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There is a consensus in language learning and teaching that the concept of authenticity in the classroom is beneficial to the learning process. This phenomenology case study explored 31 EFL high school students' perceptions about the authenticity of using English as the language of instruction during synchronic lessons with U.S. teachers. Data was collected from two synchronous interactive lessons and students' open-ended reflections. A thematic content analysis was adopted to examine themes on perception, motivation, and participation. The findings revealed students' insights into their learning experiences through synchronous interactions with teachers, highlighting how authentic learning gave them opportunities to practice communication strategies and learn vocabulary incidentally. This study provides pedagogical implications for integrating authenticity in foreign language classrooms.

In this article, we discuss the significance of English in the internationalization of higher education and international student mobility, using Kachru's (1985) Three Circles Model of World English. As education is one of the major forms of migration (Liu-Farrer, 2022; Borlongan, 2023) in the so-called 'age of migration' (cf. de Haas, Castles, & Miller, 2020), more and more students are motivated to study abroad to complete their tertiary education. First, we discuss motivating factors both for the internationalization of higher education and international student mobility. Second, we point out how English has been playing a very central role in the internationalization of higher education institutions and international student mobility (Philipson, 2010; Jenkins, 2017) among these factors. Then, we present the dynamics of international student mobility by looking at their global flow, English-medium programs, and English language proficiency requirements. While Inner Circle countries are still the most attractive destinations for most international students, Expanding Circle countries, where English is not an institutionalized medium of instruction in higher education, also value English by expanding English-medium degree programs and requiring English proficiency test scores to admission. Finally, we end the article by reiterating the dominance and utility of English in the internationalization of higher education and international student mobility and its stable position as the language of educational migration.

For over two decades now, the application of Citizen Science to Education has been evolving, and fundamental topics, such as the drivers of motivation to participate in Citizen Science projects, are still under discussion. Some recent developments, though, like the use of Artificial Intelligence to support data collection and validation, seem to point to a clear-cut divergence from the mainstream research path. The objective of this paper is to summarise the development trajectory of research on Citizen Science in Education so far, and then shed light on its future development, to help researchers direct their efforts towards the most promising open questions in this field. We achieved these objectives by using the lens of the Affordance-Actualisation theory and the Main Path Analysis method.

Guided by argumentation schema theory, we conducted five psychological studies in the United States and China on arguments about vaccination. Study 1 replicated research about arguments on several topics, finding that agreement judgments are weighted toward claims, whereas quality judgments are weighted toward reasons. However, consistent with recent research, when this paradigm was extended to arguments about vaccination (Study 2), claims received more weight than reasons in judgments about agreement and quality. Studies 3 and 4 were conducted in the United States and China on how people process counterarguments against anti-vaccination assertions. Rebuttals did not influence agreement but played a role in argument quality judgments. Both political position (in the United States) and medical education (in China) predicted differences in argument evaluation. Bad reasons lowered agreement (Study 5), especially among participants studying health care. Political polarization apparently heightens the impact of claim side in the argumentation schema, likely to the detriment of public discourse.

This mixed-methods research explored the affordances of a writing instruction featuring constructivist learning, reading-writing connection, flipped learning, and online intercultural exchanges with regard to English-as-a-foreign-language (EFL) learners' writing performance and intercultural sensitivity. Forty-eight Taiwanese English-major undergraduate students were each paired with an American undergraduate partner, had intercultural online exchanges, completed two essays (a descriptive essay and an argumentative essay), and had revisions based on their peers' feedback. Multiple sources of data over a semester included the pre- and post-tests on the two essay writing tasks, responses to an intercultural sensitivity scale, and focus-group interviews. The instruction design enhanced the EFL learners' writing outcomes, strengthened their cross-cultural observations, and increased their intercultural sensitivity. This study highlights the practice with a focus on developing writing skills and intercultural sensitivity using online intercultural exchanges.

Mainland China's domestic academic literature on foreign issues can be regarded as a reference for its policymaking since the early stages of the "Reform and Opening Up". This investigation constructs a multi-theoretical framework for examining and interpreting mainland China's domestic academic narrative surrounding higher education internationalization in foreign countries/regions. Taking an academic journal data-based approach, it presents the findings and further discusses China's domestic disciplinary culture in the field of international higher education studies, as well as the possible impact of such narratives on its practices.

Faced with linguicism, racism, and xenophobia aggravated by COVID-19 and political tensions in recent years, multilingual international students, especially those of Asian descent, are in urgent need of engaging in healing practices for meaningful identity expression, restoration, and peace. Translingualism is a justice-oriented literacy practice that disrupts the boundaries of named languages and allows communicators to draw upon all resources in their linguistic repertoires. Storytelling, as a powerful research method and a pedagogical tool, offers a unique opportunity to encourage multilingual students' translingual meaning making for healing. This qualitative case study examined how multimodal translingual storytelling functioned as a form of restoration and peace for a first-semester Chinese student pursuing her graduate degree in English at a private university in the United States. The findings indicate that when offered opportunities to reflect on her cultural and linguistic identities, the participant was likely to detach deficit self-perceptions as an "English language learner" and embrace her differences as a strength, which benefited her first-semester language and academic experiences. This study calls for pedagogical strategies and curriculum design that open up humanizing spaces for culturally and racially minoritized multilingual students by acknowledging, valuing, and inviting their whole linguistic repertories through multimodal, translingual storytelling.

Objectives: To characterize the health behaviors and outcomes of first-year international students (FYIS) studying in the U.S. Participants and methods: Three different cohorts of FYIS from a large midwestern university in the U.S. completed three laboratory visits between August and March. The study began in 2017 and ended in March 2020. Anthropometrics, acculturative stress, eating behaviors, sleep, physical activity, and eating habits were assessed. Results: Fifty-four students completed the study. Females had a significant increase in percent body fat (p = 0.036) and a decrease in sleep quality (p = 0.006) at the final visit vs. baseline, and uncontrolled (p = 0.006) and emotional (p < 0.001) eating behaviors were higher. FYIS who gained more than the median 1.2 kg over the study period experienced higher acculturative stress (p = 0.004) and a decline in sleep quality (p = 0.003). Conclusion: Reducing acculturative stress and improving sleep quality should be explored as interventions to protect against undesirable changes in adiposity among FYIS.

Integrating twenty-first century competencies into the curriculum has become an important issue for education reform worldwide. This study examines and compares twenty-first century competencies demonstrated in mother tongue curriculum standards in China, the United States and Finland. It identifies key similarities and significant differences among them. It shows that the Finnish Curriculum has a more balanced distribution of twenty-first century competencies. While communication and critical thinking are stressed in all three, critical thinking is prioritised in the American Curriculum. In addition to communication and critical thinking, the Chinese Curriculum emphasises citizenship based on national identity, metacognitive strategies and aesthetics. The American Curriculum focuses on information and ICT literacy, and the Finnish Curriculum highlights personal and social responsibility concerning cultural awareness and citizenship. The significant differences between these three Curricula are related to the countries' tradition of curriculum theories -- the Chinese integrate Western theories and the Confucian tradition, the American follow the Anglo-American curriculum and the Finnish have roots in "Bildung-Didaktik." Curriculum objectives should take into consideration both subject knowledge and skills and the student as a whole person. Additionally, different curriculum traditions should be considered and learned during the curriculum design process.

This bibliometric study analyzed characteristics of publications related to art therapy for children from 1990 to 2020, based on the datasets taken from Web of Science (WoS) core collections. The results indicate that the USA, Israel, Germany, UK, Australia, and Canada were six leading countries in this field of research interest. The Top 5 most influential journals were identified by the number of publications, TLCS, TGCS and by their impact factor. Five leading journals in the art therapy studies include "Arts in Psychotherapy," "American Journal of Art Therapy," "Child & Family Social Work," "Frontiers in Psychology," and "Monatsschrift Kinderheilkunde." Core themes from the 87 articles focus on surrounding socialization and attachment relationship, art therapy for the well-being of children with learning disabilities, alternative intervention for art therapy, and parent-child art therapy. This bibliometric study portrayed the development of art therapy for children by means of visualization techniques. The potential issues emerging from the data will contribute to future studies in this field. Multiple methods of art therapy are applied for all children's well-being; as such, children's art therapy in schools can be seen as the potential trend for researchers and teachers.

Postsecondary cooperative (PSE co-op) education is a structured method of combining classroom-based education with practical work experience, for which Ontario is termed a "hot bed." Adopting a mixed-methods design, this study explores the status and characteristics of Ontario's PSE co-op in the national and the global contexts through the knowledge map analyses. Then, with three case studies at University of Waterloo, Brock University, and University of Victoria, it examines particular aspects of Ontario's PSE co-op concerning some significant questions such as what exactly distinguishes PSE co-op in Ontario, what can be done--especially with new "work-integrated learning" ideas and approaches--to continuously improve this type of experiential education, and how co-op education can be steered to better meet the changing needs in the 21st century.

This article reports on a study examining the extent to which pedagogical activities can affect students' cosmopolitan communicative competence (CCC) through online transnational encounters. A total of 58 students from a Hong Kong university and 25 students from an American university were divided into 25 transnational groups. They communicated with each other through Google Docs, sharing culturally rich texts, exchanging views on these texts, and discussing rhetorical and cultural preferences/differences. After analyzing 90,000-word communication transcripts, we found that most of the students demonstrated and developed their cosmopolitan dispositions, skills, and knowledge. Based on these findings, we discuss how the activity contributed to the students' CCC by addressing four dialectical relations: historicity-modernity, text-context, self-other, and universality-particularity. The participants were challenged to make seemingly culturally irrelevant texts relevant to the transnational peers by moving the (ancient) texts across time scales and sociocultural contexts. The online communication based on the culturally (ir)relevant texts was a valuable site for the learners to enhance understanding about self and other, and examine the intricacies between universal and particular norms, values, and beliefs. The four dialectical relations can function as a set of heuristics for practitioners and researchers to reframe digital English Language Teaching (ELT) practices from the perspective of cosmopolitanism.

For decades, library and information science (LIS) education has been producing LIS professionals to serve people in all walks of life. But there are challenges to LIS education as society advances. This study performed quantitative and qualitative content analyses of data collected about LIS education in China and the United States. Four categories of challenges in LIS education are identified: (1) identity and accreditation, (2) survival and thriving, (3) curriculum update and enhancement, and (4) course delivery format and content. The challenges that each country encounters in LIS, as expected, are not the same, although some appear similar. All the challenges are discussed and contrasted in the context of each country's traditions and practices in LIS education. Some suggestions are also made regarding how to successfully meet the challenges this study has explored. The findings of this study can help all constituencies (i.e., educators, practitioners, and students) to better understand the challenges of LIS education in China and the United States so that feasible measures can be developed to meet them. In addition, each country can benefit from this study by learning from what its counterpart has done in LIS education with regard to barriers and challenges.

Increasingly, immigrant families in North America are sending their newborns to the parents' country of origin to be raised by relatives until the children reach school age. Then they are returned to their parents. This practice results from lack of childcare in the host countries, low wages among immigrant parents, and/or intergenerational childcare as a norm back home. Researchers and media have started to delve into the challenges faced by families and teachers in the adjustment process when children return. Informed by funds of knowledge research, this exploratory project begins by examining teachers' perceptions and understandings of their Chinese 'satellite children'. Interview data of elementary school teachers at an urban school in the northeastern United States not only reveal the adjustments these students encounter, but also point to the need for teachers to go beyond the superficial notion of culture.

The literature from inception to 2020 on the prevalence of epilepsy in autistic individuals was systematically reviewed and further explored by subgroup analyses and meta-regression models. This systematic review is registered with PROSPERO (CRD42020179725). A total of 66 studies from 53 articles were included. The updated pooled prevalence of epilepsy in autistic individuals was 10% (95% CI: 6-14). The respective prevalence estimate of epilepsy was 19% (95% CI: 6-35) in the clinical sample-based cross-sectional study, 7% (95% CI: 3-11) in the cohort study, and 9% (95% CI: 5-15) in the population-based cross-sectional study. The pooled prevalence of epilepsy was 7% (95% CI: 4-11) in autistic children and 19% (95% CI: 14-24) in autistic adults. Compared to the school-aged group, the adolescence group (OR: 1.15, 95% CI: 1.06-1.25) and the pre-school group (OR: 1.06, 95% CI: 0.94-1.19) were positively associated with the prevalence of epilepsy. The moderators of age, human development index of the country, gender, and intellectual function accounted for most of the heterogeneity. The prevalence estimates were associated with age, female gender, intellectual disability rate, and the human development index of countries. About 1/10 autistic individuals co-occurred with epilepsy, which was common in the clinical setting, adolescents, adults, females, or patients with intellectual disability, and less common in the country with high human development index.

Using database searches in ProQuest Sociology, Education Research Complete, ERIC, and Google Scholar, this landscape literature review provides research synthesis and analysis on research designs, underlying assumptions and findings of 21 recent peer-reviewed scholarly articles focusing on Chinese international students' experiences in American higher education institutes. Patterns observed across studies regarding colorblind racism are presented in the discussion. Towards the end, this review closes with implications and directions for future research.

This article provides a review of current and future demographic trends for Texas and the nation including the ongoing discrepancy between enrollment and retention/completion. Students entering postsecondary education embody America's growing diversity in language, ethnicity, age, gender, religion, sexual orientation, ability, and socioeconomic status. Demographic research findings support the importance of the role played by developmental educators in continuing to address the changing needs of students. Recommendations include the need for K-12 and postsecondary developmental educators to continue collaborating on college readiness initiatives, academic support services including career pathway advising, better alignment between 2- and 4-year institutions, developing cultural competence, and continuing research to improve support of underserved and diverse student populations.

Based on Messick's (1995) framework of construct validity and responses from 521 teachers in the United States and 580 teachers in China, this study provided evidence of the generalizability aspect of construct validity for the "Classroom Appraisal of Resources and Demands" (CARD) questionnaire originally developed in the United States. Confirmatory factor analysis, factorial invariance testing, and differential item functioning were employed to examine the systematic variation of interpretation by the Chinese and US elementary school teachers with respect to the 65 items in the CARD. Results suggested that responses to CARD follow the same structure from both Chinese and US teachers, and that 83% of items showed no difference. Differences in Chinese and US teachers' interpretations of certain items were discussed with implications to school psychology, school counseling, teacher education, educational administration, and policy research.

Background: Research evidence supports the assertion that healthy employees are happier and more productive. Employers prefer to hire healthy workers to reduce absenteeism. Rehabilitation counselors have started to explore health promotion interventions to help individuals with chronic health conditions and disability improve their physical and mental health as a strategy to increase their employment opportunities. Purpose: The present study evaluated a self-determination theory (SDT) model of physical activity and exercise in a sample of 218 individuals with chronic musculoskeletal pain using structural equation modeling. Results: The SDT model fit the data well, accounting for 54% of the variance in physical activity and exercise. Relatedness was significantly associated with autonomous motivation for physical activity and exercise. Autonomous motivation was associated with competency. Competency was associated with physical activity and exercise. Autonomous motivation and competency mediated relatedness and physical activity and exercise. Implications: This study contributes to an emerging body of theory-informed health promotion literature and identifies the specific pathways that will increase the motivation to engage in physical activity and exercise. Findings can be used to design and validate theory-driven health promotion interventions as an employment strategy for people with chronic musculoskeletal pain receiving vocational rehabilitation services.

This study investigates the identities produced by three L2 teachers of different backgrounds and experiences in an intercultural telecollaborative project that integrated the use of mixed-reality technology. Content-analysis (Hoffman et al., 2011) and multimodal (inter)action analysis (Norris, 2011) were employed to identify the identity elements produced during their multimodal interactions. Using Darvin and Norton's (2015) model of investment (MOI) as an interpretative lens, this study uncovers the different identities held by the participants, and the ways in which they aspired to become good teachers. Findings also show that mixed-reality simulated teaching provided a safe environment for exercising professional agency, thereby facilitating identity development and promoting the sense of getting there. Interactive reflection provided a site of struggle where the value of capital and imagined identities shifted. Dialoguing among the participants allowed them to reassess the value of pre-acquired capital and move to (re)imagining new teacher identities and restructuring ideological structures. Mixed-reality teaching and intercultural professional learning sensitizes the less experienced teachers to the socially and culturally complex roles required for L2 teachers. The mixed-reality simulation technology still has its limitations, mainly where classroom interaction is concerned, because the number of avatar students is small and they cannot move around physically.

By benchmarking with the iteration of drilling technology, fracturing technology and well placement mode for shale oil and gas development in the United States and considering the geological characteristics and development difficulties of shale oil in the Jiyang continental rift lake basin, East China, the development technology system suitable for the geological characteristics of shale oil in continental rift lake basins has been primarily formed through innovation and iteration of the development, drilling and fracturing technologies. The technology system supports the rapid growth of shale oil production and reduces the development investment cost. By comparing it with the shale oil development technology in the United States, the prospect of the shale oil development technology iteration in continental rift lake basins is proposed. It is suggested to continuously strengthen the overall three-dimensional development, improve the precision level of engineering technology, upgrade the engineering technical indicator system, accelerate the intelligent optimization of engineering equipment, explore the application of complex structure wells, form a whole-process integrated quality management system from design to implementation, and constantly innovate the concept and technology of shale oil development, so as to promote the realization of extensive, beneficial and high-quality development of shale oil in continental rift lake basins. [ABSTRACT FROM AUTHOR]

Based on an elaboration of the resource potential and annual production of tight sandstone gas and shale gas in the United States and China, this paper reviews the researches on the distribution of tight sandstone gas and shale gas reservoirs, and analyzes the distribution characteristics and genetic types of tight sandstone gas reservoirs. In the United States, the proportion of tight sandstone gas in the total gas production declined from 20%--35% in 2008 to about 8% in 2023, and the shale gas production was 8 310x108 m3 in 2023, about 80% of the total gas production, in contrast to the range of 5%--17% during 2000--2008. In China, the proportion of tight sandstone gas in the total gas production increased from 16% in 2010 to 28% or higher in 2023. China began to produce shale gas in 2012, with the production reaching 250x108 m3 in 2023, about 11% of the total gas production of the country. The distribution of shale gas reservoirs is continuous. According to the fault presence, fault displacement and gas layer thickness, the continuous shale gas reservoirs can be divided into two types: continuity and intermittency. Most previous studies believed that both tight sandstone gas reservoirs and shale gas reservoirs are continuous, but this paper holds that the distribution of tight sandstone gas reservoirs is not continuous. According to the trap types, tight sandstone gas reservoirs can be divided into lithologic, anticlinal, and synclinal reservoirs. The tight sandstone gas is coal-derived in typical basins in China and Egypt, but oil-type gas in typical basins in the United States and Oman. [ABSTRACT FROM AUTHOR]

This study intends to compare and contrast student and school factors that are associated with students' mathematics self-efficacy in the United States and China. Using hierarchical linear regressions to analyze the Programme for International Student Assessment (PISA) 2012 data, this study compares math self-efficacy, achievement, and variables such as math teacher support and socioeconomic status (SES) between 15-year-old students in the U.S. and in Shanghai, China. The findings suggest that on average, students from Shanghai showed higher math self-efficacy and better achievement than those of American students. However, at the student level, similar positive relationships between math teacher support and math self-efficacy and between SES and math self-efficacy were found in both locations. That is, in the U.S. and Shanghai, an increase in math teacher support predicts an increase in math self-efficacy, also higher SES is significantly associated with higher math self-efficacy. In addition, at the school level, the smaller difference in American students' math self-efficacy between higher SES school and lower SES school indicates that the U.S. is more equitable between schools than Shanghai, China in terms of students' math self-efficacy. Implications from this study indicate that improving teacher support in math class and narrowing the gap in students' self-efficacy related to school-level SES is a significant issue for the U.S. and Shanghai, China respectively.

This study examines international brain race for world-class universities as measured by the QS World University Rankings (QS) and the Academic Ranking of World Universities, particularly in the context of Asian nations' institutional competition and benchmarking against American counterparts. Applying mixed methods with statistical analysis of time-series data from 59 nations and case study of four selected nations, the study examines the cross-national trends of global university rankings and the roles of government policies during the era of performance-driven accountability in higher education. Tracking the zero-sum game of global university rankings over the past decade, the study accounts for key driving factors that produced divergent trajectories among the nations: how and why the USA as established leader and Japan as early catch-up leader become losers, whereas China and Korea as fast followers become winners? Although the Asian catch-up model of world-class university development, high-stakes institutional competitions and targeted funding with STEM priorities contributed to their rapid growth of research productivity and rankings, it reveals major limitations and problems. Drawing cross-national lessons and implications, we discuss new directions of higher education policies and global university ranking measures.

Understanding the nature of science (NOS) has emerged as a core curricular goal since at least the 1960s. While science education reforms around the world have shed light on various epistemic and social underpinnings of science, how science curriculum documents portray the nature of other related disciplines such as mathematics and engineering has drawn little attention. Such lack of attention is surprising, given the growing interest among educators in the integrated approach to science, technology, engineering and mathematics (STEM) education and the frequent emphasis on STEM in recent curriculum policy. The study reported in this paper aimed to understand how recent science education reform documents from the USA, Korea and Taiwan compare with regard to their representation of the nature of STEM disciplines. Using the framework of the family resemblance approach (FRA), we present a comparative analysis of three recent science education standards documents to examine their coverage of the epistemic underpinnings of STEM disciplines, particularly with regard to the disciplinary aims, values and practices. The results indicate that the features specific to science and shared by science and engineering were most frequently addressed in the standards documents, whereas mathematics-related features were rarely mentioned. Furthermore, there was variation in the coverage in terms of the nature of STEM disciplines. Based on the findings, we discuss the contributions of the FRA framework in analysing STEM curricula in an interdisciplinary manner and make suggestions for integrating the nature of STEM disciplines in science curriculum documents.

This study examines the relationship between principals' leadership and student achievement. Based on the Programme for International Student Assessment (PISA) 2015 United States data, a two-level hierarchical linear model (HLM) with students nested within principals and schools was applied. The findings showed (a) that principals' rating of their own overall leadership was statistically negatively related to student achievement, (b) that among the four subscales of principal self-rated leadership, instructional leadership was statistically positively related to student achievement, while leadership for teacher development was negatively related to student achievement and (c) that principal leadership's effect on student achievement was moderated by school contextual variables. Implications of the findings were discussed.

"Research Findings": The Ages & Stages Questionnaires: Social-Emotional, Second Edition (ASQ:SE-2) was translated and adapted into Traditional Chinese in Taiwan. A sample of 1,455 children, ranging from 42 months 0 days to 53 months 30 days old, reflecting the population sizes of different regions in Taiwan, completed the 48-month ASQ:SE-2. Data were analyzed by item response theory modeling. A multidimensional Rasch Partial Credit Model was chosen for data analysis. Differential item functioning (DIF) was used to explore the difference between the Traditional Chinese ASQ:SE-2 and the English ASQ:SE-2 (N = 3,005) administered in the U.S. Results indicated that (a) item fit statistics was between 0.88 -- 1.26 (M = 1.00, SD = 0.10), (b) difficulty was between -0.79 -- 3.19 (M = 2.06, SD = 0.84), (c) reliability was 0.79 for all items, 0.75/0.74 for Emotion/Sociality dimension, and (d) six out of 35 items (17.1%) with moderate to large DIF. "Practice or Policy": This research provided psychometric evidence for using the ASQ:SE-2-TC with a Taiwanese population. The promising psychometric findings encourage the further investment on validating ASQ:SE-2-TC. The cultural explanations can inform test developers to become aware of the potential influence from social values, parenting style, or childrearing practices.

Learning behavior of East Asian students has been debated due to their striking performance on international large-scale assessments. This study was a comparative study using latent class analysis to examine students' perceptions of learning strategies, students' reported learning strategy use, and the relationships between learning strategies and self-efficacy across Taiwanese and American students in the Program for International Student Assessment (PISA) 2012. The results indicate that learning strategy items were perceived equivalently. Taiwanese students (5%) reported less memorization than American students (19%). More Taiwanese students (63%) reported elaboration strategy; more American students (57%) reported control strategy. High self-efficacy Taiwanese students reported memorization the least; high self-efficacy American students reported elaboration less than control strategy. Implications are discussed.

Despite the increase in methodological sophistication and complexity of models being tested for international student adjustment to universities in the United States (U.S.), researchers often do not test or control for salient demographic differences between students, including their educational status (i.e., graduate or undergraduate) and country in which they graduated high school. The current study was designed to examine whether demographic variables are associated with a range of social outcomes. Participants (N = 245) from 23 U.S. colleges and universities completed a survey in Fall 2017. Undergraduate students reported having a higher number of close friends at their institution than did graduate students; however, they also reported a lower sense of belonging than did graduate students. Students who graduated from high school in the United States reported less social support from international students at university. Implications for students and for future research are provided.

Cross-border higher education institutions are considered a main way to fulfill the educational internalization in Mainland China; to some extent they represent the attitude of entering the international market. In this paper, the history, status quo, and future of Chinese-foreign cooperatively-run schools are analyzed and discussed. Cross-border higher education institutions in Mainland China have experienced the process from accidental and disorder to a systematic and quality orientation.

Prior to the COVID-19, various issues in ethics, laws, regulations and security risks limited physicians in their ability to deliver medical care via telemedicine. However, in 2020, telemedicine quickly became mainstream when the US government issued a waiver granting the use of telemedicine to reduce COVID-19 transmission. This study examined the US physicians' acceptance of telemedicine after its sudden wide-scale implementation. The authors developed a survey based on the Unified Theory of Acceptance and Use of Technology to assess the US physicians' intentions and attitudes toward the use of telemedicine in the delivery of medical care. This survey was distributed between March and June in 2021 across several voluntary online physician groups. The survey was validated using factor analysis. The 110 participants who completed this study were all active physicians practising telemedicine in the USA. The majority of the participants were female (93%), between 34 and 59 years of age (93%), had at least 10 years of medical experience (84%) and practised in a city (92%). The behavioural intention to use telemedicine was influenced by performance expectancy (β = 0.34, p <.001), social influence (β = 0.34, p <.001), facilitating conditions (β = 0.14, p <.05) and attitude towards telemedicine use (β = 0.36, p <.001). Attitude towards telemedicine use was influenced by performance expectancy (β = 0.60, p <.001), effort expectancy (β = 0.16, p <.05) and social influence (β = 0.16, p <.05). In addition, telemedicine experience moderated the influence of performance expectancy on behavioural intention negatively (β =−0.39, p <.001) and moderated the influence of facilitating conditions on behavioural intention positively(β = 0.27, p <.001). This study found that the physicians' performance expectancy of and attitude towards telemedicine use were significant predictors of physicians' acceptance. Social influence from colleagues and administrators also played an essential role in impacting physicians' acceptance of telemedicine. Physicians' effort expectancy merely affected their attitude towards telemedicine use. Facilitating conditions—such as the inability to perform physical exams, labs, etc.—only influenced the physicians' intention to use telemedicine. Finally, the survey data suggested that as physicians gained telemedicine experience, their performance expectancy predicted lower behavioural intention than counterparts with less experience. [ABSTRACT FROM AUTHOR]

Although understandings of scientific inquiry (as opposed to conducting inquiry) are included in science education reform documents around the world, little is known about what students have learned about inquiry during their elementary school years. This is partially due to the lack of any assessment instrument to measure understandings about scientific inquiry. However, a valid and reliable assessment has recently been developed and published, Views About Scientific Inquiry (VASI; Lederman et al. [2014], Journal of Research in Science Teaching, 51, 65-83). The purpose of this large-scale international project was to collect the first baseline data on what beginning middle school students have learned about scientific inquiry during their elementary school years. Eighteen countries/regions spanning six continents including 2,634 students participated in the study. The participating countries/regions were: Australia, Brazil, Chile, Egypt, England, Finland, France, Germany, Israel, Mainland China, New Zealand, Nigeria, South Africa, Spain, Sweden, Taiwan, Turkey, and the United States. In many countries, science is not formally taught until middle school, which is the rationale for choosing seventh grade students for this investigation. This baseline data will simultaneously provide information on what, if anything, students learn about inquiry in elementary school, as well as their beginning knowledge as they enter secondary school. It is important to note that collecting data from all of the approximately 200 countries globally was not humanly possible, and it was also not possible to collect data from every region of each country. The results overwhelmingly show that students around the world at the beginning of grade seven have very little understandings about scientific inquiry. Some countries do show reasonable understandings in certain aspects but the overall picture of understandings of scientific inquiry is not what is hoped for after completing 6 years of elementary education in any country.

This article reports and compares results from an interview study of early childhood teachers in the U.S. and Hong Kong, with a focus on the math outcomes that children may gain from play with unit blocks. Teachers were interviewed to obtain their ideas of the benefits of unit block play in three focal areas: geometry, measurement, and numeracy. Hong Kong teachers contributed significantly more unique ideas than did U.S. teachers in both numeracy and in general math processes, and in the overall number of different math-related ideas. No significant differences between teachers were found in ideas about the benefits of unit blocks for learning in geometry or measurement. Cultural comparisons of teacher knowledge with respect to a wider array of the mathematical concepts that children learn from unit block play may increase our understanding of math knowledge that teachers need in order to facilitate math learning from block play.

Background: Obtaining insurance approval is a necessary component of healthcare in the United States and denials of these claims have been estimated to result in a loss of 3% to 5% of revenue. Objective: Examine the trends in insurance denials for rhinological procedures. Methods: A retrospective review of deidentified financial data of patients who were treated by participating physicians across 3 institutions from January 1, 2021, to June 30, 2023. The data was queried for rhinological and non-rhinological procedures via CPT codes. Cumulative insurance denials were calculated and stratified by procedure and insurance type. Write-offs were dollar amounts associated with final denials. Results: A sample of 102,984 procedures and visits revealed a final denial rate between 2.2% and 2.9% across institutions (p =.72). The top three rhinological procedures for final write-offs were: nasal endoscopy (16.24%, $111,836.87), nasal debridement or polypectomy (6.48%, $79,457.51), and destruction of intranasal lesion (2.11%, $56,932.20). The write-off percentage for each procedure was highest among commercial insurance payers as opposed to Medicare or Medicaid. Conclusion: Final denial rates of rhinology procedures ranged between 2% and 3%. Common procedures such as nasal endoscopy and nasal debridement are among the highest written-off procedures. Insurance denials can lead to notable revenue loss. Rhinology practices must continue to remain knowledgeable of the changes and effects of insurance reimbursement on their practice. [ABSTRACT FROM AUTHOR]

Climate policy uncertainty (CPU) raises concerns about financial instability and creates several macroeconomic challenges for the United States. Therefore, hedging against climate policy uncertainty risk is essential for formulating appropriate policies for efficient risk management. This study explores the relationship between climate policy uncertainty and green bonds, evaluating whether green bonds can hedge climate policy uncertainty risk and enhance the stability of the United States' climate policy environment. Against this background, bootstrap full-sample and subsample rolling-window Granger causality tests are employed to investigate the mutual influences between climate policy uncertainty and green bonds (measured by GBI). The positive impact of climate policy uncertainty on green bonds highlights that green bonds can mitigate uncertainty risks. However, this perspective cannot be confirmed through negative influences, as the green bond market is also determined by public confidence and speculative bubbles. Therefore, the characteristics of instability reveal that green bonds should not always be used to hedge against climate uncertainty risks in the United States. These results are supported by the general equilibrium model, which underscores a certain impact of climate policy uncertainty on green bonds. In turn, the positive influence of green bonds on climate policy uncertainty indicates that the green bond market can provide insights into predicting climate policy uncertainty. Additionally, using the quantile-on-quantile (QQ) method reveals a mutual influence between climate policy uncertainty and green bonds in short, medium, and long term. Under severe extreme weather conditions and complex economic environments, investors and government can benefit from the green bond market to optimize their investments. However, they should mitigate potential risks associated with green bond volatility to avoid significant losses and reduce climate policy uncertainty. [ABSTRACT FROM AUTHOR]

This paper addresses the curriculum overlap and gap between LIS education and intelligence education by analyzing the content of the websites of the intelligence education programs and courses in 27 representative intelligence education universities in the United States, and the intelligence-related programs and courses in the 56 LIS programs in the United States and Canada. The curriculum overlap lies in computer skills for information collection management, geographic information systems, data mining, knowledge discovery, competitive intelligence and information security, whereas the major curriculum gap lies in most intelligence analysis domain areas (such as military intelligence, political intelligence, science and technology intelligence) and many intelligence tradecraft areas (such as structured analytic techniques, intelligence theory and methods, intelligence policy and organization, intelligence operations, counterintelligence, intelligence writing and briefing). By filling some curriculum gaps based on the overlap, LIS education can extend to open source intelligence analysis in some domain areas.

Higher vocational education is the product of economic development, scientific and technological progress. If the country does not have a well-developed vocational education, it is impossible to make a good advanced science and technology into productive forces, it is also impossible to achieve economy development in a high speed. In turn, powers the global economy, there must be a successful higher vocational education as a support. Study on the successful experience of the development of higher vocational education in the United States, Japan, Germany, Australia and other developed countries can give us useful lessons.

Summer enrichment and residential programs can provide gifted students with positive social interactions and challenging curricula. However, little research has focused on gifted students' perceptions of the learning environment in such programs. This research project evaluated the psychometric properties and practical applications of the "Student Perceptions of Classroom Quality" ("SPOCQ") instrument. The two studies used a total sample of 1,492 diverse, gifted students in Grades 5 through 12 who participated in a university-based enrichment residential program from 2010 through 2013. Confirmatory factor analysis results indicated that although the original model was a moderately good fit for the gifted student participants in 2010 to 2011, some items on the "SPOCQ" were classroom specific and did not apply to residential programs. Therefore, those items were revised and retested, and results showed that the modified model was a better fit for gifted student participants in 2012 to 2013.

Framed from positioning theory and dynamic systems theory, the paper reports on a naturalistic study involving four Chinese participants and their American peers in an intercultural asynchronous computer-mediated communication (ACMC) activity. Based on the moment-by-moment analysis and triangulation of forum posts, reflective essays, and retrospective interviews, this study charts out participants' positioning trajectories and identifies five discursive practices (pronouns, epistemic phrases, evaluative phrases, emoticons, and posting style) as control parameters of participants' positioning systems. The study also reveals that positioning in ACMC is multiple, emergent, and contested, defying preconceived roles and identities. Therefore, the success of ACMC can be attributed to the participants' ability to make sense and make use of discursive practices to negotiate positions and achieve positioning alignment. The pedagogical implications of positioning interrogation and positioning intervention in ACMC are also discussed.

A prominent example in the literature on relative ranking is the "better-than-average" effect: that people have a general tendency to view themselves in a positive light and think they are above average. The current paper evaluates whether such biases are specific to culture. In Experiment 1, Americans exhibited a larger better-than-average effect than Chinese. In Experiment 2, the study was designed to understand what drives this cultural difference. Estimates of relative standing for Americans relied more on perceptions of their own ability compared to those for Chinese participants. Relatively structured questions (experimental manipulation of the question frame) facilitate Americans making better judgments but not Chinese, supporting the hypothesis that relative-ranking estimates are influenced by the degree to which other (vs. self) information is used cross-culturally.

Since at least the 1980s, motivated, in part, by findings from international comparisons of students' mathematics achievement, some American (U.S.) educators and policy makers have initiated educational reform that focuses on improving teaching practices and curriculum designs by advocating for the adoption of Asian educational models. The implicit assumption behind such reform seems to overlook the possible roles of outside of school factors in superior academic performance in the Asian countries. The purpose of this study was to investigate how outside of school factors were related to students' TIMSS mathematics achievement for the U.S and five top-performing Asian nations or regions, and to examine whether the relative role of school-associated and outside of school factors was consistent across these five Asian countries. The results indicated that students' achievement was highly related to outside of school factors across all six countries. For Singapore and Hong Kong, school-associated factors had somewhat more salient roles than the outside of school factors. However, for Korea, Taiwan, and Japan, school-associated factors played lessor roles in students' achievement performance. As for the U.S., school-associated factors were related to students' performance, however outside of school factors clearly played more salient roles than the school-associated factors. The findings suggest that students' mathematics achievement covaries substantially with outside of school factors. Hence, students' superior mathematics achievement does not necessarily reflect only a superior public school system but also outside of school factors. (Contains 10 tables and 2 figures.)

China opened its market to the world after it entered The World Trade Organisation (WTO) at the turn of the last century. The Chinese Ministry of Education recently reviewed a series of policies about international cooperation in higher education with foreign countries in an effort to standardise their practice through centralised control. The purpose of this paper is to analyse current features and trends in international cooperation in Chinese higher education. This paper also develops a benefit-driven model of the internationalisation of Chinese higher education, and attempts to address the reasons for the marketability of cooperative programs in China. Finally, this paper discusses the issues related to the internationalisation of Chinese higher education, and makes recommendations for Australian universities intending to enter the Chinese higher educational market successfully. (Contains 5 tables, 2 figures, and 1 footnote.)

Limited research has been conducted to explore the racial trauma experience of East Asian American women, especially in the workplace. We sought to understand (a) how racial trauma has influenced this population's work and non-work life and (b) how they have coped with this traumatic stress in career development and mental health aspects. Twelve participants working in the United States participated in semi-structured interviews about the impact of workplace racial trauma on their mental health, work, relationships, and coping strategies. Five domains were developed using conventional content analysis: (a) racial trauma at work is expressed with microaggression, (b) racial trauma causes a loss of psychological safety, (c) racial trauma creates relationship dilemmas, (d) racial trauma creates challenges in participants' career development paths, and (e) career and mental health coping strategies are used to manage racial traumatic stress. Implications for theoretical advances and counseling and organizational practice are also discussed. [ABSTRACT FROM AUTHOR]