Can film dubbing projects facilitate EFL learners' acquisition of English pronunciation?     

Yi‐hui Chiu 《British journal of educational technology : journal of the Council for Educational Technology》2012,43(1):E24-E27

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Relations of mathematics self-concept and its calibration with mathematics achievement: Cultural differences among fifteen-year-olds in 34 countries     

Ming Ming Chiu  Robert M. Klassen 《Learning and Instruction》2010,20(1):2-17

We examined the effects of mathematics self-concept (MSC) and MSC calibration on mathematics achievement through multilevel analyses of the mathematics tests and questionnaire responses of 88,590 15-year olds who participated in the Organization for Economic Cooperation and Development's (OECD) Program for International Student Assessment (PISA). Students with higher MSC or MSC calibration had higher mathematics scores. Students' MSC was more strongly linked to mathematics achievement in countries that were wealthier, more egalitarian, more tolerant of uncertainty, or more flexible regarding gender roles. Calibration of MSC was more strongly linked to mathematics achievement for boys, for low-achievers, and for students in countries that were wealthier, more egalitarian, or more tolerant of uncertainty. Students overestimating their mathematics competence often had low mathematics scores.  相似文献   

Investigating the synergy of critical thinking and creative thinking in the course of integrated activity in Taiwan     

Yulin Chang  Bei-Di Li  Fa-Chung Chiu 《教育心理学》2015,35(3):341-360

The relationship lying between critical thinking and creative thinking is opposite or complementary, results of previous relevant researches have not yet concluded. However, most of researches put the effort to compare the respective effect of the thinking methods, either the teaching of creative thinking or that of critical thinking. Less of them showed the interest to investigate the combined effect of these two thinking skills teaching, especially its synergy. Therefore, present study aimed to discuss the synergy of critical thinking and creative thinking, and investigated the joined effect of these two methods of thinking in the courses of ‘Integrated Activity courses’. Not only the separate influence but also the synergy would be our interests. Moreover, the outcome would also be compared with the learning result of single creative thinking skill teaching. Participants were 147 male students and 118 female students of ninth grade from 8 intact classes in a public middle school in Taiwan, the number of total participants were 265. Experimental design was ‘nonequivalent control group pretest/post-test quasi-experimental design’. Participants were assigned into three groups, three intact classes for creative thinking teaching group (EG1), three intact classes for ‘critical thinking and creative thinking combined teaching group (EG2)’ and two intact classes for regular teaching method group (watching video, control group). All participants took the assessment ‘The New Creative-Thinking Testing’ and ‘The Critical-Thinking Testing, Level 1’ after receiving the courses as post-test. Data were analysed statistically by one-way ANCOVA. The results showed that:

1. Regards to the performance in Integrated Activity courses, no significant difference was found among students in EG1 and those in EG2. However, the students in both experimental groups got higher scores than those in control group did.

2. As for the ability of critical thinking, students in EG2 got higher score than those in EG1 and CG did, but no difference was found among the students in EG1 and those in CG.

3. In respect of originality, students in EG2 got higher score than those in EG1 did, the influence of critical thinking was significant.

Theoretical and possible applications of the results were also discussed. Present study not only manifests the correlation between creative thinking and critical thinking, but also provides the empirical data for synergy in actual pedagogical situations.  相似文献   

Promoting students' artwork appreciation: An experiential learning-based virtual reality approach     

Min-Chi Chiu  Gwo-Jen Hwang  Lu-Ho Hsia 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(2):603-621

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中国蕨类植物染色体数目的观察     

裘佩熹 《中国科学院研究生院学报》1981,19(4):451-455

The present paper is a first instalment on the Chromosome counts by the authors of Chinese ferns, representing 13 species collected from the eastern coastal provinces of China.  Our findings agree pretty well with the previous ones by botanists mainly in Japan.  The voucher specimens for the present study are all preserved in the Depart- ment of Biology, the East China Normal University, Shanghai.      We wish to thank Professor R. C. Ching for his constant encouragement andguidance in the study of Chinese fern cytology.  相似文献   

Technology integration for young children during COVID-19: Towards future online teaching     

Xinyun Hu  Ming Ming Chiu  Wai Man Vivienne Leung  Nicola Yelland 《British journal of educational technology : journal of the Council for Educational Technology》2021,52(4):1513-1537

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Promoting social and academic competence in the classroom: An intervention study examining the contribution of the Responsive Classroom approach     

Sara E. Rimm‐Kaufman  Yu‐Jen I. Chiu 《Psychology in the schools》2007,44(4):397-413

This exploratory study examined the contribution of the RC Approach over a two‐year period. The RC Approach integrates social and academic learning in order to produce classroom environments that are conducive to learning by integrating social and academic learning. Two questions are addressed. First, how does teachers' use of RC practices contribute to children's academic and social growth? Second, how is the relation between teachers' use of RC practices and children's academic and social growth moderated by the presence of environmental adversity in the home? Participants included 62 teachers and 157 children at six schools. Findings showed that teachers' use of RC practices was associated with students' improved reading achievement, greater closeness between teachers and children, better pro‐social skills, more assertiveness, and less fearfulness, even after controlling for family risk and children's previous years' performance. Family risk did not moderate the relation between RC practices and children's performance. These findings suggest to the positive contribution of the RC Approach in relation to children's gains over a one‐year period. © 2007 Wiley Periodicals, Inc. Psychol Schs 44: 397–413, 2007.  相似文献   

Understanding the perceived quality of professors’ teaching effectiveness in various disciplines: the moderating effects of teaching at top colleges     

Ya-Ling Chiu  Ku-Hsieh Chen  Jying-Nan Wang 《Assessment & Evaluation in Higher Education》2019,44(3):449-462

Measuring the perceived quality of professors’ teaching effectiveness is a critical issue in higher education. This study involves a large-scale data exploration with a sample of 16,802 professors, in which each professor had received at least 20 ratings from the RateMyProfessors website. We find that perceived difficulty (from the students’ perspective) has a significantly negative effect on perceived quality. However, when professors teach more difficult courses at top colleges, the decline in perceived quality is relatively small when compared to other colleges. In other words, whether professors come from top colleges has a moderating effect on the relationship between perceived quality and perceived difficulty. Furthermore, through a consideration of the characteristic differences among disciplines in terms of the relationship between perceived quality and perceived difficulty, we obtain three specific groups of disciplines. These findings facilitate a better understanding of quality for professors from different disciplines. We suggest that the measurement of teaching effectiveness should avoid the use of a single criterion because differences in courses, disciplines or schools can influence the measurement results, and these factors are beyond the control of professors.  相似文献   

Analyzing the use of Facebook among university libraries in Hong Kong     

Ernest Tak Hei Lam  Cheuk Hang Au  Dickson K.W. Chiu 《The Journal of Academic Librarianship》2019,45(3):175-183

In recent years, many academic libraries have started adopting social media by, for example, establishing their own Facebook pages. Our research investigates the current Facebook usage among seven university libraries in Hong Kong. Using a mixed-method research approach, we examined the characteristics of academic libraries Facebook usage and its effectiveness to engage with their patrons, based on online observations and Web content analysis from the publicly available data of the Facebook pages.Our results indicated that most libraries in Hong Kong adopted Facebook as a marketing tool, yet the user engagement level in these pages is low. In addition, we also discovered that communication-related posts and video-type posts can attract the most attention of patrons. Based on these outcomes, we provided some recommendations on the application of Facebook for academic libraries.  相似文献   

Mobile information behavior of Warner Pacific University students     

Lishi Kwasitsu  Ann Matsushima Chiu 《Library & information science research》2019,41(2):139-150

The mobile information behavior of Warner Pacific University students was studied using survey questionnaires, in-depth interviews, and group-based exercises through the lens of several common information theories and models. As ownership of connected devices became nearly ubiquitous, students used the Internet more than the library. Students built digital networks to connect with friends or classmates. The Internet was the students' primary information source, since using Google was a daily lifestyle habit while the library was totally new and unfamiliar territory. Comparison of the students' information search processes (ISPs) with Kuhlthau's ISP diagram revealed that the students searching was idiosyncratic and unpredictable, and they only adopted systematic search protocols when these were imposed on them. Chatman's theory of information poverty was useful as it revealed that the students' perception of information deprivation cut across all socio-economic groups.  相似文献