Four New Corrected Statistics for SEM With Small Samples and Nonnormally Distributed Data

When the assumption of multivariate normality is violated and the sample sizes are relatively small, existing test statistics such as the likelihood ratio statistic and Satorra–Bentler’s rescaled and adjusted statistics often fail to provide reliable assessment of overall model fit. This article proposes four new corrected statistics, aiming for better model evaluation with nonnormally distributed data at small sample sizes. A Monte Carlo study is conducted to compare the performances of the four corrected statistics against those of existing statistics regarding Type I error rate. Results show that the performances of the four new statistics are relatively stable compared with those of existing statistics. In particular, Type I error rates of a new statistic are close to the nominal level across all sample sizes under a condition of asymptotic robustness. Other new statistics also exhibit improved Type I error control, especially with nonnormally distributed data at small sample sizes.     

The ‘Learning in Regular Classrooms’ initiative for inclusive education in China

The purpose of this article is to understand the Learning in Regular Classrooms (LRC) initiative for inclusive education in China. First, the paper reviews the policy, legislation, and practice in relation to the LRC. It then goes on to explore the specific social–political context of the LRC, and compares the Chinese LRC with the Western approaches to inclusion and integration. The authors then discuss the challenges posed by the attempt to further promote the LRC or inclusive education in the collectivist culture and socialist political context of modern China.     

The role of academic management in implementing technology-enhanced learning in higher education

ABSTRACT

This article addresses how technology-enhanced learning (TEL) is implemented in higher education institutions. The study is based on data collected from a nationwide survey and semi-structured interviews with academic managers. The findings suggest that: (1) members of the academic management staff have limited knowledge of institutional strategies; (2) there is a gap between what academic managers believe they do to support and implement TEL and what other academic staff perceive them to actually do; and (3) TEL is seldom discussed during performance assessment reviews. In addition, the study reveals that academic managers have different understandings of the use of educational technology. Those differences appear to be closely related to the individual managers’ assessment of TEL’s role in supporting teaching.     

The impact of e-book interactivity design on children's Chinese character acquisition

This study examined the impact of e-book interactivity design on the learning of Chinese characters by fourth graders (10-year-old children). This study was guided by two main questions: (1) Are there any differences in achievements (Chinese character writing, lexical comprehension, and lexical usage) between groups of young learners who read e-books with different interactivity levels? and (2) Are there any differences in motivation (attention, confidence, relevance, and satisfaction) between groups of young learners who read e-books with different interactivity levels? This study was an experimental design where the independent variable was the interactivity design of digital books. A sample of 99 fourth graders participated in the study and participants were randomly assigned into these two groups, with one group reading an e-book with a low level of interactivity (pace-control only) and the other reading an e-book with a high level of interactivity (sequence- and media-control). Participants were asked to complete a pre-test first, and then they read their assigned e-books for 30 minutes. After they finished reading, they were given a post-test. The results showed a reverse interactivity effect, that is, the group reading the e-book with the low level of interactivity (pace-control only) performed significantly better in Chinese character writing, attention, and satisfaction. This might be due to young learners' limited cognitive capacity and processing ability for learning with hypermedia. This study aims to expand on existing theories on interactive learning for young learners and serves as a reference for elementary school teachers and e-book publishers.     

Students’ perceptions of teachers’ interpersonal behaviour across four different school subjects: control is good but affiliation is better

Many researchers have pointed out that teachers’ interpersonal behaviour relates to students’ positive attitudes towards schooling. However, only few studies have examined whether students’ perceptions of their teachers’ interpersonal behaviour relates to students’ subject-related attitudes across different school subjects. In this study, it was investigated to what extent the interpersonal behaviours of secondary school teachers are perceived differently by the students as a function of the school subject being taught and whether such perceptions coincide with students’ attitudes towards the subject matter, after controlling for students’ achievement. To address these research questions, 2305 adolescent students (47.1% males; M_age = 17.85; SD = 1.09) from grades 9 to 11 and their teachers (N = 42; 38.1% males; mean years of teaching = 14.2; SD = 1.25) from one urban high school in Turkey were surveyed. The students completed the Questionnaire on Teacher Interaction and attitude questions. Multilevel data analysis showed that Control related to positive attitudes among students in classes grouped under the science, and literature and language domains, but not in classes grouped under the arts and sports domain. Perceived Affiliation, on the other hand, was positively associated with all the four subject domains (science, social sciences, literature and language, and arts and sports). These results show the importance of taking a multidisciplinary perspective in in-service training programmes for secondary school science teachers as they emphasise the differential roles that control as an interpersonal behavioural style may play on students’ attitudes in certain subject matters.     

‘And all our classes turned into a flower garden again’ – science education in Soviet schools in the 1920s and 1930s: the case of biology from Darwinism to Lysenkoism

The purpose of this article is to outline the evolution of biology education in Soviet schools in the 1920s and 1930s. After some introductory consideration of the ideological changes taking place in the field of genetics that impacted on the teaching of science and led to botany being favoured over biology in schools, the first part outlines the development of the natural sciences curriculum in the context of the Soviet reform of the school, which, after the October Revolution, abolished traditional teaching methods in favour of the active methods of American schools. The second part reconstructs the evolution of the teaching of biology through analysis of the biological station for young naturalists, ‘K. A. Timiriazev’, a centre created in 1919 by the famous biologist Boris V. Vsesviatskii (1887–1969). The third part illustrates the characteristics of botany education in schools of the 1930s, with a focus on the dissemination of the new scientific anti-genetic conception (known as Lysenkoism) and teaching practices in city and rural schools after the publication of Vsesviatskii’s textbook. The fourth demonstrates a progressive assimilation of the anti-genetic doctrine of Lysenkoism by teachers, with particular attention to the question of the natural sciences school curriculum and teacher training in the field of botany.     

Intervening to Improve Teachers’ Need-supportive Behaviour Using Self-Determination Theory: Its Effects on Teachers and on the Motivation of Students with Deafblindness

Research on Self-Determination Theory has shown that teachers’ need-supportive behaviour is associated with student motivation and engagement. The purpose of this study is to examine the effectiveness of an intervention aimed at increasing the motivation of students with congenital and acquired deafblindness by enhancing teachers’ need-supportive behaviour. To assess the intervention effect, this study follows a multiple case-study design. Teacher questionnaires were administered and video observations of teacher–student interactions were made during pre-test, post-test and follow-up phases. The results showed that teachers provided involvement most, followed by structure and autonomy support. Teachers’ provision of structure and autonomy seems to improve most after the intervention. In general, teachers of students with congenital deafblindness showed larger intervention effects than teachers of students with acquired deafblindness. The results also provide indications that students’ levels of engagement improved after the intervention.     

Leading professional learning in an Australian secondary school through school‐university partnerships

As the limitations of one‐off and disconnected professional learning programs for teachers are recognised, there is widespread interest in building learning communities and professional learning teams within schools. When considering how to build local learning communities, school and university partnerships are seen as offering rich possibilities for transformative professional action. Set in the context of the international agenda of “Education For All” (UNESCO, 2005 UNESCO. (2005). Education for all: Global monitoring project. Retrieved January 8, 2007, from http://portal.unesco.org/education/en/ev.php‐URL_ID=36004&URL_DO=DO_TOPIC&URL_SECTION=201.html (http://portal.unesco.org/education/en/ev.php-URL_ID=36004&URL_DO=DO_TOPIC&URL_SECTION=201.html)  [Google Scholar]) a model of sustained on‐going professional learning, developed in one large secondary school in Australia, is analysed. The social practices that generate action and participation for partnership members are then scrutinised for the legitimacy of school‐university partnerships and the contribution to enhancing teacher learning.     

Transitioning to a more sustainable society: unpacking the role of the learning–action nexus

In recent years, action on sustainability has been highly influential around the globe and many now recognize the importance of individual and social learning for inspiring action and achieving sustainability outcomes. Transformative learning theory has been criticized, however, for insufficient development of the link between learning and action. The purpose of this paper is to deepen our understanding of the learning–action cycle among adult learners in the sustainability context. We consider this through insights from two studies in Kenya and Canada, utilizing a qualitative approach. Both studies employed semi-structured interviews as their primary data collection instrument and used other tools such as focus groups and journal writing. Three broad nodes of social action—individual, interpersonal and collective—are identified and defined based on the data collected. Results show that while all three types of action were evident in the outcomes of participants, individual social action was the most common and collective social action was the least. Barriers to applying learning in action are also derived from the data, including situational, personal, interpersonal, sociocultural and environmental obstacles. Factors that assist in overcoming such barriers include community support networks and skills training.     

Gender differences in French undergraduates’ academic plans and wage expectations

Gender differences in wage expectations may affect investment in human capital and increase inequalities in the labour market. Our research based on a survey of first-year students at a French university aims to focus on expectations at the beginning of the career. Our results show that anticipated earnings differ significantly between men and women. One year after graduation, we find a gender gap in pay of 16%. A wage decomposition method indicates that most of this effect is due to anticipation of discrimination. Ten years after graduation, anticipated discrimination is still almost as dominant in explaining the gender gap in pay. Finally, using a survey of recent college graduates, we show that growth in the anticipated gender gap differs greatly from growth in the observed gender gap. Our findings highlight the importance of policies promoting higher educational aspirations for young women. Career guidance counselling for students may play a decisive role in contributing to give women more ambitious aspirations, which may in turn serve to reduce inequalities in the labour market.