Re-thinking democracy,development and social justice in education: connecting global,national and local challenges     

Rizvi  Fazal  Hong  Moon Suk 《Asia Pacific Education Review》2019,20(2):159-160

Asia Pacific Education Review -  相似文献   

The influence of home on learning to read     

Cliff Moon  Gordon Wells 《Journal of Research in Reading》1979,2(1):53-62

Large scale investigations into home variables and educational success frequently demonstrate relationships between global factors such as socio-economic status, education of parents, etc. and general educational achievement, of which attainment in reading is often taken as an index. This paper reports a small but detailed study of home influences on the early stages of learning to read within the context of the Bristol Longitudinal Language Development Research Programme. Data were derived from three sources: interviews with the parents when the children were aged 5 and 7 years; regular recordings of spontaneous conversation at home between 3 %and 5 years; assessments of reading at 5 and 7 years. Attainment in reading at age 7 was found to be strongly predicted by knowledge of literacy on entry to school, and this in turn to be predicted by parental interest in literacy and quality of verbal interaction with the child in the preschool years. The child's own pre-school interest in literacy was not found to be strongly associated with later success. The significance of these findings is discussed.  相似文献   

The effects of goal variation on adult physical activity behaviour     

Dal-Hyun Moon  Jeff McNamee 《Journal of sports sciences》2016,34(19):1816-1821

The purposes of this study were to examine the effects of varying levels of goals on increasing daily steps and the frequency of goal achievement among middle-aged adults. Ninety-six adults participated in a randomised control study. Participants were randomly assigned to five different step goal groups: (1) Easy (n = 19), (2) Medium (n = 19), (3) Difficult (n = 19), (4) Do-your-best (n = 19), and (5) No goal (n = 20) based on previous research. The participants wore a pedometer and were asked to reach a pre-established goal during the experimental period. In order to examine the effectiveness of the goal difficulty, (a) an average number of steps taken by different goal conditions and (b) the number of days meeting the assigned goal were tested. A one-way ANCOVA revealed significant step count differences among goal groups. Post hoc analyses indicated that the change in step count in both the Medium and Difficult goal groups was significantly greater than the remaining groups. However, there was no significant difference between the medium and difficult goal conditions. In addition, a one-way ANOVA indicated that there were no significant differences in the frequency of goal achievement among the Easy, Medium, and Difficult goal groups. Results suggest that when promoting physical activity through increasing step counts, researchers and clinicians should design goals that are specific and challenging.  相似文献   

Establishing the validity and reliability of a modified tool for assessing innovative thinking of engineering students     

Miri Barak  Abeer Watted  Hossam Haick 《Assessment & Evaluation in Higher Education》2020,45(2):212-223

Abstract

The goal of this study was to establish the validity and reliability of a self-report tool for assessing individual differences in innovative thinking, based on a modification of the ‘innovative behavior scale’. A five-stage study was conducted among engineering students worldwide, who enrolled in a massive open online course in Nanotechnology and Nanosensors. Content validity was established by a panel of experts in engineering education. Construct validity was established through exploratory and confirmatory factor analysis, indicating a four-factor solution with 13 items loaded above critical level. Known-groups validity revealed differences among learners with distinct expertise. The scale’s stability across populations and over time was confirmed, providing there has been no intentional intervention. Finally, the scale’s concurrent validity was reinforced through data triangulation with actual practice - the fabrication of innovative nanosensors.  相似文献   

Educational Technology and Instructional Design in East Asia: Program Curricula and Career Opportunities     

Huiruo Chen  Lili Dong  Kei Tomita  Moon Eunkyung 《TechTrends》2016,60(6):525-527

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Practical Experience in Teacher Education: issues Charting a European Agenda     

Bob Moon 《欧洲师范教育杂志》1996,19(3):217-249

This paper provides an overview and analysis of the role of practical experience within pre‐service and in‐service programmes of teacher education. The increasing importance of practical experience is noted and the variety of forms of partnership between Universities and schools are reviewed. The paper argues (i) for a stronger theoretical articulation of the relationship between the practicum and overall course design, (ii) for greater co‐operation between European countries in developing studies around this common element in all courses and (in) for intellectual links with newly emerging and closely related theories of learning and curriculum.  相似文献   

The paradox of post-postmodernism     

Seungho Moon 《Educational Philosophy and Theory》2018,50(14):1439-1440

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“White supremacy in heels”: (white) feminism,white supremacy,and discursive violence     

Dreama G. Moon  Michelle A. Holling 《传播与批判/文化研究》2020,17(2):253-260

ABSTRACT

As a progressive intervention into patriarchy, feminism has traditionally centered (white) women's experience, yet when sex and gender are combined with race, feminism tends to lose its progressive edge. We argue that (white) feminism ideologically grounds itself in a gendered victimology that masks its participation and functionality in white supremacy. By erasing women of color, positioning women as victims of white male hegemony, and failing to hold white women accountable for the production and reproduction of white supremacy, (white) feminism manifests its allegiance to whiteness and in doing so commits “discursive violence”. We end with calling for ideological intersectionality as a possible corrective.  相似文献   

Lung Volumes and Maximal Respiratory Pressures in Collegiate Swimmers and Runners     

Loren Cordain  Alan Tucker  Debbie Moon  Joel M. Stager 《Research quarterly for exercise and sport》2013,84(1):70-74

Abstract

To determine whether respiratory muscle strength is related to pulmonary volume differences in athletes and nonathletes, 11 intercollegiate female swimmers, 11 female cross-country runners, and two nonathletic control groups, matched to the athletes in height and age, were evaluated for pulmonary parameters including maximal inspiratory pressure (P_lmax) and maximal expiratory pressure (P_Emax). Swimmers exhibited larger (p < .05) vital capacities (VC), residual lung volumes (RV), inspiratory capacities (IC), and functional residual capacities (FRC) than both the runners or the controls but no difference (p > .05) in either P_lmax or inspiratory flow (FIV_25%-75%). Timed expiratory volumes (FEV Q.5 m and FEV_1.0 were significantly (p < .05) lower in the swimmers than in the controls. These data suggest that an adaptational growth may be responsible, in part, for the augmented static lung volumes demonstrated in swimmers  相似文献   

Korean Year 3 Children’s Environmental Literacy: A prerequisite for a Korean environmental education curriculum     

Hye‐Eun Chu  Eun Ah Lee  Hee Ryung Ko  Dong Hee Shin  Moon Nam Lee  Byeong Mee Min 《International Journal of Science Education》2013,35(6):731-746

The purpose of this study was to investigate Korean children’s environmental literacy levels and the variables that affect their environmental literacy. An instrument, the Environment Literacy Instrument for Korean Children (ELIKC), was developed that measures four different dimensions (knowledge, attitude, behaviour, and skills) using 69 items and 13 demographic variables. The ELIKC was administered to 969 Year 3 students from large cities, medium‐sized cities, and rural areas. The students were given 80 min to answer the questions. Statistical analysis was performed on each of the scales that make up the ELIKC and a multivariate analysis of variance was performed to identify the variables that affect environmental literacy. Results indicate that the correlation between attitude and behaviour is the strongest while that between knowledge and behaviour is the weakest. Also, it was found that gender, parents’ school background, and the source from where students obtain environmental information affect all categories of environmental literacy.  相似文献