Coloniality of knowledge,hybridisation, and indigenous survival: exploring transnational higher education development in Africa from the 1920s to the 1960s

This historical multi-case study uses the concepts of coloniality of knowledge, critical hybridity, and indigeneity in examining higher education development in Africa through the efforts of Nnamdi Azikiwe of Nigeria and Kwame Nkrumah of Ghana, two educational reformers and former international students in the USA. We develop a framework for examining how transnational interactions between the Global North and the Global South shape higher education development. Implications are presented for the importance of flexible theoretical understandings of transnational higher education interactions as well as higher education practices in international student and scholar exchange and other transnational higher education engagement.     

Emerging Conceptual Understanding of Complex Astronomical Phenomena by Using a Virtual Solar System

This study describes high school students' conceptual development of the basic astronomical phenomena during real-time interactions with a Virtual Solar System (VSS). The VSS is a non-immersive virtual environment which has a dynamic frame of reference that can be altered by the user. Ten 10th grade students were given tasks containing a set of observe–explain questions without mentoring. The findings showed that all participants used the VSS as a visual thinking tool and developed a scientific understanding of the causes of the day–night phenomena. However, alternative dynamic misconceptions of the Earth–Moon–Sun system emerged as a result of (1) cognitive difficulty in coordinating visual information from different perspectives; (2) misinterpreting salient features of the VSS visual representation; (3) ignoring the 3D nature of the Moon's relative motion, together with incorrect perception of the Moon's and the Earth's relative size and distance; and (4) the inability to mentally shift away from the Earth's frame of reference. These findings have significant bearing on our understanding of the educational potential and possible pitfalls of learning via virtual reality environments. The learning should be accompanied by suitable scaffolding and guided reflection to minimize the emergence of alternative astronomical conceptions. Designing additional navigation tools would empower the learners' perceptual and cognitive system.     

Teacher–Student Relationship Quality and Children's Bullying Experiences With Peers: Reflecting on the Mesosystem

Drawing from social–ecological systems theory, the authors argue that -current research on childhood bullying would benefit from analyses that consider the -mesosystem—specifically, how teacher–student relationships can influence -children's bullying experiences. The authors provide two theoretical conceptions for how children's peer interactions are implicitly shaped by teacher–student relationship quality: attachment and social referral. Implications for practice, with an emphasis on developing teachers' social–emotional competencies to strengthen positive teacher–student relationships, are proposed.     

The adventure sports coach: all show and no substance?

The primary objective of this research was to establish the range of interpersonal strategies, tools and techniques used by adventure sports coaches (ASCs) to influence participants’ actions and behaviours, and to determine where these strategies were acquired. An interpretative approach was employed using semi-structured interviews with a convenience sample of expert paddlesport coaches (n = 4). Interpretative phenomenological analysis was used to get close to the data and identify salient topics. Five themes were subsequently identified as fundamental to effective coach–participant interaction: appropriate environment, stories told, knowing the participant, formal training and situational context. The implications are that whilst ASCs have well-developed intuitive social engagement skills, these are not consciously or declaratively employed in coaching sessions, and neither are they used at strategic levels to enhance participant development. Therefore, a multi-layer approach is recommended to help ASCs access and employ these skills that has consequences for the education, training and continued professional development of ASCs.     

Towards a framework of interactions in a blended synchronous learning environment: what effects are there on students' social presence experience?

A synchronous blend of online learning and “face-to-face” teaching is becoming a feasible instructional approach in higher education with the advent of technology. Although this learning mode is not new in higher education, little research has been done to contextualise social presence experiences in which effects of interactions were explored for enhancing learning. A qualitative approach was adopted using the case study method to examine the instructor and students’ pedagogic interactions in the social presence of a blended synchronous learning environment. This paper reports an exploration of the blended learning with an online group of students at a remote site attending a computer-aided engineering drawing course synchronously with a face-to-face group taught by an instructor in a laboratory. The process of interaction was visually and verbally mediated by videoconference as if in an online face-to-face learning community. The findings show that the online and face-to-face groups had different social presence experiences in which interaction emerged. Emotional adaptation and practice is needed for the students and the instructor in such a complex environment. Based on the interaction patterns, a framework of interactions in the blended synchronous learning environment is conceptualised to inform course development and instructional design. Implications for further study are also discussed.     

Changing Primary Students’ Perceptions of Teacher Interpersonal Behaviours in Science

The paper reports on part of a large-scale study aimed at examining students’ perceptions of teacher–student interactions. This paper will report on a study utilising mixed methodology in 12 Queensland primary classrooms. After the students’ perceptions were established, the teachers, through a consultative process, developed strategies to change the students’ perceptions of their classroom over a 3 month period. The paper reports on what strategies these teachers utilised and what changes in students’ perceptions resulted. The classroom teachers were interviewed about the change in students’ perceptions, what changes they had sought to promote in their classrooms, and what they felt had been achieved in their classrooms. The study found that students were able to articulate what changes the teacher had implemented, what their reaction was to these changes and their perception of the classroom environment as a result of these implemented strategies.     

城乡统筹影响因素的实证研究——以江苏省为例

运用江苏省1985年—2004年统计数据,通过计量模型对影响城乡统筹的因素进行实证分析。研究表明农业支出、非农就业、公路密度与城乡统筹呈正效应,而教育支出、人口密度与城乡统筹呈负效应,资本密度对城乡统筹无显著差异。     

A test of imagined contact as a means to improve cross-partisan feelings and reduce attribution of malevolence and acceptance of political violence

In this study, we test the depolarizing potential of intrapersonal communication through imagined intergroup political contact. A randomized experiment was embedded into a quota-stratified online survey distributed to 583 U.S. adults drawn from an online panel proportioned to match the U.S. population. Structural equation modeling was used to test the direct, indirect, and conditional effects of imagined contact. We found that imagined contact with a political outgroup directly reduced negative affect toward the political outgroup regardless of the primed valence of the imagined interaction. Furthermore, we found that imagined contact indirectly reduced attribution of malevolence to the political outgroup as well as the acceptance of political violence. Implications for intergroup theory and political polarization are discussed.     

光分组交换节点中串扰特性的研究

The effect of queuing delay of output buffer on the crosstalk property in optical packel switching nodes in investigated.The relationship between crosstalk and buffer length is obtained.From the calculation and simulation results,it is concluded that the corsstalk power penalty predominantly depends on the buffer length,the longer the buffer,the greater the penalty,as well as the random range of the penalty.While comparing with the effect of queuing delay,the effect of random routing path delay takes very little proportion in the total power penalty.     

Families Learn Together: Reconceptualizing Linguistic Diversity as a Resource

While a growing number of diverse children are entering U.S. schools, misconceptions remain regarding language acquisition. Analysis of weekly interactions in an urban children’s playgroup in the South reveals how the concept of language diversity as a deficit is still widespread. Mothers of young children still believed that efforts to learn multiple languages diminish a child’s ability to learn other things. Conversely, research points to multilingualism as a resource rather than a deficit. Findings indicate that interactions among mothers and children, mediated by the researcher, combined with observations of one child’s bilingual development allowed mothers and young children to rethink their beliefs regarding linguistic diversity. They began recognizing that bilingualism/multilingualism adds to the lives of all children.