education and social progress: insights from …
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EDUCATION AND SOCIAL PROGRESS: INSIGHTS FROM COMPARATIVE PERSPECTIVESSiem Reap, Cambodia11-12 May 2018
Co-hosted
Education and Social Progress: Insights From
Comparative PerspectivesSiem Reap, Cambodia
11-12 May 2018
11TH BIENNIAL COMPARATIVE EDUCATION SOCIETY OF ASIA
Layout design: OUM Chantha, RAVY Sophearoth Cover design: RAVY Sophearoth Front & Back Cover Pictures: SAY LalisPREAH KHAN: BUDDHIST MONASTIC UNIVERSITY - KING JAYAVARMAN VII, 13TH CENTURY CE
2018 CDRI- Cambodia Development Resource Institute
56 Street 315, Tuol KokPO Box 622, Phnom Penh, Cambodia(+855 23) 881 384/881 701/881 916/883 603(+855 23) 880 734Email: [email protected]: www.cdri.org.kh
WELCOME MESSAGE
ACKNOWLEDGEMENTS
CONFERENCE BACKGROUND ABOUT | CESA ABOUT | CAMBODIA DEVELOPMENT RESOURCE INSTITUTE (CDRI) ABOUT | PAÑÑĀSĀSTRA UNIVERSITY OF CAMBODIA (PUC) CONFERENCE DESCRIPTION
CONFERENCE PROGRAMME AND SPEAKERS PROGRAMME AT A GLANCE DISTINGUISHED GUESTS KEYNOTE SPEAKERS PLENARY DISCUSSION PANELLISTS PROGRAMME DETAILS ABSTRACTS (PER KEYNOTE ADDRESSES AND PLENARY SESSIONS) PARALLEL SESSIONS EXHIBITIONS
COMMITTEE MEMBERS SCIENTIFIC COMMITTEE ORGANIZING COMMITTEE
PRACTICAL INFORMATION CONFERENCE VENUE HOTEL AND BREAK-OUT ROOMS MAP BREAK-OUT ROOMS MAP CLOSE-UP ABOUT SIEM REAP AND ANGKOR WAT WHY CAMBODIA? CAMBODIA MAP SIEM REAP MAP USEFUL CONTACTS IN SIEM REAP
CALL FOR PAPERS ASIA PACIFIC JOURNAL OF EDUCATION: SPECIAL ISSUE CALL FOR PAPERS
ABSTRACTS OF PARALLEL SESSIONS
LIST OF PARTICIPANTS PRESENTERS NON-PRESENTERS
NOTEPAD
Table of Contents
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Programme at a Glance
10 May 2018: PRE-CONFERENCE09.00-16.00 Registration15:00-18:00 CESA Board Meeting
11 May 2018: CONFERENCE – DAY I07:30-08:30 Registration and Seating08:30-09:15 Opening Sessions Welcoming Remarks Opening Address09:15-10:00 First Keynote Address “Education at the Age of Artificial Intelligence”10:00-10:30 Coffee Break10:30-12:00 Plenary Discussion I: “Comparative Education as a Means for Social Progress”12:00-13:15 Lunch13:15-14:45 Parallel Session I14:45-15:15 Coffee Break15:15-16:45 Parallel Session II18:00-21:00 Welcome dinner and cultural performance 12 May 2018: CONFERENCE – DAY II07:30-08:30 Registration08:30-09:15 Second Keynote Address: “The Gift of Asian Higher Learning Traditions to the Global Research University”09:15-10:45 Parallel Session III10:45-11:15 Coffee Break11:15-12:45 Parallel Session IV12:45-14:00 Lunch Break14:00-15:30 Parallel Session V15:30-16:00 Coffee Break16:00-17:30 Plenary Discussion II “Rethinking Schooling for the 21st Century: The State of Education for Peace, Sustainable Development and Global Citizenship in Asia”17:30-18:00 Synthesis Announcement of CESA 2020 Host18:00-18:30 Closing Remarks
AFTER-CONFERENCE13 May 2018 Field Visits Temples, Ecotourism and Adventures (separate costs)
13-14 May Writers Workshop Hosted by the Paññāsāstra University of Cambodia, Siem Reap Campus (by invitation only)
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10 May 2018: PRE-CONFERENCE09.00-16.00 Registration 15:00-18:00 CESA Board Meeting 18:00-20:00 Welcome Dinner for CESA Board Members
11 May 2018: CONFERENCE – DAY I7:30-8:30 Registration and Seating 8:30-09:15 Opening Sessions Welcoming Remarks Dr Kol Pheng President and Founder Paññāsāstra University of Cambodia Opening Address Prof Liu Baocun CESA President, Beijing Normal University HE Yuok Ngoy Secretary of State Ministry of Education, Youth and Sport 09:15-10:00 First Keynote Address Prof Chhem Rethy “Education at the Age of Executive Director Artificial Intelligence” Cambodia Development Resource Institute
10:00-10:30 Coffee Break 10:30-12:00 Plenary Discussion I: “Comparative Education as a Means for Social Progress” Prof Wing On Lee Distinguished Professor of Education Zhengzhou University
Prof Magnus Saemundsson First Secretary – Education Embassy of Sweden, Phnom Penh, Cambodia Prof Kathryn Hibbert Director of the Centre for Research in Curriculum as a Social Practice, University of Western Ontario Dr Un Leang Dean of the Faculty of Social Sciences and Humanities, Royal University of Phnom Penh Moderator Prof Chhem Rethy Executive Director, Cambodia Development Resource Institute12:00-13:15 Lunch 13:15-14:45 Parallel Session I 14:45-15:15 Coffee Break 15:15-16:45 Parallel Session II 18:00-21:00 Gala Dinner and Cultural Performance
Programme details
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12 May 2018: CONFERENCE – DAY II
7:30-8:30 Registration 8:30-9:15 Second Keynote Address: “The Gift of Asian Higher Prof Ruth Hayhoe Learning Traditions to the Professor of Comparative Education Global Research University” University of Toronto
9:15-10:45 Parallel Session III 10:45-11:15 Coffee Break 11:15-12:45 Parallel Session IV 12:45-14:00 Lunch Break 14:00-15:30 Parallel Session V 15:30-16:00 Coffee Break 16:00-17:30 Plenary Discussion II “Rethinking Schooling for the 21st Century: The State of Education for Peace, Sustainable Development and Global Citizenship in Asia” Prof Edward Vickers Kyushu University Secretary-general of CESA Dr Yoko Mochizuki Programme Specialist UNESCO MGIEP Prof Jandhyala BG Tilak, Former Professor & Vice Chancellor, NUEPA; Distinguished Professor, Council for Social Development, India HE Ton Sa Im Under Secretary of State The Ministry of Education, Youth and Sport Dr Jeremy Rappleye Associate Professor, Graduate School of Education Kyoto University Moderator Prof Mark Bray UNESCO Chair Professor in Comparative Education The University of Hong Kong 17:30-18:00 Synthesis Prof Edward Vickers Announcement of CESA Kyushu University, 2020 Host Secretary-general of CESA 18:00-18:30 Closing Remarks HE Dr Hang Chuon Naron Minister, The Ministry of Education Youth and Sport AFTER-CONFERENCE13 May Field Visits Temples, Ecotourism and Adventures (seperate cost)13-14 May Writers Workshop Hosted by the Paññāsāstra University of Cambodia, Siem Reap Campus (by invitation only)
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4-A: Critical and Progressive Approaches to Teaching and Learning
4-B: Curricular and Pedagogical Innovation
Chair: Prof Lizamarie Campoamor Olegario Chair: Dr Huang YuVenue: VIP Grand Sokhalay I (Ground Floor) Venue: VIP Grand Sokhalay II (1st Floor)Reflective-Pictures Storybook: Improving Reading Literacy for Elementary Student
Comparative Study on Integrated Curricula of the Primary Schools in Canada and China
Ali Mustadi Yogyakarta State University Indonesia
Lu Zheng Beijing Normal University China
Successful Translation of Pedagogical Beliefs to Practice
Dewey School: A Fundamental Method of Social Progress and Reform
Lizamarie Campoamor-Olegario University of the Philippines Philippines
Ling Gao Beijing Normal University China
Learner-Centered Teaching: Current Status and Challenges in Chinese Higher Education Institutions
Financial Education in Japan: Its Current State and Challenges―towards the Continuous Development of a New Curriculum for Elementary Schools, High Schools, and Universities
Shujie Qu & Bai Yanru Lingnan Normal University China
Maiko Okuda Hiroshima University Japan
Effects of Metacognitive Analogy Teaching on Students’ Habitual Action and Critical Reflection in Biology
Education for Sustainable Development in the Light of Curriculum Reform for Basic Education in China
Reynald Alfred A. Recede Marikina High School/University of the Philippines Philippines
Rosanelia T.Yangco University of the Philippines Philippines
Huang Yu Beijing Normal University China
Embedding Critical Thinking Skills among Primary School Children through Online Extracurricular Activity
Rethinking Higher Education for Global Sustainable Development: Towards a Capabilities Pedagogy with the Poor
Piseth Thon & Bunlot Khoy Sangapac Anuwat Cambodia
Xiuying Cai Xiamen University China
Parallel Sessions IV - Day 2Saturday 12th May 2018
11:15 - 12:45
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Parallel Session 4-A:Critical and Progressive Approaches to Teaching and Learning
Date: Saturday 12th May 2018Time: 11:15 - 12:45Venue: VIP Grand Sokhalay I (Ground Floor)
Reflective-Pictures Storybook: Improving Reading Literacy for Elementary StudentAli Mustadi
Yogyakarta State University, Indonesia
The aims of this research were to produce reflective picture storybook to improve student’s reading literacy for elementary students, and determine the effectiveness of the reflective picture storybook towards student’s reading literacy. The subjects were the fifth grade students of elementary schools in Bantul District, Yogyakarta. The data collection techniques were interview, observation, scale, questionnaire, and testing. The data were collected by using the interview guidelines, observation guidelines, expert validation of the product, questionnaire of teachers and student’s responses, questionnaire of student’s interest in reading, and reading comprehension test. The study found that the reflective picture story book has passed the criteria of feasibility according to the validation by experts, teacher’s responses, and students’ responses in a very good category. The result of field tryout shows that the reflective picture story book is effective to improve student’s reading literacy in elementary school. Students’ reading literacy including students’ interest in reading and reading comprehension skill also improves significantly.
Successful Translation of Pedagogical Beliefs to PracticeLizamarie Campoamor-Olegario
University of the Philippines, the Philippines
Teachers’ pedagogical beliefs embody what they think is how teaching and classroom experience should be. Not all pedagogical beliefs are successfully translated to practice. This research has found that the teachers who successfully translate beliefs to practice tend to provide better classroom experience to the students. This research primarily aimed to compare the teachers who can translate and those who cannot successfully translate their pedagogical beliefs to practices, in order to find the factors that affect the teachers’ translation to practice. Forty five Quezon City public high school teachers were interviewed, and from these, 16 teachers were selected for observation in their classes, four teachers in each area of studies: social studies, English, mathematics, and science. Data gathered were analysed thematically. The teachers believed that the most appropriate teaching approach for such learners was either the use of group activities as endorsed by the K to 12 curriculum or ones that characterise the principles of behaviourism. They also were more inclined to rely more on traditional assessment to gauge student learning. Teachers’ beliefs and practices influence one another. Consonance between beliefs and practices lead to more favourable classroom teaching practice brought about mainly by better general pedagogical and content knowledge. Teachers’ rich pedagogical knowledge, strong conviction in their belief, passion and commitment, and focus on student learning facilitated translation of beliefs to practice.
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121 Liu Ying Zhengzhou University [email protected]
122 Liu Yunbo Beijing Normal University [email protected]
123 Liu Peng University of Manitoba [email protected]
124 Liu Shuhua Zhejiang University [email protected]
125 Low Zehan Kyushu University [email protected]
126 Lu Zheng Beijing Institute of Education [email protected]
127 Lu Shilin Shanghai Jiao Tong University [email protected]
128 Ly Monirith Paññāsāstra University of Cambodia [email protected]
129 Lyu Shen Peking University [email protected]
130 Ma Rong Nanjing Normal University [email protected]
131 Ma Zaoming South China Normal University [email protected]
132 Mahmud Rafsan Bangladesh Open University [email protected]
133 Maki Takayoshi Hiroshima University [email protected]
134 Manas Froilan Benguet State University [email protected]
135 Manzon Maria The Education University of Hong Kong [email protected]
136 Manzoor Afaf University of Education, Pakistan [email protected]
137 Maruyama Yasushi Hiroshima University [email protected]
138 Masong John-Niel University of the Philippines [email protected]
139 Mei Weihui Zhejiang University [email protected]
140 Miki Sugimura Sophia University [email protected]
141 Miwa Chiaki Hiroshima University [email protected]
142 Morishita Minoru Tokyo University of Marine Science and Technology [email protected]
143 Mustadi Ali Universitas Negeri Yogyakarta [email protected]
144 Mustary Mashraky Sophia University [email protected]
145 Nakano-Kodama Nana Shiga University [email protected]
146 Naomasa Sasaki Kyoto University of Education [email protected]
147 Narayana Jayaram National Law School of India University [email protected]
148 Nesterova Yulia The University of Hong Kong [email protected]
149 Ogisu Takayo Nagoya University [email protected]
150 Ogunniran Oladele Beijing Normal University [email protected]
Presenters
B12 Reflective PictureStorybook-Improving Social Skill
And Reading Literacyby Ali Mustadi
Submission date: 18-Aug-2019 07:39AM (UTC+0700)Submission ID: 1160929518File name: racy_For_Elementary_Students_In_Indonesia_CESA_2018_Cambodia.pdf (236.13K)Word count: 3254Character count: 18488
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B12 Reflective Picture Storybook-Improving Social Skill AndReading LiteracyORIGINALITY REPORT
PRIMARY SOURCES
journal.uny.ac.idInternet Source
icollate2017.uny.ac.idInternet Source
FINAL GRADE
/100
B12 Reflective Picture Storybook-Improving Social Skill AndReading LiteracyGRADEMARK REPORT
GENERAL COMMENTS
Instructor
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