Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Abstract: Abstract This study investigated the test fairness of the translation section of a large-scale English test in China by examining its Differential Test Functioning (DTF) and Differential Item Functioning (DIF) across gender and major. Regarding DTF, the entire translation section exhibits partial strong measurement invariance across female and male test takers, while exhibiting full measurement invariance across test takers in (1) arts & humanities and social sciences (A&HSS) and (2) science, technology, engineering or mathematics (STEM) majors. No major-based DIF was detected in this study. Objective test items tend to favor male test takers, while direct translation test task was more favorable to females. Combining the DIF and DTF results, there may be a cancelation effect in our case. However, the effect size of DIF is either negligible or slight to moderate, indicating minimal impact on the overall fairness of the translation test task. This study further discusses the necessity of exploring the source of DIF and the importance of combining DIF and DTF for test fairness research. PubDate: 2024-08-04
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Abstract: Abstract Comparative education was born out of modern nation-state building associated with a growing sense of nationalism in the West since the nineteenth century. In a given national context, it not only aimed to identify educational problems, explore their causes and solutions, and theorize these aspects at a general level, but also sought to increase the competitiveness of a specific nation-state by informing it of potential international education models for emulation in a globalizing age. Political purposes thus played a critical role in the development of comparative education. China has a long history of maintaining cross-cultural contacts and exchanges in developing education, especially since its intensive encounters with the West from the mid-nineteenth century. As an integral part of modernization projects, a state system of education was established in 1904, in the course of which comparative education was practiced and institutionalized. In modern China, comparative education not only stressed nationalism as did its Western counterparts but also showed a tendency to Sinicizing foreign theories and practices. In this article, we examine the early development of comparative education in China during the 1920s–1930s. By focusing on Zhuang Zexuan’s and Zhong Luzhai’s knowledge transfer from the US to China, we aim to show the relationship between their understandings of comparative education and the then-popular paradigm represented by Isaac Kandel on the one hand and their modifications of foreign theories and practices with local characteristics on the other. PubDate: 2024-08-02
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Abstract: Abstract With the educational reform and increasing government emphasis on cultural creativity and arts education, Chinese national educational policies have prioritised arts education in schools and reconsidered its value and function. To better understand the current status of this matter, this paper addresses the research question: How is the function of school arts education considered in Chinese research' Following the PRISMA statement, this qualitative systematic review examines 50 peer-reviewed educational research samples from 2001 to 2022 in China. Using inductive grounded theory, this review synthesises findings and reveals three key aspects: (1) multiple orientations to create an intertwined framework for the functions of school arts education. Amongst the functions, aesthetic cultivation and moral education are the heavily emphasised but controversial ones. This review then highlights (2) varying emphases at different school levels and illustrates issues in school practice, such as utilitarianism, the pursuit of scientism in education, and inherent problems within the art curriculum. Furthermore, this review explored (3) the theoretical basis behind the reported studies, identifying two primary strands which are (a) the aesthetics represented by Confucian aesthetics and the 20th-century Chinese aesthetics and (b) the Western aesthetics represented by Schiller’s aesthetics and Marx’s theory on the development of well-rounded human beings. PubDate: 2024-07-31
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Abstract: Abstract Despite generous financial aid provided by the government for low-income students studying at universities, eligible students are still reluctant to apply for such aid. This study aimed to assess the effects of students’ expectations; knowledge, attitudes, and actions toward higher education; financial aid; parental, school, and student characteristics; and intentions to apply for scholarships among low-income students in two districts of Central Java, Indonesia. Students from disadvantaged backgrounds were invited to participate in the survey, and logistic regression was employed to assess the determinants of students’ intentions to apply for financial aid. This study revealed that more than 70% of low-income students have low expectations, which is mainly attributed to a lack of academic performance. Moreover, expectations play a significant role in increasing students’ intention to apply for financial aid by 3.026. In addition, the level of knowledge, positive attitude toward higher education, and financial aid and action were demonstrated to be statistically significant in affecting students’ intention to apply for aid. PubDate: 2024-07-12
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Abstract: Abstract Instrumental variables is a popular approach for causal inference in education when randomization of treatment is not feasible. Using a first-year college program as a running example, this article reviews the five assumptions that must be met to successfully use instrumental variables to estimate a causal effect with observational data: SUTVA, as-if random assignment, exclusion restriction, nonzero average causal effect of instrument on treatment, and monotonicity, and concludes with recommendations for researchers. PubDate: 2024-07-10
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Abstract: Abstract Causal inference is a central topic in education research, although oftentimes it relies on observational studies, which makes causal identification methodologically challenging. This manuscript introduces causal graphs as a powerful language for elucidating causal theories and an effective tool for causal identification analysis. It discusses graphical criteria for causal identification, which provide principled approaches for removing bias and assessing causal identification given a causal theory. Through illustrative examples, this manuscript demonstrates the application of causal graphs and adjustment criterion for covariate selection in the context of education research, exemplifying their key advantages particularly in scenarios where randomized experiments are impractical. This manuscript aims to acquaint researchers with causal graphs as an effective tool for causal inference, thereby facilitating theory-based causal inquiries in applied education research. PubDate: 2024-07-07
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Abstract: Abstract Drawing on self-determination theory, this study investigated the impact of different teaching styles (i.e., autonomous and controlled motivation) to motivate students to complete the pre-class activities in a flipped classroom context on their academic performance, especially in the cognitive domain of Bloom’s taxonomy. Utilizing ordinary least squares (OLS) regression analysis and a two-sample t-test, a quasi-experimental design comprising of 95 students from a higher education institution in Hong Kong was employed. The results found that among students in the class with controlled motivation from the instructors, there was a negative relationship between watching pre-recorded videos and performance on questions related to the knowledge and comprehension levels in the final examination. This negative relationship highlights the core aspect of cognitive overload, suggesting that over-engagement with video content may hinder rather than help learning. However, neither the pre-recorded videos nor the online exercises correlated with performance on questions at the application level. This outcome emphasizes the need to tailor the design of flipped classroom materials to accommodate cultural learning styles and cognitive development goals, particularly in diverse educational environments. The present study contributes to the flipped classroom literature by enhancing understanding of its impact on academic performance across the knowledge, comprehension, and application levels under Bloom’s taxonomy, and suggests practical guidelines for the use of pre-recorded videos in the flipped classroom. It also highlights the intricate balance required between student engagement strategies, the cognitive demands of learning materials, and the cultural context of learners. PubDate: 2024-07-04
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Abstract: Abstract The aim of this study is to investigate the production and dissemination of mathematical modeling-based projects by gifted students, intended to solve real-life problems, over the four-year Project Production and Management Program (PPMP). The longitudinal research methodology was utilized to examine the project production process among participants enrolled in the mathematical modeling-based PPMP at Science and Art Centers. Throughout the four-year period, while participants engaged in producing mathematical modeling-based projects within the PPMP, data were systematically collected on an annual basis from various sources. These included personal information forms, project logs, project forms, as well as observation and evaluation forms pertinent to the project production and management program, complemented by project follow-up forms.The study's findings indicated that, over the four-year PPMP, gifted students demonstrated significant improvements in project production and management. These enhancements were observed across various dimensions, including progress, real-life applicability, project value, planning, originality, final product quality, and dissemination efforts. The findings of this study offer practical guidelines for assisting gifted students in leveraging their talents and potential to create original products and solutions. PubDate: 2024-07-03
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Abstract: Abstract The randomized control trial (RCT) is the primary experimental design in education research due to its strong internal validity for causal inference. However, in situations where RCTs are not feasible or ethical, quasi-experiments are alternatives to establish causal inference. This paper serves as an introduction to several quasi-experimental designs: regression discontinuity design, difference-in-differences analysis, interrupted time series design, instrumental variable analysis, and propensity score analysis with examples in education research. PubDate: 2024-06-26
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Abstract: Abstract China has been establishing a substantial infrastructure of science, technology, engineering, arts, and mathematics (STEAM) in higher and further education systems. However, increasing concerns surround technical vocational education and training institutions in rural areas. Accordingly, this critical participatory action research applied Bourdieu’s thinking toolbox to understand the relationship between habitus and embodied forms of capital and how these factors might influence STEAM learner identity at an institution surrounded by mountain trails in a prefecture-level city within eastern Anhui Province, a part of the Yangzi River Delta region. The authors conducted fieldwork and semi-structured interviews with key stakeholders, including academic leaders, alumni, and professionals in the STEAM industry. The analysis resulted in five specific themes: (a) promotion of STEAM programs at the subject institution; (b) student recruitment and retention; (c) academic advising and career mentoring; (d) school-entrepreneur partnerships and art studio-based learning; and (e) persistent challenges of career trajectories. The discussion interpreted rural habitus influencing the promotion of STEAM programs at the subject institution. Therefore, this study concluded by providing policy and pedagogical implications and insights about how the empirical voices of the primary stakeholders addressed specific challenges. PubDate: 2024-06-25
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Abstract: Abstract The current study investigated whether the grade point average (GPA) of high school courses and the score on the test for admission to a bachelor’s degree in Psychology—assessing logical reasoning, reading comprehension, and general knowledge—can predict student academic success (AS) and to what extent. Archival data from 5147 candidates (82.4% female) collected over six years (2010–2016) were used. For 2559 of these, indicators of AS (graduation marks, average weighted marks, completion of the degree on time, and dropout) were also available. A series of hierarchical regressions were performed, in which the high school GPA was included as the first predictor, and the scores of the three sections of the admission test were included as the second set of predictors. Findings indicated high school GPA as the best predictor of AS. However, admission test scores predicted a portion of AS that the high school GPA was not able to account for. This result indicates that the administration of the admission test, which evaluates logical reasoning, reading comprehension, and general knowledge, can add relevant information to the high school GPA, thus increasing the efficacy in the selection of candidates, who can have the best chance to earn a bachelor’s degree in psychology. PubDate: 2024-06-16 DOI: 10.1007/s12564-024-09978-x
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Abstract: Abstract Self-control is a non-cognitive ability that can predict academic performance, and students’ self-control can be influenced by their peers. In this study, we examine the effects of exposure to self-controlled peers on students’ academic performance. Using data from Chinese middle school students, we find that being in a class with self-controlled peers improves students’ test scores. The peer self-control works through both the shining light model and the bad apple model. We also find the asymmetric gender effect whereby self-controlled boy peers influence both genders, whereas self-controlled girl peers have no impact on either gender. The potential mechanism analysis reveals that peer self-control improves students’ scores primarily through supportive teaching attitudes and behaviors, a favorable class environment, and student behavior modification; we find limited influence of peer self-control in the classroom on students’ social network. PubDate: 2024-06-16 DOI: 10.1007/s12564-024-09974-1
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Abstract: Abstract This article reports a longitudinal case study examining how teachers were empowered to develop their professional capacity to cater for learner diversity through implementing differentiated instruction. Data were collected from multiple sources including lesson co-planning meetings, teacher interviews and lesson observations in a primary school in Hong Kong. The findings suggested a three-stage journey towards teacher empowerment mediated by both external and internal factors. The findings also highlighted the potential interplay of teacher empowerment, teacher professional development and its sustainability, shedding light on a sustainable model for teacher professional development. PubDate: 2024-06-12 DOI: 10.1007/s12564-024-09977-y
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Abstract: Abstract Promoting continuous learning behavior is a key challenge for online learning. The present paper empirically examines the effects of course network characteristics including course network size, course network diversity, and course strong ties on continuance behavior, considering the moderating impacts of social learning and social exposure. Ordinary least squares regression is employed to validate the effects, using a data set of 2190 users and information on 65,080 courses that was collected from the Chinese University MOOC, which is the largest MOOC platform in China. The results show that those who registered for smaller course size, greater network diversity, and stronger ties between courses are more likely to engage in continuous learning in MOOCs. Further, social learning weakens and social exposure strengthens the positive relationship between course network diversity and continuance behavior. And the negative impact of course network size on continuance behavior is alleviated by social exposure. This research provides a deep understanding of continuance behavior in MOOCs and guidelines for reducing the high dropout rate in online learning. PubDate: 2024-06-03 DOI: 10.1007/s12564-024-09975-0
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Abstract: Abstract This study aims to understand how social organizations participate in education governance and how they interact with state actors in the context of education governance in China from a network governance perspective. Based on a multiple case study, we selected four social organizations (a think tank, an academic association, and a domestic, and overseas organization each focused on educational philanthropy) for this qualitative investigation. The study findings indicate that although the government of the People’s Republic of China uses a network approach to steer the country’s educational system, the government maintains its supremacy over social organizations, leading to hierarchical and submissive policy networks. However, social organizations may obtain the freedom to conduct their work and influence the educational system if they could gain the government’s political trust and support. These study’s findings suggest that the mode of Chinese education governance is a mixture of government, characterized by bureaucratic and top-down governing, and governance, characterized by the government steering society via collaborations with nonstate actors. Therefore, it can be conceptualized as a network government, reflecting China’s political and ideological systems by emphasizing the institutional monitoring and supervision of social organizations through policy networks to strengthen the state’s governing capabilities from the top down. PubDate: 2024-06-01 DOI: 10.1007/s12564-022-09771-8
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Abstract: Abstract Acting as a governmental tool to enhance competitiveness and integrate research and education by merging a local university and a provincial academy of sciences, this case study provides an example of a novel cross-sectoral complementary merger in higher education in China. Through a qualitative analysis of its three-stage process and the factors influencing its preliminary positive outcomes from the university leadership perspective, this study examines a unique higher education merger, emphasizing the effects of cultural issues and leadership. This study adds an interesting example to the growing literature on higher education mergers and offers suggestions for future research and practice. PubDate: 2024-06-01 DOI: 10.1007/s12564-024-09935-8
Hybrid journal (It can contain Open Access articles)
[2468 journals]
