Does Physical Activity Enhance Learning Performance?: Learning Effectiveness of Game-based Experiential Learning for University Library Instruction     

Kosuke Kaneko  Yuriko Saito  Yukari Nohara  Eriko Kudo  Masanori Yamada 《The Journal of Academic Librarianship》2018,44(5):569-581

This paper reports research results of the proposed experiential learning using a game-based educational material. The educational material was an application running on a mobile device and was supported for learners to study university library instruction. During the experiential learning, the learners answered several quizzes provided from the educational material. The quizzes were including experiential contents such as actually to find an academic journal or to reserve a learning room. In order to evaluate learning effectiveness of the experiential learning, this research made a comparative experiment. The experimental group used the educational material and the control group used another educational material of e-learning (non-experiential) but the contents was almost same as the contents of the experiential learning. The comparative experiment took several evaluation elements such as pre-/post-test scores, delayed-test scores and learning motivation scores based on IMMS of ARCS model. The experimental results revealed that experiential learning was superior for the several elements of these metrics. This research, furthermore, analyzed learner's operation data to the educational material and learner's behavior data during the learning in the experimental group. The analyzing results showed three types of the learning behaviors and indicated that an instructor needs to adopt suitable instructional design to each type to bring superior learning effectiveness.  相似文献   

Voices of teacher candidates of color on white race evasion: ‘I worried about my safety!’     

Yukari Takimoto Amos 《International journal of qualitative studies in education》2016,29(8):1002-1015

Abstract

This qualitative study investigated the negative impacts minority teacher candidates receive from white teacher candidates in a required multicultural education class. The findings reveal that four teacher candidates of color had difficulty positioning themselves among the overwhelming silencing power of whiteness in the class. The white students were tactful at evading power and race and flattening the existing hierarchical power relations through the discourses of colorblindness and by preying on the minority instructor. Their understanding of diversity was also shallow. On the other hand, the teacher candidates of color were afraid that they might be labeled as the ones who spoke up against the white students and fearful of the possibility of retaliation and ostracism from the white peers. It seems that the teacher education program’s structure allowed the white candidates to impose strong negative peer pressure on the teacher candidates of color.  相似文献   

“Suicide machine” seekers: transgressing suicidal taboos online     

Yukari Seko 《Learning Inquiry》2008,2(3):181-199

Internet-mediated joint suicides or “Net group suicides” (Net shinjū) has become a significant social problem in Japan since 2002. Despite a privileged view of suicide-related cyberspaces as a murky underworld, there has been little study about how the participants of such spaces interact and perform their “suicidal” identity. Viewing cyberspace as a unique discursive playground that sprouts a myriad of transgressive narratives, this paper examines “Suicide Club” (Jisatsu Club) an online discussion forum that facilitated the largest “Net group suicide” in Japanese history. A thematic content analysis of actual postings on “Suicide Club” reveals the double-edged nature of the forum. While some participants were determined to seek suicide companions or what I metaphorically call “suicide machines,” others used the board as a social outlet to freely disclose their pent-up struggles, attempting to collectively transgress social taboos of suicide.

Yukari SekoEmail:

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Preschoolers’ use of count information to judge relative quantity     

Reagan Curtis  Yukari Okamoto  Lisa Marie Weckbacher 《Early childhood research quarterly》2009,24(3):325-336

We examined preschool children's use of count information in making quantity judgments. Study 1 involved 35 children 3–5 years old using a balance-scale task to judge relative quantity with or without count information provided. Study 2 replicated and extended the exploration as 54 children 3–4 years old judged relative quantity in multiple counting contexts. Children who were given count information successfully used count information in quantity evaluation when visual cues were not useful. Limited experience of counting skills, strategy choice, and limited processing capacity are each discussed as potential explanations. Implications for early childhood practice and teacher education, as well as directions for future research are explored.  相似文献   

Wanted and Used: Latina Bilingual Education Teachers at Public Schools     

Yukari Takimoto Amos 《Equity & Excellence in Education》2016,49(1):41-56

ABSTRACT

In response to the increasing number of Spanish-speaking students at public schools, Spanish-speaking teachers are in demand. In regards to this high demand, how are Latina/o bilingual education teachers treated at school? Using critical race theory's counter-stories, this study investigated the working conditions of two Latina bilingual teachers. The participants’ stories reveal that the schools found the participants’ language skills to be both financially and instructionally beneficial. However, the participants experienced heavy workloads, which did not offer them the time and opportunity to develop stronger professional networks at school. They began to feel isolated and marginalized from their colleagues. Although eagerly hired by their respective school administrators, it seems that the participants were systematically exploited by the schools for which they worked.  相似文献   

Understanding gaps in research networks: using “spatial reasoning” as a window into the importance of networked educational research     

Catherine D. Bruce  Brent Davis  Nathalie Sinclair  Lynn McGarvey  David Hallowell  Michelle Drefs  Krista Francis  Zachary Hawes  Joan Moss  Joanne Mulligan  Yukari Okamoto  Walter Whiteley  Geoff Woolcott 《Educational Studies in Mathematics》2017,95(2):143-161

This paper finds its origins in a multidisciplinary research group’s efforts to assemble a review of research in order to better appreciate how “spatial reasoning” is understood and investigated across academic disciplines. We first collaborated to create a historical map of the development of spatial reasoning across key disciplines over the last century. The map informed the structure of our citation search and oriented an examination of connection across disciplines. Next, we undertook a network analysis that was based on highly cited articles in a broad range of domains. Several connection gaps—that is, apparent blockages, one-way flows, and other limitations on communications among disciplines—were identified in our network analysis, and it was apparent that these connection gaps may be frustrating efforts to understand the conceptual complexity and the educational significance of spatial reasoning. While these gaps occur between the academic disciplines that we evaluated, we selected a few examples for closer analysis. To illustrate how this lack of flow can limit development of the field of mathematics education, we selected cases where it is evident that researchers in mathematics education are not incorporating the important work of mathematicians, psychologists, and neuroscientists—and vice versa. Ultimately, we argue, a more pronounced emphasis on transdisciplinary (versus multidisciplinary or interdisciplinary) research might be timely, and perhaps even necessary, in the evolution of educational research.  相似文献   

Comparing US and Japanese Elementary School Teachers' Facility for Linking Rational Number Representations     

Bryan James Moseley  Yukari Okamoto  Junichi Ishida 《International Journal of Science and Mathematics Education》2007,5(1):165-185

Using cognitive ethnography as a guiding framework, we investigated US and Japanese fourth-grade teachers' domain knowledge of key fraction representations in individual interviews. The framework focused on revealing cultural trends in participants' organization of knowledge and their interpretations of that organization. Our analyses of the interviews, which included a representation sorting task, indicated three major differences that defined US and Japanese teachers' approaches to rational number representation: (1) Japanese teachers interpreted all rational number representations as conveying primarily mathematical information, whereas US teachers interpreted only some representations as conveying primarily mathematical information; (2) the US teachers focused more intently on part-whole relations than Japanese in their interpretations; and (3) Japanese teachers more easily linked rational number representations to more advanced upcoming content in the curriculum. A review of US textbooks used by the teachers reflected their consistency with US teachers' interpretations of the representations. These findings imply that strong cultural differences underlay the approaches that teachers in both nations take to rational number representation and that these differences may help explain established cross-national differences in student reasoning.  相似文献   

Salivary α-Amylase Reflects Change in Attentional Demands During Postural Control: Comparison With Probe Reaction Time     

Kazunori Akizuki  Yukari Ohashi 《Research quarterly for exercise and sport》2013,84(4):502-508

Purpose: The influence of attention on postural control and the relationship between attention and falling has been reported in previous studies. Although a dual-task procedure is commonly used to measure attentional demand, such procedures are affected by allocation policy, which is a mental strategy to divide attention between simultaneous tasks. Therefore, we examined the effectiveness of salivary α-amylase, which is a physiological method for measuring attentional demand during postural control. Method: Sixteen healthy participants performed a postural-control task using the Balance System, which is a device that can be calibrated to a specific stability level (“Level 1 = least stable” to “Level 8 = most stable”). Levels 1, 2, and 3 were used for this study. Dependent variables measured were overall stability index, which represents the variance of platform displacement in degrees from a horizontal plane; probe reaction time, which was measured using a sound stimulator and recorder; and salivary α-amylase, which was measured using a portable salivary amylase analyzer. Results: As stability level of the test task decreased, both stability index and probe reaction time significantly increased. In addition, we identified a positive moderate correlation between probe reaction time and salivary α-amylase. Conclusions: Our results suggest that salivary α-amylase and probe reaction time reflect the change in attentional demands during a postural-control task and that salivary α-amylase may be an effective tool for evaluating attentional demands during postural control because it is noninvasive and simple to perform.  相似文献