Nanoparticle image velocimetry at topologically structured surfaces

Nanoparticle image velocimetry (nano-PIV), based on total internal reflection fluorescent microscopy, is very useful to investigate fluid flows within ∼100 nm from a surface; but so far it has only been applied to flow over smooth surfaces. Here we show that it can also be applied to flow over a topologically structured surface, provided that the surface structures can be carefully configured not to disrupt the evanescent-wave illumination. We apply nano-PIV to quantify the flow velocity distribution over a polydimethylsiloxane surface, with a periodic gratinglike structure (with 215 nm height and 2 μm period) fabricated using our customized multilevel lithography method. The measured tracer displacement data are in good agreement with the computed theoretical values. These results demonstrate new possibilities to study the interactions between fluid flow and topologically structured surfaces.     

Analysis of Korean students’ international mobility by 2-D model: driving force factor and directional factor

The purpose of this study is to understand the dynamics of Korean students’ international mobility to study abroad by using the 2-D Model. The first D, the driving force factor, explains how and what components of the dissatisfaction with domestic higher education perceived by Korean students drives students’ outward mobility to seek foreign higher education. The second D, the directional factor, describes the factors that influence the choice of destination country for students’ outward mobility, and is explained by the comparison of Korean students’ perceptions on the images of universities in the U.S., China, the U.K., and Australia and their expectations for higher education in each country (categorized as ‘academic’–‘environmental’). Two questionnaire surveys were conducted to analyze the two D factors and the research findings were integrated into suggestions for each country’s higher education institutions that can be incorporated into their recruitment strategies for international students.

Does Training Toddlers in Emotion Knowledge Lead to Changes in Their Prosocial and Aggressive Behavior Toward Peers at Nursery?

Research Findings: Within the flourishing area of research demonstrating the efficacy of emotion-based interventions carried out by trained teachers in educational contexts in increasing children’s emotional skills, this study makes an original contribution to the existing literature by focusing on the effects of this kind of intervention on toddlers’ prosocial and aggressive behavior. Ninety-five 26- to 36-month-olds participated in a 2-month intervention in which trained teachers read emotion-based stories to small groups of children and then either involved them in conversations about emotions (experimental condition) or did not (control condition). Even after we controlled for age and general language ability, the children in the experimental condition were found to outperform the control group on measures of emotion knowledge and emotional-state talk. Furthermore, the intervention fostered gains in prosocial behavior, whereas it did not have a significant effect on the frequency of aggressive actions, which was lower at posttest in both groups. The positive effect of the training program on participants’ prosocial behavior was no longer significant when we controlled for gains in emotion knowledge and emotional-state talk. Practice or Policy: The results encourage the implementation of early educational programs focused on emotion knowledge in order to foster children’s prosocial behavior toward peers.     

The power of self-directed journals: being a temporary ‘other’ for learning to teach

This case study investigates how an ESL teacher’s activity of self-directed journal writing can facilitate learning and function as a mediational tool for teacher professional development. The participant for this study is a native English speaker who taught an ESL freshman writing course in an American university. Since he had little time to consult with teaching experts, he decided to engage in his self-directed journal for reflecting on his teaching practices. A sociocultural perspective on human cognitive development is utilized as an analytical framework for tracing his development and capturing the transformative power of narrative within his developmental trajectory. Using grounded theory, his journal entries are analyzed to identify a series of stages that trace his professional development, supported by face-to-face interview data designed to co-construct an interpretation of his journal and to serve as a member check. The data analysis suggests that his journal became a powerful mediational space where he critically reflected on and systematically examined his teaching practices. By externalizing his thoughts and feelings, as he first recognizes his loss of self-regulation and then works toward regaining his sense of professional expertise, he begins to develop alternative ways of thinking about his current teaching practices and starts to embrace new modes of engagement in his L2 classroom.     

Students’ misconceptions of statistical inference: A review of the empirical evidence from research on statistics education

A solid understanding of inferential statistics is of major importance for designing and interpreting empirical results in any scientific discipline. However, students are prone to many misconceptions regarding this topic. This article structurally summarizes and describes these misconceptions by presenting a systematic review of publications that provide empirical evidence of them. This group of publications was found to be dispersed over a wide range of specialized journals and proceedings, and the methodology used in the empirical studies was very diverse. Three research needs rise from this review: (1) further empirical studies that identify the sources and possible solutions for misconceptions in order to complement the abundant theoretical and statistical discussion about them; (2) new insights into effective research designs and methodologies to perform this type of research; and (3) structured and systematic summaries of findings like the one presented here, concerning misconceptions in other areas of statistics, that might be of interest both for educational researchers and teachers of statistics.     

Neither Too Sweet nor Too Sour: Problem Peers, Maternal Control, and Problem Behavior in African American Adolescents

This study examined whether maternal control protects African American adolescents from the negative influence of problem peers. Two forms of control were examined, behavioral control and psychological control. It was hypothesized that there would be a curvilinear relation between control and adolescent problem behavior, with the strength of the relationship and the amount of control optimal for adolescent development varying by the level of peer problem behavior. In general, data supported this model, particularly in regard to behavioral control, where the predicted curvilinear interaction occurred even after controlling for initial levels of problem behavior. The predicted curvilinear interaction between psychological control and peer problem behavior was statistically significant if initial levels of problem behavior were not controlled for but was not significant after controlling for initial problem behavior. These findings suggest that high-quality parenting can play a modest but critical role in the face of environmental adversity.     

Placement,inclusion, law and teachers’ perceptions in Macao’s schools

In Macao, the government has initiated a debate regarding revisions in the Decree Law in order to promote a more inclusive schooling system. In this Special Administrative Region of China, inclusive education is one of three possible types of special education that are likely be legislated in the future. The way the teachers perceive the different aspects related to inclusive education, namely the principles, concepts and law, is essential for its full implementation. The aim of this study is to understand teachers’ perceptions about the proposed amendments in the consultation document for changes in the special education regime. In particular, we focus on teachers’ acceptance of the recommended role of parents, the proposed placement models and expectations for teacher training. A mixed-methods approach with a survey of a sample of 500 teachers in private schools and interviews to a sub-sample of 20 provide the data. While agreeing in principle with the majority of the proposed changes in the Decree Law, there were several reservations made by the teachers, especially regarding the extent of parental choice, placement decisions and teacher training. Recommendations to continue the pathway for a more inclusive education system in Macao and for further research are made.     

The Use of Online Support Groups to Seek Information about Chronic Illness: Applying the Theory of Motivated Information Management

The growing number of adults living with chronic illness, combined with the increased availability of illness-specific online support groups, is changing the way individuals seek information about their chronic illnesses. This study utilized elements of the theory of motivated information management (TMIM) to examine how individuals decide to seek information about their chronic illness from online support groups. Adults with chronic illness who had visited at least one online support group in the last six months completed an online survey. Structural equation model findings revealed that, although uncertainty discrepancy about a chronic illness did not predict negative emotional response, both target efficacy and communication efficacy were positively related to information-seeking. Findings aid in explaining specific processes individuals go through when deciding to visit online support groups to gather information about their chronic illnesse, but cannot conclusively support TMIM in this context.     

Learning ecologies through a lens: Ontological,methodological and applicative issues. A systematic review of the literature

The concept of learning ecologies emerged in a context of educational change. While the “learning ecologies” construct has offered a broad semantic space for characterizing innovative ways of learning, it is also true that its potential to promote innovative educational interventions may have been hindered by this same broadness. Based on this assumption, in this paper the authors carried out a systematic review of the literature on learning ecologies with the aim of analysing: (1) the varying definitions given to the concept, including the ontological perspective underlying the phenomena studied; (2) the methodological approaches adopted in studying the phenomenon; and (3) the applications of the research on this topic. Throughout this analysis, the authors attempt to describe the criticalities of the existing research, as well as the potential areas of development that align well with the theoretical/ontological issues, methodological approaches and educational applications. The authors selected and analysed 85 articles, which they then classified in a set of 20 categories defined by them on a theoretical basis. Moreover, in order to triangulate the manual coding, a bibliometric map was created showing the co-citation activity of the 85 papers. The emerging picture showed significant variability in the ontological definitions and methodological approaches. In spite of this richness, few educational applications currently exist, particularly with regard to technology-enhanced learning developments. Most research is observational, devoted to describing hybrid (digital and on-site) learning activities that bridge the gap between the school and social spaces. Furthermore, many of the studies relate to the field of secondary education, with fewer studies exploring adult learning and higher education. The studies dealing with professional development relate mostly to teachers’ continuing education. The authors conclude that the concept of learning ecologies could be used to address further experimental and design-based research leading to research applications if there is proper alignment between the ontological, methodological and applicative dimensions. The main potential of this strategy lies in the possibility of supporting learners by raising their awareness of their own learning ecologies, thereby empowering them and encouraging them to engage in agentic practices. This empowerment could help maintain and build new and better learning opportunities, which every learning ecology can incorporate, amidst the chaotic abundance that characterizes the digital society.