between interaction and student achievement and attitudes is positive, especially for the student–student and student–tool interactions. PubDate: 2023-12-01
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Abstract: Abstract Global science is not an equal ground. Certain national science systems are more centrally positioned in global science than others. However, recent trends indicate a move towards a more plural global science. For example, traditionally non- ‘core’ science systems exercise their agency in expanding collaboration among themselves, thus leading to increasing global scientific connectivity. The traditionally core national science systems gradually lose their strong gatekeeping roles. However, the dominant theoretical lenses, including world-systems theory, seem to fail to acknowledge and explain these recent trends. Against this backdrop, this study highlights an agential perspective in examining the global connectivity among science systems. Chinese and Turkish science systems were selected for an early exploration of the identified phenomenon. The study reveals that the connectivity between Chinese–Turkish science systems is multilateral, involving diverse science systems around the globe. Although Euro-American systems, as traditionally core systems, remain crucial, they do not dominate the connectivity. China is the strongest system in this connectivity, but collaboration benefits both countries, as well as global science. PubDate: 2023-12-01
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Abstract: Abstract Learner agency, or the ability to take control of one’s own learning and the learning of others, is a substantial goal of the curricular reform across the world. This can be seen in the implementation of the 2013 curriculum (K13) in Indonesia. However, there has been little evidence regarding the ways that Indonesian teachers have engaged with prescribed innovations. This interpretivist study examined the extent to which curricular innovations have been embedded in classrooms and how far they reveal the quality of their enactments, with particular interest in the identification of pedagogic practices that are associated with the promotion of learner agency. Using rich data from 15 individual semi-structured interviews and filmed classroom observations of three teachers, the study observed learner agency practices, including those associated with promoting peer and self-assessment, learning autonomy, and sharing learning objectives and assessment criteria. However, the implementation of these strategies varied in intensity and was rather artificial, without a strong conceptual underpinning. Drawing on normalization process theory (NPT), this paper argues that the observed teachers’ engagement in the promotion of learner agency lacked coherence, cognitive participation, collective action, and evaluation. Reform planners and teachers should understand the nature of successful implementation and consider adopting a framework to analyze and guide their evaluation of how reform should be organized, implemented, and evaluated to ensure effective embedding. PubDate: 2023-12-01
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Abstract: Abstract In the literature, there are a great number of primary studies that examine the relationship between professional burnout, job satisfaction, and life satisfaction of education workers and that do not have consistent results. The aim of this study is to establish a model that will explain the life satisfaction of education workers by determining the effect size of the relationship between professional burnout, job satisfaction, and life satisfaction. For this purpose, firstly, the effect size of the relationship between professional burnout, job satisfaction, and life satisfaction was determined with the meta-analytic structural equation modeling (MASEM) technique, and then the model-data fit of the models established between these variables was examined. Correlation coefficients extracted from 21 primary studies were combined according to the random-effects model. As a result of the analysis, significant effect sizes (p < 0.05) were found between the sub-dimensions of professional burnout of education workers (emotional exhaustion, depersonalization, and personal accomplishment), job satisfaction, and life satisfaction. It was determined that the models (original model and alternative model) constructed between these variables are partially model-data fit. Accordingly, professional burnout of education workers affects their job satisfaction, and their job satisfaction has an effect on their life satisfaction. In addition, it was revealed in these models that the job satisfaction of education workers is a partial mediator of the direct and indirect effects of the emotional exhaustion and personal accomplishment sub-dimensions of professional burnout on life satisfaction. PubDate: 2023-12-01
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Abstract: Abstract Despite the widespread recognition of the significance of outdoor play in early childhood development, centers for early childhood education (ECE) face the challenge of striking a balance between active play activities and safety concerns. Thus, the visual attention of teachers is critical. Studies that compare the visual attention of novice and experienced teachers traditionally focus on instructional settings instead of recreational play. This study examines the effect of experience on the attentional focus of teachers on children’s play in ECE settings in Japan. Eye-tracking data were collected from 10 novices and 10 relatively experienced ECE staff members to compare fixation location, number of fixation, and fixation duration while groups of 3-year-old children played in a sandbox. The results of the independent sample t tests revealed that experienced teachers gazed at the children more frequently than did novice teachers; however, the mean fixation duration was significantly shorter among relatively experienced teachers across all participants. Similarly, although experienced teachers spent more time overall than did novice teachers in observing the children and peripheral areas of the play area as they played, the mean fixation duration was significantly shorter than that of novice teachers. The findings support other studies that highlight the heightened ability of experienced teachers to assess conditions more quickly and draw conclusions regarding the activities of children. In addition, the findings support research that reports that the level of supervision and control imposed by ECE teachers on children’s play and safety are closely related to their level of experience. PubDate: 2023-12-01
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Abstract: Abstract Cultivating wenhua dacai (great cultural talent) is a central goal of the ongoing dujing (classics reading) education movement, which is an integral part of the broad Confucian revival in contemporary China. Focusing on the concept of wenhua dacai, this article explores three interrelated issues. First, as a term used in the context of dujing education, wenhua dacai refers to an idealized Confucian subject shaped by an interweaving of nationalism and cosmopolitanism. Moreover, it is expected not only to revive Confucian/Chinese culture but also to contribute to human cultural exchange. Second, the tendency of students to embrace individualistic virtues in their experience of classics reading poses a challenge to the lofty and sacred ideal of wenhua dacai, which reinforces the need for rigid discipline in learners. Finally, contextualizing the idea of wenhua dacai into the general transformation of education in China can contribute to a more thorough understanding of it. This article concludes that the cultivation of wenhua dacai dreamed of by Confucian dujing education activists is constituted by paradoxical discourses and practices embedded in the ideological complexities of Chinese education. PubDate: 2023-12-01
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Abstract: Abstract This paper presents evidence from an innovative teacher professional development (TPD) project tackling school-related gender-based violence (SRGBV) in primary and lower-secondary schools in Cambodia. The core activities of the TPD project are discussed, focusing on teachers’ changes in attitudes and beliefs toward emotional abuse and physical violence against boys and girls, as well as gender equity. The TPD was evaluated using a pre- and postintervention study, and a treatment and control group in Battambang and Svay Rieng provinces, respectively. A total of 151 teachers responded to the questionnaire at baseline (October 2018) and there were 149 teachers in the postintervention period (October 2020). To improve the comparability between the treatment and control groups, we estimated a difference-in-differences analysis in combination with propensity score matching. Only two treated teachers were not matched to the control group, with the final sample consisting of 298 observations. Findings indicate moderate to small effects on changing attitudes and beliefs about SRGBV in both primary and lower-secondary schools. Furthermore, teachers from primary schools benefit the most from the TPD; that is, they engage in less SRGBV. In secondary schools, the effects on engaging in emotional or physical abuse are not significant. PubDate: 2023-12-01
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Abstract: Abstract This study investigates the impact of cognitive load and working memory on preschoolers’ learning effectiveness. A total of 184 5-year-old children in Korea participated in this study. Six types of instructional materials with different intrinsic and extraneous cognitive loads were developed. Preschoolers were randomly assigned to one of the six groups and participated in learning activities specific to their groups. Preschoolers’ learning effectiveness was assessed using a learning effectiveness scale, and their working memory capacity was measured using digit span and Corsi memory tasks. The results revealed that learning effectiveness for preschoolers was high when intrinsic cognitive load in instructional materials was low, and it was low when extraneous cognitive load was added to instructional materials. Groups with high working memory capacity showed higher learning effectiveness than those with low capacity. Furthermore, in various teaching plan conditions, learning effectiveness varied depending on children’s working memory capacity. These results guide suggestions for practical and customized teaching plans suitable for cognitive development in early childhood. PubDate: 2023-11-22
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Abstract: Abstract Most students with disabilities who previously attended segregated special schools are now enrolled in regular schools in Hong Kong. The number of students with disabilities attending regular schools has increased. Hence, teachers are critical in implementing inclusive practices that include students with disabilities. It is essential that these teachers feel supported and prepared to teach students with disabilities for inclusive education to be successful. A qualitative study comprising focus group interviews with 16 in-service primary and secondary school teachers was conducted to identify the perceived challenges they face and their support needs for implementing inclusive practices. Despite the comprehensive legislation and policies and sufficient funding, teachers felt they needed more support in the form of human resources, teaching in classrooms, collaboration, and knowledge about including students with disabilities. This paper discusses the necessity for enhancing professional learning and teachers’ understanding of inclusion. PubDate: 2023-11-21
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Abstract: Abstract The Chinese government has been actively recruiting foreign-trained Chinese scholars to return to China since the Chinese brain drain began. Japan is among the most popular destinations for Chinese scholars seeking to receive doctoral training. This study explores the factors contributing to the stratification of Japanese-trained Chinese PhDs’ academic career attainments using the Mertonian norm of universalism. The results indicate that the norm of universalism can partly explain the stratification of Japanese-trained Chinese PhDs. The reason for this is that their higher pre-graduation productivity enhances the chance that Japanese-trained Chinese PhDs have of obtaining an academic position at a top university in China. In addition to pre-graduation academic productivity, other factors, including the prestige of the university attended, the duration of the academic sojourn in Japan, and the ethnicity of the supervisor influence employment outcomes. PubDate: 2023-11-15
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Abstract: Abstract The role that psychological need satisfaction and self-regulated learning play in academic online learning has been extensively researched. However, the impact of the three psychological needs, perceived autonomy, competence, and relatedness, on online self-regulated learning remains unclear. This investigated the association between the satisfaction of psychological needs and the six dimensions of online self-regulated learning. This cross-sectional study adopted a quantitative approach. In all, 315 students from four higher education institutions participated in the present study. Students were asked to complete the online questionnaire of psychological need satisfaction and an online self-regulated learning questionnaire. Structural equation modeling was performed to examine the structural relationships between the two. Our study showed that perceived autonomy predicted goal setting, environment structuring, time management, and self-evaluation but did not predict help-seeking and task strategies. Perceived competence did not predict environment structuring. Perceived relatedness predicted environment structuring, help-seeking, and self-evaluation. This study appears to be the first to examine the predictions of need satisfaction to increase students’ capability in regulating their learning. PubDate: 2023-11-11
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Abstract: Abstract This study aims to determine the changes in the career barrier (CB) trajectory of South Korean school dropouts over time and to identify the number of groups that can be categorized according to CB trajectory. The study analyzed three years of panel data on school dropouts from the Korean National Youth Policy Institute, which comprises adolescents in middle (ages 12–14 years) and high (ages 14–17 years) school. A total of 656 adolescents participated and were composed of 385 men (58.7%) and 271 women (41.3%). We used the latent growth model and conducted latent class growth analysis to classify CB trajectories and logistic regression to identify the influencing factors. Specifically, 6.6%, 15.7%, 22.9%, and 54.9% of the participants were classified into four groups, namely, ‘low level-increase,’ ‘low level-decrease,’ ‘high level-increase,’ and ‘middle level-maintained.’ Self-esteem, parental attachment, life satisfaction, depression, and career search behavior significantly influenced the classification of the groups. Lastly, the study discussed the theoretical and clinical implications and limitations. PubDate: 2023-11-10
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Abstract: Abstract This systematic review consisted of 50 theoretical and empirical articles taking China as a specific case study for identifying efforts and challenges to teachers' digital competence, establishing an understanding of their use of concepts, disciplines, regions, methods, and analysis. The review follows the methodology based on the PRISMA statement and PICO strategy using the 2010–2023 search period. This research has four primary findings: (1) “teachers' ICT competency” and “teachers’ information literacy” are the main terms used for describing teacher’s use of technology for teaching and learning; (2) the current research mainly focused on investigating the status of teachers' digital competence, the influencing factors, and teacher training; (3) non-experimental study for the population of in-service teachers is the leading research directions related to teachers’ digital competence in the context of China; (4) creating good ICT atmosphere by government and schools, conducting teacher training, and using good pedagogical strategies are three main proposals have been made to improve teachers' digital competence in China. The research findings provide the starting points for a subject of reflection and analysis of the Chinese teachers' digital competence status, and it can also support future empirical research. PubDate: 2023-08-15 DOI: 10.1007/s12564-023-09888-4
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