ethanporcaro/eric-fulltext-meta huggingface dataset:
Calculating the Future: The Historical Assemblage of Empirical Evidence, Benchmarks &amp; PISA
Author: Popkewitz, Thomas S.
Date: 2018-00-00
Type: Journal Articles
Subjects: Evidence,Benchmarking,Achievement Tests,Foreign Countries,International Assessment,Secondary School Students,Educational Change,Social Sciences,Educational Practices,Foundations of Education,Futures (of Society)

Purpose: Prominent at the intersections of national educational agencies, higher education, and international educational performance assessments are two reform standards: &quot;benchmarks&quot; determining optimal student performance, and &quot;empirical evidence&quot; for determining the quality of reform practices. These two notions are often taken as connecting policy and research to effective changes in many countries. The article examines the historical and cultural principles about educational change and its sciences embedded in these standards through examining OECD's PISA and the McKinsey &amp; Company reports that draw on PISA's data. Findings/Originality/Value: First, the reports express salvation themes associated with modernity; that is, the promise of a better future through governing the present. The promise is to provide nations with data and models to achieve social equality, economic prosperity, and a participatory democracy. Second, the promise of the future is not descriptive of some present reality but to fabricate the universal characteristics about society and individuals. The numbers embody social and psychological categories about a desired unity of all students. Third, the &quot;empirical evidence&quot; of the international assessment entails a particular notion of science and &quot;evidence&quot;; one that paradoxically uses the universals in comparing and creating divisions.
Exploring the Mysteries of School Success in Shanghai
Author: Walker, Allan
Date: 2018-00-00
Type: Journal Articles
Subjects: Academic Achievement,Foreign Countries,Values,Educational Change,Instructional Leadership,Teaching Methods,Educational Policy,Cultural Influences,Equal Education,Administrative Organization,Social Differences,Educational Resources,Reputation,Resource Allocation,Institutional Characteristics,Trust (Psychology),Teacher Administrator Relationship,Asian Culture,Elementary Secondary Education

Purpose: The purpose of the paper is to discuss some of the mysteries around the much-touted recent success of school education in China and to explore some of the key conditions that may underpin the success. Design/Approach/Methods: It is a conceptual paper. A wide range of available data and literature has been consulted and analyzed to carefully marshal arguments about how to understand the mysteries and the conditions underpinning the success. Findings: The paper discusses four mysteries around education success in China. It argues for the development of a fuller and more contextualized perspective to view the success. The paper further suggests that neither of the four general conditions for success--values, reform, leadership or teaching approaches--taken alone, can explain pathways to success. Originality/Value: The paper provides an original explanatory description of the mysteries of education success and underlying conditions. This paper helps fill a gap in Western understanding of the &quot;why&quot; and &quot;how&quot; of school success in China.
Thinking in Dewey&apos;s Experimentalist Education: The Contribution of the Internet and Digital Tools
Author: Waks, Leonard J.
Date: 2018-00-00
Type: Journal Articles
Subjects: Experimental Teaching,Internet,Computer Uses in Education,Thinking Skills,Educational Philosophy

Purpose: The purpose of this paper is to explain how the introduction of the Internet and digital tools renews and enriches John Dewey's experimentalist model for teaching and learning with particular attention to the place of and resources for higher order thinking. Design/Approach/Methods: The methods include a close exposition of Dewey's classical texts, and a thought experiment introducing ICT elements into Dewey's design diagrams for teaching and learning. Findings: Dewey's model has inherent difficulties, and that digital technologies helps resolve them. Originality/Value: With the Internet and new digital tools, teachers can design new virtual learning spaces and learning activities. Learners can use online information and communication tools to act more effectively using higher-order thinking skills.
Postdigital Knowledge Cultures and Their Politics
Author: Peters, Michael A.
Date: 2018-00-00
Type: Journal Articles
Subjects: Politics,Knowledge Economy,History,Social Systems,Industrialization,Information Technology,Correlation,Social Change

Purpose: This paper aims at exploring politics of contemporary knowledge cultures and possible directions for responding to the postdigital challenge. Design/Approach/Methods: This paper researches history and present of several prominent strands and readings of the knowledge economy. Following Caruso's work (2016), it examines more closely the differences between the managerial paradigm and the cognitive capitalism paradigm. Recognizing the postdigital nature of contemporary knowledge cultures, it points towards a postdigital merger between the managerial paradigm and the cognitive capitalism paradigm. Findings: The paper identifies individual and social tensions between industrial and post-industrial modes of production and rapidly changing dynamic of social development. It examines the relationships between knowledge cultures and digital technologies. Based on recent insights by the father of the World Wide Web Tim Berners-Lee and his non-determinist views to digital technologies, it identifies knowledge cultures as sites of political struggle against various (material and non-material, technological and non-technological) closures over access to information and knowledge. Finally, it briefly outlines possible directions for responding to the postdigital challenge of knowledge cultures. Originality/Value: The paper provides an original contribution to theory of knowledge cultures and its relationships to the postdigital condition.
When Students Become &quot;Prisoners&quot;: A Game Theory Analysis of Internship by Beijing College Students
Author: Ding, Xiaohao
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Internship Programs,Educational Games,Student Behavior,Student Attitudes,Educational Improvement,Educational Quality,Preferences,Teaching Methods,College Graduates,Student Characteristics,Time Factors (Learning)

Purpose: The oversupply of college graduates and increasing competition in the Chinese urban labor market have forced college students to undertake internships much earlier and to a greater intensity in the hope of boosting their employment prospects. It may be argued that the considerable time and energy thus spent on internships is deleterious to their university studies. The paper considers the factors that determine the intensity of an internship experience. Design/Approach/Methods: Building on a Cobb-Douglas utility function, the paper constructs a Prisoners' Dilemma game to model the internship behavior of Chinese college students, and then examines the determinants of internship using data from a 2011 survey of approximately 10,000 Chinese college students from 47 higher education institutions in the Beijing metropolitan area and multivariate regression analysis. Findings: Empirical results confirm three key hypotheses derived from our model: first, students' perceptions of higher differentials across available jobs in the labor market entice them to intern excessively; second, the improving quality of college teaching and the consequent benefit for knowledge acquisition mitigates the need for excessive internship; third, student preferences for fundamental knowledge acquisition also tilts the balance towards more study and less internship. Originality/Value: These findings suggest that in the context of a tight graduate labor market, improving the quality of college teaching provides a viable alternative to excessive internship by students.
Language Ability or Personality Works?: The Return to Possessing a Global English Test Certificate for College Graduates in China
Author: Cui, Sheng
Date: 2018-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Labor Market,Employment Potential,Salaries,Language Tests,Scores,Certification,College Graduates,Global Education,Productivity,Personality Traits,Human Capital,College Entrance Examinations,Student Characteristics

Purpose: English language skills have great influence on labors' earnings from the global perspective. To reveal the economic returns to English language ability in Chinese labor market, we investigate how the global English test certificate affects college graduates' wage. Design/Approach/Methods: We adopt the ordinary least squares (OLS) and propensity score matching (PSM) methods, using data from Chinese Education Panel Survey (CEPS). Findings: The results indicate that with English test scores controlled, possessing global English test certificates have an additional positive effect on wage premiums whereas domestic English test certificates do not. Therefore for college graduates in China, the act of chasing certificates represents proactivity and is rewarded at the initial employment stage. Originality/Value: Our findings imply that global English test has great comprehensive value in labor market: the certificate is not only the important signal to students' English language, but the crucial indicator to one's productivity personality which is rewarded at the initial employment stage.
Teacher Efficacy and Affective Well-Being in Hong Kong: An Examination of Their Relationships and Individual Differences
Author: Huang, Shenghua
Date: 2018-00-00
Type: Journal Articles
Subjects: Teacher Effectiveness,Affective Behavior,Teacher Welfare,Foreign Countries,Gender Differences,Secondary School Teachers,Age Differences,Elementary School Teachers,Learner Engagement,Self Efficacy,Teaching Experience,Employment Level,Faculty Workload,Educational Attainment,Anxiety

Purpose: The aim of this study is to explore the relationships between dimensions of teacher efficacy and affective well-being while focusing on the roles of demographic characteristics (gender, grade level, educational background, and seniority). Design/Approach/Methods: 1,115 primary and 541 secondary school teachers in Hong Kong participated in the questionnaire survey. A series of t-tests, ANOVA, correlation analysis, and hierarchical multiple regressions were conducted. Findings: The younger teachers reported lower scores for well-being and efficacy than their senior counterparts, and the female and primary school teachers reported significantly higher levels of teacher efficacy for student engagement than their respective counterparts. Of the dimensions of affective well-being, pleasant affect was more closely related to teacher efficacy than negative affect, and the activated pleasant dimension of enthusiasm had the strongest influence. Of the three dimensions of teacher efficacy, efficacy for student engagement was most strongly associated with affective well-being. Originality/Value: The study revealed that teachers' affective well-being is not only important in itself, but also contributes to classroom teaching. The enthusiasm and passion possessed and maintained by teachers could play important roles in enhancing their self-efficacy. Furthermore, maintaining a good affective well-being status and even a modest level of anxiety contributes to their efficacy for student engagement, a dimension on which teachers reported the least confidence. Suggestions were put forward on how to improve teacher efficacy and well-being.
The Weight of a Backpack: A Phenomenological Analysis of Typical Chinese Children&apos;s Songs
Author: Xiong, Heping
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Singing,Music Activities,Children,Cultural Influences,Phenomenology,Emotional Response,Consciousness Raising,Humor,Child Health,Well Being

Purpose: The purpose of this paper is to explore the experience of the weight of a backpack as represented in typical Chinese children's songs through a kind of phenomenological approach. Design/Approach/Methods: The core issue pertaining to Chinese children's songs about backpacks is how the weight sense of backpacks is generated and developed in the field of song phenomenology. Findings: The &quot;whatness&quot; of a backpack in typical songs has varied over the past six decades, meanwhile, the backpack and its songs conceal not only the secrets of childhood but also those of China's educational system. Originality/Value: The originality of this paper embodies the unique perspective to provide a new insight into the current scholarship of the micro-politics of song-singing and the weight sense of backpack.
Beijing Academy: Innovation, Design, and Learning
Author: Elmore, Richard F.
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Environment,Design,Learning,Models,Observation,Innovation,Adults,Role,Educational Policy,Educational Change,Elementary School Students,Secondary School Students

Purpose: Taking Beijing Academy as an illustrative example, this article aims to discuss a model of &quot;design-as-learning, learning-as-design&quot;. Design/Approach/Methods: As a member of an international panel of the school, I have involved significant periods of observation of classroom work, focus group discussions with students, meetings with teachers and administrators, and sessions with governmental officials and external partners for the school. This has provided rich first-hand data for the analysis. Findings: This article argues that learning environments should be constructed around powerful theories of learning, that those theories should be subjected to constant and repetitive critique and revision in light of evidence, and most importantly that there is no fundamental difference in roles between adults and young people in the organization. Originality/Value: This article has the potential to address the transitional issues resulted from the policy-driven reform and institutionally-determined definitions of learning and urges adults to transfer agency for learning of individual students.
Students&apos; Mathematical Reasoning, Communication, and Language Representations: A Video-Narrative Analysis
Author: Wilkinson, Louise C.
Date: 2018-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Mathematical Logic,Logical Thinking,Mathematics Skills,Problem Solving,Video Technology,Communication Skills,Language Usage,Academic Language,Elementary Secondary Education

Purpose: Learning mathematics is a complex process, requiring many conceptual lenses and rich data sources to document and understand students' construction of knowledge. The purpose of this article is both to introduce a unique database on students' mathematical learning and to describe analytical techniques used to study students' growth of the knowledge of mathematics and language. Design/Approach/Methods: Our approach includes the following aspects: First, we describe a unique collection of video-taped recordings of longitudinal and cross-sectional studies of diverse, U.S. students, learning mathematics (&quot;Video Mosaic Collaborative,&quot; &quot;VMC&quot;). Second, we introduce our analytical methods, which utilize the database for collaborative study of students' learning. These methods include video-narrative analyses that display fine-grained examinations of interactions among students who are solving engaging problems that require them to reason mathematically and to represent their understandings with language and non-language forms. These analyses, referenced as &quot;VMCAnalytics,&quot; demonstrate the accessibility and flexibility of the database to study relationships among students' mathematics and language learning. Findings: The findings generated are illustrated by two examples demonstrating the accessibility and flexibility of the database to study relationships between mathematics and language learning (mathematics register). Originality/Value: The contribution of our work is illustrated by describing the rich database; employing a collaborative research approach; and signifying our understanding of relationships among students' mathematical and language learning.
More than Data: A Multivocal Inquiry into Video-Based Research on Learning and Teaching
Author: Xiao, Sihan
Date: 2018-00-00
Type: Journal Articles
Subjects: Video Technology,Research Methodology,Affordances,Databases,Educational Research,Mathematics Teachers,Foreign Countries,Mathematics Instruction,Group Discussion,Teacher Collaboration,Interviews,Elementary School Teachers,Intercultural Communication

Purpose: This commentary aims to echo Wilkinson, Bailey, and Maher's (this volume) arguments about the affordances of videos and video databases in studying learning and teaching. Design/Approach/Methods: This article illustrates a multivocal approach to the videos from the &quot;Video Mosaic Collaborative&quot; (VMC). In particular, three mathematics teachers in Shanghai were invited to watch and discuss a set of VMC videos. Two recurring themes concerning mathematics learning and teaching were identified in this video-cued interview and discussed in relation to the &quot;VMC Analytics.&quot; Findings: The VMC videos played a mediating and facilitating role in the interview, helping the teachers notice and reflect on the mundane, implicit culture practices. Based upon this analysis, I argue that to tap into the potential of video in educational research, we need to see videos as more than data and look for more possibilities of using them. Originality/Value: To open and further research dialogues, this article discusses future directions of using videos in educational research and serves as an invitation to creative explorations, in-depth conversations, ethical reflections, and cross-cultural collaborations on the use of videos in education.
Supplementary Tutoring for Compulsory Education Students in China: Status and Trends
Author: Xue, Haiping
Date: 2018-00-00
Type: Journal Articles
Subjects: Supplementary Education,Tutoring,Compulsory Education,Foreign Countries,Expenditures,Socioeconomic Status,Student Participation,Family Characteristics,Regional Characteristics,Institutional Characteristics,Grades (Scholastic)

Purpose: The purpose of this paper is to explore the current status of, and developmental trends affecting, the participation in supplementary tutoring by compulsory education students in China. Design/Approach/Methods: Based on the data from the China Family Panel Study (CFPS) conducted by the Peking University Institute of Social Science Survey in 2010, 2012, 2014, and 2016, the paper uses the method of multilevel linear model to comprehensively analyze problems involving a multilevel data structure. Findings: The paper finds that the proportion of compulsory education students participating in supplementary tutoring (and the expenditure on such tutoring) increased annually before declining in 2016. Students with higher socioeconomic status, higher school quality, and better academic performance have a higher tutoring participation rate and also spend more on tutoring. Students in China's three northeastern provinces and eastern coastal areas have higher participation rates in tutoring and higher tutoring expenditures. Originality/Value: Supplementary tutoring in China already has its own developmental patterns and trends; however, few scholars have empirically studied the developmental patterns and trends of supplementary tutoring in compulsory education based on longitudinal survey data.
The &quot;Double First Class&quot; Initiative under Top-Level Design
Author: Liu, Xiao
Date: 2018-00-00
Type: Journal Articles
Subjects: Higher Education,Universities,Design,Intellectual Disciplines,Foreign Countries,Educational Change

In 2017, Chinese government launched a massive higher education initiative targeting at developing selected universities and disciplines into the world first-class universities as well as first-class disciplines in the world (abbreviated as the &quot;Double First Class&quot; initiative). In September 2017, a list of the universities and disciplines was released. A total number of 42 universities were selected as in the world first-class universities initiatives; among them, 36 were in the category A and 6 in the category B. A total of 95 universities were identified under the first-class disciplines initiative (Ministry of Education, Ministry of Finance, &amp; National Development and Reform Commission, 2017b). In total, 137 universities met the criteria of the &quot;Double First Class&quot; initiative, accounting for 4.7% of 2,914 universities in China. Among the 42 nominated universities under the world-class initiative, 33 are affiliated to the Ministry of Education, four to the Ministry of Industry and Information Technology, and one to the Chinese Academy of Sciences. There is only one military university and three provincial universities included in the initiative. By scrutinizing the list of the selected universities, this article identifies the policy features of the &quot;Double First Class&quot; initiative, how the initiative is part of the national strategy, and possible challenges to the initiative.
Who Is More Likely to Participate in Private Tutoring and Does It Work?: Evidence from PISA (2015)
Author: Liao, Xiangyi
Date: 2018-00-00
Type: Journal Articles
Subjects: Tutoring,Student Interests,Foreign Countries,Achievement Tests,Secondary School Students,International Assessment,Expenditures,Institutional Autonomy,Science Education,Disadvantaged,Equal Education,Socioeconomic Background,Advantaged,Institutional Characteristics,Achievement Gap,Academic Achievement,Scientific Literacy,Science Interests,Educational Quality,Outcomes of Education,Comparative Analysis

Purpose: In recent years, private tutoring has become increasingly prevalent in China and has become both a dominant way for students to learn after school and a major component of family educational expenditure. This paper aims to analyze the factors that affect Chinese students' participation in private tutoring and the effectiveness of private tutoring. Design/Approach/Methods: We use data from the Programme for International Student Assessment (PISA) 2015 of Mainland China area and focus specifically on science-related private tutoring. Multilevel logistic model and hierarchical linear model based on coarsened exact matching (CEM) are used to conduct the investigations. Findings: Empirical results show that individual level factors including student's interest in science, educational expectations, and school-level factors such as school autonomy, science-related learning resources and school size pose a significant influence on the likelihood of participation in private tutoring. Moreover, science-related private tutoring has not significantly improved the overall scientific literacy scores of students. In addition, private tutoring has widened the performance gap among students from different socioeconomic backgrounds, with students from socioeconomically advantaged family experiencing more significant gains from tutoring. Originality/Value: These findings suggest that providing free high-quality tutoring to students from disadvantaged families might be an effective way of promoting educational equity.