Teaching Poverty With Geographic Visualization and Geographic Information Systems (GIS): A Case Study of East Buffalo and Food Access

Although various methods have been used to teach about poverty in the social work classroom (e.g., quantitative, historical, and qualitative), the use of geographic visualization and geographic information systems (GIS) has become a relatively new method. In our analysis of food access on the East Side of Buffalo, New York, we demonstrate the unequal access that predominately African American areas of Buffalo have to grocery stores when compared to communities with a smaller proportion of African American residents. We attempt to demonstrate how geovisualization can be used to teach poverty to social work students differently than traditional methods. We note three specific advantages for its use in teaching about poverty. First, spatial information encourages ecological and systems thinking. Second, geovisualization can aid social workers in identifying specific community needs to stakeholders, because maps are accessible and easily understood. Finally, new GIS technologies are accessible to the student and may require less sophisticated and esoteric training.     

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.     

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.     

A Longitudinal Analysis of Doctoral Graduate Supply in the Educational Measurement Field

For nearly three decades, researchers have been concerned that the educational measurement field is not producing enough graduate‐level specialists to meet the growing demand driven by the increased use of educational assessments in the United States. This study examined the supply‐side aspect of the proposed labor shortage by relying on data from the National Science Foundation's Survey of Earned Doctorates collected between 1997 and 2016. Over the 20 years examined, measurement programs produced 3,124 doctoral graduates, and across this time span, the annual production of graduates nearly doubled. This supply expansion can largely be attributed to the increase in the number of international graduates, which outpaced the annual growth rate of domestic PhD recipients by 156%. Moreover, 85% of graduates were found to either self‐identify as White or Asian. Less than 10 Hispanic and no more than 20 Black graduates were produced in any of the years examined. Of the 76% of graduates that reported having a job offer or accepted a position upon graduation, most entered the academy despite the overall average starting salary ($59,484) being considerably lower than the starting salary for their counterparts entering industry ($84,918), government ($69,970), or other educational institutions ($81,428).     

Higher Education Research in Asia: a Publication and Co‐Publication Analysis

This study explores higher education research in Asia. Drawing on scientometrics, the mapping of science and social network analysis, this paper examines the publications of 38 specialised journals on higher education over the past three decades. The findings indicate a growing number of higher education research publications but the proportion of Asian publications in relation to the total world publications in higher education research remains stationary. The higher education research community in Asia is heavily concentrated in a few countries and universities, resting on a relatively small number of core scholars who publish research in the international specialised higher education journals. In response to increasing challenges in Asian higher education systems, the paper suggests that the higher education research community in Asia needs to be expanded and include more regional and international collaborations     

English-medium teaching in Korean higher education: policy debates and reality

This study critically examined the effectiveness of English medium instruction (EMI) policy within the context of Korean higher education, putting a special focus on its implementation strategy. The data for this study were mainly drawn from student opinion surveys and focus group interviews conducted by the CTL (Center for Teaching and Learning) at KU. The research teams also carried out supplementary interviews with both professors and students. The results indicate that, although the EMI policy seems to have produced, in general, positive outcomes (i.e., with the overall satisfaction level with EMI or its overall effectiveness in improving students’ English proficiency), the compulsory enforcement of EMI without regard to students’/instructors’ language proficiency, the lack of a much-needed support system and appropriate instructors to conduct EMI classes, and the unilateral implementation of EMI across academic disciplines have brought about a number of side effects. Based on these findings, the study recommends for future EMI policy implementation (1) a more flexible approach, considering students’ language proficiency and career plans and the characteristics of various academic disciplines and (2) more thorough preparation to implement the EMI policy (i.e., examination of the human and financial resources available for the institution concerned).     

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...