Radio frequency identification (RFID) technology has application to research on information-seeking behavior of library users. A user study was conducted to track traveling paths using the RFID system. Three undergraduate students carried a reader/writer and explored information sources in a library to complete a given set of tasks. Data regarding the traveling paths and information sources used were collected. The information offers insight into participants' information-seeking patterns. For example, all participants started in the online public access catalog zone; they used secondary sources for fact-based tasks more than for topic-based tasks. In addition, they spent the most time exploring the general book zone. A small percentage of tag recordings had to be removed or created because of errors in transmission readings; however, the procedure and results of the experiment were not affected. The results suggest that RFID technology provides data accurate enough to explain library users' information-seeking behavior, and can be applied to future studies. 相似文献
AbstractParents of children with autism experience elevated stress that may be influenced by specific characteristics of the child and parent, including cultural norms and beliefs about parenting. However, there is little research on families of children with autism from cultural perspectives. The purpose of this integrative review is to identify factors influencing parenting stress in mothers of children with autism in Japan. A final sample of 15 primary research articles (2000–2015) on parenting stress in mothers of Japanese children with autism was selected using several databases. The findings suggested that these mothers experience much greater parenting stress than mothers of typically developing children and children with other disabilities. Japanese mothers also demonstrate stress related to attachment difficulties, low parenting efficacy and lack of support, reflecting Japanese parenting styles and gender ideology. Parent-directed and culturally calibrated interventions are needed to support parents of children with autism, especially cultural minority parents. 相似文献
The focus of this study was to understand knowledge flows among teachers by examining what types of knowledge was shared by
teachers, as well as what motivates or hinders teachers to share knowledge online. We examined an electronic mailing list
(listserv) supporting a community of practice of literacy teachers. Data were gathered on the teachers in the listserv through
online observations. Additional data were collected through semi-structured telephone interviews with 20 teachers. Findings
suggest that two motives of community involvement––collectivism, and principlism appear to be the main motivators for knowledge
sharers to share knowledge, while lack of knowledge and competing priority appear to be the main barriers. Practical implications
for knowledge sharing and suggestions for future research are discussed. The findings of this study inform teachers, listserv
moderators, teacher associations, as well as researchers of educational technology who are interested in knowledge sharing
among teachers within communities of practice mediated by computer networks.
Journal and conference publications are well-known measures of scientific and academic research productivity. Prior research on scientific productivity that studies dimensions such as research culture, technological support, and researcher collaboration focuses on Western world contexts. Asian countries, such as Japan, Singapore, and Taiwan have received attention recently for the quality of their educational institutions, which have increasingly emphasized research productivity. With a large number of established and funded public universities, these countries show a strong potential for future scientific research. Consequently, it is crucial to understand the factors that influence the research productivity of scholars in these countries. In this paper the focus is specifically on the research productivity of students and faculty members in three countries: Singapore, Taiwan, and Japan. We investigate an important factor that influences research productivity: technology usage, which we conceptualize as the summation of mobile phone and computer usage. In addition, we analyze the relationship between technology usage and international collaboration. 相似文献
Japan’s Social Thinking and Academic Readiness Training (START) program Academic Readiness (AR) lesson aims to improve self-regulation, executive function, and behavior problems in kindergarten children, but the effects of the START program AR lessons in unfavorable circumstances are unclear. Therefore, this study investigated the effects of the START program AR lesson in affected areas after the Great East Japan Earthquake. A cluster randomized trial was conducted with 111 5-year-old children in two kindergartens in Miyagi Prefecture to evaluate the effectiveness of the six-week AR lesson. One kindergarten was randomly chosen to implement the AR lesson, and the other maintained standard education. In the intervention group, trained classroom teachers provided the children with a 20-min AR lesson once a week. Executive function, behavioral self-regulation, and internalizing and externalizing problem behaviors were measured before and after the six-week intervention. The intervention group showed improved inhibitory control and enhanced behavioral self-regulation compared with the standard practice group. In addition, teachers’ evaluations showed that children’s internalizing and externalizing problem behaviors improved significantly. The results indicate that the START program AR lesson was effective in enabling teachers to help students improve executive function, self-regulation, and problematic behaviors. Therefore, educators and policy-makers should consider implementing the START program AR lesson in kindergartens after a disaster.
Research Findings: Preschools have many norms and rules children are supposed to follow. Among them, behavioral norms associated with mealtime are of great consequence because eating is an essential life function. The present study examined young Japanese children’s understanding of hygiene norms and rules at mealtime from the standpoint of their awareness of contamination. Previous studies on contamination sensitivity have mainly focused on children’s knowledge itself and have paid little attention to the origins of such knowledge. However, the present study examined how adults talk to children about contamination as 1 possible source of children’s knowledge. Practice or Policy: Study 1 involved 32 days of observations during lunchtime at 3 Tokyo preschools. The teachers frequently told children to adhere to hygiene habits such as washing their hands. Although preschool teachers attached much weight to hygiene, their explanations were not precise. They often used 1-word or 1-phrase directions (e.g., “Dirty”) or just input-output explanations such as “Please wash your hands, or you’ll get sick.” Explanations of why breaking hygiene norms would lead to sickness were seldom offered to children. In Study 2, 26 children age 3 (M age = 3.7) and 22 children age 5 (M age = 5.7) were asked to explain why breaking hygiene norms would lead to sickness. In contrast with teachers’ simple expressions in Study 1, even 3-year-old children frequently generated contamination mechanism explanations (e.g., referring to germs and disgust transmission spontaneously). 相似文献
This article considers three aspects of the knowledge management (KM) literature that have the potential to enhance human
performance technology (HPT) research and practice. First, we believe the recent attempt by economists to describe and quantify
intellectual capital can help HPT to better evaluate and defend organizational expenditures/investments for performance improvement
initiatives. Second, the emerging KM literature explores the linkages between information, learning and performance, provides
a common point of intersection for our fields, and can enhance our analysis and implementation of information (as opposed
to training) solutions as well as inform and expand our conceptual and theoretical understanding. Third, we have observed
that both KM and HPT practitioners are increasingly concerned with the learning that takes place outside the confines of traditional
formal training environments. We briefly review the electronic performance support systems literature from HPT and KM, noting
the similarities in epistemology, design, and interventions. Finally, we highlight the KM research agenda and suggest related
opportunities for HPT research. 相似文献