Qualitative sampling in research on international student mobility: insights from the field in Germany1

ABSTRACT

Although over the past decades the numbers of studies investigating international student mobility and migration (ISM) increased, methodological challenges in empirical research on the topic have remained mainly unaddressed. This is particularly the case for sampling, which is a crucial but often less considered part of qualitative research designs. In this article, we identify three main challenges in qualitative sampling for research into ISM: time, space and international students’ heterogeneities. In addressing those challenges, we theoretically discuss their implications and give empirical examples drawing on our research experiences. We argue for a more reflexive research procedure in studying educational mobility.     

Approximations to the solution of linear Fredholm integrodifferential-difference equation of high order

There are few techniques available to numerically solve linear Fredholm integrodifferential-difference equation of high-order. In this paper we show that the Taylor matrix method is a very effective tool in numerically solving such problems. This method transforms the equation and the given conditions into the matrix equations. By merging these results, a new matrix equation which corresponds to a system of linear algebraic equation is obtained. The solution of this system yields the Taylor coefficients of the solution function. Some numerical results are also given to illustrate the efficiency of the method. Moreover, this method is valid for the differential, difference, differential-difference and Fredholm integral equations. In some numerical examples, MAPLE modules are designed for the purpose of testing and using the method.     

An international collaborative investigation of beginning seventh grade students' understandings of scientific inquiry: Establishing a baseline

Although understandings of scientific inquiry (as opposed to conducting inquiry) are included in science education reform documents around the world, little is known about what students have learned about inquiry during their elementary school years. This is partially due to the lack of any assessment instrument to measure understandings about scientific inquiry. However, a valid and reliable assessment has recently been developed and published, Views About Scientific Inquiry (VASI; Lederman et al. [2014], Journal of Research in Science Teaching, 51, 65–83). The purpose of this large-scale international project was to collect the first baseline data on what beginning middle school students have learned about scientific inquiry during their elementary school years. Eighteen countries/regions spanning six continents including 2,634 students participated in the study. The participating countries/regions were: Australia, Brazil, Chile, Egypt, England, Finland, France, Germany, Israel, Mainland China, New Zealand, Nigeria, South Africa, Spain, Sweden, Taiwan, Turkey, and the United States. In many countries, science is not formally taught until middle school, which is the rationale for choosing seventh grade students for this investigation. This baseline data will simultaneously provide information on what, if anything, students learn about inquiry in elementary school, as well as their beginning knowledge as they enter secondary school. It is important to note that collecting data from all of the approximately 200 countries globally was not humanly possible, and it was also not possible to collect data from every region of each country. The results overwhelmingly show that students around the world at the beginning of grade seven have very little understandings about scientific inquiry. Some countries do show reasonable understandings in certain aspects but the overall picture of understandings of scientific inquiry is not what is hoped for after completing 6 years of elementary education in any country.     

Exploring the role of a government authority in managing transformation in service re-engineering – Experiences from Dubai police

E-Government adoption and implementation has gained noticeable momentum across many developed and developing economies. Nevertheless, transitioning from the “electronic” to the stage of “transformational” domain – coined as t-Government – is posing the greatest challenge of how government services respond to changes in the broader economy and society. Despite considerable investments and the wide use of Information and Communications Technology (ICT), research literature on e-Government suggests that government services have yet to reach the full potential of seamless integration, where all transactions are completed electronically. Through a detailed analysis of the extant e-Government literature and a case study based empirical research, this paper explores the domain of e-Government in identifying the possible reasons for this potential shortfall in achieving full integration. Furthermore, the paper intends to highlight an aspect of complexity surrounding crossing the integration gap as the authors denote by “eChasm” in the e-Government conceptual model that leads to transformation. In addition, it focuses on radical change through Business Process Re-engineering (BPR) and the call for strategic style of leadership, for cross-agency collaboration leading to a successful realisation of transformational government (t-Government). It is interesting to note that researchers and public sector leaders have started to realise that implementing and managing the transformation of public services, copiously satisfying the users and stakeholders, is a task of multi-dimensional complexity.     

Preschool Movement Education in Turkey: Perceptions of Preschool Administrators and Parents

The purpose of this study was to examine the perceptions of preschool administrators and parents about preschool movement education and movement practices in preschools. Participants were 8 preschool administrators and 21 parents from 8 randomly selected private preschools in one of the municipalities in Ankara, Turkey. Semi-structured interviews, field visits, and observations were conducted, and written documents were collected. The findings indicate that preschool administrators and parents have limited content knowledge in movement education. Movement education practices were not aligned with physical-education goals for these schools. Children’s participation in organized sport activities is valued more as an extracurricular activity by administrators and parents. Limited indoor/outdoor spaces for movement activities seem to be among the limiting factors for movement education practices. To conclude, there is an immediate need to improve preschool administrators’ and parents’ knowledge of movement education and to enhance preschool facilities to ensure quality movement education.     

How to improve the design of experimental studies in computing education: Evidence from the international assessments

Education and Information Technologies - Cluster randomized trials are frequently used in educational research for methodological reasons. This study aims to improve the efficiency of cluster...     

The effects of perceived parental math support on middle school students’ math engagement: the serial multiple mediation of math self-efficacy and math enjoyment

The present study explored the direct and indirect (serial multiple mediation of math self-efficacy and math enjoyment) effects of perceived parental math support on middle school students’ math engagement. A total of 374 middle school students ranging the age of 11 to 15 years completed a set of questionnaires assessing perceived parental math support, math self-efficacy, math enjoyment, and math engagement. In the analysis of structural model, a multiple-step multiple mediation analysis was employed. The findings indicated that perceived parental math support was directly and positively associated with math engagement. Additionally, math self-efficacy and math enjoyment sequentially mediated the relationship between parental math support and math engagement. The limitations and implications of the results are discussed and suggestions for future research are proposed.

     

Pre-service English language teachers’ collaborative development: the emergence of research,rehearsal and reflection (3R) model from an activity theory perspective

This study aims to understand how pre-service teachers’ activities shape (and are shaped) by the norms of schooling embedded in the national educational system from an activity theory lens. The data are obtained from video-recordings and bi-weekly reflective journals in microteaching sessions, lesson plans, classroom observations, and post feedback sessions. The analysis points to the stages, micro- and macro-networking levels that lead to the collaborative teacher development, and the emergence of a model in the growth of pre-service teachers. Overall, it is found that the development of pre-service teachers depends largely on the norms of schooling embedded in the national curriculum and the nature of training they received at undergraduate level. The paper concludes by confirming Engeström’s statement that understanding the evolution and historical change of pre-service teacher education in a special context might help investigate how activities change, develop, and interconnect with social and material structures.     

In vivo application of poly-3-hydroxyoctanoate as peripheral nerve graft

Objective

This study aims to investigate the degree of biocompatibility and neuroregeneration of a polymer tube, poly-3-hydroxyoctanoate (PHO) in nerve gap repair.

Methods

Forty Wistar Albino male rats were randomized into two groups: autologous nerve gap repair group and PHO tube repair group. In each group, a 10-mm right sciatic nerve defect was created and reconstructed accordingly. Neuroregeneration was studied by sciatic function index (SFI), electromyography, and immunohistochemical studies on Days 7, 21, 45 and 60 of implantation. Biocompatibility was analyzed by the capsule formation around the conduit. Biodegradation was analyzed by the molecular weight loss in vivo.

Results

Electrophysiological and histomorphometric assessments demonstrated neuroregeneration in both groups over time. In the experimental group, a straight alignment of the Schwann cells parallel to the axons was detected. However, autologous nerve graft seems to have a superior neuroregeneration compared to PHO grafts. Minor biodegradation was observed in PHO conduit at the end of 60 d.

Conclusions

Although neuroregeneration is detected in PHO grafts with minor degradation in 60 d, autologous nerve graft is found to be superior in axonal regeneration compared to PHO nerve tube grafts. PHO conduits were found to create minor inflammatory reaction in vivo, resulting in good soft tissue response.     

The effects of verbal encouragement and conscientiousness on maximal voluntary contraction of the triceps surae muscle in elite athletes

Abstract

We investigated the effect of verbal encouragement on maximal voluntary contraction (MVC) level of the triceps surae muscle group. Our secondary focus was to examine whether the effect of verbal encouragement on MVC level varies as a result of conscientiousness. While the participants performed plantar flexion, MVCs of the triceps surae muscle group were measured using rectified and smoothed surface electromyography (rsEMG) during the absence and presence of verbal encouragement. Participants completed questions from the Five Factor Personality Inventory concerning conscientiousness and were divided into high- and low-conscientiousness groups according to a median split. The sample included 30 female and 53 male elite athletes. In the entire cohort, there was no significant difference in MVCs with and without verbal encouragement. When the sample was partitioned by conscientiousness scores, verbal encouragement led to a significant increase in MVC in the low-conscientiousness group, whereas verbal encouragement led to a non-significant decrease in MVC in the high-conscientiousness group. Percentage change in MVC across experimental conditions was significantly different between the groups, with a 9.72% increase during verbal encouragement of the low-conscientiousness group, and a 2.47% decrease during verbal encouragement of the high-conscientiousness group.