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61.
Wai-Siam Hee 《Inter-Asia Cultural Studies》2018,19(2):310-327
This article examines anti-Communist films made by Hollywood in Cantonese and Malay in Singapore and Malaya in the Cold War context of the “Campaign of Truth.” In the early 1950s, the United State Information Agency, an arm of the State Department, secretly commissioned and funded New York Sound Masters Inc. to produce and shoot several anti-Communist films in Singapore and Malaya. In 1953, cinemas across Malaya and Singapore screened Singapore Story and Kampong Sentosa, two Cold War products of the “Campaign of Truth.” In addition to analysing the ideology of these films, this article also combines declassified archive material from the US and Singaporean National Archives with primary materials from UK, US, Singaporean, and Malayan periodicals from the Cold War era in order to explore how these two films use Malay and Cantonese to narrate a Hollywood’s version of the Singaporean story. As these two films have been largely passed over in scholarship and the films and archives have not been regularly accessible, records of these films are absent from histories of film and television in the US, Singapore, and Malaya. This article aims to remedy this absence. 相似文献
62.
Science education needs valid, authentic, and efficient assessments. Many typical science assessments primarily measure recall of isolated information. This paper reports on the validation of assessments that measure knowledge integration ability among middle school and high school students. The assessments were administered to 18,729 students in five states. Rasch analyses of the assessments demonstrated satisfactory item fit, item difficulty, test reliability, and person reliability. The study showed that, when appropriately designed, knowledge integration assessments can be balanced between validity and reliability, authenticity and generalizability, and instructional sensitivity and technical quality. Results also showed that, when paired with multiple‐choice items and scored with an effective scoring rubric, constructed‐response items can achieve high reliabilities. Analyses showed that English language learner status and computer use significantly impacted students' science knowledge integration abilities. Students who took the assessment online, which matched the format of content delivery, performed significantly better than students who took the paper‐and‐pencil version. Implications and future directions of research are noted, including refining curriculum materials to meet the needs of diverse students and expanding the range of topics measured by knowledge integration assessments. © 2011 Wiley Periodicals, Inc. J Res Sci Teach 48: 1079–1107, 2011 相似文献
63.
Hyojung Shin Ana Puig Jayoung Lee Ji Hee Lee Sang Min Lee 《Asia Pacific Education Review》2011,12(4):633-639
The purpose of this study was to examine the factorial validity of the MBI-SS in Korean students. Specifically, we investigated
whether the original three-factor structure of the MBI-SS was appropriate for use with Korean students. In addition, by running
multi-group structural equation model analyses with factorial invariance tests simultaneously for both genders (i.e., males
and females) and academic settings (i.e., middle school and high school), we tested whether the factor loading and correlations
between factors can be similarly interpreted across the different groups. Results indicated that the MBI-SS is a valid instrument
to measure academic burnout of Korean students. Furthermore, results presented the possibility that the MBI-SS could be used
regardless of cultural background. Implications for future research and practice and limitations are discussed. 相似文献
64.
Offering an analysis of our multifaceted experiences as three Korean immigrant early childhood teacher educators in the United States, this critical collaborative self-study examines how positions as immigrant mothers and teacher educators interplay with each other. This study also explores ways in which the intersectional experiences influence our teaching pedagogy and practices. We found that we as immigrant mothers have challenges pertaining to parental involvement and maintaining our heritage language, meet tensions when advocating for diversity, and experience role-model pressure as teacher educators. Keeping these challenges in mind, the interactions between our two roles benefitted our students as our teaching became more critical and deeper. This collaborative self-study unpacks the intersecting positions of immigrant mother and teacher educator insightfully and reveals the development of pedagogical practices. It also suggests directions for classroom teachers and future researchers in relation to immigrant children and families. 相似文献
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66.
Jeong Yong Ahn Gil Seong Mun Kyung Soo Han Sook Hee Choi 《Education and Information Technologies》2017,22(6):3005-3015
As higher education increasingly relies on e-learning, the need for tools that will allow teachers themselves to develop effective e-learning objects as simply and quickly as possible has also been increasingly recognized. This article discusses the design and development of a novel tool, Enook (Evolutionary note book), for creating activity-based learning objects (LOs). This tool has three general foci: 1) creation of various activity-based objects for experimental learning or learning by doing while simultaneously offering as many learning resources as a real e-book that services as both a textbook and a notebook, dual functions that paperback books can never provide; 2) management of all aspects of live instructor-led classroom training in a network environment, such the Web and or a mobile network; 3) facilitated use of data on students’ progress to monitor their understanding of the material and to provide other meaningful information through learning analytics. 相似文献
67.
One hundred sixty American and 397 Korean fourth‐ and fifth‐graders were administered the Student Social Attribution Scale (SSAS), designed to assess students' explanations for social successes and failures. A Korean version of the SSAS was developed for the study. The American and Korean instruments' internal consistency reliability were determined (rs ranged from .56 to .86 for the Korean instrument and .62 to .88 for the American instrument). The means from both the American and Korean SSAS versions on the 8 scales and global scores (e.g., internal, external) were compared. Based on the literature, Korean children should have had higher scores for effort attributions in failure situations than the American children and Americans should have shown higher scores for ability attributions in successful situations. In fact, Korean children did show significantly higher ( p < .005) Failure Effort scores and American children showed significantly higher ( p < .005) Success Ability scores. Findings indicate that Korean children are potentially more willing to accept responsibility for social failure than American students. © 2002 John Wiley & Sons, Inc. 相似文献
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69.
What should we do to educate the mathematically gifted and how should we do it? In this research, to satisfy diverse mathematical
and cognitive demands of the gifted who have excellent learning ability and task tenacity in mathematics, we sought to apply
mathematical modeling. One of the objectives of the gifted education in Korea is cultivating creative production ability.
Another objective is to develop the self-directed learning attitude of the gifted. To examine the objectives, Mathematical
Modeling was applied to the gifted. We analyzed the behaviors of the mathematically gifted students attending the class, which
applied Mathematical Modeling to assess the potential for cultivating creative production ability. And in the aspect of the
self-directed learning attitudes, two groups were compared: the gifted students who participated in the Mathematical Modeling
class and other gifted students who did not. From these results, Mathematical Modeling is proposed as an appropriate program
to achieve educational objectives for the mathematically gifted students. 相似文献
70.
Binbin Zheng Mark Warschauer Jin Kyoung Hwang Penelope Collins 《Journal of Science Education and Technology》2014,23(4):591-603
This year-long, quasi-experimental study investigated the impact of the use of netbook computers and interactive science software on fifth-grade students’ science learning processes, academic achievement, and interest in further science, technology, engineering, and mathematics (STEM) study within a linguistically diverse school district in California. Analysis of students’ state standardized science test scores indicated that the program helped close gaps in scientific achievement between at-risk learners (i.e., English learners, Hispanics, and free/reduced-lunch recipients) and their counterparts. Teacher and student interviews and classroom observations suggested that computer-supported visual representations and interactions supported diverse learners’ scientific understanding and inquiry and enabled more individualized and differentiated instruction. Finally, interviews revealed that the program had a positive impact on students’ motivation in science and on their interest in pursuing science-related careers. This study suggests that technology-facilitated science instruction is beneficial for improving at-risk students’ science achievement, scaffolding students’ scientific understanding, and strengthening students’ motivation to pursue STEM-related careers. 相似文献