Soft and hard variables in determining pre‐service teachers' intentions and decisions to pursue a special education career     

Dake Zhang  Denise K. Whitford  Hsien‐Yuan Hsu  Yan Wang 《Journal of Research in Special Educational Needs》2020,20(3):265-276

This study examined the roles of hard variables and soft variables in determining college teachers' intentions to pursue a special education career and education majors' actual decisions to major in special education. This study surveyed 243 college students taking special education courses at a state university, including 213 education majors. The survey questions included four blocks of variables, pertaining to demographics, training and work experience, soft variables (i.e., personal connections to people with disabilities, personal value and commitment and perceived social support) and hard variables (i.e., estimated salary, workload, professional development opportunities and job security). Results suggest that (1) after controlling for other variables, hard factors such as salary did not add significant contributions to college students' intention or education majors' actual action to pursue a special education career; (2) soft variables, such as value, commitment to special education and perceived social support, significantly predicted college students' intention to pursue a special education career, but did not significantly influence education majors' actual decision to choose a special education program, and (3) workloads significantly affect education majors' decisions making decisions of enrolling in a special education program. Implications are discussed about the importance of enhancing soft‐variable aspects of working conditions for special education recruitment and retention.  相似文献   

Trends of educational technology research: more than a decade of international research in six SSCI-indexed refereed journals     

Yu-Chang Hsu  Jui-Long Hung  Yu-Hui Ching 《Educational technology research and development : ETR & D》2013,61(4):685-705

This study applied text mining methods to examine the abstracts of 2,997 international research articles published between 2000 and 2010 by six journals included in the Social Science Citation Index in the field of Educational Technology (EDTECH). A total of 19 clusters of research areas were identified, and these clusters were further analyzed in terms of productivity by country and by journal. The analysis revealed research areas with rising trends, stable status, and low attention. This study also identified areas of research emphasis by journal and research strength by country. A discussion of results through the lens of Critical Theory of Technology is also included. The authors hope to inform the EDTECH community about the trends of EDTECH research on topics and regions of research contributions. The authors also believe that such examination of trends can help facilitate fruitful discussions of directions for future research, and possible international collaboration across various geographical regions.  相似文献   

Understanding MOOC continuance: An empirical examination of social support theory     

Jyh-Yih Hsu  Po-Feng Ting 《Interactive Learning Environments》2013,21(8):1100-1118

ABSTRACT

Learning outcomes is mediated by multi-channel learning environment and social engagement. Both factors may play a significant role in understanding motivation to learn in massive open online courses (MOOCs). The goal of this study was twofold: a. to compare behavior intention patterns of traditional e-learning platform and MOOCs participants; b. to examine relationships between behavior intention and perceived social support. Therefore, this study applies the concepts of technology acceptance model and social support theory to examine the underlying the determinants of learners’ continuance intention factors for MOOCs in Taiwan. In addition, this study adopts perceived convenience, computer self-efficacy, sense of community, and perceived gains as the constructs of social support perspective. Our examination reveals that sense of community, and perceived gains influence learners’ behavior intention of both general e-learning platform and MOOCs. However, perceived convenience and computer self-efficacy did not influence learners’ behavior intention for traditional e-learning platform, but still have efforts for MOOCs. In summary, our results show that the social support theory and technology acceptance model could be the suitable examination model to investigate the behavioral intentions for MOOCs. These findings have significant theoretical and managerial implications.  相似文献   

The role of discursive resources in science talk     

Pei-Ling Hsu 《Cultural Studies of Science Education》2013,8(2):285-294

Tao, Oliver, and Venville’s paper addresses a debate between two hypotheses of children’s development of conceptual understandings of the Earth. The authors aim to investigate whether culture influences students’ conceptions of the Earth. However, one questionable assumption shared among conception and conceptual change studies is that researchers can identify children’s mental models, through their discourse, to explain their conceptions of scientific phenomena. In this commentary, I challenge this assumption by looking closely at various interview data and examining different dimensions of interview discourse about the Earth. Based on my findings, I suggest that instead of seeing science talk as representations of mental models, we look at children’s science talk as discursive practices mediated by the immediate social situation and the broader social milieu.  相似文献   

Research methods and data analysis procedures used by educational researchers     

Tse‐chi Hsu 《International Journal of Research & Method in Education》2013,36(2):109-133

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A test of competing models of the influence of social support on school engagement in the presence of neighborhood danger     

Joe Ayres  Chia‐Fang “Sandy” Hsu  Tim Hopf 《Communication Research Reports》2013,30(4):366-374

This study compared self‐reports of speech preparation activities of students exposed to visualization with the self‐reports of the preparation activities of those in placebo and control groups. Interestingly, these three groups did not differ in overall preparation time, but they did apportion that time in somewhat different ways. Those exposed to visualization reported spending less time preparing speaking notes, more audience analyses time, more time rehearsing in front of an audience, and received slightly higher grades than did those in the placebo and control groups. As is to be expected, students exposed to visualization also reported less trait and state communication apprehension (CA) than those in the placebo and control groups. These findings and their implications are discussed at the conclusion of this report.  相似文献   

Taking sides: Analyzing news of the US September 11 incident in the Chinese and Taiwanese press     

Chiung‐Wen Hsu 《亚洲交流杂志》2013,23(1):79-99

This study examines news reports of the US September 11 incidents in the Chinese and Taiwanese press. In the Chinese press, the party newspaper (People's Daily) and the new mass‐appeal tabloid (Nanfang Daily) were studied. In the Taiwanese press, the traditional top circulation newspaper (United Daily) and the emerging pro‐Taiwan independent newspaper (Liberty Times) were chosen. Based upon a content analysis of news reports, supplemented with Chinese and Taiwanese government documents, the study found that the Chinese and Taiwanese press tended to report the incident along with the government stances and each represented its own side even after the economic reform and ruling party shift. However, the mass‐appeal tabloid in China moved slightly toward the pattern found in capitalist countries, without violating the government policy severely. The pro‐Taiwan independent newspaper showed more loyalty to the ruling party, but both Taiwanese newspapers covered diverse topics apart from the government stance. To what degree did the press follow the government stances? This study provided the preliminary answer that business interests might influence the press not to follow completely the government stances.  相似文献   

An Overview of Sport Philosophy in Chinese-Speaking Regions (Taiwan & Mainland China)     

Li-Hong Hsu 《体育哲学杂志》2013,40(2):237-252

The Chinese have a 5000 years history and with it goes its Chinese philosophy. However, Chinese philosophy differs from western philosophy in more than one way. Western philosophy's famous “why” questions and free thinking were not part of Chinese philosophy. Acceptance was the rule and Confucius is known to be the source for this philosophy.

The 20th century brought changes both in thinking generally as well as how sports were perceived. The main reasons for this were the opening to the west and improving economic situations for the general population. This led to research in the field of sport philosophy on academic levels both in Taiwan and China. This article tries to put the achievements in this field in on the map.  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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Prompting students to make socioscientific decisions: embedding metacognitive guidance in an e-learning environment     

Ying-Shao Hsu  Shu-Sheng Lin 《International Journal of Science Education》2013,35(7):964-979

ABSTRACT

This study aimed at improving the decision-making (DM) skills of 11th graders by incorporating a DM framework, visualisation tools, collaboration, and metacognitive guidance into a socioscientific issue context. Two classes, the experimental group (embedded metacognitive guidance, N?=?42) and the comparison group (no metacognitive guidance, N?=?32), were involved in the implementation of the experimental methodology. An open-ended test and worksheets were developed to assess the students’ DM skills. The results indicated that the two versions of the DM learning modules had similar effects on the improvement in the students’ DM skills, but there were significant differences in their overall skills in DM (Z?=??6.410, p?<?.001), generating criteria (Z?=??6.956, p?<?.001), and evaluating DM results (Z?=??2.533, p?<?.011) based on the student responses on the worksheets. These findings indicate that further studies need to explore the mechanism of metacognitive guidance for students with different socioscientific issue DM skills in e-learning environments.  相似文献