Person-Environment Fit and its Effects on University Students: A Response Surface Methodology Study

The amount of time, effort, and money expended in pursuit of a college degree makes it important that students choose a university that is a good fit for them. Unfortunately students often determine whether a university is a fit for them through trial and error. This research investigated student-university fit and its relationship with satisfaction and well-being. We assessed student-university fit by developing 18 fit factors and measuring needs for, and supplies of, those factors. We tested our hypotheses using polynomial regression analysis and response surface methodology. Data from 228 students suggest that student-university fit is predictive of students?? satisfaction with their university and psychological well-being.     

Children's experience of violence in China and Korea: a transcultural study

OBJECTIVE: There were two aims: First, to compare children's rates of being battered in home, by peers, and by teachers among students between China and Korea, and second, to identify particular risk factors for such violence. METHODS: Children in grades four through six in Shanghai (238 cases) and Yanji (245 cases) in China and Seoul (248 cases) and Kimpo (241 cases) in Korea were surveyed by questionnaire method. They were asked to complete the Straus' Conflict Tactics Scale and their frequencies in the three situations respectively, and other demographic items. RESULTS: Family violence during the last 1 year was experienced in 70.6% (minor 42.2%; serious 22.6%) of the children in China and 68.9% (minor 9.4%; serious 51.3%) of those in Korea. Experience rates of violence by peers were 42.7% (minor 25.7%; serious 13.7%) in China and 26.0% (minor 11.5%; serious 14.3%) in Korea. Finally, rates of corporal punishment by teachers were 51.1% (minor 28.0%; serious 4.1%) in China and 62.0% (minor 8.8%; serious 43.8%) in Korea. The most important and common risk factor for violence in one situation was the presence of violence in another situation. CONCLUSIONS: The findings indicate that the differences in children's overall experience rates were not particularly striking. However, Korean children experienced more severe forms of violence from family members and from teachers. Findings of risk factors clearly imply that there are children vulnerable to violence from multiple sources.     

论韩国技术竞争情报的发展及其在企业中的应用

在全面总结韩国技术竞争情报(CTI)服务的兴起及发展历史的基础上,客观分析了其CTI应用的特点及其效果, 并且对韩国企业开展CTI活动的动力因素及其影响进行了深入研究.     

Teacher agency and transformation at the crossroads of a diffused school change movement: An empirical typology of the Hyukshin Schools in South Korea

Journal of Educational Change - This study aimed to provide an empirical typology of a diffused school change movement in South Korea, known as the Hyukshin School movement. This movement has been...     

A Comparison of Tests for Equality of Two or More Independent Alpha Coefficients

This article extends the Bonett (2003a) approach to testing the equality of alpha coefficients from two independent samples to the case of m ≥ 2 independent samples. The extended Fisher-Bonett test and its competitor, the Hakstian-Whalen (1976) test, are illustrated with numerical examples of both hypothesis testing and power calculation. Computer simulations are used to compare the performance of the two tests and the Feldt (1969) test (for m = 2) in terms of power and Type I error control. It is shown that the Fisher-Bonett test is just as effective as its competitors in controlling Type I error, is comparable to them in power, and is equally robust against heterogeneity of error variance.     

The effects of gain versus loss framing and issue involvement on publics’ responses to nuclear energy messages in South Korea

This study investigates how the public’s perceptions of nuclear power, one of the modern technologies at the center of public debate on risk issues, are influenced by gain versus loss framing in the volatile context of nuclear energy applications in South Korea. Drawing upon prospect theory as its conceptual framework, this experiment using 566 adult participants found that loss-framed messages (i.e. emphasizing the negative outcomes of not using nuclear power) were more effective in increasing participants’ message credibility perceptions as compared to gain-framed messages (i.e. emphasizing the positive outcomes of using nuclear power). Additionally, the results found issue involvement to be a significant moderator of the framing effect, by demonstrating that the advantage of loss framing was stronger for participants who were highly involved in nuclear energy issue, as compared to those who were less involved in the issue. The theoretical and practical implications of these findings are discussed.     

Evaluating Model Fit and Structural Coefficient Bias: A Bayesian Approach to Multilevel Bifactor Model Misspecification

Appropriate model specification is fundamental to unbiased parameter estimates and accurate model interpretations in structural equation modeling. Thus detecting potential model misspecification has drawn the attention of many researchers. This simulation study evaluates the efficacy of the Bayesian approach (the posterior predictive checking, or PPC procedure) under multilevel bifactor model misspecification (i.e., ignoring a specific factor at the within level). The impact of model misspecification on structural coefficients was also examined in terms of bias and power. Results showed that the PPC procedure performed better in detecting multilevel bifactor model misspecification, when the misspecification became more severe and sample size was larger. Structural coefficients were increasingly negatively biased at the within level, as model misspecification became more severe. Model misspecification at the within level affected the between-level structural coefficient estimates more when data dependency was lower and the number of clusters was smaller. Implications for researchers are discussed.     

Establishing a Center to Support Faculty Research

This article describes the establishment in fall 2002 of a School of Education Research Center designed to support faculty in increasing productivity and quality in research. Details are provided about center goals, services, staffing, space, resources, and logistics during the first year of operation. In addition, data are shared about faculty usage of the Center, the level of faculty satisfaction with center services in the first year, and initial increases in faculty productivity. The article concludes with plans for continued data collection to monitor the impact of the Center, a discussion of lessons learned at this point in the Center's development, and possibilities for the evolution of the Center. All authors are at the University of Colorado, Denver. Laura Goodwin, Ph.D., University of Colorado at Boulder, is Interim Associate Vice Chancellor for Faculty Affairs and continues to serve as a Faculty Research Associate. Elizabeth Kozleski, Ed.D., University of Northern Colorado, is the Associate Dean for Research in the School of Education. Lynn Rhodes, Ed.D., Indiana University, is the Dean of the School of Education. Rodney Muth, Ph.D., Claremont Graduate School, is a professor of Administrative Leadership and Policy Studies in the school and chaired the Research Center Advisory Board. Kim Kennedy White, M.A., University of Oregon, was the original School of Education Research Center Coordinator and was responsible for collecting most of the data included in this study.     

Mathematics teacher educator knowledge: What do we know and where to from here?

The knowledge that mathematics teacher educators need has attracted limited but increasing attention in recent years. The papers in this special issue build on emerging themes from that work and raise additional questions that contribute towards a future research agenda in the field. Several of the articles develop conceptualisations of teacher knowledge to apply to mathematics teacher educators, introducing new aspects and drawing attention to unique characteristics of mathematics teacher educators in the process. To some extent the questions these papers raise reflect similar questions in mathematics education more generally but for which the implications for mathematics teacher educators warrant attention. In this paper we review the articles in this special issue and use them as a springboard to examine contemporary developments in the field and posit ways forward for research on mathematics teacher educators’ knowledge.