Assessing university students' perceptions of their Physics instructors' TPACK development in two contexts

Technological Pedagogical and Content Knowledge (TPACK) has been gaining traction among educational researchers; however, studies documenting university students' perceptions of their teachers' TPACK remain limited. This study intends to investigate the professional development of two physics instructors through the lens of the TPACK framework. Moreover, this study spans an 18‐week semester within both the contexts of Taiwan and China. Multiple data were collected and analyzed, including the pretest and posttest TPACK surveys, instructor interviews, in‐class observations and students' feedback and opinions. The results revealed that John's instructional representations and strategies and technology integration and application scores increased significantly, as well as Mike's knowledge of students' understanding score showing a significant increase from the middle to the end of semester. John (Taiwan) emphasized life examples and the use of multimedia while Mike (China) chose to emphasize students' knowledge and evaluation. Such results showed different teaching characteristics in the two contexts. Implications and suggestions are put forward based on the results of this study.     

基于专利演化模型的机构专利分析

近年来,科学技术发展日新月异,每天都会出现各种新型研究领域,众多研究成果被发表与公布。为此,来自各个国家的组织机构做了巨大的努力要为自己的机构带来外部与内部的变化。事实上,对于很多机构来说,研究的意义在于通过分析研究成果得到有意义的结论。因此,本文通过对具体机制下的专利标题（发明名称）进行分析从而提出一种演化模型。首先,我们根据关键词的特性对标题的关键词进行分类,然后定义专利的相互关系。我们建议演化模型的相互关系建立在时间轴基础上,并且可以适用于实际数据。通过应用于实际数据的模型可预测出未来专利的关键词。     

Video gaming as digital media,play, and family routine: implications for understanding video gaming and learning in family contexts

While a number of studies have investigated learning associated with video gaming in out-of-school settings, only recently have researchers begun to explore gaming and learning in the contexts of home and family life. This paper discusses three different frameworks within which we can situate video games and learning at home: (a) video gaming as digital media, (b) video gaming as play, and (c) video gaming as family routine. Each framework brings different issues related to learning into focus, and contributes new insights into the role gaming plays in the lives of children, adults, and families as a whole.     

Latent profiles of attitudes toward print and digital reading among adolescents

Reading and Writing - A growing body of research has highlighted the important role attitudes play for adolescent readers, but few have examined differences in attitudes across purposes and...     

Comparing the effects of argumentation and facework on Americans and Chinese’ responses to advice in supportive interactions

Advice is a culturally universal form of supportive communication. This study examined cultural similarities and differences between American (N?=?248) and Chinese (N?=?225) college students in their responses to advice messages that differ in terms of argument explicitness and use of facework. A 2 (articulation of response efficacy: presence vs. absence) ×?2 (articulation of feasibility: presence vs. absence) ×?2 (articulation of absence of limitations: presence vs. absence) ×?2 (use of facework: presence vs. absence) experimental design was used in the study. A hypothetical problem situation (failing an exam) was employed in the design and three types of advice substance were included (talking to professor, studying with others, dropping the course). Participants were randomly assigned to read one of the hypothetical conversations in which they received advice from a friend about the problematic situation. The findings of this study demonstrated that, in both cultural groups, advice was more effective (resulting in higher perceptions of advice quality and facilitation of coping, as well as stronger intention to implement the advice) when advice givers outlined the efficacy of the advised action, explained the feasibility of undertaking the advised action, addressed the potential limitations of the advised action, and employed politeness strategies when giving advice. Theoretical and pragmatic implications of the study’s findings, as well as directions for future research are discussed.     

The Impact of a Goal-Setting Intervention for Engineering Students on Academic Probation

Research in Higher Education - Many degree-seeking college students struggle academically and ultimately never graduate. Academic challenges and persistence within the major are especially salient...     

Advances in the Science of Assessment

Designing, developing, and administering assessments has remained fairly unchanged across the past century. However, recent developments in instructional technology, learning science theory, and advances in the design of assessments necessitate a newfound perspective on assessment. The objective of the present article is to review the topic of assessment in depth—past, present, and future. Specifically, we focus on the use of technologically rich learning environments that have spurred advances in student assessment, new methods and procedures from these advances, and consequently the need to consider implementing comprehensive assessment systems that provide rigorous and ubiquitous measurement of the whole student learning experience.     

论郑敏早期诗歌观照生命的多维视野与理性光辉

这里所说的郑敏的早期诗歌是指诗人40年代的作品，郑敏诗歌的主要艺术目标是揭示生命的现状和本质，从而体现诗人的生命理想。为了实现这一目标，诗人对生命现状和本质进行了全方位的打量，主要包括四个层面：自我解剖、自然观照、社会观照和艺术观照。这些生命观照的结果使郑敏诗歌形成了感性和性错综、哲学与玄学交织的独特的艺术气质。     

SOCIAL PERSUASIONS BY TEACHERS AS A SOURCE OF STUDENT SELF‐EFFICACY: THE MODERATING ROLE OF PERCEIVED TEACHER CREDIBILITY

The primary purpose of this study was to ascertain whether the degree to which Korean middle school students perceived their teachers to be credible made a difference in the effectiveness of teachers’ persuasion as a source of students’ academic self‐efficacy. In the contexts of both general school learning and a specific subject of Korean language and literature, social persuasions by teachers were a significant predictor of student self‐efficacy. Students’ academic self‐efficacy, in turn, was a significant predictor of students’ expected final examination scores. Although perceived teacher credibility did not predict student self‐efficacy directly, it interacted significantly with teacher persuasion in the prediction of student self‐efficacy, as determined by the latent interaction analysis. Consistent with Bandura's assertion and our hypothesis, students reported stronger academic self‐efficacy as they perceived the teachers who delivered the social persuasion to be more credible.     

Creating a temporary community? An ethnographic study of a residential fieldtrip

This paper explores the evolving perceptions of community sentiments, for three teachers and 36 AS-level students on a week-long residential fieldtrip. For this in-depth study I adopted an ethnographic methodology in which I participated in, observed and recounted some of the complex and fluid spatial arrangements and processes, analysing their influence on social relationships and attitudes to learning at a UK residential field study centre. Whilst seemingly offering a different and more informal educational setting from school, I argue that the accompanying teachers attempted to influence proceedings through spatial management to meet some of their explicitly declared aims for the trip. Furthermore I argue that the physical isolation of the centre, together with the deliberately managed exclusion of external influences, effectively created a bounded setting, thereby temporarily replicating some of the characteristics associated with traditional notions of community. Within this teacher-shaped environment evolving relationships linked to the new place setting, together with impromptu communitas moments, contributed to community sentiments in line with more contemporary interpretations of the concept.