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2. Annual Proceedings of Selected Research and Development Papers Presented at the National Convention of the Association for Educational Communications and Technology (27th, Chicago, Illinois, 2004). Volume 1
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Association for Educational Communications and Technology, Washington, DC., Simonson, Michael, and Crawford, Margaret
- Abstract
For the twenty-seventh year, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the National AECT Convention in Chicago, Illinois. The Proceedings of AECT's Convention are published in two volumes. Volume 1 contains papers dealing primarily with research and development topics. (Individual papers contain references, figures, and tables.) [For Volume 2, see ED499962.]
- Published
- 2004
3. Resource Strategies in the 90s: Trends in ARL University Libraries. Occasional Paper 16.
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Association of Research Libraries, Washington, DC. Office of Management Services. and Melville, Annette
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In 1992 the Association of Research Libraries (ARL) surveyed administrators in member libraries regarding resource strategies of the previous three years. This paper summarizes revenue activities, adaptive tactics, and budgetary practices reported by 87 Canadian, U.S. private, and U.S. public university libraries and establishes a baseline for comparing these factors. The period from 1990 to 1992 has been a difficult one for ARL members, with the largest reductions in public support experienced by public university libraries. All respondents sought outside revenues to supplement their campus allocations. Virtually every responding library had experienced some form of internal restructuring, and three of every five had eliminated positions over the three-year survey period. Administrators valued flexibility in fund reallocation very highly, but few had much control over carrying unspent funds to the next year. While 88% of respondents expected the demand for services to grow, only 32% anticipated budget increases. Greater selectivity in activities and greater library sharing are likely to result from the economic realities. Three appendixes contain the survey summary results, the cover letter, and the questionnaire. (Contains 33 references.) (SLD)
- Published
- 1994
4. SAGES White Paper on the importance of diversity in surgical leadership: creating the fundamentals of leadership development (FLD) curriculum.
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Shao, Jenny M., Bingener, Juliane, Alimi, Yewande, Puri, Ruchir, McHugh, Kim, Gomez-Garibello, Carlos, Shim, Joon K., Collins, Courtney, Sylla, Patricia, and Qureshi, Alia P.
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CURRICULUM evaluation , *NONPROFIT organizations , *DIVERSITY & inclusion policies , *PHILOSOPHY of education , *MEETINGS , *RESEARCH funding , *LEADERSHIP , *WORK environment , *MEDICAL care , *NEGOTIATION , *CONFLICT (Psychology) , *QUESTIONNAIRES , *LEARNING , *GOAL (Psychology) , *PROBLEM solving , *TEACHING methods , *OPERATIVE surgery , *SURVEYS , *PROFESSIONS , *CURRICULUM planning , *PROBLEM-based learning , *COMMUNICATION , *ONLINE education , *CONCEPTUAL structures , *MEDICAL practice , *HEALTH care teams , *PROFESSIONAL competence , *GROUP process , *COMMITTEES - Abstract
Background: The Society of American Gastrointestinal and Endoscopic Surgeons (SAGES) has long recognized and championed increasing diversity within the surgical workplace. SAGES initiated the Fundamentals of Leadership Development (FLD) Curriculum to address these needs and to provide surgeon leaders with the necessary tools and skills to promote diversity, equity, and inclusion (DEI) in surgical practice. In 2019, the American College of Surgeons issued a request for anti-racism initiatives which lead to the partnering of the two societies. The primary goal of FLD was to create the first surgeon-focused leadership curriculum dedicated to DEI. The rationale/development of this curriculum and its evaluation/feedback methods are detailed in this White Paper. Methods: The FLD curriculum was developed by a multidisciplinary task force that included surgeons, education experts, and diversity consultants. The curriculum development followed the Analysis, Design, Development, Implementation and Evaluation (ADDIE) instructional design model and utilized a problem-based learning approach. Competencies were identified, and specific learning objectives and assessments were developed. The implementation of the curriculum was designed to be completed in short intervals (virtual and in-person). Post-course surveys used the Kirkpatrick's model to evaluate the curriculum and provide valuable feedback. Results: The curriculum consisted of interactive online modules, an online discussion forum, and small group interactive sessions focused in three key areas: (1) increasing pipeline of underrepresented individuals in surgical leadership, (2) healthcare equity, and (3) conflict negotiation. By focusing on positive action items and utilizing a problem-solving approach, the curriculum aimed to provide a framework for surgical leaders to make meaningful changes in their institutions and organizations. Conclusion: The FLD curriculum is a novel leadership curriculum that provided surgeon leaders with the knowledge and tools to improve diversity in three areas: pipeline improvement, healthcare equity, and conflict negotiation. Future directions include using pilot course feedback to enhance curricular effectiveness and delivery. [ABSTRACT FROM AUTHOR]
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- 2024
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5. Perceptions of Leader Attributes and Satisfaction with Military Life. Personnel Accession and Utilization Technical Area. Technical Paper 307.
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Boston Area Academic Consortium, Inc., MA. and Bleda, Paul R.
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This study assessed the relative degree of association between quality of army life and perceived attributes of different types of leaders. Interviews with one hundred thirty lower ranking enlisted personnel provided information about soldiers' satisfaction with various facets of military experience and their perceptions of the behavior of superiors whom they viewed as either formulating (originators) or merely relaying (givers) daily orders. Regression analyses indicated that satisfaction with both the quality of army life in general and leadership in particular were related more closely to perceived attributes of the originator rather than to such attributes of the giver. This finding is attributed to the originator's greater hierarchical influence within the army structure. (Author)
- Published
- 1978
6. Four Indications of Current North American Library and Information Doctoral Degree Programs. Occasional Papers No. 176.
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Illinois Univ., Urbana. Graduate School of Library and Information Science. and Reid, William H.
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Designed to synthesize information of interest about current doctoral-level library and information education in North America, this study examines the doctoral programs in library and information studies at 17 universities in the United States and Canada. Each program is investigated from the following perspectives: (1) a survey of faculty publications over the 5-year period 1978-1982; (2) a brief summary of the program curriculum drawn from catalogs and related materials disseminated by the program to prospective students; (3) a survey of dissertations completed during the 5-year period; and (4) an opinion questionnaire that drew responses from students at 13 of the 17 programs. An orientational survey, this study is intended only to be considered within a wider context in determining relevant problem areas related to library and information doctoral education, and the programs are not evaluated. Results of the faculty publication survey for each institution and summary results for all institutions surveyed are presented in tabular form, and the faculty publication survey subject classification scheme and a copy of the student questionnaire are provided. (KM)
- Published
- 1987
7. Information Manpower Forecasting. Papers Presented at the FID/ET Seminar (Espoo, Finland, August 24-27, 1988).
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United Nations Educational, Scientific and Cultural Organization, Paris (France). General Information Programme., Dosa, Marta L., and Froehlich, Thomas J.
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This collection contains 20 papers written by educators, administrators and information scientists who had conducted manpower surveys in the library and information fields: (1) "Background and Evolution of Educational Planning and Forecasting for Information Manpower" (Yves Courrier); (2) "Indicators for the Emerging Information Market" (Nick Moore); (3) "Information Scientists in the English-Speaking Caribbean: Challenges and Responses in the Development Process" (Gloria Greene, Reive Robb); (4) "National Survey on Manpower in Libraries, Information Centres and Archives in Thailand" (Suwakhon Phadungath); (5) "Predicting the Future: Manpower Forecasting for the Library and Information Professions in Southern Africa" (J. R. Neill, D. M. Mbaakanyi); (6) "Problems in Forecasting Manpower Needs" (Monique Jucquois-Delpierre); (7) "Electronic Measures for Human Resource Research" (Anthony Debons, Mariano Maura-Sardo, Anne Thompson); (8) "The Intersection of Communication and Information: Implications for Human Resources Forecasting" (Royal Colle); (9) "Monitoring the Library and Information Workforce in the U.K." (Christopher Turner, Felicity Bray); (10) "The Information Professionals: A Study in an Emerging Industry" (Gale Moore); (11) "Information Personnel Surveys: The Moroccan Experience" (Mohammed Benjelloun); (12) "Professional Profile of the Librarian in Colombia" (Martha Alicia Perez, Maria Clemicia Molina); (13) "A Survey of Hebrew University Library Science Graduates, 1957-1984" (Bluma Peritz, Tamar Shagam); (14) "Employment Patterns and Curriculum Development" (F. E. Wood); (15) "Use of the Delphi Method in Library and Information Science Curriculum Development and Revision in Developing Countries" (Jaime Robredo, Tanja Botelho, A. R. E. Corte); (16) "A Historical Survey of the Different Methods of Qualitative Analysis Used by the CEREQ for Studying Jobs in Information and Data Processing" (Diane Barrat); (17) "Manpower Survey and Analysis for Library and Information Sciences in Kenya" (Joseph Ojiambo); (18) "Malaysian Manpower Survey of Libraries, Information Services and Archives: 1986" (Molina Nijhar, Norma Abu Seman); (19) "Manpower and Training Needs in Archives and Records Management" (Michael Cook); and (20) "Cataloguing Rules and Database Production--Implications for Manpower Training in a Developing Country" (Bjorn Tell). Most of the papers include references. (KRN)
- Published
- 1991
8. Mission, Performance Indicators, and Assessment in U.S. Honors: A View from the Netherlands
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Bartelds, Vladimir, Drayer, Lyndsay, and Wolfensberger, Marca V. C.
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A mission statement that identifies the goals and aims of an honors program is a key step in program development. The National Collegiate Honors Council's Basic Characteristics of a Fully Developed Honors Program states unequivocally that a successful honors program "has a clear mandate from the institution's administration in the form of a mission statement or charter document that includes the objectives and responsibilities of honors and defines the place of honors in the administrative and academic structure of the institution." Such mission statements have now become standard for honors programs and colleges. Following a brief history of mission statements outside of the academic world, this paper examines the online mission statements of current honors programs. This study investigates the link between the content of U.S. honors programs' mission statements, goals to be achieved, performance indicators, and outcomes in order to determine if mission statements in the U.S. have served the purpose for which they are designed. Such a determination can offer important guidance to developing honors programs in other parts of the world.
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- 2012
9. Sustainable Development Policies as Indicators and Pre-Conditions for Sustainability Efforts at Universities: Fact or Fiction?
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Leal Filho, Walter, Brandli, Luciana Londero, Becker, Deisi, Skanavis, Constantina, Kounani, Aristea, Sardi, Chrysoula, Papaioannidou, Dimitra, Paço, Arminda, Azeiteiro, Ulisses, de Sousa, Luiza Olim, Raath, Schalk, Pretorius, Rudi Wessel, Shiel, Christine, Vargas, Valeria, Trencher, Gregory, and Marans, Robert W.
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Purpose: There is a widely held belief that sustainable development (SD) policies are essential for universities to successfully engage in matters related to sustainability, and are an indicator of the extent to which they are active in this field. This paper aims to examine the evidence which currently exists to support this assumption. It surveys a sample of universities in Brazil, Germany, Greece, Portugal, South Africa and the UK and the USA to ascertain the extent to which universities that are active in the field of sustainable development have formal policies on sustainable development, and whether such policies are a pre-condition for successful sustainability efforts. Design/methodology/approach: The study involved 35 universities in seven countries (five universities respectively). A mixed-methods approach has been used, ranging from document analysis, website analysis, questionnaires and interviewing. Findings: Although only 60 per cent of the sampled universities had a policy that specifically addressed SD, this cannot be regarded as an indicator that the remaining 40 per cent are not engaged with substantial actions that address SD. Indeed, all of the universities in the sample, regardless of the existence of a SD formal policy, demonstrated engagement with environmental sustainability policies or procedures in some form or another. This research has been limited by the availability and ability to procure information from the sampled universities. Despite this, it is one of the largest research efforts of this kind ever performed. Research limitations/implications: This research has been limited by the availability and ability to procure information from the sampled universities. Practical implications: The findings provide some valuable insights into the connections between SD policies on the one hand and the practice of sustainable development in higher education institutions on the other. Social implications: Universities with SD policies can contribute to models of economic growth consistent with sustainable development. Originality/value: The study is the one of the largest research efforts of this kind ever performed.
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- 2018
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10. The Construction and Experimental, Cross-National Testing of the First Version of the Questionnaire on the Readers' Backgrounds in the Folktale Project. Folktale: A Cross-Cultural, Interdisciplinary Study of the Experience of Literature. Paper 5.
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Copenhagen Univ. (Denmark). Dept. of English. and Dollerup, Cay
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This paper, the fifth of seven, part of an interdisciplinary project on the context of reading and reading research that explores similarities and dissimilarities in the response to literature in readers from different cultures, describes the methods used for the construction of a questionnaire for readers' social, educational, financial, and literary backgrounds. The paper discusses the 28 questions posed in the first international version of the questionnaire, which was made as comprehensive as possible. After explaining that the first version was then tested under field conditions, the paper relates that the subjects, 45 United States high school students in Teaneck, New Jersey and 57 Danish high school students in Copenhagen, were administered the questionnaire. The paper states that the results provided researchers with data to prepare the final version of the questionnaire to be used for the "Folktale Project." The questionnaire is appended. (MS)
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- 1987
11. A Listing of Edited Statements Made by Readers during the Reading of Three Stories in the Folktale Project. Folktale: A Cross-Cultural, Interdisciplinary Study of the Experience of Literature. Paper 7.
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Copenhagen Univ. (Denmark). Dept. of English. and Dollerup, Cay
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This paper, the last of seven, part of an interdisciplinary project on the context of reading and reading research that explores similarities and dissimilarities in the response to literature in readers from different cultures, supplies the "Folktale project" with readers' statements which can be used for the construction of a cross-cultural questionnaire. The paper explains that subjects were asked to read a story and comment on it in an interview. Ten readers (seven Danes and three Greenlanders) commented on the Danish version of the stories, and 11 readers (eight Americans, one Welshman, one Canadian, and one Australian) read the English version. The paper notes that the results from these interviews will be used for the construction of questionnaires on readers' responses to the three stories. Four notes are included, and two references, an overview of the project, four appendixes, and a list of publications from the project are attached. (MS)
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- 1988
12. The Procedures for Establishing the 'Same,' Definitive Versions in Danish and in English of a Danish, a Greenlandic, and a Turkish Story in the Folktale Project. Folktale: A Cross-Cultural, Interdisciplinary Study of the Experience of Literature. Paper 4.
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Copenhagen Univ. (Denmark). Dept. of English. and Dollerup, Cay
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This paper, the fourth of seven, part of an interdisciplinary project on the context of reading and reading research that explores similarities and dissimilarities in the response to literature in readers from different cultures, describes the work on organizing texts from different cultures and nations (Denmark, Greenland, and Turkey) in the "same" versions in English and in Danish. The paper approaches the problem of translation by attempting to ensure that future readers in different cultures meet with texts which are--in textual, "physical" terms--as "identical in Danish and in English as humanly possible." The paper explains that the main objective of this part of the project is to ensure that as few differences as possible in the readers' responses can be ascribed to differences in the "stimuli," i.e. in the texts, the tales the readers read. The paper discusses the procedures employed in the translation and the social and cultural background of each story, and also records the changes wrought on the texts in the processes of linguistic transfer. Contained in the paper are the Danish versions of all three stories. One figure, one table, two diagrams, one sketch, and six notes are included, and 17 references and an overview of the project are appended. (MS)
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- 1987
13. The New Zealand Family and Social Change: A Trend Analysis. Occasional Papers in Sociology and Social Welfare No. 1.
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Victoria Univ. of Wellington (New Zealand)., Vosburgh, Miriam Gilson, Vosburgh, Miriam Gilson, and Victoria Univ. of Wellington (New Zealand).
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Long term trends in non-Maori family formation, growth, and dissolution in New Zealand were investigated with data mainly derived from the statistical reports of government departments. Sources included census reports; vital, justice, medical, and migration statistics; life tables; and official yearbooks. To augment official statistical data, an interview survey was carried out in 1967. This survey was designed to collect information on the family formation patterns of various social subgroupings. Occupational status and fertility level were chosen as bases for differentiating subgroupings. After an introductory chapter describing the study, its setting, and the data and methods used, chapter 2 describes and analyzes trends in marriage patterns. Chapters 3 through 5 focus on aspects of family size, including a description of differential trends within population subgroupings and a comparison of differentials in the United States, Great Britain, and Australia. Chapter 6 provides information about birth timing, birth spacing, and household units. Divorce and mortality trends are described in chapter 7. The concluding chapter describes changes in family structure and discusses social and demographic influences on family formation patterns. Appended are survey questions, coding guidelines, and technical notes on statistical calculations. (RH)
- Published
- 1978
14. Identifying Inconsistent Respondents to Mixed-Worded Scales in Large-Scale Assessments
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Steinmann, Isa, Braeken, Johan, and Strietholt, Rolf
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This study investigates consistent and inconsistent respondents to mixed-worded questionnaire scales in large-scale assessments. Mixed-worded scales contain both positively and negatively worded items and are universally applied in different survey and content areas. Due to the changing wording, these scales require a more careful reading and answering process than scales with only one type of wording (Marsh, 1986; Schmitt & Stults, 1985). Especially poor readers might not notice the changing item wording (Marsh, 1986). Therefore, using mixed-worded scales can have unintended consequences, because not all respondents answer positively and negatively worded items in a consistent way. This study assumes and aims to identify two distinct groups of respondents to mixed-worded scales, consistent and inconsistent respondents. We argue that this population heterogeneity underlies the common phenomenon of wording-related effects in mixed-worded scales (Gnambs & Schroeders, 2017; Marsh, 1986). We investigated five datasets from three large-scale assessments. At first we included n = 4,799 15-year-old students from the USA who were surveyed in PISA (Programme for International Student Assessment) 2015, second n = 5,943 fourth-graders from Australia who participated in both TIMSS (Trends in International Mathematics and Science Study) and PIRLS (Progress in International Reading Literacy Study) 2011, and third n = 4,989 fifth- and n = 4,791 ninth-graders from Germany who participated in NEPS (National Educational Panel Study) in 2010/2011 and 2014/2015. The mixed-worded scales measured the reading self-concept in PISA and PIRLS, the mathematics self-concept in TIMSS, and the global self-esteem in NEPS. In order to identify two unobserved groups of respondents to the different mixed-worded scales, we formulated a constrained factor mixture model (e.g., Masyn et al., 2010) that operationalized these two assumed classes of respondents. We modeled the consistent class to show a response pattern that implies changing the side of the response scale (i.e. agree with positively worded items and disagree with negatively worded items or vice versa) and the inconsistent class to show the same response pattern to both item types (i.e. agreeing or disagreeing to all items). The findings of this study have different implications for the use of mixed-worded questionnaire scales in large-scale assessments as well as for future research in the field of interactions between survey instruments and respondents. The study further connects two strands of previously unrelated research, research on the detection of inconsistent/careless respondents and research on the reasons for unexpected item intercorrelation patterns in mixed-worded scales. In all five datasets, the estimated parameter patterns were in line with theoretical expectations and the mixture models consistently outperformed more traditional two-dimensional confirmatory factor analysis models. Between 7% and 20% of respondents were found to belong to the inconsistent classes. To further substantiate and validate the interpretation of the proposed model, class membership was related to a theoretically relevant characteristic of the respondents, the reading achievement. Conform with expectations, the reading achievement scores were lower in the classes of inconsistent respondents than in the classes of consistent respondents in all five datasets.
- Published
- 2021
15. Creating Micro-Videos to Demonstrate Technology Learning
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Frydenberg, Mark and Andone, Diana
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Short videos, also known as micro-videos, have emerged as a platform for sharing ideas, experiences, and life events on online social networks. This paper shares preliminary results of a study involving students from two universities who created six-second videos using the Vine mobile app to explain or illustrate technology concepts. An analysis of their videos shows that the six-second constraint often inspires creativity and critical thinking, as students need to carefully consider the message they wish to convey, and how they can do so effectively in a compelling micro-video. The creation of such videos provides a way to demonstrate student learning. [For full proceedings, see ED571430.]
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- 2016
16. Early-Years Swimming: Creating Opportunities for Adding Mathematical Capital to Under 5s
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Mathematics Education Research Group of Australasia and Jorgensen, Robyn
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Drawing on survey data from over 2000 parents, this paper explores the possibility of early-years swimming to add mathematical capital to young children. Using developmental milestones as the basis, it was found that parents reported significantly earlier achievement on many of these milestones. Such data suggest that the early years swim environment may offer enhanced opportunities for learning skills that help transition young children into formal schooling. This paper explores those milestones that are related to early mathematics.
- Published
- 2013
17. The Integration of a Three-Year-Long Intercultural Collaborative Project into a Foreign Language Classroom for the Development of Intercultural Competence
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Hirotani, Maki and Fujii, Kiyomi
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Many studies on intercultural communication introduced how their collaborative projects were conducted. There are also several studies that discuss how intercultural collaborative activities can be integrated into a foreign language curriculum, as well as a big project (the INTENT project) that helps teachers integrate collaborative activities into their language curricula. Nonetheless, intercultural collaborative projects have not yet been mainstreamed for various reasons, such as insufficient pedagogical support from their institutions and a lack of interest in getting involved in projects among colleagues. We need to continuously examine and develop activities that can be relatively easily integrated into language curricula and that are appealing to more teachers to get involved in collaborative projects. Starting in the fall of 2013, we have been conducting a three-year experimental Facebook video project with learners of English in Japan and those of Japanese in the US. This paper will provide a brief overview of the Facebook collaboration projects and present the outcomes. [For full proceedings, see ED564162.]
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- 2015
18. Implementing Verbal and Non-Verbal Activities in an Intercultural Collaboration Project for English Education
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Fujii, Kiyomi and Hirotani, Maki
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Technological development offers language teachers a myriad of options for collaborative activities. Learners, in turn, benefit from increased opportunities to interact with people who can speak their target language. Research has previously highlighted the importance of developing learners' intercultural competence through such activities. The researchers implemented verbal and non-verbal activities in an intercultural collaboration project for learners of English in Japan and learners of Japanese in the U.S. This paper will detail the project activities and provide a comprehensive summary of the results, especially as they pertain to interaction with native speakers of the target language to develop verbal and non-verbal communication skills. [For full proceedings, see ED564162.]
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- 2015
19. An Analysis of Peer-Submitted and Peer-Reviewed Answer Rationales, in an Asynchronous Peer Instruction Based Learning Environment
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International Educational Data Mining Society, Bhatnagar, Sameer, Lasry, Nathaniel, Desmarais, Michel, Dugdale, Michael, Whittaker, Chris, and Charles, Elizabeth S.
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This paper reports on an analyis of data from a novel "Peer Instruction" application, named DALITE. The Peer Instruction paradigm is well suited to take advantage of peer-input in web-based learning environments. DALITE implements an asynchronous instantiation of peer instruction: after submitting their answer to a multiple-choice question, students are asked to write a rationale for their choice. Then, they can compare their answer to other students' answers, and are asked to choose the best peer-submitted rationale among those displayed. We engaged in an analysis of student behaviour and learning outcomes in the DALITE learning environment. Specifically, we focus our investigation on the relationship between student proficiency, how students change their answers after reading each others' writings, and the peer-votes they earn in DALITE. Key results include: i) peer-votes earned is a significant predictor of success in the course; ii) there are no significant differences between strong and weak students in how often they switch from the correct answer to a wrong answer after consulting peer-rationales, or vice versa; iii) even though males outscore females in conceptual physics questions, females earn as many votes from their peers as males do for the content they produce when justifying their answer choices. [This work has been funded through the Programme d'Aide la Recherche sur l'Education et l'Apprentissage (PAREA), administered by the Ministere d'Education et Loisirs de Quebec.] [For complete proceedings, see ED560503.]
- Published
- 2015
20. E-Learning Instructional Design Practice in American and Australian Institutions
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Sadeghi, Sayed Hadi
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This research study provides a comparative understanding of instructional design e-practice in an Australian and an American university. This comparative study identifies information relating to the current status of instructional design e-practice that will be of assistance to Australian universities to improve their existing online programs. The study investigated two universities using a quantitative methodological approach. Participants were students, lecturers and admins of one Faculty in an Australian university and one Faculty in an American university engaged with e-learning programs. The instructional design variables, namely clarifying expectations, personalization, learning scenarios, organizing resources and accuracy of materials were investigated for e-practice. The results showed that there were no significant differences in evaluation of the sub factors between Australian and American students and lecturers. American admins evaluated the sub factors of personalization, organizing resources, and accuracy of materials higher than Australians; however, Australian admins evaluated the sub factor of clarifying expectations higher than the Americans. The evaluations of instructional design practice and its sub factors were above average in general in both countries; however, the sub factor of organizing resources was evaluated as poor in the Australian sample and poor and average in the American sample. This indicates that this sub factor needs to improve in both countries. [For the complete proceedings, see ED579335.]
- Published
- 2017
21. Comparison of paper-and-pencil versus Web administration of the Youth Risk Behavior Survey (YRBS): Participation, data quality, and perceived privacy and anonymity
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Denniston, Maxine M., Brener, Nancy D., Kann, Laura, Eaton, Danice K., McManus, Timothy, Kyle, Tonja M., Roberts, Alice M., Flint, Katherine H., and Ross, James G.
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RISK-taking behavior in adolescence , *COMPARATIVE studies , *INTERNET surveys , *PRIVACY , *ANONYMITY , *QUESTIONNAIRES , *HEALTH risk assessment , *HIGH school students - Abstract
Abstract: The Youth Risk Behavior Surveillance System (YRBSS) monitors priority health-risk behaviors among US high school students. To better understand the ramifications of changing the YRBSS from paper-and-pencil to Web administration, in 2008 the Centers for Disease Control and Prevention conducted a study comparing these two modes of administration. Eighty-five schools in 15 states agreed to participate in the study. Within each participating school, four classrooms of students in grades 9 or 10 were randomly assigned to complete the Youth Risk Behavior Survey questionnaire in one of four conditions (in-class paper-and-pencil, in-class Web without programmed skip patterns, in-class Web with programmed skip patterns, and “on your own” Web without programmed skip patterns). Findings included less missing data for the paper-and-pencil condition (1.5% vs. 5.3%, 4.4%, 6.4%; p <.001), less perceived privacy and anonymity among respondents for the in-class Web conditions, and a lower response rate for the “on your own” Web condition than for in-class administration by either mode (28.0% vs. 91.2%, 90.1%, 91.4%; p <.001). Although Web administration might be useful for some surveys, these findings do not favor the use of a Web survey for the YRBSS. [Copyright &y& Elsevier]
- Published
- 2010
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22. Work Ethic and Values in HRD. Symposium.
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This document contains four papers from a symposium on work ethic and values in human resource development (HRD). "Value Priorities of HRD Scholars and Practitioners" (Reid Bates, Hsin Chih Chen, Tim Hatcher) presents the results of a study that identified and analyzed six HRD values reflecting two value facets (locus of HRD influence and HRD outcomes) and a seventh value reflecting a perceived normative component in all HRD activity. "The Development of a Research Instrument to Compare Working Values across Different Cultures Based on Hofstede's VSM (Value Survey Module) Questionnaire" (Salwa Yousef Al-Sharqawi, Sally Anne Sambrook) discusses an exploratory research approach used to adapt Hofstede's Value Survey Module for use in a doctoral research project examining work values in public and private banks in Kuwait and replicating Hofstede's study of cultural dimensions. "An Examination of the Viability of the Work Ethic Construct" (Sharon S. Naquin, Elwood F. Holton) examines the protestant work ethic (PWE) literature and presents an exploratory and confirmatory factor analysis of leading composite measures of PWE constructs. "Cost Analysis of E-Learning: A Case Study of a University Program" (Tim L. Wentling, Ji-Hye Park) examines cost drivers of e-learning programs and analyzes the University of Illinois' online human resource education program. All four papers include substantial bibliographies. (MN)
- Published
- 2002
23. Ergonomic Based Design and Survey of Elementary School Furniture
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Maheshwar and Jawalkar, Chandrashekhar S.
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This paper presents the ergonomic aspects in designing and prototyping of desks cum chairs used in elementary schools. The procedures adopted for the assessment included: the study of existing school furniture, design analysis and development of prototypes. The design approach proposed a series of adjustable desks and chairs developed in terms of ergonomic concepts. In the development stage, the production cost, ease of management, installation and storage were the important factors undertaken. A questionnaire based subjective comfort evaluation survey was carried out on the developed prototypes and the results showed good response and satisfaction levels up to an overall 94%. The details on the ergonomically designed prototype, its development process and customer satisfaction survey have been elaborated in this paper.
- Published
- 2014
24. 'What my Guidance Councillor Should Have Told Me': The Importance of Universal Access and Exposure to Executive-Level Advice
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Elliott, Catherine, Leck, Joanne, Rockwell, Brittany, and Luthy, Michael
- Abstract
Often, knowledge and quality education is reserved for the elite, where there are systemic obstacles to gaining access to today's leaders. Gender and racial inequities in executive-level positions across North America have been a longstanding debate amongst scholars and policy makers. Research has consistently documented that women are disproportionately represented in upper management and in positions of power and still continue to dominate traditionally "female" occupations, such as administrative support and service workers. Though gender inequalities are evidently present, there is also a clear under-representation of visible minorities holding executive-level positions as well. In order to reverse these trends, governments across North-America have enforced employment equity legislation and many organizations have voluntarily committed to similar initiatives. Perceived educational and career-related barriers to opportunity, choice, and information within these segregated groups are shaped early on. For this reason, many researchers champion early interventional programs in order to prevent such perceived barriers from developing. In this paper, there will be a discussion of social networks and how certain groups are denied access to sources of social capital, thus hindering their ability to seek out prospective jobs or entering certain career streams. In this study, Women in the Lead, a database published in 2009, is a national directory of women whose professional expertise and experience recommend them as candidates for positions of senior level responsibility and as members on corporate boards. The Women in the Lead database was comprised entirely of professional women who had voluntarily subscribed as members. Of the 630 women asked to participate, 210 responded to the survey. The 210 women who responded were from 14 different industries in Canada and the United States. The next generation was described as soon to be graduates of high school. A summary of this advice is reported in this paper, with the objective of providing guidance to the next generation looking to enter the workforce, regardless of their gender, location, and race. We also explore the potential of the internet in levelling these barriers and opening up new possibilities for e-mentoring youth and building social capital.
- Published
- 2013
25. Research paper. Differential trends in cigarette smoking in the USA: is menthol slowing progress?
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Giovino, Gary A., Villanti, Andrea C., Mowery, Paul D., Sevilimedu, Varadan, Niaura, Raymond S., Vallone, Donna M., and Abrams, David B.
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SMOKING , *AGE distribution , *CONFIDENCE intervals , *FLAVORING essences , *INTERVIEWING , *QUESTIONNAIRES , *RESEARCH funding , *SEX distribution , *LOGISTIC regression analysis , *TOBACCO products , *DISEASE prevalence , *DATA analysis software , *DESCRIPTIVE statistics - Abstract
Introduction Mentholated cigarettes are at least as dangerous to an individual's health as non-mentholated varieties. The addition of menthol to cigarettes reduces perceived harshness of smoke, which can facilitate initiation. Here, we examine correlates of menthol use, national trends in smoking menthol and non-menthol cigarettes, and brand preferences over time. Methods We estimated menthol cigarette use during 2004-2010 using annual data on persons ≥12 years old from the National Surveys on Drug Use and Health. We adjusted self-reported menthol status for selected brands that were either exclusively menthol or nonmenthol, based on sales data. Data were weighted to provide national estimates. Results Among cigarette smokers, menthol cigarette use was more common among 12-17 year olds (56.7%) and 18-25 year olds (45.0%) than among older persons (range 30.5% to 34.7%). In a multivariable analysis, menthol use was associated with being younger, female and of non-Caucasian race/ethnicity. Among all adolescents, the percentage who smoked non-menthol cigarettes decreased from 2004-2010, while menthol smoking rates remained constant; among all young adults, the percentage who smoked non-menthol cigarettes also declined, while menthol smoking rates increased. The use of Camel menthol and Marlboro menthol increased among adolescent and young adult smokers, particularly non-Hispanic Caucasians, during the study period. Conclusions Young people are heavy consumers of mentholated cigarettes. Progress in reducing youth smoking has likely been attenuated by the sale and marketing of mentholated cigarettes, including emerging varieties of established youth brands. This study should inform the Food and Drug Administration regarding the potential public health impact of a menthol ban. [ABSTRACT FROM AUTHOR]
- Published
- 2015
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26. Research paper. Effects of the economic crisis on smoking prevalence and number of smokers in the USA.
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Gallus, Silvano, Ghislandi, Simone, and Muttarak, Raya
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SMOKING & psychology , *ECONOMICS , *SMOKING , *EMPLOYMENT , *QUESTIONNAIRES , *REGRESSION analysis , *RESEARCH funding , *TIME , *DISEASE prevalence , *CROSS-sectional method , *DATA analysis software , *DESCRIPTIVE statistics - Abstract
Objective Scanty and controversial information is available on the impact of macroeconomic fluctuations on smoking behaviour. No study has quantified the effects of fiscal crises on smoking prevalence. This study aimed to investigate the effects of the 2007-2008 economic crisis on smoking prevalence and number of smokers in the USA. Methods Using data from the repeated Behavioural Risk Factor Surveillance System (BRFSS) surveys in pre-crisis (2005-2007) and post-crisis (2009-2010) periods on a total of 1 981 607 US adults, we separated the expected (after allowance for the demographic growth of the US population, secular smoking prevalence trends and changes in sociodemographic characteristics) from the unexpected (assumed attributable to the economic crisis) changes in the number of smokers across different employment statuses. Results Joinpoint regression analysis revealed no significant changes in smoking prevalence trends over the period 2005-2010. The crisis resulted in an increase in the number of smokers in the US by 0.6 million. This is largely due to an unexpected decrease of 1.7 million smokers among employed and an increase of 2.4 million smokers among unemployed individuals, whose smoking prevalence also remains extremely high in the post-crisis period (32.6%). Conclusions The 2008 financial crisis had a weak effect on smoking prevalence. The pro-cyclical relationship (ie, the crisis results in a lower number of smokers) found among the employed is offset by the counter-cyclical relationship (ie, the crisis results in a higher number of smokers) found among unemployed individuals. Public health interventions should specifically target those in unemployment, particularly in hard times. [ABSTRACT FROM AUTHOR]
- Published
- 2015
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27. Mode equivalence and acceptability of tablet computer-, interactive voice response system-, and paper-based administration of the U.S. National Cancer Institute's Patient-Reported Outcomes version of the Common Terminology Criteria for Adverse Events (PRO-CTCAE).
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Bennett, Antonia V., Dueck, Amylou C., Mitchell, Sandra A., Mendoza, Tito R., Reeve, Bryce B., Atkinson, Thomas M., Castro, Kathleen M., Denicoff, Andrea, Rogak, Lauren J., Harness, Jay K., Bearden, James D., Bryant, Donna, Siegel, Robert D., Schrag, Deborah, Basch, Ethan, and National Cancer Institute PRO-CTCAE Study Group
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CANCER treatment ,DISEASE complications ,DRUG tablets ,INTRAVENOUS therapy ,DRUG administration ,TUMOR treatment ,TUMORS & psychology ,ANTINEOPLASTIC agents ,CROSSOVER trials ,DRUG side effects ,HEALTH outcome assessment ,POCKET computers ,QUESTIONNAIRES ,RADIATION injuries ,RADIOTHERAPY ,RESEARCH evaluation ,RESEARCH funding ,SELF-evaluation ,TERMS & phrases - Abstract
Background: PRO-CTCAE is a library of items that measure cancer treatment-related symptomatic adverse events (NCI Contracts: HHSN261201000043C and HHSN 261201000063C). The objective of this study is to examine the equivalence and acceptability of the three data collection modes (Web-enabled touchscreen tablet computer, Interactive voice response system [IVRS], and paper) available within the US National Cancer Institute (NCI) Patient-Reported Outcomes version of the Common Terminology Criteria for Adverse Events (PRO-CTCAE) measurement system.Methods: Participants (n = 112; median age 56.5; 24 % high school or less) receiving treatment for cancer at seven US sites completed 28 PRO-CTCAE items (scoring range 0-4) by three modes (order randomized) at a single study visit. Subjects completed one page (approx. 15 items) of the EORTC QLQ-C30 between each mode as a distractor. Item scores by mode were compared using intraclass correlation coefficients (ICC); differences in scores within the 3-mode crossover design were evaluated with mixed-effects models. Difficulties with each mode experienced by participants were also assessed.Results: 103 (92 %) completed questionnaires by all three modes. The median ICC comparing tablet vs IVRS was 0.78 (range 0.55-0.90); tablet vs paper: 0.81 (0.62-0.96); IVRS vs paper: 0.78 (0.60-0.91); 89 % of ICCs were ≥0.70. Item-level mean differences by mode were small (medians [ranges] for tablet vs. IVRS = -0.04 [-0.16-0.22]; tablet vs paper = -0.02 [-0.11-0.14]; IVRS vs paper = 0.02 [-0.07-0.19]), and 57/81 (70 %) items had bootstrapped 95 % CI around the effect sizes within +/-0.20. The median time to complete the questionnaire by tablet was 3.4 min; IVRS: 5.8; paper: 4.0. The proportion of participants by mode who reported "no problems" responding to the questionnaire was 86 % tablet, 72 % IVRS, and 98 % paper.Conclusions: Mode equivalence of items was moderate to high, and comparable to test-retest reliability (median ICC = 0.80). Each mode was acceptable to a majority of respondents. Although the study was powered to detect moderate or larger discrepancies between modes, the observed ICCs and very small mean differences between modes provide evidence to support study designs that are responsive to patient or investigator preference for mode of administration, and justify comparison of results and pooled analyses across studies that employ different PRO-CTCAE modes of administration.Trial Registration: NCT Clinicaltrials.gov identifier: NCT02158637. [ABSTRACT FROM AUTHOR]- Published
- 2016
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28. Research paper. State-level tobacco environments and sexual orientation disparities in tobacco use and dependence in the USA.
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Hatzenbuehler, Mark L., Keyes, Katherine M., Hamilton, Ava, and Hasin, Deborah S.
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SMOKING & psychology , *SMOKING , *CHI-squared test , *CONFIDENCE intervals , *DRUG addiction , *ECOLOGY , *FACTOR analysis , *QUESTIONNAIRES , *RESEARCH funding , *HUMAN sexuality , *TOBACCO , *GOVERNMENT policy , *LGBTQ+ people , *CROSS-sectional method , *DATA analysis software , *DESCRIPTIVE statistics , *ODDS ratio - Abstract
OBJECTIVE: To describe relationships between tobacco-related environments and disparities in smoking by sexual orientation. METHODS: We examined three aspects of state-level tobacco environments, which were derived from the ImpacTeen State Level Tobacco Control Policy and Prevalence Database: (1) tobacco price and tax data and tobacco control funding; (2) tobacco control policies and (3) tobacco prevalence and norms data. This information was linked to individual-level data on sexual orientation, tobacco use and nicotine dependence in Wave 2 of the National Epidemiologic Survey on Alcohol and Related Conditions (N=34 653; 577 LGB respondents), a cross-sectional, nationally representative survey of adults in the USA. RESULTS: Lesbian, gay and bisexual (LGB) adults in states with more restrictive tobacco environments were less likely to have ever smoked (AOR=0.78, 95% CI 0.62 to 1.00) and to currently smoke (AOR=0.77, 95% CI 0.60 to 0.99) than LGB adults in more permissive tobacco environments. Further, sexual orientation disparities in past and current smoking, as well as in current nicotine dependence, were lower in states with the most restrictive tobacco environments. Results were robust to adjustment for confounders at the individual and state levels. CONCLUSIONS: Restrictive state-level tobacco environments are correlates of smoking behaviours among LGB adults in the USA; such environments could potentially reduce social inequalities in smoking based on sexual orientation. [ABSTRACT FROM AUTHOR]
- Published
- 2014
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29. Two Screens and an Ocean: Collaborating across Continents and Cultures with Web-Based Tools
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Frydenberg, Mark and Andone, Diana
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This paper describes the implementation and results of a cross-cultural pairing between college students in the United States and Romania who worked together over the period of one month to create a multimedia presentation that shared their learning about topics of multimedia and culture. Students could use any web-based collaboration tools of their choice, including email, instant messaging, voice and video conferencing to complete the project, and documented their results on a collaborative wiki. The project gave students an opportunity to use Web based collaboration tools to create tangible work products with international partners. This paper presents an analysis of the technologies they used and how they used them to complete the project, and examines their learning based a survey and their own qualitative remarks. Results show that students gained proficiency at selecting and using appropriate web based collaboration tools. They also overcame issues related to language, time zones and technology.
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- 2010
30. Cross-National Comparisons of Background and Confidence in Visual Arts and Music Education of Pre-Service Primary Teachers
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Russell-Bowie, Deirdre
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This paper reports the findings of a study on pre-service teachers' background and confidence in music and visual arts education. The study involved 939 non-specialist pre-service primary teachers from five countries. Initially the paper identifies the students' perceptions of their background and confidence in relation to music and visual arts education. Secondly it examines any differences between the visual arts and music education background and confidence of Australian students and those from the other four countries. Results indicated that 25% of the subjects agreed or strongly agreed that they had a good background in music education and 16% indicated that they had a good background in visual arts education. In relation to confidence, 56% of the respondents indicated they felt confident teaching visual arts and 50% felt confident teaching music. There were also significant differences between countries in relation to background and confidence in the two art forms. (Contains 6 tables.)
- Published
- 2010
31. Mediating Museum Display and Technology: A Case Study of an International Exhibition Incorporating QR Codes
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Dressler, Virginia A. and Kan, Koon-Hwee
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Theoretical and practical implications of incorporating Quick Response (QR) codes in a traveling international art exhibition are addressed in this paper. Blending the physical and virtual dimensions, the exhibition undergirded a pilot study of the integration of technology into traditional museum settings in both China and the United States. The conceptual and methodical framework highlighted in this study included the participatory museum, informal education, and an array of evaluation research methods and techniques. Data collected for analysis comprised a set using Google Analytics, questionnaires completed by exhibition visitors, and other in-depth qualitative findings collected from participating artists from both cultures. This paper shows that the technological aspects of display can lead directly to participatory learning with the potential for new directions and avenues of inquiry.
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- 2018
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32. ASAS Centennial Paper: Future needs of research and extension in forage utilization.
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Rouquette, Jr., F. M., Redmon, L. A., Aiken, G. E., Hill, G. M., Sollenberger, L. E., and Andrae, J.
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LIVESTOCK , *BIOMASS energy , *ECOPHYSIOLOGY , *QUESTIONNAIRES , *ANIMAL science , *ANIMAL feeding , *AGRICULTURE , *ANIMAL nutrition - Abstract
Forage-animal production agriculture is implementing infrastructure changes and management strategies to adjust to increased energy-related costs of fuel, feed grains, fertilizers, and seeds. The primary objectives of this position paper are to assess future research and extension scientific needs in forage utilization, financial support for the discipline, and changing status and number of scientists. A survey questionnaire returned from 25 land-grant universities in the eastern half of the United States rated the top 4 research needs as 1) pasture systems and efficiency of production; 2) interfacing with energy concerns; 3) forage cultivar evaluations and persistence; and 4) environment impacts. Plant-animal future research needs at 11 USDA-ARS regional locations are targeted at sustainable management and improved livestock performance, ecophysiology and ecology of grasslands, environment impacts, and improved technologies for nutritive value assessments. Extension scientists from 17 southern and northeastern states listed the top 3 needs as forage persistence, soil fertility and nutrient management, and pasture systems and efficiency of production. Grant funds currently provide more than 40% of land-grant university research and extension efforts in forage utilization, and scientists estimate that this support base will increase to 55 to 60% of the funding total by 2013. Reduced allocation of state and federal funding has contributed to a reduction in the number of full-time equivalent (FTE) scientists engaged in forage utilization research and extension activities. The current 25 state FTE conducting research number about 2.8 per state. This includes 10 states with >3, 11 states with <2, and 3 states with <1 FTE. Increased interest in cellulosic energy, climate change, and environmental impact may offer new opportunities for these FTE to participate in integrated cross-discipline research Extension programming, and technology transfer methods will change to accommodate reduced funding but with increasing numbers of novice, recreation-oriented landowners. [ABSTRACT FROM AUTHOR]
- Published
- 2009
- Full Text
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33. Proceedings of the Conference of the International Group for the Psychology of Mathematics Education (30th, Prague, Czech Republic, July 16-21, 2006). Volume 1
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International Group for the Psychology of Mathematics Education., Novotna, Jarmila, Moraova, Hana, Kratka, Magdalena, and Stehlikova, Nad'a
- Abstract
This volume of the 30th annual proceedings of the International Group for the Psychology of Mathematics Education conference presents: plenary panel papers; research forum papers; short oral communication papers; and poster presentation papers from the meeting. Information relating to discussion groups and working sessions is also provided. Plenary lecture papers include: (1) Mathematics, didactical engineering and observation (G. Brousseau); (2) A Semiotic View of the Role of Imagery and Inscriptions in Mathematics Teaching and Learning (N. Presmeg); (3) School Mathematics as a Developmental Activity (S. Stech); and (4) PME 1 to 30--Summing Up And Looking Ahead (P. Tsamir and D. Tirosh). Plenary panel papers include: (1) The Necessity of Collaborations between Mathematicians and Mathematics Educators (Z. Gooya); (2) Generic versus Subject Specific Pedagogy (S. Groves); (3) How Can Schools Put Mathematics in Their Centre? (K. Krainer); and (4) Mathematics in the Centre (T. Rojano). The first research forum (RF01) includes: (1) Seeing More and Differently (L. Brown and A. Coles); (2) Joint Reflection as a Way to Cooperation between Researchers and Teachers (A. Hospesova, J. Machackova, and M. Ticha); (3) Opening the Space of Possibilities (A. Lebethe, N. Eddy, and K. Bennie); (4) Diverse Roles, Shared Responsibility (J. Novotna and A. Pelantova); (5) Research with Teachers (L. Poirier); (6) Developing a Voice (G. Rosen); and (7) Learning about Mathematics and about Mathematics Learning through and in Collaboration (V. Zack and D. Reid). The second research forum (RF02) includes: Exemplification in Mathematics Education (L. Bills, T. Dreyfus, J. Mason, P. Tsamir, A. Watson, and O. Zaslavsky). The third research forum (RF03) includes: (1) Conceptual Change in Mathematics Learning (D. Tirosh and P. Tsamir); (2) Aspects of Students' Understanding of Rational Numbers (X. Vamvakoussi and S. Vosniadou); (3) Conceptual Change in the Number Concept (K. Merenluoto and E. Lehtinen); (4) The Linear Imperative (W. Van Dooren, D. De Bock, and L. Verschaffel); (5) Conceptual Change in Advanced Mathematical Thinking (I. Biza and T. Zachariades); (6) Students' Interpretation of the Use of Literal Symbols in Algebra (K. P. Christou and S. Vosniadou); (7) The Dilemma of Mathematical Intuition in Learning (L. B. Resnick); and (8) Designing for Conceptual Change (B. Greer). Short oral communications papers include: (1) The Mathematics Teachers' Conceptions about the Possible Uses of Learning Objects from RIVED-Brazil Project (C. A. A. P. Abar and L. S. de Assis); (2) On the Way to Understanding Integration (S. Abdul-Rahman); (3) The Impact of Graphic-Calculator Use on Bedouin Students' Learning Functions (M. Abu-Naja and M. Amit); (4) How to Put It All Together? (M. Alagic); (5) Reading Mathematics Textbook as a Storybook (S. E. Anku); (6) Naming and Referring to Quantities When Solving Word Problems in a Spreadsheet Environment (D. Arnau and L. Puig); (7) If It Divides by 4, It Must Divide by 8 (J. Back); (8) Universal and Existential Mathematical Statements (R. Barkai, T. Dreyfus, D. Tirosh, and P. Tsamir); (9) Situtations, Linear Functions and the "Real World" (G. Benke); (10) The Relationship between High School Mathematics and Career Choices among High Achieving Young Women (S. B. Berenson, J. J. Michael, and M. Vouk); (11) Students' Understanding of Ambiguity in Symbols (K. P. Blair); (12) Reform-Oriented Teaching Practices and the Influence of School Context (J. Bobis and J. Anderson); (13) Approaching Linear (In)Dependence with Example-Generation (M. Bogomolny); (14) Metaphors in Teacher's Discourse (J. Bolite Frant, V. Font, and J. Acevedo); (15) Designing Instructional Programs that Facilitate Increased Reflection (J. Bowers and S. Nickerson); (16) Conformism in Teaching Mathematics (A. Braverman, P. Samovol, and M. Applebaum); (17) Constructing Multiplication (J. Brocardo, L. Serrazina, and I. Rocha); (18) The Trigonometric Connection (S. A. Brown); (19) Student Beliefs and Attitudes from Poetry Writing in Statistics (M. Bulmer, B. Lea, and K. Rolka); (20) The Teaching of Proof in Textbooks (R. Cabassut); (21) Classroom: A Learning Context for Teachers (A. P. Canavarro); (22) An Investigation of Differences in Performance in Mathematics between Parallel Students and Normal Entry Students at the Polytechnic--University of Malawi (P. C. Chamdimba); (23) A Study on Eliciting the Formula for the Area of Triangle from Students' Structuring of Tile Arrays and Figure Reconstructions (J.-H. Chen and S.-K. S. Leung); (24) Decision Making at Uncertainty (E. Chernoff and R. Zazkis); (25) A Study on Implementating Inquiry-Based Teaching to Facilitate Secondary School Students' Learning in the Retaking Mathematics Course (E.-T. Chin, C.-Y. Chen, C.-Y. Liu, and C.-P. Lin); (26) Girls Excelled Boys in Learning Geometric Transformation Using Tessellations (S. Choi-Koh and H. Ko); (27) A National Survey of Young Children's Understanding of Basic Time Concepts (J. Chung and C.-C. Yang); (28) An Exploration of the Mathematical Literacy of Irish Student Primary School Teachers (D. Corcoran); (29) Mathematics Teachers' Knowledge and Practice (J. P. da Ponte and O. Chapman); (30) Psychological Aspects of Students Thinking at the Stage of Graphical Representation in the Process of Investigation of Functions (M. Dagan); (31) Formative Feedback and Mindful Teaching of Undergraduate Mathematics (G. E. Davis and M. A. McGowen); (32) Mathematics Education in the South and Western Pacific (A. J. Dawson); (33) Teacher Meditation of Technology-Supported Graphing Activity (R. Deaney, S. Hennessy, and K. Ruthven); (34) A Categorization of Difficulties Encountered by 13-to-15-Year-Olds while Selecting Inverse Algebraic Operation (A. Demby); (35) "It's Infinity" (T. Dooley); (36) What Is to Be Known? (J.-P. Drouhard); (37) "The Most Normal Path" (M. Droujkova, S. Berenson, G. Mojica, K. Slaten, and H. Wilson); (38) Exploratory Mathematics Talk in Friendship Groups (J.-A. Edwards); (39) Conceptual Basis of Proof (L. D. Edwards); (40) In-Service Education under Market Conditions (L. R. Ejersbo); (41) Statements of Problems and Students' Choices between Linear or Non-Linear Models (C. Esteley, M. Villarreal, and H. Alagia); (42) Equity and Quality Mathematics Education (G. Frempong); (43) Is Sensitivity for the Complexity of Mathematics Teaching Measurable? (T. Fritzlar); (44) By Using the Outcome-Based Approach to Strengthen Students' Learning Capabilities (A. T.-F. Fung and K.-M. Leung); (45) Patterns of Students' Interactions while Doing Geometric Proofs in Groups (F. L. Gallos); (46) Dialogue: A Tool for Creating Mathematical Proof (S. Gholamazad); (47) Beginning Teachers in Mathematical Inquiry (B. Graves and C. Suurtamm); (48) Learning Trajectory of Fraction in Elementary Education Mathematics (S. Hadi); (49) Elementary Education Students' Affect towards and Advancement in Mathematics (M. S. Hannula, R. Kaasila, E. Pehkonen, and A. Laine); (50) Pre-Service Mathematics Teachers (B. Hartter and J. Olson); (51) Effectiveness of Video-Case Based Elementary Mathematics Teacher Training (R. Huang and J. Bao); (52) Improving Students' Level of Geometrical Thinking through Teacher's Regulating Roles (M. Imprasitha); (53) What's the Connection between Ears and Dice (I. Jan and M. Amit); (54) Tactile Perception in 3D Geometry (D. Jirotkova and G. Littler); (55) High Achieving Students' Conceptions of Limits (K. Juter); (56) Reading Visual Representations of Data with Kindergarten Children (S. Kafoussi); (57) Students' Use of Gestures to Support Mathematical Understandings in Geometry (L. H. Kahn); (58) Mathematical Abilities for Developing Understanding of Formal Proof (E. Kapetanas and T. Zachariades); (59) An Analysis of Connections between Errors and Prior Knowledge in Decimal Calculation (J. Kim, J. Pang, and K. Song); (60) Insights into Primary Teachers' Interpretations of Students' Written Answers in Mathematics (A. Klothou and H. Sakonidis); (61) The Role of Proof (S. Kmetic); (62) A Comparison of Mathematically Gifted and Non-Gifted Students in Intuitively Based, Probabilistic Misconception (E. S. Ko, B. H. Choi, and E. H. Lee); (63) Exploring Teaching and Learning of Letters in Algebra (A. Kullberg and U. Runesson); (64) Teaching Mathematics to Indigenous Students and Pupils from Multicultural Backgrounds (E. K. Lam); (65) Limitations of a Partitive Fraction Scheme in Developing Multiplicative Reasoning about Fractions (H. S. Lee); (66) Teachers' Reflection and Self-Assessment through the Use of a Videotape of Their Own Mathematics Instruction (S. Lee and J. Pang); (67) A Case Study on the Introducing Methods of the Irrational Numbers Based on the Freudenthal's Mathematising Instruction (Y. R. Lee); (68) A Case Study of an Elementary School Teacher's Professional Development on Mathematics Teaching in Context (Y.-C. Leu, C.-H. Hsu, and W.-L. Huang); (69) "But after All, We'll Need This for School" (N. Leufer and S. Prediger); (70) Developing Primary Students' Cognitive Skills through Interactive Mathematics Lessons (K.-M. Leung); (71) A Study on the Effects of Multiple Representation Curriculum on Fraction Number Learning Schemes for Fourth Grade Children (S.-K. S. Leung and I.-J. Wang); (72) Teachers' Knowledge about Definitions (E. Levenson and T. Dreyfus); (73) Supporting Teachers on Maintaining High-Level Instructional Tasks in Classroom by Using Research-Based Cases (P.-J. Lin); (74) Towards an Anti-Essentialist View of Technology in Mathematics Education (B. Lins and C. H. de Jesus Costa); (75) Comparing Teaching of Common Mathematical Tasks in Different Countries (G. Littler and M. Tzekaki); (76) New Approach of Neurocognition in Mathematical Education Research and further Implications (C. Liu, F.-L. Lin, and C.-N. Dai); (77) Reasoning and Generalizing about Functional Relationship in a Grade 2 Classroom (S. London McNab); (78) The MathematicalPerformances in Solving the Norming Problem (H.-L. Ma); (79) The Education of Reasoning (E. Macmillan); (80) The Effect of Rephrasing Word Problems on the Achievements of Arab Students in Mathematics (A. Mahajne and M. Amit); (81) An Approach to Eary Algebra Using Technology as an Enhancement (C. A. Maher and G. Gjone); (82) Teachers' Beliefs and Competencies of Creative Mathematical Activities (B. Maj); (83) Manipulative Representation (N. Mark-Zigdon and D. Tirosh); (84) Language, Power and Mathematics Learning (M. Mathye and M. Setati); (85) Children Learning as Participation in Web-Based Communities of Practice (J. F. Matos and M. Santos); (86) Recognizing Mathematical Competences (J. F. Matos, M. Santos, and M. Mesquita); (87) Mathematics Teachers' Preparation Program (A. S. Md. Yunus, R. Hamzah, H. Ismail, S. K. S. Hussain, and M. R. Ismail); (88) Mathematics Register Acquisition (T. Meaney); (89) Development of Spatial Abilities (H. Meissner); (90) An Encounter between Queer Theory and Mathematics Education (H. Mendick); (91) Establishing a Mathematics Learning Community in the Study of Mathematics for Teaching (J. Mgombelo and C. Buteau); (92) Talking Mathematics in a Second Language (H. Miranda); (93) Objects in Motion (I. Miranda, L. Radford, and J. G. Hernandez); (94) Researching the Appearance of Mathematical Argumentation (C. Misailidou); (95) Teachers' Pedagogical Content Knowledge in the Teaching of Quadrilaterals (I. A. C. Mok and M. Y. H. Park); (96) Out-of-School Experts in Mathematics Classes (J. Monaghan); (97) A Sequel to Trends in International Mathematics and Science Study (TIMSS), 2003, in Botswana (S. M. Montsho); (98) The Pattern and Structure Mathematics Awareness Project (PASMAP) (J. Mulligan and M. Mitchelmore); (99) Primary Pupils' Mathematics Achievement (C. Opolot-Okurut); (100) Images of Functions Defined in Pieces (R. Ovodenko and P. Tsamir); (101) A Comparative Analysis of Elementary Mathematics Textbooks of Korea and Singapore (J. Pang and H. Hwang); (102) Substitutions on Algebraic Statements, Based on Associations in Natural Reasoning (M. Panizza); (103) Virtual Learning Environments and Primary Teachers' Professional Development (M. C. Penalva-Martinez and C. Rey-Mas); (104) Cypriot Preservice Primary School Teachers' Subject-Matter Knowledge of Mathematics (M. Petrou); (105) Phenomenological Mathematics Teaching (P. Portaankorva-Koivisto); (106) Using the Debate to Educate Future Teachers of Mathematics (J. Proulx); (107) Surprise on the Way from Change of Length to Change of Area (N. Prusak, N. Hada, and R. Hershkowitz); (108) Discovering of Regularity (by 11-Years-Old Children) (M. Pytlak); (109) Using Manipulatives to Teach Students in College Developmental Math Classes about Fractions (S. L. Reynolds and E. B. Uptegrove); (110) Sixth Graders' Ability to Generalize Patterns in Algebra (F. Rivera and J. Rossi Becker); (111) Variety of Representational Environments in Early Geometry (F. Roubicek); (112) From Research on Using Problems Related to Functional Equations as Multifunctional Tools for Revealing Subject Mater Knowledge of Functions in Future Mathematics Teachers (M. Sajka); (113) Expert and Novice Primary Teachers' Intervening in Students' Mathematical Activity (H. Sakonidis, M. Kaldrimidou, and M. Tzekaki); (114) Examining Teachers' Reflections about Mathematics Teaching, Learning, and Assessment (V. M. Santos-Wagner); (115) Analyzing Students' Thought Process in Revealing Correspondence between Formulas and Geometrical Objects (P. Satianov and M. Dagan); (116) "No Need to Explain, We Had the Same" (K. Schreiber); (117) Characteristics of Malaysian Students' Understanding about Functions (S. A. Sh. Abdullah); (118) Mathematical Induction via Conceptual Representation (A. Sharif-Rasslan); (119) Exploring the Meanings of Events in Mathematics Classroom from Learners' Perspective (Y. Shimizu); (120) A Study on the Law of Large Numbers Instruction through Computer Simulation (B.-M. Shin and K.-H. Lee); (121) Mathematics Learning Quality for Gifted Junior High School Students in Taiwan (H.-Y. Shy, C.-H. Liang, and W.-M. Liang); (122) A Preservice Teacher's Growth in Subject Matter Knowledge while Planning a Trigonometry Lesson (K. M. Slaten); (123) Comparing Numbers: Counting-Based and Unit-Based Approaches (H. Slovin); (124) Mathematically Gifted 6th Grade Korean Students' Proof Level for a Geometric Problem (S Song, Y. Chong, J. Yim, and H. Chang); (125) Probability Reasoning Level of Gifted Students in Mathematics (S. Song, K. Lee, G. Na, and D. Han); (126) Analysis of Mathematically Gifted 5th and 6th Grade Students' Process of Solving "Straight Line Peg Puzzle" (S. Song, J. Yim, Y. Chong, and J. Kim); (127) Standard Mathematics Discourses of Developmental Algebra Undergraduates (S. K. Staats); (128) Novice Students, Experienced Mathematicians, and Advanced Mathematical Thinking Processes (E. Stadler); (129) The "Soil" of Extended Problems: The Cultural Background of the Chinese Mathematics Teaching Practice (X. Sun and N.-Y. Wong); (130) Immersion in Mathematical Inquiry: The Experiences of Beginning Teachers (C. Suurtamm and B. Graves); (131) The Whole Idea (S. Tobias); (132) The Teaching Modes (R. A. Tomas Ferreira); (133) Didactic Decisions (J. Trgalova and I. Lima); (134) Evaluating a Large-Scale National Program for Incorporating Computational Technologies to Mathematics Classrooms (M. Trigueros and A. I. Sacristan); (135) Symmetry: Equality or a Dynamic Transformation? (K. Tselepidis and C. Markopoulos); (136) Teaching Children to Count (F. Turner); (137) Student Conceptions and Textbook Messages (B. Ubuz); (138) Students' Errors in Transforming Terms and Equations (A. Ulovec and A. Tollay); (139) Mathematics with Technology (S. Ursini, G. Sanchez, and D. Santos); (140) Francisca Uses Decimal Numbers (M. E. Valedmoros Alvarez and E. F. Ledesma Ruiz); (141) Development of Numerical Estimation in Grade 1 to 3 (M. van Galen and P. Reitsma); (142) Mathematics Education and Neurosciences (MENS) (F. van Nex and T. Gebuis); (143) Symbolizing and Modeling to Promote a Flexible Use of the Minus Sign in Algebraic Operations (J. Vlassis); (144) An Analysis of Preservice Teachers' Estimation Strategies within the Context of Whole Numbers, Fractions, Decimals, and Percents (T. N. Volkova); (145) What Does It Mean to Interpret Students' Talk and Actions? (T. Wallach and R. Even); (146) The Research of Co-Teaching Math between Experienced and Preservice Teachers in Elementary School (J.-H. Wang); (147) The Influence of Teaching on Transforming Math Thinking (T.-Y. Wang and F.-J. Hsieh); (148) Searching for Common Ground (J. Watson, L. Webb, L. King, and P. Webb); (149) Are Beliefs and Practices Congruent or Disjoint? (L. Webb and P. Webb); (150) Working Memory and Children's Mathematics (M. Witt and S. Pickering); (151) Mathematics Education Reform in the United States (T. Wood); (152) A Modeling Perspective on Problem Solving in Students' Mathematics Project (F.-M. Yen and C.-K. Chang); and (153) Development of a Questionnaire to Measure Teachers' Mathematics-Related Beliefs (S.-Y. Yu and C.-K. Chang). Poster presentations include: (1) A Comparative Analysis of Mathematics Achievement and Attitudes of Male and Female Students in Botswana Secondary Schools (A. A. Adeyinka); (2) Logical-Mathematical Learning for Student with Down's Syndrome (R. M. Aguilar, A. Bruno, C. S. Gonzalez, V. Munoz, A. Noda, and L. Moreno); (3) The Math Fair as a Bridge between Mathematics and Mathematics Education, the University and Elementary or Junior High School (M. Beisiegel); (4) One Teaching Episode from a Learner's, an Observer's and a Teacher's Point of View (H. Binterova and J. Novotna); (5) A Framework for Studying Curricular Effects on Students' Learning (J. Cai and J. C. Moyer); (6) Preservice Elementary Teachers' Conceptual Understanding of Word Problems (O. Chapman); (7) Mathematics Education and School Failure (P.Chaviaris and S. Kafoussi); (8) Enhancing the Seventh Graders' Learning on Equality Axiom and Linear Equation through Inquiry-Oriented Teaching and Integrated Mathematics and Science Curriculum (K.-J. Chen, S.-Y. Yu, E.-T. Chin, and H.-L. Tuan); (9) To Conjecture the Staff Development Model of Mathematical Teacher According to Spark's Theory (Y.-T. Chen and S. Leou); (10) Discovery of Implementing Teaching by Discussion in Mathematics Classrooms (J. Chung); (11) Modeling Teachers' Questions in High School Mathematics Classes (S. Dalton, G. Davis, and S. Hegedus); (12) My Assistant, a Didactic Tool of Mathematics for Primary School Teachers (N. de Bengoechea-Olguin); (13) A Model to Interpret Teacher's Practices in Technology-Based Environment (N. C. Dedeoglu); (14) The Gnomon (P. Delikanlis); (15) The Teacher's Proactive Role in the Context of Word Problem Solving by Young Beginners in Algebra (I. Demonty); (16) Students' Geometrical Thinking Development at Grade 8 in Shanghai (L. Ding and K. Jones); (17) An Interdisciplinary Perspective on Learning to Teach Mathematical Writing (H. M. Doerr, K. Chandler-Olcott, and J. O. Masingila); (18) Multiplication Models (D. Droujkov and M. Droujkova); (19) Quantitative Grids and Cyclic Patterns (D. Droujkov and M. Droujkova); (20) Learners' Influence in Computer Environments (M. Droujkova nd D. Droujkov); (21) Alleviating Obstructions to Learning (D. Easdown); (22) Knowledge and Interpretation of Teachers to the School Content of Proportionality (H. Enriquez Ramirez and E. Jimenez de la Rosa Barrios); (23) Mathematical Flexibility in the Domain of School Trigonometry (C. Fi); (24) "Moving Fluidly among Worlds" (S. Gerofsky); (25) Making Practice Studyable (H. Ghousseini and L. Sleep); (26) Cognitive Roots for the Concept of Asymptote (V. Giraldo, M. Chaves, and E. Belfort); (27) Flemish and Spanish High School Students' Mathematics-Related Beliefs Systems (I. M. Gomez-Chacon, P. Op't Eynde, and E. De Corte); (28) Cube Nets (M.Hejny and D. Jirotkova); (29) From Word Notation of Relations between Constants and Unknown to Algebraic Notation (Pretest) (J. Herman); (30) Mathematics and Community Capacity Building (P. Howard and B. Perry); (31) A Study on the Mathematical Thinking in Learning Process (C.J.-Hsieh and F.-J. Hsieh); (32) A Case Study on Pre-Service Teachers Making Mathematical Model of Voronoi-Diagram (C.-T. Hu and T.-Y. Tso); (33) A Fast-Track Approach to Algebra for Adults (R. Hubbard); (34) The Validity of On-Screen Assessment of Mathematics (S. Hughes); (35) After Using Computer Algebra System, Change of Students' Rationales and Writing (I. K. Kim); (36) Using a Socrates' Method in a Course of Mathematics Education for Future Mathematics Teachers (N. H. Kim); (37) Beyond Visual Level (G. Kospentaris and T. Spirou); (38) Videopapers and Professional Development (T. Lima Costa and H. Nascentes Coelho); (39) Concurrent Calibration Design for Mathematics Learning Progress Investigation (C.-J. Lin, P.-H. Hung, and S. Lin); (40) Further Insights into the Proportion Reasoning and the Ratio Concept (C. Liu, F.-L. Lin, W. Kuo, and I.-L. Hou); (41) Coursework Patterns between Mathematics and Science among Secondary Students (X. Ma); (42) Beginning the Lesson (C. Mesiti and D. Clarke); (43) Development of Web Environment for Lower Secondary School Mathematics Teachers with 3D Dynamic Geometry Software (M. Miyazaki, H. Arai, K. Chino, F. Ogihara, Y. Oguchi, and T. Morozumi); (44) The Effect of the Teacher's Mode of Instruction inside Math Classrooms with a Computer (S. Mochon and M. E. F. Olvera); (45) Mathematics Education in Rural Schools (J. Mousley and G. Marks); (46) Mathematically Gifted Students' Conception of Infinity (G. Na and E. Lee); (47) A Good Moment in Time to Stop "Shying Away from the Nature of Our Subject"? (E. Nardi); (48) Toward Real Change through Virtual Communities (K. T. Nolan); (49) Powerful Ideas, Learning Stories and Early Childhood Mathematics (B. Perry, E.Harley, and S. Dockett); (50) Tracing the Development of Knowledge about Mathematics Teaching (C. Rey-Mas and C. Penalva-Martinez); (51) Preschool Children's Number Sense (L. de C. Ribeiro and A. G. Spinillo); (52) A First Approach to Students' Learning of Mathematical Contents (G. Sanchez-Matamoros and I. Escudero); (53) Young Children's Mathematics Education within a Philosophical Community of Inquiry (A. Sawyer); (54) Learning Mathematics in Austria (H. Schwetz and G. Benke); (55) The Influence of a Mathematician on His Students' Perceptions (A. Sharif-Rasslan); (56) Analysis on the Algebraic Generalization of Some Korean Mathematically Promising Elementary Students (S. Song, J. Yim, Y. Chong, and E. Park); (57) Students' Linguistic Strategies for Shared Authority in Undergraduate Algebra Discussions (S. Staats); (58) Contrasting Decimal Conceptions of Adult and School Students (K. Stacey and V. Steinle); (59) Mathematical Writing and the Development of Understanding (N. Stehlikova); (60) Enhancing Teachers' Professional Development through Developing Teaching Norms Based on Developing Classroom Learning Norms (W.-H. Tsai); (61) The Features in the Process of Mathematical Modeling with Dynamic Geometric Software (T.-Y. Tso); (62) Finding Instructive Characteristics of Picture Books that Support the Learning of Mathematics (S. van den Boogaard and M. van den Heuvel-Panhuizen); (63) High School Course Pathways of High Achieving Girls (P. H. Wilson, G. F. Mojica, K. M. Slaten, and S. B. Berenson); (64) The Developmental Stages of Representations of Simple Regular Space Figures of Elementary School Students (D.-B. Wu, J.-L. Ma, and D.-C. Chen); (65) How to Assess Mathematical Thinking? (S. Yesildere and E. B. Turnuklu); and (66) Lasting Effects of a Professional Development Initiative (S. Zehetmeier). (Individual papers contain references.)
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- 2006
34. Program for International Student Assessment (PISA) 2000: Analysis of Questionnaire Data from United States Students
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Ngwudike, Benjamin C.
- Abstract
The Program for International Student Assessment 2000 (PISA) is an International Examination that was developed by the Organization for Economic Cooperation and Development (OECD) to assess the reading, mathematics, and science literacy of students in participating countries, including the United States. PISA is a two-hour paper-and-pencil examination that is designed to assess 15-year-olds' capabilities in reading, mathematics, and science literacy. PISA assesses how well prepared students are for life beyond the classroom by focusing on the application of knowledge and skills in everyday situations. PISA presents students with tasks that involve interpretation of real-world materials as much as possible. PISA assessment content areas reflect the knowledge young people will need for their future. In addition to the two-hour paper-and-pencil assessment, students completed a background questionnaire providing information about themselves. The questionnaire covered school and home factors that help determine successful students. This paper analyzed the questionnaire data from students in the United States. Analysis of data revealed how United States' 15-year-olds perceived what happens in the classrooms and at homes in many different ways. The findings revealed that factors affecting the 15-year-olds' learning include disruptive classrooms, school culture and climate, teacher apathy, and lack of parental involvement in children's learning.
- Published
- 2005
35. Building Bridges for Dance through Arts-Based Research
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Wilson, Lisa and Moffett, Ann-Thomas
- Abstract
This paper considers arts-based research (ABR) as a useful resource for creating fluid and dialogic spaces between multiple domains of dance knowledge and practices. Through the lens of a multi-disciplinary, arts-based research project "Same Story, Different Countries" explored the socio-political phenomena of racism in the United States and South Africa. The paper illuminates how arts-based research can bridge important areas of learning, in particular artistic knowledge and social justice learning for postsecondary dance students, teachers and artists. Using a mixed method of qualitative techniques and artistic dance practices the study captured and analyzed dance participants' perspectives on the benefits of being involved in the project. The project was found to increase participants' knowledge of various dance practices (performance, choreography, teaching, research) while simultaneously deepening their understanding of racism and racial injustice, and awakening their sense of social responsibility. Three major themes emerged from the findings: connectedness, transformation and empowerment toward action in future dance practices. In empowering the dance participants, and creating bridges for them between dance and its multiple domains, and dance and the larger social world, this paper advocates that arts-based research is valuable to the future growth and relevance of postsecondary dance education.
- Published
- 2017
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36. Autonomy and Accountability in Schools Serving Disadvantaged Communities
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Klein, Esther Dominique
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Purpose: Increased school autonomy and accountability have been a common denominator of national reforms in otherwise heterogeneous governance systems in Europe and the USA. The paper argues that because schools serving disadvantaged communities (SSDCs) often have lower average performance, they are more often sanctioned or under closer scrutiny, but might also receive more additional resources. The purpose of this paper is to therefore analyze whether SSDCs have more or less autonomy than schools with a more advantageous context in four countries with heterogeneous autonomy and accountability policies. Design/methodology/approach: The paper is based on the data from the Programme for International Student Assessment 2012 school and student questionnaires from Finland, Germany, the UK, and the USA. The choice of countries is based on different governance models described by Glatter "et al." (2003). The data are used to identify SSDCs and analyze the reported autonomy in resource allocation and curriculum and assessment. Using regression analyses, patterns are analyzed for each country individually. They are then juxtaposed and compared. Differences are related back to the governance models of the respective countries. Findings: The results indicate an association between the communities the schools are serving and the autonomy either in the allocation of resources, or the curriculum and assessment. SSDCs appeared to have a little more autonomy than schools with a more advantageous context in Finland, Germany, and the UK, but less autonomy in the USA. The comparison suggests that in the USA, autonomy is rather a reward for schools that have the least amount of need, whereas in the other three countries it could be a result of strategies to improve schools in need. The paper discusses possible explanations in the policies and support structures for SSDCs. Originality/value: The effects of increased school autonomy and accountability on student achievement have been discussed at length. How different accountability policies affect the autonomy of schools with the highest needs has so far not been studied. The study can be understood as a first step to unravel this association. Following steps should include in-depth investigations of the mechanisms underlying increased or diminished autonomy for SSDCs, and the consequences for school improvement in these schools.
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- 2017
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37. Psychometric Support for a New Measure of Authoritative, Authoritarian, and Permissive Parenting Practices: Cross-Cultural Connections.
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Robinson, Clyde C.
- Abstract
This study examined the psychometric characteristics of a 62-item parenting questionnaire completed by parents from the United States, Australia, China, and Russia. Factor analyses yielded three global parenting dimensions for each culture which were consistent with D. Baumrind's (1971) authoritative, authoritarian, and permissive typologies. The global parenting dimensions were subsequently analyzed to assess their internal structures. For each of the three global dimensions, a number of specific parenting practice factors were identified and compared cross-culturally. The internal factors for the authoritative style were: (1) warmth and involvement; (2) reasoning/induction; (3) democratic participation; and (4) good natured/easy going. The factors for the authoritarian style were: (1) verbal hostility; (2) corporal punishment; (3) non-reasoning, punitive strategies; and (4) directiveness. The factors for the permissive style were: (1) follow through; (2) ignoring misbehavior; (3) and self-confidence. Quite similar parenting practice factors were found for authoritative parenting across cultures; for authoritarian and permissive styles there were substantial cross-cultural differences among the specific parenting practices. Factor scores of the global parenting styles and specific practices were correlated with preschool behavioral problem outcomes to assess the validity of the instrument's cross-cultural use. For the United States and Australian families, mother and father authoritativeness and authoritarianism were related to child preschool behavioral problem outcomes. (KDFB)
- Published
- 1996
38. What the World Chemical Community Thinks about the Concept of Physical and Chemical Change?
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Palmer, W. P.
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The concept of physical and chemical change is far from being the clearest and most self-explanatory concept in the world. If a number of chemists are asked to define physical and chemical change, there may well appear to be a fair degree of uniformity in their answers, until a few examples are suggested. When chemists are asked to place a variety of changes into the category of physical or chemical change, then differences inevitably arise. It is not difficult to demonstrate this by viewing school textbooks and articles about the topic. In spite of this, physical and chemical change is still taught in most in most secondary school courses. The problem arises from the definition and the historical layers of meaning that have grown around the concept, almost by accretion, without teachers being aware of their significance. The purpose of this paper is to describe the answers given by experienced educators to a questionnaire, which attempted to find out what the views of science educators/chemists worldwide about physical and chemical change now are. Four appendixes present: (1) List of Respondents; (2) List of Questionnaires Returned; (3) Physical and Chemical Change: An Information Sheet; and (4) Full Questionnaire: Interview Protocol or Basis for Written Response.
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- 1996
39. Content Modules in UK and US Universities--Their Unique Contribution towards the Development of Intercultural Competence and Criticality
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Parks, Elinor
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This paper explores the unique contribution of content modules towards the development of criticality (Barnett, 1997) and intercultural competence (Byram, 1997) in Modern Languages (ML). It draws upon the findings of a PhD study investigating the implications of the division between language and content, as experienced by German Studies students in two American and two British universities. Findings from this study echo to an extent Brumfit et al. (2005), who found that in language modules "the focus on criticality development itself is less central than in other areas of the ML curriculum, especially the 'content' courses" (p. 159). In interviews, both staff and students across all four universities referred to upper-level or content modules as the area which contributed the most to students' development of intercultural competence and criticality, yet content-based language courses were also cited. Implications of these findings are discussed and recommendations are made for the future of ML in Higher Education (HE). [For the complete volume, "Innovative Language Teaching and Learning at University: Enhancing Employability," see ED574244.]
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- 2017
40. The Use of Verbo-Visual Information in the Teaching of Geography--Views from Teachers.
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Pettersson, Rune
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A study examined teachers' actual use of media and pictures in their teaching of geography in the secondary schools of five countries (a previous study focused on representations). About 180 teachers from Australia, Greece, Japan, Sweden, and the United States responded to a questionnaire concerning how often they used various types of media or equipment, what kinds of pictures they used, and the reasons for using the pictures. Results indicated that: (1) there was a substantial difference in media use by individual teachers; (2) the blackboard and geography textbooks were used often by teachers in most countries; (3) wall maps are most used in Japan, used weekly in Australia, Sweden, and the United States, and monthly in Greece; and (4) geographical or print media was used much more than audio-visual media. Findings suggest that geography teaching is still very much an oral activity with very little media support. (Six tables of data are included; the questionnaire is attached.) (RS)
- Published
- 1991
41. Choosing a Career in Management: An Interdisciplinary Multicultural Perspective
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Malach-Pines, Ayala, Ozbilgin, Mustafa F., and Burke, Ronald
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Purpose: The purpose of this paper is to introduce the papers in this special issue and some issues surrounding choosing management as a career. A jointly developed questionnaire is also presented. Design/methodology/approach: The paper is descriptive in nature. Findings: It is crucial for researchers and practitioners to expand their perspectives to include other cultures and other theoretical perspectives beyond those offered by traditional vocational choice theories. Originality/value: Understanding the antecedents, correlates and consequences of people's vocational choice to become managers will not only help researchers and practitioners and benefit managers, but will improve the understanding of career choice in general. (Contains 1 note.)
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- 2008
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42. Learning Organization as a Framework for Networks' Learning and Collaboration
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Dirani, Khalil, Baldauf, Jack, Medina-Cetina, Zenon, Wowk, Katya, Herzka, Sharon, Bello Bolio, Ricardo, Gutierrez Martinez, Victor, and Munoz Ubando, Luis Alberto
- Abstract
Purpose: The purpose of this study was to use Watkins and Marsick model of a learning organization (1993, 1996), the dimensions of the learning organization questionnaire as a framework for interdisciplinary network collaboration and knowledge sharing. Design/methodology/approach: The research team used a mixed-methods approach for data collection. Survey data was collected from 181 networks. In addition, data was collected from two focus groups with six participants each. Findings: Results, in general, showed that the learning organization culture could be used as a framework for interdisciplinary network collaboration. In particular, results showed that shared vision, imbedded systems and knowledge sharing were key driving forces required for successful collaboration. Research limitations/implications: Theoretical and practical implications were discussed, and conditions for learning organization culture for networks were established. Originality/value: People in a network era need more than training; they need ongoing, interdisciplinary, collaborative support to solve complex problems. Organizations can only work effectively if barriers to organizational learning were removed. This originality of this paper lies in applying learning organization framework at the network level.
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- 2021
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43. Use of Question and Comment Papers in College Teaching.
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Ilk, Ozlem
- Subjects
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QUESTIONNAIRES , *WRITTEN communication , *PSYCHOLOGICAL feedback , *HIGHER education - Abstract
The article focuses on the use of the question and comment paper (QCP) in higher education in the U.S. to achieve feedback. QCP is a short informal report that develops the questioning, writing, and research abilities of students. The author says that the benefits of a QCP include providing a feedback loop between the student and the teacher and offering an avenue for shy students to ask questions. It is important that a QCP be returned immediately in order to provide for more effective feedback.
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- 2007
44. Teaching, Academic Achievement, and Attitudes toward Mathematics in the United States and Nigeria
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Perry, S. Marshall, Catapano, Michael, and Ramon, Olosunde Gbolagade
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This paper explores the relationships among attitudes toward mathematics, teaching, and academic achievement in mathematics. Based on the contextual and social nature of academic self-concept, two complementary studies are discussed. The first study from the northeastern United States examined the relationships among these variables in 84 high school students. A second study from southwestern Nigeria examined how teaching approach can engender changes in student achievement and attitudes toward mathematics through the analysis of 36 preservice teachers associated with 830 students. Instruments used included the Program for International Student Assessment, the June 2012 New York State Integrated Algebra Regents Examination, the Student Mathematics Attitudes Questionnaire, and the Student Mathematics Achievement Test. Analytic methods included descriptive statistics, correlations, linear regression, and analysis of covariance. Together, the research supports the link between attitudes toward mathematics and academic achievement and suggests that teachers can improve student attitudes toward mathematics based on their teaching approach.
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- 2016
45. Fostering Teacher Learning of Conjecturing, Generalising and Justifying through Mathematics Studio
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Lesseig, Kristin
- Abstract
Calls to advance students' ability to engage in mathematical reasoning practices including conjecturing, generalising and justifying (CGJ) place significant new demands on teachers. This case study examines how Mathematics Studio provided opportunities for a team of U.S. middle school teachers to learn about these practices and ways to promote them in the classroom. Findings demonstrate how CGJ readings and focused discussions, coupled with repeated cycles of collaborative lesson planning, observation and debrief, supported the development of teacher knowledge, professional community, and teaching resources. In addition, this paper explores the role school leadership played in facilitating Math Studio to ensure these learning opportunities were realised. Documenting how Math Studio features and participants contributed to teachers' ability to implement CGJ focused lessons not only provides insights into the difficulties teachers have shifting instruction, but also adds to our understanding of school-embedded professional development more generally.
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- 2016
46. Middle Alternatives and Measurement Validity: A Recommendation for Survey Researchers
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Wang, Rui and Krosnick, Jon A.
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Questionnaires routinely measure unipolar and bipolar constructs using rating scales. Such rating scales can offer odd numbers of points, meaning that they have explicit middle alternatives, or they can offer even numbers of points, omitting the middle alternative. By examining four types of questions in six national or regional telephone surveys, this paper found that omitting the middle alternative and forcing respondents to pick a side compromised data quality, for questions presenting two conditions with middle option 'about equally,' and for quasi-bipolar questions with middle option 'fair.' In addition, omitting the middle alternative never helped improve data quality for a variety of unipolar questions. Lastly, there is a marginally significant improvement in terms of data quality for bipolar questions with middle option 'neither good nor bad' when offering a follow-up asking whether they lean one way or the other or whether they are genuinely in the middle.
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- 2020
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47. Profiling Language and Culture Strategy Use Patterns of ESL Student Teachers in Study Abroad by Using Self-Reported Data
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Ma, Anne, Wong, Ruth M. H., and Lam, Wendy Y. K.
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This paper addresses a niche in studies on immersion programmes for English as second language learners. While studies on the impact of the experience of studying abroad are replete with reports about the enhancement of participants' language proficiency or intercultural skills, the present study investigates the types of language and culture strategies used by a group of student teachers on an overseas immersion programme by coding their interview responses and documenting the types of strategies reported. It also traces changes in the participants' perceptions of their strategy use before, during and after studying abroad. The findings show that while participants reported using speaking strategies and listening strategies much more than other language strategies, only a narrow range of both strategy groups are reported. Similar findings are found in their use of culture strategies. Different changes in strategy use before, during and after the immersion are reported. The paper interprets the findings. Both short-term and long-term pedagogic implications for strategy development on study-abroad programmes are proposed.
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- 2015
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48. Studying Online: Student Motivations and Experiences in ALA-Accredited LIS Programs
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Oguz, Fatih, Chu, Clara M., and Chow, Anthony S.
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This paper presents a large scale study of online MLIS students (n = 910), who completed at least one online course and were enrolled in 36 of the 58 ALA-accredited MLIS programs in Canada and the United States. The results indicate that the typical student is female, White, lives in an urban setting, and is in her mid-30s. Online students were found to be quite diverse, with statistically significant differences in their preferences and satisfaction across five demographic variables: "age" (generational cohort)," "employment status," "urban status," "commute distance," and "program modality." Three motivations emerged: "accommodation," "predisposition," and "selectivity", which influenced the respondents to choose online learning. The prevalent issues online MLIS students experienced were a sense of isolation from peers and instructors, and a lack of professional development and networking opportunities with peers. The findings have implications for enhancing MLIS online education including marketing, course offerings, and student support services.
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- 2015
49. A Needs Analysis for Chinese Language Teaching at a University in the United States
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Huang, Chuanning
- Abstract
This paper presents the results of a one-year language curriculum needs analysis project aimed at developing a deeper understanding of the learning needs of first and second year Chinese language students at a university in the United States. The purpose of this project was to provide a foundation for further curriculum development of the university's Chinese language program by assessing student learning needs within the first and second year courses as perceived by the students and their teachers. The data for this project were collected through anonymous questionnaires distributed to teachers and students, personal interviews with the university's Chinese language teachers and first/second year students, and classroom observations conducted by the researcher. Through a quantitative analysis of the collected data, this paper focuses on the perceived needs of the students, and gives special attention to the differences in perceptions between students and teachers regarding these needs. This needs analysis project aimed to provide an example for other researchers and institutions in developing language curricula, particularly in the context of Chinese language studies.
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- 2014
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50. 'CityVille': Collaborative Game Play, Communication and Skill Development in Social Networks
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Del-Moral, María-Esther and Guzmán-Duque, Alba-Patricia
- Abstract
This paper has as its aim to analyze how CityVille, a videogame hosted on Facebook and oriented to the construction of a virtual city, can favor collaboration between gamers along with the exchange of strategies, equally contributing to learning transfer and skill acquisition. The first step consists in identifying the opportunities which the said game can offer in order to develop skills and promote learning formats linked with planning and resource management, after which a presentation is made of the opinions expressed by a sample of gamers (N = 105)--belonging to the Fans-CityVille community--about the priorities established by them to communicate with their neighbors and the skills that they believe to have acquired playing this game. 85.7% of them state that they communicate with others to share strategies and expand their city. Unlike women, who value collaboration, men prioritize competition. Designing their city has enhanced a number of gamer skills in different proportions: creative skills (71.4%); organizational ones (68.0%); skills associated with decision-making and problem-solving (67.0%); and interpersonal skills through interaction with others (61.9%). The CityVille game mode favors skill development and helps to create a ludic atmosphere of collaboration and optimal strategy exchange through communication between neighbors by strengthening their mutual relationships. Its formula moves away from the often-criticized competitive practices of other games.
- Published
- 2014
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