加强教育科研 促进教育创新

联合国教科文组织 (UNESCO)一贯重视科学研究在增强国家社会经济发展潜力 ,尤其是促进教育创新及改革过程中的作用。在国际教育发展大背景下 ,教育研究的地位相应提高。教育研究注重加强与教育决策和创新实践的联系 ;注重对影响教育质量和学习成绩因素的研究 ;加强对生本课程和学生学习标准及相应的教师专业标准的探索 ;从新的广度及深度探讨信息通讯技术对教育的影响 ;教育研究日益全球化。教育科研要促进教育的全面发展 ,提高改革的成效 ,还应关注和解决诸如教师在教育科研中的作用、恰当地认识和加强研究与决策的关系、教育研究成果的推广应用、教育研究方法的改进等方面的问题。     

Educational psychology as an evolving discipline: trends and synthesis in Asia Pacific Education Review

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.     

A holistic approach towards Information and Communication Technology (ICT) for addressing education challenges in Asia and the Pacific

Information and Communication Technology (ICT) offers opportunities for governments to address key education challenges of quality, equity, and efficiency. While governments and educational institutions in developed countries may have taken up these opportunities, many developing countries in Asia and the Pacific region have often missed them out. This may be due to countries’ socioeconomic settings, approaches towards design and implementation of the ICT in education plan, and investment on research and development of ICT in education. This paper explores the current challenges of education in Asia and the Pacific and explains how these challenges may be overcome by the strategic use of ICTs when a holistic approach towards ICT in education is adopted.     

An analysis of Asia–Pacific educational technology research published internationally in 2000–2013

The past fourteen years have seen a significant rise in the percentage of Asia–Pacific papers on educational technology (ET) published internationally: from 13.7 % in 2000 to 38.4 % in 2013. This study seeks to identify the overall trends and gaps in this research. Of the 4,332 articles published in five selected international journals between 2000 and 2013, 1,137 (26.2 %) from the Asia–Pacific region [the Asia–Pacific (AP) region includes countries specified by UNESCO and Western Asia (Middle East) countries defined by United Nations] were selected for analysis. It was found that the majority of these came from Taiwan, Korea, Australia, Singapore and China, revealing a need for more studies from such countries as Japan and Indonesia, West and Central Asia and the Pacific Islands. The papers most commonly addressed issues at the micro-level in formal education, particularly higher education, focusing on the introduction of digital technology into on- or off-campus settings. There were few macro-level studies into such areas as policy making, quality assurance or evidence of educational outcomes and impact. It is suggested that researchers should undertake more such comprehensive studies into ET integration, not only in formal education but non-formal, informal, incidental and implicit learning.     

亚洲和太平洋地区的高等教育改革

在全球化浪潮的影响下,亚洲和太平洋地区的高等教育取得了巨大发展。随着冷战格局的破灭,亚太地区国家的高等教育逐步摆脱了对美国或苏联模式的“依附”,开始走向“自立”;其高等教育扩张政策的推行,也使由大学升学竞争带来的“学历病”有所缓解。在亚洲地区高等教育大众化过程中,私立高等教育不断壮大,逐步由“边缘”地位走“向主导”地位。近年亚太地区国家所采取的应对全球化战略的高等教育改革举措主要包括四个方面:1)运营效率化;2)保证教育质量;3)研究高度化;4)推进国际化。这些举措对日本有诸多启示。     

How Do we Measure Implementation of Inclusive Education in the Pacific Islands? A Process for Developing and Validating Disability-Inclusive Indicators

In recent years, countries of the Pacific have been moving strongly towards enhancing inclusive educational practices within a previously segregated education system. Through the Pacific Education Development Framework (PEDF) approved by 14 Pacific Island Education Ministers in 2009, the implementation of regional policies of inclusive education is a priority. To ensure that progress is measurable, these countries have been working collaboratively with several Australian institutions to develop a set of contextually appropriate indicators for measuring disability-inclusive education. This article describes the process adopted in developing these indicators and initial findings regarding the key outcomes. The research is guided by three key principles of collaboration, a need for systemic change and ‘nothing about us without us’. The process adopts a three-stage approach which is outlined and key issues and implications discussed.     

Globalization and the Asia Pacific: an exploration of efficiency and equality aims of education1

The paper aims to explore the relationship between globalization and education through an investigation of educational policy development in the specific context of the Asia Pacific. The paper's primary focus is on data collected from the World Bank, OECD, IMF and UNESCO to look primarily at three interrelated trends in education: increasing enrollments at all educational levels, issues of gender equality, and changes in public expenditure. In the paper, we argue that developments in education are increasingly impacted by a particular conception of globalization, which is illustrated in the overarching pressure of efficiency on educational aims. Although both efficiency and equality aims of education are present in recent policy developments in the Asia Pacific, the importance attached to education's capabilities of advancing human capital development have brought about a fundamental tension between two purposes of education: one relating to efficiency and one underlying education's potential to advance goals of access and equality.     

A decade revisited and a step toward the future: incremental but quintessential progress

This study scrutinizes Asia Pacific Education Review (APER) that has been weathered 13 years of journey from its inception. Numerically, 504 peer-reviewed articles have been published so far, and 0.5 of impact factor has been achieved. This article recollects the history of APER, overhaul the accomplishment and shortcomings of it. Through an overview of the annually submitted and published articles, 14 domains of research area, research methods, and the demographics of contributors were examined; 30 nationalities of authors’ papers were published, and 2/3 of articles used quantitative research method. The most published domains were educational administration and policy, educational psychology and special education, and higher education; however, the most cited articles covered all research area of education impartially. This study also suggested APER’s contribution to the advancement of education research community internationally and interdisciplinarily.     

Research paradigm choices made by postgraduate students with Pacific education research interests in New Zealand

This paper explores the nature of postgraduate research in the broad area of Pacific education completed in New Zealand universities. First, a number of basic trends are identified in terms of institutional affiliation, area of educational research, MA and PhD balance, growth over time, national/ethnic focus and the expected beneficiaries of the research. Secondly, and more significantly, trends in the theorisation of Pacific postgraduate education research are identified using a positivist-interpetivist-emancipationist-deconstructivist paradigm typology as a basis for analysis, in particular the degree to which the latter two research perspectives have been embraced. It is argued that research done within emancipationist and deconstructionist paradigms has the most socially transformative potential. The completion of socially transformative educational research is significant given increasing calls from within Pacific communities to decolonise and re-indigenise both educational research agendas as well as systems of Pacific primary and secondary schooling influenced by educational research. The paper demonstrates, however, that very little emancipationary and deconstructivist education research has been completed. This apparent mismatch is explored in the light of the wider competing educational discourses of Pacific colonisation and indigenisation.     

Chinese children with ASD in Hong Kong (SAR): development of inclusive practice

The advancement of inclusive educational provision in the Asia‐Pacific region has been guided by international research. As one example, Hong Kong has developed a unique and cultural response to inclusive practice within the region. This paper reviews Hong Kong's development of inclusive education practice for children with autism spectrum disorder (ASD). It provides an account of how services in education have developed for Chinese children with ASD, from diagnosis to school placement, and how the students are supported. A number of challenges for the region are discussed including those related to pedagogy, mentoring, placement, support and the need for culturally appropriate professional learning.     

Out of Asia: learning re-examined,teacher education re-configured

The impetus for this argumentative paper is anecdotal evidence overheard in West Australian educational settings indicating that there continues to be “othering” of learners from Asian backgrounds. Exploring prevailing Western social, theoretical and educational discourses associated with Asia, the author argues that teacher education in Western Australia be reconceptualized in three main ways. Firstly, levels of meta-cultural sensitivity in pre-service and in-service educators should be ascertained. Secondly, there needs to be a more rigorous theoretical and conceptual framework for pre-service/in-service teacher education informed by cross-cultural, historical knowledge and awareness of the social and personal constructions of reality – views of the “other” and “self”. Thirdly, teacher education courses must offer opportunities to examine current developments in educational research which encourage reconceptualization and replacement of traditional East/West dichotomies. The paper aims to review literature related to theoretical Thirdness as an ontological, educational principle and to contribute to Thirdness discourse by situating the argument in a particular context in Western Australia. It is hoped that papers such as this may lead to more informed and symmetrical dialogue between educators in the Asia Pacific region.     

亚太地区留学教育服务贸易及其启示

经济全球化必然带来教育的全球化。在高等教育国际化的宏观背景下，发展留学教育服务贸易对各国具有非常重要的战略意义。亚太地区留学教育服务贸易发展很快，发达国家在亚洲国家留学生教育服务市场的占有率居高不下，我国应借鉴发达国家经验，采取更多切实可行的措施，大力发展留学教育服务贸易。     

Multisectoral partnerships in e-learning: A potential force for improved human capital development in the Asia Pacific

Since their inception, a dominant characteristic of higher education institutions has been their reliance on the advantages conferred by geographic and political boundaries. However, emerging technologies and growing consumer power are challenging the status quo. The application of Internet-based information and communication technologies in education—e-learning—is now making it possible for education to transcend space, time, and political boundaries. In e-learning, content and mode of delivery are increasingly defined by external groups: students as well as employers. The emergence of e-learning is weakening the dominance of traditional providers of higher and continuing education—nonprofit colleges and universities—and they are being challenged by a proliferation of alternative institutions and providers with the skills and attitudes required to succeed in the new educational marketplace. Partnerships will allow traditional suppliers and intermediaries to contribute from their respective comparative advantages. In a common emerging model, traditional universities provide the intellectual capital, content, and content support; evaluate student performance; and award appropriate degree credit or certification. Intermediaries contribute in such areas as hardware and software provision, instructional design for the Web, website and communication for maintenance, record keeping, teacher training, and technical support for courseware development and marketing. Although this trend is not yet well advanced in the Asia Pacific Region, there are already a few pioneers, and interest is strong and growing among the major stakeholder groups—traditional academic institutions, traditional students, emerging intermediaries, professionals with a need for continuing education, and private sector corporations with the need to provide educational opportunities for their workforce. The Asia Pacific Regional Technology Centre (APRTC) is an example of an emerging intermediary organization. Its primary focus is on providing continuing educational opportunities for agricultural professionals throughout the Asia Pacific. It relies almost exclusively on e-learning for educational delivery and carries out its work through multisectoral partnerships. Initial experience indicates that the approach works in the region and is cost effective and that all partners and the clients can and do benefit from the collaboration.     

Global pressures on education research: quality,utility, and infrastructure

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.     

Learning for a Sustainable Environment: professional development and teacher education in environmental education in the Asia‐Pacific region

The close link between environmental education and development education advocated by major international reports of the last decade is operant in the UNESCO Asia‐Pacific region. A regional collaborative effort sponsored by the Asia‐Pacific Centre of Educational Innovation for Development (ACEID), UNESCO and Griffith University is creating an action research network to support teacher education in environmental education. The process is informed by Paul Hart's and Ian Robottom's argument that constructivist epistemology is consistent with an ecological world view and, therefore, provides an appropriate grounding for professional development in environmental education. Teacher educators from some 20 countries in the region are sharing in the writing of workshop modules for pre‐ and in‐service teachers; these are then critiqued and adapted in accordance with the needs of other countries. A culture of action research is being created by encouraging those involved to write case studies of their design, critique, adaptation and use of the materials as part of their professional development     

在学习与借鉴中步入辉煌——日本教育史学科的起步与繁荣

在欧美教育史研究进入辉煌与繁荣之际,东亚的日本亦在借鉴与模拟欧美研究模式的过程中跻身于世界教育史研究之列,研究者参照欧美教育史学理论与方法,先从研究本国教育发展历程开始,逐步拓展到对欧洲与东亚等别国教育史的研究,成为东亚教育史研究的一支劲旅,为世界教育史研究的领域不断增光添彩。     

Ideology,nationalism, and education: the case of education reforms in the two Koreas

Asia Pacific Education Review - This research explores the influences of ideology and nationalism on education reforms in South and North Korea through a comparative historical analysis of...     

广西面对东南亚留学生教育可持续发展问题的思考

本文认为广西的东南亚留学生教育可持续发展的关键在于建设优势明显、特色鲜明的对东南亚留学生教育基地,打造过硬的教育品牌,形成广西有特色的留学生教育产业.     

Family, community, and educational outcomes in South Asia

In this article, we review research on the economics and sociology of education to assess the relationships between family and community variables and children’s educational outcomes in South Asia. At the family level, we examine the variables of family socioeconomic status (SES), parental education, family structure, and religion and caste. At the community level, we assess the limited research on the relationships between economic, cultural, and social characteristics and children’s educational outcomes. The literature presents several consistent relationships between the roles of family and community characteristics in determining educational outcomes and reveals several possibilities for further research.     

The interface of Pacific and other knowledges in a supplementary education site

Because identity (language and culture) are central to Pacific knowledge and knowledge construction processes, Pacific students’ educational experiences should be viewed through a cultural lens that sees Pacific knowledge and practices as valid and valued. This study explores the relationship between culture and educational outcomes as seen in how participation in a school Polynesian club (a cultural education supplementary site) builds youth feelings of self-esteem, identity and the confidence to connect to other educational, cultural and social spaces.