Asia Pacific Education Review
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Operating at the margins while seeking a space in the heart: the daily teaching reality of Japanese high school teachers experiencing workplace stress/anxiety
Asia Pacific Education Review - Tập 15 - Trang 443-457 - 2014
The esteem historically attributed to the teaching profession in Japan is eroding, and some Japanese teachers who identify with the ideal of being a ‘life educator’ are becoming disillusioned with teaching. While the stress and anxiety associated with teacher disillusionment have been researched from a Western perspective, little is known about the work-related stress and anxiety experiences of Ja......
Symbolic habitus and new aspirations of higher education elites in transitional Myanmar
Asia Pacific Education Review - Tập 22 - Trang 67-76 - 2020
This paper examines critical aspects of the birth of the new generation of Myanmar’s emerging elite groups and their roles in the society based on in-depth qualitative research conducted in two universities in Yangon. It particularly pays close attention to the critical roles of the two universities – as political, social and knowledge institutions – in the formation of the new elite groups in Mya......
Teachers’ emotional experience: insights from Hong Kong primary schools
Asia Pacific Education Review - Tập 19 - Trang 531-541 - 2018
This study aims to understand teacher emotions through interviewing 28 primary teachers in Hong Kong. The study employed content analysis to analyze the data. The results were allocated to three dimensions of teacher emotions—student and learning, teacher and teaching, and the contextual factors. These teachers described 78 emotions of which approximately an equal number were positive and negative......
Revival of “internationalization” in mainland Chinese universities with Christian roots? Historical and empirical inquiries in overseas experienced talent recruitment
Asia Pacific Education Review -
Social involvement and development as a response to the campus student culture
Asia Pacific Education Review - - 2011
Utilization of differentiated instruction in K-12 classrooms: a systematic literature review (2000–2022)
Asia Pacific Education Review - - Trang 1-19 - 2024
Differentiated instruction (DI) is a beneficial approach to addressing students’ diverse learning needs, abilities, and interests to ensure that each student has the opportunity to make academic progress. To answer the question of how teachers utilize DI in K-12 classrooms, this systematic review was based on 61 empirical studies on DI published between 2000 and 2022. It examined the current statu......
Asian medical students: quality of life and motivation to learn
Asia Pacific Education Review - - 2011
Beginning teachers’ perceptions of their levels of pedagogical knowledge and skills: did they change since their graduation from initial teacher preparation?
Asia Pacific Education Review - Tập 12 - Trang 79-87 - 2010
This study investigated changes in beginning teachers’ self-perceptions of their pedagogical knowledge and skills after their first year of teaching. Surveys were administered to 322 graduating student teachers at the end of the initial teacher preparation programme and at the end of their first year of teaching to compare if there were any differences in their self-perceptions. The results of the......
Integrating competency-based education with a case-based or problem-based learning approach in online health sciences
Asia Pacific Education Review - Tập 21 - Trang 683-696 - 2020
In the current competitive and globalized economy, employers and professional organizations call for higher education institutions to deliver graduates with relevant competencies and skills. In response, a growing number of higher educational institutions is introducing competency-based education. This is particularly true for health science programs, which have a tradition of applying a case-base......
The effect of dynamic assessment based instruction on Children’s Learning
Asia Pacific Education Review - Tập 4 Số 2 - Trang 189-198 - 2003
The purpose of this study is to demonstrate that dynamic assessment based instruction increases children’s learning by using a quasi-experimental research design in Korea. In this study, dynamic assessment is defined as a measurement method of the zone of proximal development (ZPD) as well as the qualitative and quantitative diagnostic information for individual children. In addition, dynamic asse......
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