Asia Pacific Journal of Education (Asia Pac J Educ)
Asia Pacific Journal of Education will be published by Taylor and Francis from 2005. Its focus is on major shifts in educational policy and governance, curriculum and pedagogy, and in the everyday lives and practices of students and teachers in the Asia-Pacific Rim. New empirical and theoretical work, as well as critical and exploratory essays that focus on the impacts of modernity, postcolonialism and globalisation on education systems will be featured.
Current impact factor: 0.49
Impact Factor Rankings
|Website||Asia Pacific Journal of Education website|
|Other titles||Asia Pacific journal of education (En ligne)|
|Material type||Document, Periodical, Internet resource|
|Document type||Internet Resource, Computer File, Journal / Magazine / Newspaper|
- Author can archive a pre-print version
- Author can archive a post-print version
- Some individual journals may have policies prohibiting pre-print archiving
- On author's personal website or departmental website immediately
- On institutional repository or subject-based repository after a 18 months embargo
- Publisher's version/PDF cannot be used
- On a non-profit server
- Published source must be acknowledged
- Must link to publisher version
- Set statements to accompany deposits (see policy)
- The publisher will deposit in on behalf of authors to a designated institutional repository including PubMed Central, where a deposit agreement exists with the repository
- SSH: Social Science and Humanities
- Publisher last contacted on 25/03/2014
- This policy is an exception to the default policies of 'Taylor & Francis (Routledge)'
Publications in this journal
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ABSTRACT: This paper discusses the representation of information literacy and media literacy in the Singapore education discourse as part of its twenty-first century competencies framework. Through examining the conceptual definitions, purposes/aims, and means of these two significant twenty-first century competencies in the global context and the Singapore education policy, the authors argue that despite both information literacy and media literacy have been widely recognized as crucial skills in the knowledge-based economy, they are perceived as separate concepts, given differentiated emphasis, and implemented using similar approaches by various governmental and educational agencies in Singapore. To facilitate the acquisition of these critical competencies, this paper argues that an overarching framework featuring the seamless integration of information and media literacy in school curricula and public education needs to be in place to clarify conceptual concerns and guide its practical implementation.
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ABSTRACT: Many TESOL (Teaching English to Speakers of Other Languages) programmes focus on providing professional knowledge to Asian teachers who are pursuing their degrees in English-speaking countries. However, not much attention is given to their expectations, personal lived experiences and identity construction while studying in these countries. These aspects are important in their development as users and teachers of English. This article explores these aspects through interviews and email correspondence with Thinh, a highly accomplished TESOL professional who pursued a Master of TESOL degree as an international student in Australia. Findings suggest that when she was in Australia, she displayed strong agency as she changed some aspects of her identity in order to adapt to studying and living in the country. Nevertheless, there is also continuity in her identity construction, as she maintained other aspects of the identity that she brought from her home country. Her identity construction is best seen in the context of her investment in her career in her home country. As a resilient individual, Thinh demonstrates how she manages her process of identity construction through her reflections and strategic thinking. The findings of this study suggest the need for TESOL programmes to actively connect international students' lived experiences outside class to their pursuit of professional knowledge.
Data provided are for informational purposes only. Although carefully collected, accuracy cannot be guaranteed. The impact factor represents a rough estimation of the journal's impact factor and does not reflect the actual current impact factor. Publisher conditions are provided by RoMEO. Differing provisions from the publisher's actual policy or licence agreement may be applicable.