Educational Equality Among China's Minorities     

Julia Kwong  Hong Xiao 《比较教育学》1989,25(2):229-243

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Effects of emotional exemplars in responsibility attribution-framed news reports on perception and evaluations of social issues     

Hongsik Yu  Jaehee Cho 《亚洲交流杂志》2015,25(5):525-545

This study investigated the separate and combined effects of emotion-laded exemplars and responsibility frames on readers' perceptions and evaluations. Two hundred and sixty-nine students participated in an experiment involving a news story that dealt with the social issue of homelessness in South Korea. Six versions of a news story differed in emotion-laden exemplars with textual information (anger-evoking, sympathy-evoking) and responsibility news frames (attribution of responsibility to society, attribution of responsibility to individual, and no frame). This study found that, compared to the responsibility frames, emotion-laden exemplars significantly affected readers' moral evaluations toward the target individuals and their perceptions of the social issue's severity. The results also indicated that the anger-evoking exemplars influenced readers to attribute responsibility of a problem more to the target individuals than the societal system. In contrast, the sympathy-evoking exemplars prompted greater attribution to the societal system than the target individuals. The likelihood of a reader supporting related governmental aid policy was influenced by both emotional exemplars and responsibility news frames. Implications for further research are discussed.  相似文献   

Electroosmotic flow hysteresis for dissimilar ionic solutions     

An Eng Lim  Chun Yee Lim  Yee Cheong Lam 《Biomicrofluidics》2015,9(2)

Electroosmotic flow (EOF) with two or more fluids is commonly encountered in various microfluidics applications. However, no investigation has hitherto been conducted to investigate the hysteretic or flow direction-dependent behavior during the displacement flow of solutions with dissimilar ionic species. In this investigation, electroosmotic displacement flow involving dissimilar ionic solutions was studied experimentally through a current monitoring method and numerically through finite element simulations. The flow hysteresis can be characterized by the turning and displacement times; turning time refers to the abrupt gradient change of current-time curve while displacement time is the time for one solution to completely displace the other solution. Both experimental and simulation results illustrate that the turning and displacement times for a particular solution pair can be directional-dependent, indicating that the flow conditions in the microchannel are not the same in the two different flow directions. The mechanics of EOF hysteresis was elucidated through the theoretical model which includes the ionic mobility of each species, a major governing parameter. Two distinct mechanics have been identified as the causes for the EOF hysteresis involving dissimilar ionic solutions: the widening/sharpening effect of interfacial region between the two solutions and the difference in ion concentration distributions (and thus average zeta potentials) in different flow directions. The outcome of this investigation contributes to the fundamental understanding of flow behavior in microfluidic systems involving solution pair with dissimilar ionic species.  相似文献   

Student Participation in Scholarly Communication and Library Digital Collections: A Case Study from the University of Washington Bothell Library     

Denise Hattwig  Nia Lam  Jill Freidberg 《College & Undergraduate Libraries》2015,22(2):188-208

The University of Washington Bothell & Cascadia College Library recently partnered with a faculty member to develop a digital collection showcasing student-produced digital oral histories. This case study describes the role of the library as faculty partner, student resource, and repository/publisher. Archiving and publishing requirements—such as file formats, agreement forms, and metadata—were integrated into the assignment and included as part of each project's overall evaluation and grade. Librarians provided instruction to teach students about topics related to knowledge production and scholarly communication. Assessment included student feedback surveys and faculty feedback to librarians.  相似文献   

Block Talk: Spatial Language During Block Play     

Katrina Ferrara  Kathy Hirsh‐Pasek  Nora S. Newcombe  Roberta Michnick Golinkoff  Wendy Shallcross Lam 《Mind, Brain, and Education》2011,5(3):143-151

Spatial skills are a central component of intellect and show marked individual differences. There is evidence that variations in the spatial language young children hear, which directs their attention to important aspects of the spatial environment, may be one of the mechanisms that contributes to these differences. To investigate how play affects variations in language, parents and children were assigned to 1 of 3 conditions: free play with blocks, guided play, or play with preassembled structures (Study 1). Parents in the guided play condition produced significantly higher proportions of spatial talk than parents in the other two conditions, and children in the guided play condition produced significantly more spatial talk than those in the free play condition. Study 2 established baselines of spatial language during activities not involving spatial materials. Proportions of spatial words were lower than those in any of the conditions of Experiment 1. In sum, interaction with blocks naturally elicits elevated levels of spatial language, especially in the context of guided play, suggesting simple‐to‐execute educational interventions.  相似文献   

The development of an alternative in-service programme for Korean science teachers with an emphasis on science-technology-society     

Jungil Cho 《International Journal of Science Education》2013,35(10):1021-1035

This study looks at the effects of a science-technology-society (STS) in-service programme, designed to change teachers' awareness and practice of STS/constructivist approaches, while also focusing on students' understandings and changes of perceptions of the constructivist learning environments. The STS in-service programme was developed to achieve the following features: teacher-oriented, teaching in a social context, emphasis on a 'constructivist' approach, developing STS units and their use in classrooms. A total of 20 middle and high school science teachers participated in the in-service programme in 1998; and three of the middle school teachers were selected to gain information from their implementation of a Reactions of Acids and Bases unit in their respective classrooms. The Science Education Reform Inventory was administered to all the teachers at both the opening and the end of the programme. One hundred twenty-five students of the three teachers experienced about 16 class hours of lessons comprising the new STS unit. At the beginning and the end of the unit, they completed the Constructivist Learning Environment Survey. In order to assess student understanding, teachers administered the creativity test before and after the unit; and the concept acquisition test and the application test after the unit. Students obtained at average 48% of the 35 key concepts and 6.6 additional non-key concepts after the unit was finished. Students made more relevant and creative responses on unfamiliar situations on the post-test than on the pre-test. Through several tasks including a short essay, students showed their abilities to apply various concepts related to acids and bases to daily life situation. It was found that the STS programme improved the teachers' awareness and practices of the science education reforms characterized by STS and constructivism. The middle school science teachers could develop STS units which they implemented in their own classrooms. They could work together in developing units and reflecting on their teachings through video recordings of science classes. They were willing to assess various aspects of learning such as creativity, application and concept acquisition. Students perceived that the classroom environments improved in terms of personal relevance of contents, scientific uncertainty and student participation. The results showed that the STS in-service programme was effective and could be implemented successfully with Korean science teachers.  相似文献   

E-Government readiness index: A methodology and analysis     

Anteneh Ayanso  Dipanjan Chatterjee  Danny I. ChoAuthor vitae 《Government Information Quarterly》2011,28(4):522-532

E-Government has received significant attention as digital technologies transcend private businesses and serve as a basic source of transformation in government functions. One most notable project is the United Nations Public Administration Network (UNPAN) that assesses the e-Government readiness of the 192 member nations according to a quantitative composite index involving website assessment, telecommunication infrastructure, and human resource endowment. However, the UNPAN index, though rich in depth and breadth of data collection, relies on a method that is a simple mathematical average of the values of the variables measured. This paper revisits the UNPAN index and proposes alternative indices based on principal components analysis (PCA). Using the UNPAN survey data, four different versions of the index are presented and the resulting rankings of the nations are examined vis-à-vis the existing ranking. The theoretical and policy implications of the proposed methodology and its results are discussed.  相似文献   

Researching and implementing a new tiered pricing model     

Charlie RAPPLE 《Learned Publishing》2011,24(1):9-13

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Impact of gender and prior knowledge on learning performance and motivation in a digital game-based learning biology course     

Yeo  Jun-Hui  Cho  I.-Hsuan  Hwang  Gwo-Haur  Yang  Hsi-Hsun 《Educational technology research and development : ETR & D》2022,70(3):989-1008

Educational technology research and development - Gender and prior knowledge may affect students' performance and motivation when simulations and games are used for learning. Accommodations...  相似文献   

Correction to: The State of Current Reading Intervention Research for English Learners in Grades K–2: a Best-Evidence Synthesis     

Roberts  Garrett J.  Hall  Colby  Cho  Eunsoo  Coté  Brooke  Lee  Jihyun  Qi  Bingxin  Van Ooyik  Jacklyn 《Educational Psychology Review》2022,34(1):473-473

Educational Psychology Review -  相似文献