Purpose:Private supplementary tutoring,widely known as shadow education,has long been visible in East Asia,and now has spread to other parts of the world including Europe.This article maps the phenomenon,showing varia...Purpose:Private supplementary tutoring,widely known as shadow education,has long been visible in East Asia,and now has spread to other parts of the world including Europe.This article maps the phenomenon,showing variations within Europe and analyzing its growth,underlying forces,and policy implications.Design/Approach/Methods:The article assembles a regional picture from available national sources.It focuses on the 28 members of the European Union.Findings:Within Europe,four subregions may be identified.Most prominent for the longest duration has been Southern Europe,pushed by political forces and cultural factors.In Eastern Europe,shadow education became prominent following the collapse of the Soviet Union and accompanying economic and social structures during which teachers and others had to earn extra incomes.In Western Europe,the advent of marketization alongside government schooling has fueled the growth of shadow education.Only in Northern Europe does shadow education remain modest in scale,but it is growing there too.Originality/Value:The article identifies forces underlying the growth of shadow education in Europe and highlights policy implications.By contributing this regional perspective to the wider literature on shadow education,the article permits juxtaposition with patterns in East Asia and elsewhere.展开更多
Purpose:This article examines responses from the tutoring sector to Chinese national and local government regulations on private supplementary tutoring.It adds to the literature on policy enactment,showing the importa...Purpose:This article examines responses from the tutoring sector to Chinese national and local government regulations on private supplementary tutoring.It adds to the literature on policy enactment,showing the importance of context and noting the diversity of tutoring providers compared with schools.Design/Approach/Methods:The article draws on semi-structured and informal interviews with 11 tutors,15 managers of tutoring enterprises,5 members and managers of professional organizations,5 government officials,5 school managers,5 teachers,and 20 parents.Data from interviewees were triangulated with observations,news reports,blogs written by tutoring analysts,and ad hoc research by industrial observers.Findings:Policy enactment in the tutoring sector is even more complex than that for schooling.Standardized policies do not necessarily achieve the aspired goals.Originality/Value:The article adds to the literature not only in China but also internationally.It highlights the importance of distinguishing between aspirations and realities in this domain.It also proposes conceptual considerations for regulating tutoring,given its diverse and fluid nature.展开更多
Purpose:This article aims to reimagine education—and our selves—within the context of multiple,more-than-human worlds where everything and everyone are interrelated.Design/Approach/Methods:The aim is achieved by pur...Purpose:This article aims to reimagine education—and our selves—within the context of multiple,more-than-human worlds where everything and everyone are interrelated.Design/Approach/Methods:The aim is achieved by pursuing two speculative thought experiments to connect and bring into conversation seemingly unrelated knowledge systems across space and time—European“paganism”and 13th-century Japanese Buddhism,as well as excerpts from indigenous,ecofeminist,and decolonial scholarship.These thought experiments are conducted through a series of“and if”questions around education and schooling.Findings:The article proposes to radically reimagine education in two ways.First,it invites readers to reconfigure education as a“connective tissue”between different worlds,bringing together rather than hierarchizing them.Second,it proposes to reframe education as an opportunity to learn how to anticipate and animate our ongoing entanglement with more-thanhuman worlds.Originality/Value:Using the concept of“metamorphosis”as an antidote to Western metaphysics,the article re-situates education within a wider set of possibilities in relation to the takenfor-granted ways of knowing and being,as well as the notions of space and time.展开更多
Purpose:Artificial intelligence(AI)chatbots,such as ChatGPT and GPT-4,developed by OpenAI,have the potential to revolutionize education.This study explores the potential benefits and challenges of using ChatGPT in edu...Purpose:Artificial intelligence(AI)chatbots,such as ChatGPT and GPT-4,developed by OpenAI,have the potential to revolutionize education.This study explores the potential benefits and challenges of using ChatGPT in education(or“educative AI”).Design/Approach/Methods:This paper proposes a theoretical framework called“IDEE”for educative AI such as using ChatGPT and other generative AI in education,which includes identifying the desired outcomes,determining the appropriate level of automation,ensuring ethical considerations,and evaluating effectiveness.Findings:The benefits of using ChatGPT in education or more generally,educative AI,include a more personalized and efficient learning experience for students as well as easier and faster feedback for teachers.However,challenges such as the untested effectiveness of the technology,limitations in the quality of data,and ethical and safety concerns must also be considered.Originality/Value:This study explored the opportunities and challenges of using ChatGPT in education within the proposed theoretical framework.展开更多
Purpose:Drawing on a study of international schools in Shanghai,this study explores how external experiences and curricula are mobilized as policy tools to inspire local educational innovations and how these experienc...Purpose:Drawing on a study of international schools in Shanghai,this study explores how external experiences and curricula are mobilized as policy tools to inspire local educational innovations and how these experiences are enacted differently by schools.Design/Approach/Methods:Based on a review of policy documents and interviews with school principals,senior management stakeholders,and teachers,this study identifies and compares the typologies of international schools in policy design and practice.Then,by deploying the network ethnography method following three key nodes,this study offers some explanations for the gaps between policy design and enactments.Findings:This study demonstrates the complex relations,interests,and struggles involved in constructing and shaping the meanings of international curricula within local education.The findings show the autonomy of policy networks and the difficulties of‘steering’them in a clear-cut way.Originality/Value:This study is one of the earliest attempts,if not the first,to experiment with the method of network ethnography in the context of China.These findings offer a nuanced account of the complex relations and ad hocery involved in policy learning.展开更多
Purpose:By methodologically reviewing the literature on Technology-Assisted Reading Instruction(TARI)for English Language Learners(ELLs)in K-12 settings,this study aims to advance the knowledge of TARI research and gu...Purpose:By methodologically reviewing the literature on Technology-Assisted Reading Instruction(TARI)for English Language Learners(ELLs)in K-12 settings,this study aims to advance the knowledge of TARI research and guide future research directions.Design/Approach/Methods:This study examines 32 peer-reviewed journal articles published between 2000 and 2020.Each article was analyzed for research objectives,reading skills,learner demographics and contexts,theoretical frameworks,research designs,and outcomes.Findings:A review of the literature reveals a strong focus on evaluating the efficacy of TARI through summative assessments,but limited attention to learners'literacy practices and interactive engagement in digital contexts.Additionally,there is a marked lack of alternative approaches to assessing the effectiveness of technology in promoting ELLs'reading progression and a continued emphasis on developing traditional literacy over multimodal literacy.TARI can enhance reading motivation,foster collaborative learning,provide scaffolding,improve reading performance,andexpand semiotic resources.Originality/Value:As one of the first comprehensive methodological reviews of TARl,this study elucidates ELL reading education in the era of multiliteracy.Results have implications for technology-mediated education,which expanded rapidly during the COVID-19 pandemic.展开更多
Purpose:Mobile-assisted language learning(MALL)apps such as Duolingo have great potential for promoting learners'motivation to learn a second language(L2).However,little research has investigated how this motivati...Purpose:Mobile-assisted language learning(MALL)apps such as Duolingo have great potential for promoting learners'motivation to learn a second language(L2).However,little research has investigated how this motivational impact takes place.Additionally,despite the flexibility of mobile learning,most existing studies are conducted in classroom settings,with less attention paid to out-of-school technology usage.Design/Approach/Methods:To address these gaps,we present a model based on self-determination theory and propose the idea of“motivational transfer”to explain the psychological mechanism underpinning the impact of technology.To examine the model,we conducted a case study with 20 Year 8 Chinese junior school students who used Duolingo to learn English as a foreign language(EFL)after school for 6 weeks.Findings:Questionnaire and group interview data support our hypothesized mechanism:learners'activity-specific intrinsic motivation(IM)for using Duolingo and their underlying psychological need for autonomy and competence can be transferred to a more general level,thereby enhancing learners'global IMforL2.OriginalityValue:The proposed theoretical model expands our understanding of how digital technology stimulates learners'L2 motivation;it can help L2 educators design better technological affordances to promote learners'motivation both in and outside the classroom.展开更多
Purpose This study aimed to explore how educational technology influenced a preparatory teacher education program using heteroglossic and global approaches.Design/Approach/Methods The researchers drew upon the theoret...Purpose This study aimed to explore how educational technology influenced a preparatory teacher education program using heteroglossic and global approaches.Design/Approach/Methods The researchers drew upon the theoretical framework of multilingual digital storytelling(MDST),which emphasizes the intercultural awareness attributes of multilingual learners(MLs)and takes a heteroglossic perspective in linguistic pedagogy.This qualitative case study examined the experiences of 11 U.S.-based preservice teachers(PSTs)and 12 MLs elementary students in Korea in the MDST project of a TESOL methods course.Findings The findings showed that PSTs and MLs enhanced their appreciation for educational technology,multilingualism,and intercultural awareness.Although the project aimed to decenter English as a hegemonic language,both PSTs and MLs maintained traditional discourses that privileged English over MLs’home language and targeted literacy correctness in written English only,moving away from the heterogeneous goals of the course project.PSTs and MLs also faced challenges in navigating technological tools,which negatively affected their perception of the project.Originality/Value This study contributes to heteroglossic approaches in preparatory TESOL teacher education programs and improves the understanding of challenges in educational technology use for global multilingual exchanges to promote global citizenship.展开更多
Purpose This study investigates university in-service English as a Foreign Language(EFL)teachers’perceptions of technology integration and the relevant factors that may affect their technology integration in the clas...Purpose This study investigates university in-service English as a Foreign Language(EFL)teachers’perceptions of technology integration and the relevant factors that may affect their technology integration in the classroom.Design/Approach/Methods This multiple case study applies Teo's extended technology acceptance model(TAM)and the theory of teacher value beliefs associated with using technology to explore seven in-service EFL teachers’perceptions of effective technology integration and the challenges they encountered.Findings This study suggests that(1)perceived usefulness and(2)teacher value beliefs are two important factors that influence in-service teachers’technology integration.Additional factors are(3)subjective norm,(4)facilitating conditions of the environment,and(5)cultural values.Originality/Value This study contributes to the existing literature on in-service EFL teachers’technology integration and increases the applicability of the extended TAM in China.This study also provides insights into these teachers’perceptions and practices of technology integration.Finally,insights gleaned from this study will guide school-level,local,and national educational policy groups on optimally supporting in-service teachers’future technology integration.展开更多
Purpose This study investigates middle school students’learning experiences through digital storytelling,applying a multimodal analytical framework to uncover patterns in digital stories.This study explores how parti...Purpose This study investigates middle school students’learning experiences through digital storytelling,applying a multimodal analytical framework to uncover patterns in digital stories.This study explores how participants engage in pedagogical activities,reflect on their learning experiences,and articulate their voices through digital stories.Design/Approach/Methods Employing qualitative case study methods,we purposefully selected three 12-year-old female students at an urban school in the northern US.Analyses of digital stories and other data sources(interviews,classroom observations,and reflective journals)show that the students were engaged in both teaching and reflection.Findings The findings describe(1)participants and their learning experiences,(2)students’representational and interpersonal constructs as used in their digital stories,and(3)their participation as teachers as well as learners.Originality/Value Our multimodal analytical framework illuminates how students express themselves through digital stories.Our discussion focuses on students’learning,their identity development,the effectiveness of the analytical framework,and pedagogical implications.展开更多
Purpose The paper shows the interpretive impact of different constructions of the point of view available to the reader/viewer in book and animated movie versions of a children's picture book,a novel for pre-adole...Purpose The paper shows the interpretive impact of different constructions of the point of view available to the reader/viewer in book and animated movie versions of a children's picture book,a novel for pre-adolescents/early teenagers,and a graphic novel for adolescents and adults.Design/Approach/Methods Excerpts from book and animated movie versions of the same story are compared using multimodal analysis of interpersonal meaning to show how the reader/viewer is positioned in relation to the characters in each version,complemented by analyses of ideational meaning to show the effect of point of view on interpretive possibilities.Findings Focusing mainly on multimodal construction of point of view,the analyses show how interpretive possibilities of ostensibly the same story are significantly reconfigured in animated adaptations compared with book versions even when the verbal narrative remains substantially unchanged.Originality/Value The study shows that it is crucial to students’critical appreciation of,and their creative contribution to,their evolving digital literary culture that in this new era of educational technology,attention in literacy and literary education focuses on developing understandings of digital multimodal narrative art,and that animated movie adaptations are not presented pedagogically as isomorphic with,or simply adjunct to,corresponding book versions.展开更多
Purpose We describe a series of more than a dozen studies on self-directed online learning spanning over a decade.Design/Approach/Methods We incorporated surveys,interviews,focus groups,and content analyses into these...Purpose We describe a series of more than a dozen studies on self-directed online learning spanning over a decade.Design/Approach/Methods We incorporated surveys,interviews,focus groups,and content analyses into these research studies,which initially targeted the goals,motivations,and challenges of learners using open educational resources and OpenCourseWare and then focused on learning from massive open online courses(MOOCs).This research accelerated after creating a database of over 3,000 MOOC instructors,through which we explored cultural sensitivity and personalization practices in MOOCs as well as instructional design considerations and challenges,MOOC instructor professional development and career development,instructor motivation and engagement,and student and instructor perceptions of self-directed learning.Findings This study reveals that self-directed online learners(SDOLs)seek learning environments offering freedom,choice,control,and a sense of autonomy and that both learners and instructors have intrinsic motivation for engaging in open online learning environments.Originality/Value Based on this research with both MOOC instructors and MOOC learners,we offer instructional design guidelines to address SDOLs’needs and assist in efforts to foster a new generation of SDOLs.展开更多
Purpose Educational technology(“EdTech”)served a pivotal role in keeping schools functioning during the beginning of the COVID-19 pandemic.Little is known about EdTech leaders’roles in shaping this response.This st...Purpose Educational technology(“EdTech”)served a pivotal role in keeping schools functioning during the beginning of the COVID-19 pandemic.Little is known about EdTech leaders’roles in shaping this response.This study explores EdTech leaders’perspectives and backgrounds,their response to the pandemic,how they envision their roles as educators,and their perspectives about how technology facilitates educational innovation.Design/Approach/Methods This study uses a qualitative,phenomenological approach to understand how 11 EdTech leaders experienced the pandemic.Participants were recruited for interviews in summer 2021 via purposive sampling to include diverse backgrounds and perspectives.Data were analyzed inductively.Findings The findings show that a four-category typology can be used to describe EdTech leaders’diverse backgrounds and experiences.Leaders emphasized equity and open collaboration in their pandemic responses,by expanding access to their tools and adapting their products as users’needs evolved.EdTech leaders anticipate streamlined user experiences,improvements in online learning,and increased adoption of artificial intelligence and simulated learning environments.Originality/Value This study addresses a gap in the research concerning EdTech leaders’perspectives on their efforts to support educators and their experiences during the pandemic.We hope this study sparks additional research on EdTech leaders’experiences and roles in education.展开更多
Purpose:Private supplementary tutoringwidely known as shadow education because of the ways in which it mimics regular schooling-is increasingly visible across the globe.The Middle East is no exception,though the pheno...Purpose:Private supplementary tutoringwidely known as shadow education because of the ways in which it mimics regular schooling-is increasingly visible across the globe.The Middle East is no exception,though the phenomenon has received relatively little attention in the English-language literature.This article maps some key features of shadow education,identifying ways in which contextual forces have shaped it.Design/Approach/Methods:The article focuses on patterns across and within the six members of the Gulf Cooperation Council(GCC),namely Bahrain,Kuwait,Oman,Qatar,Saudi Arabia,and the United Arab Emirates.It draws on literature in both Arabic and English and shows the value of multipleunits of comparison.Findings:Private tutoring has a long history as a significant phenomenon in some GCC countries,but in others developed more recently.Some governments have had active policies to dampen the phenomenon,but with little success.Factors in the complex dynamics include social,economic andcultural forces.OriginalityValue:The article assembles literature from around the region,noting both commonalities and diversities among GCC members.It contributes to the global literature by providing the regional mapping from this specific part of the world and by showing comparisons with other world regions.展开更多
Purpose:The relationship between private tutoring(PT)and mainstream education is among the complex themes characterizing PT discourses in the literature.This study examined the complications of practices and processes...Purpose:The relationship between private tutoring(PT)and mainstream education is among the complex themes characterizing PT discourses in the literature.This study examined the complications of practices and processes in tutoring and schooling to elucidate different roles played by PT and its relationship with mainstream education.Design/Approach/Methods:This study used qualitative data from a diverse set of 37 PT providers from the State of Maharashtra,India,to delineate their roles and explore their relationship with schooling in this context.Findings:The classification of PT providers roles into complementary,accommodating,competing,and substitutive ones demonstrated a diverse range of relationships between PT and mainstream education.Further analysis showed that these relationships are dynamic in nature,and the boundaries between them are blurred.Originality/Value:Research in the field of PT has been consistently pointing toward a perplexing mixture of positive and negative outcomes resulting from its relationship with mainstream education.This study transcended the positive vis-a-vis negative binary approach by contributing to the deeper understanding of PT relationships.Furthermore,it exemplified how future studies can disentangle the complexities of such relationships by deploying flexible,context-specific theoretical approaches.展开更多
Purpose:The growing literature on private supplementary tutoring,widely known as shadow education,addresses multiple dimensions and roles.However,many studies inadequately capture the diversity and implications of dif...Purpose:The growing literature on private supplementary tutoring,widely known as shadow education,addresses multiple dimensions and roles.However,many studies inadequately capture the diversity and implications of different forms of tutoring.This paper examines these matters in Myanmar,highlighting complexities and ambiguities in descriptors and in the nature of provision.Design/Approach/Methods:Using a mixed-methods design,this study was conducted in Mandalay Region and Chin State.The data were obtained from interviews with I10 Grade II students,34 high school teachers,30 parents,29 private tutoring providers,and two private school owners.Findings:The article categorizes tutoring forms based on their styles and orientations,particularly lecture-type teaching and homework supervision by guides,class sizes,durations of fee-charging(e.g,annually),the number of subjects taught per tutor,and tutoring locations.The study brings the topic out of the shadows for clearer analysis of the phenomenon and thus for assessment of its implications.OriginalityNalue:The study makes a methodological contribution to the wider picture by demonstrating the need for greater clarity and precision in the national and international comparative literatures.It also underscores shortcomings of predetermined categories in questionnaires and the value of qualitative interviews.展开更多
●This article provides insights into stakeholders'challenges while bringing educational accountability to private tutoring providers through a self-regulation model.There is no participant involved in this narrat...●This article provides insights into stakeholders'challenges while bringing educational accountability to private tutoring providers through a self-regulation model.There is no participant involved in this narrative inquiry study.●Policymakers may be ambivalent about bringing accountability as their families may benefit from private tutoring.●This account is written from the perspective of a teacher-trained tutor who has worked with policymakers to address some of the challenges.●This first-person narrative describes the experience of establishing a national peak body to bring greater accountability to private tutoring providers.This peak body is unique because it positions the educational interests of students as at least equal to providers'commercial interests.●The author believes that greater accountability for tutoring businesses is required in all markets and that issues will not resolve through self-regulation alone.展开更多
Purpose:Countries with unique developmental paths and cultural lineages display significant variations in their out-of-school education systems.In this landscape,Belarus,a vestige of the disbanded Soviet Union,llustra...Purpose:Countries with unique developmental paths and cultural lineages display significant variations in their out-of-school education systems.In this landscape,Belarus,a vestige of the disbanded Soviet Union,llustrates a distinct out-of-school education system,profoundly shaped by both Soviet and European Union countries influences.A meticulous examination and scholarly investigation into the Belarusian out-of-school educational framework could enable a more profound comprehension of the metamorphosis and transitions in the out-of-school education systems of nations that surfaced following the dissolution of the Soviet Union.This knowledge could subsequently render a more transparent understanding of the patterns guiding the evolution of global out-of-school educational systems.Design/Approach/Methods:This article focuses on out-of-school education in Belarus and discusses its development status and the following main characteristics:the dimensions of its historical development stage,legislative guarantee,essence and extension,training goals,and typical cases.Findings:Influenced by historical and geopolitical factors,Belarusian out-of-school education is found to embody the characteristics of both the Soviet Union and European countries.National resources are found to play an important role in the development of out-of-school education,effectively reducing the cost of education for families and shaping students'positive values.OriginalityValue:This study analyzes both the history and the current situation of out-ofschool education in Belarus and summarizes the country's successful experience in the development of out-of-school education.It can provide a positive point of reference for optimizing the public out-of-school education system in China and exert a positive influence on related educational reforms.展开更多
Purpose:In Korea,private tutoring is considered a social evil that damages the capacity of public schooling and undermines social justice.Although the government has implemented various policies to reduce private tuto...Purpose:In Korea,private tutoring is considered a social evil that damages the capacity of public schooling and undermines social justice.Although the government has implemented various policies to reduce private tutoring,ranging from improving the quality of education to providing"quasi-private tutoring"programs and regulating the shadow education market,total spending on private tutoring has continued to increase.This study examines a little noticed but important cause of institutionalized private tutoring in Korea.Design/Approach/Methods:The study employed a socio-ecological perspective to analyze both education and socio-structural factors.An extensive review of the government's private tutoring reduction policies and related literature was conducted.Findings:Private tutoring functions as a means by which parents can help their children compete for admission to prestigious universities and pass on wealth and social status to their children.Participation in private tutoring has become a social norm that is taken for granted.The root causes of institutionalized private tutoring lie in both educational and socio-structural factors.Originality/Nalue:The study suggests that government policies,when ignoring the long-established"grammar"of parents about children's education,may either end in failure or produce unintended consequences.展开更多
Purpose This study introduces a policy with great strategic significance and far-reaching impact by analyzing the background,measures,and future development trends of teacher evaluation reform in China.Design/Approach...Purpose This study introduces a policy with great strategic significance and far-reaching impact by analyzing the background,measures,and future development trends of teacher evaluation reform in China.Design/Approach/Methods This study primarily conducts a policy text analysis of the section on teacher evaluation of the Overall Plan for Deepening the Reform of Educational Evaluation in the New Era.Findings The Overall Plan for Deepening the Reform of Educational Evaluation in the New Era was drafted to enhance the quality of Chinese teachers and address many problems in teacher evaluation.It comprised four sections:teachers’professional ethics,teaching effectiveness,evaluation models and methods,and honorary titles.The policy has distinctive features such as the high status and authority of the issuing body,a holistic and systematic nature,and an orientation toward practical issues.This article proposes three major policy foresights:promoting implementation through the force of political trends,giving schools autonomy in teacher evaluations,and implementing progressive reforms.Originality/Value This study conducted a specialist analysis of the policy in combination with the real scenario and institutional environment of Chinese teacher evaluation,which could encourage international peers to better understand Chinese teacher evaluation policies and promote policy learning and dissemination internationally.展开更多
文摘Purpose:Private supplementary tutoring,widely known as shadow education,has long been visible in East Asia,and now has spread to other parts of the world including Europe.This article maps the phenomenon,showing variations within Europe and analyzing its growth,underlying forces,and policy implications.Design/Approach/Methods:The article assembles a regional picture from available national sources.It focuses on the 28 members of the European Union.Findings:Within Europe,four subregions may be identified.Most prominent for the longest duration has been Southern Europe,pushed by political forces and cultural factors.In Eastern Europe,shadow education became prominent following the collapse of the Soviet Union and accompanying economic and social structures during which teachers and others had to earn extra incomes.In Western Europe,the advent of marketization alongside government schooling has fueled the growth of shadow education.Only in Northern Europe does shadow education remain modest in scale,but it is growing there too.Originality/Value:The article identifies forces underlying the growth of shadow education in Europe and highlights policy implications.By contributing this regional perspective to the wider literature on shadow education,the article permits juxtaposition with patterns in East Asia and elsewhere.
基金The author(s)disclosed receipt of the following financial support for the research,authorship,and/or publication of this article:Research of this work was supported by General Research Fund(GRF)of the Hong Kong Research Grants Council(RGC)(project number 17902815).
文摘Purpose:This article examines responses from the tutoring sector to Chinese national and local government regulations on private supplementary tutoring.It adds to the literature on policy enactment,showing the importance of context and noting the diversity of tutoring providers compared with schools.Design/Approach/Methods:The article draws on semi-structured and informal interviews with 11 tutors,15 managers of tutoring enterprises,5 members and managers of professional organizations,5 government officials,5 school managers,5 teachers,and 20 parents.Data from interviewees were triangulated with observations,news reports,blogs written by tutoring analysts,and ad hoc research by industrial observers.Findings:Policy enactment in the tutoring sector is even more complex than that for schooling.Standardized policies do not necessarily achieve the aspired goals.Originality/Value:The article adds to the literature not only in China but also internationally.It highlights the importance of distinguishing between aspirations and realities in this domain.It also proposes conceptual considerations for regulating tutoring,given its diverse and fluid nature.
文摘Purpose:This article aims to reimagine education—and our selves—within the context of multiple,more-than-human worlds where everything and everyone are interrelated.Design/Approach/Methods:The aim is achieved by pursuing two speculative thought experiments to connect and bring into conversation seemingly unrelated knowledge systems across space and time—European“paganism”and 13th-century Japanese Buddhism,as well as excerpts from indigenous,ecofeminist,and decolonial scholarship.These thought experiments are conducted through a series of“and if”questions around education and schooling.Findings:The article proposes to radically reimagine education in two ways.First,it invites readers to reconfigure education as a“connective tissue”between different worlds,bringing together rather than hierarchizing them.Second,it proposes to reframe education as an opportunity to learn how to anticipate and animate our ongoing entanglement with more-thanhuman worlds.Originality/Value:Using the concept of“metamorphosis”as an antidote to Western metaphysics,the article re-situates education within a wider set of possibilities in relation to the takenfor-granted ways of knowing and being,as well as the notions of space and time.
文摘Purpose:Artificial intelligence(AI)chatbots,such as ChatGPT and GPT-4,developed by OpenAI,have the potential to revolutionize education.This study explores the potential benefits and challenges of using ChatGPT in education(or“educative AI”).Design/Approach/Methods:This paper proposes a theoretical framework called“IDEE”for educative AI such as using ChatGPT and other generative AI in education,which includes identifying the desired outcomes,determining the appropriate level of automation,ensuring ethical considerations,and evaluating effectiveness.Findings:The benefits of using ChatGPT in education or more generally,educative AI,include a more personalized and efficient learning experience for students as well as easier and faster feedback for teachers.However,challenges such as the untested effectiveness of the technology,limitations in the quality of data,and ethical and safety concerns must also be considered.Originality/Value:This study explored the opportunities and challenges of using ChatGPT in education within the proposed theoretical framework.
基金supported by China’s National Social Science Fund Education Youth Project entitled“Globalization and China’s Education Governance Through the Lens of Policy Networks”(grant number CGA190250).
文摘Purpose:Drawing on a study of international schools in Shanghai,this study explores how external experiences and curricula are mobilized as policy tools to inspire local educational innovations and how these experiences are enacted differently by schools.Design/Approach/Methods:Based on a review of policy documents and interviews with school principals,senior management stakeholders,and teachers,this study identifies and compares the typologies of international schools in policy design and practice.Then,by deploying the network ethnography method following three key nodes,this study offers some explanations for the gaps between policy design and enactments.Findings:This study demonstrates the complex relations,interests,and struggles involved in constructing and shaping the meanings of international curricula within local education.The findings show the autonomy of policy networks and the difficulties of‘steering’them in a clear-cut way.Originality/Value:This study is one of the earliest attempts,if not the first,to experiment with the method of network ethnography in the context of China.These findings offer a nuanced account of the complex relations and ad hocery involved in policy learning.
文摘Purpose:By methodologically reviewing the literature on Technology-Assisted Reading Instruction(TARI)for English Language Learners(ELLs)in K-12 settings,this study aims to advance the knowledge of TARI research and guide future research directions.Design/Approach/Methods:This study examines 32 peer-reviewed journal articles published between 2000 and 2020.Each article was analyzed for research objectives,reading skills,learner demographics and contexts,theoretical frameworks,research designs,and outcomes.Findings:A review of the literature reveals a strong focus on evaluating the efficacy of TARI through summative assessments,but limited attention to learners'literacy practices and interactive engagement in digital contexts.Additionally,there is a marked lack of alternative approaches to assessing the effectiveness of technology in promoting ELLs'reading progression and a continued emphasis on developing traditional literacy over multimodal literacy.TARI can enhance reading motivation,foster collaborative learning,provide scaffolding,improve reading performance,andexpand semiotic resources.Originality/Value:As one of the first comprehensive methodological reviews of TARl,this study elucidates ELL reading education in the era of multiliteracy.Results have implications for technology-mediated education,which expanded rapidly during the COVID-19 pandemic.
基金the China Scholarship Council(Grant No.202006380078)。
文摘Purpose:Mobile-assisted language learning(MALL)apps such as Duolingo have great potential for promoting learners'motivation to learn a second language(L2).However,little research has investigated how this motivational impact takes place.Additionally,despite the flexibility of mobile learning,most existing studies are conducted in classroom settings,with less attention paid to out-of-school technology usage.Design/Approach/Methods:To address these gaps,we present a model based on self-determination theory and propose the idea of“motivational transfer”to explain the psychological mechanism underpinning the impact of technology.To examine the model,we conducted a case study with 20 Year 8 Chinese junior school students who used Duolingo to learn English as a foreign language(EFL)after school for 6 weeks.Findings:Questionnaire and group interview data support our hypothesized mechanism:learners'activity-specific intrinsic motivation(IM)for using Duolingo and their underlying psychological need for autonomy and competence can be transferred to a more general level,thereby enhancing learners'global IMforL2.OriginalityValue:The proposed theoretical model expands our understanding of how digital technology stimulates learners'L2 motivation;it can help L2 educators design better technological affordances to promote learners'motivation both in and outside the classroom.
文摘Purpose This study aimed to explore how educational technology influenced a preparatory teacher education program using heteroglossic and global approaches.Design/Approach/Methods The researchers drew upon the theoretical framework of multilingual digital storytelling(MDST),which emphasizes the intercultural awareness attributes of multilingual learners(MLs)and takes a heteroglossic perspective in linguistic pedagogy.This qualitative case study examined the experiences of 11 U.S.-based preservice teachers(PSTs)and 12 MLs elementary students in Korea in the MDST project of a TESOL methods course.Findings The findings showed that PSTs and MLs enhanced their appreciation for educational technology,multilingualism,and intercultural awareness.Although the project aimed to decenter English as a hegemonic language,both PSTs and MLs maintained traditional discourses that privileged English over MLs’home language and targeted literacy correctness in written English only,moving away from the heterogeneous goals of the course project.PSTs and MLs also faced challenges in navigating technological tools,which negatively affected their perception of the project.Originality/Value This study contributes to heteroglossic approaches in preparatory TESOL teacher education programs and improves the understanding of challenges in educational technology use for global multilingual exchanges to promote global citizenship.
文摘Purpose This study investigates university in-service English as a Foreign Language(EFL)teachers’perceptions of technology integration and the relevant factors that may affect their technology integration in the classroom.Design/Approach/Methods This multiple case study applies Teo's extended technology acceptance model(TAM)and the theory of teacher value beliefs associated with using technology to explore seven in-service EFL teachers’perceptions of effective technology integration and the challenges they encountered.Findings This study suggests that(1)perceived usefulness and(2)teacher value beliefs are two important factors that influence in-service teachers’technology integration.Additional factors are(3)subjective norm,(4)facilitating conditions of the environment,and(5)cultural values.Originality/Value This study contributes to the existing literature on in-service EFL teachers’technology integration and increases the applicability of the extended TAM in China.This study also provides insights into these teachers’perceptions and practices of technology integration.Finally,insights gleaned from this study will guide school-level,local,and national educational policy groups on optimally supporting in-service teachers’future technology integration.
文摘Purpose This study investigates middle school students’learning experiences through digital storytelling,applying a multimodal analytical framework to uncover patterns in digital stories.This study explores how participants engage in pedagogical activities,reflect on their learning experiences,and articulate their voices through digital stories.Design/Approach/Methods Employing qualitative case study methods,we purposefully selected three 12-year-old female students at an urban school in the northern US.Analyses of digital stories and other data sources(interviews,classroom observations,and reflective journals)show that the students were engaged in both teaching and reflection.Findings The findings describe(1)participants and their learning experiences,(2)students’representational and interpersonal constructs as used in their digital stories,and(3)their participation as teachers as well as learners.Originality/Value Our multimodal analytical framework illuminates how students express themselves through digital stories.Our discussion focuses on students’learning,their identity development,the effectiveness of the analytical framework,and pedagogical implications.
文摘Purpose The paper shows the interpretive impact of different constructions of the point of view available to the reader/viewer in book and animated movie versions of a children's picture book,a novel for pre-adolescents/early teenagers,and a graphic novel for adolescents and adults.Design/Approach/Methods Excerpts from book and animated movie versions of the same story are compared using multimodal analysis of interpersonal meaning to show how the reader/viewer is positioned in relation to the characters in each version,complemented by analyses of ideational meaning to show the effect of point of view on interpretive possibilities.Findings Focusing mainly on multimodal construction of point of view,the analyses show how interpretive possibilities of ostensibly the same story are significantly reconfigured in animated adaptations compared with book versions even when the verbal narrative remains substantially unchanged.Originality/Value The study shows that it is crucial to students’critical appreciation of,and their creative contribution to,their evolving digital literary culture that in this new era of educational technology,attention in literacy and literary education focuses on developing understandings of digital multimodal narrative art,and that animated movie adaptations are not presented pedagogically as isomorphic with,or simply adjunct to,corresponding book versions.
文摘Purpose We describe a series of more than a dozen studies on self-directed online learning spanning over a decade.Design/Approach/Methods We incorporated surveys,interviews,focus groups,and content analyses into these research studies,which initially targeted the goals,motivations,and challenges of learners using open educational resources and OpenCourseWare and then focused on learning from massive open online courses(MOOCs).This research accelerated after creating a database of over 3,000 MOOC instructors,through which we explored cultural sensitivity and personalization practices in MOOCs as well as instructional design considerations and challenges,MOOC instructor professional development and career development,instructor motivation and engagement,and student and instructor perceptions of self-directed learning.Findings This study reveals that self-directed online learners(SDOLs)seek learning environments offering freedom,choice,control,and a sense of autonomy and that both learners and instructors have intrinsic motivation for engaging in open online learning environments.Originality/Value Based on this research with both MOOC instructors and MOOC learners,we offer instructional design guidelines to address SDOLs’needs and assist in efforts to foster a new generation of SDOLs.
文摘Purpose Educational technology(“EdTech”)served a pivotal role in keeping schools functioning during the beginning of the COVID-19 pandemic.Little is known about EdTech leaders’roles in shaping this response.This study explores EdTech leaders’perspectives and backgrounds,their response to the pandemic,how they envision their roles as educators,and their perspectives about how technology facilitates educational innovation.Design/Approach/Methods This study uses a qualitative,phenomenological approach to understand how 11 EdTech leaders experienced the pandemic.Participants were recruited for interviews in summer 2021 via purposive sampling to include diverse backgrounds and perspectives.Data were analyzed inductively.Findings The findings show that a four-category typology can be used to describe EdTech leaders’diverse backgrounds and experiences.Leaders emphasized equity and open collaboration in their pandemic responses,by expanding access to their tools and adapting their products as users’needs evolved.EdTech leaders anticipate streamlined user experiences,improvements in online learning,and increased adoption of artificial intelligence and simulated learning environments.Originality/Value This study addresses a gap in the research concerning EdTech leaders’perspectives on their efforts to support educators and their experiences during the pandemic.We hope this study sparks additional research on EdTech leaders’experiences and roles in education.
基金supported by the Chinese Ministry of Education Project for the Key Research Institute of Humanities and Social Sciences at Universities,entitled"Cross-Boundary Curriculum Partnerships Between Schooling and Shadow Education"(Project number:22JJD880028).
文摘Purpose:Private supplementary tutoringwidely known as shadow education because of the ways in which it mimics regular schooling-is increasingly visible across the globe.The Middle East is no exception,though the phenomenon has received relatively little attention in the English-language literature.This article maps some key features of shadow education,identifying ways in which contextual forces have shaped it.Design/Approach/Methods:The article focuses on patterns across and within the six members of the Gulf Cooperation Council(GCC),namely Bahrain,Kuwait,Oman,Qatar,Saudi Arabia,and the United Arab Emirates.It draws on literature in both Arabic and English and shows the value of multipleunits of comparison.Findings:Private tutoring has a long history as a significant phenomenon in some GCC countries,but in others developed more recently.Some governments have had active policies to dampen the phenomenon,but with little success.Factors in the complex dynamics include social,economic andcultural forces.OriginalityValue:The article assembles literature from around the region,noting both commonalities and diversities among GCC members.It contributes to the global literature by providing the regional mapping from this specific part of the world and by showing comparisons with other world regions.
文摘Purpose:The relationship between private tutoring(PT)and mainstream education is among the complex themes characterizing PT discourses in the literature.This study examined the complications of practices and processes in tutoring and schooling to elucidate different roles played by PT and its relationship with mainstream education.Design/Approach/Methods:This study used qualitative data from a diverse set of 37 PT providers from the State of Maharashtra,India,to delineate their roles and explore their relationship with schooling in this context.Findings:The classification of PT providers roles into complementary,accommodating,competing,and substitutive ones demonstrated a diverse range of relationships between PT and mainstream education.Further analysis showed that these relationships are dynamic in nature,and the boundaries between them are blurred.Originality/Value:Research in the field of PT has been consistently pointing toward a perplexing mixture of positive and negative outcomes resulting from its relationship with mainstream education.This study transcended the positive vis-a-vis negative binary approach by contributing to the deeper understanding of PT relationships.Furthermore,it exemplified how future studies can disentangle the complexities of such relationships by deploying flexible,context-specific theoretical approaches.
基金The authors received participants'active and passive written consent to use information that the participants provided to the authors for research purposes.Reference Number from HKU's Human Research Ethics Committeewas EA1808004.
文摘Purpose:The growing literature on private supplementary tutoring,widely known as shadow education,addresses multiple dimensions and roles.However,many studies inadequately capture the diversity and implications of different forms of tutoring.This paper examines these matters in Myanmar,highlighting complexities and ambiguities in descriptors and in the nature of provision.Design/Approach/Methods:Using a mixed-methods design,this study was conducted in Mandalay Region and Chin State.The data were obtained from interviews with I10 Grade II students,34 high school teachers,30 parents,29 private tutoring providers,and two private school owners.Findings:The article categorizes tutoring forms based on their styles and orientations,particularly lecture-type teaching and homework supervision by guides,class sizes,durations of fee-charging(e.g,annually),the number of subjects taught per tutor,and tutoring locations.The study brings the topic out of the shadows for clearer analysis of the phenomenon and thus for assessment of its implications.OriginalityNalue:The study makes a methodological contribution to the wider picture by demonstrating the need for greater clarity and precision in the national and international comparative literatures.It also underscores shortcomings of predetermined categories in questionnaires and the value of qualitative interviews.
文摘●This article provides insights into stakeholders'challenges while bringing educational accountability to private tutoring providers through a self-regulation model.There is no participant involved in this narrative inquiry study.●Policymakers may be ambivalent about bringing accountability as their families may benefit from private tutoring.●This account is written from the perspective of a teacher-trained tutor who has worked with policymakers to address some of the challenges.●This first-person narrative describes the experience of establishing a national peak body to bring greater accountability to private tutoring providers.This peak body is unique because it positions the educational interests of students as at least equal to providers'commercial interests.●The author believes that greater accountability for tutoring businesses is required in all markets and that issues will not resolve through self-regulation alone.
基金supported by the Shanghai Pujiang Talent Program,the Program for Professor of Special Appointment(Eastern Scholar)(grant numbers 2019PJC037,TP2019017).
文摘Purpose:Countries with unique developmental paths and cultural lineages display significant variations in their out-of-school education systems.In this landscape,Belarus,a vestige of the disbanded Soviet Union,llustrates a distinct out-of-school education system,profoundly shaped by both Soviet and European Union countries influences.A meticulous examination and scholarly investigation into the Belarusian out-of-school educational framework could enable a more profound comprehension of the metamorphosis and transitions in the out-of-school education systems of nations that surfaced following the dissolution of the Soviet Union.This knowledge could subsequently render a more transparent understanding of the patterns guiding the evolution of global out-of-school educational systems.Design/Approach/Methods:This article focuses on out-of-school education in Belarus and discusses its development status and the following main characteristics:the dimensions of its historical development stage,legislative guarantee,essence and extension,training goals,and typical cases.Findings:Influenced by historical and geopolitical factors,Belarusian out-of-school education is found to embody the characteristics of both the Soviet Union and European countries.National resources are found to play an important role in the development of out-of-school education,effectively reducing the cost of education for families and shaping students'positive values.OriginalityValue:This study analyzes both the history and the current situation of out-ofschool education in Belarus and summarizes the country's successful experience in the development of out-of-school education.It can provide a positive point of reference for optimizing the public out-of-school education system in China and exert a positive influence on related educational reforms.
文摘Purpose:In Korea,private tutoring is considered a social evil that damages the capacity of public schooling and undermines social justice.Although the government has implemented various policies to reduce private tutoring,ranging from improving the quality of education to providing"quasi-private tutoring"programs and regulating the shadow education market,total spending on private tutoring has continued to increase.This study examines a little noticed but important cause of institutionalized private tutoring in Korea.Design/Approach/Methods:The study employed a socio-ecological perspective to analyze both education and socio-structural factors.An extensive review of the government's private tutoring reduction policies and related literature was conducted.Findings:Private tutoring functions as a means by which parents can help their children compete for admission to prestigious universities and pass on wealth and social status to their children.Participation in private tutoring has become a social norm that is taken for granted.The root causes of institutionalized private tutoring lie in both educational and socio-structural factors.Originality/Nalue:The study suggests that government policies,when ignoring the long-established"grammar"of parents about children's education,may either end in failure or produce unintended consequences.
基金the Fundamental Research Funds for Central Universities(grant number 2022ECNU-XWK-ZX06)The 13th Five-year Plan of National Education Science Fund(grant numberNo.DIA160328).
文摘Purpose This study introduces a policy with great strategic significance and far-reaching impact by analyzing the background,measures,and future development trends of teacher evaluation reform in China.Design/Approach/Methods This study primarily conducts a policy text analysis of the section on teacher evaluation of the Overall Plan for Deepening the Reform of Educational Evaluation in the New Era.Findings The Overall Plan for Deepening the Reform of Educational Evaluation in the New Era was drafted to enhance the quality of Chinese teachers and address many problems in teacher evaluation.It comprised four sections:teachers’professional ethics,teaching effectiveness,evaluation models and methods,and honorary titles.The policy has distinctive features such as the high status and authority of the issuing body,a holistic and systematic nature,and an orientation toward practical issues.This article proposes three major policy foresights:promoting implementation through the force of political trends,giving schools autonomy in teacher evaluations,and implementing progressive reforms.Originality/Value This study conducted a specialist analysis of the policy in combination with the real scenario and institutional environment of Chinese teacher evaluation,which could encourage international peers to better understand Chinese teacher evaluation policies and promote policy learning and dissemination internationally.
