1.IntroductionIn the late twentieth century, the term 'school leadership' came into currency and the concept of leadership was favored because it conveys dynamism and pro-activity. School leadership, in other words, educational leadership is a field of study and practice concerned with the operation of schools and other educational organizations (Bush, 2008). The principal is commonly thought to be the school leader. However, school leadership may include other people such as senior teachers, members of formal in-school teams and those who contribute to the aims of the school (Waters & Marzano, 2006). According to Rhodes and Brundrett (2009), an essential linkage between leadership and learning should be understood to involve incumbent senior leaders in schools, enabling teachers to improve their practice by fostering and supporting continued teacher professional development. Jones and Pound (2008) stated that the leaders and managers play a significant role in enabling other practitioners to develop the necessary capabilities in a climate of significant change and developments.Educational leadership has progressed from being a new field, dependent upon ideas development, to other settings to become an established discipline with its own theories and significant empirical data testing their validity in education (Bush, 2011). Arguably, understanding school leadership requires new studies in the field of education. One of the leading studies about principals' career development can be attributed to Peter Ribbins, who carried it out in the United Kingdom in 1997 and presented it at The National Conference of the British Educational Administration Society in the University of Oxford. Ribbins aimed to find out what the principals had done for the job as well as what the job had done for them. He used a qualitative interview method which included nineteen questions that focused on the idea that educational leaders, rather than systems are responsible for managing institutions. In-depth analyses showed that there was no strong parental effect on choosing teaching and principalship as a profession. However, parental effect was found to impact on some specific areas. In general, they had an uncertain start to their careers; they did not experience their career development as a planned process. Rather, it was simply a matter of being at the right place at the right time. Furthermore, all their decisions fell within a broad framework of educational values; knowing what they wanted to create and lead, and realizing that headship would allow them to achieve their goals. This study provided the catalyst for many other studies. One of them was carried out as a collective research project under the leadership of Gronn and Ribbins (2003) in four island states involving Singapore (Chew et al. 2003), Hong Kong (Wong & Ng, 2003), Cyprus (Pashiardis & Ribbins, 2003) and Malta (Bezzina & Cassar, 2003). Although different results were noted in those countries, some ke
1.在20世纪后期，“学校领导”一词开始流行，领导的概念受到青睐，因为它传达了活力和主动性。学校领导，换句话说，教育领导是一个与学校和其他教育组织的运作有关的研究和实践领域(布什，2008)。校长通常被认为是学校的领导。然而，学校领导可能包括其他人，如高级教师，正式的校内团队成员和那些为学校目标做出贡献的人(Waters & Marzano, 2006)。Rhodes和Brundrett(2009)认为，领导力和学习之间的重要联系应该被理解为包括学校现任高级领导，使教师能够通过促进和支持教师持续的专业发展来改进他们的实践。Jones和Pound(2008)指出，领导者和管理者在使其他从业者能够在重大变化和发展的环境中发展必要的能力方面发挥着重要作用。教育领导已经从一个依赖于思想发展的新领域发展到其他环境，成为一门具有自己的理论和重要经验数据的既定学科，测试其在教育中的有效性(布什，2011)。可以说，理解学校领导需要在教育领域进行新的研究。1997年，彼得·里宾斯在英国进行了一项关于校长职业发展的主要研究，并在牛津大学举行的英国教育管理学会全国会议上发表了这项研究。里宾斯的目的是找出校长们为这项工作做了什么，以及这项工作为他们做了什么。他使用了一种定性访谈方法，其中包括19个问题，这些问题集中在教育领导者而不是系统负责管理机构的观点上。深入分析表明，父母对选择教师和校长作为职业没有很强的影响。然而，亲本效应在某些特定领域受到影响。总的来说，他们的职业生涯有一个不确定的开始;他们的职业发展并不是一个有计划的过程。相反，这只是在正确的时间出现在正确的地点的问题。此外，他们的所有决定都符合教育价值的广泛框架;知道他们想要创造和领导什么，并意识到领导可以让他们实现目标。这项研究为许多其他研究提供了催化剂。其中一项是在Gronn和Ribbins(2003)的领导下，在四个岛屿国家进行的集体研究项目，包括新加坡(Chew et al. 2003)、香港(Wong & Ng, 2003)、塞浦路斯(Pashiardis & Ribbins, 2003)和马耳他(Bezzina & Cassar, 2003)。虽然这些国家的结果有所不同，但也出现了一些关键的相似之处。由于这项研究涉及塞浦路斯和马耳他的公国关系，了解最近在这些岛屿进行的有关研究将是有益的。在塞浦路斯进行了各种研究，以便了解有效的校长的特点(Pashiardis, 1995年;Pashiardis, 1998)，学校领导的专业发展(Thody et al.， 2007;Michaelidou & Pashiardis, 2009)和成功的学校领导(Pashiardis & Orphanou, 1999;Pashiardis, 2000;Pashiardis, 2001;Pashiardis et al.， 2011)。作为Gronn and Ribbins(2003)集体研究的一部分，Pashiardis and Ribbins(2003)采访了八位学校校长来探索他们的职业道路。结果表明:塞浦路斯校长具有较强的学习热情;然而，由于岛上的政治问题，他们的教育发展停滞不前。结果还显示，他们成为校长的原因是为了增加收入和获得更多的尊重。…
{"title":"The Career Paths of Primary School Principals in Cyprus and Malta: A Comparative Study","authors":"Azize Ummanel","doi":"10.15405/EJSBS.196","DOIUrl":"https://doi.org/10.15405/EJSBS.196","url":null,"abstract":"1.IntroductionIn the late twentieth century, the term 'school leadership' came into currency and the concept of leadership was favored because it conveys dynamism and pro-activity. School leadership, in other words, educational leadership is a field of study and practice concerned with the operation of schools and other educational organizations (Bush, 2008). The principal is commonly thought to be the school leader. However, school leadership may include other people such as senior teachers, members of formal in-school teams and those who contribute to the aims of the school (Waters & Marzano, 2006). According to Rhodes and Brundrett (2009), an essential linkage between leadership and learning should be understood to involve incumbent senior leaders in schools, enabling teachers to improve their practice by fostering and supporting continued teacher professional development. Jones and Pound (2008) stated that the leaders and managers play a significant role in enabling other practitioners to develop the necessary capabilities in a climate of significant change and developments.Educational leadership has progressed from being a new field, dependent upon ideas development, to other settings to become an established discipline with its own theories and significant empirical data testing their validity in education (Bush, 2011). Arguably, understanding school leadership requires new studies in the field of education. One of the leading studies about principals' career development can be attributed to Peter Ribbins, who carried it out in the United Kingdom in 1997 and presented it at The National Conference of the British Educational Administration Society in the University of Oxford. Ribbins aimed to find out what the principals had done for the job as well as what the job had done for them. He used a qualitative interview method which included nineteen questions that focused on the idea that educational leaders, rather than systems are responsible for managing institutions. In-depth analyses showed that there was no strong parental effect on choosing teaching and principalship as a profession. However, parental effect was found to impact on some specific areas. In general, they had an uncertain start to their careers; they did not experience their career development as a planned process. Rather, it was simply a matter of being at the right place at the right time. Furthermore, all their decisions fell within a broad framework of educational values; knowing what they wanted to create and lead, and realizing that headship would allow them to achieve their goals. This study provided the catalyst for many other studies. One of them was carried out as a collective research project under the leadership of Gronn and Ribbins (2003) in four island states involving Singapore (Chew et al. 2003), Hong Kong (Wong & Ng, 2003), Cyprus (Pashiardis & Ribbins, 2003) and Malta (Bezzina & Cassar, 2003). Although different results were noted in those countries, some ke","PeriodicalId":164632,"journal":{"name":"European Journal of Social & Behavioural Sciences","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114510374","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
1.IntroductionThere are many benefits gained by participating in study abroad (SA) programs. The most obvious is of course that second language acquisition (SLA) of the target language (TL) can, and should, occur during daily activities and is not limited to just the classroom (Pellegrino, 1998; Isabelli & Nishida, 2005; Shively, 2013). However, not all students utilize their immersive environment and its subsequent TL opportunities (Dewey, 2013), and SLA improvement due to SA participation is contested by some studies (Isabelli & Nishida, 2005). The duration of time spent for SA seems to correlate with improved SLA (Shively, 2013; Sasaki, 2011), but short term SA programs of four weeks or less have also been shown to be effective for stimulating SLA as well as increased intercultural awareness (Amuzie & Winke, 2009; Anderson, 2006; Jackson, 2006). Motivation (Isabelli, 2006), language learning beliefs (Amuzie & Winke, 2009), and self-efficacy (Cubillos & Ilvento, 2012) have also been shown to benefit from SA. However, individual student's benefits range widely from significant improvement to minimal (Isabelli, 2006; Shively, 2013) and, for intercultural development at least, there are questions about whether the benefits are long lasting (Rexeisen, 2008). A recent finding is that SA is positively correlated to increases in creative thinking (Lee, 2012; Maddux & Galinsky, 2009). These diverse benefits mentioned were long assumed, but the above empirical studies were necessary as having empirical support is always desired above speculation, however well meaning or supposedly intuitive.The Japanese SA program student numbers have been decreasing since 2004 influenced by worsening economic conditions, but the past three years have seen modest increases (Tanikawa, 2013). Improving upon the modest upswing is a current goal of the education ministry that is aiming for dramatic increases in SA student numbers by 2020 (The Japan Times, 2014; MEXT, 2011). The USA has similar grand plans to greatly increase the number of SA students by 2020 (Institute of International Education, 2014). Each statement uses such buzzwords such as internationalization, globalization and intercultural awareness as well as economic competitiveness to support their actions, though such claims are questioned as not being clearly defined (Long, 2012) and can be exaggerated (Salisbury, 2012).The goal of this study was to gain a better understanding of what in class activities merit teaching SA students before they leave for their SA destinations. Some activities that did and did not merit in-class time and should be deleted from the course, as well as some to be continued, are discussed elsewhere (Maune, 2014).2.MethodsUpon completion of their EFL courses abroad, first year students of the 2013 and 2014 academic years took an online survey in which they were asked to rank the effectiveness of various in class activities during the first semester SA preparatory course as well how sa
{"title":"Fine Tuning of a Study Abroad Course for Japanese EFL Students","authors":"J. Maune","doi":"10.15405/EJSBS.194","DOIUrl":"https://doi.org/10.15405/EJSBS.194","url":null,"abstract":"1.IntroductionThere are many benefits gained by participating in study abroad (SA) programs. The most obvious is of course that second language acquisition (SLA) of the target language (TL) can, and should, occur during daily activities and is not limited to just the classroom (Pellegrino, 1998; Isabelli & Nishida, 2005; Shively, 2013). However, not all students utilize their immersive environment and its subsequent TL opportunities (Dewey, 2013), and SLA improvement due to SA participation is contested by some studies (Isabelli & Nishida, 2005). The duration of time spent for SA seems to correlate with improved SLA (Shively, 2013; Sasaki, 2011), but short term SA programs of four weeks or less have also been shown to be effective for stimulating SLA as well as increased intercultural awareness (Amuzie & Winke, 2009; Anderson, 2006; Jackson, 2006). Motivation (Isabelli, 2006), language learning beliefs (Amuzie & Winke, 2009), and self-efficacy (Cubillos & Ilvento, 2012) have also been shown to benefit from SA. However, individual student's benefits range widely from significant improvement to minimal (Isabelli, 2006; Shively, 2013) and, for intercultural development at least, there are questions about whether the benefits are long lasting (Rexeisen, 2008). A recent finding is that SA is positively correlated to increases in creative thinking (Lee, 2012; Maddux & Galinsky, 2009). These diverse benefits mentioned were long assumed, but the above empirical studies were necessary as having empirical support is always desired above speculation, however well meaning or supposedly intuitive.The Japanese SA program student numbers have been decreasing since 2004 influenced by worsening economic conditions, but the past three years have seen modest increases (Tanikawa, 2013). Improving upon the modest upswing is a current goal of the education ministry that is aiming for dramatic increases in SA student numbers by 2020 (The Japan Times, 2014; MEXT, 2011). The USA has similar grand plans to greatly increase the number of SA students by 2020 (Institute of International Education, 2014). Each statement uses such buzzwords such as internationalization, globalization and intercultural awareness as well as economic competitiveness to support their actions, though such claims are questioned as not being clearly defined (Long, 2012) and can be exaggerated (Salisbury, 2012).The goal of this study was to gain a better understanding of what in class activities merit teaching SA students before they leave for their SA destinations. Some activities that did and did not merit in-class time and should be deleted from the course, as well as some to be continued, are discussed elsewhere (Maune, 2014).2.MethodsUpon completion of their EFL courses abroad, first year students of the 2013 and 2014 academic years took an online survey in which they were asked to rank the effectiveness of various in class activities during the first semester SA preparatory course as well how sa","PeriodicalId":164632,"journal":{"name":"European Journal of Social & Behavioural Sciences","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125334744","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
1. IntroductionThe concept of "childhood" is understood as being a stage in life open to learning and shaping (Casey, et al., 2008). Generally, it is seen as an important part of internalizing the dominant sociocultural norms and values. Although Freud (1933) suggests that a sense of personal identity is learnt by observation of and interactions with others, the increasing role of the media on learning is undeniable. A growing body of literature demonstrates that with their colourful and captivating imagery, prime time television cartoons provide a unique opportunity for children to obtain new knowledge and even to modify their attitudes and behaviours. These programs are social constructions, which are prepared for children at the micro level by their parents and at the macro level by the dominant ideology (Buckingham, 2001). Thus, assuming prime time television cartoons to be one of the biggest sources of teaching does not mean that every single thing that it conveys to children has a positive content. As Former Federal Communication Commissioner of the United States of America Nicholas Johnson said, "...All television is educational: the only question is what it is teaching?" (Johnson, 1999 as cited in Thompson and Zebrinos 1995, p. 415). Therefore, analysing the content of the prime time television cartoon series and seeing how much children notice the given messages in those texts is significant in how it shapes the perceptions and future outlook of the children and, in the long term, of the country.This study focuses particularly on Turkey, whose freedom of expression index is 65 out of 100, where zero is considered the best and 100 considered the worst (FHR, 2015). Accordingly, this study aims to analyse and evaluate the first Turkish prime time television children cartoon series Pepee in relation to the dissemination of the Turkish ruling party AKP's ideology.2. Research MethodThis research has been conducted to illustrate the reflection and presentation of the AKP ideology in the first Turkish prime time television cartoon series entitled Pepee. For a complete and careful illustration of such an issue, a qualitative research methodology was utilized with a combination of exploratory and descriptive forms of research design.The data was derived from the 211 episodes of the "Pepee" cartoon series broadcast from 2008 September until 2015 January on TRT Kids, Show TV and TV 8 channels. Each cartoon episode was approximately ten minutes long and the episodes were accessed via the Internet, downloaded, archived and analysed.Discourse analysis, which is the study of the narrative of the content of a text, was employed in the illustration phase of the research. Narrative consists of visual signs that include all the images and graphics that are seen on the screen and aural signs that consist of speech, sound and music which television produces (Bignell, 2013). Accordingly, the language, food and beverages, clothes and accessories, the songs and
1. “童年”的概念被理解为生命中开放学习和塑造的阶段(Casey, et al.， 2008)。一般来说，它被视为主导社会文化规范和价值观内化的重要组成部分。尽管弗洛伊德(1933)认为，个人认同感是通过观察他人和与他人互动而获得的，但媒体在学习中的作用越来越大，这是不可否认的。越来越多的文献表明，黄金时段的电视卡通以其丰富多彩的和迷人的形象为儿童提供了获得新知识甚至改变他们态度和行为的独特机会。这些计划是社会建构，在微观层面上由父母为儿童准备，在宏观层面上由主导意识形态为儿童准备(Buckingham, 2001)。因此，假设黄金时段的电视动画片是最大的教学来源之一，并不意味着它向孩子们传达的每一件事都有积极的内容。正如美国前联邦通信专员尼古拉斯·约翰逊所说:“……所有的电视都具有教育意义:唯一的问题是它在教授什么?”(Johnson, 1999，引自Thompson and Zebrinos 1995，第415页)。因此，分析黄金时段电视卡通连续剧的内容，看看孩子们在多大程度上注意到这些文本中给定的信息，对于如何塑造孩子们的观念和未来前景，以及从长远来看，对国家来说，是非常重要的。这项研究特别关注土耳其，其言论自由指数为65(满分为100)，其中0被认为是最好的，100被认为是最差的(FHR, 2015)。因此，本研究旨在分析和评估土耳其第一部黄金时段电视儿童动画片《Pepee》与土耳其执政党AKP意识形态传播的关系。研究方法本研究是为了说明土耳其第一部黄金时段电视动画片《Pepee》中AKP意识形态的反映和呈现。为了完整而仔细地说明这一问题，采用了定性研究方法，结合了探索性和描述性的研究设计形式。这些数据来自于从2008年9月到2015年1月在TRT Kids、Show TV和TV 8频道播出的211集卡通片《Pepee》。每集卡通片大约10分钟长，通过互联网访问，下载，存档和分析。在研究的说明阶段采用了话语分析，这是对文本内容叙事的研究。叙事由视觉符号和听觉符号组成，视觉符号包括在屏幕上看到的所有图像和图形，听觉符号包括电视产生的语音、声音和音乐(Bignell, 2013)。因此，分析了整个事件中使用的语言、食物和饮料、衣服和配饰、歌曲和音乐。此外，为了回答AKP意识形态如何在漫画系列中反映和传播的主要问题，研究了角色之间的外观和情感关系的频率，以及他们的社会经济和社会文化地位。2 .为了使讨论集中在与研究领域有关的突出问题上，研究结果将与与这些问题有关的背景资料一起提出。3.1《pepepepee》的背景《pepepee》是土耳其第一部动画片，从2008年开始播出。它是专门为学龄前儿童(3-6岁)设计的，目的是娱乐和教育他们。剧中人物的名字是一个四岁的男孩，这个名字来源于土耳其安纳托利亚地区使用的术语。Pepee指的是有语言障碍的人。…
{"title":"Representation of the Dominant Political Ideology within a Cartoon Series: A Turkish Case","authors":"Nazlı Kazanoğlu","doi":"10.15405/EJSBS.198","DOIUrl":"https://doi.org/10.15405/EJSBS.198","url":null,"abstract":"1. IntroductionThe concept of \"childhood\" is understood as being a stage in life open to learning and shaping (Casey, et al., 2008). Generally, it is seen as an important part of internalizing the dominant sociocultural norms and values. Although Freud (1933) suggests that a sense of personal identity is learnt by observation of and interactions with others, the increasing role of the media on learning is undeniable. A growing body of literature demonstrates that with their colourful and captivating imagery, prime time television cartoons provide a unique opportunity for children to obtain new knowledge and even to modify their attitudes and behaviours. These programs are social constructions, which are prepared for children at the micro level by their parents and at the macro level by the dominant ideology (Buckingham, 2001). Thus, assuming prime time television cartoons to be one of the biggest sources of teaching does not mean that every single thing that it conveys to children has a positive content. As Former Federal Communication Commissioner of the United States of America Nicholas Johnson said, \"...All television is educational: the only question is what it is teaching?\" (Johnson, 1999 as cited in Thompson and Zebrinos 1995, p. 415). Therefore, analysing the content of the prime time television cartoon series and seeing how much children notice the given messages in those texts is significant in how it shapes the perceptions and future outlook of the children and, in the long term, of the country.This study focuses particularly on Turkey, whose freedom of expression index is 65 out of 100, where zero is considered the best and 100 considered the worst (FHR, 2015). Accordingly, this study aims to analyse and evaluate the first Turkish prime time television children cartoon series Pepee in relation to the dissemination of the Turkish ruling party AKP's ideology.2. Research MethodThis research has been conducted to illustrate the reflection and presentation of the AKP ideology in the first Turkish prime time television cartoon series entitled Pepee. For a complete and careful illustration of such an issue, a qualitative research methodology was utilized with a combination of exploratory and descriptive forms of research design.The data was derived from the 211 episodes of the \"Pepee\" cartoon series broadcast from 2008 September until 2015 January on TRT Kids, Show TV and TV 8 channels. Each cartoon episode was approximately ten minutes long and the episodes were accessed via the Internet, downloaded, archived and analysed.Discourse analysis, which is the study of the narrative of the content of a text, was employed in the illustration phase of the research. Narrative consists of visual signs that include all the images and graphics that are seen on the screen and aural signs that consist of speech, sound and music which television produces (Bignell, 2013). Accordingly, the language, food and beverages, clothes and accessories, the songs and ","PeriodicalId":164632,"journal":{"name":"European Journal of Social & Behavioural Sciences","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131602995","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
1.IntroductionThe internet has emerged as one of the most popular communication media for all ages and is the most widely used tool for socializing at the moment. Bargh and McKenna (2004) state that communicating with others via the internet can help maintain close relationships with family and friends. Internet-based communication is also called Computer Mediated Communication (CMC) (Thurlow et al., 2004).Currently, many online media companies promote CMC, as a form of social media to the general public, such as Yahoo, Google, Hotmail, MSN, Friendster, My Space, Facebook, Kaskus, CNN, Gmail, MIRC, Wikipedia, Twitter and others. One example of this form of social media communication or CMC that has become very popular today worldwide, is the social networking site, Facebook. Facebook was designed by Mark Zuckerberg to keep in touch with fellow students in Harvard University in 2004 (Kaplan & Haenlein, 2010). The advent of Facebook recorded 21 million users (Needham & Company, 2007). In Indonesia, as much as 47.96182 million people use Facebook, making Indonesia among the top four countries in the world to most frequently use Facebook with the percentage of males at 59.1% (28.42646 million users) and 40.9% of women (19.68732 million users) (www.checkfacebook.com).Research conducted by Subrahmanyam, Reich, Waechter, and Espinoza (2008) states that today, many adults are starting to use social networks to build intimacy and fulfill affiliation needs by connecting, and reconnecting with friends and family members. This tendency is reinforced by social networking sites such as Facebook often requiring users to create web pages containing information about themselves and information that want to share with other people (Clark & Roberts, 2010). By uploading information, both current and past about themselves, they create a "space" for themselves where they find validation by other like-minded people.Survey results of studies undertaken by several universities in the US Midwest found that 91% of participants used the website facebook.com (Wiley & Sisson, 2006). This shows that prevalence of CMC via Facebook among the general population. Spending time on social networking sites has become so much a part of daily activities among mostly young adults. According to a survey by Nielsen Telecom Practice (Kristo, 2011), five of the most widely performed activities by Facebook users in Indonesia are; sending messages to friends as much as 91%; profile editing as much as 91%; exploring a friend or stranger's profile as much as 86%; updating their status or uploading something on the wall as much as 84%; and uploading photos as much as 79%. The ease of use facilitates such activities and leads to its users using the internet to open Facebook almost every day.Facebook has become a part and parcel of everyday life for most people. Williams and Skoric (2007) have studied the tendency of using Facebook and found that a high tendency to use Facebook is associated with
{"title":"Correlation of Affiliation Needs with Intensity of Using Facebook in Young Adulthood","authors":"A. Marissa","doi":"10.15405/EJSBS.197","DOIUrl":"https://doi.org/10.15405/EJSBS.197","url":null,"abstract":"1.IntroductionThe internet has emerged as one of the most popular communication media for all ages and is the most widely used tool for socializing at the moment. Bargh and McKenna (2004) state that communicating with others via the internet can help maintain close relationships with family and friends. Internet-based communication is also called Computer Mediated Communication (CMC) (Thurlow et al., 2004).Currently, many online media companies promote CMC, as a form of social media to the general public, such as Yahoo, Google, Hotmail, MSN, Friendster, My Space, Facebook, Kaskus, CNN, Gmail, MIRC, Wikipedia, Twitter and others. One example of this form of social media communication or CMC that has become very popular today worldwide, is the social networking site, Facebook. Facebook was designed by Mark Zuckerberg to keep in touch with fellow students in Harvard University in 2004 (Kaplan & Haenlein, 2010). The advent of Facebook recorded 21 million users (Needham & Company, 2007). In Indonesia, as much as 47.96182 million people use Facebook, making Indonesia among the top four countries in the world to most frequently use Facebook with the percentage of males at 59.1% (28.42646 million users) and 40.9% of women (19.68732 million users) (www.checkfacebook.com).Research conducted by Subrahmanyam, Reich, Waechter, and Espinoza (2008) states that today, many adults are starting to use social networks to build intimacy and fulfill affiliation needs by connecting, and reconnecting with friends and family members. This tendency is reinforced by social networking sites such as Facebook often requiring users to create web pages containing information about themselves and information that want to share with other people (Clark & Roberts, 2010). By uploading information, both current and past about themselves, they create a \"space\" for themselves where they find validation by other like-minded people.Survey results of studies undertaken by several universities in the US Midwest found that 91% of participants used the website facebook.com (Wiley & Sisson, 2006). This shows that prevalence of CMC via Facebook among the general population. Spending time on social networking sites has become so much a part of daily activities among mostly young adults. According to a survey by Nielsen Telecom Practice (Kristo, 2011), five of the most widely performed activities by Facebook users in Indonesia are; sending messages to friends as much as 91%; profile editing as much as 91%; exploring a friend or stranger's profile as much as 86%; updating their status or uploading something on the wall as much as 84%; and uploading photos as much as 79%. The ease of use facilitates such activities and leads to its users using the internet to open Facebook almost every day.Facebook has become a part and parcel of everyday life for most people. Williams and Skoric (2007) have studied the tendency of using Facebook and found that a high tendency to use Facebook is associated with ","PeriodicalId":164632,"journal":{"name":"European Journal of Social & Behavioural Sciences","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129876186","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Eva Stranovská, S. Hvozdíková, Dasa Munková, Gadušová Zdenka
1.IntroductionCurrently, the need to speak foreign languages across the world has created a significant need for efficient methodologies, high quality resources and well-educated and qualified, interdisciplinary educated foreign language teachers for the development of foreign language competence. While there has been a sincere search into these aspects of foreign language education, the objectives and syllabi of such programmes have also gone through extensive overhauling to meet the needs of the global marketplace. This overhaul is connected to the need for good communication skills in foreign languages as today, it is not enough to be able to read or write in a foreign language, but to be able to communicate authentically in a foreign language speaking world. Acknowledging these needs, foreign language teaching methodology has shifted its focus from grammar and traditional receptive teaching to communicative and community based approaches with a wider focus on the interdisciplinary aspects of foreign language education. Although foreign language teaching is a broad topic that has been extensively discussed over the years, the following study was meant to be a discourse on uncovering insights into potentially successful methodology in teaching foreign languages as well as examining a specific element of foreign language learning, that is the dynamics of foreign language competence.The field of foreign language learning has been discussed and analyzed from a wide variety of viewpoints and determinants (Richards 2006; Janikova, 2011; Lojova, 2005; Stranovska, 2011; Rickheit, Sichelschmidt & Strohner, 2007; Rickheit, Strohner & Vorwerg, 2008). Previous research studies looked mainly into foreign language competence and its relationship to communication skills and reading comprehension skills (Devine, 1987; Carrell, 1983; Clarke, 1976; Eskey, 1973; Goodman 1967, 1971). Furthermore, the aims of the previous research studies were to examine the two following hypotheses: The Linguistic Threshold Hypothesis and The Linguistic Interdependency Hypothesis. The basic argument of the Linguistic Threshold Hypothesis is that a certain level of competence in a foreign language has to be in place before learners are able to perform fluently in a foreign language. The Interdependency Hypothesis argues that prior to the acquisition of the second or foreign language (L2, L3), the first language (L1) skills have to be sufficiently developed. Recent studies have focused predominantly on examining predictors of reading; operating memory, language sensitivity, rapid naming, and phonological awareness, as well as personal characteristics and social competences of language acquisition (Anthony & Francis, 2005; Foy & Mann, 2006; Smith-Spark & Fisk, 2007; Stranovska et al., 2013). Additionally, contemporary research studies examined the influence of a variety of foreign language instructional methods in teaching foreign language on foreign language competence (Farkasova,
{"title":"Foreign Language Education and Dynamics of Foreign Language Competence","authors":"Eva Stranovská, S. Hvozdíková, Dasa Munková, Gadušová Zdenka","doi":"10.15405/EJSBS.192","DOIUrl":"https://doi.org/10.15405/EJSBS.192","url":null,"abstract":"1.IntroductionCurrently, the need to speak foreign languages across the world has created a significant need for efficient methodologies, high quality resources and well-educated and qualified, interdisciplinary educated foreign language teachers for the development of foreign language competence. While there has been a sincere search into these aspects of foreign language education, the objectives and syllabi of such programmes have also gone through extensive overhauling to meet the needs of the global marketplace. This overhaul is connected to the need for good communication skills in foreign languages as today, it is not enough to be able to read or write in a foreign language, but to be able to communicate authentically in a foreign language speaking world. Acknowledging these needs, foreign language teaching methodology has shifted its focus from grammar and traditional receptive teaching to communicative and community based approaches with a wider focus on the interdisciplinary aspects of foreign language education. Although foreign language teaching is a broad topic that has been extensively discussed over the years, the following study was meant to be a discourse on uncovering insights into potentially successful methodology in teaching foreign languages as well as examining a specific element of foreign language learning, that is the dynamics of foreign language competence.The field of foreign language learning has been discussed and analyzed from a wide variety of viewpoints and determinants (Richards 2006; Janikova, 2011; Lojova, 2005; Stranovska, 2011; Rickheit, Sichelschmidt & Strohner, 2007; Rickheit, Strohner & Vorwerg, 2008). Previous research studies looked mainly into foreign language competence and its relationship to communication skills and reading comprehension skills (Devine, 1987; Carrell, 1983; Clarke, 1976; Eskey, 1973; Goodman 1967, 1971). Furthermore, the aims of the previous research studies were to examine the two following hypotheses: The Linguistic Threshold Hypothesis and The Linguistic Interdependency Hypothesis. The basic argument of the Linguistic Threshold Hypothesis is that a certain level of competence in a foreign language has to be in place before learners are able to perform fluently in a foreign language. The Interdependency Hypothesis argues that prior to the acquisition of the second or foreign language (L2, L3), the first language (L1) skills have to be sufficiently developed. Recent studies have focused predominantly on examining predictors of reading; operating memory, language sensitivity, rapid naming, and phonological awareness, as well as personal characteristics and social competences of language acquisition (Anthony & Francis, 2005; Foy & Mann, 2006; Smith-Spark & Fisk, 2007; Stranovska et al., 2013). Additionally, contemporary research studies examined the influence of a variety of foreign language instructional methods in teaching foreign language on foreign language competence (Farkasova, ","PeriodicalId":164632,"journal":{"name":"European Journal of Social & Behavioural Sciences","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123900146","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
1.IntroductionThe relationship between school development and the changing policy has become critical in modem times, adding to the complexity of school leadership, particularly since China's National Middle and Long Term Talents Development Plan Outline (2010-2020) came into effect. Although there is a significant and growing body of research on school development and educational policy work in compulsory education, the methodology of many recent studies in schools in China is reliant on the relationship between educational input and students' achievement (Li, 2013). Nevertheless, these studies have not offered deep insights into the relationship between changing policy and pedagogic leadership. In contrast, studies have shown that pedagogic leadership is associated with school culture (MacNeill & Cavanagh, 2007), curriculum (Robinson et al, 2009; Their & Aarnitukia, 1994), and engaged learning and teaching and school outcomes (Bush & Glover, 2003; Mulford, 2008; Kruger & Scheerens, 2012). In this respect, educational researchers and policymakers in China have increasingly recognized the crucial role of pedagogic leadership in the compulsory school education system especially in improving teaching and learning as well as ensuring that high quality education reaches the classroom. Every proposal for educational reform and every plan for school improvement have emphasized high quality leadership. The importance of head teachers in attaining high quality leadership is unquestionable. However, few can dispute the fact that 21st century school leaders are finding it difficult to keep up with the pressures inherent in their profession. Therefore, focusing on pedagogic leadership is integral to the development of high quality education in China.2.Purpose and significance of studyThis study considers the research status of pedagogical leadership, including the various viewpoints of conceptualizing pedagogical leadership and its improvement in China. Accordingly, the main purpose of this study is to explore the status of the development of pedagogic leadership in schools providing compulsory education under current educational policies and the relationship between pedagogic leadership and current educational policies. To achieve this purpose, the study is guided by the following research questions:i)What is the status of pedagogic leadership in compulsory education in China?ii) What is the relationship between pedagogic leadership and current educational policy since China's National Middle and Long Term Talents Development Plan Outline (2010-2020) came into effect?iii) Which dimensions of pedagogic leadership are affected by current educational policy in China?3.Literature reviewMost contemporary theories of leadership suggest that leadership cannot be separated from the context in which it is exerted (Leithwood, 2003). Pedagogical leadership applies in situations where there is a synergy between management and the pedagogical touch (Their & Aarnitukia,
{"title":"Changing Policy, Legislation and Its Effects on Pedagogic Leadership in China","authors":"Danping Peng, J. Vašťatková","doi":"10.15405/EJSBS.190","DOIUrl":"https://doi.org/10.15405/EJSBS.190","url":null,"abstract":"1.IntroductionThe relationship between school development and the changing policy has become critical in modem times, adding to the complexity of school leadership, particularly since China's National Middle and Long Term Talents Development Plan Outline (2010-2020) came into effect. Although there is a significant and growing body of research on school development and educational policy work in compulsory education, the methodology of many recent studies in schools in China is reliant on the relationship between educational input and students' achievement (Li, 2013). Nevertheless, these studies have not offered deep insights into the relationship between changing policy and pedagogic leadership. In contrast, studies have shown that pedagogic leadership is associated with school culture (MacNeill & Cavanagh, 2007), curriculum (Robinson et al, 2009; Their & Aarnitukia, 1994), and engaged learning and teaching and school outcomes (Bush & Glover, 2003; Mulford, 2008; Kruger & Scheerens, 2012). In this respect, educational researchers and policymakers in China have increasingly recognized the crucial role of pedagogic leadership in the compulsory school education system especially in improving teaching and learning as well as ensuring that high quality education reaches the classroom. Every proposal for educational reform and every plan for school improvement have emphasized high quality leadership. The importance of head teachers in attaining high quality leadership is unquestionable. However, few can dispute the fact that 21st century school leaders are finding it difficult to keep up with the pressures inherent in their profession. Therefore, focusing on pedagogic leadership is integral to the development of high quality education in China.2.Purpose and significance of studyThis study considers the research status of pedagogical leadership, including the various viewpoints of conceptualizing pedagogical leadership and its improvement in China. Accordingly, the main purpose of this study is to explore the status of the development of pedagogic leadership in schools providing compulsory education under current educational policies and the relationship between pedagogic leadership and current educational policies. To achieve this purpose, the study is guided by the following research questions:i)What is the status of pedagogic leadership in compulsory education in China?ii) What is the relationship between pedagogic leadership and current educational policy since China's National Middle and Long Term Talents Development Plan Outline (2010-2020) came into effect?iii) Which dimensions of pedagogic leadership are affected by current educational policy in China?3.Literature reviewMost contemporary theories of leadership suggest that leadership cannot be separated from the context in which it is exerted (Leithwood, 2003). Pedagogical leadership applies in situations where there is a synergy between management and the pedagogical touch (Their & Aarnitukia,","PeriodicalId":164632,"journal":{"name":"European Journal of Social & Behavioural Sciences","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126318454","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
1.IntroductionThe inclusion of students with special needs in mainstream education has been a major cause of concern for many governments around the world. It is a national and international development that is supported in national legislation and in statements and reports that have been issued by international bodies such as the United Nations and Council of Europe. The Salamanca Statement (UNESCO 1994) advocated that children with special educational needs (SEN) should have access to mainstream education so as to provide a basis to combat discriminating attitudes. The statement is therefore conceived as forming the basis for inclusion and a shift from segregation by creating a welcoming community, building an inclusive society and achieving education for all.Inclusive education is a key policy in a number of countries, including the UK and US. The New Labor Government in the UK addressed the issue through its Green Paper within a few months of taking office. A major driver of all these efforts and developments has been concern that children's rights are being compromised by special education. This is because these special children are segregated from their typically developing peers and the mainstream curriculum and educational practices. Here, the issue of the actual effectiveness of the different educational approaches has been a matter of concern for some other time. Most of the studies on the effectiveness of special education is based on empirical research. We believe that the issue should be primarily determined through the perspective of values and ideologies which promulgates that all humanity is equal and therefore everyone, whether disabled or not, should have an equal right to education. (UNESCO, 1994, Statement, p. ix)The last census done in 1998 shows that of the total population in Pakistan, 2.54% is disabled in some form. This amounts to a total of 3,286,630 people. However, even this value is very small as it ignores those who are mildly disabled. The highest number of disabled is in Punjab (1,826,623), followed closely by Sindh (929,400). Of the total number of people disabled, 0.82 million are children between the ages of 5-14. This is 24.8% of the population with disability (Bureau of Statistics, 1998). This data is more than 17 years old now and can be used only as a rough gauge to determine of the current scenario in Pakistan as a thorough search has revealed that current statistics dealing with this group is non-existent. It can be assumed that this percentage would have increased in tandem with the increase in population throughout the world in the last 17 years. The point here is that, with the increase in numbers of special needs children, people have become increasingly aware that all children have the right to education. Therefore, more schools for special needs children were opened up and today increasingly, people have become aware of mainstreaming.It is a fact that special children (either physically or mentally d
{"title":"Teachers' Attitudes towards Inclusion of Special Needs Children into Primary Level Mainstream Schools in Karachi","authors":"Zeenat Ismail, Ismat Basheer, Jehanzeb Khan","doi":"10.15405/EJSBS.195","DOIUrl":"https://doi.org/10.15405/EJSBS.195","url":null,"abstract":"1.IntroductionThe inclusion of students with special needs in mainstream education has been a major cause of concern for many governments around the world. It is a national and international development that is supported in national legislation and in statements and reports that have been issued by international bodies such as the United Nations and Council of Europe. The Salamanca Statement (UNESCO 1994) advocated that children with special educational needs (SEN) should have access to mainstream education so as to provide a basis to combat discriminating attitudes. The statement is therefore conceived as forming the basis for inclusion and a shift from segregation by creating a welcoming community, building an inclusive society and achieving education for all.Inclusive education is a key policy in a number of countries, including the UK and US. The New Labor Government in the UK addressed the issue through its Green Paper within a few months of taking office. A major driver of all these efforts and developments has been concern that children's rights are being compromised by special education. This is because these special children are segregated from their typically developing peers and the mainstream curriculum and educational practices. Here, the issue of the actual effectiveness of the different educational approaches has been a matter of concern for some other time. Most of the studies on the effectiveness of special education is based on empirical research. We believe that the issue should be primarily determined through the perspective of values and ideologies which promulgates that all humanity is equal and therefore everyone, whether disabled or not, should have an equal right to education. (UNESCO, 1994, Statement, p. ix)The last census done in 1998 shows that of the total population in Pakistan, 2.54% is disabled in some form. This amounts to a total of 3,286,630 people. However, even this value is very small as it ignores those who are mildly disabled. The highest number of disabled is in Punjab (1,826,623), followed closely by Sindh (929,400). Of the total number of people disabled, 0.82 million are children between the ages of 5-14. This is 24.8% of the population with disability (Bureau of Statistics, 1998). This data is more than 17 years old now and can be used only as a rough gauge to determine of the current scenario in Pakistan as a thorough search has revealed that current statistics dealing with this group is non-existent. It can be assumed that this percentage would have increased in tandem with the increase in population throughout the world in the last 17 years. The point here is that, with the increase in numbers of special needs children, people have become increasingly aware that all children have the right to education. Therefore, more schools for special needs children were opened up and today increasingly, people have become aware of mainstreaming.It is a fact that special children (either physically or mentally d","PeriodicalId":164632,"journal":{"name":"European Journal of Social & Behavioural Sciences","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126917012","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Parmjit Singh, R. Thambusamy, Zachariah Aidin Druckman
1.IntroductionDespite every effort made by higher education institution authorities to stamp out Academic Dishonesty (AD), it continues to remain a scourge that threatens the moral and ethical foundations of academic endeavour. The threat of AD is now all the more alarming looking at the statistics of AD prevalent in higher education. According to studies undertaken by the International Centre for Academic Integrity, out of around 70,000 undergraduates and 17,000 graduates who had responded to a survey on AD between 2002 and 2015, a shocking 39% of undergraduates admitted to cheating on tests, while 62% admitted cheating on written assignments. Of the graduate students, 17% admitted cheating on tests, while 40% admitted cheating on written assignments. Graduate students are those engaged in educational pursuits at the master and doctorate levels, which in itself, is even more alarming. The researchers who had also surveyed high school students found that:"of over 70,000 high school students at over 24 high schools in the United States... 64% admitted to cheating on a test, 58%admitted to plagiarism and 95% said they participated in some form of cheating, whether it was on a test, plagiarism or copying homework. "(http://www.academicintegrity.org/icai/integrity-3.php) retrieved 9 July 2016This only goes to show that the extent of the insidious nature of this scourge is as deep as it is far reaching; right from school to the highest levels of educational endeavor. Policymakers and stakeholders should take note that this behaviour appears to start at adolescence (high school) which is a notable predictor of the age at which such behaviour starts to rear its ugly head, and devise appropriate and timely interventions to cut off the head of the Hydra before it starts to mutate into multiple heads of unethical behaviours.If the data above is not upsetting enough, it was revealed in a U.S News and World Report that 90% of those polled believed that neither they nor others would be caught for cheating or punished, which means that, in their view, AD would go unpunished. (http://oedb.org/ilibrarian/8-astonishing-stats-on-academic-cheating/ retrieved 9 July 2016).The problem of AD had become endemic enough to have caught the attention of educational institutions and government agencies. For years, AD has been considerably studied and debated (Huang, Yang & Chen, 2015; Desalegn & Berhan, 2014) ) as a topic of concern among university educators. AD, according to Callahan (2004) can be defined as a type of rule-breaking behaviour undertaken by an individual to get ahead of others academically, professionally or financially. That being said, AD is defined as "a student's use of unauthorized assistance with intent to deceive an instructor or other such person who may be assigned to evaluate the student's work in meeting course and degree requirements," (Center for Academic Integrity, Duke University 1999).As mentioned earlier, various studies have been undertake
1.尽管高等教育机构当局尽了一切努力来消除学术欺诈(AD)，但它仍然是威胁学术努力的道德和伦理基础的祸害。从高等教育中普遍存在的阿尔茨海默病的统计数据来看，阿尔茨海默病的威胁更加令人担忧。根据国际学术诚信中心的研究，在2002年至2015年期间，约有7万名本科生和1.7万名毕业生参与了一项关于AD的调查，令人震惊的是，39%的本科生承认在考试中作弊，62%的人承认在书面作业中作弊。在研究生中，17%的人承认在考试中作弊，40%的人承认在书面作业中作弊。研究生是那些从事硕士和博士学位教育的人，这本身就更令人担忧。研究人员还对高中生进行了调查，发现:“在美国24所高中的7万多名高中生中……64%的人承认在考试中作弊，58%的人承认抄袭，95%的人表示他们参与了某种形式的作弊，无论是在考试中，抄袭还是抄袭作业。(http://www.academicintegrity.org/icai/integrity-3.php)检索2016年7月9日这只能表明，这一祸害的阴险性质的程度是深远的;从学校到最高水平的教育努力。政策制定者和利益相关者应该注意到，这种行为似乎始于青春期(高中)，这是这种行为开始抬头的一个显著预测因素，并制定适当和及时的干预措施，在九头蛇开始变异成多个不道德行为的头之前切断它的头。如果上面的数据还不够令人沮丧的话，美国新闻与世界报道显示，90%的受访者认为他们和其他人都不会因为作弊而被抓住或受到惩罚，这意味着，在他们看来，AD不会受到惩罚。(http://oedb.org/ilibrarian/8-astonishing-stats-on-academic-cheating/检索于2016年7月9日)。AD的问题已经成为一种地方性问题，引起了教育机构和政府机构的注意。多年来，人们对AD进行了大量的研究和争论(Huang, Yang & Chen, 2015;Desalegn & Berhan, 2014))成为大学教育工作者关注的话题。根据Callahan(2004)的说法，AD可以被定义为个人为了在学术、专业或经济上领先他人而采取的一种违反规则的行为。也就是说，欺诈行为被定义为“学生使用未经授权的帮助，意图欺骗教师或其他可能被分配来评估学生的工作是否符合课程和学位要求的人”(杜克大学学术诚信中心，1999年)。如前所述，全球研究人员对阿尔茨海默病的患病率进行了各种研究。DuPree和Sattler(2010)报告称，基于德克萨斯理工大学1058名学生的调查，34%的学生声称“有时在测试或考试中作弊”，26.9%的学生声称“经常作弊”，11.2%的学生声称“在评估中经常作弊”。Ahmadi(2012)对伊朗一所大学的132名语言专业学生的研究显示，作弊普遍存在的理由有很多，比如“没有为考试做好准备”;“考试的难度”;“没有时间学习”和“老师粗心大意”。Desalegn和Berhan(2014)最近的一项研究报告称，埃塞俄比亚Hawassa的本科医科学生主要在入学考试中作弊，高中作弊的学生在进入大学时作弊的倾向更高。这一发现可以推断为与之前提到的关于美国高中生作弊的研究相联系。．．．
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