Culturally tailored narrative evidence about family health history: a moderated mediation analysis

This study tests a theoretical model named the Extended Elaboration Likelihood Model for Narrative Evidence Processing (EELM-NEP) to investigate associations between message processing, message outcomes, and behavioral intentions (BI) in the context of family health history communication. Furthermore, to investigate the role of cultural tailoring within these associations, this study explores how the type of culturally tailored narrative evidence and participants’ cultural identity moderate the relationships between message processing, message outcomes, and BI. A percentile bootstrap method and pairwise comparison tests in structural equation modeling (SEM) were employed. According to the results, identification significantly predicted engagement, and engagement had significant and positive effects on perceived message quality (PMQ), comprehension, perceived message effectiveness (PME), and BI. PME and resistance to counter-arguing significantly and positively affected BI. Importantly, the EELM-ENP model as well as pairwise comparison tests revealed that the messages were more effective when the participants read culturally distant messages. Findings suggest that cultural novelty might be more effective than cultural closeness in narrative persuasion.     

The Influence of James C. McCroskey’s Research in South Korea

In honor and remembrance of Dr. James C. McCroskey, this article looks at McCroskey’s influence in Korean academic fields. We find that McCroskey’s scholarly articles and books were increasingly cited from 2001 to 2016 and that his work has been cited in Korean journals across diverse fields. In addition to the communication and education fields, McCroskey was cited also in the fields of science and medicine in South Korea. The findings document the international and interdisciplinary impact of McCroskey’s scholarship.     

A typology of undergraduate students' conceptions of size and scale: Identifying and characterizing conceptual variation

The importance of “size and scale” in nanoscience and engineering has been recognized by both scientists and science educators. A solid understanding of this concept is key to the learning of nanoscience. Students, however, have been reported to have considerable difficulty grasping this concept; yet little is known regarding their state of understanding. To address this knowledge gap, we conducted a series of studies that were aimed at exploring the different ways students conceive of “size and scale” in the context of undergraduate nanoscience and engineering courses. Informed by Variation Theory of Learning (Marton and Booth, 1997), we identified four major categories (with two sub‐categories within each) of student conception—fragmented, linear, proportional, and logarithmic. These conception categories, together with the aspects of variation that characterize and distinguish them, are summarized in a typology. In addition to serving as a diagnostic tool to describe students' understanding, this typology can also be used to guide the development of instructional interventions that facilitate students to move toward a more sophisticated understanding of “size and scale.” © 2011 Wiley Periodicals, Inc., Inc. J Res Sci Teach 48: 512–533, 2011     

A model for e‐education: Extended teaching spaces and extended learning spaces

The paper proposes a model for e‐education in instruction, training, initiation and induction based upon the concept of extended teaching spaces involving execution, facilitation and liberation, and extended learning spaces used for acquisition, application and construction cemented by dialogue and reflection. The proposed model is based upon theory, research and practice in education and information and communications technology (ICT). In this paper, the focus is on K‐12 schooling, but the model may be applied to ICT integration in all sectors of education and training.     

Academics’ job-related stress and institutional commitment in Hong Kong universities

Tertiary Education and Management - Recent developments in higher education have placed greater emphasis on performance and accountability and raised concerns about increasing levels of stress...     

Impacts of performance-based accountability on institutional performance in the U.S.

In the 1990s, most US states adopted new forms of performance-based accountability, e.g., performance-based budgeting, funding, or reporting. This study analyzed changes in institutional performance following the adoption of these new accountability standards. We measured institutional performance by representative education and research indicators—graduation rates and levels of federal research funding. We collected data from 1997 to 2007 and used a hierarchical linear modeling growth curve analysis. The main finding was that states which adopted performance-based accountability did not see a noticeable increase in institutional performance. In addition, we highlighted a critical policy issue—whether state and institutional factors contribute most to institutional performance in higher education.     

The importance of indirect teaching behaviour and its educational effects in physical education

Background: Physical education teacher behaviour has been a subject of study in physical education including physical education teacher education for 30 years. However, the research on teacher behaviour has tended to focus on direct teaching behaviour (DTB) to demonstrate the benefits of effective teaching, centred on a technical understanding of the process of teacher behaviour. A holistic approach for teaching behaviour is needed in order to give students educational experiences.

Aims: Drawing on the studies of implicit ways of teaching, the aim of this paper is to provide a new approach of researching teacher behaviour in order to understand the social and moral assumptions and to promote students' motivation to engage in physical activities that are embedded in the act of teaching in physical education through the identification of indirect teaching behaviour (ITB).

Method: An ethnographically informed case study based on participant observation (eight months) was employed. The researcher observed students in two 8th-grade (13 years old) co-ed physical education classes in South Korea. Participant observation was supported by participant observer field notes, audio/video recordings of classes, questionnaires, and interviews.

Findings: Through inductive analysis of the data, the multiple ITBs were identified including tone of voice and intonation, humour, facial expressions and gestures, dress code and setting an example, touch, encouragement, and care. ITB had a powerful influence on students' social and moral development in terms of reflecting on themselves by the teacher's positive modelling, cooperating with other friends and learning the intrinsic value of physical activities and sports. ITB was also found to impact the student's perceptions of physical education and their physical education teachers, which seems to encourage them to learn more about the lesson.

Conclusions: An understanding of ITB will help broaden the perspectives on teaching methods used and studies conducted in physical education beyond the dominant approach of DTBs. Teachers need to reflect upon their behaviour in the physical education class, even if their teaching behaviours are regarded as trivial. Furthermore, the understanding of ITB can also play a pivotal role in encouraging pupils to enjoy the intrinsic value of physical education centred on moral values, and fostering a passion for physical activity that extends into participation for life. In this sense, this insight suggests that researchers re-examine the power of ITB in relation to teachers' professional competence. Teacher educators need to intentionally cultivate the character of teacher candidates in their professional preparation phase in addition to ITB-related studies in physical education.     

Foot and ankle joint movements of dancers and non-dancers: a comparative study

Ballerinas use their ankle joints more extremely and sustain injuries on the ankle joint more frequently than non-dancers. Therefore, the ankle movement of dancers is important and should be studied to prevent injuries. Measuring ankle joint range of motion (ROM) using radiographs could demonstrate the contribution to motion of each joint. The aim of this study was to analyse and compare ankle joint movements and the ratio of each joint’s contribution during movement between dancers and non-dancers, using radiographic images. Dancers have lower dorsiflexion (26.7 ± 6.2°), higher plantarflexion (74.3 ± 7.1°) and higher total (101.1 ± 10.8°) ROMs than non-dancers (33.9 ± 7.0°, 57.2 ± 6.8° and 91.1 ± 9.3°, respectively) (p < 0.05). Although the ROMs were different between the two groups, the ratios of each joint movement were similar between these two groups, in all movements. Regarding total movement, the movement ratio of the talocrural joint was almost 70% and other joints accounted for almost 30% of the movement role in both dancers and non-dancers. Therefore, the differences in ROM between dancers and non-dancers were not a result of a specific joint movement but of all the relevant joints’ collaborative movement.     

Assimilation or Contrast? Evaluation of New Shows in Lead-In–Lead-Out Scheduling

The basis of this study was an experiment conducted, incorporating lead-in and lead-out scheduling techniques, to explore the impact of context effects on the evaluation of a new show. Results indicate that contrast effect or assimilation effect occurred, dependent on whether the show adjacent to the show targeted for evaluation was of the same or a different genre. That is, viewers tended to evaluate the target program more favorably when they watched it in conjunction with a program of a different genre (i.e., assimilation occurs). Conversely, audiences gave a lower evaluation to the target show when the adjacent program was of the same genre (i.e., contrast occurs). This pattern of context effects occurred regardless of whether viewers watched the target show prior to (i.e., lead-out), or after (i.e., lead-in), the context show. This study also found that the assimilation effect was greater in the lead-out and different-genre condition, and contrast effect was enhanced in the lead-in and same-genre condition. Implications concerning context effects on scheduling strategies for the introduction of a new series are presented.     

Click data as implicit relevance feedback in web search

Search sessions consist of a person presenting a query to a search engine, followed by that person examining the search results, selecting some of those search results for further review, possibly following some series of hyperlinks, and perhaps backtracking to previously viewed pages in the session. The series of pages selected for viewing in a search session, sometimes called the click data, is intuitively a source of relevance feedback information to the search engine. We are interested in how that relevance feedback can be used to improve the search results quality for all users, not just the current user. For example, the search engine could learn which documents are frequently visited when certain search queries are given.