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Which Matters More, Cognitive or Non-cognitive Ability?
Get PDFFrom a psychological perspective, both cognitive and non-cognitive abilities are significant drivers of human growth. The ability to gather, choose, and comprehend information is referred to as cognitive ability. To be more specific, it consists of human abilities to comprehend the nature and characteristics of objects, as well as how they relate to one another, fundamental laws, and the future course of the world. Any skill that is not cognitive is considered non-cognitive. Examples include emotional maturity, empathy, and interpersonal skills, which are essential for people to deal with various contexts
Growth Mindset Training and the Effect of Math-Gender Stereotype Threat on Girl Students
Get PDFTo investigate whether growth mindset training can weaken the effect of math-gender stereotype threat on girl students, this study undertook experimental intervention in a group of grade-11 girl students and found that: (i) Mindsets can moderate the effect of math-gender stereotype threat. Girls with a growth mindset are less likely to be affected by math-gender stereotype threat compared with those with a fixed mindset. (ii) Growth mindset training for girls with a fixed mindset can effectively reduce the effect of math-gender stereotype threat on their math performance
A Causal Analysis of Women Engaging in Commercial Sex
Get PDFFemale sex workers (FSWs) are women who engage in sexual behavior with others for monetary compensation. The FSW community has comparable demographic characteristics to the overall population, with a focus on youth, low education, and high mobility. Some women engage in sex trafficking on purpose, not to earn money, but to violate social norms. Feminists who grow up in broken or dysfunctional homes have their familial support networks disturbed. Disruptions to the financial support network include forced departures due to financial restrictions, unemployment, and so on. Women’s decisions to enter the sector are significantly influenced by peer behavior. Sexual assault may have a detrimental effect on an individual’s viewpoint, self-awareness, and emotional capacity. While the majority of FSWs are motivated by economic considerations, a sizable percentage is driven to prostitution. Other women forced into the sex trade have great things to say about it, and when given the opportunity to leave, some opt to stay.
What is the Most Important Source for Teachers’ Knowledge Development? A Meta-Analysis of 27 Empirical Studies on the Sources of Teachers’ Knowledge
Get PDFStudying the sources of teachers' knowledge and the importance of different sources is of great significance to promote the development of teachers' knowledge. This paper systematically analyzes 27 empirical studies on the sources of teachers’ knowledge in China and abroad in the past two decades or so in terms of methods and findings. The results show that the in-service experience of teachers contains more important sources than the preservice education and primary and secondary education. Teacher's experience and reflection, and exchanges with colleagues are the most important sources of teachers’ knowledge development. Educational internships and practicums are the most important sources of teachers’ knowledge during their preservice education, while other sources have no significant effect. The usefulness of teachers’ knowledge sources is affected by variables such as knowledge category, subject, education stage and shows a certain degree of individual differences. The above results confirm the importance of teachers’ practice, reflection, collaboration and exchange and indicate the necessity of improving preservice education. In terms of methods, it merits recommendation for future researchers in this area to use single-category-focused and topic-focused knowledge frameworks, more specific knowledge source frameworks, multiple ways of data collection, random selection of research subjects, and inferential statistical analysis. In addition, further studies should also look into the psychological and social-cultural mechanisms of teachers’ knowledge development as well as the sources of teachers’ knowledge
Is "Hope for Success" Effective?
Get PDF"High expectations, strict requirements" has been the typical educational principle for many parents. However, does "ambition" really work? A study published in Journal of East China Normal University uses the statistical data of China Education Panel Studies (CEPS) from 2014 to 2015 to explore the influence of parent-child education expectation deviation on adolescent academic performance and its mechanism by applying the least square regression, propensity score matching and Bootstrap mediation effect test
A Meaningful Experiment in Industry-School Partnership in Vocational Education
Get PDFWorldwide, vocational education with an emphasis on industry has gained popularity. China’s rapid industrial change creates a demand for individuals with a breadth of skills rather than a tight focus on a single expertise. Vocational education equips students with practical knowledge, skills, and abilities, which helps business gain from timely collaboration between industry and academia
Education Challenges and Coping Mechanisms for Artificial Intelligence in Primary and Secondary Schools
Get PDFThe application of artificial intelligence (AI) education at the primary and secondary levels has far-reaching implications for the universalization of AI education, the cultivation of AI talent for national growth, and the improvement of student intellectual competency. This article focuses on the history of AI education in China and the challenges it faces in terms of course standards, teaching materials, personnel availability, and instructional strategies. Suggestions for coping tactics include adjusting course standards; creating a scientific textbook structure; expanding the availability of high-quality AI instructors; and promoting fundamental AI education through multi-agency collaboration. It is hoped that this study will help improve how AI is taught in elementary and secondary schools
Insights into Benign Paroxysmal Positional Vertigo in the Elderly
Get PDFVertigo, the illusion of movement of oneself or one’s surroundings in the absence of actual movement, is a common symptom in older adults and, as such, is commonly regarded as an age-related normal or part of the aging process itself, as its incidence increases with age. In neurology and otorhinolaryngology, benign paroxysmal positional vertigo (BPPV) is the most common cause of vertigo. BPPV is a brief, recurrent episode of vertigo caused by changes in head position relative to the direction of gravity. The symptoms of peripheral vestibular disease are vertigo and characteristic nystagmus. The prevalence of undiagnosed BPPV is high due to the fact that many elderlies tolerate vertigo symptoms. According to etiology, it can be subdivided into idiopathic BPPV and secondary BPPV, and according to location, it can be subdivided into posterior semicircular canal BPPV, horizontal semicircular canal BPPV, and anterior semicircular canal BPPV
How does Transformational Leadership of Principals Affect Teacher Organizational Commitment? An Empirical Analysis Based on Mediating and Moderating Effects
Get PDFIn recent years, the decline in the appeal of school organization and teaching profession has attracted wide attention in educational community. Published in the Education Research, this study employed the interaction ritual chains theory to examine the influence of transformational leadership of principals on teacher organizational commitment in the school context, and its influencing mechanism via the mediating and moderating effects. Teacher organizational commitment refers to teachers’ mindset of identifying with the values of the school, being committed to its development, and aspiring to continue working in the schoo
An Interpretation of the Revised Compulsory Education Curriculum Program and Standards: A Revolution in China’s Compulsory Education
Get PDFThe Compulsory Education Curriculum Program and the Compulsory Education Course Standards make up the Compulsory Education Curriculum Program and Standards 2022, which was released by the Chinese Ministry of Education. The statement emphasizes the development of students’ key competencies while optimizing the objectives for compulsory education and outlining new demands for a more intense reform of the educational system in order to fulfill the needs of the current era. In order to better support student autonomous learning and overall development, it is imperative to raise reform awareness among the educational community, enhance teachers’ professionalism and instructional skills, and create student-centered learning environments before implementing the revised curriculum program and course standards. In order to add new perspectives to the literature on the new curriculum program and standards and provide implications for teachers and administrators in educational reform, we have focused our interpretation of the document on three dimensions: training objectives, student key competencies, and curriculum and teaching reform. We have also offered some recommendations for its successful implementation