“与君话冷炎州月”——古典诗文中的新加坡

新华古典诗文中所隐藏的史料,很少为学者重视.以古典诗文作为切入点,通过古典诗文,考察与了解19世纪新加坡的历史、人文社会风貌及其与中国近代史的关系,这为学者们研究新华历史、研究华人社会文献,提供了一个新的尝试.     

Diversity Competencies within Early Childhood Teacher Preparation: Innovative Practices and Future Directions

With classrooms becoming increasingly diverse due to children’s various cultural backgrounds and varying abilities, early childhood teacher education programs face the challenge of how best to prepare the workforce. Various initiatives have been implemented in teacher preparation programs to prepare early childhood educators to become competent in relating to all children and families. Infusing components of diversity into all courses and field experiences and engaging in community–university partnerships, as well as unifying early childhood education (ECE) and early childhood special education (ECSE) program components, are promising practices for the field. An examination and evaluation of these initiatives are discussed in this article, as well as future directions for research and practice.     

Using cluster validation criterion to identify optimal feature subset and cluster number for document clustering

This paper presents a cluster validation based document clustering algorithm, which is capable of identifying an important feature subset and the intrinsic value of model order (cluster number). The important feature subset is selected by optimizing a cluster validity criterion subject to some constraint. For achieving model order identification capability, this feature selection procedure is conducted for each possible value of cluster number. The feature subset and the cluster number which maximize the cluster validity criterion are chosen as our answer. We have evaluated our algorithm using several datasets from the 20Newsgroup corpus. Experimental results show that our algorithm can find the important feature subset, estimate the cluster number and achieve higher micro-averaged precision than previous document clustering algorithms which require the value of cluster number to be provided.     

Social constructivism, projective identity, and learning: case study of nathan

In this paper we consider the significant issue of identity and how it relates to learning. Importantly, we narrow down the study in terms of how projective identity interplays with learning from the point of view of the learner and his/her social community. Self and community cannot be divorced. In order to illustrate this concept, we describe a case study involving an 11 years old boy in a learning context commonly referred to as an informal learning environment. This environment would include the community in which projective identity evolves. The trajectory of identity projection can be conceived in Ricoeurian terms of a plot where actors perform actions in role playing situations. This plot metaphor is consistent to the many interactions within MMPOGs and fictional worlds currently in existence. We conceive of an identity projection framework as our contributions to knowledge.     

Towards a situative view of extending and scaling innovations in education: a case study of the Six Learnings framework

This article seeks to draw from contemporary understandings of translation science to highlight and elaborate upon possible norms and procedures which the authors have found to be critical in the successful extension and scaling of design-based research interventions in education into wider practitioner-based adoption and adaptation. The impetus for this interrogation is the desire to mediate the tensions which sometimes arise between researcher, practitioner, and other stakeholders in educational research—such as policy-makers and funding agencies. It is hoped that these explications will contribute to the as yet nascent body of literature on translation science as applied to innovation in education.     

Engaging Students with Art-Based S-R-C (Sense of Belonging,Resistance, and Coalition Building) Strategies for Anti-Racism

In this article, we discuss our struggles and efforts to respond to Asian American and Pacific Islander (AAPI) hate crimes and anti-Asian racism, as well as explore ways to address the issues of anti-Asian racism, violence, myths, and stereotypes in the art classroom. We researched and learned from contemporary Asian American artists, attended anti-racism virtual talks, and examined various anti-racism pedagogical approaches. As an outcome of our research to confront anti-racism, we developed S-R-C strategies to engage students with art-based anti-racism, which include facilitating a sense of belonging (S), resisting anti-Asian racism (R), and coalescing with other minority groups and allies (C). These strategies were developed to fully embrace the equity, diversity, and inclusivity of AAPI sequentially and holistically. This article also reports how we use the S-R-C strategies to guide our pre-service art teachers to confront anti-Asian racism and advocate for anti-racism teaching practices.     

Teachers’ and Children’s Differing Views on Relationships and Their Associations with Academic Outcomes

Early Childhood Education Journal - Preschool children’s relationships with their teachers play an important role in their learning and development. Despite this importance, extant research...     

The relationship between university student learning outcomes and participation in social network services,social acceptance and attitude towards school life

Educators try to use social network services (SNSs) in their teaching because they are regarded as beneficial to student learning. However, little research to date has empirically investigated whether the use of an SNS increases university student learning outcomes. A total of 730 university students in the capital area of South Korea participated in the present study. Based on social learning theory, we developed a general structural model that included SNS participation (SP) as an exogenous variable and a range of endogenous variables: cognitive domain learning outcomes, affective domain learning outcomes, social domain learning outcomes, social acceptance (SA) and attitude towards university life (AT). The study results confirmed that the model adequately explained causal relationships between student learning outcomes and SA, AT and SP. SA was identified as a key variable because of its direct effect on learning outcomes. However, SP was considered more important because of its large indirect effects on all learning outcomes through both SA and AT.