Search

[This corrects the article DOI: 10.1371/journal.pone.0118543.].

As a result of globalization, kindergarten curriculum frameworks in Asia have been strongly influenced by Western theories, pedagogies, and values. In this article, we argue that Singapore's "Nurturing Early Learners" and Hong Kong's "Kindergarten Education Curriculum Guide" present key notions that are inconsistent with cultural values that are deeply rooted in these two societies. To overcome the challenges these inconsistencies trigger for teachers, principals, teacher educators, and parents, we advocate for the design of 'glocal' (global/local, explicitly hybrid) curriculum frameworks, based on principles that are culturally appropriate and socially situated. Drawing on recent research studies, we analyze current curriculum/practice gaps in relation to the notions of "Child-Centeredness," "Quality Interactions," "Creativity and Self-Expression," and "Play." In seeking the global/local balance that is needed in Singapore and Hong Kong, four alternative glocal notions are proposed: "Child-Appropriateness," "Pedagogical Quality," "Arts Engagement," and "Child-Led Activities." We conclude there is an urgent need for generating a solid corpus of local research in both jurisdictions, which should guide subsequent curriculum reforms and teacher preparation models. Our final aim is to contribute to early childhood education policy discussions in Asia, against the background of internationalization.

This study explored parents' views on kindergarten and primary school students' distance learning experience and support needed as well as the amount of time children spend on screen media at home during COVID-19 class suspension. Between February 19 and 22, 2020, three weeks after classes were suspended in Hong Kong, responses from 6,702 parents (93% mothers) of kindergarten students and primary school students were collected via an online survey. Research Findings: Three major findings emerged: (1) Most children encountered difficulties in completing distance learning tasks at home, with major difficulties being children's lack of learning interests and home environment related limitations. Most children were not able to complete the learning tasks independently; (2) More parents without online learning were dissatisfied with distance learning during class suspension than those with online learning. Parents wanted more interactive online learning to facilitate children's learning during class suspension and desired better learning support from schools, flexible work arrangements, and government subsidies; and (3) There was a high usage of electronic devices without parental mediation during class suspension. Practice or Policy: Together, the findings have important policy and pedagogical implications for delivering a distance learning curriculum and working with families during class suspension. The findings also suggest the need for schools to work on a balance of types of learning during class suspension by introducing diversified on- and off-line activities as well as supporting parents in navigating children's screen time.

The article outlines the making of an explanatory theory for internationalisation of higher education (IoHE) in the emerging global knowledge economy. A grounded theory method with reference to a Theory of Practice is utilised to theorise IoHE in New Zealand. The pivotal features of IoHE are conceptualised as rationality and relationality, reflecting the global neoliberal agenda and national strategic priorities. The emergent theory is tested by investigating whether rationality and relationality are applicable for IoHE practices in the non-western context of Indonesia. The proposed theory results in a new definition for IoHE and revisits its role in the knowledge economy.

Research Findings: This study explored the moderating effect of child competence in independent learning in relations between the amount of learning assignment, length of online learning, and parent satisfaction with children's online learning during COVID-19 imposed class suspension. The data came from an online survey conducted in Hong Kong in February 2020. The respondents were parents (N = 3381, 92.4% mothers) of primary school grades 1-6 students (Primary 1: 801, 24.1%; Primary 2: 739, 22.3%; Primary 3: 578, 17.4%; Primary 4: 547, 16.5%; Primary 5: 406, 12.2%; Primary 6: 250, 7.5%, 60 missing) who engaged in online learning during class suspension. The findings showed that both the length of online learning and the amount of assignments were related to parents' satisfaction, but these relations were qualified by the children's competence. Positive relations were found only among children who were rated as more competent in engaging in online learning independently. Practice or Policy: Together, the findings suggest that in designing online learning, consideration of children's ability to complete such learning independently will help increase parents' satisfaction.

With the proliferation of technology and the Internet, the way education is delivered has undergone a rapid change in different educational settings. Whilst a large amount of research has investigated the implementation of mobile technologies in education, there is still a paucity of research from a teaching perspective across disciplines within higher education. For this reason, this study investigated the acceptance, preparedness and adoption of mobile technologies by academic faculties within higher education, using the context of China. Underpinned by the extended Unified Theory of Acceptance and Use of Technology (UTAUT2) Model, a large-scale quantitative survey investigated the factors affecting academics' behavioural intentions and use for mobile technologies, and variations between different demographic groups. Findings suggested that the most significant factors affecting academics' behavioural intention and behaviours of use were their performance expectancy, facilitating conditions, hedonic motivation and habit. Behavioural intention also affected how the faculty staff used their mobile technologies. Moreover, gender, age, teaching experience and discipline were found to be moderating factors. This research provides further verification of the effectiveness of the UTAUT2 Model in the higher education context and the field of new technologies implementation. Findings from this study provide beneficial insights for universities, faculties, and academics in policymaking, faculty management, professional development and lecturer instruction concerning mobile technologies.

The Maori Whakatauki (significant saying) for Technology Education: Kaua e rangiruatia te hapai o te hoe; E kore to tatou waka e u ki uta. Don't paddle out of unison; Our canoe will never reach the shore. Quality initial teacher education (ITE) builds on student prior knowledge. Students bring a wealth of life and career knowledge and skills to inform the planning of our Technology Education programmes, as an essential starting point. This paper seeks to establish a clear benchmark for planning programme origins through identifying and incorporating the real nature of our student entry understandings. We outline a large-scale New Zealand study that explores student entry understandings of technology and Technology Education. The scope of the study involves 906 ITE student teachers across early childhood, primary and secondary sectors. A questionnaire, held on the first day of each programme, initiated the research by investigating the influence of demographic and other factors on student attitudes and understandings of technology and Technology Education. Results revealed that participants viewed technology positively, and understood the role and importance of key aspects of technology and therefore the place of Technology Education, this however varied between age and sectors. Findings have informed current programme planning, by providing an appropriately targeted approach to initial ITE Technology Education delivery. The resulting programme delivery will go some way to ensuring an informed common message will reticulate to communities and schools about the real benefits of learning the technology way. These findings also provide a solid basis for a national longitudinal study.

With the increasing number of schools implementing garden-based learning, there is a need to consider pedagogies that enhance students' learning in a garden context. At present, there is little research available and the purpose and methods of implementing these programmes are greatly varied. To meet this need, this article introduces a new research-informed model for the analysis of teachers' pedagogical content knowledge when implementing kitchen-garden learning programmes. The model, PCK[subscript G2T], was constructed for use as the result of an interpretive-qualitative study that explored the ways in which five New Zealand teachers implemented a kitchen-garden learning programme and integrated it using a national curriculum. Data in the form of concept maps, documentary data and semi-structured interviews were analysed using three stages of data analysis and the common characteristics of PCK identified by the researchers. It is suggested the PCK[subscript G2T] model could be an efficacious tool for illustrating a teacher's PCK for garden-based learning and could be used as a tool for teacher inquiry and professional learning.

This Indonesian quasi-experimental study investigated the effectiveness of a 60- day entrepreneurial programme designed to reduce the trauma of business failure experienced by students when undertaking entrepreneurial projects. Data from pre-and post- questionnaires and journals were analysed using independent T-Tests and paired T-Tests. The results showed that there was a significant reduction in the trauma of business failure in participants after participation in the programme.

BackgroundCoronary artery calcium (CAC) is an established predictor of future major adverse atherosclerotic cardiovascular events in asymptomatic individuals. However, limited data exist as to how CAC compares with functional testing (FT) in estimating prognosis in symptomatic patients.MethodsIn the PROMISE trial (Prospective Multicenter Imaging Study for Evaluation of Chest Pain), patients with stable chest pain (or dyspnea) and intermediate pretest probability for obstructive coronary artery disease were randomized to FT (exercise electrocardiography, nuclear stress, or stress echocardiography) or anatomic testing. We evaluated those who underwent CAC testing as part of the anatomic evaluation (n=4209) and compared that with results of FT (n=4602). We stratified CAC and FT results as normal or mildly, moderately, or severely abnormal (for CAC: 0, 1-99 Agatston score [AS], 100-400 AS, and >400 AS, respectively; for FT: normal, mild=late positive treadmill, moderate=early positive treadmill or single-vessel ischemia, and severe=large ischemic region abnormality). The primary end point was all-cause death, myocardial infarction, or unstable angina hospitalization over a median follow-up of 26.1 months. Cox regression models were used to calculate hazard ratios (HRs) and C statistics to determine predictive and discriminatory values.ResultsOverall, the distribution of normal or mildly, moderately, or severely abnormal test results was significantly different between FT and CAC (FT: normal, n=3588 [78.0%]; mild, n=432 [9.4%]; moderate, n=217 [4.7%]; severe, n=365 [7.9%]; CAC: normal, n=1457 [34.6%]; mild, n=1340 [31.8%]; moderate, n=772 [18.3%]; severe, n=640 [15.2%]; P0), whereas fewer than half of events occurred in patients with mildly, moderately, or severely abnormal FT (n=57 of 132, 43%; P

BackgroundOptimal management of patients with stable chest pain relies on the prognostic information provided by noninvasive cardiovascular testing, but there are limited data from randomized trials comparing anatomic with functional testing.MethodsIn the PROMISE trial (Prospective Multicenter Imaging Study for Evaluation of Chest Pain), patients with stable chest pain and intermediate pretest probability for obstructive coronary artery disease (CAD) were randomly assigned to functional testing (exercise electrocardiography, nuclear stress, or stress echocardiography) or coronary computed tomography angiography (CTA). Site-based diagnostic test reports were classified as normal or mildly, moderately, or severely abnormal. The primary end point was death, myocardial infarction, or unstable angina hospitalizations over a median follow-up of 26.1 months.ResultsBoth the prevalence of normal test results and incidence rate of events in these patients were significantly lower among 4500 patients randomly assigned to CTA in comparison with 4602 patients randomly assigned to functional testing (33.4% versus 78.0%, and 0.9% versus 2.1%, respectively; both P10%) who had a normal functional test were reclassified as being mildly abnormal, the discriminatory capacity improved to 0.69 (95% CI, 0.64-0.74).ConclusionsCoronary CTA, by identifying patients at risk because of nonobstructive CAD, provides better prognostic information than functional testing in contemporary patients who have stable chest pain with a low burden of obstructive CAD, myocardial ischemia, and events.Clinical trial registrationURL: http://www.clinicaltrials.gov. Unique identifier: NCT01174550.

The purpose of this study was to examine the effectiveness of traditional versus guided inquiry (with problem-solving process and cognitive function training) on high school chemistry knowledge, science process skills, scientific attitudes, and problem-solving competency. Two classes of students were recruited from three classes of Grade 11 students at one school in North-eastern Thailand. Using a split-plot design, students were assigned to an experimental (N = 34) and a control group (N = 31), and were administered (a) learning achievement tests (chemistry knowledge, science process skills, and scientific attitude), (b) a problem-solving competency test, and c) tests of cognitive functioning. The findings showed that students' learning achievement and problem-solving competency in the guided inquiry group were significantly higher than in the traditional group. The effect of the new teaching method does not seem to stem solely from improvement in cognitive functioning. We attributed the improvement to greater flexibility in the amount of information provided by the teachers, more effortful processing by the students, and greater collaboration amongst the students.

This study investigated the interaction between self-efficacy and implicit beliefs of ability in their association with maladaptive learning in mathematics. The analysis was based on a large sample of 2538 Singapore Secondary 2 students (M[subscript age] = 13.75), who took measures of entity beliefs of ability, self-efficacy, and three maladaptive learning variables in mathematics: novelty avoidance, cheating, and anxiety. We conducted latent interaction analysis with gender and previous mathematics achievement controlled and found that higher self-efficacy did not buffer, but enhanced the positive association between entity beliefs of ability and the three maladaptive learning variables. When entity beliefs of ability were higher, the increase in the three maladaptive learning was larger for those with higher self-efficacy than those with lower self-efficacy. Findings suggest a revision of the moderation hypothesis in the literature: higher self-efficacy is more helpful in preventing maladaptive learning for incremental theorists than for entity theorists.

This longitudinal study applied the integrated model of self-determination theory (SDT) and the theory of planned behaviour (TPB) to explain COVID-19 preventive behaviours among parents of young children in the United States. The study adopted a two-wave longitudinal study design. Parents (N = 681) completed self-report questionnaires related to measures of SDT and the TPB constructs and behavioural adherence at baseline and after one month. We used standardised residual change scores to test the structural relationships of the integrated model. The parameter estimates of the model (CFI >.96, TLI >.86, RMSEA =.05, SRMR =.03) fit acceptably well to the data. Psychological need support was positively and significantly linked to autonomous and controlled motivation and amotivation. Autonomous motivation was positively and significantly correlated with TPB factors, and intention. Intention was a significant and positive predictor of behavioural adherence. The integrated model of SDT and the TPB appeared to be applicable to the explanation of COVID-19 prevention among the U.S. parents. Longitudinal data showed that a psychological need supportive social environment was related to favourable motivation, social cognition beliefs, intention and behavioural adherence to the preventive behaviours of parents protecting their young children from COVID-19. [ABSTRACT FROM AUTHOR]

BackgroundDiagnostic testing in the care of patients newly presenting with symptoms suggestive of coronary artery disease may influence risk factor management, independent of test type or test results. However, little is known about changes in medications and lifestyle after anatomical or functional testing.Methods and resultsWe examined what factors influenced preventive medical therapy and lifestyle practices at 60 days among 10 003 symptomatic patients (53% women; mean age 61 years) randomly assigned to anatomical testing with coronary computed tomographic angiography or functional testing (NCT01174550). We also assessed the association of preventive changes with major cardiovascular events. There were no differences in medications/lifestyle at baseline. At 60 days, relative to baseline, the computed tomographic angiography strategy was associated with a higher proportion of patients newly initiating aspirin (11.8% versus 7.8%), statins (12.7% versus 6.2%), and β-blockers (8.1% versus 5.3%), compared to functional testing (P

BackgroundPROMISE (PROspective Multicenter Imaging Study for Evaluation of Chest Pain) found that initial use of at least 64-slice multidetector computed tomography angiography (CTA) versus functional diagnostic testing strategies did not improve clinical outcomes in stable symptomatic patients with suspected coronary artery disease (CAD) requiring noninvasive testing.ObjectiveTo conduct an economic analysis for PROMISE (a major secondary aim of the study).DesignProspective economic study from the U.S. perspective. Comparisons were made according to the intention-to-treat principle, and CIs were calculated using bootstrap methods. (ClinicalTrials.gov: NCT01174550).Setting190 U.S. centers.Patients9649 U.S. patients enrolled in PROMISE between July 2010 and September 2013. Median follow-up was 25 months.MeasurementsTechnical costs of the initial (outpatient) testing strategy were estimated from Premier Research Database data. Hospital-based costs were estimated using hospital bills and Medicare cost-charge ratios. Physician fees were taken from the Medicare Physician Fee Schedule. Costs were expressed in 2014 U.S. dollars, discounted at 3% annually, and estimated out to 3 years using inverse probability weighting methods.ResultsThe mean initial testing costs were $174 for exercise electrocardiography; $404 for CTA; $501 to $514 for pharmacologic and exercise stress echocardiography, respectively; and $946 to $1132 for exercise and pharmacologic stress nuclear testing, respectively. Mean costs at 90 days were $2494 for the CTA strategy versus $2240 for the functional strategy (mean difference, $254 [95% CI, -$634 to $906]). The difference was associated with more revascularizations and catheterizations (4.25 per 100 patients) with CTA use. After 90 days, the mean cost difference between the groups out to 3 years remained small.LimitationCost weights for test strategies were obtained from sources outside PROMISE.ConclusionComputed tomography angiography and functional diagnostic testing strategies in patients with suspected CAD have similar costs through 3 years of follow-up.Primary funding sourceNational Heart, Lung, and Blood Institute.

In Singapore, primary school students are taught to use bar diagrams to represent known and unknown values in algebraic word problems. However, little is known about students' understanding of these graphical representations. We investigated whether students use and think of the bar diagrams in a concrete or a more abstract fashion. We also examined whether usage and understanding varied with grade. Secondary 2 (N = 68, M[subscript age] = 13.9 years) and Primary 5 students (N = 110, M[subscript age] = 11.1 years) were administered a production task in which they drew bar diagrams of algebraic word problems with operands of varying magnitude. In the validation task, they were presented with different bar diagrams for the same word problems and were asked to ascertain, and give explanations regarding the accuracy of the diagrams. The Küchemann algebra test was administered to the Secondary 2 students. Students from both grades drew longer bars to represent larger numbers. In contrast, findings from the validation task showed a more abstract appreciation for how the bar diagrams can be used. Primary 5 students who showed more abstract appreciations in the validation task were less likely to use the bar diagrams in a concrete fashion in the production task. Performance on the Küchemann algebra test was unrelated to performance on the production task or the validation task. The findings are discussed in terms of a production deficit, with students exhibiting a more sophisticated understanding of bar diagrams than is demonstrated by their usage.

Although the term "technology" means different things to different people, most would generally agree that it is about "stuff." For some it may be more complex than this, and for others it may simply involve using or studying high-tech gadgetry, such as computers and iPhones. Understanding the interdependence between design and culture is a critical part of technology education. In order to know what one wants and needs for the future, it is important to have a good historical and cultural understanding of technological change. Although many countries include historical, societal, cultural, and environmental emphases in their technology curriculum, these can be lost in the drive to design, make, and create. This article provides justification and examples for these notions to be key parts of a technology program. It demonstrates the ease with which contemporary technological notions can be linked to topical, local, and cultural products and issues. (Contains 2 figures.)

Infectious diseases have caused die-offs in both free-ranging gorillas and chimpanzees. Understanding pathogen diversity and disease ecology is therefore critical for conserving these endangered animals. To determine viral diversity in free-ranging, non-habituated gorillas and chimpanzees in the Republic of Congo, genetic testing was performed on great-ape fecal samples collected near Odzala-Kokoua National Park. Samples were analyzed to determine ape species, identify individuals in the population, and to test for the presence of herpesviruses, adenoviruses, poxviruses, bocaviruses, flaviviruses, paramyxoviruses, coronaviruses, filoviruses, and simian immunodeficiency virus (SIV). We identified 19 DNA viruses representing two viral families, Herpesviridae and Adenoviridae, of which three herpesviruses had not been previously described. Co-detections of multiple herpesviruses and/or adenoviruses were present in both gorillas and chimpanzees. Cytomegalovirus (CMV) and lymphocryptovirus (LCV) were found primarily in the context of co-association with each other and adenoviruses. Using viral discovery curves for herpesviruses and adenoviruses, the total viral richness in the sample population of gorillas and chimpanzees was estimated to be a minimum of 23 viruses, corresponding to a detection rate of 83%. These findings represent the first description of DNA viral diversity in feces from free-ranging gorillas and chimpanzees in or near the Odzala-Kokoua National Park and form a basis for understanding the types of viruses circulating among great apes in this region.

This case study outlines a program developed by a group of 6 teachers' college lecturers who volunteered to provide a technology program to year 7 & 8 children (11- and 12-year-olds) for a year. This involved teaching technology once a week. As technology education was a new curriculum area when first introduced to the college, few lecturers had classroom experience of teaching this new subject. Although the lecturers had sound personal constructs of technology education and lectured in the area of technology education, teaching this age group for this extended period was a new experience for all. The lecturers' honest evaluations document the difficulties and emotional times they encountered as they tried to implement the technology curriculum. (Contains 2 figures and 4 tables.)

Although algebra is a prerequisite for higher mathematics, few studies have examined the mathematical and cognitive capabilities that contribute to the development of algebra word problems solving skills. We examined changes in these relations from second to ninth grades. Using a cross-sequential design that spanned 4 years, children from 3 cohorts (M[subscript age] = 7.85, 10.05, and 12.32) were administered annual tests of algebra word problems, mathematical skills (mathematical relational tasks, arithmetic word problems), and cognitive capabilities (working memory, updating, inhibitory, task switching, and performance intelligence). The cross-sectional findings showed that ability to solve mathematical relational problems was associated strongly with performance in algebra word problems. Working memory and updating explained variance in the relational, but not the algebra problems. Using an autoregressive cross-lagged model with structured residuals to analyze the longitudinal data, we found relational and arithmetic performance predicted independently algebra performance from one year to the next. The strength of these relations was consistent across grades. These findings point to the importance of developing skills in relational problems as one of the tools for improving algebra performance.

The unprecedented geopolitical and economic shifts across the world have triggered much debate over the re-thinking of internationalisation of higher education (IoHE). This article discusses how a deeper understanding of the knowledge economy paradigm contributes to re-thinking IoHE, and how it reshapes the relations between the west and the rest in the international education industry. In the global knowledge race, the rules are set by the knowledge economy agenda, but these rules could be changed through appropriate IoHE strategies. The knowledge economy promotes a predominantly western-oriented knowledge paradigm, and IoHE contributes to its dissemination. For this reason, it is important to consider how the western theoretical underpinnings of IoHE and the knowledge economy are transformed and integrated in a given local context and if this game is worth playing.

The New Zealand technology curriculum requires children to solve problems to meet people's needs. So who are these people? Are they the users of the product, people who are affected by the product or someone else? This article investigates the confusion and limitations that exists in the New Zealand curriculum about the terms society, community, consumer, user, and people and justifies the replacement of some of these designations with the term stakeholder. The author concludes by asserting that the term stakeholder should be used in the New Zealand technology curriculum since the term eliminates confusion over the multitude of terms currently in use and it helps to ensure consultation is not trivialized but rather is a key part of the process. (Contains 1 figure.)

Background: Good nutrition, regular physical activity, and adequate sleep are important for promoting health. However, it is not well characterized how these lifestyle behaviours are associated with mood at the start of school days. Aim: To identify the weekday health-related behaviours (breakfast intake, physical activity, and sleep) of Singaporean adolescents and explore their associations with mood at the beginning of the school morning. Methods: 365 adolescents (52.3% boys, 47.7% girls) aged 14–19 years (M = 16.9, SD = 1.3 years) completed a survey set on breakfast habits, physical activity participation, sleep duration, and mood. Results: More than one-third (38.6%) of participants never (15.0%) or irregularly (23.6%) consumed breakfast on weekdays. Adolescents consuming breakfast irregularly reported significantly higher negative mood scores than regular breakfast consumers (p =.002; d =.404). Almost two-thirds (64.1%) of adolescents did <60 min of moderate-to-vigorous physical activity (MVPA) on weekdays and reported lower positive morning mood scores than those who ≥60 min of MVPA (p =.014; d =.284). Although most (88.3%) adolescents slept <8 h each night, sleep duration was not related to either positive mood or negative mood. Conclusion: The present study suggests that eating breakfast on a regular basis and completing for ≥60 min of weekday MVPA are useful behaviours to start school days in a better mood. Parents and health educators should recognise the importance of establishing these habits and support students by instigating practical approaches so they can achieve a regular breakfast intake and physical activity engagement. [ABSTRACT FROM AUTHOR]