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This study aims to explore whether English-language learners (ELLs) who have struggled to pass a high school exit exam (HSEE) self-report that they are able to self-regulate their learning. It is of interest to find out whether, in addition to limited English proficiency, these students are struggling to exert control over their learning.

Using semi-structured interviews, the study sought the perspectives of eight ELLs who had repeatedly failed their state-mandated HSEE. Interviews were transcribed using a modified grounded theory approach, and thought units were coded with a focus on the following elements of SRL: self-understanding, goal directedness, flexibility and strategy use.

Results indicated that all interviewees demonstrated a greater, more specific awareness of their academic weaknesses than their strengths. Half the interviewees demonstrated an awareness of how they learned. Similarly, half of them verbalized that they approached learning flexibly. None of the interviewees reported using evidence-based strategies. However, all interviewees were goal-oriented.

This research approach may limit the external validity of the results. The richness of the data may also be limited because interviews were conducted in English.

The findings from this study have implications for educating ELLs in an era of standards-based education and helping them pass HSEEs.

These results also have implications for advancing social justice through informed educational policy.

This paper fills a gap in the literature by extending the theory of SRL, which is associated with academic success in diverse students, to ELLs, a rapidly growing demographic in US public schools that is struggling to achieve academic success.

There is a notable dearth of interventions that have been specifically designed for Asian English Language Learner (ELL) students, and the existing research on ELL students often lacks population validity and sample diversity. In response to this need, this paper aims to review current research on literacy interventions for East/Southeast Asian ELLs and provide practical recommendations for educators teaching literacy skills to this population.

To identify studies for inclusion in this review, a systematic literature search was conducted of peer-reviewed studies and dissertations were published between 2001 and 2016. Articles were included in the authors’ review, if those described a literacy intervention where the sample was entirely East and/or Southeast Asian ELLs, or, if the sample included other groups, the study provided an analysis of the intervention’s effectiveness specifically for the East or Southeast Asian ELLs in the study. Both quantitative and qualitative studies were included.

The authors’ search yielded seven studies. The authors found three main contributors to effective literacy instruction for this population: culturally relevant instruction, family involvement and encouraging first language (L1) development to facilitate language and literacy in English. Results indicated that interventions that consider a student’s cultural style (i.e. preference toward a teacher-centered classroom) or included cultural familiar themes/texts were found to be more effective. In addition, strategies that encouraged the development of L1, such as the use of dual-language books, explicitly teaching contrastive analysis and providing the same book to be read at home and a school were all correlated with greater literacy gains. Finally, facilitating home-school communication seemed to contribute to the efficacy of several of the interventions.

This paper reveals the need to expand the current knowledge base on effective literacy instruction and intervention for East/Southeast Asian ELL students, especially research on population validity, given the specific needs of this growing population. This review is limited by the small number of relevant studies and the fact that not all East/Southeast Asian languages or ethnic groups were represented. There is still a great need for future research to determine what methods or combination of factors are effective with East/Southeast Asian ELLs of various ages and needs.

The findings from this paper have generated practical recommendations for educators teaching literacy skills to East/Southeast Asian ELL students, such as: tailor literacy instruction to be culturally relevant, design interventions around student’s preferred learning style, encourage parent/family involvement, provide bilingual instruction and bilingual reading materials and provide parents with books and information about the literacy curriculum.

This paper also reveals the need to expand the current knowledge base on effective literacy instruction and intervention for East/Southeast Asian ELL students, especially research on population validity, given the specific needs of this growing population.

Based on an extensive literature search, this is the first paper to review and summarize the research on literacy interventions for East/Southeast Asian ELLs over the past 15 years. This paper provides valuable recommendations to educators and calls for more research on English literacy acquisition specific to this population.

This study examined the impact of school leadership on teacher professional collaboration, with collective teacher innovativeness and teacher self-efficacy (TSE) playing the mediating role. Two most commonly used leadership styles, instructional leadership (IL) and distributed leadership (DL), were analyzed using a multilevel design, i.e. teachers are nested within schools.

The proposed model was validated using data of Taiwan TALIS 2018 collected from both teachers and principals and analyzed using hierarchical linear modeling.

Results showed that IL and DL influence teacher professional collaboration through different paths. IL had a significant direct impact on teacher professional collaboration alone, while DL had a significant direct impact on both teachers' collective innovativeness and their professional collaboration. While TSE had a direct effect on collective teacher innovativeness, TSE and collective teacher innovativeness had a direct effect on teacher professional collaboration.

This study highlights the significant impact of principal leadership as both principals and teachers work in the same environment and culture co-shaped through the interaction and collaboration. Research evidence regarding the effects of IL and DL on teacher professional collaboration is limited; this is even less evidential when the indirect effects of variables mediating between school leadership and teacher outcomes, including teacher collective innovativeness and TSE, are added to the total effects. The present findings provide useful references for principals and teachers when promoting professional collaboration to achieve desired outcomes in school and student improvement.

Drawing from the conservation of resource theory and the job demands-resources model, this study examines the bi-directional conflicts of work and family during COVID-19, and investigates the online teaching work-related antecedents and the mechanism shaping emotional exhaustion of teachers in Taiwan. Moreover, this study explores mindfulness in teaching as a possible moderator.

Data for analysis were collected from elementary school teachers via an online survey using a questionnaire comprising well-developed scales. The hypotheses were validated using structural equation modeling.

Results show that only family interfering with work conflict mediates the positive relationship of online teaching job demand with emotional exhaustion and negative relationship of online teaching job resource with emotional exhaustion. Results also evidence that mindfulness practiced by teachers can help them perceive their own feelings and thoughts non-judgmentally in face of job demands.

With the growing work-from-home trend, the current study revisits the impact of work demands and resources on work-family conflict, and examines whether Taiwanese teachers' perception towards online teaching would lead to different observations. The path that JD→WIF conflict→EE is well established in the literature, while COVID-19 brings to light another path JD→FIW conflict→EE, revealing insight into teachers' cognition and plight during the pandemic.

Psychological well-being (PWB) is defined as one’s level of psychological happiness and health, encompassing life satisfaction and feelings of accomplishment. The literature on PWB has progressed rapidly in the past few decades. Meanwhile, camping has become a fast-growing outdoor recreation business in Taiwan. However, there is no extant research specifically focused on understanding the influences of travel distance on PWB in the context of eco-entrepreneurship such as sustainable camping management. This study aims to explore the PWB differences of campers who were from different living circles, travel distances, and regions in Taiwan. The study settings were the campgrounds in Wuling National Forest Recreation Area and Xitou Nature Education Area which were two renowned outdoor recreation and tourism destinations in Taiwan. There were totally 701 campers who responded to the on-site camper surveys. Campers’ residential zip codes were asked in the questionnaire and Google Maps was utilized to calculate campers’ travel distance, living circle, and residential region. To measure campers’ perceptions of PWB, the Ryff’s (1995) Scales of Psychological well-being theory was employed. The gravity model which provides an estimate of the volume of flows of goods, services, or people between two or more locations was used to explain the relationships between PWB and travel distance. The results indicated that campers who were members of a closer living circle and traveled shorter distance group to the campground, and campers who lived in the central region of Taiwan perceived higher levels of PWB. The management implications for eco-entrepreneurship on camping are provided.

The purpose of this paper is to develop the multi‐degree‐of‐freedom measurement system to test, verify, and control the nano‐measuring machine.

A generic differential model approach is constructed to numerically describe the hysteresis effects of piezoelectric actuators. Based on the generic differential model, a feedforward compensator with a proportional integral (PI) type controller is designed to compensate for the hysteresis nonlinearity of a piezoelectric actuated three degree‐of‐freedom coplanar nanostage which can provide high‐precision applications.

The Z‐tilts (z, pitch, and roll motion) error compensation stage of the nano‐measuring machine is accomplished. Moreover, a high‐resolution laser interferometer is used to measure position accurately.

This paper contributes to develop a tracking control design method for the piezoelectric motion platform which combines a closed‐loop feedforward compensator with a PI type controller.

This study compares the motivation, perceived crowding and satisfaction differences among local climbers in three Asian countries. The study population consists of mountain climbers from Taiwan's Yushan, Japan's Mount Fuji and Malaysia's Mount Kinabalu. The study involves 3,112 respondents from Mount Fuji, 192 from Mount Kinabalu and 391 from Yushan. The results from the Multivariate Analysis of Variance (MANOVA) show significant differences among climbers on the three mountains concerning climbers' motivation, perceived crowding and satisfaction. Social factors are the most significant motivators, with climbers on Mount Kinabalu, representing the most salient motivation for mountain tourism. For perceived crowding, climbers on Mount Fuji perceive congestion on the trails, mountaintops, restrooms and mountain huts and regard those services as unacceptable. Concerning satisfaction, services provided by mountain huts are the most significant, with the highest satisfaction recorded at Yushan's mountain huts. The study findings may be used as a reference for relevant tourism stakeholders and guide future research directions.

The purpose of this paper is to propose a game-based learning (GBL) content design model that replicates the two-dimensional Bloom cognitive process in GBL units. The proposed model, called the knowledge and cognitive-process representation (KCR) model, enables a game player to access three types of Bloom knowledge by allowing the learner to experience-related cognitive processes that can be replicated in the GBL units via appropriate representation approaches.

To validate the feasibility of the proposed KCR model, 14 GBL units for a Cisco-certified network associate (CCNA) certification training program were designed and installed on several servers. Players played the GBL units via internet browsers. According to the problem-solving theory, three game components, including a tool, feedback, and goal, are necessary for game playing and should be adopted to implement three sub-cognitive processes. A three-phase experiment was performed for one year. Subjects were university sophomores and a randomized block experiment design was implemented.

The experimental results show that, compared with a traditional web-based learning platform, the GBL platform is more efficient and it enables learners to achieve improved learning performance. In addition, most hypotheses support the fact that particular cognizance processes should be implemented by a specific representation approach in GBL. Finally, a KCR model for GBL content design is inferred to represent a cognitive process appropriately that can be referenced for both the digital content instructor and the game developer.

Because the CCNA training material does not include meta-knowledge of Bloom knowledge type and the creation of the Bloom cognitive process, the KCR model should be further extended. In addition, others certification training materials (such as Oracle DBA, Java programmer) can be implemented on the basis of the KCR model for general validation as further research.

Players can acquire specific types of knowledge, such as factual knowledge, by experiencing a particular cognitive process, such as the “remembering & understanding” processes, which can be represented with a computer tool. The KCR model can provide both the instructor and the game developer with design recommendations and accelerate GBL content implementation.

GBL is a learning platform that can stimulate a learner by improving the motivation to learn and the learning experience. To ensure high-learning performance, the learner should perform specific cognitive processes and acquire knowledge. This research proposes a content design model for GBL units that appropriately replicate the Bloom framework in a computer game.

Demand and popularity of portable electronic devices are driving the designers to strive for higher speeds, long battery life and more reliable designs. Recently, an overwhelming interest has been seen in the problems of designing digital systems with low power at no performance penalty. Most of the very large-scale integration applications, such as digital signal processing, image processing, video processing and microprocessors, extensively use arithmetic operations. Binary addition is considered as the most crucial part of the arithmetic unit because all other arithmetic operations usually involve addition. Building low-power and high-performance adder cells are of great interest these days, and any modifications made to the full adder would affect the system as a whole. The full adder design has attracted many designer's attention in recent years, and its power reduction is one of the important apprehensions of the designers. This paper presents a 1-bit full adder by using as few as six transistors (6-Ts) per bit in its design. The paper aims to discuss these issues.

The outcome of the proposed adder architectural design is based on micro-architectural specification. This is a textual description, and adder's schematic can accurately predict the performance, power, propagation delay and area of the design. It is designed with a combination of multiplexing control input (MCIT) and Boolean identities. The proposed design features lower operating voltage, higher computing speed and lower energy consumption due to the efficient operation of 6-T adder cell. The design adopts MCIT technique effectively to alleviate the threshold voltage loss problem commonly encountered in pass transistor logic design.

The proposed adder circuit simulated results are used to verify the correctness and timing of each component. According to the design concepts, the simulated results are compared to the existing adders from the literature, and the significant improvements in the proposed adder are observed. Some of the drawbacks of the existing adder circuits from the literature are as follows: The Shannon theorem-based adder gives voltage swing restoration in sum circuit. Due to this problem, the Shannon circuit consumes high power and operates at low speed. The MUX-14T adder circuit is designed by using multiplexer concept which has a complex node in its design paradigm. The node drivability of input consumes high power to transmit the voltage level. The MCIT-7T adder circuit is designed by using MCIT technique, which consumes more power and leads to high power consumption in the circuit. The MUX-12T adder circuit is designed by MCIT technique. The carry circuit has buffering restoration unit, and its complement leads to high power dissipation and propagation delay.

The new 6-T full adder circuit overcomes the drawbacks of the adders from the literature and successfully reduces area, power dissipation and propagation delay.