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Research shows that motivation is a critical precursor to students' science achievement. However, research on the topic yields ambiguous results in different cultural contexts. While the positive association between motivation and science achievement has been evidenced universally, the relatively predictive effect and strength of different motivational factors in different cultures need additional examination. To tease the potential discrepancy apart and explore different student motivational factors including self-concept, intrinsic value, utility value, and sense of relatedness, this study examines grade 8 students from the U.S. (N = 14,290) and Singapore (N = 6113) by using the International Trends in Mathematics and Science Study (TIMSS) data. The results suggest that the U.S. student self-concept in science learning is the strongest and most significant predictor of their science achievement. In Singapore, students perceived utility value in science learning has the strongest and most significant association with their science achievement. Explanations of the differences as well as the implications for future research are discussed.

With the development of information technologies, many learners opt to stay home receiving various forms of online education such as massive open online courses (MOOC). However, many learners and instructors complain that MOOC-based learning effectiveness has been dampened by many factors. Through a meta-analysis using Stata/MP 14.0, this study reveals that MOOC-based learning outcomes can be significantly influenced by eight factors, i.e. behavior intention, learning engagement, students' motivation, perceptions, satisfaction, performance, self-regulation, and social networks across the world. Future research could reveal more influencing factors pivoting on the forum improvements, as well as the effect of social presence on MOOC-based learning outcomes.

Executive function (EF) is critical to students' academic behaviors and well-being. Environmental influences, particularly teacher-student interaction (TSI), play a key role in enhancing EF development. Previous studies have linked TSI quality to children's EF, yet the relationships between subdimensions of TSI--such as closeness, conflict, dependency, emotional support, classroom management, and instructional support--and EF outcomes remain unclear. Moreover, it is unclear whether these relations hold true across different cultural contexts. From an initial pool of 14,915 articles, in this meta-analysis, we considered 84 empirical studies across 18 cultural regions, revealing that TSI subdimensions are consistently related to EF with small-to-medium effect sizes. The analysis also identified statistically significant moderating factors, such as individualism, power distance, EF type, EF instrument, and socioeconomic status. Notably, stronger TSI-EF correlations were found among children from cultures with low-individualism and high-power-distance, as well as among children from higher socioeconomic backgrounds. These patterns were particularly pronounced in studies measuring hot EF through adult-reported data. This comprehensive meta-analysis bridges knowledge gaps in TSI-EF dynamics, and supporting theories, such as attachment theory, social learning theory, and socio-cultural theory within educational settings. Crucially, it provides cross-cultural perspectives showing how cultural and contextual factors may intertwine with TSI-EF interactions.

The present study uses doubly latent models to estimate the effect of average mathematics achievement at the class level on students' subsequent mathematics achievement (the "Peer Spillover Effect") and mathematics self-concept (the "Big-Fish-Little-Pond-Effect; BFLPE"), controlling for individual differences in prior mathematics achievement. Our data, consisting of 13-year-old students from Canada, the USA, and New Zealand, come from a unique cross-national database with a longitudinal design at the student level: the Second International Mathematics Study (SIMS80). This historical survey was administered by IEA in the 1980s and highly influenced the development of educational policies in the following decades. We replicate a widely cited study based on SIMS80, interrogating the validity of its findings of a positive peer spillover effect. When we adjust for measurement error, using doubly latent models, we observe that originally positive peer spillover effects become less positive or disappear altogether. On the contrary, negative BFLPEs become more negative and remain statistically significant throughout. Our study is the only cross-national study to have evaluated both the BFLPE and the peer spillover effect with controls for a true measure of prior achievement -- and the only study to test the peer spillover effect cross-nationally using doubly latent models. Our findings question the empirical results of past and current research evaluating school- and class-level compositional effects based on sub-optimal models that fail to control for measurement error.

Teaching practice plays an important role in preparing future teachers. More and more countries pay attention to teaching practice in teacher education and take measures to improve the system of teaching practice. This paper examines the characteristics of teaching practice through the perspective of comparative analysis, comparing the situations in China, the UK and the USA. The different characteristics are presented, particularly in the goal of teaching practice, the duration of the internship and the cooperation system among education administration departments, universities, and schools. Some suggestions are proposed to improve teaching practice generally based on experience of these three countries. As such, it provides insight into practice for policymakers and academics in the field of teacher education.

Research on grit indicates that perseverance positively predicts academic achievement. Yet, the mechanisms through which perseverance might lead to academic success remain less explored, particularly in cross-cultural research. The current study investigated such mechanisms by examining possible mediating effects of students' use of self-regulated learning strategies (control, memorisation, and elaboration) on the predictive relation of students' perseverance on their academic achievement, in students from East Asian and Anglo-Saxon English speaking Western countries. The sample came from the OECD PISA study and included 24,352 population-representative 15-year-old students from Hong Kong, the Republic of Korea, Australia, New Zealand, Scotland, and the US. Results revealed that perseverance had a more positive association with achievement in East Asian cultures than Western cultures. Control strategy was stronger positive mediators of achievement in Western countries, whereas memorisation and elaboration strategy use and instrumental motivation more negatively mediated the effect of perseverance on achievement in Western countries.

Despite an extensive body of literature scrutinising international students' short-term and long-term mobility experiences, little is known about the connection between the two. To address this gap, this study looks into the perception of a group of Chinese international students on how participation in their short-term mobility (STM) experience affects their navigation of subsequent full-degree experiences. Based on a qualitative investigation into 31 participants, drawing on the ABC theoretical model, this study manifests that penetrating diverse fabrics, the STM experience revealed impacts on the students' preparation for, operating and imagining their long-term study trajectory and beyond. These impacts are embodied in affective, behavioural and cognitive learning gains that are predominantly perceived as positive forces that facilitate navigation of a longer course. The study suggests some implications for stakeholders involved in students' international mobility programs and concludes with directions for future research.

The study aims to examine how higher education institutions (HEIs) in three countries responded to the challenges of COVID-19 over a six-month period at the outbreak of the global pandemic. Employing document analysis, we examined 732 publicly available communications from 27 HEIs in Canada, China, and the USA. Through theoretical frameworks of crisis management and Situational Crisis Communication Theory (SCCT), we explore how HEIs respond to the pandemic and protect campus stakeholders. The study revealed common patterns in communication strategies during different stages of the pandemic that include accepting responsibility, emotional reassurance, and compensating victims. It also revealed key differences across social contexts and environments and distinct leadership styles. Findings offer insight into how HEIs communicated at the outset of the COVID-19 pandemic and inform the application of SCCT and crisis management theory to institutional behavior in the context of prolonged and intersecting disasters.

In the United States, there is a common stereotype associating brilliance with men. This gender brilliance stereotype emerges early and may undermine women's engagement in many prestigious careers. However, past research on its acquisition has focused almost exclusively on American children's beliefs of White people's intellectual talents. Therefore, less is known about how this stereotype develops in non-Western cultures and whether children consider other social identities such as race in forming this stereotype. To address these issues, the present research (a) provided the first cross-cultural test examining its development in 5- to 7-year-old Chinese and American children and (b) compared children's gender brilliance stereotype of White people with that of Asian people. Studies 1 (N = 96; Chinese children) and 2 (N = 96; Chinese children) revealed that, similar to American children, Chinese children associated brilliance with White men (vs. White women) around the age of 6. In contrast, Studies 3 (N = 96; Chinese children) and 4 (N = 96; American children; 76.9% White) showed that 5- to 7-year-old children from both cultures associated brilliance with Asian women (vs. Asian men). The results suggest that the gender stereotype about brilliance has a racial component and may be culturally consistent. Overall, these findings add to our knowledge of children's acquisition of the gender stereotype about brilliance in non-Western cultural contexts and highlight the importance of considering multiple social identities to understand the acquisition of stereotypes.

The growing interest in classroom discourse reflects a wide recognition within the mathematics education community of the critical role of social interactions in the joint construction of mathematics knowledge. An extensive body of empirical and theoretical work has been undertaken in the last two decades to characterise the types of classroom talk that are conducive to learning. Yet, a key challenge remains for mathematics teachers to orchestrate whole-class discussions so that student responses to instructional tasks can be utilised to advance the disciplinary understanding of the entire class. This is especially the case when the mathematics task in focus is both open and cognitively challenging. Drawing upon a complementary accounts methodology, we analysed the Learner's Perspective Study (LPS) classroom and interview data from two classrooms in the United States and Japan to explore teacher orchestration of student responses to rich mathematics tasks. Significantly influenced by a body of literature on classroom microculture in mathematics education, this paper employed two complementary conceptual tools, coherence and meta-discursive rules, to develop an analytical framework for the purpose of exploring epistemic coherence of classroom discourse across diverse settings. The findings demonstrated that both teachers' orchestration of whole-class discussion supported the macro-structuring of students' experience at the level of topic coherence and contextual, organisational and conceptual connectedness, whilst the meta-narratives allowed the teacher to connect their goals for mathematics teaching and learning with the ongoing classroom activities and interactions.

This meta-analytic study compared the effect of peer-led learning versus non peer-led learning on students' cognitive achievement in post-secondary education. Twenty-eight studies published in English from six countries between 1993 and 2017 were identified and used in the analysis. Result of the analysis on the random-effect model showed a moderate but positive effect, meaning that peer-led learning was associated with higher cognitive achievement than non-peer-led learning. Three study characteristics were examined including duration, student leaders' training, and task type. Only the task type was found significant in moderating the effect of peer-led learning. Student leaders' facilitation of problem-based learning tasks outperformed other types of tasks. Results of this study not only provided suggestions for peer-led learning designers and coordinators but also called for future research of student leaders' readiness as well as online peer-led learning.

This study explores the activities, tools, and resources that instructors of massive open online courses (MOOCs) use to improve the personalization of their MOOCs. Following email interviews with 25 MOOC and open education leaders regarding MOOC personalization, a questionnaire was developed. This questionnaire was then completed by 152 MOOC instructors from around the world. While more than 8 in 10 respondents claimed heavy involvement in designing their MOOCs, only one-third placed extensive effort on meeting unique learner needs during course design, and even fewer respondents were concerned with personalization during course delivery. An array of instructional practices, technology tools, and content resources were leveraged by instructors to personalize MOOC-based learning environments. Aligning with previous research, the chief resources and tools employed in their MOOCs were discussion forums, video lectures, supplemental readings, and practice quizzes. In addition, self-monitoring and peer-based methods of learner feedback were more common than instructor monitoring and feedback. Some respondents mentioned the use of flexible deadlines, proposed alternatives to course assignments, and introduced multimedia elements, mobile applications, and guest speakers among the ways in which they attempted to personalize their massive courses. A majority of the respondents reported modest or high interest in learning new techniques to personalize their next MOOC offering.

There is mounting evidence that school counselors positively affect students' academic and behavioral outcomes. Yet, federal policymakers do not seem to view school counselors as principal agents of school improvement, and state policies vary widely regarding their availability. Thus far, little empirical work documents the distribution of school counselors among and within states and the factors associated with these distributions. In this study, we use national population data and descriptive and multivariate, fixed-effects regression models to examine inter- and intra-state variation in districts' use of school counselors. We reveal significant variation in students' access to school counselors with the preponderance of variation occurring within states. Like many educational resources, school counselors are distributed inadequately and inequitably among districts and students.

Social categories allow us to make sense of the social world and generate predictions about novel encounters. Yet, how people use particular social categories varies by culture. The current study examined how social categorization varies across traditionally individualistic and collectivistic societies among young children and adults. Using a triad picture task, American and Chinese children and adults made categorization and inductive reasoning judgments based on categories perceived as biological (e.g., age and gender) or categories perceived as social (e.g., occupation). The developmental trajectory of social categorization varied by culture: American adults were more likely than American children to categorize based on biologically-relevant categories, whereas Chinese adults were more likely than Chinese children to do so based on socially-relevant categories. Chinese participants also relied on socially-relevant categories (occupation) to make predictions about physical properties more than American participants. The current findings suggest a broad cultural influence on the perceived meanings and structures of certain biologically- and socially-based categories.

The interconnected modern world requires business professionals to adopt a global mindset and function effectively in multicultural environments. The authors introduced multicultural experiences to their students through virtual partnerships, in which online technologies are used to virtually connect classrooms across borders. The students internalized experiences gained through such partnerships and developed multicultural awareness and competence during the process of conducting a series of joint assignments. This paper describes our use of these assignments and discusses how the virtual partnership could be improved by using a new theoretical model of Multicultural Experiences.

The purpose of this study was to explore Chinese international college students' lived experiences during the initial COVID-19 quarantine period in the United States. Using a descriptive phenomenological psychological method, data were gathered from 14 international students and visiting scholars from China using individual and focus group interviews. Four transformed meaning units that formed the structural base of the phenomenal experience were identified as Safety Concerns, The Salience of the English Language, Intersectionality of Policies and Complex Decision Making, and Unexpected Support and Benefits. Implications for policy making and support for international students' learning in the U.S. higher education institutions and future research recommendations are included.

This study used a consensual qualitative research method to explore academic adaptation experiences of international students (N = 13) from East Asian countries at a U.S. university. The analysis yielded five domains from the data (challenges, feelings, strategies, suggestions, and self-reflections). Implications for college counselors, university administrators, and future research are discussed.

Indiscriminate friendliness (IF) is a prominent issue with children adopted from China to the United States. Through a mixed methods design, the authors explored four Chinese adoptees' experiences of IF within their real-life context, investigated potential factors associated with IF, and examined the IF-attachment relationship. This mixed methods study consisted of a qualitative case study of four children adopted from China and a quantitative investigation into IF using a sample of 92 adoptive parents with Chinese adoptees. The qualitative findings revealed crucial propositions related to children's IF, and the quantitative results provided further evidence to corroborate the qualitative findings. This study reinforced the stance that IF should be treated as a distinct construct from attachment. Researchers and professional counselors can benefit from the results of this study to better serve Chinese adoptive families.

This article studies the current US-China relationship using the dialectic ideas of "I Ching." Firstly, the researcher introduces some basic theories of the topic. The dialectics of "I Ching" is based on the philosophy of Yin and Yang, on which the "unity of opposites" thought is built. The state of a "unity of opposites" relationship can be either equilibrium or disequilibrium. Secondly, the researcher analyses the status quo and trend of the US-China relationship, which is a pair of "unity of opposites," consulting Hexagram Kui ([characters omitted], kuigua), Hexagram Ge ([characters omitted], gegua), and Hexagram Tong Ren ([characters omitted], tongrengua) in "I Ching." Hexagram Kui explains the emergence, development, and intensification of the US-China contradictions, and finds out the crux of the problem between the two. Hexagram Ge analyzes and explains that the US-China relationship is on course for harmony and peace but requires a "revolution." The "revolution" transforms the old ways China and the United States get along with each other, rather than aims to decouple or isolate either of the two countries. Instead, China and the United States should interweave to a larger extent. Hexagram Tong Ren advises putting the US-China relationship in the global context, under the principles of "harmony in diversity" and "seeking common ground whilst reserving differences." It demands realistic approaches to the US-China contradictions, which will result in not only a new model of the US-China relationship but also global unity that can achieve peace and development in the world. This research is optimistic about the future of the US-China relationship. According to the dialectics of "I Ching," the imbalanced "unity of opposites" will always move to balance. And the current imbalance between China and the United States can reveal and unravel the US-China contradictions. The US-China relationship will move from conflicts to harmony.

An increasing number of Chinese students pursue their higher education degree in an overseas university. This research paper sets out to raise a discussion about some of the major challenges that such Chinese postgraduates might experience when studying at universities in English speaking countries drawing from ethnographic and sociological perspectives. The paper seeks to enhance understanding of a growing phenomenon amongst student communities in Higher Education institutions in English speaking countries. The challenges faced by Chinese students can be disorientating and stressful but overcoming them can lead to opening up of a range of opportunities from which the students can benefit particularly after they have graduated from their study. As many HE institutions come to depend upon the growing number of Chinese students enrolling with them the paper touches upon an issue of cross national concern. Both authors have experience of students seeking to study in English-speaking countries. They are currently pursuing research at the Institute of Education, University College London. The present paper is drawn from a wider programme of research into student exchanges and flows.

Momentum is a foundational concept in physics. Although it is often taught in introductory mechanics courses, there are a limited number of studies on this topic in the literature. The results from these studies have consistently shown that students have difficulties in understanding momentum, especially the connections between net force, time, and change in momentum, which are signs of fragmented knowledge structure and poor knowledge integration. This study adopts the conceptual framework representation to model student understanding and guide the design of an assessment test on momentum. Informed by the previous work on knowledge integration, the conceptual framework maps out the key concepts and their connections within a student's knowledge structure. Recent studies have shown that a conceptual framework can be used as a guide to create assessment items that follow different reasoning pathways, probing various misconceptions and student difficulties. In this study, an assessment of momentum was developed and tested among a large number of U.S. college freshmen and Chinese high school students. Based on testing and interview results, students' understanding is separated into three progression levels of knowledge integration including novice-like, transitional, and expert-like. Furthermore, the comparison between the two countries' curriculum and momentum test results indicates that an emphasis on the central idea of impulse-momentum theorem can be an essential instructional strategy to help students make the necessary connections within their knowledge structure, leading to a deeper conceptual understanding of momentum.

Through their work on the Fractions Project, Steffe and Olive (2010) identified a progression of fraction schemes that describes students' development toward more and more sophisticated ways of operating with fractions. Although several quantitative studies have affirmed this progression, the question has remained open as to whether it is specific to the U.S. classrooms in which these studies were conducted or whether it describes a developmental progression that crosses international boundaries. The purpose of our replication study was to address that question using data gathered from written assessments of 76 5th- and 6th-grade students in China. Results indicate a remarkably similar progression among students in the United States and students in China.

This article presents the results of an interpretive policy analysis of China's Ministry of Education Standards (2013) for the professional practice of principals. In addition to revealing the evolution of the evaluation of principals in China and the processes by which this policy is formulated, a comparative analysis was conducted to compare it with the Interstate School Leaders Licensure Standards 2008 (ISLLC 2008). The analysis was conducted on the specific standards and indicators across the two documents. The results indicate the presence of both significant similarities and differences in performance expectations for principals: differences are explained by the cultural and national contexts within which school leaders work in both countries. In February 2013 the Ministry of Education in China issued for the first time the national Professional Standards for Compulsory Education School Principals, which provide the specific expectations of quality school leadership. The unprecedented interest in international benchmarking of student academic performance has led to the belief that there are common elements in education policy and school leadership practices. It is hoped that this research sheds new light onto the current thinking on the expectations and evaluation of principal leadership.

The authors examine the factors influencing mathematics homework interest for Chinese students and compare the findings with a recent study involving U.S. students. The findings from multilevel analyses revealed that some predictors for homework interest functioned similarly (e.g., affective attitude toward homework, learning-oriented reasons, monitoring motivation) across the two cultural samples, while some others did not (e.g., parent education, family homework help, and teacher feedback), suggesting that cultural differences influence students' interest in homework. In addition, this study bridges a gap in previous research on homework, by revealing that mathematics homework interest was positively related to mathematics self-concept. These findings were discussed relating to previous research in the field, and in the context of cultural values and societal influences.

Two research questions guided this study of teacher selection: (a) What characteristics do Chinese principals look for when hiring teachers? And (b) what is the effect of participants' gender, experience, or school location on perceived characteristics of effective teacher candidates in hiring? Both interviews and a questionnaire survey were used to collect data from a southwest city of Shandong Province, China. In this mixed design study, quantitative results were consistent with the qualitative results. Additionally, the study results are intended to help readers better understand school principals' perceived characteristics of effective teachers in a Chinese context and provides a framework for future comparative research between China and the USA.

How to compute and report subscores for a test that was originally designed for reporting scores on a unidimensional scale has been a topic of interest in recent years. In the research reported here, we describe an application of multidimensional item response theory to identify a subscore structure in a test designed for reporting results using a unidimensional scale. This research also dealt with the problem of planned missing data due to low levels of item overlap among multiple test forms. Furthermore, we provided evidence for the generalizability of the multidimensional structure using multiple forms of the same test. We also compared the subscores from multiple groups to show the usefulness of the subscores. The research provides evidence that subscores can be identified and produced to provide useful information about different constructs for multiple examinee groups even though the test data were well fit by a unidimensional model.

Content analysis of Chinese nursing education curriculum and U.S. associate degree nursing curriculum revealed differences in course offerings, time allocation, clinical instruction, and clinical experience. Chinese curriculum emphasized physiology and disease and had minimal humanities and social sciences content. Limited clinical experiences throughout the program were a concern. (SK)

The purpose of this study was to develop a richer understanding of teacher effectiveness through cross-cultural analyses of the practices and beliefs of selected China and US teachers who have received national awards for their teaching. This study was based upon a phenomenological design that used semi-structured interviews, classroom observations, and artifacts for data generation/collection. Sixteen China teachers and 16 US teachers participated in this study. This study revealed similarities and differences between US teachers and China teachers in their patterns of instructional practices and professional thinking. The major similarities found between them were (a) using a variety of instructional activities which spanned across different cognitive levels, (b) being opportunistic planners to maximize meaningful student learning, (c) having high student engagement, (d) presenting effective classroom management skills, and (e) maintaining a learning environment that was conducive to optimal learning. Primary differences between US and China teachers' classrooms included the types of instructional activities used and their beliefs and practices in the areas of (a) instructional planning, (b) differentiation, (c) assessment, (d) classroom management, (e) relationships with students and parents, and (f) professional development.

Background: Black women have a disproportionately higher burden of both preeclamptic pregnancy and stroke compared with White women, but virtually all existing evidence on this possible association has been generated from women of European ancestry. Methods: In the Black Women's Health Study, a prospective cohort of U.S. Black women who enrolled in 1995, 42,924 participants were parous and free of cardiovascular disease at baseline. Biennial questionnaires included questions on preeclampsia, gestational hypertension, and stroke. We sought the medical records for participants who reported a stroke, and we reviewed them blinded to reproductive history. Cox proportional-hazards models, with control for potential confounders, were used to estimate hazard ratios and 95% confidence intervals (CIs). Results: Over a median of 22 years of follow-up, there were 1555 incident strokes, including 310 among 4938 women with a history of hypertensive disorders of pregnancy (HDOP). The multivariable hazard ratio for stroke for women with any HDOP compared with those who had never experienced HDOP was 1.66 (95% CI, 1.46 to 1.89). Comparable hazard ratios were 1.53 (95% CI, 1.29 to 1.82) for preeclampsia and 1.81 (95% CI, 1.53 to 2.13) for gestational hypertension only. Associations were similar among women under age 55 years and those aged 55 years and older. Conclusions: In this prospective study of Black women, a history of HDOP was associated with an estimated 66% increased long-term risk of stroke. This association may contribute to the disproportionately higher stroke incidence in Black women given the higher prevalence of HDOP in this population. (Funded by the U.S. National Institutes of Health.) [ABSTRACT FROM AUTHOR]

Self-regulated learning (SRL) and metacognitive processes are important in education because they contribute to effective learning and improved academic performance. Metacognitive SRL may be facilitated by the implementation of computer technology. This qualitative study examined the presence and use of metacognitive SLR processes among elementary school students as they completed computer-and paper-based reading assignments. Students in two after-school programs were recruited from a public school district in a southeastern region of the United States (U.S.). The participants consisted of 52 elementary students in Grades 2-5. Students participated in two, counterbalanced, conditions that involved computer- and paper-based reading assignments. Observations and semi-structured interviews were conducted. The results indicated that students were more likely to apply metacognitive SRL skills when reading on paper than reading on a computer. Overall, students showed signs of planning more in the paper than in the computer condition but student behaviors and responses differed between grades. Monitoring practices appeared in both the computer- and the paper-based reading assignment, with monitoring connected with background knowledge in Grades 2 and 3 but reading content in Grades 4 and 5. Control processes such as retrying and representing graphically were more common in the computer- than in the paper-based reading across all grades. Students used their score in a reading assignment as an evaluation tool to assess performance in the computer- and paper-based reading condition. These findings suggest that the utilization of prior information, integration of multimedia and verbal signals, and comfort level with the reading medium all influenced students' SRL decision-making. [ABSTRACT FROM AUTHOR]

For the international Trends in International Mathematics and Science Study (TIMSS2007) math and science motivation scales (self-concept, positive affect, and value), we evaluated the psychometric properties (factor structure, method effects, gender differences, and convergent and discriminant validity) in 4 Arab-speaking countries (Saudi Arabia, Jordan, Oman, and Egypt) and 4 English-speaking Anglo-Saxon countries (United States, England, Australia, and Scotland). In this article, we also highlight methodological weaknesses in the TIMSS approach to these motivation measures. We found reasonable support for within-group invariance across the math and science domains and between-group invariance across countries for full factor loading invariance and partial item intercept invariance. However, the factor structure is complicated by strong negative-item method effects and correlated unique characteristics associated with the use of math and science items with parallel wording. Correlations involving the motivation factors were reasonably similar across countries, supporting both discriminant and convergent validity in relation to achievement, plans to take more coursework in math and science, and long-term educational aspirations. However, gender differences largely favor girls in the Arab countries (with strong single-sex education systems) relative to Anglo countries (and international norms). The juxtapositions of latent mean differences in achievement and motivation factors are perplexing; students from Anglo countries had substantially higher achievement than students from Arab countries but had substantially lower motivation across all 8 math and science factors. (Contains 4 tables and 1 figure.)

There is a steady line of research to understand faculty diversity and its impact on the work life quality of faculty and learning outcomes of students in the U.S. higher education systems. What makes this volume unique is that, rather than treating diversity as a static and simplistic concept, the chapter authors presented information to show the progressing diversification of faculty population, as defined by factors including gender, race, national origin, job status, and academic disciplines. In this chapter, the author synthesizes the previous five chapters and discusses the four themes that have emerged. Changes and improvements are suggested for future data collection and institutional research on faculty diversity.

In Pacific Rim countries parents of children with developmental disabilities have organized peer support organizations. One form of peer support is Parent to Parent based on one to one connections between two parents. The movements to create and sustain peer support in the U.S., New Zealand, China, and Korea are described. Qualitative evidence from interviews in the US indicates several reasons why Parent to Parent is effective for some of the people who obtain social provisions from the organizations. Peer support helps parents resist social stigma, gain hope, and obtain persuasive guidance. They are able to exchange situated knowledge from their lived experiences with children with disabilities (Brown, Collins & Duguid, 1989). This kind of information may not be available through other sources.

Purpose: The purpose of this paper is to propose meta-synthetic ideas and knowledge asset management approaches to build a comprehensive strategic framework for Beijing City in China. Design/methodology/approach: Methods include a review of relevant literature in both English and Chinese, case studies of different types of support frameworks in the UK, the USA, Singapore and Hong Kong, formulation of a meta-synthetic support framework for Beijing City, and justification of its application to policy development by various studies. Three stages of meta-synthetic support frameworks are proposed. Findings: The suggested meta-synthetic support frameworks are highly appropriate for the optimisation of, and innovation in, management and services systems of government information resources. The proposed knowledge asset management approaches offer significant practical value in improving the competence and capabilities of service-oriented government, providing a set of solutions to identified, urgent problems, including a joint administration system for creating value, a release and distribution management system for sharing and protecting value, and a licensing and authorisation management system for adding value. Research limitations/implications: This paper focuses on the formulation of a theoretical support framework for the reuse of government information resources and the justification of its effectiveness to guide policy development at strategic level. Case studies of its application at operational level are ongoing and will be discussed in future papers. Practical implications: The suggested meta-synthetic support frameworks support the efficiency, effectiveness and economy of intelligent traffic administration, good governance of value-added services based on government information resources, and intellectual activity around city travel and traffic. The study has wide implications for the improvement of service-oriented government performance, public satisfaction and the image of government. Originality/value: The paper presents the adaptation of meta-synthetic ideas and knowledge asset management approaches to collaboration, optimisation, innovation and compliance management issues in the reuse of government information resources. The advantages of different types of support systems and frameworks are integrated as a coherent whole for a strategic framework of legal, regulatory and standards support to China and Beijing. (Contains 3 figures and 3 tables.)

Service-learning as a popular term refers to an educational model that combines academic study with social activism and civic service. However, some countries, such as China, use different terms. This article explores the differences and commonalities between service-learning in the USA and social practice in China in the following areas: definitions and objectives, history of development, public support, status in education, effects, forms, national contexts and similar problems. The comparison gives a different perspective to the understanding service-learning/social practice for both the USA and China. Despite the big differences in educational and political systems, service-learning and social practice appear to have lots of similarities. The comparison also tries to show how the educational or service model for youth can be affected by societal factors. (Contains 2 tables.)

Taking the perspective of consumer socialization theory, this study examined the influences of different socialization agents on consumers' purchases of green products. A total of 224 surveys were distributed to students enrolled in a business-related course at a major university in the northeastern United States. The objectives were twofold. The first was to determine the extent to which family communication affected the influence of parents on participants' green purchase behaviors. The second was to assess, through application of the theory of consumer socialization, the impact of socialization agents on green purchases. Findings showed that students reported more parental influence when their parents communicated more frequently with them regarding specific green behaviors such as buying green products and recycling. The findings also supported the theory of consumer socialization in understanding green purchase behaviors. The three socialization agents identified as influencing such behaviors were family/parents, school, and peers.

This study evaluated the psychometric properties of the Chinese version of the Social Anxiety Scale for Adolescents (SAS-A) in a sample of 296 adolescents (49% boys) in Grades 7, 8, 9, 10, and 12 with a mean age of 15.52 years. Confirmatory factor analysis replicated the three-factor structure of the SAS-A in the Chinese sample: Fear of Negative Evaluation (FNE), Social Avoidance and Distress in New Situations (SAD-New), and Social Avoidance and Distress-General (SAD-General). Internal consistency and test-retest reliability were appropriate. The results also revealed a clear and predictable pattern of relationships between the SAS-A and the Questionnaire about Interpersonal Difficulties for Adolescents and the International Personality Item Pool. Chinese boys reported greater SAD-General than Chinese girls, and this difference increased with grade. The SAS-A scores were compared to previously collected data from the USA and Spain, revealing that Chinese adolescents scored significantly higher in social anxiety than American and Spanish adolescents.

This study explores how teacher quality matters in improving early childhood performance in US kindergartens. We find that it is what teachers do rather than the credentials they hold that matters. Different from previous research on the effect of teacher quality on student achievement, this paper first rejected the common practice of using teacher credentials, such as degree levels and certificate status, to measure teacher quality in the context of early childhood education. Based on the "overlapping spheres" framework, this study then examines the behavioural aspects of teachers; specifically, we focus on teacher's role in establishing and maintaining a good teacher--parent relationship. Our findings suggest that teacher--parent interaction is a positive determinant of student performance. The behavioural aspects of teaching appear to shape the transformation from a mere "qualified" teacher into a "quality" teacher, and should receive more attention in future studies on teacher quality. (Contains 7 tables and 4 notes.)

Using 3 subsamples of remarried respondents (n=1,583, 971, and 926) in the first wave of the National Survey of Families and Households, this study investigates how different types of cohabitation, especially postdivorce cohabitation, affect the timing and quality of remarriage in the United States. Ordinary Least Squares regression analysis indicates that postdivorce cohabitation in general and postdivorce cohabitation with multiple partners in particular delay remarriage. Furthermore, echoing previous research findings on the relationship between premarital cohabitation and relationship quality, the ordered logistic analysis shows that postdivorce cohabitation with a spouse is associated with lower levels of remarital happiness, and postdivorce cohabitation of all types tends to be associated with higher levels of remarital instability. Implications of these findings are briefly discussed.

Each year, state juvenile courts provide thousands of immigrant and refugee children with access to consistent and reliable caregiving and a stable environment. To examine how courts interpret "the best interests" of immigrant and refugee children, this article examines 24 cases in courts across the United States, which indicate they use a territorial approach when evaluating the best interests standard. Although legal status was not an issue, many related factors were. Consequently, the courts restricted immigrant parents' rights in caring, guiding, and visiting their children; increased the risk of wrongfully terminating parental rights; and intensified the unpredictability of immigrant and refugee children's welfare in the long run. This article suggests an approach that encourages communication between social workers and the courts to address the special needs and circumstances of immigrant and refugee children on three key topics: the material and moral welfare of the child, and social welfare for immigrant and refugee families.

As elderly people become a larger proportion of the rural population, it is important to identify those at risk for poor health. Predictors of health-related quality of life can be useful in designing interventions. Purpose: One objective of the present study was to profile the health-related quality of life of community-dwelling, elderly people in a southwestern region of the United States. A related objective was to identify the principal factors associated with health-related quality of life, thereby identifying population subgroups in greatest need of health or social services. Methods: A telephone survey of approximately 5,000 individuals 65 years and older collected data on need for assistance with activities of daily living, physical and mental healthrelated quality of life, and worry about health status measures. A modified version of the Behavioral Model was used to more clearly distinguish the different groups at risk for poor health. Findings: Those groups of communitydwelling, elderly people in the poorest health were older than 75 years, had less than a high school education, were retired or unemployed, and had low household income. No differences were found by urban, rural, and frontier residence. Conclusions: To maintain the physical, social, and psychological health of older people residing in rural and urban areas, social services, medical care, and supportive services are needed, particularly among the most socially and economically disadvantaged.

Metal exposure and depression have each been associated with adverse metabolic diseases, but no study has examined the potential interaction between them. We examined the interaction of depression on the association between metals and metabolic diseases among adults. The interaction of depression in the relationship between metal and metabolic disease in adults was investigated using NHANES, a cross-sectional survey design. By employing data from the NHANES database spanning the years 2007–2018, regression models were employed to investigate the independent impacts of heavy metals (cadmium, lead, and mercury) and depression on metabolic diseases (type 2 diabetes, hypertension, hyperlipidemia, metabolic syndrome). Subsequently, the association between metals and metabolic diseases was explored stratified by depression, and the interaction between heavy metals and depression was explored. Because of the complex NHANES design, statistical evaluations were adjusted through weighting to represent the populace of the United States. We found log transformed-urinary lead was significantly associated with type 2 diabetes (OR: 2.33; 95 % CI: 1.23, 4.41) in adults with depression. Log transformed-urinary lead was not associated with type 2 diabetes (OR: 0.84; 95 % CI: 0.56, 1.27) in adults without depression. The interaction between Pb and depression in type 2 diabetes was significant (P for interaction = 0.033). Log transformed-urinary lead * depression was significantly associated with type 2 diabetes (OR: 1.82; 95 % CI: 1.01, 3.34) in adults. There was no significant interaction between cadmium and mercury exposure and depression in patients with type 2 diabetes, hypertension, hyperlipidemia, and metabolic syndrome (P for interaction > 0.05). The presence of depression positively modified the adverse associations between urinary lead and type 2 diabetes. • Cd was independently associated with metabolic diseases. • Pb was independently associated with hypertension and hyperlipidemia. • Hg was independently associated with hyperlipidemia and metabolic syndrome. • Depression was independently associated with T2DM, hypertension, and hyperlipidemia. • The interaction between urinary Pb and depression in T2DM was significant. [ABSTRACT FROM AUTHOR]

BACKGROUND: Community health workers (CHWs) are trusted community members who provide health education and care. However, no consensus exists regarding whether community health worker-based interventions are effective within the school setting. OBJECTIVE: To determine outcomes and best practices of school-based community health worker interventions. DATA SOURCES: PubMed, CINAHL, and SCOPUS databases. STUDY ELIGIBILITY CRITERIA: This systematic literature review examined articles that described an intervention led by community health workers, targeted children and/or parents, and took place primarily within a Kindergarten-12th grade school setting. Articles were excluded if they described an intervention outside the United States. PARTICIPANTS: Community health workers, children, and/or their parents INTERVENTIONS: School-based community health worker programs RESULTS: Of 1875 articles identified, 13 met inclusion criteria and were included in the final analysis. Of these, 5 described a statistically significant primary outcome. Seven articles provided details regarding community health worker recruitment, training, and roles that would enable reproduction of the intervention. LIMITATIONS: This review focused on interventions in the United States. Bias of individual studies had a wide range of scores (9-21). Heterogeneity of studies also precluded a meta-analysis of primary outcomes. CONCLUSIONS AND IMPLICATIONS OF KEY FINDINGS: The utilization of Community health workers in school-based interventions for children and/or parents is promising. This review identified a lack of detail and uniformity in program presentation, specifically with Community health worker recruitment, training, and roles. A standardized reporting mechanism for Community health worker interventions in schools would better allow for reproducibility and scalability of existing studies. [ABSTRACT FROM AUTHOR]

Objective: To characterize ethnic differences between Chinese and White-Americans between 8.5 and 17.5 years of age, with respect to transverse cephalometric characteristics and to establish transverse craniofacial normative values for Chinese adolescents. Methods: Two-hundred fifty-seven and 547 posteroanterior cephalograms were selected from 35 White-Americans and 157 Chinese with individual normal occlusions. Transverse measurements were obtained and compared between ethnicities to guide determination of normative values for Chinese adolescents. Student's t-test or one-way analysis of variance was used, as appropriate. Results: Chinese girls demonstrated significantly larger measurements than White-American girls at all ages, with the exception of nasal width. Chinese boys exhibited larger measurements than White-American boys at different ages. Chinese boys had larger measurements than girls for most measurements. These data established normative values for Chinese adolescents. Discussion: Ethnic differences existed between Chinese and White-American adolescents with respect to transverse craniofacial measurements. Transverse normative values were established for Chinese adolescents. [ABSTRACT FROM AUTHOR]

Blockchain has been regarded as an emerging global phenomenon in the field of new technologies. However, the existing literature still lacks descriptions of the cooperation characteristics and innovation landscape of blockchain. This study uses the social network analysis method to compare the development of blockchain technology and technological collaboration in China and in the United States based on patent data. Our analyses suggest that the number of blockchain patent applications in China is increasing rapidly due to the Chinese Government developing consistent national strategies for blockchain technology. In all, both countries have notable agglomerations in a few geographical areas or cities. However, the university or enterprise block in the United States has broader and deeper cooperation, unlike the Chinese university or enterprise block, which is more inclined to cooperate within blocks and has more isolated blocks. Lastly, there are various patent attributes-influencing factors behind the importance of node cooperation. The results show that the degree of cooperation of cooperative inventors or important patents is greater in China's cooperation network, while in the United States, the influence of enterprises rather than universities or individuals is greater. [ABSTRACT FROM AUTHOR]