Asia Pacific Education Review (ASIA PAC EDUC REV)
Journal Impact: 0.63*
*This value is calculated using ResearchGate data and is based on average citation counts from work published in this journal. The data used in the calculation may not be exhaustive.
Journal impact history
|2016 Journal impact ||Available summer 2017 |
|2015 Journal impact ||0.63 |
|2014 Journal impact ||1.37 |
|2013 Journal impact ||0.94 |
|2012 Journal impact ||0.71 |
|2011 Journal impact ||0.95 |
|2010 Journal impact ||0.53 |
|2009 Journal impact ||0.37 |
|2008 Journal impact ||0.25 |
|2007 Journal impact ||0.29 |
|2006 Journal impact ||0.23 |
|2004 Journal impact ||0.12 |
Journal impact over time
|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 |
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Publications in this journal
[Show abstract] [Hide abstract] ABSTRACT: Professional identity surfaces repeatedly as an important underlying factor in teacher development. A sequential explanatory mixed methods design was used to investigate identity development in terms of teachers’ expected and feared possible selves. Teachers (n = 120) representing three career groups (prospect, new, and experienced) participated. The findings reveal differences in possible selves which are detectable based on career group. New teachers exhibited a greater focus on task self-concepts; prospective teachers expressed both task and quality possible selves; and experienced teachers expressed identities more concerned about the quality-focused ones. Our findings also reveal a potential transition path in professional identity development.
[Show abstract] [Hide abstract] ABSTRACT: The Japanese academics have high recognition of themselves as the researchers rather than the teachers. This kind of climate developed in the national research universities including Teikoku Daigaku in the prewar time and even in the postwar time; it has extended to almost all academics not only in the research universities but also in the non-research universities. This fact was testified clearly in the CAP survey conducted in 2007, in which the Japanese academics’ research orientation belonged to the German type. A climate of academics in Japan is different from the counterparts in the USA as shown in the CAP survey, in which the American academics are oriented to research and teaching with a weight of half and half. Given the Japanese academic climate involved in research orientation, the national government offers in recent years the research grants to academics as the category of researcher on the basis of “selection and concentration principle” to the extent that only distinguished researchers in research productivity can be selected. Accordingly, Kakusa Shakai, or the social difference between the institutions with high productivity and those with low productivity, seems to be increasingly extending recently. The question that how the Japanese government disseminates research outputs to make these outputs be more socially utilized is likely to be not answered adequately for many years because there are few meta-evaluations to assess policy’s usefulness. However, such meta-evaluation of policy is expected to be done strictly since 2002 when it was introduced in the context that government policy’s contribution to society was functioned substantially.
[Show abstract] [Hide abstract] ABSTRACT: Teachers’ classroom behaviors and their effects on student learning have received significant attention from educators, because the quality of instruction is a critical factor closely tied to students’ learning experiences. Based on a theoretical model conceptualizing the quality of instruction, this study examined the characteristics of instructional quality represented by cognitive activation, student-oriented teacher behavior, class management, and learning support and investigated the relationships between instructional quality and students’ affective and cognitive outcomes. The PISA 2012 survey, administered to students in Korea and Singapore, was used to conduct a latent profile analysis and structural equation modeling. It was found that using more student-oriented instruction and less strategies of cognitive activation was positively associated with lower performance in math, while well-managed classroom and learning support were positively associated with higher performance. The level of instructional quality was generally higher for Singapore than Korea in every index at all achievement levels. Most affective characteristics and the math teachers’ instructional focus were positively associated with higher profiles of instructional quality. However, discrepant results were found between the two countries: Cognitive activation had positive effects on interest and self-concept in math as well as math performance for Korean students, whereas it only had a positive effect on math performance for Singaporean students. In contrast, student-oriented instruction had negative effects on interest in math as well as math performance in Korea, but a positive effect on interest in math in Singapore. The implications of each finding were discussed in detail.
[Show abstract] [Hide abstract] ABSTRACT: The purpose of this study was to identify how high school graduate newcomers adjust to working in organizations. This study examines how their formal learning, intended informal learning, and unintended informal learning experiences jointly influence their adjustment processes [e.g., role clarity and personal–organizational (P-O) fit]. It also explores the extent to which the newcomers’ adjustment processes relate to socialization outcomes (e.g., job satisfaction, organizational commitment, and intention to quit) and their mediating effects on the relationship between the types of learning and socialization outcomes. Results show that formal learning and intended informal learning have a strong positive relationship with P-O fit, while unintended informal learning is positively associated only with role clarity. In addition, role clarity indirectly and P-O fit directly affect job satisfaction, organizational commitment, and intention to quit. The implication for management practices and future research is discussed.
[Show abstract] [Hide abstract] ABSTRACT: As Vietnam higher education has explored ways to integrate into the international community, professional development of faculty is becoming a key element. However, there is a significant shortage of faculty development (FD) in Vietnam, resulting in a large gap in quality, quantity, and qualifications between Vietnamese faculty and their colleagues in Southeast Asia. We conducted a phenomenological study to gain insights into the experiences of Vietnamese faculty in their FD. Four themes emerged: faculty’s perceptions of faculty roles, FD activity participation, factors affecting their FD, and FD desires. To improve the quality of FD in Vietnam, we offered a number of recommendations for faculty members, policymakers at different levels, and further research.
[Show abstract] [Hide abstract] ABSTRACT: The purpose of this study is to explore the counselors’ understanding of which behaviors represent real relationship during the counseling process. Twenty-four participants who are counseling psychologists were interviewed on what observable behaviors and verbalizations they deemed to represent real relationship between the counselors and the clients. Their statements representing the real relationship were recorded on cards, and the interviewees individually sorted these 73 statements into conceptually homogeneous categories. Then, a multivariate concept mapping statistical method was used. As a result, six clusters were identified: care and protection for the client, genuine interaction, sharing similar experiences, sense of connection and communication, involvement in the client’s personal life, and acting as a human being rather than a professional. The two underlying dimensions are “Depth of Involvement and Power Equivalency.” The results displayed some unique qualities reflecting Korean cultural characteristics. This study also discusses the cultural contexts and ethical issues about the real relationship. Research and practice implications are presented.
[Show abstract] [Hide abstract] ABSTRACT: The purpose of this study is to examine the causal effects of after-school programs (ASPs) and private tutoring on Korean secondary school students’ academic achievement. The students’ data from the Gyeonggi Education Panel Study were used in this study for the actual data analysis. The study attempted to adjust for possible selection bias toward either the ASPs or private tutoring by using the inverse probability weight of the propensity score, which was derived from a seemingly unrelated bivariate probit model. The results demonstrated that ASPs and private tutoring both contributed to increases in Korean secondary school students’ academic achievement, even after controlling for the selection biases toward both treatments. The magnitude of the effects of participating in ASPs or private tutoring was found to differ by education level; in middle schools, private tutoring showed a higher impact on academic achievement than did ASPs, whereas ASPs had a greater influence on high schools students’ academic achievement than did private tutoring. Moreover, it was also revealed that there was no interaction effect between ASP participation and private tutoring participation in middle schools, but that a negative interaction effect existed in high schools. In addition, the differential effect of region size was calculated in order to examine the effect of ASPs and private tutoring in more depth, and the results demonstrated that the positive effects of ASPs and private tutoring on secondary school students’ academic achievement were only significant in urban areas.
[Show abstract] [Hide abstract] ABSTRACT: The purpose of this paper is to examine whether Amartya Sen's capability approach can suggest an appropriate theory of education for ethical development. Many advocates of Sen's capability approach insist that his approach is superior to rival theories of education, including the human capital theory. This is because Sen emphasizes the purpose and various roles of education for achieving substantial freedom while rival theories focus on the instrumental aspects of education. A focus on rival educational theories often results in the negative effects seen occurring in colonial education. In principle, we agree with the advocates of Sen’s capability approach. However, we doubt that Sen’s emphasis is sufficient for guaranteeing that his capability approach is the appropriate theory of education for application in the context of ethical development. It does not have theoretical completion, and it gives no guidance as to conflict resolution concerning the roles, or value, of education. Nor does it give guidance as to how to implement pedagogical strategies. This incompletion allows economically instrumental values to dominate intrinsic values and non-economically instrumental values, as seen with the educational Millennium Development Goals. This prioritization is what has occurred in colonial education through the application of human capital theory. We suggest that in Sen’s capability approach, firstly, the meaning of the intrinsic value of education should be clarified; secondly, the non-economically instrumental roles of education should be explicated in the context of development; and finally, the priority of the intrinsic and the non-economically instrumental roles of education value should be taken over the economically instrumental values. In this revised theory, people’s substantive freedom is achievable through education, people’s aboriginal identities and values remain intact, and developing countries take seriously pedagogical strategies.
[Show abstract] [Hide abstract] ABSTRACT: Since the transition from industrial society to a knowledge-based society, the source of national competitiveness is also changing. In this context, lifelong education has become a new competitive strategy for countries. This study broadly consists of three steps. Step I features a theoretical review of global lifelong learning indices and a comparison of the indices with existing ones. Step II introduces the process of development of indices based on the previous studies. Step III compares the rankings of countries in the area of lifelong learning based on the indices. Indices developed through this study will be used to evaluate the lifelong learning level of a specific country and to compare that with the lifelong learning levels of major countries around the world. In addition, the strengths and the weaknesses of the lifelong learning system of a specific country will be identified based on the indices, and the efforts that the country should make as a priority to improve the competitiveness of its lifelong learning system will be identified. To sum up, these indices will be able to be used as a reference when countries evaluate policies related to lifelong learning and make decisions that aim to improve the competitiveness of lifelong education.
[Show abstract] [Hide abstract] ABSTRACT: Decentralization of educational governance is characterized by the recent education reform in Korea. With the election of progressive superintendents and local council members, educational policy conflicts have often occurred and deepened in the process of decision-making and implementation of policies such as School Violence Prevention, National Assessment of Education Achievement, Autonomous Private High School, and Teacher Appraisal for Professional Development. This paper examined what were key issues related to these conflicts, what caused these conflicts, and how they progressed by analyzing recent legal cases during the last 5 years (2010–2014) between central and local governments. Findings showed that three factors might be associated with policy conflicts in educational governance: Ambiguous authority and responsibility of educational administration, tensions of political and educational ideas and ideologies, and inadequacy of conflict prevention and coordination. Final findings of the study will provide valuable information to enhance cooperation between central and local educational governance.
[Show abstract] [Hide abstract] ABSTRACT: This article examines the various education policies in Southeast Asian countries, highlighting the underlining philosophies and current practices in the region. The conceptual framework of the presentation includes key concepts such as access and equity, unity and identity, quality and relevance, efficiency and effectiveness. Each of these key concepts will be analysed using a framework consisting of key questions, guiding philosophies, policy options as well as issues and challenges. The article reviews policies relating to questions such as “who get access to what kinds of education?”, “how to widen access?”, “how to ensure success?”, “what kinds of education for a multicultural society?”, “how to promote national integration and social cohesion through education?”, “how to improve quality of education?”, “how to manage and administer the school delivery system?”. It draws examples from different countries in the SEA region to illustrate the issues and challenges in formulating and implementing contemporary education policies.
[Show abstract] [Hide abstract] ABSTRACT: For the last 70 years, since the establishment of the Republic of Korea, Korean education has achieved universal expansion of educational opportunity from elementary to secondary to higher education. Planning, centralized policy making, top-down implementation, and administrative control had been the standards of the first few decades of Korean education. The so-called May 31 education reform implemented in 1995 made a turning point for these approaches to education policy and administration by highlighting autonomy, openness, diversity, accountability, consumer centeredness, market control, and governance for quality education. However, these government-driven education reform initiatives have resulted in limiting the expected outcomes. In this paper, the authors call for a new approach to education policy and administration and propose supporting school innovation, empowering an internal accountability system in governance. The authors also suggest a search for normative values for democratic communitarianism as a new philosophical foundation of education policy framework, beyond instrumental values of education.
[Show abstract] [Hide abstract] ABSTRACT: This study aims to analyze whether subsidies provided by the Indonesian conditional cash transfer against child labor program (Program Keluarga Harapan: PKH) were sufficient for children to stop working and go back to schooling. Ex-post evaluations of the program found that it did not improve children’s enrollment rate and reduce child labor significantly. To search out reasons, this study analyzed the financial returns, on the short-, medium-, and long-term bases, of the children who attend school by participating in the program, in comparison with those children who did not attend school. The data for the analysis were obtained from the Indonesia Family Life Survey data from the RAND Corporation and Indonesian government statistical data. The results demonstrated that the financial returns to children joining PKH to attend primary school were lower than those of their non-participating counterpart in the short and medium terms. Only in the long term, the financial returns to most program participants were greater than those of non-participating counterparts. The subsidy was too low and short to make children attend school, driving children to workplaces. Therefore, this study recommends that the government extend the subsidy period and sensitize poor family parents, or reduce their burden of educational expenditures by awarding them scholarships for their children’s education, or combine both policy actions.
[Show abstract] [Hide abstract] ABSTRACT: Educators have increasingly implemented remedial education in elementary and secondary schools throughout Taiwan as a systemic approach toward closing achievement gaps. However, students from lower socioeconomic backgrounds and those in remote areas have shown little improvement in academic achievement. This issue raises the question of how educators are providing needed learning support to disadvantaged students in school and classroom settings. Thus, this study applies grounded theory to investigate teachers’ reactions to the remedial education policy in Taiwan, to have a reflective assessment on the policy, and to provide suggestions for policy implementation. The findings suggest that teachers’ responses to this government-imposed, centralized approach—classified as “cosmetic compliance,” “professional commitment,” and “try-out participation”—vary widely based on whether their ideological underpinnings are consistent with the government’s policy intent to close achievement gaps, and on whether they are equipped with professional knowledge and practical strategies to support the effective implementation of remedial education. Based on the findings, this study develops an interactive systemic model for more effectively implementing the remedial education policy, which illustrates a conceptualization that educational practitioners can hold professional autonomy while improving teaching and learning for low-achieving students.
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