Seung‐Hwan Ham

This study examines teacher collaboration across three Asia-Pacific countries (Australia, Malaysia, and South Korea), focusing on the possibility that principal-teacher perceptual disagreement regarding principal instructional leadership performance may impede progress toward a school organizational condition conducive to collaborative teacher interactions. Data for this study were taken from the OECD Teaching and Learning International Survey 2008. Overall, the results from a series of hierarch

The purpose of this study was to examine the possible effects of the simultaneous inclusion of self and other ratings of principal instructional leadership on teachers’ self-efficacy beliefs. Special attention was given to the case where principal and teacher ratings were incongruent and exhibited a self-other rating disagreement regarding the principals’ effectiveness in instructional leadership. The data used in the analyses were taken from the Organisation for Economic Co-operation and Develo

This comparative policy analysis demonstrates that patterns of truancy by immigrant status reflect the degree of systemic (anti-)discrimination institutionalized at the societal level. Based on extensive data from 205,512 children in 9,141 secondary schools across 29 OECD countries, a series of hierarchical generalized linear modeling analyses has been conducted. The results indicate that the extent to which a country has institutionalized anti-discrimination policies attenuates the association

Abstract The present study examines whether a host country's institutional environment of immigrant integration influences immigrant youth's integration into its educational system. Ensuring immigrant youth are well integrated into the educational system bears paramount societal significance because the educational pathways of these youth will determine not only their own life trajectories but also the future of society as an integrated whole. Based on a dataset that links PISA 2015 with MIPEX 2

This study examines the effect of multicultural curriculum policies on ethno-linguistic minority students’ academic enjoyment and performance. Based on a sample of 154,169 students in 31 countries from the TIMSS 2011 eighth-grade mathematics dataset, a series of within-nation hierarchical linear modeling analyses and subsequent cross-national regression analyses have been conducted. The findings of this study clearly suggest the possibility that the institutionalization of a multicultural curric

How to help newcomers feel a greater sense of belonging in society has been the subject of ongoing debate in both policy and scholarly circles. This study posits that immigrant groups’ relatively low sense of belonging in many countries is partly a manifestation of unequal opportunity structure. Thus, the study hypothesizes that public anti-discrimination policies may serve as an effective intervention. Hierarchical linear modelling analyses have been conducted using data for 71,030 adolescents

This study examines the possibility that certain schools may benefit more from culturally responsive leadership than others. We conceptualize culturally responsive leadership as a special form of leadership for uncertainty management. Acknowledging that student diversity usually adds additional complexity to the already difficult task of teaching, we hypothesize that the desired effect of principals’ culturally responsive leadership is more pronounced in schools in which alternative social mecha