A cross-national analysis of election news coverage of female candidates' bids for presidential nomination in the United States and South Korea

This study has explored the US and Korean newspapers' election coverage in regard to their respective nations' female candidates relative to male rivals during the 2007–2008 presidential nomination campaigns. The findings reveal that both US and Korean newspapers displayed no bias in adopting personal, issue, and viability frames to cover the female candidates versus the male candidates. Additionally, the US dailies gave Clinton as much attention as Obama, as can be seen in the similar amount of articles, headlines, and primary coverage; however, Park, the female candidate in Korea, garnered a lower amount of articles and headlines, and was featured much less as the primary focus when compared to Lee, her male rival, in the Korean dailies. Evidence of biased coverage in the USA is found in the slant of coverage Clinton received. The overall tone of campaign coverage was less positive toward Clinton. While there was no tonal difference between Park and Lee in overall stories and headlines, the tone of Park's viability coverage was less positive than that of Lee, indicating that she was less likely to be the elected nominee for the party.     

Television,Gender Norms,and Tanning Attitudes and Intentions of Young Men and Women

This study investigated whether and how exposure to tanned images on television is related to tanning attitudes and intentions among men and women, using the influence of presumed influence model (Gunther & Storey, 2003 Gunther , A. C. , & Storey , J. D. ( 2003 ). The Influence of presumed influence . Journal of Communication , 53 , 199 – 215 .[Crossref], [Web of Science ®] , [Google Scholar]). The model showed a better fit with the male rather than female sample. In addition, among males, exposure to tanned-men images on television was directly associated with protanning attitudes and was indirectly associated with protanning intentions. Corresponding direct and indirect associations were not found among females. Instead, the results suggest females may project their own protanning intentions into the estimation of protanning norms among male and female peers. These results suggest the social perceptual processes underlying the link between television exposure and tanning tendencies of men and women may differ.     

Testing Factorial Invariance in Multilevel Data: A Monte Carlo Study

Testing factorial invariance has recently gained more attention in different social science disciplines. Nevertheless, when examining factorial invariance, it is generally assumed that the observations are independent of each other, which might not be always true. In this study, we examined the impact of testing factorial invariance in multilevel data, especially when the dependency issue is not taken into account. We considered a set of design factors, including number of clusters, cluster size, and intraclass correlation (ICC) at different levels. The simulation results showed that the test of factorial invariance became more liberal (or had inflated Type I error rate) in terms of rejecting the null hypothesis of invariance held between groups when the dependency was not considered in the analysis. Additionally, the magnitude of the inflation in the Type I error rate was a function of both ICC and cluster size. Implications of the findings and limitations are discussed.     

CROSS-CULTURAL COMPARISON OF PERCEPTIONS ON THE GLOBAL SCIENTIFIC LITERACY WITH AUSTRALIAN,CHINESE, AND KOREAN MIDDLE SCHOOL STUDENTS

In this study, we explored the extent to which Australian, Chinese, and Korean middle school students perceived themselves to have scientific literacy as global citizens and attempted to identify differences and/or commonalities in their perceptions. A total of 655 middle school students (8th and 9th grades; 358 girls and 297 boys) from the three countries participated in the study. We used Global Scientific Literacy Questionnaires (GSLQ) as a survey instrument to assess the students’ perceptions. The GSLQ was developed based on a conceptual framework of Scientific Literacy suggested by Choi, Kim, Lee, Mun, Choi, Krajcik & Shin (2011) and Choi, Lee, Shin, Kim & Krajcik (Journal of Research in Science Teaching, 48(6), 670–697, 2011) for citizenship education in the 21st century. The results indicated that most of the students from the three countries showed a tendency toward higher scores for Science as human endeavor; the lowest scores were in Meta-cognition and self-direction. A pattern of gender difference was also examined among the three countries. We suggest future research questions based on a cross-cultural perspective in order to explore the reasons for the existence of these similarities and differences.

     

National construction of global education: a critical review of the national curriculum standards for South Korean global high schools

In this paper, the authors investigate what global visions of education are reflected in the selected national curriculum standards, with special reference to two seemingly contradictory forces: globalization and nationalism. This paper examines the socio-economic and cultural foundations of the curriculum and explains how the national curriculum for South Korean global high schools symbolically appropriates global education for the purpose of national competitiveness. Our findings show that, although the selected curriculum document alludes to the importance of international understanding and of global citizenship education, its primary objective is to provide students with knowledge and skills for national competitiveness and to uphold, rather than weaken, national identity in reaction to global pressures. This phenomenon is closely linked to the historical background of Koreanized globalization, in which the concept of segyehwa has been used as a catalyst for undertaking global education for the ends of global competiveness and national pride.     

A Field Test for Upper Body Strength and Endurance

Abstract

Historically, a measure of upper body strength and endurance has been included in fitness test batteries that are typically administered in the school setting. Pull-ups, or some modified form of pull-ups, have been the most popular test item used for the measurement of upper body strength and endurance. Despite the widespread usage of pull-ups, the test has often been criticized because of the large number of zero scores and the subsequent loss of discrimination among ability levels (Jackson & Griffin, 1983). The inability to achieve a score is perceived as failure on the part of the student.     

The Challenges of Science Inquiry Teaching for Pre-Service Teachers in Elementary Classrooms: Difficulties on and under the Scene

In the context of the emphasis on inquiry teaching in science education, this study looks into how pre-service elementary teachers understand and practise science inquiry teaching during field experience. By examining inquiry lesson preparation, practice, and reflections of pre-service elementary teachers, we attempt to understand the difficulties they encounter and what could result from those difficulties in their practice. A total of 16 seniors (fourth-year students) in an elementary teacher education program participated in this study. In our findings, we highlight three difficulties ‘on the lesson’ that are related to teaching practices that were missing in the classrooms: (1) developing children’s own ideas and curiosity, (2) guiding children in designing valid experiments for their hypotheses, (3) scaffolding children’s data interpretation and discussion and another three difficulties ‘under the lesson’ that are related to problems with the pre-service teachers’ conceptualization of the task: (4) tension between guided and open inquiry, (5) incomplete understanding of hypothesis, and (6) lack of confidence in science content knowledge. Based on these findings, we discuss how these difficulties are complexly related in the pre-service teachers’ understandings and action. Several suggestions for science teacher education for inquiry teaching, especially hypothesis-based inquiry teaching, are then explored.     

Beyond Diversity Courses: Strategies for Integrating Critical Consciousness Across Social Work Curriculum

ABSTRACT. This paper advances the knowledge base of social work education by employing a critical social work framework to inform teaching strategies that 1) raise critical consciousness, 2) uncover privileged positions that inform research, and 3) conceptualize social work practice that disrupts privilege and oppression. The premise of a need for such strategies arises from examination of the social work educational policies and standards that require attention to the experiences and conditions of marginalized populations. The conceptual and teaching approach described in this paper extends this standard via the examination of the privileged social identities and the ensuing behaviors that perpetuate oppressive practices and conditions among marginalized groups. A conceptual foundation for this approach is elucidated and teaching strategies for exploring privileged social locations are presented.     

Experiences With an Open Systems Computing Laboratory

Open Systems are computing systems which are based on industry standards and nonproprietary multivendor components. As an increasing number of computing installations move away from single‐vendor proprietary architectures to more and more open architectures, academic institutions are increasingly faced with the responsibility of appropriately introducing open systems concepts into the undergraduate curricula. Using funding from the National Science Foundation, an open systems computing laboratory was recently set up at the University of Michigan‐Dearborn. The laboratory is based on the three most popular computing platforms today in the PC to Workstation range; namely IBM/PC, Macintosh, and Sun/UNIX. Supporting equipment include a postcript printer, a Novell network, a tape mass storage, and appropriate software and interfaces. A three credit‐hour course titled Open Systems Computing was offered in Summer 1995 to computer science and computer engineering majors. The course utilized the laboratory fully. This paper describes the design and implementation of the laboratory. Initial experiences with the course and laboratory are also described. Student enthusiasm about the course and laboratory was much higher than anticipated. A side benefit of the course was the ability to introduce several contemporary computing‐related topics which would have otherwise been omitted from the curriculum.