107 research outputs found
A Comparative Study on Critical Thinking Skills of ISEC and Non-ISEC Teachers in Institutions of Higher Education in the North of China
Critical thinking (CT) has become a main focus in the higher education and is viewed as one of the essential skills for students to succeed in the 21st century. Many studies focus on Chinese students and their CT skills. There is a scarcity of research targeting teachers’ CT. However, teachers are the key to successful education and they play a crucial role in any education reform. Teachers’ perception, attitude, and experience impact the educational practice. Therefore, it is imperative to examine teachers’ CT.
This study utilized a non-experimental causal-comparative methodology with an explanatory mixed methods research design. The purpose of this study was to explore the status quo (current situation) of Chinese teachers’ (including ISEC and non-ISEC teachers) CT, as well as the perception, attitude, and practice of CT among them in institutions of higher education in the north of China. There were 102 participants took the California Critical Thinking Skills Test (CCTST). The results from the quantitative research showed the CT skills of Chinese teachers fell into the upper range of moderate level. There were no significant differences or relationships in CT skills for ISEC and non-ISEC teachers based on the variables: gender, professional rank, educational background, discipline they taught, age, and years of teaching. Twelve participants were interviewed. The core phenomenon or theory emerged from the qualitative data: Chinese teachers advocated and supported CT instruction, and they had a varied and fragmented perception about CT. Although they held a positive attitude towards CT and CT instruction, they applied limited CT teaching strategies in their practice. All participants displayed a strong desire to participate in the CT training programs.
The findings from the qualitative paradigm supported, complemented, and deepened the findings from the quantitative paradigm, which offered a panoramic view of Chinese teachers’ CT in institutions of higher education in the north of China. Since there is a scarcity of literature focusing on teachers’ CT, this explanatory mixed methods research design filled the gap in this field of the literature. The results of this non-experimental causal-comparative study added new knowledge to the literature on teachers’ CT, especially Chinese teachers’ CT in institutions of higher education. Future studies should include classroom observations to offer a more authentic picture of how teachers teach students CT, or replicate this study with a larger sample from a wider scope, not only in the north and/or south of China, but also in other countries, in order to generalize the findings to a larger population
Intercultural Competence and Study Abroad Programs-A Mixed Method Study
The purpose of this mixed methods study was to investigate the intercultural competence (IC) level of college students, explore whether there is a statistically significant difference in the IC level between students with study abroad (SA) experience and those without SA experience, and examine their attitudes, ideas and experiences about SA programs and intercultural communication. Data collected from online questionnaires and Zoom interviews were examined through the lens of Hall’s the Iceberg Analogy of Culture and M. J. Bennett’s Developmental Model of Intercultural Sensitivity (DMIS), which were also used as the conceptual framework in this study. Both quantitative and qualitative results indicated the IC level of college students was high, reaching up to the acceptance stage or/and adaptation stage of Bennett’s DMIS. Quantitative study showed that the IC level of students who participated in SA programs was higher than those who didn’t
A Comparative Study on Critical Thinking Skills of ISEC and Non-ISEC Teachers in Institutions of Higher Education in the North of China
Viewed as one of the essential skills needed to succeed in the 21st Century, advancing student's critical thinking (CT) is a significant focus in higher education. This study utilized a non-experimental causal-comparative methodology with an explanatory mixed methods research design. The purpose of this study was to explore the status quo (current situation) of Chinese teachers’ (including ISEC and non-ISEC teachers) CT, as well as the perception, attitude, and practice of CT among them in institutions of higher education in the north of China. There were 102 participants took the California Critical Thinking Skills Test (CCTST). The results from the quantitative research showed the CT skills of Chinese teachers fell in the upper range of moderate level. There were no significant differences or relationships in CT skills for ISEC and non-ISEC teachers based on the variables: gender, professional rank, educational background, discipline taught, age, and years of teaching. Twelve participants were interviewed. The core phenomenon or theory emerged from the qualitative data: Chinese teachers advocated and supported CT instruction, but they had a varied and fragmented perception about CT. Although they held a positive attitude towards CT and CT instruction, they applied limited CT teaching strategies in their practice. All participants displayed a strong desire to participate in CT training programs. The findings from the qualitative paradigm supported, complemented, and deepened the findings from the quantitative paradigm
Structure analysis of two-dimensional nonlinear self-trapped photonic lattices in anisotropic photorefractive media
We generate experimentally different types of two-dimensional self-trapped
photonic lattices in a photorefractive medium and analyze the induced
refractive index change using two different methods. One method gives the first
experimental Fourier space analysis of both linear and nonlinear self-trapped
photonic lattices with periodic phase modulation using partially spatially
incoherent multi-band excitation of the lattice modes. The other method
utilizes the waveguiding properties of the lattice to achieve a real space
analysis of the induced refractive index change. The results of both methods
are compared.Comment: 4 pages, 3 figure
On spinodal decomposition in alnico---a transmission electron microscopy and atom probe tomography study
Alnico is a prime example of a finely tuned nanostructure whose magnetic
properties are intimately connected to magnetic annealing (MA) during spinodal
transformation and subsequent lower temperature annealing (draw) cycles. Using
a combination of transmission electron microscopy and atom probe tomography, we
show how these critical processing steps affect the local composition and
nanostructure evolution with impact on magnetic properties. The nearly 2-fold
increase of intrinsic coercivity () during the draw cycle is not
adequately explained by chemical refinement of the spinodal phases. Instead,
increased Fe-Co phase () isolation, development of Cu-rich
spheres/rods/blades and additional rod precipitation that occurs
during the MA and draw, likely play a key role in enhancement.
Chemical ordering of the Al-Ni-phase () and formation of Ni-rich
() may also contribute. Unraveling of the subtle effect of these
nano-scaled features is crucial to understanding on how to improve shape
anisotropy in alnico magnets
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