Who Pays for Online Content? A Media Dependency Perspective Comparing Young and Older People     

Liu Yang  Louisa Ha  Fang Wang  Mohammad Abuljadail 《媒体管理杂志》2015,17(4):277-294

This study examines predictors of online content purchases through media dependency theory and comparing young and older people. It focuses on actual online content purchases instead of willingness-to-pay used in previous studies. The effects of two dimensions of media dependencies are compared: intensity and referent scopes. Social media dependency and mobile media dependency are examined specifically, in addition to general Internet dependency as new media dependency. Our results show young people make more actual purchases of online content than older people. Predictors of online content purchases include age group, online shopping habits, ownership of mobile applications and mobile devices, Internet referent dependency, and social media intensity dependency. New media referent dependency is more important than intensity dependency for predicting online content purchases.  相似文献   

From Development of Sport to Development through Sport: A Paradigm Shift for Sport Development in South Korea     

Jae-Pil Ha  Karam Lee 《国际体育史杂志》2015,32(10):1262-1278

During the past several decades, South Korea has gained tremendous international recognition by achieving an excellent performance in a variety of international sport competitions and hosting numerous mega-sporting events. Although success in elite sport (i.e. Development of Sport approach) has contributed to making South Korea one of the sport powerhouses in the world, South Korea has paid very little attention to the role that sport can play as a tool for social and personal development (i.e. Development through Sport approach). Similarly, scholars also paid little attention to the ‘development through sport’ approach in South Korea while predominantly focusing their attention in taking the ‘development of sport’ approach. In recent years, however, the South Korean government has begun to show interest in the ‘development through sport’ approach to become a truly advanced sporting nation. Thus, the purpose of this paper is to explore how South Korea's paradigm in sport has historically shifted from ‘development of sport’ to ‘development through sport’ in its socio-political context.  相似文献   

Extraterritorial Outlet of Korean Nationalism in the Far Eastern Championship Games, 1913–1934     

Karam Lee  Jung-Hee Ha 《国际体育史杂志》2015,32(3):455-465

The Far Eastern Championship Games (FECG), held between 1913 and 1934, were a precursor to the Asian Games and among the first international athletic competitions in the Asian region. The FECG were launched in Manila, the Philippines, and supported by the Young Mens' Christian Association. Three countries participated in the Games: the Philippines, Japan and China. It is noteworthy that Korea, one of most powerful sports entities in Asia now, also participated in the FECG, but as part of the Japanese team. Although Korea was a powerless Japanese colony during the era, this paper argues that Korea's participation in the FECG permitted the colonized country to express its nationalism and become the cornerstone of modern sports development in Korea.  相似文献   

Assessing Scientific Practices Using Machine-Learning Methods: How Closely Do They Match Clinical Interview Performance?     

Elizabeth P. Beggrow  Minsu Ha  Ross H. Nehm  Dennis Pearl  William J. Boone 《Journal of Science Education and Technology》2014,23(1):160-182

The landscape of science education is being transformed by the new Framework for Science Education (National Research Council, A framework for K-12 science education: practices, crosscutting concepts, and core ideas. The National Academies Press, Washington, DC, 2012), which emphasizes the centrality of scientific practices—such as explanation, argumentation, and communication—in science teaching, learning, and assessment. A major challenge facing the field of science education is developing assessment tools that are capable of validly and efficiently evaluating these practices. Our study examined the efficacy of a free, open-source machine-learning tool for evaluating the quality of students’ written explanations of the causes of evolutionary change relative to three other approaches: (1) human-scored written explanations, (2) a multiple-choice test, and (3) clinical oral interviews. A large sample of undergraduates (n = 104) exposed to varying amounts of evolution content completed all three assessments: a clinical oral interview, a written open-response assessment, and a multiple-choice test. Rasch analysis was used to compute linear person measures and linear item measures on a single logit scale. We found that the multiple-choice test displayed poor person and item fit (mean square outfit >1.3), while both oral interview measures and computer-generated written response measures exhibited acceptable fit (average mean square outfit for interview: person 0.97, item 0.97; computer: person 1.03, item 1.06). Multiple-choice test measures were more weakly associated with interview measures (r = 0.35) than the computer-scored explanation measures (r = 0.63). Overall, Rasch analysis indicated that computer-scored written explanation measures (1) have the strongest correspondence to oral interview measures; (2) are capable of capturing students’ normative scientific and naive ideas as accurately as human-scored explanations, and (3) more validly detect understanding than the multiple-choice assessment. These findings demonstrate the great potential of machine-learning tools for assessing key scientific practices highlighted in the new Framework for Science Education.  相似文献   

The politics of naming: critiquing “learner-centred” and “teacher as facilitator” in English language and humanities classrooms     

Phan Le Ha 《Asia-Pacific Journal of Teacher Education》2014,42(4):392-405

“Learner-centred” and “teacher as facilitator,” among the most influential concepts (re)shaping education over the past decades, are often represented as bringing democratic participation, equality, and empowerment to learners and helping transform and liberate societies. At the same time, these concepts are constructed in binary terms with “teacher-centred” and “teacher as authority” projecting the two ends as being mutually exclusive. Drawing on data collected through interviews and scholarly works from teachers teaching Humanities and Teaching English to Speakers of Other Languages (TESOL) in Asian and English-speaking Western universities, this article examines their positionings, mode, and form of critique/criticality of learner-centred education. It demonstrates in what ways equality as the starting point (Ranciere) is not embedded in how learner-centred education has largely been promoted in these contexts. As well, while Ranciere’s concepts of equality and dissensus may empower those seen as marginalised and disadvantaged, these concepts fail to acknowledge the multiplicities and dynamics of positions of those presupposed to be “powerful” and “privileged.”  相似文献   

The state of evidence for social and emotional learning: A contemporary meta-analysis of universal school-based SEL interventions     

Christina Cipriano  Michael J. Strambler  Lauren H. Naples  Cheyeon Ha  Megan Kirk  Miranda Wood  Kaveri Sehgal  Almut K. Zieher  Abigail Eveleigh  Michael McCarthy  Melissa Funaro  Annett Ponnock  Jason C. Chow  Joseph Durlak 《Child development》2023,94(5):1181-1204

This article provides a systematic review and meta-analysis of the current evidence for universal school-based (USB) social and emotional learning (SEL) interventions for students in kindergarten through 12th grade available from 2008 through 2020. The sample includes 424 studies from 53 countries, reflecting 252 discrete USB SEL interventions, involving 575,361 students. Results endorsed that, compared to control conditions, students who participate in USB SEL interventions experienced significantly improved skills, attitudes, behaviors, school climate and safety, peer relationships, school functioning, and academic achievement. Significant heterogeneity in USB SEL content, intervention features, context, and implementation quality moderated student experiences and outcomes. Strengths and limitations of this evidence and implications for future USB SEL research, policy, and practice are discussed.  相似文献   

来华留学生教育与进出口贸易:基于1999-2017年省级面板数据的实证分析     

陈东阳  哈巍 《教育与经济》2021,(2):13-20,39

来华留学生教育规模不断壮大,但有关来华留学教育的经济红利还有待深入讨论.借助人力资本和社会网络积累方面的比较优势,来华留学生群体的进入对我国进出口贸易发展能够发挥积极影响.基于1999-2017年我国31个省市的面板数据,运用工具变量和双向固定效应模型,研究发现:无论是在出口还是进口方向,来华留学教育均表现出了正向促进作用,并且对出口方向的影响更为明显.分项目来看,非学历项目的影响要大于学历项目.这一研究发现对于调整我国来华留学生教育的发展方向、优化留学教育奖助体系、提升高校教学培养质量、培育来华留学跨国网络有着积极的政策参考意义.  相似文献   

STS教育在无机化学教学中的应用   总被引：2，自引：0，他引：2  

哈文秀 《陕西师范大学继续教育学报》2003,20(4):117-118

本文介绍了STS概念的产生、STS与教育的关系以及STS在无机化学教学中的应用。  相似文献   

Teacher reactions to the performance-based bonus program: how the expectancy theory works in the South Korean school culture     

Bong-Woon Ha  Youl-Kwan Sung 《Asia Pacific Education Review》2011,12(1):129-141

This study was conducted in order to examine how and to what extent the implementation of the performance-based bonus program in South Korean schools has motivated teachers to improve their behavior, as well as to identify any other positive or negative effects of the program. Interviews with teachers indicated that a large percentage of teachers did not have a clear understanding of the evaluation system and did not feel that the evaluation standards were indicative of good teaching practice or that the evaluators were sufficiently experienced to conduct the evaluations. As a result, teachers generally had negative opinions regarding the program and did not support its continuation. Aligned with the expectancy theory, it was found that the Korean teachers’ expectancy probabilities were low, instrumentality was low, most did not value a bonus, and they perceived other negative outcomes from the program. Therefore, most teachers stated that the program was not motivating them to improve their instructional performance. Further, schools’ cultural factors such as seniority, the traditional concept of Sesheng, and mistrust of job security turn out to not facilitate the original intention of the policy.  相似文献   

Silence as right,choice, resistance and strategy among Chinese ‘Me Generation’ students: implications for pedagogy     

Phan Le Ha  Binghui Li 《Discourse: Studies in the Cultural Politics of Education》2014,35(2):233-248

The topic of silence and ‘the Chinese learner’ has been extensively studied often in relation to cross-cultural adjustment, intercultural issues, learning styles, language ability and differences of classroom expectations. These studies have often led to recommendations to understand silence and ‘the Chinese learner’ in more complex ways. However, there is a real need to go beyond just recognising the complexity and myths underlying these two notions. This article consolidates the need to recognise diversity and fluidity among this group of students and the changing time and space in which silence experiences among them are contextualised and studied. It does so by revisiting established meanings of in-class silence obtained from a qualitative case study with ‘Me Generation’ Chinese students studying in Australia, while contextualising the phenomenon in both Chinese and Australian classrooms. Pedagogical implications building upon the discussion of silence as right, choice, resistance and strategy among these students are provided.  相似文献