Junjun Chen
Hong Kong Institute of Education
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Publication
Featured researches published by Junjun Chen.
Educational Management Administration & Leadership | 2015
Philip Hallinger; Junjun Chen
Over the past two decades scholars have called for a more concerted effort to develop an empirically grounded literature on educational leadership outside of mainstream “Western” contexts. This paper reports the results of a review of research topics and methods that comprise the literature on educational leadership and management in Asia between 1995 and 2012. The review of research employed a quantitative descriptive form of systematic review of 478 articles published in eight “core” international journals in educational leadership and management over this period. The review examined trends in publication volume and impact, as well as research topics and methods used by scholars studying educational leadership and management in Asia. The study concluded that Asian scholarship in educational leadership and management remains in the early stages of development. Knowledge production is highly uneven across the continent, with only a few pockets of research excellence. Significant growth trends were observed in terms of scholarly interest in studying leadership in K-12 schools, school change, effects and improvement, and organizational behavior in education. Although qualitative research methods were more popular in this literature prior to 2006, the use of quantitative research methods has increased sharply during the past six years.
International Journal of Science Education | 2013
Junjun Chen; Bronwen Cowie
This article reports on a classroom study of a unit on New Zealand birds that focused on adaptation and conservation in a Year 7 class. The unit used a ‘context as social circumstances’ model. The researchers observed the nine lessons and interviewed students, the classroom teacher, and three other teachers who had taught the same unit. The students completed a pre-test and a post-test for the unit. Findings indicate that the students enjoyed and were interested in the unit, and had learnt more than usual. The students investigated predators using the tracking tunnel in their school gully and, of their own volition, in their home gardens. Some students pursued this interest into the wider community after the completion of the unit. The ‘context as social circumstances’ unit teachers helped students see the relevance of learning science for their lives, personally and socially, which opens up the possibility of action outside the classroom. The role of context, content and activity selection in the design of a unit that has social relevance is discussed.
Teachers and Teaching | 2016
Junjun Chen; Gavin Brown
This study surveyed 1064 Chinese school teachers’ approaches to teaching and conceptions of assessment, and examined their inter-relationship using confirmatory factor analysis and structural equation modeling. Three approaches to teaching (i.e. Knowledge Transmission, Student-Focused, and Examination Preparation) and six conceptions of assessment (i.e. Student Development, Teaching Improvement, Examination, Control, School Accountability, and Irrelevance) were identified. Teachers indicated they used Student-Focused most frequently and this positively predicted the assessment purposes of Student Development and Teaching Improvement, while loading negatively on Control, School Accountability, and Irrelevance. The Knowledge Transmission teaching approach, in contrast, positively predicted the assessment purposes of Examination, School Accountability, Control, Student Development, and Teaching Improvement. Thus, despite a predominantly student-focused approach to teaching, knowledge transmission was seen as a teaching approach that contributed positively to student learning. Possible explanations for this anomalous result are discussed.
European Physical Education Review | 2013
Lihua Song; Junjun Chen
This study investigated how university students perceive an excellent physical education (PE) teacher at the university level. A sample of 2000 university students at four universities in China responded to a 53-item questionnaire. A 6-factor, 28-item model of an excellent teacher in PE was subsequently generated with a statistical good fit, using exploratory factor analysis and confirmatory factor analysis. The model included two traditional Chinese concepts, best defined as ‘Caring For Students’ and ‘Being Responsible.’ The other four concepts were: ‘Being A Subject Expert, Being Student-Focused, Prompting Students’ All-Around Growth’ and ‘Being A Lifelong Learner.’ Multivariate analysis of variance showed that students’ grade level and major contributed to statistically-significant differences in their conceptualisation of excellent PE teaching. Study findings were compared with those in other relevant literature.
Asia Pacific Journal of Education | 2018
Junjun Chen; Gavin Brown
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.
Teaching and Teacher Education | 2012
Junjun Chen; Gavin Brown; John Hattie; Pam Millward
Journal of Teaching in Physical Education | 2014
Fengjuan Li; Junjun Chen; Miles Baker
Educational practice and theory | 2016
Junjun Chen; Bronwen Cowie
Asia Pacific Journal of Education | 2016
Junjun Chen
Archive | 2014
Maggie Renken; Kathrin Otrel-Cass; Bronwen Cowie; Zacharoula Smyrnaiou; Junjun Chen; Martin Riopel