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71.
This article explores the current state and new roles of physical education as liberal education (PELE) in higher education. Recently, there has been growing discontent with PELE due to program redundancy and lack of educational power in higher education. However, little attention has been given to how to reconstruct PELE in higher education. To investigate this matter, this article examines (a) the origins and rationale of liberal education; (b) similarities and differences between liberal education, general education, and liberal arts; and (c) connections between liberal education and physical education. To conclude, two challenges of PELE in higher education are presented. These issues need to be overcome to bring PELE authentically into the world of colleges and universities. 相似文献
72.
Yueming Jia Youn Joo Oh Bernadette Sibuma Frank LaBanca Mhora Lorentson 《Teacher Development》2016,20(2):229-252
A self-report scale that measures teachers’ confidence in teaching students about twenty-first century skills was developed and validated with pre-service and in-service teachers. First, 16 items were created to measure teaching confidence in six areas: information literacy, collaboration, communication, innovation and creativity, problem solving, and responsible citizenship. Then, the items were tested in two groups of pre-service teachers and two groups of in-service teachers respectively. Exploratory factor analyses and confirmatory factor analyses were conducted to examine the scale’s validity and reliability. The analyses identified a three-construct scale including innovation and problem solving, collaboration, and utility of technology for pre-service teachers and a one-dimension scale, cross-functional skills, for in-service teachers. This study suggests that different scales should be used to measure in-service teachers’ and pre-service teachers’ confidence in teaching twenty-first century skills. 相似文献
73.
This historical analysis examines the process of structuring the Korean elementary schooling under the Japanese colonial rule
for the period of 35 years, spanning from 1910 to 1945. Colonial education in Korea was used as an ideological device for
perpetuating the colonization of Korea. But Koreans resisted to such education policy persistently, unlike for the case of
other colonized countries in the same era. The majority of Koreans, including even a small number of pro-Japan people, irrespective
of their social class status, demanded the expansion of elementary education and further took initiatives to raise necessary
funds for it. Here we must realize that the aspiration of Koreans was incompatible with Japanese ruler’s intention. Korean
and Japanese had different ideologies and expectations of establishing Common Schools. Japan’s colonial education resulted
in unintended and unwanted consequences in Korea. 相似文献
74.
Yu Won Oh 《Mass Communication and Society》2019,22(4):423-446
This study examines the issue of who tends to speak out against the tide of opinions on an online discussion forum and which forum conditions facilitate an individual’s public expression of honest opinions. In response to the call for experimental research, this study employed simulated online forums to place participants in multifaceted hostile online discussion situations. The findings indicate that an individual’s race, issue involvement, issue knowledge, fear of isolation, and the revelation of identity influenced opinion expression online. In particular, fear of isolation, which has been pointed out as the main reason for silencing minority opinion holders, played an unexpected role as a motivator for frank expression of opinions online. 相似文献
75.
David C. Oh 《Critical Studies in Media Communication》2018,35(4):350-362
Better Late than Never is a remake of a Korean reality T.V. travel show, which aired on N.B.C. in August 2016. The show’s premise features four elder celebrity men – Henry Winkler, William Shatner, Terry Bradshaw, and George Foreman – with their mid-30s companion Jeff Dye as they travel through the “exotic” lands of East Asia. Through the use of two popular narrative tropes, the bromance and the Western journey for self-discovery in Asia, the show argues that the interaction with the Asian other is beneficial primarily in masculine self-discovery and masculine homosocial bonding. Borrowing from Steeves’s use of the hybrid encounter, I argue that B.L.T.N. positions the strange Asian other as valuable only as a reference for becoming reacquainted with the U.S. American self and emotionally connected to his fraternal companions. Thus, B.L.T.N. rejects hybridity and reinforces U.S. American masculinity through the reification of ideologically preferred contact with the other that is shallow and that benefits the Western traveler. 相似文献
76.
There has been increasing interest on the role of private foundations in education finance and delivery. We argue that this is due to a macro-policy context of stagnating levels of official development assistance for education and an uncritical acceptance of a logic of neutrality and the efficiency and effectiveness of of partnerships and philanthropy. This paper reports on the results of a literature review on private foundations in education and development. It found significant contestation against the claims of neutrality, efficiency, effectiveness. It also identifies salient methodological and substantive issues for the development of a research agenda on the issue. 相似文献
77.
Gestural motions of the hands and fingers are powerful tools for expressing meanings and concepts, and the nervous system has the capacity to retain multiple long-term motor memories, especially including movements of the hands. We developed many sets of successive movements of both hands, referred to as "digit anatomy," and made students practice the movements which express (1) the aortic arch, subclavian, and thoracoacromial arteries and their branches, (2) the celiac trunk, superior mesenteric artery and their branches, and formation of the portal vein, (3) the heart and the coronary arteries, and (4) the brachial, lumbar, and sacral plexuses. A feedback survey showed that digit anatomy was helpful for the students not only in memorizing anatomical structures but also in understanding their functions. Out of 40 students, 34 of them who learned anatomy with the help of digit anatomy were "very satisfied" or "generally satisfied" with this new teaching method. Digit anatomy that was used to express the aortic arch, subclavian, and thoracoacromial arteries and their branches was more helpful than those representing other structures. Although the movements of digit anatomy are expected to be remembered longer than the exact meaning of each movement, invoking the motor memory of the movement may help to make relearning of the same information easier and faster in the future. 相似文献
78.
Jun-Young Oh 《International Journal of Science and Mathematics Education》2014,12(2):353-370
Constructing explanations and participating in argumentative discourse are seen as essential practices of scientific inquiry. The objective of this study was to explore the elements and origins of pre-service secondary science teachers’ alternative conceptions of tidal phenomena based on the elements used in Toulmin’s Argument Model through qualitative research. The data were collected from three pre-service secondary school teachers (D.-K. University, Teachers’ Colleges, junior and senior) in the Republic of Korea using a variety of qualitative research methods. We present three pre-service teachers as examples of 20 pre-service teachers for determining each pre-service teacher whether the pattern of his/her responses to all of the questions investigating a given concept can be explained by the consistent use of components of argument. The results of this study showed “the model with the Earth’s center at rest” backing their warrants as an element of Toulmin’s Argument Model. As a result, science educators must explicitly address these presuppositions or implicit beliefs and must help the students form links between their everyday experiences and scientific knowledge. Therefore, educators must be aware of the influence of students’ presuppositions and must use acceptable scientific concepts (the center of mass of the Earth–Moon system) based on argumentation to guide their construction of scientific concepts. 相似文献
79.
Hyerim Oh Margaret Sutherland Niamh Stack Mar Badia Martín Sheyla Blumen Quoc Anh-Thu Nguyen 《Roeper Review》2019,41(2):88-101
This study explores how secondary school students perceive high-performing potential classmates. A total of 1,794 seventh- and 10th-grade students from five countries completed a questionnaire measuring their expectations of hypothetical male and female high-performing classmates in three categories: intellectual ability, positive social qualities, and popularity. Across the five countries represented in this study, analyses of variance indicated that students did not report negative attitudes toward the three potential characteristics of a hypothetical gifted peer. Vietnamese students in particular reported more positive observations about the hypothetical classmate than their Australian, Peruvian, South Korean, and Spanish counterparts. Differing cross-national attitudes toward high-performing peers and the implications therein are discussed. 相似文献
80.
Cathy P. Lachapelle Christine M. Cunningham Yoonkyung Oh 《International Journal of Science Education》2019,41(2):188-209
Technology is important to all aspects of our lives, so helping students develop an accurate understanding of technology should be an educational goal at the K-12 level. Assessments are important tools in reaching this goal. We developed an instrument to measure the technology conceptions of children ages 8–11, the ‘What is Technology’ (WT) instrument. We gathered evidence for the validity of using the WT instrument to measure children's conceptions of technology, including changes due to an intervention, and we describe those changes. We used exploratory factor analysis (EFA) to establish scales, and confirmatory factor analysis (CFA) with new samples of subjects to confirm our hypothesised model of children's conceptions. For further evidence, we analyzed and coded the written responses children gave to open-ended questions asking them to explain their understanding of technology, then calculated correlations between these codes and the CFA-confirmed scale measures. We found that children tend to think of technology as artifacts that are powered by electrical energy; however, after instruction most children's conceptions become more consistent with definitions given in educational standards. The instrument is shown to be valid and reliable for its intended use, to assess preadolescent children's conceptions of technology, and evaluate the impact of an intervention. 相似文献