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 2016
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

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    • Author can archive a pre-print version
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    • 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

  • Ali Yildirim · Koray Kasapoglu
    Asia Pacific Education Review 09/2015; DOI:10.1007/s12564-015-9394-5
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    ABSTRACT: This study focuses on the impact of high-performance work systems on the outcomes of organizational effectiveness with the mediating roles of job satisfaction and organizational commitment. In light of the importance of human resource activities in achieving organizational effectiveness, we argue that higher employees’ decision making capabilities directly and indirectly empower organizational effectiveness. The reward system indirectly diminishes organizational effectiveness through the mediating effect of organizational commitment. We test these arguments using a sample of 332 Malaysian secondary school teachers. Provisions of secondary school infrastructure and material support alone will be meaningless without effective high-performance work systems and management capable of generating quality teaching and learning. The results identify the critical characteristics of high-performance work systems to realize school effectiveness.
    Asia Pacific Education Review 08/2015; DOI:10.1007/s12564-015-9389-2
  • Asia Pacific Education Review 08/2015; DOI:10.1007/s12564-015-9387-4
  • Asia Pacific Education Review 08/2015; DOI:10.1007/s12564-015-9386-5
  • Dongil Kim · Yujeong Park · Linda J. Lombardino
    Asia Pacific Education Review 07/2015; DOI:10.1007/s12564-015-9385-6
  • Jang C. Jin · Jeung R. Cho
    Asia Pacific Education Review 07/2015; DOI:10.1007/s12564-015-9382-9
  • Agustian Sutrisno · Hitendra Pillay
    Asia Pacific Education Review 07/2015; DOI:10.1007/s12564-015-9384-7
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    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
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    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
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    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
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    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
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    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
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    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