Chinese number‐naming advantages? Analyses of Chinese pre‐schoolers' computational strategies and errors     

Cheng Zijuan  Lorna Kim Sang Chan 《International Journal of Early Years Education》2005,13(2):179-192

Simplicity in number naming in a language (e.g. ‘ten‐two’ in Chinese is simpler than the irregular ‘twelve’ in English) has been used to explain cross‐cultural disparities in children's computational competence. In contrast to previous research focusing only on whether children can provide the correct answers, in this study (N?=?117 and 92) we examined Chinese pre‐schoolers' computational strategies in depth and individually so as to examine their understanding of the base‐10 system and place value. The results showed that despite the fact that many can give the correct answers, there is strong evidence that Chinese pre‐schoolers do not have adequate understanding of the base‐10 number system and place value, suggesting that the advantages of the simpler number‐naming system are limited.  相似文献   

Putting the unit in pre-service secondary teachers’ unit circle     

Kevin C. Moore  Kevin R. LaForest  Hee Jung Kim 《Educational Studies in Mathematics》2016,92(2):221-241

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基于内容分析法的企业门户主页架构研究:以IT企业为例     

郭桑 《图书馆学研究》2012,(1):15-18,25

页面架构是企业门户网站功能实现的载体。文章采取内容分析法,对20个IT企业门户网站的版式布局、导航系统、多媒体元素的构成情况和效果进行了分析,对各个部分之间的相互关系进行了探讨,并通过对比点击率最高的几个网站的主页架构情况,归纳出实用效果较好的架构及其特征,从而提出具体的企业门户网站主页架构选择建议。  相似文献   

Exploring the educational beliefs of primary education student teachers in the Chinese context     

Guoyuan Sang  Martin Valcke  Jo Tondeur  Chang Zhu  Johan van Braak 《Asia Pacific Education Review》2012,13(3):417-425

Teacher educational beliefs may be largely shaped by culturally shared learning experiences and social values. The main purpose of this study is to explore educational beliefs of Chinese student teachers. An adapted version of the Teacher Beliefs Scale (TBS)??developed in a Western context (Woolley et al. in Educational and Psychological Measurement, 64: 319?C331, 2004)??was validated in this study, and the profiles of student teacher educational beliefs were analyzed. The research participants consisted of 727 Chinese student teachers from four different teacher education universities. A factor analysis of the Chinese version of the TBS supported the dimensions of the original instrument, but some items had to be discarded to less consistent factor loading. The ANOVA results showed that there were significant differences in constructivist teaching beliefs with respect to gender, study year, and majoring subjects. But no significant differences in the adherence to traditional teaching beliefs were observed. The results also show that the first year student teachers hold stronger constructivist beliefs as compared to senior student teachers. This can be linked to the latter larger teaching and learning experiences in real classroom settings. Implications are drawn for further research in teacher education contexts.  相似文献   

开放大学“资源云”服务体系的建设方略   总被引：1，自引：0，他引：1  

谢阳斌  桑新民 《现代远程教育研究》2012,(1):3-8

资源建设是困扰我国远程教育发展的关键性问题。目前资源建设有两大突出问题,一是学习资源建设难以满足个性化的需要;二是学习资源质量未能得到有效保证,共建共享难以落到实处。因此吸收借鉴教材出版行业数字化创新的先进经验,应用＂云计算＂、＂云服务＂的理念、方法和技术,通过广播电视大学系统各单位共建共享构建开放大学＂资源云＂服务体系,从而达到人、内容、服务、技术等多种资源的集成、整合,实现个性化的学习,并为解决我国远程教育资源建设的老大难问题提供一条全新的思路与现实的道路。体制、机制是造成我国远程教育资源建设突出问题的根本原因,体制、机制的创新是＂资源云＂建设的关键所在,资源的开发、管理、评价、使用、知识产权等各个方面所涉及到的利益问题、权责关系,都需要一套规范来理顺。  相似文献   

A Holistic Model to Infer Mathematics Performance: The Interrelated Impact of Student,Family and School Context Variables     

Ningning Zhao  Martin Valcke  Annemie Desoete  Chang Zhu  Guoyuan Sang  JeanPierre Verhaeghe 《Scandinavian Journal of Educational Research》2014,58(1):1-20

The present study aims at exploring predictors influencing mathematics performance. In particular, the study focuses on internal students' characteristics (gender, age, metacognitive experience, mathematics self-efficacy) and external contextual factors (GDP of school location, parents' educational level, teachers' educational level, and teacher beliefs). A sample of 1749 students and 91 teachers from Chinese primary schools were involved in the study. Path analysis was used to test the direct and indirect relations between the predictors and mathematics performance. Results reveal that a large proportion of mathematics performance can be directly predicted from students' metacognitive experiences. In addition, other student characteristics and contextual variables influence mathematics performance in direct or indirect ways.  相似文献   

Intentional self‐embarrassment     

William F. Sharkey  Hee Sun Park  Rachel K. Kim 《Communication Studies》2013,64(2):379-399

This research explored how and why people intentionally embarrass themselves and how observers react to these embarrassments. Self‐reports prom 566 students at the University of Hawai'i and non‐students indicated that, first, they do intentionally and strategically employ behaviors that cause themselves embarrassment to achieve a variety of goals. Second, self‐embarrassors’ goals affected their tactic choices. Third, embarrassors’ goals were associated with their successful achievement of these goals. Last, the tactics embarrassors used and the goals they attempted affected observers’ responses. Suggestions for modifying existing typologies of embarrassment situations/tactics and goals, as well as limitations and directions for future research are presented.  相似文献   

Traveling with MI education in a turbulent sea: stories of South Korea     

Myung‐Hee Kim  Kyung‐Hee Cha 《International journal of qualitative studies in education》2013,26(4):389-405

The purpose of this paper is to explore ways in which multiple intelligences (MI) theory has been disseminated in search of its meaning, effectiveness and possibilities over the last decade in Korea. There have been a great number of Korean practitioners who have properly applied an ideal of MI theory in their local context. Western readers will be informed of how actively these educators participate in the grass‐roots reform process. A traditional or teacher‐based image of Oriental education culture may have to be redefined, at least in the current Korean educational context. In doing so, the authors reviewed related literature and research articles written by Korean scholars and practitioners as well as conducting in‐depth and focus‐group interviews nationwide to represent voices of Korean MI educators at school level. There has been substantive evidence that most students guided by MI instruction demonstrated better achievement in several subject areas; students typically labeled low achievers in traditional classrooms became better self‐regulated learners, showing higher self‐esteem. Finally, the Korean research community experienced the emergence of a new collaborative research culture in which MI educators are fully acknowledged as curriculum designers and researchers able to gain insight into culturally appropriate classroom practices. The authors end this paper reflecting on a future hope that the Korean research community will continue, both critically and collaboratively, to examine MI theory to make it more applicable in establishing culturally relevant pedagogical insights.  相似文献   

Love Styles and Communication in Relationships: Partner Preferences,Initiation, and Intensification   总被引：1，自引：1，他引：0  

Timothy R. Levine  Krystyna Strzyzewski Aune  Hee Sun Park 《Communication quarterly》2013,61(4):465-486

The three exploratory studies reported here investigate the role of love styles in the early stages of romantic relationships. Study 1 (N = 108) had subjects rate and rank 14 characteristics of prospective romantic partners. As expected, individual's love style scores were related to the characteristics people report as desirable in a relational partner. Several of these effects, however, were moderated by sex. Study 2 (N = 173) revealed that scores on love styles were associated with ratings of opening lines and intensification strategies. None of these effects were moderated by sex. Study 3 (N = 137) investigated the association between love styles and ratings of secret tests among individuals currently involved in a romantic relationship. The results indicated that love styles were associated with ratings of secret tests. These data add to a growing body of literature suggesting that love styles are associated with individual differences in relational and communicative behavior across the life span of romantic relationships.  相似文献   

Computer Use and Academic Development in Secondary Schools     

Sang Min Lee  William Brescia  Dan Kissinger 《学校用计算机》2013,30(3):224-235

Several studies provide preliminary evidence that computer use is positively related to academic performance; however, no clear relationship has yet been established. Using a national database, we analyzed how students’ school behavior (i.e., evaluated by English and math teachers) and standardized test scores (e.g., math and reading) are related to computer use for school work or other than school work for the tenth grade student. While controlling socioeconomic status (SES), home computer access, parental involvement, and students’ academic expectation variables, the students who used a computer for one hour per day showed more positive school behaviors and higher reading and math test scores. This article concludes with implications for future study to better understand the impact of computer use on adolescent academic development.  相似文献