Developing the e-Delphi system: a web-based forecasting tool for educational research     

Chien Chou 《British journal of educational technology : journal of the Council for Educational Technology》2002,33(2):233-236

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Assemble Collocation and Colligation in Chinese Writing Web Tools for New Immigrants in Taiwan     

Meg Lu  Chien Hui Lin  Tsung Yen Chuang  Tsun Ku  Chia Min Tsai 《美中教育评论》2011,(5):659-665

CSL （Chinese as a second language） learning is an emergency task in Taiwan, especially when more and more new immigrants joined in Taiwan. However, there are just a few new immigrants who can finish all language courses. For this reason, this research intends to provide a training system to assist new immigrants observing and learning the phrase structure. In this paper, the researchers design a system which can help new immigrants to form Chinese sentences by applying colligation and collocation technology.  相似文献   

Tsing Hua University Library     

Sharon Chien Lin 《International Information and Library Review》2013,45(1):115-127

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Co-authorship networks and research impact: A social capital perspective   总被引：1，自引：0，他引：1  

Eldon Y. Li  Chien Hsiang Liao  Hsiuju Rebecca Yen 《Research Policy》2013

The impact of research work is related to a scholar's reputation and future promotions. Greater research impact not only inspires scholars to continue their research, but also increases the possibility of a larger research budget from sponsors. Given the importance of research impact, this study proposes that utilizing social capital embedded in a social structure is an effective way to achieve more research impact. The contribution of this study is to define six indicators of social capital (degree centrality, closeness centrality, betweenness centrality, prolific co-author count, team exploration, and publishing tenure) and investigate how these indicators interact and affect citations for publications. A total of 137 Information Systems scholars from the Social Science Citation Index database were selected to test the hypothesized relationships. The results show that betweenness centrality plays the most important role in taking advantage of non-redundant resources in a co-authorship network, thereby significantly affecting citations for publications. In addition, we found that prolific co-author count, team exploration, and publishing tenure all have indirect effects on citation count. Specifically, co-authoring with prolific scholars helps researchers develop centralities and, in turn, generate higher numbers of citations. Researchers with longer publishing tenure tend to have higher degree centrality. When they collaborate more with different scholars, they achieve more closeness and betweenness centralities, but risk being distrusted by prolific scholars and losing chances to co-author with them. Finally, implications of findings and recommendations for future research are discussed.  相似文献   

Effects on learners' performance of using selected and open network resources in a problem‐based learning activity     

Ching‐Kun Hsu  Gwo‐Jen Hwang  Chien‐Wen Chuang  Chih‐Kai Chang 《British journal of educational technology : journal of the Council for Educational Technology》2012,43(4):606-623

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Can verbalisers learn as well as visualisers in simulation‐based CAL with predominantly visual representations? Preliminary evidence from a pilot study     

Tzu‐Chien Liu  Kinshuk  Yi‐Chun Lin  Ssu‐Chin Wang 《British journal of educational technology : journal of the Council for Educational Technology》2012,43(6):965-980

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Engaging pre-service science teachers to act as active designers of technology integration: A MAGDAIRE framework     

Yu-Ta Chien  Chun-Yen Chang  Ting-Kuang Yeh  Kuo-En Chang 《Teaching and Teacher Education》2012

This paper describes our efforts in developing the MAGDAIRE framework (abbreviated from Modeled Analysis, Guided Development, Articulated Implementation, and Reflected Evaluation) to transform pre-service science teachers’ roles in a teacher education course: moving pre-service teachers from the roles of passive users of technology, as they themselves learn technology integration, into active designers of technology. The results suggested that MAGDAIRE significantly improved the pre-service teachers’ technology competency levels. Moreover, MAGDAIRE facilitated the pre-service teachers’ critical reexamination of the affordances of technology for their teaching practices from the views of subject matter selection, motivation empowerment, information presentation, activity design, and pedagogy transition.  相似文献   

Profiles of school readiness among four-year-old Head Start children     

Tamara G. Halle  Elizabeth C. HairLaura D. Wandner  Nina C. Chien 《Early childhood research quarterly》2012

This study uses the Family and Child Experiences Survey (FACES) data from 1997 to investigate the degree to which child, family, classroom, teacher, and Head Start program characteristics are related to children's school readiness and continued development over the four-year-old Head Start year. Latent class analyses were used to examine the constellation of school readiness competencies within individual Head Start children in both the fall and spring of the four-year-old Head Start year. Multinomial regression analyses examined patterns of association between demographic and program characteristics and profile membership over time. Four distinct developmental profiles were found in the sample in the fall, and three were found in the spring. Furthermore, a substantial proportion of Head Start children (43%) moved from a developmental profile including some risk to a strengths profile between the fall and spring of the Head Start year. Child age, family structure, parental educational attainment, classroom quality and teacher's level of educational attainment emerged as important factors associated with stability and change in profile membership over the four-year-old Head Start year, but receipt of social services through Head Start was not associated with stability or change in profile membership.  相似文献   

Analysis of design and delivery of critical incident workshops for elementary school English as a foreign language teachers in community of practice     

Chin-Wen Chien 《Education 3-13》2018,46(1):1-15

Language teachers can uncover new understanding of the teaching and learning process through reflecting on critical incidents [Richard, J.C., and T.S.C. Farrell. 2005. Professional Development for Language Teachers. New York, NY: Cambridge University Press]. Based on the data analysis of workshop handouts, observation notes, and interviews, this study analyses three critical incident workshops designed and delivered to 19 elementary school English teachers in Taiwan in terms of design, participants’ learning, strengths, and suggestions. The study has the following findings. First, the participants moved from knowing nothing about critical incidents or mazes to writing up, discussing, and analysing critical incidents in collaborative reflective practice. Most importantly, the workshop facilitator fostered a safe and trusting environment for participating teachers to discuss critical incidents freely and combat their isolation. Five elements are recommended to be integrated into the design and delivery of critical incident workshops.  相似文献   

News narratives as identity performance: A narrative analysis of Taiwanese and international news coverage of interracial intimacy     

Hsin-Yi Chien 《Journal of International and Intercultural Communication》2019,12(3):209-227

This study examines news coverage of an assault upon an interracial couple that happened in Taiwan in 2015. Using narrative analysis from a social identity perspective, the study notes that Taiwanese news media suppressed gender salience in their coverage of this incident to construct a favorable Taiwanese identity; nevertheless, this strategy was performed at the price of reducing the urgency to combat sexism at a societal level. International news media framed the same event as a case of both racism and sexism; however, racism was given different symbolic meanings by different media, with each international news press conceptualizing racism in a way that met its local audience’s identity needs. In addition, both Taiwanese and international news organizations employed several social identity strategies in their news coverage to negotiate desirable international relations. These findings reveal that news media function as agents of international communication in today’s age of globalization.  相似文献