Future developments of educational research in the Asia-Pacific Region: Paradigm shifts, reforms, and practice

Cheng, Yin Cheong

doi:10.1007/s10671-007-9031-0

Cited by 24 publications

(13 citation statements)

References 21 publications

(18 reference statements)

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“…We propose big picture educational leadership that moves current thinking about the discipline and practice beyond effectiveness in teaching and learning and stakeholder satisfaction toward the future of this current generation including educational globalization. In this way, the intended outcome is for future development demanding a world-class educational leadership shift, and the future sustainability of educational effectiveness (Cheng, 2003(Cheng, , 2007(Cheng, , 2010. Furthermore, drawing on the work of Dimmock and Walker (2002) we argue that educational leadership involves the transformation of shared vision into reality, with an emphasis on cooperation (vs. competition), incorporating Indigenous ways of knowing or cultural intuition and rational thinking in problem solving, where power and influence are shared within a group.…”

Section: Educational Leadership and Demographic Changementioning

confidence: 99%

Counteracting Educational Injustice with Applied Critical Leadership: Culturally Responsive Practices Promoting Sustainable Change

Santamaría

2015

IJME

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This contribution considers educational leadership practice to promote and sustain diversity. Comparative case studies are presented featuring educational leaders in the United States and New Zealand who counter injustice in their practice. The leaders' leadership practices responsive to the diversity presented in their schools offer reconceptualizations of educational leadership for a changing society. Applied critical leaders are defined through similarities and differences, followed by suggestions for critical leadership promoting social justice and educational equity and culturally responsive practices to inform policy and practice for sustainable future-focused educational leadership.

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Section: Educational Leadership and Demographic Changementioning

confidence: 99%

Counteracting Educational Injustice with Applied Critical Leadership: Culturally Responsive Practices Promoting Sustainable Change

Santamaría

2015

IJME

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“…In his study, Cheng (2007) claimed the importance of integrated and sophisticated educational research in providing a knowledge base to promote educational reforms and policy development. He explained that educational reform in many parts of the Asia-Pacific region had experienced three waves of paradigm shifts since the 1980s.…”

Section: Junior Secondary Education In Indonesiamentioning

confidence: 99%

An empirical study of the effects of decentralization in Indonesian junior secondary education

Toi

2010

Educ Res Policy Prac

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Decentralization in the education system has become a trend in many developing countries. However, it is not a solution to the many problems in education faced by these countries. One of the adverse effects of decentralization is disparity between regions or schools in terms of educational achievement. This paper offers a justification for such a view by studying the case of the Indonesian education system. Data was collected from about 5,000 Sekolah Lanjutan Tingkat Pertama (SLTP) schools (junior secondary schools). The method of covariance structure analysis was used to identify the influences and effects of factors related to educational environment upon educational outcome, and to make a comparison between before and after the introduction of decentralization in Indonesia. The main finding of this research is that increase in the school budget improves the quality of the educational environment and leads to higher test scores and lower dropout rates. Such positive results, however, turned out to be less significant, and the relationship between factors became weaker, during the period after decentralization had started. This was particularly the case for the group of schools whose budget level was relatively small. Therefore, there is a need to consider measures aimed at correcting the disparity between schools as well as regions.

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“…5 shows (Cheng 2001b(Cheng , 2007. During each wave, a specific paradigm developed, conceptualizing the nature of learning and the role of the teacher, and formulating reforms for improvement, implementation and practice at the system, site, and operational levels.…”

Section: Paradigm Shifts In Teacher Managementmentioning

confidence: 99%

“…Fourth, they worried about losing their national competitiveness if they did not reform as quickly as possible. The result was too many parallel reforms, along with chaos and painful failures in the education sector (Cheng 2007).…”

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confidence: 99%

Teacher management and educational reforms: Paradigm shifts

Cheng

2009

Prospects

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In the past 15 years, numerous reforms and initiatives in many countries in the Asia-Pacific region have aimed to change education and promote new learning to prepare the new generation for the future. Unfortunately, despite good intentions and huge investments of resources, many of these reforms have been found to be ineffective and unsustainable-if they succeed at all. Reflecting on the trends and waves of educational reform in the Asia-Pacific region, this paper introduces an international lesson on the emerging syndrome of educational reform across the region and illustrates its negative impacts on teacher ecology and teacher management. Then, the paper outlines the implications of this lesson and of a study of the world's best-performing educational systems, using them to develop a holistic approach to managing teachers and planning for their sustainable professional development. Finally, it highlights the paradigm shifts in teacher management, reviewing the three waves of educational reform in the last two decades, and draws further implications for formulating teacher management policies in ongoing and future educational reforms to support students' new learning and sustainable development.

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Future developments of educational research in the Asia-Pacific Region: Paradigm shifts, reforms, and practice

Cited by 24 publications

References 21 publications

Counteracting Educational Injustice with Applied Critical Leadership: Culturally Responsive Practices Promoting Sustainable Change

Counteracting Educational Injustice with Applied Critical Leadership: Culturally Responsive Practices Promoting Sustainable Change

An empirical study of the effects of decentralization in Indonesian junior secondary education

Teacher management and educational reforms: Paradigm shifts

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