An Autoethnographical Study of Culture,Power, Identity and Art Education in Post‐Colonial South Korea

This article reflects my experiences of learning art in the 1970s and 1980s and my teaching career in school art education in twenty‐first century South Korea. This autobiographical reflection shows how I have struggled with my identity as an art teacher in the post‐colonial context of Western influences on Korean society since World War II. There has been greater tension and a greater struggle for different values, practices and identities when new values and practices have been introduced into the particular socio‐cultural context of South Korea. My struggles with particular kinds of pedagogic identity valued within the rapidly changing political, economic and cultural context of Western influences on Korean art education demonstrate the hidden structural mechanism of the relationship between culture, power and identity in the post‐colonial world of globalisation. This study as an autoethnographical research provides critical insights into how identities are produced by pedagogic discourses and practices of art education that are constructed through the specific systems of practice and language which transmit and regulate such identities and values.     

Bio-inspired untethered fully soft robots in liquid actuated by induced energy gradients

Soft robotics with new designs, fabrication technologies and control strategies inspired by nature have been totally changing our view on robotics. To fully exploit their potential in practical applications, untethered designs are preferred in implementation. However, hindered by the limited thermal/mechanical performance of soft materials, it has been always challenging for researchers to implement untethered solutions, which generally involve rigid forms of high energy-density power sources or high energy-density processes. A number of insects in nature, such as rove beetles, can gain a burst of kinetic energy from the induced surface-energy gradient on water to return to their familiar habitats, which is generally known as Marangoni propulsion. Inspired by such a behavior, we report the agile untethered mobility of a fully soft robot in liquid based on induced energy gradients and also develop corresponding fabrication and maneuvering strategies. The robot can reach a speed of 5.5 body lengths per second, which is 7-fold more than the best reported, 0.69 (body length per second), in the previous work on untethered soft robots in liquid by far. Further controlling the robots, we demonstrate a soft-robot swarm that can approach a target simultaneously to assure a hit with high accuracy. Without employing any high energy-density power sources or processes, our robot exhibits many attractive merits, such as quietness, no mechanical wear, no thermal fatigue, invisibility and ease of robot fabrication, which may potentially impact many fields in the future.     

Examining barriers in technology-enhanced problem-based learning: Using a performance support systems approach

This study focused on the barriers that middle school teachers faced when implementing technology-enhanced problem-based learning (PBL) in their classrooms. Using a human performance-based model, we interviewed teachers, administrators, university faculty and technical support staff to determine the perceived importance of multiple barriers to the implementation of technology-enhanced PBL. Twenty-one teachers, two school administrators and a project manager, two faculty members, and two technical support staff participated in the study. Interview data were supported by surveys, classroom observations and researchers' reflective journals. Results suggested that lack of a clear, shared vision was the primary barrier. Additional barriers included lack of knowledge and skills, unclear expectations and insufficient feedback. Recommendations to support teachers' efforts to integrate technology-enhanced problem-based learning are presented.     

The Development and Design of a Framework to Match Mentees and Mentors Through a Systematic Review andThematic Analysis of Mentoring Programs Between 2000 and 2015

ABSTRACT

The need for longitudinal and holistic support of medical students throughout their training has led to the development of formal mentoring programs. Whilst success of formal mentoring programs has been attributed to (a) pairing mentees with trained and experienced mentors (matching), (b) the quality of mentoring interactions and (c) the presence of a nurturing environment, little attention has been attributed to establishing an effective matching process in medical school. We sought, in this review, to redress this gap within the context of matching medical students for mentoring. Modified PRISMA guidelines were followed to guide the review process. PubMed, ERIC, Cochrane Database, OVID and ScienceDirect databases were searched for articles on matching in medical schools and in allied health specialities published between 2000 and 2015.     

Equity in educational resources at the school level in Korea

This paper analyzed the equity of resources at the elementary school level in Korea using hierarchical linear modeling (HLM). The data included 2,327 Korean public elementary schools in 101 Local Governments within five Local Educational Offices (LEOs). This study found that schools in low property tax per resident areas receive fewer grants, showing a possible, positive relationship between wealth and educational resources. HLM analyses found that schools with higher percentages of free lunch students received more educational resources, indicating vertical equity. However, schools with higher percentages of special students received fewer resources, indicating inequity. These findings suggest recalibrating the school funding formula so that schools with high percentages of special students and with fewer grants from Local Governments could receive more funds from LEOs.     

An investigation of teacher impact on student inquiry science performance using a hierarchical linear model

Teachers play a central role in inquiry science classrooms. In this study, we investigate how seven teacher variables (i.e., gender, experience, perceived importance of inquiry and traditional teaching, workshop attendance, partner teacher, use of technology) affect student knowledge integration understanding of science topics drawing on previous research. Using a two‐level hierarchical linear model, we analyze year‐end knowledge integration performance of 4,513 students taught by 40 teachers across five states. Results indicate that students of teachers who value inquiry teaching strategies have significantly higher levels of knowledge integration understanding than those of teachers who believe in traditional teaching methods. In addition, workshop attendance and having a partner teacher teaching the same unit in the same school also have a positive impact on students' knowledge integration levels. The results underscore the importance of professional development and collegial support in enhancing student success in inquiry science. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47:807–819, 2010     

Intentional self‐embarrassment

This research explored how and why people intentionally embarrass themselves and how observers react to these embarrassments. Self‐reports prom 566 students at the University of Hawai'i and non‐students indicated that, first, they do intentionally and strategically employ behaviors that cause themselves embarrassment to achieve a variety of goals. Second, self‐embarrassors’ goals affected their tactic choices. Third, embarrassors’ goals were associated with their successful achievement of these goals. Last, the tactics embarrassors used and the goals they attempted affected observers’ responses. Suggestions for modifying existing typologies of embarrassment situations/tactics and goals, as well as limitations and directions for future research are presented.