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This study aims to explore the impact of dual learning on preschool teachers' thriving at work and creative performance, and whether preschool teachers' thriving at work acts as a mediating factor in the relationship between dual learning and teachers' creative work. The participants were preschool teachers from Taiwan. Convenience sampling was used, resulting in a sample size of 388 people. The study results found that preschool teachers' dual learning, which includes both exploitative and exploratory learning, can improve the novelty and usefulness of their work and creativity. Furthermore, the study found that preschool teachers' thriving at work mediates the relationship between dual learning and creativity. This study also discovered that dual learning should combine and complement both exploitative and exploratory learning to achieve balance and the most significant effect. Therefore, it is essential to first help preschool teachers engage in both exploitative and exploratory learning. Schools and kindergartens can also provide relevant courses to help teachers combine these two learning methods. By integrating and complementing their advantages and disadvantages, a balance in learning can be achieved, thereby promoting teachers' creativity in their work.

The objectives of this research were: 1) to study the current situation of digital management in universities in Guangxi, 2) to develop the purpose model for improving digital management in universities in Guangxi, 3) to evaluate the suitability and feasibility of the purpose model for improving digital management in universities in Guangxi. The sample group of this research was 148 administrators in 20 public undergraduate universities in Guangxi. They were selected by systematic random sampling and sample random sampling. The interview group was led by administrators from 12 universities, totaling 12 people. The experts for evaluating the suitability and feasibility of the purpose model for improving digital management consisted of high-level administrators from 7 universities, totaling 7 people. The research instruments were document analysis, questionnaire, structured interview, and evaluation form. The statistics to analyze the data were percentage, average value, and standard deviation. The results found that the current situation of digital management in universities in Guangxi in five aspects was at a high level. Considering the results of this research aspects ranged from the highest to lowest level were as follows: the highest level was the digital campus security management system, followed by the digital student management system, and the digital scientific research management system was the lowest level. The purpose model for improving digital management in universities in Guangxi has five aspects, which contain 40 measures. There are 7 measures to enhance the digital management ability of Guangxi University managers, 10 measures to promote the digital teaching management system in Universities in Guangxi, 8 measures to promote the digital scientific research management system in Universities in Guangxi, 9 measures to promote the digital student management system in Universities in Guangxi, 6 measures to promote the digital campus security management system in Universities in Guangxi. The results of the evaluation of the suitability and feasibility of the purpose model for improving digital management in universities in Guangxi were at the highest level.

Although Chinese has become one of the most influential second/foreign languages in the world, teaching Chinese as a foreign/second language (CSL/CFL) abroad faces great challenges. M-learning and mobile-assisted language learning (MALL) display great advantages to facilitate second language learning, including CSL/CFL. However, most research was related to English as a second language (ESL) learning. Although mobile-assisted CSL/CFL learning has developed rapidly and steadily, most of these studies were conducted in mainland China and published in Chinese, which was very difficult for non-Chinese speakers to understand. Therefore, researchers should make more efforts to study mobile-assisted CSL/CFL learning abroad. With this in mind, a systematic literature review was conducted to determine the status and trends of this topic. Considering the inclusion and exclusion criteria, 28 articles published between 2010 and 2022 were selected from Scopus and WoS databases. Publication information, research methodology, participant characteristics, mobile technologies, and research findings were summarized and reported accordingly. This review also addressed the limitations of previous research, based on which the related researchers and practitioners could make more efforts to focus on the weaknesses of mobile-assisted CSL/CFL learning.

Purpose: This study aims to search for fitting lenses to view and interpret teacher learning in a Japanese secondary school teacher staffroom and capture the reconstituting of researcher subjectivities in this process. Design/Approach/Methods: A narrative approach chronically documents the findings and use of the lenses in analyzing the staffroom daily interactions and traces the journey of transformation in our researcher subjectivities. Findings: The telling of a Japanese staffroom (shokuinshitsu) as a thrice-told tale under the three lenses--cultural-historic activity theory, contextualism, and intimacy orientation--each uncovers a unique interpretation of the learning going on in the daily life of the Japanese staffroom. While complementary, Western-lenses are found to be unable to explain the nature of the everyday practices in the staffroom formed under the worldviews and ethics of East Asia. Our critical examination of the major academic encounters involved in the past two decades illuminates the complex dynamism behind our research perspectives, awakens us to the dominance of Western-centralism in our researcher subjectivities, transforms our worldviews, and returns us to our cultural roots to build alternative frames of reference as East Asia as Method. Originality/Value: This study not only uniquely demonstrates what decentered, alternative, and diversified frames of reference would look like in studying East Asian practices but also what it would take for scholars to move toward East Asia as Method. Additionally, going beyond the three lenses, it contributes to our understanding of how space (staffroom as an entity) mediates forming of the character of those who are dwellers of the shokuinshitsu.

The study's objectives were to present a way for transmission Yi folk songs into educational institutions in Liangshan and Chuxiong prefectures, China. This study is qualitative. Interviewing inheritors of Yi folk songs, for instance, as well as consulting relevant literature and materials. The field investigation method was used for data collection and research, and informants included: 8 inheritors of Yi folk songs in the two places; 6 vocal actors who are professionally engaged in singing Yi folk songs in the two places; 4 leaders of primary and secondary schools and local universities in the two places; 4 music teachers from primary schools and local colleges; and 8 students from primary and secondary schools and local colleges in the two places. According to the results of this study, Yi folk songs should be taught in elementary and secondary schools to improve art and promote national pride. Mixing Yi folk songs into teaching activities, using the new experiential method of teaching, and organizing practical activities outside of school are all effective ways to spread the culture and bring folk songs back to life. Folk song art festivals on college campuses, the formation of professional art groups, and the spread of Yi folk songs in local universities are all excellent ideas that should be encouraged. Teachers should hire Yi folk song inheritors to perform and sing for them, and more teachers should be trained to be good inheritors.

The COVID-19 pandemic accelerated the adoption of technology and greatly transformed the way humans communicate. Since the start of the pandemic, the delivery of lectures and workshops shifted from face-to-face to online. However, this shift in the mode of teaching may or may not suit learners. This study was conducted to determine the students' perception of the mode of teaching, their learning experience after attending the online classes throughout the semester, and the major challenges they faced during the classes. The participants were Year 1 students from an AutoCAD workshop, Year 3 students from a Traffic Engineering Course, and Year 4 students from a Highway and Pavement Design course. The results show that prerecorded classes with the addition of live-streaming classes were more preferred in computing classes because students can learn at their own pace, especially when learning the new software. For lecture-based courses, physical classes or a mix of physical and online classes were favored by students because physical classes can be more interactive. There were also challenges encountered by the students during online classes such as poor internet connection and distractions at home. Thus, instructors need to personally communicate with the students to understand their learning preference so that the necessary adjustments can be made to the mode of teaching, particularly with the use of hybrid teaching.

We examined the results of a large-scale national survey of online secondary education in China. The online survey of 33,194 high school students and 5,667 teachers has provided comprehensive and representative data regarding the quality of online education and its implementation during the pandemic. Questionnaire surveys administered to students and teachers in different grades and comparative analysis of different cohorts revealed group heterogeneity of the online learning effect. The findings have elucidated the emergency teaching situation in China during the pandemic, yielding targeted suggestions for school education following the resumption of classes.

This article discusses how a new APRS service-learning model was implemented in a new service-learning project in the traditional Chinese medicine (TCM) orthopedics curriculums at three Hong Kong institutions. The APRS model adopting flipped learning approach consists of four cyclic stages, including Application, Practice, Reflection and Self-regulated learning. Qualitative and quantitative findings in this study reveal that TCM students gained confidence in applying discipline knowledge/skills and improved in various areas, including cross-cultural competence, communication, problem-solving and collaboration. Drawing evidence from this study, possible factors contributing to positive impacts on student learning in the APRS model are the "strong connectivity" (including clear alignment with programme, profession, institutional missions and traditional Chinese philosophy "xiushen"), "reinforced motivation" (student autonomy and buy in) and "structured organisation" (strong network among participating parties and use of a centralised electronic platform). The APRS service-learning model is a culture-based approach helping students reconnect Confucian "xiushen" to the discipline knowledge and the real-life application in the Hong Kong context. This model may also be applicable to other Asian contexts where the Confucian culture prevails.

Facilitation strategies play a critical role in helping instructors teach effectively in an online environment. However, there is a lack of research on how different facilitation strategies impact the online learning experience. To address this gap, our study surveyed 5980 college students from two universities in China and analysed the associations between facilitation strategies and student satisfaction using multivariate and logistic regression analyses. Our findings reveal that facilitation strategies aimed at managerial and technical purposes have different effects on student satisfaction with instructors compared to their satisfaction with their own achievement and engagement. Additionally, we found that student group discussion had a negative association with student satisfaction, potentially due to a preference for hierarchical learning in Confucian-heritage culture. In contrast, after-class learning materials were positively associated with student satisfaction. These findings offer important implications for pedagogical practices that aim to enhance the online learning experience for Chinese students on a large scale.

Using context to derive a word's meaning is typically conceptualized as part of the reading comprehension process. However, context sensitivity develops early--before children start to learn to read. This study took a developmental perspective, attempting to capture children's context sensitivity through spoken discourse and assess its value in predicting L2 reading comprehension alongside other reading-related variables. Context sensitivity is conceptualized as a construct consisting of two facets: exploiting directive and disregarding misdirective information in context. Fourth-grade children (N = 113) learning English as a foreign language (L2) heard a three-utterance discourse and selected a picture best representing a discourse-final word which was congruent or not with the previous context. The task was re-administered at Grade 5, together with a reading comprehension test. Results showed that the two facets of context sensitivity were not correlated at either grade. While children showed rapid growth in using directive context from Grade 4 to Grade 5, sensitivity to misdirective information just began to emerge at Grade 5. Despite being separate entities, the two facets of sensitivity, alone and in combination, contributed to predicting L2 reading comprehension concurrently and longitudinally after controlling L2 proficiency (vocabulary and decoding) and linguistic awareness (phonology, morphology, and syntax). Overall, the results support the conceptualization of context sensitivity as a two-faceted construct, to exploit and to disregard context information, with both facets uniquely predicting L2 reading comprehension.

Background: Autism spectrum disorder (ASD) is a multifactorial, pervasive, neurodevelopmental disorder, of which intestinal symptoms collectively represent one of the most common comorbidities. Methods: In this study, 1,222 children with ASD and 1,206 typically developing (TD) children aged 2-7 years were enrolled from 13 cities in China. Physical measurement and basic information questionnaires were conducted in ASD and TD children. The Childhood Autism Rating Scale (CARS), Social Responsiveness Scale (SRS), and Autism Behavior Checklist (ABC) were used to evaluate the clinical symptoms of children with ASD. The six-item Gastrointestinal Severity Index (6-GSI) was used to evaluate the prevalence of intestinal symptoms in two groups. Results: The detection rates of constipation, stool odor, and total intestinal symptoms in ASD children were significantly higher than those in TD children (40.098% vs. 25.622%, 17.021% vs. 9.287%, and 53.601% vs. 41.294%, respectively). Autistic children presenting with intestinal comorbidity had significantly higher scores on the ABC, SRS, CARS, and multiple subscales than autistic children without intestinal symptoms, suggesting that intestinal comorbidity may exacerbates the core symptoms of ASD children. Conclusion: Intestinal dysfunction was significantly more common in autistic than in TD children. This dysfunction may aggravate the core symptoms of children with ASD.

Music has been shown to improve social interaction and attention to verbal stimuli in autism. We report a feasibility randomised controlled trial of an online intervention using music-assisted programmes, compared with best-practice treatment (Social Communication Intervention for Pre-schoolers-Intensive) for language learning in preschool autistic children with minimal verbal language. Minimisation randomisation ensured comparability of groups before intervention. Ninety-one people expressed interest in taking part; 27 met eligibility criteria and were randomised to receive either music-assisted programmes or Social Communication Intervention for Pre-schoolers--Intensive. Children and their parent received two 45-min sessions weekly, over 18 weeks, coached online by a speech and language therapist. A smartphone app was developed to support home-based practice between sessions. Over the study period, 20% of participants completed the intervention and assessments of outcome measures. At 3 months post-intervention follow-up, social responsiveness, understanding of words and phrases and number of words spoken and parent-child interaction improved more in the music-assisted programmes than the Social Communication Intervention for Pre-schoolers-Intensive group. The results demonstrate the feasibility of recruiting this population into a randomised controlled trial and the music-assisted programmes had high perceived acceptability highlighted by parent interviews. A full clinical trial to establish music-assisted programmes' effectiveness in improving early vocabulary learning in autistic children is warranted.

Guided by Fanon's constructs of racial epidermal schema, this study explored youth's experiences with anti-Asian racism (AAR) and their perspective on how AAR is formed and maintained. We recruited 36 Asian youth (age range 14-23 years) residing in a metropolitan city in Canada to attend a semi-structured focus group. Results from the reflexive thematic analysis indicated the tenuous lines of invisibility and visibility of AAR--in a Whiteness dominant racial schema. When Asian youth are objectified within the boundary of Whiteness norms, AAR is pervasive but inconspicuous, happening early and frequently in their life but unrecognized. When they are objectified as threats to Whiteness dominance such as during the COVID-19 pandemic, AAR is visible in forms of overt discrimination, violence, and hate against Asians. Youth attributed roots of AAR to White supremacy and critically discussed their racialization process. Their reflexive insights serve as a form of resistance to AAR.

Motivation is a key factor for child development, but very few studies have examined child and family predictors of both child task and perceived motivation. Thus, the three aims of this 6-month longitudinal study in preschoolers with global developmental delays (GDD) were to explore: 1) differences between task and perceived motivation in cognitive domain; 2) differences among three domains of perceived motivation: cognitive, gross motor, and social; and 3) early child and family predictors of cognitive task motivation and the three domains of perceived motivation 6 months later. Results indicated that preschoolers with GDD showed higher cognitive task motivation than cognitive perceived motivation, and lower perceived cognitive motivation than the other two perceived motivation domains. Different child and family factors predicted cognitive task motivation and the three domains of perceived motivation. Practitioners should educate caregivers on how to observe children's motivation to enhance children's active participation.

Cohort scheduling intentionally places students in the same sections of several classes (e.g., biology, algebra, and writing) with a consistent peer group and is typically done for small groups (<30 students) to enable better interaction among students. The goal of this study was to compare cohort scheduling to traditional scheduling methods among freshmen in a physiology-related program. Outcomes included retention to the university and major, semester grades, and institutional integration and perceived group cohesion. Incoming freshmen (n = 209) were randomized into control (n = 43; scheduled with traditional methods) and intervention (n = 166; coenrolled in first-year seminar course, biology, and medical terminology) groups. Outcomes were collected via surveys or requested from the university registrar. There was no significant difference in the likelihood of retention to the university or major and no differences between groups in pass/fail rates for the first-year seminar or biology courses. At the end of the semester, there were no differences between groups in Perceived Cohesion for Small Groups (P = 0.102) or the Institutional Integration Scale (P = 0.357). However, the intervention group scored higher on the Institutional Integration Scale's subscales related to social integration and faculty. Cohort scheduling did not impact retention to the university or major but improved secondary outcomes related to retention, specifically social integration and student perceptions of faculty.

Previous studies reported mixed findings on autistic individuals' pitch perception relative to neurotypical (NT) individuals. We investigated whether this may be partly due to individual differences in cognitive abilities by comparing their performance on various pitch perception tasks on a large sample (n = 164) of autistic and NT children and adults. Our findings revealed that: (i) autistic individuals either showed similar or worse performance than NT individuals on the pitch tasks; (ii) cognitive abilities were associated with some pitch task performance; and (iii) cognitive abilities modulated the relationship between autism diagnosis and pitch perception on some tasks. Our findings highlight the importance of taking an individual differences approach to understand the strengths and weaknesses of pitch processing in autism.

Prevalence of hearing loss in children with autism spectrum disorder (ASD) is uncertain, as it is more challenging to assess hearing function in children with developmental difficulties (DD). We aimed to determine the prevalence and profiles of hearing loss in preschool children with ASD in a Southeast-Asian population who passed newborn hearing screening. A retrospective study of preschool children with DD (ASD, Global Developmental Delay (GDD), and Speech and Language Delay (SLD)) attending the Child Development Unit (CDU) at our hospital was performed. Three hundred and thirty-three children (ASD: n = 129; GDD: n = 110; and SLD: n = 94) underwent hearing assessments. Of these, 10.8% of children (n = 36, comprising 15 with ASD, 12 with GDD and 9 with SLD) had confirmed hearing loss. Hearing loss was predominantly bilateral in children with ASD and GDD; in those with SLD, unilateral and bilateral hearing loss were equally common. Conductive hearing loss occurred as frequently as sensorineural hearing loss in children with ASD and SLD, but was the dominant subtype in those with GDD. Moderate to severe hearing loss (n = 2) was noted only in children with ASD. Children with ASD and GDD required significantly more audiology visits and procedures to obtain conclusive hearing test results, compared to those with SLD. The need to identify hearing loss and monitor for resolution is particularly important in vulnerable populations with communication deficits, such as in those with ASD.

Background: Youth violence, victimization, and bullying are pervasive in schools across the United States and are detrimental for learning and healthy development. K-12 school safety is an increasingly urgent issue to research and understand from multiple perspectives. Physical and psychological safety in school is linked to better student and school outcomes and is fundamental to fostering well-being and prosocial behavior. Methods: Despite research demonstrating positive outcomes associated with school safety, there is no comprehensive conceptual model in the literature that considers precursors, strategies, mechanisms, and outcomes of school safety together. The current paper presents an equity-centered comprehensive model of school safety, which is intended as a holistic representation of the multiple factors and pathways that contribute to school safety and positive youth development. Results: This model can guide research and practice through an equity-centered and comprehensive approach. This model can enable practitioners, researchers, and policymakers to make informed decisions and reach consensus regarding planning and decisions related to reducing violence and establishing supportive school environments. Conclusion: Our model suggests that a comprehensive approach can ensure the safety and well-being of students and staff. By thinking ecologically, schools, communities, and stakeholders can ensure that all aspects of the school context are included in school safety.

Writing is a challenging task for students in language learning. A key question in this challenge is how to exploit the potential of information technology and design effective learning strategies to promote quality writing. This is a question that Chinese teachers need to actively consider in the process of optimizing their writing instruction. Therefore, this study embedded problem-based scaffolds in an SVVR system and proposed a second-order progressive problem-based scaffold (SPPS-SVVR) strategy to enhance students' writing skills. To examine the effectiveness of the proposed strategy, a quasi-experiment was conducted in an elementary school in China. The experimental group (39 students) used the SPPS-SVVR writing strategy, while the control group (39 students) used the traditional SVVR writing strategy (T-SVVR). The study results showed that the SPPS-SVVR writing strategy not only significantly improved the students' writing performance, but also increased their learning engagement and transferability. In addition, the results of epistemic network structure analysis showed that students using the SPPS-SVVR writing strategy focused on writing in terms of internal, mental, and dynamic environments. Interviews revealed that the SPPS-SVVR writing strategy supported the experimental group students' grasp of writing ideas and verbal expressions, and they were more satisfied with this strategy.