| Title | Author | Year | Add to Folder |
| Paternal and maternal support and Taiwanese college students' indecision : Gender differences.
| Mao, Ching-Hua | 2017 |
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Title: Paternal and maternal support and Taiwanese college students' indecision : Gender differences.
Author(s): Mao, Ching-Hua |
Journal Details: Australian Journal of Career Development v.26 n.3 p.103-112
Published: October 2017
ISSN: 1038-4162
Abstract: Regression analysis using 633 Taiwanese college students revealed that only maternal support had a significant predictive effect on the developmental indecision of male and female college students; furthermore, neither paternal nor maternal support had a significant predictive effect on the indecisiveness of male and female college students. For male college students, maternal tangible assistance predicted a lower level of developmental indecision due to the lack of information on decisions, whereas maternal information support predicted a higher level of developmental indecision due to the lack of information on decisions. For female college students, maternal emotional support predicted a lower level of developmental indecision arising from unreliable information. [Author abstract]
URL (conditional access) : http://library.acer.edu.au/document/?document_id=218972
Record No: 218972 From EdResearch online
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| Identifying Taiwanese University Students' Physics Learning Profiles and Their Role in Physics Learning Self-Efficacy.
| Lin, Tzung-Jin
Liang, Jyh-Chong
Tsai, Chin-Chung | 2015 |
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Title: Identifying Taiwanese University Students' Physics Learning Profiles and Their Role in Physics Learning Self-Efficacy.
Author(s): Lin, Tzung-Jin | Liang, Jyh-Chong | Tsai, Chin-Chung |
Journal Details: Research in Science Education v.45 n.4 p.605-624
Published: August 2015
ISSN: 0157-244X
Abstract: The main purposes of this study were to identify Taiwanese university students' physics learning profiles in terms of their critical conceptions of learning physics and to compare their physics learning self-efficacy with the different learning profiles. A total of 250 Taiwanese undergraduates who were majoring in physics participated in this study and were invited to complete two instruments, physics learning profile and physics learning self-efficacy (PLSE). The main results indicated that, first, the two instruments developed in this study had satisfactory validity and reliability. Second, three fundamental physics learning profiles, the reproductive, transitional, and constructive profiles, were characterised based on the cluster analysis. It is also evident that the three learning profiles demonstrated different levels of self-efficacy for the five PLSE dimensions. The students with a reproductive profile tended to possess the lowest PLSE across the five dimensions. The students with a transitional profile may possess higher confidence in higher-order cognitive skills and laboratory activities than those with a reproductive profile. However, only those with a constructive profile, highlighting a comprehensive understanding of physics knowledge/concepts as well as de-emphasizing physics learning as preparing for tests and calculating and practising tutorial problems, possessed stronger PLSE in applying what they learned to real-world contexts as well as in scientifically communicating with others. [Author abstract]
URL (conditional access) : http://library.acer.edu.au/document/?document_id=208072
http://dx.doi.org/10.1007/s11165-014-9440-z
Record No: 208072 From EdResearch online
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| Writing feedback as an exclusionary practice in higher education.
| Chang, Grace Chu-Lin | 2014 |
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Title: Writing feedback as an exclusionary practice in higher education.
Author(s): Chang, Grace Chu-Lin |
Journal Details: Australian Review of Applied Linguistics v.37 n.3 p.262-275
Published: 2014
ISSN: 0155-0640
Abstract: This ethnographic research probes into feedback on academic writing received by Taiwanese students in Australian higher education institutions, and examines whether the feedback received helped students to participate in the written discourse of academic communities. Academic writing dominates the academic life of students in Australia and is the key measure of their academic performance. This can be problematic for international students who speak English as an additional language and who are expected to acquire academic literacies in English 'by doing'. As a social practice, academic writing depends on participation in dialogue for students to be included in the community of academia. However, the findings show that few participants received any useful feedback. Some assignments were never returned; in other cases, the hand-written feedback was illegible, and often included only overly general comments that puzzled the participants. As a result, the learning process came to an end once the students handed in their assignments; feedback failed to promote further learning related to content, and particularly to academic writing. The article highlights the few instances where participants received helpful feedback that was accessible and constructive, and which can be considered best practice for the promotion of academic literacy. [Author abstract]
URL (open access) : http://www.jbe-platform.com/content/journals/10.1075/aral.37.3.05cha
URL (conditional access) : http://library.acer.edu.au/document/?document_id=205762
Record No: 205762 From EdResearch online
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| Developing in a new language-speaking setting.
| Guo, K. | 2005 |
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Title: Developing in a new language-speaking setting.
Author(s): Guo, K. |
Journal Details: Australian Journal of Early Childhood v.30 n.3 p.38-44
Published: September 2005
ISSN: 0312-5033
Abstract: This study investigated the effect of English-language acquisition on the learning experiences of a four-year-old Taiwanese immigrant child in a state kindergarten in New Zealand. Data was collected through child observations and parents' and teachers' interviews. The child's learning experience was analysed based on five behaviours—'taking an interest', 'being involved', 'persisting with difficulty', 'expressing a point of view' and 'taking responsibility'—adopted from the child assessment technique of 'Learning Stories' utilised in many childcare services in New Zealand. Results suggested that, regardless of his English language incompetence, the child demonstrated learning dispositions under two circumstances: first, there was little interaction required between him and the English-speaking children; second, there was a teacher participating in what he was doing. It is suggested that the child's learning outcomes were contingent on the situations in which he found himself. [Author abstract]
URL (open access) : http://www.earlychildhoodaustralia.org.au/wp-content/uploads/2014/06/AJEC0503.pdf
URL (archived) : http://web.archive.org/web/20190723005923/http://www.earlychildhoodaustralia.org.au/wp-content/uploads/2014/06/AJEC0503.pdf
URL (conditional access) : http://library.acer.edu.au/document/?document_id=145337
Record No: 145337 From EdResearch online
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| Taiwanese students' perspectives on their educational experiences in the United States.
| Yen, W-J.
Stevens, P. | 2004 |
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Title: Taiwanese students' perspectives on their educational experiences in the United States.
Author(s): Yen, W-J. | Stevens, P. |
Journal Details: International Education Journal v.5 n.3 p.294-307
Published: September 2004
ISSN: 1443-1475
Abstract: The United States welcomes a great many international students each year. Asian students make up the fastest growing segment of this international student body. Asian students have to deal with bicultural conflicts on many fronts in order to achieve a balance between participating in a new cultural environment and maintaining their own cultural identity. At the same time, they are likely to experience a great deal of homesickness. In this study, the investigators explored these issues with five Taiwanese students during their first academic year at a Midwestern university, hoping to gain insights about this uniquely situated group of Asian international students. In-depth interviews were conducted. An exploration of the pre-entry and early integration phases of study abroad was the focus of analysis. Thematic categories were identified. [Author abstract]
URL (open access) : http://ehlt.flinders.edu.au/education/iej/articles/v5n3/yen/paper.pdf
Record No: 138461 From EdResearch online
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| Primary education in Taiwan : where children learn the hard way.
| Di Biasi, I. | 2002 |
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Title: Primary education in Taiwan : where children learn the hard way.
Author(s): Di Biasi, I. |
Journal Details: Education Horizons v.7 n.2 p.28-29
Published: 2002
ISSN: 1440-723X
Abstract: This article takes a close look at education in Taiwan where students learning progress and knowledge is constantly put to the test. The author reports on teaching over a six month period in a Taiwanese primary school and describes the rigid structure of the education system in that country.
URL (conditional access) : http://library.acer.edu.au/document/?document_id=122156
Record No: 122156 From EdResearch online
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| Science concept learning by English as second language junior secondary students.
| Lai, P-K.
Lucas, K. B.
Burke, E. V. | 1995 |
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Title: Science concept learning by English as second language junior secondary students.
Author(s): Lai, P-K. | Lucas, K. B. | Burke, E. V. |
Journal Details: Research in Science Education v.25 n.1 p.115-124
Published: 1995
ISSN: 0157-244X
Abstract: Taiwanese secondary school students studying in Australia were interviewed regarding their recognition and comprehension of science concept labels in Chinese and English. Mean recognition and comprehension scores were higher in Chinese than in English, with indications that Chinese language and science knowledge learnt in Chinese deteriorated with increasing time in Australia. Rudimentary signs of the students being able to switch between Chinese and English knowledge bases in science were also found.
URL (conditional access) : http://library.acer.edu.au/document/?document_id=75045
http://dx.doi.org/10.1007/BF02356464
Record No: 75045 From EdResearch online
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