Forthcoming Conference     

Seoung‐Hey Paik  Hyo‐Nam Kim  Boo‐Kyoung Cho  Jae‐Won Park 《International Journal of Science Education》2013,35(2):207-208

This study investigates the various conceptions held by K‐8th Korean grade students regarding the ‘changes of state’ and the ‘conditions for changes of state’. The study used a sample of five kindergarteners, five secondgrade students, five fourth‐grade students, five sixth‐grade students, and five eighth‐grade students. The 25 students attend schools in a rural district of South Korea. Some activities that involved a change in the state of water, including condensation, solidification, and melting, were chosen from K‐8th grade science textbooks and attempted by the students. Subsequently, we conducted interviews with the students. While most kindergarteners and second‐grade students were able to perceive the phenomena involving changes of state, they were unable to express conceptions related to the changes of state and the conditions under which the state the changes. The upper‐grade students, on the other hand, had some conception of the invisible gas state. Most of these students held conceptions about the boiling water's change of state from liquid to gas, but few of them held conceptions about the changes of state involving condensation. Most students understood heat and temperature as conditions of the changes of state, but only applied the heat concept to situations involving rising temperatures. In situations involving cooling, students applied the temperature concept. The younger students understood the concept of heat without understanding the concept of temperature.  相似文献   

Decreasing the Proportion of Self-Control Trials During the Acquisition Period Does Not Compromise the Learning Advantages in a Self-Controlled Context     

Jae T. Patterson  Michael Carter  Elizabeth Sanli 《Research quarterly for exercise and sport》2013,84(4):624-633

The present experiment examined the learning effects of participants self-controlling their receipt of knowledge of results (KR) on all or half of their acquisition trials (50%). For participants who were provided 50% self-control, the first half of their acquisition period consisted of receiving KR on all trials, or according to a faded-KR schedule. Participants practiced a sequential timing task. The results showed that independent of practice condition, participants who self-controlled their KR during the acquisition period demonstrated superior performance compared to the respective yoked conditions in the retention and transfer portion of the experiment. These results extend previous research by suggesting that decreasing the proportion of self-control trials does not compromise learning in a self-controlled context.  相似文献   

Helping the bereaved child     

Mike Major 《Early Childhood Education Journal》1980,7(4):48-50

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Digital equity in cultural context: exploring the influence of Confucian heritage culture on Hong Kong families     

Allan H. K. Yuen  Jae Hyung Park  Lu Chen  Miaoting Cheng 《Educational technology research and development : ETR & D》2017,65(2):481-501

Our study examines digital equity in a cultural context. Many studies have used classic analytical variables such as socioeconomic status and gender to investigate the problem of unequal access to, and more recently differences in the use of, information and communication technology (ICT). The few studies that have explored cultural variables have usually focused on theory or considered culture as a background dimension. Our study’s central thesis is that cultural context plays a crucial role in shaping parents’ ICT-related child-rearing practices. In a case study of 22 Chinese students who share the Confucian heritage of Hong Kong, we demonstrate the importance of cultural dimensions of students’ ICT use, and examine how cultural values are associated with digital equity. Our findings reveal that Confucian values influence aspects of family/social relationships, in particular whether students receive adequate and appropriate ICT resources and use ICT effectively, which are essential aspects of digital equity.  相似文献   

Peer mentoring in engineering: (un)shared experience of undergraduate peer mentors and mentees     

Jae Hoon Lim  Bailey P. MacLeod  Peter T. Tkacik  Sandra L. Dika 《Mentoring & Tutoring: Partnership in Learning》2017,25(4):395-416

In this qualitative study, we explored the experiences of 26 engineering student mentors and mentees in a peer mentoring program. We found that mentors and mentees exploited the mentoring program’s fluid structure and situated social relationships to enact a specific type of academic/professional goal and identity conducive to their entry to one of two communities of practice, the on-campus engineering program community and the community of professional engineers. The mentoring program functioned as a social space in which identities of these students converged and diverged, creating a subtle tension and self-reflection in relation to the two different communities of practice that they pursued.  相似文献   

Validity of the iPhone M7 motion co-processor as a pedometer for able-bodied ambulation     

Matthew J. Major  Micah Alford 《Journal of sports sciences》2016,34(23):2160-2164

Physical activity benefits for disease prevention are well-established. Smartphones offer a convenient platform for community-based step count estimation to monitor and encourage physical activity. Accuracy is dependent on hardware–software platforms, creating a recurring challenge for validation, but the Apple iPhone® M7 motion co-processor provides a standardised method that helps address this issue. Validity of the M7 to record step count for level-ground, able-bodied walking at three self-selected speeds, and agreement with the StepWatch^TM was assessed. Steps were measured concurrently with the iPhone® (custom application to extract step count), StepWatch^TM and manual count. Agreement between iPhone® and manual/StepWatch^TM count was estimated through Pearson correlation and Bland-Altman analyses. Data from 20 participants suggested that iPhone® step count correlations with manual and StepWatch^TM were strong for customary (1.3 ± 0.1 m/s) and fast (1.8 ± 0.2 m/s) speeds, but weak for the slow (1.0 ± 0.1 m/s) speed. Mean absolute error (manual–iPhone®) was 21%, 8% and 4% for the slow, customary and fast speeds, respectively. The M7 accurately records step count during customary and fast walking speeds, but is prone to considerable inaccuracies at slow speeds which has important implications for certain patient groups. The iPhone® may be a suitable alternative to the StepWatch^TM for only faster walking speeds.  相似文献   

Sociocultural concept of high ability and heart-mind epistemology in Confucian societies     

Jae Park 《International Studies in Sociology of Education》2017,26(4):375-392

This theoretical paper begins with a reflection on the dominant conceptions of ‘high ability’, based on psychometrics, and examines claims that the ethos of a particular cultural heritage is essential to what ‘high ability’ signifies. The article semantically distinguishes ‘giftedness’ from ‘ability’, using research on Confucian heritage culture with its thick and thin dimensions. ‘Giftedness’ here means an inherited quality or endowment. ‘Ability’, on the other hand, signifies an active process open to nurture through education and – what could account for the main contribution of this paper – the role played by an ‘epistemology of heart-mind’ in Confucian heritage. The article argues that this epistemology of heart-mind constitutes a generational collective programming of mind. Such a definition could lead to a sociocultural conception of intelligence and giftedness open to development, adding a new perspective to the conceptualisation of giftedness and high ability.  相似文献   

What the Twenty-First Century Engaged Journalism can Learn from the Twentieth Century Public Journalism     

Seong Jae Min 《Journalism Practice》2020,14(5):626-641

ABSTRACT

Engaged journalism emerging today bears a striking resemblance to the public journalism movement of the twentieth century in the United States. They have similar values and spirits, believing that journalists should connect more with local communities and help create public conversation. They also share similar techniques. While generally considered a failed movement, public journalism may provide important lessons for the future of engaged journalism. Analyzing public journalism in the three major domains of journalism studies – normative, democratic, and commercial – this essay discusses how engaged journalism can learn from the missteps of its predecessor.  相似文献   

Value of college athletic programmes in the Korean Higher Education: A contingent valuation study     

Jae Hyuk Cha  Jungmin Lee  Taehee Kim  Kyungro Chang 《Higher Education Quarterly》2020,74(3):320-333

Higher Education institutions in Korea are undergoing restructuring in response to the government reform policy. As one aspect of the restructuring, many colleges are reducing or abolishing the athletic programmes. This study investigated the value of athletic programmes for college students by using the contingent valuation method. The results of a multivariate survival analysis with a convenience sample of 372 undergraduate students indicate that the monetary value of the willingness of a student to pay for athletic programmes was about KRW 116,000 per semester. Students’ level of involvement with and knowledge about intercollegiate athletics, as well as monthly allowance and year in college have positive effects on willingness to pay for athletic programmes.  相似文献   

ARE WE TALKING ABOUT THE SAME CHILD? PARENT–TEACHER RATINGS OF PRESCHOOLERS’ SOCIAL–EMOTIONAL BEHAVIORS     

Sofia O. Major  Maria J. Seabra‐Santos  Roy P. Martin 《Psychology in the schools》2015,52(8):789-799

The parent‐teacher agreement has become an important issue of children's psychological assessment. However, the amount of research available for preschool children is small and mainly based on one index of agreement with samples of modest size/representativeness. This study examined parent‐teacher agreement (correlations) and discrepancies (t tests) on preschoolers' social skills and problem behaviors for the normative Portuguese sample (N = 1,000) of the Preschool and Kindergarten Behavior Scales – 2^nd Edition (PKBS‐2). Analyses were replicated according to the child's gender and mothers' educational level. Correlational analyses suggest weak to moderate informant agreement (mean correlation = .32). Parents' and teachers' ratings are significantly different for all PKBS‐2 scores, with parents assigning higher scores both on social skills and problem behaviors. Results highlight the importance of both parents' and teachers' perspectives to achieve a more comprehensive picture of preschoolers' social‐emotional behaviors, and reinforce the evidence of reliability of the PKBS‐2 Portuguese version.  相似文献