Investigating social networks of older Singaporean learners: a mixed methods approach     

Pei-Chun Ko 《Educational gerontology》2020,46(4):207-222

ABSTRACT

Lifelong learning is regarded as an important channel in promoting active engagement in later life for aging societies. While most studies depict older learners as a group resilient to engaging in lifelong learning, few have addressed the impacts of their social networks on their participation. Drawing on the nationwide lifelong learning program in Singapore, the study explores the extent older Singaporean adults’ social networks influence their involvement in learning courses and illustrates how those networks matter to their motivations. A mixed methods approach consisting of two network instruments (Name Generator and Position Generator) and in-depth interviews based on 30 older Singaporeans (between 50 and 79 years old) were employed. The findings demonstrated that primary family members (spouse and children) were key discussants for older learners, but the narratives showed only children were key supporters. For female learners, husbands’ support could be limited. Such a gender difference was revealed in overlap networks among couples, with male learners receiving greater positive support from their wives. Furthermore, the results showed that single or widowed learners had more non-kin members and diverse network resources, which reflect in their discourses of being highly motivated and active in spreading news of courses. To conclude, the study delivered deeper understandings of how diverse social contexts influence older learners’ motivations. Future research shall continue to focus on variations of network characteristics and network resources to improve the understanding of how significant others and accessible network resources provide social support or opportunities for older learners.  相似文献   

Development and validation of a mathematics anxiety scale for students     

Ho Kyoung Ko  Hyun Sook Yi 《Asia Pacific Education Review》2011,12(4):509-521

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Propolis modulates vitronectin, laminin, and heparan sulfate/heparin expression during experimental burn healing     

Pawe? Olczyk  Katarzyna Komosińska-Vassev  Katarzyna Winsz-Szczotka  Ewa M. Ko?ma  Grzegorz Wisowski  Jerzy Stojko  Katarzyna Klimek  Krystyna Olczyk 《Journal of Zhejiang University. Science. B》2012,13(11):932-941

Objective

This study was aimed at assessing the dynamics of vitronectin (VN), laminin (LN), and heparan sulfate/heparin (HS/HP) content changes during experimental burn healing.

Methods

VN, LN, and HS/HP were isolated and purified from normal and injured skin of domestic pigs, on the 3rd, 5th, 10th, 15th, and 21st days following thermal damage. The wounds were treated with apitherapeutic agent (propolis), silver sulfadiazine (SSD), physiological salt solution, and propolis vehicle. VN and LN were quantified using an immunoenzymatic assay and HS/HP was estimated by densitometric analysis.

Results

Propolis treatment stimulated significant increases in VN, LN, and HS/HP contents during the initial phase of study, followed by a reduction in the estimated extracellular matrix molecules. Similar patterns, although less extreme, were observed after treatment with SSD.

Conclusions

The beneficial effects of propolis on experimental wounds make it a potential apitherapeutic agent in topical burn management.  相似文献   

Parametrically excited oscillation of stay cable and its control in cable-stayed bridges     

孙炳楠  汪至刚  高赞明  倪一清 《浙江大学学报(A卷英文版)》2003,4(1):13-20

This paper presents a nonlinear dynamic model for simulation and analysis of a kind of parametrically excited vibration of stay cable caused by support motion in cable-stayed bridges. The sag, inclination angle of the stay cable are considered in the model, based on which, the oscillation mechanism and dynamic response characteristics of this kind of vibration are analyzed through numerical, calculation. It is noted that parametrically excited oscillation of a stay cable with certain, sag, inclination angle and initial static tension force may occur in cable-stayed bridges due to deck vibration under the condition that the natural frequency of a cable approaches to about half of the, first model frequency of the bridge deck system. A new vibration control system installed on the cable anchorage is proposed as a possible damping system to suppress, the cable parametric oscillation. The numerical calculation results showed that with the use of this damping system, the cable oscillation due to the vibration of the deck and/or towers will be considerably reduced. Project supported by National Natural Science Foundation of China (No. 59978044)  相似文献   

The route to ‘inclusive counselling’: counsellors' perceptions of disability inclusion in Turkey     

Halis Sakız  Charlotte Woods  Hande Sart  Zehra Erşahin  Raiha Aftab  Nizamettin Koç 《International Journal of Inclusive Education》2013,17(3):250-269

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Pedagogy and human dignity – the Special Rank Teacher in China since 1978     

Po‐Yuk Ko  Bob Adamson 《History of education》2013,42(3):371-389

Teachers in China are regarded as vulnerable to sociopolitical changes. This paper, however, focuses on the resilience and innovativeness of state‐selected expert teachers – the recipients of the Special Rank Teacher (SRT) award. This award was the product of a transitional period in the aftermath of the Cultural Revolution, and was an act of rehabilitation for the teaching profession. Using a biographical approach, this paper analyses how the intentions of the award were reflected in the choice of recipients. It contributes to a deeper understanding of teachers in China and the notion of teaching excellence that the state‐recognised teachers exemplify.  相似文献   

‘Learning Study’ for Primary School English Teachers: A Case Story from Hong Kong     

Xuesong Gao  Po‐Yuk Ko 《Changing English: An International Journal of English Teaching》2009,16(4):397-404

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The education for sustainable development movement in Japan: a political perspective   总被引：2，自引：2，他引：0  

Ko Nomura  Osamu Abe 《Environmental Education Research》2009,15(4):483-496

The Japanese government provided various political opportunities for non‐governmental groups and individuals in Japan to ‘jointly propose’ policy on education and sustainable development at the World Summit on Sustainable Development, Johannesburg, 2002. These opportunities resulted in the emergence of the Japanese education for sustainable development (ESD) movement, and the crystallisation of a broader proposal that led to the initiation of the UN Decade of ESD (2005–2014). In this paper, we trace the history of these two outcomes, arguing that the opportunities, developed through the coordination of non‐governmental groups by government, took place within, rather than broadened or confronted, the government’s scope of interests. While the paper illustrates how the government’s continued support was crucial to the development of the ESD movement and the UN Decade, and the movement has met with considerable achievements thus far (via its collective challenges to conventional education in a sustainability context in Japan), we argue that recognition of the political opportunity structures that affect the movement’s further development remains crucial. In particular, we argue for close attention to the significance of a corporatist framing of this emerging civil society movement in Japan by the national government, and call for further political and historical analysis of ESD movements and their relations with government, around the world.  相似文献   

Nordic-Baltic cooperation in the field of adult education 1991–2004     

Larissa Jõgi  Margarita Teresevičienė  Tatjana Koķe  Arne Carlsen 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2018,64(4):415-419

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Examining the Role of Professional Development in a Large School District's iPad Initiative     

Min Liu  Yujung Ko  Amanda Willmann  Cynda Fickert 《Journal of Research on Technology in Education》2018,50(1):48-69

This study examined 342 teachers' views of professional development (PD) provided by a large school district to support its iPad initiative. We were interested in investigating teachers' perceptions of this district-provided PD, any change in teachers' views, and how they used iPads in their instruction while/after receiving PD. The findings, using a mixed-methods design, showed although teachers held overall positive views regarding PD, their perceptions did not change over the 1-year implementation. Rather, certain teacher characteristics such as teachers' beliefs, technology self-efficacy, and school levels influenced their views. This study also provided an in-depth analysis of teachers' use of iPad to support their instruction. Findings revealed teachers used the iPad for a variety of purposes. From mid-year to end-year, there was a decrease in using iPads for class management and basic uses, but an increase in using the iPad to create instructional materials by the teachers and creating artifacts by their students. Such findings suggested a connection between the PD teachers received and their practices, indicating a shift to more interactive uses during the second half of the year. The findings highlighted the importance of providing situated PD and considering teacher characteristics when designing PD. (Keywords: professional development, mobile teaching and learning, iPad use, K–12 education, large suburban schools, technology integration)  相似文献