Diaspora as method: Inter-Asia Cultural Studies and the Asian Australian Studies Research Network     

Olivia Khoo 《Inter-Asia Cultural Studies》2019,20(2):290-301

ABSTRACT

What is the place of the diasporas within the Inter-Asia Cultural Studies movement, and how can Asian diasporas in the West contribute to Inter-Asia's intellectual project of “problematising Asia”? Developing a notion of diaspora as method, this essay highlights the complementary relationship between the Asian Australian Studies Research Network and the Inter-Asia Cultural Studies network. It argues that the Inter-Asia network has much to gain from embracing the Asian Australian diaspora as an interlocutor with shared priorities and concerns, and that Asian Australian studies can also productively learn from Inter-Asia's alternative model of institutionalisation, thereby expanding its theoretical and methodological frames of reference.  相似文献   

Bullying Prevention Strategies in Early Childhood Education     

Olivia N. Saracho 《Early Childhood Education Journal》2017,45(4):453-460

Bullying is a serious problem that affects the young children’s well being. Early childhood educators find it difficult to manage bullying in the classroom. Preschool is the first environment outside of the home setting where children encounter difficulties when they socially interact with their peers. Based on the principles of protecting and establishing a safe environment for all children, the purpose of this review is to present current empirical evidence about the nature and distinctive facet of bullying among preschool children. It defines both the concept of traditional school bullying and bullying in early childhood education, describes the social context of young children’s bullying, differentiates between bullies and victims in early childhood education, discusses the young children’s interpretations of bullying, describes the young children’s functions in bullying, and provides a rationale for the use of bully prevention programs for young children.  相似文献   

Handwriting production in Spanish children with dyslexia: spelling or motor difficulties?     

Martínez-García  Cristina  Afonso  Olivia  Cuetos  Fernando  Suárez-Coalla  Paz 《Reading and writing》2021,34(3):565-593

Reading and Writing - Spelling and handwriting are different processes; however, they are learned simultaneously, and numerous studies have shown that they interact. Besides the commonly reported...  相似文献   

Developmental Precursors of Relational Aggression From Late Childhood Through Adolescence     

Alazne Aizpitarte  Olivia E. Atherton  Lucy R. Zheng  Itziar Alonso-Arbiol  Richard W. Robins 《Child development》2019,90(1):117-126

Relational aggression—a psychological form of aggression—has numerous negative consequences for physical and emotional health. However, little is known about the risk factors that lead youth to engage in relational aggression. Using multimethod data from a longitudinal research of 674 Mexican-origin youth, this study examined the influence of parents, siblings, and peers on the development of relational aggression. Increases in relational aggression from age 10 to 16 were associated with: (a) low levels of parental monitoring and (b) increased association with deviant peers and siblings. These results held across gender and nativity status. The findings suggest that multiple socialization agents contribute to the development of relational aggression. We discuss the practical implications for reducing relational aggression during adolescence.  相似文献   

Teachers’ perspectives of lower secondary school students in streamed classes – A Western Australian case study     

Olivia Johnston  Helen Wildy 《Educational studies》2018,44(2):212-229

Streaming in secondary schools is not beneficial for improving student outcomes of education with vast amounts of educational research indicating that it does not improve academic results and increases inequity. Yet teachers often prefer working in streamed classes, and research shows that teachers mediate the effects of streaming on students. This study sought to add to the understanding of teachers’ role in student learning by investigating how teachers conceptualise the students in streamed classes. A qualitative case study approach was used, where 18 teachers were interviewed in-depth to create narrative examples, three of which are presented here. These narratives summarise the research findings that teachers saw students in high and low streams as having homogenous characteristics according to five dichotomous categories: approach to learning, attitude to learning, learning style, autonomy and background. Students in mixed-ability classes were viewed along these same continua, but as more heterogeneous groups. Furthermore, these views of students had direct implications for how teachers planned for learning and the expectations that they held of their students. The discussion links streaming research with teacher expectation research, suggesting that teachers of streamed classes in this secondary school hold specific whole-class ideas that affect student learning. The article concludes with recommendations for further inquiry that links these two important fields of educational research.  相似文献   

Exploring the relationship between homework task difficulty,student engagement and performance     

Raymond Lynch  Adrian Hurley  Olivia Cumiskey  Brian Nolan  Bridgeen McGlynn 《Irish Educational Studies》2019,38(1):89-103

This article considers the relationship between differential homework task difficulty, student engagement and performance across four Irish post-primary school sites. A total of 236 participants completed all elements of this study. All participants were junior cycle students, aged between 12 and 16 years. The study employed a standardised test–retest approach, with a one week interval between tests. Between testing, participants were randomly subdivided into three cohorts. Each cohort received homework questions of different difficulty levels to complete for one week. The results of this study found that Cohort A, who received the least difficult homework tasks, completed the most non-compulsory questions. Although Cohort A demonstrated higher levels of engagement, no statistically significant difference was found in the change in performance scores of the three cohorts. The results highlight the negative impact of increased task difficulty on student engagement with independent homework tasks. The findings suggest that in order to support student engagement it is important that teachers afford ample opportunity for student success when designing self-directed tasks such as homework.  相似文献   

Voice over distance: a case of podcasting for learning in online teacher education     

Dianne Forbes  Elaine Khoo 《Distance Education》2015,36(3):335-350

This paper reports on a case study of an online pre-service teacher education course in a New Zealand university aimed at exploring the potential of student-generated podcasts as a form of interactive formative assessment at a distance. The study was part of a wider two-year funded project with the overall goal of documenting, developing, and disseminating effective and innovative e-learning practice. Findings from lecturer and tutor interviews, student focus group (FG) discussion, and course evaluations indicate that the podcasting task provided opportunities for the course lecturer, tutors, and students to learn and share ideas with one another. The experience empowered students to develop the skills and confidence to initiate more independent inquiry into technologies to support their pedagogical purposes. The study contributes to a better understanding of the skills, dispositions, and knowledge needed to prepare teacher candidates for teaching-learning contexts where information and communication technologies are increasingly pivotal.  相似文献   

Hybrid capillary-inserted microfluidic device for sheathless particle focusing and separation in viscoelastic flow     

Jeonghun Nam  Justin Kok Soon Tan  Bee Luan Khoo  Bumseok Namgung  Hwa Liang Leo  Chwee Teck Lim  Sangho Kim 《Biomicrofluidics》2015,9(6)

A novel microfluidic device which consists of two stages for particle focusing and separation using a viscoelastic fluid has been developed. A circular capillary tube was used for three-dimensional particle pre-alignment before the separation process, which was inserted in a polydimethylsiloxane microchannel. Particles with diameters of 5 and 10 μm were focused at the centerline in the capillary tube, and the location of particles was initialized at the first bifurcation. Then, 5 and 10 μm particles were successfully separated in the expansion region based on size-dependent lateral migration, with ∼99% separation efficiency. The proposed device was further applied to separation of MCF-7 cells from leukocytes. Based on the cell size distribution, an approximate size cutoff for separation was determined to be 16 μm. At 200 μl/min, 94% of MCF-7 cells were separated with the purity of ∼97%. According to the trypan blue exclusion assay, high viability (∼90%) could be achieved for the separated MCF-7 cells. The use of a commercially available capillary tube enables the device to be highly versatile in dealing with particles in a wide size range by using capillary tubes with different inner diameters.  相似文献   

Age Differences in Choice Deferrals as Functions of Interattribute Conflict and Decision Domain     

Olivia L. Pethtel 《Educational gerontology》2013,39(10):772-782

The primary purpose of the present study was to examine age differences in choice deferral when young and older adults make high vs. low conflict decisions in two domains (i.e., health and commodity). Sixty young and 60 older adults were presented with four different decision scenarios in which they could either choose an option or use choice deferral (i.e., not choose any of the options for the time being). The high conflict decisions had negative interattribute correlations, while the low conflict decisions had positive interattribute correlations. Older adults were more likely than young adults to choose the deferral option across domains. Participants were more likely to choose the deferral option when making high conflict decisions than when making low conflict decisions. For older adults, an increase in postdecision positive affect was greater for those who deferred choice than for those who did not defer choice in the commodity domain. Implications were discussed in terms of real-life decision making of older adults.  相似文献   

A study into the impact of the Reading Education Assistance Dogs scheme on reading engagement and motivation to read among Early Years Foundation-Stage children     

Olivia Noble 《Education 3-13》2018,46(3):277-290

This research explores the impact of the Reading Education Assistance Dogs (READ) scheme on reading engagement and motivation among Early Years Foundation-Stage children using a case study approach at a primary school in the English Midlands. There is a notable lack of UK-based research into the READ scheme, which offers a potential alternative method for promoting engagement among young readers. This study used qualitative techniques to determine if the READ scheme is reported to have an impact; and if so, what type of impact. The findings suggest that the READ scheme is successful in a number of areas, including promoting engagement, increased motivation, improved attainment, fostering children’s enjoyment and promoting a love of reading, alongside other additional benefits for specific target groups. It must be recognised that this case study is based on a small pool of opportunity-sampled participants, so the findings cannot be further generalised, but do provide a useful insight into an under-researched area, as a starting point for which more specific aspects and impacts could be investigated.  相似文献