Asia Pacific Education Review (ASIA PAC EDUC REV)

Publisher: Sŏul Taehakkyo. Asia Tʻaepʻyŏngyang Kyoyuk Palchŏn Yŏnʼgudan, Springer Verlag

Journal description

Current impact factor: 0.47

Impact Factor Rankings

2015 Impact Factor Available summer 2015
2009 Impact Factor 0.25

Additional details

5-year impact 0.43
Cited half-life 3.40
Immediacy index 0.05
Eigenfactor 0.00
Article influence 0.16
Other titles Asia Pacific education review (Online), APER
ISSN 1598-1037
OCLC 318439420
Material type Document, Periodical
Document type Journal / Magazine / Newspaper, Computer File

Publisher details

Springer Verlag

  • Pre-print
    • Author can archive a pre-print version
  • Post-print
    • Author can archive a post-print version
  • Conditions
    • Author's pre-print on pre-print servers such as
    • Author's post-print on author's personal website immediately
    • Author's post-print on any open access repository after 12 months after publication
    • Publisher's version/PDF cannot be used
    • Published source must be acknowledged
    • Must link to publisher version
    • Set phrase to accompany link to published version (see policy)
    • Articles in some journals can be made Open Access on payment of additional charge
  • Classification
    ​ green

Publications in this journal

  • [Show abstract] [Hide abstract]
    ABSTRACT: The twenty-first century is often described as an age of uncertainty and ambiguity with unprecedented challenges. Those with a creative mind-set however might call this millennium an age of wonder. New technologies and digital media are facilitating imagination and inventiveness. How are we innovating education? Are schools and classroom fostering creativity? This chapter will discuss the understanding of the cognitive functions of creativity and relate these to curriculum and pedagogy. It will deal with issues such as tapping on the powers of psychological habits and novelty, contextualizing learning, providing for serendipity, imagination, and play.
    Asia Pacific Education Review 06/2015; 16(2). DOI:10.1007/s12564-015-9377-6
  • [Show abstract] [Hide abstract]
    ABSTRACT: This study examined the need for civic education as a mode of talent dissemination among gifted students. Based on a comprehensive review of literature, civic education was found to be instrumental for gifted students in developing academic, psychological, and social abilities; enhancing civic awareness, responsibility, and commitment; and taking the leading role to make a difference for local communities and the society. While there are only a few gifted programs for civic education, research evidence suggested that civic education programs such as Civic Education Institute consisting of rigorous academic content, hands-on activities, and ongoing reflections and evaluations enabled gifted students to get engaged with community, society, and world issues. This study concluded that civic education would be an effective means of talent dissemination as well as talent development for gifted students. Talent dissemination coupled with talent development should be the major task and ultimate goal of gifted education by the help of high-quality civic education programs.
    Asia Pacific Education Review 06/2015; 16(2). DOI:10.1007/s12564-015-9372-y
  • [Show abstract] [Hide abstract]
    ABSTRACT: Welcome to the special issue of the 2015 Asia Pacific Education Review (APER)! We cordially invite researchers, scholars, educators, teachers, policy makers, and students to APER’s first issue covering themes on creativity, giftedness, and talent development. This issue consists of 16 articles authored by internationally leading scholars in education and psychology. About half of the manuscripts were invited specially for this issue, and the other half were based on invited presentations at the 2014 International Conference on Education Research (ICER), which was sponsored by the Education Research Institute of Seoul National University under the theme of “Leading Creative Minds: Talent Development and Convergence Education.”Creativity is one of the upmost interesting topics in education today. However, due to the complicated aspects of the concept, creativity is surely an interesting but challenging topic. What is creativity? Can creativity be learned and developed? What are the best ...
    Asia Pacific Education Review 06/2015; 16(2). DOI:10.1007/s12564-015-9369-6
  • [Show abstract] [Hide abstract]
    ABSTRACT: Contemporary real-world problems require creative solutions, necessitating the preparation of a new generation of creative experts capable of finding original solutions to ill-structured problems. Although much school-based training in creativity focuses on discrete skills, real-world creativity results from a multidimensional interaction between and among personal attributes, specific processes, internal or external Press for invention, and a valued Product. All of these are often set into action by an individual’s Passion to create something new. Creative experts also tend to see creativity and problem-solving as deeply intertwined, especially when solving ill-structured problems. Students must experience all of these elements, including the emotional catalyst, if they are to understand the full creative process. Problem-based learning (PBL) can be used to immerse students in authentic scenarios that necessitate creative thought. An alignment is drawn between creativity theory and the inquiry-based structure of PBL. Evidence is provided documenting the efficacy of using PBL to promote various dimensions of creative thought from discrete strategies to more general characteristics of “flow”. Evidence is also presented that PBL can be a tool in a reconceptualization of giftedness or talent by allowing teachers to see a more complete set of skills and abilities among their students.
    Asia Pacific Education Review 06/2015; 16(2). DOI:10.1007/s12564-015-9367-8
  • [Show abstract] [Hide abstract]
    ABSTRACT: The purpose of the study was to investigate the characteristics of convergence learning experience when learners study integrated learning contents from various academic subjects. Specifically, cognitive and emotional experiences and their changes over time were investigated. Eight undergraduate and graduate students participated in the study. They watched an educational documentary entitled Mathematics and Civilization, which included content from various subjects such as mathematics, history, economy, and politics. They were interviewed in-depth about their learning experiences from watching the documentary. Participants reported that convergence learning experience included a personalization process in which they incorporated learning contents based on their own personal experience, interest, and knowledge; especially, personal background and curiosity were factors facilitating personalized meaning making on learning contents. We also found that cognitive change was accompanied by an emotional change when participants transformed their own knowledge structure from fear to pleasure for learning. These results suggest that in convergence education, a learner’s prior knowledge and experience would play a key role in constructing the learner’s own meanings and knowledge structure more so than in traditional subject-based education. Also, social interaction could facilitate convergence learning experience by allowing learners to share in others’ learning experiences and perspectives.
    Asia Pacific Education Review 06/2015; 16(2). DOI:10.1007/s12564-015-9375-8
  • [Show abstract] [Hide abstract]
    ABSTRACT: Definitions of giftedness developed in the USA have included both creative and leadership giftedness for over 40 years, but there has been relatively little empirical study of the implementation of programming in either of these areas. Because gifted education practices in the USA may provide models for the development of these practices in other countries, it seems important to evaluate the presence and content of programming in creativity and leadership in the USA to develop an understanding of what strengths and barriers these aspects of giftedness may face in other settings. In this pilot study, I examined gifted policies to identify US states that would be highly supportive of programming in leadership or creative giftedness. I then searched systematically for evidence of such programming on the gifted education pages of district Web sites within two of these states. Findings reveal that a widely varied level of detail is provided online at the district level; while there was at least one strong description evident in both the creativity and leadership areas, these were the exception rather than the rule. Further study is needed to confirm and extend these findings.
    Asia Pacific Education Review 06/2015; 16(2). DOI:10.1007/s12564-015-9373-x
  • [Show abstract] [Hide abstract]
    ABSTRACT: This article attempts to address the question of how to make gifted education more equitable and productive by shifting priorities to talent development for all rather than confining itself to the “gifted.” I first present an overview of political and ethical considerations in selecting a few for talent or creativity development. I then argue for a form of meritocracy in education for the purpose of producing talents, leaders, and frontier explorers that is different from what is often perceived as “elitist” and that is viable and important for the common good as well as for the individuals involved. I then discuss how we can negotiate and balance priorities of equity, excellence, and diversity. In light of this form of meritocracy, I suggest that the Talent Development Paradigm be adopted as a promising alternative to the Gifted Child Paradigm for the future of gifted education.
    Asia Pacific Education Review 06/2015; 16(2). DOI:10.1007/s12564-015-9364-y
  • [Show abstract] [Hide abstract]
    ABSTRACT: This article aims to describe how schools should structure the development of academic talent at all levels of the K-12 educational system. Adopting as its theoretical framework the Differentiating Model of Giftedness and Talent, the author proposes (a) a formal definition of academic talent development (ATD) inspired by the principles and practices adopted in education, music, and sports and (b) seven constitutive characteristics of exemplary talent development programs. He develops his proposal around an enriched K-12 curriculum as its keystone component. Other characteristics recommend that school administrators make this curriculum available on a daily basis, as early as the kindergarten level, to selected high-achieving students; they would belong to full-time high-ability groups. The author argues that most current so-called gifted programs, mainly exemplified by pullout classes and regular classroom enrichment, have little to do with ‘proper’ academic talent development. The article ends with a brief survey of existing ATD programs and a look at future implementation problems.
    Asia Pacific Education Review 06/2015; 16(2). DOI:10.1007/s12564-015-9366-9
  • [Show abstract] [Hide abstract]
    ABSTRACT: Critics of creativity tests, some of which are used widely in determining student eligibility for special educational opportunities such as gifted programs, claim that scores on these tests can be improved with specific training on the scoring components of the tests. However, we could find no empirical evidence supporting this claim. So, we tested this by comparing pre- and post-scores on the Torrance Tests of Creative Thinking (TTCT) of three groups of children: (a) those who received specific training; (b) those who received no training, and (c) those who received general creativity skills training. Results indicated that training on the criteria of the TTCT did not improve scores more than general creativity skills training or no training at all. Scores for all three groups improved similarly on retesting, but only slightly.
    Asia Pacific Education Review 06/2015; 16(2). DOI:10.1007/s12564-015-9365-x
  • [Show abstract] [Hide abstract]
    ABSTRACT: Through a cultural dynamics lens, what are the promises and pitfalls of having a life purpose to make a creative contribution to one’s culture? Purpose is self-regulation that focuses on a personally meaningful intention to accomplish something prosocial. Although previously studied among older adults reflecting on their lives, a more recent perspective on purpose studies youth prospectively planning their lives. Creativity is the introduction of a novel yet appropriate meaning into a situation that, over time if it is adopted by enough others, can become a new cultural norm. Purpose is a stabilizing personal beacon for understanding and enacting one’s role within a culture, whereas creativity initiates and amplifies a ripple effect on the culture’s dynamics. A creativity-driven life purpose aims to change, redirect, or augment some aspect of culture. It brings the promise of deepening and elaborating cultural resources and the common good. Yet, creativity often requires that the creator provides most of the momentum to proceed. The uncertainty of creativity can lead to fewer social and institutional supports plus more challenges and resistance. Creators need to find tolerant early adopters to demonstrate and educate their novel contributions to others. Despite these challenges, many creators describe their purposes in strongly moral terms: they consider their aim a personal responsibility to share with other minds something “beloved” in their cultural domain as a way to enlarge cultural opportunities for all. Educators can support or thwart creativity-driven purposes in youth; practical suggestions for helping such purpose development are discussed.
    Asia Pacific Education Review 06/2015; 16(2). DOI:10.1007/s12564-015-9363-z
  • [Show abstract] [Hide abstract]
    ABSTRACT: While creativity is discussed as a core competence for talented people around the world in the twenty-first century, its exhibition is determined by one’s character. Creativity and character education, therefore, should not be considered as separate matters, but the systematically related matters, and exhibition of creativity, can be carried away by character. The purpose of this study is to apply community-based education through art to elementary school students in an effort to enable the learners to experience the cultural facilities of their community and to cultivate their creativity and personality, thus fostering resilience in the face of the trauma of school violence. This study focuses on the importance of the experience of creating art, which can contribute to the building of a happy and safe school environment and to the cultural development of the community. First, school violence and trauma are initially investigated based on a literature review. Second, I discuss the important role of art projects to promote creativity and foster resilience. Third, community-based art education is developed and applied to elementary school students. Finally, it is concluded that community-based art education can encourage adolescents to cultivate a healthy personality and good creativity, ultimately helping them to become well-rounded. The development of practical community-based convergence education through art can contribute to establishing a happy school culture by promoting creativity and fostering resilience to the trauma of school violence.
    Asia Pacific Education Review 06/2015; 16(2). DOI:10.1007/s12564-015-9371-z
  • [Show abstract] [Hide abstract]
    ABSTRACT: After decades of research, we now know that creativity is a multidimensional construct that involves variables from the domains of personality, environment, and cognition. A construct with such level of complexity, as we know from past research, cannot be effectively learned through traditional lecture-based instruction. Rather, the formation of this type of ability is a cultivation process. Problem-based learning (PBL) is an instructional method that holds promise for cultivating students’ creativity. The characteristics of PBL provide well-aligned instructional affordance for not only fostering students’ development of necessary ability, knowledge, and skills for creativity to occur, but also providing a learning environment that supports the cultivation process. In this paper, an analysis of the characteristics of creativity as well as a description of the main features of PBL will be discussed. Furthermore, the details of the alignment between PBL’s affordance and the characteristics of creativity will also be provided.
    Asia Pacific Education Review 06/2015; 16(2). DOI:10.1007/s12564-015-9368-7
  • [Show abstract] [Hide abstract]
    ABSTRACT: In the early 2000s, China’s Ministry of Education embarked on a program of school mapping restructure (SMR) that involved closing small rural schools and opening up larger centralized schools in towns and county seats.The stated aim of the policy was to improve educational resources and raise the human capital of rural students. Any progress that may have been achieved along these dimensions comes at a price, namely that many children lost the opportunity to learn in their own village schools. This study aims to understand the impact of SMR on the distance rural children are from schooling, in terms of physical, temporal and social measures. A particular focus rests on differential impact by child and family characteristics including socioeconomic status. The data are drawn from a combination of questionnaires, interviews and document analysis, collected in a rural mountainous area, specifically Xinfeng County in Guangdong Province located in the south of China. The authors analyze these data using geographical information systems, regression and classification tree analysis to estimate increased distance and travel time for students affected by SMR, in the context of an analysis of boarding versus commuting decisions and the choice of transportation mode by economic status. This study finds that, the physical distance increased by an average of about 8.3 miles through SMR, but through the increased tendency to board, the effect on average weekly travel distance was neutral; the average travel time increased by around 75 min for those students affected by SMR; even for children more likely to be boarding, the average increase in weekly travel time was estimated at over 2 h, specifically 130 min; social distance increased also; as students were moved from a tightly-knit community school to a somewhat more anonymous institution, this deterioration affected students who were previously “privileged” in this particular respect, and they are not at a disadvantage relative to their peers at their new school. In addition, the study uncovers nuanced effects of SMR on school travel behavior and calls into question that some behavioral assumptions implicit in the planning process. Policy implications of these findings are discussed, with specific reference to China’s current initiative of “balanced development” in the education sector.
    Asia Pacific Education Review 05/2015; DOI:10.1007/s12564-015-9380-y
  • [Show abstract] [Hide abstract]
    ABSTRACT: First we describe one particular model of talent development (Jarvin and Subotnik in The handbook of secondary gifted education. Prufrock Press, Waco, 2006) and situate it in perspective to other models developed in North America and Europe. We then discuss the implications of this view of giftedness on education and review related resources and approaches available in North America and Europe. We will conclude with the need for further international coordination in our understanding and promotion of talent development.
    Asia Pacific Education Review 05/2015; 16(2). DOI:10.1007/s12564-015-9370-0
  • [Show abstract] [Hide abstract]
    ABSTRACT: Intellectual styles refer to people’s preferred ways of processing information and dealing with tasks. Individuals who have a propensity for using a wide range of styles—always including creativity-generating styles—are said to possess successful intellectual styles. The author argues that teachers should and can encourage creativity among students by cultivating successful intellectual styles. To make this argument, the author first presents two main controversial issues over the nature of intellectual styles: style value and style malleability. She then cites research evidence revealing that creativity-generating intellectual styles are more adaptive than are norm-favoring styles; that the positive growth in some domains of student learning and development calls for successful intellectual styles; and that styles can be developed. Following this, the author points out the limitations of the existing research and suggests ways to overcome the limitations. Finally, the author proposes strategies that teachers could use in promoting creativity through fostering successful intellectual styles among students.
    Asia Pacific Education Review 05/2015; 16(2). DOI:10.1007/s12564-015-9378-5