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1.
Educational psychology has seen rapid growth as an academic discipline in recent years. The current study reviewed research articles published in Asia Pacific Education Review (APER), a journal that has been gaining greater international recognition, to reveal recent trends in educational psychology research in Asia Pacific. Specifically, the study reviewed general (country, research methods and academic subject) and topical trends among 84 articles published in APER from 2005 to 2013. Findings of the study revealed that studies on diverse age groups were conducted in various countries. Although quantitative research greatly outnumbered qualitative research, qualitative research appeared to be increasingly accepted. Topics from special education and counseling were actively studied, with the greatest focus on learner characteristics highlighting individual differences. Outlined research trends and related discussions in this study may be useful for educational psychology researchers in East Asia.  相似文献   

2.
This article provides an overview of issues likely to drive educational research globally over the next decade, and it examines the Asia Pacific Education Review (APER)’s role in responding to these issues, shaping research agendas, and delivering high-quality research. We also look at the implications of these pressures, along with changes in the academic infrastructure, regarding the form, distribution, quality, and utility of education research. We focus on three pressures in particular: a new demography of education, the changing technology of education, and the expansion of higher education and the research university. Demographic pressures create demand for new and different types of institutional responses and have created a new set of issues in education. Technological innovations promise to challenge current systems. MOOCs, web-based professional development for adults, mobile learning, and web-based performance supports for younger students will alter the physical, intellectual, and learning environments of higher education. How might these developments affect the infrastructure of academic research? Quality control will become even more central. It is a strength of academe, something which research institutions are particularly well designed to conduct. Growth in the higher education sector has been accompanied by equally unprecedented growth in research programs, research-trained faculty, and research-oriented universities. This, in turn, has produced pressure for more publications and journals. We conclude with a discussion of how the educational research community will likely respond to these challenges and the role of APER in this process.  相似文献   

3.
对1986—2007年间国内教育类和学报类核心期刊上有关农村义务教育研究的文章的分析显示：（1）进入新世纪以后,我国农村义务教育研究呈现大幅度上升的趋势;（2）从研究方法上看,非实证研究占绝对优势,实证研究有显著的增长;（3）研究内容主要包括农村义务教育经费、教育管理体制、教育普及、教育均衡发展、师资力量、城乡二元教育结构、教育为农村建设服务等7个方面的问题;（4）资金短缺是农村义务教育发展的最根本问题。  相似文献   

4.
This paper presents a systematic review of university students’ emotions in connection with virtual learning based on 91 articles published between 2002 and 2017 in four international journals that focus on virtual learning and educational technology or on learning in higher education. These journals were considered potential channels for research on emotions in virtual learning and higher education. The objective was to analyse the articles for concepts and theoretical background related to virtual learning and emotions, contextual focus, methodological choice, and/or results. The review showed that the most common emotion-related concept was “satisfaction.” The most common context for the articles was a complete non-physical learning environment (e.g. Second Life). Approximately 60% of the articles used quantitative methods. The most common design for studying emotions was an explanatory design. Students’ emotions were mainly studied through concepts related to emotion (e.g. “satisfaction”). Yet only a few of the studies focused on the fluctuation of emotions in the course of events, relying instead on post hoc data that treat students’ emotions as traits rather than states.  相似文献   

5.
运用文献计量可视化软件CiteSpace绘制八种CSSCI来源教育学期刊2000-2009年刊载文献关键词的知识图谱,探测中国教育研究热点领域可以看到,在教育发展阶段为基础教育(义务教育)和高等教育;在学校、社会和家庭三个传统教育阵地为学校教育;在教育活动层面为教育改革、教育发展、教学研究、教学改革、课程改革、课堂教学、教学方法、教学模式;在教育理念层面为素质教育、创新教育和教育思想;在教育元研究层面为教育学学科建设和教育理论;教师教育和道德教育也是热点领域。在中国教育研究的前沿主题中,趋弱型前沿主要为创新教育、素质教育、教育观念、师范教育;渐增型前沿主要为教育质量、教育公平、教师发展、教师专业发展。  相似文献   

6.
由斯普林格(SPRINGER)主办的国际同行评审期刊《哲学与教育研究》(Studies in Philosophy and Education)旨在推进教育哲学研究的整体发展,且长期为SSCI来源期刊。从该杂志2010-2019年刊载文章数量和内容可以发现,国外教育哲学研究依然将教育本体及教育哲学学科建设看作教育哲学研究者关注的重心;儿童教育哲学、空间教育哲学、数字教育哲学和生态教育哲学等研究领域不断得到拓展;杜威、康德、哈贝马斯等教育哲学家的文本解读仍是研究热点;世界主义、批判教育学、存在主义等流派受到广泛关注。在国外教育哲学研究新进展的启示下,我国教育哲学研究应重视教育本体问题的研究、新研究领域的拓展;注重对教育哲学名著的时代解读;重视对国外教育哲学成果的引进;注重对教育实践的价值引领;重视学科建设。  相似文献   

7.
ABSTRACT

Blended learning has been a feature of higher education practice and research for almost two decades. This article takes stock of current blended learning research, contributing to the growing number of meta-analyses of higher education and blended learning research more generally, through a review of ninety-seven articles relating to blended learning in higher education published in fifteen journals between 2012 and mid-2017. The review focused on where and when the articles were published; their provenance, scale, scope; methodological approach; the broad research themes; and definition of blended learning used. The review shows that despite its ubiquity, blended learning’s definition is all-encompassing; its spread is global but research is dominated by key players; it is of technical interest; and its research is small-scale, individually focused, seeking to evidence the benefits of blended learning. The article concludes with recommendations of how higher education research could provide institutions with evidence to ensure their ‘best of blends’.  相似文献   

8.
自20世纪60年代以来,教育人类学在世界范围内获得了快速发展。运用文献资料调研、知识可视化、词频分析等方法,对1965-2013年间Web of Science发表的5316篇教育人类学相关学术文献进行分析,可以发现:国际教育人类学研究的发文量呈蓬勃发展的态势;相关领域学者的分布较为分散,核心作者尚未形成,期刊分布与机构分布则都显示出相对集中和高度分散共存的非均衡化的发展特点;教育人类学具有跨学科研究的特点,相关研究的热点主题与研究前沿的演化均具有按时期演化的特征。研究热点的主题可归类于教育人类学研究对象特征的关注、教育人类学实现形式的研究、教育人类学实施效果的评价研究;国际教育人类学的知识基础在20世纪90年代逐渐趋于稳定并基本成熟,教育公平研究、具体文化视域下的教育人类学研究等在不同时期成为教育人类学的知识基础。  相似文献   

9.
Though Japan has established one the largest higher education systems in Asia much earlier than most of the other Asian countries and some European countries, including the UK, Germany and France, except for a very few Japanese books and articles, little research has been published in Japan on this topic. This article will address the research question: how did Japan’s higher education shift from massification, through to post-massification and, now, to near universal access? By examining the changes in the enrollment in Japan’s higher education based on quantitative analysis, the article will provide an example of how an Asian country had experienced different stages of the growth in enrollments in higher education. Moreover, it is also argued that the major findings from Japan’s case study are not necessarily consistent with the definition of the three-stage linear changes in higher education enrollment by Martin Trow.  相似文献   

10.
ABSTRACT

Most research on online learning in higher education has been focused on general education at four-year institutions. There is a need for more research that focuses on online and hybrid education at community colleges in technical education fields. This issue includes articles from eight National Science Foundation funded projects doing innovative work on the use of online and hybrid learning in technical education. Examination of these articles suggests several potential directions for future research in this area including the following: how to choose between fully online and hybrid course delivery; how technical education programs can successfully partner with industry; how to examine and select specific online educational strategies to enhance online technical education; how to sustain innovative online educational programs after grant funding is complete; and how to support nontraditional students in online or hybrid technical education programs.  相似文献   

11.
ABSTRACT

On the occasion of the 40th anniversary of the journal Distance Education (DE), this study explores the position of this journal in a network of open and distance education, educational technology and learning design publications. A citation network analysis was undertaken to explore the scholarly communication network of distance education, using articles published in DE from 1980 onwards (n = 656), alongside references cited in those articles (n = 16,729), as well as articles (n = 6003) and associated references (n = 164,444) published in 22 leading journals indexed in the Web of Science between 2014 and 2019. A distinction is made between a narrower (intra-DE) and a wider (inter-journal) distance education network. The study reveals DE’s relationship to the wider educational technology community over time and identifies the most prolific journals and authors in this network.  相似文献   

12.
ABSTRACT

Medical education is a domain with fast-changing knowledge and attention to knowledge application and higher order thinking; therefore, how to implement effective teaching is a crucial issue. Based on the technology-based learning model, this study provides a multi-dimensional analysis of published papers on the flipped classroom in medical education from the SCOPUS database, including the form of the learning materials, learning system or player, learning strategies, educational technology, application domains, research issues, participants, and research methods. Based on the results, the application of flipped classrooms in medical education has grown rapidly over the past decade, with the number growing dramatically from 7 papers in 2014, to 16 papers in 2015, and 22 papers in 2016. It was found that a great number of studies adopted instructional videos uploaded on online learning systems or used existing online videos to conduct before-class teaching in the before-class stage of the flipped classroom; moreover, most studies involved no online discussion in the before-class stage. As for learning strategies in the in-class stage, the most frequently adopted strategies were issue discussion, practicing or doing exercises, and problem-based learning. This implies that most studies mainly emphasized basic knowledge understanding and skills training, while little attention was paid to developing learners’ higher order thinking skills. In addition, the majority of studies explored students’ learning interest/satisfaction, learning experience, and performance on the cognitive aspect, while little research was found to investigate their preparation degree or cognitive loading. Based on the review results, this study provides the research trends and potential research issues of flipped medical education to serve as a reference for researchers, instructors, and decision makers.  相似文献   

13.
In this article, the authors critically synthesize how Critical Race Theory (CRT) as an emerging field of inquiry has been used as a tool of critique and analysis in K-12 education research. The authors point out that CRT has been used as a framework for examining: persistent racial inequities in education, qualitative research methods, pedagogy and practice, the schooling experiences of marginalized students of color, and the efficacy of race-conscious education policy. The authors explore how these studies have changed the nature of education research and stress the need for further research that critically interrogates race and racism in education.Marvin Lynn is an Assistant Professor of Department of Curriculum & Instruction in University of Maryland, College Park. He completed his B.S., at DePaul University, Chicago, IL, M.A. at Teachers College, Columbia University, New York, NY and Ph.D. at University of California, Los Angeles. He has published articles in the area of Critical Race Theory and education and critical race pedagogy. He has also written a number of articles that explore the work and lives of Black male teachers.Laurence Parker is Professor in the Department of Educational Policy Studies in University of Illinois, Urbana-Champaign. He completed his B.A., at Earlham College, Richmond, IN, M.A. and Ph.D. in University of Illinois at Urbana-Champaign. His current research examines Critical Race Theory and its connection to educational research, policy and practice in the k-12 and post-secondary settings. His research also examines social justice perspectives in educational administration, leadership and policy, particularly with respect to race and social class  相似文献   

14.
The aim of the study is to describe and analyse research articles relating to the subject of education for sustainable development (ESD) for early childhood education (ECE), published during the years 1996–2013. This is done by answering three specific questions: (1) How is ESD defined by researchers in ECE? (2) What are the major research inquiries and results? (3) What does the research say about young children acting for change in relation to sustainability? Our analysis identified two different definitions of ESD: first, as a threefold approach to education based on questions concerning education about, in and for the environment; and, second, as an approach to education that includes three interrelated dimensions: economic, social and environmental. Two major research areas are identified in this study. The first area relates to how teachers understand ESD, while the second area focuses on how ESD can be implemented in educational practice. During the period studied, the research has evolved from teaching children facts about the environment and sustainability issues to educating children to act for change. This new approach reveals a more competent child who can think for him- or herself and make well-considered decisions. The decisions are made by investigating and participating in critical discussions about alternative ways of acting for change.  相似文献   

15.
Massive Open Online Courses (MOOCs) have been a prominent topic of recent educational discussion and debate. MOOCs are, in essence, university‐affiliated courses offered to large groups of online learners for little or no cost and are seen by many as a bellwether for change and reform across higher education systems. This study uses content and discourse analysis methods to examine how understandings of MOOC‐related ‘change’ were presented in US, UK and Australian newspapers. Drawing on detailed analysis of 457 newspaper articles published between 2011 and 2013, the findings point to a predominant portrayal of MOOCs in relation to the massification, marketization and monetization of higher education, rather than engaging in debate of either ‘technological’ or ‘educational’ issues such as online learning and pedagogy, instructional design or student experience. The article then considers the reasons underpinning this restricted framing of what many commentators have touted as a radical educational form—not least the apparently close association between MOOCs and the economics of higher education.  相似文献   

16.
Critics often characterise the study of educational technology as under-theorised. To test this assertion and to determine the extent of this criticism, the present paper reports an in-depth analysis of the 503 most recent empirical articles published in three selected education-technology-related journals (Computers & Education; Learning, Media and Technology; and British Journal of Educational Technology). These journals were selected because they publish studies related to all education settings rather than focusing on only a certain segment such as higher education; they have broad geographical catchment; and they were the most highly ranked journals in terms of their 2017 journal citation impact factor. The present paper examines how explicitly existing theory was identified in previous research, how theories were applied and how often these theories were advanced in education technology research. In the majority of cases, explicit engagement with theory was absent. Many studies either were wholly bereft of theories or made vague use of theory. Where theory was explicit, the articles were more likely to use theory to conceptualise the research, to inform the data collection or analysis process and to discuss the results. Very few articles reported findings that help us to learn something new about a particular theory (ie, little evidence of theory advancement).  相似文献   

17.
Background: The inclusion of pupils with special educational needs and disabilities (SENDs) in regular classrooms has been identified as a high priority in many policy documents published by both European and international organisations. Its implementation, however, is influenced by a number of factors, some of which are directly related to the participation and attitudes of different stakeholders, including parents of typically developing children. Parents, as a social group, can act in favour of inclusion or they can support more segregated educational environments.

Purpose: The aim of this study was to explore, in a Greek context, the views and beliefs of parents of typically developing children about different aspects of the education of children with disabilities, with a particular focus on inclusion and inclusive education.

Method: Interviews were held with 40 Greek parents representing 40 typically developing school-aged children who were educated in six different primary education schools, from the broader area of central Greece. All of the children, at the time of the study, were educated in mainstream classes, in which an in-classroom support system was applied. Open-ended interview questions focused on parents’ views and beliefs about the implementation of inclusive educational programmes. Data were analysed according to the principles of an inductive data-driven approach.

Findings: The research findings indicate that most of the participant parents did not feel informed about specific school policy practices relevant to inclusive education; they were not aware of the notion of ‘inclusion’ or approached inclusion from an integrationist point of view. Within this context, they hold positive to neutral attitudes towards inclusion, on the basis that a child with SENDs can cope with the school requirements.

Conclusions: This small-scale, exploratory research study suggests the importance of informing and involving parents of typically developing children in efforts to promote more inclusive practices.  相似文献   

18.
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19.
对当前农村中小学现代远程教育研究的思考   总被引：1，自引：0，他引：1  
本文以农村中小学现代远程教育的学术论文为研究对象,以中国知网期刊全文数据库及中国优秀博士、硕士学位论文全文数据库为样本来源,采用内容分析法,对2003-2009年农村中小学现代远程教育的研究状况进行分析和总结,并对今后的研究做出了思考和建议,以对后续研究有所启示.  相似文献   

20.
运用内容分析法对《数学教育学报》（2011—2015）刊载的研究性论文的研究方法从5个维度进行了系统的量化分析。研究发现：中国数学教育研究最常用的研究方法是理论思辨、统计调查和内容分析,叙事研究、田野调查等质性研究方法较为罕见;实证研究正逐渐成为中国数学教育研究的主流,然而实证研究以量化研究为主,质性研究和混合研究较少;使用数学方法研究数学教育已经成为人们的共识,但使用的数学方法主要是简单统计;描述型研究在中国数学教育研究中占有绝对的主导地位,关联型研究和干预型研究严重不足。最后,针对中国数学教育研究方法中存在的问题提出了若干建议。  相似文献   

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