Opportunities to Explore for Gifted STEM Students in Korea: From Admissions Criteria to Curriculum

The admission process and curriculum for gifted students are crucial because they provide opportunities to explore (OTE) for gifted science, technology, engineering, and mathematics (STEM) students. Korean specialized STEM schools, science academies (SAs) and science high schools (SHSs), claim that their screening process and curricula are based on their educational philosophy and goals. This article examines how SAs and SHSs make efforts to offer OTE in STEM disciplines by controlling the admission process and curriculum. It is found that SAs have enough flexibility in providing OTE that emphasize creativity. SHSs, however, are limited in providing such OTE and instead value high achievement more.     

Cross-Cutting Effects of Hypertext Navigation on the Convergence of Attitudes

This study explores the navigation patterns of users reading hypertext-linked online news articles about a controversial issue. With the theoretical frameworks of selective exposure and cross-cutting exposure, the study examined the effects of individuals’ attitudes on their navigation patterns and consequent attitude changes after the news exposure. We asked 130 participants to read positive or negative news articles about the Korea–U.S. free trade agreement (FTA) by selecting six consecutive webpages. The results indicate that their attitudes toward the FTA was a significant predictor of their news selection, providing support for the selective exposure hypothesis. In terms of navigation patterns across the six news selection stages, the participants tended to select news articles that corresponded to their initial attitudes. The selection gap between participants with different attitudes increased until the fifth stage and ultimately converged. In terms of attitude change, the gap in the participants’ attitudes decreased sharply after their navigation.     

A micropillar array for sample concentration via in-plane evaporation

We present a method to perform sample concentration within a lab-on-a-chip using a microfluidic structure which controls the liquid-gas interface through a micropillar array fabricated in polydimethylsiloxane between microfluidic channels. The microstructure confines the liquid flow and a thermal gradient is used to drive evaporation at the liquid-gas-interface. The evaporation occurs in-plane to the microfluidic device, allowing for precise control of the ambient environment. This method is demonstrated with a sample containing 1 μm, 100 nm fluorescent beads and SYTO-9 labelled Escherichia coli bacteria. Over 100 s, the fluorescent beads and bacteria are concentrated by a factor of 10.     

Using Educative Assessments to Support Science Teaching for Middle School English-language Learners

Grounded in Hallidayan perspectives on academic language, we report on our development of an educative science assessment as one component of the language-rich inquiry science for English-language learners teacher professional learning project for middle school science teachers. The project emphasizes the role of content-area writing to support teachers in diagnosing their students’ emergent understandings of science inquiry practices, science content knowledge, and the academic language of science, with a particular focus on the needs of English-language learners. In our current school policy context, writing for meaningful purposes has received decreased attention as teachers struggle to cover large numbers of discrete content standards. Additionally, high-stakes assessments presented in multiple-choice format have become the definitive measure of student science learning, further de-emphasizing the value of academic writing for developing and expressing understanding. To counter these trends, we examine the implementation of educative assessment materials—writing-rich assessments designed to support teachers’ instructional decision making. We report on the qualities of our educative assessment that supported teachers in diagnosing their students’ emergent understandings, and how teacher–researcher collaborative scoring sessions and interpretation of assessment results led to changes in teachers’ instructional decision making to better support students in expressing their scientific understandings. We conclude with implications of this work for theory, research, and practice.     

Elaborating Differential Impact of Media Exposure on Perceptions of Police Between Criminal Justice Majors and Non-Criminal Justice Majors

Abstract

Researchers have argued that media exposure involving criminal justice can influence perceptions of police, but empirical research is decidedly mixed. Additionally, some scholars argue that media effects depend on audience characteristics. However, the moderating role of academic major remains unexplored. Using a laboratory-style randomized experiment (N?=?270), the current study examines the impact of media exposure that contains conflicting images of the police on perceptions of police and if this effect varies depending on academic majors by performing a series of paired t-tests, independent-samples t-tests, and a mixed between-within subjects analysis of variance. Findings show that exposure to mixed images of the police dampens confidence in the police, but this effect is pronounced among non-CJ majors compared to CJ majors. Expanding our knowledge base in differential media effects between CJ majors and non-CJ majors can offer useful insights into future CJ curricula.     

Confirmatory factor analyses of Chinese students' evaluations of university teaching

Chinese University of Hong Kong students (N = 844) selected a “good” and a “poor” teacher, and rated each using a Chinese translation of the Students' Evaluations of Educational Quality (SEEQ) instrument. Multigroup confirmatory factor analysis (CFA) models, based on a 3 × 2 design, were constructed to test the invariance of the SEEQ factor structure across 3 discipline groups (a between‐group comparison of ratings by students in arts, social sciences, and education; in business administration; and in engineering, medicine, and science) and across ratings of good and poor teachers (via within‐subjects comparison). The selected model imposed between‐group invariance constraints on factor loadings, factor correlations, and factor variances across the 3 discipline groups and within‐subjects invariance constraints on factor loadings across ratings of good and poor teachers. The results support the use of SEEQ in this Chinese setting, demonstrating the generality of North American research findings and the usefulness of CFA in this research area.     

Detecting spam blogs from blog search results

Blogging has been an emerging media for people to express themselves. However, the presence of spam blogs (also known as splogs) may reduce the value of blogs and blog search engines. Hence, splog detection has recently attracted much attention from research. Most existing works on splog detection identify splogs using their content/link features and target on spam filters protecting blog search engines’ index from spam. In this paper, we propose a splog detection framework by monitoring the on-line search results. The novelty of our splog detection is that our detection capitalizes on the results returned by search engines. The proposed method therefore is particularly useful in detecting those splogs that have successfully slipped through the spam filters that are also actively generating spam-posts. More specifically, our method monitors the top-ranked results of a sequence of temporally-ordered queries and detects splogs based on blogs’ temporal behavior. The temporal behavior of a blog is maintained in a blog profile. Given blog profiles, splog detecting functions have been proposed and evaluated using real data collected from a popular blog search engine. Our experiments have demonstrated that splogs could be detected with high accuracy. The proposed method can be implemented on top of any existing blog search engine without intrusion to the latter.     

Divergent paths to commercial science: A comparison of scientists’ founding and advising activities

This paper investigates the difference in the profiles of university scientists who have founded or advised companies. We analyzed the commercial activities of a sample of 6138 university life scientists and found that the profiles of scientists who become academic entrepreneurs are different from those who become companies’ scientific advisors. Founding activity occurs earlier during a scientist's career than advising. Factors such as gender, research productivity, social networks and employer characteristics also differ in their effects on the propensity for founding and advising. In addition, regression analysis shows that being a company's scientific advisor decreases the probability of becoming an academic founder. Overall, evidence from our analysis suggests that founding and advising are two divergent paths for commercially oriented university scientists.