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This study aims to explore teacher noticing differences of the sampled US and Chinese elementary teachers from cross-cultural mathematics videos. A total of 34 expert teachers commented on 25 video clips online. We coded what and how teachers noticed from the videos both quantitatively and qualitatively. Findings reveal teachers' strong interests and profound reflections, especially in the teaching domain including representations, communication, and teacher questioning/guide. Cross-cultural differences in teacher noticing were identified, which were discussed based on possible cultural influences. Implications in research and practice, teacher support, and methodology are discussed.

The present study aimed to develop an applicable Chinese version of the Zimbardo Time Perspective Inventory (ZTPI) and to examine its reliability and validity in national samples of China. We first used the samples of undergraduates to revise the original scale into Chinese version, and then examined the psychometric properties of the revised scale in a lager sample (18 to 65 years old). The revised 25-item scale consists of five subscales assessing Past Positive, Past Negative, Present Impulsive, Present Fatalistic, and Future with a similar factor structure to the original instrument, except that 'Present Hedonistic' was renamed as 'Present Impulsive'. Internal consistency estimates and confirmatory factor analyses showed that the 25-item ZTPI-Chinese version provided good reliability and the revised five-factor structure had acceptable fitness. Subsequent analyses provided support for invariance across gender and age. Overall, the ZTPI-Chinese version provides a reliable and valid instrument for testing time perspective in Chinese population, thereby facilitating both the study of time perspective in China and cross-cultural comparisons., Author(s): Xiaobao Li [sup.1] [sup.2] [sup.3] , Chen Wang [sup.1] [sup.2] [sup.3] , Houchao Lyu [sup.1] [sup.2] [sup.3] , Frank C. Worrell [sup.4] , Zena R. Mello [sup.5] Author Affiliations: [...]

Previous studies have revealed a positive relationship between social class and subjective well-being, but it is still unclear why social class is associated with subjective well-being. In the current study, 4168 Chinese adults aged 17 to 67 years completed measures of social class, present fatalistic time perspective and subjective well-being. Then a mediation analysis was conducted to examine whether present fatalistic time perspective would mediate the association between social class and subjective well-being. Results indicated social class was positively associated with subjective well-being; subjective social class (SSC) had a stronger association with subjective well-being than did objective social class (OSC). Social class was negatively related to present fatalistic time perspective; however, OSC was more predictive of present fatalistic time perspective than was SSC. Moreover, the relationship between social class and subjective well-being was mediated by present fatalistic time perspective, whether SSC or OSC. These results add to our understanding of the theoretical concept of social class and shed new light on a mechanism involved in the social class/well-being association. The implications of this study and future directions are also discussed., Author(s): Gang Du [sup.1] , Houchao Lyu [sup.1] , Xiaobao Li [sup.1] Author Affiliations: (1) grid.263906.8, 0000 0001 0362 4044, Faculty of Psychology, Time Psychology Research Center, Southwest University, , [...]

Instructional principles gleaned from cognitive science play a critical role in improving classroom teaching. This study examines how three cognitive instructional principles including worked examples, representations, and deep questions are used in eight experienced elementary teachers' early algebra lessons in the U.S. Based on the analysis of 32 videotaped lessons of inverse relations, we found that most teachers spent sufficient class time on worked examples; however, some lessons included repetitive examples that also included irrelevant practice problems. Most teachers also situated new teaching in concrete contexts, which were faded into abstract representations. However, connections between concrete and abstract were not always made. The largest challenge was rooted in teachers' inability to ask deep questions that elicited students' deep explanations. Some teachers focused on key words and provided students with direct explanations. Implications are discussed.

This study examines how sampled Chinese and U.S. third and fourth grade students (N[subscript China] = 167, N[subscript US] = 97) understand the commutative, associative, and distributive properties. These students took both pre- and post-tests conducted at the beginning and end of a school year. Comparisons between students' pre- and post-tests within and across countries indicate different learning patterns. Overall, Chinese students demonstrate a much better understanding than their U.S. counterparts. Among these properties, the associative and distributive properties appear to be most challenging, especially for the U.S. students. By the end of grade 4, some Chinese students demonstrate explicit understanding of the associative and distributive properties across tasks; almost no U.S. students achieve a comparable level of understanding on these properties. Student understanding in different contexts also reveals cross-cultural differences. Chinese students tend to reason upon concrete contexts for sense-making, which is rare with U.S. students. Finally, the Chinese student sample shows clear growth of understanding across grades, but this is not seen in the U.S. sample. This understanding gap between the two countries is found to dramatically increase over time. Implications are discussed.

Background: Time perspective is strongly associated with depression. However, the characteristics and associations between trait and state time perspective in adolescents with depression remain unknown. Methods: A total of 211 adolescents with depression (mean age: 14.60 ± 1.69 years) and 215 healthy controls (mean age: 14.66 ± 1.73 years) were selected and assessed using the Chinese version of the Zimbardo Time Perspective Inventory to quantify their trait time perspective. Thirty adolescents were randomly selected from each group to create nine-grid sandplay productions to assess their state time perspective. Results: (1) Regarding the trait time perspective, depressed adolescents scored significantly higher on past negative, present fatalistic, present impulsive, and deviation-balanced time perspective (p < 0.001) and significantly lower on past positive and future (p < 0.05) compared to the control group. (2) In terms of state time perspective, depressed adolescents showed a significantly higher number of squares related to past negative, present negative, and future negative in their nine-grid sandplay productions compared to the control group (p < 0.01).Conversely, they had significantly fewer squares associated with past positive, present positive, future positive than the control group (p < 0.05). (3) Past negative, present fatalistic, and deviation from balanced time perspective traits were negatively correlated with positive state time perspective and positively correlated with negative state time perspective. Past positive and future traits were positively correlated with positive state time perspective and negatively correlated with negative state time perspective. Conclusion: Adolescents with depression are characterized by dwelling on the past, having a severely negative attitude toward the past, being pessimistic about the future, and having a tendency to blame fate or external forces for their problems. In the future, standardized methods for measuring state time perspective should be further explored, as well as the effectiveness of the nine-grid sandplay, for improving time perspective in patients with depression. [ABSTRACT FROM AUTHOR]

BackgroundThe traditional soft X-ray absorption spectroscopy (XAS) method can only work under ultra-high vacuum conditions and cannot be used to detect changes in the electronic structure of samples under real conditions. However, the in-situ soft X-ray absorption spectroscopy method developed in the past decade is mainly based on the fluorescence yield mode. The lack of surface sensitive electron yield mode XAS, especially the Auger electron yield mode, hinders effective detection of chemical information and electronic structure changes on the surface.PurposeThis study aims to investigate the near-ambient pressure X-ray absorption spectroscopy method and the chemical information of the sample surface in the real state.MethodsBy constructing the communication between electron energy spectrometer and the monochromator, the near-atmospheric soft X-ray absorption spectroscopy setup and method were developed at the ME2-BL02B terminal station of Shanghai Synchrotron Radiation Facility (SSRF) different modes of X-ray absorption spectrum under in-situ conditions could be measured in this terminal station, including total electron yield, partial electron yield, and Auger electron yield mode. With the help of in-situ method, the dynamic surface changes of materials at different depths could be described, and platinum-titanium dioxide catalyst for CO oxidation was selected as an example.ResultsThe in-situ ambient pressure X-ray absorption spectroscopy of the electron yield mode recently developed at the ME2-BL02B terminal of SSRF is successfully applied to investigating the catalyst surface under real conditions, and experimental results show the superiority of the surface-sensitive XAS method.ConclusionsThe ambient pressure X-ray absorption spectroscopy method of this study can be used to approximate the chemical information changes of samples in real environments, thereby providing powerful tools for users in the fields of catalysis, environment and energy.