Centering,Scale Indeterminacy,and Differential Item Functioning Detection in Hierarchical Generalized Linear and Generalized Linear Mixed Models

In this article, we discuss and illustrate two centering and anchoring options available in differential item functioning (DIF) detection studies based on the hierarchical generalized linear and generalized linear mixed modeling frameworks. We compared and contrasted the assumptions of the two options, and examined the properties of their DIF estimates with a simulation study. For reference purposes, the results were compared to those obtained from using the Mantel-Haenszel procedure as well. Finally, we discuss some implications regarding the choice of model parameterizations for DIF detection using these frameworks.     

Evaluation of Students' Conceptual Understanding of Malaria

In this study, a two‐tier diagnostic test for understanding malaria was developed and administered to 314 Bruneian students in Year 12 and in a nursing diploma course. The validity, reliability, difficulty level, discriminant indices, and reading ability of the test were examined and found to be acceptable in terms of measuring students' understanding and identifying alternative conceptions with respect to malaria. Results showed that students' understanding of malaria was high for content, low for reasons, and limited and superficial for both content and reasons. The instrument revealed several common alternative conceptual understandings students' hold about malaria. The MalariaTT2 instrument developed could be used in classroom lessons for challenging alternative conceptions and enhancing conceptions of malaria.     

Cultural Factors in Educational Effectiveness: A framework for comparative research

ABSTRACT

Following rapid social and economic development in the Asia-Pacific region in the past decades, there is a growing interest in the cultural differences in schooling between East and West. This interest extends to the cultural forces shaping the features of school processes and dominating the effectiveness of education in terms of students’ academic achievements. Unfortunately, many recent studies and debates about culture suffer from a number of major methodological and conceptual drawbacks, including confusion in conceptions, arbitrary use of cultural terms, over-attribution to cultural effects, and ignorance of levels of analysis. Few studies seem capable of deepening our understanding of cultural or cross-cultural factors in educational effectiveness.     

The combined effect of self-efficacy and academic integration on higher education students studying IT majors in Taiwan

The purpose of this study is to examine the combined effect of self-efficacy and academic integration on higher education students studying IT (Information Technology) majors in Taiwan. We introduced self-efficacy, which is a psychological factor that affects students’ academic outcomes, as a new factor in Tinto’ theory, a well-known framework in student retention research. Academic integration is the main proposition of Tinto’s theory affecting students’ decision to dropout. Students from different populations have various reasons from dropping out of their studies. An examination of the relationship between self-efficacy and academic integration is useful to understand the effect of self-efficacy on academic outcomes on the IT student population in Taiwan. Data from a Taiwanese national survey database conducted in 2005 was used to achieve the research objective. A total of 2,895 records were extracted from 75,084 students in public and private institutions studying in two IT-related Majors, namely Information Management (IM) and Computer Science (CS). MANOVA was used to analyze the interaction effects between academic integration and self-efficacy. The independent variables were institution types and students’ majors. The results showed that students from public institutions have higher levels of self-efficacy than students from private ones. Another finding is that IM students seem to have better study strategies and habits than CS students. However, CS students were found to have better collaboration and satisfaction with their institutions than IM students. Team projects, counselling services, and flexible teaching and learning strategy are suggested to enhance students’ academic integration and self-efficacy.     

E-learning—a provider's prospective

The author's company, Informatics, an education and training provider, which already has its presence in 35 countries and territories spanning five continents, has a vision to be a global leader in providing lifelong learning services. In its pursuit for this vision, Informatics is keeping up with the rapid changes in the market and the threats and opportunities these changes bring. A pioneer in IT education and training in the region, Informatics is among the first to recognise the Internet as an important communication tool for learning. In recognising the need for individuals and corporations to embrace the lifelong learning philosophy to sustain competitiveness, Informatics ventured into e-learning—the essential facilitator for the lifelong learning process. Informatics established its e-learning portal in 1998, which was renamed Purpletrain.com. Purpletrain has been a success and Informatics will be speeding ahead with this vehicle to achieve its vision to be a global leader in lifelong learning.     

Different Levels of the Meaning of Wave-Particle Duality and a Suspensive Perspective on the Interpretation of Quantum Theory

There is no consensus on the genuine meaning of wave-particle duality and the interpretation of quantum theory. How can we teach duality and quantum theory despite this lack of consensus? This study attempts to answer this question. This research argues that reality issues are at the core of both the endless debates concerning the interpretation of quantum theory. As practical instructional frameworks, this study suggests three different levels of meaning for duality as well as a new suspensive perspective. The key idea behind these notions is a distinction between the prediction rule and the reality-related interpretation, instead of a traditional division between formalism and interpretation. After elaborating upon those notions, this study compares this new suspensive perspective with other interpretations or educational stances concerning the interpretation of quantum theory. Several practical guides for the better instruction of duality and quantum theory as well as its implication on students’ understanding of the topics are also discussed.     

On Generalization and Variation Theory

The variation theory developed by Marton has quickly become popular as a framework for providing guidance for making learning possible. However, the epistemological assumption behind the theory is often accepted without critical scrutiny. This paper poses an apparent problem of the possible occurrence of learning in the situation of generalization, where one aspect is kept invariant, while other aspects vary. Eventually some of the learners can learn the invariant aspect. However, variation theory entails that the experience of variation in an aspect is necessary for learners to discern that aspect. How then is it possible for the learners in a situation of generalization to fully discern the invariant aspect? Through scrutinizing the epistemological assumption, I hope to foster discussion toward further improvement of the theory.     

An in-depth study of similarity predicate committee

In the last decades, many similarity measures are proposed, such as Jaccard coefficient, cosine similarity, BM25, language model, etc. Despite the effectiveness of the existing similarity measures, we observe that none of them can consistently outperform the others in most typical situations. Choosing which similarity predicate to use is usually treated as an empirical question by evaluating a particular task with a number of different similarity predicates, which is not computationally efficient and the obtained results are not portable. In this paper, we propose a novel approach to combine different similarity predicates together to form a committee so that we do not need to worry about choosing which of them to use. Empirically, we can obtain a better result than any individual similarity predicate, which is quite meaningful in practice. Specifically, our method models the problem of committee generation as a 0–1 integer programming problem based on the confidence of similarity predicates and the reliability of attributes. We demonstrate the effectiveness of our model by applying it on three datasets with controlled errors. Experimental results demonstrate that our similarity predicate committee is more robust and superior over existing individual similarity predicates.     

Characterization and separation of Cryptosporidium and Giardia cells using on-chip dielectrophoresis

Dielectrophoresis (DEP) has been shown to have significant potential for the characterization of cells and could become an efficient tool for rapid identification and assessment of microorganisms. The present work is focused on the trapping, characterization, and separation of two species of Cryptosporidium (C. parvum and C. muris) and Giardia lambia (G. lambia) using a microfluidic experimental setup. Cryptosporidium oocysts, which are 2-4 μm in size and nearly spherical in shape, are used for the preliminary stage of prototype development and testing. G. lambia cysts are 8–12 μm in size. In order to facilitate effective trapping, simulations were performed to study the effects of buffer conductivity and applied voltage on the flow and cell transport inside the DEP chip. Microscopic experiments were performed using the fabricated device and the real part of Clausius—Mossotti factor of the cells was estimated from critical voltages for particle trapping at the electrodes under steady fluid flow. The dielectric properties of the cell compartments (cytoplasm and membrane) were calculated based on a single shell model of the cells. The separation of C. muris and G. lambia is achieved successfully at a frequency of 10 MHz and a voltage of 3 Vpp (peak to peak voltage).     

Using phenomenography to investigate the enacted object of learning in teaching activities: the case of teaching Chinese characters in Hong Kong preschools

This study set out to use phenomenography as a theoretical framework to investigate teaching in classrooms, focusing on how the same content is enacted differently in different teaching activities. We observed teaching activities intended to teach children to recognize Chinese characters in preschools and collected data about the delivery of the teaching activities. A total of 3 categories of teaching activities were identified from the data, which correspondingly reflected 3 ways of seeing the recognition of characters: (A) recognition as matching items, (B) recognition as imitating behaviors, and (C) recognition as constructing meanings. Our results were useful for fostering the professional learning of teachers in practical ways as well as holding the potential to further advance the methodology of phenomenography.