Activism,identity and service: the influence of the Asian American Movement on the educational experiences of college students     

Thai-Huy Nguyen 《History of education》2015,44(3):339-354

This article emphasises two major themes that address the influence of the Asian American Movement: (1) encouraging students to broaden the discourse on race and ethnic relations by redefining categories and challenging prevalent assumptions; (2) an increased tolerance and frequency in course offerings that examine and centralise the histories, literature and political underpinnings of Asian Americans and ethnic (i.e. Japanese) specific communities, which has equipped students to engage in discourse and community action. Countering dominant narratives through unification and education is the means by which Asian American students fought for representation and fair treatment.  相似文献   

The influence of traditional beliefs on Vietnamese college lecturers’ perceptions of face     

Thi Quynh Trang Nguyen 《师资教育杂志》2015,41(2):203-214

In an East Asian context heavily influenced by Confucian ideas on principles for living and behaving, ‘face’ plays a significant role in Vietnamese people’s thinking and behaviour. In the context of education, Vietnamese teachers’ concerns of saving face in classrooms have been implicitly taken for granted but not yet seriously examined in academic research. The paper addresses this gap in the research literature by presenting the results of interviews with 15 lecturers in a Vietnamese Teacher Training College. It is argued that the concepts of face and saving face are significant to the participants and their ideas of saving face are largely influenced by traditional Confucian standards in education. In particular, teachers are believed to save face by upholding the belief that they represent an unquestionable source of knowledge, maintaining a ‘noble distant image’ in relations with their students, and receiving respectful behaviours from their students. These beliefs could be one source of resistance to educational reforms regarding interactive pedagogies in Vietnamese higher education. It is argued that teachers’ concerns of saving face in Vietnamese classrooms deserve more attention from educational planners and researchers.  相似文献   

‘Will I learn what I want to learn?’ Usable representations, ‘students’ and OECD assessment production     

Riyad A. Shahjahan  Clara Morgan  David J. Nguyen 《Discourse: Studies in the Cultural Politics of Education》2015,36(5):700-711

Amid growing debates around international assessment tools in educational policy, few have critically examined how students themselves are cast in policy tool production processes and discourse. Drawing on Stuart Hall's concept of representation, we show how higher education (HE) ‘students’ are constructed, fixed and normalized by the Organisation for Economic Co-operation and Development's (OECD) Assessment of Higher Education Learning Outcomes (AHELO) initiative. Based on an analysis of AHELO texts, we argue that the OECD, during the early stages of test production, fixes and circulates the meaning of ‘students’ as represented objects. We identify and analyze two distinct representational practices at work in AHELO texts: classifying and organizing, and marking. We posit that by fixing images of the student as an object of learning and as a consumer–investor subject, the OECD creates ‘usable’ representations of ‘students’ to claim jurisdiction over teaching and learning in HE and to justify intervention through standardized testing.  相似文献   

Why We Think We Can't Dance: Theory of Mind and Children's Desire to Perform          下载免费PDF全文

Lan Nguyen Chaplin  Michael I. Norton 《Child development》2015,86(2):651-658

Theory of mind (ToM) allows children to achieve success in the social world by understanding others' minds. A study with 3‐ to 12‐year‐olds, however, demonstrates that gains in ToM are linked to decreases in children's desire to engage in performative behaviors associated with health and well‐being, such as singing and dancing. One hundred and fifty‐nine middle‐class children from diverse backgrounds in a Northeastern U.S. metropolitan area completed the study in 2011. The development of ToM is associated with decreases in self‐esteem, which in turn predicts decreases in children's willingness to perform. This shift away from performance begins at age 4 (when ToM begins to develop), years before children enter puberty.  相似文献   

Dean-flow-coupled elasto-inertial three-dimensional particle focusing under viscoelastic flow in a straight channel with asymmetrical expansion–contraction cavity arrays     

D. Yuan  J. Zhang  S. Yan  C. Pan  G. Alici  N. T. Nguyen  W. H. Li 《Biomicrofluidics》2015,9(4)

In this paper, 3D particle focusing in a straight channel with asymmetrical expansion–contraction cavity arrays (ECCA channel) is achieved by exploiting the dean-flow-coupled elasto-inertial effects. First, the mechanism of particle focusing in both Newtonian and non-Newtonian fluids was introduced. Then particle focusing was demonstrated experimentally in this channel with Newtonian and non-Newtonian fluids using three different sized particles (3.2 μm, 4.8 μm, and 13 μm), respectively. Also, the effects of dean flow (or secondary flow) induced by expansion–contraction cavity arrays were highlighted by comparing the particle distributions in a single straight rectangular channel with that in the ECCA channel. Finally, the influences of flow rates and distances from the inlet on focusing performance in the ECCA channel were studied. The results show that in the ECCA channel particles are focused on the cavity side in Newtonian fluid due to the synthesis effects of inertial and dean-drag force, whereas the particles are focused on the opposite cavity side in non-Newtonian fluid due to the addition of viscoelastic force. Compared with the focusing performance in Newtonian fluid, the particles are more easily and better focused in non-Newtonian fluid. Besides, the Dean flow in visco-elastic fluid in the ECCA channel improves the particle focusing performance compared with that in a straight channel. A further advantage is three-dimensional (3D) particle focusing that in non-Newtonian fluid is realized according to the lateral side view of the channel while only two-dimensional (2D) particle focusing can be achieved in Newtonian fluid. Conclusively, this novel Dean-flow-coupled elasto-inertial microfluidic device could offer a continuous, sheathless, and high throughput (>10 000 s⁻¹) 3D focusing performance, which may be valuable in various applications from high speed flow cytometry to cell counting, sorting, and analysis.  相似文献   

Summer camp treatment program for autistic children     

D W Hung  M J Thelander 《Exceptional children》1978,44(7):534-536

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The 9-step problem design process for problem-based learning: Application of the 3C3R model   总被引：1，自引：0，他引：1  

Woei Hung   《Educational Research Review》2009,4(2):118-141

The design of problems is crucial for the effectiveness of problem-based learning (PBL). Research has shown that PBL problems have not always been effective. Ineffective PBL problems could affect whether students acquire sufficient domain knowledge, activate appropriate prior knowledge, and properly direct their own learning. This paper builds on the 3C3R problem design model, which is a systematic conceptual framework for guiding the design of effective and reliable problems for PBL. To help practitioners apply the 3C3R model, this paper introduces a 9-step problem design process. The initial steps guide an instructional designer through analyses on learning goal, content, and context to help select problems. Later steps ensure that the problem appropriately affords the specifications identified in the analyses. The last two steps incorporate a reflection component, as well as ensure the integrity of the 3C3R components in the problem.  相似文献   

Ninth Graders’ Learning Interests, Life Experiences and Attitudes Towards Science & Technology     

Shu-Nu Chang  Yau-Yuen Yeung  May Hung Cheng 《Journal of Science Education and Technology》2009,18(5):447-457

Students’ learning interests and attitudes toward science have both been studied for decades. However, the connection between them with students’ life experiences about science and technology has not been addressed much. The purpose of this study is to investigate students’ learning interests and life experiences about science and technology, and also their attitudes toward technology. A total of 942 urban ninth graders in Taiwan were invited to participate in this study. A Likert scale questionnaire, which was developed from an international project, ROSE, was adapted to collect students’ ideas. The results indicated that boys showed higher learning interests in sustainability issues and scientific topics than girls. However, girls recalled more life experiences about science and technology in life than boys. The data also presented high values of Pearson correlation about learning interests and life experiences related to science and technology, and in the perspective on attitudes towards technology. Ways to promote girls’ learning interests about science and technology and the implications of teaching and research are discussed as well.  相似文献   

THE POWER OF LEARNING GOAL ORIENTATION IN PREDICTING STUDENT MATHEMATICS ACHIEVEMENT     

Chuan-Ju Lin  Pi-Hsia Hung  Su-Wei Lin  Bor-Hung Lin  Fou-Lai Lin 《International Journal of Science and Mathematics Education》2009,7(3):551-573

The teaching and learning of mathematics in schools has drawn tremendous attention since the education reform in Taiwan. In addition to assessing cognitive abilities, Taiwan Assessment of Student Achievement in Mathematics (TASA-MAT) collects background information to help depict average student achievement in schools in an educational context. The purpose of this study was to investigate the relationships between student achievement in mathematics and student background characteristics. The data for this study was derived from the sample for the 2005 TASA-MAT Sixth-Grade Main Survey in Taiwan. The average age of the sixth-grade students in Taiwan is 11 years old, as was the sample for the 2005 TASA-MAT. Student socioeconomic status (SES) and student learning-goal orientation were specified as predictor variables of student performance in mathematics. The results indicate that the better performance in mathematics tended to be associated with a higher SES and stronger mastery goal orientation. The SES factor accounted for 4.98% of the variance, and student learning-goal orientation accounted for an additional 10.61% of the variance. The major implication obtained from this study was that goal orientation was much more significant than SES in predicting student performance in mathematics. In addition, the Rasch model treatment of the ordinal response-category data is a novel approach to scoring the goal-orientation items, with the corresponding results in this study being satisfactory.  相似文献   

An inquiry-based practicum model: What knowledge,practices, and relationships typify empowering teaching and learning experiences for student teachers,cooperating teachers and college supervisors?     

Huong Tran Nguyen 《Teaching and Teacher Education》2009

The author examines an inquiry-based teaching/learning model involving diverse members of learning communities. A triad of cooperating teachers, student teachers, and a college supervisor engaged in ongoing and purposeful discourse to explore the teacher–learner (expert–novice) reciprocity, school culture and social relations. In their efforts to broaden and deepen their intellectual exchange, they interrogated their own and one another's beliefs, values, and perspectives about who owns knowledge and how knowledge is distributed/shared. This reflective and reflexive process helped to enhance their knowledge, practices, relationships, and practicum experience.  相似文献