Multicultural education: Raj's story using a curricular conceptual lens of the particular

In this study, we employ a curricular conceptual lens of the particular to explore the experience of multicultural education from the perspective of an immigrant student, Raj. Using a school-based narrative inquiry approach, we learn about Raj's experiences at the intersections of immigration and settlement, adaptation and assimilation, English-language acquisition, unemployment, poverty, family violence, and family relocation. We employ Dewey's [(1938). Experience and education. New York: Simon & Schuster] theory of experience, Connelly and Clandinin's [(1988). Teachers as curriculum planners: Narratives of experience. New York: Teachers College Press, Columbia] understanding of curriculum as experience, and Schwab's [(1969). The practical: A language for curriculum. School Review, 78, 1–23] theory of the particular as theoretical frameworks upon which to examine and analyze interactions and events.     

General,collective, and domain-specific teacher self-efficacy among Chinese prospective and in-service teachers in Hong Kong

This study assessed two global (general and collective) and seven domain-specific sets of teacher self-efficacy beliefs among 273 Chinese prospective and in-service teachers in Hong Kong. While teachers generally reported having the highest confidence in teaching highly able learners and the least confidence in classroom management, there were significant teacher group differences. Among four groups of teachers, the experienced teachers reported the highest level of global and domain-specific teacher self-efficacy, suggesting that there could be a trend of rising teacher self-efficacy as a teacher went through preparation and teaching practice to becoming a novice and then a more experienced teacher.     

International trends in health science librarianship Part 10: The Greater China area

This is the 10th in a series of articles exploring international trends in health science librarianship. This issue describes developments in health science librarianship in the first decade of the 21st century in China, Hong Kong and Taiwan. The next issue will report on Japan and South Korea. JM     

Confirmatory factor analysis of the Child Abuse Potential Inventory: results based on a sample of Chinese mothers in Hong Kong

OBJECTIVES: To evaluate whether or not the original six-factor structure of the Child Abuse Potential (CAP) Inventory suggested by [Milner, J.S. (1986). The Child Abuse Potential Inventory: Manual (2nd ed.). DeKalb, IL: Psytec. Inc.] can be confirmed with data from a group of Chinese mothers in Hong Kong. METHOD: Eight hundred and ninety-seven mothers from 13 child care centers in Hong Kong successfully completed a set of structured questionnaires consisting, among others, of the 77-item Abuse Scale of the CAP Inventory. A confirmatory factor analysis (CFA) was performed to determine whether the data fits the factorial structure of the CAP Inventory identified by Milner (1986). RESULTS: The root mean square error of approximation (RMSEA) of the model epsilona) is 0.031, indicating a close fit of the model in relation to the degrees of freedom. On testing the close fit against the null hypothesis that Ho: epsilona相似文献   

中国学生英语口笔语中的模糊性元话语对比

采用英语口笔语语料库（SWECCL）,定量调查中国英语专业学生口笔语中模糊性元话语may,may—be,might,perhaps,possible,probably的使用情况。结果显示：（1）口语中的模糊性元话语使用频率高于笔语,前者使用频率最高的为maybe,后者使用频率最高的是may;两种语体中might,perhaps,possible,probably的使用频率相对较低;（2）口语方面,会话场合的模糊性元话语使用频率要高于独白场合,两者maybe使用频率最高。（3）笔语方面,议论文中的模糊性元话语使用频率高于记叙文,两者may使用频率最高。     

Out-group value incongruence and intergroup attitude: The roles of common identity and multiculturalism

This research was designed to examine the moderation roles of common social identity and multiculturalism on the established relationship between Mainland Chinese's perceived value incongruence with Hong Kong Chinese and their negative attitude towards Hong Kong Chinese. A survey study was conducted among 202 college students in Mainland China and the results showed Mainland Chinese's value incongruence with Hong Kong Chinese significantly predicted their negative intergroup attitude. In addition, the results also revealed that among participants with high identification with the super-ordinate Chinese national group, this negative relation was significantly weaker than those with low Chinese identification. In addition, among participants with high multiculturalism endorsement, the relation between value incongruence and intergroup attitude was significantly weaker than those with low level of multiculturalism. Implications of this research and future directions were discussed based on these findings.     

对图书馆家庭阅读指导有关问题的思考

论述图书馆面向家庭开展家庭阅读指导的积极意义,介绍家庭阅读指导在我国的现状,并对其可操作性进行一些思考。     

对公共图书馆展览的定位及其品牌建设的思考

分析图书馆文化艺术展览的现状,指出目前图书馆展览的发展需要正确的理论指导和工作思路。从主流与非主流意识、空间定位两个方面对展览业发展作出定位;并从现状出发,探讨展览品牌建设中的精品意识、展览生命力,以及人才、资金的状况。     

“求人”抑或“求己”？经营困境下的企业家活动配置与价值再造

经营困境中的企业家倾向于采取何种策略以提升组织价值再造能力,是战略领域的学者高度关注的研究热点。本文考察了经营困境对企业家活动配置的影响及外部制度因素与企业控股性质的调节作用,并探讨了不同的企业家活动配置对组织后续价值再造能力的差异化影响效应,得到如下结论。经营困境下的企业家活动配置存在双面性,困境不仅激发了企业家的创新投入动机,同时也提升了企业家的关系投入意愿,并且,相对于“求己”式创新投入,企业家更倾向于采用“求人”式关系构建等非生产性策略。地方政策不确定性越高,越发促使困境企业同时增加创新投入与关系投入,“求人”与“求己”双管齐下的动机越强。国有控股制约经营困境与企业家活动配置之间的关系,相对而言,困境企业在国有控股治理机制下的创新动力和关系运营动机都将弱化。困境企业通过增加创新投入提高自身能力能够起到抑制衰退、恢复市场价值的积极作用,而依赖他人的关系策略则并不利于企业价值再造能力的提升,困境企业要实现战略复苏,创新投入优于关系投入。本研究不仅丰富了企业家活动配置的前因研究范畴,而且有效拓展了顺序注意逻辑与企业价值再造理论的研究框架,同时通过比较企业家活动配置的差异化复苏效应探究...     

Keep DRAGging ON: Is solving more problems in DragonBox 12+ associated with higher mathematical performance during the COVID-19 pandemic?

Prior research has shown that game-based learning tools, such as DragonBox 12+, support algebraic understanding and that students' in-game progress positively predicts their later performance. Using data from 253 seventh-graders (12–13 years old) who played DragonBox as a part of technology intervention, we examined (a) the relations between students' progress within DragonBox and their algebraic knowledge and general mathematics achievement, (b) the moderating effects of students' prior performance on these relations and (c) the potential factors associated with students' in-game progress. Among students with higher prior algebraic knowledge, higher in-game progress was related to higher algebraic knowledge after the intervention. Higher in-game progress was also associated with higher end-of-year mathematics achievement, and this association was stronger among students with lower prior mathematics achievement. Students' demographic characteristics, prior knowledge and prior achievement did not significantly predict in-game progress beyond the number of intervention sessions students completed. These findings advance research on how, for whom and in what contexts game-based interventions, such as DragonBox, support mathematical learning and have implications for practice using game-based technologies to supplement instruction.

Practitioner notes

What is already known about this topic

• DragonBox 12+ may support students' understanding of algebra but the findings are mixed.
• Students who solve more problems within math games tend to show higher performance after gameplay.
• Students' engagement with mathematics is often related to their prior math performance.

What this paper adds

• For students with higher prior algebraic knowledge, solving more problems in DragonBox 12+ is related to higher algebraic performance after gameplay.
• Students who make more in-game progress also have higher mathematics achievement, especially for students with lower prior achievement.
• Students who spend more time playing DragonBox 12+ make more in-game progress; their demographic, prior knowledge and prior achievement are not related to in-game progress.

Implications for practice and/or policy

• DragonBox 12+ can be beneficial as a supplement to algebra instruction for students with some understanding of algebra.
• DragonBox 12+ can engage students with mathematics across achievement levels.
• Dedicating time and encouraging students to play DragonBox 12+ may help them make more in-game progress, and in turn, support math learning.