ACEID2017______________EDUCATING FOR
CHANGETHE ASIAN CONFERENCE ON
EDUCATION & INTERNATIONAL DEVELOPMENTART CENTER KOBE, KOBE, JAPANMARCH 26-29, 2017

ACEID
2017
The Asian Conference on Education &International Development

Conference Theme
Educating for Change
Whether we are looking at why we must change, or how education has changed or even how education will change,change affects all of us involved in language education in many ways. Administrators, teacher trainers, teachers,
students: we all wear many hats and we all come face-to-face with change, sometimes on a daily basis. Positivechan e is about i prove ent i provin proficienc , i provin lives, helpin learners achieve their oals anddreams and ultimately, broadening horizons.
In our work as educators we are often asked to effect change – that we are change-makers can be seen in the new
curriculums, new material, and even new techniques or methods that we develop. For those of us who conduct
research, our research is often focused on findin “better” or ore effective wa s of teachin , often easured
in outco es such as “students entered with an avera e of and i proved to an avera e of ”. In such a case,improvement = change. But change is also an area of research as can be seen by looking at journals such as the
Journal of Educational Change, Changes in Higher Education, Culture and Change, and Educational Research for Social Change, tomention four. It is a serious area of study, and one worth our attention.
The focus of the last ournal entioned above is worth lookin at. Chan e is not onl about test scores or proficienc
going up. It is also about lasting change in one’s life, life choices, and looking beyond us as individuals to the society
we live in. Social change and a focus on improving the societies we live in is another outcome of education. In
recent years, there has been a focus on language and identity, as well as an embrace of sociocultural theory andlanguage development.
At the same time change for the sake of change is not a good reason for change. There is often a tension between
the status uo which is not alwa s bad and the desire to chan e. As invested e bers of our field, we need to beable to examine change, identifying and applying that which is appropriate and will further our goals while also
havin the wisdo and u ption to re ect chan e that does not ake sense. As Dewe said, “ efor s which
rest simply upon the enactment of law, or the threatening of certain penalties, or upon changes in mechanical or
outward arran e ents are transitor and futile.”
And so we welcome you to this year’s conference, where we can examine change in ways that are important to eachof us. What are its challenges, its complexities, and its constraints? It is electrifying to think about the wide-ranging
conversations we will have as we consider how we can go about educating for change the world over.

Organising Committee
Professor Sue Jackson
Birkbeck, University of London, UK
Dr Joseph Haldane
The International Acade ic Foru
Professor Barbara Lockee
Virginia Tech, USA

2 | IAFOR.ORG | ACEID2017

Professor Steve Cornwell
Osaka Jogakuin University, Japan
IAFO

Professor Ted O’Neill
Gakushuin University, Japan
Professor Haruko SatohOsaka University, Japan

Welcome from the
Chairman of IAFOR
Dear Colleagues,
Welcome to The Asian Conference on Education & International Development 2017 (ACEID2017). The second
event in IAFO s sprin conference calendar, ACEID2017 brin s to ether acade ics and practitioners fro all
over the world for interdisciplinary discussion and interaction here in the beautiful port city of Kobe, maritime
gateway to the Kansai region of Japan.
From the reopening of Kobe’s port to international trade in the mid-nineteenth century after Japan’s centuries ofself-imposed isolation, to the city’s settlement by European traders and subsequent rapid industrial development,
to its more recent devastation and then spirited recovery after the Great Hanshin Earthquake of 1995, Kobe’s
history spans periods of change and upheaval that have shaped the city’s present-day identity, transforming it into
an economic, cultural and culinary centre with a lively, international atmosphere. It is in this place and country thathas experienced great development and change that we welcome some 200 delegates from more than 40 different
countries to a 2017 conference that explores the theme of change in an educational context.
ithin apan, the Asia- acific and throu hout the world, an worr in trends can be witnessed, ivin rise to theprospect of fearful futures in relation to human security, including increased persecutions, forced migrations and arise in refugee numbers, as well as nationalist and religious extremism. We come together to consider this perennially
i portant the e of “Educatin for Chan e” in a ti e of chan e and uncertaint . It has never been ore i portant
to consider, fro our various disciplinar , national and cultural back rounds, how to e ert a positive in uence as
educators, scholars, administrators and policymakers. I expect our time together to be engaging, thought-provoking
and challenging.
I would like to extend our thanks to the members of the ACEID2017 Organising Committee for the time andexpertise they have given to the preparation of this event, especially Professor Haruko Satoh of Osaka University’s
School of International ublic olic , and the resident of IAFO , rofessor Steve Cornwell. I would also like tothank our plenary speakers, as well as our institutional partner universities for their support.
This spring we are pleased to welcome Dr Elena Mishieva, recipient of the Stuart D. B. Picken Grant & Scholarship,
and anka Das, ate cCabe, anit a anee and dari Sa arakoon, recipients of IAFO Scholarships, who weare recognising for the quality of their academic achievements and their contribution to interdisciplinarity. Newly
launched for 2017, IAFO s rants and scholarships pro ra
e provides financial support for hD students andearly career academics, with the aim of helping them pursue research excellence and achieve their academic goals
through interdisciplinary study and interaction. We would like to congratulate all our recipients on their award.
Last but b no eans least, I would like to thank all ou all for akin the ourne to attend this IAFO conference,and I hope you enjoy your time in the wonderful city of Kobe.
I look forward to the stimulating exchange of knowledge and ideas that will take place over the coming days, andto meeting you all.
Warm regards,

Joseph Haldane
Chair an CEO, The International Acade ic Foru IAFO
Guest Professor, Osaka School of International Public Policy (OSIPP), Osaka University, JapanACEID2017 | IAFOR.ORG | 3

The Reverend Professor
Stuart D. B. Picken (1942–2016)
It is with sadness that we infor our friends of IAFO that the Chair an of the or anisation, the late everend rofessor
Stuart D. B. Picken, passed away on Friday, August 5, 2016.
Stuart Picken was born in Glasgow in 1942 and enjoyed an international reputation in philosophy, comparative religious andcultural studies, but it is as a scholar of Japan and Japanese thought for which he will be best remembered, and as one of theworld’s foremost experts on Shinto.
Picken entered University of Glasgow, Scotland, aged 16 to study divinity and philosophy, and his studies culminated with adoctorate that looked at Christianity and the work of Kant. In 1966 he was ordained in the Church of Scotland, and began
his career as a minister in Orkney.
However, his curiosity led him from isolated rural Scotland to the world’s largest city, and following a visit to Tokyo on aotar scholarship, icken was appointed rofessor of hilosoph at the International Christian niversit IC in 1 72.
Here he turned his western theological and philosophical training to comparative religious and cultural studies of Japan, at atime when the country was emerging from the shadows of the Second World War.
His groundbreaking and controversial work on suicide in Japan made his name within the country, but it was his subsequent
work on Shinto that in uenced the rehabilitation of the reli ion at a ti e when it was dis issed in the west as pa an andprimitive, or unjustly caricatured for its wartime associations.
As Japan emerged as an economic superpower in the 1970s and 1980s, and given his growing prominence as an academic,
Picken was much in demand as part of a period in which Japanese wanted to learn more about themselves as seen through thee es of the est, and where estern businesses were ea er to learn fro the all-con uerin apanese odel. then uentin Japanese, he served as a business consultant to such corporations and also served as a consultant to various businesses,
including Jun Ashida Ltd., Mitsui Mining & Smelting Corp., Kobe Steel and Japan Airlines. During this period he was activein the St Andrew Society, and founded the Tokyo Highland Games, which is still an annual event.
The author of a dozen books and over 130 articles and papers, Picken was to stay at ICU for 25 years, where he was a popular
lecturer and mentor to both Japanese and visiting scholars, serving tenures as Chairman of the Division of Humanities from1981 to 1983, and as Director of Japanese Studies from 1995 to 1997, as well as concurrently founding Director of the Centre
for Japanese Studies at the University of Stirling, Scotland from 1985 to 1988. A keen amateur footballer, whose devotion
to apan was rivalled onl b that he felt for las ow an ers, he continued to pla into his fifties at IC , encoura in an
students to take up the sport.
He left ICU in 1997, and from then until 2004 served as the founding Dean of the Faculty of Foreign Languages and AsianStudies at Nagoya University of Commerce and Business, and the founding Dean of the Graduate School Division of
Global Business Communication from 2002 to 2004.
Upon his retirement from his academic posts, he returned to Scotland to re-enter the ministry as minister of the linked chargeof Ardoch with Blackford in 2005, yet he continued his academic and Japanese interests as the Chairman of the Japan Societyof Scotland.
Whether in his research or teaching, Picken devoted much of his life to increasing understanding between his adopted
country and the West, and in 2007 he was recognised with the Order of the Sacred Treasure, an imperial decoration for his
pioneering research and outstanding contribution to the promotion of friendship and mutual understanding between Japanand the UK. He also served as the International Adviser to the High Priest of the Tsubaki Grand Shrine, one of Japan’slargest and oldest shrines.
Fro 200 he was the foundin Chair an of The International Acade ic Foru IAFO where he was hi hl active in
helping nurture and mentor a new generation of academics, and facilitating better intercultural and international awarenessand understanding. In the years immediately preceding his illness, he continued to lecture throughout the world, in Europe,
North America, Asia and the Middle East.
He is survived by his wife, Hong Wen, and children, Fiona, Jeannette, William and Lynn.
4 | IAFOR.ORG | ACEID2017

Conference
Guide

ACEID2017 | IAFOR.ORG | 5

Monday at a Glance
March 27, 2017

0 1 -0 00

Conference e istration Open Studio

0 00-0

Announce ents and0elco e Address

rokofiev

all

eat re Presentation Pro ofiea
The Forgotten Indonesian Trilogy of Education
Monty Satiadarma, Tarumanagara University, Indonesia
eat re Presentation Pro ofieaTeaching Sustainability to Prepare Children for a Complex Future: Environmental Education in Primary School
achel La , ational Institute of Educationan an Technolo ical Institute, Sin apore
en i Li, ational Institute of Educationan an Technolo ical Institute, Sin apore
10:30-11:00

Coffee BreakP enar Pane Presentation Pro ofieaCommunity-Based Participatory Research: A Story of Empowerment
Margo Greenwood, Sightsavers, UK
eat re Presentation Pro ofieaValues for Global Citizenship: Fostering Innovation and Access with the Higher Education Context
Jessica Loh, Institute of International Education, Thailand
Jonathan Lembright, Institute of International Education, Thailand
12:00-12:45

Taiko Performance & Conference Photograph

12:45-14:15

Lunch Breakeat re icreenin Pro ofie
Among the Believers
Directed by Hemal Trivedi & Mohammed Ali Naqvi
eat re Pane Presentation Pro ofie
Preserving and Challenging Culture: The Right to Education
Chair: Haruko Satoh, Osaka University, Japan1-17

oster Session
Con erence

6 | IAFOR.ORG | ACEID2017oo0

inner o tiona e traaaTuesday at a Glance
March 28, 2017

09:00-10:30

Parallel Sessions

10:30-10:45

Break

10:45-12:45

Parallel Sessions

12:45-13:30

Lunch Break

13:30-15:00

Parallel Sessions

15:00-15:15

Break

15:15-16:45

Parallel Sessions

16:45-17:00

Break

eat reor s ooo
Ethical Issues and Dilemmas in Academic Publishing: An Interactive Workshop
Adrian Ziderman, Bar-Ilan University, Israel

Wednesday at a Glance
March 29, 2017

09:00-10:30

Parallel Sessions

10:30-10:45

Break

10:45-12:45

Parallel Sessions

12:45-13:45

Lunch Break
Sado Tea Cere on De onstration

13:45-15:15

oo0Parallel Sessions
C osinessionoo

ACEID2017 | IAFOR.ORG | 7

Conference Guide
Information and Registration
If you have already paid the registration fee, you will be able to pick up your registration pack and name card at the Conference Registration
and Information Desk. The Conference Registration and Information Desk will be located in the following places during the conference:
Sunday, March 26
Monday, March 27
Tuesday, March 28
Wednesday, March 29

17:00-18:00
08:00-16:00
16:00-19:00
08:30-18:30
08:30-17:30

Room 504
Open Studio
Room 504
Room 504
Room 504

If you have any questions or concerns, IAFOR staff and local volunteers will happily assist you in any way they can.
Internet Access
There will be a free iFi internet connection on the fifth oor of Art Center obe.
suggest that you do not rely on a live connection for your presentation.

owever, this can be unreliable and we would stron l

WiFi Connection Name: kobe-art
Password: art12345
What to Wear & Bring
Attendees generally wear business casual attire. You may wish to bring a light jacket or sweater as meeting rooms are air conditioned. Tour
attendees are encouraged to wear comfortable shoes and bring an umbrella or waterproof in case of rain.
Smoking
S okin is not per itted in the Art Center obe. lease s oke outside of the buildin in desi nated s okin areas.
Printing
For our convenience, there will be an i ac co puter with icrosoft Office installed and a printer at the conference e istration Desk.
e are able to offer a co pli entar printin service of up to ten A sheets should ou need this. lease be advised that printin a not
be available at peak times.
Business Centre
The Crowne la a operates a business centre for cop in , printin and scannin . This business centre is staffed and open between 0 00 and
17:00 daily.
BadgesWhen you check in, you will receive a registration pack, which includes your name badge. Wearing your badge is required for entrance to thesessions. You must wear your badge at all times during the conference. There are four colours of badges indicating the type of conference
participant:
Red: resenters and eneral Audience
Yellow: e note and Featured Speakers
Blue: Conference E hibitors and Affiliates
Black: IAFOR Staff & Board Members
Photo/Recording Waiver
There may be photography, audio and video recording at the conference. By entering the event premises you give consent to the use of yourphotograph, likeness or video or audio recording in whole or in part without restriction or limitation for any educational, promotional, orother purpose for distribution.
Eating & Drinking
Food and drink e cludin water are not allowed in the presentation roo s. Also, please refrain fro
around the 2F entrance area.

consu in food and drink in and

Refreshment Breaks
Co pli entar coffee, tea and water will be available durin the scheduled coffee breaks at the lenar Session on Frida
and in oo 0 F durin the rest of the conference. Li ht snacks will also be provided.

ornin on the 2F

ficia Con erence inner
The official Conference Dinner is a ticketed optional event ,000
. lease re e ber to brin our na e ta to the Conference Dinner.
Conference Dinner attendees should eet in the Art Center obe 2F Lobb at 1 00 on onda , arch 27, 2017. Fro here, IAFO staff
will lead the 15-minute walk to the restaurant.
Restaurant name: ata o aRestaurant address: u oidori -2 -1 , Chuo
8 | IAFOR.ORG | ACEID2017

ard, obe

1-00

Conference Guide
Conference Abstracts
All conference abstracts are available online. Please visit papers.iafor.org for a searchable database of abstracts.
Oral Presentations & Workshop Presentations
Oral Presentation Sessions will run from 09:00 on Tuesday and Wednesday morning. They are generally organised into parallel sessions bystreams. Oral Presentations are normally scheduled in sessions comprising three presentations, lasting 90 minutes in total. In sessions with
two Oral Presentations, the session will last 60 minutes, and in the case of four Oral Presentations, an extended session lasting 120 minutes
will be scheduled.
Presentation Length
The time in the sessions is to be divided equally between presentations. We recommend that an Oral Presentation should last 15-20 minutes
to include time for question and answers, but should last no longer than 25 minutes. Any remaining session time may be used for additional
discussion.
Presentations & Equipment
All rooms will be equipped with a MacBook computer pre-installed with PowerPoint and Keynote and connected to a LCD projector. If you
wish, ou a directl link our own C laptop, althou h we advise ou to use the co puter provided b plu in in our S ash drive.
We recommend that you bring two copies of your presentation in case one fails, and suggest sending yourself the presentation by email as athird and final precaution.
Session Chairs
Session Chairs are encoura ed to introduce the selves and other speakers brie
usin the provided printouts of speaker bios, hand out
the provided presentation certificates at the end of the session, ensure that the session be ins and ends on ti e, and that the ti e is divided
fairly between the presentations. Each presenter should have no more than 25 minutes in which to present his or her paper and respond to
any questions. Please follow the order in the programme, and if for any reason a presenter fails to show up, please keep to the original timeslots as delegates use the programme to plan their attendance.
The Session Chair is asked to assume this timekeeping role, and to this end yellow and red timekeeping cards are used as a visual cue forpresenters, lettin the know when the have five inutes re ainin , and when the ust stop.
Presentation Certificatesoster resenters can pick up a certificate of presentation fro the e istration Desk. All other presenters will receive a certificate ofpresentation from their Session Chair or a member of staff at the end of their session.
A Polite Request to All ParticipantsParticipants are requested to arrive in a timely fashion for all presentations, whether to their own or to those of other presenters. Presenters
are reminded that the time slots should be divided fairly and equally between the number of presentations, and that presentations should not
overrun. Please refrain from discussion until after presentations have ended and ensure that mobile phones are switched off or set to silent
mode during presentations.
Poster Sessions
oster Sessions are 0

inutes in len th and will be held in oo

0F.

Poster Requirements
The poster display boards are 1800 mm high x 900 mm wide and pins and tape will be provided for putting posters up. Please be aware that
there are no on-site facilities for printing posters.
Conference Proceedings
The Conference roceedin s are published on the IAFO website papers.iafor.or , and can be freel accessed as part of IAFO s researcharchive. All authors a have their full paper published in the online Conference roceedin s. Full te t sub ission is due before April 2 ,2017 throu h the online s ste . The proceedin s will be published on a 2 , 2017. Authors will have DF copies of their offprints e ailed
to them by June 29, 2017.

ACEID 2017 | IAFOR.ORG | 9

Conference Guide
Getting to the Conference Venue
The Art Center obe is convenientl located ust a five- inute walk fro
From Kansai International Airportoard the obe-bound Airport Li ousine us fro
Sanno i a Station see below .

Shin- obe Station.

bus stop nu ber

on the first oor ofansai International Airport.

et off at

By Bullet Train (Shinkansen)
The Art Center obe is a five- inute walk fro the first- oor e it of Shin- obe Station. There are re ular bullet train Shinkansen services
fro Osaka 1 inutes , oto 0 inutes Tok o 2 hours
inutes and iroshi a 1 hour 1 inutes .
From Sannomiya Station (Kobe Downtown Area)
The bustlin downtown center of Sanno i a, with a hu e ran e of restaurants, bars, cafes and shops, is a 1 - inute walk, or a short direct
subwa ride awa . The e press train fro Osaka Station to Sanno i a takes 21 inutes. There are three options
1 Take the subwa to Shin- obe Station Seishin- a ate Line
2 Take a ta i to the Art Center obe about five inutes and appro i atel
alk to the Art Center obe about 1 inutes

00

Information and Registrationou will be able to pick up our re istration pack and na e card at the Conference e istration Desk. The Conference e istration Desk andublications Desk will be situated in the followin locations durin the conference
Sunda , arch 2
onda , arch 27
Tuesda , arch 2
ednesda , arch 2
If ou have an

17 00-1 00
0 00-1 00
1 00-1 00
0 0-1 00 0-17 0

oo 0Open Studio
oo 0
oo 0
oo 0

uestions or concerns, IAFO staff and volunteers will happil assist ou in an wa the can.

10 | IAFOR.ORG | ACEID2017

Conference Guide
Lunch
Lunch on Monday, Tuesday and Wednesday is included in the conference registration fee. Your IAFOR lunch voucher can be exchanged forlunch at a e no atake located in the A A Crowne la a, a five- inute walk awa fro the conference venue. lease collect our lunch
voucher from the IAFOR staff member situated outside the restaurants at the ANA Crowne Plaza during the lunch period (lunch times
below). Please remember to bring your conference name badge as you will need to show this in order to claim your voucher. Please show yourvoucher to restaurant staff as you enter. Please see the map below for directions.
Mame no Hatake (), ANA Crowne Plaza 2F
This apanese buffet-st le restaurant has reat variet of apanese dishes available, includin ve etarian and ve an options. The restaurant
specialises in tofu-based and traditional apanese ve etable dishes. Lunch service includes an unli ited drinks bar, coffee station and dessert table.

Lunch times
onda , arch 27
Tuesda , arch 2
ednesda , arch 2

12 -1 1
12 00-1 0
12 1 -1

Other Lunch and Dinner Options
istrot Cafe de aris French Cuisine www.cafe-de-paris. p
a a oto-dori 1-7-21, Chuo- u, obe Cit
ine a donSpecialises in servin

A A Crowne la a F
apanese st le wheat- our udon and buckwheat soba noodle dishes. Seatin is li ited.

Please see the registration desk for recommendations, coupons and special offers.

ACEID2017 | IAFOR.ORG | 11

The Art Center Kobe

12 | IAFOR.ORG | ACEID2017

Announcing IAFOR
Grant & Scholarship Recipientse are deli hted to announce the first recipients of financial support as part of the IAFO
programme, newly launched for 2017.

rants and scholarships

Our warmest congratulations go to Dr Elena Mishieva, recipient of the Stuart D. B. Picken Grant & Scholarship,
and anka Das, ate cCabe, anit a anee and dari Sa arakoon, recipients of IAFO Scholarships, whohave been selected b the conference Or anisin Co
ittees to receive financial support to present their researchat The Asian Conference on Education & International Development 2017.
IAFO s rants and scholarships pro ra
e provides financial support to hD students and earl career
academics, with the aim of helping them pursue research excellence and achieve their academic goals throughinterdisciplinary study and interaction. Awards are based on the appropriateness of the educational opportunity
in relation to the applicant s field of stud , financial need, and contributions to their counit and to IAFO s
ission of interdisciplinarit . Scholarships are awarded based on availabilit of funds fro IAFO and var witheach conference.
The Or anisin Co
ittee of the relevant IAFO conference awards scholarships to eli ible applicants who
have submitted exceptional abstracts that have passed the blind peer review process and have been accepted forpresentation at the conference.
Find outore about IAFO

rants and scholarships ia or or

financia sort

Stuart D. B. Picken
Grant & Scholarship Recipient
Elena Mishieva, Lomonosov Moscow State University, Russia
Elena Mishieva has a PhD in philology and is a lecturer at the Faculty of Foreign Languages and Area Studies, Lomonosov Moscow
State niversit
S , ussia. She is a a na cu laude raduate of the Forei n Lan ua e Teachin Depart ent, S . In 2011 sheoined the S doctoral pro ra specialisin in er anic lan ua es. In 201 Elena defended her thesis, “Discourse arkers in Online
outh Co
unication in En lish”. er research advisor is rofessor Svetlana Ter- inasova. In addition, she is a e ber of the ational
Association of Applied Lin uistics ussia and the ational Association of Teachers of En lish ussia .
34006

Preserving National Culture and Identity by Means of ELT
Elena

ishieva, Lo onosov

oscow State niversit , ussia

The paper deals with wa s of fosterin civil identit in ussian schoolchildren beans of the En lish lan ua e, which is the do inantforei n lan ua e tau ht in ussian schools toda . It is well known that learnin a forei n lan ua e should o hand in hand with stud in theculture of countries in which this language is spoken as the main means of communication. The idea beyond this statement is that students
should be ready for intercultural communication being aware of potential cultural mismatching. Nevertheless, being able to present one’s
native culture is no less important for intercultural communication. In intercultural communication, interlocutors generally want to know
ore about the other culture, rather than to speak about their own. Thus, ussian teachers should also prepare their students for presentin
their cultural herita e in conversations with forei ners. ith this idea and the Federal Standard of ussian Secondar Education in ind we
decided to create a new t pe of coursebook for ussian schoolchildren that would not onl teach the En lish and the culture of En lishspeakin countries, but would also u tapose it with ussian cultural herita e. e believe this ethod is essential for developin awareness andtolerance of other cultures. The implementations of this method in the ESL course we designed will be outlined further on.

ACEID2017 | IAFOR.ORG | 13

IAFOR
Scholarship Recipients
Kanit Pamanee, California State University, Los Angeles, USA
Kanit Pamanee is a doctoral candidate in the educational leadership programme, focusing on special education and transition, at California
State University, Los Angeles, USA. Prior to joining the doctoral program, Kanit received his master's degree in special education
speciali in in oderate to severe disabilities and certificate in transition specialist at the sa e institution. is aster s thesis was aself-determination comparison between Thai and American students with intellectual disabilities. He is now conducting his doctoral
dissertation on the topic of a guideline of transition service for individuals with disabilities in Thailand. His goal is to make guidelines
for professionals to teach self-determination and transition skills for students with disabilities in Thailand, as well as to share his idea andpractice with professionals in ASEAN and around the world.
35754

The Needs of Transition for Students with Disabilities in Southeast Asian Region
Kanit Pamanee, California State University, Los Angeles, USA

Special education in South East Asian countries (ASEAN) is established in different stages, and the improvement also remains the gaps
among those countries. The World Health Organization indicated in 2011 that the mean percentage of individuals with disabilities who
had completed primary school was 60.5% in high-income countries and 34% in low-income countries. In ASEAN, the primary school
completion rate for individuals with disabilities was 46.21% in Thailand, 19% in Vietnam, 5% in the Philippines, and no data for othercountries
ESCA , 200 Thailand inistr of Education, 2012 . e ardin e plo ent, OECD found in 2010 that individuals
without disabilities were three ti es ore likel than individuals with disabilities to participate in the labour arket. In Asia and acific,
the United Nations reported in 2016 that the mean percentage of employment of individuals with disabilities was 35.14%. In ASEAN, theemployment rate of individuals with disabilities was roughly 28.5% in Thailand, approximately 15% in Vietnam, less than 15% in Myanmar,
and no data for other countries
ESCA , 200 Thailand Office of Statistics, 2012 . oreover, the percenta e of students withdisabilities pursuing postsecondary education is very low. For example, only 0.94% of students with disabilities attended postsecondary
education in Thailand (Thailand Ministry of Education, 2015). However, transition has been proven as a practical tool in dealing withthese challenges. Therefore, this presentation is to propose a comprehensive guideline of transition for individuals with disabilities in
ASEAN to improve the following skills: self-determination, life skills, academic skills, employment and post-secondary education.

Pankaj Das, University of Delhi, India
Pankaj Das is currently a PhD scholar at the University of Delhi, India. He is enrolled for his research work in the Department of
Education, University of Delhi. He has more than 25 publications to his name in the forms of books, reviews and research articles inournals of national and international repute. e has also attended a course on “Life and Thou ht of andhi”, at the Indian Institute ofAdvanced Studies (IIAS), Shimla. For his research he recently visited the University of British Columbia in Vancouver, Canada. His areaof research interests and areas of specialisation include sociology of gender, school and society; education of the disadvantaged; dropout
among girls; and classroom processes and practices.
35421

Silent Exclusion and Child Schooling: A Case Study of India
Pankaj Das, University of Delhi, India

The current educational policy discourse in India has largely focused on issues of access to basic education. While increasing access is clearly
i portant, the issue of si nificantl to sustained access is ore i portant in the present conte t when 0 of the child population in India
in the age group of 6–14 leave school before completing elementary education (GoI, 2009). Despite many attempts and improvements
having been made by several states and the central government, a major chunk of our school students in the elementary grades are silently
e cluded and placed in the cate or of “potential dropouts”. The a nitude of the proble is ver acute in overn ent schools in ruralparts of India. By taking a cluster of 11 villages comprising 23 government schools that were randomly selected in the present study, thispaper attempts to provide an in-depth understanding of the magnitude and process of silent exclusion in the sample schools of Madhyaradesh in India, and also poses a bi challen e to the i ht to Education TE Act, which uarantees the co pletion of ele entar
education to all children in the age group of 6–14. A survey method was performed using the tools of structured questionnaire, informal
discussions and school roster data. a or findin s indicate that silent e clusion was ver hi h in all the e istin pri ar and upper pri argovernment schools irrespective of caste, class and gender. Moreover, children in primary schools and belonging to socially backward
communities exhibited with low self-esteem and were more vulnerable. The implications of the study suggest the introduction of attractive
programmes that are more joyful and child-friendly at the institutional level.

14 | IAFOR.ORG | ACEID2017

IAFOR
Scholarship Recipients
Udari Samarakoon, University of Colombo, Sri Lanka
Udari Samarakoon is a sociology master’s student at the University of Colombo, Sri Lanka. She is currently working as an administrativeand research assistant in Advancing Skills Creation to Enhance Transformation Project, which is a co-funded Eramus+ program of theEuropean Union. She graduated with a Bachelor of Arts degree, majoring in sociology. She has worked on a number of research projects
that gave her both a theoretical and practical knowledge of sociology.
35794

Impact of Cultural Education on Social Cohesion After a Sudden Disaster: With Reference to Two Flood-Affected Locations in
ColomboUdari Samarakoon, University of Colombo, Sri Lanka

Unexpected disasters may destruct people’s day-to-day life. The recent history of disasters that occurred in Sri Lanka shows that nonvicti s of disasters tend to sense such situations as “our” proble rather than “their” proble . In order to create such shared collective
feelin cultural teachin pla s a noticeable role. Durin
a 201 Sri Lanka went throu h severe oodin conditions in the Colo bo
district. Si to ten feet of ood water was observed in so e households. Throu hout this ood, the a orit of affected people had
no choice but to leave their houses and sta in ood shelters. ainl reli ious places, schools and counit centres within affectedareas were used as ood shelters. ando people all over the countr , or anisations and the overn ent united to recover victi s.
eople offered food and other essential ite s for affected people. This research ai s to understand how cultural education in uencesbuilding social cohesion after a disaster. The main objective of this study was to identify how social cohesion emerges after a disasterand the cultural i pact of it. Other ob ectives are to find out wa s of infor al education of cultural nor s and how cultural nor s
and values affect the process of recover . Two areas in the Colo bo district hi hl affected b the ood, A bathale and E odawatte,were selected usin purposive sa plin
ethod. Affected people were rando l selected fro each re istration list. eli ious leadersand counit leaders of ood shelters were interviewed. oth uantitative and ualitative data were collected usin uestionnaires,
in-depth interviews and focus group discussions. Observation method was used to observe the various types of goods collected bydifferent groups of people and civil organisations. The outcome of the study reveals that cultural education plays a considerable rolein the social integration that emerges after a disaster. It showed that throughout the disaster period using informal methods, religious
leaders inspired people b notif in the of the i portance of helpin victi s. This oral uidance pla ed a si nificant role in nonvictims’ decisions and attitudes towards victims.

Kate McCabe, Simon Fraser University, Canada
Kate McCabe is currently a doctoral student in the Faculty of Education, Simon Fraser University, Canada. She teaches preschool aged
children, youth and adults. She helps to create communities of inquiry in all these contexts. Her recent experience with cancer has helped
her awaken more fully to the beauty of the world. Her writing includes poetry, narrative, visual arts and soundscapes. She is currently
creating a collaborative installation based on her process of radiation treatment. She belongs to the Engaged Philosophical Inquiry
Consortiu E IC roup at
C blo s.ubc.ca epic , and directs an Earl Childhood Trainin ro ra .
34776

Arts-Based Inquiry and the Treatment of Cancer and How These Events Inform Teaching PracticeKate McCabe, Simon Fraser University, CanadaThis presentation of sound and visual art, and (spoken and written) poetry offers opportunities to increase perspectives into the embodied
experience of the competitive spaces in which we live and learn. This installation-like presentation provides opportunity to engage in theprocess of undergoing treatment for breast cancer through the following arts-based research modalities: a poetic inquiry into personal
responses to facing diagnoses, treatment and coming to healing; a piece of visual art depicting a translucent bust made from Japanesewashi and the investigation of sounds that underscore radiation therapy in the treatment of cancer. We invite participants to wonder
about their lived e periences with sounds and ob ects of the world and how these re ections can uide careful deliberations about how
the edicali ation of bodies can be understood and pra is redefined in the lived sensor e perience of a dia nosis and treat ent ofa or illness, specificall cancer. The e ploration calls us to wonder what we invite and what we shut out of our learnin e periences.
This investigation led the researchers to think carefully about the sounds and things of classrooms. Paying attention to sounds and things
awakened us to the relational nature of the material world and called us to ask questions about how we might invite students to think about
the enfolding of life in the classroom.

ACEID2017 | IAFOR.ORG | 15

16 | IAFOR.ORG | ACEID2017

IAFOR Journals
www.iafor.org/journals

The International Academic Forum’s journals conform to the highest academic standards of international peer review, and are
published in accordance with the IAFOR's commitment to make all of our published materials available online.
How are journal editors appointed?
Journal editors are appointed by The International Academic Forum’s leadership, under the guidance of the International
Advisory Board. The term of appointment is for one issue, to be renewed by mutual consent.
How do we ensure academic integrity?
Once appointed, the journal editor is free to appoint his or her own editorial team and advisory members. All papers publishedin the journal have been subjected to the rigorous and accepted processes of academic peer review. Neither editors nor membersof the editorial team are remunerated for their work. Authors will never be asked to contribute to publication costs.
How are papers selected?
Journal editors may accept papers through an open call, and proposed articles may be sent directly to the respective editors. A
small number of papers from the associated Conference Proceedings may also be selected by the journal editor(s) for reworking
and revisin , sub ect to nor al processes of review. It is e pected that between five and ten percent of papers included in an
given Conference Proceedings will be selected for consideration and potential publication in the associated conference journal.
How are IAFOR journals related to IAFOR conferences?
IAFO s ournals re ect the interdisciplinar and international nature of our conferences and are or anised the aticall . apers
included in the associated Conference Proceedings may be considered for reworking by the editor(s), and are then subjected tothe same processes of peer review as papers submitted by other means.

Journal Editors
IAFOR Journal of Arts & Humanities
Dr Alfonso Garcia Osuna
Hofstra University, USA

IAFOR Journal of Media, Communication & Film
Dr James Rowlins
Singapore University of Design and Technology, Singapore

IAFOR Journal of Literature & Librarianship
Dr Richard Donovan
Kansai University, Japan

IAFOR Journal of Asian Studies
Dr Seiko Yasumoto
University of Sydney, Australia

IAFOR Journal of Education
Dr Bernard Montoneri
Tamkang University, Taiwan

IAFOR Journal of Language Learning
Dr Ebru Melek Koç
Izmir Institute of Technology, Turkey

IAFOR Journal of Business & Management
Dr Anshuman Khare (Guest Editor)
Athabasca University, Canada

IAFOR Journal of Politics, Economics & Law
Dr Craig Mark
Kyoritsu Women's University, Japan

IAFOR Journal of the Social Sciences
Dr Tingting Ying
University of Nottingham, China

IAFOR Journal of Cultural Studies
Professor Holger Briel
Xi’an Jiaotung-Liverpool University, China

IAFOR Journal of Ethics, Religion & Philosophy
Professor Lystra Hagley-Dickinson
University of St Mark & St John, UK

IAFOR Journal of Psychology & the Behavioral Sciences
Dr Shahrokh (Sharo) Shafaie
Southeast Missouri State University, USA
Dr Deborah G. Wooldridge
Bowling Green State University, USA

IAFOR Journal of Sustainability, Energy & the Environment
Dr Alexandru-Ionut Petrisor
University of Architecture and Urban Planning, Romania
URBAN-INCERC, Romania

ACEID2017 | IAFOR.ORG | 17

Conference Theme: Educating for Change
Art Center Kobe, Kobe, Japan
Thursday, October 19 – Sunday, October 22, 2017
Initial Abstract Submission Deadline: June 1, 2017

Why Attend ACE2017?
Since 2009, The Asian Conference on Education has attracted more than:

1800

from

delegates

60+
countries

Join IAFOR at ACE2017 to:– Present to a global audience– Have your work published in the Conference Proceedings and considered
for peer-reviewed, Open Access journals– Beneﬁt from IAFOR's interdisciplinary focus by hearing about the latest
research in education– Participate in a truly international, interdisciplinary and intercultural event– Take part in interactive audience sessions– Network with international colleagues

Find out more: ace.iafor.org
IAFORJAPAN@IAFOR

Keynote& Featured
Speakers

ACEID2017 | IAFOR.ORG | 19

THINK.IAFOR.ORG
THE ACADEMIC PLATFORM
THINK.IAFOR.ORG is IAFOR’s online magazine, launched in early 2016. THINK
is an ambitious project conceived by academics, for academics, with the following
objectives:
To provide an international, far-reaching platform for the best researchpresented at IAFOR conferences;
To make original, high-quality, thought-provoking multimedia content
freely accessible to a wide readership;
To facilitate the opportunity for academics to step outside of the
traditional research publishing status quo – to get creative, explore
different disciplines and to have their ideas heard, shared and discussed
by a diverse, global academic audience.
Content published on THINK spans a wide variety of disciplines and the format isvaried, encompassing full research papers, long-form journalism, opinion pieces,creative writing, interviews, podcasts, video, photography, artwork and more.
Current contributing authors include leading academics such as Professor Svetlana
Ter-Minasova, Professor A. Robert Lee, Professor Bill Ashcroft and Professor J. A.
A. Stockwin.
Get involved by visiting the website, following us on Facebook and Twitter andsigning up to our e-newsletter.
facebook.com/ThinkIAFOR
twitter.com/ThinkIAFORSUBMIT TO THINKWe are currently accepting submissions for publication in 2017. We welcome
photographs to accompany articles, as well as topical photo-essays.
Submissions should be between 500 and 2,500 words and sent topublications@iafor.org. Please include “THINK submission” in the subject line.

ACEID2017 Speakers
Keynote, Featured and Spotlight Speakers will provide a variety of perspectives from different academic andprofessional back rounds on the conference the e of “Educatin for Chan e”.

Monty P. Satiadarma

Tarumanagara University, Indonesia

Jessica Loh

Rachel Lam

National Institute of Education, Singapore

Haruko Satoh

Institute of International Education, Thailand

Osaka University, Japan

Adrian Ziderman

Joseph Haldane

Bar-Ilan University, Israel

IAFOR

Margo Greenwood

Sightsavers & University of Exeter, UK

Tien-Hui Chiang

Zhengzhou University, China

The Forgotten Indonesian
Trilogy of Education
Featured Presentation: Monty P. Satiadarma
Monday, March 27 | 09:30-10:00 | Room: Prokofiev Hall (2F)
Most Indonesian educators know and aware on the country’s trilogy of education being introduced by Soewardi
Soerjaningrat (1889-1959), later known as Ki Hajar Dewantara. The trilogy consists of modeling (for those in front
should beco e fi ure odels , otivatin for those in the iddle should otivate , and encoura in for thosebehind should encourage). However, the ministry of education emphasizes only the last principle, to encourage, as
the educational motto. Although sometimes the principles of modeling and raising being mentioned in educational
discussion, the are not bein e phasi ed as the encoura in one. These unified principles is not suppose to be
seen and i ple ented in separate wa s. arents and teachers should beco e fi ure odels for their children andstudents. At the same time they must motivate and encourage the younger generation to achieve their goals. The
trilogy is basically a holistic concept of education which may apply universally. Using merely one of them may bring
failures of education. ecoverin the utili ation of the trilo as a unified principle in the nation is a reat challen efor parents, teachers and educators. This presentation discusses the issues, challenges and possible solutions to deal
with the conditions in the nation.

***

Dr Monty P. Satiadarma is a clinical psychologist who has been teaching psychology at Tarumanagara University,
Indonesia, since 1994. He was one of the founders of the Department of Psychology at Tarumanagara, as wellas the Dean of s cholo , ice ector and ector of the universit . e raduated with a de ree in ps cholo
from the University of Indonesia, art therapy from Emporia State, Kansas, family counselling from Notre Damede Namur, California, and clinical hypnotherapy from Irvine, California. He has nationally published a number ofbooks with a particular interest in educational psychology, and in music and art therapy – methods with which hetreated survivors of the Indonesian tsuna i on behalf of the International ed Cross and the nited ations. e
is a board member and area chair of the International Council of Psychology, and a founder and board member ofthe Asian Psychology Association.

22 | ACEID2017 | IAFOR.ORG

Teaching Sustainability to Prepare Children
for a Complex Future: Environmental
Education in Primary School
Featured Presentation: Rachel Lam
Monday, March 27 | 10:00-10:30 | Room: Prokofiev Hall (2F)
Primary education may play a critical role in preparing students for the complex global problems of today. How
early should schools begin to encourage student engagement towards a sustainable future? Not only in teaching them
what sustainability means and why it is important, but also in developing the competencies to be innovative, creativeand critical problem-solvers. We describe an environmental education program that took place in a primary schoolin Singapore. Within the program, we investigated how a collaborative learning instructional design helped grade
four students explore a complex environmental problem by generating their own ideas around, and solutions to,the problem. We argue that there is a need to teach about sustainable development with instructional methods thatcultivate skills crucial to complex problem solving. These include thinking critically and creatively, communicating andcollaborating. Our instructional design was developed to encourage students to employ such skills, while at the sametime learn the concepts around decreasing human production of waste in the environment. Our work has shownthat grade four students are able to engage in complex problem-solving through peer collaboration, produce uniqueand practical solutions, use some effective communicative and collaborative behaviors, and learn about an importantenvironmental issue. We hope to contribute to a discourse on the importance of teaching about sustainability with the
instructional methods that prepare young children to be effective problem-solvers for a sustainable future.

***

Dr Rachel Lam is currentl a esearch Scientist in the Learnin Sciences Lab at the ational Institute of Educationin Singapore. She earned a PhD in Educational Psychology with an emphasis in Learning and Cognition at ArizonaState University in the United States. Dr Lam has conducted research in educational settings in a variety of subject
areas (psychology, chemistry, social studies) that has focused on designing peer collaboration activities to support
conceptual understanding and deep learning. She uses pre-posttest measures, discourse from student dialogues, andother student artifacts to assess student content knowledge, application of knowledge to real-world problems andtransfer to novel contexts. In addition, Dr Lam has taught classes at the Bachelor’s and Master’s level on a variety
of topics in educational psychology, learning theories and child development for seven years. Prior to her academic
career, she worked in public libraries and community education organizations in the United States.

ACEID2017 | IAFOR.ORG | 23

Community-Based Participatory Research:
A Story of Empowerment
Spotlight Panel Presentation: Margo Greenwood
Monday, March 27 | 11:00-11:30 | Room: Prokofiev Hall (2F)Co
unit -based participator research C
in an education conte t e uitabl involves teachers, pupils,
community members, organisational representatives and researchers, with a commitment to sharing power andresources and drawing on the unique strengths that each partner brings. The aim through this approach is to increaseknowledge and understanding of a given phenomenon and integrate the knowledge gained into interventions,policy and social change to improve the health and quality of life of those in the school community. Sightsavers,
a disabilit -focused iO, has been i ple entin a counit -based participator research approach C
within its education and social inclusion research in the lobal South. This paper describes the C
ethodolo ,how it works within international develop ent, and its i pact on Si htsavers interventions in schools. Specificreference will be made to working with teachers as peer researchers – including those with disabilities, training
aterial for peer researchers, C
ethical principles, and counit anal sis of data.

***

Dr Margo Greenwood is a esearch Associate at international
O Si htsavers, and the niversit of E eter,
UK. After completing an undergraduate degree in Education at Exeter, she taught for several years at primaryand secondary level. She then gained a scholarship at the University of Exeter for an MSc in Educational
esearch and a further scholarship to stud Educational Futures for a hD, with a focus on social inclusionand participatory methodology. Following successful completion of her doctorate, Dr Greenwood continued toundertake research at the University of Exeter, also contributing to its teacher training course. In recent years, she
has shifted her focus to undertakin educational research within international develop ent with a specific focus
on participator ethodolo . At Si htsavers, she desi ns and oversees Co
unit -based articipator esearchthat feeds directly into intervention projects.

24 | IAFOR.ORG | ACEID2017

Values for Global Citizenship: Fostering
Innovation and Access with the Higher
Education Context
Featured Presentation: Jessica Loh
Monday, March 27 | 11:30-12:00 | Room: Prokofiev Hall (2F)Students raduatin fro hi her education institutions increasin l find the selves in a d na ic and lobal landscapethat requires diverse skill sets and competencies for further education or career placements. The need for culturalawareness, practical training, and experiential learning in the university setting is important not only for developing
these co petencies, but also for shapin lobal citi enship. e ardin lobal citi enship, it is i portant to be indfulof the fact that a) it involves fostering civic values that transcend traditional borders, and b) there is an intentional
educational process that must take place to develop these values. There are many long-standing assumptions about
how global citizenship transpires with young people, with international education often driving the discussion. Thissession will examine the assumptions and key features of global citizenship, highlighting perspectives that are uniqueto the region. Using case studies, it will explore both methods and lessons learned of programs that have deliberately
incorporated a “ lobal civic values” peda o within the e periential learnin conte t, both in and outside of theclassroom, the advantages of these models, and the sustainability and future impact.

***

Jessica Loh is the Director of Outreach with the Institute of International Education in Bangkok, where sheoversees outreach for lobal scholarships in Asia- acific. E uipped with an A in International Education, she
served six years at Payap University in Chiang Mai, Thailand, where she established the International Campus Life
unit, implementing programs for Payap’s foreign student body to support international student development andintegration. She then joined the University of Michigan, where she advised engineering students and faculty on
co-curricular education abroad program design, and co-developed an Engineering Across Cultures study abroadin Thailand. She served as entor for the IIE pilot course, “Connectin with the orld International elations
at i her Education Institutions” to fa iliarise
an ar universities about ca pus internationalisation. She isinterested in co binin arts and education as e e plified b her or anisation of Chianai s first Southeast Asian
Film Festival which focused on society and human rights.

ACEID2017 | IAFOR.ORG | 25

Preserving and Challenging Culture:
The Right to Education
Featured Panel Presentation: Haruko Satoh (Panel Chair)
Monday, March 27 | 15:45-16:30 | Room: Prokofiev Hall (2F)This panel discussion will e plore the conference the e, “Educatin for Chan e”, in the conte t of the featured conference
screening of Among the Believers (Directed by Hemal Trivedi & Mohammed Ali Naqvi). Intimate and shocking, Amongthe Believers offers rare insights into the ideological battles shaping Pakistan and the wider Muslim world.
The issues highlighted in the documentary will spark a discussion around the friction between preserving culture
and challenging culture in areas of the world where education is highly politicised, and where religious and secular
education vie for in uence.
The panel will attempt to unpack the question of the extent to which education can be considered fundamental
human right, and in particular issues of gender and education.
Image | Screenshot from Among the Believers (Directed by Hemal Trivedi & Mohammed Ali Naqvi)***

Professor Haruko Satoh is Specially Appointed Professor at the Graduate School of Engineering Sciencein char e of CA E Osaka niversit Centre for the Advance ent of esearch and Education E chan e
Networks in Asia) and also lecturer at the Osaka School of International Public Policy (OSIPP), where she runs
E T einventin apan pro ect on “ eace and u an Securit in Asia A SA ” with si Southeast Asianand four Japanese universities. In the past she has worked at the Japan Institute of International Affairs (JIIA),
Chatham House, and Gaiko Forum. Her interests are primarily in state theory, Japanese nationalism and identity
politics. ecent publications include “ ethinkin Securit in apan In Search of a ost- ostwar arrative” inJain & Lam (eds), Japan’s Strategic Challenges in a Changing Regional Environment orld Scientific, 2012 “Throu h
the Lookin - lass China s ise as Seen fro apan”, co-authored with Toshi a oshino , Journal of Asian Public
Policy, ol. , o. 2, pp. 1 1-1
ul 2012 “ ost- .11 apan A atter of estorin Trust ”, IS I Anal siso.
Dece ber 2011 “Le iti ac Deficit in apan The oad to True opular Soverei nt ” in ane, Lo
Patapan (eds), Political Legitimacy in Asia: New Leadership Challenges al rave ac illan, 2011 , “ apan e-en a inwith China eanin full ” in Tan , Li Achar a eds , Living with China: Regional States and China through Crises andTurning Points, (Palgrave Macmillan, 2009).

26 | IAFOR.ORG | ACEID2017

Globalization & Education
Reform in China
Featured Panel Presentation: Tien-Hui Chiang (Panel Chair)
Tuesday, March 28 | 09:00-12:45 | Room: 505 (5F)
From local policy to national discourse, this Featured Panel will look at the education reforms needed and thosealready in place as effects of globalisation spread throughout China. From facing problems that are uniquely Chinese,such as the effects and consequences of giant middle schools (5000+ students), to issues that are relatable on a
global scale, such as the employability of college graduates, this panel takes an in-depth view of education in China,
and examines what lessons can be learned both nationally and internationally.
Featured Panellists:
in Liu, hen hou niversit , China
Jiangtao Zhao, Zhengzhou University, China
Zhexian Wang, Zhengzhou University, China
ian Lin an , hen hou niversit , China
Qian Zhou, Zhengzhou University, China
Laiting Cui, Zhengzhou University, China***

Dr Tien-Hui Chiang was a Fulbright Senior Scholar, visiting UW-Madison, Wisconsin, USA, a guest professor
at Beijing Normal University and the ex-president of the Taiwan Association for Sociology of Education. He has
been the senior executive committeeman for many prestigious academic societies, such as the Taiwan Associationfor Sociology of Education and the Chinese Comparative Education – Taipei. His specialties cover sociologyof education, globalization and education policy, sociology of curriculum, teaching profession and comparativeeducation. He has produced over 100 essays. He was the co-editor of Crisis in Education and a contributor to
Elite, Privileges and Excellence. His outstanding achievement has made him an internationally well-known scholar,
as evident from overseas keynote speeches given in China, Japan, Singapore, India, America, Slovenia, Greeceand South Africa. This distinguished achievement also earned him numerous prestigious prizes, such as theDistinguished Scholar of the Ministry of Education, Taiwan, in 2011 and 2015. Currently, Professor Chiang
is developin the theor of the ow of conte tuali ed non-contracted social selection e bedded within theinstitutionalized reward system.

ACEID2017 | IAFOR.ORG | 27

Ethical Issues and Dilemmas in Academic
Publishing: An Interactive Workshop
Featured Workshop: Adrian Ziderman (Workshop Leader)
Tuesday, March 28 | 17:00-18:30 | Room: 501 (5F)
Workshop Leader: Adrian Ziderman, Bar-Ilan University, Israel & Trustee, Committee on Publication Ethics (COPE)
Workshop Facilitators: Muhammad Irfan, Peshawar Medical College, Pakistan & Council Member, Committee on Publication
Ethics (COPE) and Trevor Lane, Edanz Group, Japan & Council Member, Committee on Publication Ethics (COPE)
This workshop is limited to 45 participants.
Background presentation to open the workshop, setting the main issues in context. Ethical issues and dilemmas asencountered by authors, external reviewers, collaborators and journal editors will be outlined, both from a normative
viewpoint and current practice. Attention will be paid to cross-cultural differences and to differing disciplinary
norms. The role of COPE, the Committee on Publishing Ethics, in providing information and guidance will beoutlined.
The session will reform into breakout groups. These groups will be presented with 4–5 problem cases previously
submitted for advice and discussed at COPE's regular Forums. For each case, the groups will consider such questions
as: What is the ethical problem(s) inherent in the case? What action should be taken to deal with the issue(s)? Whatmeasures could be taken to avoid similar problems over the longer term?
The final part will co prise a reportin back b each roup reporter the workshop leader will then co pare thesefindin s with the advice offered b CO E. The session will conclude with a su
in up b the leader.
This workshop is sponsored by the International Network of Business and Management Journal Editors (INBAM).

***

Dr Adrian Ziderman is Emeritus Professor of Economics at Bar-Ilan University, Israel, where he held the Sir Isaac
Wolfson Chair in Economics and Business Administration. He was born in the UK and educated at Cambridge
and Stanford universities and at the LSE (PhD). He is a former UK State Scholar and Fulbright Scholar. His
fields of specialt are in the econo ics and financin of education the econo ics, evaluation and finance of
vocational education and training; and university funding, including student loans and cost-sharing. He was formerly
Senior Econo ist for u an esources at the orld ank in ashin ton. e has served as a consultant to aninternational organizations as well as to government ministries in Asia, Africa and Eastern Europe. He is currently
Editor of the International ournal of anpower E erald , esearch Chair and Trustee, Co
ittee on ublication
Ethics (COPE) and President of the International Network of Business & Management Journal Editors (INBAM).
28 | IAFOR.ORG | ACEID2017

Monday
March 27

ACEID2017||IAFOR.ORG
IAFOR.ORG | 29
ACEID2017

Submit your research to the
IAFOR Journal of Education• Fair and rigorous peer
review process• No submission or
publication fees
• Editorially independent• Freely available online to a
global academic audience

The IAFOR Journal of Education
is calling for submissions for a
special issue on “Technology in
the Classroom”.
Submission deadline: May 1, 2017
For details of how to submit yourpaper, view the Author Guidelines
on the journal website: ije.iafor.org

The IAFOR Journal of Education is an internationally reviewed and editorially independentinterdisciplinary journal associated with IAFOR’s international conferences on Education andTechnology in the Classroom. Like all IAFOR publications, it is freely available to read online, andis free of publication fees for authors. The first issue was published in July 2012, and the journal
continues to publish annually.
All papers are reviewed equally according to standard peer review processes, regardless ofwhether or not the authors have attended a related IAFOR conference.

Monday Plenary Session

09:00-15:40 | Room: Prokofiev Hall (2F)
0 1 -0 00

Conference e istration Open Studio

0 00-0

Announce ents and0elco e Address

rokofiev

all

eat re Presentation Pro ofiea
The Forgotten Indonesian Trilogy of Education
Monty Satiadarma, Tarumanagara University, Indonesia
eat re Presentation Pro ofieaTeaching Sustainability to Prepare Children for a Complex Future: Environmental Education in Primary School
achel La , ational Institute of Educationan an Technolo ical Institute, Sin apore
en i Li, ational Institute of Educationan an Technolo ical Institute, Sin apore
10:30-11:00

Coffee BreakP enar Pane Presentation Pro ofieaCommunity-Based Participatory Research: A Story of Empowerment
ar o reenwood, Si htsavers
niversit of E eter,
eat re Presentation Pro ofieaValues for Global Citizenship: Fostering Innovation and Access with the Higher Education Context
Jessica Loh, Institute of International Education, Thailand
Jonathan Lembright, Institute of International Education, Thailand
12:00-12:45

Taiko Performance & Conference Photograph

12:45-14:15

Lunch Breakeat re icreenin Pro ofie
Among the Believers
Directed by Hemal Trivedi & Mohammed Ali Naqvi
eat re Pane Presentation Pro ofie
Preserving and Challenging Culture: The Right to Education
Chair: Haruko Satoh, Osaka University, Japanaa

ACEID2017 | IAFOR.ORG | 31

Monday Poster Session
16:45-17:45 | Room: 504 (5F)

Monday Poster Session: 16:45-17:45
ooConference Poster SessionooExploring the Employability Model of LIS Graduates in the Information Age From an Education Perspective
u- in

en , Fu en Catholic niversit , Taiwan

Turbulent changes of the environment have provided huge challenges for advancement of Library and Information Science (LIS) industries
and LIS education. These dramatic changes, the result of rapidly evolving information and communication technologies (ICTs), havei pacted si nificantl on the e plo abilit for LIS raduates. arked chan es in the environ ent have presented considerable challen es
for advancement of LIS graduates. LIS graduates need to exhibit proper employability expected and taught to keep up with rapidly changing
environments. Based on a literature review, this study was conducted to explore the employability model of LIS graduates in Taiwan in
the information age. The results illustrate general current developments and trends and reveal the gaps between present courses and theemployability. Finally, this study offers conclusions and suggestions for educators in LIS schools for improving the quality of teaching, andprovides some managerial implications for employers of LIS industries, educators of LIS and LIS graduates.
ooImpact of Enrichment Programs on Academic Achievement of Gifted Students
Mihyeon Kim, William and Mary, USA

Although a strong empirical foundation is required to advance educational practices, the literature concerning gifted education is still lacking
comprehensive empirical studies to provide guidance for educational policy and practices to serve gifted students (Plucker & Callahan, 2014).
This study examined research on enrichment programs serving gifted students, and synthesized the current studies between 1985 and 2014 on
the effects of enrich ent pro ra s. A total of 1 studies were included in this eta-anal sis, and the findin s show that enrich ent pro ra s
had a positive i pact on ifted students acade ic achieve ent. e ardin
oderators of the effects, t pes of pro ra s and rade levels
in uenced effect si es of acade ic achieve ent of ifted students. The lar est effect si e was observed for su
er residential pro ra s foracademic achievement of gifted students.
oo

A Narrative Inquiry of International Student and Staff Mobility Experience in Thailand
Navaporn Sanprasert Snodin, Kasetsart University, Thailand

International education is at the forefront of plans for economic growth for many countries including Thailand. Internationalisation in Thailandis, however, at its infancy stage of development in spite of the fact that it has become a key feature of the Thai Higher Education agenda since1990. Thailand has declared its aspiration to become a regional education hub and announced a goal of attracting 100,000 foreign students,
but, in reality, the internationalisation of Thai HE has not yet been marketable on a global scale and the number of international students
is currently around 20,000 only. There is a need of locally based research that focuses on lived experiences of international students andacademics to achieve a better understanding of the changing phenomenon regarding challenges of and potential for increased international
recruitment and enhancement of the teaching and learning experience in Thai universities. Such research can inform strategies regarding
enhancing the quality of international student and staff mobility experience. To this end, we propose to investigate the multiple realities ofinternational students and academics in Thai HE by using the narrative inquiry approach. These people are from many different cultures,and investigating their experiences will enable us to make a contribution to the realisation of effective policy and practice. The focus on what
attracts international students and academics to Thailand and the reasons why they chose to stay in Thai universities, or leave, are vital in
informing contingency plans for quality inward mobility.
oo

Developing an Integrated Bathymetry System to Assist Ocean Engineering Students in Learning Water Depth Survey
Hui-Ming Fang, National Taiwan Ocean University, Taiwan
sin - u an , ational Taiwan Ocean niversit , Taiwan
un-Chih Chian , T u Chi niversit , Taiwan

This research is mainly based on echo sounders, Dynamic Motion Sensor and GPS, and combines them into an integrated system. Using thissystem, the depth of the river and the ocean topographic survey operations. The integrated system, mainly to improve the various instruments,
independent retrieval of data. The use of micro-industrial computer as the main structure of the system, with the mobile network, allows data
to be uploaded directly to the back-end data server for data processing. Through the development of the integrated system of this study isalso assisted, students can uickl asse ble the various instru ents to ether and i prove on-site efficienc . ot onl throu h the server toet the infor ation to help students in the field of calculation, but also follow-up data applications.

32 | IAFOR.ORG | ACEID2017

Monday Poster Session
16:45-17:45 | Room: 504 (5F)ooApplications of the Arduino Electronics in the Kinematics
Chin-Chun u, ational niversit of aohsiun , Taiwan
Jia-Han Hsu, National University of Kaohsiung, Taiwan

Due to high precision, quick response and low price, Arduino electronics, including motherboards and sensors, have potential to be themain parts of physical experiments. Especially, the experimental data can be easily transferred to smartphones and tablets through Bluetoothcommunication that greatly enhances the portability of the experimental equipment. There are many commercially available detectors
compatible with the Arduino motherboards such as the DHT11 which is for the humidity and temperature detection. For the detection of
linear and rotational motions, ultrasonic sensor and photoelectric switch will be good choices. Here, we demonstrated controllable damping
and force oscillations in a spring-mass system. The motion of the oscillator was detected by an ultrasonic position sensor. The damping anddriving forces were provided by the coupling between an electromagnet and the permanent magnet mounted on the oscillator. By tuning of
the stren th of the electro a netic field, the da pin constant can be anipulated. The acco plish ent of the force oscillation was ade b
exertion of the driving force as the oscillator rebounded. All of the motion detection and the signal access were based on the Arduino sensors
and electronics. This shows that Arduino electronics can replace the expensive equipment for the kinematic experiments.
oo

Exploring a Competency Model of Children’s Librarians Working in Public Libraries in the Information Age
u- in

en , Fu en Catholic niversit , Taiwan

In recent ears, the develop ent and innovation of infor ation technolo ies have in uenced children s service odels used in public libraries. To
respond to the changing library environment in an information era, children's librarians must effectively use their knowledge and skills to in rendering
services to children. Therefore, this study was conducted to examine the competency of children's librarians. The iceberg model proposed by Spencer
and Spencer (1993) was adopted to comprehensively explore the explicit knowledge and skills as well as the implicit attitudes and characteristics requiredby children's librarians working in public libraries. Subsequently, this study referred to current guidelines and criteria of child-serving knowledge that havebeen developed by libraries and related associations to preliminarily establish a theoretically grounded, locally applicable, multidimensional competencymodel for children's librarians working in public libraries. The results indicate facets of the competencies of children's librarians for public libraries:
knowledge of client groups; knowledge of materials; knowledge of reference services; knowledge of public library; administrative and management
skills; communication skills; programming skills; public relations skills; teaching relations skills; professional development; technology; personal attitudeand characteristics, etc. The findin s of this stud a serve as a reference to assist in the develop ent of co petenc odels and practice related tocompetency development among children's librarians for public libraries. Finally, the present study results are provided for human resource planning,
recruitment, education and training, as well as on evaluating the performance of children's librarians working in public libraries in Taiwan.
oo“Locals as Tutors” In Community-Based After-School Tutoring Training Program: A Qualitative Case Study of the Atayal Tribein Taiwan
Hui-Ju Pai, University of California, Santa Barbara, USA
Hsiu-Zu Ho, University of California, Santa Barbara, USA

The purpose of this study was to explore and describe the live experiences of locals as tutors were engaged in community-based afterschool
tutorin trainin pro ra conducted b a nonprofit social welfare foundation in Taiwan indi enous villa es. It is worth entionin that there
are no prere uisites of e periences or ualifications to beco e a tutor as lon as the person can ake a coit ent to the intense trainin
and tutoring. Utilizing qualitative case study methods, in-depth interviews with selected participants as primary resource were used to capture
their perspectives re ardin ourne s of bein a tutor. esults indicate 1 what reasons ake tutors otivated and activated to en a e in andsustain the dut 2 obstacles as the faced and how the overco evalues and ained fro their work and finall
how the pro ra
practices a concept of “it takes a villa e to raise a child” in the villa e. The tutors viewed the pro ra positivel and believed it should be
expanded. The tutoring training program has not only reinforced change in perspectives of adults and children in the community, but has
provided evidence for practicin the philosoph It takes a villa e to raise a child, and ever child belon s to all in the tribe. These findin s
have implications for policymakers, school teams, communities, and organizations implementing after-school programs in rural areas andindigenous tribes, and provides insight into the impact of training local people as tutors in many ways.
oo

Can Off-Campus Internship Bring Up Technological Universities Students' Entrepreneurial Attitude and Competences?
Su-Chang Chen, National Penghu University of Science and Technology, Taiwan
Hsi-Chi Hsiao, Cheng Shiu University, Taiwan
Jen-Chia Chang, National Taipei University of Technology, Taiwan
Chun- ei Chou, ational unlin niversit of Science and Technolo , Taiwan

The purpose of this study is to understand technological universities students whether off-campus internships can bring up students'
entrepreneurship. In order to meet this purpose, this study was conducted by the non-equivalent control group design. The subjects were thestudents of the Department of Marketing and Logistics Management of the National Penghu University of Science and Technology. Amongthem, there were 23 participants in the experimental group, 18 students who did not participate in the internship as control group. During
the four and half month off-campus internship, the experimental group used teaching videos and Facebook to strengthen the exploration ofentrepreneurial opportunities and the entrepreneurship, while the control group was used written teaching materials. The results of covariance
anal sis showed that the responsibilit of entrepreneurial attitude for e peri ental roup was si nificantl different after e cludin the pretest factors, but there was no si nificant difference in entrepreneurial co petences.
ACEID2017 | IAFOR.ORG | 33

Monday Poster Session
16:45-17:45 | Room: 504 (5F)oo

An Analysis of Teaching Problems in the Project-Work Course in Vocational High Schools in Taiwan
Hsi-Chi Hsiao, Cheng Shiu University, Taiwan
Jen-Chia Chang, National Taipei University of Technology, Taiwan
Su-Chang Chen, National Penghu University of Science and Technology, Taiwan

The project-work course in vocational high school is regarded as a required course in Taiwan. Based on the course outline made by the Ministryof Education, teachers need to develop their curriculum. The objective of project-work course is for students to have an opportunity to apply
theories in practice b findin a proble , desi nin research ethods, atherin and anal in data, reportin findin s, and doin hands-on workin groups. However, the graduates may not always construct complete an end product. Therefore, the purpose of this study was to explore thestatus quo and teaching problems encountered in project work course by questionnaire investigation from 155 vocational high schools in Taiwan.
After analyzing the data, the study concluded that the project-work course was implemented in grade 11 and 12, students' project topics wererefined b teachers, and schools didn t offer aterial supports for students due to the shorta e of school bud et. The bi est proble s thatstudents encountered were in the sta e of findin the pro ect topic and akin a well-desi ned ethod for finishin their pro ects. As a result,the couldn t do the actual finished products, even couldn t reach the course oal. There were so e reco
endations proposed to i prove theteaching of project-work course in vocational high schools, including that: 1) students should know more information about the industry anddevelopment trends; 2) students should be encouraged students to practice in the industry; 3) students should clarify the project problem, thenthink about how to solve the problem; and 4) students should consider cost and feasibility for their projects.
ooLearning Achievement on the New Theory of Sustainable Agricultural School Training Course Through the Research Topic “A DeepLitter Pig Production”
Phoowadon Prapruetdee, Prince of Chumphon Campus, Thailand
Thiamphop Kanloung, Prince of Chumphon Campus, Thailand

The ob ective of this stud was to evaluate the learnin achieve ent fro the new theor b is a est The in hu ibol Adul ade s sufficientecono , appl in to ani al husbandr throu h the research topic, na el “deep-litter pi production”, run b inon kut s Institute of
Ladkrabang, Prince of Chumphon Campus which contributed to secondary school teachers and students. The model of an evaluation was CIPP
Model. Forty-six samples consisted of teachers and students at Nom-Tawai School, Chumphon province, Thailand. Data collected by questionnaires
with su estion. The results illustrated that eans of the first three evaluations conte t, input, and process were at a hi h level. oreover, themean of product evaluation was at the highest level. In teachers’ opinions, they expected the Campus to provide a long-term support to the school
to become a learning hub of its community, yet this course needed more promotion. In addition, this course could encourage local avocation,
allowin people to benefit fro learnin , facilitated to be practical, pro oted the sufficient econo , ain ore knowled e after attendin , turn theknowledge into practices, expected this activity for an ongoing project and the overall mean were presented at a high level. Although students had
so e difficulties to keep and raise pi s at ho e due to their skills and a lack of encoura e ent fro their parents, but the believed that doin thisproject in the school was the best solution for their learning.
oo

The False Dichotomy of the Separation of Church and State Through the Lens of Identity Formation
Jay Taniguchi, University of Hawaii at Manoa, USA

This paper examines the false dichotomy between the separation of church and state through the lens of identity formation. In the context of
education, I believe this is a double edged sword politically because this is leaving one part of yourself in or out in a particular situation. Since
America was built upon religious freedom, can people really separate these two concepts when it comes to our professional identity? I used an
autoethnographic approach in examining this dichotomous life as an ordained minister and teacher educator at a public university. Bochner
and Ellis 200 e plains that autoethno raph enables a person to e a ine the stru les and helps in findin eanin to the challen es inconte t. I used this approach to delve further about self usin
ee s 2000 work on identit perspectives of nature, affinit , discourse
and institutional identity. In the course of my experiences, I was forced to examine my identity, in particular, being secular or religious as apublic school teacher or the pastor of a church. Gee posits that we are recognized as a particular person in a particular context. Examining
two incidences forced me to separate himself as being religious or non-religious is the focus of this examination. I contemplated Gee’s four
perspectives separately and in combination to determine if we can truly and simplistically just change hats in a given situation. Musing uponthese two incidences through Gee’s theoretical frame, I conclude that our identity is inextricably linked to who we are psychologically.
oo

STEMS2: Engaging in Integrated Content and Cultural Networks Via the Creation of a Hybrid Distance Education Program
Tara O'Neill, University of Hawaii, USAa nele u, niversit of awaii, SA

The proposed poster presents a qualitative case study that examines student perceptions of their transformative teaching and learninge periences as participants in the first STE S2 asters of Education cohort. The STE S2 pro ra is a h brid aster of Education
offered at the University of Hawai’i. The program has a unique hybrid delivery that begins with three weeks of face-to-face class sessions inthe summer, followed by on-line classes in the fall and spring, and ending with three weeks of face-to-face session in the summer. STEMS2(O’Neill et al., in press) is the integration of science, technology, engineering and math (STEM) with the social sciences and sense of place
S2 . It involves stud in inte rated STE content within the conte t of societ and place. Two ain findin s will be discussed. First,
integrating sense of place and the social sciences with STEM, results in a stronger sense of purpose for teaching and learning STEM content.
Second, participation in the STEMS2 program enabled educators to learn about the ways we live in our communities through science,technolo , en ineerin , and ath, and challen ed the to think about how STE is bein used and should be used to i pact our “places”.
34 | IAFOR.ORG | ACEID2017

Monday Poster Session
16:45-17:45 | Room: 504 (5F)ooInfusing Magic Into Inquiry Teaching to Improve Learning-Disabled Students' Science Learning Outcome in Optics Unit
un i Chen, Chia i niversit , Taiwan

The purpose of this study is to investigate learning-disabled students’ science learning outcome after implementing remediation instruction
in ele entar schools. Their science learnin outco e includes optical conceptions, situational interest and self-efficac . Students learnindifficulties in optics unit were investi ated to develop the re ediation instruction. The in uir teachin was used as the fra ework of
remediation instruction. The magic was adopted to evoke students’ learning interest. They proposed research questions from the magic toinitiate their inquiry. 105 fourth grade students were invited to join this study. They are from 5 elementary schools in Chiayi area in Taiwan.
Their science learning achievement was lower in their classes. The data were gathered by the questionnaires and interviews. The quantitative
data were anal ed b t-test and the ualitative data were anal ed b classification and co parison. The results show that students learninachieve ent, situational interest and self-efficac were pro oted after re ediation instruction. ost of the constructed well understandinof optics. They indicated that learning science in the class is joyful and they looked forward to engage in science learning. In addition, they felt
confident of co pletin learnin activities hands-on activit , ho ework and so on and understandin scientific conceptions. owever, thestill thou ht the can not et hi her rade on scientific e a inations. These findin s i plied that the re ediation instruction developed in thisstud was effective. La in stress on students learnin difficulties and in uir -based activit provides learnin -disabled students opportunities
to engage in science learning to improve their learning outcome.
ooPreparing Teachers to Teach in a Culturally Responsive Way: A Case Study of School-Based Marine Curriculum for Ethnically Diverse Students
ei-I Chou,ational Sun at-Sen niversit , Taiwan

The trend of globalization and the rise of pluralistic societies make teachers to face ethnically diverse students, yet only few teachers areready to tackle with this. Despite the urgency of this issue, many studies pointed out that current teacher education do not adequately prepareteachers to teach these students. In view of this, the present stud took a ultiracial school as the actual field to inte rate the theor andpractice of the culturally responsive teaching through the collaborative teaching including instructors in the center for teacher education ina universit , a ulticultural specialist, and a principal and teachers in the field. Also, the present stud used the fra ework of school-based
curriculum to develop and implement curriculum of marine education. This study took Ginsberg and Wlodkowski's model of culturally
responsive teaching as the analytical framework; 15 pre-service teachers were the participants. Through observation, interviews and datacollection, the transformations of the participants in the process of culturally responsive teaching were analyzed. The results showed that thispro raade pre-service teachers knowled e in culturall responsive teachin fro “buildin tolerance” to “developin attitude” and finall
it showed si nificance in “enhancin the eanin ” throu h their self-re ections. This result can provide an e a ple for teacher education.
However, if it is expected that these pre-service teachers will be able to teach effectively in culturally responsive ways, the long-term support
b the teacher trainin and internship pro ra will be re uired. Finall , the findin s su ested directions for both theoretical and practicalaspects of culturally responsive teaching.
oo

The Relationship Between Peer Stress and Subjective Well-Being: The Moderating Effect of Emotion Regulation
Ming Chang Cheng, National Pingtung University of Science and Technology, Taiwan
Shin - i Lin, ational in tun niversit of Science and Technolo , Taiwan

The purposes of this study were: a) to analyse the effect of mediator on emotion regulation strategies between peer stress and subjective wellbein b to e a ine the fit between the e otion re ulation strate ies odel and observed data. To achieve the proposes above, a total nu berof participants were 626 junior high school students. The instruments used in this study included Peer Stress Scale, Subject Well-being Scale,E otion e ulation Strate ies Scale. The statistical ethods used to anal e the data was structural e uation odelin SE . Two ain
results of this study were summarized as follows: a) emotion regulation strategies were the mediating variable between peer stress and subject
well-bein . In addition, the peer stress has a si nificant ne ative effect on the e otion re ulation strate ies, the e otion re ulation strate ies
has a si nificant positive effect on the sub ect well-bein . The ediation effect reaches a si nificant level. b the e otion re ulation strate ies
odel constructed in this stud fit the observed data well, and could be used to e plain the observed data throu hout Taiwan. ased on the
results of this study, we discussed the implications for teaching and proposed recommendations for future research.
oo

Toward the Next Generation of Educational Technologies: A Survey of Internet of Things (IoT) in Education
u- sin un , ational Taiwan niversit , Taiwan
a -I Chan , ational Taiwan niversit , Taiwan

Internet of things (IoT) means that physical objects (e.g. devices) will be connected to the Internet and will be able to interact themselves withother objects. The Internet of things has competitive advantages such as content delivery, automation processing, location independence,
security assurance and time reduction, thus IoT applications have received extensive attention from both industry and academia in recent years.
Due to the rapid development of educational technology, IoT is being increasingly used in education. Learners’ data can be automatically
retrieved fro devices sensors and aintained usin the cloud infrastructure. The ain IoT co panies, such as Cisco and icrosoft,are starting to use IoT in the learning environment; the connecting technologies are widely applied in the diverse educational application.
In this paper, a surve of the different educational IoT applications is presented. This paper is a surveore specific to how ubi uitousconnectedness can transform pedagogy.

ACEID2017 | IAFOR.ORG | 35

Monday Poster Session
16:45-17:45 | Room: 504 (5F)oo

An Evaluation of Quality and Suitability of the Bachelor of Science Program in Horticulture (2011 Improved Program) Kmitl
Chumphon Campus
Pitsacha Buakruen, King Mongkut's Institute of Technology Ladkrabang, Prince of Chumphon Campus, Thailand
Thiamphop Kanloung, King Mongkut's Institute of Technology Ladkrabang, Prince of Chumphon Campus, Thailand

This study aimed to research the evaluation of quality and suitability of the Bachelor of Science Program in Horticulture (2011 improved
Program) at King Mongkut’s Institute of Technology Ladkrabang, Prince of Chumphon Campus. The CIPP model was used as a material toolwith 40 Horticulture Program stakeholder for data collecting. The Context included curriculum objectives, details, and the degree structure.
The Input included enrolled students, educational aterials, and edifices. The rocess included curriculu
ana e ent, learnin area,and evaluation and assess ent. The roduct included areas of Thai ualifications Fra ework for i her Education oral and Ethics,
Knowledge, Cognitive Skills, Networking skills and Commitment, and Communication and Technological Skills). Samples consisted of:
18 current students, 7 graduates, 5 lecturers and 20 alumni's employers using developed questionnaires and computer based program analysis.
The results demonstrated that means of the evaluation of quality and suitability was high in the Process, whilst the Product and the Input
were at moderate levels, unlike the Context which had a low level and was needed to be improved. In addition, an advantage of this program
was graduates' well-developed practical skills which leads to employability for graduating students.
oo

A Study on the Constructions of Vocational High School Principals' Leadership Effectiveness Indicators-Based on Competing Values Framework
Tsai-Feng Cheng, National Kaohsiung Normal University, Taiwan
Huei-Chun Wu, Kaohsiung Medical University, Taiwan

The main purposes of this study are to integrate the theories and researches in leadership effectiveness based on competing values framework,and construct the vocational high school principals' leadership effectiveness indicators; to verify reliability and validity of the indicatoruestionnaire constructed in this stud and to find out the i portance and current situation of vocational hi h school staff s perception toprincipal competing value effectiveness. There were 50 public and private vocational high schools in Taiwan tested by questionnaire in thisstudy. 9 educational staffs were randomly selected in each school, so there are 450 subjects in total. 421 questionnaires were received and 415
of them are valid. The rate of validity is 92.2%. Statistical methods used in this study are descriptive statistic, one-way analysis of variance andlinear structural e uation odel. The ain findin s in this stud are as follows 1 vocational hi h school principals leadership effectivenessconstructed in this study has 4 domains, 12 dimensions and 45 assessing indicators; 2) the internal consistency of the reliability in thequestionnaire of this study reaches stability, and has good construct validity; 3) the general performance of principals' leadership effectivenessis above average, and among all of them the leadership effectiveness of reasonable goal has the best performance. Besides, principal's external
leadership effectiveness is better than inner leadership effectiveness.
ooTechnology and Distance Learning in Higher Education: Making Distance-Learning Work for Your Students
Queen Ogbomo, Tennessee Technological University, USA
ufaro Chiti o, Tennessee Technolo ical niversit , SA

The field of distance learnin in hi her education is e periencin a new paradi
shift in the ethods used b instructors and distancelearning administrators to interact and communicate with their students online. As millennials and other traditional students continue tograpple with how to balance work, school and other extracurricular activities, many institutions of higher education are looking for ways tobring the learning to students. Distance learning is providing access and new opportunities for instructor to students as well as students tostudents' active interaction even when they are physically apart. In this research synthesis we explore existing literature for the current trends
in distance education in hi her education. A research s nthesis is defined as the scientific process of inte ratin e pirical research in order
to be able to make generalizations concerning a particular topic (Cooper & Hedges, 1993). We will explore the need for distance education as
well as current trends in its implementation. In addition to current trends, we will provide examples of technologies and platforms that areavailable as options in the delivery of distance education. Technologies and platforms that place students in the heart of distance learningand ive instructors the opportunit to custo i e learnin to eet students needs as well as technolo ies that also provide e ibilit withoutcompromising the quality of education being offered. Furthermore, the authors will identify the advantages and disadvantages of distancelearning as a credible educational method of delivery. Implications and recommendations for future research will be discussed.
oo

The Capability Development Needs of Officers at King Mongkut's Institute of Technology Ladkrabang, Prince of Chumphon Campus
Chintana Ammaramorn, King Mongkut's Institute of Technology Ladkrabang Prince of Chumphon Campus, Thailand
atchaneewan Dan wilailuk, inon kut s Institute of Technolo Ladkraban rince of Chu phon Ca pus, Thailand

The ob ective of this stud was to surve the capabilit develop ent needs collected b the officers at in on kut s Institute of Technolo
Ladkrabang, Prince of Chumphon Campus, which consisted of 5 areas of development: 1) higher education 2) information technology 3)
En lish lan ua e on the ob trainin and recreation. The research sa ples were the 0 full-ti e officers at this educational institution.
esearch tools were uestionnaires, containin capabilit develop ent needs in a -level satisfaction and additional su estion. The fre uenc ,percentage, mean, and standardization were used as the statistics analysis. The results revealed that the capability development needs ofofficers at inon kut s Institute of Technolo Ladkraban , rince of Chu phon Ca pus, varied in all areas which scored at a hi hlevel both in overall and sub-areas. The most obvious development needs was higher education, whist the least popular development was thatthe recreation. In addition, the result also su ested the u an esources at the institute for capabilit develop ent pro ra plannin whichmeet the development needs for its workforce.
36 | IAFOR.ORG | ACEID2017

Monday Poster Session
16:45-17:45 | Room: 504 (5F)oo

The Effects of Exercise on Low Back Pain in Dysmenorrheic Female Students
Huei Mein Chen, Chung Hwa University of Medical Technology, Taiwan
a an Chan , Chun wa niversit of edical Technolo , Taiwan

The purpose of this study was to examine the effects of exercise on low back pain (LBP) in dysmenorrheic nursing students. In all, 126 female
students, who had been experiencing dysmenorrhea with LBP during menstruation and who scored more than 3 points on the Visual Analog
Scale for Pain, were randomly assigned to an experimental group and a control group. The experimental group (n=63) followed a exercise
program for 50 minutes per time, three sessions a week, whereas the control group (n = 63) received only a manual of menstrual healtheducation without exercise intervention. Data were collected at three time points: at baseline, 1 month and 4 months after the intervention.
Durin the - onth follow-up, the e peri ental roup had si nificantl lower enstrual distress and L scores than the control roup. Ourfindin s a serve as a reference for healthcare professionals and nursin students to i prove self-care durin enstruation and help further
understand the therapeutic effects of exercise on menstrual LBP.
oo

Validation of Psychometric Properties of the Self-Directed Learning Readiness Scales
Shiah-Lian Chen, National Taichung University of Science and Technology, Taiwan
un- u Fan, Chan un niversit of Science and Technolo , Taiwan

The ai of the stud was to evaluate ps cho etric properties of the revised version of self-directed learnin readiness scale SDL S . A
convenience sample of 710 participants was drawn from two nursing programs of two universities in Taiwan. The data were collected bya research assistant on two occasions within a 6-month period. For the study purpose, the sample size was split into three sets respectively
for data anal sis of pilot stud , e plorator factor anal sis EFA , and confir ator factor anal sis CFA . The results produced b the EFA
show that SDL S was a -factor structure solution, and e plained 2.10 of the total variance. The si factors were love of learnin , active
learning, effective learning, independent learning, learning motivation, and creative learning, which respectively explained 25.84%, 8.41%,.7 , . 7 , .
, and .2 of the total variance. Althou h CFA produced a- 7 ite si -first order odel, the si first-order one secondorder factors showed co parable and acceptable fits. Concurrent validit of the SDL S was validated b si nificantl correlations of thescores between Critical Thinkin Disposition Inventor and the SDL S. The SDL S score was also si nificantl associated with idter
and final rades of ph sical assess ent. The Cronbach s alpha and co posite reliabilit for the total scale and the subscales were satisfactor .
The stud results provide evidence supportin that ps cho etric properties of the revised SDL S was satisfactor , and it could be used formeasuring students’ tendency of self-directed learning. The scale may assist educators in diagnosis of student learning needs to implement
teaching strategies that may bring desirable learning outcomes.
oo

A Survey of Mathematics Reasoning Ability of Grade 10 Students in Thailand
Teerawat Loonsakaewong, Mahasarakham University, Thailand
Montri Thongmoon, Mahasarakham University, Thailand

The purpose of this study was to survey the mathematics reasoning ability of grade 10 students. The participants were 47 grade 10 students
in Sarakhampittayakhom, a school in Mahasarakham, Thailand, 2nd semester of 2016, who were selected by purposive sampling. The
instrument was Mathematics reasoning ability test that include inductive and deductive reasoning ability, multiple choice, 15 articles. The data
was analyzed by using mean, percentage and standard deviation. It was found that the mean score of mathematics reasoning ability test was
8.766 of 15. The scores of inductive and deductive reasoning ability were not different. In addition, the results indicated that the number ofstudents in percentage with good, middle and poor level were 27.66, 36.17 and 36.17, respectively.
oo

A Survey of Physics Problem-Solving of Grade 10 Students in Thailand
Tosawit Sensed, Mahasarakham University, Thailand
Kanyarat SonSupap, Mahasarakham University, Thailand

The purpose of this study was to survey the physics problem-solving abilities of grade 10 students. The sample was 159 students of academic
year 2016 from Chanumanwittayakom School in Thailand who were selected by purposive sampling. The 6 level of ability of physics problemsolving are: 1) Understand the problem; 2) Provide a qualitative description of the problem; 3) Plan a solution; 4) Carry out the plan; 5) Verify
the internal consistency and coherence of the equations used; and 6) Check and evaluate the obtained solution. According to the survey
found that most of the sample (45.91%) is at level 0, which they cannot solve the physical problems at all. Only 15.72% of the samples havethe ability to solve problems in physics. Therefore, this result shows physics problem-solving remains an important problem that should befurther developed.

ACEID2017 | IAFOR.ORG | 37

Monday Poster Session
16:45-17:45 | Room: 504 (5F)oo

Effects of a Blended Learning Approach on Learning Outcomes in a Bachelor-Level Integrated Adult Health Nursing Course
un- u Fan, Chan un niversit of Science and Technolo , Taiwan
Li-Fen Chao, Chang Gung University of Science and Technology, Taiwan
in - un Tsen , Chan un niversit of Science and Technolo , Taiwan
Shiah-Lian Chen, National Taichung University of Science and Technology, Taiwan

Background: Blended learning approaches, including face-to-face and online learning in a single course, are rapidly increasing in health sciences
education. Methods: A quasi-experimental, non-equivalent pre-posttest control group design was used to examine the impact of a blended
learning approach on learning outcomes in a bachelor-level integrated adult health nursing course. The blended learning approach including
18-week face-to-face part (team-based learning and simulation teaching) and online learning part (E-learning platform). Self-evaluated corecompetencies scale (SECC), self-directed learning questionnaire (SDL), metacognitive inventory for nursing students (MINS), and learningsatisfaction, were used to evaluate the students' learning outcomes. The intervention effect was analyzed using the generalized estimating
e uation EE odel. esults A total ofnursin students participated with a ean a e of 20.1
.1. in the stud with e peri ental(blended learning) group (n = 287) and control (traditional) group (n = 198), respectively. The experimental group showed statisticallysi nificant increases in overall SECC
0.2 ,.001 , course satisfaction
0.12,.001, subscales of I S self- odification-0.1 ,.0 and self-awareness
0.1 ,.001 , and subscales of SDL otivation.00 and interested
0.1 ,.001). However, a randomized clinical trial study design and rigorous control heterogeneity factors during interventions period may magnify
the blended learning effects. Conclusions: Blended learning approach appears to have effects in optimizing students' learning outcomescomparison with traditional teaching in a bachelor-level integrated adult health nursing course.
oo

The Study of Grade 10 Students' Conceptual Understanding of Chemical Reactions and Biomolecules
Thidarat Khamphang, Mahasarakham University, Thailand
Sujint Anguravirutt, Mahasarakham University, Thailand
Kanyarat Cojorn, Mahasarakham University, Thailand

The purpose of research was to study grade 10 students' conceptual understanding of chemical reactions and biomolecules. In the target
group there were 33 grade 10 students in classroom 14 in Phadungnaree School, Thailand, during the 1st semester of the 2016 academic year.
The instrument used in this study was conceptual understanding measurement. Then, the students’ conceptual understanding was analyzed
and categorized using the criteria of Westbrook and Marek’s separate conceptual understanding that there are 5 levels consisting of 1)
Co plete nderstandin 2 artial nderstandin
artial nderstandin with Specific Alternative Conception Alternative Conception
and 5) No Understanding. Therefore, this research shows most of the students had a conceptual understanding about chemical reaction andbiomolecules within alternative conception level. The chemical reaction concept consists of process of chemical reaction, chemical equation,
type of chemical reaction, rate of reaction and the factors that affect to rate of reaction. They got the percentage within alternative conception
level of each concept were 48.48%, 51.51%, 54.55%, 66.67% and 57.58% respectively and biomolecules concept consists of the structure
and composition of fat and oil, properties of fat and oil, types of carbohydrates, properties of carbohydrates, the structure and compositionof protein, properties of protein and type of nucleic acid. They got the percentage within alternative conception level of each concept are
66.67%, 72.73%, 60.61%, 66.67%, 69.70%, 51.52% and 63.64% respectively.
oo

Implementing Inquiry-Based Stem Learning in Tenth Grade Students
Nattapong Maneerot, Mahasarakham University, Thailand
Prasart Nuangchalerm, Mahasarakham University, Thailand

Inquiry-based STEM learning (iSTEM) is now familiar with science education and active learning for 21st-century learners. This study aims
to investigate learning achievement in biology in tenth-grade students. Eight lesson plans with 12 hours of iSTEM and achievement test wereused for implementation. Inquiry-based STEM learning consisted of engagement, exploration, explanation, elaboration, and evaluation which
support by creative activities. Data were analyzed by percentage, mean, and standard deviation. Students had 93.32% of their mean score after
learn with iSTEM. They also had learning behavior into science classroom in actively.
oo

Stealing From the Poor: A Challenge to Eradicating Poverty in Nepal
Gyanesh Lama, California State University, Fresno, USA

Background: In 2015, an earthquake in Nepal killed over 9,000 people and destroyed over a million homes pushing millions of already poor
further into destitute. Majority of the victims were native Tamang people and almost all of the devastated areas were their ancestral landTamsaling. Almost two year has passed since the earthquake, the Nepal government has not responded to the sufferings of the earthquake
victims. Nepal government has, in fact, stolen international funds meant for the victims, and blocked local and international rebuilding efforts.
This paper examines why governments in poor countries like Nepal tend to be anti-development and anti-poor. Method: Ethnographic
data was collected fro field visits to the affected Ta an villa es of the i ala as. articipator -observation and interviews were used to
document the lived experiences of the victims of the earthquake. Additionally, quantitative data were collected from government agencies,
nonprofit or ani ations, and social edia. eo raphic Infor ation S ste
IS and re ressions were used to anal e the uantitative data.
Findings: The primary reason for Nepal government’s apathy to the victims of the earthquake was a racial mismatch: the earthquake victims
were largely the native Himalayan people (Tamang) while the Nepal government was controlled by the Khas people, a caste migrant groupfrom the low-land. The Khas regime views the native Himalayan peopleâ€™s development as a threat to its own survival and against its selfinterest. Stealing from the poor indigenous Himalayan peoples was an effective way of socially controlling the poor masses.
38 | IAFOR.ORG | ACEID2017

TuesdayMarch 28

ACEID2017 | IAFOR.ORG | 39

Tuesday Session I

09:00-10:30 | Room: 501 (5F)
Tuesday Session I: 09:00-10:30
ooStudent Learning, Learner Experiences & Learner Diversity
Session Chair: Hisaki Kawamotooo

How Increasing Students' Interest and Motivation to Study Affects Perceived Service Quality and Academic Satisfaction at University
Hisaki Kawamoto, Tokyo Institute of Technology, Japanuki atanabe, Tok o Institute of Technolo , apan
Kazuyoshi Hidaka, Tokyo Institute of Technology, Japan

Instructional Design has provided models and theories to make lectures more effective and attractive. However, managing and evaluating
educational outco es are still challen in because of their intan ibilit and hetero eneit . In particular, Learnin E perience L , results in achange in value, motivation, or behavior to study, is rarely included as an integral part of Perceived Outcome Quality (POQ). Therefore, ourprimary purpose is to propose a new evaluation method of POQ to realize more accurate course evaluations. The research is based on thefollowin research h potheses 1 I provin attitude toward learnin positivel affects L
2 eta-reco nition skills positivel affect L
oal orientation, reasons for en a in in class, positivel affects L
L positivel affects Acade ic Outco e Satisfaction AOS
L positivel affects et ro oter Score
S , students voices and ro alties. For the surve s, we ade a uestionnaire to easure L
levels, or engagement levels, and made good use of the questionnaires in previous works to measure other factors. The voluntary participants
were thirty Japanese students in Tokyo University of Science and seventeen Japanese students in Aomori Chuo Gakuin University. The resultsof Structural E uation odelin showed that 1 I prove ent of learnin behavior had a stron relationship to L
2 eta-reco nition
skills did not have a eanin ful relationship to L
aster oal and failure-avoidance oal had positive effects on L
L did
not have a si nificant correlation with AOS andL
ade a si nificant i pact on
S. In conclusion, we could show that there were
eanin ful connections a on attitude of stud , L , and
S. Therefore, L could be an i portant factor of the conceptual odel of
POQ to measure more accurate course evaluations.
oo

Exploring the Measurement Error in Using Different Measurement Tools As the Sample of Triangulation
Ming I Chou, National Kaohsiung Normal University, Taiwan
Ming Hsun Shen, National Kaohsiung Normal University, Taiwan

This study mainly explores measurement errors on the usage of different measurement tools. We set up the problem to know the heightof the statue in life. Group A used some materials, including laser pen, protractor, and 10 cm pen. Group B used the self-made simple
theodolite and 10 cm pen as the measurement tool. The teacher mainly monitored students’ procedure of operation of measuring theheight of the statue. After the operation, students were asked to interview about the thinking and operation of strategies using. This study
found that group A used combination of relevant material to measure the height of statue, and the measurement error is less than 10 cm.
roup used the self- ade si ple theodolite to easure it, but the easure ent error is even ore than 100 c . esearcher inferred thereason of the huge difference of measurement error. We found that these two groups only differed in the measurement tools. Generally
speaking, the measurement accuracy of simple theodolite is better than the other one from the combination of some material. But thehigh-accuracy measurement tool didn't necessarily get the accurate result of solving problem. To sum up, the student's knowledge ofeasure ent is correct but he she a i nore the easure ent of the baseline in the use of different tools. At this ti e, teacher how
to guide students to gain the correct way of thinking and procedure of operation of measurement tools will be important. The detailed
implications will be discussed in this study.
ooFindings When One Oft-Excluded Classroom Component of Language Learning Success Was Included Through Innovations from a
Surprising SourceDavid Winston Hill, Macau Polytechnic Institute, Macau

While English education is widespread across much of Asia, effectiveness is often lacking. In Japan, a common complaint is that most
students of English are unable to apply their studies after graduation. In China, night schools offer Book 1 or 2 to clients with ten or moreears of stud alread behind the . This paper offers findin s that can fill a reat need for lan ua e learnin success, and prevent wasted
ears of teachin and stud in . Durin his ears of full-ti e teacher trainin , the author discovered that lack of self-confidence a on
experienced teachers was most responsible for poor teaching performance and student apathy during INSET. A simple introduction tosport psychology techniques, especially positive self-talk, resulted in transformation for weak, troubled trainees who dramatically andsuddenly became positive, effective and empowered language teachers. These changes were rewarding enough to show great sustainability.
For teachers and students of such a complicated language as English, sport psychology principles can be conveniently transferred to thelanguage classroom. As in sport, language learning also features pressure, competition and discouragement. In language work, we are also
perfor in dauntin , co ple and challen in tasks durin which we ust be rela ed, et focused. Self-confidence, a positive attitude
and enthusiasm applied to language learning can yield the same desired results enjoyed by winning teams in the sporting arena. This paper
will identif the ain obstacles to teacher and student self-confidence, and delineate what teachers do and don t do to build and aintainconfidence in the selves and their students.
40 | IAFOR.ORG | ACEID2017

Tuesday Session I

09:00-10:30 | Room: 503 (5F)
Tuesday Session I: 09:00-10:30
ooEducation & Post-Colonialism
Session Chair: Choon Lim
oo

The Face of Secondary Education: Students' Perceptions on the Functional Differences between Schools in Macau
Carlos Vasconcelos-Lopes, University of Saint Joseph, Macau

After the handover to China, the co ple ification of acau educational circu stances, favored b the pro ressive e pansion of free education
coverage due to subsidy schemes introduced by the government and the exceptionally rapid economic growth due to the liberalization of thea blinarket, si nificant pressure has been felt b local secondar schools in order to accoodate an increasin diversit of student
and parental educational aspirations. Concerns are emerging whether the educational system, which is, in essence, a market regulated one, is
responding to these new educational demands by providing students and parents with information and options or even by conceding them
freedo of choice. esearch was conducted in order to develop and validate a school perception surve that could be used to easuresecondary students' perceptions on the main characteristics of the educational offer of the respective schools. The instrument was developed
based on an in-depth review of relevant literature. It uses 20 questions to capture students' perceptions on the characteristics of their school's
curriculu or ani ation and structure, teachin and learnin , relationship students teachers, school life and facilities and ana e ent
leadership. A factor and reliabilit anal sis of preli inar results confir s the reliabilit and validit of the instru ent as a easure of
students perceived ualit of the educational offer of their respective school. Final results and the ost noticeable findin s of an in-depth
analysis of the results will be presented.
oo

A Critical Analysis on Thai University Students' Reflections Towards Politics of the English Language
Suthathip Khamratana, Khon Kaen University, Thailand
Suban Keowkanya, Khon Kaen University, Thailand

The English language is a gatekeeper to positions of prestige in society (Pennycook, 1994, 1995), especially due to its dominant status as aworld language or as a lingua franca. Many take the English language as apolitical, particularly in educational systems worldwide, includingthat of Thailand. From a different view, however, there could be many hidden agendas behind the language itself as the English language
involves not onl si ple skills, but a ore co plicated process with socio-cultural and political-econo ic i plications i Lin, 201 . So,
it is skeptical to i nore the fact that the En lish lan ua e so ehow produces or intensifies an ine ualit within each counit . In fact,
the En lish lan ua e has been ter ed a for of lin uistic i perialis . Thus, this stud ai ed to criticall anal e the re ections of Thai
universit students towards the politics of the En lish lan ua e in the Thai educational s ste . The data was collected fro the re ections of
15 Thai university students attending a 15-hour course of Critical Awareness and Language Development adapted from OSDE (Open Spaces
for Dialo ue and En uir developed b Andreotti 2007 . Critical eda o was used as a lens in the anal sis of the re ections. The course
raised the students' awareness of the underlying ideologies of the English language curriculum in addition to giving them the opportunity todevelop their English language skills.
ooInternationalisation of the Curriculum for a Cross-Border Degree: Expectations, Challenges, Impacts and Reflection
Choon Lim, Victoria University, Australia
Brendan McCarthy, Victoria University, Australia

Australian universities, and in fact many leading higher education providers from the United Kingdom and United States, are actively recruiting
students from overseas and exporting degrees to various international sites, Asia in particular. Cross-border education has been one of theke international activities for Australian universities. In certain Asian countries, i portin forei n ualifications is a reco ni ed strate forcapacity building. For the exporting institutions, one goal of such cross-border activities has been to prepare the students to become bothglobal citizens and employees. However, in teaching, the challenge for those designing and delivering a course, particularly for those exporting
the ualifications, is often that these teachers do not reco ni e that uch of the s llabus that is e ported has e bedded values and ethics
which may not make sense for a particular international context. The seemingly lack of engagement with the partner institutions in the
curriculum design can often lead to a syllabus that is heavily ethnocentric in nature. In this presentation, the presenters share their experiencein the internationali ation of two law units within an Australian niversit which has its ualification delivered in ala sia. The presentatione plores what internationali ation i ht involve, the challen es in ana in the pro ect, the con ictin e pectations fro teachers fro thetwo institutions involved, and the process as they lead the team work towards contextualizing the two law units. The presentation proposesthat while the process of internationali ation can be “ ess ”, the value proposition for better teachin and learnin for the teachers andstudents can be tremendous.

ACEID2017 | IAFOR.ORG | 41

Tuesday Session I

09:00-10:30 | Room: 505 (5F)
Tuesday Session I: 09:00-10:30
ooFeatured Panel: Globalization & Education Reform in China
Featured Panel Chair: Qian Zhouoo

The Institutionalized Discourse of Running Higher Education and the International Responsibility of China at the Spectrum of
Global Governing Technology
Qian Zhou, Zhengzhou University, China

Social Discourse is viewed as a crucial eans of sustainin the he e onic status of the rulin roup because its function, scatterin specificvalues, is able to reformulate the souls of social members into docile bodies who are unconscious but willing to comply with its directions.
The institutionali ed discourse beco es a core ele ent in re ulatin the in uence of the leadin countries on the international counit
so that the Western advanced countries attempt to tightly seize the leadership in the institutionalized discourse. The article argues that weshouldn't take social discourses for granted but reexamine its meanings and political intentions as the case of the best mode for running higher
education institutes, which is dominated by the above two countries. As this leadership assists them to export the ideas of running higher
education institutes to the international counit , in ter s of the best universities, the are able to define the standard, evaluation, ode andranking. The importing countries are unconsciously subject to such institutionalized discourses that function as a self-governing technology
in the epoch of lobali ation. Therefore, the e portation of institutionali ed discourses co es to define the do inant and do inated roups
in the spectrum of global governing technology. In order to improve this unequal relationship, China is responsible for reconstructing a newform of institutionalized discourses that allows more countries to participate in its contents. Such equal participations are able to construct
ore appropriate re ulations, standards and rules. So e tacit strate ies should be undertaken b China to fulfill this international obli ation.
oo

The Urgency of Enhancing Career Education in the Stage of Basic Education
ian Linan , hen hou niversit , China

In the stage of basic education, enhancing career education can reduce the blindness of primary and middle school students in pursuingfurther education and findin their obs in the future. It also can pro ote the pri ar and iddle school students all-round develop ent aswell as their healthy growth of life. The theory and practice of career education in America proved that implementing career education on
primary and middle school students is not only applicable but also necessary. We should learn the advanced experience from abroad and focus
on the conditions of our nation to promote career education for primary and middle school students actively.
oo

Text Analysis on Policy to Enable Migrant Students to Take the National College Entrance Exam in China
Zhexian Wang, Zhengzhou University, China

Using education justice and cultural capital theory, this paper explores the current central and local policy on college entrance examination. An
analysis is made of the policy predicament, different value orientation and the interests behind the game, which makes an objective assessmentof the policy, and put forward some suggestions for improvement. This paper used the method of policy text analysis through frequency
analysis to understand the current target orientation, policy measures, responsibility and rights and interests distribution, to analyses the gap
between current polic and the people s needs, to learn about the contradiction between different overn ent depart ents and the con icts
between the policies between different departments, in order to judge the value tendency of current policy. Both central and local policies
emphasize the value of social justice, equal opportunity, the people's livelihood, and social harmony, which shows that education fairness,harmony and the right to education is the basic value orientation of the policy for migrant students to take college entrance exam. In addition,
service, management, strengthening and innovation of social management have also become the keywords of policy, which illustrates thetransformation of government functions and the innovation of social management. At the same time, setting threshold shows that the policy
has not et achieved a real educational e uit and the tendenc of wei ht ana e ent, li ht services still e ists. China needs to desi npolic ore scientificall , stren then the supervision and evaluation i ple entation, i prove supportin policies and easures constantl ,and strengthen public participation in the policy process.

42 | IAFOR.ORG | ACEID2017

Tuesday Session I

09:00-10:30 | Room: 506 (5F)
Tuesday Session I: 09:00-10:00
ooAdult & Lifelong Learning
Session Chair: Chin-Fei HuangooHearts Grow: Contemplation-Based Inner Stability Development in Female Inmates
Somsit Asdornnithee, Contemplative Education Center, Thailand
Proetphan Daensilp, Contemplative Education Center, Thailand

The researches objectives are to study the learning process facilitation appropriate for the inner stability development in female inmates,
and to explicate the female inmates' inner experiences found during and after the completion of the program. The phenomenological resultshows si nificant inner chan es in the participants. These include the ore inclusive perspectives one possesses, i.e. the abilit to ake ore
sense regarding the interconnectedness between oneself and surrounding people. Meanwhile, each participant can see herself as more selfauthoring and more responsible for her own actions. Besides, Meditation has become a useful tool allowing them to mindfully take care ofthemselves from within. All these phenomena correspond with the results found during the 8 rounds of learning process. As for the learning
process facilitation appropriate for such inner develop ent, it consists of 1 ke co ponents within the sufficient len th of ti e, while theprocess itself shows 3 distinct phases.
oo

A Study to Explore the Misconceptions about Science of Elderly in Taiwan
Chin-Fei Huang, National Kaohsiung Normal University, Taiwan

The purpose of this stud is to e plore the isconceptions about science of the elderl in Taiwan. Accordin to the definition of an a insociet fro the ational Develop ent Council, Taiwan was defined as an a in societ in 1
and was predicted to be an ultra-a in societ
in 2050. For this reason, it is very important to explore old people’s science and technology knowledge development to help them to adapt thefast changing society. However, it is necessary to know well the old person's' initial concepts and misconception about science and technology
before explore their knowledge development. There are 50 elderly (average age is 64.5 years) participated in this study. All of them are asked
to co plete the “Life Science and Technolo Concept uestionnaire” Chronbach. which developed b the authors and interview.
From the statistical analysis, the results showed that a) the elderly in this study do not understand the composition of acid rain. Their meanscore is 2.7 (S.D.= 1.3). The evidence from the interview data indicated that a lot of elderly think that the main component of acid rain issulfuric acid b the elderl in this stud have alternative concepts of enetic foods scores ean S.D. 2.1 1. . The interview data
showed that ost elders believe that hu an enes i ht be chan ed b eatin eneticall odified foods often. The further i plications will
be discussed in this study and could provide further researchers to develop science education for the elderly.

ACEID2017 | IAFOR.ORG | 43

Tuesday Session I

09:00-10:30 | Room: Prokofiev Hall (2F)
Tuesday Session I: 09:00-10:30
oo Pro ofieaProfessional Concerns, Training & Development
Session Chair: Soraya Faculo
Pro ofiea

Survey on Whether The Sri Lankan Pre-Service National Diploma In Teaching Programme Addresses the Learning Needs of Diverse Learners
I. Selvaranee, National Institute of Education, Sri Lanka

This study sought to identify the state of prospective teachers' knowledge about differentiated instruction; how often prospective teachers
differentiate instruction in specific sub ect areas and the differentiated instruction factors that are i ple ented durin the internshippracticum period in the pre-service National Diploma in teaching program in order to meet the needs of diverse learners in Sri Lanka. This
study involved 158 prospective teachers, 36 teacher educators from 8 National Colleges of Education in seven provinces and 8 different
districts. owever, the stratified sa ples of three Ta il ediu , three Sinhala ediu and two En lish ediu
ational Colle es of
Education were selected to participate in this study. Data were collected using questionnaires for prospective teachers and teacher educators,
interview schedules for prospective teachers and teacher educators; observation schedule for prospective teachers. In addition, differentiatedinstruction factors embedded in the syllabus of National Diploma in teaching (29 subjects) were analyzed using content analysis method.
On the whole analysis focused on the collective perceptions of prospective teachers and teacher educators. Chi square analyses and thedescriptive analysis are used as major analysis techniques, and the qualitative data provided by prospective teachers and teacher educators
were considered for a cross checking of the quantitative inferences. The researcher found the content of the National Diploma in Teachingsyllabus, processing of individual differences; instructional strategies, classroom environment and the product (assessing the learner) were
the in uential factors of differentiated instruction in eetin the needs of diverse learners. In addition the de ree of i ple entation of
the above factors of differentiated instruction in the classroom in order to meeting the needs of diverse learners was also evaluated. The
researcher concluded that differentiated instruction factors have to include in the theory and practice of the National Diploma in teachingsyllabus and teaching practicum would result in improved better achievement in pre-service National Diploma in teaching diploma in teaching.
Empowering the teacher educators in differentiated instruction concept and practice is a dire necessity for the successful implementation ofthis pre-service teacher training conducted in Sri Lankan National Colleges of Education.
Pro ofieaPractices of Family Counseling in School Setting in Malaysia Implementation and Challenges
Norhayati Mohd Noor, National University of Malaysia, Malaysia
Akbariah Mohd Mah'ir, University of Technology Malaysia, Malaysia

In many Western and Asian countries, the implementation of family counselling services is aimed in helping students to improve academically,ini i e discipline proble s, pro ote behavioural chan es, enhance students talents and solve learnin difficulties. ntil now, there are no
studies on the effectiveness of family counselling implementation in a Malaysian school setting. Some of the measurements of its effectivenessare on the aspects of its ability in increasing students' academic achievement, reducing disciplinary problems and imparting knowledge forcareer development. There are also limited empirical evidences on counsellor competencies and family readiness towards family counselling.
Therefore, this study is conducted to measure the effectiveness of family counselling services at secondary school setting in Malaysia. The
qualitative approach of single cases was used to explore practices family counselling among the counselling teacher in school. Data collection
was done using in-depth interview, observation and document analysis with 8 counselling teacher. The data collected from these interviews,
observation and document analysis then analysed using Nvivo 11. This article highlights the concept and the needs of family counselling in
local school setting. It also explains the counselling processes, and counsellors' approaches and skills. The challenges and encouragements
during its implementation are also discussed.
Pro ofieaProfessional Development and the Leadership Competence of School Heads in Urban and Rural Areas
Sora a Faculo, Depart ent of Education

Cordillera Ad inistrative e ion, The hilippines

This stud was conducted to deter ine the correlation between the in uence of professional develop ent on the leadership co petence ofschool heads in urban and rural areas. There were 125 school head or school principal respondents who represented urban and rural schools.
Descriptive research using triangulation mixed method design was used to collect and interpret qualitative and quantitative data simultaneously.
A phenomenological approach was used to gather data on the respondents' lived experiences in attending professional development andits in uence in their leadership co petence. The athered data was treated usin fre uenc count, percenta e and wei hted ean, twoway analysis of variance and Pearson correlation were used. From careful analysis of data on professional development, the principles of
e periential learnin and co ple it leadership theor are re ected in the professional develop ent e periences of the urban and rural
respondents. The level of competence of urban school heads is inadequate to allow them to fully perform their duties while secondaryrural school heads are competent to handle their functions. Urban respondents have a different view as against their rural counterparts on
the in uence of professional develop ent on leadership co petence. ore i portantl , there is a hi h correlation between the e tent ofin uence of professional develop ent and the level of leadership co petence a on school heads in urban and rural areas.

44 | IAFOR.ORG | ACEID2017

Tuesday Session I

09:00-10:30 | Room: Schumann Hall (2F)
Tuesday Session I: 09:00-10:30
oo
c
ann a
Education for Sustainable Development
Session Chair: Ho Chin Irene Szeto
oo

c

ann

a

Faculty Involvement in Students' Community Engagement Through Financial Literacy
Zynen Baniel, Ateneo de Manila University, The Philippines

In the hilippines, the ational Service Trainin ro ra
ST was enacted into epublic Act o. 1 , which andates under raduate
students to engage in community service to cultivate citizenship and promote social development. However, most students have found
NSTP as a mere requirement for graduation. To make NSTP relevant and meaningful for students, Ateneo de Manila University pioneeredin 201 a Financial Literac Trainin ro ra wherein students of the School of ana e ent ive financial literac to e bers of indi ent
counities. This allows students to appl the skills the learned in financial ana e ent, e e plif prosocial skills, and develop civic
competencies. But there are hurdles to surpass in designing and implementing NSTP as a Financial Literacy Training Program. This case study
describes the challenges encountered by the faculty of the School of Management in implementing the Financial Literacy Training Program.
It looks into how the facult prepared the odules that students can use for the financial literac and that indi ent fa ilies can find relatable.
ased on field notes fro participant observation and on the atic anal sis of interviews done on facult as ke infor ants, issues about how
the faculty can sustain the program were brought up. These include concerns on how to maintain faculty motivation amidst the challenge ofbalancing teaching load and how to attract more faculty to get involved into the program. Considering that NSTP helps students to better
appreciate their management curriculum and experiences of community service, insights are drawn from these accounts to recommend
innovations that similar programs can adopt.
oo

c

ann

a

The Different Views of Environmental Education Resource Between National Park Staff and Residents in the Neighborhood
Chiun - ao Lin, ational aohsiun or al niversit , Taiwan
Chin-Fei Huang, National Kaohsiung Normal University, Taiwan

The purpose of this study is to explore the different views of environmental education resources between the national park and neighboringcounities. There are one hundred and fift participants oined in this stud . The participants consist of the national park staff, the residents
who live in the 30 km surrounding area of national park and the residents who live outside the 30km surrounding area of the national park. Allof the participants were asked to complete a survey ('\ = .80) which involved 3 environmental education resource dimensions and 30 items tocollect the statistic data. This survey was developed by the authors and was also referred by the Indicator Scale for Coastal and Oceanographic
ana e ent ICO and Scientific and Cultural Or ani ation
ESCO . 0 of the participants were asked to co plete an open-ended
questionnaire which involved 4 items to collect qualitative data. The open-ended questionnaire was developed by the authors. In this study,
the results showed that the sequences of importance of the three environmental education resource dimensions are management dimension,
ecolo ical di ension and social-econo ic di ension. esides, there are si nificantl different views of socio-econo ic di ension andana e ent di ension between national park staff, residents in the nei hborhood and other residents. owever, there are no si nificant
differences between these three groups of participants in the ecological dimension. According to the analysis results above, this study
su ested that the relevant counit should construct the environ ental education field.
oo

c

ann

a

How Effective is the General Education (GE) Curriculum in Developing Undergraduates Soft Skills?
Ho Chin Irene Szeto, Technological and Higher Education Institute of Hong Kong, Hong Kong
Leslie ip, Technolo ical and i her Education Institute of on on , on on
Peggy M. L. Ng, The Hong Kong Polytechnic University, Hong Kong
Phoebe Wong, The Hong Kong Polytechnic University, Hong Kong

The on on Secondar Education s ste
oved fro the traditional “ 2 ” to a new “” ears of stud pattern in 2012 withemphases on whole-person development. Under the new reform, students are required to undertake a block of new general education
sub ects apart fro their disciplinar -specific based education in their universit curriculu . hile prior studies ainl investi ated thereform of general education and curriculum design, empirical studies on the effectiveness on general education are sparse. The primaryobjective of the current study is to investigate the impact of general education on university students' soft skills. A survey of more than 300
final ear universit students and focus roups for enrollin in self-financed pro ra
e at four hi her educational institutions in on on
was conducted. The effectiveness of eneral education was easured b five variables includin counication, critical thinkin and proble
solving, team-working, lifelong learning, and professional ethics. The study can contribute to the understanding of the interrelationshipbetween general education and the development of soft skills. The results will provide a guideline for educators and management whenplanning, developing, designing and reviewing the general education curriculum.

ACEID2017 | IAFOR.ORG | 45

Tuesday Session II
10:45-12:45 | Room: 501 (5F)

Tuesday Session II: 10:45-12:45
ooan a escationie inSession Chair: Chalermchai Wongrak

isticsoo

Exploratory Practice: A Case Study of Communication Arts Students at UBUOranuch uan suk, bon atchathani niversit , Thailand

En lish in Co unication Arts is a co pulsor course at bon atchathani niversit , Thailand. The ain purpose of this course is to pro ote
English language of communication arts students enrolling in the course. By adopting Exploratory Practice (Allwright & Lenzuen, 1997) as atheoretical framework for investigation, this empirical study aims to explore how Exploratory Practice supports the students' English language
learnin . In addition, insi htful infor ation on their difficulties in learnin En lish and how the deal with those difficulties are discussed. In
terms of analysis, this research study follows a qualitative research tradition in that raw data collected from different data sources, for instance,interviews, re ection papers, and students assi n ents, are anal sed to ake sense of these data as well as to trian ulate and validate the e er inthe es. It is e pected that the results fro this research can provide insi hts for understandin students difficulties in learnin En lish, su est
some ideas on language teaching and learning and make invaluable contribution to a future ESP course at tertiary level.
oo

Speaking Difficulties Encountered by Low-Proficiency EFL Students at Ubon Ratchathani University
adek a Sul antha, bon atchathani niversit , Thailand

In English as a foreign language learning context, speaking, as one of the productive skills, has been considered a challenging skill to masterdue to the nu ber of errors and istakes it is ostl associated with. The purpose of this stud is to find out the speakin difficulties
encountered b five low-proficienc students of bon atchathani niversit who ot out of 10 in the final speakin test of En lish Oral
Co
unication in the first se ester of the acade ic ear 201 . sin “Coon Characteristics of Speakin erfor ance” hi hli hted
in the counicative approach of teachin En lish, na el uenc and accuracraar, vocabular , pronunciation as a research
instrument, and the next-turn proof procedure (NTPP) used in conversational analysis as a research method, the recorded conversation ofthese five students with their native En lish teacher were then anal ed. The stud reveals that ost students have proble s with uenc in
the forms of long pauses, too much hesitations and unintelligible responses. In terms of accuracy, the major problem faced by the students
is the inability of using appropriate grammatical structures and producing well-formulated utterances. The use of inappropriate selection ofwords during speaking and inaccurate pronunciation of words are also found to be the other accuracy problems.
oo

A Genre Analysis of Job Application Letters Written by ASEAN Applicants
Phanupong Thumnong, Khon Kaen University, Thailand
Angkana Tongpoon-Patanasorn, Khon Kaen University, Thailand

ecent enre-based studies on ob application letters have increasin l focused on cross-cultural awareness. owever, ver few have been
conducted in the ASEAN context and none has investigated at a regional level as of yet. Hence, this study aimed to analyze the genericstructure (a.k.a. moves) used in job application letters written by ASEAN applicants. The data were collected from 30 job application
letters written b five participants fro each of si different nationalities, na el Indonesian, ala sian, Filipino, Thai, Sin aporean, andVietnamese. A coding scheme developed based on the synthesis of moves found in previous studies (Al-Ali, 2004; Bhatia, 1993; Henry &oseberr , 2001 pton Connor, 2001 was e plo ed to anal e oves in each letter. The findin s were presented both as a whole todemonstrate the universal generic structure for the ASEAN region and separately to compare and contrast moves commonly used by eachcountry. The results of the study will be useful for teachers to develop instructional materials to increase learners' awareness of the genericstructure of a job application letter in ASEAN countries as well as cross-cultural effect on writing a genre.
oo

The Role of L1 in the Instruction of L2: Perspectives of Thai EFL Teachers
Chaler chaion rak, bon atchathani niversit , Thailand

The medium of instruction has long been a contentious issue in foreign language teaching. The teacher's decision about which language
should be used to deliver the lesson and interact with the students in the classroom – whether it be the language or languages of thestudents and teachers or the target language – is not always dependent on existing national or institutional language policies. In countries
like Thailand, such policies do not even exist, leaving it up to the teachers to make the decision on their own. This study therefore explores
Thai EFL teachers' perspectives on their practice. Drawing on data from interviews with EFL lecturers at a university in Northeast Thailand,
this study found overwhelmingly supportive attitudes among teachers for the use of L1 in teaching English for university students. What isinterestin is their reasons, which u tapose their perceived classroo -specific conte tual infor ation with curriculu re uire ents, all ofwhich make their theoretical self-positioning on the use of L1 in L2 instruction strikingly different from the continuum of perspectives ontar et lan ua e and first lan ua e use described in the current literature. This e pirical findin allows us to criticall discuss theoretical andpractical implications for EFL teaching in contexts where English is taught as a foreign language.
46 | IAFOR.ORG | ACEID2017

Tuesday Session II
10:45-12:15 | Room: 503 (5F)

Tuesday Session II: 10:45-12:15
ooForeign Language Education
Session Chair: Elena Mishieva
Stuart D. B. Picken Grant & Scholarship RecipientooPreserving National Culture and Identity by Means of ELT
Elena

ishieva, Lo onosov

oscow State niversit , ussia

The paper deals with wa s of fosterin civil identit in ussian schoolchildren beans of the En lish lan ua e, which is the do inantforei n lan ua e tau ht in ussian schools toda . It is well known that learnin a forei n lan ua e should o hand in hand with stud in theculture of countries where this language is spoken as the main means of communication. The idea beyond this statement is that students
should be ready for intercultural communication being aware of potential cultural mismatching. Nevertheless, being able to present one's
native culture is no less important for intercultural communication. In intercultural communication, interlocutors generally want to know
ore about the other culture, rather than speak about their own. Thus, ussian teachers should also prepare their students for presentin
their cultural herita e in conversations with forei ners. ith this idea and the Federal Standard of ussian Secondar Education in ind we
decided to create a new t pe of coursebook for ussian schoolchildren which would not onl teach the En lish and the culture of En lishspeakin countries, but would also u tapose it with ussian cultural herita e. e believe this ethod is essential for developin awareness andtolerance of other cultures. The implementations of this method in the ESL course we designed will be outlined further on.
ooEffectiveness of Entrance Exam Support for Russian Returnee Students in Sapporo
Sayo Uyama, Hokkaido University, Japan

Immigration is increasing around the world. This is also the case in Japan. Despite this, educational support for immigrant children in Japanis lackin . The cit of Sapporo is an area that historicall has few ii rants, like an other unicipalities in apan. ecentl , however,the number of children needing Japanese language instruction in schools has been increasing rapidly due to the internationalization of thecountr . owever,research findin s indicate that the education support s ste for forei n and returnee students in Sapporo s publicschools is less well established compared to other areas in Japan with a large foreigner population. Under these circumstances, many of thestudents in Sapporo schools are encounterin difficulties in preparin for entrance e a s to hi h schools, colle es or universities due to theirinsufficient levels of apanese lan ua e and or acade ic abilities to pass the e a s. iven this situation, a Sapporo
O workin closel
with a ussian lan ua e school and involvin a researcher, universit students and local people be an providin entrance e a support toforei n and returnee students needin apanese lan ua e instruction. This stud investi ates the results of this support offered to ussian
returnee students, fro 2012 to 201 . This stud considers the followin two research uestions 1
hat support is needed for ussian
returnee students in Sapporo public schools? 2) What are the perceptions of the students regarding the entrance exam support given by theNPO, and how does the support affect their attitudes toward learning, especially for entrance exam preparation and future education plans?
ooLanguages of Instruction in Vietnamese Higher Education: Cultural Identity Reconstruction
Phuong Anh Vu, University of Newcastle, Australia

This presentation is a discussion on how lan ua e, a si nificant aspect of national culture, has been constructed throu hout theVietnamese history of higher education. The timeframe focus is particularly on the contemporary process of globalisation, when Vietnam
has been ore inte rated into the world econo than ever since the introduction of Doi oi enovation polic in 1 . ith a uni ue
combination of the socialist political ideology and the market economy, Vietnam, unavoidably, has been experiencing changes in every
cultural aspect, one of which can be named as language. The issue of languages of instruction in Vietnamese higher education institutions
currently has been receiving special attention from the government. On the one hand, Vietnamese language is continuously promoted
as the national language for the nation-building project. On the other hand, considerable attention is also directed to the teaching andlearnin of and via forei n lan ua es, especiall En lish, in an official atte pt to foster the national econo ic develop ent. In short, thediscussion provides a good look at both the global and local context to explore the trajectories in which language has been constructed in
the nation's plan of building a Vietnamese culture.

ACEID2017 | IAFOR.ORG | 47

Tuesday Session II
10:45-12:45 | Room: 505 (5F)

Tuesday Session II: 10:45-12:45
ooFeatured Panel: Globalization & Education Reform in China
Featured Panel Chair: Tien-Hui Chiang, Southern Taiwan University of Science and Technology, Taiwanoo

How Public Managerialism Generates Neo-Academicism in a Performativity Milieu
Tien-Hui Chiang, Taiwan University of Science and Technology, Taiwan

As neo-liberalism has become a world prevailing value that functions as a new discourse, coming to reformulate people’s souls and, in turn,viewin its assu ptions as the onl option to i prove efficienc and ensure service ualit , public ana erialis ac uires a le iti ate status
in runnin hi her education institutes. Its entrepreneurialis , which focuses on efficienc and outco es, is able to cure the institutionali ed
weakness caused by the monopoly of the public sector. Inevitably, the reconstruction of organizational arrangement and culture will bestow
ore authorit on the universit ad inistrator so that universit teachers are confined within a conte t in which the need to co pl withthe bureaucratic ilieu that addresses perfor ances well defined in re ulations. owever, this new t rannicalis coats in a de ocratic
form generated by the strategy of devolution. In order to examine this criticism, this study conducted interviews in America, Japan andSouth Africa. The findin s show that such criticis adopted structuralis and its predeter ined assu ption ne lected how the outco eled evaluation system provided academic-oriented researchers psychical rewards such as excellent, honor and pride. This institutionalized
reward system was able to generate neo-academicism that bridged the gap between the outcome-led evaluation system and the psychicalexpectation of academic-oriented researchers. Therefore, public managerialism not simply retained in the form of social discourse but
generated substantial and positive effects. Instead of social discourse, neo-academicism became the core element in sustaining the legitimate
status of public managerialism.
ooDilemma and Solutions for Giant Middle Schools in Mainland China
Laiting Cui, Zhengzhou University, China

A large number of super middle schools with more than 5,000 students have sprung up in mainland China during the past 10 years, especiallyin the central and western provinces in China. enerall speakin , the super iddle schools have the followin characteristics first, a lar escale of enrollment of more than 5,000 students – some middle schools even have tens of thousands of students; second, a large number ofclasses – schools usually have 70–80 classes, some even with 100 classes; third, big class size with more than 100 students per class. This study
has found that the emergence of the super middle schools are mainly for the following reasons: 1) the active promotion and support of thelocal governments; 2) the needs of the urbanization of small cities and towns; 3) the support of the students and parents; 4) the inevitable
result of exam-oriented education. The paper has also found that the main problems caused by the super middle schools are as the following:
the first one is that the break the re ional education ecolo ical balance which leads to a vicious co petition a on the iddle schools thesecond one is that the super middle schools are mostly located in urban areas, and the rural students have to face more expenses; and thethird one is that the students' safety; the fourth one is the impact of the psychological development of students. Solutions are provided at last.
oo

The Application of Flipped Classroom in an Undergraduate Course of English: A Case Study of ZZU

Jiangtao Zhao, Zhengzhou University, China

Ob ectives The purpose of the stud was to e plore the application of the ipped classroo in colle e En lish teachin , and to verif its
effectiveness. Method: Two classes of under graduates of ZZU were selected for the study, among which one was taken as the experimentroup, and the other as the control roup. An ei ht-week ipped classroo teachin e peri ent was desi ned and i ple ented to theexperiment group while the control group was taught in a traditional way. Students' grade, learning attitude, and satisfaction degree weree a ined. Data were collected and anal ed with Spss 22. T-test, Annova and ultiple e ression were utili ed for statistical anal sis.
esults Si nificant differences were found in students classroo participation and learnin habits, satisfaction de ree between the two
roups. The ipped classroo
odel was supported and welco ed b the students as well as teachers. Conclusion The odel worked
well in under raduate education. Su estions for proble s occurred in the process of i ple entin were provided first of all, students
should increase confidence, activel respond to the new environ ent teachinodel, i prove the abilit to learn, and cultivate the spiritof collaboration second, teachers collaboration should be increased third, the colle e should ake e ible curriculu , and activel update
software and hardware of the ulti edia e uip ent, and encoura e teachers to use ipped classroo teachin ode.

48 | IAFOR.ORG | ACEID2017

Tuesday Session II

10:45-12:45 | Rooms: 505 & 506 (5F)oo

A Study of the Graduates' Social Stratification Caused by the Job Mobility in China
in Liu, niversit ofhen hou, China

Under the background of globalization of higher education, the employment of college graduates is concerned. In recent years, the dual
effect of se entation in the labor arket and the e plo ent difficult are obviousl increasin . Colle e raduates e plo ent intentions
are not onl li ited to the traditional “s ste ” in the e plo ent, but also to the diversification of different industries and re ional ow
trend. Taking the universities and colleges graduates of 2012, 2014 and 2016 as the object and the initial movements of these graduates as thecontent, this research from a multidisciplinary perspective for the study of different levels, types, subjects of college graduates employment
ow and social stratification, differences and in uencin relationship, with the realistic, ob ective attitude to e plore the echanis andreason of raduates, the downward ow, and provide a theoretical basis and support for all t pes of colle e raduates e plo ent obilit
and social stratification.

***

Tuesday Session II: 10:45-12:45
ooEducational Policy, Leadership, Management & Administration
Session Chair: Tzong-Shing Chengoo

The Relationship between Perceived Organizational Support, Well-Being and Job Performance: Work Attitudes as Mediators Basedon Primary School Teachers
Tzong-Shing Cheng, University of Kang Ning, Taiwan
ea-Lan uan , niversit of an in , Taiwan
Tohong-Chi Lin, University of Kang Ning, Taiwan

Based on the concept of occupational health psychology, the purpose of this study is to explore the relationships between well-being andjob performance, perceived organizational support and well-being. In addition, considering individual differences in work attitudes, job
satisfaction and organizational commitment are also selected and examined as possible mediating factors. The methodology of this research
was mainly a questionnaire survey. Eventually, 477 valid samples were produced to each questionnaire by the targeted teachers from public
ele entar schools in Chan hwa Count , Taiwan. e ression anal sis and hierarchical re ression anal sis shows that perceived or ani ational
support has positive in uence on well-bein , well-bein also has positive in uence on ob perfor ance. oreover, well-bein
ediates therelationship between perceived organizational support and job performance, work attitude mediates the relationship between perceived
organizational support and well-being, also mediates the relationship between wellbeing and job performance. Consequently, to put thefindin s into ana erial practices, we su est that it is i portant for school ad inistrative unit to pa close attention to teacher well-bein ,as well as job performance. By means of designing appropriate welfare systems or group activities in organizations to enhance teachers''
perception of organizational support, teachers well-being, and moreover, their job performance would be improved as well. The results
benefit both teachers and ad inistration. esides, to positivel increase the de ree of ob satisfaction and or ani ational coit ent would
reinforce the relationship between wellbeing and job performance.
oo

Responsible Leadership Theory and Its Applicability and Implication for School Leadership
Jason Hsinchieh Wu, National Dong Hwa University, Taiwan

The purpose of this paper is to explore the theory of responsible leadership, and to discuss its applicability and implication for schoolleadership. Through literature review, the study shows that responsible leadership is stemmed from modern stakeholder theory. It suggests
broadenin the view of “leader-follower relationship” fro traditional “leader-subordinate relationship” to “leader-stakeholder relationship”
point of view. esponsible leadership thus proposes “relationship” is the center of leadership, and that leader is the “weaver” of relationshipin this network of stakeholders. Leaders need to perfor four set of roles, “steward-architect”, “servant coach”, “visionar stor teller andeanin enabler”, and “citi en chan e a ent” as a whole to build ethical and value-based relationship with stakeholders, and to coordinate
them to achieve shared and sustainable organizational goals. The study then further discusses the applicability of responsible leadershipfor school leadership from the perspectives of the social environment and organizational characteristics of modern schools, and ends
with a discussion of the implication of responsible leadership for school leaders through its stakeholder network frame, leader-stakeholder
relationship, and four inner operational leadership roles odel.

ACEID2017 | IAFOR.ORG | 49

Tuesday Session II
10:45-12:45 | Room: 506 (5F)ooJoys and Pains of a School Principal: Educational Accountability in Context
lc

alicoco, Att . Orlando S. i ando

ationali h School, The hilippines

While considerable interest has been accorded to evaluating the leadership effectiveness of school principals, rarely would research put focus on thethings that enthuse or frustrate them in the course of acting in response to the call of educational accountability. As such, this qualitative study focusedon an investi ation of the hardships and ilestones of principalship throu h a ultiple case stud of five public school principals with noteworth
personal and professional ualifications in Co postela alle . The atic anal sis was used and was enriched b a cross-case anal sis and evaluationof data gathered. Participant observation, annual implementation plans, leadership self-assessment questionnaire, and in-depth interviews wereconducted. Findings revealed that joy of school principals included accomplishing plans, inculcating discipline, generating more instructional leaders,
facilitating teacher promotion, credit for success, thriving collegial relationship, and increasing student promotion. On the other hand, the pains facedby school principals in relation to educational accountability were learning from criticism, indifference to teacher training, political game, leadingchange, dealing with failures and frustrations, being misconstrued, and professional jealousy. These themes disclose to us how school principals exert
substantial effort to respond to their educational accountability, which in turn may give them joyful or painful experiences as educational leaders.
oo

The Relationship between Principals Instructional Leadership and School Effectiveness in Taiwan: Meta-Analysis of Empirical Studies
Jin-Fu Wu, National Chung Hsing University, Taiwan

The purpose of this study is to examine the relationship between principals' instructional leadership and school effectiveness. Since 1997,
many empirical studies about the above issue have been made in Taiwan. In order to integrate the results of these studies in the past
two decades, this study adopts meta-analysis technique to analyze 8 journal articles, theses, and dissertations on this issues in Taiwan.
Accordin to the findin s of this stud , so e su estions for principal s leadership will be provided. This stud is an atte pt to accu ulateknowledge about the impact of principals' instructional leadership on school effectiveness. In conclusion, the main contribution of thisresearch lies in elaborating the effects of principals' instructional leadership on school effectiveness in Taiwan.

50 | IAFOR.ORG | ACEID2017

Tuesday Session II

10:45-12:15 | Room: Prokofiev Hall (2F)
Tuesday Session II: 10:45-12:15
oo Pro ofieaProfessional Concerns, Training & Development
Session Chair: Jocelyn L. N. Wong
Pro ofiea

The Meaning of Teacher Professionalism: Negotiating between Neoliberalism and Postmodernism
u- en

an ,

ational Taipei niversit of Education, Taiwan

The teacher education s ste in Taiwan is increasin l chan in and the eanin of teachin as a profession is often in uenced b do inant policies.
an schools and teachers started to adopt the standards ade b educational refor ers for achievin the educational oals. owever, one-si e-fits-all
policy cannot meet individual needs. Many studies show that teacher professional identity plays an important role in developing teacher professionalism
and creating various teaching practices. In this paper, I use the terms neoliberalism and postmodernism to describe various perspectives and discoursesof teacher professionalis that a be con ictin and or intertwinin . Throu h the lens of neoliberalis and post odernis in ne otiatin themeaning of teacher professionalism, reconceptualize the meaning of teachers as professionals. There are two purposes of this research. One is to
explore discourses related to teacher professionalism in Taiwan, which includes the general concept of teaching as a profession and the image of a“professional” teacher as shaped b do inant political discourses. The other one is to anal e how teachers describe the selves as professionals, which
includes the perspective of teacher professional identity. Through the case study research with focusing on teacher professional beliefs, teaching practices
and e periences, and the do inant discourses of professionalis while re ectin the roles as a teacher, these de onstrated post odernis of teachers
as professionals who struggle for, negotiate, and constantly deconstruct and reconstruct professional identities and teaching practices.
Pro ofieaPositive Teacher Attributes Through the Eyes of the Learner: In Japan and a Wider Asian Context
Andrew Leichsenring, Tamagawa University, Japan
Blagoja (Bill) Dimoski, Tamagawa University, Japanositive teacher in uences can contribute to learner knowled e, skill ac uisition, and a positive learnin environ ent ahan iri
ucciolo,2016). In a pilot study the researchers found that in education levels ranging from elementary school to university, high school teachers andprivate instructors tutors were the ost selected cate ories, with En lish bein the ost coon sub ect. Learners ost notabl perceived oodteachers to be friendl , knowled eable, e pathetic, and hu orous. Also, respect for the teacher student relationship d na ic and a teacher ssternness were important underlying themes. The current study provides a year-long cross-sectional analysis of over one hundred and forty
Japanese undergraduate students' perceptions of good teacher attributes using a mixed methods design. The researchers will discuss the attributes
selected b the learners and the conte ts in which these individuals for ed favorable perceptions as evidenced throu h their re ective written
narratives. Additionall , the variable of ender is introduced and e a ined in the current research. The findin s are then co pared a ainst otherconte porar Asian-based studies Al- ahroo i, Den an, Al-Si abi, Al- aa ari, 201
ichadee, 2010 relevant to this field.
Pro ofiea

How Can Mentors Enhance Their Professional Competency Through School-Based Mentoring Practice in Hong Kong?: A Perspectiveof Professional Capital
Jocelyn L. N. Wong, The Chinese University of Hong Kong, Hong Kong

entorin practice has been identified as an i portant school-based teacher education which helps novice teachers ake sense of their roles
and probably, develops culture of inquiry for school improvement. Mentoring practice is also a platform for mentors to build or enhancetheir professional competency and capitalize their leadership role when they interact with novice teachers and fellow colleagues. However,there has been seldom discussion on professional needs of mentors when they enact their role. More importantly, ways to help mentors
achieve self-actualization when they participate in mentoring practice also deserve further attention. With the application of the concept of
professional capital developed by Hargreaves and Fullan (2012), this study analyzes professional development of 31 mentors from 30 primaryand secondary schools in Hong Kong when they engage in school-based mentoring practice. Qualitative data including semi-structured
interviews, school docu ent and re ective paper focusin on views on entorin practice were collected fro the 201 to 201 . Findin sof this study are threefold. Firstly, most mentors studied seem to gain a certain level of new pedagogical knowledge during the mentoringprocess. Secondly, mentors who have strong external social capital tend to have more opportunity to engage in transformative learning.
Thirdly, mentors who act as boundary brokers are likely to develop their decisional capital. Suggestion on providing mentoring partnership
schemes with outside experts could be the way forward to maximize professional competency of mentors and improve school capacity.

ACEID2017 | IAFOR.ORG | 51

Tuesday Session II

10:45-12:15 | Room: Schumann Hall (2F)
Tuesday Session II: 10:45-12:15
oo
c
ann a
Technology-Enhanced & Distance Learning
Session Chair: Jennifer Richardson
c

ann

a

Does the Use of Technology Improve How Students Think, Work and Learn Mathematics?
Francis Chow, Zayed University, UAE
Jalalidin Jaenbai, Zayed University, UAE

This study aims to contribute to the understanding of how the use of mobile technology in teaching mathematics can be organized in a
regular classroom setting and how this affects students' learning. A total of 46 university students in two groups (control and treatmentgroup) participated in this quantitative quasi-experimental study. The results of the common end-of-semester exam provided a comparable
measure of the effectiveness of the technology-based pedagogy used in this study. The results showed that the use of technology-enhanced
instructional strategies improved students' learning of mathematics. On average the participants of the treatment group performed better (M.0 , SE 1. 1 than those in the control roup
1. 2, SE 1. . This difference was si nificant t- 2. , p .01 however, it
has a medium-sized effect r =.34. The results provided evidence that technology can be used to create a learning environment that promotes
the development of higher-order thinking skills and improves learning in mathematics.
c

ann

a

Strategic Teaching Techniques for Incorporating Technology into Classroom Applications
Bob Barrett, American Public University, USA

While many universities are upgrading their technology and transitioning from traditional live classroom teaching to virtual online learning
environments, sometimes the teaching techniques are not updated as quickly due to a variety of factors. One of the key factors inhibiting thesmooth transition with up-to-date technological enhancements may be the educator. The purpose of this paper is to highly the differences
between teacher-centered versus student-centered approaches to learning and overall instruction. In particular, an emphasis will be focuseson help teachers create or modify current teaching strategies for teaching and assessment. One key area in today's adult learn is the lackof knowledge in the area of web page creation to help students understand the fundamentals of such a technological endeavor and its
applicabilit first to acade ic learnin and assess ent. e t, it can be used for later personal and professional develop ent in ter s ofmarketing the student's skills and abilities, as well as a marketing tool for students interested in virtual businesses and marketing. The overall
presentation will focus on how to train both teachers and students on how to create a free webpage with a variety of web page templates
and add-ins to help enhance their initial creation, as well as provide an academic project to add on additional items to grade in the area ofan academic portfolio. Finally, examples of future applications will be explained in the context of academic, personal, and lifelong learning.
c

ann

a

A Meta-Analysis of Social Presence in Online Learning
ennifer ichardson, urdue niversit , SAukiko aeda, urdue niversit , SA
Secil Caskurlu, Purdue University, USA
Jing Lv, Purdue University, USA

Social presence, the ability to perceive others in an online environment, has been shown to impact student motivation and participation, actualand perceived learning, course and instructor satisfaction, and retention in online courses; yet very few researchers have attempted to look
across contexts, disciplinary areas, or measures of social presence. Using a random-effects model this meta-analysis examines these variablesof pri ar studies and identifies the pattern of student outco es e. . perceived learnin and satisfaction in relation to social presence
through the inspection of differences between the studies. The results showed a moderately large positive average correlation between social
presence and satisfaction (r=.56, k =26) and social presence and perceived learning (r=.51, k=26). Large variation among correlations (86.7%
for satisfaction and 92.8% for perceived learning, respectively) also indicated systematic differences among these correlations due to online
course settings. We found that: a) the strength of the relationship between social presence and satisfaction was moderated by the course
length, discipline area, and scale used to measure social presence; and b) the relationship between social presence and perceived learning wasmoderated by the course length, discipline area, and target audience of the course. Implications and future research will be discussed.

52 | IAFOR.ORG | ACEID2017

Tuesday Session III
13:30-15:00 | Room: 501 (5F)

Tuesday Session III: 13:30-15:00
ooHigher Education
Session Chair: Phoebe Wongoo

Understanding the Relationship Between Expertise and Teaching Duties of International Faculty in a Japanese University Context
Charles Allen Brown, Hokkaido University, JapanThe Japanese government has placed an increased emphasis on internationalization in higher education. To meet such an objective entails
numerous areas of focus, one of which is the optimal deployment of human resources in such institutions. Among scholars of higher
education, one area of concern along these lines has been the question of the match between the professional backgrounds of university
faculty and their actual teaching duties. In the empirical study presented here, I address this issue by focusing on understanding therelationship between professional backgrounds and teaching duties of international faculty at one university department in Japan. Given theinternationalization efforts of Japanese universities, understanding the effectiveness of faculty in general, but especially international faculty,
is highly warranted. In the three-year ethnographic study detailed in my presentation, I address the following research questions: 1) Whatis the relationship between the professional backgrounds and teaching duties of international faculty from one academic unit at a Japanese
university? 2) How is this relationship created and sustained? 3) How do faculty react to this relationship and why do they react as they do?
esults indicate an for s of is atch between the professional trainin and actual teachin duties of these facult . ost notabl , thewere especially called upon to teach English language learners despite having little training or desire to do so. I conclude that this situation isrelated to powerful ideologies pertaining to the relationships among race, language teaching, perceptions of linguistic expertise, English, andideologies of the international.
oo

Developing an Instrument for Self-Evaluation of Teaching and Learning Competencies: A Review of Faculty Professional Development
and the Changing Higher Education Landscape in Singapore
Grace Cheong, University of Western Australia, Australia
The rapid expansion and development of the higher education sector in Singapore calls for new approaches to university teaching that are
adjusted to modern, more student centered, and technologically enabled learning contexts. Increasingly, higher education has been called
on to prepare students to beco e capable of dealin with volatilit , uncertaint , a bi uit as well as co ple it in scientific and businessenvironments. Given these challenges, it is paramount that universities equip their students with future skills by embracing innovation in theirteaching pedagogies and making learning more pertinent. The changing visions on student learning and the evolution of the teaching rolerequire university teachers to develop themselves professionally on a continuous basis. It is therefore timely to have a taxonomy of teaching
and learning competencies that can be used within a professional development model for academics to perform a self-assessment of theircurrent pedagogical knowledge and skill levels as well as to set their learning and development goals. The objectives for this research are:1 establish a profile of the odern universit teacher and to identif the d na ic chan es in the Sin apore hi her education landscape 2
identify core competencies essential for effective teaching through a comprehensive review of literature and surveys with the award winningteachers in local universities. The outcomes of this research will be the development of a Teaching and Learning Competencies (TLC)
instrument, which can serve to demonstrate to students and stakeholders the professionalism that faculty and institutions bring to teaching
and learning support for students.
ooWord-of-Mouth of Key Influencers on University ChoicePhoebe Wong, School of Professional Education and Executive Development, The Hong Kong Polytechnic University, Hong Kong
Daisy Lee, School of Professional Education and Executive Development, The Hong Kong Polytechnic University, Hong Kong
Peggy M. L. Ng, School of Professional Education and Executive Development, The Hong Kong Polytechnic University, Hong Kong
This stud investi ates the i pact of in uencers on the for ation of universit brand attitudes and universit choice a on secondar
school leavers in on
on . hile prior research ainl focused on factors in uencin students choice of universities, studies on theroles of ke in uencers involvin in secondar school leavers universit choice are under-e plored and under-theori ed. Addressin thisresearch ap, the ob ectives of this stud are 1 to investi ate how acade ic in uencers e. . teachers, acade ic advisors, social workers,
etc. , fa ilial in uencers e. . fa ile bers or relatives , social in uencers e. . friends, counities online or of ine , and close peerin uencers e. . close friends and fellow students t picall in an inner circle i pact on secondar school leavers decision- akin process 2
to develop a theoretical model to enrich the existing literature on marketing in the education sector; and 3) to provide viable suggestions toimprove university enrollment strategies. A purposive sampling technique was used in this study and 360 questionnaires were collected. The
uestionnaire e a ined different roles of acade ic in uencers, fa ilial in uencers, social in uencers, close peer-in uencers and the i pactof their word-of-mouth on secondary school leavers' university brand attitudes and university choice. Different opinions and advice in termsof “ eputation”, “ niversit life”, “E plo ent prospect”, “ ro rae desi n”, “Tuition fee” and “Internship and stud tour” weree phasi ed b different in uencers in different sta es of infor ation search for students universit choice. This stud contributes to current
issues concerning university brand attitudes and university choice that are important to enhance the overall strategic university enrolment plan.
ACEID2017 | IAFOR.ORG | 53

Tuesday Session III
13:30-15:00 | Room: 503 (5F)

Tuesday Session III: 13:30-15:00
ooInternational Schools & Educational Goals
Session Chair: Ee Lin Lee
ooManaging Change to Enhance Learning Opportunities in International Education
Mehdi Asgarkhani, Ara Institute of Canterbury, New ZealandStudents from many developing nations (including Asian countries) seek to further education and learning making use of educational
opportunities available in English-speaking developed countries. Universities and similar educational institutions in English-speaking countries(including New Zealand and Australia) develop and offer higher education programs to International students. Some of these programs areoffered to develop international students' skills so as to make them work-ready for the Information Technology (IT) and services sector.
Many of the IT educational programs offered in international markets are postgraduate programs. Successful completion of studies in bothunder raduate and post raduate pro ra s to beco e an IT specialist in an En lish speakin countr provides si nificant challen es tostudents. The challen e is ar uabl reater in post raduate studies when an applicant has co pleted the first de ree in the ho e countr .
Managing change is the essence of strategies and approaches to ensure success. Managing change involves both students and educational
institutions. Managing change for educational institutions involves understanding and putting in place practices that minimize barriers to
the transition to studying in a new environment. The changes that can hinder successful studies cold include language, cultural, educational
practices, living conditions, and technological differences to name but a few. From international students' view, it is equally important to
ana e chan e to ini i e ne ative i plications on their abilit to stud and learn. iven the si nificant cost of ainin education overseas,
it is essential that both educational institutions and students develop strategies to manage change for a successful transition into the newenvironment for a more effective learning experience. This paper elaborates on managing change in International Education.
oo

Support for Entrepreneurship Education: A Hong Kong Case
Christy Chan, City University of Hong Kong, Hong Kong

Innovation and entrepreneurship have long been regarded as the driving forces of economic growth and the provision of employment
opportunities. On the other hand, innovation education is a relatively new yet highly complex discipline. Exactly how this multidisciplinary
process involving the fostering of innovation and creativity, the knowledge of entrepreneurship and the essential transversal skills suchas planning, presentation and teamwork are taught at different universities has rarely been explored. This paper presents an action-based
entrepreneurial initiative at a universit in on
on . The case de onstrates that entrepreneurship education benefits best fro theconvergent effort of both faculty and professional personnel through tailored mentoring and coaching. Faculty staff and alumni withentrepreneurial experiences were positively related with strong entrepreneurial intentions and support to student entrepreneurs. Tailoredlanguage support enhances novice entrepreneurs' competence and better audience awareness when they pitch for products and concepts. Dueto the hetero eneous nature of the initiatives, it was found that the “one-si e-fits-all” approach is ineffective in entrepreneurship education.
Instead, a learning-by-doing approach in a network context is more appropriate to increase the motivation and competence of student or
graduate entrepreneurs to become key persons in innovative and entrepreneurial activities. Implications and challenges for entrepreneurshipeducation support are provided.
ooBehind the Silence of Japanese International Students in US Classrooms
Ee Lin Lee, Western Washington University, USA
Kana Sorimachi, Kumagaya City, Saitama Prefecture, Japan

Japanese international students (JIS) in US universities are often labeled by peers, faculty, and administrators as shy, passive, and silent.
This stereot pical i a e re ects, to a lar e e tent, an outsider s view that does not necessaril capture the understandin of the e perienceof the IS. The current stud e a ines IS descriptions of the selves as classroo participants and the factors that in uence their oral
participation in US university classrooms. Semi-structured interviews were conducted in Japanese with 12 JIS who were pursuing four-yearcolle e de rees in the hu anities and social sciences. The interviewees avera e presence in the S was . ears. Althou h proficient inEnglish by the length of time spent pursuing education on US campuses, all the interviewees reported that they very rarely spoke out in theclassroo . Anal sis of the data uncovered four ain factors that hinder IS eanin ful oral participation in class a lack of confidence intheir English speaking skills; b) large class sizes that make participation challenging; c) missing the window of opportunity to speak up due tothe fast pace of classroom conversation; and d) being treated differently by peers and instructors. JIS also revealed four factors that encourage
their participation a bein asked to speak up b receivin affir ation via others feedback c havin friends in the class and d en a in in
discussion topics that are meaningful to them. The study also discusses relevant pedagogical implications for enhancing inclusive classroom
instruction in educational settings that involve international students.

54 | IAFOR.ORG | ACEID2017

Tuesday Session III
13:30-15:00 | Room: 505 (5F)

Tuesday Session III: 13:30-15:00
ooPrimary & Secondary Education
Session Chair: Arnold Araooo

Parental Home-Based Support and Educational Outlook Towards Primary School Children in Urban Mongolia
Eri Nakamura, University of Tokyo, JapanFor the past decades, the enrollment rate of primary school has been increasing in developing countries. Unfortunately, due to problems
such as lack of classroo s, te tbooks, and school facilities, as well as ualified hu an resources, a ualit education can be difficult to obtain.
rovidin ualit education is a ke issue especiall in rural areas and in urban slu areas. esearch de onstrates that not onl schools but
also parents and counities pla a si nificant role in supportin ualit education. This stud focuses on pri ar school students and theirfamilies in the capital city of Mongolia, where a rapid population increase has caused serious problems at school. The purpose of this study
is to analyze the correlations between parental home-based support, parents’ educational outlook towards their children, and the children's
school achievement. There are two major data sets collected during 2016 in slum areas of Ulaanbaatar; one set comprised of semi-structured
interviews of teachers, and the other created from a questionnaire survey of 10 schools. Analysis of the data shows that most parents work
during the daytime and are not able to spend long hours with their children at home. Parental outlook on education and their ability tocommunicate educational values to their children varied. Even so, the more parents talked about school and their children's future at home,the ore their children were otivated to stud . Further research will clarif the in uence and i pact of parental ho e-based support onchildren's education.
ooInclusion and Exclusion in the Japanese Educational System
Sabine Meise, University of Education Ludwigsburg, Germany

Inclusion and exclusion in education are among the basic themes of democratic societies, but since the adoption of the UN Convention
on the i hts of ersons with Disabilities in 200 this the e received ore attention in an countries. The re uire ent in section 2 of
the Convention of designing an inclusive school have changed educational systems, as well as the Japanese. By signing the instrument of
ratification b apan in 201 , a process of school transfor ation continues since the introduction of 特別支援教育 (tokubetsu shien kyôiku –special support education) in 2007. Continuing qualitative and quantitative research by the author since 1997 has shown this transformation ondifferent levels. ut it also e hibits that a de ocratic educational s ste with a hi h level on e ualit of education and an inte rative inclusive
mindset of the actors can activate resources, which leads to successful designing of an inclusive educational setting. Surveys of teachers allover Japan in 1997 and 2007 and ethnographic studies (last one in 2014) in different parts of Japan document educational arrangements withactions of teachers when dealing with differences of students, but also asks for school organization (inter- and intra-school). The contribution
for the conference will end with ideas for further research in 2017.
ooCreating Opportunities for Change: Non-Cognitive Skills Instruction in the Classroom
Arnold Arao, urashiki oard of Education

niversit ofissouri, SA

To address the de ands of accountabilit andates such as data-driven, evidence based instruction and the need for twent -first-centur
skills, educators have revisited practice looking for ways to nurture student motivation, increase time on task and promote learner autonomy.
Classroo s have been di iti ed, aterial ade accessible and initiative i ple ented to create positive, school-wide environ ents. et,despite such changes, a number of educational challenges remain, including lower than expected graduation rates, an increase in mental,
emotional and behavioural disorders (MEB) and less students pursuing and completing higher education. Such changes, however, fail toaddress the notion that students often lack the competencies to effect lasting, positive change. Current research has demonstrated thatsuch co petencies as rit, resilience and tenacit
referred to as non-co nitive factors have si nificant and lastin i pact not onl on
students' academic outcomes but also across multiple domains (Durlak et al., 2011; Farrington et al., 2012). These competences have also
proven to be effective preventive measures mediating risk factors for a number of MEBs including depression and suicidal behaviour(Beets et al., 2009). Moreover, non-cognitive skills are far better predictors of student success over and above IQ, student GPA andacademic test scores (Dweck et al., 2014). As more and more research points to the importance of non-cognitive skills instruction, moreeducators are coming to understand that these competencies form the foundation from which students thrive. How, then, can educators
effectively integrate non-cognitive skills instruction into classroom practice?

ACEID2017 | IAFOR.ORG | 55

Tuesday Session III
13:30-15:00 | Room: 506 (5F)

Tuesday Session III: 13:30-15:00
ooecia
cation earnin
i fic ties
Session Chair: Amanda Giustisa i itoo

Components of an Inclusive Postsecondary Transition Program for Older Students with Intellectual Disabilities at a Four-Year University
Jennifer Martin, Florida International University, USA
Diana . alle- iestra, Florida International niversit , SA

This paper provides an overview of Project Panther PLUS (Postsecondary Learning for Universal Success), an inclusive postsecondarytransition program for students with intellectual disabilities (ID) aged 22–26 at Florida International University in Miami, Florida, USA. Withan emphasis on employment and independent living, Panther PLUS provides students with the tools needed to change their lives for the
better, specificall in areas such as Self-Deter ination and Career Develop ent and E plo ent. Durin the two- ear pro ra , students
have the opportunit to participate in the STA C Students Transitionin to Adult oles erson-Centered lannin process in which theinvite e bers of their support s ste to help plan their future b settin short-ter and lon -teroals around five transition do ains(e.g. Campus and Community Engagement). Setting and committing to these goals are crucial for success in the program as students are
required to participate in specialized internships and an intensive year-long independent living component during their second year. Unlike
Panther PLUS, many postsecondary transition programs focus on younger student populations, usually between the ages of 18 and 21. Whendesigning PLUS, it was imperative to consider the older population and its implications in terms of program design and support. Since theseolder students have been out of school for up to si ears, we have learned, durin our first ear of i ple entation, that the often re uireore support and have odified the pro ra desi n to better ali n student needs while still keepin with the pri ar oals of eanin ful,
paid employment and independent living upon graduation.
ooNatural Materials in “Recycle Quilt Mixmedia” Fashion: Reinforcement of Students' Creativity and Mental Revolution
resia ulistin Susanto, Indonesia niversit of Education, Indonesia

The purpose of this article is to report the results of sewin e tracurricular activities in S
I
litar, related to the participation
in a Fashion Festival competition of using recycled materials in commemoration of Earth Day in Blitar, East Java Province, held by the
local government. Basically, this activity was intended to reinforce students' creativity and support mental revolution which mean to makethe students were proud and confident of their work throu h the aesthetic e perience. The aesthetic e perience has been done b each
student while creating natural materials in quilt recycle mix media fashion. This study used a descriptive qualitative approach with anexperimental research method. The results of this research emphasized the role of an Art and Culture teachers in supporting the mental
revolution program. The teacher had a substantial contribution to the potential development of students, especially in terms of creativity
and confidence that have been created throu h the aesthetic e perience.
doin this activit , the students would be intended to havean innovation in designing since it could sharpen their mental and creativity. They could follow current development by utilizing wasteenvironment into a high market value. The materials reviewed in this article were students' work on fashion sketch designing, creativity
process, and finishin product of the rec cle fashion.
ooStudent Learning Goals and Outcomes in an Inclusive Postsecondary Transition Program: A Case Study Approach
Amanda Giust, Florida International University, USA
Diana alle- iestra, Florida International niversit , SA

Project Panther LIFE is an inclusive postsecondary transition program for students with intellectual disabilities housed at Florida
International University in Miami, Florida, USA. This single case study design analyzes the experience of one Panther LIFE graduate
as well as corresponding support systems including family members, student mentors, faculty advisor, and program staff in regards tothe student's personal growth, goals, and outcomes. The unit of analysis of this case study is one student with an intellectual disability
who meets the established criteria (program graduate and completed four years in the program). Existing research has demonstrated
that postsecondary transition programs have a positive impact on students with intellectual disabilities especially in the areas ofself-deter ination, social skills, self-confidence, and e plo ent. Thou h this data e ist, researchers have cited the need to focus
on understanding and including student voices and personal experiences as it relates to student outcomes, correlations between selfconfidence and e plo ent, and correlations between postsecondar transition pro ra s and self-deter ination. This t pe of data
can provide further insight for continuous program evaluation and improvement, encourage others to advocate and establish new
postsecondary transition programs in their institutions of higher education, and continue opening doors for funding options. The
purpose of this research study is to provide perspectives on the personal goals and outcomes of a student with intellectual disabilities
who has graduated and completed four years in the program and is transitioning to employment.

56 | IAFOR.ORG | ACEID2017

Tuesday Session III

13:30-15:00 | Room: Prokofiev Hall (2F)
Tuesday Session III: 13:30-15:00
oo Pro ofiea
Education for Sustainable Development
Session Chair: Hui-Chuan Li
Pro ofieaEducation for Sustainable Development through Subject of Science at Junior Secondary Level: A Study Based on Northern Province of Sri Lanka
Ananthamyl Nithlavarnan, University of Jaffna, Sri Lanka
Chandra Gunawardena, Open University of Sri Lanka, Sri Lanka
Kanapathipillai Sinnathamby, University of Jaffna, Sri Lanka

Compared with other countries, Sri Lanka is far behind in focusing on the ESD initiatives and is challenged with the task of embedding ESD
at national, school wide and subject levels. This study attempts to examine the present situation of ESD implementation through the subjectof Science at junior secondary level in Northern Province of Sri Lanka. A mixed research design that used both primary and secondary
data. Principals, 136 science teachers, and 397 Grade 9 students from 58 secondary schools in Northern Province of Sri Lanka were taken
as the survey sample. The science curriculum has incorporated cognitive content that has received more emphasis than the skill and value
components. Likewise, environmental aspects to a greater extent have been given more emphasis than economic elements and socioculturalelements. According to the change agents' perceptions, some issues are still adversely affecting the sustainability within the Province. The
study observed, that interviewees do not seem to have a clear understanding of the concept of SD. Few numbers of change agents haveacquired training on ESD directly. Students at junior secondary level indicated a fair to strong understanding on knowledge, attitudes andbehavior as features of SD. Further students appeared to have positive attitudes and a favorable behavior concerning different aspects of SD
related to science. There were several ESD good practices implemented within the classrooms and the school environment related to science.
This stud also identified proble s and its strate ies for addressin those issues on i ple entation of ESD throu h unior secondar Science.
Pro ofieaMyth and Parable: The Unnoticed Resource for Sustainability Education
Isabella Allan, Graduate University, USA

Educating for sustainable development has been a key focus of curriculum design for both high school and undergraduate educators inrecent times. The curriculum has correctly directed learning towards technical knowledge to ensure an understanding of the science ofenvironmental issues, climate change and the dilemmas facing urban and rural development. However, to educate for sustainability requires
not only technical knowledge, but also a change in attitude and a change in behavior – the social learning aspects of sustainability education.
The notion of experience taking through the use of narrative will be used to demonstrate how such attitude and behaviour change can beachieved and why it is critically important to build this social aspect into education for sustainable development. The narrative structuresof myth and parable, which have remained unnoticed as a resource for sustainability education, will be the key narrative structures exploredthrough the theory of experience taking for attitude and behavioural change. It will be argued, that by incorporating myth and parables andsocial learning in general within sustainability educational frameworks, we will be well on our way to developing the future generations ofsustainability literate citizens – the ultimate objective of programs aimed at educating for sustainable development.
Pro ofieaCall for a Change in Mathematics Education: From Platonism to Social Constructivism
Hui-Chuan Li, Universiti Brunei Darussalam, Brunei Darussalam
Tsung-Lung Tsai, National Changhua University of Education, Taiwan

At school, children are expected to become numerate in order to be able to function in a modern technological society and contribute to therowth of its econo . owever, one of the ost fre uent co plaints of athe atics teachers is that “for ettin is particularl coon
for knowled e ac uired in school, and uch of this aterial is lost within da s or weeks of learnin ” ohrer Ta lor, 200 , p. 120 . In
athe atics education, as enert 2011 noted, in uenced si nificantl b latonis , earl athe atics was popularl viewed as consistinof abstract mathematical objects, which have no causal properties linking them to their environment. Social constructivists challenged Plato's
assumptions about mathematics for ruling out social dimensions in its teaching and learning. They argued that mathematics is the theory ofform and structure that arises within language (Zakaria & Iksan, 2007) and that mathematics learning acquires an alignment with its cultural
practices through communicative practices or dialogic interactions (Cobb & Bauersfeld, 1995). Thus, in this paper, we present a theoreticalsynthesis of the specialized literature in the learning and teaching of mathematics, with the aim of calling for a change in mathematics
education fro
latonis to social constructivis . As stated b
otsk 1 7 , p. 0 “ procedure-oriented learnin does not ai for a
new sta e of the develop ental process, but rather la s behind this process”, we ar ue that athe atics teachin and learnin cannot afford
to continue with the “teachin to the test” culture.

ACEID2017 | IAFOR.ORG | 57

Tuesday Session III

13:30-15:00 | Room: Schumann Hall (2F)
Tuesday Session III: 13:30-15:00
oo
c
ann a
Education for Intercultural Communication
Session Chair: Madeleine Logan
oo

c

ann

a

The Impact of Intercultural Education on Acceptance of Diversity: A Case Study of the Safarni Project in Egypt
Madeleine Logan, International Christian University, Japan

Can intercultural education increase acceptance of diversity and reduce prejudice? Action research is essential to understanding how exposure
to different cultures in uences attitudes. This presentation will report on a four- onth stud of an E pt-based intercultural education
initiative called Safarni eanin “Let s Travel” in Arabic . Safarni creates ei ht-da , si ulated trips across the world where children a ed 12
interact with “Forei n Friends” fro different countries. inet -nine children took part in Safarni travel e periences in Cairo between Au ust
and December 2016. Data was collected from surveys as well as child-friendly participatory methods, including drawing, body mapping,and picture-based rankin activities. There was a si nificant increase in Safarni participants acceptance of ethnic and reli ious diversit at
post-test, compared to pre-test. Implicit measures of prejudice showed no impact of participation; however, Safarni participation marginallyi proved how children spoke about racial out roups. reli inar findin s su est that intercultural education pro ra s can teach social
norms that make children more receptive to learning about different cultures. However, longer or more intensive interventions might beneeded to reduce prejudice. Direction for future research will be discussed.
IAFOR Scholarship Recipient
oo
c

ann

a

Impact of Cultural Education on Social Cohesion after a Sudden Disaster: With Reference to Two Flood-Affected Locations in Colombo
Wathsala Abeykoon, University of Colombo, Sri Lanka
Udari Samarakoon, University of Colombo, Sri Lanka

Unexpected disasters may destruct people’s day-to-day life. The recent history of disasters that occurred in Sri Lanka shows that non-victimsof disasters tend to sense such situations as “our” proble rather than “their” proble . In order to create such shared collective feelin
cultural teachin pla s a noticeable role. Durin
a 201 Sri Lanka went throu h severe oodin conditions in the Colo bo district. Si
to ten feet of ood water was observed in so e households. Throu hout this ood, the a orit of affected people had no choice but toleave their houses and sta in ood shelters. ainl reli ious places, schools and counit centres within affected areas were used as ood
shelters. ando people all over the countr , or anisations and the overn ent united to recover victi s. eople offered food and otheressential ite s for affected people. This research ai s to understand how cultural education in uences buildin social cohesion after a disaster.
The main objective of this study was to identify how social cohesion emerges after a disaster and the cultural impact of it. Other objectives
are to find out wa s of infor al education of cultural nor s and how cultural nor s and values affect the process of recover . Two areasin the Colo bo district hi hl affected b the ood, A bathale and E odawatte, were selected usin purposive sa plin ethod. Affected
people were rando l selected fro each re istration list. eli ious leaders and counit leaders of ood shelters were interviewed. oth
quantitative and qualitative data were collected using questionnaires, in-depth interviews and focus group discussions. Observation method
was used to observe the various types of goods collected by different groups of people and civil organisations. The outcome of the study
reveals that cultural education plays a considerable role in the social integration that emerges after a disaster. It showed that throughout thedisaster period using informal methods, religious leaders inspired people by notifying them of the importance of helping victims. This moral
uidance pla ed a si nificant role in non-victi s decisions and attitudes towards victi s.
oo

c

ann

a

Why Do the Japanese University Students Study Intercultural Communication?: A Qualitative Study Based on Learning Motivation Models
Noriko Nakagawa, University of Marketing and Distribution Sciences, Japan

The purpose of the present study is to investigate learning motivation of intercultural communication of the Japanese university students.
Theoretical bases of this stud are on Deci and an s Self-deter ination Theor odel 1
and Ichikawa s Two Factor Theor odel 1.
In this study 62 students at university A (commerce, economics or human sciences major) and 72 students at university B (foreign language
major) were surveyed. The present researcher conducted the class of intercultural communication at these two universities. The questionnaire
was iven in the first class of the se esters, and the students were asked to write the reason of re isterin for the present course. The obtained
206 responses were analyzed by semantic analysis for each university. As a result, 6 major themes emerged from the result of university A while
5 major themes from university B. Next, all the data were categorized based on intrinsic motivation, extrinsic motivation and amotivation in
self-determination theory model. About university A: 61.3% of the responses were categorized into intrinsic motivation, 28.8% were extrinsic
motivation, and 10% were amotivation. About university B: 57.1% of the responses were categorized into intrinsic motivation, 33.3% were
extrinsic motivation, and 3.8% were amotivation. Furthermore, the analysis based on Two-factor Theory Model indicated that more than 50%of the responses of both universit students were cate ori ed into intrinsic otivation called “Fulfill ent Orientation”. In the presentationcommonalities and differences in the research result between two university students are discussed in more detail.

58 | IAFOR.ORG | ACEID2017

Tuesday Session IV
15:15-16:45 | Room: 501 (5F)

Tuesday Session IV: 15:15-16:45
ooStudent Learning, Learner Experiences & Learner Diversity
Session Chair: Glen Jacobs
oo

The Use of Infographics for Effective Teaching
Ivy Chia, SIM University, Singapore
June Tay, SIM University, Singapore
Guan Chong, SIM University, Singapore

Info raphics is a counication tool used increasin l b leadin universities, edia, research bodies, edical, finance, hospitalit andvarious industries. Foundational concepts in word-heavy texts are not extricated. Often, students fail to see the overview of these concepts.
lnfographics design (as a cognitive strategic organiser) encourages analytical thinking. lt stimulates creativity as well as decision-making andproble -solvin skills De la a , 2007 Ed an, 1
ooreeadence, 1ar ano, ickerin
ollock, 2001 throu h drawin theconnection between facts, ideas, concepts (Willerman & Mac Harg, 1991; Feden & Vogel, 2003). This presentation discusses the conceptual
development and use of a technology-based cognitive organiser for an undergraduate course and explores its potential for analytical thinking
and problem-solving. It will also discuss its initial results after implementation.
oo

The Application of AHP Method in the Successful Elements Selections in the After-Class School in Taiwan
Cheng Fang Hsu, Shu Te University, Taiwan
I Ting Hsu, Shu Te University, Taiwan
i Chun uan , Shu Te niversit , Taiwan
Hui Chun Lu, Shu Te University, Taiwan
Hui Ling Chung, Shu Te University, Taiwan

The purpose of this paper is to aim at the successful elements in the after-class school in Taiwan. The study adopted the Analytic
Hierarchy Process (AHP) techniques as the research methodology. A model has been proposed to evaluate the best treatment and disposal
technology. In addition, expert opinions have been incorporated in the selection of criteria. AHP has been used to determine the weightsof criteria, followed by available ranking. Through quantitative weightings from the AHP model were calculated to identify the prioritiesof alternatives. The stud provides a si ple fra ework to the co ple odels. The odel identifies A successful after-class school should
be fa iliar in the education arket, which can respond to the internal and e ternal chan es positivel .
the word of outh publicit
to attract parents to allow students to join the after-class school. Therefore, the key success factor of specialized education will directly
affect the future development and direction of the after-class school.The model provides market scale and tuition cost but not education
ualit as the a or ele ents which in uence the after-class school success or not. Currentl the education of after-class school alread
reaches up to a standard level so that market scale and tuition cost becomes the most important elements. Hence after-class school has
to determine the price due to the supply and demand market according to the local market scale. That is the key to keep the successful
elements in the after-class school market.
ooTwelve Tips for Effective Peer Facilitation in Medical Education
Glen Jacobs, St. George's University, Grenada
Sara abie, St. eor e s niversit , renada
Daniel Flynn, St. George's University, Grenada
Gervette Penny, St. George's University, Grenada

Peer facilitation has become an integral part of student success in higher education. The Department of Educational Services (DES), a
student and faculty support unit within an international and globally recognized medical school is responsible for peer facilitation that allows
students to learn with and from each other in an environment that is designed to be more relaxed and engaging than the traditional didactic
lecture or instructor-led group session. DES proves a program for the training and development of these facilitators who provide support
throughout the basic science years in the school of medicine. Medical education is more rigorous than an undergraduate curriculum andrequires high levels of critical thinking, analysis and integration from the students. Therefore, a medical school peer facilitator will require a
unique set of skills that will allow them to conduct sessions in such a setting. This presentation highlights 12 tips designed to help the peer
facilitator manage their group setup and time constraints, use facilitation techniques that promote active learning, make the groups interestingand enhance their own professional development.

ACEID2017 | IAFOR.ORG | 59

Tuesday Session IV

15:15-16:45 | Rooms: 503 & 505 (5F)
Tuesday Session IV: 15:15-16:45
ooecia
cation earnin
i fic ties
Workshop Presentation

isa i it

IAFOR Scholarship Recipientoo

The Needs of Transition for Students with Disabilities in Southeast Asian Region
Kanit Pamanee, California State University, Los Angeles, USA

Special education in South East Asian countries (ASEAN) is established in different stages, and the improvement also remains the gaps
among those countries. The World Health Organization indicated in 2011 that the mean percentage of individuals with disabilities who
had completed primary school was 60.5% in high-income countries and 34% in low-income countries. In ASEAN, the primary school
completion rate for individuals with disabilities was 46.21% in Thailand, 19% in Vietnam, 5% in the Philippines, and no data for othercountries
ESCA , 200 Thailand inistr of Education, 2012 . e ardin e plo ent, OECD found in 2010 that individuals without
disabilities were three ti es ore likel than individuals with disabilities to participate in the labour arket. In Asia and acific, the nited
Nations reported in 2016 that the mean percentage of employment of individuals with disabilities was 35.14%. In ASEAN, the employment
rate of individuals with disabilities was roughly 28.5% in Thailand, approximately 15% in Vietnam, less than 15% in Myanmar, and no datafor other countries
ESCA , 200 Thailand Office of Statistics, 2012 . oreover, the percenta e of students with disabilities pursuin
postsecondary education is very low. For example, only 0.94% of students with disabilities attended postsecondary education in Thailand(Thailand Ministry of Education, 2015). However, transition has been proven as a practical tool in dealing with these challenges. Therefore,
this presentation is to propose a comprehensive guideline of transition for individuals with disabilities in ASEAN to improve the following
skills: self-determination, life skills, academic skills, employment and post-secondary education.

Tuesday Session IV: 15:15-16:45
ooPrimary & Secondary Education
Session Chair: Sachi Okamoto

***

oo

The Concept of Measurement in Pre-Service Teachers

Suttharat oonlerts, a abhat Suratthani niversit , Thailand
attani a hon suwan, a abhat Suratthani niversit , Thailand
This paper presents the results of phase 1 of the research project 'pre-service mathematics teachers' mathematical conception in the context oflesson study and problem solving approach'. The objective of this research was to explore mathematical concepts of pre-service mathematics
teachers for fourth grader prior teaching in schools. The participants to the research included 121 fourth year students, Faculty of Education,
Suratthani a abhat niversit . athe atics conceptual uestionnaires used as research instru ent co prised proble s of 12 proble s
about measurement. Percentage and content analysis were used for data analysis. The results showed that: 1) Problem 1: 90.08% of the students
explained that if the tank measure 2 m by 2 m by 2 m, then the volume of this tank is 8 times of a tank is 1 m long, 1 m wide 1 high, and 7.44%of them explained that the volume of this tank is 2 times of tank is 1 m long, 1 m wide 1 high. and 2.48% of them are not responds. 2) Problem 2:
81.82% of the students explained that if we measure two lines and there are the same length, then two straight lines are equal length, and 18.18%of them explained that the length of line is not the end. We cannot measure the length. 3) Problem 3: 71.07% of the students explained thatthe time is 1 hour 15 minutes can be written as 1.25 hours, and 28.93% of them explained that 1 hour 15 minutes can be written as 1.15 hours.
ooChanging Instructional Practice with a Science Center Workshop: The Journey of Six Elementary Science Teachers
Queen Ogbomo, Tennessee Technological University, USA

The purpose of this ualitative case stud research was to ascertain the si nificance of the professional develop ent workshops or ani ed b ascience center in a Midwestern city of the United States. The research investigated the effect the workshop had on the instructional practice ofthe participating elementary science teachers. This study was guided by the following research question: How do the professional development
programs at a science center help teachers change the way they teach and consider science in their classroom? The six elementary school teachers
in this stud were identified as a result of their participation in the science center workshop. Teachers self-efficac re ardin the teachin ofscience was sou ht throu h a Likert-st le surve and trian ulated with classroo observations and interviews of individual teachers. The findin sof this stud revealed two overarchin the es one, that the workshops were beneficial to so e and two, that it did not i prove instructional
practice of others. The paper will identif the reasons iven b the teachers wh the thou ht the workshop was relevant and beneficial or not.
Thou h this stud utili ed a s all sa ple of teachers, those involved in this stud felt the ac uired knowled e that would be either beneficial tothem or to their students and they particularly enjoyed the inquiry-based activities that were conducted at the science center workshop. This study
contributes to research that informs school administrators of the need for continued teacher professional development.
60 | IAFOR.ORG | ACEID2017

Tuesday Session IV

15:15-16:45 | Rooms: 505 & 506 (5F)ooDoes School Education Guarantee Scientific Literacy?: Case Studies From Japan and Canada
Sachi Okamoto, Kyushu University, Japan

Despite its advanced level of scientific research, apan suffers fro a low level of adult scientific literac co pared to an other developed
countries. The current situation certainly necessitates a nationwide, robust solution. However, to implement any countermeasures, it is essential
to first answer one of the funda ental uestions Does current school education uarantee the ac uisition and aintenance of scientific literac
To provide an answer, the present study examined high school textbooks from both Japan and Canada. Canada was chosen as a counterpart,since Canadian adults reportedl possess outstandin levels of scientific literac worldwide. In this co parative anal sis, uestions fro all
the biology textbooks were examined to reveal the directed level of cognitive processes and their potential to encourage lifelong learning, key
factors considered to pla essential role to beco e scientificall literate. Cate ori ation based on loo s Ta ono clearl de onstrated thatJapanese high school textbooks were not equipped with questions that foster higher cognitive processes, contrary to the Canadian textbooks.
The Japanese textbooks also lacked questions that supposedly encourage lifelong learning among students. Overall, the government-approved
te tbooks currentl used throu hout apan appear to be insufficient for uaranteein the ac uisition and aintenance of scientific literac .

Tuesday Session IV: 15:15-16:45
ooHigher Education
Session Chair: Hashini Mohottala

***

oo

Enhancing Learning Performance Through Classroom Response Systems: The Effect of Knowledge Type and Social Presence
Louis T. W. Cheng, The Hong Kong Polytechnic University, Hong Kong
Jacqueline Wenjie Wang, The Hong Kong Polytechnic University, Hong Kong

The literature su ests a positive effect of Classroo
esponse S ste s C S on teachin and learnin . Latha and ill 201 ar ue that students“preference for anon it ” enables C S to i prove class participation. e e plore two additional learnin di ensions that a in uence the effectivenessof C S 1 T pe of knowled e tau ht ualitative vs uantitative knowled e and 2 Social presence students participation level in roup learnin andawareness of societal issues). Our sample consists of over 2,500 undergraduate students in Corporate Finance, International Finance and Introduction
to Business Law subjects over three consecutive semesters from 2014 to 2015. We employ both cross-sectional and panel data models with additional
control for gender, day-of-time effect (morning vs afternoon session), student origin (mainland, local, and foreign), instructor, subject, and semester.
Our findin s indicate that the effect of C S on learnin perfor ance is ore pronounced for ualitative knowled e co pared with uantitative one.
Further ore, learners with a hi her level of social presence e hibit a stron er otivation to learn and better acade ic perfor ance when C S is used.
oo

C5 Methodology Applied to a Graduate Program and Its Comprehensive Intervention in Global Environments
Israel Ibarra Solis, Instituto Politecnico Nacional, Mexico
Luis abriel er ude odri ue , Instituto olitecnico acional,
Ubaldo Gil Cruz, Instituto Politecnico Nacional, Mexico

e ico

The aim of this study is the design and implementation of a systematic methodology to develop a teaching-research-technological developmentof a graduate program as an alternative to improve the condition of completing the educational programs of their students, to explore a modern
educational concept to help improve the interaction quality in education, and to boost research projects and technological development, all toenhance human resources and allow them to be competitive in the global environment. The methodological design is developed by Soft Systems
Methodology (SSM) of Peter Checkland. Also developed are nonsystemic methods of strategic planning and marketing, such as FOODAFCAOS I, and techni ues selected with the C ethodolo that allows an educational odel conte t with current e phasis on pro ra e ibilit ,segmentation of business needs, and interaction with the graduate program with 25 business executives in the secondary sector. Among the results,
there is an educational model with strategic importance for the design of the organizational structure as a network, impacting on improving standardsof productivity and performance, the design of a system of teacher evaluation and promotion, the redesign of the curriculum that includes newelectives, industrial residence, and adaptation of curricula to the needs and latent needs of business executives and companies.
oo

Teaching and Learning to Make a Change: Using Effective Methods to Teach and Learn Physics
Hashini Mohottala, University of Hartford, USA

The odern student is born to a hi h-tech world and no lon er sees technolo as a “new” tool. ut the professors who are born wa before the ,who have seen the low-tech, and understand the core of the sub ect, find it as a “new” convenient tool to teach. As the entire world is after the odern
teaching tools, students easily get deviated from the practical aspect of the subjects, like physics. We developed an effective teaching-learning tool focusing
the introductor level ph sics courses to “better” conve the sub ect. All our introductor level ph sics courses have essential lab co ponents oinparallel to the lecture. E peri ents are perfor ed ainl usin hi h-tech lab e uip ent includin co puters. Students “successfull ” co plete these
ACEID2017 | IAFOR.ORG | 61

Tuesday Session IV

15:15-16:45 | Rooms: 506 (5F) & Prokofiev Hall (2F)convenient labs and anal e the data followin instructions not necessaril co prehendin what reall happened in the lab. The often find difficulties
relatin the theor to the actual e peri ent. To find a re ed for this issue, we decided to use less e pensive raw aterials and let the students desi n“old fashion” e peri ents in a li ited ti e period. e encoura ed the to ove fro their co fort ones and firsthand e perience the sub ect throu hexperiments. This activity was arranged in terms of weekly graded quizzes. A conceptual problem was presented along with the low-tech raw materials
and the students worked in roups of five to solve the proble via the e peri ent the desi ned. At the end, the beca e ore vocali ed and turned
into critical thinkers. This activity emphasized students to become active participants instead of blind followers.

***

Tuesday Session IV: 15:15-16:45
oo Pro ofiea
Education for Sustainable Development
Session Chair: Atara Sivanoo

Pro ofieaPractice of GNH Values for a Holistic Development of a Child: Teachers’ Perspectives
Dawa Drakpa, Mahidol University, Thailand
an an an , ahidol niversit , Thailand
Chengxiao Shen, Mahidol University, Thailand

Happiness is the primary pursuit of every human being. Materialism has brought comfort in the lives of human beings but not happiness.
Further, the in u of twent -first-centur trends on overwhel in technolo ical advances, lobali ation, and environ ental, socio-econo ic,
and political consideration has turned to education as a eans to find solutions and reali e eanin ful purposes in the lives of our oun er
generation. To such a confusion it remains an important responsibility to impart young children with the necessary knowledge and skills inbalancing materialism and spiritual well being and also to develop a child towards high intellectual capacities of being able to contemplativeon self and others. Gross National Happiness values are infused in Bhutanese education curriculum making emphasis on critical thinking
and creative thinking, ecological literacy, practice of the country's profound ancient wisdom and culture, contemplative learning, a holistic
understanding of the world, genuine care for nature and for others, competency to deal effectively with the modern world, preparation for right
livelihood, and informed civic engagement (Hayward & Colman, 2010). Schools in Bhutan, to realize these values of GNH, have designed manydifferent enjoyable activities. In this article I would like to share the experiences and observation of primary school teachers on practices of GNH
values which has attributed in a holistic development of a child through activities like meditation and mindfulness, prayers and religious discourse,
plant and brooks adoption, observing plantation day, cleaning campaigns, volunteerism, practicing traditional dances (mask and folk dances) etc.
oo

Pro ofieaEducating for Capacity Building: A Case Study of Timor-Leste Officials Studying on an English Language Training Programme in New Zealand
Deryn Hardie Boys, Victoria University of Wellington, New Zealand
Madeline Carroll, Nelson Marlborough Institute of Technology, New Zealand

Building capacity is critical to human development. It starts with building skills and knowledge in individuals and communities, and leads to therowth of societies and nations. The En lish Lan ua e Trainin for Officials ELTO pro rae,a five onth content-based course funded b
the New Zealand Aid Programme, builds capacity in the government sector in Southeast Asian nations. One of the long-term goals is to support
sustainable economic development in participating nations through participants' improved use of English for international communication.
Secondly, the programme aims to facilitate and contribute to enduring cooperation, people-to-people and economic ties between New Zealandand the re ion. This paper will present a case stud of the e periences of Ti or-Leste officials stud in on the ELTO pro rae. Initiall , thepaper will focus on officials in Intake , for which the the e was a riculture. The stud will investi ate three areas of chan e for the participants1) empowerment through improved English language skills; 2) expanded professional knowledge and capabilities; 3) increased interculturalawareness of other participants and ew ealanders. Secondl , the paper will focus on the re ections of Ti or-Leste alu ni on the i pact of
the ELTO programme on their professional lives as they respond to the development challenges their country faces as it builds resilience. The
paper will conclude with a discussion of the aspects of the New Zealand language training programme which contributed to improved capacity.
oo

Pro ofieaLife Beyond Study: Adolescents' Meaning Making of Their Leisure Experiences
Atara Sivan, Hong Kong Baptist University, Hong Kong
Vicky Tam, Hong Kong Baptist University, Hong Kong
Gertrude Siu, Hong Kong Baptist University, Hong Kongobert Stebbins, niversit of Cal ar , Canada
Alex Chan, Hong Kong Baptist University, Hong Kong

Whereas schools are the most common educational settings worldwide, learning and personal growth can take place in other contexts outside the schools ste . One of these si nificant conte ts is leisure. Characteri ed b relative freedo , fewer social constraints than other life do ains, self-deter inationand intrinsic otivation, leisure has been identified as a a or conte t for outh develop ent. This paper presents a stud on adolescents leisureexperiences as it is manifested in their meaning making of their leisure pursuits. The Serious Leisure Inventory and Measure (SLIM) was distributed
62 | IAFOR.ORG | ACEID2017

Tuesday Session IV

15:15-16:45 | Rooms: Prokofiev Hall & Schumann Hall (2F)
to 1,110 senior secondary school students from 10 secondary schools geographically distributed around Hong Kong. In completing the questionnaire,
students were asked to nominate their most important and interesting leisure activity. Data analysis revealed the popularity of sports and performance andfine arts activities in such no inations. Students participated in these activities one to four hours per week over four to ei ht ears. easons for participation
were ainl ps cholo ical and social includin en o ent, personal ratification, stress-reduction, friendship and prosocial contribution. The took their
participation seriousl b akin si nificant personal effort to obtain knowled e and skills, further developin their activit and perseverin . The derived
personal benefits, identified with their leisure pursuit, ained social benefits and developed shared values and beliefs. esults of the stud hi hli ht thesi nificance of leisure as a conte t for self-e ploration and its potential for creatin a lastin chan e in oun people s develop ent. I plications are
drawn for leisure education for whole person development with special reference to Asian socio-cultural contexts.

***

Tuesday Session IV: 15:15-16:45
oo
c
ann a
Curriculum Research & Development
Session Chair: Piriyaporn Pilachai
oo

c

ann

a

Surau Merantau: A Curriculum Development Based on Minangkabau Ethnic Culture
osalinda A u urbasari, niversitas Sebelas aret, Indonesia
Muhammad Hanif, Universitas Sebelas Maret, Indonesia
Ahmad Hirzi Fadlillah Tovani, Universitas Sebelas Maret, Indonesia
Sunardi, Universitas Sebelas Maret, Indonesia

This stud ai s to deter ine the nature and purpose of Surau erantau , a school based on inan kabau ethnic culture and its basis of
curriculu develop ent. Surau erantau is a unior hi h school carr in a concept of local culture fro
est Su atera. Located in Tan eran ,Banten, this school concerns on the growth of current generation who rated precocious physically, yet mentally unready. This research is acase stud in ualitative approach. The sub ects are the director, teachers, and students of Surau erantau . To collect the data, writers use
observation, interviews, and documentation, as well as the researchers' note. The analysis of the data uses interactive analysis. Based on the resultsof this stud , the essence of Surau erantau is a school adaptin inan kabau ethnic culture that focuses on wanderin
erantau as learnin
e periences. The ob ective of Surau erantau is to score ature eneration in appropriate ental and ph sical rowth. The curriculu is anatural synthesis of competence-based curriculum. Adopting the special philosophy of adult education (andragogy) of ethnic Minangkabau, thecurriculu is in the for of a student-centered pro ra co binin correlated and eclectic curriculu . The instructional odel uses TA EL(Tasking, Behaving, Experiencing, and Learning) a model where students learn directly to the expertise or in the workshop laboratory with classdivisions based on the skill they want to master. The curriculum management uses models of weekly, monthly, semester, and annual evaluation.
Therefore, the result of this study can be used as a reference to establish the concept of education in nearly idea.
oo

c

ann

a

The Development of Anti-Corruption Education Model to Support Students Integrity Character in Schools Through Civic Education
Shilmy Purnama, Indonesia University of Education, Indonesia
Dadang Sundawa, Indonesia University of Education, Indonesia

Civic Education is a subject that aims to humanize the students to become good citizens in accordance with the objectives and state ideals. Civic education
subject in schooling has taught both the cognitive, affective, and psychomotor learning in the application of the expected characters. Unfortunately, thisfor ula has not shown si nificant results because of the ore ess character fro the citi ens. The efforts to co bat corruption b addin the in an
educational curriculum is an important approach. Anti-corruption education can be taught through the hidden curriculum and integrative approach. This
study will discuss how the formulation, planning and implementation of Anti-corruption Education in Senior High School 8 Bandung to support student
integrity character. The approach taken in this study is a qualitative method with case study and that is the subject of research was the principal, teachers,
and students. The result showed that the learnin is done b reviewin the Anti-Corruption Education Civic Education anal sis s content standards
that will uide the for ulation s llabi and lesson plans that re ect the odel of Anti-Corruption education. Thus, the develop ent of odels of
Anticorruption Education in Senior High School 8 Bandung is very good and suitable to be applied through the integration of Civic Education subjects.
However, commitment and consistency to continue and implementing the Anti-Corruption education models should be maintained and improved.
oo

c

ann

a

A Survey of Scientific Competency of Grade 10 Students in Thailand
Piriyaporn Pilachai, Mahasarakham University, Thailand
Kanyarat Cojorn, Mahasarakham University, Thailand

The purpose of this stud was to surve the scientific co petenc of rade 10 students. The sa ple was 1 1 students of the 201 acade ic ear fro
Sarakha pitta akho School in Thailand, who were selected b purposive sa plin . The instru ent was the ite s fro 2 situations of scientificco petenc test that easured in sub-co petencies, includin 1 e plain pheno ena scientificall 2 evaluate and desi n scientific en uir andinterpret data and evidence scientificall . The data was anal ed b usin ean, percenta e and standard deviation. The results showed that the eanscore of scientific co petenc was 2.0 of . The sub-co petencies of scientific co petenc e plain pheno ena scientificall , evaluate and desi nscientific en uir and interpret data and evidence scientificall were 1. , .1 and 1.01 respectivel . In addition the results indicated that the scientificco petenc of students was ediu level and each sub-co petencies of scientific co petenc were ediu , ediu and low level respectivel .
ACEID2017 | IAFOR.ORG | 63

Tuesday Featured Workshop
17:00-18:30 | Room: 501 (5F)34414

Ethical Issues and Dilemmas in Academic Publishing: An Interactive Workshop

Workshop Leader: Adrian Ziderman, Bar-Ilan University, Israel & Trustee, Committee on Publication Ethics (COPE)
Workshop Facilitators:
Muhammad Irfan, Peshawar Medical College, Pakistan & Council Member, Committee on Publication Ethics (COPE)
Trevor Lane, Edanz Group, Japan & Council Member, Committee on Publication Ethics (COPE)
1) Background presentation to open the workshop, setting the main issues in context. Ethical issues and dilemmas as encountered by authors,
external reviewers, collaborators and journal editors will be outlined, both from a normative viewpoint and current practice. Attention will be
paid to cross-cultural differences and to differing disciplinary norms. The role of COPE, the Committee on Publishing Ethics, in providing
information and guidance will be outlined.
2) The session will reform into breakout groups. These groups will be presented with 4–5 problem cases previously submitted for advice anddiscussed at COPE's regular Forums. For each case, the groups will consider such questions as: What is the ethical problem(s) inherent in thecase? What action should be taken to deal with the issue(s)? What measures could be taken to avoid similar problems over the longer term?
The final part will co prise a reportin back b each roup reporter the workshop leader will then co pare these findin s with the advice
offered by COPE. The session will conclude with a summing up by the leader.
This workshop is sponsored by the International Network of Business and Management Journal Editors (INBAM).
This workshop is limited to 45 participants.

64 | ACEID2017 | IAFOR.ORG

Wednesday
March 29

ACEID2017
ACEID2017| IAFOR.ORG| 65| IAFOR.ORG| 65

Wednesday Session I
09:00-10:30 | Room: 501 (5F)

Wednesday Session I: 09:00-10:30
ooStudent Learning, Learner Experiences & Learner Diversity
Session Chair: Kate McCabeoo

A Study of Senior High School Students Environmental Problem Solving (EPS) Abilities
Fan- u eh, ational aohsiun
or al niversit , Taiwan
un- ei Liu, ational aohsiun
or al niversit , Taiwan
Chin-Fei Huang, National Kaohsiung Normal University, Taiwan

This stud ai s to e plore the senior hi h school students Environ ental roble Solvin E S process. The definition of E S
eans solvin the proble in real environ ent. This stud wanted to e plore the factors which in uenced the students environ ental
proble s solvin abilities. The participants were asked to finish the environ ental literac uestionnaire and desi n a strate to solve theenvironmental problems which are related to their daily life. 120 senior high school students participated in this research. (N=120, Meana e 17. ears old . First, all participants needed to co plete the test Environ ental co nition, affections and skills uestionnaire
0 uestions,.71 which were adapted fro Likert s Scale. Second, participants should desi n strate ies to solve the environ ental
problems which are related to their daily life. In addition, this research applied individual interview sampling. 20 participants were randomly
selected to interview to collect the qualitative data. The results showed that the students who got higher achievement in science subject
and lower scores in environmental literacy could design a lot of problem solving strategies in environmental problems, but they cannot
find out the environ ental proble s in their dail life activel . Oppositel , the students who ot hi her scores in environ ental literacand lower scientific achieve ent cannot solve environ ent proble s well. The i plications of this stud indicated that the students need
to be cultivated both environmental literacy and science background knowledge to solve the environmental problems in their daily life.
oo

Academic and Technical Vocabulary in the Corpus of Chemistry Research Articles
Pinrada Nuamjapho, Khon Kaen University, Thailand
Kornwipa Poonpon, Khon Kaen University, Thailand

an researchers entioned about the i portance of vocabular to lan ua e learnin , especiall vocabular for specific disciplines.
However, there are some problems with selection of vocabulary to teach students because some teachers believe their intuition forchoosing word families to teach. Therefore, Schmitt and Schmitt (2005) claimed that the best way to determine vocabulary frequency isusing the frequency lists compiled from vocabulary databases which is called corpus or corpora. This study is a corpus-based study whichaims to develop the lists of high frequency words and identify the proportion of General Service List (GSL), academic word list (AWL),
and technical words from chemistry research articles corpus in order to know the proportion of each word types compared with previous
studies. A corpus of about 1 illion token words was co piled fro
00 che istr research articles which derived e uall fro sub fieldof che istr . A
E ro ra was used in this stud to identif first 1000 and second 1000 SL, A L, and rare words. Then, a atin
Scale adapted from Chung and Nation (2003) was used to identify technical vocabulary so that the actual proportion and the lists ofvocabulary in chemistry corpus could be derived.
oo

In Presence with Frankincense and Teapots: Things of the Classroom
Kate McCabe, Simon Fraser University, Canada

As teachers, we encounter a lot of things in our everyday teaching. We may consider them as useful tools for our lessons yet neglect theother qualities of things. As Heidegger (1962) noted, the things of the everyday world often withdraw into the background of our lives
and are often, in this place, taken-for-granted. This paper, which I hope to read and then discuss, shares particular anecdotes depicting
a teacher, special objects and elementary school-aged children in two learning events. In the events a teacher brings special things to
the children s attention in the first she brin s frankincense and in the second she brin s a stea in teapot. In these events the children
and teacher sustain their attention on the thin s the selves. These events provoke uestions about the ultisensor nature of ti espace aterial associations and the wa special thin s open spaces for wonder and call us to attention. The pheno enolo ical approachseeks to provoke awareness of the the potential of objects to enhance the lived experience of acquiring knowledge in our teaching.
These anecdotes invite us toward an increased commitment to notice the nuances of relationships between people and things within theclassroo and to re ect in our practice.

66 | IAFOR.ORG | ACEID2017

Wednesday Session I
09:00-10:30 | Room: 503 (5F)

Wednesday Session I: 09:00-10:30
ooHigher Education
Session Chair: Derry Law
oo

The Effect of Project Based Learning to Enhance Problem Solving Ability in Distance Learning Media Subject of Student Teacherso ade Chana otha, Thepsatri a abhat niversit , Thailand

The research aimed to study the effect of the project based learning which focused on enhancing problem solving ability of the student
teachers who are currentl enrolled in the sub ect of “Distance learninedia” for the 201 acade ic ear at Thepsatri a abhat
University through instructional media service activities by using project based learning for enhancing problem solving ability record
sheet. The sample for this studying were 40 student teachers in social education major. The procedures of the research were as follows;phase I field stud investi atin the proble infor ation about instruction edia in local school phase II plannin and desi nin theirown project; phase III: development regarding the instructional media as well as its implementation; phase IV: writing the project report;
phase V: presenting the project; Phase VI: evaluation of instructional media project. The data were analyzed by using percentage, meanand standard deviation. The results showed that the average of overall problem solving ability of the sampling student teachers before
beginning the project was at a medium level (the average of overall was 2.51), however after using the project based learning, it was foundthat the problem solving ability of student teachers was higher at a high level (the average of overall was 3.09). As analyzing the point
range, 37.50% of all students (15 students) were at the highest level, 50% of all students (20 students) were at a high level (point range
2.50-3.29), and 12.50% of all students (5 students) were at a medium level.
ooGrit, Growth Mindset, and Volition of Japanese University Students From Required Self Directed Learning Courses
Gota Hayashi, Tokyo Keizai University, Japan

Teachers in schools are interested in educating their students so students can utilize their skills acquired to succeed in their futureendeavors. A university in Japan opened a new department in April 2016, where the researcher started to teach 2 sets of a year-longrequired course called Self Directed Learning in which students apply techniques for managing time, setting appropriate goals, evaluating
performance, and reporting on their English language learning to plan and carry out individual study plans that meet their individual
language needs and personal interests. The teacher and researcher hypothesized that this year-long course will foster grit, growth mindset,
and volition in students that are likely to help them succeed in their future, and asked 24 students in one lower level class and 22 students
in a hi her level class to take a surve that consists ofuestions to test their levels of rit, rowth indset, and volition. The findin ssuggest that: 1) students who had high total scores higher than 10 out of 16 points for grit, growth mindset, and volition, worked less than
20 hours a week outside of school 2 the class with hi her En lish proficienc had hi her scores on avera erowth indset a beeasier to acquire compared to volition and grit; and 4) introducing the concept of the growth mindset in class may have led students toscore higher on it, suggesting the possible positive impact of teachers introducing the other concepts in class as well.
oo

The Impact of Instagram on Teaching Visual Merchandising in Higher Education
Derry Law, The Hong Kong Polytechnic University, Hong Kong

Visual Merchandising is a subject that requires students to combine aesthetics and business knowledge in order to create an appropriate
store atmosphere and store displays that maintain and enhance the shopping experience of customers. Students learn about and develop
their aesthetic perception, and select appropriate business strategies for store display development. However, the development of aesthetic
perception is related to personal experience and interaction with the art and design culture in a society. In this study, a group of sixty
university students in a visual merchandising course were invited to participate in focus group discussions and the results are analyzed byusing the grounded theory to understand the development of their aesthetic perception and the association with their creative assignment
window displays. It is found that the aesthetic perception of these students is greatly affected by posted images on Instagram, among thedifferent t pes of social edia. This establishes their perceived aesthetics of spatial desi n and preference in color filterin , and ob ect
and idea development. The students have a positive perception of Instagram as a key source of ideas and standards to judge the beautyand creativity of display concepts and ideas because of its user-friendly application and layout. Although social media has already been
incorporated in education today, it is recommended that educators still take into consideration the nature of the course and the featuresof the different types of social media to maximize the learning motives of their students.

ACEID2017 | IAFOR.ORG | 67

Wednesday Session I
09:00-10:30 | Room: 505 (5F)

Wednesday Session I: 09:00-10:30
ooHigher Education
Session Chair: Steven Ng Poh YaipooInstructor Impact on Student Motivation in UAE Tertiary Education
Sultan Alkaabi, National Defense College UAE, UAE
Warda Alkaabi, First Academy School, Uzbekistan

This paper presents data obtained from focus groups conducted to investigate male students' experience of higher education in the United
Arab Emirates (UAE). Among the issues discussed by students was the impact of instructors on student motivation and this paper focuseson that issue. 13 focus groups were conducted with 83 EFL male students at four government campuses including United Arab Emirates
niversit
AE at Al Ain Ca pus, i her Colle e of Technolo
CT at as Al- hai a Ca pus , and two ca puses Abu Dhabi
and Dubai) of Zayed University (ZU). Students spoke about their instructors' characteristics, teaching style and the positive and negative
impact those sets of characteristics had on their learning experience. The resulting themes from the focus groups show instructors had ani pact on student class perfor ance and in so e cases led to class failure. eco
endation for better instructor care were su ested topolicy makers and instructors to foster a better student learning experience.
oo

The Development of Teachers Desirable Characteristics of Student Teachers in Thepsatri Rajabhat University by Using Behavioral Record Sheet
huwadon Chulasukhont, Thepsatri a abhat niversit , Thailand

This research aimed at developing teachers' desirable characteristics of student teachers who currently have enrolled in the subject of“Self-actuali ation for teachers” in the 201 acade ic ear at Thepsatri a abhat niversit b usin behavioral record sheet. The sa ple
for this studying were 57 student teachers in English education major. The instrument of this research was a behavioral record sheet thatwas identified the desirable characteristics b the student teachers in 10 aspects these were 1 unifor dressin , 2 racious speech,
temperament, 4) endurance, 5) punctuality, 6) circumspection, 7) honesty, 8) responsibility, 9) pursuit of knowledge, and 10) faithfulness.
The data were anal ed usin percenta e, ean and standard deviation. The findin s showed that the teachers desirable characteristics
of student teachers before beginning the lesson were at the low level (the overall average was 2.47) and the lowest aspect was gracious
speech the avera e was 2.2 , however after usin the behavioral record sheet that identified b student teachers, it was found that theteachers' desirable characteristics of student teachers were at a higher level (the average of overall was 4.05) whereas the highest aspect
was responsibility (the average was 4.23).
oo

An In-Depth Study of Two Individual Professors' Attitudes and Understanding Towards Counselling Referral of University Students
Stevenoh aip, Sin apore ana e ent niversit , Sin apore
Ada Chun ee Lin, Sin apore ana e ent niversit , Sin apore

This study describes and analyses the individual professors' attitudes and understanding towards counselling referral of university students
in Sin apore. The two participants data were collated throu h se i-structured interviews which uncovered the challen es and difficulties
they faced in the counselling referral process for university students. This provides an opportunity for deeper understanding towards
the perspectives of academic staff on highlighted areas such as a personal lack of knowledge, dilemmas, inadequacies and uncertainty
in areas relating to helping a student, mental health and counselling. The counselling support provided for students by the counselling
centre services was recognised as a specialised and crucial area of need in the University. Various areas of concerns arising from this study
could be considered and examined further into for enhancing the provision of support services and overall process improvement towards
counselling referral.

68 | IAFOR.ORG | ACEID2017

Wednesday Session I
09:00-10:30 | Room: 506 (5F)

Wednesday Session I: 09:00-10:30
ooEducational Change Through Technologies
Session Chair: Aaron Tanoo

The Use of Simulation Technology to Help Students Understand Passenger Assignment Operations in Airports
Shing Chih Tsai, National Cheng Kung University, Taiwan
Chen-En Tsai, National Cheng Kung University, Taiwan

In this paper, we use a simulation example of aviation security screening system to help students understand various passenger assignment
policies, which are widely known or recently proposed in the literature. We present a simulation-based solution framework for solving
the constrained passenger security screening optimization problem. The goal is to determine appropriate sequences of a given set ofpassengers to maximize the overall security level, and in the meanwhile satisfy a constraint related to the passenger mean-waiting-time.
The system performance is analyzed using the developed simulation tool. The virtual environment allows students to analyze and improvetheir scheduling alternative designs by changing variables and observing how their changes affect the system's performance. We can clearly
see that how the optimal assignment policy behaves under different parameter settings or practical scenarios. The paper shows that the
instructional simulation technologies can be used to provide a fertile learning environment for students in the context of aviation security
management.
ooUltimate or Alternate? Enhance the E-Learning Experience for Creative Media Students: Hong Kong and Singapore Perspective
Jae-Eun Oh, The Hong Kong Polytechnic University, Hong Kong

Online learning (E-learning) platforms such as Blackboard, Moodle, and MOOCs have been widely used in various higher educational
institutions. These E-learning platforms have been designed and developed for students to enhance their learning experiences bypromoting blended learning. Current research in this area has demonstrated the effectiveness of online learning for distance education
and as an online resources tool for students benefit. Conversel , the potential of E-learnin platfor s for art, desi n, and creative edia
students learnin e perience have not been ade uatel e plored e tensivel for the full benefit of it for instance, courses that are eantto provide tutorial sessions, peer reviews, and project-based learning practices are not favorable to be delivered through general E-learning
portals. Hence, this paper aspires to bridge the knowledge gap by providing insights into how the E-learning approach can be harnessed
to facilitate the teaching process in art, design, and creative media courses. Through an analysis of 60 face-to-face in-depth interviews
and online surveys with current students and educators in tertiary creative media courses in Hong Kong and Singapore, this study seeks
to examine the current E-learning model and makes recommendations to generate better understanding in order to build an enhanced
conceptual odel. Further ore, the findin s of this stud will indicate that custo i ed and i proved E-learnin e periences are uchneeded for creative edia students which could be catered to their specific peda o ical needs of the discipline.
oo

An Effectiveness Study on a Game-Based Learning Approach in an Economics Classroom in a Higher Education Context
Aaron Tan, SIM Global Education, Singapore

The use of a e-based learnin has been increasin in education conte ts recentl . esearch has shown that students toda prefer visualcontexts and active learning environments over passive lectures. Game-based learning offers an immersive experience within a nonthreatening environment where students gain knowledge through playing games rather than through overt teaching. This pilot study
involved the development of ten gamelets covering key concepts in economics. These were downloaded on personal mobile devices andplayed in class. The students were immersed in an ancient world setting with different scenarios for each lesson based on the conceptthat would be covered for that lesson. The lecturer then engaged the class through questions that eventually led into the topic to betaught. Quantitative data were gathered from students through surveys, and qualitative data from interviews conducted with lecturers.
389 students out of 506 students participated in the survey (76.88%). About 50% of students reported positive perceptions of the games
for generating interest, enhancing understanding and ease of use. 36% of students were neutral, and the remaining perceived the games
negatively. The lecturers had mixed views about the effectiveness of the games. Further analysis revealed that the lectures' perceptions may
have in uence over the students perceptions. So e challen es in appl in a e-based learnin have been surfaced and these have been
compounded by factors such as the users' perceptions and the acceptance of the approach. It is envisaged that this study can enlighten
more effective ways to implement technology-enabled game-based learning in the classroom.

ACEID2017 | IAFOR.ORG | 69

Wednesday Session I

09:00-10:30 | Room: Prokofiev Hall (2F)
Wednesday Session I: 09:00-10:30
oo Pro ofieaDigital Technologies & Communications
Session Chair: Muhandji Kikunga
Pro ofiea

The Effect of Social Responsibility Activities Towards Brand Recall in Indonesia's Instagram-Based Online Shops
Felicia Abednego, Maranatha Christian University, Indonesia
olla ar aretha, aranatha Christian niversit , Indonesia

Social media has become popular nowadays, not only for networking, but also for selling purposes. One of the most popular social media
platforms which has been used by sellers online is Instagram. The use of social media Instagram as a marketing tool in Indonesia has
increased. By the end of 2015, more than one million sellers created Instagram accounts for selling purposes. Instagram was used bysellers, especially by new startups online shops, because it is easy to use and they freely to sell online and utilize Instagram's features such as
posting pictures, editing pictures, and hashtagging. Besides their creativity and their effort to gain customers by using Instagram features,
many sellers in Instagram have realized that digital technology and communication through social media such as Instagram has become
important to emphasize their business. This paper was made to seek how sellers use the technology through Instagram, and to know theeffect of maintaining customer relationship towards brand recall by using digital technology and communication. An exploratory study
was conducted, while quantitative data were gathered through online questionnaires to 50 Instagram-based online shops. Shout out for
shout out activities and entionin the accounts were identified as the ain activities throu h Insta ra , which pre-assu ed will cause
brand recall. Meanwhile there are some supporting factors included for further research.
Pro ofiea

The Influence of Heterophily on a Community about Moodle Use in Higher Education
Tin ui u , The niversit of on on , on on
Allan . . uen, The niversit of on on , on on

Background: The concept of community of practice (CoP) has been advocated widely as a means of professional development. These
counities are usuall co posed of participants fro diversified back round. The diversit could lead to heterophil which is positivefor diffusion of innovation, but ne ative for establishin effective counication as ar ued b o er 200 . ood practices in oodle
use could be transferred throu h Co , but there are few studies identified the in uence of heterophil in the process. ethodolo A
CoP about Moodle use at a university was observed. Teachers, researchers and technical staff participated in the community voluntarily.
There were 10 face-to-face sharing sessions conducted by 10 teachers. An online platform was designed for participants to further discussand share resources. odes of belon in fro
en er 1
was adopted as a theoretical lens to observe the in uence of heterophil
on participants. Data Collection: A survey was conducted to examine demographics, perception of diversity and modes of belonging
about participants at the end of each session. esults De o raphic diversit includin a e, facult rank, teachin e perience and oodle
experience was found in the community. Participants who did not perceive diversity showed higher level of alignment and willingness totransfer the knowled e ained to their practice co parin to participants who perceived. The in uence of heterophil on participants
could be potentially related to individual perception of diversity. The balance between settings of community and individual perceptionof diversity is suggested to be a factor for the successful transfer of good practices in Moodle use through CoP.
Pro ofiea

E-Learning Implementation: Challenges and Opportunities for Higher Education Institutions in Rural Settings in South Africa: A Case Study
Muhandji Kikunga, University of South Africa, South Africa
Munienge Mbodila, University of Venda, South Africa

The use of ICT is changing all aspects of our lives and fueling the economic growth globally. Technology can play an important rolein building Africa's progress in education, training and development. The utilization of modern technologies in education is becomingat the heart of higher education institutions (HEIs) generally and South Africa (SA) in particular. E-learning refers to the use of ICT
in different processes of education to support and enhance learning. The implementation of e-learning in HEIs in SA is becoming animportant factor for government and educational sector. For more than a decade, educational systems in SA are looking for e-learning
pro ra s that would help to address challen es and to si nificantl i prove the ualit and content of E in teachin and learnin . ut
the successful implementation of e-learning in HE depends on many factors such as, the accessibility of technology, how learners andteachers are supported in its use and the integration of technology within the curriculum. The purpose of this research is to investigate
the challenges and opportunities e-learning offers in a rural HEIs in SA over the traditional way. The paper also highlights major barriers
to the inte ration of e-learnin in rural EIs of South Africa. The findin s indicated that the i ple entation of e-learnin offered adiversity of opportunity for teaching and learning in rural HEIs but for a successful implementation some factors need to be addressed.
Finally, the paper provides guidelines for the integration of new technologies in rural settings HEIs.

70 | IAFOR.ORG | ACEID2017

Wednesday Session I

09:00-10:30 | Room: Schumann Hall (2F)
Wednesday Session I: 09:00-10:30
oo
c
ann a
Primary & Secondary Education
Session Chair: Angela Francisca Veloso
oo

c

ann

a

Explore the Students' Environmental Literacy Through a Creative Environmental Curriculum
Chen-Chen an , ational aohsiun
or al niversit , Taiwan
Chin-Fei Huang, National Kaohsiung Normal University, Taiwan

The ain purpose of this stud was to e plore the in uences of th- rade students environ ental literac on a creative curriculu .
In this study, the authors designed a creative air pollution environmental education curriculum which was engaged in the multimedia
teachin strate ies. The definition of environ ental literac in this stud involved of the environ ental co nition, environ ental attitude,and environmental behavior. There are one hundred and seventeen grade students in Taiwan participated in this study, half of them
are experimental group and the others are the control group. The experimental group was taught by the creative multimedia teachingstrategy and the control group was taught by the traditional teaching strategy. All participants were asked to complete the air pollution
environmental literacy survey (α= .801) which was developed by the authors before and after the curriculum. From the statistical analysis,
the results showed that the students who were tau ht b the creative curriculu which was developed b this stud ot si nificantl hi herscores than those who were taught by the traditional teaching strategy in environmental cognition and environmental behavior dimensions.
owever, in the environ ental attitude di ension, there is no si nificant difference between e peri ental roup and control roup.
The implications of this study indicated that the environmental attitude might be cultivated for a long time. But we might train students’environ ental behavior first throu h education.
oo

c

ann

a

Exploring Students' Scientific Creativity Performances by Using Different Creativity Tests
Kuan Chih Wang, National Kaohsiung Normal University, Taiwan
Chin Fei Huang, National Kaohsiung Normal University, Taiwan
Chia Ju Liu, Open University of Kaohsiung, Taiwan

The purpose of this stud is to investi ate the senior hi h school students scientific creativit perfor ances b usin different creativit
tests. Four different uestionnaires about creativit were used in this stud which involved Scientific nowled e Test, Scientific Creativit
Test, eneral Creativit Test and Creative Scientific Abilit Test. 0 hi h school students participated in this stud . All of the needed
to complete these four questionnaires individually, and the data has been analyzed by statistical analysis. The results showed that some ofstudents a have ot si nificantl hi her scores than other students p .0 in the scientific creativit abilit test, but ot si nificantllower scores than other students p .0 in the scientific creativit test, vice versa. The possible reasons wh these students scientificcreativit perfor ances displa ed different results b usin these different tests are the different definition of creativit and different wa s
to score. In this stud , we will discuss the di ensions which will affect scientific creativit perfor ance. Further ore, the results indicatedthat each questionnaire had its limitation and that users need to use it carefully.
oo

c

ann

a

Student Attribute Correlates of Academic Achievement in High School Chemistry Between Grade 9 & 10 Students
Angela Francisca Veloso, Deped, The Philippines
Vic Marie Camacho, Philippine Normal University, The Philippines
Virgel Duad, Philippine Normal University, The Philippines

This study examined three student attributes, namely level of mathematics anxiety, learning style, and attitude toward chemistry, thatgenerated information on their effect on student achievement in chemistry. The study employed the causal-comparative descriptive
research method. Instruments used included an achievement test to measure performance involving mathematical concepts in chemistry,level of mathematics anxiety scale to measure anxiety levels, attitude toward chemistry scale, and learning style reference. A total of
108 Grade 9 and 10 students from the Institute of Teaching and Learning (ITL) at the Philippine Normal University were involved as
respondents. The result of the study revealed that the respondents taken as a whole, performed fairly in the achievement test in chemistry
particularly in the multiple choice and poorly in the open-ended part of the achievement test. Their anxiety in mathematics was positively
correlated with their performance in chemistry involving mathematics. The respondents, taken separately by grade level showed that grade
9 performed better than grade 10 in multiple choice and open ended tests. Both groups have favourable attitudes toward chemistry. Grade
9 has less anxiety level than grade 10 respondents. The study recommends that teachers should employ an effective approach on how tolessen the students' level of anxiety in mathematics for them to improve their performance in chemistry. Further, the study recommends
teachers to find best wa s to et their students interested in che istr topics which involve athe atics.

ACEID2017 | IAFOR.ORG | 71

Wednesday Session II
10:45-12:45 | Room: 501 (5F)

Wednesday Session II: 10:45-12:45
ooEducation: Social Justice & Social Change
Session Chair: Arlaine Joy Marcelino
IAFOR Scholarship RecipientooSilent Exclusion and Child Schooling: A Case Study of India
Pankaj Das, University of Delhi, India

The current educational policy discourse in India has largely focused on issues of access to basic education. While increasing accessis clearl i portant, the issue of si nificantl to sustained access is ore i portant in the present conte t when 0 of the childpopulation in India in the age group of 6–14 leave school before completing elementary education (GoI, 2009). Despite many attempts
and improvements having been made by several states and the central government, a major chunk of our school students in the elementary
rades are silentl e cluded and placed in the cate or of “potential dropouts”. The a nitude of the proble is ver acute in overn ent
schools in rural parts of India. By taking a cluster of 11 villages comprising 23 government schools that were randomly selected in
the present study, this paper attempts to provide an in-depth understanding of the magnitude and process of silent exclusion in thesa ple schools of adh a radesh in India, and also poses a bi challen e to the i ht to Education TE Act, which uarantees
the completion of elementary education to all children in the age group of 6–14. A survey method was performed using the tools of
structured uestionnaire, infor al discussions and school roster data. a or findin s indicate that silent e clusion was ver hi h in all theexisting primary and upper primary government schools irrespective of caste, class and gender. Moreover, children in primary schools
and belonging to socially backward communities exhibited with low self-esteem and were more vulnerable. The implications of the study
suggest the introduction of attractive programmes that are more joyful and child-friendly at the institutional level.
ooPrimary Education and Minority Rights

Sushant Chandra, Jindal Global Law School, India
Deepanshu Mohan, Jindal School of International Affairs, India
India enacted in 200 its first le islation on pri ar education akin it co pulsor for all the children in the a e roup of 1 ears.
This has not been an easy journey, and a lot it is owed to the Indian Supreme Court for this. The salient feature of the 2009 Act is sharing
responsibility of providing primary education with the unaided private schools and perhaps minority schools as well. Though, education is a
responsibility of the state, but the 2009 Act in the name of social justice endeavours to share this responsibility with the private players. The
2009 Act provides for 25% reservation for educational institutions – public, private or minority. As far as public and private are concerned,
the position is settled, and they have to reserve 25% of seats for children from economically weaker sections and disadvantaged category.
But the real issue is faced with respect to application of this 25% reservation clause on minority-aided and unaided schools. There are spateof Supreme Court cases which shed light on this part. We would argue that minority rights under the Indian Constitution do not provide a
special position to minority schools vis-à-vis non-minority schools. The idea behind minority rights was to safeguard minority character andnot to provide an extraordinary right. We would also argue that while deciding the extent to which state could regulate primary education ina minority school, reasonableness of quota, minority character and level of education must be considered.
oo

Education for Urban Refugee Children in Malaysia: Pathway to Peace
Shook ee Leon , International Christian niversit , apan

This research focuses on the educational experiences of urban refugee children in Malaysia, examining the expectations of parents and NGOsof educational projects for urban refugee children in Malaysia and investigating if the education space contributes to peace through intergroupcontact. The conceptual framework for the study is based on intergroup contact theory which is based on the belief that interaction between
individuals belonging to different groups will reduce ethnic prejudice and intergroup tension which could contribute to peace and conciliation.
Although literature does provide for how education contributes to building peace, the lack of reporting by the media in Malaysia on refugee
issues, the situation of refugees in Malaysia is not widely explored and this is especially true in relation to the education of refugee children inala sia. As such, this research intends to fill the research ap in literature b providin a ore in depth studies on the educational e periencesof urban refugee children, exploring the expectations of parents and key NGOs of education projects and examining if indeed education for
urban refu ee children in ala sia does fulfill these e pectations and contribute to reduced ethnic pre udice and inter roup tension.

72 | IAFOR.ORG | ACEID2017

Wednesday Session II
10:45-12:45 | Room: 501 (5F)ooFactors Contributory to the Meaningful and Socially Relevant Exposure Trips of Freshmen
Arlaine Joy Marcelino, Ateneo de Manila University, The Philippines

Institutions of higher education are faced with the challenge of transitioning students from basic to higher education and educating
students into socially conscious and responsible citizens. To respond to these challenges, Ateneo de Manila University has initiatedIntroduction to Ateneo Culture and Tradition (InTACT), which is a formation program for freshman students to assist them adjust tocollege life, have self-awareness and develop a sense of community. Integrated into InTACT is an exposure trip, which allows students tohave a positive encounter with selected institutions, its advocacies and programs and the people into social involvement. The preparatory
phase of the e posure trip is crucial because this is where the identification and assi nin of sociall relevant institutions for specificblocks of students are done. Finding a match between an institution and a block of students belonging to a particular discipline ischallenging. It requires several factors to make it effective in educating students into socially conscious and responsible citizens. Hence, thisstudy aims to identify the factors that can make an exposure trip relevant and meaningful to freshman students. Thematic analysis of focus
group discussion and evaluation results showed that support from partner institutions and academic departments, interactive mode of
exposure trip, and ability of student facilitators and homeroom advisers to facilitate the trip were contributory to make the exposure trips
relevant and meaningful. Thus, it is recommended that the said factors be considered during area deliberations, planning and evaluation toensure the success of the formation program.

ACEID2017 | IAFOR.ORG | 73

Wednesday Session II
10:45-12:45 | Room: 503 (5F)

Wednesday Session II: 10:45-12:45
ooan a ecationie inSession Chair: Maslawati Mohamad

isticsoo

Foreign Language Anxiety: A Mixed Method Analysis on Thai EFL Learners at Ubon Ratchathani University
airenallen o asilio, bon atchathani niversit , Thailand
Chaler chai on rak, bon atchathani niversit , Thailand

Despite the decades-long integration of EFL in the Thai education system, Thai EFL students in general still perceive the English language
as ver difficult to be learned and thus, respond ne ativel to ac uirin the lan ua e. ith their Forei n Lan ua e An iet FLA the carrto their EFL classes certain notions rooted in past and current e periences, and such beliefs can be in uential on their present stud ande pectation of future perfor ance. E plo in a i ed ethod approach, the stud identified the factors that 2nd ear Thai EFL learners atbon atchathani niversit associate with their FLA the Thai-translated Forei n Lan ua e Classroo An iet Scale FLCAS surve wasadministered and a semi-structured interview was conducted. Overall, the paper explored the students' perceptions of their language anxiety
and how it affects their classroom performance.
ooTask-Based Language Teaching and the Language Proficiency of Grade Eight Students
Teenaarie an o , Att . Orlando S. i ando

ationali h School, The hilippines

The purpose of this stud was to deter ine the effect of Task- ased Lan ua e Teachin T LT on the lan ua e proficienc of rade ei ht
students. The stud e plo ed the uasi-e peri ental ethod of research and findin s revealed that Task- ased Lan ua e Teachin is not
si nificant and the lan ua e proficienc assessed as Approachin roficienc . Three intact classes were used as the control and e peri entalgroups. The experimental groups were exposed for two (2) weeks in Task-Based Language Teaching, one group was with problem-solving
task while the other on co parin and contrastin task. The instru ents used in this stud were Lan ua e proficienc test and T LT lessonplans devised b the researcher. The findin s of the stud revealed a no si nificant difference in the pretest posttest ean scores a on thecontrol and experimental groups. The result conveyed that Task-Based Language Teaching was as effective as traditional way of teaching in
ter s of i provin students Lan ua e roficienc in ter s of knowled e, process, understandin and perfor ance. ut when the results ofthe students were co pared within roups, Task- ased Lan ua e Teachin resulted in better lan ua e proficienc . In the li ht of the findin s,
it was recommended that teachers continue to use TBLT, applying different task suited for learning. A study should also be conducted todeter ine the relationship of student and teachers attitude towards T LT with the ai of developin the lan ua e proficienc .
oo

A Socio-Cultural Analysis of Self-Regulated Learning Pedagogy in Online Learning Environments
Ivan Aditia, niversit ofew Southales

L D , Indonesia

The recent presence of technology in English-language classrooms has also brings challenges both for the teachers and the students. While thefocus of learning is to accommodate the students' learning needs, which become more and more complex, online learning has widely conceded as
powerful approach to promote students' self-regulated learning. It has also been considered as the notion of modern education. This notion is taken
as the consideration of applying appropriate pedagogy in teaching and learning process within the online learning environment. This paper provides
a review of the literature of Self- e ulated Learnin S L peda o . It ai s to anal e the i plication of Socio-cultural perspectives toward thei ple entation of S L peda o in online learnin environ ents. The relevance of this paper is also connected to the develop ent of the useof the online learning approach in English language classrooms which requires teachers to become more adaptive and selective toward its features.
oo

The Advantages and Disadvantages of E-Dictionary to Enhance Reading Comprehension of ESL Learners
Maslawati Mohamad, National University of Malaysia, Malaysia
uraidawan ashid, ational niversit of ala sia, ala sia
Wan Nurashiqin Wan Mohamad, National University of Malaysia, Malaysia

Due to the advent of Internet, tertiary students prefer to read hypermedia materials in comparison to printed materials. One of the common tools
used by ESL learners to enhance reading comprehension is the e-dictionary. Nowadays, there are various types of e-dictionaries. This case study
involved ten Teaching English as Second Language (TESL) undergraduates. The three research tools employed were semi-structured interviews,
re ective ournals and open ended uestionnaire. The purpose of this research is to e plore the views of ESL students toward e-dictionaries.
This article also highlighted the criteria of the participants' e-dictionary selection. The main criteria are portability, availability and accessibility.
This study also looked into the participants' challenges in using e-dictionaries. Among the limitations are lack of access to use e-dictionaries,
inco plete definitions provided, distraction in the classroo and difficult in choosin appropriate e-dictionaries. Another research uestion is
to obtain the participants' views towards the e-dictionaries' advantages and disadvantages. The main advantages are ease of use, the participants
are able to obtain the words definitions, pictures, pronunciation, and how the words are used in conte t. One of the a or disadvanta es is lackof credibilit . It is hoped that these findin s could facilitate educators in trainin their students to use e-dictionar ore effectivel .
74 | IAFOR.ORG | ACEID2017

Wednesday Session II
10:45-12:15 | Room: 505 (5F)

Wednesday Session II: 10:45-12:15
ooEducational Policy, Leadership, Management & Administration
Session Chair: Dian-Fu Changoo

A Study on Reformation of National Vocational Educational System Based on National Competency Standards
eon

i ha,

I ET, Southorea

As the industrial structure and demand has been high upgrading and complicated, it needed to develop National Competency Standards
CS that present skills re uired b the industr and real work fields at the national level. The purpose of this stud is to develop a
vocational curriculum of technical high school based on the NCS. The methodology of study used Delphi technique. I collect feedback
throu h e pert consultation and held public hearin s and foru s. The results of the stud are as follows. First of all, re ectin thecharacteristics of the structure of the workforce for high school graduates, it was restructured the curriculum in family groups of 5 to
1 sub ect roups. Second, it was restructured in 2 depart ents todepart ents throu h e a inin the CS classification s ste
and obtainin certification and ualification anal sis. Third, it proposed 170 t pes of personnel to be positive in technical hi h schools.
Fourth, the NCS learning module was to take advantage of the in 440 NCS practical courses. Fifth, it was suggested that the curriculum
assessment system is based on the achievement evaluation of NCS. Sixth, for stably settling brand new revised curriculum in school, it
proposed plans of strengthening teachers' capacity and consulting curriculum. Seventh, in order to operating the revised curriculum, thelaw issues with teachers and laboratory for environmental improvement were suggested. Therefore, the vocational education system that
focuses on duties required by industrial needs based on the NCS needs to be improved.
ooMeasuring Educational Change: Research Design Issues
ina, niversit ofentuck , SA

This presentation examines the issue of educational change from the methodological perspective. With a focus on measuring educationalchange among students, this presentation intends to discuss the following research issues: a) what (student-level) outcome measuresconstitute educational chan e b what research desi ns are the ost effective and efficient in easurin educational chan e c what
analytical frameworks can reveal the most of educational change (i.e. what analytical frameworks are the most sensitive to educationalchange); and d) how to identify contextual and climatic factors that predict and sustain educational change. This presentation will discuss
several newly formulated outcome measures at the student level. For example, engagement of students in school-related academic
and non-academic tasks and activities is rapidly becoming a critical indicator of educational change. This presentation will introduce
several recently developed research designs for measuring educational change. For example, the delayed treatment (intervention)desi n effectivel and efficientl co bines educational intervention and professional develop ent to pro ote educational chan e. This
presentation will describe several powerful longitudinal techniques for analyzing educational change. For example, the growth modelingapproach has great potential to identify what is often referred to as turning points during educational change. Finally, this presentation
will discuss some ways to isolate out contextual and climatic factors that are responsible for educational change. For example, the inputprocess-output (IPO) model in organizational research is very effective in identifying climatic factors essential to educational changewith control over (working with) contextual factors.
oo

Determining the Effect of Principal's Change Leadership on School Teachers' Professional Development
Dian-Fu Chang, Tamkang University, Taiwan
Sheng-Nan Chen, Tamkang University, Taiwan
Wen-Ching Chou, Tamkang University, Taiwan

In a rapidly changing era, educational change has become one of crucial components for better performance in schools. Potential andinnovative leadership in schools have been e pected to fit the fast-paced of chan e to achieve better results. Therefore, how to build
teacher s professional develop ent to fulfil the outco e-based polic in schools has rown into a new challen e for principals. This
study focused on principals' change leadership perceived by school teachers and explored which dimension of change leadership might
impact on teachers' professional development. We successfully invited 490 teachers from 41 elementary schools in New Taipei City
(Taiwan) to participate in this study. Finally, there are 453 valid questionnaires; this represents 92.4 % of return rate. Both self-developed
chan e leadership and professional develop ent uestionnaires have been verified b factor anal sis. 2 indicators of chan e leadershiphave been classified into three di ensions, na ed “counicatin and shapin chan e action”, “buildin supported environ ent”, and“ad ustin or ani ation and perfor ance”. The teachers professional develop ent has been defined b five indicators. e e plo ed the
stepwise method to determine which one is the major factor impacted on teachers' professional development in regression models. The
result reveals both “buildin supported environ ent” and “ad ustin or ani ation and perfor ance” in principal s chan e leadership can
explained 27.5% of the teachers' professional development. Based on the linear model in regression analysis, we suggest properly shaping
principal's change leadership can be prompted to enhancing teachers' professional development. Furthermore, the change leadership
might be applied to more wide practices to improve teachers' performance in various settings.
ACEID2017 | IAFOR.ORG | 75

Wednesday Session II
10:45-12:15 | Room: 506 (5F)

Wednesday Session II: 10:45-12:15
ooEconomic Management of Education
Session Chair: Tian-Ming Sheuoo

Why Entrepreneurship Education?

olla ar aretha, aranatha Christian niversit , Indonesia
Felicia Abednego, Maranatha Christian University, Indonesia
Maranatha Christian University has entrepreneurship education as a highlight. Why entrepreneurship education? Based on the data from
Statistical Center Bureau, in 2012, the amount of small medium enterprises in Indonesia has increased one and a half times more thanin 1997. The increase of employees has increased 1.64 times more than in 1997. It has an important purpose in economic growth inIndonesia. While almost 80% of big companies shut down in 1997, small medium enterprises were still run well. Entrepreneurship grows
from low society to create better lives for entrepreneurs and their families. They are risk-takers and persistent – they know they might failand have nothing to lose. These kinds of characteristics are needed by entrepreneurs. While another campus wants their students to be“book s art”, entrepreneurship students would be forced to think outside the bo , to fail and to persist e periences that would inspirethem to become creative, inventive and innovative.
ooManagement Structure of Thailand Premier League by the Standard Criteria of the Asian Football Confederation
Saowalee Kaewchuay, Mahidol University, Thailand
Eakrat Onno , Chandrakase
a abhat niversit , Thailand
Chanankarn Saen prasan, Sakon akhon a abhat niversit , Thailand

This research has the ob ective to stud the ana in of atchaburi itr hol FC b the standard criteria of The Asian Football
Confederation. The methodology of this research was following the conceptual framework from the related documents. The in-depth
interview with the five responsible ke infor ants b the standard criteria of The Asian Football Confederation has been used for thequalitative research. The data have been collected and analyzed follow the qualitative research. The data have been retrieved from twosources which were the interview and documents, and analyzed follow the research objective in order to propose the data in model of the
Descriptive Anal sis. The result of the research found that the ana in in five aspects of atchaburi itr hol FC b the A standard
criteria the lowest criteria of The Asian Football Confederation found that: 1) The law criteria need to have the standard of The AsianFootball Confederation; 2) The sport criteria; 3) The human resource management club; 4) The structure for competition, and haven't
operated yet in some areas; developing youth structure plan, being the owner of the competition stadium, the operation place and thead in depart ent of the clubThe financial and accountin aspect were low. The result of ana in of atchaburi itr hol FC b
the standard criteria of The Asian Football Confederation couldn't pass the standard criteria of The Asian Football Confederation.
oo

Why Change is So Hard? The Immunity to Change of Teachers in a Rural Elementary School
Tian-Ming Sheu, National Taiwan Normal University, Taiwan
Jason H. Wu, National Dong Hwa University, Taiwan

Every rural school intends to improve the learning achievement of disadvantaged students. However, the predicament of student learningachievement is just like that of school-based parent education programs – those who should have come will never appear. This researchreco ni es the perspective of obert e an and Lisa Lahe at arvard niversit that school e bers are not unwillin to chan e. e an
and Lahey explain how school members are systematically working against the very goal they certainly want to achieve. This research will
select one Taiwan elementary school in the rural area and conduct the immunity to change workshops based on the immunity to changesystem developed by Kegan and Lahey. The goal is to expose the hidden commitments of teachers that hinder them from adopting change
for improving student achievement. This research expects to have the following outcomes: 1) development of local immunity to change
workshop program; 2) implementation of the immunity to change workshops; 3) evaluation of the results of the immunity to change
workshop program; and 4) revision of the immunity to change theory.

76 | IAFOR.ORG | ACEID2017

Wednesday Session II

10:45-12:45 | Room: Prokofiev Hall (2F)
Wednesday Session II: 10:45-12:45
oo Pro ofiea
Education for Interdisciplinary Thinking
Session Chair: Andrew Reillyoo

Pro ofiea

The Students' Satisfaction Toward Managerial Economics Class
Sauwaluck Koojaroenprasit, Kasetsart University, Thailand

As a policy of the Minister of Education that want all the educational institutions improve the quality of their students to be smart,good, and happy person. Kasetsart University has realized about the importance of this policy, so all lecturers were encouraged to do
the classroom research to improve and update their teaching. The objective of this study was to analyze the students' satisfaction toward
the managerial economics class. The methodology was a survey by collecting 47 questionnaires from students registered in this class. All
respondents were the students in the department of economics at Kasetsart University, Thailand. This study employed Weighted Average
Inde
AI . The results showed that the students had hi hl satisfaction toward takin the idter and final e a with AI 0.70 and
0.74, respectively. For the activities participated in this class, they had very highly satisfaction toward their presentation and doing thereport ho ework with the sa e AI 0. . For the opinion toward the student-centered learnin and teachin , 7 . 7 of respondents
thought that this class was the student-centered learning and teaching.
oo

Pro ofieaApplying Mathematics in Interdisciplinary Studies [IDS]
Christina Lye, Nanyang Girls' High School, Singapore
Choon Juen Sam, Nanyang Girls' High School, Singapore

an anirls i h School s Interdisciplinar Studies IDS for Secondar One students were desi ned to enable students to be in todeliberate and solve real world proble s usin the knowled e, skills and thinkin tau ht in various disciplines sub ects fro lan ua es andthe humanities to maths, science, art and music. This curriculum is innovative in using concepts to ensure connections in students' learning.
The focus of the interdisciplinary studies was on sustainable living. Students were tasked to look into the basic needs of food and shelter
throu h ardens to Table and the uilt Environ ent. The used Desi n Thinkin to scaffold their thou hts and re ections as well as tocreate a prototype. The presentation will focus on how the mathematics teachers designed their lessons in the IDS through collaboration
with colleagues from other disciplines. Mathematical concepts were weaved into the themes of food and shelter by connecting them with
science, history, geography and food studies. An alternative assessment using their prototype was crafted to create an authentic scenario
for students to exhibit their skills and knowledge in mensuration and scales. This allowed the school to make students' learning relevant
and authentic and to show meaningful connections within the discipline and across disciplines.
oo

Pro ofiea

A Study on Education to Enhance Optimism Utilizing Communication Board Gamese eon
i , an won ational niversit , South orea
Seol- i u, So an niversit , South orea
Seoun o u, an won ational niversit , South orea

This stud verified the effects of enhancin opti is b utili in counication board a es with universit students. Since opti is is
closel related to rade, self-efficac , a sense of achieve ent, the i portance of enhancin opti is was e phasi ed. owever, previous
studies supported such opti is in ter s of te pera ent traits of individuals or educate opti is with specific environ ents or sub ects.
Accordingly, this study intends to investigate a means of practical education that can enhance optimism utilizing games in a more casualenvironment based on the research of Seligman (1990), which claimed that the optimism can be learned regardless of temperaments. In
Study1, a pre-test (t1) and a post-test (t2) were conducted in order to measure the changes in optimism(n=24). For 1 hour a week for 10 weeks,
a communication board game that can induce optimistic thinking was devised and played based on the ABCDE model. As a result, the levelof opti is increased b appro i atel three ti es fro- .7 t1 to
12. in t2 p .001 . In Stud 2, a control roup n 22 was addedwith the experiment group(n=21) to measure optimism using the same method as Study 1. The level of optimism in the experiment groupwas-2. t1 and in the control roup was- .0 t1 , which displa ed pessi is in both roups. owever, it increased b five ti es
to
11. t2 in the e peri ent roup p .001 , whereas there was no difference in the control roup. The effect of pro otin opti isutili in counication board was confir ed e piricall throu h individual interviews with participants.

ACEID2017 | IAFOR.ORG | 77

Wednesday Session II

10:45-12:45 | Rooms: Prokofiev Hall & Schumann Hall (2F)oo

Pro ofieaUsing the Concept of Fashion to Link Diverse Programs
Andrew eill , niversit of awaii at anoa, SA
Loriena ancura, niversit of awaii at anoa, SA
oun in ahn , niversit of awaii at anoa, SA
Douglas Vincent, University of Hawaii at Manoa, USA

Depart ents housed in S land rant a ricultural colle es often have the unenviable and difficult task of ustif in their e istence as collaborative
entities that complement each other. Programs like fashion design and merchandising, family resources, and agricultural sciences have historic roots
with seemingly little relevance to each other in today's academic milieu. Putting politics aside, educators in such programs are tasked with developing
cross-disciplinar curriculu that can address the linka es between individual pro ra s et still educate students for careers in their respective fields. This
conceptual paper demonstrates how the concept of fashion is relative to many of the disparate disciplines found these colleges. Fashion is often described
as a temporal trend illustrated with a bell curve; an item or behavior is adopted in increasing frequency until a saturation point is reached as adoption
declines, and is most frequently applied to appearance behaviors and modes of dress. This paper seeks to apply the concept of fashion to areas other thanappearance and dress in order to demonstrate its usefulness for studying other topics, as well as describing how programs with diverse curricula can belinked to ether. Specificall , we look at fashion in adoption of specific breeds of do s as pets and far in practices in the nited States.

***

Wednesday Session II: 10:45-12:45
oo
c
ann a
Primary & Secondary Education
Session Chair: Niken Kusuma Hapsari
oo

c

ann

a

The Role of Indonesian School in Singapore in Developing Students' Patriotic Character
Novitasari Saronik, Indonesia University of Education, Indonesia
IIM SITI Masyitoh, Indonesia University of Education, Indonesia

Globalization brings changes in many aspects of Indonesian life including some Indonesian residents who lived in foreign countries suchas Singapore. Singapore is a meeting place of various foreign cultures directly or indirectly. The clash because of globalization and foreigncultures are feared can affect the nationalism of Indonesian in Singapore, especially children. School is one of the parties which plays arole in implementing character education so that children have strong patriotic spirit. Therefore, this study aimed at identifying the role ofIndonesian School in Singapore in developing students' patriotism. The method used in this research was qualitative method. Data obtained
throu h observation, interviews, and docu entation. The findin s indicate that Indonesian School in Sin apore had a role in cultivatin
the patriotic soul of students through some methods: the integration of the school culture, the integration of subjects, and various selfdevelopment activities. The study recommending that: 1) The methods applied by the school in improving the students' patriotic character canbe used as a positive example in the implementation of character education; 2) The role of the school need to be supported by cooperationof the student's family and the government because its success can bring some positive impacts for Indonesia and Singapore.
oo

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a

Relationship between Teacher's Interpersonal Communication Skills and Students' Achievement in Science at Primary Schools in Sidoarjo
Duhita Savira Wardani, State University of Surabaya, Indonesia

This study aims to determine the relationship between interpersonal communication abilities of teachers and learning achievement students.
The study used quantitative research methods conducted at Primary School (PS) in Sidoarjo. The population in this study were students
S Sidoar o district in acade ic ear 201 201 . The sa plin techni ue used was 100 students. The techni ue of collectin data usinquestionnaires and documentation. Methods of data analysis using statistical analysis of the correlation of product moment. The results ofthis study shows that the achievement of science subjects PS Sidoarjo has an average of 81.12. and there are three students who score below
7 . The results of this stud also indicate that learnin achieve ent sub ects of science in uenced b interpersonal counication skills ofteachers. The relationship between the two variables is positive means of mutual support. The higher the interpersonal communication skillsof teachers, the higher learning achievement in the subjects of science and vice versa. If the interpersonal communication skills of teachers
lower the learning achievement of science subjects will also be lower.
oo

c

ann

a

Keep Smile Book: An Instrument of Students' Affective Evaluation
Muhammad Hanif, University of Sebelas Maret, Indonesia

This stud ai s to describe the use of “ eep S ile ook” as an instru ent of students affective evaluation and factors affectin its
i ple entation. “ eep S ile ook” is a diar consists of students book and teachers colu n. This book co bined observation and selfassessment technique of evaluation. The students actively involved to assess themselves by a cute way of putting an emoticon sticker on adiary. Descriptive qualitative design was used in this study to explore the phenomena. The research subject are 88 students and 3 teachers of
78 | IAFOR.ORG | ACEID2017

Wednesday Session II

10:45-12:45 | Room: Schumann Hall (2F)
the fourth to sixth grade of SD Negeri 1 Piji Kudus. The data are gathered through documentation and interview. The result of this study
showed that “ eep S ile ook” was valid and eli ible to use as students affective evaluation shown b low- ar in score between students
and teachers' given. It also give a choice to the teacher to adopt such kind of self-evaluation on affective domain. By understanding the criteria
and having a happy activity, students respectively encouraged to perform noble behavior. The constraint laid on the time consumption in
fillin the book but the students involve ent contributed to the success of the i ple entation.
oo

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a

The Impacts of Neglecting Affective Assessment in Indonesian Schooling System

Niken Kusuma Hapsari, Indonesia Endowment Fund for Education (LPDP), Monash University, Australia
An ideal instructional activit need to be assisted and finali ed b a balanced assess ent of co nitive, ps cho otor, and affective do ain, to et
the most out of it. Those assessments need to go hand-in-hand because they are interrelated. However, teachers around the globe tend to pay lessattention to the affective assessment and frequently fail to assess it. This phenomenon also happened in the context of Indonesia. The obligationof implementing the affective assessment is written in Indonesian national curriculum. Nevertheless, various studies found that it is not appliedby teachers in Indonesian schools. Ignoring the affective domain in assessment can be dangerous since it is proven that the affective domain
is beneficial for students acade ic success and for helpin teachers to understand students behavior and interest. ased on that back round,
this paper is challenged to investigate the effect of ignoring affective assessment in Indonesian schooling system. This study is conducted by
implementing the mixed method – combining literature review and survey, targeting teachers across Indonesia by using questionnaire. It foundthat there are three effects of i norin the affective assess ent in Indonesian schoolin s ste , the are teachers find it hard to understand
students' interest; students' academic achievement is negatively affected; and controlling students' behavior is getting more complicated.

Wednesday Session III
13:45-15:15 | Room: 501 (5F)

Wednesday Session III: 13:45-15:15
ooEducation: Social Justice & Social Change
Session Chair: Kate McCabe
oo

Women's Roles in the Series Desperate Housewives: A Feminist Perspective
Cholawat Prawalpatamakul, Khon Kaen University, Thailand
Suban Keowkanya, Khon Kaen University, Thailand

Desperate Housewives, created by Marc Cherry and aired on the ABC channel for eight seasons, can be considered a representation of gender,
specificall fe ininit , on the television i nell, 200 . Its plot focuses on the lives of wo en ree, L nette, abriel Susan who
represent the internal struggles of the average woman, such as disempowerment, restrictions, and the confusing relationships of modern
women in society (Morgan, 2007; Coward, 2006; Sayeau, 2006). Although feminist movement emerged and passed through lots of phrases, it
is still skeptical whether the wo en in the societ , to be specific the fe ale prota onists who portra ed the traditional housewives stru led
from making their own choices, and how the society reacted to them. Therefore, the purpose of this study is to critically analyze the women'sroles in the series by using Feminist Theory as a lens. Season eight of the series was selected since it is the latest and shows the conclusion of
all the characters. The results of the anal sis showed all aspects of wo en s roles which re ected the fe inist theor in an wa s.
oo

Identifying Factors Affected Motivational Achievement of Woman Lecturer in Several Private Colleges in Balikpapan
Mardatillah Wahab, STIE Madani, Indonesia

Indonesian women nowadays have grown much better than years ago, especially in education which is proven by many Indonesian women
have become lecturers. Women, like men, also have the equal chance to be the best especially in the side of education as lecturer. The
ob ective of this research is to find out which needs that affect the otivational achieve ent, so that it will be useful for an educational
decision makers, mostly in the area of Balikpapan, also as reference to anyone who has the same attention to educational matters andreference to other researchers. This research is a descriptive quantitative research, done in several private colleges in Balikpapan. The
number of research subject is 40 people derived from women lecturers, permanent and temporary lecturers. Before doing the data analysis,
the researcher aintained the validit and reliabilit test and finall the ultiple re ression anal sis. The ultiple re ression anal sis isdone to find out the re ression coefficient both for the free variable
and chained variable, partial correlation for each free variable,
result for F Test and T Test, and last for probability for each variable. The result of the research is that all variables of needs simultaneously
affected the motivational achievement of women lecturers in colleges in Balikpapan. This result is shown from the score of F-countwhich is ,7 0 and it eans that there are 7, 0 si nificance in uence. The biolo ical and self-actuali ation variables have the do inant
in uences to the otivational achieve ent of wo en lecturer in colle es in alikpapan, co pared to other variables taken in the research.
ACEID2017 | IAFOR.ORG | 79

Wednesday Session III
13:45-15:15 | Rooms: 501 & 503 (5F)

IAFOR Scholarship RecipientooArts-Based Inquiry and the Treatment of Cancer and How These Events Inform Teaching PracticeKate McCabe, Simon Fraser University, Canada
enata Aebi, Si on Fraser niversit , CanadaThis presentation of sound and visual art, and (spoken and written) poetry offers opportunities to increase perspectives into the embodied
experience of the competitive spaces in which we live and learn. This installation-like presentation provides opportunity to engage in theprocess of undergoing treatment for breast cancer through the following arts-based research modalities: a poetic inquiry into personal
responses to facing diagnoses, treatment and coming to healing; a piece of visual art depicting a translucent bust made from Japanesewashi and the investigation of sounds that underscore radiation therapy in the treatment of cancer. We invite participants to wonder
about their lived e periences with sounds and ob ects of the world and how these re ections can uide careful deliberations about how
the edicali ation of bodies can be understood and pra is redefined in the lived sensor e perience of a dia nosis and treat ent ofa or illness, specificall cancer. The e ploration calls us to wonder what we invite and what we shut out of our learnin e periences.
This investigation led the researchers to think carefully about the sounds and things of classrooms. Paying attention to sounds and things
awakened us to the relational nature of the material world and called us to ask questions about how we might invite students to think
about the enfolding of life in the classroom.

***

Wednesday Session III: 13:45-15:15
ooStudent Learning, Learner Experiences & Learner Diversity
Session Chair: Ailsa GohooIntroducing Service-Learning Through Discipline-Based Approach to Exposure Trips
oelle . Flores, Ateneo deanila niversit , The hilippines

Holistic development of students as individuals is one of the central aims of many institutions of higher education. In Ateneo de Manila
University, undergraduate students undergo a four-year formation program so they develop into well-rounded individuals belonging
to a local and global society. On freshman year, students undergo Introduction to Ateneo Culture and Traditions (InTACT) to help
them transition from basic to higher education. Community building and social orientation are among key areas of InTACT. These arehighlighted by exposure trips to institutions catering to marginalized communities to give freshmen opportunities to be aware of social
issues and be informed of ways to get socially involved. Since 2013, the discipline-based (DB) approach to exposure trips has been
i ple ented in InTACT. Students have one to institutions like health centers, overn ent offices and s all- ediu si ed enterprises,
pertinent to their chosen discipline. Such approach hopefully enables students to experience social involvement in the context of theirdiscipline. The exposure trips are evaluated in the year-end student survey of InTACT. Using the thematic analysis, this paper aims to
document the students' take on their exposure trips since the DB approach was implemented. The DB approach to exposure trips serves
as introduction not only to other formation programs but also to service-learning, which is a pedagogical approach mostly used in theirdiscipline. InTACT is about introductions and the exposure trip does what it should: to introduce service-learning and lead the youth
towards a deeper understanding of their social responsibility.
oo

The Influence of Lecturer Performance Index Toward Student Achievement Index
artini ah atillah, STIE

adani alikpapan, Indonesia

Good lecturers brings good students. The result of student achievement is determined by the lecturer performance. This study aims todetermine lecturer performance seen from student achievement index for 1 (one) semester and focused on lecturers nurturing a certain
course. This research is expected to contribute information of reducing lecturer shortcomings and improving lecturer performance seenfrom student perception. This observational research was conducted in STIE Madame Balikpapan by distributing questionnaires to allstudents of 2011–2012 class. Data were analyzed using regression analysis, descriptive statistics and statistical tests. Lecturer Achievement
Index (LAI) showed an average of 2.867 with a standard deviation of 0.39015 with minimum value of 1.46 and maximum value of 3.91.
The average value of LAI is still below 3.0 indicates shortfall in lecturer performance in STIE Madame Balikpapan. Student Achievement
Index (SAI) showed an average of 3.1186 with a standard deviation of 0.73075 with a minimum value of 0.40 and a maximum valueof 4.00. The average value of SAI is above 3.0 indicates student achievement of STIE Madame Balikpapan which has been ideal. SPSS
output displa odels of su
ar a nitude S uare 2 was 0,1 7, this eans 1 .7 of the variation of SAI can be e plained b thevariation of LAI. ased on S SS output displa , for the unstandardi ed beta coefficient value, the variable of LAI is si nificant, which canbe seen fro LAI si nificance probabilit of 0.000 below 0.0 . Then it can be concluded that LAI in uence SAI si nificantl positive.

80 | IAFOR.ORG | ACEID2017

Wednesday Session III
13:45-15:15 | Rooms: 503 & 505 (5F)ooExploring the Impact of Positive Teacher Language on Student Engagement

Ailsa Goh, National Institute of Education, Nanyang Technological University, Singapore
Carol Tan, National Institute of Education, Nanyang Technological University, Singapore
Cher Chong Tan, Academy of Singapore Teachers, Ministry of Education, Singapore
At-risk students are diverse in their learning and psychological needs. They exhibit a wide range of maladaptive behaviours such as
ne ative affect and low otivation. Fre uentl , the are also low in self-estee , acade ic self-efficac and self-concept. owever, atrisk students had reported that a key contributing factor to their failure was the lack of close teacher-student relationships, as shown by
teacher apathy, low teacher expectations, and lack of warmth, care and support from the teachers. To these students, relationship mattersin student engagement and achievement. There is also growing consensus that quality relationship between students and their teachers
play a critical role in motivating and engaging students. Teachers' relationships and interactions with their students are factors which cancontribute either to a positive developmental change in their students or potentially inhibit their students' developmental process. From
this perspective, teacher and student's interpersonal communications embody the relational capacity of the classroom to promote positive
development. That is, the behavioural expression of teachers with their students in the classroom is an important factor fostering learningand development within the classroom. In this presentation, we will discuss a research study in Singapore to evaluate the impact of ateacher professional development programme on Positive Teacher Language to improve teacher-student relationships and to engage atrisk students. The Positive Teacher Language approach focuses on the words teachers use when talking to students, the intention behind
the words’ use, how words are being delivered, and how teacher language shapes student perception.

Wednesday Session III: 13:45-15:15
ooAdult & Lifelong Learning
Workshop Presentation

***

35683

Blended/Low-Residency Graduate Education in Japan and the USA: The Importance of In-person Sessions in Building of Learning Community
Karen Lynden Campbell, Goddard Graduate Institute, USA
Paul D. Mcgrath, Nagoya Gakuin University Graduate School, Japan

As purel online and low-residenc blended distance education continue to infor strate ic plannin in an universities and -12 ,so concerns about the relative value of online or face-to-face education persist. The past few years have seen slight increases in reported
student satisfaction learnin outco es with low-residenc blended education but those trackin data appear a bivalent about the validit
of self-reported data (Allen & Seaman, 2015). Forms of blended education vary greatly in pedagogy, the extent of in-person instruction,and co binations of co puter ediated technolo ies such that enerali in fro findin s see s ni h on i possible. Our focus
is on non-traditional workin adult learners. e will brie sketch the structures of blended education in two different institutions(Nagoya Gakuin University Graduate School of Foreign Languages and Goddard Graduate Institute), and their different pedagogies (orandragogies), but then focus on how even limited in-person interaction has been shown to enhance learners' sense of shared culture,community, motivation, self-direction and course completion. We'll then ask how our learning might be applied to regular face-to-faceeducation and possibly increase retention in purely online formats (Ali & Leeds, 2009; Weil Ed., Teaching Transformation, 2017; McGrathCa pbell, 201 17 . e will also address cultural differences si ilarities that can be drawn upon to help for e learner bonds, intellectual
collaboration, and contribute to both learners' engagement in dialogue and their persistence. Participants will be invited to engage withaterials strate ies and share their e periences or uestions.

ACEID2017 | IAFOR.ORG | 81

Wednesday Session III
13:45-15:15 | Room: 506 (5F)

Wednesday Session III: 13:45-15:15
ooEducational Change Through Technologies
Session Chair: Yiu-chi Lai
ooFactors Affecting Student Satisfaction and Achievement in Graduate Online Learning. An Indonesian Case
Suciati, Universitas Terbuka – Indonesia Open University, Indonesia

Student satisfaction in attending online learning programs determines retention and program completion. As a distance education
university, Universitas Terbuka, Indonesia, offers both hybrid format of learning, incorporating face-to-face and online learning, as well
as full online learnin pro ra . etention turns out lower for the full online pro ra s than the h brid ode of learnin . ro rasatisfaction see s to be a factor in uencin retention. This stud investi ates student readiness, easured b self efficac and self
regulation, and its effect on student satisfaction. The respondents consists of 59 graduate students from various parts of Indonesia. The
results showed a positive and si nificant effect of students self-efficac and self-re ulation on satisfaction . and . 1 respectivel . An
in-depth explanation was provided in regards to the contextual factors related to access of information and communication technology
available in Indonesia.
ooInfluence of Interactive Statistics Demonstration Apparatuses on the Interest of High School Students to Pursue Career Path in Statistics
Maria Azucena Lubrica, Benguet State University, The Philippines
Joel Lubrica, Benguet State University, The Philippines
Marycel Sajise, Benguet State University, The Philippines

After anipulatin interactive statistics de onstration apparatuses, ear 10 students indicated that the had a hi h level of interest as well
as a high level of curiosity regarding these apparatuses. Their exposure to these apparatuses had a high positive effect on their interest
to pursue a statistics-related career path. Further, the students claimed that their academic performance can be enhanced, should theseapparatuses be used in their statistics lessons. In eneral, the rated the interactive statistics de onstration apparatuses as “hi h”. These
results are based on self-reports of 51 participants who were asked, through a questionnaire, to give their views after their exposure
to the apparatuses. There were no si nificant differences in the levels of interest and curiosit , e tent of effect on interest to pursue astatistics-related career path, extent of possible effect on academic performance, and the overall rating, when participants were grouped
accordin to se . Si ilarl , there were no si nificant differences alon these when participants were rouped accordin to their intended
career path (whether statistics-related or not). It is recommended that opportunities to expose high school students to interactive statistics
demonstration apparatuses be given, so as to attract these students to statistics or statistics-related career paths. Moreover, high school
teachers are encouraged to utilize interactive statistics demonstration apparatus in their statistics classes so that the academic performanceof their students can be enhanced.
ooFlipping the Classroom: Changing the Pedagogy of Teacher Education
iu-Chi Lai, The Education niversit of

on

on ,

on

on

The peda o to be e a ined in the stud is called “ ipped classroo ” which e phasi es ippin the directed instructions to online
lectures but having group activities in classes. This approach is widely promoted around the world in recent years. However most studies
conducted on ipped classroo are still ainl on the desi n principles and the i ple entation process. The assess ent issues involvedin a ipped classroo still need to be investi ated. The stud ai ed to investi ate these assess ent issues in ipped classroo approach.
The study was conducted in the teacher education courses taught by the researcher. The student teachers in his classes were invited toparticipate. During a directed study week, learners were asked to learn from different online materials prepared by the course lecturer
according to their online pre-test results. Learners would attempt an online post-test after learning at their own pace and time. Thus, bothlearners and course lecturer would be informed of participants' learning outcomes conveniently and quickly. To consolidate learners'
knowledge, they would also apply their recently acquired knowledge to solve authentic problems in groups when they met in class where
the educator could provide more support to those learners who did not do well in the post-test. After completing a case, data analysis
would be carried out. The findin s would infor the desi n and i ple entation of assess ent strate ies in the case followed.

82 | IAFOR.ORG | ACEID2017

Wednesday Session III

13:45-15:15 | Room: Prokofiev Hall (2F)
Wednesday Session III: 13:45-15:15
oo Pro ofieaStudent Learning, Learner Experiences & Learner Diversity
Session Chair: Yiran Wang
oo Pro ofiea
How Does a Speaker Maintain Her Local Language in a Multilingual Speech Society? A Case Study of a Sasak Girl Staying in Central Java
Nurun Hidayati, Indonesia Endowment Fund for Education, Sebelas Maret University, Indonesia
It is generally known that some people can live in one place for their entire live, while some others do not. In line with this condition,ovin to a new place affects their lives, includin their lan ua e. In re ard to this situation, this paper ai s to find out how a Sasak irl
maintains her local language in a multilingual speech society. This study was conducted by using qualitative study in the form of a casestudy. The data were collected through observation, recording, and interview while interactive models (data reduction, data display, anddrawin conclusion or verification were used to anal e the data. At the end, the findin s and discussions were also reviewed.
oo

Pro ofieaVietnam's National Foreign Language 2020 Project after 9 Years: A Difficult Stage
Thuong Nguyen, National Chengchi University, Taiwan

Vietnam has been witnessing many changes in learning language, and the National Foreign Language 2020 project is the latest breakthroughthat delves into brand-new advances to improve effectively the quality of English language learning and teaching across all school levels in
Vietnam. After nine years, this innovation has attracted considerable public attention and feedback from those concerned. On November
1 , 201 , r hun uan ha, inister of Education and Trainin , ad itted that the ational Forei n Lan ua e sche e for the 200
2020 period had failed. owever, there is no debate on wh the pro ect could not be co pleted within the defined period. This paper ai s
to discuss how it has failed by analysing the Vietnam national high school graduation examination results from Ho Chi Minh City's highschools as a case stud . In addition, it incorporates findin s fro an observation of En lish classes in Dao Son Ta i h School thatwas conducted to provide first-hand evidence for this discussion. Throu h the anal sis and observation, the stud finds a or obstacles
that affect students' performance: the misuse of L1 in class, the unbalanced teaching time for 4 language skills, the lack of teacher-student
interactions and the shortage of English teaching equipment. It then concludes that there is still unevenness in teachers' ability as well asteaching environments among schools. Moreover, the design of teachers' lesson plans is still in an unimproved way.
oo

Pro ofieaLiving or Surviving in an Intercultural Context: A Study on Transformative Learning of UK and Chinese Universities
iran

an , niversit of Edinbur h,Based on in-depth interviews of 14 UK international students in Chinese higher education institutions and 19 Chinese international students in
hi her education institutions on their aster or hD de rees, the findin s revealed that throu h e posure to a new cultural environ ent,a student can ain fro the diverse transfor ative perspectives in both acade ic and social areas. These findin s appl to participants who
succeed in completing their studies and to those who drop out. International students experienced transformative learning because of diverse
factors contributing to the fostering or impeding of these transformation, but the major contributing factors include culture shock, different
educational conventions, and personal characteristics. This study makes a number of contributions to the existing literature and research on
the theory of transformative learning, and on the comparative study of Western and Eastern international students. It extends the very limited
number of studies on UK students in China and Chinese PhDs in the UK. The paper concludes by suggesting how education providers might
improve their services and manage further development of international higher education.

ACEID2017 | IAFOR.ORG | 83

Wednesday Session III

13:45-15:15 | Room: Schumann Hall (2F)
Wednesday Session III: 13:45-15:15
oo
c
ann a
Professional Concerns, Training & Development
Workshop Presentation
34004

Effecting Change in Learning and Teaching in Higher Education: A Communities of Practice Approach
Dawn ohnson, i an iaoton -Liverpool niversit , China
enk ui ser, i an iaoton -Liverpool niversit , China
ian ei ie, i an iaoton -Liverpool niversit , Chinaa es ilson, i an iaoton -Liverpool niversit , China

The concept of Co
unities of ractice has been around since Lave and en er 1 1 first coined the phrase, and it has been adopted
in a variety of higher education contexts (e.g. Viskovic, 2007; Chalmers & Keown, 2006; Boud & Middleton, 2003; McDonald, 2014) as amodel for professional development and lifelong learning. Wenger, McDermott and Snyder (2002, cited in McDonald et al., 2012, pp. 4–5)
define Co
unities of ractice as “ roups of people who share a concern and who deepen their knowled e and e pertise in this area binteractin on an on oin basis As the accu ulate knowled e the beco e infor all bound b the value that the find in learnin
to ether. Over ti e . . . the beco e a counit of practice.” The e pectation is that this odel will be well suited to the conte tof
TL , which is characterised b staff fro a wide variet of educational back rounds, and a relativel hi h staff turnover. Thus,
establishin counities of practice it is e pected to firstl develop shared understandin s of teachin in a transnational conte t, andsecondl to develop as sense of belon in at TL , thereb potentiall increasin the likelihood that staff sta lon er at the universit .
Thus, it can be seen as part of a si nificant institutional chan e process with a specific focus on a transnational and interdisciplinar
conte t in China. This workshop will involve e planations of the research process taken at TL and then invitin participants toevaluate the application of such an approach in their own teaching and learning context in order to effect change.

Closing Session

15:30-16:00 | Room: 504 (5F)
Closing remarks from members of the conference Organising Committee.

84 | IAFOR.ORG | ACEID2017

Virtual
Presentations

ACEID2017 | IAFOR.ORG | 85

Virtual Presentations
www.vimeo.com/iafor

33676

Customer Orientation Ensure Organization's Flexible Response to Keep Sustainability
a Fen Chen, ational Chen un niversit , Taiwan
Hsi An Shih, National Cheng Kung University, Taiwan

lobal co petition forced education or ani ations to rethink about providin better service to their custo ers. an fir s and public
sectors have adopted business process reen ineerin referred
to enhance their co petitiveness, but not all of the succeeded. einterviewed four state university administrative departments (two in the United States and two in the United Kingdom) that had gone throughsuccessful reengineering programs, and derived some principles together with a strategic framework to account for the consistency of theiradministrative strategies and business processes. Compared with private sectors, public sectors are hesitated to change mostly because of
their staff members’ resistance to change. Previous researches have indicated that: staff members' customer-orientated mindset could help
to transfer the organization's climate, which is taken as an important factor for customer satisfaction and organizational sustainability. In
public or ani ation, appl in infor ation technolo referred IT tonot onl i proved the operation efficienc and reduced cost, butalso helped for cross-unit integration and communication and could reduce staffs' resistance. Based on the four individual case studies, we
proposed nder custo er-orientation perspective,
to ether with the help of IT and e ible functional or ani ation structure could
be implemented in universities operations successfully. Customer-orientated mindset could motivate staff to stand from customers' position
and with the help of IT, the counication between the universit staffs and custo ers could be faster and ore efficientl . esides, e ibleorganization structure facilitate organization's coordination. However, how to direct staff members’ mindset towards customer-oriented isanother important issue in our future research.
33783

Impact of a Virtual Program Support to Overcome Barriers of Perceived Teacher Support and Use of Technological Resources
Luis Fernando Martinez-Sarmiento, Fundación Universitaria Empresarial de la Cámara de Comercio de Bogotá, Colombia

In developing the virtual accompaniment program, it was possible to overcome the limitations that the student self-imposed to the request
for support by the teacher and resistance to the use of technological resources in the development of the subjects. The study presented
below, aims to establish how they can present a pedagogical proposal that using a virtual environment strengthens the perception of support
from teachers and the use of technological tools, as two of the greatest barriers of educational inequality into the classroom. The study wasquantitative and descriptive. The methodology used was a quasi-experiment, in which two similar groups of subjects, each of 38 students,
belonging to the program Finance and Foreign Trade, second semester, linked to the University Foundation of the Chamber of Commerceof Bogota were taken where the questionnaire on perceived teacher support Butler and Shibaz (2008) and a series of questions about theuse of technological tools was applied before and after the program of virtual accompaniment, where the applied instruments showed an
Cronbach's alpha higher than 0.9, denoting the reliability of the instruments. It was established that students who received the accompaniment,
de onstrate si nificant variations in the perception of support fro teachers and the use of technolo ical tools. In the stud , a co parison ofeans was applied b eans of the t student test, showin variations in the levels of si nificance, so the roup receivin the present pro ra
odification in the aspects anal ed.
34463

E-Kankor: Opening New Vistas of Higher Education Through an Innovative Intelligent Tutoring System
Hamidullah Sokout, Kabul Polytechnic University, Afghanistan

Passing the entrance examination to a university is a major step in one's life. Kankor is the nationwide tertiary entrance examination in
Afghanistan. Since the score on the Kankor Assessment Test determines the student's academic future, it is highly recommended to do sometest preparation so that the score and conse uent place ent re ect the student s abilit . owever, due to povert and lack of public awareness,
Af hanistan severel lacks sufficient resources for providin entrance test preparation facilities. eepin the afore entioned in ind, webbased test preparation s ste s offer reater e ibilit than the conventional s ste s, as the can be accessed online an ti e. In addition tousin easil found practice aterials, an online test preparation s ste is the ost efficient, d na ic and relativel cheap ethod to prepare
students for the entrance test. In this study, I have proposed the design of a web-based test preparation system, known as e-Kankor, to help
hi h school students learn universit standards and ive the the tools to pass the universit entrance e a ination on the first tr . e- ankor
is a student-focused educational environment designed to increase pass rate success. To measure success in my system, I have done several
evaluations with real users. The major goal behind this study was to conduct long-term longitudinal study and make difference between capitalhigh schools and provincial high schools on three main aspects: i) usability, ii) pedagogical and iii) psychological. The evaluation demonstrated
that the e-Kankor system will serve the needs of students effectively.

86 | IAFOR.ORG | ACEID2017

Virtual Presentations
www.vimeo.com/iafor

35698

Ethical Leadership Competencies for Revitalizing Moral Learning in Higher Educationano -on un ro n ar charoen, Assu ption niversit , Thailand
Joseph Purayidathil, Assumption University, Thailand

Moral and ethics courses are widely provided in higher education institutions; yet, they are taught by ineffective teaching methods. So, thispaper is mainly to explore ideal practices of ethical leaders for revitalizing moral learning in higher education. The research method wasbased on a qualitative approach. The researcher reviewed books and articles on education encompassing the four pillars: 1) core values; 2)
instructional strategies; 3) curriculum development approaches; and 4) moral assessment methods from 1965 until 2016. There were altogether
1 0 printed and online sources used. Fro the data anal sis, the first pillar, core values were hu an, social 0 and political 2 .
espect 2
ranked first in hu an values, responsibilit 1
in social values and patriotis 2 in political value, respectivel . For thesecond pillar, participator teachin ethods ranked first .
. The ethod that was considered effective was roup discussion .
.
owever, passive teachin
ethod constituted .7 and the ethod under this cate or ranked first was lecture 1 .7 . For the third
pillar, process approach ranked first, pra is approachand product approach 1. The last pillar, for ative assess ent wasconsidered to be most effective for moral education, comprising 79% while summative only 21%. Institutional leaders play major roles inrevitalizing how moral education should be taught, curriculum be developed, assessment be carried out. The paper recommends strategies of
how institutional leaders should implement to enhance quality education of morality and ethics in higher education.
35444

The Use of Video-Based Instruction in Higher Education: Impact on Knowledge Gain
Naseer Ahmed, Al Ghurair University, UAE
Mohammad A Anwar, Al Ghurair University, UAE
Nishat Ahmed, Al Ghurair University, UAE
Abdelrahim M Al Ameen, Al Ghurair University, UAE

The present stud ai s to investi ate the effectiveness of video-based instruction in a course entitled Environ ental Studies to i part
environmental knowledge among undergraduate students. The pretest-posttest assessment method was employed to obtain the scores before
and after showing a video on a selected environmental theme to three different class sizes consisting of 9 (small class size), 19 (averageclass size), and 34 (large class size) students enrolled in three different semesters. The students enrolled in these classes were of varying
demographics i.e. nationality, age and gender. The gains in student knowledge were determined using a two-tailed paired t-tests and effectsize was analyzed using Cohen's d. Students in all three classes demonstrated knowledge gain. The difference in pretest-posttest score in thes all class was hi hest 2 .2 usin two-tailed paired t-test t , p 0.00 with a ver lar e effect si e Cohen s d 2. 2 . The differences
between the pretest-posttest scores for the avera e class si e was 2 .
t 1 , p 0.001, Cohen s d 1. and for the lar e class si e was
17.
t, p 0.001, Cohen s d 1.0 . The data de onstrates that all three classes ained knowled e b video-based instruction ethodin the environmental course and the knowledge gain has a positive correlation with the size of the class.
35055

Linking Supply on Demand of Indonesia Human Resource in Science and Technology on Perspective Black Swan Phenomenon
Indri Juwita Asmara, Indonesian Institute of Sciences, Indonesia
Elmi Achelia, Indonesian Institute of Sciences, Indonesia
Maulana Akbar, Indonesian Institute of Sciences, Indonesia
Muhammad Tasrif, Institut Teknologi Bandung, Indonesia

This paper discusses how the in uence of the pheno enon of black swan in the develop ent of hu an resource on science and technolo
ST in Indonesia. The lack Swan pheno enon is hi hl i probable that is unpredictable and carries a assive i pact. In fact,
Indonesia was predicted to become a developed country in 2025 with GDP growth conditions in 2025 reaching 9%. While the governmentis i ple entin polic that is linkin the labor suppl on de and throu h Indonesian ational ualification Fra eworks
I . othof these issues beco e the back round of black swan pheno enon. Indonesia
ST odel has developed b S ste D na ics, with thisapproach black swan scenario and reference scenario could be compared. The model has main structure that is supply and demand sub
models. Simulation models use to absorb the phenomenon black swan through targeted GDP growth scenarios as well as link and matchthat assu es that the avera e waitin ti e to et a ob of
ST isonths.
ST odel are particularl vulnerable toI polic . Iteans that to be a developed countr , Indonesia should prioriti e a polic in ualif in
ST suppl on labor arket, takin into account theeffectiveness of link and match program which has been running at the moment.

ACEID2017 | IAFOR.ORG | 87

Introducing IAFOR’s Academic
Grants & Scholarships
IAFO is dedicated to helpin oun scholars achieve their research and acade ic oals, while also
encouraging them to apply the principles of interdisciplinary study to their work. From spring 2017
IAFO is offerin travel and accoodation rants and full or partial scholarships coverin conference
re istration fees to hD students and earl career acade ics who i ht not otherwise have the financial
resources to be able to attend our academic conferences.

Who can receive an IAFOR grant or scholarship?
Awards are based on the appropriateness of the educational opportunit in relation to the applicant s field ofstud , financial need, and contributions to their counit and to IAFO s ission of interdisciplinarit .
Scholarships will be awarded based on availabilit of funds fro IAFO and will var with each conference.

How are recipients of an IAFOR grant or scholarship selected?
The Or anisin Co
ittee of the relevant IAFO conference will award scholarships to eli ible applicants
who have submitted exceptional abstracts that have passed the blind peer review process and have been
accepted for presentation at one of our conferences.

How can I apply for an IAFOR grant or scholarship?
If ou are eli ible for an IAFO rant or scholarship and would like to be considered, please sub it ourabstract to the conference you would like to attend and select the checkbox for the relevant award during
the submission process.

For more information please visit
www.iafor.org/financial-support

Conference
Highlights:
The Past 12
MonthsSince 2009, IAFOR has welcomed
university presidents, faculty deans, awardwinning journalists, national politicians,
government ministers, diplomats, charity
leaders, think tank directors, documentarymakers, movie directors, members of thearmed forces, lawyers, doctors, jurists,
artists, poets, writers, clergy, scientists,
philosophers...
ACEID 2017 | IAFOR.ORG | 89

Top left: Did news coverage create the man or did the man create the news coverage? Professor Gary Swanson discusses the rise of Donald
Trump at at The Asian Conference on Media & Mass Communication 2016 (MediAsia2016). Professor Swanson is the former Hansen Endowed
Chair in Journalism and Distinguished Journalist-in-Residence at the University of Northern Colorado. He has received more than 75 awards forbroadcast excellence including three EMMYs. Top right: Internationally recognised specialist in human rights, sexuality and culture Professor
Baden Offord chairs a Featured Panel on Social Movements and Critical Pedagogy at The Asian Conference on Cultural Studies (ACCS2016).
Above left: Grand Prize Winner of the IAFOR Documentary Film Award 2016, PLACEBO: ALT. RUSSIA – a documentary which explores thealternative cultures that are present within Russia’s major cities, directed by Charlie Targett-Adams and announced at The Asian Conference on Film
& Documentary 2016 in Kobe, Japan. Above right: Speaking on contemporary issues in journalism, Professor Richard Roth of Northwestern
University, USA, delivers his Keynote Presentation at The Asian Conference on Media & Mass Communication 2016 (MediAsia2016).
Below left: Silent film pianist Mie Yanashita prepares to perform an improvisational soundtrack to the film What Made Her Do It? after presenting
on the same topic at The Asian Conference on Media & Mass Communication 2016 (MediAsia2016) in Kobe, Japan. She has accompanied morethan 600 silent film screenings in Japan and throughout the world, and has played in the UK, Germany, Italy, Thailand, Korea, and Malaysia.
Below right: The One String Suma Goto Preservation Society perform. The history of the single string version of the suma goto dates back to
the 11th century. Played during the Sake Tasting Workshop at The Asian Conference on Language Learning 2016 (ACLL2016).

90 | IAFOR.ORG | ACEID2017

Above: IAFOR places great value on the local community and aims to ensure our delegates can experience Japan’s culture through a packed
and exciting programme of events. IAFOR conferences offer delegates a diverse, informative and thought-provoking range of activities andexperiences, such as taiko drumming.
Below left: An image from the series Life After Injury by Ukrainian photojournalist Alexey Furman, Grand Prize Winner of the 2016 IAFOR
Documentary Photography Award. “With this project I would like to raise awareness on a growing number of war veterans in Ukraine.”
Winners were announced at The European Conference on Media, Communication & Film (EuroMedia2016) in Brighton, England. The
award’s theme corresponds to the theme of the conference, which in 2016 was “justice”. Below right: Traditional Awa Odori dance
performance at ACAH/Librasia2016 in Kobe, Japan. The International Academic Forum is proud to be based in Japan, and we organise anumber of events throughout the year that showcase the best of Japanese culture, ranging from the raw power of the taiko drums to theunderstated beauty of the tea ceremony, from martial arts demonstrations by world class masters to hands-on calligraphy workshops byuniversity clubs and haiku workshops by leading poets.

ACEID2017 | IAFOR.ORG | 91

Top left: John Nguyet Erni, Chair Professor in Humanities and Head of the Department of Humanities & Creative Writing at Hong
Kong Baptist University, poses questions about new sovereignty, human rights and humanitarian discourse in a Keynote Presentation
at The Asian Conference on Asian Studies (ACAS2016) entitled “Negotiating ‘Refuge’: Humanitarianism for the ‘Included-outs’”.
Professor Erni has published widely on international and Asia-based cultural studies, human rights legal criticism, Chinese consumptionof transnational culture, gender and sexuality in media culture, youth popular consumption in Hong Kong and Asia, and critical publichealth.
Top centre: At The Asian Conference on Cultural Studies (ACCS2016), Professor Koichi Iwabuchi chairs a Keynote Panel on social
movements and critical pedagogy. Koichi Iwabuchi is Professor of Media and Cultural Studies and Director of the Monash Asia
Institute in Monash University, Australia, and his main research interests are media and cultural globalisation, multicultural questions,
mixed race and cultural citizenship in East Asian contexts.
Top right: Dr Amy Szarkowski delivers an interesting Featured Panel Presentation on disability and disability issues in Japan at The
Asian Conference on Asian Studies (ACAS2016). Dr Szarkowski is a psychologist in the Deaf and Hard of Hearing Program at BostonChildren’s Hospital and an Instructor in the Department of Psychiatry at Harvard Medical School, USA.
Below left: Dr James McNally of the University of Michigan, USA, is Director of the NACDA Program on Aging, a data archive
containing over 1,500 studies related to health and the aging lifecourse. As AGen2016 Featured Speaker & Conference Co-Chair, hedelivers a Featured Presentation on the individual and societal benefits for caregivers to elderly family members. Professor McNally is

is Vice-President of The International Academic Forum (IAFOR).
Below centre: Professor Jun Arima, of the Graduate School of Public Policies, University of Tokyo, Japan, gives a Keynote Presentationon the significance of the Paris Agreement in the history of climate negotiation, its major points and Japan’s action, at The Asian
Conference on Sustainability, Energy and the Environment (ACSEE2016).
Below right: As Keynote Speaker at The Asian Conference on Aging & Gerontology (AGen2016), Professor Hiroshi Ishida discusses
social survey data sets and data-archiving activities in Japan and introduces the Social Science Japan Data Archive (SSJDA).

92 | IAFOR.ORG | ACEID2017

Top left: As a Keynote Speaker, Professor Stephen Ryan of Japan’s Waseda University, lectures on “Diverging approaches andconverging goals” at The Asian Conference on Language Learning (ACLL2016). Top right: In his Featured Presentation at thesame conference, Richmond Stroupe of Soka University in Tokyo, Japan, discusses enhancing learner autonomy in Japan throughteachers’ professional development.
Above left: During the annual haiku workshop at The Asian Conference on Literature, Librarianship & Archival Science(LibrAsia2016), Hana Fujimoto of the Haiku International Association, Japan, gives a background and history to haiku and invites
participants to write their own poems. Above right: Also at the LibrAsia2016 haiku workshop, Emiko Miyashita, a prominent haiku
poet who is also a councillor for the Haiku International Association, reads world-famous haiku.
Bottom left: Internationally renowned pianist and former Fulbright scholar Marusya Nainggolan gives a captivating performance
to ACAH2016 delegates. Marusya Nainggolan graduated from the Jakarta Institute of Arts, Indonesia, and received a Bachelorof Music from the New South Wales Sydney Conservatory, Australia, followed by a Master of Music Art at Boston University,
USA. Bottom right: Professor Myles Chilton, a member of the Department of English Language and Literature at Japan’s Nihon
University and ACAH2016 Plenary Speaker, explores justice and literature in the classroom by investigating the claim that teaching
literature means teaching social justice.

ACEID2017 | IAFOR.ORG | 93

Above left: At The IAFOR International Conference on the City (City2016), renowned critic and theorist Professor Bill Ashcroftof the University of New South Wales, Australia, gives a Keynote Presentation on the concept of the Transnation. Above centre:
Alonso Carnicer, a news reporter at TV3, the Catalan Television channel, and Keynote Speaker at City2016, discusses his Catalan
Television documentary, “Shanty towns, the forgotten city”, which tells the story of impoverished settlements in Barcelona. Aboveright: Novelist, playwright and poet Gloria Montero, Global2016 Featured Speaker, delivers a talk entitled “Filling in the Lonely,
Empty Places” at The IAFOR International Conference on Global Studies (Global2016).
Below left: Speaking on the dialectics of communication, Professor Svetlana Ter-Minasova of Lomonosov Moscow State University,
Russia, presents during the Plenary Session at The European Conference on Psychology and the Behavioral Sciences (ECP2016). Belowright: Dr Eddie Bruce-Jones of Birkbeck College School of Law, University of London, UK, explores the tensions and possibilities
inherent in interdisciplinary work at the junction of the legal, the social-scientific and the literary, in his Keynote Presentation at The
European Conference on the Social Sciences (ECSS2016).
Bottom left: Dr Amy Azano, Keynote Speaker at The European Conference on Education (ECE2016), gives an animated presentation
entitled “Leveraging Place and Moving Toward Glocalized Learning”. Bottom right: At The European Conference on Language
Learning (ECLL2016), Professor Jean-Marc Dewaele, Keynote Speaker, argues that these non-linguistic benefits of language learning
are illustrations of multicompetence.

94 | IAFOR.ORG | ACEID2017

Above left: Professor Sanja Bahun of the University of Essex, UK, addresses the part played by the arts, and literary art in particular,
in transitional societies, in a Keynote Presentation at The European Conference on Literature & Librarianship (LibEuro2016). Aboveright: In her role as ECAH2016 Keynote Speaker, Professor Anne Boddington of the College of Arts and Humanities, Universityof Brighton, UK, explores the idea of the “stained glass ceiling”, by examining the challenge of achieving effective intersectionality
through gender and ethnic inequalities.
Below left: Toshihiko Sakaguchi, EBMC2016 Keynote Speaker and Director-General of JETRO London, gives a talk entitled“Japanese Economy and Business Opportunities” during the Plenary Session of The European Business & Management Conference(EBMC2016). Below right: At The European Conference on Politics, Economics & Law (ECPEL2016), Professor Michael Clarke,
Keynote Speaker and Former Director General of the Royal United Services Institute, discusses the way in which the essential rules ofinternational politics were formed and those states and societies that shaped them.
Bottom left: In a Keynote Presentation on reducing fear, increasing confidence and reaching the students who think that learning is anordeal, Ken Wilson, a teacher trainer, and published author of a large amount of ELT materials, outlines how some simple group andgame activities can serve as confidence builders for students at The European Conference on Language Learning (ECLL2016). Bottom
right: Jared Baxter, ECAH2016 Keynote Speaker and Vincent van Gogh researcher, presents on “Vincent van Gogh’s Symbolist Art”
at The European Conference on Arts & Humanities (ECAH2016).

ACEID2017 | IAFOR.ORG | 95

Above left: Yukio Satoh gives his Keynote Presentation entitled “Shifting Strategic Balance and Asian Security” at The Asia-Pacific Conference on
Security and International Relations 2016 (APSec2016). Former Permanent Representative of Japan to the United Nations and former ambassadorof Japan to Australia and the Netherlands, Yukio Satoh is now based at the Japan Institute of International Affairs, Japan. Above right: Current
President of the Asian Political and International Studies Association (APISA) Professor Brendan Howe welcomes delegates to the The Asia-PacificConference on Security and International Relations 2016 (APSec2016), held jointly with APISA’s tenth annual congress in Osaka, Japan.
Below left: In a Keynote Presentation at The Asia-Pacific Conference on Security and International Relations 2016 (APSec2016), Professor Jun
Arima, based at the Graduate School of Public Policy, University of Tokyo, Japan, speaks on Asia’s energy outlook. Professor Arima was Director
General of the Japan External Trade Organization (JETRO), London, UK, and Special Advisor on Global Environmental Affairs for the Ministry of
Economy, Trade and Industry (METI) in Japan from 2011 to 2015. Below right: Keynote Speaker Xingzui Wang, Executive Vice President of the
China Foundation for Poverty Alleviation, addresses delegates at the Plenary Session of The Asia-Pacific Conference on Security and International
Relations 2016 (APSec2016) on fighting poverty in China.
Bottom left: Michael Alfant, President Emeritus of the American Chamber of Commerce in Japan and Group President and CEO of Fusions
Systems Group, headquartered in Tokyo, listens attentively during the Plenary Session of the The Asian Business & Management Conference 2016
(ABMC2016) in Kobe, Japan.
Bottom right: At IAFOR’s Kansai-based conferences the arts and culture of Japan are frequently showcased as part of the programme. Conference
attendees at The Asian Conference on Technology in the Classroom 2016 (ACTC2016) had the opportunity to gain knowledge and practicalexperience in the art of the Japanese green tea ceremony, with an informative demonstration and workshop given by local artisans.

96 | IAFOR.ORG | ACEID2017

Above left: Addressing delegates at The Asian Conference on Education 2016 (ACE2016), Dr Peter McCagg gives a Keynote Presentation
entitled “International Liberal Arts: Meeting Japan’s Higher Education Needs in the Global and Digital Era”. In his talk he identified
dimensions of the university experience in Japan that can and need to be strengthened in order to create coherence and integrity instudents’ intellectual experiences. Dr McCagg is the Vice President for Academic Affairs of Akita International University, Japan.
Above right: In her Keynote Presentation, Professor Insung Jung of the International Christian University, Japan, examines the ways
MOOCs are being used by individual learners and university systems, and their impact on access, quality and cost in higher education, at
The Asian Conference on Society, Education and Technology 2016 (ACSET2016).
Below: Professor Grant Black (below top left), Vice-President of The International Academic Forum (IAFOR), chairs a Featured
Symposium entitled “The Globalisation Process for University Education in Japan” at The Asian Conference on Education 2016
(ACE2016) in Kobe, Japan. The symposium aimed to integrate education theory and research with the context of long-term social
processes in order to address policy reform and structural change in Japanese universities, and contributors included Dr Fumiko Kurihara
of Chuo University (below top middle), Dr Maria Gabriela Schmidt of the University of Tsukuba (below top right), Dr Yasuo Nakataniof Hosei University (below bottom left), Dr Yukiko Mishina of the University of Tokyo, Japan (below center middle) and Dr Reiko
Yamada of Doshisha University (below bottom right), all based in Japan.

ACEID2017 | IAFOR.ORG | 97

In January 2017, The IAFOR Hawaii Conference Series 2017 was held at The Hawai‘i Convention Center, Honolulu, Hawaii, USA, as
two consecutive events on the themes of “East Meets West: Innovation and Discovery” and “Educating for Change”.
Top left: Professor William G. Staples of the University of Kansas, USA, speaks on “Everyday Surveillance: A Case Study of Student
Information Systems” at IICSSHawaii2017. Professor Staples is well known internationally for his work in the areas of social control
and surveillance. Top right: In her Keynote Presentation at IICSEEHawaii2017, Dr Jaimey Hamilton Faris of the University of Hawaii
at Manoa, USA, introduces the audience to the concept of “liquid archives”. Her academic writing focuses on issues of global trade
networks and systems, environmentalism and sustainability in contemporary art, especially in the Asia-Pacific context.
Below left: Featured Presenter Donna McIntire-Byrd discusses eco-diplomacy and water conservation at IICSEEHawaii2017. Donna
McIntire-Byrd serves as Chief of the Energy & Sustainable Design Unit for the US Department of State Bureau of Overseas Buildings
Operations. Below right: In a Keynote Presentation, Dr Linda Furuto of the University of Hawaii at Manoa, USA, addresses theaudience at IICEHawaii2017 on the topic of “Pacific Ethnomathematics: Navigating Ancient Wisdom and Modern Connections”.
Bottom left: Professor Curtis Ho of the University of Hawaii at Manoa, USA, sits on a Featured Panel that explored how we educate
for positive change, striking a balance between the need to challenge while also respect and preserve local and indigenous cultures andtheir languages, at IICEHawaii2017. Bottom right: In a Featured Presentation at IICTCHawaii2017, Dr Kristin Palmer discusses theuse of open educational resources (OER) and massive open online courses (MOOCs). Dr Kristin Palmer is the Director of Online
Learning Programs at the University of Virginia, USA.

98 | IAFOR.ORG | ACEID2017

Above: Aunty Kehaulani Lum and Uncle Bruce Keaulani of the Living Life Source Foundation, Hawaii, demonstrate a traditional
Hawaiian greeting at IICEHawaii2017.
Below left: Distinguished psychologist Professor Michael B. Salzman of the University of Hawaii at Manoa speaks as part of a
Featured Panel on “Aloha as a Way of Being: Hawaiian Perspectives on Learning” at IICEHawaii2017. Below right: Dr Xu Di, alsoof the University of Hawaii at Manoa, addresses the audience as part of the same IICEHawaii2017 Featured Panel. Dr Di’s recent
publications focus on bridging Eastern and Western philosophy for educational practices.
Bottom left: Professor Ken Urano, Featured Speaker at IICLLHawaii2017, presents on the topic of “Developing and Implementing
an English for Specific Purposes Syllabus for Business Majors in Japan”. Professor Urano is a member of the Faculty of Business
Administration, Hokkai-Gakuen University, in Sapporo, Japan, where he mainly teaches English to business students.
Bottom right: In a Featured Presentation on statistics in the cognitive/risk era, award-winning research scientist and innovator Dr
Nathaniel Newlands of the University of Victoria, Canada, discusses the increasingly critical role statistics plays in unravelling thecomplexity of our world at IICSSHawaii2017.

ACEID2017 | IAFOR.ORG | 99

The IAFOR Dubai Conference Series was held in February 2017 at the The InterContinental Festival City Event Centre in Dubai, UAE, as
an interdisciplinary event on the themes of “Educating for Change” and “East Meets West: Innovation and Discovery”.
Top left: Professor Donald E. Hall, Dean of the College of Arts and Sciences at Lehigh University, USA, gives a compelling Keynote
Presentation at IICEDubai2017 on “Interdisciplinary Education for Innovation and Change”. Professor Hall is Vice-President of IAFOR.
Top right: IICEDubai2017 Keynote Speaker Professor Christina Gitsaki of Zayed University, UAE, addresses delegates on the topic of“Education: A Supertanker in an Ocean of Change and Innovation”, discussing change in education from a number of different perspectives.
Below left: In a Featured Presentation at IICEDubai2017, Dr Fadi Aloul speaks on bringing education to schools and universities tohelp create future innovators. Dr Aloul is Professor and Department Head of Computer Science and Engineering, as well as Directorof the HP Institute at the American University of Sharjah, UAE. Below right: As a Featured Speaker at IICEDubai2017, Dr Sufian
Abu-Rmaileh of UAE University, UAE, presents on “Leadership Skills & Styles for Successful Administrators”. Dr Abu-Rmaileh is
President of TA Toastmasters and former President of TESOL Arabia.
Bottom left: In a lively Featured Presentation at IICSSDubai2017, Dr Virginia Bodolica, American University of Sharjah, UAE,
discusses “Managing for Innovation and Sustainability: Lessons from the Gulf Region”, illustrating the recent accomplishments ofseveral Gulf-based nations in espousing the principles of the knowledge-based economy and delineating strategic priorities for attaining
sustainable development goals. Bottom right: Dr Christine Coombe of Dubai Men’s College, UAE, gives a Featured Presentation aspart of IICEDubai2017 on educators’ productivity, sharing the results of a research project investigating how the most productive
TESOLers “fit it all in” and attain the ever-elusive work-life balance.

100 | IAFOR.ORG | ACEID2017

Presenters& Reviewers

ACEID2017 | IAFOR.ORG | 101

A-Z Index of Presenters
Abednego, Felicia
70
Maranatha Christian University, Indonesia
Abeykoon, Wathsala
58
University of Colombo, Sri Lanka
Aditia, Ivan
74
University of New South Wales, Australia
Alkaabi, Sultan
68
National Defense College UAE, UAE
Allan, Isabella
57
Fielding Graduate University, USA
Ammaramorn, Chintana
36
King Mongkut’s Institute of Technology Ladkrabang,
Prince of Chumphon Campus, Thailand
Anwar, Mohammad A
87
Al Ghurair University, UAE
Arao, Arnold
55
Kurashiki Board of Education, Japan
Asdornnithee, Somsit
43
Mahidol University, Thailand
Asgarkhani, Mehdi
54
Ara Institute of Canterbury, New Zealand
Asmara, Indri87
Indonesian Institute of Sciences, Indonesia
Balicoco, Ylcy
50
Att . Orlando S. i ando ational i h School, The
Philippines
Bangoy, Teena Marie
74
Att . Orlando S. i ando ational i h School, The
Philippines
Baniel, Zynen
45
Ateneo de Manila University, The Philippines
Barrett, Bob
52
American Public University, USA
Basilio, Mairenallen Joy
74
bon atchathani niversit , Thailand
Boonlerts, Suttharat
60
a abhat Suratthani niversit , Thailand
Brown, Charles
53
Hokkaido University, Japan
Buakruen, Pitsacha
36
King Mongkuts Institute of Technology Ladkrabang,
Prince of Chumphon Campus, Thailand
Campbell, Karen
81
Goddard College, USA
Chan, Christy May-See
54
City University of Hong Kong, Hong Kong
Chanayotha, Poggade
67
Thepsatri a abhat niversit , Thailand
Chandra, Sushant
72
Jindal Global Law School, India
Chang, Dian-Fu
75
Tamkang University, Taiwan
Chen, Huei-Mein
37
Chung Hwa University of Medical Technology,
TaiwanChen, Jun-Yi
35
Graduate Institute of Mathematics and Science
Education, Taiwan
Chen, Shiah-Lian
37
National Taichung University of Science andTechnology, Taiwan
102 | IAFOR.ORG | ACEID2017

Chen, Su-Chang
33
National Penghu University of Science and Technology,
TaiwanChen, Ya Fen
84
National Cheng Kung University, Taiwan
Cheng, Louis61
The Hong Kong Polytechnic University, Hong Kong
Cheng, Ming Chang
35
National Pingtung University of of Science andTechnology, Taiwan
Cheng, Tsai-Feng
36
National Kaohsiung Normal University, Taiwan
Cheng, Tzong-Shing
49
University of Kang Ning, Taiwan
Cheong, Grace
53
University of Western Australia, Australia
Chia, Ivy
59
SIM University, Singapore
Chiang, Tien-Hui
48
Southern Taiwan University of Science andTechnology, Taiwan
Chitiyo, Rufaro
36
Tennessee Technological University, USA
Chou, Ming I
40
National Kaohsiung Normal University, Taiwan
Chou, Pei-I
35
Institute of Education, ational Sun at-sen
University, Taiwan
Chow, Francis
52
Zayed University, UAE
Chulasukhont, Phuwadon
68
Thepsatri a abhat niversit , Thailand
Cui, Laiting
48
Zhengzhou University, China
Das, Pankaj
72
University of Delhi, India
Drakpa, Dawa
62
Mahidol University, Thailand
Faculo, Soraya
44
Department of Education - Cordillera Administrative
e ion, The hilippines
Fan, Jun-Yu
38
Chang Gung University of Science And Technology,
TaiwanFlores, Noelle R.
80
Ateneo de Manila University, The Philippines
Gim, Hyeyeong77
an won ational niversit , epublic of orea
Giust, Amanda
56
Florida International University, USA
Goh, Ailsa
81
National Institute of Education, Nanyang
Technological University, Singapore
Hanif, Muhammad
78
University of Sebelas Maret, Indonesia
Hapsari, Niken Kusuma
79
Monash University, Australia
Hardie Boys, Deryn
62
Victoria University of Wellington, New ZealandHayashi, Gota
67
Tokyo Keizai University, Japan

A-Z Index of Presenters
Hidayati, Nurun
83
Sebelas Maret University, Indonesia Endowment Fundfor Education, Indonesia
Hill, Dave40
Macau Polytechnic Institute, Macau
Hsiao, Hsi-Chi
34
Cheng Shiu University, Taiwan
Hsu, Cheng Fang
59
Shu Te University, Taiwan
Huang, Chin-Fei
43
National Kaohsiung Normal University, Taiwan
Huang, Chin-Fei
71
National Kaohsiung Normal University, Taiwan
Hung, Yu-Hsin
35
National Taiwan University, Taiwan
Ibarra Solis, Israel
61
Instituto Politecnico Nacional, Mexico
Jacobs, Glen
59
St. George's University, Grenada
Johnson, Dawn
84
i an iaoton -Liverpool niversit , China
Kaewchuay, Saowalee
76
Mahidol University, Thailand
Kawamoto, Hisaki
40
Tokyo Institute of Technology, Japan
Khamphang, Thidarat
38
Mahasarakham University, Thailand
Khamratana, Suthathip
41
Khon Kaen University, Thailand
Kikunga, Muhandji
70
University of South Africa, South Africa
Kim, Mihyeon
32
William and Mary, USA
Koojaroenprasit, Sauwaluck
77
Kasetsart University, Thailand
Lai, Yiu-Chi
82
The Education University of Hong Kong, Hong Kong
Lama, Gyanesh
38
California State University, Fresno, USA
Law, Derry
67
The Hong Kong Polytechnic University, Hong Kong
Leichsenring, Andrew
51
Tamagawa University, Japan
Leong, Shook Yee
72
International Christian University, Japan
Li, Hui-Chuan
57
Universiti Brunei Darussalam, Brunei Darussalam
Lim, Choon
41
Victoria University, Australia
Lin, Chiung-Yao
45
Kaohsiung Normal University, Taiwan
Logan, Madeleine
58
International Christian University, Japan
Loonsakaewong, Teerawat
37
Mahasarakham University, Thailand
Lubrica, Maria Azucena
82
Benguet State University, The Philippines
Lye, Christina
77
Nanyang Girls' High School, Singapore
Ma, Xin75
University of Kentucky, USA

Maeda, Yukiko
52
Purdue University, USA
Maneerot, Nattapong
38
Mahasarakham University, Thailand
Marcelino, Arlaine Joy
73
Ateneo de Manila University, The Philippines
Margaretha, Yolla
76
Maranatha Christian University, Indonesia
Martin, Jennifer
56
Florida International University, USA
Martinez Sarmiento, Luis Fernando 86
Business University Foundation of the Chamber ofCommerce of Bogota - Uniempresarial, Colombia
McCabe, Kate
66
Simon Fraser University, Canada
McCabe, Kate
80
Simon Fraser University, Canada
McCarthy, Brendan
41
Independent Scholar, Australia
Meise, Sabine
55
University of Education Ludwigsburg, Germany
Mishieva, Elena
47
Lo onosov oscow State niversit , ussianFederation
Mohamad, Maslawati
74
National University of Malaysia, Malaysia
Mohan, Deepanshu
72
Jindal School of International Affairs, India
Mohd noor, Dr Norhayati
44
Independent Scholar, Malaysia
Mohottala, Hashini
61
University of Hartford, USA
Nakagawa, Noriko
58
University of Marketing and Distribution Sciences,Japan
Nakamura, Eri
55
The University of Tokyo, Japan
Ng Poh Yaip, Steven
68
Singapore Management University, Singapore
Nguyen, Thuong
83
National Chengchi University, Taiwan
Nithlavarnan, Ananthamyl
57
University of Jaffna, Sri Lanka
Nuamjapho, Pinrada
66
Khon Kaen University, Thailand
O'Neill, Tara
34
University of Hawaii at Manoa, USA
Ogbomo, Queen
60
Tennessee Technological University, USA
Oh, Jae-Eun
69
The Hong Kong Polytechnic University, Hong Kong
Okamoto, Sachi
61
Kyushu University, Japan
Onnom, Eakrat
76
Chandrakase
a abhat niversit , Thailand
Pai, Hui-Ju
33
University of California, Santa Barbara, USA
Pamanee, Kanit
60
California State University, Los Angeles, USA
Peng, Yu-Ping
32
Fu Jen Catholic University, Taiwan
ACEID2017 | IAFOR.ORG | 103

A-Z Index of Presenters
Peng, Yu-Ping
33
Fu Jen Catholic University, Taiwan
Pilachai, Piriyaporn
63
Mahasarakham University, Thailand
Prapruetdee, Phoowadon
34
King Mongkut's Institute of Technology Ladkrabang,
Thailand
Prawalpatamakul, Cholawat
79
Khon Kaen university, Thailand
Puangsuk, Oranuch
46
bon atchathani niversit , Thailand
Purbasari, Rosalinda Ayu
63
Universitas Sebelas Maret, Indonesia
Purnama, Shilmy
63
Indonesia University of Education, Indonesia
Rahmatillah, Kartini
80
STIE Madani Balikpapan, Indonesia
Reilly, Andy
78
University of Hawai`i - Manoa, USA
Rha, Hyeon-Mi
75
orea esearch Institute for ocational Education
Trainin , epublic of orea
Richardson, Jennifer
52
Purdue University, USA
Rungrojngarmcharoen, Kanog-On
87
Assumption University, Thailand
Sam, Choon Juen
77
Nanyang Girls' High School, Singapore
Samarakoon, Udari
58
University of Colombo, Sri Lanka
Saronik, Novitasari
78
Indonesia University of Education, Indonesia
Selvaranee, I.
44
National Institute of Education, Sri Lanka
Sensed, Tosawit
37
Mahasarakham University, Thailand
Sivan, Atara
62
Hong Kong Baptist University, Hong Kong
Snodin, Navaporn Sanprasert
32
Kasetsart University, Thailand
Sokout, Hamidullah
86
Kabul Polytechnic University, Afghanistan
Sorimachi, Kana
54
Independent Scholar, Japan
Suciati82
Universitas Terbuka - the Indonesia Open University,
Indonesia
Sulyantha, Kadek Ray
46
bon atchathani niversit , Thailand
Susanto, Gresia Yulistin
56
Indonesia University of Education,
Indonesia
Szeto, Ho Chin Irene
45
Technological and Higher Education Institute of Hong
Kong, Hong Kong
Tam, Vicky Chiu-Wan
62
Hong Kong Baptist University, Hong Kong
Tan, Aaron
69
Singapore Institute of Management Global Education,
SingaporeTan, Carol81
Nanyang Technological University, Singapore
104 | IAFOR.ORG | ACEID2017

Taniguchi, Jay
34
University of Hawaii at Manoa, USA
Thumnong, Phanupong
46
Khon Kaen University, Thailand
Tsai, Shing Chih69
National Cheng Kung University, Taiwan
Uyama, Sayo
47
Hokkaido University, Japan
Valle-Riestra, Diana
56
Florida International University, USA
Vasconcelos-Lopes, Carlos
41
University of Saint Joseph, Macau
Veloso, Angela Francisca
71
DepEd Las Piñas, The Philippines
Vu, Phuong Anh
47
University of Newcastle, Australia
Wahab, Mardatillah
79
STIE Madani, Indonesia
Wang, Hsing-Yu
32
National Taiwan Ocean University, Taiwan
Wang, Xian Ling
42
Institute of Education, China
Wang, Yiran
83
The University of Edinburgh, UK
Wang, Yu-Wen
51
National Taipei University of Education, Taiwan
Wang, Zhexian
42
Zhengzhou University, China
Wardani, Duhita Savira
78
State University of Surabaya, Indonesia
Wong, Jocelyn L. N.
51
The Chinese University of Hong Kong, Hong Kong
Wong, Phoebe
53
The Hong Kong Polytechnic University, Hong Kong
Wongrak, Chalermchai46
bon atchathani niversit , Thailand
Wu, Jason Hsinchieh
49
National Dong Hwa University, Taiwan
Wu, Jason Hsinchieh76
National Dong Hwa University, Taiwan
Wu, Jin-Fu
50
National Chung Hsing University, Taiwan
Yang, Chen-Chen
71
National Kaohsiung Normal University, Taiwan
Yeh, Fan-Yu
66
National Kaohsiung Normal University, Taiwan
Ying, Liu
49
Institute of Education, China
Yu, Chin-Chung
33
National University of K aohsiung, Taiwan
Yu, Waynele
34
University of Hawaii, USA
Yum, Tin Pui
70
The University of Hong Kong, Hong Kong
Zhao, Jiangtao
48
Zhengzhou University, China
Zhou, Qian
42
Zhengzhou University, China
Ziderman, Adrian
64
Bar-Ilan University, Israel

ACEID2017 Review Committee
Dr Abdul Aziz
Uin Maulana Malik Ibrahim Malang, Indonesia
Dr Andri Zainal
Universitas Negeri Medan, Indonesia
Professor Avelino Caraan, Jr.
ose i al niversit , The hilippines
Dr Bethe Schoenfeld
Western Galilee College, Israel
Dr Bonimar Tominez
Nueva Vizcaya State University, Philippines
Dr Chung-Wa Naska Law
The Hong Kong Institute of Education, Hong Kong
Dr Diobein Flores
DepEd, The Philippines
Dr Doris McEwen Harris
McEwen Education Consulting and Curriculum Auditing, USA
Dr Ida Fatimawati Adi Badiozaman
Swinburne University of Technology Sarawak, Malaysia
Dr Marielle Patronis
Zayed University, UAE

Dr Michael Chan
Hang Seng Management College, Hong Kong
Dr Nenita Delos Santos
Emirates Nuclear Energy Corporation, UAE
Dr Randy Tudy
Cor Jesu College, The Philippines
Dr Rennie SaranzaPhilippine Normal University – Mindanao, The Philippines
Professor Tatiana Ille
Gulf Medical University, UAE
Professor Tzuhua Huang
University of Taipei, Taiwan
Dr Yaying Zhang
Tho pson ivers niversit , Canada
Professor Yen-Hui Lu
Chun uan Christian niversit , Taiwan
Dr Zhaoxun Song
Hong Kong Hang Seng Management College, Hong Kong

ACEID2017 Senior Reviewers
Dr Aaron Tan
Singapore Institute of Management Global Education, Singapore
Dr Ai Chun Yen
National DongHwa University, Taiwan
Professor Bernard Montoneri
Tamkang University, Taiwan
Professor Carlos Vasconcelos-Lopes
University of Saint Joseph, Macau
Dr Chalermchai Wongrak
bon atchathani niversit , Thailand
Dr Chin Fei Goh
Universiti Teknologi Malaysia, Malaysia
Dr Choon Lim
Victoria University, Australia
Dr Christine Coombe
Dubai Men’s College, UAE
Dr Deborah Javier
University of the East, Manila, The Philippines
Dr Edward Padama
Arellano University, The Philippines
Dr Ee Lin Lee
Western Washington University, USA
Dr Elena Mishieva
Lo onosov oscow State niversit , ussian Federation
Dr Francis Chow
Zayed University, UAE
Dr Helen M. Llenaresas
Bicol University, The Philippines
Dr Helena Viana
UNASP - EC, Brazil
Dr Irina Madeyeva
Autonomous Educational Organization, Kazakhstan
Dr Ivy Chia
SIM University, Singapore
Isabella Allan
Fielding Graduate University, USA
Professor Jayson Lannu
De La Salle - College of Saint Benilde, The Philippines
Dr Jocelyn L. N. Wong
The Chinese University of Hong Kong, Hong Kong

Jonas Feliciano Domingo
Manila Science High School, The Philippines
Dr Kok Siang Tan
National Institute of Education, Singapore
Dr Maria Luz Macasinag
Bicol College, The Philippines
Dr Mariyana Ilieva
Sofia niversit St. li ent Ohridski, ul aria
Dr Martiallou Organiza
University of the Visayas, The Philippines
Dr Maslawati Mohamad
National University of Malaysia, Malaysia
Dr Naseer Ahmed
Al Ghurair University, UAE
Dr Navaporn Sanprasert Snodin
Kasetsart University, Thailand
Dr Noriko Nakagawa
University of Marketing and Distribution Sciences, JapanDr Oranuch Puangsuk
bon atchathani niversit , Thailand
Dr Pitsacha Buakruen
King Mongkuts Institute of Technology Ladkrabang,
Prince of Chumphon Campus, Thailand
Professor Qian Zhou
Zhengzhou University, China
Dr Queen Ogbomo
Tennessee Technological University, USA
Dr Rennie Philippine Saranza
Normal University-Mindanao, The Philippines
Dr Shewli Kumar
Tata Institute of Social Work, India
Dr Somsit Asdornnithee
Mahidol University, Thailand
Dr Tanju Deveci
The Petroleum Institute, UAE
Professor Ted O'Neill
Gakushuin University, JapanDr Zanabazar Bayarchimeg
Mongolian State University of Education, Mongolia
ACEID2017 | IAFOR.ORG | 105

ACEID2017 Reviewers
Dr Ailsa Goh
National Institute of Education, Nanyang Technological
University, Singapore
Ana Cristina Fortes
Sorsogon State College, The Philippines
Arlaine Joy Marcelino
Ateneo de Manila University, The Philippines
Professor Atara Sivan
Hong Kong Baptist University, Hong Kong
Dr Charles Brown
Hokkaido University, Japan
Professor Chin-Chung Yu
National University of Kaohsiung, Taiwan
Professor Chin-Fei Huang
National Kaohsiung Normal University, Taiwan
Dr Dawn Johnson
i an iaoton -Liverpool niversit , China
Duhita Savira Wardani
State University of Surabaya, Indonesia
Dr Gabriel Sicam
Technological University of the Philippines, The Philippines
Dr Graziela Giusti Pachane
UFTM, Brazil
Dr Hui-Chuan Li
Universiti Brunei Darussalam, Brunei Darussalam
Dr Ho Chin Irene Szeto
Technological and Higher Education Institute of Hong Kong,
Hong Kong
Dr Israel Ibarra Solis
Instituto Politecnico Nacional, Mexico
Dr Jae-Eun Oh
The Hong Kong Polytechnic University, Hong Kong
Professor Jason Hsinchieh Wu
National Dong Hwa University, Taiwan
Dr Josephine Jim
The University of Hong Kong, Hong Kong
Dr Jun-yu Fan
Chang Gung University of Science and Technology, Taiwan
Dr Kanog-on Rungrojngarmcharoen
Assumption University, Thailand
Dr Kazuko Matsuno
Shizuoka University, Japan

Professor Keith Miller
University of Missouri-St.Louis, USA
Dr Leonila Barbacena
Bicol University, The Philippines
Dr Lisa Gracia Kailola
Universitas Kristen Indonesia, Indonesia
Dr Luis Fernando Martinez Sarmiento
Business University Foundation of the Chamber of Commerce of
Bogota - Uniempresarial, Colombiar e et rat
Anadolu University, Turkey
Dr Mein-Woei Suen
Asia University, Taiwan
Dr Meral Çapar
Anadolu University, Turkey
Professor Ming Chang Cheng
National Pingtung University of Science and Technology, Taiwan
Dr Myrna Libutaque
Philippine Science High School Western Visayas, The Philippines
Dr Phoebe Wong
The Hong Kong Polytechnic University, Hong Kong
Dr Phuwadon Chulasukhont
Thepsatri a abhat niversit , Thailand
Dr Pi-Chi Han
National Kaohsiung Normal University, Taiwan
Dr Premnadh Kurup
La Trobe University, Australia
Dr Rachel Lam
National Institute of Education, Singapore
Dr Sauwaluck Koojaroenprasit
Kasetsart University, Thailand
Professor Shiah-Lian Chen
National Taichung University of Science and Technology, Taiwan
Dr Suciati
Universitas Terbuka - The Indonesia Open University, Indonesia
Professor Tien-Hui ChiangSouthern Taiwan University of Science and Technology, Taiwan
Professor Xin Ma
University of Kentucky, USA
Dr Yiu-chi Lai
The Education University of Hong Kong, Hong Kong
Dr Youmen Chaaban
Qatar University, Qatar

Thank YouIAFO depends on the assistance of a lar e nu ber of international acade ics and practitioners who contributein a variety of ways to our shared mission of promoting international exchange, facilitating intercultural awareness,encouraging interdisciplinary discussion and generating and sharing new knowledge. Our academic events would
not be what they are without a commitment to ensuring that international norms of peer review are observed forour presentation abstracts. With thousands of abstracts submitted each year for presentation at our conferences,
IAFO relies on acade ics around the world to ensure a fair and ti el peer review process in keepin withestablished international norms of double-blind peer review.
We are grateful for the time, effort and expertise donated by all our contributors.

106 | IAFOR.ORG | ACEID2017

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ACEID2017 | IAFOR.ORG | 109

Upcoming Events
www.iafor.org/conferences
Kobe, Japan, 2017
March 30 – April 2, 2017
The Asian Conference on Arts & Humanities 2017
(acah.iafor.org)
The Asian Conference on Literature 2017(librasia.iafor.org)
June 1–4, 2017
The Asian Conference on Cultural Studies 2017(accs.iafor.org)
The Asian Conference on Asian Studies 2017(acas.iafor.org)
The IAFOR International Conference on Japan & Japan Studies 2017
(iicj.iafor.org)
June 8–11, 2017
The Asian Conference on the Social Sciences 2017
(acss.iafor.org)
The Asian Conference Sustainability, Energy & the Environment 2017
(acsee.iafor.org)
The Asian Conference on Aging & Gerontology 2017(agen.iafor.org)
October 19–22, 2017
The Asian Conference on Education 2017
– includes The Asian Undergraduate Research Symposium 2017(ace.iafor.org)
October 27–29, 2017
The Asian Conference on Media & Mass Communication 2017
(mediasia.iafor.org)

Brighton, UK, 2017
June 30 – July 2, 2017
The European Conference on Education 2017
(ece.iafor.org)
The European Conference on Language Learning 2017(ecll.iafor.org)
July 4–5, 2017
The European Conference on Psychology & the Behavioral Sciences 2017
(ecp.iafor.org)
The European Conference on Ethics, Religion & Philosophy 2017
(ecerp.iafor.org)
July 7–9, 2017
The European Conference on the Social Sciences 2017
(ecss.iafor.org)
The European Conference on Sustainability, Energy & the Environment 2017
(ecsee.iafor.org)
110 | IAFOR.ORG | ACEID2017

Upcoming Events
www.iafor.org/conferences
Brighton, UK, 2017 (cont.)
July 11-12, 2017
The European Conference on Arts & Humanities 2017
(ecah.iafor.org)
The European Conference on Media, Communication & Film 2017
(euromedia.iafor.org)

Barcelona, Spain, 2017
July 14-16, 2017
The IAFOR International Conference on the City 2017
(city.iafor.org)
The IAFOR International Conference on Global Studies 2017
(global.iafor.org)

Hawaii, USA, 2018
January 4-6, 2018
The IAFOR International Conference on Education – Hawaii 2018
(iicehawaii.iafor.org)
The IAFOR International Conference on Language Learning – Hawaii 2018
(iicllhawaii.iafor.org)
The IAFOR International Conference on the Social Sciences – Hawaii 2018
(iicsshawaii.iafor.org)
The IAFOR International Conference on Sustainability, Energy & the Environment – Hawaii 2018
(iicseehawaii.iafor.org)

Dubai, UAE, 2018
Dates TBA – Schedule Subject to Change
The IAFOR International Conference on Education – Dubai 2018
(iicedubai.iafor.org)
The IAFOR International Conference on Language Learning – Dubai 2018
(iiclldubai.iafor.org)
The IAFOR International Conference on the Social Sciences – Dubai 2018
(iicssdubai.iafor.org)

www.iafor.org

Cover image by Mari Pi
Programme design by IAFOR Media