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2. Augmented Reality in Education: An Overview of Research Trends
- Author
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F. Sehkar Fayda-Kinik
- Abstract
Augmented reality (AR), a cutting-edge technology, has the potential to change the way students learn by superimposing virtual items and information onto the real environment. Through more immersive and interesting interactions with digital content, AR might help students better understand difficult concepts and boost their drive to learn. As a result of its contribution to student learning, AR has become increasingly appealing to educational researchers. This study aimed to descriptively explore the characteristics of AR studies in education and to qualitatively analyze the most influential ones indexed in the Web of Science (WoS) between 2000 and 2022. A scoping review was conducted to determine the sample of the AR studies in education based on the inclusion criteria. Accordingly, descriptive analyses were conducted to identify the characteristics of the AR studies in education between 2000 and 2022 in terms of publication year, country, affiliations, journals, funding agencies, and citation trends. Then, the research methodologies and implications were found among the most influential AR studies in education between 2000 and 2022 by synthesizing qualitatively. The overall results indicated that AR studies in education have been conducted since 2008, with an increasing number of studies over time. Based on the implications of the most influential studies identified in terms of citation numbers, it was detected that AR has the potential to enhance education and training by providing interactive and engaging environments, linking real-world contexts with digital resources, and promoting efficiency and effectiveness in learning. [This paper was published in: "EJER Congress 2023 International Eurasian Educational Research Congress Conference Proceedings," Ani Publishing, 2023, pp. 273-291.]
- Published
- 2023
3. Motivation of Students for English as a Medium of Instruction (EMI) and Content and Language Integrated Learning (CLIL): Current Research Foci in Different Countries
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Vonkova, Hana and Moore, Angie
- Abstract
Content and language integrated learning (CLIL) and English as a medium of instruction (EMI) are emerging as the preferred contexts of language learning. CLIL and EMI classes continue to proliferate in schools around the globe. The aim of this paper is to investigate the current research trends in studies of motivation to learn within EMI and CLIL settings. We sought to identify the current countries of research, educational levels, and themes that prevail in EMI and CLIL motivation research. We performed a topic search of the keywords "CLIL" or "EMI" and the keyword "motivation" in the "Web of Science" database for Social Sciences Citation Index (SSCI) articles published in 2020. We analyzed 17 articles related to motivation within EMI or CLIL contexts. The results showed that European countries produced the most research, with Spain being the most prolific. A majority of the studies took place at the secondary and tertiary levels of education. Comparative studies of CLIL or EMI contexts with that of traditional classrooms emerged as the prevailing theme. Future research could include more studies regarding the impact of CLIL on students at the primary level of education, in addition to studies of students from varied socio-economic backgrounds. [For the complete Volume 19 proceedings, see ED613922.]
- Published
- 2021
4. The Application of Augmented Reality in Online Education: A Review of Studies Published in Selected Journals from 2003 to 2012.
- Author
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Chia-Wen Tsai, Pei-Di Shen, and Ya-Ting Fan
- Subjects
ONLINE education ,AUGMENTED reality ,COMPUTER science education ,PUBLICATIONS - Abstract
In this paper, the authors reviewed the empirical augmented reality (AR) and online education studies, and those focused on designing or development of AR to help students learn, published in SSCI, SCI-EXPANDED, and A&HCI journals from 2003 to 2012. The authors in this study found that the number of AR and online education studies has significantly increased since 2009. Based on this review, it is found that contributors from Spain, Romania, Taiwan, and Germany had the most publications on AR and online education during 2003 to 2012. Moreover, the analysis of these selected papers reveals that most empirical AR and online education studies were conducted at universities, as well as in computer science courses. Furthermore, the quantitative research method was used more in the reviewed papers. The findings and analysis from this review may provide potential directions and insights for future AR and online education research. [ABSTRACT FROM AUTHOR]
- Published
- 2014
- Full Text
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5. A Decade of Collaboration Among International Representatives of the International Cluttering Association.
- Author
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Reichel, Isabella, Ademola-Sakoya, Grace, Aumont Boucand, Véronique, Bona, Judit, Carmona, Jaqueline, Cosyns, Marjan, Filatova, Yulia, Haj-Tas, Maisa, Kelkar, Pallavi, Remman, Reina, Shoko Miyamoto, Ozdemir, Sertan, Sanghi, Maya, Schnell, Alexandra, Biain de Touzet, Beatriz, and Shu-Lan Yang
- Subjects
COMMITTEES ,INTERNATIONAL agencies ,INTERPROFESSIONAL relations ,SUPPORT groups ,SPEECH therapy ,STUTTERING - Abstract
Purpose: This article presents a collaborative initiative of members of the Committee of the International Representatives of the International Cluttering Association (ICA) upon celebrating the 10th anniversary of the ICA. Such collaborative efforts are designed to improve communication skills, enlighten lives of people with cluttering, and serve as models for speech therapists and other health care professionals in countries around the globe. Method: This initiative began with a seminar at the Inaugural Joint World Congress in Japan in 2018 and continues with an article on cluttering based on the contents of the papers presented at the Congress. Sixteen researchers and speech therapists from 15 countries in Africa, Asia, Europe (East and West), America (North and South), and the Middle East have explored the following themes related to cluttering: cluttering awareness, research, professional preparation, intervention, and self-help groups. Results: This article adds to the body of international literature on cluttering and illustrates that, for the past 10 years, hypothesis-testing research in cluttering continues to be conducted across language barriers and national boundaries, and interventions that are implemented in some locales are being tested and taught in other parts of the world; furthermore, new cluttering treatments are being disseminated for professional preparation and clinical practices. Conclusions: This article demonstrates how global engagement of the ICA's international representatives has led to the exchange of ideas about awareness of cluttering and professional preparation and the best strategies for the treatment of this communication disorder in countries around the world. [ABSTRACT FROM AUTHOR]
- Published
- 2019
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6. A Modeling Approach to Identify Academically Resilient Students: Evidence from PIRLS 2016
- Author
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Johansson, Stefan, Hansen, Kajsa Yang, and Thorsen, Cecilia
- Abstract
Academic resilience is difficult to define in an international setting, since economic levels and achievement standards vary across countries and over time. In studies of academic resilience, the concept is typically operationalized using pre-defined cut-offs of achievement and social background. The main objective of the current study is to apply a modelling approach to identify academically resilient students. Data come from educational systems in the Progress in International Reading Literacy Study 2016. Main method was latent profile analysis. The current study showed that it was possible to identify a group of academically resilient students using a set of indicators indicating positive adaptation in terms of higher reading achievement than expected and higher levels on protective factors like school belongingness.
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- 2022
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7. Arthroplasty and global research output: A bibliometric analysis.
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O'Neill, Cathleen J., Cassar-Gheiti, Adrian J., and Harty, James A.
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ARTHROPLASTY ,BIBLIOMETRICS ,MEDICAL research ,ORTHOPEDICS ,HEALTH outcome assessment ,SERIAL publications - Abstract
Introduction: Peer-reviewed research helps to advance many aspects of medical and surgical practice. This paper determines the main contributors tos joint arthroplasty research in terms of quantity and quality. Methods: A search of the Web of Science™ platform was conducted to identify arthroplasty articles published between 2001 and 2016. The number of articles and citations per article were analysed to assess the quantity and quality of research from individual countries. Results were standardised according to the country's populations and Gross Domestic Product (GDP). Results: In total, 43,470 arthroplasty articles were published worldwide from January 2001 through December 2016. There was a 4.5-fold increase in global output during this time period. Twenty-two countries contributed at least 1% to the total number of publications. The United States of America published the most articles (35.40%), followed by England (10.31%) and Germany (10.03%). The USA had the highest absolute number of citations (50,777). Denmark had the highest average citation per item (8.76). When number of articles was normalized to population, Switzerland ranked the highest. When adjusted by GDP, Scotland ranked highest. When standardised according to GDP per capita, the People's Republic of China rated highest. The Journal of Arthroplasty produced the highest number of publications related to arthroplasty with 10.9% of total volume. Conclusion: There has been a substantial increase in worldwide publications relating to arthroplasty. The USA has produced the largest volume whilst Denmark has produced the highest quality publications. When output was normalized according to population and GDP, Switzerland and Scotland ranked highest. [ABSTRACT FROM AUTHOR]
- Published
- 2020
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8. On the Widespread Impact of the Most Prolific Countries in Special Education Research: A Bibliometric Analysis
- Author
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Sezgin, Aslihan, Orbay, Keziban, and Orbay, Metin
- Abstract
The aim of this study is to identify the most prolific countries in the field of special education and to discuss the widespread impact of their papers by taking into account the country's h-index. Through a bibliometric analysis, the data were collected in the Web of Science Core Collection category "Education, Special" in the Social Science Citation Index during 2011-2020. The 25 most prolific countries in the field of special education were determined in terms of paper productivity, and it was seen that the leading country was undisputedly the USA (54.42%). Meanwhile, a strong positive correlation was found between the h-index and the number of papers published by the countries (r=0.864). On the other hand, when the ranking in terms of the number of papers was reconfigured by the h-index, it was relatively changed. The possible reasons for this change for the countries with the most changing rankings were discussed by considering some definitive criteria such as the journal quartiles, the percentage of international and domestic, and the percentage of open access papers. This study reports a positive correlation between the quality and quantity in the field of special education for the publications of countries. It has been shown that where the positive correlation deviates, then especially, the journal quartiles, the percentage of international collaboration and the percentage of open access papers have a significant effect. The bibliometric findings may be useful to enrich the discussion about the widespread impact of papers and debate whether the use of h-index is acceptable for cross-national comparisons.
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- 2022
9. Over Three Decades of Data Envelopment Analysis Applied to the Measurement of Efficiency in Higher Education: A Bibliometric Analysis
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Pham Van, Thuan, Tran, Trung, Trinh Thi Phuong, Thao, Hoang Ngoc, Anh, Nghiem Thi, Thanh, and La Phuong, Thuy
- Abstract
The higher education efficiency evaluation model using the data envelopment analysis method has interested many researchers. This paper uses bibliometric analysis on publications extracted from the Scopus database to provide a comprehensive overview of research publications on the measurement of higher education efficiency based on data envelopment analysis: its growth rate, major collaboration networks, the most important and popular research topic. A total of 169 related publications were collected and analyzed from 1988 to 2021. The analysis results show that: Publications published every year have increased sharply in the last six years; The quality of publications is relatively high as publications tend to be published in journals with high-ranking indexes; Countries with the most influence in studies on this topic are: Italy, China, Spain, the USA, and the United Kingdom; Authors with the most influence in this research direction are Agasisti T., Abbott M., Doucouliagos C., Avkiran N.K., and Johnes J.; The research cooperation among countries and among affiliations is not strong. Finally, the paper has provided recommendations for future studies based on the findings.
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- 2022
10. 德國改革教育學校發展及對我國實驗教育 之啟示.
- Author
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余曉雯
- Subjects
ALTERNATIVE education ,EDUCATIONAL change ,SECONDARY education ,SCHOOL rules & regulations - Abstract
Copyright of Educational Review (1563-3527) is the property of National Kaohsiung Normal University, Department of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2021
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11. Do cultural norms influence how teacher noticing is studied in different cultural contexts? A focus on expert norms of responding to students' mathematical thinking.
- Author
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Dreher, Anika, Lindmeier, Anke, Feltes, Paul, Wang, Ting-Ying, and Hsieh, Feng-Jui
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SOCIOCULTURAL factors ,TEACHERS ,MATHEMATICS education ,CULTURAL studies ,MULTICULTURAL education - Abstract
As an important component of teaching expertise, teacher noticing is gaining growing attention in our intercultural mathematics education community. However, it is likely that in many cases the researchers' perspectives on what characterizes high instructional quality in mathematics classrooms shape what they expect teachers to notice. In particular, it is an open question how potentially different norms of instructional quality influence how teacher noticing is operationalized in East Asian and Western cultures. Consequently, in a first step, this bicultural research project on teacher noticing in Taiwan and Germany focuses on exploring the researchers' frames of reference for investigating teacher noticing. In this paper, we thus propose a concurrent process for developing vignettes and eliciting corresponding expert norms as a prerequisite to investigating teacher noticing in a way that is sensitive to different cultural contexts. In this process, the research teams in both countries developed in parallel, text vignettes in which, from their perspective, a breach of a norm regarding a specific aspect of instructional quality was integrated. In an online expert survey, these vignettes were then presented to German and Taiwanese researchers in mathematics education (19 from each country) to investigate whether these experts recognize the integrated breach of a norm. This approach allows researchers to identify potentially different norms of instructional quality in mathematics classrooms. In particular, by means of a specific representation of practice, it became visible how expert norms of responding to students' mathematical thinking can be different from a Taiwanese compared to a German perspective. [ABSTRACT FROM AUTHOR]
- Published
- 2021
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12. Sind Subventionen für Halbleiter zu rechtfertigen?
- Author
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Gropp, Reint and Reifschneider, Alexander
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SEMICONDUCTORS ,SUBSIDIES ,RESEARCH & development ,ARGUMENT - Abstract
Copyright of Perspektiven der Wirtschaftspolitik is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2023
- Full Text
- View/download PDF
13. Sustainable Development Goals in EFL Students' Learning: A Systematic Review
- Author
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Ni Luh Putu Ning Septyarini Putri Astawa, Made Hery Santosa, Luh Putu Artini, and Putu Kerti Nitiasih
- Abstract
Involving the global issues as listed in Sustainable Development Goals (SDGs) in education is necessarily done in the education process, especially in English as a Foreign Language (EFL) learning. Exposure to global issues is known to improve students' understanding, awareness, and ability to solve urgent issues faced by global society. This paper aims to find out the trend of research on the coverage of SDGs in students' learning process. This systematic literature analysis was done by applying Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) Method. A total of 25 studies were recognized through a systematic search by using Sustainability, SDGs, and EFL as keywords. The result shows that the trend of associating SDGs with EFL settings was done mostly in Indonesia. In the recent year 2022, it reached the highest number of studies in the particular matter with 7 total of research. It was also found that the study involving SDGs on EFL learning was mostly done in the tertiary setting, compared with K-12, junior high school, secondary, high school, and other educational institutions. It was also discovered that the specific area of study enhances EFL students' learning achievement, environmental awareness, global citizen values, as well as students' levels of self-norms, beliefs, and self-value.
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- 2024
14. The influence of user interface design on consumer perceptions: A cross-cultural comparison.
- Author
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Cheng, Fei-Fei, Wu, Chin-Shan, and Leiner, Bianca
- Subjects
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ACQUISITION of property , *AROUSAL (Physiology) , *COLOR vision , *CONSUMER attitudes , *COST effectiveness , *INTERNET , *WEB development , *SENSORY perception , *SHOPPING , *USER interfaces - Abstract
With more than 4 billion websites on the World Wide Web, it has become essential for companies, especially those who operate worldwide, to make their websites as appealing as possible for their customer base. This paper intended to provide some insight for companies who want to offer their products online to German and Taiwanese customers. A total of 703 valid responses from participants of both countries were collected in this study. The experimental result revealed significant effect of color and price on the customers' responses. The results also indicated that not only does color have a significant main effect on arousal, but that warm and cool colors influence Taiwanese and German participants to different degrees. Additionally, price resulted in a significantly high level of Perceived Usefulness and Pleasure. This paper can provide great insight to companies who wish to sell their products in one or both of these markets, which admittedly differ greatly from each other, by appropriate interface design of web pages. • Online consumers show different responses toward different website interface design. • Consumers from different country show difference preferences of website background color. • Websites offering lower priced product are preferred by online consumers. [ABSTRACT FROM AUTHOR]
- Published
- 2019
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15. 跨媒體購併指標建構與應用.
- Author
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曾國峰
- Subjects
- *
MERGERS & acquisitions , *MASS media industry , *CONSTRUCTION , *PRESS - Abstract
Under the development of digital convergence, more and more mergers and acquisitions are taking place across media industries. In the past few years, most studies on horizontal mergers and acquisitions examine the concentration ratios or on vertical cases concerning entry barriers that block new entrants. Few research papers have discussed the impact of cross-media merger and acquisition and how to calculate the index. Thus, this paper introduces the experiences of index construction and application from the U.S., Germany, and South Korea, in order to provide a better analysis and concentration measurement index across different media for Taiwan. [ABSTRACT FROM AUTHOR]
- Published
- 2019
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16. Expanded Learning: A Thought Piece about Terminology, Typology, and Transformation
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Noam, Gil G. and Triggs, Bailey B.
- Abstract
What is it about afterschool that gives it so much potential to powerfully influence educational best practices around the world? This paper will explore what truly defines "afterschool" beyond the time- and location-based pedagogy of the term and will make the case for the use of "expanded learning" or "expanded opportunities" as the terms that most clearly describe this critical time of youth learning and development. This paper will explore the cultural and bureaucratic differences countries have that influence how young people spend their time and what those differences say about a country's views on child development and its aspirations for its youth. Beyond an exploration of cultural differences, this paper will also discuss the trends that are influencing our international efforts to shift the view of expanded learning programs beyond a safe place to keep children occupied while their parents work, toward a fundamental space for child development and educational innovation.
- Published
- 2018
17. Education and New Developments 2017
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Carmo, Mafalda
- Abstract
This book contains a compilation of papers presented at the International Conference on Education and New Developments (END 2017), organized by the World Institute for Advanced Research and Science (W.I.A.R.S.). Education, in our contemporary world, is a right since we are born. Every experience has a formative effect on the constitution of the human being, in the way one thinks, feels and acts. One of the most important contributions resides in what and how we learn through the improvement of educational processes, both in formal and informal settings. The International Conference seeks to provide some answers and explore the processes, actions, challenges and outcomes of learning, teaching and human development. The goal is to offer a worldwide connection between teachers, students, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in educational issues. We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on an extensive variety of contributors and presenters, which can supplement our view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons we have many nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. END 2017 received 581 submissions, from 55 different countries, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters, Virtual Presentations and Workshops. The conference accepted for presentation 176 submissions (30% acceptance rate). The conference also includes a keynote presentation from an internationally distinguished researcher, Professor Lizbeth Goodman, Chair of Creative Technology Innovation and Professor of Inclusive Design for Learning at University College Dublin; Founder/Director of SMARTlab, Director of the Inclusive Design Research Centre of Ireland, Founder of The MAGIC Multimedia and Games Innovation Centre, Ireland, to whom we express our most gratitude. This conference addressed different categories inside the Education area and papers are expected to fit broadly into one of the named themes and sub-themes. To develop the conference program we have chosen four main broad-ranging categories, which also covers different interest areas: (1) In TEACHERS AND STUDENTS: Teachers and Staff training and education; Educational quality and standards; Curriculum and Pedagogy; Vocational education and Counseling; Ubiquitous and lifelong learning; Training programs and professional guidance; Teaching and learning relationship; Student affairs (learning, experiences and diversity; Extra-curricular activities; Assessment and measurements in Education. (2) In PROJECTS AND TRENDS: Pedagogic innovations; Challenges and transformations in Education; Technology in teaching and learning; Distance Education and eLearning; Global and sustainable developments for Education; New learning and teaching models; Multicultural and (inter)cultural communications; Inclusive and Special Education; Rural and indigenous Education; Educational projects. (3) In TEACHING AND LEARNING: Educational foundations; Research and development methodologies; Early childhood and Primary Education; Secondary Education; Higher Education; Science and technology Education; Literacy, languages and Linguistics (TESL/TEFL); Health Education; Religious Education; Sports Education. (4) In ORGANIZATIONAL ISSUES: Educational policy and leadership; Human Resources development; Educational environment; Business, Administration, and Management in Education; Economics in Education; Institutional accreditations and rankings; International Education and Exchange programs; Equity, social justice and social change; Ethics and values; Organizational learning and change, Corporate Education. This book contains the results of the research and developments conducted by authors who focused on what they are passionate about: to promote growth in research methods intimately related to teaching, learning and applications in Education nowadays. It includes an extensive variety of contributors and presenters, who will extend our view in exploring and giving their contribution in educational issues, by sharing with us their different personal, academic and cultural experiences. We would like to express thanks to all the authors and participants, the members of the academic scientific committee, and of course, to our organizing and administration team for making and putting this conference together. [This document contains the proceedings of END 2017: International Conference on Education and New Developments (Lisbon, Portugal, June 24-26, 2017).]
- Published
- 2017
18. Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA) (13th, Mannheim, Germany, October 28-30, 2016)
- Author
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International Association for Development of the Information Society (IADIS), Sampson, Demetrios G., Spector, J. Michael, Ifenthaler, Dirk, and Isaias, Pedro
- Abstract
These proceedings contain the papers of the 13th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2016), October 28-30, 2016, which has been organized by the International Association for Development of the Information Society (IADIS), co-organized by the University of Mannheim, Germany, and endorsed by the Japanese Society for Information and Systems in Education (JSISE). The CELDA conference aims to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There have been advances in both cognitive psychology and computing that have affected the educational arena. The convergence of these two disciplines is increasing at a fast pace and affecting academia and professional practice in many ways. These proceedings contain the following keynote lectures: (1) From Digital to Double Blended Learning (Jeroen J. G. van Merrienboer); and (2) Open Educational Resources: Educational Technology as a Driver for Educational Reform? (Michael Kerres). Full papers in these proceedings include: (1) A Service-Learning Project Using Crowdfunding Strategy: Students' Experience and Reflection (Jessnor Elmy Mat-jizat and Khalizul Khalid); (2) Towards a Theory-Based Design Framework for an Effective E-Learning Computer Programming Course (Ian S. McGowan); (3) An Ontology for Learning Services on the Shop Floor (Carsten Ullrich); (4) The Impact of Technology Integration upon Collegiate Pedagogy from the Lens of Multiple Disciplines (Joan Ann Swanson); (5) A Learning Support System Regarding Motion Trigger for Repetitive Motion Having an Operating Instrument (Hiroshi Toyooka, Kenji Matsuura, and Naka Gotoda); (6) Task-Based Assessment of Students' Computational Thinking Skills Developed through Visual Programming or Tangible Coding Environments (Takam Djambong and Viktor Freiman); (7) Framework for Intelligent Teaching and Training Systems--A Study of the Systems (Nikolaj Troels Graf von Malotky and Alke Martens); (8) Mobile Device Usage in Higher Education (Jan Delcker, Andrea Honal, and Dirk Ifenthaler); (9) Features Students Really Expect from Learning Analytics (Clara Schumacher and Dirk Ifenthaler); (10) Music Technology Competencies for Education: A Proposal for a Pedagogical Architecture for Distance Learning (Fátima Weber Rosas, Leticia Rocha Machado, and Patricia Alejandra Behar); (11) Increasing Students' Science Writing Skills through a PBL Simulation (Scott W. Brown, Kimberly A. Lawless, Christopher Rhoads, Sarah D. Newton, and Lisa Lynn); (12) The Effect of Choosing versus Receiving Feedback on College Students' Performance (Maria Cutumisu and Daniel L. Schwartz); (13) The Impact of Middle-School Students' Feedback Choices and Performance on Their Feedback Memory (Maria Cutumisu and Daniel L. Schwartz); (14) Numerical Acuity Enhancement in Kindergarten: How Much Does Material Presentation Form Mean? (Maria Lidia Mascia, Maria Chiara Fastame, Mirian Agus, Daniela Lucangeli, and Maria Pietronilla Penna); (15) A Video Game for Learning Brain Evolution: A Resource or a Strategy? (Luisa Fernanda Barbosa Gomez, Maria Cristina Bohorquez Sotelo, Naydu Shirley Roja Higuera, and Brigitte Julieth Rodriguez Mendoza); (16) Communication Vulnerability in the Digital Age: A Missed Concern in Constructivism (Fusa Katada); (17) Online Learners' Navigational Patterns Based on Data Mining in Terms of Learning Achievement (Sinan Keskin, Muhittin Sahin, Adem Ozgur, and Halil Yurdugul); (18) Amazed by Making: How Do Teachers Describe Their PBL Experience (Dalit Levy and Olga Dor); (19) Group Work and the Impact, If Any, of the Use of Google Applications for Education (Jannat Maqbool); (20) Fractangi: A Tangible Learning Environment for Learning about Fractions with an Interactive Number Line (Magda Mpiladeri, George Palaigeorgiou, and Charalampos Lemonidis); (21) Evaluation of Learning Unit Design with Use of Page Flip Information Analysis (Izumi Horikoshi, Masato Noguchi, and Yasuhisa Tamura); (22) Einstein's Riddle as a Tool for Profiling Students (Vildan Özeke and Gökhan Akçapinar); (23) Exploring Students' E-Learning Effectiveness through the Use of Line Chat Application (Tassaneenart Limsuthiwanpoom, Penjira Kanthawongs, Penjuree Kanthawongs, and Sasithorn Suwandee); (24) Factors Affecting Perceived Satisfaction with Facebook in Education (Penjuree Kanthawongs, Penjira Kanthawongs, and Chaisak Chitcharoen); (25) Interactive Video, Tablets and Self-Paced Learning in the Classroom: Preservice Teachers' Perceptions (Anthia Papadopoulou and George Palaigeorgiou); (26) Cognitive Design for Learning: Cognition and Emotion in the Design Process (Joachim Hasebrook); (27) Investigating the Potential of the Flipped Classroom Model in K-12 Mathematics Teaching and Learning (Maria Katsa, Stylianos Sergis, and Demetrios G. Sampson; (28) Learning Analytics to Understand Cultural Impacts on Technology Enhanced Learning (Jenna Mittelmeier, Dirk Tempelaar, Bart Rienties, and Quan Nguyen); (29) Widening and Deepening Questions in Web-Based Investigative Learning (Akihiro Kashihara and Naoto Akiyama); (30) Year 9 Student Voices Negotiating Digital Tools and Self-Regulated Learning Strategies in a Bilingual Managed Learning Environment (Ulla Freihofner, Simone Smala, and Chris Campbell); (31) Purposeful Exploratory Learning with Video Using Analysis Categories (Meg Colasante); (32) Building a Learning Experience: What Do Learners' Online Interaction Data Imply (Mehmet Kokoç and Arif Altun); (33) Rules for Adaptive Learning and Assistance on the Shop Floor (Carsten Ullrich); and (34) Participation and Achievement in Enterprise MOOCs for Professional Learning (Florian Schwerer and Marc Egloffstein). Short papers included in these proceedings include: (1) Connectivist Communication Networks (Ingolf Waßmann, Robin Nicolay, and Alke Martens); (2) Learning and Skills Development in a Virtual Class of Educommunications Based on Educational Proposals and Interactions (Maria Cristina Bohorquez Sotelo, Brigitte Julieth Rodriguez Mendoza, Sandra Milena Vega, Naydu Shirley Roja Higuera, and Luisa Fernanda Barbosa Gomez); (3) The Relationship among ICT Skills, Traditional Reading Skills and Online Reading Ability (I-Fang Liu and Hwa-Wei Ko); (4) Towards Concept Understanding Relying on Conceptualisation in Constructivist Learning (Farshad Badie); (5) E-Learning in Chemistry Education: Self-Regulated Learning in a Virtual Classroom (Rachel Rosanne Eidelman and Yael Shwartz); (6) Relationship of Mobile Learning Readiness to Teacher Proficiency in Classroom Technology Integration (Rhonda Christensen and Gerald Knezek); (7) Human Computer Interaction (HCI) and Internet Residency: Implications for Both Personal Life and Teaching/Learning (Linda Crearie); (8) A Portfolio for Optimal Collaboration of Human and Cyber Physical Production Systems in Problem-Solving (Fazel Ansari and Ulrich Seidenberg); (9) Innovative Collaborative Learning Strategies for Integrated Interactive E-Learning in the 21st Century (Barbara Son); (10) Educational Criteria for Evaluating Simple Class Diagrams Made by Novices for Conceptual Modeling (Mizue Kayama, Shinpei Ogata, David K. Asano, and Masami Hashimoto); (11) Digital Natives and Digital Divide: Analysing Perspective for Emerging Pedagogy (Uriel U. Onye and Yunfei Du); (12) E-Learning System Using Segmentation-Based MR Technique for Learning Circuit Construction (Atsushi Takemura); (13) Students' Google Drive Intended Usage: A Case Study of Mathematics Courses in Bangkok University (Krisawan Prasertsith, Penjira Kanthawongs, and Tan Limpachote); (14) An Empirical Study on the Impact of Self-Regulation and Compulsivity towards Smartphone Addition of University Students (Penjira Kanthawongs, Felicito Angeles Jabutay, Ruangrit Upalanala, and Penjuree Kanthawongs); (15) Adaptive Game Based Learning Using Brain Measures for Attention--Some Explorations (Jelke van der Pal, Christopher Roos, Ghanshaam Sewnath, and Christian Rosheuvel); (16) Evaluation of the Course of the Flight Simulators from the Perspective of Students and University Teachers (Feyzi Kaysi, Bünyamin Bavli and Aysun Gürol); (17) Development of Critical Thinking with Metacognitive Regulation (Yasushi Gotoh); (18) Enacting STEM Education for Digital Age Learners: The "Maker" Movement Goes to School (Dale S. Niederhauser and Lynne Schrum); (19) New Scenarios for Audience Response Systems in University Lectures (Daniel Schön, Stephan Kopf, Melanie Klinger, and Benjamin Guthier); (20) Academic Retention: Results from a Study in an Italian University College (Maria Lidia Mascia, Mirian Agus, Maria Assunta Zanetti, Eliano Pessa, and Maria Pietronilla Penna); and (21) Learning How to Write an Academic Text: The Effect of Instructional Method and Reflection on Text Quality. Reflection papers in these proceedings include: (1) Teachers' Attitude towards ICT Use in Secondary Schools: A Scale Development Study (Mehmet Kemal Aydin, Ali Semerci, and Mehmet Gürol); and (2) Inventing the Invented for STEM Understanding (Alicia Stansell, Tandra Tyler-Wood, and Christina Stansell). An author index is included. Individual papers contain references.
- Published
- 2016
19. Interorganizational Learning: A Bibliometric Review and Research Agenda
- Author
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Anand, Amitabh, Brøns Kringelum, Louise, Øland Madsen, Charlotte, and Selivanovskikh, Louisa
- Abstract
Purpose: Scholarly interest in interorganizational learning (IOL) has spiked in the past decade because of its potential to absorb, transfer and create valuable knowledge for enhanced innovative performance and sustained competitive advantage. However, only a handful of review studies exists on the topic. The evolution of IOL has not been studied explicitly and there is a lack of understanding of the field trends. To fill this gap, this paper aims to comprehensively review the literature on IOL and map its evolution and trends using bibliometric techniques. In particular, the authors use visualization of science mapping freeware to systematize the findings and interpret the results. Design/methodology/approach: The authors synthesize the findings using "evaluative bibliometric techniques" to identify the quality and quantity indicators of the IOL research and use "relational bibliometric techniques" to determine the structural indicators of the IOL field such as the intellectual foundations and emerging research themes of IOL research. Findings: Through an analysis of 208 journal publications obtained from the Scopus database, the authors determine the leading authors, countries, highly cited papers and their contributions to the IOL literature. By identifying the key hotspots, intellectual foundations and emerging trends of IOL, the authors provide promising avenues in IOL research. Originality/value: To the best of the knowledge, this study is the first to systematically review the IOL literature and provide future research directions.
- Published
- 2021
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20. Female Political Leadership Styles as Shown on Instagram during COVID-19
- Author
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García-Beaudoux, Virginia, Berrocal, Salomé, D'Adamo, Orlando, and Bruni, Leandro
- Abstract
This paper explores the leadership styles of fourteen elected female politicians in executive government positions, as communicated through the official Instagram accounts that were in use during the COVID-19 pandemic. Seven of them are, or were, heads of government, six are or were mayors, and one is the president of an autonomous region in Spain. These women are Angela Merkel (Germany), Jacinda Ardern (New Zealand), Sanna Marin (Finland), Mette Frederiksen (Denmark), Erna Solberg (Norway), Katrin Jakobsdottir (Iceland), Tsai Ing-Wen (Taiwan), Anne Hidalgo (Paris), Virginia Raggi (Rome), Ada Colau (Barcelona), Claudia López (Bogotá), Claudia Sheinbaum (Mexico City), London Breed (San Francisco) and Isabel Díaz Ayuso (Madrid Region). A comparative content analysis of 2,330 units was conducted over a 6-month period. The study analyses the hard or soft leadership style conveyed by the women politicians selected in relation to four variables: political ideology, generational affiliation, level of government and techniques used in communication. The results show that the values of the variables affect leadership styles; therefore, the assumption that all female politicians have a single leadership style is erroneous and related to gender stereotyping.
- Published
- 2023
21. Insights into Accounting Education in a COVID-19 World
- Author
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Sangster, Alan, Stoner, Greg, and Flood, Barbara
- Abstract
This paper presents a compilation of personal reflections from 66 contributors on the impact of, and responses to, COVID-19 in accounting education in 45 different countries around the world. It reveals a commonality of issues, and a variability in responses, many positive outcomes, including the creation of opportunities to realign learning and teaching strategies away from the comfort of traditional formats, but many more that are negative, primarily relating to the impact on faculty and student health and well-being, and the accompanying stress. It identifies issues that need to be addressed in the recovery and redesign stages of the management of this crisis, and it sets a new research agenda for studies in accounting education.
- Published
- 2020
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22. Predictors of Future Mathematics Teachers' Readiness to Teach: A Comparison of Taiwan, Germany, and the United States
- Author
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Wang, Ting-Ying, Hsieh, Feng-Jui, and Tang, Shu-Jyh
- Abstract
This study uses data from TEDS-M to explore and compare possible individual-based and institutional-based predictors of future secondary mathematics teachers' readiness to teach in Taiwan, Germany, and the United States. Across the three countries, future teachers' intrinsic motivation to become teachers and the consistency of courses arrangement in the institutions where they studied were significant predictors of teaching readiness. Future teachers' highest grade level of mathematics studied at secondary school was a predictor of teaching readiness only in Taiwan, whereas the motivation derived from the empathy of prior learning experience was a predictor of teaching readiness in Germany and the United States, but not in Taiwan. [For the complete proceedings, see ED597799.]
- Published
- 2014
23. CALL: Using, Learning, Knowing. Proceedings of the 2012 EUROCALL Conference (Gothenburg, Sweden, August 22-25, 2012)
- Author
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Research-publishing.net (France), Bradley, Linda, and Thouësny, Sylvie
- Abstract
For the first time, the annual conference of the European Association for Computer-Assisted Language Learning (EUROCALL) took place in Sweden. The conference took place at the Faculty of Education on historic ground on the old fortification walls of Carolus Dux from the 17th century right in the centre of the city. This year's host comprised the University of Gothenburg in collaboration with Chalmers University of Technology. The local committee members represented three collaborating institutions: "Faculty of Education, the University of Gothenburg"; "Department of Languages and Literatures, the University of Gothenburg"; and "Division for Language and Communication, Chalmers University of Technology." This year's conference theme was "CALL: using, learning, knowing." The conference seeked to establish the current state of the art, how using technologies shape what and how we learn, and what we consider we know from research and development within CALL. These three dimensions are in a continuous fux and interplay as an upward spiral, contributing together to create a dynamic learning experience for the student. There were presentations presented at the conference. 59 of these were submitted as extended papers and appear in this volume of proceedings. An author index is included. (Individual papers contain references.)
- Published
- 2012
24. A Comparative Study of the Relationship between Social Dimension of Web 2.0 Technologies and E-Learning: Students' View in Germany and Taiwan
- Author
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Ahrens, Andreas, Wen, Melody Ling-Yu, Huang, Ya-Hui, Zascerinska, Jelena, and Bassus, Olaf
- Abstract
The social dimension of Web 2.0 penetrates our society more thoroughly with the availability of broadband services. Aim of the following paper is to analyze the students' view on the relationship between social dimension of Web 2.0 technologies and e-learning within education. The meaning of the key concept of social dimension of Web 2.0 is studied. Moreover, the study demonstrates how the key concept is related to the idea of e-learning. Research methodology is based on the theoretical findings on the social dimension of Web 2.0 (Vossen, 2009; Tapscott, Williams, 2006; Berners-Lee, 2000) and the relationship between social dimension of Web 2.0 technologies and e-learning (Maslo, 2007; Zascerinska, 2009a). The methodological foundation of the present research for the comparative analysis of the students' view on the relationship between social dimension of Web 2.0 technologies and e-learning is formed by the System-Constructivist theory. The present empirical research was conducted during the implementation of Bachelor's programmes at the Faculty of Business and Engineering at Wismar University, University of Technology, Business and Design, Germany, and the nationwide of Taiwan. The comparative study results suggest that the students in Taiwan have a higher level of the positive view on the relationship between social dimension of Web 2.0 technologies and e-learning than the engineering and business students of Wismar University in Germany. The findings of the research allow putting forth the following hypothesis for further studies: in order to increase the students' e-learning within the social dimension of Web 2.0 it is necessary to promote the students' use of the social dimension of Web 2.0 for organizational and professional purposes, as well as to create a favourable learning environment which supports learners' needs and provides successful e-learning within the social dimension of Web 2.0 in a multicultural environment. (Contains 3 tables and 2 figures.)
- Published
- 2010
25. Elementary School Students' Length Estimation Skills—Analyzing a Multidimensional Construct in a Cross-Country Study.
- Author
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Hoth, Jessica, Heinze, Aiso, Huang, Hsin-Mei E., Weiher, Dana Farina, Niedermeyer, Inga, and Ruwisch, Silke
- Subjects
SCHOOL children ,FACTOR structure ,EXPLORATORY factor analysis ,CONFIRMATORY factor analysis ,RESEARCH questions - Abstract
Measurement estimation skills are relevant for our everyday life and should be addressed in the mathematics classroom. Although students' measurement estimation skills were examined in several empirical studies, a structure model to describe these skills is still missing. The current research aimed at analyzing the structure of length estimation skills as one basic measurement estimation skill. Taking into account the different kinds of estimation situations, a test on length estimation skills was developed and administered in two contrasting samples of 3rd- and 4th-grade students from Germany and Taiwan in two studies. Study 1 (N = 248) followed an exploratory approach to analyze the structure of length estimation skills (research question 1). Exploratory factor analysis suggested a 3-dimensional model of length estimation skills, dividing the dimensions (1) estimating lengths of small objects, (2) estimating lengths of objects that are not small but touchable, and (3) estimating lengths of objects that are not small and not touchable. This 3-dimensional structure could be confirmed using confirmatory factor analyses in study 2 (N = 903). In addition, the test on students' length estimation skills proved to be partially measurement invariant across the two groups (research question 2). The cross-national comparison (research question 3) revealed differences between Taiwanese and German students' length estimation skills that correspond to the educational traditions in each country. Taiwanese students reached better results on the dimensions small as well as not small and touchable while German students were ahead in the dimension not small and not touchable. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
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26. The Crisis of the Publics: An International Comparative Discussion on Higher Education Reforms and Possible Implications for US Public Universities
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University of California, Berkeley, Center for Studies in Higher Education, King, Judson C., Douglass, John Aubrey, and Feller, Irwin
- Abstract
To frame the larger research agenda requires an intimate blending of knowledge of the situations of foreign research universities and those of public research universities in the United States. The first step was to bring together for a two-day symposium a group of scholars and practitioners, some with deep and varied knowledge of United States public research universities and others with specific knowledge of the university systems and recent changes in pertinent foreign countries. The purpose of the symposium was to share comparative information and analysis, to discuss major issues facing national and supranational systems of higher education and the role of research universities, and to identify the most promising avenues for further investigation. The symposium was focused on a group consisting largely of economically developed countries and regions that are important exemplars or locales for consideration of reform or alternative systems from those of the U. S. Considerations were structured around four major policy areas, including: (1) Fees and Finance; (2) Access, Quality and Accountability; (3) Science and Technology; and (4) Organization and Governance. Participants (a list of whom is in Appendix 1) provided working papers on assigned topics related to one or more of the four policy areas, or were asked to comment on the papers and the short presentations. This narrative provides a summary of the symposium proceedings, attempting to capture the gist of what was a varied and thought-provoking set of presentations and discussions. Presentations include the following: (1) Introduction (Chancellor Robert Birgeneau and C. Judson King); (2) OECD Perspective on Major International Issues Affecting Public Higher Education (Chaired by David Breneman and participated by Stephan Vincent-Lancrin); (3) Environmental Scan of U.S. Public Higher Education--Issues and Trends (Chaired by Ahmed Bawa and participated by Irwin Feller and Robert Berdahl); (4) Environmental Scan of Higher Education in Europe--Approaches and Trends (Chaired by John Aubrey Douglass Marijk van der Wende and participated by Michael Shattock, Wilhelm Krull, and Daniel Fallon); (5) Environmental Scan of Higher Education in the Pacific Region--Approaches and Trends (Chaired by Otto C. C. Lin and participated by Philip Altbach, Wan-Hua Ma, and Rory Hume); (6) Comparative Approaches to Financing of Public Higher Education (Chaired by Sheldon Rothblatt and participated by David Palfreyman, Katharine Lyall, and David Breneman); (7) Comparative Approaches to Access and Marketing: Undergraduate Education and Degree Production (Chaired by Steven Brint and participated by John Aubrey Douglass, Kerstin Eliasson, and Grant Harman); (8) Science and Technology Initiatives and Strategies for Economic Development (Chaired by Irwin Feller and participated by Otto C. C. Lin, Henry Etzkowitz, Taizo Yakushiji, and John Zysman); (9) Comparative Approaches to Governance and Management of Higher Education Systems (Chaired by Katharine Lyall and participated by Christine Musselin, Jeroen Huisman, and C. Judson King); and (10) Reflection on Discussion and Targets for Further Research (Delivered by Robert Berdahl, Taizo Yakushiji, Daniel Fallon and John Zysman). Appendices include: (1) List of Symposium Participants; and (2) References and Resources. (Lists 4 resources.)
- Published
- 2007
27. Learning cities on the move.
- Author
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Kearns, Peter
- Published
- 2015
28. Proceedings of the Conference of the International Group for the Psychology of Mathematics Education (30th, Prague, Czech Republic, July 16-21, 2006). Volume 2
- Author
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International Group for the Psychology of Mathematics Education., Novotna, Jarmila, Moraova, Hana, Kratka, Magdalena, and Stehlikova, Nad'a
- Abstract
This document contains the second volume of the proceedings of the 30th Annual Conference of the International Group for the Psychology of Mathematics Education. Conference presentations are centered around the theme "Mathematics at the Centre." This volume features 60 research reports by presenters with last names beginning between Abr and Dri: (1) The Odds of Understanding the Law of Large Numbers: A Design for Grounding Intuitive Probability in Combinatorial Analysis (Dor Abrahamson and Rose M. Cendak); (2) Imaginary-Symbolic Relations, Pedagogic Resources and the Constitution of Mathematics for Teaching in In-Service Mathematics Teacher Education (Jill Adler and Zain Davis); (3) Relationship between Pre-Service Mathematics Teachers' Teaching and Learning Beliefs and Their Practices (Hatice Akkoc and Feral Ogan-Bekiroglu); (4) Teachers' Awareness of Dimensions of Variation: A Mathematics Intervention Project (Thabit Al-Murani); (5) The Student Teacher and the Others: Multimembership on the Process of Introducing Technology in the Classroom (Nelia Amado and Susana Carreira); (6) Improving Student Teachers' Understanding of Fractions (Solange Amorim Amato); (7) Autodidactic Learning of Probabilistic Concepts through Games (Miriam Amit and Irma Jan); (8) Graduate Students' Processes in Generating Examples of Mathematical Objects (Samuele Antonini); (9) Reasoning in an Absurd World: Difficulties with Proof by Contradiction (Samuele Antonini and Maria Alessandra Mariotti); (10) Will Penelope Choose Another Bridegroom? Looking for an Answer through Signs (Ferdinando Arzarello, Luciana Bazzini, Francesca Ferrara, Ornella Robutti, Cristina Sabena, and Bruna Villa); (11) Motivation and Perceptions of Classroom Culture in Mathematics of Students across Grades 5 to 7 (Chryso Athanasiou and George N. Philippou); (12) Deductive Reasoning: Different Conceptions and Approaches (Michal Ayalon and Ruhama Even); (13) The Tendency to Use Intuitive Rules among Students with Different Piagetian Cognitive Levels (Reuven Babai); (14) Coming to Appreciate the Pedagogical Uses of CAS (Lynda Ball and Kaye Stacey); (15) Students' Conceptions of "m" and "c": How to Tune a Linear Function (Caroline Bardini and Kaye Stacey); (16) A Contradiction between Pedagogical Content Knowledge and Teaching Indications (Ibrahim Bayazit and Eddie Gray); (17) Identifying and Supporting Mathematical Conjectures through the Use of Dynamic Software (David Benitez Mojica and Manuel Santos Trigo); (18) Students Constructing Representations for Outcomes of Experiments (Palma Benko and Carolyn A. Maher); (19) Logarithms: Snapshots from Two Tasks (Tanya Berezovski and Rina Zazkis); (20) Trying to Reach the Limit--The Role of Algebra in Mathematical Reasoning (Christer Bergsten); (21) Semiotic Sequence Analysis--Constructing Epistemic Types Empirically (Angelika Bikner-Ahsbahs); (22) Service Teaching: Mathematical Education of Students of Client Departments (Erhan Bingolbali, John Monaghan, and Tom Roper); (23) Students' Thinking about the Tangent Line (Irene Biza, Constantinos Christou, and Theodossios Zachariades); (24) Habermas' Theory of Rationality as a Comprehensive Frame for Conjecturing and Proving in School (Paulo Boero); (25) Extending Students' Understanding of Decimal Numbers via Realistic Mathematical Modeling and Problem Posing (Cinzia Bonotto); (26) Different Media, Different Types of Collective Work in Online Continuing Teacher Education: Would You Pass the Pen, Please? (Marcelo C. Borba and Rubia B. A. Zulatto); (27) Reformulating "Mathematical Modelling" in the Framework of the Anthropological Theory of Didactics (Marianna Bosch, Fco. Javier Garcia, Josep Gascon, and Luisa Ruiz Higueras); (28) Students' Impressions of the Value of Games for the Learning of Mathematics (Leicha A. Bragg); (29) The Transition from Arithmetic to Algebra: To Reason, Explain, Argue, Generalize and Justify (Trygve Breiteig and Barbro Grevholm); (30) Resisting Reform Pedagogy: Teacher and Learner Contributions (Karin Brodie); (31) Manifestations of Affordances of a Technology-Rich Teaching and Learning Environment (TRTLE) (Jill P. Brown); (32) Types of Representations of the Number Line in Textbooks (Alicia Bruno and Noemi Cabrera); (33) Educational Neuroscience: New Horizons for Research in Mathematics Education (Stephen R. Campbell); (34) Variability in a Probability Context: Developing Pre-Service Teachers' Understanding (Daniel L. Canada); (35) Implementing a Reform-Oriented Mathematics Syllabus: A Survey of Secondary Teachers (Michael Cavanagh); (36) Student's Modelling with a Lattice of Conceptions in the Domain of Linear Equations and Inequations (Hamid Chaachoua, Marilena Bittar, and Jean-Francois Nicaud); (37) Using Reading and Coloring to Enhance Incomplete Prover's Performance in Geometry Proof (Ying-Hao Cheng and Fou-Lai Lin); (38) Aspects of Teachers' Pedagogical Content Knowledge for Decimals (Helen Chick, Monica Baker, Thuy Pham, and Hui Cheng); (39) Collaborative Action Research on Implementing Inquiry-Based Instruction in an Eighth Grade Mathematics Class: An Alternative Mode for Mathematics Teacher Professional Development (Erh-Tsung Chin, Yung-Chi Lin, Yann-Tyng Ko, Chi-Tung Chien, and Hsiao-Lin Tuan); (40) Routine and Novel Mathematical Solutions: Central-Cognitive or Peripheral-Affective Participation in Mathematics Learning (Mei-Shiu Chiu); (41) The Role of Self-Generated Problem Posing in Mathematics Exploration (Victor V. Cifarelli and Jinfa Cai); (42) A Longitudinal Study of Children's Mental Computation Strategies (Barbara Clarke, Doug M. Clarke, and Marj Horne); (43) Assessing Fraction Understanding Using Task-Based Interviews (Doug M. Clarke, Michal Sukenik, Anne Roche, and Annie Mitchell); (44) Evaluation of a Teaching Concept for the Development of Problem Solving Competences in Connection with Self-Regulation (Christina Collet and Regina Bruder); (45) Developing Probability Thinking in Primary School: A Case Study on the Constructive Role of Natural Language in Classroom Discussions (Valeria Consogno, Teresa Gazzolo, and Paulo Boero); (46) Collaboration with Teachers to Improve Mathematics Learning: Pedagogy at Three Levels (Tom J. Cooper, Annette R. Baturo, and Edlyn J. Grant); (47) "Aim High--Beat Yourself": Effective Mathematics Teaching in a Remote Indigenous Community (Tom J. Cooper, Annette R. Baturo, Elizabeth Warren, and Edlyn J. Grant); (48) Development of Children's Understanding of Length, Area, and Volume Measurement Principles (Margaret Curry, Michael Mitchelmore, and Lynne Outhred; (49) Mathematics-for-Teaching: The Cases of Multiplication and Division (Brent Davis, Elaine Simmt, and Dennis Sumara); (50) Generative Concept Images (Gary E. Davis and Catherine A. Pearn); (51) Developmental Assessment of Data Handling Performance Age 7-14 (Pauline Davis, Maria Pampaka, Julian Williams, and Lawrence Wo); (52) The Effect of Different Teaching Tools in Overcoming the Impact of the Intuitive Rules (Eleni Deliyianni, Eleni Michael, and Demetra Pitta-Pantazi); (53) Investigating Social and Individual Aspects in Teacher's Approaches to Problem Solving (Fien Depaepe, Erik De Corte, and Lieven Verschaffel); (54) Maths Avoidance and the Choice of University (Pietro Di Martino and Francesca Morselli); (55) Primary Students' Reasoning about Diagrams: The Building Blocks of Matrix Knowledge (Carmel M. Diezmann); (56) Integrating Errors into Developmental Assessment: "Time" for Ages 8-13 (Brian Doig, Julian Williams, Lawrence Wo, and Maria Pampaka); (57) Vygotsky's Everyday Concepts/Scientific Concepts Dialectics in School Context: A Case Study (Nadia Douek); (58) Creating Mathematical Models with Structures (Katherine Doyle); (59) Mechanisms for Consolidating Knowledge Constructs (Tommy Dreyfus, Nurit Hadas, Rina Hershkowitz, and Baruch Schwarz); and (60) Reconciling Factorizations Made with CAS and with Paper-and-Pencil: The Power of Confronting Two Media (Paul Drijvers, Carolyn Kieran, Andre Boileau, Fernando Hitt, Denis Tanguay, Luis Saldanha, and Jose Guzman). (Individual papers contain references.)
- Published
- 2006
29. What the World Chemical Community Thinks about the Concept of Physical and Chemical Change?
- Author
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Palmer, W. P.
- Abstract
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.
- Published
- 1996
30. Vocational-Technical Education Reforms in Germany, Netherlands, France and U.K. and Their Implications to Taiwan.
- Author
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Lee, Lung-Sheng
- Abstract
Three major models of vocational education and training provision for the 16- to 19-year-old age group have been identified: schooling model, which emphasizes full-time schooling until age 18; dual model, which involves mainly work-based apprenticeship training with some school-based general education; and mixed model. Germany is an exemplar of the dual model; the Netherlands and France provide the schooling model; provision in the United Kingdom (UK) is the mixed model. Although the dual system will continue to dominate the secondary vocational-technical education and training in Germany, German full-time vocational schools may be gradually incorporated into general education. More and more university students in Germany seek two-fold qualification--university studies and practical vocational training--to enhance their job prospects. In the Netherlands, some measures, such as encouraging more employers' organizations, trade unions, and industry involvement, have been taken to reform the senior secondary vocational school system. No significant recent reform efforts are found in France. The former polytechnics in the UK recently changed their name to universities to expand their capacities for student recruitment and program offerings. The implication for secondary and postsecondary vocational-technical education in Taiwan is that it is too school-based to adapt to the labor market and that there is a need for stronger links with the labor market. (Contains 15 references.) (YLB)
- Published
- 1994
31. Air kerma standard and measurement comparison on source strength determination for high-dose rate 192Ir brachytherapy in Taiwan.
- Author
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Lee, Jeng-Hung, Su, Shi-Hwa, Hsieh, Ming-Tsung, Chen, Ing-Jane, Liang, Ji-An, and Hsu, Shih-Ming
- Subjects
RADIOISOTOPE brachytherapy ,RESEARCH institutes ,STANDARDS - Abstract
This paper describes the establishment by the Institute of Nuclear Energy Research (INER, Taiwan) of the reference air kerma rate (RAKR) calibration standard for measurement of high-dose rate (HDR) 192Ir brachytherapy source strength. A bilateral comparison has been made in the RAKR standards for HDR 192Ir brachytherapy sources at the INER and Physikalisch-Technische Bundesanstalt (PTB, Germany) and the measurement difference was within the overall standard uncertainty and showed good agreement between the two calibration standard systems established at the INER and the PTB. Besides, INER also worked with 20 domestic hospitals to organise an on-site measurement comparison programme to explore the status of HDR 192Ir brachytherapy source strength determination in Taiwan. The comparison results presented the ratios of RAKR with vendor values, as determined by INER and hospitals from the programme. The ratios fall in all cases within the ±3 % guaranteed by the vendors for a coverage factor of k=2 or at 95 % confidence level. [ABSTRACT FROM PUBLISHER]
- Published
- 2011
- Full Text
- View/download PDF
32. Bibliometric Analysis of the Research on Seamless Learning
- Author
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Talan, Tarik
- Abstract
Seamless learning has a significance that has been increasing in recent years, and an increasing number of studies on the subject in the literature draws attention. This study aimed to examine the research on seamless learning between 1996 and 2020 with the bibliometric analysis method. The Scopus database was used in the collection of the data. After various screening processes, a total of 389 publications were included in the analysis. Descriptive analysis and bibliometric analysis were used in the analysis of the data. The distribution of publications by years, types of publications, sources, and languages were analyzed in the research. Additionally, visual maps were created with analyses of co-author, cocitation, and co-word. At the end of the study, it was seen that there has been an increase in the number of publications from the past to the present, articles and papers were predominant, and that most of the studies were carried out in English. As a result of bibliometric analysis, it was concluded that the most efficient countries in seamless learning were the United Kingdom, the United States, and Singapore. Also, it has been determined that the National Institute of Education, Center for International Education and Exchange, and Kyushu University institutions are dominant. The most frequently mentioned authors cited in studies in many different fields are M. Sharples, L.-H. Wong, and H. Ogata. According to the co-word analysis, the keywords seamless learning, mobile learning, ubiquitous learning, and mobile-assisted language learning stand out in the field of seamless learning.
- Published
- 2021
33. School Leadership That Supports Health Promotion in Schools: A Systematic Literature Review
- Author
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Adams, Donnie, Lok Tan, King, Sandmeier, Anita, and Skedsmo, Guri
- Abstract
Objective: Schools are important settings for health promotion. In schools, children and adolescents can be reached regardless of their social background, which represents a unique opportunity for promoting health. Several studies have demonstrated the importance of school leadership in initiating and sustaining health promotion; however, efforts to systematically review the influence of school leadership on school health promotion are still lacking. Hence, this paper analyses empirical studies published in scientific journals on school leadership and health promotion in schools. Design: Systematic literature review. Method: Informed by the Preferred Reporting Items for Systematic Reviews and Meta-Analysis guidelines, a review was conducted using two main databases: Web of Science and Scopus, which retrieved 51 eligible articles. Results: The review of these articles resulted in the identification of seven main themes -- school leaders' health; attitudes, knowledge and behaviour; accountability; support from school leaders; shared leadership approaches; capacity building and parent engagement. Conclusion: This systematic literature review expands the literature by highlighting the school leadership factors that promote school health promotion in Oceania, Europe, North America, South America, Africa and Asia continents. Future systematic literature reviews could explore studies and different aspects of health promotion by teachers, especially in the Asian context.
- Published
- 2023
- Full Text
- View/download PDF
34. Dilemmas around temporariness and transnational recruitment agencies: the case of migrant caregivers in Taiwan and Germany.
- Author
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Marchetti, Sabrina, Geymonat, Giulia Garofalo, and Di Bartolomeo, Anna
- Subjects
CAREGIVERS ,MIGRANT labor ,EMIGRATION & immigration ,TRANSNATIONALISM ,ELDER care ,POPULATION aging - Abstract
The precarious nature of caregivers' migration is one of the fundamental characteristics of the growing marketisation of home-based care at the transnational level. Against this background, scholars have dedicated increasing attention to the role of private actors involved in the transnational recruitment/employment of migrant caregivers, such as the for-profit agencies, asking whether these intermediaries are a good or a bad thing. In order to understand the dilemmas facing this complex scenario, we interviewed trade unionists, activists, and academic experts in Taiwan and Germany, both of which are countries where the growing care needs of the ageing population are addressed by employing caregivers from abroad. In these interviews, research participants in both countries strongly criticised the emergence of transnational agencies as influential actors in the field and accused them of reproducing an exploitative temporariness of work for migrant caregivers and of the care services they provide, grounded in the temporary dimension of their mobility patterns. The research participants also evaluated the current situation as they tried to imagine alternative arrangements. Advocates for migrant caregivers' rights expressed intense frustration at the widespread acceptance of today's situation but they also suggested that other forms of intermediaries and of temporariness might be developed. [ABSTRACT FROM AUTHOR]
- Published
- 2022
- Full Text
- View/download PDF
35. Social engagement for mental health: An international survey of older populations.
- Author
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Yen, Hsin‐Yen, Chi, Mei‐Ju, and Huang, Hao‐Yun
- Subjects
SOCIAL participation ,GENDER role ,STATISTICS ,CONFIDENCE ,CROSS-sectional method ,SOCIAL networks ,MENTAL health ,POPULATION geography ,SATISFACTION ,REGRESSION analysis ,SURVEYS ,COMPARATIVE studies ,PHYSICAL activity ,T-test (Statistics) ,LONELINESS ,MENTAL depression ,QUESTIONNAIRES ,DESCRIPTIVE statistics ,PEOPLE with disabilities ,SOCIODEMOGRAPHIC factors ,DATA analysis ,DATA analysis software ,SECONDARY analysis ,EDUCATIONAL attainment ,OLD age - Abstract
Background and purpose: Social engagement is an important active aging strategy to promote older adults' mental health. The purposes of this study were to compare social engagement in older populations around the world and explore associations with mental health outcomes. Materials and methods: An international cross‐sectional survey was conducted from 2017 to 2019. Data were retrieved from The International Social Survey Programme for a secondary data analysis across 30 countries. This study applied the Taxonomy of Social Activities and its six levels as operational definitions for a consistent concept of social engagement for international comparisons. Results: In total, 9403 older adults with a mean age of 72.85 ± 6.40 years responded. The highest levels of older adults' social engagement were found in Switzerland, Thailand, and New Zealand. Older adults of a higher age, with a lower educational level, who were permanently sick or disabled, who had no partner, who were widowed or whose civil partner had died, who lived alone, and who had lower self‐placement in society had significantly lower social engagement than did their counterparts. In the regression model, older adults' social engagement positively predicted general health, self‐accomplishment, and life satisfaction, but negatively predicted loneliness and depression. Conclusions: In aging societies worldwide, encouraging older adults' social engagement would be beneficial to promote mental health. Implications for nursing practice and health policies: Community professional nurses can develop strategies of social engagement based on the needs and sociodemographic factors of older adults to improve their mental health. Developing efficient strategies and local policies by learning from successful experiences in other countries is important to promote social engagement in aging societies. [ABSTRACT FROM AUTHOR]
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- 2022
- Full Text
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36. The Application of Augmented Reality in Online Education: A Review of Studies Published in Selected Journals from 2003 to 2012
- Author
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Tsai, Chia-Wen, Shen, Pei-Di, and Fan, Ya-Ting
- Abstract
In this paper, the authors reviewed the empirical augmented reality (AR) and online education studies, and those focused on designing or development of AR to help students learn, published in SSCI, SCI-EXPANDED, and A&HCI journals from 2003 to 2012. The authors in this study found that the number of AR and online education studies has significantly increased since 2009. Based on this review, it is found that contributors from Spain, Romania, Taiwan, and Germany had the most publications on AR and online education during 2003 to 2012. Moreover, the analysis of these selected papers reveals that most empirical AR and online education studies were conducted at universities, as well as in computer science courses. Furthermore, the quantitative research method was used more in the reviewed papers. The findings and analysis from this review may provide potential directions and insights for future AR and online education research.
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- 2014
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37. 臺灣、德國小學校規之文本分析與比較 以當代臺、德各20所小學之校規為例.
- Author
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余曉雯
- Subjects
SCHOOL rules & regulations ,PRIMARY schools ,PUNISHMENT ,CONFLICT management ,INTERPERSONAL conflict - Abstract
Copyright of Educational Review (1563-3527) is the property of National Kaohsiung Normal University, Department of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2022
- Full Text
- View/download PDF
38. Learning English as an L2 in the Global Context: Changing English, Changing Motivation
- Author
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Sung, Chit Cheung Matthew
- Abstract
As the English language has become a global lingua franca today, it is not surprising that changes in attitudes and perceptions towards learning English in the international context have taken place at the same time. In this paper, I critically examine the notion of "integrative motivation" in the literature of second language (L2) learning with respect to the changing role of the English language in the global context. In particular, this paper attempts to re-conceptualise the notion of integrative motivation by considering the results of recent empirical research on L2 motivation. It is argued that the predominant motivation of learning English among most L2 learners is no longer concerned with "integration" in the target native English-speaking culture, but with the construction of a "bi-cultural" or "world citizen" identity, as well as identification with the international community. The paper ends by suggesting new ways of understanding the concept of motivation in L2 learning in today's global context.
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- 2013
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39. Development of a Legal Framework for Climate Change in Taiwan: Lessons from Europe and Germany.
- Author
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Anton Ming-Zhi Gao
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CLIMATE change ,RENEWABLE energy sources ,GREENHOUSE gases prevention ,EMISSIONS (Air pollution) ,GOVERNMENT policy ,CONSERVATION of natural resources - Abstract
To combat climate change, many countries are eager to develop emissions reduction policies and adopt related legislation. When we examine the measures taken around the world, the European Union is playing a leading role in the establishment of the climate change policy and an associated legal framework. The importance of the role of the European Union is demonstrated not only by the fact that it was the first region to adopt cap-and-trade for greenhouse gas emissions, but also by its prominent role in promoting renewable energy and encouraging energy efficient behavior. Experience from Europe and its Member States can provide invaluable lessons for Asian countries, including Taiwan. Because of its unclear international status, Taiwan is not a formal member state of either UNFCCC or the Kyoto Protocol, but has long been voluntarily participating in the discussion and implementation of emission reduction targets as an obligation of "non-Annex I" countries. For instance, immediately after the Copenhagen Accord, Taiwan proposed its Nationally Appropriate Mitigation Actions (NAMAs) and its implementation comprehensive policy framework, referred to as the "2010 Master Plan on Energy Conservation and Emission Reduction." However, according to the recent statistics on GHG emissions, Taiwan's emission reduction efforts continue to be inadequate. Therefore, in order to understand the weaknesses in Taiwan's climate change policy and legal framework, this article will investigate the European experience in the hope of discovering some key factors that can improve Taiwan's success in this regard. [ABSTRACT FROM AUTHOR]
- Published
- 2013
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40. CALENDAR.
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ADULT education workshops ,EDUCATIONAL technology ,CONFERENCES & conventions ,UBIQUITOUS computing - Abstract
A calendar of computer-related events for January to November 2010 is presented which includes the IEEE International Workshop on Wireless, Mobile and Ubiquitous Technology in Education in Kaohsiung, Taiwan, the PerCom 2010 International Conference on Pervasive Computing and Communications in Mannheim, Germany and International Conference on Data Engineering in Long Beach, California.
- Published
- 2009
41. Persisting Inequalities: Childhood between Global Influences and Local Traditions
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Buhler-Niederberger, Doris and Van Kreiken, Robert
- Abstract
This article analyses the central themes running through the collection of papers in this special issue of Childhood, which were all given as papers at the XVI Durban World Congress of Sociology, 23-29 July 2006. These themes encompass the ways in which global processes of social change combining modernity with tradition have become important for both the perception of childhood and for children's real lives. They also include the ways in which those processes intertwined with social inequalities of gender, generation and socioeconomic status among children and between children and other age groups. The article goes on to provide an outline of the ways in which more general theoretical concerns in the sociology of childhood globally are related to local situations, to a variety of practical settings, to the conceptual concerns in different sociological fields and other social science disciplines in South Africa, Ethiopia, Taiwan, Germany, Sweden, and Italy.
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- 2008
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42. The Contribution of International Studies on Educational Effectiveness: Current and Future Directions
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Sammons, Pam
- Abstract
This paper discusses the contribution of international studies on educational effectiveness in the light of 4 papers presented at the new ICSEI Methodology of Research and Effectiveness (MORE) Network in Barcelona in January 2005 and published in this issue of the journal. A brief historical overview is used to provide a context for these papers and a number of themes are identified in relation to the secondary analysis of international datasets such as TIMSS and PISA. The value of creating a new international teacher observation and feedback instrument to facilitate collaborative international research is discussed. In addition, the paper discusses the value of comparative studies of education policy in different national systems using the example of a high profile study of successful countries (in terms of PISA 2000 results) initiated by the Deutsches Institut fur Internationale Padagogische Forschung to inform a review of the German system.
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- 2006
43. Historical Models and Science Instruction: A Cross-Cultural Analysis Based on Students' Views
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Liu, Shu-Chiu
- Abstract
The paper is an extended work from a previous study on Taiwanese and German students' conceptions of the universe (Liu, 2005). The study revealed that students discuss astronomical events and entities based on a mental model of universe and their models of the universe seem to have similar underlying principles with historical ones. In present paper, the author seeks to further analyze historical models of the two different cultural contexts, and elaborate the instructional use of these historical material based on students' views. (Contains 4 figures.)
- Published
- 2006
44. Trade Talk.
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INTERNATIONAL trade ,CONFERENCES & conventions ,TEXTILE industry - Abstract
This section presents news briefs on the textile industry as of February 2004. The 31st Aachen Textile Conference will take place at the Aachen Congress Center Eurogress, Aachen, Germany on November 24-25, 2004. The first day of the conference is dedicated to plenary lectures and technical papers from development and industrial practice. On the second day, symposiums about the use of textiles in medicine, biomaterials, and hygiene, and the economical production of textiles via new propulsion, process control, and quality management systems will be held. In a separate news, European textile and apparel manufacturers have joined the rank of protesters against Chinese imports. They too are clamoring for import restrictions. Filiep Libeert, president of EUTATEX, charged that China is using a variety of subsidies and trade barriers that have resulted in Chinese imports 29 times larger than European imports. In another news, the name of China External Trade Development Council (CETRA) has been changed to Taiwan External Trade Development Council, to further enhance its image as the foremost promotion organization in Taiwan. Established in 1970, CETRA has promoted bilateral trade of Taiwan and has gained worldwide recognition for its performance.
- Published
- 2004
45. Origins of the Dual Track Educational System and the Unit-Trade Training Model of Vocational Education in Taiwan, R.O.C.
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Lyau, Nyanmyau and Thomas, Ruth G.
- Abstract
Traces the origins of the dual track education system and the unit-trade training model of vocational education in Taiwan. Posits that the German system of separate control was the source system in the 1930s and explores forces and events underlying the unit-trade training model. (Author)
- Published
- 1994
46. Basic Conditions of Early Mathematics Education—a Comparison between Germany, Taiwan and Switzerland.
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Gasteiger, Hedwig, Brunner, Esther, and Chen, Ching-Shu
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MATHEMATICS education ,EARLY childhood education ,SUBTRACTION (Mathematics) ,EDUCATIONAL outcomes ,MATHEMATICS - Abstract
Results of international comparison studies show substantially better mathematics performance of the investigated Asian than European students from the early years on. A Taiwanese-German Research Program (TaiGer) engages in exploring differences and similarities in the educational system, in teachers' knowledge and beliefs and in teaching or learning practice in Taiwan and Germany. Embedded in this Research Program, this contribution focuses on early mathematics education. As mathematics is often seen as an internationally more or less homogeneous discipline, it could be assumed that differences in the educational outcomes could be explained by, e.g. cultural-societal factors, curriculum or instruction practice. This contribution gives an overview about results of studies analyzing the differences between children's mathematical performance in Asia and Europe or America with a focus on early childhood education. For a sound comparison between countries aiming to analyze if cultural differences or other aspects (e.g. teaching practice or structural differences) are responsible for differences, basic conditions concerning teaching and learning should be controlled. At first sight, it could be recognized that, next to the cultural background, Germany and Taiwan differ extremely in basic frame conditions (e.g. preservice training) concerning early mathematics education. For this reason, this contribution analyzed if, with a third well-considered European country, a comparative design for ongoing research could be possible, where pairwise similarities allow to clarify relations between differences in early mathematics education and the cultural background on the one hand and early mathematics education and institutional frame conditions or the teachers' professional knowledge on the other hand. [ABSTRACT FROM AUTHOR]
- Published
- 2021
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47. Do Cultural Norms Influence How Teacher Noticing Is Studied in Different Cultural Contexts? A Focus on Expert Norms of Responding to Students' Mathematical Thinking
- Author
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Dreher, Anika, Lindmeier, Anke, Feltes, Paul, Wang, Ting-Ying, and Hsieh, Feng-Jui
- Abstract
As an important component of teaching expertise, teacher noticing is gaining growing attention in our intercultural mathematics education community. However, it is likely that in many cases the researchers' perspectives on what characterizes high instructional quality in mathematics classrooms shape what they expect teachers to notice. In particular, it is an open question how potentially different norms of instructional quality influence how teacher noticing is operationalized in East Asian and Western cultures. Consequently, in a first step, this bicultural research project on teacher noticing in Taiwan and Germany focuses on exploring the researchers' frames of reference for investigating teacher noticing. In this paper, we thus propose a concurrent process for developing vignettes and eliciting corresponding expert norms as a prerequisite to investigating teacher noticing in a way that is sensitive to different cultural contexts. In this process, the research teams in both countries developed in parallel, text vignettes in which, from their perspective, a breach of a norm regarding a specific aspect of instructional quality was integrated. In an online expert survey, these vignettes were then presented to German and Taiwanese researchers in mathematics education (19 from each country) to investigate whether these experts recognize the integrated breach of a norm. This approach allows researchers to identify potentially different norms of instructional quality in mathematics classrooms. In particular, by means of a specific representation of practice, it became visible how expert norms of responding to students' mathematical thinking can be different from a Taiwanese compared to a German perspective.
- Published
- 2021
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48. 德國「高等教育4.0」數位化發展之 脈絡、實踐與反思.
- Author
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薛欣怡 and 蔡清華
- Subjects
DIGITAL technology ,INDUSTRY 4.0 ,EDUCATION policy ,HIGHER education ,GENERAL education ,BIRTHPLACES ,EDUCATIONAL leadership - Abstract
Copyright of Chung Cheng Educational Studies is the property of Chung Cheng University, College of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2020
- Full Text
- View/download PDF
49. Gender, Sexual Diversity and Professional Practice Learning: Findings from a Systematic Search and Review
- Author
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Bradbury-Jones, Caroline, Molloy, Eleanor, Clark, Maria, and Ward, Nicki
- Abstract
Research into higher education has shown that for those who identify as Lesbian, Gay, Bisexual, Trans* and/or Queer (LGBTQ), universities are places where both direct and indirect discrimination is experienced. This paper reports the findings from a systematic search and review on gender and sexual diversity in professional practice placements. This was part of a broader project exploring the way that students were supported and educated to provide appropriate support for LGBTQ people using their services and whether students who identified as LGBTQ experienced specific issues regarding the (non)disclosure of their gender or sexual diversity in placement settings. Three primary themes were identified. Environment: which relates to the way that homophobic and transphobic discrimination is experienced in professional practice. Influence: the importance of faculty on the environment as both a positive and negative force. Interventions: how students support LGBTQ people who use their services and how educators intervene with students who identify as LGBTQ. Our review showed how students in all included disciplines report feeling under-prepared for the realities of working with LGBTQ people in practice. However there are examples of positive practices which can support LGBTQ students through navigating disclosure of their own identities, as well as enabling all students to act as advocates and allies for the LGBTQ service users and peers/colleagues that they will inevitably work with and alongside, throughout their careers.
- Published
- 2020
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- View/download PDF
50. Highly Cited Articles in the Education and Educational Research Category in the Social Science Citation Index: A Bibliometric Analysis
- Author
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Ivanovic, Lidija and Ho, Yuh-Shan
- Abstract
This paper presents a bibliometric analysis of highly cited articles published in the Web of Science category "Education and Educational Research" in the Social Science Citation Index (SSCI). A total of 2091 journal articles published in this category and cited more than 100 times up to the end of the year 2016 were retrieved as highly cited articles. Distributions of highly cited articles per publication year, journals, institutions and countries were analysed, as well as the citation life cycle of the top-cited articles. The USA, its institutions and researchers are the absolute leaders in the category of Education and Educational Research according to the results of the conducted analysis.
- Published
- 2019
- Full Text
- View/download PDF
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