junjun Chen - Academia.edu (original) (raw)

Papers by junjun Chen

The Asia-Pacific Education Researcher

This review aimed at portraying a nuanced picture of the trajectory of teacher well-being researc... more This review aimed at portraying a nuanced picture of the trajectory of teacher well-being research during 54 years from 1968 to 2021. This review used descriptive quantitative analysis with a dataset of 774 journal articles. The developmental trend demonstrates a considerable change in the volume of publications conducted during the most recent 14 years. Findings of the current review identify that research foci have covered the antecedents, nature, and effects of teacher well-being in a descending manner. Quantitative methods were observed as the most frequently used method in research studies. Moreover, the use of qualitative and mixed research methods increased in recent times. However, due to the considerable absence of mixed methods, longitudinal, and experimental research designs in this review's corpus, our interpretation has been restricted to the ways in which teacher well-being can affect as well as be affected by associated constructs. Research on teacher wellbeing positions itself at the intermediate stage focusing on fusion relations combining new and recognized structures and adopting qualitative as well as quantitative practices. This review supports the evolution of the teacher well-being literature and poses recommendations for future research.

International Journal of Environmental Research and Public Health

Adversity response is fundamental to dealing with adversity. This paper reports the re-developmen... more Adversity response is fundamental to dealing with adversity. This paper reports the re-development and subsequent psychometric evaluation of the Adversity Response Profile for Chinese University Students (ARP-CUS). The data were collected from a Chinese university student sample (n = 474). Factor analysis and Rasch analysis were used to examine the psychometric properties of the ARP-CUS. Exploratory factor analysis revealed a six-factor model; then confirmatory factor analysis supported a five-factor solution. Rasch analysis provided further evidence of the psychometric quality of the instrument in terms of dimensionality, rating scale effectiveness, and item fit statistics for those six dimensions. The final version of the ARP-CUS contains 24 items across five subscales for assessing students’ responses to adversity, including control, attribution, reach, endurance, and transcendence. Overall, ARP-CUS demonstrates satisfactory psychometric properties for quantifying the adversity q...

Frontiers in Psychology, 2022

Student well-being and its relationships with academic achievement in China have not been well-in... more Student well-being and its relationships with academic achievement in China have not been well-investigated. This study aimed at investigating student well-being and the trade-off of the well-being and academic achievement with a sample of 1,353 Chinese high-school students from four cities in China during coronavirus disease 2019 (COVID-19) pandemic period. The six dimensions of well-being (academic, psychological, self, physical, social, and spiritual) were utilised to test the relationships with three subjects including Mathematics, English, and Chinese using a quantitative analysis. In this study, the relationships between six dimensions of well-being and three academic subject achievements were tested in one statistical model. Results showed that spiritual well-being was ranked the highest, followed by psychological, physical, self, and social well-being. Students gave the lowest ranking to academic well-being. The two significant paths identified were between spiritual well-be...

The Work and Lives of Teachers in China, 2014

Emotions in Learning, Teaching, and Leadership, 2020

Frontiers in Psychology, 2020

The Asia-Pacific Education Researcher, 2021

The current study explores teacher leaders’ emotions and its relationship with teacher profession... more The current study explores teacher leaders’ emotions and its relationship with teacher professionalism and collegial trust in the Chinese context. A sample of 477 teacher leaders in China responded to three measures, namely, teacher leader emotions, teacher professionalism and trust in colleagues. To analyse the data, confirmatory factor analysis and structural equation modelling were utilised. The results confirmed three hypotheses on the relationships between three constructs. Specifically, positive emotions (e.g., pride and love) from teacher leaders positively and significantly affected their trust in colleagues. Moreover, enjoyment positively affected, and fatigue and anxiety negatively affected, teacher professionalism. The structural model showed that enjoyment, anxiety, and fatigue of teacher leaders directly affected teacher professionalism but pride and love indirectly affected teacher professionalism mediated by their trust in colleagues. It is also interesting to note th...

The Asia-Pacific Education Researcher, 2021

School leaders are being increasingly held accountable for implementing unremitting changes that ... more School leaders are being increasingly held accountable for implementing unremitting changes that have been adopted by policymakers at higher levels of the education system. Leading change has been described as an emotionally complex facet of leadership behaviour (James et al., 2019). These emotionally hot climates have the effect of decreasing decision-making latitude and autonomy, which leads to ‘scrutiny stress’ (Maxwell & Riley, 2017). It has been pointed out that principals and educational managers nowadays have to juggle many sensitive demands such as the needs of relevant stakeholders, competing objectives, tricky stakeholder interactions, the impression others have of them, and teachers’ emotions (Berkovich & Eyal, 2015, 2020a; Chen, 2020). It is especially true in the current COVID-19 pandemic in which school leaders’ professional life has been dramatically changed. All of these are emotionally draining for principals and educational managers, placing increased pressure on t...

Social Inclusion, 2021

Student subjective well‐being (SWB) is increasingly incorporated into today’s education policies ... more Student subjective well‐being (SWB) is increasingly incorporated into today’s education policies and positive education movements. There is a growing interest in how well schools promote student well‐being, especially for disadvantaged students, e.g., the academically at‐risk, and which factors affect this process. This study investigates how teachers and academically at‐risk students perceive SWB and its influential precursors in a high school in China. The influential precursors in the present research were allocated into four dimensions, namely contextual factors, school factors, family factors, and individual factors. Via semi‐structured individual interviews with 12 teachers and 18 students for about one hour and content analysis of the interview data, the responses revealed that while students tended to have a superficial understanding of well‐being, traditional concepts about studying, blind filial piety, peer relations, and self‐efficacy were important factors shaping and in...

Cambridge Journal of Education, 2020

ABSTRACT This review study aims at providing a fine-grained picture of the research from 1985 to ... more ABSTRACT This review study aims at providing a fine-grained picture of the research from 1985 to 2019 on teacher emotions. A narrative approach was adopted to undertake the review of 812 articles. The method was constructed under the guidelines of the Preferred Reporting Items for Systematic Review and Meta-Analysis. Based on evidence drawn from existing models and the literature, this review constructed a refined Teacher Emotion Model. This Teacher Emotion Model represents a dynamic, interrelated relation among different elements with one-way, reciprocal and correlative relations between antecedents, teacher emotions and consequences. Implications with regard to theory and foci for future research are then discussed.

Leadership and Policy in Schools, 2018

Asia-Pacific Journal of Teacher Education, 2019

ABSTRACT This study aimed at understanding teacher emotions through interviewing 25 and surveying... more ABSTRACT This study aimed at understanding teacher emotions through interviewing 25 and surveying 1,492 primary teachers in China using a mixed method. Content analysis was employed to analyse the data using the five nested ecological systems – microsystem, mesosystem, exosystem, macro-system, and chronosystem. Statistical techniques such as mean score, Multivariate analysis of variance, Univariate analysis, and effect size were used to deal with the quantitative data. Qualitative results show that 25 teachers described 65 emotions including 33 positive and 32 negative emotions. The number of emotions that teachers reported decreased as the distance from the teachers increased. The quantitative survey comprised 14 positive and 17 negative emotion items. Given the powerful role that emotions and relationships play in education, the discussion was made with regard to classroom management, emotional display rules, and teacher vulnerability. The implications for teacher development and well-being were provided accordingly. Abbreviations: MANOVA; ANOVA

Frontiers in Psychology, 2019

Background: Studies on teacher emotion have steadily become more prominent. However, it has been ... more Background: Studies on teacher emotion have steadily become more prominent. However, it has been observed that scholarship on teacher emotion has been dominated by contributions from Western societies. In the absence of a critical mass of empirical research generated from within the region such as Asia, lack of knowledge and capacity to inform policy and practice in teacher education and evaluation mechanism. Methods: The current study sought to mirror the patterns of knowledge production in teacher emotion in terms of research topics, types, and methods and how they have evolved over time in Asia between 1989 and 2018. By using a descriptive quantitative analysis approach, we review a corpus of 154 articles on teacher emotion published in peer-review journals in Asia. It began with a systematic search in seven widely used electronic databases for abstracts of potentially relevant studies. Results: As observed, the trend represents a sea change in the volume of publications in Asia although the overall volume of research is still relatively low. Results also identify that although quantitative methods were most commonly used, the findings reveal a more balanced distribution since 1993. Furthermore, the use of qualitative and mixed methods of research has undergone a marked increase in the past 10 years. However, as the majority of articles were exploratory-oriented, intervention and experimental studies were largely lacking, which resulted in the 'so-what' story being missing. Conclusions: A functionalist perspective suggests that knowledge production in teacher emotion research in Asia is either at the late first stage or the emerging second stage. Recommendations have been provided based on the major results and challenges.

Asia Pacific Journal of Education, 2018

Abstract Student perceptions of the purposes of assessment have been shown to be significant pred... more Abstract Student perceptions of the purposes of assessment have been shown to be significant predictors of self-regulated learning. Their relationship to achievement emotions is less well understood. This paper reports a survey study of Chinese middle and high school students (N = 1,393) self-reported conceptions of the purpose of assessment and their achievement emotions using inventories with previously developed Chinese versions. While pre-existing models were not replicated, exploratory techniques developed well-fitting measurement models for each inventory and a structural equation model showed that significant variance in achievement emotions was elicited by certain beliefs about assessment. Positive emotions of pride and enjoyment depended primarily on conceptions that assessment (1) contributed to student moral and skill development, (2) was accurate, and (3) was not for evaluating schools or teachers. Negative emotions of anger and shame depended primarily on conceptions that assessment was (1) for evaluating schools and teachers and (2) not for improving teaching and learning. Thus, student emotional responses to assessment in China logically depend on beliefs that assessment reliably relates to developing their own learning, skills, and moral character.

Educational Studies, 2019

ABSTRACT The study investigated teachers’ conceptions of high-stakes and low-stakes assessments w... more ABSTRACT The study investigated teachers’ conceptions of high-stakes and low-stakes assessments with a sample of 1,013 school teachers from China. In general, the assessment model indicated that school teachers in this study agreed with the most factors. They demonstrated a broad understanding of the improvement, evaluation, control, irrelevance, and challenges of assessment for a range of purposes. Multi-group confirmatory factor analysis for high-stakes vs low-stakes found that Chinese teachers perceived improvement, school accountability and examination purposes as highly positively correlated, though accountability was weakly correlated with irrelevance. Further, these teachers showed favourable attitudes toward low-stakes assessments which are believed more indicative of learning, teaching, examination, and school accountability. These results indicate that it is an appropriate option to adopt low-stakes assessments to remedy the unintended effects of high-stakes assessments in China. Possible explanations for major results are discussed, which may provide implications for other educational contexts.

British Journal of Educational Psychology, 2018

Asia Pacific Education Review, 2018

This study aims to understand teacher emotions through interviewing 28 primary teachers in Hong K... more This study aims to understand teacher emotions through interviewing 28 primary teachers in Hong Kong. The study employed content analysis to analyze the data. The results were allocated to three dimensions of teacher emotions—student and learning, teacher and teaching, and the contextual factors. These teachers described 78 emotions of which approximately an equal number were positive and negative. Emotions relating to the student and learning dimension are the most intense, followed by those in the teacher and teaching and contextual factor dimensions. Data also indicated that teachers can hold positive and negative emotions simultaneously (e.g., happy yet pressurized by child’s unconditional trust) and can suffer from paradoxical emotions (e.g., regarding education reform). Teachers demonstrated different ways to manage emotions contingent on their demographic background. Given the powerful role that emotions play, recommendations for including teacher emotion education in both initial teacher education and professional development have been proposed accordingly.

Educational Practice and Theory, 2016

Globalization has been one of the most popular phenomenon of recent times and it is discussed by ... more Globalization has been one of the most popular phenomenon of recent times and it is discussed by various media, people and researchers in a wide variety of contexts. Globalization originating from increasing interaction between countries, communities and people, have altered the lives of people, their thoughts, perspectives and beliefs. This study aims to explore the beliefs and ideas of university students about globalization. Six students studying at the Faculty of Education at Agri Ibrahim Cecen University were chosen as a study group Students' reflections about globalization and semi-structured interviews were used as data collection tools in the study. Interviews and reflections were recorded for analysis. The data were analysed through discourse analysis technique. According to the results of the study, students mostly had a negative attitude towards globalization because of side effects of globalization. In other words, they have focused on the disadvantages of it for themselves and their country. They were aware of the power of globalization and the developments in the new world, but they were expecting respect for their cultural characteristics.

Asia Pacific Journal of Education, 2015

While there have been many western studies about what excellent teaching means, there are far few... more While there have been many western studies about what excellent teaching means, there are far fewer eastern studies. This study explored how students and parents perceived conceptions of excellent teaching in Chinese middle schools. The 77 students' and 67 parents' responses relating to a personal narrative of a time they had experienced excellent teaching were analysed using narrative inquiry. This study identified three major and four minor themes: (1) making classes interesting, (2) achieving student effectiveness, (3) caring for students, (4) having a high level of responsibility and morality, (5) having a breadth of knowledge, (6) being able to control the class, and (7) having a positive relationship with students. These conceptions were shared by the two groups and few significant differences existed between them. The differences from other Western and Chinese descriptions of excellent teaching were discussed. Implications for teaching standards, teacher professional development, and teacher evaluation system were provided.

The Asia-Pacific Education Researcher

This review aimed at portraying a nuanced picture of the trajectory of teacher well-being researc... more This review aimed at portraying a nuanced picture of the trajectory of teacher well-being research during 54 years from 1968 to 2021. This review used descriptive quantitative analysis with a dataset of 774 journal articles. The developmental trend demonstrates a considerable change in the volume of publications conducted during the most recent 14 years. Findings of the current review identify that research foci have covered the antecedents, nature, and effects of teacher well-being in a descending manner. Quantitative methods were observed as the most frequently used method in research studies. Moreover, the use of qualitative and mixed research methods increased in recent times. However, due to the considerable absence of mixed methods, longitudinal, and experimental research designs in this review's corpus, our interpretation has been restricted to the ways in which teacher well-being can affect as well as be affected by associated constructs. Research on teacher wellbeing positions itself at the intermediate stage focusing on fusion relations combining new and recognized structures and adopting qualitative as well as quantitative practices. This review supports the evolution of the teacher well-being literature and poses recommendations for future research.

International Journal of Environmental Research and Public Health

Adversity response is fundamental to dealing with adversity. This paper reports the re-developmen... more Adversity response is fundamental to dealing with adversity. This paper reports the re-development and subsequent psychometric evaluation of the Adversity Response Profile for Chinese University Students (ARP-CUS). The data were collected from a Chinese university student sample (n = 474). Factor analysis and Rasch analysis were used to examine the psychometric properties of the ARP-CUS. Exploratory factor analysis revealed a six-factor model; then confirmatory factor analysis supported a five-factor solution. Rasch analysis provided further evidence of the psychometric quality of the instrument in terms of dimensionality, rating scale effectiveness, and item fit statistics for those six dimensions. The final version of the ARP-CUS contains 24 items across five subscales for assessing students’ responses to adversity, including control, attribution, reach, endurance, and transcendence. Overall, ARP-CUS demonstrates satisfactory psychometric properties for quantifying the adversity q...

Frontiers in Psychology, 2022

Student well-being and its relationships with academic achievement in China have not been well-in... more Student well-being and its relationships with academic achievement in China have not been well-investigated. This study aimed at investigating student well-being and the trade-off of the well-being and academic achievement with a sample of 1,353 Chinese high-school students from four cities in China during coronavirus disease 2019 (COVID-19) pandemic period. The six dimensions of well-being (academic, psychological, self, physical, social, and spiritual) were utilised to test the relationships with three subjects including Mathematics, English, and Chinese using a quantitative analysis. In this study, the relationships between six dimensions of well-being and three academic subject achievements were tested in one statistical model. Results showed that spiritual well-being was ranked the highest, followed by psychological, physical, self, and social well-being. Students gave the lowest ranking to academic well-being. The two significant paths identified were between spiritual well-be...

The Work and Lives of Teachers in China, 2014

Emotions in Learning, Teaching, and Leadership, 2020

Frontiers in Psychology, 2020

The Asia-Pacific Education Researcher, 2021

The current study explores teacher leaders’ emotions and its relationship with teacher profession... more The current study explores teacher leaders’ emotions and its relationship with teacher professionalism and collegial trust in the Chinese context. A sample of 477 teacher leaders in China responded to three measures, namely, teacher leader emotions, teacher professionalism and trust in colleagues. To analyse the data, confirmatory factor analysis and structural equation modelling were utilised. The results confirmed three hypotheses on the relationships between three constructs. Specifically, positive emotions (e.g., pride and love) from teacher leaders positively and significantly affected their trust in colleagues. Moreover, enjoyment positively affected, and fatigue and anxiety negatively affected, teacher professionalism. The structural model showed that enjoyment, anxiety, and fatigue of teacher leaders directly affected teacher professionalism but pride and love indirectly affected teacher professionalism mediated by their trust in colleagues. It is also interesting to note th...

The Asia-Pacific Education Researcher, 2021

School leaders are being increasingly held accountable for implementing unremitting changes that ... more School leaders are being increasingly held accountable for implementing unremitting changes that have been adopted by policymakers at higher levels of the education system. Leading change has been described as an emotionally complex facet of leadership behaviour (James et al., 2019). These emotionally hot climates have the effect of decreasing decision-making latitude and autonomy, which leads to ‘scrutiny stress’ (Maxwell & Riley, 2017). It has been pointed out that principals and educational managers nowadays have to juggle many sensitive demands such as the needs of relevant stakeholders, competing objectives, tricky stakeholder interactions, the impression others have of them, and teachers’ emotions (Berkovich & Eyal, 2015, 2020a; Chen, 2020). It is especially true in the current COVID-19 pandemic in which school leaders’ professional life has been dramatically changed. All of these are emotionally draining for principals and educational managers, placing increased pressure on t...

Social Inclusion, 2021

Student subjective well‐being (SWB) is increasingly incorporated into today’s education policies ... more Student subjective well‐being (SWB) is increasingly incorporated into today’s education policies and positive education movements. There is a growing interest in how well schools promote student well‐being, especially for disadvantaged students, e.g., the academically at‐risk, and which factors affect this process. This study investigates how teachers and academically at‐risk students perceive SWB and its influential precursors in a high school in China. The influential precursors in the present research were allocated into four dimensions, namely contextual factors, school factors, family factors, and individual factors. Via semi‐structured individual interviews with 12 teachers and 18 students for about one hour and content analysis of the interview data, the responses revealed that while students tended to have a superficial understanding of well‐being, traditional concepts about studying, blind filial piety, peer relations, and self‐efficacy were important factors shaping and in...

Cambridge Journal of Education, 2020

ABSTRACT This review study aims at providing a fine-grained picture of the research from 1985 to ... more ABSTRACT This review study aims at providing a fine-grained picture of the research from 1985 to 2019 on teacher emotions. A narrative approach was adopted to undertake the review of 812 articles. The method was constructed under the guidelines of the Preferred Reporting Items for Systematic Review and Meta-Analysis. Based on evidence drawn from existing models and the literature, this review constructed a refined Teacher Emotion Model. This Teacher Emotion Model represents a dynamic, interrelated relation among different elements with one-way, reciprocal and correlative relations between antecedents, teacher emotions and consequences. Implications with regard to theory and foci for future research are then discussed.

Leadership and Policy in Schools, 2018

Asia-Pacific Journal of Teacher Education, 2019

ABSTRACT This study aimed at understanding teacher emotions through interviewing 25 and surveying... more ABSTRACT This study aimed at understanding teacher emotions through interviewing 25 and surveying 1,492 primary teachers in China using a mixed method. Content analysis was employed to analyse the data using the five nested ecological systems – microsystem, mesosystem, exosystem, macro-system, and chronosystem. Statistical techniques such as mean score, Multivariate analysis of variance, Univariate analysis, and effect size were used to deal with the quantitative data. Qualitative results show that 25 teachers described 65 emotions including 33 positive and 32 negative emotions. The number of emotions that teachers reported decreased as the distance from the teachers increased. The quantitative survey comprised 14 positive and 17 negative emotion items. Given the powerful role that emotions and relationships play in education, the discussion was made with regard to classroom management, emotional display rules, and teacher vulnerability. The implications for teacher development and well-being were provided accordingly. Abbreviations: MANOVA; ANOVA

Frontiers in Psychology, 2019

Background: Studies on teacher emotion have steadily become more prominent. However, it has been ... more Background: Studies on teacher emotion have steadily become more prominent. However, it has been observed that scholarship on teacher emotion has been dominated by contributions from Western societies. In the absence of a critical mass of empirical research generated from within the region such as Asia, lack of knowledge and capacity to inform policy and practice in teacher education and evaluation mechanism. Methods: The current study sought to mirror the patterns of knowledge production in teacher emotion in terms of research topics, types, and methods and how they have evolved over time in Asia between 1989 and 2018. By using a descriptive quantitative analysis approach, we review a corpus of 154 articles on teacher emotion published in peer-review journals in Asia. It began with a systematic search in seven widely used electronic databases for abstracts of potentially relevant studies. Results: As observed, the trend represents a sea change in the volume of publications in Asia although the overall volume of research is still relatively low. Results also identify that although quantitative methods were most commonly used, the findings reveal a more balanced distribution since 1993. Furthermore, the use of qualitative and mixed methods of research has undergone a marked increase in the past 10 years. However, as the majority of articles were exploratory-oriented, intervention and experimental studies were largely lacking, which resulted in the 'so-what' story being missing. Conclusions: A functionalist perspective suggests that knowledge production in teacher emotion research in Asia is either at the late first stage or the emerging second stage. Recommendations have been provided based on the major results and challenges.

Asia Pacific Journal of Education, 2018

Abstract Student perceptions of the purposes of assessment have been shown to be significant pred... more Abstract Student perceptions of the purposes of assessment have been shown to be significant predictors of self-regulated learning. Their relationship to achievement emotions is less well understood. This paper reports a survey study of Chinese middle and high school students (N = 1,393) self-reported conceptions of the purpose of assessment and their achievement emotions using inventories with previously developed Chinese versions. While pre-existing models were not replicated, exploratory techniques developed well-fitting measurement models for each inventory and a structural equation model showed that significant variance in achievement emotions was elicited by certain beliefs about assessment. Positive emotions of pride and enjoyment depended primarily on conceptions that assessment (1) contributed to student moral and skill development, (2) was accurate, and (3) was not for evaluating schools or teachers. Negative emotions of anger and shame depended primarily on conceptions that assessment was (1) for evaluating schools and teachers and (2) not for improving teaching and learning. Thus, student emotional responses to assessment in China logically depend on beliefs that assessment reliably relates to developing their own learning, skills, and moral character.

Educational Studies, 2019

ABSTRACT The study investigated teachers’ conceptions of high-stakes and low-stakes assessments w... more ABSTRACT The study investigated teachers’ conceptions of high-stakes and low-stakes assessments with a sample of 1,013 school teachers from China. In general, the assessment model indicated that school teachers in this study agreed with the most factors. They demonstrated a broad understanding of the improvement, evaluation, control, irrelevance, and challenges of assessment for a range of purposes. Multi-group confirmatory factor analysis for high-stakes vs low-stakes found that Chinese teachers perceived improvement, school accountability and examination purposes as highly positively correlated, though accountability was weakly correlated with irrelevance. Further, these teachers showed favourable attitudes toward low-stakes assessments which are believed more indicative of learning, teaching, examination, and school accountability. These results indicate that it is an appropriate option to adopt low-stakes assessments to remedy the unintended effects of high-stakes assessments in China. Possible explanations for major results are discussed, which may provide implications for other educational contexts.

British Journal of Educational Psychology, 2018

Asia Pacific Education Review, 2018

This study aims to understand teacher emotions through interviewing 28 primary teachers in Hong K... more This study aims to understand teacher emotions through interviewing 28 primary teachers in Hong Kong. The study employed content analysis to analyze the data. The results were allocated to three dimensions of teacher emotions—student and learning, teacher and teaching, and the contextual factors. These teachers described 78 emotions of which approximately an equal number were positive and negative. Emotions relating to the student and learning dimension are the most intense, followed by those in the teacher and teaching and contextual factor dimensions. Data also indicated that teachers can hold positive and negative emotions simultaneously (e.g., happy yet pressurized by child’s unconditional trust) and can suffer from paradoxical emotions (e.g., regarding education reform). Teachers demonstrated different ways to manage emotions contingent on their demographic background. Given the powerful role that emotions play, recommendations for including teacher emotion education in both initial teacher education and professional development have been proposed accordingly.

Educational Practice and Theory, 2016

Globalization has been one of the most popular phenomenon of recent times and it is discussed by ... more Globalization has been one of the most popular phenomenon of recent times and it is discussed by various media, people and researchers in a wide variety of contexts. Globalization originating from increasing interaction between countries, communities and people, have altered the lives of people, their thoughts, perspectives and beliefs. This study aims to explore the beliefs and ideas of university students about globalization. Six students studying at the Faculty of Education at Agri Ibrahim Cecen University were chosen as a study group Students' reflections about globalization and semi-structured interviews were used as data collection tools in the study. Interviews and reflections were recorded for analysis. The data were analysed through discourse analysis technique. According to the results of the study, students mostly had a negative attitude towards globalization because of side effects of globalization. In other words, they have focused on the disadvantages of it for themselves and their country. They were aware of the power of globalization and the developments in the new world, but they were expecting respect for their cultural characteristics.

Asia Pacific Journal of Education, 2015

While there have been many western studies about what excellent teaching means, there are far few... more While there have been many western studies about what excellent teaching means, there are far fewer eastern studies. This study explored how students and parents perceived conceptions of excellent teaching in Chinese middle schools. The 77 students' and 67 parents' responses relating to a personal narrative of a time they had experienced excellent teaching were analysed using narrative inquiry. This study identified three major and four minor themes: (1) making classes interesting, (2) achieving student effectiveness, (3) caring for students, (4) having a high level of responsibility and morality, (5) having a breadth of knowledge, (6) being able to control the class, and (7) having a positive relationship with students. These conceptions were shared by the two groups and few significant differences existed between them. The differences from other Western and Chinese descriptions of excellent teaching were discussed. Implications for teaching standards, teacher professional development, and teacher evaluation system were provided.